ABSTRACT
The learning and teaching of English, language and literacy are the main priorities for the education systems of many of the world’s nations. The role of language as fundamental to learning in all other areas; the high priority given to literacy teaching; the argument that nations’ economic futures are closely aligned with literacy skills; the emphasis on reading, and the renewed interest in the evidence base for educational policy and practice, are ideas that many nations are addressing. In order to benefit from the wealth of international research of relevance to the teaching of English there is a constant need for expert synthesis and interpretation so that teaching can be informed by these insights. For that reason the aim of this book is to review international research that is particularly relevant to the teaching of English, language and literacy and its enactment as policy.
