ABSTRACT
This chapter examines how the principles of, and recent advances in, stylistics mean that the discipline is well-placed to offer much to those working as secondary teachers. It argues that a stylistics-informed pedagogy is equally valuable in the secondary phase. Despite the fact that a significant number of secondary English teachers join the profession without backgrounds in linguistics, recent developments have provided an opportunity to consider how integrating linguistic and literary approaches might be beneficial for teachers and students. Generally, teachers’ expertise in language and linguistics is limited and recent initiatives that have attempted to improve serving teachers’ language knowledge and awareness have had mixed or limited success. Academic projects such as Integrating English have foregrounded the genuine integration of language work into literary studies in schools, providing resources such as research digests, wider reading lists and ideas for classroom activities.
