Evaluation and Research in Education
Editor: Professor Keith Morrison, Inter-University Institute of Macau
Associate Editor: Professor Stephen Gorard, University of York
Statistical Adviser: Professor Colin Baker, University of Wales Bangor
Reviews Editor: Dr. Emma Smith, University of York
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Volume: 15 Number: 3 Page: 128–135
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Whatever Happened to Primary English Knowledge and Understanding?
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Sue Beverton
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A rather particular set of problems has characterised the question of primary English subject knowledge and understanding. True, the definition of the English subject understanding that primary pupils should
acquire has long been problematic. However, what primary teachers should know and understand about the English language in order to teach it has been the prior worry. Consequently, what, if any,
knowledge about language primary pupils should understand in order to learn the English they are taught has also been at the centre of long debates. These debates have added to deep uncertainties
about how primary English as a subject should be defined and what its purpose is. The present paper begins by summarising chronologically the main issues in these uncertainties. The paper then looks at
what English subject knowledge teachers have been considered over time as needing to know. The paper concludes that compared with other curricular subjects primary English is a special case: it is a nebulous
subject that has long been prey to socio-political forces. Consequently teachers need to redefine their professional understanding of the subject.
© Multilingual Matters 2001
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