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The team of experienced and expert authors collectively examine how English is shaped by policy, institutions and the social relations of the classroom. By connecting issues of policy and social context, the book provides a detailed account of factors such as:    the characteristics of urban multi-cultural schools teacher formation and tradition the ethos of school English departments the institutional changes that have shaped school English in urban classrooms students' experiences of learning.  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Yet what exactly constitutes a subject and its practice remains controversial.  The book is organised into five parts. Part one examines the general aims of primary education, in order to give a background for a more detailed exploration of UK curriculum development. Parts two, three and four examine the core subjects of English, science and mathematics, whilst constantly bearing in mind the full range of views about the purpose of education and the nature of knowledge. Part five introduces key debates about approaches to knowledge, and raises issues about the future organisation of the curriculum. 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In a climate of increasing globalisation, development and mobility of populations, nations around the world are concerned with the tension between cultivating a sense of cultural and linguistic cohesion and making use of the linguistic diversity that exists in every country and region. This book examines the implications and impacts, the dilemmas and potential for language education in relation to education systems and wider society. Split into three key parts, it considers: *current issues in language education, including the role of language in maintaining power and inequalities, in encouraging participation and inclusion and in challenging the status quo; *different approaches to language education around the world; *the potential for language to provide opportunities for the disadvantaged, illustrated by case studies of three cities. 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She addresses all previous published work on this recurrent place-name, both scholarship with an etymological focus and contextual scholarship which examines the names within their wider context. The core of the work is the hypothesis that names of the type cyninges tun or cyning tun derive not from independent coinages meaning 'manor\/farm\/enclosure of a king' in some general sense, or in direct relation to the phrase cyninges tun, as it is sometimes assumed in the literature, as an equivalent to villa regia. 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