English collocation studies:the OSTI report

This is the first published edition of John Sinclair, Susan Jones and Robert Daley's research on collocation undertaken in 1970. The unpublished report was circulated amongst a small group of academics and was enormously influential, sparking a growth of interest in collocation amongst researchers in linguistics. Collocation was first viewed as important in computational linguistics in the work of Harold Palmer in Japan. Later M.A.K. Halliday and John Sinclair published on collocation in the 1960s. English Collocation Studies is a report on empirical research into collocation, devised by Halliday with Sinclair acting as the Principal Investigator and editor of the resultant OSTI report. The present edition contains an introduction by Professor Wolfgang Teubert based on his interview with John Sinclair. The introduction assesses the extent to which the findings of the original research have developed in the intervening years, and how some of the techniques mentioned in the report were implemented in the COBUILD project at Birmingham University in the 1980s.

Effectiveness and uptake of screening programmes for coronary heart disease and diabetes:a realist review of design components used in interventions

Objective - To evaluate behavioural components and strategies associated with increased uptake and effectiveness of screening for coronary heart disease and diabetes with an implementation science focus. Design - Realist review. Data sources - PubMed, Web of Knowledge, Cochrane Database of Systematic Reviews, Cochrane Controlled Trials Register and reference chaining. Searches limited to English language studies published since 1990. Eligibility criteria - Eligible studies evaluated interventions designed to increase the uptake of cardiovascular disease (CVD) and diabetes screening and examined behavioural and/or strategic designs. Studies were excluded if they evaluated changes in risk factors or cost-effectiveness only. Results - In 12 eligible studies, several different intervention designs and evidence-based strategies were evaluated. Salient themes were effects of feedback on behaviour change or benefits of health dialogues over simple feedback. Studies provide mixed evidence about the benefits of these intervention constituents, which are suggested to be situation and design specific, broadly supporting their use, but highlighting concerns about the fidelity of intervention delivery, raising implementation science issues. Three studies examined the effects of informed choice or loss versus gain frame invitations, finding no effect on screening uptake but highlighting opportunistic screening as being more successful for recruiting higher CVD and diabetes risk patients than an invitation letter, with no differences in outcomes once recruited. Two studies examined differences between attenders and non-attenders, finding higher risk factors among non-attenders and higher diagnosed CVD and diabetes among those who later dropped out of longitudinal studies. Conclusions - If the risk and prevalence of these diseases are to be reduced, interventions must take into account what we know about effective health behaviour change mechanisms, monitor delivery by trained professionals and examine the possibility of tailoring programmes according to contexts such as risk level to reach those most in need. Further research is needed to determine the best strategies for lifelong approaches to screening.

What is English for? Language structure and the curriculum for English

This article uses Bernstein’s theory of pedagogic discourse to account for both the processes by which curriculum change occurs and the failure of efforts to introduce meaningful attention to language structure into national curricula.

The National Literacy Strategy and knowledge about language in the English school curriculum

In “The English Patient: English Grammar and teaching in the Twentieth Century”, Hudson and Walmsley (2005) contend that the decline of grammar in schools was linked to a similar decline in English universities, where no serious research or teaching on English grammar took place. This article argues that such a decline was due not only to a lack of research, but also because it suited educational policies of the time. It applies Bernstein’s theory of pedagogic discourse (1990 & 1996) to the case study of the debate surrounding the introduction of a national curriculum in English in England in the late 1980s and the National Literacy Strategy in the 1990s, to demonstrate the links between academic theory and educational policy.

Grammar in the curriculum for English: what next?

It is clear from several government reports and research papers published recently, that the curriculum for English in primary and secondary schools is about to change, yet again. After years of a bureaucratic stranglehold that has left even Ofsted report writers criticising the teaching of English, it seems as if the conditions are right for further revisions. One of the questions that inevitably arises when a curriculum for English is reviewed, relates to the place and purpose of the teaching of grammar. This paper outlines a possible curriculum for grammar across both primary and secondary phases, arguing that for the teaching of grammar to have any salience or purpose at all, it has to be integrated into the curriculum as a whole, and not just that of writing. A recontextualised curriculum for grammar of the kind proposed here, would teach pupils to become critically literate in ways which recognise diversity as well as unity, and with the aim of providing them with the means to critically analyse and appraise the culture in which they live.

Investigating the supply and demand relationship in a profession: the English and Welsh schools of librarianship and information Studies and the Higher Education Library and Information Services employment sector in England and Wales.

Concern has been expressed in the professional literature - borne out by professional experience and observation - that the supply and demand relationship existing between the 13 English and Welsh Library and Information Studies (LIS) Schools (as providers of `First Professional' staff) and the Higher Education Library and Information Services (HE LIS) sector of England and Wales (as one group of employers of such staff) is unsatisfactory and needs attention. An appropriate methodology to investigate this problem was devised. A basic content analysis of Schools' curricular and recruitment material intended for public consumption was undertaken to establish an overview of the LIS initial professional education system in England and Wales, and to identify and analyse any covert messages imparted to readers. This was followed by a mix of Main Questionnaires and Semi-Structured Interviews with appropriate populations. The investigation revealed some serious areas of dissatisfaction by the HE LIS Chiefs with the role and function of the Schools. Considerable divergence of views emerged on the state of the working relationships between the two sectors and on the Schools' successes in meeting the needs of the HE LIS sector and on CPD provision. There were, however, areas of substantial and consistent agreement between the two sectors. The main implications of the findings were that those areas encompassing divergence of views were worrying and needed addressing by both sides. Possible ways forward included recommendations on improving the image of the profession purveyed by the Schools; the forming of closer and more effective inter-sectoral relationships; recognising fully the importance of `practicum' and increasing and sustaining the network of `practicum' providers.