An English school grammar : with very copious exercises, and a systematic view of the formation and derivation of works, comprising Anglo-Saxon, Latin, and Greek lists, which explain the etymology of above seven thousand English words /

Mode of access: Internet.

English pedagogy--old and new. 2d series. Education, the school, and the teacher, in English literature.

"Republished from Barnard's American journal of education."

A high-school dictionary of the English language /

Mode of access: Internet.

Aids to English composition : prepared for students of all grades : embracing specimens and examples of of school and college exercises and most of the higher departments of English composition, both in prose and verse /

Mode of access: Internet.

A dictionary of the English and German languages for home and school, with special reference to Dr. Felix Flügel's Universal English-German and German-English dictionary,

At head of title: Flügel-Schmidt-Tanger

School dictionary, or Entick's English dictionary abridged.

Mode of access: Internet.

The teaching of English, elementary school course /

Mode of access: Internet.

Out-of-School English and the possible effect it has on Second Language Acquisition : - a study on how students with different backgrounds acquire the English language outside of school

Second language acquisition is a field that has fascinated linguists for numerous years and is a topic that is very much connected to how English teachers in Sweden try to teach the English language to the students in their classrooms. In 2009 Sundqvist examined what possible effects extramural English could have on learners' oral proficiency and their vocabulary. In her study she found out that extramural English “is an independent variable and a possible path to progress in English” (Sundqvist, 2009, p. i).  In 2014, three Swedish secondary- and upper secondary school teachers started a project for the Erasmus+. These three teachers tried to create better teaching conditions and to come up with new methods for teaching English. During their investigation they noticed that students who had only been in Sweden for four years or less, seemed to get less exposed to English in their spare time than native Swedish students, which created a disadvantage for them. Since the time when these two studies were carried out, the number of immigrants has increased drastically, which creates the need for further investigation within this area of second language acquisition. In this study, I therefore investigate how much and in what way students come in contact with the English language outside of school. I also examine if there are any differences between native Swedish students versus non-native Swedish students and if so, how this might affect the students and their grades in English. The study was conducted through the use of questionnaires and through observations of different teaching situations, including the participating teachers' methods and the participating students' reactions. The results show that there are differences between native- and non-native students when it comes to extramural English activities. The results also show that these differences seem to affect the students' grades in English, in favour of the native Swedish students. The native students tend to spend more time on extramural English activities, especially in connection to the Internet and computer games, than the non-native students. These results indicate that something needs to be done in order to compensate for the non-native students' disadvantage.

Beliefs, practices, and interactions of teachers in a Japanese high school English department

This study reveals the school culture and the teachers' professional development activities in a Japanese high school learning environment. Furthermore, it documents the relationships among the context, teachers' beliefs, practices, and interactions. Using multiple data sources including interviews, observations, and documents of teachers from an English department, this yearlong study revealed these English as a Foreign Language teachers lacked many teacher learning opportunities in their context. The study revealed that teacher collaboration only reinforced existing practices, eroding teachers' motivation to learn to teach in this specific context. The study provides evidence to teacher educators about inservice teachers and their learning environment and the significance of the relationships between the two entities. (C) 2004 Elsevier Ltd. All rights reserved.

Securing international society: Towards an English School discourse of security

English School approaches to international politics, which focus on the idea of an international society of states bound together by shared rules and norms, have not paid significant explicit attention to the study of security in international relations. This is curious given the centrality of security to the study of world politics and the recent resurgence of English School scholarship in general. This article attempts to redress this gap by locating and explicating an English School discourse of security. We argue here that there is indeed an English School discourse of security, although an important internal distinction exists here between pluralist and solidarist accounts, which focus on questions of order and justice in international society respectively. In making this argument, we also seek to explore the extent to which emerging solidarist accounts of security serve to redress the insecurity of security in international relations: the tendency of traditional security praxes to privilege the state in ways that renders individuals insecure.

The Society of States under siege? An English School perspective on the emergence of global civil society

In this article I critically examine the theoretical and empirical relationship between world society, whereby global civil society is taken to be its physical or empirical counterpart, and the society of states. This relationship is typically portrayed as contradictory or confrontational, and I contend that this mainstream perspective is reliant on a superficial analysis of the relationship. If one examines the deeper dynamics, viewed in their contemporary international normative context, then one can identify the more constructive and permissive aspects of the relationship. Rather than being wholly incompatible I argue that world society and international society are mutually constitutive and mutually dependent regimes, whose relationship is more often marked by cooperation than by conflict. English School theory provides the conceptual framework for this analysis. The relationship between international and world society presents a core ontological tension within this theory, and again they tend to occupy polarised positions. A synthesis of four international theories - pluralist international society theory, solidarist international society theory, critical international theory, and the discourse of global civil society - informs the hypothesis that the relationship can be normatively and empirically reconciled. In order to empirically support this explanation I analyse two phenomena in world politics - transnational advocacy networks and humanitarian intervention - where there is an apparent tension between international and world society.