Article published in:
Metaphor and the Social World
Vol. 9:2 (2019) ► pp. 155176
References

References

Aarts, B.
(2011) Oxford modern English grammar. Oxford: Oxford University Press.Google Scholar
Barnden, J.
(2015) Metaphor, simile and the exaggeration of likeness. Metaphor and Symbol, 30(1), 41–62. CrossrefGoogle Scholar
Beger, A.
(2011) Deliberate metaphors? An exploration of choice and functions of metaphors in US-American college lectures. Metaphorik.de, 20, 39–60.Google Scholar
Bermel, N.
(2007) Linguistic authority, language ideology, and metaphor: The Czech orthography wars. Berlin: Mouton de Gruyter.Google Scholar
Blake, J., & Shortis, T.
(2010) Who’s prepared to teach school English? The degree level qualifications and preparedness of initial teacher trainees in English. London: Committee for Linguistics in Education.Google Scholar
Board of Education
(1921) The teaching of English in England (The Newbolt report). London: HMSO.Google Scholar
Bogetić, K.
(2017) Language is a ‘beautiful creature’, not an ‘old fridge’: Direct metaphors as corrective framing devices. Metaphor and the Social World, 7(2), 190–212. CrossrefGoogle Scholar
Brinkmann, S., & Kvale, S.
(2015) InterViews. London: Sage.Google Scholar
Cajkler, W., & Hislam, J.
(2002) Trainee teachers’ grammatical knowledge: The tension between public expectations and individual competence. Language Awareness, 11(3), 161–177. CrossrefGoogle Scholar
Cameron, D.
(1995) Verbal hygiene. London: Routledge.Google Scholar
Cameron, L.
(2003) Metaphor in educational discourse. London: Continuum.Google Scholar
(2008a) Metaphor and talk. In R. W. Gibbs (Ed.), The Cambridge handbook of metaphor and thought (pp. 197–211). Cambridge, UK: Cambridge University Press. CrossrefGoogle Scholar
(2008b) Metaphor shifting in the dynamics of talk. In M. Zanotto, L. Cameron, & M. Cavalcanti (Eds.), Confronting metaphor in use: An applied linguistic approach. Pragmatics & Beyond (pp. 45–62). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Croft, W., & Cruse, A.
(2004) Cognitive linguistics. Cambridge, UK: Cambridge University Press. CrossrefGoogle Scholar
Cushing, I.
(2018) Language change. Cambridge, UK: Cambridge University Press.Google Scholar
Department for Education
(2011) Independent review of key stage 2 testing, assessment and accountability (The Bew report). London: DfE.Google Scholar
Department for Education
(2013) National curriculum in England: English programmes of study. London: DfE.Google Scholar
Gavins, J.
(2007) Text world theory: An introduction. Edinburgh: Edinburgh University Press. CrossrefGoogle Scholar
Giovanelli, M.
(2015) Becoming an English language teacher: Linguistic knowledge, anxieties and the shifting sense of identity. Language and Education, 29(5), 416–429. CrossrefGoogle Scholar
(2016) The value of linguistics to the teacher. In M. Giovanelli & D. Clayton, (Eds.), Knowing about language: Linguistics and the secondary English classroom (pp. 13–24). London: Routledge. CrossrefGoogle Scholar
Hudson, R.
(2016) The impact of policy on language teaching in UK schools. In M. Giovanelli & D. Clayton (Eds.), Knowing about language: Linguistics and the secondary English classroom (pp. 25–35). London: Routledge.Google Scholar
Hudson, R. & Walmsley, J.
(2005) The English patient: English grammar and teaching in the twentieth century. Journal of Linguistics, 43(3), 593–622. CrossrefGoogle Scholar
Kövecses, Z.
(2010) Metaphor: A practical introduction. Oxford: Oxford University Press.Google Scholar
(2015) Where metaphors come from: Reconsidering context in metaphor. Oxford: Oxford University Press. CrossrefGoogle Scholar
Lakoff, G.
(1987) Women, fire, and dangerous things: What categories reveal about the mind. Chicago, IL: University of Chicago Press. CrossrefGoogle Scholar
Lakoff, G., & Johnson, M.
(1980) Metaphors we live by. Chicago, IL: University of Chicago Press.Google Scholar
Langacker, R.
(2008) Cognitive grammar: A basic introduction. Oxford: Oxford University Press. CrossrefGoogle Scholar
Lave, J., & Wenger, E.
(1991) Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press. CrossrefGoogle Scholar
Littlemore, J.
(2017) Metaphor use in educational contexts. In E. Semino & S. Demjén (Eds.), The Routledge handbook of metaphor and language (pp. 283–295). London: Routledge.Google Scholar
Locke, T.
(2010) (Ed.). Beyond the grammar wars: A resource for teachers and students on developing language knowledge in the English/literacy classroom. London: Routledge. CrossrefGoogle Scholar
Marshall, B.
(2017) The politics of testing. English in Education 51(1), 27–43. CrossrefGoogle Scholar
Myhill, D., Jones, S., Lines, H., & Watson, A.
(2012) Re-thinking grammar: the impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education, 27(2), 139–166. CrossrefGoogle Scholar
Pragglejaz Group
(2007) MIP: A method for identifying metaphorically used words in discourse. Metaphor and Symbol, 22(1), 1–39. CrossrefGoogle Scholar
Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J.
(1985) A comprehensive grammar of the English language. London: Longman.Google Scholar
Saraceni, M.
(2015) World Englishes: A critical analysis. London: Bloomsbury.Google Scholar
Semino, E.
(2008) Metaphor in discourse. Cambridge, UK: Cambridge University Press.Google Scholar
Snell, J.
(2013) Dialect, interaction and class positioning in school: From deficit to difference to repertoire. Language and Education, 27(2), 110–28. CrossrefGoogle Scholar
Steen, G.
(2008) When is metaphor deliberate? In G. Steen. (Ed.) Selected papers from the Stockholm Metaphor Festival (pp. 43–63). Stockholm: Stockholm University.Google Scholar
(2009) Three kinds of metaphor in discourse: A linguistic taxonomy. In A. Musolff, & J. Zinken (Eds.), Metaphor and discourse (pp. 25–39). London: Palgrave. CrossrefGoogle Scholar
(2013) Deliberate metaphor affords conscious metaphorical cognition. Journal of Cognitive Semiotics, 5(1–2), 179–197.Google Scholar
(2015) Developing, testing and interpreting deliberate metaphor theory. Journal of Pragmatics, 90, 67–92. CrossrefGoogle Scholar
(2017) Deliberate metaphor theory: Basic assumptions, main tenets, urgent issues. Intercultural Pragmatics, 14(1), 1–24. CrossrefGoogle Scholar
Watson, A.
(2015) Conceptualisations of ‘grammar teaching’: L1 English teachers’ beliefs about teaching grammar for writing. Language Awareness, 24(1), 1–14. CrossrefGoogle Scholar
Cited by

Cited by other publications

Cushing, Ian
2019. Prescriptivism, linguicism and pedagogical coercion in primary school UK curriculum policy. English Teaching: Practice & Critique 19:1  pp. 35 ff. Crossref logo
Cushing, Ian
2020. The policy and policing of language in schools. Language in Society 49:3  pp. 425 ff. Crossref logo

This list is based on CrossRef data as of 07 november 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.