V. Integration of Education for Sustainable Development to English 121

Central here is the sense that the development of effective and imaginative English teaching is not merely a series of skills in transferring the teacher’s subject knowledge to pupils. Rather, the best English classrooms are fully interactive places which build on both teachers’ and pupils’ knowledge, experience and reflections on and through language: a fully educative process, in other words. As for all forms of education, preparation for teaching – and, for that matter, subsequent continuing professional development – depends significantly on being a part of a wider community of teachers and learners. It is, or should be, a fully social process, and the fuller the better. In fact it may be more apt to speak of diverse models of English as a school subject, rather than a discrete and clearly identified entity. The subject is continually re-shaping itself – perhaps more than any other curricular subject – with the consequence that notions of subject knowledge change, sometimes dramatically, with each new wave of entrants into the profession.