Innovative research in modern education

INNOVATIVE RESEARCH IN MODERN EDUCATION 
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130 
achievements, and as a predictor of future difficulties rather than future possibilities. The 
papers in this volume reinforce aspects of these dominant concepts. Yet they also move us in 
significant ways, towards an alternative conception. All focus on the processes of in-school 
and out-of school learning. Both types of learning are viewed as activities which occur within 
cultural sub-systems, some of which may conflict with each other. In almost every case, 
culture is imbued with a dynamic rather than a static quality, with a history as well as a future. 
The development of a cultural identity is posited as a central outcome of the learning process. 
But it is recognized that the shape and form of that identity is moulded through different. 
References: 
1.Bowen, T & J Marks, Inside Teaching, Macmillan 1994 
2.Carter, R & M Long, Teaching Literature, Longman 1991 
3.Lazar, Gillian, Literature and Language Teaching, Cambridge 1993 
4.Widdowson, H. Stylistics and the Teaching of Literature, Longman 1975 
5.Atkinson, D. (1999). TESOL and culture. TESOL Quarterly, 33 (4), 625-654. 
6.Blatchford, C. H. (1986). Newspapers: Vehicles for teaching ESOL with a cultural focus 
Brooks, N. (1986). Culture in the classroom. In J. M. Valdes (Ed.), Culture bound (pp. 130-136). 
New York, NY: Cambridge University Press. 
7.Bonvillain, N. (2000). Language, culture, and communication: 
The meanings of messages. Upper Saddle River, NJ: Prentice Hall.