By John Gray (eds.)
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The discourse is one of self-improvement, which blames individuals for their unhealthy lifestyle practices and puts the onus on individuals to improve their health by changing these practices. The consideration of psychological well-being in the second module of Cutting Edge Upper Intermediate is also part of a discourse of selfimprovement that increasingly colonises the coursebooks published in the 1990s that were surveyed. g. Rose, 36 Discourses of Identity in the English Language Coursebook 1990; Rimke, 2000) have posited that the origins of a discourse of selfimprovement that has ‘colonised’ education (and other professions) are to be found in psychotherapy.
What are learners asked to talk/write about when using particular grammatical structures? Transitivity/modality How far are learners agentive and how far acted upon in the unit as a whole and in individual tasks/sections? How are learners allowed choice in directing and talking/writing about themselves as well as actions and events? Discourse and pragmatics What aspects of discourse are salient in terms of functions, register, speech acts, topic management (including openings and closing, forms of address, directness/indirectness, turn-taking, issues of face and self-disclosure)?
The fear and hatred of gay people) as excessively Panglossian. Stonewall, the UK’s most high-profile lesbian, gay and bisexual campaigning group has consistently argued in a series of reports published throughout the early years of this century that homophobic bullying is alive and well in British schools (Hunt and Jensen, 2007; Guasp, 2009, 2012). The most recent of these reports, based on a survey of 1,614 self-identifying lesbian, gay and bisexual young people aged between 11 and 19, was carried out on behalf of Stonewall by the University of Cambridge Centre for Family Research.