Abstract
The 'Growth' model of English curriculum has proved to be lasting a deeply pervasive. It has remained a strong influence on the development of the subject since the mid-1960s. Yet, despite (or perhaps because of?) this pervasiveness, few models have appeared so contradictory and controversial. 'Growth' has been variously blamed for neglecting literature and for being too closely tied to Cambridge and Leavis. If it is historically persistent, it is also post-modern. It has been seen as potentially critically oriented. These contradictions might suggest 'Growth' is something of a chameleon with problematic issues of definition. Approaches to defining 'Growth' need to start, of course, with John Dixon's Growth through English. First published in 1967, this report on the seminal Anglo-American Dartmouth Conference of the previous year remains one of the most influential books on English teaching ever written popularising the central tenets of the 'Growth' model.
| Original language | English |
|---|---|
| Title of host publication | Charged with Meaning : Re-Viewing English |
| Editors | Susanne Gannon, Mark Howie, Wayne Sawyer |
| Place of Publication | Putney, N.S.W. |
| Publisher | Phoenix Education |
| Pages | 19-30 |
| Number of pages | 12 |
| ISBN (Print) | 9781921586187 |
| Publication status | Published - 2009 |