The Infona portal uses cookies, i.e. strings of text saved by a browser on the user's device. The portal can access those files and use them to remember the user's data, such as their chosen settings (screen view, interface language, etc.), or their login data. By using the Infona portal the user accepts automatic saving and using this information for portal operation purposes. More information on the subject can be found in the Privacy Policy and Terms of Service. By closing this window the user confirms that they have read the information on cookie usage, and they accept the privacy policy and the way cookies are used by the portal. You can change the cookie settings in your browser.
This paper draws on two empirical studies investigating methods of teaching and learning in the post-16 curriculum in England consisting of two subjects: English literature and the more recent arrival of English language. The findings of both studies suggest that teachers do not vary their teaching styles when teaching the two English subjects at the post-16 level as many commentators argue. Possible explanations as to the causes of the findings of the studies are explored together with their wider implications for the inservice and initial education of teachers.