CLiE Working Papers


General information:

  • The editors were:
  • This series was registered by Tom Bloor as ISSN “09648275”.
  • They have never been distributed widely.
  • No new papers have appeared since 1992.
  • Those that are highlighted below are freely available on the internet.
  • Many of the papers were based on discussions in the ‘Educational linguistics’ section of the LAGB.


  1. 1983. Linguistic equality. (Dick Hudson)
  2. 1984. The uselessness of ‘formal grammar’? (John Walmsley)
  3. 1984. The higher-level differences between speech and writing. (Dick Hudson)
  4. 1984. Guidelines for evaluating school instruction about language. (CLIE)
  5. 1985. Language and sexism. (Jennifer Coates)
  6. 1985. Teaching English language in New Zealand schools. (Elizabeth Gordon)
  7. 1986. Variation and prescriptivism in English. Modern language students’ attitudes to some sociolinguistic issues. (Thomas Bloor)
  8. 1986. University students’ knowledge about language. Some aspects of language awareness prior to instruction in university courses. (Thomas Bloor)
  9. 1986. How homogeneous is the grammar of British English? (Dick Hudson)
  10. 1986. The synchronic organization of English spelling. (Mike Stubbs)
  11. 1988. English spelling and educational progress. (Christopher Upward)
  12. 1991. English dictionaries in the classroom: a critical survey. (Hilary Nesi)
  13. 1992. Assessing speaking and listening. (Joan Swann with Gillian Brown and Maggie MacClure)
  14. 1992. English in education: how the linguist can help. (Siew-Yue Killingley)

Special issue

1989. Kingman and the linguists. (edited by Jill Bourne and Thomas Bloor).

  • p. 1 Introduction (Jill Bourne)
  • p. 3 Kingman and ‘the Model’ (Mike Baynham)
  • p. 7 Three criticisms (Dick Leith)
  • p. 9 Language, literature and Kingman (Ron Carter)
  • p. 12 Language education or language training? (Norman Fairclough and Roz Ivanic)
  • p. 20 The role of the linguist in the political and ideological context of national language planning (Mike Stubbs)
  • p. 25 Language across the curriculum (Mary Mason)
  • p. 27 Implications for primary language, ITT and INSET (Steve Whitley)
  • p. 33 ‘Almost passionate in its advocacy’: Kingman on entitlement (Ben Rampton)
  • p. 37 Two comments on the BAAL/LAGB Kingman debate
  • p. 38-40 Kingman and the linguists (Dick Hudson)

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