If social mobility relied on grammars, it would be at a standstill
As the "were they or weren't they vehicles of social mobility" grammars debate rages on, I was intrigued to read your article "Edu- vangelists cry `hallelujah' for underperformers" last week.
My colleagues and I at a primary school in a disadvantaged area of the West Midlands cried "hallelujah" indeed, for without the eight-point plan of what to do with "poor" children we would be at a loss. Or would we, like primaries across the country, just continue with our high expectations of all of our children, encouraging development of the whole child academically and otherwise?
What else is offered at the University in Idaho - an MA in stating the obvious perhaps?
Kate Lynch, English and languages co-ordinator, Dudley.