Доцент — reader or principal lecturer

As already mentioned, the use of lecturer does not necessarily imply the giving of lectures, although most lecturers in fact do so.

Reader is not a very appropriate translation of доцент because there are rather few readers in English universities (see unit 156) and it is not necessary to become a reader before becoming a professor.

ly, it is not used in universities (see unit 162); secondly, this post does not necessarily involve much research.

In those institutions where the post of старший преподаватель does not exist, доцент can be translated as senior lecturer and ассистент as junior/assistant lecturer.

If the post of старший преподаватель involves special responsibility for some aspect of teaching, one can use the expressions:

These are not usual university terms, but their meaning is clear. If it is a question of being responsible for a particular year, one may say, for example,

Another possibility is to use the American terms given at the beginning of this unit. On the whole, however, a mixture of British and American terms is not to be recommended.

The nearest English equivalent is tutor. (The word curator exists, but it means a person in charge of a museum, i.e. "директор, хранитель"). It is clear from unit 161, however, that the concepts expressed by these two words do not coincide completely. Moreover, EngHsh students are not divided into fixed groups as Soviet students are (see unit 192).

(1) at a university, where they first take a degree in some
subject(s) and then a Postgraduate Diploma/Certificate in
Education in the faculty/department of education (see unit
87);

(2) at a college of education (see unit 38), where they take
either a degree course leading to the Bachelor of Education
(see unit 371), or a shorter, less academic course leading to
the Teacher's Certificate (see unit 367). Both courses combine
the study of the subject(s) to be taught with teacher training;

(3) at a college of higher education (see unit 39), where they take the Diploma in Higher Education (see unit 366), and then a teacher training course leading either to the Bachelor of Education or the Teacher's Certificate.

Teachers with a degree are called graduate teachers (or simply graduates — see unit 189) and those with a Teacher's Certificate certificated teachers or non-graduate teachers (or non-graduates).

The university institutes of education are establishments attached to a university which supervise and coordinate the training of teachers in their areas, approve syllabuses for the Teacher's Certificate examinations and conduct these examinations. They also provide in-service training (see below) and carry out research.

Teacher training, whether at a college of education, college of higher education or in the education faculty/department of a university, includes: lectures on educational history, theory, psychology; classes and seminars on teaching methods; teaching practice.

This is the standard expression. School practice occurs but is less common, and pedagogical practice is not used at all. Teaching practice is used with the following verbs:

e.g. a. Students have six weeks teaching practice in the 4th year and four weeks in the 5th.

е. Those who didn't do their teaching practice last term will have to do it in the vacation.

e.g. d. The 4th year are on teaching practice at the moment. to give/conduct/take a lesson (see unit 272)

e.g. f. Observation of lessons given by experienced teachers is a most valuable part of teaching practice.

Supervisor is the usual word for the university or college teacher who supervises the students' practice. He or she is a specialist in teaching methods. Sometimes, however, tutor is used in this sense.

The word methodologist exists but it is a learned word mainly confined to the context of research in methods of teaching. Methodist is not connected with teaching at all.

168. In-service training of teachers is defined in BEE as
"the name given to all courses for teachers with the aim of
making them better teachers." In-service means that those
attending the courses are already qualified, serving teachers.

BEE mentions three main types of in-service training from the point of view of purpose:

(2) to enable teachers to take stock of new psychological know
ledge about the growth of children and to re-assess their teaching
methods in the light of this;

(3) to enable teachers to make effective use of new techniques
and technical devices such as the numerous mechanical aids to
teaching, from the film-strip to closed-circuit TV.

Courses are organised by the DES, by the LEAs, and by the Area Training Organisations, which are the university Institutes of Education under another name (see above). They may be weekend courses, full-time courses for any period from a week to a year, or evening courses (one evening a week for a certain period).

leased from their job for the period of the course but receive their full salary.

This corresponds more or less to курсы повышения квалификации.

Another form of in-service training is attendance at local teachers' centres, where teachers work out together how they can put into practice new ideas and techniques.

This word is sometimes used in a collective sense, for convenience, as in the above heading. More often, however, it is qualified, as in the following examples:

(title of a dictionary by A. S. Hornby). d. Young Teachers and Reluctant Learners (a book title).

In traditional British English this word denotes a young person studying at a university or college (a university/college student). There is, however, a growing tendency, of American origin, to call anyone attending an educational institution (including schools) a student.

There has been a Union of School Students in England for some years. In England this use of student is still mainly confined to secondary school pupils, but is gradually extending to the primary stage, too, following American usage. (See also unit 129, under language laboratory.)

Note too that even in traditional British English student is a wider term than the Russian студент in another respect,

since it includes those who already have a degree-or diploma and are pursuing some further course of study, either full-time or part-time. For example, those people who give up their job and go back to university or college to improve their qualifications become students again for the duration of their course. Adults attending evening classes, even recreational ones, are also students while they are at their classes. Those doing full-time research are students too, although not simply students, but postgraduate students (see unit 188).

The term mature student is used in some institutions of a person who starts a full-time course at a university or college after some years in a job, in contrast to the majority, who start immediately after leaving school.

Thus the word student may be applied to anyone who is studying, regardless of age, qualifications and level of study.

These words correspond to школьник(и), школьница(ы). They are used to distinguish schoolchildren from students, working people or other sections of the population.

e.g. a. Schoolchildren have Shorter holidays than students. b. We saw some schoolchildren playing in the park.

e.g. d. Some schoolboys were playing football in the park. If there is only one child, schoolboy/girl is more natural.

Such sentences as He's/She's a schoolchild or even He/She's a schoolboy/girLare not common. English people usually say instead:

ever, Russian speakers should beware of using it as a general equivalent, as there is a divergence in usage. Pupil is more formal than ученик. Here are some examples of usage:

a. (On the list of school rules) All pupils must be in
their form-rooms by 9 a. m.

b. (Headmaster addressing the school at assembly) —
There will be a painting competition for pupils of
the first and second forms.

d. (In a newspaper article) The winner of the prise is John Hodgson, a pupil of Wood Green Comprehensive School.

Pupil is not a popular word with many people and they tend to avoid it if possible, even in formal situations. In non-formal situations it is avoided by nearly everyone. It often strikes a pedantic note.

173. Instead of pupil the more general words child/children, boy(s)/girl(s) or people are used in non-formal situations, as follows:

e.g. a. A child came into the room for some chalk. b. One child wrote a very good composition. е. There are forty children in class 2. d. — Those children who got their sums wrong must do them again.

In secondary schools, however, pupils do not like to be spoken of as children, and usually teachers tactfully avoid the word in their presence, although they often refer to the pupils as children among themselves.

Boy(s)/girl(s) are used whenever possible, that is, when there is only one pupil, or a group of pupils of the same sex.

e.g. е.— I'd like a boy to come and help me move these chairs. f.— Next lesson the girls have cookery and the boys have woodwork.

The use of boy(s)/girl(s) is naturally more widespread in England than it could be in this country because there are still quite a large number of single-sex schools.

People is often used where both boys and girls have to be included. This is particularly useful when one wants to avoid using children.

e.g. g.— How many people are away today? h.— Three people were late for school today. i.— I'd like to see the people who are taking part in the

Old in these expressions means "former". Many secondary schools have an old pupils' association, or, in the case of single-sex schools, an old boys'/girls' association, which organises meetings and various social events to enable former pupils to keep in touch with each other and with their old school. Old boys of some schools, mainly public schools, can wear a special tie, called an old school tie, which shows that they went to Eton, for example, or Harrow (see unit 21). Each school has its own colour combination. The tie is different from that worn by pupils still at school, as part of their uniform.

This word is used in all schools, primary and secondary, in a general sense, meaning any group of children being taught.

Otherwise the distinction is as follows: class is used in primary schools, form in secondary schools.

Class one is the top class, with the oldest children in it (10-11). The total number of classes depends on the number of parallel classes in each year.

In secondary schools the pupils are divided into forms, which are usually numbered from one to six, starting with the youngest pupils, as follows:

first form —age 11-12 fourth form —age 14-15 second form— 12-13 fifth form — 15-16 third form — 13-14 sixth form — 16-18

Thus each form corresponds to one academic year, except for the sixth form, which covers two years. This is because many

children leave school after the fifth form, and those who stay on start an advanced two-year course, after which they usually go on to some form of further or higher education. Since the course lasts two years, that period is considered to be a single unit, although it is usually subdivided into the upper sixth and the lower sixth. In addition, sixth-formers usually have certain privileges. Although Soviet teachers do not need to use sixth form in this sense, they should be aware of the special significance it has for English people.

It is from the sixth form that the prefects are elected, that is, senior pupils who aregiven some responsibility, for example, keeping order during breaks, organising some out-of-school activities. From among the prefects is elected the head boy or head girl, who represents the school on official occasions. However, the prefect system is by no means as widespread as it used to be; many comprehensive schools have no prefects or head boy/girl.

The usual way of referring to forms is: 1st form, 2nd form, 3rd form, etc. or, in continuous prose: first form, second form, third form, etc. In formal English form 1, form 2, etc. are sometimes used, pronounced, and sometimes written, as form one, form two, etc.

As in the Soviet Union, there are usually two or more parallel forms in each year. They do not have separate numbers, but have a letter added to the form number, as follows:

e.g. a. In the second form pupils mag start German. b. The fifth form have got exams this week. е. Susan has just gone up into the third form.

e. David can't keep up with the rest of the/his form.
f.— 4C is/are a lazy form.

Nowadays, however, there is a tendency to use form mainly in the second sense, the first sense being more often expressed by year (see unit 177 below).

In most secondary schools each form has an elected form prefect/captain, who is a sort of leader, representing the form as a whole when necessary, and acting as a link between the

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