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Teaching English in the Two-Year College最新文献

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Review: Rethinking Reading in College: An Across-the-Curriculum Approach 回顾:重新思考大学阅读:一种跨课程的方法
Teaching English in the Two-Year College Pub Date : 2022-12-01 DOI: 10.58680/tetyc202232301
G. Fields
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引用次数: 0
Guest Editors’ Introduction: The Changing Realities of Open-Access Reading: Where Are We Now? Where Might We Go Next? 客座编辑导言:开放阅读不断变化的现实:我们现在在哪里?我们接下来会去哪里?
Teaching English in the Two-Year College Pub Date : 2022-12-01 DOI: 10.58680/tetyc202232295
Joanne Baird Giordano, Cheryl Hogue Smith
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引用次数: 0
Feature: Teaching toward Reading Transfer in Open-Access Contexts: Framing Strategic Reading as a Transferable Skill 特色:开放获取环境下的阅读迁移教学:将策略阅读作为一种可迁移的技能
Teaching English in the Two-Year College Pub Date : 2022-12-01 DOI: 10.58680/tetyc202232297
Jaclyn Hilberg
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引用次数: 0
Review: Skim, Dive, Surface: Teaching Digital Reading 回顾:略读、潜入、表面:教学数字阅读
Teaching English in the Two-Year College Pub Date : 2022-12-01 DOI: 10.58680/tetyc202232300
Esther M. Gabay
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引用次数: 1
Instructional Note: “It’s important to dance with the text”: Enhancing Writing Instruction through Reading Apprenticeship 教学说明:“重要的是与文本共舞”:通过阅读学徒提高写作指导
Teaching English in the Two-Year College Pub Date : 2022-12-01 DOI: 10.58680/tetyc202232299
Nika Hogan
{"title":"Instructional Note: “It’s important to dance with the text”: Enhancing Writing Instruction through Reading Apprenticeship","authors":"Nika Hogan","doi":"10.58680/tetyc202232299","DOIUrl":"https://doi.org/10.58680/tetyc202232299","url":null,"abstract":"This article explores the Reading Apprenticeship framework as a support for instructors to orchestrate dynamic, contextualized literacy instruction that supports both student engagement and deeper learning about the discipline of writing studies.","PeriodicalId":406204,"journal":{"name":"Teaching English in the Two-Year College","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129417946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Feature: Teaching Reading as Raciolinguistic Justice: (Re)Centering Reading Strategies for Antiracist Reading 特色:作为种族语言正义的阅读教学:(再)以反种族主义阅读为中心的阅读策略
Teaching English in the Two-Year College Pub Date : 2022-12-01 DOI: 10.58680/tetyc202232296
E. Suh
{"title":"Feature: Teaching Reading as Raciolinguistic Justice: (Re)Centering Reading Strategies for Antiracist Reading","authors":"E. Suh","doi":"10.58680/tetyc202232296","DOIUrl":"https://doi.org/10.58680/tetyc202232296","url":null,"abstract":"Antiracist education practices have gained increasing attention. Oftentimes, however, descriptions of this work fail to explicate the role of reading skills in students’ critical engagement with diverse texts. I explore the potential of metacognitive reading strategy instruction as a form of foundational literacy skills development for engaging in antiracist reading. Drawing from my experiences as a female of color and a coordinator and instructor of integrated reading and writing, I expand upon the concept of raciolinguistically just reading instruction, describing how students can document their application of multiple foundational reading strategies through the meta-strategy of annotation and other metacognitive practices. In particular, I focus on how students’ annotations can reflect their work in making text-based connections. Such annotation practice enacts a culturally sustaining pedagogy that amplifies student voices and their role as knowledge producers. I conclude by considering the larger role of decentering the instructor to foster students’ antiracist reading.","PeriodicalId":406204,"journal":{"name":"Teaching English in the Two-Year College","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115467023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Feature: The Real World and the Reading Realities of Returning Students 专题:现实世界与归国留学生的阅读现实
Teaching English in the Two-Year College Pub Date : 2022-12-01 DOI: 10.58680/tetyc202232298
Jamey Gallagher, Kris Messer
{"title":"Feature: The Real World and the Reading Realities of Returning Students","authors":"Jamey Gallagher, Kris Messer","doi":"10.58680/tetyc202232298","DOIUrl":"https://doi.org/10.58680/tetyc202232298","url":null,"abstract":"Although a good deal of writing has been done about reading, many articles, both in professional journals and in public media, bemoan a lack of reading skills. There is often a discourse around what students can’t do. In this article, we argue that adapting an assetbased, experiential framework around reading could be one of the most foundational and crucial steps in transforming our structures to respect, and therefore retain and engage, returning students.","PeriodicalId":406204,"journal":{"name":"Teaching English in the Two-Year College","volume":"1660 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126618525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Feature: Decoding Writing Studies: First-Generation Students, Pedagogies of Access, and Threshold Concepts 专题:解码写作研究:第一代学生、获取教学法、阈值概念
Teaching English in the Two-Year College Pub Date : 2022-09-01 DOI: 10.58680/tetyc202232190
H. Hassel, Cassandra Phillips
{"title":"Feature: Decoding Writing Studies: First-Generation Students, Pedagogies of Access, and Threshold Concepts","authors":"H. Hassel, Cassandra Phillips","doi":"10.58680/tetyc202232190","DOIUrl":"https://doi.org/10.58680/tetyc202232190","url":null,"abstract":"This article describes the importance of pedagogies of access for equity in literacy classrooms, especially for first-generation students, who are more likely to bring what sociologists call strategies of deference that have been shaped by differences in class culture. A threshold concepts approach can bring transparency to the values of college-level core literacy skills to help interrogate and address those differences.","PeriodicalId":406204,"journal":{"name":"Teaching English in the Two-Year College","volume":"27 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129852271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Feature: Leaning into the Wyrd: Confessions of a Recovering Basic Writer 特色:向世界倾斜:一个正在康复的基础作家的自白
Teaching English in the Two-Year College Pub Date : 2022-09-01 DOI: 10.58680/tetyc202232189
Cheryl Hogue Smith
{"title":"Feature: Leaning into the Wyrd: Confessions of a Recovering Basic Writer","authors":"Cheryl Hogue Smith","doi":"10.58680/tetyc202232189","DOIUrl":"https://doi.org/10.58680/tetyc202232189","url":null,"abstract":"This essay examines the breakthrough one academic had in negotiating her fear of failure with writing and discusses how that breakthrough affected the way she teaches her community college composition courses.","PeriodicalId":406204,"journal":{"name":"Teaching English in the Two-Year College","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122467582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Editor’s Introduction: Dream Country: Pasts and Possibilities in Two-Year College English 编者简介:《梦想的国度:两年制大学英语的过去与可能性》
Teaching English in the Two-Year College Pub Date : 2022-09-01 DOI: 10.58680/tetyc202232188
D. Jensen
{"title":"Editor’s Introduction: Dream Country: Pasts and Possibilities in Two-Year College English","authors":"D. Jensen","doi":"10.58680/tetyc202232188","DOIUrl":"https://doi.org/10.58680/tetyc202232188","url":null,"abstract":"","PeriodicalId":406204,"journal":{"name":"Teaching English in the Two-Year College","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129277621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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