English Teaching: Practice & Critique最新文献_第2页

Composing college identities: Latina girls writing their way to the Universidad 撰写大学身份:拉丁裔女孩写着通往大学的路

English Teaching: Practice & Critique Pub Date : 2023-06-26 DOI: 10.1108/etpc-02-2023-0013

Tracey T. Flores

{"title":"Composing college identities: Latina girls writing their way to the Universidad","authors":"Tracey T. Flores","doi":"10.1108/etpc-02-2023-0013","DOIUrl":"https://doi.org/10.1108/etpc-02-2023-0013","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to explore Somos Escritoras, a creative space and writing workshop, for Latina adolescent girls (grades 6–8), as a program that supports not only writing and literacy development of girls, but also their college going identities.\u0000\u0000\u0000Design/methodology/approach\u0000This is a case study focused on the experiences of five Latina girls who participated in Somos Escritoras and what they define as the important aspects of the program that supported their personal and academic development.\u0000\u0000\u0000Findings\u0000Through girls writing, interview transcripts, and ethnographic conversations, their words illustrate how Somos Escritoras provided a safe space to examine their lives and find comunidad. Girls described the value they found in examining their lives through art and writing in ways that school did not invite them to do. Also, girls discussed the power they found in writing alongside Latinas their age and Latina mentors.\u0000\u0000\u0000Originality/value\u0000This study offers pedagogical implications for English language arts classrooms and schools to support Latina girls’ college-going identities.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131132639","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

Fostering college aspirations: engaging English teachers in students’ future pathways 培养上大学的愿望:让英语教师参与学生未来的道路

English Teaching: Practice & Critique Pub Date : 2023-06-22 DOI: 10.1108/etpc-05-2023-0052

Dasmen Richards, A. Lawson, Jaime Nicol, Ben Woodcock, Taria Pritchett, David Julien

{"title":"Fostering college aspirations: engaging English teachers in students’ future pathways","authors":"Dasmen Richards, A. Lawson, Jaime Nicol, Ben Woodcock, Taria Pritchett, David Julien","doi":"10.1108/etpc-05-2023-0052","DOIUrl":"https://doi.org/10.1108/etpc-05-2023-0052","url":null,"abstract":"\u0000Purpose\u0000This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.” This paper aims to provide various recommendations for English teachers and teacher educators who are invested in fostering the college aspirations of students.\u0000\u0000\u0000Design/methodology/approach\u0000This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths' University Futures and Literacies.” A group of six educators convene to develop recommendations for English teachers and teachers educators that can be helpful when engaging with students regarding their college aspirations.\u0000\u0000\u0000Findings\u0000This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.” We provide nine recommendations for English teachers and teachers educators to support students' college access and readiness.\u0000\u0000\u0000Originality/value\u0000This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.” This paper generates new insights to further develop college readiness and access within English classrooms.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125364298","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

Celebrate with me: a black adolescent girl’s speculative multimodal design of intersectional college and career futures 和我一起庆祝:一个黑人少女对交叉大学和职业未来的思考性多模式设计

English Teaching: Practice & Critique Pub Date : 2023-06-13 DOI: 10.1108/etpc-10-2022-0153

Jennifer D. Turner

{"title":"Celebrate with me: a black adolescent girl’s speculative multimodal design of intersectional college and career futures","authors":"Jennifer D. Turner","doi":"10.1108/etpc-10-2022-0153","DOIUrl":"https://doi.org/10.1108/etpc-10-2022-0153","url":null,"abstract":"\u0000Purpose\u0000This paper aims to demonstrate how Alayah, a 16-year-old African American girl, leverages multiple expressive modes for intersectional self-representation as speculative design. Here, speculative design refers to a multimodal composition (i.e. digital collage) which leverages multiple expressive modes for intersectional self-celebration in possible futures.\u0000\u0000\u0000Design/methodology/approach\u0000Informed by intersectional multimodal literacy frameworks and analyses, this paper addresses the question, “How does Alayah represent her college and career futures in her speculative multimodal design? To address this question, the author analyzed Alayah's digital collage using an intersectional multimodal analysis template complemented by a thematic analysis of her interview data and the narrated explanation of her collage.\u0000\u0000\u0000Findings\u0000In a speculative design composed of 15 images and words, Alayah agentively determined and critically celebrated her intersectional college and career futures through four interrelated themes: Black girl affirmation; Collegiate success; “Sweet” work; and Black livingness.\u0000\u0000\u0000Originality/value\u0000By centering Black girls’ speculative multimodal designs in college and career curricula, ELA educators (re)imagine college and career pedagogies to critically celebrate Black adolescent girls as intelligent, empowered and literate young women worthy of the futures that they desire.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"2020 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134231362","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

Culturally relevant approaches to fostering postsecondary readiness in the dual credit English classroom 在双学分英语课堂中培养高等教育准备的文化相关方法

English Teaching: Practice & Critique Pub Date : 2023-06-09 DOI: 10.1108/etpc-09-2022-0128

Julia C. Duncheon, Dustin Hornbeck, Reid Sagara

{"title":"Culturally relevant approaches to fostering postsecondary readiness in the dual credit English classroom","authors":"Julia C. Duncheon, Dustin Hornbeck, Reid Sagara","doi":"10.1108/etpc-09-2022-0128","DOIUrl":"https://doi.org/10.1108/etpc-09-2022-0128","url":null,"abstract":"\u0000Purpose\u0000This study examines how English teachers use culturally relevant pedagogy (CRP) to support postsecondary readiness for underrepresented students in the context of dual credit (DC) coursework in the USA. Postsecondary readiness, termed “college readiness” in the USA, refers to the skills and knowledge students need to succeed at a university. DC courses are university-level classes delivered to high school students through partnerships with postsecondary institutions, most often two-year community colleges. The purpose of this study is to highlight practices and institutional conditions that enable English instructors to foster postsecondary opportunity for all.\u0000\u0000\u0000Design/methodology/approach\u0000Using an interpretive approach, this qualitative study analyzes data derived from in-depth interviews with five community college English instructors who teach DC to diverse high-school students and who apply CRP in their classroom practice.\u0000\u0000\u0000Findings\u0000Findings reveal that instructors used culturally relevant approaches not only to help students access dominant college-ready skills, but also to reimagine what constitutes college readiness to begin with. Instructors also took advantage of their unique positioning as postsecondary instructors working with secondary students, leaning on academic freedom to push boundaries with their curriculum.\u0000\u0000\u0000Originality/value\u0000This study shows how English instructors are uniquely positioned to enhance university preparation and build a more inclusive vision of postsecondary readiness for all students. The study also highlights institutional conditions, such as teacher autonomy, pedagogical training and administrator support, that can promote culturally relevant postsecondary preparation in English classrooms.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125133003","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

Guest editorial: Playful literacies across ages and contexts: new horizons for pleasure, affect, and living texts 嘉宾评论:跨越年龄和语境的俏皮文学:快乐、情感和生活文本的新视野

English Teaching: Practice & Critique Pub Date : 2023-06-08 DOI: 10.1108/ETPC-06-2023-199

C. Ehret, Tori K. Flint, J. Lammers, A. Magnifico, R. A. Mora

引用次数: 1

Editorial: Press “play” 社论:按“播放”键

English Teaching: Practice & Critique Pub Date : 2023-06-08 DOI: 10.1108/etpc-06-2023-200

Karl-André St-Victor

引用次数: 0

Bilingual teachers and young children co-constructing affect and play in translanguaging read-alouds 双语教师与幼儿在跨语言朗读中共同建构情感与游戏

English Teaching: Practice & Critique Pub Date : 2023-05-30 DOI: 10.1108/etpc-08-2022-0113

Faythe P Beauchemin, Kongji Qin

{"title":"Bilingual teachers and young children co-constructing affect and play in translanguaging read-alouds","authors":"Faythe P Beauchemin, Kongji Qin","doi":"10.1108/etpc-08-2022-0113","DOIUrl":"https://doi.org/10.1108/etpc-08-2022-0113","url":null,"abstract":"\u0000Purpose\u0000Affect is central to the process of teaching and learning. The recent affective turn in literacy education has further underscored its critical potential as an act of resistance against dehumanizing forces that impact students’ schooling and life experiences (Dutro, 2019; Leander and Ehret, 2019). This article, taking up the notion of affect as relational and performed forces that emerge from the in-betweenness among people, objects and material and discursive contexts, examines how two US Latinx teachers and their young bilingual students co-constructed affect and play in translanguaging read-alouds with a bilingual text that centered their culturally rooted ways of knowing and being.\u0000\u0000\u0000Design/methodology/approach\u0000Drawing on data from a larger practitioner research study that aimed at developing teacher candidates’ culturally and linguistically sustaining literacy instruction, the authors took a discourse analytic approach to examine how the two teachers created curricular opportunities for affect and play in designing the translanguaging read-alouds and how bilingual children and their teachers playfully engaged with the bilingual text during the read-alouds.\u0000\u0000\u0000Findings\u0000The analysis indicated that the teachers’ intentional selection of the Spanish–English bilingual picturebook Niño Wrestles the World created opportunities for the children to leverage their full linguistic repertoire and funds of knowledge to engage with the text. During the read-alouds, the children and the teachers co-constructed affect and playfulness through embodied performance and translanguaging.\u0000\u0000\u0000Originality/value\u0000This study contributes to the research and practice of literacy instruction of bilingual children by illustrating how affect figures into the process of literacy instruction and how translanguaging read-alouds can afford bilingual children opportunities to playfully engage with the text that centers their cultural epistemologies.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121705929","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

Tinkering toward teacher learning: a case for critical playful literacies in teacher education 对教师学习的修修补补:教师教育中批判性游戏素养的案例

English Teaching: Practice & Critique Pub Date : 2023-05-11 DOI: 10.1108/etpc-08-2022-0114

Cherise McBride, Anna Smith, Jeremiah H. Kalir

{"title":"Tinkering toward teacher learning: a case for critical playful literacies in teacher education","authors":"Cherise McBride, Anna Smith, Jeremiah H. Kalir","doi":"10.1108/etpc-08-2022-0114","DOIUrl":"https://doi.org/10.1108/etpc-08-2022-0114","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to re-center playfulness as a humanizing approach in teacher education. As teachers navigate the current moment of heightened control, surveillance, and systemic inequity, these proposed moves in teacher education can be transgressive. Rather than play as relegated to childhood or infancy, what does it look like to continue to be “playful” in teaching and teacher education?\u0000\u0000\u0000Design/methodology/approach\u0000To examine how teacher educators may design for teachers’ critical playful literacies, the authors offer three “worked examples” (Gee, 2009) of preservice teachers’ playful practices in an English literacies teacher education course.\u0000\u0000\u0000Findings\u0000The authors highlight instructional design elements pertinent to co-designing for teachers’ play and playful literacies in teacher education: generative constraints to practice everyday ingenuity, figuring it out to foster teacher agency and debriefs to interrupt the teaching’s perpetual performance.\u0000\u0000\u0000Originality/value\u0000The term “playful,” as a descriptor of practice and qualifier of activity appears frequently in educational literature across domains. The relationship of play to critical literacies – and, more specifically, educators’ literacies and learning – is less frequently explored.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121162791","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

“I. Am. a. Star.”: exploring moments of muchness in children’s digital compositional play and embodied science learning ”我。点。一个明星。:探索儿童数字作曲游戏和体现科学学习的多的时刻

English Teaching: Practice & Critique Pub Date : 2023-05-04 DOI: 10.1108/etpc-08-2022-0101

Rebecca Woodard, Amanda R. Diaz, N. Phillips, M. Varelas, Rebecca T. Kotler, Rachelle Tsachor, Ronan Rock, Miguel A. Melchor

引用次数: 0

Playful pluralities: exploring play and playful literacies across ages, spaces and places 有趣的多元性:探索不同年龄、空间和地点的游戏和有趣的文化

English Teaching: Practice & Critique Pub Date : 2023-05-04 DOI: 10.1108/etpc-09-2022-0126

Emily Mannard

{"title":"Playful pluralities: exploring play and playful literacies across ages, spaces and places","authors":"Emily Mannard","doi":"10.1108/etpc-09-2022-0126","DOIUrl":"https://doi.org/10.1108/etpc-09-2022-0126","url":null,"abstract":"\u0000Purpose\u0000Play and playful literacies shape essential spaces for belonging, connection, transformation and joy: from embodied immersions into fantasy worlds, to the creation of interest-led groups overflowing with varied knowledges and identities, and the disruption of societal hierarchies through roleplayed restorying. Yet, theorizations delineating playful possibilities – while plentiful and varied – are often rigidly constructed in relation to neoliberally/biopolitically motivated notions of value, use and productivity. Imbued with forms of modern power, play’s full flourishing has been regulated and quelled, particularly within the realm of education. This study, a literature review, seeks to defy this fatuous notion of a frivolous play.\u0000\u0000\u0000Design/methodology/approach\u0000Drawing from research within the fields of literacy and educational studies, the author centers playful methods commonly trivialized in contemporary discourse, including in global out-of-school spaces (e.g. gaming clubs, improvisational theater groups), with popular culture texts (e.g. picture books, digital fanfiction) and for older youth and adults.\u0000\u0000\u0000Findings\u0000This exploration of play’s potential across lifespans, formal/informal learning ecologies and worldwide contexts foregrounds its intrinsic nature and essential entwining with socio-culturally/materially mediated forms of knowledge and communication.\u0000\u0000\u0000Originality/value\u0000With a unique focus on the playful literacies emerging across ages, spaces and places, this review advocates a turn toward the imaginative, messy, uncontrollable worlds of play in future research and practice.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132718994","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

English Teaching: Practice &amp; Critique最新文献

English Teaching: Practice & Critique最新文献