English Teaching: Practice & Critique最新文献

{"title":"Examining relationships between religious and linguistic nationalism in a recent controversy surrounding the Sri Lankan national anthem","authors":"Kasun Gajasinghe, Priyanka Jayakodi","doi":"10.1108/etpc-10-2021-0141","DOIUrl":"https://doi.org/10.1108/etpc-10-2021-0141","url":null,"abstract":"\u0000Purpose\u0000This paper aims to explore the relationship between religious and linguistic nationalism in Sri Lanka in the context of the controversy on singing the national anthem in Tamil during National Independence Day celebrations. It illuminates how language and religious policy work together to maintain Sinhala–Buddhist hegemony and exclude Tamil speakers as second-class citizens in postcolonial Sri Lanka.\u0000\u0000\u0000Design/methodology/approach\u0000The examination of the anthem controversy includes language and religious policy documents, newspaper articles and YouTube videos.\u0000\u0000\u0000Findings\u0000The national anthem as a site of struggle is a powerful case to explore how nation-states’ actors mobilize affect, intertwining ideologies on language, religion, ethnicity, geography, and so on to maintain and reinforce dominance over minoritized groups. Therefore, the authors believe that (singing) the national anthem can be a site of study for language policy.\u0000\u0000\u0000Research limitations/implications\u0000The authors acknowledge that the data used in this study are only in Sinhala and English and identify the need for further research using data sources in Tamil.\u0000\u0000\u0000Originality/value\u0000While this paper generally contributes to the scholarly dialogues on religion and language, it also sheds light on understanding politics in Sri Lanka. Finally, the authors propose that any meaningful policy implementation efforts toward achieving linguistic justice in Sri Lanka need to include parallel policy changes that promote equality among religions.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127773492","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}

{"title":"Exploring global religious traditions through artifactual literacy projects","authors":"E. McNeill","doi":"10.1108/etpc-08-2021-0109","DOIUrl":"https://doi.org/10.1108/etpc-08-2021-0109","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is an exploration of stories told by multilingual students participating in a literacy project in a secondary English course as part of a larger three year practitioner inquiry study, in which the author analyzed students’ literacy project to create a culturally responsive English curriculum. In this paper, the stories of two participating students were examined to derive ideas for an English curriculum in which students’ assets, such as cultural heritage and religious traditions, are recognized and honored.\u0000\u0000\u0000Design/methodology/approach\u0000Two objectives of the study were to learn about my students’ assets and to use them to complement the district-mandated texts in ways that honored students’ cultural traditions and accumulated knowledge. This paper focuses on an artifactual literacy project paired with reading the novel To Kill a Mockingbird in an English course for emergent bilinguals, in which the modified curriculum highlighted their experiences and traditions.\u0000\u0000\u0000Findings\u0000Two themes emerged from the analysis. First, religious communities are often valuable to emergent bilingual students. Second, although borders often separate the families of these students, they continue their religious traditions with those in their new communities in the USA, whose members have also carried traditions across borders to honor and preserve their families’ cultures, languages and religions in new places.\u0000\u0000\u0000Originality/value\u0000Religion is rarely discussed in public school English classrooms. This research project demonstrates the value of artifacts in secondary classrooms which provide a space for students to discuss personally meaningful religious and cultural literacy practices.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133057426","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}

{"title":"Collaborative data analysis: examining youths’ literacy practices in YPAR","authors":"Joanne E. Marciano, Alecia Beymer","doi":"10.1108/etpc-04-2021-0027","DOIUrl":"https://doi.org/10.1108/etpc-04-2021-0027","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to examine how youth from varied cultural and socioeconomic backgrounds came together to collaboratively analyze data they collected across two research projects in a community-based Youth Participatory Action Research (YPAR) initiative, a less understood aspect of YPAR. Specifically, this study discusses how youth enacted collaborative data analysis to foreground lived experience and experiential knowledge while enacting critical literacy practices and building toward an open and reflective form of relationality.\u0000\u0000\u0000Design/methodology/approach\u0000The examination of youths’ data analysis practices is situated in a larger qualitative research study of the Central City Youth Participatory Action Research initiative, a six-month, community-based, out-of-school program. This study discusses the relational and humanizing practices of youth through collaborative data analysis practices.\u0000\u0000\u0000Findings\u0000This study focuses on two small-group research teams, examining how youth enacted critical literacy practices and humanizing modes of learning through relational practices as data analysis. This study discusses two themes in the findings: making sense of data through personal experience and negotiating researcher roles as stancetaking in collaborative data analysis\u0000\u0000\u0000Originality/value\u0000In analyzing students’ collaborative data analysis practices across the small-group YPAR projects they enacted, this study contributes new understandings about how youth analyzed data to examine aspects of educational equity important to them.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132283268","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}

{"title":"Guest editorial: Introduction to special issue on disciplinary literacy in English teaching and teacher education","authors":"E. Rainey, S. Levine","doi":"10.1108/etpc-04-2022-196","DOIUrl":"https://doi.org/10.1108/etpc-04-2022-196","url":null,"abstract":"Our call for papers in this special issue invited literacy researchers and practitioners to address questions about disciplinary literacy in English language arts, including how approaches to disciplinary literacy may be conceptualized in the domain of English, productively brought to K-12 teaching and teacher education and used to advance justice or anti-racism. The papers in this special issue represent a range of perspectives on these questions. Collectively, they reveal new directions for literacy education theory, research, practice and policy. In this issue, authors:","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"341 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132933713","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}

{"title":"Authority and authenticity in teachers’ questions about literature in three contexts","authors":"S. Levine, Mary E. Hauser, Michael W. Smith","doi":"10.1108/etpc-03-2021-0021","DOIUrl":"https://doi.org/10.1108/etpc-03-2021-0021","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore the authentic questioning practices of English Language Arts teachers. Although language arts (LA) education emphasizes the value of authentic questions in discussions about literature, teachers still tend to ask known-answer questions that guide students toward one literary interpretation. However, outside their classrooms, teachers talk about literary texts from stances of openness and curiosity. Helping teachers recognize and draw on their out-of-school literary practices might help them disrupt entrenched known-answer discourses. The authors studied how the same teachers asked questions about literature in different settings. The authors asked: To what degree and in what ways did teachers’ questions about literature change when they took on different roles in discussions of literature?\u0000\u0000\u0000Design/methodology/approach\u0000Drawing on theories of classroom discourses and everyday practices, this study compared and analyzed types of questions asked by high school teachers as they took on three roles: teacher in the high school classroom, discussion leader in a professional development and everyday reader in discussion.\u0000\u0000\u0000Findings\u0000Analysis showed that as participants moved further away from their teacher role, they were more likely to ask authentic, curiosity-driven questions that engaged fellow readers in exploratory, dialogic interpretation. They were less likely to attempt to maintain authority over students’ interpretations.\u0000\u0000\u0000Research limitations/implications\u0000The authors hope researchers will build on these explorations of teacher stances and language in different roles, so we can work toward disrupt entrenched known-answer discourses in the classroom.\u0000\u0000\u0000Practical implications\u0000Drawing on this study’s findings about questioning practices of participants in their role as reader (as opposed to discussion leader or classroom teacher), the authors suggest that teachers and teacher educators consider the following: First, teachers need to understand the power of interpretive authority and known-answer discourses and compare them explicitly to their own everyday practices through rehearsals and reflection. Second, teachers might focus less on theme and more on exploration of individual lines, patterns and unusual authorial moves. Finally, when preparing to teach, if teachers can reconnect with the stance and language of uncertainty and curiosity, they are likely to ask more authentic questions.\u0000\u0000\u0000Social implications\u0000These findings suggest both the power of entrenched known-answer discourses to constrain and the potential power of making visible and drawing on teachers’ literary reading practices in out-of-school contexts.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, no studies have made an empirical comparison of the relationship between the role a teacher takes on during discussion and the kinds of questions they ask about literature. This study offers insight into the value of everyday curiosity and othe","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"91 34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128813113","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}

{"title":"Literacy educators’ practices of solidarity within an educational network","authors":"R. Rogers","doi":"10.1108/ETPC-11-2018-0100","DOIUrl":"https://doi.org/10.1108/ETPC-11-2018-0100","url":null,"abstract":"\u0000Purpose\u0000This paper aims to share findings from an interview study with literacy educators who are working together to imagine and build a transformative, humanizing and expansive education.\u0000\u0000\u0000Design/methodology/approach\u0000Appreciative inquiry is a design and process that seeks ways to discover the potential of educators while also affirming what exists and using these insights to strengthen collective efforts (Cooperrider and Srivastva, 1987).\u0000\u0000\u0000Findings\u0000The educators’ narratives of solidarity provide us a window to see the collaborative transformative practices that create networks for educational justice. A model of expansive learning and solidarity is introduced.\u0000\u0000\u0000Research limitations/implications\u0000While the focus in this paper has been on one social justice network, the author’s intention has been to describe and interpret the broader processes of expansive learning, collaborative transformative practices and narratives of solidarity.\u0000\u0000\u0000Practical implications\u0000This study offers a unique, contextualized perspective of educators working together to create social justice literacies and the kinds of learning communities that are necessary to do so.\u0000\u0000\u0000Social implications\u0000Identifying the conditions necessary to build and sustain a network of social justice educators can promote the expansion of such networks.\u0000\u0000\u0000Originality/value\u0000Few studies have focused on literacy educators' narratives of solidarity and the thematic contours of solidarity in educational contexts. Further, this paper links the concepts of agency and solidarity.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114880741","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}