发布求助
文献互助 智能选刊 最新文献

English in Education最新文献

筛选
英文 中文
Social justice and the social imagination in English education 英语教育中的社会公正与社会想象
IF 0.9 4区 教育学
English in Education Pub Date : 2023-07-03 DOI: 10.1080/04250494.2023.2225319
Victoria Elliott
{"title":"Social justice and the social imagination in English education","authors":"Victoria Elliott","doi":"10.1080/04250494.2023.2225319","DOIUrl":"https://doi.org/10.1080/04250494.2023.2225319","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"79 1","pages":"151 - 153"},"PeriodicalIF":0.9,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86464773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Identifying factors that promote or inhibit disability-related discussion in secondary English language arts classrooms 识别促进或抑制中学英语语言艺术课堂中与残疾有关的讨论的因素
IF 0.9 4区 教育学
English in Education Pub Date : 2023-06-13 DOI: 10.1080/04250494.2023.2218879
Rebecca Jacobson, Christa S. Bialka
{"title":"Identifying factors that promote or inhibit disability-related discussion in secondary English language arts classrooms","authors":"Rebecca Jacobson, Christa S. Bialka","doi":"10.1080/04250494.2023.2218879","DOIUrl":"https://doi.org/10.1080/04250494.2023.2218879","url":null,"abstract":"ABSTRACT Although disabled people encounter discrimination in almost every facet of life – such as employment, housing, education, healthcare, and transportation – disability is often missing from conversations regarding social justice. Disability-related discussion (DRD) in English Language Arts (ELA) offers an inroad to having students view disability through a social justice lens. This exploratory, qualitative study examines the factors that influence 13 secondary (6–12) ELA teachers’ decisions to lead (or refrain from leading) DRD in classrooms in the United States. Findings reveal that primary factors that helped or hindered DRD included the role of subject/curriculum, school and classroom culture, and personal factors. Participants also expressed a desire for professional development related to DRD, as well as increased curricular representation within ELA. This study represents a critical first step in solidifying disability as a component of social justice by identifying factors that secondary ELA teachers encounter when attempting to discuss disability in their classrooms.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"1 1","pages":"219 - 236"},"PeriodicalIF":0.9,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89535465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Beautiful Wastelands: tales from the bog: the ‘ordinary schools’ of greater Sydney, Australia 美丽的荒原:来自沼泽的故事:澳大利亚大悉尼的“普通学校”
IF 0.9 4区 教育学
English in Education Pub Date : 2023-06-12 DOI: 10.1080/04250494.2023.2215810
Kelly Cheung, K. O’Sullivan
{"title":"Beautiful Wastelands: tales from the bog: the ‘ordinary schools’ of greater Sydney, Australia","authors":"Kelly Cheung, K. O’Sullivan","doi":"10.1080/04250494.2023.2215810","DOIUrl":"https://doi.org/10.1080/04250494.2023.2215810","url":null,"abstract":"ABSTRACT In the Australian state of New South Wales (NSW) there are different systems for secondary schooling for young people and this paper focuses on public comprehensive secondary schools. These are frequently characterised as the “schools of last resort” by parents with the ability to make a choice about which school sector their children will attend. This paper uses spatial metaphors to situate readers into a constituted identity of the local comprehensive public school as “bog standard” while using narrative limnings to illuminate the professional complexities of English teachers’ work in these kinds of schools. It reports on the particular narratives of four English teachers working in four different “bog standard” public comprehensive secondary schools located across Greater Sydney. It is hoped that the narratives of this paper dispel some of the affective concerns that contribute so strongly to the imaginary of the threatening comprehensive public school while revealing some complexities for teachers of English navigating schooling inequalities in Greater Sydney, Australia.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"97 1","pages":"169 - 186"},"PeriodicalIF":0.9,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85913806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
‘Condemn the fault and not the actor of it?’ Moving beyond the limits of recidivism to enhancing (re)humanisation through a Shakespeare-focussed, prison-based approach “谴责过错而不谴责过错的执行者?”“超越累犯的限制，通过以莎士比亚为中心、以监狱为基础的方法，加强(再)人性化。
IF 0.9 4区 教育学
English in Education Pub Date : 2023-06-12 DOI: 10.1080/04250494.2023.2218880
L. Nicklin
{"title":"‘Condemn the fault and not the actor of it?’ Moving beyond the limits of recidivism to enhancing (re)humanisation through a Shakespeare-focussed, prison-based approach","authors":"L. Nicklin","doi":"10.1080/04250494.2023.2218880","DOIUrl":"https://doi.org/10.1080/04250494.2023.2218880","url":null,"abstract":"ABSTRACT It is well researched, yet under-acknowledged in policy and practice, that prison alone is unsuccessful in reducing criminality. Though in the USA recidivism is high, recidivism is both a common and limited measure, rarely capturing individual nuances. This paper presents key findings from an ethnographically-informed exploration of a well-established multi-sited Shakespeare-focussed prison-based programme boasting broader positive outcomes, specifically surrounding one research question: What are the perceived outcomes of engagement in prison-based Shakespeare programmes, as reported by participants and practitioners? This paper outlines key overarching findings, surrounding perceived impacts of participation through the use of Shakespeare in multiple perceived roles (including playwright, character, mentor, friend, educator), work around literacy, emotional and expression skills and programme practices (including theatre-based activities, spaces, solo, group and ensemble activities, practitioner-participant interactions and ethos). These are connected to social-justice issues, concluding an overarching outcome of potential (re)humanisation of people in prison to society and themselves.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"36 1","pages":"187 - 201"},"PeriodicalIF":0.9,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90930737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Textual space and its importance to school ethos and cultural pedagogy 文本空间及其对校风和文化教育学的重要性
IF 0.9 4区 教育学
English in Education Pub Date : 2023-05-13 DOI: 10.1080/04250494.2023.2208163
M. Barnard
{"title":"Textual space and its importance to school ethos and cultural pedagogy","authors":"M. Barnard","doi":"10.1080/04250494.2023.2208163","DOIUrl":"https://doi.org/10.1080/04250494.2023.2208163","url":null,"abstract":"ABSTRACT This paper theoretically demonstrates the potential of textual space in making an important contribution to school ethos and cultural pedagogy. It demonstrates how culturally-inclusive (representational) textual space can be expanded throughout the school and could contribute to social justice and decolonisation efforts beyond the English Literature classroom. This is increasingly important in an age of culturally and politically securitised schooling, where government control exercised at the macro-level (colonial/neoliberal education policy) and micro-level (teaching and learning; the enactment of the formal curriculum) reproduces cultural inequality. This paper therefore argues for textual space in the English Literature classroom to be appropriated as a representational, dialogical, historical and connected space (in opposition to neoliberalism’s decontextualising and atomising agenda) for real-world political action and the democratisation of cultural production within the wider school environment.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"1 1","pages":"202 - 218"},"PeriodicalIF":0.9,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89649647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
What happened to knowledge about language? 关于语言的知识怎么了?
IF 0.9 4区 教育学
English in Education Pub Date : 2023-04-03 DOI: 10.1080/04250494.2023.2193383
J. Hodgson
{"title":"What happened to knowledge about language?","authors":"J. Hodgson","doi":"10.1080/04250494.2023.2193383","DOIUrl":"https://doi.org/10.1080/04250494.2023.2193383","url":null,"abstract":"Recently, preparing a report for the Committee for Linguistics in Education, I made a content analysis of the linguistic terms used in the Ofsted (2022) Curriculum Research Review for English. The most surprising result of my analysis was the absence of the term “Knowledge about Language”. “KAL”, as it became known, was introduced in the first National Curriculum for English (Cox 1989) to signal the importance of linguistic knowledge in English Education. The report noted that in some schools “richer and broader work than we outline is already being done very successfully”:","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"242 1","pages":"73 - 75"},"PeriodicalIF":0.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77618122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Multiple Englishes: multiple ways of being in the world (A conversational inquiry) 多元英语:在世界上的多种存在方式(会话式探究)
IF 0.9 4区 教育学
English in Education Pub Date : 2023-03-28 DOI: 10.1080/04250494.2023.2189910
B. Doecke, Seyyed-Abdolhamid Mirhosseini
{"title":"Multiple Englishes: multiple ways of being in the world (A conversational inquiry)","authors":"B. Doecke, Seyyed-Abdolhamid Mirhosseini","doi":"10.1080/04250494.2023.2189910","DOIUrl":"https://doi.org/10.1080/04250494.2023.2189910","url":null,"abstract":"ABSTRACT This essay emerges from an ongoing conversation between us while collaborating on various projects that have explored the role that English plays in people’s lives. One of us is an English teacher educator from Australia, the other an EFL educator from Iran now working in Hong Kong. Our conversation prompted us to reflect on English as a medium of communication between us that has enabled us to transcend the division between so-called native speakers and those who speak English as an additional language, without denying the differences between us. To take our conversation further, we set each other the task of writing an autobiographical vignette to inquire into how the English language has variously shaped our sense of self and our relationships with others. We thereby attempt to re-envision English as a relational and historically situated phenomenon in order to think again about our common project as English language educators.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"16 1","pages":"76 - 90"},"PeriodicalIF":0.9,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78847718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Multimodal composing in the English classroom: recontextualising the curriculum to learning 英语课堂中的多模态写作:重新语境化课程与学习
IF 0.9 4区 教育学
English in Education Pub Date : 2023-03-28 DOI: 10.1080/04250494.2023.2187696
Fei Victor Lim, L. Unsworth
{"title":"Multimodal composing in the English classroom: recontextualising the curriculum to learning","authors":"Fei Victor Lim, L. Unsworth","doi":"10.1080/04250494.2023.2187696","DOIUrl":"https://doi.org/10.1080/04250494.2023.2187696","url":null,"abstract":"ABSTRACT As literacy curricula around the world expand to include multimodal meaning-making, the challenge that remains is how teachers can design engaging and effective learning experiences in this context and the nature of their guidance to students in developing their multimodal literacy. Our paper focuses on the topic of multimodal composing, where students create artefacts to learn and demonstrate their learning. We seek to understand how teachers can design for students’ learning through multimodal composing with the use of a pedagogic metalanguage. Our data is drawn from a design-based research project on the teaching and learning of multimodal literacy in two secondary schools in Singapore. We discuss the implications of the design and evaluation of students’ learning through multimodal composing and reflect on the nature of the design work by teachers as they negotiate the curriculum requirements and make sense of their professional learning.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"19 1","pages":"102 - 119"},"PeriodicalIF":0.9,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80918954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Teaching poems by authors of colour at key stage 3: categorising what is taught 在关键阶段3教授有色作家的诗歌:分类所教的内容
IF 0.9 4区 教育学
English in Education Pub Date : 2023-03-28 DOI: 10.1080/04250494.2023.2191626
Victoria Elliott, M. Courtney
{"title":"Teaching poems by authors of colour at key stage 3: categorising what is taught","authors":"Victoria Elliott, M. Courtney","doi":"10.1080/04250494.2023.2191626","DOIUrl":"https://doi.org/10.1080/04250494.2023.2191626","url":null,"abstract":"ABSTRACT This paper draws on a survey conducted in 2020–21 in which 163 secondary English teachers in England named a total of 68 individual poems by poets of colour from the global majority which they taught in Key Stage 3 (students aged 11–14). Using the concepts of framing and mental schemas, we categorised these poems by considering which was the most likely frame or theme under which they would be taught. The largest category was Identity (15 poems), followed by War and Conflict (12 poems) and Racism (11 poems). War and Conflict, together with Love and Relationships (7 poems) are categories which reflect GCSE groups of poems. We suggest that poems by global majority poets which are incorporated into the curriculum are likely to be largely framed as being about race or related issues. The exception is the “strong” framing of the GCSE clusters. We argue that this is a shortfall in the ways in which the curriculum is being diversified. We note the long shadow of “Poetry from Other Cultures” and suggest that we need both more poems from global majority authors and more variety in the themes which they explore.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"27 1","pages":"91 - 101"},"PeriodicalIF":0.9,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85359469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Re-examining the importance of vocabulary learning strategies for first language English speakers 重新审视以英语为母语的人学习词汇策略的重要性
IF 0.9 4区 教育学
English in Education Pub Date : 2023-03-24 DOI: 10.1080/04250494.2023.2190350
J. Kaya
{"title":"Re-examining the importance of vocabulary learning strategies for first language English speakers","authors":"J. Kaya","doi":"10.1080/04250494.2023.2190350","DOIUrl":"https://doi.org/10.1080/04250494.2023.2190350","url":null,"abstract":"ABSTRACT Awareness of vocabulary learning strategies has been identified as crucial in supporting learners’ vocabulary development. Using interview data from 21 adolescent first language speakers of English identified as gifted students in the U.S. education context, I analysed the vocabulary learning strategies that they used to learn, remember, and make sense of new words. I also analysed the strategies that students reported as what English language arts teachers employed in classrooms and encouraged them to use. The findings showed that reading was the most teacher-adopted, teacher-encouraged, and student-performed activity. In addition, a significant number of students expressed unawareness of specific strategies they used to develop their vocabulary. I discuss implications and highlight the need to re-examine the importance of the awareness of vocabulary learning strategies in learning English as a first language.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"42 1","pages":"120 - 134"},"PeriodicalIF":0.9,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76834069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信