English Teaching-Practice and Critique最新文献

{"title":"Witnessing Wonderland: Research with Black girls imagining freer futures","authors":"Alexis Young","doi":"10.1108/ETPC-04-2021-0029","DOIUrl":"https://doi.org/10.1108/ETPC-04-2021-0029","url":null,"abstract":"","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"36 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82662171","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}

{"title":"Bus riding leitmotifs: making multimodal meaning with elementary youth on a public school bus","authors":"Antero Garcia, Stephanie M. Robillard, Miroslav Suzara, Jorge E. Garcia","doi":"10.1108/etpc-07-2020-0080","DOIUrl":"https://doi.org/10.1108/etpc-07-2020-0080","url":null,"abstract":"\u0000Purpose\u0000This study explores student sensemaking based on the creation and interpretation of sound on a public school bus, operating as a result of a desegregation settlement. To understand these multimodal literacy practices, the authors examined students’ journeys, sonically as passengers in mobile and adult-constructed space.\u0000\u0000\u0000Design/methodology/approach\u0000As a qualitative study, the authors used ethnographic methods for data collection. Additionally, the authors used a design-based research approach to work alongside students to capture and interpret sound levels on the bus.\u0000\u0000\u0000Findings\u0000Findings from this study illustrate how students used sounds as a means to create community, engage in agentic choices and make meaning of their surroundings. Moreover, students used sound as a way around the pervasive drone of the bus itself.\u0000\u0000\u0000Research limitations/implications\u0000Research implications from this study speak to the need for research approaches that extend beyond visual observation. Sonic interpretation can offer researchers greater understanding into student learning as they spend time in interstitial spaces.\u0000\u0000\u0000Practical implications\u0000This manuscript illustrates possibilities that emerge if educators attune to the sounds that shape a learner’s day and the ways in which attention to sonic design can create more equitable spaces that are conducive to students’ learning and literacy needs.\u0000\u0000\u0000Originality/value\u0000This study demonstrates the use of sound as a means of sensemaking, calling attention to new ways of understanding student experiences in adult-governed spaces.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"9 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84465646","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}

{"title":"Reflecting on languaging in written narratives to enact personal relations","authors":"R. Beach, Dr Limarys Caraballo","doi":"10.1108/etpc-11-2019-0157","DOIUrl":"https://doi.org/10.1108/etpc-11-2019-0157","url":null,"abstract":"\u0000Purpose\u0000Unlike formalist and functional approaches to literacy and teaching writing, a languaging theory approach centers on the dynamic and interpersonal nature of writing. The purpose of this study was to determine students’ ability to engage in explicit reflection about their languaging actions in response to their personal narrative writing to determine those types of actions they were most versus less likely to focus on for enacting relations with others, as well as how they applied their reflections to subsequent interactions with others.\u0000\u0000\u0000Design/methodology/approach\u0000In this qualitative study, thirty seven 12th grade students were asked to write personal narratives and then reflect in writing on their use of languaging actions in their narratives based on specific prompts. Students’ explicit reflections about their narratives were coded based on their reference to seven different types of languaging actions for enacting relations with others.\u0000\u0000\u0000Findings\u0000Students were most likely to focus their reflections on making connections, understandings, collaboration and support by and for others as well as expression of emotions, getting feelings out, sharing issues; followed by references to conflicts, arguing, stress, negative perceptions or exclusion; references to ideas or impressions about ethics, respect, values, morals; use of “insider language;” slang, jargon, dialects; use of humor, joking, parody; and references to adult and authorities’ perceptions or influences.\u0000\u0000\u0000Research limitations/implications\u0000This research was limited to students’ portrayals of their languaging actions through writing as opposed to observations of their lived-world interactions with others.\u0000\u0000\u0000Practical implications\u0000These results suggest the value of having students engage in explicit reflections about their languaging actions portrayed in narratives as contributing to their growth in use of languaging actions for enacting relations with others.\u0000\u0000\u0000Social implications\u0000Students’ ability to reflect on their language actions enhances their ability to enact social relations.\u0000\u0000\u0000Originality/value\u0000A languaging perspective provides an alternative approach for analyzing reflections on types of languaging actions.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"16 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81133027","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}

{"title":"Teaching literature following loss: teachers’ adherence to emotional rules","authors":"M. Dunn","doi":"10.1108/etpc-11-2020-0147","DOIUrl":"https://doi.org/10.1108/etpc-11-2020-0147","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore how teachers changed literature instruction in English language arts (ELA) classrooms following personal loss, and identifies factors influencing those changes. The author argues teachers regulated their responses to literature according to emotional rules they perceived to be associated with the teaching profession. Understanding teachers’ responses helps educators, teacher educators and educational researchers consider what conditions and supports may be required for teachers and students to share emotions related to loss in authentic ways in ELA classrooms.\u0000\u0000Design/methodology/approach\u0000To examine changes teachers made in literature instruction following personal loss, the author conducted a thematic analysis of 80 questionnaire responses.\u0000\u0000Findings\u0000The author found teachers changed literature instruction related to three areas: teachers’ relationship to students, teachers’ instruction surrounding texts and teachers’ reader responses. Responses highlighted how teachers adhered to emotional rules, including a perception of teachers as authorities and caretakers of children. Teachers considered literature instruction to require maintaining focus on texts, and avoided emotional response unless it aided textual comprehension.\u0000\u0000Originality/value\u0000Scholars have argued for literature instruction inclusive of both loss experiences and also emotional response, with particular focus on students’ loss experiences. This study focuses on teachers’ experiences and responses to literature following loss, highlighting factors that influence, and at times inhibit, teachers’ authentic sharing of experiences and emotions. The author argues teachers require support to bring loss experiences into literature instruction as they navigate emotional response within the relational dynamics of the classroom.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"31 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84370584","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}

{"title":"Reflections on writing and teaching: a study of five writing contest winners","authors":"W. Williams","doi":"10.1108/etpc-08-2020-0103","DOIUrl":"https://doi.org/10.1108/etpc-08-2020-0103","url":null,"abstract":"\u0000Purpose\u0000English teachers who write have valuable expertise that can benefit students. Although there is a fair amount of research on teacher-writers, little is known about teachers’ writing lives outside of educational or professional contexts. This paper aims to investigate the writing lives and teaching beliefs of five writing contest winners.\u0000\u0000Design/methodology/approach\u0000This qualitative study, which was guided by sociocultural theory and concepts such as literacy sponsorship, involved individual semi-structured interviews, questionnaires and writing and teaching artifacts.\u0000\u0000Findings\u0000Data analysis resulted in several themes describing participants’ writing lives: Writing Experiences, Writing Practices and Writing Attitudes. In addition, several themes emerged describing their teaching beliefs: Writing Assignments/Tools, Modeling and Credibility/Empathy/Vulnerability. Overlaps exist in the descriptions of their writing and teaching lives.\u0000\u0000Practical implications\u0000Teachers’ writing lives are valuable resources for instruction. It is recommended that teachers have opportunities to reflect on who they are as writers and what has shaped them. Teachers also need new experiences to expand their writing practices and strengthen their writing identities alongside fellow writers. More must be done to understand, nurture and sustain teachers’ writing.\u0000\u0000Originality/value\u0000This research expands the conversation on teachers as writers by involving writing contest winners, focusing on their writing lives and noticing how their writing experiences, practices and attitudes inform their teaching. This study suggests several ways to move forward in supporting teachers as writers, keeping in mind the social aspects of learning.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"33 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87442550","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}

{"title":"Toward a pedagogy of Black livingness: Black students’ creative multimodal renderings of resistance to anti-Blackness","authors":"Autumn A. Griffin, Jennifer D. Turner","doi":"10.1108/etpc-09-2020-0123","DOIUrl":"https://doi.org/10.1108/etpc-09-2020-0123","url":null,"abstract":"\u0000Purpose\u0000Historically, literacy education and research have been dominated by white supremacist narratives that marginalize and deficitize the literate practices of Black students. As anti-Blackness proliferates in US schools, Black youth suffer social, psychological, intellectual, and physical traumas. Despite relentless attacks of anti-Blackness, Black youth fight valiantly through a range of creative outlets, including multimodal compositions, that enable them to move beyond negative stereotypes, maintain their creativity, and manifest the present and future lives they desire and so deeply deserve.\u0000\u0000\u0000Design/methodology/approach\u0000This study aims to answer the question “How do Black students' multimodal renderings demonstrate creativity and love in ways that disrupt anti-Blackness?” The authors critically examine four multimodal compositions created by Black elementary and middle school students to understand how Black youth author a more racially just society and envision self-determined, joyful futures. The authors take up Black Livingness as a theoretical framework and use visual methodologies to analyze themes of Black life, love and hope in the young people’s multimodal renderings.\u0000\u0000\u0000Findings\u0000The findings suggest that Black youth creatively compose multimodal renderings that are humanizing, allowing their thoughts, feelings and experiences to guide their critiques of the present world and envision new personal and societal futures. The authors conclude with a theorization of a Black Livingness Pedagogy that centers care for Black youth.\u0000\u0000\u0000Originality/value\u0000Recognizing that “the creation and use of images [is] a practice of decolonizing methodology” (Brown, 2013, loc. 2323), the authors examine Black student-created multimodal compositional practices to understand how Black youth author a more racially just society and envision self-determined, joyful futures.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"73 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80585770","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}

{"title":"Rhetorically speaking: on white preservice teachers’ failure to imagine an anti-racist English education","authors":"S. Toliver, H. Hadley","doi":"10.1108/etpc-09-2020-0112","DOIUrl":"https://doi.org/10.1108/etpc-09-2020-0112","url":null,"abstract":"\u0000Purpose\u0000This paper aims to identify how white preservice teachers’ inability to imagine an equitable space for Black and Brown children contributes to the ubiquity of whiteness in English education. Further, the authors contend that the preservice teachers’ responses mirror how the larger field of English education fails to imagine Black and Brown life.\u0000\u0000\u0000Design/methodology/approach\u0000Using abolitionist teaching as a guide, the authors use reflexive thematic analysis to examine the rhetorical moves their preservice teachers made to defer responsibility for anti-racist teaching.\u0000\u0000\u0000Findings\u0000The findings show preservice teachers’ rhetorical moves across three themes: failure to imagine Black and Brown humanity, failure to imagine a connection between theory and practice, and failure to imagine curriculum and schooling beyond whiteness.\u0000\u0000\u0000Originality/value\u0000By highlighting how preservice teachers fail to imagine spaces for Black and Brown youth, this study offers another pathway through which teacher educators, teachers and English education programs can assist their faculty and students in activating their imaginations in the pursuit of anti-racist, abolitionist teaching.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"47 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87172247","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}

{"title":"“Blackness is not just a single definition”: multimodal composition as an exercise for surfacing and scaffolding student theorizing in a Black Studies classroom","authors":"Esther O. Ohito","doi":"10.1108/ETPC-05-2020-0047","DOIUrl":"https://doi.org/10.1108/ETPC-05-2020-0047","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate multimodal composition as an exercise or tool for teaching students theory building. To illustrate, an analysis of artifacts comprising a student’s multimodal composition, which was created in response to a multipart literacy assignment on theorizing Blackness, is analyzed.\u0000\u0000\u0000Design/methodology/approach\u0000Afrocentricity served as both theoretical moor and research methodology. Qualitative case study, focusing on the case of an individual student, was the research method used.\u0000\u0000\u0000Findings\u0000Multimodal composition was an effective exercise for surfacing the multidimensionality of a student’s complex knowledge while simultaneously placing the student in the powerful position of theorist. The process of composing multimodally integrated reading, writing and speaking skills while revealing the focal student’s need for targeted writing intervention.\u0000\u0000\u0000Practical implications\u0000The study evidences multimodal composition as a useful exercise for capturing students’ nuanced interpretations or students’ critical theorizing as well as meaningfully incorporating and assessing students’ literacy skills.\u0000\u0000\u0000Originality/value\u0000Exposure to preexisting theory alone relegates students to the realm of passive knowledge consumers. This undermines the emancipatory and justice-oriented objectives of critical education, which ideally contributes to social change by challenging dominant power structures and distorted perspectives of marginalized persons. To be empowered agentic learners, students need to be both taught how to theorize and engaged as theorists. This study shows how multimodal composition can be used as a liberatory literacy tool for those intertwined pedagogical purposes.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"66 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74652180","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}

{"title":"“I like the first slide. I like how we put it like that [words and pictures on a diagonal]:” composing multimodal texts in a grade four classroom","authors":"A. S. Flint, Rebecca Rohloff, Sarah Williams","doi":"10.1108/etpc-12-2019-0173","DOIUrl":"https://doi.org/10.1108/etpc-12-2019-0173","url":null,"abstract":"\u0000Purpose\u0000Young children often enter formal schooling with a range of digital experiences, including using apps on tablets and engaging with interactive educational toys. The convergence and increased accessibility of digital resources has made it more convenient for young children to navigate multiple modes (e.g. words, images, sound and movement) as they construct meaning across many different texts. The purpose of the study is to examine affordances and choices when students compose multimodal texts.\u0000\u0000\u0000Design/methodology/approach\u0000Three lines of inquiry support this study: the social construction of writing practices, multiliteracies and multimodality and intertextuality. Data analysis used an iterative two-tiered process of reading, rereading and coding students’ multimodal compositions and supplemental field notes (Creswell, 1998; Strauss and Corbin, 1998).\u0000\u0000\u0000Findings\u0000Analysis of the 23 multimodal compositions revealed three significant findings related to choice and affordances of multimodal texts: the popularity of Minecraft as a topic choice based on the social interactions of students; semiotic concurrence and semiotic complementarity and sophisticated use of literary techniques (e.g. nonlinear structures, shifting point of view, asides and emojis) across the multimodal stories, particularly those that carried Minecraft themes.\u0000\u0000\u0000Originality/value\u0000Students’ intentionality with the modes in their compositions suggested they were fully aware of the “complexity, interrelatedness and interdependence between image [animation and sound] and language” (Shanahan, 2013, p. 213).\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"27 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90732254","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}

{"title":"Digital stories, material transformations: reflections of education students in a pre-teacher program","authors":"Christina L. Romero-Ivanova, Paul G. Cook, G. Faurote","doi":"10.1108/ETPC-07-2020-0066","DOIUrl":"https://doi.org/10.1108/ETPC-07-2020-0066","url":null,"abstract":"Purpose\u0000This study centers on high school pre-teacher education students’ reviews of their peers’ digital stories. The purpose of this study is twofold: to bring digital storytelling to the forefront as a literacy practice within classrooms that seeks to privilege students’ voices and experiences and also to encapsulate the authors’ different experiences and perspectives as teachers. The authors sought to understand how pre-teacher education candidates analyzed, understood and made meaning from their classmates’ digital stories using the seven elements of digital storytelling (Dreon et al., 2011).\u0000\u0000\u0000Design/methodology/approach\u0000Using grounded theory (Charmaz, 2008) as a framework, the question of how do high school pre-teacher education program candidates reflectively peer review their classmates’ digital stories is addressed and discussed through university and high school instructors’ narrative reflections. Through peer reviews of their fellow classmates’ digital stories, students were able to use the digital storytelling guide that included the seven elements of digital storytelling planning to critique and offer suggestions. The authors used the 2018–2019 and 2019–2020 cohorts’ digital stories, digital storytelling guides and peer reviews to discover emerging categories and themes and then made sense of these through narrative analysis. This study looks at students’ narratives through the contexts of peer reviews.\u0000\u0000\u0000Findings\u0000The seven elements of digital storytelling, as noted by Dreon et al. (2011, p. 5), which are point of view, dramatic question, emotional content, the gift of your voice, the power of the soundtrack, economy and pacing, were used as starting points for coding students’ responses in their evaluations of their peers’ digital stories. Situated on the premise of 21st century technologies as important promoters of differentiated ways of teaching and learning that are highly interactive (Greenhow et al., 2009), digital stories and students’ reflective practices of peer reviewing were the foundational aspects of this paper.\u0000\u0000\u0000Research limitations/implications\u0000The research the authors have done has been in regards to reviewing and analyzing students’ peer reviews of their classmates’ digital stories, so the authors did not conduct a research study empirical in nature. What the authors have done is to use students’ artifacts (digital story, digital storytelling guides and reflections/peer reviews) to allow students’ authentic voices and perspectives to emerge without their own perspectives marring these. The authors, as teachers, are simply the tools of analysis.\u0000\u0000\u0000Practical implications\u0000In reading this paper, teachers of different grade levels will be able to obtain ideas on using digital storytelling in their classrooms first. Second, teachers will be able to obtain hands-on tools for implementing digital storytelling. For example, the digital storytelling guide to which the authors refer (Figure 1) can be used in different subjec","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"38 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81298446","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}