English Teaching-Practice and Critique最新文献

{"title":"Experimenting with game-based learning in preservice teacher education","authors":"Lindy L. Johnson, G. Kim","doi":"10.1108/ETPC-10-2019-0125","DOIUrl":"https://doi.org/10.1108/ETPC-10-2019-0125","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to examine the use of game-based learning for approximations of practice within a critical, project-based (CPB) clinical experience for preservice teachers (PSTs). Within the clinical experience, secondary English Language Arts PSTs practiced modeling argumentative thinking through playing a board game, Race to the White House, with ninth-grade students.\u0000\u0000\u0000Design/methodology/approach\u0000Data collection took place at a public high school in the mid-Atlantic region of the USA. A variety of data was collected including written reflections by PSTs about their experiences leading the game play, audio recordings of the small group game play and a transcript of a whole-class 30-min post-game discussion with the PSTs and classroom teacher. To analyze the data, patterns of discourse were identified.\u0000\u0000\u0000Findings\u0000The game-based learning activity provided an accessible structure for PSTs to model their own argumentative thinking, presented opportunities for PSTs to elicit and interpret students’ thinking to support students’ practice in constructing an argument and created a playful context for PSTs to encourage students to produce arguments and critique the argumentation work of others.\u0000\u0000\u0000Research limitations/implications\u0000Game-based learning within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to help PSTs practice engaging with students in different ways than a traditional teacher-to-student dynamic.\u0000\u0000\u0000Originality/value\u0000Game design and game play within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to make teaching and learning a more social and collaborative process.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"2016 1","pages":"78-93"},"PeriodicalIF":0.9,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81971272","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":"Pandemic meaning making: messing toward motet","authors":"Mary Beth Schaefer, S. Abrams, Molly Kurpis, Charlotte Abrams, M. Abrams","doi":"10.1108/ETPC-07-2020-0073","DOIUrl":"https://doi.org/10.1108/ETPC-07-2020-0073","url":null,"abstract":"Purpose: In this child–parent research study, three adolescents theorize their meaning-making experiences while engaged in exclusive online learning during a three-month stay-at-home mandate The purpose of this study is to highlight youth-created understandings about their literacy practices during COVID-19 in order to expand possibilities for youth-generated theory Design/methodology/approach: This child–parent research builds upon a critical dialectical pluralist (CDP) methodology, which is a participatory research method that looks to privilege the child as a co-researcher at every stage of the inquiry In this research study, the adolescents work together to explore what it means to create and learn alone and then with others via virtual platforms Research team discussions initially were scaffolded by the parent–researchers, and the adolescents developed their analyses individually and together, and their words and insights situate the findings and conclusions Findings: The musical form of a motet provides a metaphor that three adolescents used to theorize their meaning-making experiences during the stay-at-home order The adolescents determined that time, frustration, and space were overarching themes that captured the essence of working alone, and then together, in messy, orchestrated online ensembles Originality/value: In this youth-centric research paper, three adolescents create understandings of their meaning-making experiences during the stay-at-home order and work together to determine personal and pedagogical implications © 2020, Emerald Publishing Limited","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"58 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84458998","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":"Emergent bilinguals as text designers: rendering meaning through signs","authors":"Sally A. Brown","doi":"10.1108/ETPC-07-2020-0076","DOIUrl":"https://doi.org/10.1108/ETPC-07-2020-0076","url":null,"abstract":"\u0000Purpose\u0000The main purpose is to investigate what resources young emergent bilinguals use to communicate a multimodal response to children’s literature. In particular, attention is paid to the ways students translanguage as part of the learning process.\u0000\u0000\u0000Design/methodology/approach\u0000An ethnography-in-education approach was used to capture the social and cultural aspects of literacy learning in an English-only context. A multimodal transcript analysis was applied to video-recorded data as a method for examining semiotic resources and modes of learning.\u0000\u0000\u0000Findings\u0000The results revealed that students used technology, paper-based resources and peers to construct meaning relative to books. Experimentation or play with the affordances of the tablet computer served as avenues to determine the agentive selection of resources. As students wrestled with constructing meaning, they gathered multiple perspectives from peers and children’s literature to involve symbols and representations in their texts. Signs, multiple language forms and meaning came together for the social shaping of situated perspectives.\u0000\u0000\u0000Originality/value\u0000This study addresses the call for educators to engage in multiliterate, multimodal practices with young learners in the contexts of classrooms. It provides insight into the need to create multilingual learning spaces where translanguaging freely occurs and the meaningful ways early childhood learners use technology. To fully understand what emergent bilinguals know and can do, they must be afforded a variety of semiotic resources at school.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"3 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84796232","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":"“Doing diversity”: a narrative examination of veteran teachers’ renewed agency through intersectional teaching","authors":"S. Shelton, S. Melchior","doi":"10.1108/etpc-11-2018-0112","DOIUrl":"https://doi.org/10.1108/etpc-11-2018-0112","url":null,"abstract":"\u0000Purpose\u0000This paper aims to examine how two White teachers, experienced and award-winning veteran educators, navigated issues of race, class and privilege in their instruction, and ways that their efforts and shortcomings shaped both teacher agency and classroom spaces.\u0000\u0000\u0000Design/methodology/approach\u0000This study’s methodology centers participants’ experiences and understandings over the course of two years of interviews, classroom observations and discussion groups. The study is conceptually informed by Sara Ahmed’s argument that social justice is often approached as something that education “can do,” which is problematic because it assumes that successful enactment is “intrinsic to the term.” Discussing and/or intending social justice replaces real change, and those leading the conversations believe that they have made meaningful differences. Instead, true shifts in thinking and action are “dependent on forms of institutional commitment […and] how it [diversity/social justice] gets taken up” (p. 241).\u0000\u0000\u0000Findings\u0000Using an in vivo coding approach – i.e. using direct quotations of participants’ words to name the new codes – the authors organized their findings into two discussions: “Damn – Every Time I’m with the Kids, I Just End Up Feeling Frozen”; and “Maybe I’m Just Not Giving These Kids a Fair Shake – Maybe I’m the Problem”.\u0000\u0000\u0000Originality/value\u0000The participants centered a participatory examination of intersectionality, rather than the previous teacher-mandated one. They “put into action” -xplorations of intersectionality that were predicated on students’ identities and experiences, thus making intersectionality a lived concept, rather than an intellectual one, and transforming students’ and their own engagement.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"16 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80947649","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":"Reenvisioning space, mobilities and public engagement with young adult literature","authors":"Caroline Hamilton-McKenna, T. Rogers","doi":"10.1108/etpc-06-2020-0055","DOIUrl":"https://doi.org/10.1108/etpc-06-2020-0055","url":null,"abstract":"\u0000Purpose\u0000In an era when engagement in public spaces and places is increasingly regulated and constrained, we argue for the use of literary analytic tools to enable younger generations to critically examine and reenvision everyday spatialities (Rogers, 2016; Rogers et al., 2015). The purpose of this paper is to consider how spatial analyses of contemporary young adult literature enrich interrogations of the spaces and places youth must navigate, and the consequences of participation for different bodies across those spheres.\u0000\u0000\u0000Design/methodology/approach\u0000In a graduate seminar of teachers and writers, we examined literary texts through a combined framework of feminist cultural geography, mobilities and critical mobilities studies. In this paper, we interweave our own spatial analyses of two selected works of young adult fiction with the reflections of our graduate student participants to explore our spatial framework and its potential to enhance critical approaches to literature instruction.\u0000\u0000\u0000Findings\u0000We argue that spatial literary analysis may equip teachers and students with tools to critically examine the spaces and places of everyday life and creatively reenvision what it means to be an engaged citizen in uncertain and troubling times.\u0000\u0000\u0000Originality/value\u0000While we have engaged in this work for several years, we found that in light of the global pandemic, coupled with the recent antiracist demonstrations, a spatial approach to literary study emerges as a potentially even more relevant and powerful component of literature instruction.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"13 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82005942","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":"The call of ambiguity: lingering over uncertainty as classroom practice","authors":"Cori McKenzie, Geoff Bender","doi":"10.1108/etpc-02-2020-0013","DOIUrl":"https://doi.org/10.1108/etpc-02-2020-0013","url":null,"abstract":"\u0000Purpose\u0000This paper encourages teachers and scholars of English Language Arts to engage deliberately with literary ambiguity.\u0000\u0000\u0000Design/methodology/approach\u0000Through close attention to ambiguous moments in commonly taught texts, the essay argues that explicit attention to ambiguity can support four enduring goals in the field: fostering social justice, developing students’ personal growth, cultivating dispositions and skills for democracy and engendering disciplinary literacy skills.\u0000\u0000\u0000Findings\u0000The readings suggest the following: first, wrestling with ambiguities in Harper Lee’s To Kill a Mockingbird may foster critical orientations needed in the fight for social justice; second, ambiguities in Gene Luen Yang’s American Born Chinese may support students’ personal development; third, questions generated by Walter Dean Myers’ Monster invite readers to practice skills needed for democracy; finally, exploring divergent interpretations of Laurie Halse Anderson’s Speak may develop students’ disciplinary literacy skills.\u0000\u0000\u0000Originality/value\u0000In an era marked by standardization and accountability, it may be difficult for teachers and scholars to linger with literary ambiguity. By underscoring the instrumental potential of literary ambiguity, the essay illustrates why and how teachers might reject this status quo and embrace the indeterminacy of literary ambiguity.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"33 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90763378","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":"Affective intensities: Emotion, race, gender and the push and pull of bodies","authors":"K. Schmidt, Rebecca Beucher","doi":"10.1108/etpc-11-2019-0147","DOIUrl":"https://doi.org/10.1108/etpc-11-2019-0147","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate the ways affective intensities arise in the intra-actions within an assemblage (three Black girls, objects such as computers and hoodies, institutionalized discourse associated with race and successful participation in schools) as the girls create multimodal responses to literature. This paper shows how the intra-actions among the girls and material objects produce affective intensities or new ways of being and becoming through which youth reauthor themselves as central and peripheral participants.\u0000\u0000\u0000Design/methodology/approach\u0000The authors present an illustrative case of the ways girls’ embodied literacy identities emerge when Jillian, Isa, and Rhianna intra-act with materials in an assemblage that includes their material-discursive positionings through qualitative and multimodal interaction analysis.\u0000\u0000\u0000Findings\u0000The analysis describes the ways the girls agentively participate through play, composing and moments of becoming (fluid subjectivities) that include emotive acts such as acts of solidarity, loving connectedness and possible frustration that inform who counts and who can be successful in the classroom.\u0000\u0000\u0000Research limitations/implications\u0000This single case study gives a descriptive, in-depth analysis of the ways affective intensities emerge as three girls respond to literature to understand their embodied and discursive practices within the composing process.\u0000\u0000\u0000Originality/value\u0000To fully understand agency and the students’ emergent subjectivities, the authors combine embodiment and material-discursive analysis to understand affective intensities that evolve during three Black girls’ composing processes and the ways the girls’ subjectivities shift within the intra-actions.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"141 1","pages":"403-416"},"PeriodicalIF":0.9,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79631502","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":"Disrupting rules of emotion in an urban English classroom","authors":"Teresa Sosa, Allison H. Hall, B. Collins","doi":"10.1108/etpc-12-2019-0174","DOIUrl":"https://doi.org/10.1108/etpc-12-2019-0174","url":null,"abstract":"\u0000Purpose\u0000This study aims to focus on the regulation of emotions in critical literacy, its resulting racial oppression and students’ response to emotional control. The authors examine a student discussion of a poem, looking specifically at the affective responses of students’ interactions as these open possibilities for identifying ways that students confront, resist and subvert emotional control. This research question asks how students resisted limited forms of emotion and enabled opportunities for varied affective forms of engagement.\u0000\u0000\u0000Design/methodology/approach\u0000In this analysis, the authors explored both emotions and discourse (broadly defined as languages, actions, embodied acts, etc.) as they construct the flow of activity in this discussion. The authors also looked at past familiar practices that make the present one recognizable and meaningful.\u0000\u0000\u0000Findings\u0000The findings indicate black students resisted emotion rules by discussing racism, a highly taboo subject in schools. Students also rallied against an interpretation that felt as a distraction, an attempt to negate or shut down the naming and sensing of racism in the poem and in the classroom. Despite the constant regulation of emotions before, during and after the discussion, black youth firmly indicated their right to judge the interpretation that the poem had nothing to do with racism as inadequate and steeped in whiteness.\u0000\u0000\u0000Originality/value\u0000In schools, critical literacy often fails to attend to how emotions are managed and reflect racial control and dominance. For critical literacy as an anti-oppressive pedagogy to confront the oppressive status quo of schools, it must no longer remain silent or leave unquestioned rules of emotional dispositions that target marginalized students.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"16 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83671889","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":"Missing the sociopolitical: examining discourses of writing in a US high-performing, urban middle school","authors":"Nadia Behizadeh","doi":"10.1108/ETPC-12-2019-0166","DOIUrl":"https://doi.org/10.1108/ETPC-12-2019-0166","url":null,"abstract":"\u0000Purpose\u0000This paper aims to examine two teachers’ beliefs and practices on teaching writing at an urban, high-performing middle school to determine: What discourses of writing are being taught in an urban, high-performing US public middle school? What factors prevent or enable particular discourses?\u0000\u0000\u0000Design/methodology/approach\u0000Drawing on case study methods, this study uses a single-case design with two seventh-grade teachers at a high-performing urban school as embedded units of analysis. Data collection took place over one semester. Data sources included observations and interviews with the two teachers, an interview with an administrator and multiple instructional artifacts, including unit and lesson plans. Observational data were analyzed using a priori code for writing discourses (Ivanic, 2004) and interview data were analyzed for factors affecting instruction using open, axial and selective coding.\u0000\u0000\u0000Findings\u0000Both teachers enacted extended multi-discourse writing instruction integrating skills, creativity, process, genre and social practices discourses supported by their beliefs and experience; colleagues; students’ relatively high test scores; and relative curricular freedom. However, there was minimal evidence of a sociopolitical discourse aligned with critical literacy practices. Limits to the sociopolitical discourse included a lack of a social justice orientation, an influx of low-performing students, a focus on raising test scores, data-focused professional development and district pacing guides. Racism is also considered as an underlying structural factor undermining the sociopolitical discourse.\u0000\u0000\u0000Research limitations/implications\u0000Although generalizability is limited because of the small sample size and the unique context of this study, two major implications are the need to layer discourses in writing instruction while centering critical pedagogy and develop teacher beliefs and knowledge. To support these two implications, this study suggests developing university-school partnerships and professional development opportunities that create a community of practice around comprehensive writing instruction. Future research will involve continuing to work with the participants in this study and documenting the effects of providing theory and tools for integrating the sociopolitical discourse into middle school curricula and instruction.\u0000\u0000\u0000Originality/value\u0000This study contributes to the field of literacy education’s understanding of internal and external factors limiting the sociopolitical discourse in a high-performing, urban middle school in the USA, an understudied context.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"7 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2020-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81826550","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":"Tuning into rebellious matter: affective literacies as more-than-human sonic bodies","authors":"Bessie P. Dernikos","doi":"10.1108/etpc-11-2019-0155","DOIUrl":"https://doi.org/10.1108/etpc-11-2019-0155","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to explore the sonic vibrations, infectious rhythms and alternative frequencies that are often unheard and overlooked within mainstream educational spaces, that is, perceptually coded out of legibility by those who read/see/hear the world through “whiteness.”\u0000\u0000\u0000Design/methodology/approach\u0000“Plugging into” (Jackson and Mazzei, 2012) posthuman theories of affect (Deleuze and Guattari, 1987; Henriques, 2010) and assemblage (Weheliye, 2014), the author argues that “literate bodies,” along with all forms of matter, continually vibrate, move, swell and rebel (Deleuze, 1990), creating momentum that is often difficult not to get tangled up in.\u0000\u0000\u0000Findings\u0000This paper maps out how a specific sociohistorical concept of sound works to affectively orient bodies and impact student becomings, namely, by producing students as un/successful readers and in/human subjects. At the same time, the author attends to the subtle ways by which first graders rebelliously move (d) with alternative sonic frequencies to resist/disrupt mandated literacy curricula and white, patriarchal ways of knowing, being and doing.\u0000\u0000\u0000Originality/value\u0000This paper highlights the political nature of sound and how, within mainstream educational spaces, certain sonic frequencies become coded out of white supremacist models for knowledge transmission, which re/produce racialized (gendered, classist, etc.) habits and practices of listening/hearing. Literacy educators are invited to “(re)hear” the social in more just ways (James, 2020) by sensing the affects and effects of more-than-human “sonic bodies” (Henriques, 2011), which redirect us to alternative rhythms, rationalities, habits and practices that challenge normative conceptions of what counts as literacy and who counts as successfully literate.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"23 1","pages":"417-432"},"PeriodicalIF":0.9,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85493091","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}