Research in the Teaching of English最新文献

Editors’ Introduction: Pursuing the Midwifery Properties of Editing Research in the Teaching of English 编辑导论:在英语教学中追求编辑的助产性研究

3区教育学

Research in the Teaching of English Pub Date : 2023-08-01 DOI: 10.58680/rte202332607

Mollie Blackburn, David Bloome, Dorian Harrison, Michiko Hikida, Laurie Katz, Stephanie Power-Carter

引用次数: 0

But These Are Our Stories! Critical Conversations about Bans on Diverse Literature 但这是我们的故事!关于禁止多元文学的批判性对话

3区教育学

Research in the Teaching of English Pub Date : 2023-08-01 DOI: 10.58680/rte202332609

Ruth McKoy Lowery

引用次数: 0

Literacy Research, Systems Thinking, and Climate Change 扫盲研究、系统思维与气候变化

3区教育学

Research in the Teaching of English Pub Date : 2023-08-01 DOI: 10.58680/rte202332613

Richard Beach

{"title":"Literacy Research, Systems Thinking, and Climate Change","authors":"Richard Beach","doi":"10.58680/rte202332613","DOIUrl":"https://doi.org/10.58680/rte202332613","url":null,"abstract":"This article posits the need for literacy research on teachers’ and students’ use of systems thinking for studying climate change. Drawing on sociocultural activity theory of learning, it perceives the need for engaging in systems thinking given the negative impacts of energy, transportation and community design, agriculture and food production, and economics and politics systems themselves on ecosystems—for example, the negative effects of fossil fuel energy systems on emissions production. Researchers could analyze teachers’ and/or students’ use of the following components derived from activity theory for analyzing these systems: objects and outcomes, roles, tools, rules and norms, and beliefs and discourses. For example, teachers and students may employ language for naming phenomena about climate change, responding to literature, engaging in media production, or using emissions mapping tools to critique status-quo systems and use those tools to portray ways of transforming those systems. They may also engage in critical inquiry of rules and norms or beliefs and discourses derived from capitalist economic systems that promote excessive consumption with detrimental environmental impacts and attempts in the political system to resist instruction on climate change.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135053017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 1

Literacy Research and Its Relationship with Policy: What and Who Informs Policy and Why Is Some Research Ignored? 扫盲研究及其与政策的关系:是什么、谁为政策提供信息?为什么有些研究被忽视?

3区教育学

Research in the Teaching of English Pub Date : 2023-08-01 DOI: 10.58680/rte202332611

Uta Papen

{"title":"Literacy Research and Its Relationship with Policy: What and Who Informs Policy and Why Is Some Research Ignored?","authors":"Uta Papen","doi":"10.58680/rte202332611","DOIUrl":"https://doi.org/10.58680/rte202332611","url":null,"abstract":"Socio-cultural and practice-based approaches to literacy, associated with the (New) Literacy Studies, having emerged in the 1980s, nowadays are an established research field. Based on in-depth research, in many contexts and countries, the (New) Literacy Studies has much to offer to teachers and policymakers. And yet this impressive body of work has had little impact on policy. Taking as my example England, I ask what research has shaped policy in the past 30 years and why socio-cultural and practice-based studies have been ignored. Thus, I address the question of where the field has been and where it should go to from the point of view of its relationship with policy. My focus is on the initial teaching of literacy in primary (elementary) schools. I discuss three factors which I believe contribute to our struggles to influence policy: the policy environment itself and how it has changed; the wider economy of literacy research and what knowledge counts in the interface between research and policy; and, finally, the role of the media and public discourse in the relationship between research and policy. I end with questions about what we may have missed and where the field might want to go.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135053019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Opening Up Research on the Teaching of Reading by Looking beyond US Borders: What We Might Learn from Early Literacy Instruction in China 跨美国视角下的阅读教学研究:中国早期读写教学的启示

3区教育学

Research in the Teaching of English Pub Date : 2023-08-01 DOI: 10.58680/rte202332610

Danling Fu, Xiaodi Zhou

{"title":"Opening Up Research on the Teaching of Reading by Looking beyond US Borders: What We Might Learn from Early Literacy Instruction in China","authors":"Danling Fu, Xiaodi Zhou","doi":"10.58680/rte202332610","DOIUrl":"https://doi.org/10.58680/rte202332610","url":null,"abstract":"This article discusses early literacy instruction in China, including the impact of biliteracy education on Chinese society. This presentation is based on interviews with over two dozen scholars of Chinese literacy instruction, as well as primary early grades language arts classroom teachers from four different regions across China. The purpose of this examination of literacy education in China is to open our views of literacy instruction beyond US borders, especially in those countries with different language/literacy systems. Because of the rapid increase of emergent bilingual students in our schools, we need to gain a better understanding of literacy and biliteracy education in the countries where those students grew up. On the one hand, this insight can help us realize the literacy practices that emergent bilingual students may bring to their learning in our classrooms and the importance of biliteracy as a requisite for our education. On the other hand, this understanding will urge us, both researchers and educators, to reexamine our beliefs and scholarship in reading or literacy education, and open our vision to the plurality of languages, multiple literacies, and diverse methods of literacy instruction beyond our land.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135053012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Curriculum-as-Assemblage: Transgressive (Re)Imaginings in English and Literacies 课程组合:英语与文学中的越界(再)想象

3区教育学

Research in the Teaching of English Pub Date : 2023-08-01 DOI: 10.58680/rte202332612

Limarys Caraballo

{"title":"Curriculum-as-Assemblage: Transgressive (Re)Imaginings in English and Literacies","authors":"Limarys Caraballo","doi":"10.58680/rte202332612","DOIUrl":"https://doi.org/10.58680/rte202332612","url":null,"abstract":"In the midst of multiple ongoing local and global crises, and persistently polarizing discourses about what should and should not be taught in classrooms and schools, we can draw inspiration and hope from thinking across boundaries to reimagine curriculum in English and literacies education. While curriculum has historically contributed to the gatekeeping and sorting of youth as well as perpetuating the status quo, it has also been transformative, expanding possibilities in how we think and express ourselves. In this essay, I examine how English language arts curricula have been and are currently defined, invoked, or imagined, highlighting how innovative research and practice across multiple sociopolitical and disciplinary boundaries can transform how curriculum is enacted and experienced. Drawing from assemblage theories, I present a curriculum-as-assemblage stance that renders visible the interrelatedness of such social, political, and socioeconomic discourses with the knowledges, identities, and literacies that are constructed and negotiated in the broader context of schooling. To illustrate what such a conceptualization can offer, I describe a practice approach to thinking about curriculum as it is enacted, experienced, and rhizomatically connected to the multiple identities and narratives of students and teachers. I argue that an interdisciplinary and transgressive stance toward English and literacies education can foster creative, inclusive, expansive, humanizing, justice-oriented, and joyful thinking forward about our field.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135053020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

A Brave New World Requires Courage: New Directions for Literacy Research and Teaching 《美丽新世界需要勇气:读写研究和教学的新方向》

3区教育学

Research in the Teaching of English Pub Date : 2023-08-01 DOI: 10.58680/rte202332608

Deborah Appleman

引用次数: 0

Author Index to Volume 57 (2022–2023) 第57卷作者索引(2022-2023)

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2023-05-01 DOI: 10.58680/rte202332475

引用次数: 0

In Dialogue: The Future of Critical Studies in Literacy Research 对话:识字研究中批判性研究的未来

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2023-05-01 DOI: 10.58680/rte202332474

C. Brochin, Danielle Filipiak, Betina Hsieh, D. Kirkland, Tiffany M. Nyachae

引用次数: 0

Supporting Superdiverse Multilingual International Students: Insights from an Ethnographic Exploration 支持超级多样化的多语言国际学生:来自民族志探索的见解

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2023-05-01 DOI: 10.58680/rte202332473

Qianqian Zhang‐Wu

{"title":"Supporting Superdiverse Multilingual International Students: Insights from an Ethnographic Exploration","authors":"Qianqian Zhang‐Wu","doi":"10.58680/rte202332473","DOIUrl":"https://doi.org/10.58680/rte202332473","url":null,"abstract":"In this study, I draw upon ethnographic methods to explore three multilingual international students’ first-semester linguistic functioning in their college writing classrooms and beyond. Through the lens of superdiversity (), I investigate participants’ experiences beyond their shared membership as Chinese international students and unpack within-group variabilities in relation to their language and literacy backgrounds. The findings indicate that multilingual international students’ varying high school experiences are likely to position them at different acculturative stages for overseas studies; it is crucial to understand their superdiversity beyond the traditional paradigms of supporting “ELLs.” The findings illustrate that superdiversity plays an important role in complicating our understandings of multilingualism and multilingual student support in American higher education. I argue that recognizing and understanding superdiversity is important for both multilingual international students and their teachers. All college educators across the disciplines must go beyond simply acknowledging the existence of superdiversity. Instead, they must explicitly teach it to combat the zero point of English (). This article outlines hands-on pedagogical activities to facilitate new arrivers’ smooth linguistic transition in college and achieve linguistic empowerment by debunking monolinguistic assumptions.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48970258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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