Research in the Teaching of English最新文献_第6页

Writing as a Social Act: The Feedback Relation as a Context for Political and Ethical Becoming 写作作为一种社会行为：反馈关系作为政治伦理形成的语境

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-11-01 DOI: 10.58680/rte202131477

Shirin Vossoughi, Kalonji Nzinga, Allena Berry, Faith Irvine, Christopher Mayorga, Mari Gashaw

{"title":"Writing as a Social Act: The Feedback Relation as a Context for Political and Ethical Becoming","authors":"Shirin Vossoughi, Kalonji Nzinga, Allena Berry, Faith Irvine, Christopher Mayorga, Mari Gashaw","doi":"10.58680/rte202131477","DOIUrl":"https://doi.org/10.58680/rte202131477","url":null,"abstract":"This paper analyzes written feedback on student writing as a relational site of political education, learning, and becoming. Research on written feedback often defines the goals of feedback in terms of improved writing, while critical literacies often aim to foster critical social analysis and political action. Building on and expanding both views, we consider the role of students’ experiences with feedback and writing in everyday forms of ethical thought and relationality. Analyzing the socially mediated process of writing in a university summer pre-enrollment program designed for first-generation, low-income students and students of color, we consider how the feedback relation supported various forms of political-ethical becoming. Using participatory design and ethnographic methodologies, we closely analyze three student cases as contextualized in a broader set of 40 student portfolios (student writing, written feedback, and interviews). In each of our cases, we identify particular aspects of feedback that are attuned to the political and ethical. These include: encouraging connections between social thought and action; cultivating complex political analysis and semantic sharpening; and modeling generosity. We find that students described new relationships with the act of writing as tied to repairing or deepening relationships with family members and cultural practices. Alongside the pedagogical implications woven throughout, we theorize written feedback on student writing as a relation that can mediate other relationships in ways that support everyday enactments of social transformation, what we conceptualize as “political-ethical becoming.”","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43406955","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: 6

Editors’ Introduction: Childhoods across Borders 编者简介:跨越国界的童年

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-08-01 DOI: 10.58680/rte202131340

Ankhi G. Thakurta, Christopher R. Rogers, Ebony Elizabeth Thomas, A. Stornaiuolo, G. Campano

引用次数: 0

In Dialogue: Transnational Childhoods 对话:跨国童年

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-08-01 DOI: 10.58680/rte202131345

引用次数: 0

“And I Did It with My Writing”: Bilingual Teachers Storying Resilience and Resistance through Autohistoria “我用我的写作做到了”:双语教师讲述自我历史的韧性与抵抗

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-08-01 DOI: 10.58680/rte202131343

Rosalyn V. Harvey‐Torres, Enrique David Degollado

引用次数: 6

“Because We Have to Speak English at School”: Transfronterizx Children Translanguaging Identity to Cross the Academic Border “因为我们必须在学校说英语”:跨国界儿童跨语言身份跨越学术边界

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-08-01 DOI: 10.58680/rte202131341

Idalia Nuñez

引用次数: 7

A Study of Middle School Students’ Online Credibility Assessments: Challenges and Possibilities 中学生网络诚信评估研究:挑战与可能性

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-08-01 DOI: 10.58680/rte202131342

Angela M. Kohnen, Gillian Mertens, K. Dawson, John Hampton, Danling Fu

引用次数: 8

Resisting and Negotiating Literacy Tasks: Agentive Practices of Two Adolescent Refugee-Background Multilingual Students 抵制和协商识字任务：两名难民背景的多语青少年学生的代理实践

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-05-15 DOI: 10.58680/rte202131257

Fares J. Karam, Diane Barone, Amanda K. Kibler

{"title":"Resisting and Negotiating Literacy Tasks: Agentive Practices of Two Adolescent Refugee-Background Multilingual Students","authors":"Fares J. Karam, Diane Barone, Amanda K. Kibler","doi":"10.58680/rte202131257","DOIUrl":"https://doi.org/10.58680/rte202131257","url":null,"abstract":"Student agency is an important construct for all students, especially those marginalized because of their linguistic, ethnic, racial, religious, or migratory identities. Refugee-background students may experience marginalization according to many and sometimes all of these factors; agency is thus critical to understanding their negotiation of schooling in general and literacy tasks in particular. While many studies have explored various dimensions of agency, we know little about how agency can be enacted and developed by minoritized students within instructional contexts. This qualitative case study addresses this gap by asking: How do two adolescent refugee-background students display evidence of agency when engaging in literacy tasks? What teacher practices contribute to facilitating or inhibiting student agency? Data sources include classroom observations, student work samples, and interviews with students and teachers. Data analysis was conducted using a combined inductive/deductive approach. Findings reveal three agentive practices through which students engaged in literacy tasks: agentive resistance leading to disaffection, agentive resistance of imposed identities, and interactive negotiated engagement. While the first practice led to disengagement, the latter two led to opportunities for students to agentively reshape dehumanizing narratives of multilingual refugee-background students. Teacher agency in curriculum planning and implementation was essential in guiding students to either engage in or resist literacy tasks. Since the forced displacement that refugee-background and some immigrant students experience is contrary to the concept of self-determination, we argue that engaging them in an agentive manner has the potential to help students reclaim that sense of agency within classrooms and challenge deficit perceptions.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46621690","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: 2

Multimodal Voicing and Scale-Making in a Youth-Produced Video Documentary on Immigration 青年移民纪录片的多模态发声与尺度制作

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-05-15 DOI: 10.58680/rte202131256

Wan Shun Eva Lam, N. Smirnov, Amy A. Chang, Matthew W. Easterday, E. Rosario-Ramos, Jack C. Doppelt

{"title":"Multimodal Voicing and Scale-Making in a Youth-Produced Video Documentary on Immigration","authors":"Wan Shun Eva Lam, N. Smirnov, Amy A. Chang, Matthew W. Easterday, E. Rosario-Ramos, Jack C. Doppelt","doi":"10.58680/rte202131256","DOIUrl":"https://doi.org/10.58680/rte202131256","url":null,"abstract":"This study builds on research of multimodal storytelling in educational settings by presenting a study of a youth-produced documentary on immigration. Drawing from a video documentary project in a high school class, we examine students’ representational processes of scaling in documentary storytelling, and the kinds of resources they use to construct multiple spatiotemporal contexts for understanding their experience of immigration and immigration policy. Our theoretical framework relates the concept of scale to the Bakhtinian concept of voice to consider the semiotic resources that are used to index and connect multiple social and spatiotemporal contexts in storytelling. Focusing on a documentary produced by some students in the class, we analyze how the young filmmakers used particular speaker voices (characters) and their social positioning to invoke and construct relevant scales for understanding the problem of deportation. Our analysis extends the study of scaling to multimodal texts, and the strategies that people use to represent and configure relationships among different socially stratified spaces. By conceptualizing the relations between voice and scale, this work aims to contribute to literacy learning and teaching that support young people in bringing their knowledge, experiences, and narrative resources to engage with societal structures.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41800889","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: 2

Editors’ Introduction: Emerging Solidarities in Literacy Research 编辑简介：扫盲研究中的新兴团结

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-05-15 DOI: 10.58680/rte202131255

Danny C. Martinez, Jennifer Phuong, Ankhi G. Thakurta, A. Stornaiuolo, Bethany Monea, Christopher R. Rogers, E. E. Thomas, G. Campano

{"title":"Editors’ Introduction: Emerging Solidarities in Literacy Research","authors":"Danny C. Martinez, Jennifer Phuong, Ankhi G. Thakurta, A. Stornaiuolo, Bethany Monea, Christopher R. Rogers, E. E. Thomas, G. Campano","doi":"10.58680/rte202131255","DOIUrl":"https://doi.org/10.58680/rte202131255","url":null,"abstract":"Informed by Bakhtin's theorization of voice as well as cross-disciplinary studies of scaling, the authors explore how a group of young filmmakers rendered one focal immigrant student's familial history by centering speakers addressing the topic of immigration from multiple levels, thereby connecting multiple social and spatiotemporal contexts in their multimodal storytelling to illustrate the costs of dehumanizing policies In this case study, drawing from classroom observations, student work, and interviews with both students and teachers, the authors also highlight the importance of teacher agency in creating opportunities for refugee-background students to interactively engage in the language arts classroom Drawing from interviews, observations, and analysis of student writing, the authors construct a detailed case study of how one student writer negotiated her stance toward the discourse of literary analysis based on her own writerly identity as a creative writer, illuminating the importance of critically attending to the ideological implications of teaching discipline-specific writing","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41727379","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

“Bullying always seemed less complicated before I read”: Developing Adolescents’ Understanding of the Complex Social Architecture of Bullying through a YAL Book Club “在我阅读之前，欺凌似乎总是不那么复杂”：通过YAL读书俱乐部培养青少年对欺凌复杂社会结构的理解

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-05-15 DOI: 10.58680/rte202131259

Eibhlín Ryan, Heather Hurst

引用次数: 1