{"title":"特刊《英语教学与教师教育中的学科素养》导论","authors":"E. Rainey, S. Levine","doi":"10.1108/etpc-04-2022-196","DOIUrl":null,"url":null,"abstract":"Our call for papers in this special issue invited literacy researchers and practitioners to address questions about disciplinary literacy in English language arts, including how approaches to disciplinary literacy may be conceptualized in the domain of English, productively brought to K-12 teaching and teacher education and used to advance justice or anti-racism. The papers in this special issue represent a range of perspectives on these questions. Collectively, they reveal new directions for literacy education theory, research, practice and policy. In this issue, authors:","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"341 3","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Guest editorial: Introduction to special issue on disciplinary literacy in English teaching and teacher education\",\"authors\":\"E. Rainey, S. Levine\",\"doi\":\"10.1108/etpc-04-2022-196\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Our call for papers in this special issue invited literacy researchers and practitioners to address questions about disciplinary literacy in English language arts, including how approaches to disciplinary literacy may be conceptualized in the domain of English, productively brought to K-12 teaching and teacher education and used to advance justice or anti-racism. The papers in this special issue represent a range of perspectives on these questions. Collectively, they reveal new directions for literacy education theory, research, practice and policy. In this issue, authors:\",\"PeriodicalId\":428767,\"journal\":{\"name\":\"English Teaching: Practice & Critique\",\"volume\":\"341 3\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-03-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"English Teaching: Practice & Critique\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/etpc-04-2022-196\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"English Teaching: Practice & Critique","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/etpc-04-2022-196","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Guest editorial: Introduction to special issue on disciplinary literacy in English teaching and teacher education
Our call for papers in this special issue invited literacy researchers and practitioners to address questions about disciplinary literacy in English language arts, including how approaches to disciplinary literacy may be conceptualized in the domain of English, productively brought to K-12 teaching and teacher education and used to advance justice or anti-racism. The papers in this special issue represent a range of perspectives on these questions. Collectively, they reveal new directions for literacy education theory, research, practice and policy. In this issue, authors:
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