Pub Date : 2024-02-09DOI: 10.1080/04250494.2024.2309390
M. Ulla, J. J. Bolintao, Pavirasa Praditsorn
{"title":"Challenging the raciolinguistic inequality in English education in Thailand: the macro, meso, and micro perspectives","authors":"M. Ulla, J. J. Bolintao, Pavirasa Praditsorn","doi":"10.1080/04250494.2024.2309390","DOIUrl":"https://doi.org/10.1080/04250494.2024.2309390","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139788840","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}
Pub Date : 2024-02-09DOI: 10.1080/04250494.2024.2309390
M. Ulla, J. J. Bolintao, Pavirasa Praditsorn
{"title":"Challenging the raciolinguistic inequality in English education in Thailand: the macro, meso, and micro perspectives","authors":"M. Ulla, J. J. Bolintao, Pavirasa Praditsorn","doi":"10.1080/04250494.2024.2309390","DOIUrl":"https://doi.org/10.1080/04250494.2024.2309390","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139848739","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}
Pub Date : 2024-02-04DOI: 10.1080/04250494.2024.2310660
Denise Amankwah, Katie Howard
Bilingual parents must often make difficult and complex choices about which languages to use with their children. While existing research has explored family language practices and attitudes within...
{"title":"“English on a pedestal”: the language attitudes and practices of African migrant bilingual parents and early years professionals in the U.K","authors":"Denise Amankwah, Katie Howard","doi":"10.1080/04250494.2024.2310660","DOIUrl":"https://doi.org/10.1080/04250494.2024.2310660","url":null,"abstract":"Bilingual parents must often make difficult and complex choices about which languages to use with their children. While existing research has explored family language practices and attitudes within...","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139754406","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}
Pub Date : 2023-11-24DOI: 10.1080/04250494.2023.2272697
Elizabeth Baker, Beryl Exley, Linda-Dianne Willis, Lisbeth Kitson
This study examines 12 lessons undertaken with a Year 5 English Language Arts elementary class where students are explicitly introduced to a grammar for critical visual literacy. The goal is to app...
{"title":"Apprenticing students into political participation: using critical visual literacy to review and redesign the school website","authors":"Elizabeth Baker, Beryl Exley, Linda-Dianne Willis, Lisbeth Kitson","doi":"10.1080/04250494.2023.2272697","DOIUrl":"https://doi.org/10.1080/04250494.2023.2272697","url":null,"abstract":"This study examines 12 lessons undertaken with a Year 5 English Language Arts elementary class where students are explicitly introduced to a grammar for critical visual literacy. The goal is to app...","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138492460","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}
Pub Date : 2023-11-02DOI: 10.1080/04250494.2023.2271296
John Hodgson
{"title":"English in education: special edition (vol.57, issue 4): Critical Literacies and Social Media <b>English in education: special edition (vol.57, issue 4): Critical Literacies and Social Media</b> , by Navan Govender (University of Strathclyde) and Jennifer Farrar (University of Glasgow)","authors":"John Hodgson","doi":"10.1080/04250494.2023.2271296","DOIUrl":"https://doi.org/10.1080/04250494.2023.2271296","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135973676","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}
Pub Date : 2023-11-02DOI: 10.1080/04250494.2023.2266438
Rhiannon Julia O’Grady, Daniel Cassany, Janine Knight
ABSTRACTThis qualitative Action Research study explores a group of lower secondary pupils’ use of social semiotic resources and traditional and digital tools to develop an understanding of Romeo and Juliet at a private trilingual school in Barcelona. Forming part of a wider study undertaken by an English language and literature teacher, it documents how learners engage in visual, linguistic, manual, and digital responses to the play. The results show the increased enjoyment and the agency of learners when a range of modes are introduced to facilitate a Shakespeare study. It demonstrates how integrating multimodality can encourage pupils to draw on their backgrounds and cultural experiences to access classic texts. Furthermore, it reveals how a multimodal approach can be part of a student-centred pedagogy and facilitate assessment methods that are alternative to traditional written assignments. Integrating multimodal composition processes gives learners opportunities to create texts for a specific audience, to think critically about the reading, make personal connections with the classical play, and increase their knowledge of English literature.KEYWORDS: Multimodal approachcompositionEnglish literaturesecondary educationShakespeare Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRhiannon Julia O’GradyRhiannon Julia O’Grady hold a doctorate in Education. She has worked in the UK and internationally, teaching in secondary and tertiary education for over fifteen years in Europe and Asia. Her special interests are English literature and language teaching, teacher development, and pedagogical research for developing multimodal and interactive learning approaches.Daniel CassanyDaniel Cassany is an Associate Professor in Discourse Analysis at Pompeu Fabra University in Barcelona. He has published more than 20 books about written communication and language teaching in Catalan, Spanish and Portuguese and more than 100 scientific papers, also in English and French. Website: https://portal.upf.edu/web/daniel_cassany/Janine KnightJanine Knight holds a doctorate in education and eLearning. She is currently a teacher of English and teacher trainer at the International University of Catalonia, Spain. Her research activities are focused on learner agency in Computer Assisted Language Learning (CALL); developing critical digital skills for pre-service teachers; task-based language learning scenarios to develop spoken interaction; developing plurilingual competencies in schools and teacher training programmes. She has taught within primary and secondary schools, universities, further education, and adult education scenarios.
摘要本定性行动研究探讨了巴塞罗那一所私立三语学校中学生使用社会符号学资源以及传统和数字工具来理解《罗密欧与朱丽叶》的情况。作为一名英语语言文学教师开展的一项更广泛研究的一部分，该研究记录了学习者如何通过视觉、语言、手工和数字方式对戏剧做出反应。结果表明，当引入一系列模式来促进莎士比亚学习时，学习者的乐趣和能动性增加了。它展示了整合多模态如何鼓励学生利用他们的背景和文化经验来获取经典文本。此外，它揭示了多模式方法如何成为以学生为中心的教学法的一部分，并促进了替代传统书面作业的评估方法。整合多模态写作过程使学习者有机会为特定的观众创作文本，批判性地思考阅读，与古典戏剧建立个人联系，并增加他们的英国文学知识。关键词:多模态写作英语文学中学教育莎士比亚披露声明作者未报告潜在利益冲突。作者简介rhiannon Julia O 'Grady拥有教育学博士学位。她曾在英国和国际上工作，在欧洲和亚洲教授中学和大学教育超过15年。她的研究兴趣主要集中在英语文学和语言教学、教师发展以及多模式互动学习方法的教学研究。丹尼尔·卡萨尼，巴塞罗那庞培法布拉大学语篇分析副教授。他以加泰罗尼亚语、西班牙语和葡萄牙语出版了20多本关于书面交流和语言教学的书籍，并以英语和法语发表了100多篇科学论文。她目前是西班牙加泰罗尼亚国际大学的英语教师和教师培训师。她的研究主要集中在计算机辅助语言学习(CALL)中的学习者代理;培养职前教师的关键数字技能;基于任务的语言学习场景，发展口语互动;在学校和教师培训项目中发展多语能力。她曾在中小学、大学、继续教育和成人教育领域任教。
{"title":"“I represented Tybalt in straight red lines” developing a multimodal approach for teaching <i>Shakespeare</i> to lower secondary age pupils","authors":"Rhiannon Julia O’Grady, Daniel Cassany, Janine Knight","doi":"10.1080/04250494.2023.2266438","DOIUrl":"https://doi.org/10.1080/04250494.2023.2266438","url":null,"abstract":"ABSTRACTThis qualitative Action Research study explores a group of lower secondary pupils’ use of social semiotic resources and traditional and digital tools to develop an understanding of Romeo and Juliet at a private trilingual school in Barcelona. Forming part of a wider study undertaken by an English language and literature teacher, it documents how learners engage in visual, linguistic, manual, and digital responses to the play. The results show the increased enjoyment and the agency of learners when a range of modes are introduced to facilitate a Shakespeare study. It demonstrates how integrating multimodality can encourage pupils to draw on their backgrounds and cultural experiences to access classic texts. Furthermore, it reveals how a multimodal approach can be part of a student-centred pedagogy and facilitate assessment methods that are alternative to traditional written assignments. Integrating multimodal composition processes gives learners opportunities to create texts for a specific audience, to think critically about the reading, make personal connections with the classical play, and increase their knowledge of English literature.KEYWORDS: Multimodal approachcompositionEnglish literaturesecondary educationShakespeare Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRhiannon Julia O’GradyRhiannon Julia O’Grady hold a doctorate in Education. She has worked in the UK and internationally, teaching in secondary and tertiary education for over fifteen years in Europe and Asia. Her special interests are English literature and language teaching, teacher development, and pedagogical research for developing multimodal and interactive learning approaches.Daniel CassanyDaniel Cassany is an Associate Professor in Discourse Analysis at Pompeu Fabra University in Barcelona. He has published more than 20 books about written communication and language teaching in Catalan, Spanish and Portuguese and more than 100 scientific papers, also in English and French. Website: https://portal.upf.edu/web/daniel_cassany/Janine KnightJanine Knight holds a doctorate in education and eLearning. She is currently a teacher of English and teacher trainer at the International University of Catalonia, Spain. Her research activities are focused on learner agency in Computer Assisted Language Learning (CALL); developing critical digital skills for pre-service teachers; task-based language learning scenarios to develop spoken interaction; developing plurilingual competencies in schools and teacher training programmes. She has taught within primary and secondary schools, universities, further education, and adult education scenarios.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135934562","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}
Pub Date : 2023-11-02DOI: 10.1080/04250494.2023.2271971
Lucinda McKnight, Susanne Gannon
ABSTRACTThis article brings together data from two complementary studies of the teaching of writing in Australia. Mobilising motifs of the hum and the hive to think together how our projects resonate, the authors highlight a key concern that emerges across both studies: the absence of real-world audiences for student writing in contemporary pedagogy. Specifically, we refer to the limited extent to which teachers have freedom to craft writing opportunities with “real” audiences through their chosen or conscripted pedagogies. Responding to this, and taking into account the impacts of both the pandemic and the rise of generative AI, we offer a manifesto for an audience-focused approach to writing that foregrounds resilience, agency and sociality. This manifesto offers an alternative and holistic approach for developing students as communicators, in a lively, humming world of words, feelings and people.KEYWORDS: Writingpedagogywellbeingresilienceartificial intelligenceaudience AcknowledgmentsThe authors would like to thank reviewers for their valuable feedback and advice in revising this article.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Australian Research Council; Victorian Association for the Teaching of English; Western Sydney University. Lucinda is the recipient of an Australian Research Council Discovery Early Career Research Award (project number DE220100515) funded by the Australian Government.Notes on contributorsLucinda McKnightLucinda McKnight is an Australian Research Council Fellow in the Research for Education Impact (REDI) Centre at Deakin University. She is undertaking a major three-year national project investigating changing conceptualisations of the teaching of writing.Susanne GannonSusanne Gannon is Professor of Education at Western Sydney University, NSW. She has undertaken numerous research projects on writing pedagogy in secondary schools, most recently co-leading the Writing in Secondary Academic Partnership for the state Department of Education.
{"title":"Hive writing: a post-pandemic, audience and AI-aware manifesto for writing pedagogies","authors":"Lucinda McKnight, Susanne Gannon","doi":"10.1080/04250494.2023.2271971","DOIUrl":"https://doi.org/10.1080/04250494.2023.2271971","url":null,"abstract":"ABSTRACTThis article brings together data from two complementary studies of the teaching of writing in Australia. Mobilising motifs of the hum and the hive to think together how our projects resonate, the authors highlight a key concern that emerges across both studies: the absence of real-world audiences for student writing in contemporary pedagogy. Specifically, we refer to the limited extent to which teachers have freedom to craft writing opportunities with “real” audiences through their chosen or conscripted pedagogies. Responding to this, and taking into account the impacts of both the pandemic and the rise of generative AI, we offer a manifesto for an audience-focused approach to writing that foregrounds resilience, agency and sociality. This manifesto offers an alternative and holistic approach for developing students as communicators, in a lively, humming world of words, feelings and people.KEYWORDS: Writingpedagogywellbeingresilienceartificial intelligenceaudience AcknowledgmentsThe authors would like to thank reviewers for their valuable feedback and advice in revising this article.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Australian Research Council; Victorian Association for the Teaching of English; Western Sydney University. Lucinda is the recipient of an Australian Research Council Discovery Early Career Research Award (project number DE220100515) funded by the Australian Government.Notes on contributorsLucinda McKnightLucinda McKnight is an Australian Research Council Fellow in the Research for Education Impact (REDI) Centre at Deakin University. She is undertaking a major three-year national project investigating changing conceptualisations of the teaching of writing.Susanne GannonSusanne Gannon is Professor of Education at Western Sydney University, NSW. She has undertaken numerous research projects on writing pedagogy in secondary schools, most recently co-leading the Writing in Secondary Academic Partnership for the state Department of Education.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135972829","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}
Pub Date : 2023-10-31DOI: 10.1080/04250494.2023.2269973
L.A. Weber, G. Barton, M. Ryan, M. Khosronejad
{"title":"Reflexivity and children’s exploration of moral aesthetics in creative writing","authors":"L.A. Weber, G. Barton, M. Ryan, M. Khosronejad","doi":"10.1080/04250494.2023.2269973","DOIUrl":"https://doi.org/10.1080/04250494.2023.2269973","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135870215","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}
Pub Date : 2023-10-30DOI: 10.1080/04250494.2023.2266453
Emily C. Rainey, Scott Storm, Gianina Morales
ABSTRACTEnglish education stakeholders need ways of envisioning and advocating for transformative approaches to literacy teaching. In this inquiry, we consider the dynamic field of literary studies – one of the scholarly fields most directly linked to English education. We conducted a content analysis of 404 articles recently published in literary studies journals. These articles make up approximately 10% of all the articles published in literary journals (in the English language) worldwide in 2018. In reporting key patterns of contemporary literary studies, we argue that this field is an underutilised resource for envisioning, advocating for, and defending expansive and critical forms of secondary English education.KEYWORDS: Literaturedisciplinary literacycontent analysis Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsEmily C. RaineyEmily C. Rainey is an assistant professor of literacy education at the University of Pittsburgh, PA, USA.Scott StormScott Storm is a visiting assistant professor of education at Bowdoin College, ME, USA.Gianina MoralesGianina Morales is a doctoral student at the University of Pittsburgh, PA, USA, and faculty member at Universidad de Valparaíso, Valparaíso, Chile.
英语教育利益相关者需要设想和倡导变革的扫盲教学方法。在这次调查中，我们考虑文学研究的动态领域-与英语教育最直接相关的学术领域之一。我们对最近发表在文学研究期刊上的404篇文章进行了内容分析。这些文章约占2018年全球文学期刊(英语)发表的所有文章的10%。在报告当代文学研究的关键模式时，我们认为这一领域是一种未被充分利用的资源，用于设想、倡导和捍卫广泛和批判性的中学英语教育形式。关键词:文献;学科素养;内容分析;披露声明作者未发现潜在利益冲突。作者简介:emily C. Rainey emily C. Rainey是美国宾夕法尼亚州匹兹堡大学的扫盲教育助理教授。Scott Storm是美国缅因州鲍登学院的客座助理教授。Gianina Morales是美国宾夕法尼亚州匹兹堡大学的博士生，也是智利Valparaíso Valparaíso大学的教员。
{"title":"What trends in contemporary literary studies have to offer English education","authors":"Emily C. Rainey, Scott Storm, Gianina Morales","doi":"10.1080/04250494.2023.2266453","DOIUrl":"https://doi.org/10.1080/04250494.2023.2266453","url":null,"abstract":"ABSTRACTEnglish education stakeholders need ways of envisioning and advocating for transformative approaches to literacy teaching. In this inquiry, we consider the dynamic field of literary studies – one of the scholarly fields most directly linked to English education. We conducted a content analysis of 404 articles recently published in literary studies journals. These articles make up approximately 10% of all the articles published in literary journals (in the English language) worldwide in 2018. In reporting key patterns of contemporary literary studies, we argue that this field is an underutilised resource for envisioning, advocating for, and defending expansive and critical forms of secondary English education.KEYWORDS: Literaturedisciplinary literacycontent analysis Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsEmily C. RaineyEmily C. Rainey is an assistant professor of literacy education at the University of Pittsburgh, PA, USA.Scott StormScott Storm is a visiting assistant professor of education at Bowdoin College, ME, USA.Gianina MoralesGianina Morales is a doctoral student at the University of Pittsburgh, PA, USA, and faculty member at Universidad de Valparaíso, Valparaíso, Chile.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136068055","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}
Pub Date : 2023-10-26DOI: 10.1080/04250494.2023.2268643
Jennifer Alford
ABSTRACTThis paper reports on an instrumental case study exploring what migrant and refugee-background youth in Australia make of the critical media literacy they learn in school, and what critical media practices they use out of school. It addresses the perennial question of the relationship between school literacy learning and everyday literate lives, paying deliberate attention to the experiences of youth whose diversity is underrepresented in research. Interviews with two English teachers and focus groups with culturally and linguistically diverse Year 10 students were analysed using content analysis and the concept of recontextualization. Findings are that these youth see significant value in their critical literacy learning at school, and they report utilising the types of critical reading/viewing skills they experience at school but for different purposes. They frequently use five main strategies for critical reading/viewing out of school: 1. using awareness of myriad multimodal semiotic features to examine representations of products and information; 2. evaluating trustworthiness; 3. fact checking; 4. doing further research; 5. identifying attempts at positioning. This research brings in-school and out-of-school domains together to understand the connections between critical literacy practices undertaken in school, and those reshaped by immigrant youth, who are still learning English, out of school.KEYWORDS: Critical literacyCALD learnerssocial mediarecontextualisation AcknowledgmentsThis work was supported by the Australian Research Council and the Queensland Department of EducationDisclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementData is not available under ethical clearance.Ethical statementFull ethical clearance was obtained to conduct this research. Griffith University Ethics no. 2023–303.Additional informationFundingThis work was supported by the Australian Research Council [DE210101782].Notes on contributorsJennifer AlfordJennifer Alford is Associate Professor in the Griffith Institute of Education Research, Griffith University, Queensland, Australia. She has been a teacher educator/researcher for 22 years in English as an additional language, literacy, and intercultural studies. She is a current Australian Research Council fellow investigating critical literacy with migrant and refugee-background youth. Her book Critical Literacy with adolescent English language learners: Exploring global policy and practice was published by Routledge in 2021; and she is co-editor of The Handbook of Critical Literacies (Routledge, 2022).
{"title":"Exploring critical media literacy with culturally and linguistically diverse youth in Australia: recontextualisation of school learning in home environments","authors":"Jennifer Alford","doi":"10.1080/04250494.2023.2268643","DOIUrl":"https://doi.org/10.1080/04250494.2023.2268643","url":null,"abstract":"ABSTRACTThis paper reports on an instrumental case study exploring what migrant and refugee-background youth in Australia make of the critical media literacy they learn in school, and what critical media practices they use out of school. It addresses the perennial question of the relationship between school literacy learning and everyday literate lives, paying deliberate attention to the experiences of youth whose diversity is underrepresented in research. Interviews with two English teachers and focus groups with culturally and linguistically diverse Year 10 students were analysed using content analysis and the concept of recontextualization. Findings are that these youth see significant value in their critical literacy learning at school, and they report utilising the types of critical reading/viewing skills they experience at school but for different purposes. They frequently use five main strategies for critical reading/viewing out of school: 1. using awareness of myriad multimodal semiotic features to examine representations of products and information; 2. evaluating trustworthiness; 3. fact checking; 4. doing further research; 5. identifying attempts at positioning. This research brings in-school and out-of-school domains together to understand the connections between critical literacy practices undertaken in school, and those reshaped by immigrant youth, who are still learning English, out of school.KEYWORDS: Critical literacyCALD learnerssocial mediarecontextualisation AcknowledgmentsThis work was supported by the Australian Research Council and the Queensland Department of EducationDisclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementData is not available under ethical clearance.Ethical statementFull ethical clearance was obtained to conduct this research. Griffith University Ethics no. 2023–303.Additional informationFundingThis work was supported by the Australian Research Council [DE210101782].Notes on contributorsJennifer AlfordJennifer Alford is Associate Professor in the Griffith Institute of Education Research, Griffith University, Queensland, Australia. She has been a teacher educator/researcher for 22 years in English as an additional language, literacy, and intercultural studies. She is a current Australian Research Council fellow investigating critical literacy with migrant and refugee-background youth. Her book Critical Literacy with adolescent English language learners: Exploring global policy and practice was published by Routledge in 2021; and she is co-editor of The Handbook of Critical Literacies (Routledge, 2022).","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136382118","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}
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