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":"5 12","pages":"0"},"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":"171 ","pages":"0"},"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":"47 1","pages":"0"},"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":"28 8","pages":"0"},"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}
Pub Date : 2023-10-22DOI: 10.1080/04250494.2023.2268401
Navan Govender, Jennifer Farrar
{"title":"Introduction to critical literacies & social media","authors":"Navan Govender, Jennifer Farrar","doi":"10.1080/04250494.2023.2268401","DOIUrl":"https://doi.org/10.1080/04250494.2023.2268401","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"81 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461876","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 : 2023-10-19DOI: 10.1080/04250494.2023.2269201
Mary Rice
ABSTRACTAs digital technologies increase in their capacity to generate, display, and disseminate visual materials via spaces like social media, there is a need for pedagogical practices that support meaning making with visual texts. The purpose of this paper is to present a pedagogical framework for teaching visual literacies with social media memes using a multilayered approach. The proposed layers of the framework are (1) technical construction, (2) formal aesthetic, (3) aesthetic response, (4) media context, and (4) social context. As an example of this approach, I explore the meme shared in January 2021 of face-masked United States Senator Bernie Sanders with his legs crossed and wearing hand-knit mittens as he attended the U.S. Presidential Inauguration of Joe Biden. Key questions and activities using the “Bernie Sanders at the Inauguration” meme are offered alongside strategies for additional pedagogical and research considerations.KEYWORDS: Visual literaciespedagogies for visual literaciessocial media literaciessocial media memesBernie Sanders memes Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMary RiceMary Rice is an Associate Professor of Literacy at the University of New Mexico in Albuquerque. Her research and teaching focus on supporting the design and doing of inclusive digital learning.
{"title":"Making meaning with memes through a multilayered approach to visual literacies","authors":"Mary Rice","doi":"10.1080/04250494.2023.2269201","DOIUrl":"https://doi.org/10.1080/04250494.2023.2269201","url":null,"abstract":"ABSTRACTAs digital technologies increase in their capacity to generate, display, and disseminate visual materials via spaces like social media, there is a need for pedagogical practices that support meaning making with visual texts. The purpose of this paper is to present a pedagogical framework for teaching visual literacies with social media memes using a multilayered approach. The proposed layers of the framework are (1) technical construction, (2) formal aesthetic, (3) aesthetic response, (4) media context, and (4) social context. As an example of this approach, I explore the meme shared in January 2021 of face-masked United States Senator Bernie Sanders with his legs crossed and wearing hand-knit mittens as he attended the U.S. Presidential Inauguration of Joe Biden. Key questions and activities using the “Bernie Sanders at the Inauguration” meme are offered alongside strategies for additional pedagogical and research considerations.KEYWORDS: Visual literaciespedagogies for visual literaciessocial media literaciessocial media memesBernie Sanders memes Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMary RiceMary Rice is an Associate Professor of Literacy at the University of New Mexico in Albuquerque. Her research and teaching focus on supporting the design and doing of inclusive digital learning.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135778981","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}
ABSTRACTAs college degrees become more common and the cost of these degrees increases, so does the debate about the worthwhileness and value of a college education generally and of specific degrees in particular. Degrees in the humanities and liberal arts are particularly questioned, as data on starting salaries and unemployment rates are sometimes used to claim that such degrees do not provide a good return on investment. Responses to these critiques often claim that college preparation in such fields fosters the development of broad so-called “soft skills” that employers value. However, both sides of this debate have historically focused on job data and employer perceptions while neglecting the perspectives and self-reports of graduates themselves, particularly as graduating students transition from the university to the workforce. In this exploratory mixed-methods study we sought to understand the experiences of English graduates from a large U.S. university over the course of a decade, using semi-structured interviews (n = 8) and a follow-up quantitative survey to discover their experiences finding employment and transitioning to the workforce (n = 338). Results coalesced around four themes and showed that most graduates reported their degrees to have provided great benefit for employability and ongoing professional growth.KEYWORDS: liberal artscollege graduatesemploymenthumanitiesEnglish departments Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsTrina Hansen HardingTrina Hansen Harding is the English Internship Coordinator for the English+ program in the English Department at Brigham Young University.Royce KimmonsDr. Royce Kimmons is an Associate Professor of Instructional Psychology & Technology at Brigham Young University.Heather LearyDr. Heather Leary is an Associate Professor of Instructional Psychology & Technology at Brigham Young University.
{"title":"Understanding English graduates’ experiences entering the workforce","authors":"Trina Hansen Harding, Royce Kimmons, Heather Leary","doi":"10.1080/04250494.2023.2255225","DOIUrl":"https://doi.org/10.1080/04250494.2023.2255225","url":null,"abstract":"ABSTRACTAs college degrees become more common and the cost of these degrees increases, so does the debate about the worthwhileness and value of a college education generally and of specific degrees in particular. Degrees in the humanities and liberal arts are particularly questioned, as data on starting salaries and unemployment rates are sometimes used to claim that such degrees do not provide a good return on investment. Responses to these critiques often claim that college preparation in such fields fosters the development of broad so-called “soft skills” that employers value. However, both sides of this debate have historically focused on job data and employer perceptions while neglecting the perspectives and self-reports of graduates themselves, particularly as graduating students transition from the university to the workforce. In this exploratory mixed-methods study we sought to understand the experiences of English graduates from a large U.S. university over the course of a decade, using semi-structured interviews (n = 8) and a follow-up quantitative survey to discover their experiences finding employment and transitioning to the workforce (n = 338). Results coalesced around four themes and showed that most graduates reported their degrees to have provided great benefit for employability and ongoing professional growth.KEYWORDS: liberal artscollege graduatesemploymenthumanitiesEnglish departments Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsTrina Hansen HardingTrina Hansen Harding is the English Internship Coordinator for the English+ program in the English Department at Brigham Young University.Royce KimmonsDr. Royce Kimmons is an Associate Professor of Instructional Psychology & Technology at Brigham Young University.Heather LearyDr. Heather Leary is an Associate Professor of Instructional Psychology & Technology at Brigham Young University.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308481","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 : 2023-09-05DOI: 10.1080/04250494.2023.2234800
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 57, No. 3, 2023)
发表于《教育中的英语:全国英语教学协会研究会刊》(第57卷第3期，2023年)
{"title":"Call for Papers: Special issue of English in Education, Vol. 58 no. 3, Summer 2024 ENGLISH SUBJECT ASSOCIATIONS: past, present, and future","authors":"","doi":"10.1080/04250494.2023.2234800","DOIUrl":"https://doi.org/10.1080/04250494.2023.2234800","url":null,"abstract":"Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 57, No. 3, 2023)","PeriodicalId":44722,"journal":{"name":"English in Education","volume":" 17","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138494447","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":"“Metaphors we learn by”: teaching essay structure and argumentation through conceptual metaphors","authors":"Kimberley Pager-McClymont, Evangelia Papathanasiou","doi":"10.1080/04250494.2023.2240353","DOIUrl":"https://doi.org/10.1080/04250494.2023.2240353","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"121 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88459205","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 : 2023-07-03DOI: 10.1080/04250494.2023.2228338
E. McNeill
ABSTRACT This practitioner inquiry study investigates learning from the stories of emergent bilingual students as they complete project based learning units. This method of instruction created the space to have one-on-one conversations, listen in culturally responsive ways, and develop asset-based literacy curriculum. I argue that relationships formed through project conversations with diverse students allow classrooms to become spaces where students can share family stories, life experiences, and funds of knowledge. The focal student, Audrey, created the migration story featured in this article. She told the story of her mother’s journey to the United States. Recommendations based on Audrey’s project include implementing literacy projects focused on students’ families and communities and recognising how immigration continuously shapes lives. This study also advocates for a culturally responsive, authentic, and asset-based response to the texts students produce to inform the design of literacy curriculum.
{"title":"Learning to be culturally responsive: understanding how literacy projects provide space to share past experiences","authors":"E. McNeill","doi":"10.1080/04250494.2023.2228338","DOIUrl":"https://doi.org/10.1080/04250494.2023.2228338","url":null,"abstract":"ABSTRACT This practitioner inquiry study investigates learning from the stories of emergent bilingual students as they complete project based learning units. This method of instruction created the space to have one-on-one conversations, listen in culturally responsive ways, and develop asset-based literacy curriculum. I argue that relationships formed through project conversations with diverse students allow classrooms to become spaces where students can share family stories, life experiences, and funds of knowledge. The focal student, Audrey, created the migration story featured in this article. She told the story of her mother’s journey to the United States. Recommendations based on Audrey’s project include implementing literacy projects focused on students’ families and communities and recognising how immigration continuously shapes lives. This study also advocates for a culturally responsive, authentic, and asset-based response to the texts students produce to inform the design of literacy curriculum.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"27 1","pages":"237 - 249"},"PeriodicalIF":0.9,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85067411","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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