Pub Date : 2022-10-02DOI: 10.1080/04250494.2022.2123622
Velda Elliott
{"title":"Summer 2023 Special Edition (Vol. 57, Issue 2): Social Justice and English Education","authors":"Velda Elliott","doi":"10.1080/04250494.2022.2123622","DOIUrl":"https://doi.org/10.1080/04250494.2022.2123622","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80733950","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 : 2022-10-02DOI: 10.1080/04250494.2022.2126142
John Hodgson
{"title":"Under which king, Bezonian?","authors":"John Hodgson","doi":"10.1080/04250494.2022.2126142","DOIUrl":"https://doi.org/10.1080/04250494.2022.2126142","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81298395","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 : 2022-10-02DOI: 10.1080/04250494.2022.2123632
Navan N. Govender, Jennifer Farrar
{"title":"Autumn 2023 Special Edition (Vol.57, Issue 3): Critical Literacies & Social Media","authors":"Navan N. Govender, Jennifer Farrar","doi":"10.1080/04250494.2022.2123632","DOIUrl":"https://doi.org/10.1080/04250494.2022.2123632","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74827327","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 : 2022-10-02DOI: 10.1080/04250494.2021.1900643
Madison Stuart
I think of the Kaua’i sky when I teach – a simultaneity of bewildering patience understanding that none of it will manifest today, or tomorrow, or next month, that the arc of education isn’t concerned with this actual room, these actual brains, this actual lesson, that real change is a slow erosion and intense urgency understanding that something is broken, festering, that each second raises the stakes that these are beings, futures, sitting here, actually here, eyes open, now, actually now, that real change comes like a landslide.
{"title":"Actual","authors":"Madison Stuart","doi":"10.1080/04250494.2021.1900643","DOIUrl":"https://doi.org/10.1080/04250494.2021.1900643","url":null,"abstract":"I think of the Kaua’i sky when I teach – a simultaneity of bewildering patience understanding that none of it will manifest today, or tomorrow, or next month, that the arc of education isn’t concerned with this actual room, these actual brains, this actual lesson, that real change is a slow erosion and intense urgency understanding that something is broken, festering, that each second raises the stakes that these are beings, futures, sitting here, actually here, eyes open, now, actually now, that real change comes like a landslide.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76774477","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 : 2022-10-02DOI: 10.1080/04250494.2022.2085550
Annabel Watson, L. Kelly, Joan Foley, Judith Kneen, S. Chapman, Lorna Smith, Helena Thomas
ABSTRACT The nature of English as a school subject – and particularly English literature – is a longstanding issue of debate for practitioners and researchers internationally. One dimension of this concerns the forces that shape the diet of literary texts that students are fed. In this study, we draw on the ecological model of agency to interrogate the factors which influence how teachers choose literary texts for whole class teaching. Dimensions of agency are used as lenses to reveal the complex ways in which values and beliefs, structures of authority, material resources, and identities shape the selection of books, plays and poetry that are taught in English. By looking across these dimensions, we identify important questions which contribute to the debate: who should have agency to choose the texts taught; how does teacher agency influence students’ experiences of English literature; how far should we expect these experiences to be standardised?
{"title":"Teacher agency in the selection of literary texts","authors":"Annabel Watson, L. Kelly, Joan Foley, Judith Kneen, S. Chapman, Lorna Smith, Helena Thomas","doi":"10.1080/04250494.2022.2085550","DOIUrl":"https://doi.org/10.1080/04250494.2022.2085550","url":null,"abstract":"ABSTRACT The nature of English as a school subject – and particularly English literature – is a longstanding issue of debate for practitioners and researchers internationally. One dimension of this concerns the forces that shape the diet of literary texts that students are fed. In this study, we draw on the ecological model of agency to interrogate the factors which influence how teachers choose literary texts for whole class teaching. Dimensions of agency are used as lenses to reveal the complex ways in which values and beliefs, structures of authority, material resources, and identities shape the selection of books, plays and poetry that are taught in English. By looking across these dimensions, we identify important questions which contribute to the debate: who should have agency to choose the texts taught; how does teacher agency influence students’ experiences of English literature; how far should we expect these experiences to be standardised?","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77853024","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 : 2022-10-02DOI: 10.1080/04250494.2022.2064740
Loraine Prinsloo-Marcus, B. Campbell
ABSTRACT To write a linguistic autobiography is to explore and reflect on our lived experiences with language. The purpose of this research was to gain insight into students’ language experiences through their linguistic autobiographies and to gain a greater understanding of their relationship with and thoughts on language within their social contexts. In this socio-cultural, qualitative, single-design case study, data were generated through the linguistic autobiographies of thirty-five pre-service teachers of English. Data were analysed using an inductive thematic approach and the results uncovered five main themes. The findings highlighted issues relating to language conflict and its possible impact on linguistic identity in different contexts. The emotional undertones associated with language revealed in the linguistic autobiographies were enlightening. The study postulates that knowing how pre-service teachers position themselves in relation to language and society could assist with adjusting pedagogic practices to accommodate the linguistic needs of all in the class.
{"title":"Gaining insight into students’ language experiences through their linguistic autobiographies","authors":"Loraine Prinsloo-Marcus, B. Campbell","doi":"10.1080/04250494.2022.2064740","DOIUrl":"https://doi.org/10.1080/04250494.2022.2064740","url":null,"abstract":"ABSTRACT To write a linguistic autobiography is to explore and reflect on our lived experiences with language. The purpose of this research was to gain insight into students’ language experiences through their linguistic autobiographies and to gain a greater understanding of their relationship with and thoughts on language within their social contexts. In this socio-cultural, qualitative, single-design case study, data were generated through the linguistic autobiographies of thirty-five pre-service teachers of English. Data were analysed using an inductive thematic approach and the results uncovered five main themes. The findings highlighted issues relating to language conflict and its possible impact on linguistic identity in different contexts. The emotional undertones associated with language revealed in the linguistic autobiographies were enlightening. The study postulates that knowing how pre-service teachers position themselves in relation to language and society could assist with adjusting pedagogic practices to accommodate the linguistic needs of all in the class.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89895739","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 : 2022-09-04DOI: 10.1080/04250494.2022.2112398
Jennifer VanDerHeide, M. Dunn
ABSTRACT This study explores how preservice (PST) English language arts teachers fostered dialogue in virtual classrooms by using both dialogic and digital tools. Qualitative analysis of PST-created transcripts and lesson plan reflections revealed successes and challenges PSTs experienced in supporting students’ participation and response to others’ ideas. They reconceptualised dialogue beyond spoken participation to include typing and making visual and spatial moves. Student responses across these modes indicate that how teachers integrate dialogic and digital tools may impact student dialogue. Additionally, the same teachers’ planning and decision-making that impacts dialogue in physical settings also affects dialogue in virtual settings. In addition to planning for integration of dialogic and digital tools, teachers must create compelling authentic questions, navigate unfolding discourse, and respond to students’ ideas.
{"title":"Reconceptualising dialogue in virtual classrooms: preservice teachers using dialogic and digital tools across visual, spoken, and written modes","authors":"Jennifer VanDerHeide, M. Dunn","doi":"10.1080/04250494.2022.2112398","DOIUrl":"https://doi.org/10.1080/04250494.2022.2112398","url":null,"abstract":"ABSTRACT This study explores how preservice (PST) English language arts teachers fostered dialogue in virtual classrooms by using both dialogic and digital tools. Qualitative analysis of PST-created transcripts and lesson plan reflections revealed successes and challenges PSTs experienced in supporting students’ participation and response to others’ ideas. They reconceptualised dialogue beyond spoken participation to include typing and making visual and spatial moves. Student responses across these modes indicate that how teachers integrate dialogic and digital tools may impact student dialogue. Additionally, the same teachers’ planning and decision-making that impacts dialogue in physical settings also affects dialogue in virtual settings. In addition to planning for integration of dialogic and digital tools, teachers must create compelling authentic questions, navigate unfolding discourse, and respond to students’ ideas.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88654115","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 : 2022-09-01DOI: 10.1080/04250494.2022.2111120
Mari Cruice
{"title":"What is a Bong tree? Articles and talks 1976-2021","authors":"Mari Cruice","doi":"10.1080/04250494.2022.2111120","DOIUrl":"https://doi.org/10.1080/04250494.2022.2111120","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88832852","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 : 2022-08-28DOI: 10.1080/04250494.2022.2114342
M. Islam
{"title":"Prufrock in the 21st Century","authors":"M. Islam","doi":"10.1080/04250494.2022.2114342","DOIUrl":"https://doi.org/10.1080/04250494.2022.2114342","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85950389","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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