Pub Date : 2021-10-27DOI: 10.1080/04250494.2021.1982378
Piotr Konieczny, Kenneth David Eckert
ABSTRACT Wikipedia is one of the most important innovations of the Internet age and has been analysed and criticised within higher educational settings for how it is utilised by students or academics for essay assignments or research. Less work has been done on how content writing for Wikipedia may be deployed as an instructional tool and its pedagogical implications, particularly for English language learners. This case study describes an in-class editing project involving sociology and English literature undergraduates at a Korean university, and qualitatively and quantitatively examines its successes and difficulties. Findings from this experiment are relevant to future Wikipedia teaching projects with high-fluency second language (L2) as well as first language (L1) students at the postsecondary level.
{"title":"Teaching liberal arts content via Wikipedia page authoring in an English language learning context","authors":"Piotr Konieczny, Kenneth David Eckert","doi":"10.1080/04250494.2021.1982378","DOIUrl":"https://doi.org/10.1080/04250494.2021.1982378","url":null,"abstract":"ABSTRACT Wikipedia is one of the most important innovations of the Internet age and has been analysed and criticised within higher educational settings for how it is utilised by students or academics for essay assignments or research. Less work has been done on how content writing for Wikipedia may be deployed as an instructional tool and its pedagogical implications, particularly for English language learners. This case study describes an in-class editing project involving sociology and English literature undergraduates at a Korean university, and qualitatively and quantitatively examines its successes and difficulties. Findings from this experiment are relevant to future Wikipedia teaching projects with high-fluency second language (L2) as well as first language (L1) students at the postsecondary level.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"504 1","pages":"309 - 324"},"PeriodicalIF":0.9,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77073535","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 : 2021-10-11DOI: 10.1080/04250494.2021.1937112
K. O'Halloran
ABSTRACT Stylistics is a branch of linguistics concerned with the systematic analysis of style in language, particularly literary style. Poetry has been a staple of stylistics. Creative performance of poems and stylistic analysis, however, have rarely been bedfellows. I showcase a stylistics pedagogy for creatively interpreting poetry in higher education where students make digitally multimodal storied interpretations of poems. The pedagogy reflects contemporary internet mashup culture, recognising that students inhabit a “postdigital” world where commonplace software and resources offer opportunities for DIY juxtaposition of audio and video for different purposes – artistic, comedic, etc. An advantage of such Postdigital Stylistics is that it integrates performance-based readers, marginalised in exegetical reading practices associated with print. I illustrate the pedagogy with a student video of Charles Bukowski’s poem “the bluebird”, accessible analysis of its foregrounded style, and explanation of how this analysis – crucially – motivates shot design.
{"title":"Postdigital stylistics: creative multimodal interpretation of poetry and internet mashups","authors":"K. O'Halloran","doi":"10.1080/04250494.2021.1937112","DOIUrl":"https://doi.org/10.1080/04250494.2021.1937112","url":null,"abstract":"ABSTRACT Stylistics is a branch of linguistics concerned with the systematic analysis of style in language, particularly literary style. Poetry has been a staple of stylistics. Creative performance of poems and stylistic analysis, however, have rarely been bedfellows. I showcase a stylistics pedagogy for creatively interpreting poetry in higher education where students make digitally multimodal storied interpretations of poems. The pedagogy reflects contemporary internet mashup culture, recognising that students inhabit a “postdigital” world where commonplace software and resources offer opportunities for DIY juxtaposition of audio and video for different purposes – artistic, comedic, etc. An advantage of such Postdigital Stylistics is that it integrates performance-based readers, marginalised in exegetical reading practices associated with print. I illustrate the pedagogy with a student video of Charles Bukowski’s poem “the bluebird”, accessible analysis of its foregrounded style, and explanation of how this analysis – crucially – motivates shot design.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"24 1","pages":"73 - 90"},"PeriodicalIF":0.9,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81935375","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 : 2021-10-02DOI: 10.1080/04250494.2021.1980703
J. Hodgson
{"title":"The scope of research in English education","authors":"J. Hodgson","doi":"10.1080/04250494.2021.1980703","DOIUrl":"https://doi.org/10.1080/04250494.2021.1980703","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"10 1","pages":"281 - 281"},"PeriodicalIF":0.9,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82637027","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 : 2021-09-29DOI: 10.1080/04250494.2021.1978737
Victoria Elliott, J. Hodgson
ABSTRACT This note reports the results of a Delphi panel priority setting exercise for English education research. An initial item-generating survey of 75 English education academics and teachers worldwide was conducted; a thematic analysis of responses generated 31 potential priorities for future research. An adapted Delphi panel consisting of 44 English education experts was invited to take part in two rounds of ranking; four major priorities were identified at the end of the second round. These were as follows: social justice in English education; race in English education; translating research into and out of the classroom; and the nature of the subject of English.
{"title":"Setting an agenda for English education research","authors":"Victoria Elliott, J. Hodgson","doi":"10.1080/04250494.2021.1978737","DOIUrl":"https://doi.org/10.1080/04250494.2021.1978737","url":null,"abstract":"ABSTRACT This note reports the results of a Delphi panel priority setting exercise for English education research. An initial item-generating survey of 75 English education academics and teachers worldwide was conducted; a thematic analysis of responses generated 31 potential priorities for future research. An adapted Delphi panel consisting of 44 English education experts was invited to take part in two rounds of ranking; four major priorities were identified at the end of the second round. These were as follows: social justice in English education; race in English education; translating research into and out of the classroom; and the nature of the subject of English.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"19 1","pages":"369 - 374"},"PeriodicalIF":0.9,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83876127","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 : 2021-09-26DOI: 10.1080/04250494.2021.1977623
Joy Alexander
ABSTRACT While speaking, reading and writing are identified in the Newbolt Report as components of English and are still acknowledged as such one hundred years later, Reading Aloud, which the Report ranks alongside them, is no longer accorded any prominence. The Newbolt Report connects Reading Aloud with literature and announces it as a method of interpretation, though this is not elaborated as a pedagogic practice. This article examines how a Reading Aloud methodology evolved and was articulated in theory and practice, first in government guidance and then in influential books about English teaching. During this process a methodology emerged in which a focus on voicing and hearing a poem was a means to interpreting and understanding the poem and ultimately to an ideal reading of it. Reasons are suggested why attention shifted away from this practical methodology whereby familiarity with reading poems aloud gives more confident access to understanding and appreciation.
{"title":"The Newbolt Report and reading aloud: an overview of the emergence and subsequent development of a poetry pedagogy","authors":"Joy Alexander","doi":"10.1080/04250494.2021.1977623","DOIUrl":"https://doi.org/10.1080/04250494.2021.1977623","url":null,"abstract":"ABSTRACT While speaking, reading and writing are identified in the Newbolt Report as components of English and are still acknowledged as such one hundred years later, Reading Aloud, which the Report ranks alongside them, is no longer accorded any prominence. The Newbolt Report connects Reading Aloud with literature and announces it as a method of interpretation, though this is not elaborated as a pedagogic practice. This article examines how a Reading Aloud methodology evolved and was articulated in theory and practice, first in government guidance and then in influential books about English teaching. During this process a methodology emerged in which a focus on voicing and hearing a poem was a means to interpreting and understanding the poem and ultimately to an ideal reading of it. Reasons are suggested why attention shifted away from this practical methodology whereby familiarity with reading poems aloud gives more confident access to understanding and appreciation.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"44 175 1","pages":"59 - 72"},"PeriodicalIF":0.9,"publicationDate":"2021-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83273154","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 : 2021-09-26DOI: 10.1080/04250494.2021.1975214
J. Hodgson, Ann Harris
Keith Davidson, who died recently, combined a deep and passionate knowledge of linguistics with an equally deep and passionate understanding of the teaching and assessment of English. During the 1960s he was a student on the Institute of Education’s diploma programme in Linguistics and English Teaching under Michael Halliday and the IOE English team. Dick Hudson, one of Keith’s tutors, remembers him as enthusiastic and bright, and a joy to teach. IOE lecturers Harold Rosen, Nancy Martin and James Britton were developing a pedagogy of English teaching that took account of the language that children brought with them into school, and Michael Halliday was developing an epistemology of language as social semiotic. It is easy to imagine the élan of this pioneering work in education and linguistics and its effect on the young Davidson, who developed an embodied knowledge of the ways in which children learn language and a corresponding awareness of good practice in pedagogy and assessment. He put this awareness into practice when teaching in further education and for the Open University and in his post as University of London Examinations Officer for GCE English Language. Keith explained linguistics to English educators and English education to scholars of linguistics. He brought together these two audiences in some of his publications. He had a way of informing the imagination of his readers by exploring from alternative perspectives topics in which they did not specialise. “Beyond their GRASP?”, an article published in English Today in 1998, introduced readers of an academic journal on the English language to NATE’s (1997) Position Paper No. 1 on grammar, spelling and punctuation. It brought together two apparently very different worlds: young children at a birthday party and English curricula and examinations. The paper is structured around familiar topics of language in education (speaking, writing, grammar), but Keith starts with the children, four-year-old triplets, two of whom are busy talking about what interests them (the third, Joe, is reading a book). The paper’s subtle linguistic analysis of what the youngsters say is a superb demonstration of how much “unconscious” understanding of the syntactic and phonological systems of language is already evident in children’s speech. It also demonstrates the author’s conscious linguistic understanding of what the children are doing. Tommy, into dinosaurs, is proud that he can say “tyrannosaurus rex”. He treats it “as a single, six syllable, lexical item, assigning the main stress to the final syllable [and] enjoying the alliterative sequence of the syllable initial /r/ feature, if still in a somewhat uncertain version [u]”. There is even, Keith shows, a historical literariness in Tommy’s use of language (as Bakhtin insisted, we are born into a language culture). At the end of the birthday party, Tommy collapses on the sofa, complaining happily:
{"title":"Keith Davidson: linguistics and English education","authors":"J. Hodgson, Ann Harris","doi":"10.1080/04250494.2021.1975214","DOIUrl":"https://doi.org/10.1080/04250494.2021.1975214","url":null,"abstract":"Keith Davidson, who died recently, combined a deep and passionate knowledge of linguistics with an equally deep and passionate understanding of the teaching and assessment of English. During the 1960s he was a student on the Institute of Education’s diploma programme in Linguistics and English Teaching under Michael Halliday and the IOE English team. Dick Hudson, one of Keith’s tutors, remembers him as enthusiastic and bright, and a joy to teach. IOE lecturers Harold Rosen, Nancy Martin and James Britton were developing a pedagogy of English teaching that took account of the language that children brought with them into school, and Michael Halliday was developing an epistemology of language as social semiotic. It is easy to imagine the élan of this pioneering work in education and linguistics and its effect on the young Davidson, who developed an embodied knowledge of the ways in which children learn language and a corresponding awareness of good practice in pedagogy and assessment. He put this awareness into practice when teaching in further education and for the Open University and in his post as University of London Examinations Officer for GCE English Language. Keith explained linguistics to English educators and English education to scholars of linguistics. He brought together these two audiences in some of his publications. He had a way of informing the imagination of his readers by exploring from alternative perspectives topics in which they did not specialise. “Beyond their GRASP?”, an article published in English Today in 1998, introduced readers of an academic journal on the English language to NATE’s (1997) Position Paper No. 1 on grammar, spelling and punctuation. It brought together two apparently very different worlds: young children at a birthday party and English curricula and examinations. The paper is structured around familiar topics of language in education (speaking, writing, grammar), but Keith starts with the children, four-year-old triplets, two of whom are busy talking about what interests them (the third, Joe, is reading a book). The paper’s subtle linguistic analysis of what the youngsters say is a superb demonstration of how much “unconscious” understanding of the syntactic and phonological systems of language is already evident in children’s speech. It also demonstrates the author’s conscious linguistic understanding of what the children are doing. Tommy, into dinosaurs, is proud that he can say “tyrannosaurus rex”. He treats it “as a single, six syllable, lexical item, assigning the main stress to the final syllable [and] enjoying the alliterative sequence of the syllable initial /r/ feature, if still in a somewhat uncertain version [u]”. There is even, Keith shows, a historical literariness in Tommy’s use of language (as Bakhtin insisted, we are born into a language culture). At the end of the birthday party, Tommy collapses on the sofa, complaining happily:","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"39 1","pages":"282 - 285"},"PeriodicalIF":0.9,"publicationDate":"2021-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81111230","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 : 2021-09-12DOI: 10.1080/04250494.2021.1971967
J. Richardson
ABSTRACT Can traditional live theatre affect the identity formation of teenagers? Drawing upon a six-year, qualitative study of Canadian, independent school live theatre audiences and a review of identity formation and audience studies, this paper offers three findings of interest to high school English teachers. These speak to the need for English teachers to design their programme of theatre-going in light of students’ digital habitus, to establish protocols around cellphone use, and to explore with students the defining characteristics of both digital media and live theatre. The paper concludes by suggesting the potential for live theatre to contribute positively to student’s identity formation at a time when digital media is pervasive.
{"title":"Performing identity: identity formation in the teenage live theatre audience","authors":"J. Richardson","doi":"10.1080/04250494.2021.1971967","DOIUrl":"https://doi.org/10.1080/04250494.2021.1971967","url":null,"abstract":"ABSTRACT Can traditional live theatre affect the identity formation of teenagers? Drawing upon a six-year, qualitative study of Canadian, independent school live theatre audiences and a review of identity formation and audience studies, this paper offers three findings of interest to high school English teachers. These speak to the need for English teachers to design their programme of theatre-going in light of students’ digital habitus, to establish protocols around cellphone use, and to explore with students the defining characteristics of both digital media and live theatre. The paper concludes by suggesting the potential for live theatre to contribute positively to student’s identity formation at a time when digital media is pervasive.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"223 1","pages":"139 - 159"},"PeriodicalIF":0.9,"publicationDate":"2021-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73268271","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 : 2021-08-09DOI: 10.1080/04250494.2021.1955618
Christina Hedman, Scarlett Mannish
ABSTRACT This study emerged from the abrupt shift to online distance teaching due to the Covid-19 pandemic and reports of Mother Tongue Instruction (MTI) in Sweden, where online distance teaching was initially introduced in MTI only. In Sweden, MTI is offered to students whose parents/caregivers speak languages other than Swedish on a daily basis in the home. The focus is on how agentive space, as a body–space relationship, was created by students in a 9th grade class (ages 15–16 years) studying English MTI, in relation to both space and educational discourse. Despite the prescribed online distance teaching, many of the students collaboratively chose to assemble in a physical classroom without a supervisor on site. How the students created a new learning frame through their actions is discussed on the basis of video-recorded lessons, and two students’ reflective follow-up talks. In this new – and in many respects difficult – learning space, educational discourse and educational ground rules were upheld through collaborative agency, which also facilitated expressions of identity and emotional space among the students. It is worth exploring further how schools can more efficiently draw on students’ agency for language learning in similar and different contexts.
{"title":"Student agency in relation to space and educational discourse. The case of English online mother tongue instruction","authors":"Christina Hedman, Scarlett Mannish","doi":"10.1080/04250494.2021.1955618","DOIUrl":"https://doi.org/10.1080/04250494.2021.1955618","url":null,"abstract":"ABSTRACT This study emerged from the abrupt shift to online distance teaching due to the Covid-19 pandemic and reports of Mother Tongue Instruction (MTI) in Sweden, where online distance teaching was initially introduced in MTI only. In Sweden, MTI is offered to students whose parents/caregivers speak languages other than Swedish on a daily basis in the home. The focus is on how agentive space, as a body–space relationship, was created by students in a 9th grade class (ages 15–16 years) studying English MTI, in relation to both space and educational discourse. Despite the prescribed online distance teaching, many of the students collaboratively chose to assemble in a physical classroom without a supervisor on site. How the students created a new learning frame through their actions is discussed on the basis of video-recorded lessons, and two students’ reflective follow-up talks. In this new – and in many respects difficult – learning space, educational discourse and educational ground rules were upheld through collaborative agency, which also facilitated expressions of identity and emotional space among the students. It is worth exploring further how schools can more efficiently draw on students’ agency for language learning in similar and different contexts.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"3 1","pages":"160 - 173"},"PeriodicalIF":0.9,"publicationDate":"2021-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79576393","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 : 2021-08-06DOI: 10.1080/04250494.2021.1957827
William D. Barlow, James MacGregor
ABSTRACT This conceptual paper examines the possibilities for restorying the self through drama conventions using narrative poetry as a stimulus. Using the poem “The Terrorist, He’s Watching” by Wislawa Szymborska to engage with drama conventions, we illustrate how educators might support young and marginalised people to participate in the process of restorying. In doing so, we argue for the importance of using poetry and drama to create meta-narratives of discourse which empower participants to restory themselves into the dominant forms of narrative through creative exploration. Szymborska’s poem has been chosen as a stimulus due to the poet’s use of multiple perspectives and roles, in different times and places, which enable people to reshape and reimagine their identity and explore dominant narratives about terrorism. The authors intend to follow this conceptual piece with an empirical study.
这篇概念性的论文探讨了利用叙事诗作为刺激，通过戏剧惯例恢复自我的可能性。我们用Wislawa Szymborska的诗“the Terrorist, He 's Watching”与戏剧惯例相结合，说明教育工作者如何支持年轻人和边缘人群参与恢复过程。在此过程中，我们认为使用诗歌和戏剧创造话语元叙事的重要性，使参与者能够通过创造性的探索将自己重新描述为主要的叙事形式。辛波斯卡的诗之所以被选为一种刺激，是因为诗人在不同的时间和地点使用了多种视角和角色，使人们能够重塑和重新想象他们的身份，并探索关于恐怖主义的主流叙事。作者打算在这一概念部分之后进行实证研究。
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Pub Date : 2021-08-04DOI: 10.1080/04250494.2021.1960691
Laurie Smith
{"title":"Reading Noyes’ The Highwayman with Year 10","authors":"Laurie Smith","doi":"10.1080/04250494.2021.1960691","DOIUrl":"https://doi.org/10.1080/04250494.2021.1960691","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"24 1","pages":"368 - 368"},"PeriodicalIF":0.9,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77689274","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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