Pub Date : 2020-10-01DOI: 10.1080/1554480x.2020.1838203
R. Harman, Shuang Fu
Multilingual learners 1 are the fastest-growing student population in the United States. According to the National Center for Education Statistics (2019), 4.9 million public school students in the ...
{"title":"Teaching and researching ELLs’ disciplinary literacies: systemic functional linguistics in action in the context of U.S. school reform","authors":"R. Harman, Shuang Fu","doi":"10.1080/1554480x.2020.1838203","DOIUrl":"https://doi.org/10.1080/1554480x.2020.1838203","url":null,"abstract":"Multilingual learners 1 are the fastest-growing student population in the United States. According to the National Center for Education Statistics (2019), 4.9 million public school students in the ...","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480x.2020.1838203","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43333995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/1554480x.2019.1706525
Catarina Schmidt, Maria Skoog
ABSTRACT This paper focuses on teachers’ and students’ use of textual resources offline and online in two Grade 6 classrooms. Using analysis of video recordings, the paper presents the ways in which the textual resources are used, and what critical approaches emerge within the teachers’ and students’ repertoires of teaching and learning. We then investigate what characterizes these repertoires and discuss consequences and possibilities for students’ own learning talk in relation to critical approaches and with regard to diversity and participation. The analysis reveals that it is when students ask authentic questions or respond to their teachers’ or peers’ reflections, that critical approaches appear in relation to content, the surrounding world and themselves. Drawing on the results, we argue that these critical approaches can be deepened in relation to ethical issues, source criticism and redesign, and regardless of whether textual resources are online or offline. Since Swedish national curriculum standards have contributed towards a greater focus on knowledge outcomes, we are concerned that processes of meaning making and criticality might be downplayed. We believe that one of the biggest challenges for future education is how criticality can be linked to teaching and learning in dialogic ways.
{"title":"Textual resources in the classroom: the challenge of integrating critical approaches","authors":"Catarina Schmidt, Maria Skoog","doi":"10.1080/1554480x.2019.1706525","DOIUrl":"https://doi.org/10.1080/1554480x.2019.1706525","url":null,"abstract":"ABSTRACT This paper focuses on teachers’ and students’ use of textual resources offline and online in two Grade 6 classrooms. Using analysis of video recordings, the paper presents the ways in which the textual resources are used, and what critical approaches emerge within the teachers’ and students’ repertoires of teaching and learning. We then investigate what characterizes these repertoires and discuss consequences and possibilities for students’ own learning talk in relation to critical approaches and with regard to diversity and participation. The analysis reveals that it is when students ask authentic questions or respond to their teachers’ or peers’ reflections, that critical approaches appear in relation to content, the surrounding world and themselves. Drawing on the results, we argue that these critical approaches can be deepened in relation to ethical issues, source criticism and redesign, and regardless of whether textual resources are online or offline. Since Swedish national curriculum standards have contributed towards a greater focus on knowledge outcomes, we are concerned that processes of meaning making and criticality might be downplayed. We believe that one of the biggest challenges for future education is how criticality can be linked to teaching and learning in dialogic ways.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480x.2019.1706525","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48022426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/1554480x.2019.1706526
Wolff‐Michael Roth, Margaret Walshaw
ABSTRACT There is a well-established area of work in mathematics education focusing on mathematics for social justice. Much of the work, however, is concerned with individual students’ understanding the world symbolically – as evident in the notions of reading and writing the world using mathematics – while failing to address a transformative agenda that seeks to make a positive difference in a once-occurrent world that we inhabit together with others as part of our once-occurrent lives. In this conceptual essay, we describe and exemplify a transactional approach that inherently is a practical approach. In the transactional approach, the individual is not merely agent but importantly subject to and constituted by social processes that transform the world including the self.
{"title":"Re/thinking mathematics for social justice: a transactional approach","authors":"Wolff‐Michael Roth, Margaret Walshaw","doi":"10.1080/1554480x.2019.1706526","DOIUrl":"https://doi.org/10.1080/1554480x.2019.1706526","url":null,"abstract":"ABSTRACT There is a well-established area of work in mathematics education focusing on mathematics for social justice. Much of the work, however, is concerned with individual students’ understanding the world symbolically – as evident in the notions of reading and writing the world using mathematics – while failing to address a transformative agenda that seeks to make a positive difference in a once-occurrent world that we inhabit together with others as part of our once-occurrent lives. In this conceptual essay, we describe and exemplify a transactional approach that inherently is a practical approach. In the transactional approach, the individual is not merely agent but importantly subject to and constituted by social processes that transform the world including the self.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480x.2019.1706526","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48584839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-10DOI: 10.1080/1554480x.2020.1788564
M. Porto
ABSTRACT This article draws on the Language Learning Distinguished Scholar-in-Residence Program 2012 thanks to which Dr. Suresh Canagarajah from Pennsylvania State University lectured at Universidad de La Plata in Argentina in May of that year. He delivered a talk open to language teachers, students and the community in general and also taught a postgraduate seminar at the School of Humanities and Sciences of Education. He kindly agreed to be interviewed by me after the event was over and this article presents this interview.
{"title":"Negotiating a diverse orientation to critical pedagogies: an interview with Suresh Canagarajah","authors":"M. Porto","doi":"10.1080/1554480x.2020.1788564","DOIUrl":"https://doi.org/10.1080/1554480x.2020.1788564","url":null,"abstract":"ABSTRACT This article draws on the Language Learning Distinguished Scholar-in-Residence Program 2012 thanks to which Dr. Suresh Canagarajah from Pennsylvania State University lectured at Universidad de La Plata in Argentina in May of that year. He delivered a talk open to language teachers, students and the community in general and also taught a postgraduate seminar at the School of Humanities and Sciences of Education. He kindly agreed to be interviewed by me after the event was over and this article presents this interview.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480x.2020.1788564","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46608288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-07DOI: 10.1080/1554480X.2020.1787172
Susan M. Holloway
ABSTRACT This study examines the experiences of preservice and inservice teachers who developed web platform posts for The Multiliteracies Project, which in part involved creating a multimodal pedagogical tool embedded in a lesson plan to explore a multiliteracies approach in diverse content areas. This research draws upon theory of Learning by Design to help articulate and evolve a multiliteracies theoretical framework. Using constructivist grounded theory, there were 37 participants over 3 years (2014–2017) who participated via face-to-face interviews, focus groups, and email responses. Document analysis and field notes were also used in the analysis. Three main themes that emerged from the data were: (i) Fostering Creativity through Design; (ii) Enhancing Disciplinary Literacy; (iii) Digital Literacies Broaden Pedagogy. The study found that while participants indicated they felt The Multiliteracies Project was demanding, they benefited from engagement in Learning by Design. From this study, education professors may further consider ways that they themselves might introduce the theory of Learning by Design into their work with preservice and inservice teachers to engage them in multiliteracies. This pilot study has led to the development of a nationally funded study which will expand the web platform and include interviews, in-depth observations, and original film footage of educators in secondary schools and adult community-based contexts.
{"title":"The multiliteracies project: preservice and inservice teachers learning by design in diverse content areas","authors":"Susan M. Holloway","doi":"10.1080/1554480X.2020.1787172","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1787172","url":null,"abstract":"ABSTRACT This study examines the experiences of preservice and inservice teachers who developed web platform posts for The Multiliteracies Project, which in part involved creating a multimodal pedagogical tool embedded in a lesson plan to explore a multiliteracies approach in diverse content areas. This research draws upon theory of Learning by Design to help articulate and evolve a multiliteracies theoretical framework. Using constructivist grounded theory, there were 37 participants over 3 years (2014–2017) who participated via face-to-face interviews, focus groups, and email responses. Document analysis and field notes were also used in the analysis. Three main themes that emerged from the data were: (i) Fostering Creativity through Design; (ii) Enhancing Disciplinary Literacy; (iii) Digital Literacies Broaden Pedagogy. The study found that while participants indicated they felt The Multiliteracies Project was demanding, they benefited from engagement in Learning by Design. From this study, education professors may further consider ways that they themselves might introduce the theory of Learning by Design into their work with preservice and inservice teachers to engage them in multiliteracies. This pilot study has led to the development of a nationally funded study which will expand the web platform and include interviews, in-depth observations, and original film footage of educators in secondary schools and adult community-based contexts.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1787172","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47181015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/1554480x.2020.1811061
Min Deng
{"title":"Teaching content and language in the multilingual classroom: international research on policy, perspectives, preparation and practice","authors":"Min Deng","doi":"10.1080/1554480x.2020.1811061","DOIUrl":"https://doi.org/10.1080/1554480x.2020.1811061","url":null,"abstract":"","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480x.2020.1811061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45367436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-25DOI: 10.1080/1554480X.2020.1781639
L. Phillips, Roxanne Finn
ABSTRACT A disconnect from environments has largely dominated educational discourse and policy. Attention to place and environment in education has gained momentum recently through several relational theories. Application of these theories in education notes the materiality and relationality of pedagogy, though often without specificity as to what the pedagogy is – how it is enacted and what guides such pedagogy. For pedagogical direction in enlivening learning with environments, this paper looks to the potential of ecological psychology theories of affordances and developing specificity via perception and action with environments. To illustrate such, we offer reflections on the pedagogical gap from a teacher education project that attunes preservice teachers to the potential for learning by engaging with spaces produced for children by artists. We then look closely to the pedagogical practices of an artist working with children in a primary school maker space-oriented program. Inspired by ideas from ecological psychology, we identify four pedagogical principles in practices of responsive learning with environments and suggest these as a possible pedagogical framework for eliciting embodied, emplaced, relational, and integrated learning with environments.
{"title":"Learning with environments: Developing an ecological psychology inspired relational pedagogy","authors":"L. Phillips, Roxanne Finn","doi":"10.1080/1554480X.2020.1781639","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1781639","url":null,"abstract":"ABSTRACT A disconnect from environments has largely dominated educational discourse and policy. Attention to place and environment in education has gained momentum recently through several relational theories. Application of these theories in education notes the materiality and relationality of pedagogy, though often without specificity as to what the pedagogy is – how it is enacted and what guides such pedagogy. For pedagogical direction in enlivening learning with environments, this paper looks to the potential of ecological psychology theories of affordances and developing specificity via perception and action with environments. To illustrate such, we offer reflections on the pedagogical gap from a teacher education project that attunes preservice teachers to the potential for learning by engaging with spaces produced for children by artists. We then look closely to the pedagogical practices of an artist working with children in a primary school maker space-oriented program. Inspired by ideas from ecological psychology, we identify four pedagogical principles in practices of responsive learning with environments and suggest these as a possible pedagogical framework for eliciting embodied, emplaced, relational, and integrated learning with environments.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1781639","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43624555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-21DOI: 10.1080/1554480X.2020.1781641
Young Ju Lee
ABSTRACT By illustrating how eight Korean English language learners came to understand embedded assumptions from traditional fairy tales and retell the tales through a critical literacy framed English literacy workshop, this qualitative study argues that fairy tales as English reading texts can effectively cultivate English learners’ critical stance and expand their understanding of texts. This article focuses on discussions about and the reconstructions of fairy tales produced by students throughout an English literacy workshop. The findings reveal that the students started to display a critical stance and expand their understanding of varied social assumptions related to power, class, gender, and social norms grounded in their reality.
{"title":"What today’s children read from “happily ever after” Cinderella stories","authors":"Young Ju Lee","doi":"10.1080/1554480X.2020.1781641","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1781641","url":null,"abstract":"ABSTRACT By illustrating how eight Korean English language learners came to understand embedded assumptions from traditional fairy tales and retell the tales through a critical literacy framed English literacy workshop, this qualitative study argues that fairy tales as English reading texts can effectively cultivate English learners’ critical stance and expand their understanding of texts. This article focuses on discussions about and the reconstructions of fairy tales produced by students throughout an English literacy workshop. The findings reveal that the students started to display a critical stance and expand their understanding of varied social assumptions related to power, class, gender, and social norms grounded in their reality.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1781641","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41431183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-21DOI: 10.1080/1554480X.2020.1781638
Antero Garcia, M. Kelly, Kristina Stamatis
ABSTRACT This manuscript explores teacher beliefs about technology in three 9th grade English classrooms. Examining these teachers’ pedagogical uses of technology and their discussion of technology with their students, this study highlights how teacher beliefs can render technology invisible. Teachers demonstrated consistent assumptions that technology would drive student interest. Further, only recent, futuristic innovations “counted” as technology to the teachers; word processing, presentation, and web-based tools driving today’s business world did not “count” as technology in teachers’ pedagogical decisions. Ultimately, this study highlights differences in contemporary educational research on teacher beliefs, teacher education, and how schools are currently treating technology.
{"title":"When technology goes unnoticed: teacher beliefs and assumptions about technology use in three 9th grade English classrooms","authors":"Antero Garcia, M. Kelly, Kristina Stamatis","doi":"10.1080/1554480X.2020.1781638","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1781638","url":null,"abstract":"ABSTRACT This manuscript explores teacher beliefs about technology in three 9th grade English classrooms. Examining these teachers’ pedagogical uses of technology and their discussion of technology with their students, this study highlights how teacher beliefs can render technology invisible. Teachers demonstrated consistent assumptions that technology would drive student interest. Further, only recent, futuristic innovations “counted” as technology to the teachers; word processing, presentation, and web-based tools driving today’s business world did not “count” as technology in teachers’ pedagogical decisions. Ultimately, this study highlights differences in contemporary educational research on teacher beliefs, teacher education, and how schools are currently treating technology.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1781638","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48404639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-28DOI: 10.1080/1554480X.2020.1763799
Hang-Yee Chan
ABSTRACT The current study considers the notion that English textbooks produced for different markets are likely to manifest different pedagogical emphases. The study begins the research context by contemplating possible similarities and differences between English textbooks produced in two neighbouring markets, Hong Kong (HK) and the People’s Republic of China (PRC), citing socio-historical and educational reasons to elucidate why there could be a first impression of differences in the two sets of textbooks. A simple consideration of these factors does not aid an understanding of the teaching dispositions of these materials. The present study uses a corpus-based hermeneutic approach to examine collocational patterns in the task instructions of textbooks. Collocations within this section can effectively capture local teaching practices, as it is in these places task purposes are announced and pedagogies are specified. The findings section presents two collocation lists generated from the two textbook corpora. Based on these lists, the researcher interprets the local teaching practices of the textbooks. Key issues to be discussed include the distribution of four skills in the textbooks, different styles of literacy training, the strong lexical-grammatical focus of the PRC textbooks, and the genre-aware approach of the HK textbooks.
{"title":"A corpus-based approach to comparing English textbook pedagogies: The case of Hong Kong and the People’s Republic of China","authors":"Hang-Yee Chan","doi":"10.1080/1554480X.2020.1763799","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1763799","url":null,"abstract":"ABSTRACT The current study considers the notion that English textbooks produced for different markets are likely to manifest different pedagogical emphases. The study begins the research context by contemplating possible similarities and differences between English textbooks produced in two neighbouring markets, Hong Kong (HK) and the People’s Republic of China (PRC), citing socio-historical and educational reasons to elucidate why there could be a first impression of differences in the two sets of textbooks. A simple consideration of these factors does not aid an understanding of the teaching dispositions of these materials. The present study uses a corpus-based hermeneutic approach to examine collocational patterns in the task instructions of textbooks. Collocations within this section can effectively capture local teaching practices, as it is in these places task purposes are announced and pedagogies are specified. The findings section presents two collocation lists generated from the two textbook corpora. Based on these lists, the researcher interprets the local teaching practices of the textbooks. Key issues to be discussed include the distribution of four skills in the textbooks, different styles of literacy training, the strong lexical-grammatical focus of the PRC textbooks, and the genre-aware approach of the HK textbooks.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1763799","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48947730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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