Pub Date : 2020-07-27DOI: 10.1108/etpc-11-2019-0142
C. Pennington, K. Wohlwend, Summer Davis, Jill Scott
Purpose This paper aims to examine tensions around play, performance and artmaking as becoming in the mix of expected and taken-for-granted discourses implicit in an after-school ceramics makerspace (Perry and Medina, 2011). The authors look closely at one adolescent girl’s embodied performance to see how it ruptures the scripts for compliant bodies in the after-school program. While these performances take place out-of-school and in an arts studio, the tensions and explorations also resonate with broader issues around student embodied, performative and becomings that run counter to normalized school expectations. Design/methodology/approach A contemporary approach to nexus analysis (Medina and Wohlwend, 2014; Wohlwend, 2021) unpacked two critical performative encounters (Medina and Perry, 2011) using concepts of historical bodies (Scollon and Scollon, 2004) informed by sociomaterial thing-power (Bennett, 2010). Findings Playing while painting pottery collides and converges with the tacitly desired and expected ways of embodying student in this after-school artspace. Emily’s outer-space alien persona ruptured expected discourses when her historical body and embodied performances threatened other children. While her embodied performances facilitated her becoming a fully present participant in the studio, she fractured the line between play and reality in violent ways. Originality/value As literacy researchers, the authors are in a moment of reckoning where student embodied performances and historical bodies can collide with all-too-real violent threats in daily lives and community locations. Situating these performances in the nexus of embodied literacies, unsanctioned play and thing-power can help educators respond to these moments as ruptures of tacit expectations for girlhoods in school-like spaces.
本文旨在研究围绕游戏、表演和艺术创作的紧张关系，这些紧张关系正在成为课外陶艺制作空间中隐含的预期话语和理所当然话语的混合体(Perry和Medina, 2011)。作者仔细观察了一个青春期女孩的身体表现，看看它是如何打破课后项目中顺从身体的脚本的。虽然这些表演是在校外和艺术工作室进行的，但这种紧张和探索也与围绕学生体现、表演和成为的更广泛问题产生了共鸣，这些问题与正常的学校期望背道而驰。设计/方法论/方法:一种当代的联系分析方法(Medina and Wohlwend, 2014;Wohlwend, 2021)利用历史主体的概念(Scollon和Scollon, 2004)揭示了两个关键的表演遭遇(Medina和Perry, 2011)，这些概念受到社会物质事物权力(Bennett, 2010)的影响。在这个课外艺术空间中，边玩边画陶器与学生的心照不挂的愿望和期望的体现方式发生碰撞和融合。当艾米丽的历史身体和具象化表演威胁到其他孩子时，她的外太空外星人形象打破了预期的话语。虽然她的具体表演使她成为工作室中完全在场的参与者，但她以暴力的方式打破了游戏与现实之间的界限。原创性/价值作为扫盲率研究人员，作者们正处于这样一个时刻:在日常生活和社区场所，学生的具体表演和历史身体可能会与非常真实的暴力威胁发生冲突。将这些表演置于具体的识字、未经批准的游戏和事物权力的联系中，可以帮助教育工作者应对这些时刻，因为在类似学校的空间里，对女孩的隐性期望破裂了。
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Pub Date : 2020-07-16DOI: 10.1108/etpc-11-2019-0154
Anne Crampton, C. Lewis
Purpose This study aims to discuss the ethical and political possibilities offered by the presence of teaching artists (TAs) and visual artwork in racially and culturally diverse high school literacy (English Language Arts) classrooms. Design/methodology/approach This study explores episodes from two separate ethnographic studies that were conducted in one teacher’s critical literacy classroom across a span of several years. This study uses a transliteracies approach (Stornaiulo et al., 2017) to think about “meaning-making at the intersection of human subjects and materials” (Kontovourki et al., 2019); the study also draws on critical scholarship on art and making (Ngo et al., 2017; Vossoughi et al., 2016). The TA, along with the materials and processes of artmaking, decentered the teacher and literacy itself, inviting in new social realities. Findings TAs’ collective interpretation of existing artwork and construction of new works made visible how both human and nonhuman bodies co-produced “new ways of feeling and being with others” (Zembylas, 2017, p. 402). This study views these artists as catalysts capable of provoking, or productively disrupting, the everyday practices of classrooms. Social implications Both studies demonstrated new ways of feeling, being and thinking about difference, bringing to the forefront momentary possibilities and impossibilities of complex human and nonhuman intra-actions. The provocations flowing from the visual artwork and the dialogue swirling around the work presented opportunities for emergent and unexpected experiences of literacy learning. Originality/value This work is valuable in exploring the boundaries of literacy learning with the serious inclusion of visual art in an English classroom. When the TAs guided both interpretation and production of artwork, they affected and were affected by the becoming happening in the classroom. This study suggests how teaching bodies, students and artwork pushed the transformative potential of everyday school settings.
目的本研究旨在探讨在种族和文化多样化的高中扫盲(英语语言艺术)课堂中，教学艺术家(TAs)和视觉艺术作品的存在所提供的伦理和政治可能性。设计/方法/方法本研究探讨了两项独立的民族志研究的片段，这两项研究是在一位教师的批判性识字课堂上进行的，历时数年。本研究使用音译方法(Stornaiulo等人，2017)来思考“人类主体和材料交叉点的意义制造”(Kontovourki等人，2019);该研究还借鉴了关于艺术和制作的批判性奖学金(Ngo et al.， 2017;vosoughi et al.， 2016)。助教，连同艺术创作的材料和过程，将教师和文化本身去中心化，引入新的社会现实。FindingsTAs对现有艺术作品的集体诠释和新作品的构建，使人类和非人类的身体如何共同产生“新的感觉和与他人相处的方式”(Zembylas, 2017, p. 402)变得清晰可见。这项研究将这些艺术家视为催化剂，能够激发或有效地破坏教室的日常实践。社会意义这两项研究都展示了感受、存在和思考差异的新方式，将复杂的人类和非人类内部行为的瞬间可能性和不可能性带到最前沿。从视觉艺术作品中流出的挑衅和围绕作品的对话为出现和意想不到的识字学习体验提供了机会。原创性/价值这项工作在探索识字学习的边界方面很有价值，它将视觉艺术严肃地纳入英语课堂。当助教指导艺术作品的解释和制作时，他们影响着课堂上发生的变化，也被这些变化所影响。这项研究表明，教学机构、学生和艺术作品是如何推动日常学校环境的变革潜力的。
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Pub Date : 2020-07-10DOI: 10.1108/etpc-11-2019-0143
K. Daniels
This paper aims to propose a reading of children’s small toy/puppet play that takes account of bodily movements within classroom assemblages. The researcher/author created representations of episodes of activity that focused on children’s ongoing bodily movements as they followed their interests in one Early Years classroom in England.,By drawing a contrast between a traditional logocentric interpretation of puppet play and an embodied theorisation, this paper provides a way of understanding young children’s literacy practices where these are seen as generated through bodily movement and affective atmospheres within classroom assemblages.,Analysis suggests that affective atmospheres were produced by the speed, slowness, dynamics and stillnesses of children’s hand movements as they manipulated the small toys/puppets. Three interrelated contributions are made that generate further understandings of embodied meaning making. First, this paper theorises relations between hand movements, materials and affective atmospheres within classroom assemblages. Second, the technique of analysing still shots of hand movements offers a way of understanding the semiotic and affective salience of hand movement and stillness. Finally, the paper offers a methodology for re-examining taken-for-granted pedagogical practices such as puppet play.,Together these contributions re-explore literacy as an embodied and affective endeavour, thereby countering logocentric framings of early literacy.
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Pub Date : 2020-07-04DOI: 10.1108/etpc-10-2019-0140
Kimberly Lenters, A. Whitford
Purpose In this paper, the authors engage with embodied critical literacies through an exploration of the possibilities provided by the use of improvisational comedy (improv) in the classroom. The purpose of this paper is to extend understandings of critical literacy to consider how embodied critical literacy may be transformative for both individual students and classroom assemblages. The research question asks: how might improv, as an embodied literacy practice, open up spaces for critical literacy as embodied critical encounter in classroom assemblages? Design/methodology/approach The authors used case study methodology informed by post-qualitative research methods, and in particular, posthuman assemblage theory. Assemblage theory views the world as taking shape through the ever-shifting associations among human and more-than-human members of an assemblage. The case study took place in a sixth-grade classroom with 28 11-year-olds over a four-month period of time. Audio and video recordings provided the empirical materials for analysis. Using Bruno Latour’s three stages for rhizomatic analysis of an assemblage, the authors mapped the movements of participants in an assemblage; noted associations among those participants; and asked questions about the larger meanings of those associations. Findings In the sixth-grade classroom, the dynamic and emerging relations of the scene work and post-scene discussion animate some of the ways in which the practice of classroom improv can serve as a pedagogy that involves students in embodied critical literacy. In this paper, the authors are working with an understanding of critical literacy as embodied. In embodied critical literacy, the body becomes a resource for that attunes students to matters of critical importance through encounter. With this embodied attunement, transformation through critical literacy becomes a possibility. Research limitations/implications The case study methodology used for this study allowed for a fine-grained analysis of a particular moment in one classroom. Because of this particularity, the findings of this study are not considered to be universally generalizable. However, educators may take the findings of this study and consider their application in their own contexts, whether that be the pedagogical context of a classroom or the context of the empirical study of language and literacy education. The concept of embodied literacies, while advocated in current literacy research, may not be easy to imagine, in terms of classroom practice. This paper provides an example of how embodied critical literacies might look, sound and unfold in a classroom setting. It also provides ideas for classroom teachers considering working with improv in their language arts classrooms. Practical implications The concept of embodied literacies, while advocated in current literacy research, may not be easy to imagine, in terms of classroom practice. This paper provides an example of how embo
{"title":"Making macaroni: classroom improv for transformative embodied critical literacy","authors":"Kimberly Lenters, A. Whitford","doi":"10.1108/etpc-10-2019-0140","DOIUrl":"https://doi.org/10.1108/etpc-10-2019-0140","url":null,"abstract":"\u0000Purpose\u0000In this paper, the authors engage with embodied critical literacies through an exploration of the possibilities provided by the use of improvisational comedy (improv) in the classroom. The purpose of this paper is to extend understandings of critical literacy to consider how embodied critical literacy may be transformative for both individual students and classroom assemblages. The research question asks: how might improv, as an embodied literacy practice, open up spaces for critical literacy as embodied critical encounter in classroom assemblages?\u0000\u0000\u0000Design/methodology/approach\u0000The authors used case study methodology informed by post-qualitative research methods, and in particular, posthuman assemblage theory. Assemblage theory views the world as taking shape through the ever-shifting associations among human and more-than-human members of an assemblage. The case study took place in a sixth-grade classroom with 28 11-year-olds over a four-month period of time. Audio and video recordings provided the empirical materials for analysis. Using Bruno Latour’s three stages for rhizomatic analysis of an assemblage, the authors mapped the movements of participants in an assemblage; noted associations among those participants; and asked questions about the larger meanings of those associations.\u0000\u0000\u0000Findings\u0000In the sixth-grade classroom, the dynamic and emerging relations of the scene work and post-scene discussion animate some of the ways in which the practice of classroom improv can serve as a pedagogy that involves students in embodied critical literacy. In this paper, the authors are working with an understanding of critical literacy as embodied. In embodied critical literacy, the body becomes a resource for that attunes students to matters of critical importance through encounter. With this embodied attunement, transformation through critical literacy becomes a possibility.\u0000\u0000\u0000Research limitations/implications\u0000The case study methodology used for this study allowed for a fine-grained analysis of a particular moment in one classroom. Because of this particularity, the findings of this study are not considered to be universally generalizable. However, educators may take the findings of this study and consider their application in their own contexts, whether that be the pedagogical context of a classroom or the context of the empirical study of language and literacy education. The concept of embodied literacies, while advocated in current literacy research, may not be easy to imagine, in terms of classroom practice. This paper provides an example of how embodied critical literacies might look, sound and unfold in a classroom setting. It also provides ideas for classroom teachers considering working with improv in their language arts classrooms.\u0000\u0000\u0000Practical implications\u0000The concept of embodied literacies, while advocated in current literacy research, may not be easy to imagine, in terms of classroom practice. This paper provides an example of how embo","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76986211","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 : 2020-07-04DOI: 10.1108/etpc-11-2019-0144
E. Stutelberg
This paper aims to engage nine women English teachers in exploring their personal memories centered around the perception of their raced, classed and gendered teacher bodies, and led them to conceptualize teaching as invasion.,The process of collective memory work (CMW), a qualitative feminist research method, was used to structure collaborative sessions for the nine women English teachers. In these sessions, the group took up the CMW process as the memories were written, read, analyzed and theorized together.,The analyses of two memories from our group's work builds understanding of how the use of new materialism and a conceptualization of emotions as social, collective and agentic, can expand the understanding of the teacher bodies and disrupt normalizing narratives of teaching and learning. The post-humanist concept of intra-action leads one to better understand the boundaries in the teacher – student relationships that is built/invaded, and to see the ways materials, humans, emotions and discourses are entangled in the teaching encounters.,This study demonstrates how sustained and collective research methodologies like CMW can open space for teachers to more fully explore their identities, encounters and relationships. Further, unpacking everyday classroom moments (through the framework of literacy-as-event) can yield deep and critical understanding of how bodies, emotions and non-human objects all become entangled when teaching becomes an act of invasion.
本文以9位女英语教师为研究对象，探讨了她们对自己的种族、阶级和性别身体的感知，并引导她们将教学概念化为入侵。采用定性女性主义研究方法——集体记忆工作过程(process of collective memory work, CMW)，对9名女英语教师进行了合作教学。在这些会议中，小组接受了CMW过程，因为记忆被写入，读取，分析和理论化。对我们小组工作中的两个记忆的分析建立了对新唯物主义和将情感概念化为社会的、集体的和代理的理解，如何扩大对教师身体的理解，并破坏教学和学习的正常化叙述。后人文主义的“内行动”(intra-action)概念使人们更好地理解师生关系的边界，以及材料、人、情感和话语在教学相遇中纠缠的方式。这项研究展示了像CMW这样的持续和集体研究方法如何为教师更充分地探索他们的身份、遭遇和关系开辟空间。此外，将日常课堂时刻(通过“识字即事件”的框架)拆解，可以深刻而批判性地理解，当教学成为一种入侵行为时，身体、情感和非人类物体是如何纠缠在一起的。
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Pub Date : 2020-06-30DOI: 10.1108/etpc-11-2019-0161
Abigail Rombalski
This article aims to share findings from a youth-informed study with interracial anti-racist youth activist groups in two urban high schools.,The study used mostly critical ethnographic methods.,The findings showed that the agency of youth activists amplified their literacies of love and resistance, organizing, critical teaching, and knowledge. More research is needed in English education related to youth organizing activities across contexts as youth organizing work is largely unknown or underused by educators and schools.,Overall, this research supports humanizing collectives that amplify the literacies of youth and position youth-centered education for liberation.
{"title":"Connected literacies of anti-racist youth organizers","authors":"Abigail Rombalski","doi":"10.1108/etpc-11-2019-0161","DOIUrl":"https://doi.org/10.1108/etpc-11-2019-0161","url":null,"abstract":"This article aims to share findings from a youth-informed study with interracial anti-racist youth activist groups in two urban high schools.,The study used mostly critical ethnographic methods.,The findings showed that the agency of youth activists amplified their literacies of love and resistance, organizing, critical teaching, and knowledge. More research is needed in English education related to youth organizing activities across contexts as youth organizing work is largely unknown or underused by educators and schools.,Overall, this research supports humanizing collectives that amplify the literacies of youth and position youth-centered education for liberation.","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90749793","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 : 2020-06-30DOI: 10.1108/etpc-08-2019-0108
Keisha L. Green, D. Morales, C. G. Mwangi, Genia M. Bettencourt
Purpose This paper aims to focus on the construction of a third space within a high school. Specifically, the authors consider how youth of color engage the educational context of an 11th grade English language arts (ELA) class as a basis for (re)imagining their history, culture and themselves to construct counter-narratives away from framing their lived educational experiences as failures, deficient and depicted in “damage-centered” (Tuck, 2009) ways. The research engages the process and challenges of creating this type of space within a school setting, as well as examining the ways in which students envision these locations. Design/methodology/approach Critical ethnography centered the emphasis on youth engagement for social change, as well as the inquiry on how the classroom space was constructed, shared and navigated by the students and ourselves (Madison, 2005). In addition, the research design reflects critical ethnography through the use of prolonged participation in the field (nine and half months), a focus on culture (specifically school and classroom culture/climate) and a critical theory-based framework [hybridity, third space and youth participatory action research (YPAR)]. Findings Three major themes emerged from the data that demonstrate how instructors and students collectively engaged in a third space through the YPAR project. These themes include developing an ethic of care with students and among instructors, cultivating an atmosphere of social justice awareness and the contrast of the classroom space with the wider-Hillside Vocational High School environment. Originality/value The study engages the use of YPAR within a high school class that became a unique space for students to learn and develop. The ELA class did not just reflect adding the first space and second space together or merging the two. Instead, it seemed to demonstrate the creation of a new type of space or the development of a third space. In this space, students could bring and bridge their out-of-school and in-school experiences to develop new knowledge and ways of seeing the world.
{"title":"(Responding to) Youth epistemologies to create a third space: a reclamation of learning in an English language arts classroom","authors":"Keisha L. Green, D. Morales, C. G. Mwangi, Genia M. Bettencourt","doi":"10.1108/etpc-08-2019-0108","DOIUrl":"https://doi.org/10.1108/etpc-08-2019-0108","url":null,"abstract":"\u0000Purpose\u0000This paper aims to focus on the construction of a third space within a high school. Specifically, the authors consider how youth of color engage the educational context of an 11th grade English language arts (ELA) class as a basis for (re)imagining their history, culture and themselves to construct counter-narratives away from framing their lived educational experiences as failures, deficient and depicted in “damage-centered” (Tuck, 2009) ways. The research engages the process and challenges of creating this type of space within a school setting, as well as examining the ways in which students envision these locations.\u0000\u0000\u0000Design/methodology/approach\u0000Critical ethnography centered the emphasis on youth engagement for social change, as well as the inquiry on how the classroom space was constructed, shared and navigated by the students and ourselves (Madison, 2005). In addition, the research design reflects critical ethnography through the use of prolonged participation in the field (nine and half months), a focus on culture (specifically school and classroom culture/climate) and a critical theory-based framework [hybridity, third space and youth participatory action research (YPAR)].\u0000\u0000\u0000Findings\u0000Three major themes emerged from the data that demonstrate how instructors and students collectively engaged in a third space through the YPAR project. These themes include developing an ethic of care with students and among instructors, cultivating an atmosphere of social justice awareness and the contrast of the classroom space with the wider-Hillside Vocational High School environment.\u0000\u0000\u0000Originality/value\u0000The study engages the use of YPAR within a high school class that became a unique space for students to learn and develop. The ELA class did not just reflect adding the first space and second space together or merging the two. Instead, it seemed to demonstrate the creation of a new type of space or the development of a third space. In this space, students could bring and bridge their out-of-school and in-school experiences to develop new knowledge and ways of seeing the world.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80970028","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 : 2020-06-26DOI: 10.1108/etpc-10-2019-0136
Tiffany DeJaynes, Tabatha Cortes, Israt Hoque
This paper aims to examine a school-based Youth Participatory Action Research (YPAR) project on educational inequity and high stakes testing.,A former high school teacher (currently a university professor) and two former students (currently research assistants and university students) take up a youth studies framework to collaboratively resee multimodal artifacts from a tenth-grade course in qualitative research.,Findings illustrate the power of finding allies in peers and educators; the transformative power of deep participation; and the longitudinal nature of social change and action. Thus, this research demonstrates that when students are positioned as researchers, experts and knowledge producers, they can collaborate with one another, teachers and administrators to confront social inequities within their schools and beyond.,This study has value for applying critical, youth-centered pedagogies in secondary English language arts classrooms and schools.
{"title":"Participatory action research in schools: unpacking the lived inequities of high stakes testing","authors":"Tiffany DeJaynes, Tabatha Cortes, Israt Hoque","doi":"10.1108/etpc-10-2019-0136","DOIUrl":"https://doi.org/10.1108/etpc-10-2019-0136","url":null,"abstract":"This paper aims to examine a school-based Youth Participatory Action Research (YPAR) project on educational inequity and high stakes testing.,A former high school teacher (currently a university professor) and two former students (currently research assistants and university students) take up a youth studies framework to collaboratively resee multimodal artifacts from a tenth-grade course in qualitative research.,Findings illustrate the power of finding allies in peers and educators; the transformative power of deep participation; and the longitudinal nature of social change and action. Thus, this research demonstrates that when students are positioned as researchers, experts and knowledge producers, they can collaborate with one another, teachers and administrators to confront social inequities within their schools and beyond.,This study has value for applying critical, youth-centered pedagogies in secondary English language arts classrooms and schools.","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83461728","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 : 2020-06-11DOI: 10.1108/etpc-03-2020-0018
Ryan Murfield
Purpose This paper aims to identify challenges in a first attempt at teaching the Youth Lens in a secondary English classroom in South Korea. Design/methodology/approach This paper includes the author's observations of a senior English class in an international school in South Korea. Findings The author advocates that intersections of time, geography and culture have a significant influence that cannot be ignored when teaching about adolescence. Additionally, when bringing a Youth Lens into the classroom teachers need to be prepared to fully embrace its embedded questions of power between youth and adults. Originality/value This paper extends existing academic conversation on a Youth Lens to include both an international setting and instances in which the teacher is not of the majority demographic in the classroom.
{"title":"“It’s not like this here”: teaching a Youth Lens in South Korea","authors":"Ryan Murfield","doi":"10.1108/etpc-03-2020-0018","DOIUrl":"https://doi.org/10.1108/etpc-03-2020-0018","url":null,"abstract":"\u0000Purpose\u0000This paper aims to identify challenges in a first attempt at teaching the Youth Lens in a secondary English classroom in South Korea.\u0000\u0000\u0000Design/methodology/approach\u0000This paper includes the author's observations of a senior English class in an international school in South Korea.\u0000\u0000\u0000Findings\u0000The author advocates that intersections of time, geography and culture have a significant influence that cannot be ignored when teaching about adolescence. Additionally, when bringing a Youth Lens into the classroom teachers need to be prepared to fully embrace its embedded questions of power between youth and adults.\u0000\u0000\u0000Originality/value\u0000This paper extends existing academic conversation on a Youth Lens to include both an international setting and instances in which the teacher is not of the majority demographic in the classroom.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84020790","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 : 2020-06-10DOI: 10.1108/etpc-12-2019-0167
Sarah W. Beck, Karis Jones, Scott Storm, J. Torres, Holly Smith, Meghan Bennett
Purpose This study aims to explore and provide empirical evidence for ways that teachers can simultaneously support students’ literary reading and analytic writing through dialogic assessment, an approach to conferencing with writers that foregrounds process and integrates assessment and instruction. Design/methodology/approach This study uses qualitative research methods of three high school teachers’ dialogic assessment sessions with individual students to investigate how these teachers both assessed and taught literary reading moves as they observed and supported the students’ writing. An expanded version of Rainey’s (2017) scheme for coding literary reading practices was used. Findings The three teachers varied in the range and extent of literary reading practices they taught and supported. The practices that they most commonly modeled or otherwise supported were making claims, seeking patterns and articulating puzzles. The variation we observed in their literary reading practices may be attributed to institutional characteristics of the teachers’ contexts. Research limitations/implications This study illustrates how the concept of prolepsis can be productively used as a lens through which to understand teachers’ instructional choices. Practical implications The descriptive findings show how individualized coaching of students’ writing about literature can also support literary reading. Teachers of English need not worry that they have to choose between teaching writing and teaching reading. Originality/value This study presents dialogic assessment as a useful way to guide students through the writing process and literary interpretation simultaneously.
{"title":"Moves that matter: dialogic writing assessment and literary reading","authors":"Sarah W. Beck, Karis Jones, Scott Storm, J. Torres, Holly Smith, Meghan Bennett","doi":"10.1108/etpc-12-2019-0167","DOIUrl":"https://doi.org/10.1108/etpc-12-2019-0167","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore and provide empirical evidence for ways that teachers can simultaneously support students’ literary reading and analytic writing through dialogic assessment, an approach to conferencing with writers that foregrounds process and integrates assessment and instruction.\u0000\u0000\u0000Design/methodology/approach\u0000This study uses qualitative research methods of three high school teachers’ dialogic assessment sessions with individual students to investigate how these teachers both assessed and taught literary reading moves as they observed and supported the students’ writing. An expanded version of Rainey’s (2017) scheme for coding literary reading practices was used.\u0000\u0000\u0000Findings\u0000The three teachers varied in the range and extent of literary reading practices they taught and supported. The practices that they most commonly modeled or otherwise supported were making claims, seeking patterns and articulating puzzles. The variation we observed in their literary reading practices may be attributed to institutional characteristics of the teachers’ contexts.\u0000\u0000\u0000Research limitations/implications\u0000This study illustrates how the concept of prolepsis can be productively used as a lens through which to understand teachers’ instructional choices.\u0000\u0000\u0000Practical implications\u0000The descriptive findings show how individualized coaching of students’ writing about literature can also support literary reading. Teachers of English need not worry that they have to choose between teaching writing and teaching reading.\u0000\u0000\u0000Originality/value\u0000This study presents dialogic assessment as a useful way to guide students through the writing process and literary interpretation simultaneously.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80803516","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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