Pub Date : 2019-11-11DOI: 10.1108/etpc-09-2018-0080
L. Choi
Purpose With an increasing emphasis on the reading development of L2 learners of English and a growing body of literature on L2 reading, it is now time to examine what the current research on L2 reading says about L2 learners’ reading development and to discuss what would be a desirable future for L2 reading studies. Focusing on the L2 reading of upper elementary, middle and high school students in L1 settings, this study aims to carefully, but critically, explore the major research studies published in the past three decades. In particular, it uses sociocultural and critical frameworks that view language as a social phenomenon and literacy as a constellation of socially contextualized practices to explore the issue of L2 reading. Design/methodology/approach To identify key findings about L2 reading, a systematic literature review of studies examining L2 reading in L1 settings was conducted. A critical examination and analysis of 91 studies on L2 reading for upper elementary students (Grades 4-12) are presented here. Based on the literature review, the major issues addressed in the previous section are revisited, and the requirements of future research on L2 reading are discussed. Findings Three major changes have taken place in L2 reading studies: from monolingual/L1-based research to multilingual/L2-based research; developing the socially situated model of literacy (literacies); and adopting a sociocultural and critical lens: L2 reading and L2 reading assessment. Based on the critical review of the major research studies published in the past three decades, this paper identifies the research and approach required to advance the field of L2 reading: the continua of L1 and L2 reading, macro–micro analysis of L2 reading context and diversification of L2 reading research. Originality/value Based on a systematic literature review, it demonstrates the current trends in L2 reading research, to examine the key findings and implications, and to identify what additional research or paradigms are required to advance the field. The literature review presented in this paper helps language educators, policy-makers and school administers at all levels in both first-and second-language contexts to better understand the rapidly increasing number of L2 English learners in L1 classroom settings.
{"title":"Sociocultural research on L2 reading in L1 settings: a critical review on the past 30 years","authors":"L. Choi","doi":"10.1108/etpc-09-2018-0080","DOIUrl":"https://doi.org/10.1108/etpc-09-2018-0080","url":null,"abstract":"\u0000Purpose\u0000With an increasing emphasis on the reading development of L2 learners of English and a growing body of literature on L2 reading, it is now time to examine what the current research on L2 reading says about L2 learners’ reading development and to discuss what would be a desirable future for L2 reading studies. Focusing on the L2 reading of upper elementary, middle and high school students in L1 settings, this study aims to carefully, but critically, explore the major research studies published in the past three decades. In particular, it uses sociocultural and critical frameworks that view language as a social phenomenon and literacy as a constellation of socially contextualized practices to explore the issue of L2 reading.\u0000\u0000\u0000Design/methodology/approach\u0000To identify key findings about L2 reading, a systematic literature review of studies examining L2 reading in L1 settings was conducted. A critical examination and analysis of 91 studies on L2 reading for upper elementary students (Grades 4-12) are presented here. Based on the literature review, the major issues addressed in the previous section are revisited, and the requirements of future research on L2 reading are discussed.\u0000\u0000\u0000Findings\u0000Three major changes have taken place in L2 reading studies: from monolingual/L1-based research to multilingual/L2-based research; developing the socially situated model of literacy (literacies); and adopting a sociocultural and critical lens: L2 reading and L2 reading assessment. Based on the critical review of the major research studies published in the past three decades, this paper identifies the research and approach required to advance the field of L2 reading: the continua of L1 and L2 reading, macro–micro analysis of L2 reading context and diversification of L2 reading research.\u0000\u0000\u0000Originality/value\u0000Based on a systematic literature review, it demonstrates the current trends in L2 reading research, to examine the key findings and implications, and to identify what additional research or paradigms are required to advance the field. The literature review presented in this paper helps language educators, policy-makers and school administers at all levels in both first-and second-language contexts to better understand the rapidly increasing number of L2 English learners in L1 classroom settings.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"17 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88201771","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 : 2019-11-11DOI: 10.1108/etpc-10-2018-0086
Laya Heidari Darani, Nafiseh Hosseinpour
Purpose The purpose of this paper is to investigate and compare the effects of group-to-whole student-led oral discussion and small-group collaborative drafting as pre-writing tasks on Iranian intermediate English as a foreign language (EFL) learners’ writing performance. Additionally, the difference between the writing components was examined. Design/methodology/approach To achieve these objectives, a group of 120 intermediate EFL learners participated in a pretest–posttest study in which they were randomly assigned into two experimental groups and one control group. The students in all three groups were tasked with writing a textbook evaluation report for the pretest and posttest. The pre-writing process in the first experimental group consisted of a group-to-whole student-led oral discussion, while the second experimental group engaged in small-group collaborative drafting. Findings The results indicate that both pre-tasks were effective in improving the participants’ writing skill, while collaborative drafting was even more efficient. Furthermore, it was observed that more writing components improved through collaborative drafting. It is concluded, therefore, that the social atmosphere created through oral discussion and the scaffolding resulting from collaborative drafting can help in writing improvement. Research limitations/implications The findings herein can have implications for first language (L1) composition instruction and second language (L2) writing teaching and, thus, underscoring the utility of the social constructivist approach to writing instruction. Originality/value As there has been no study conducted to explore the effects of group-to-whole student-led oral discussion on EFL learners’ writing skill and to compare its impacts to those of small-group collaborative drafting, the results of this study fill this gap in the literature.
{"title":"Pedagogical utility of oral discussion versus collaborative drafting","authors":"Laya Heidari Darani, Nafiseh Hosseinpour","doi":"10.1108/etpc-10-2018-0086","DOIUrl":"https://doi.org/10.1108/etpc-10-2018-0086","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to investigate and compare the effects of group-to-whole student-led oral discussion and small-group collaborative drafting as pre-writing tasks on Iranian intermediate English as a foreign language (EFL) learners’ writing performance. Additionally, the difference between the writing components was examined.\u0000\u0000\u0000Design/methodology/approach\u0000To achieve these objectives, a group of 120 intermediate EFL learners participated in a pretest–posttest study in which they were randomly assigned into two experimental groups and one control group. The students in all three groups were tasked with writing a textbook evaluation report for the pretest and posttest. The pre-writing process in the first experimental group consisted of a group-to-whole student-led oral discussion, while the second experimental group engaged in small-group collaborative drafting.\u0000\u0000\u0000Findings\u0000The results indicate that both pre-tasks were effective in improving the participants’ writing skill, while collaborative drafting was even more efficient. Furthermore, it was observed that more writing components improved through collaborative drafting. It is concluded, therefore, that the social atmosphere created through oral discussion and the scaffolding resulting from collaborative drafting can help in writing improvement.\u0000\u0000\u0000Research limitations/implications\u0000The findings herein can have implications for first language (L1) composition instruction and second language (L2) writing teaching and, thus, underscoring the utility of the social constructivist approach to writing instruction.\u0000\u0000\u0000Originality/value\u0000As there has been no study conducted to explore the effects of group-to-whole student-led oral discussion on EFL learners’ writing skill and to compare its impacts to those of small-group collaborative drafting, the results of this study fill this gap in the literature.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"13 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80863196","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 : 2019-11-11DOI: 10.1108/etpc-11-2018-0099
Christopher J. Wagner, Marcela Ossa Parra, C. P. Proctor
Purpose This paper aims to report on the decisions two teachers made about how to engage with a five-year school–university collaboration that used professional development (PD) to foster changes in language instruction for teachers of multilingual learners. Design/methodology/approach A longitudinal case study was used to examine the experiences of two teachers to provide insights into classroom-level decisions and changes in instructional practices. Findings Changes in instructional practices occurred when teachers made active, engaged choices about their own learning and teaching in the classroom. Teacher learning did not follow a consistent trajectory of improvement and contained contradictions, and early decisions about how to engage with PD affected the pace and nature of teacher learning. Through personal decisions about how to engage with PD, teachers adopted new instructional practices to support multilingual learners. Positive changes required extended time for teachers to implement new practices successfully. Practical implications This collaboration points to a need for long-term PD partnerships that value teacher agency to produce instructional changes that support multilingual learners. Originality/value PD can play a key role in transforming literacy instruction for multilingual learners. Teacher agency, including the decisions teachers make about how to engage with professional learning opportunities and how to enact new instructional practices in the classroom, mediates the efficacy of PD initiatives. This longitudinal case study contributes to the understanding of effective PD by presenting two contrasting case studies of teacher agency and learning during long-term school–university collaboration.
{"title":"Teacher agency in a multiyear professional development collaborative","authors":"Christopher J. Wagner, Marcela Ossa Parra, C. P. Proctor","doi":"10.1108/etpc-11-2018-0099","DOIUrl":"https://doi.org/10.1108/etpc-11-2018-0099","url":null,"abstract":"\u0000Purpose\u0000This paper aims to report on the decisions two teachers made about how to engage with a five-year school–university collaboration that used professional development (PD) to foster changes in language instruction for teachers of multilingual learners.\u0000\u0000\u0000Design/methodology/approach\u0000A longitudinal case study was used to examine the experiences of two teachers to provide insights into classroom-level decisions and changes in instructional practices.\u0000\u0000\u0000Findings\u0000Changes in instructional practices occurred when teachers made active, engaged choices about their own learning and teaching in the classroom. Teacher learning did not follow a consistent trajectory of improvement and contained contradictions, and early decisions about how to engage with PD affected the pace and nature of teacher learning. Through personal decisions about how to engage with PD, teachers adopted new instructional practices to support multilingual learners. Positive changes required extended time for teachers to implement new practices successfully.\u0000\u0000\u0000Practical implications\u0000This collaboration points to a need for long-term PD partnerships that value teacher agency to produce instructional changes that support multilingual learners.\u0000\u0000\u0000Originality/value\u0000PD can play a key role in transforming literacy instruction for multilingual learners. Teacher agency, including the decisions teachers make about how to engage with professional learning opportunities and how to enact new instructional practices in the classroom, mediates the efficacy of PD initiatives. This longitudinal case study contributes to the understanding of effective PD by presenting two contrasting case studies of teacher agency and learning during long-term school–university collaboration.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84735529","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 : 2019-11-11DOI: 10.1108/etpc-12-2018-0118
S. Drew, Cathy Sosnowski
PurposeThis study aims to explore the construct of teacher resilience. Researchers examined the relationship among complex risk (constraining) factors leading to burnout and attrition, as well as protective (enabling) factors that allow teachers to adapt and thrive within stressful school settings.Design/methodology/approachThis paper presents results from three focus groups comprised of 33 English language arts teachers across diverse school districts. Utilizing situational analysis, developed from grounded theory, the research plan included six stages: development of initial situational map honoring theoretical sensitivity, theoretical sampling, data collection, coding, memoing, sorting, revising of the initial map based on analysis and literature review to develop the relational map.FindingsThree propositions emerged beginning to comprise a theory of teacher resilience. (1) Resilient teachers embed roots in their school communities to withstand challenges, pulling from a sense of purpose to navigate constraining factors and benefit from enabling factors. (2) Resilient teachers embrace uncertainty, reframing negative experiences into learning experiences. Reframing helps teachers retain power, not cede it to situations, which helps balance constraining and enabling factors. (3) Teachers use relationships with colleagues, students and school leaders to endure challenges. The dynamic interaction between internal and external enabling and constraining factors is depicted on the situational map illustrating how factors counterbalance to either predict positive outcomes such as resilience and agency or negative outcomes such as burnout or attrition.Originality/valueDespite a robust international evidence base, there is a dearth of US studies exploring teacher resilience. This study proposes a theory of teacher resilience relevant to US schools and recommends practical applications and future research.
{"title":"Emerging theory of teacher resilience: a situational analysis","authors":"S. Drew, Cathy Sosnowski","doi":"10.1108/etpc-12-2018-0118","DOIUrl":"https://doi.org/10.1108/etpc-12-2018-0118","url":null,"abstract":"PurposeThis study aims to explore the construct of teacher resilience. Researchers examined the relationship among complex risk (constraining) factors leading to burnout and attrition, as well as protective (enabling) factors that allow teachers to adapt and thrive within stressful school settings.Design/methodology/approachThis paper presents results from three focus groups comprised of 33 English language arts teachers across diverse school districts. Utilizing situational analysis, developed from grounded theory, the research plan included six stages: development of initial situational map honoring theoretical sensitivity, theoretical sampling, data collection, coding, memoing, sorting, revising of the initial map based on analysis and literature review to develop the relational map.FindingsThree propositions emerged beginning to comprise a theory of teacher resilience. (1) Resilient teachers embed roots in their school communities to withstand challenges, pulling from a sense of purpose to navigate constraining factors and benefit from enabling factors. (2) Resilient teachers embrace uncertainty, reframing negative experiences into learning experiences. Reframing helps teachers retain power, not cede it to situations, which helps balance constraining and enabling factors. (3) Teachers use relationships with colleagues, students and school leaders to endure challenges. The dynamic interaction between internal and external enabling and constraining factors is depicted on the situational map illustrating how factors counterbalance to either predict positive outcomes such as resilience and agency or negative outcomes such as burnout or attrition.Originality/valueDespite a robust international evidence base, there is a dearth of US studies exploring teacher resilience. This study proposes a theory of teacher resilience relevant to US schools and recommends practical applications and future research.","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"117 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80470501","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 : 2019-10-14DOI: 10.1108/etpc-12-2018-0121
Danielle M. Lillge
Purpose Current top-down literacy reform mandates have reenergized attention to professional development (PD) outcomes. Still, questions remain about why English teachers struggle to apply their learning. Refocusing attention on understanding the complex yet critical relationship between professional development (PD) facilitators and teachers offers one explanation. Design/methodology/approach Using a telling case from an interactional ethnography, this paper illustrates how through their language-in-use teachers and facilitators can productively resolve conflicts that, if left unaddressed, can prevent teachers from acting on their professional learning. Findings A set of discursive moves – flagging, naming, soliciting and processing – provide a toolkit for surfacing and successfully resolving conflict in PD interactions. Research limitations/implications These moves offer a way of prioritizing the importance of teacher–facilitator relationships in future research aimed at addressing the longstanding conundrum of how best to support English teachers’ ongoing professional learning. Practical implications Teaching facilitators and teachers how to collaboratively address inevitable conflicts offers a needed intervention in supporting both teacher and facilitator learning. Originality/value Previous research has affirmed that facilitators, like teachers, need support for navigating the complexity of professional learning interactions. This paper offers a language for uncovering why teacher–facilitator interactions can be so challenging for teachers and facilitators as well as ways of responding productively in-the-moment. It contributes to a more capacious understanding of how these relationships shape diverse English teacher learning.
{"title":"Improving professional development relationships that support teacher learning","authors":"Danielle M. Lillge","doi":"10.1108/etpc-12-2018-0121","DOIUrl":"https://doi.org/10.1108/etpc-12-2018-0121","url":null,"abstract":"\u0000Purpose\u0000Current top-down literacy reform mandates have reenergized attention to professional development (PD) outcomes. Still, questions remain about why English teachers struggle to apply their learning. Refocusing attention on understanding the complex yet critical relationship between professional development (PD) facilitators and teachers offers one explanation.\u0000\u0000\u0000Design/methodology/approach\u0000Using a telling case from an interactional ethnography, this paper illustrates how through their language-in-use teachers and facilitators can productively resolve conflicts that, if left unaddressed, can prevent teachers from acting on their professional learning.\u0000\u0000\u0000Findings\u0000A set of discursive moves – flagging, naming, soliciting and processing – provide a toolkit for surfacing and successfully resolving conflict in PD interactions.\u0000\u0000\u0000Research limitations/implications\u0000These moves offer a way of prioritizing the importance of teacher–facilitator relationships in future research aimed at addressing the longstanding conundrum of how best to support English teachers’ ongoing professional learning.\u0000\u0000\u0000Practical implications\u0000Teaching facilitators and teachers how to collaboratively address inevitable conflicts offers a needed intervention in supporting both teacher and facilitator learning.\u0000\u0000\u0000Originality/value\u0000Previous research has affirmed that facilitators, like teachers, need support for navigating the complexity of professional learning interactions. This paper offers a language for uncovering why teacher–facilitator interactions can be so challenging for teachers and facilitators as well as ways of responding productively in-the-moment. It contributes to a more capacious understanding of how these relationships shape diverse English teacher learning.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"157 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79957094","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 : 2019-10-14DOI: 10.1108/ETPC-07-2018-0070
Feng Teng
PurposeThis study aims to examine the writing outcomes of 6th-grade students learning English as a second language.Design/methodology/approachIn all 45 students in a text structure instruction (TSI) group were compared with 45 students in a self-regulated strategy instruction (SRSI) group and 43 students receiving traditional writing instruction. SRSI was adapted from the self-regulated strategy development (SRSD) model (MacArthur et al., 2015). The SRSD model includes self-regulation writing strategies, text and genre knowledge and think-aloud modeling. Findings allowed for a comparison of TSI and SRSI, in which organization knowledge does not need to be taught using SRSD methods. Measures of writing outcomes, including writing quality and summarization of main ideas, were administered after a one-month intervention.FindingsResults revealed that, compared with traditional instruction, the TSI and SRSI groups each exhibited better writing outcomes. Compared with the traditional instruction group, each technique had a unique impact: SRSI on writing quality, and TSI on main ideas included in written summaries. Linguistic and textual analyses of students’ writing revealed that the TSI and SRSI group learners both demonstrated high syntactic complexity, content organization and lexical variation in their compositions.Research limitations/implicationsThe present study provides empirical evidence that explicit teaching of SRSI writing strategies or TSI can be implemented effectively and elicit gains in elementary school L2 learners’ written output. A clear division does not exist between self-regulated writing strategies and text structure knowledge; the two techniques should be complementary, as suggested in the earlier SRSD model.Originality/valueClassroom-based research has addressed the need to enhance self-regulated capacity in writing. However, writing has become more challenging for primary school learners. In addition, writing is a cognitively demanding process. The plethora of processes involved in writing may be one of the factors that caused difficulties in writing. Thus, writing proficiency relies on the development of text structure knowledge and the fostering of self-regulation capabilities.
目的本研究旨在考察六年级学生以英语为第二语言学习的写作成绩。设计/方法/方法文本结构指导组(TSI)的45名学生与自我调节策略指导组(SRSI)的45名学生和接受传统写作指导的43名学生进行了比较。SRSI改编自自我调节策略发展(SRSD)模型(MacArthur et al.， 2015)。SRSD模型包括自我调节写作策略、文本和体裁知识以及有声思考模型。研究结果允许对TSI和SRSI进行比较，其中不需要使用SRSD方法教授组织知识。在一个月的干预后，对写作结果进行测量，包括写作质量和主要思想的总结。结果显示，与传统教学相比，TSI组和SRSI组都表现出更好的写作效果。与传统教学组相比，每种技术都有独特的影响:SRSI对写作质量的影响，TSI对书面摘要中包含的主要思想的影响。对学生作文的语言和语篇分析表明，TSI组和SRSI组学习者在作文中都表现出较高的句法复杂性、内容组织和词汇多样性。研究局限/启示本研究提供了经验证据，表明SRSI写作策略或TSI的显式教学可以有效实施，并在小学二语学习者的书面输出中获得收益。自主写作策略与篇章结构知识之间没有明确的界限;正如前面的SRSD模型所建议的那样，这两种技术应该是互补的。原创性/价值基于课堂的研究解决了提高自我调节写作能力的需要。然而，对于小学生来说，写作变得更具挑战性。此外，写作是一个对认知要求很高的过程。写作中涉及的过多的过程可能是造成写作困难的因素之一。因此，熟练的写作依赖于文本结构知识的发展和自我调节能力的培养。
{"title":"A comparison of text structure and self-regulated strategy instruction for elementary school students’ writing","authors":"Feng Teng","doi":"10.1108/ETPC-07-2018-0070","DOIUrl":"https://doi.org/10.1108/ETPC-07-2018-0070","url":null,"abstract":"PurposeThis study aims to examine the writing outcomes of 6th-grade students learning English as a second language.Design/methodology/approachIn all 45 students in a text structure instruction (TSI) group were compared with 45 students in a self-regulated strategy instruction (SRSI) group and 43 students receiving traditional writing instruction. SRSI was adapted from the self-regulated strategy development (SRSD) model (MacArthur et al., 2015). The SRSD model includes self-regulation writing strategies, text and genre knowledge and think-aloud modeling. Findings allowed for a comparison of TSI and SRSI, in which organization knowledge does not need to be taught using SRSD methods. Measures of writing outcomes, including writing quality and summarization of main ideas, were administered after a one-month intervention.FindingsResults revealed that, compared with traditional instruction, the TSI and SRSI groups each exhibited better writing outcomes. Compared with the traditional instruction group, each technique had a unique impact: SRSI on writing quality, and TSI on main ideas included in written summaries. Linguistic and textual analyses of students’ writing revealed that the TSI and SRSI group learners both demonstrated high syntactic complexity, content organization and lexical variation in their compositions.Research limitations/implicationsThe present study provides empirical evidence that explicit teaching of SRSI writing strategies or TSI can be implemented effectively and elicit gains in elementary school L2 learners’ written output. A clear division does not exist between self-regulated writing strategies and text structure knowledge; the two techniques should be complementary, as suggested in the earlier SRSD model.Originality/valueClassroom-based research has addressed the need to enhance self-regulated capacity in writing. However, writing has become more challenging for primary school learners. In addition, writing is a cognitively demanding process. The plethora of processes involved in writing may be one of the factors that caused difficulties in writing. Thus, writing proficiency relies on the development of text structure knowledge and the fostering of self-regulation capabilities.","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"66 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90395115","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 : 2019-10-14DOI: 10.1108/etpc-11-2018-0092
Kate T. Anderson, Dani Kachorsky
Purpose This article presents an analysis of empirical literature on classroom assessment of students’ multimodal compositions to characterize the field and make recommendations for teachers and researchers. Design/methodology/approach An interpretive synthesis of the literature related to practices and possibilities for assessing students’ multimodal compositions. Findings Findings present three overarching types of studies across the body of literature on assessment of student multimodal compositions: reshaping educational practices, promoting multiliteracies approaches to learning and evaluating students’ understanding and competence. These studies’ recommendations range along a continuum of more to less structural changes to “what counts” in classrooms. Research limitations/implications This review only considers studies published in English from 2000to 2019. Future studies could extend these parameters. Practical implications This analysis of the literature on assessing student multimodal compositions highlights foundational differences across studies’ purposes and offers guidance for educations seeking to revise their practices, whether their goals are more theoretical/philosophical, oriented toward reshaping classroom practice or focused on ways of measuring student understanding. Social implications Rethinking assessment can reshape educational practices to be more equitable, more theoretically commensurate with teachers’ beliefs and/or include more thorough and accurate measures of student understanding. Changes to any or all of these facets of educational practices can lead to continued discussion and change regarding the role of multimodal composition in teaching and learning. Originality/value This study fills a gap in the literature by considering what empirical studies suggest about why, how and what to assess with regard to multimodal compositions.
{"title":"Assessing students’ multimodal compositions: an analysis of the literature","authors":"Kate T. Anderson, Dani Kachorsky","doi":"10.1108/etpc-11-2018-0092","DOIUrl":"https://doi.org/10.1108/etpc-11-2018-0092","url":null,"abstract":"\u0000Purpose\u0000This article presents an analysis of empirical literature on classroom assessment of students’ multimodal compositions to characterize the field and make recommendations for teachers and researchers.\u0000\u0000\u0000Design/methodology/approach\u0000An interpretive synthesis of the literature related to practices and possibilities for assessing students’ multimodal compositions.\u0000\u0000\u0000Findings\u0000Findings present three overarching types of studies across the body of literature on assessment of student multimodal compositions: reshaping educational practices, promoting multiliteracies approaches to learning and evaluating students’ understanding and competence. These studies’ recommendations range along a continuum of more to less structural changes to “what counts” in classrooms.\u0000\u0000\u0000Research limitations/implications\u0000This review only considers studies published in English from 2000to 2019. Future studies could extend these parameters.\u0000\u0000\u0000Practical implications\u0000This analysis of the literature on assessing student multimodal compositions highlights foundational differences across studies’ purposes and offers guidance for educations seeking to revise their practices, whether their goals are more theoretical/philosophical, oriented toward reshaping classroom practice or focused on ways of measuring student understanding.\u0000\u0000\u0000Social implications\u0000Rethinking assessment can reshape educational practices to be more equitable, more theoretically commensurate with teachers’ beliefs and/or include more thorough and accurate measures of student understanding. Changes to any or all of these facets of educational practices can lead to continued discussion and change regarding the role of multimodal composition in teaching and learning.\u0000\u0000\u0000Originality/value\u0000This study fills a gap in the literature by considering what empirical studies suggest about why, how and what to assess with regard to multimodal compositions.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"74 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88523302","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 : 2019-10-14DOI: 10.1108/etpc-03-2019-0041
Jennifer Farrar, K. Stone
Purpose Critical literacy foregrounds the relationship between language and power by focusing on how texts work and in whose interests (Luke, 2012, p. 5). It is highlighted as an “important skill” within Scotland’s national educational framework for 3-18 year olds, the Curriculum for Excellence (CfE), yet, as this paper aims to show, what the concept means is far from clear for policy users (Scottish Government, 2009e). Design/methodology/approach Using a lens that draws from critical discourse analysis, critical content analysis (Luke, 2001; Beach et al., 2009; Fairclough, 2010) and Ball’s method of policy analysis (2015), the authors find that the term “critical literacy” has been applied incoherently within key CfE documentation, including the frequent conflation of critical literacy with critical reading and critical thinking. Findings The authors argue that the CfE’s use of “critical literacy” is a misnomer, given that the version presented is an amalgamation of literacy-related competences drawing largely from psychological and not socio-political perspectives of literacy. Social implications This is a missed opportunity, given the Scottish Government’s stated commitment to social justice in policy terms (Scottish Executive, 2000; Scottish Government, 2016), not forgetting the powerful benefits that a critically literate stance could bring to Scotland’s learners at this time of communicative change and challenge. Originality/value While the authors offer a contextualized view of the ways in which the term “critical literacy” has been incorporated into Scottish educational policy, they propose that its implications go beyond national boundaries.
批判性读写能力通过关注文本如何工作以及谁的利益来强调语言和权力之间的关系(卢克，2012，第5页)。在苏格兰3-18岁儿童的国家教育框架中，它被强调为一项“重要技能”，即卓越课程(CfE)，然而，正如本文旨在表明的那样，对于政策使用者来说，这一概念意味着什么还远远不够清楚(苏格兰政府，2009)。设计/方法论/方法使用批评性话语分析、批评性内容分析的视角(Luke, 2001;Beach et al.， 2009;费尔克劳(Fairclough, 2010)和鲍尔(Ball)的政策分析方法(2015)，作者发现，在CfE的关键文件中，“批判性素养”一词的应用并不连贯，包括经常将批判性素养与批判性阅读和批判性思维混为一谈。研究结果作者认为，CfE使用“批判性读写能力”是一种用词不当，因为所提出的版本是读写能力相关能力的融合，主要来自心理而不是社会政治的读写能力观点。社会影响考虑到苏格兰政府在政策方面对社会正义的承诺，这是一个错失的机会(苏格兰行政部门，2000;苏格兰政府，2016年)，不要忘记在这个交流变化和挑战的时代，批判性文化立场可以给苏格兰学习者带来的强大好处。原创性/价值虽然作者对“批判性素养”一词被纳入苏格兰教育政策的方式提供了一种情境化的观点，但他们提出，它的含义超越了国界。
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Pub Date : 2019-10-14DOI: 10.1108/etpc-11-2018-0104
S. Schmier
Purpose In this paper, the author extends the current research on standardized performance assessments in preservice education by moving with novice teachers from their student teaching experiences into their first years as fully certified classroom teachers. Here, the author draws on scholarship that conceptualizes literacies as performative (Alexander, 2005; Youdell, 2010) to examine how engaging in a standardized performance assessment process shaped the teaching identities that participants carried into their first years of teaching in the field. Design/methodology/approach Through a qualitative case study, the author investigates the experiences of a group of six novice elementary educators in their first years in the classroom after completing the standardized performance assessment Educative Performance Assessment as a major component of their certification program. Data, which included focus group and individual interviews and artifacts (instructional handouts, teaching videos, lesson plans, written reflective commentaries), were analyzed through a performance lens. Findings Findings highlight how engaging with a standardized performance assessment shaped the meanings that participants made of their teaching practices, including lesson planning and implementation for and with students from diverse linguistic and cultural backgrounds. Originality/value This paper offers insights that can support teacher educators working toward preparing teachers for work with diverse students in public school classrooms that might produce more equitable policies, practices and transformative reforms, particularly for historically marginalized groups.
{"title":"Performing the performance assessment","authors":"S. Schmier","doi":"10.1108/etpc-11-2018-0104","DOIUrl":"https://doi.org/10.1108/etpc-11-2018-0104","url":null,"abstract":"\u0000Purpose\u0000In this paper, the author extends the current research on standardized performance assessments in preservice education by moving with novice teachers from their student teaching experiences into their first years as fully certified classroom teachers. Here, the author draws on scholarship that conceptualizes literacies as performative (Alexander, 2005; Youdell, 2010) to examine how engaging in a standardized performance assessment process shaped the teaching identities that participants carried into their first years of teaching in the field.\u0000\u0000\u0000Design/methodology/approach\u0000Through a qualitative case study, the author investigates the experiences of a group of six novice elementary educators in their first years in the classroom after completing the standardized performance assessment Educative Performance Assessment as a major component of their certification program. Data, which included focus group and individual interviews and artifacts (instructional handouts, teaching videos, lesson plans, written reflective commentaries), were analyzed through a performance lens.\u0000\u0000\u0000Findings\u0000Findings highlight how engaging with a standardized performance assessment shaped the meanings that participants made of their teaching practices, including lesson planning and implementation for and with students from diverse linguistic and cultural backgrounds.\u0000\u0000\u0000Originality/value\u0000This paper offers insights that can support teacher educators working toward preparing teachers for work with diverse students in public school classrooms that might produce more equitable policies, practices and transformative reforms, particularly for historically marginalized groups.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"43 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88610617","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 : 2019-10-14DOI: 10.1108/ETPC-12-2018-0129
Amber Jensen
Purpose This paper aims to recommend that English educators engage preservice teachers (PSTs) in thinking and acting agentively in twenty-first century writing instruction by prompting them to examine and (re)construct discourses around identity, beliefs and teaching contexts. It explores metacognitive interventions that supported one PST to assume agency to implement twenty-first century writing pedagogies that challenged institutional and curricular norms. Design/methodology/approach A case study design was used to explore how one PST enacted agency in teaching twenty-first century writing during student teaching. Data were collected from five stimulated recall interviews that prompted metacognition over a four-month internship semester. Emerging themes were analyzed using content analysis. Findings During interviews, the PST constructed narratives about herself, her beliefs and her teaching context in ways that catalyzed her agency to enact twenty-first century writing pedagogies in planning for instruction, framing learning with her students and negotiating with her colleagues. The PST perceived metacognitive intervention as a supportive framework for activating her agency to both “see” and “sell” (Nowacek, 2011) possibilities for implementing twenty-first century writing instruction in her first teaching context. Originality/value While most existing literature on teacher agency focuses on practicing teachers, this paper focuses on activating agency during teacher preparation. It draws upon theories of regulative discourse (Mills, 2015), transfer (Nowacek, 2011) and metacognition as constructs for agency to identify how English educators can prepare PSTs as agents for change.
{"title":"Fostering preservice teacher agency in 21st century writing instruction","authors":"Amber Jensen","doi":"10.1108/ETPC-12-2018-0129","DOIUrl":"https://doi.org/10.1108/ETPC-12-2018-0129","url":null,"abstract":"\u0000Purpose\u0000This paper aims to recommend that English educators engage preservice teachers (PSTs) in thinking and acting agentively in twenty-first century writing instruction by prompting them to examine and (re)construct discourses around identity, beliefs and teaching contexts. It explores metacognitive interventions that supported one PST to assume agency to implement twenty-first century writing pedagogies that challenged institutional and curricular norms.\u0000\u0000\u0000Design/methodology/approach\u0000A case study design was used to explore how one PST enacted agency in teaching twenty-first century writing during student teaching. Data were collected from five stimulated recall interviews that prompted metacognition over a four-month internship semester. Emerging themes were analyzed using content analysis.\u0000\u0000\u0000Findings\u0000During interviews, the PST constructed narratives about herself, her beliefs and her teaching context in ways that catalyzed her agency to enact twenty-first century writing pedagogies in planning for instruction, framing learning with her students and negotiating with her colleagues. The PST perceived metacognitive intervention as a supportive framework for activating her agency to both “see” and “sell” (Nowacek, 2011) possibilities for implementing twenty-first century writing instruction in her first teaching context.\u0000\u0000\u0000Originality/value\u0000While most existing literature on teacher agency focuses on practicing teachers, this paper focuses on activating agency during teacher preparation. It draws upon theories of regulative discourse (Mills, 2015), transfer (Nowacek, 2011) and metacognition as constructs for agency to identify how English educators can prepare PSTs as agents for change.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"14 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82907040","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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