Richard Beach, Martha Bigelow, Peggy DeLapp, Deborah Dillon, Lee Galda, Lori Helman, Julie Shalhope Kalnin, Timothy Lensmire, David O'Brien, Karen A. Jorgensen, Lauren Liang, Gert Rijlaarsdam, Tanja Janssen
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{"title":"Annotated Bibliography of Research in the Teaching of English","authors":"Richard Beach, Martha Bigelow, Peggy DeLapp, Deborah Dillon, Lee Galda, Lori Helman, Julie Shalhope Kalnin, Timothy Lensmire, David O'Brien, Karen A. Jorgensen, Lauren Liang, Gert Rijlaarsdam, Tanja Janssen","doi":"10.58680/rte202332358","DOIUrl":"https://doi.org/10.58680/rte202332358","url":null,"abstract":"Preview this article: Annotated Bibliography of Research in the Teaching of English, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/57/3/researchintheteachingofenglish32358-1.gif","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136019468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An equitable education for linguistically minoritized and racialized-Othered youth fosters their biliteracy and critical consciousness about racial ideologies. Yet little is known about how or whether secondary-level dual-language bilingual-education programs and teachers seek to enhance students’ critical consciousness—especially as a means of grappling with racist ideologies. Drawing together literacy and race studies in education, I theorize a continuum of racial literacies, then employ it to examine dual-language curriculum and instruction practices. I use interview and classroom-observation data to reveal that a racially diverse dual-language program offered more racial-literacy practices on the hegemonic end of the continuum than the counterhegemonic end. Using teachers’ practices as an index of their program’s stance on racial literacy, I argue that the program provided a whitestream bilingual education: it offered biliteracy schooling through hegemonic racial-literacy practices that perpetuate white supremacy. The teachers’ successes and challenges speak to the need for structural attention to resources, training, and program-wide support for critical-racial-literacy practices. I conclude the article by joining calls for bilingual education to enhance youths’ critical-racial consciousness, adding racial to signal the need to be intentional in teaching about and countering racism, colonialism, and imperialism.
{"title":"The Continuum of Racial Literacies: Teacher Practices Countering Whitestream Bilingual Education","authors":"Laura C. Chávez-Moreno","doi":"10.58680/rte202232151","DOIUrl":"https://doi.org/10.58680/rte202232151","url":null,"abstract":"An equitable education for linguistically minoritized and racialized-Othered youth fosters their biliteracy and critical consciousness about racial ideologies. Yet little is known about how or whether secondary-level dual-language bilingual-education programs and teachers seek to enhance students’ critical consciousness—especially as a means of grappling with racist ideologies. Drawing together literacy and race studies in education, I theorize a continuum of racial literacies, then employ it to examine dual-language curriculum and instruction practices. I use interview and classroom-observation data to reveal that a racially diverse dual-language program offered more racial-literacy practices on the hegemonic end of the continuum than the counterhegemonic end. Using teachers’ practices as an index of their program’s stance on racial literacy, I argue that the program provided a whitestream bilingual education: it offered biliteracy schooling through hegemonic racial-literacy practices that perpetuate white supremacy. The teachers’ successes and challenges speak to the need for structural attention to resources, training, and program-wide support for critical-racial-literacy practices. I conclude the article by joining calls for bilingual education to enhance youths’ critical-racial consciousness, adding racial to signal the need to be intentional in teaching about and countering racism, colonialism, and imperialism.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48820398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"In Dialogue: Collaborative Reading and Writing","authors":"Maha Bali, A. Boyd, R. Kalir","doi":"10.58680/rte202232155","DOIUrl":"https://doi.org/10.58680/rte202232155","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42020820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reports findings from a qualitative study in a third-grade classroom in the Southwest in the wake of Donald Trump’s campaign and inauguration. In response to students’ concerns about Trump’s rhetoric around immigration and border-wall construction, the teacher provided curricular space for students to study immigration policy and write letters to their congressional representative expressing their positions. Drawing on field notes, interviews, and student writing, this study asks, (a) What sources of knowledge did students draw on in their talk and writing? and (b) How did students respond to such curricular design? Analysis suggests that students drew on border thinking () and politicized funds of knowledge (), positioned themselves as change agents, and developed and displayed knowledge of academic genres and conventions.
{"title":"Walls, Bridges, Borders, Papers: Civic Literacy in the Borderlands","authors":"Leah G. Durán, M. Aguilera","doi":"10.58680/rte202232153","DOIUrl":"https://doi.org/10.58680/rte202232153","url":null,"abstract":"This article reports findings from a qualitative study in a third-grade classroom in the Southwest in the wake of Donald Trump’s campaign and inauguration. In response to students’ concerns about Trump’s rhetoric around immigration and border-wall construction, the teacher provided curricular space for students to study immigration policy and write letters to their congressional representative expressing their positions. Drawing on field notes, interviews, and student writing, this study asks, (a) What sources of knowledge did students draw on in their talk and writing? and (b) How did students respond to such curricular design? Analysis suggests that students drew on border thinking () and politicized funds of knowledge (), positioned themselves as change agents, and developed and displayed knowledge of academic genres and conventions.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48066692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Literacy learning is an ideological proposition, one that privileges certain forms of language and those who speak them above others. This qualitative study utilizes critical metaphor analysis () to examine the literacy ideologies at work in a secondary remedial reading class. By analyzing the speech of Mr. Baker, a seasoned remedial reading teacher, and his ninth-grade student Angelica, three dominant metaphors in the corpus are explored: READING CLASS IS A RACE, LEARNING TO READ is a journey, and STUDENTS ARE MACHINES. Findings suggest both the limitations of the metaphors employed by participants as well as the utility of critical metaphor analysis in uncovering the ideological underpinnings of school-based literacy practices.
{"title":"Literacy as a Race, Students as Machines: Conflicting Metaphors in a Remedial Reading Class","authors":"J. Masterson","doi":"10.58680/rte202232154","DOIUrl":"https://doi.org/10.58680/rte202232154","url":null,"abstract":"Literacy learning is an ideological proposition, one that privileges certain forms of language and those who speak them above others. This qualitative study utilizes critical metaphor analysis () to examine the literacy ideologies at work in a secondary remedial reading class. By analyzing the speech of Mr. Baker, a seasoned remedial reading teacher, and his ninth-grade student Angelica, three dominant metaphors in the corpus are explored: READING CLASS IS A RACE, LEARNING TO READ is a journey, and STUDENTS ARE MACHINES. Findings suggest both the limitations of the metaphors employed by participants as well as the utility of critical metaphor analysis in uncovering the ideological underpinnings of school-based literacy practices.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46086721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ruth Li, Naitnaphit Limlamai, Michelle L. Sprouse, Jennifer Phuong, G. Campano, A. Stornaiuolo, E. E. Thomas
{"title":"Editors’ Introduction: The Future as Collaborative: Reading and Writing","authors":"Ruth Li, Naitnaphit Limlamai, Michelle L. Sprouse, Jennifer Phuong, G. Campano, A. Stornaiuolo, E. E. Thomas","doi":"10.58680/rte202232150","DOIUrl":"https://doi.org/10.58680/rte202232150","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47633577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The policing of Black Language is inextricably tied to the policing of Black people and is entrenched in a long history of white Western European colonization. The legacies of white supremacy pervade schooling in its earliest years, yet Black teachers have consistently mounted a counterforce in battling white hegemony. In this article, I feature one such teacher, Raniya, who licensed Black Language in her preK classroom. Based on three months of classroom observations and interviews, this ethnographic case study explores the institutional architecture that affords white supremacist language assessments, particularly through an epistemology of language as an abstracted entity and through its process of curricularization. A raciolinguistic perspective illuminated how the white teachers at Raniya’s school insisted on broadly dehumanizing students of color through a schoolwide policy based on white monolingual standards. Drawing on notion of “vernacular insurrections,” I juxtapose white teachers’ raciolinguistic ideologies with Raniya’s practices. She claimed her classroom as a critical vernacular site through her approach of student language as a practice, and by subverting the normalcy of white hegemony within the schoolwide assessment process. This article calls for a shift in thinking about skills-based, decontextualized approaches as inherently white supremacist, and excavates how such a language approach supports white supremacy to thrive. I discuss the significance of centering the fight against white supremacy in our analysis of literary practices, which elucidates the potency of even small amounts of white dominance in institutional mechanisms as detrimental for Black students. As a field, the stagnation of Black student equity and commitment to white hegemony by white educators and administrators across preK through higher education persists. Though some white educators diverge from hegemonic practices, we must consider who benefits and what is sustained when exceptions are used to overlook and not interrogate the norm. This work contributes to the mounting rationales for racial diversification in the teacher workforce.
{"title":"“Free License to Communicate”: Licensing Black Language against White Supremacist Language Assessments in a PreK Classroom","authors":"Alice Y. Lee","doi":"10.58680/rte202232152","DOIUrl":"https://doi.org/10.58680/rte202232152","url":null,"abstract":"The policing of Black Language is inextricably tied to the policing of Black people and is entrenched in a long history of white Western European colonization. The legacies of white supremacy pervade schooling in its earliest years, yet Black teachers have consistently mounted a counterforce in battling white hegemony. In this article, I feature one such teacher, Raniya, who licensed Black Language in her preK classroom. Based on three months of classroom observations and interviews, this ethnographic case study explores the institutional architecture that affords white supremacist language assessments, particularly through an epistemology of language as an abstracted entity and through its process of curricularization. A raciolinguistic perspective illuminated how the white teachers at Raniya’s school insisted on broadly dehumanizing students of color through a schoolwide policy based on white monolingual standards. Drawing on notion of “vernacular insurrections,” I juxtapose white teachers’ raciolinguistic ideologies with Raniya’s practices. She claimed her classroom as a critical vernacular site through her approach of student language as a practice, and by subverting the normalcy of white hegemony within the schoolwide assessment process. This article calls for a shift in thinking about skills-based, decontextualized approaches as inherently white supremacist, and excavates how such a language approach supports white supremacy to thrive. I discuss the significance of centering the fight against white supremacy in our analysis of literary practices, which elucidates the potency of even small amounts of white dominance in institutional mechanisms as detrimental for Black students. As a field, the stagnation of Black student equity and commitment to white hegemony by white educators and administrators across preK through higher education persists. Though some white educators diverge from hegemonic practices, we must consider who benefits and what is sustained when exceptions are used to overlook and not interrogate the norm. This work contributes to the mounting rationales for racial diversification in the teacher workforce.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46165911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Melanie M. Acosta, Autumn A. Griffin, J. King, Chezare A. Warren
{"title":"In Dialogue: Radical Futures of Black Literacies and Black Education","authors":"Melanie M. Acosta, Autumn A. Griffin, J. King, Chezare A. Warren","doi":"10.58680/rte202232003","DOIUrl":"https://doi.org/10.58680/rte202232003","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47792363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Making Sense of Black Students’ Figured Worlds of Race, Racism, Anti-Blackness, and Blackness","authors":"Davena Jackson","doi":"10.58680/rte202232001","DOIUrl":"https://doi.org/10.58680/rte202232001","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49383386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Run // on black study","authors":"Fahima Ife","doi":"10.58680/rte202231999","DOIUrl":"https://doi.org/10.58680/rte202231999","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43053591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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