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Into the fray: Black English, reading politics, and the legacy of Dr. Ken Goodman 加入争论:黑人英语、阅读政治和肯·古德曼博士的遗产
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-08-29 DOI: 10.1002/jaal.1305
Catherine Compton-Lilly

This article revisits the legacy of Ken Goodman, specifically his work on African American Language and reading. In this body of scholarship, Goodman and like-minded scholars entered a fray of competing interests, political agendas, and economic stakes, which continue to plague current debates about the teaching of reading. To make sense of Goodman's contribution, I briefly explore the context in which the research was conducted. I then discuss Goodman's attention to language variation and African American Language, including an illustrative study the compared the reading of elementary grade students from eight linguistic communities. I end by linking this historical body of research to current debates about the reaching of reading.

本文回顾了肯·古德曼的遗产,特别是他在非裔美国人语言和阅读方面的工作。在这一学术体系中,古德曼和志同道合的学者进入了一场利益竞争、政治议程和经济利害关系的争论,这些问题继续困扰着当前关于阅读教学的辩论。为了理解古德曼的贡献,我简要探讨了这项研究的背景。然后,我讨论了古德曼对语言变异和非裔美国人语言的关注,包括一项例证性研究,该研究比较了来自八个语言社区的小学学生的阅读情况。最后,我将这一历史研究与当前关于阅读范围的争论联系起来。
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引用次数: 0
Supporting teachers' professionalism: A legacy of Kenneth Goodman 支持教师的专业精神:肯尼斯·古德曼的遗产
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-08-29 DOI: 10.1002/jaal.1307
Carol Gilles

Whole language (WL), emerging in the late 1970s, was a theory-in-practice, grass-roots teachers' movement that dramatically changed classrooms worldwide. With an emphasis on student-centered, meaning-focused, experiential, and interactive engagement with the curriculum, this movement offered more choices and possibilities for classroom teachers and students. Using a systematic historical and archival inquiry of the written words of Ken Goodman, considered the founder of WL, and selected archival documents, I describe his influence on WL teachers' professionalism from mid-1970s through mid-1990s. Through his research, writings, and presentations, he positioned teachers as informed, empowered creators of curricular knowledge, instead of passive consumers and script-followers. Pantić's (2017) model of teacher agency for social justice frames this inquiry and further explicates how WL teachers became agentic. The study concludes with reminders of Goodman's influence today. His respect and subsequent actions to further teachers' agency provides guidance as we address contemporary teacher challenges.

全语言(WL)出现于20世纪70年代末,是一种实践中的理论,是一场草根教师运动,极大地改变了世界各地的课堂。这场运动强调以学生为中心、以意义为中心、体验式和互动式的课程参与,为课堂教师和学生提供了更多的选择和可能性。通过对被认为是WL创始人的Ken Goodman的书面文字的系统历史和档案调查,以及选定的档案文件,我描述了他从20世纪70年代中期到90年代中期对WL教师专业精神的影响。通过他的研究、写作和演讲,他将教师定位为知情、有能力的课程知识创造者,而不是被动的消费者和脚本追随者。Pantić(2017)的社会正义教师代理模型构建了这一调查,并进一步解释了WL教师是如何成为代理人的。这项研究最后提醒人们古德曼今天的影响力。在我们应对当代教师挑战的过程中,他对教师的尊重以及随后对进一步教师代理的行动为我们提供了指导。
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引用次数: 0
Exploring the connections between disciplinary and digital literacies in history 探索历史学科与数字文学之间的联系
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-08-09 DOI: 10.1002/jaal.1308
Mellinee Lesley, Elizabeth Stewart, Johanna Keene

Given the prevalence of digital tools and platforms as the primary pedagogical means through which to organize and deliver content in schools, this study examined how history teachers instructed students in digital literacies to develop their disciplinary knowledge through project-based learning. Although several studies addressing new literacies tout digital mediums as a way to ignite adolescents' imagination and bring together conceptual and social learning, this research revealed students struggled with navigating numerous digital literacy tasks in the context of learning to read, write, and think like historians, which hindered their ability to curate knowledge utilizing disciplinary literacies. Thus, this study raises questions about the methods needed to converge disciplinary knowledge and digital literacies as well as the extent to which Information Communication Technologies can transform rather than replace disciplinary practices. Implications for student engagement are discussed.

鉴于数字工具和平台作为学校组织和交付内容的主要教学手段的普遍性,本研究考察了历史教师如何指导数字文学学生通过基于项目的学习来发展他们的学科知识。尽管几项针对新文学的研究吹捧数字媒介是激发青少年想象力并将概念和社会学习结合在一起的一种方式,但这项研究表明,学生们在学习像历史学家一样阅读、写作和思考的背景下,很难完成大量的数字扫盲任务,这阻碍了他们利用学科文献策划知识的能力。因此,这项研究提出了融合学科知识和数字文学所需的方法,以及信息通信技术可以在多大程度上改变而不是取代学科实践的问题。讨论了对学生参与度的影响。
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引用次数: 0
Learning with the stars: A cross-national approach to media literacy and reality television 与明星一起学习:媒体素养和真人秀的跨国家方法
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-08-06 DOI: 10.1002/jaal.1306
Dingxin Rao, Changhee Lee, Mark Dressman

Reality television (RT) programming is frequently and rightfully criticized and yet its popularity among adolescent and young adult viewers is also undeniable. In response to the need for media literacy programs to address the pleasures, the problems, and the pedagogy of the genre, we have chosen to take a cross-national, comparative approach and to model a process for teaching through our own research. Three popular reality tv programs were selected from each of our respective nations (China, South Korea, the United States) from one of three subgenres: Dancing, Restaurants, and Travel. We each watched episodes of all nine programs, inventoried their features and took notes. We then compared and contrasted the programs cross-nationally and across genres, and identified four themes: Pedagogy; Individualism and Collectivism; Tradition and Modernity; and Globalism and Nationalism. We found striking differences across nations in our analysis that provide important insights into our respective national cultures. In conclusion, we discuss the implications of our process for teaching about RT.

真人秀节目经常受到应有的批评,但它在青少年和年轻观众中的受欢迎程度也是不可否认的。为了应对媒体扫盲计划的需求,以解决这一类型的乐趣、问题和教育学,我们选择采取跨国家的比较方法,并通过我们自己的研究为教学过程建模。三个受欢迎的真人秀节目从我们各自的国家(中国、韩国、美国)从三个子类别中选出:舞蹈、餐厅和旅行。我们每个人都观看了所有九个节目的剧集,清点了它们的特点并做了笔记。然后,我们对跨国家和跨流派的课程进行了比较和对比,确定了四个主题:教育学;个人主义与集体主义;传统与现代;以及全球化和民族主义。我们在分析中发现了各国之间的显著差异,这些差异为我们各自的民族文化提供了重要的见解。最后,我们讨论了我们的过程对RT教学的影响。
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引用次数: 0
Exploring young adult texts within the Historically Responsive Literacy Framework with preservice teachers 与职前教师一起探索历史响应式扫盲框架下的年轻人文本
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-08-02 DOI: 10.1002/jaal.1304
Heather Pule

While culturally responsive texts have become more common in teacher education, too often, preservice teachers (PTs) are not asked to examine how to use these books pedagogically. To address this issue, in a young adult (YA) literature course, the Framework for Culturally and Historically Responsive Literacy (HRL) (Muhammad, 2000) Cultivating genius: An equity framework for culturally and historically responsive literacy, 2020; Scholastic) was used in conjunction with representative and inclusive YA trade books. Data analysis was conducted on PT's course work, including HRL unit plans, to determine whether PTs were able to implement Muhammad's (2020) framework using YA texts. The findings of this study show that PTs' understanding of the HRL tenets was at varying levels. While there were unit plans with learning goals that matched Muhammad's purpose and definition for each tenet and YA connections for every tenet, PTs showed a better understanding of the tenets of identity and intellect than skills and Criticality. Implications of these findings including exposing PTs to learning frameworks “written by people of color and designed for children of color” (Muhammad, 2020, p. 11) to create instruction that meets their future students' needs and does not just skim the surface of culturally responsive pedagogies.

虽然文化回应型文本在教师教育中变得越来越普遍,但职前教师(PT)往往没有被要求研究如何在教学上使用这些书。为了解决这个问题,在青年(YA)文学课程中,《文化和历史反应性扫盲框架》(HRL)(穆罕默德,2000年)《培养天才:文化和历史响应性扫盲的公平框架》,2020年;Scholastic)与具有代表性和包容性的YA贸易书籍结合使用。对PT的课程工作进行了数据分析,包括HRL单元计划,以确定PT是否能够使用YA文本实施Muhammad(2020)框架。这项研究的结果表明,PT对HRL原则的理解处于不同的水平。虽然有一些单元计划的学习目标与穆罕默德的宗旨和每一条原则的定义以及YA与每一条宗旨的联系相匹配,但PT对身份和智力的原则比技能和批判性更了解。这些发现的含义包括让PT接触“由有色人种编写并为有色人种儿童设计的”学习框架(Muhammad,2020,第11页),以创建满足未来学生需求的教学,而不仅仅是浏览文化响应教学法的表面。
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引用次数: 0
Reimagining the English Language Arts canon: A case for inclusive and empowering instruction 重塑英语语言艺术经典:包容和赋权教学的案例
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-07-24 DOI: 10.1002/jaal.1302
Tracy E. Hunt

This paper explores the possible negative implications of teacher selected whole-class reads rooted within the traditional canon of English Language Arts instruction and possible solutions for re-engaging the disengaged adolescent reader through choice reading and the implementation of more culturally relevant texts. Historically, English Language Arts educators assign required readings to the entire class without taking into account the lens through which students view the texts. This paper identifies how texts deemed historically valuable and enabling by the educator can actually be disabling and disengaging to the learner. Additionally, this paper offers insights regarding the positive shifts that can stem from reimagining the traditional canon utilizing a whole-class read scenario into a more democratic and culturally responsive English Language Arts canon. Assigned whole-class reads are defined as selections of text chosen by the teacher with the understanding that every student is required to engage in the text. These are not chosen by students and they are not part of independent reading. The goal of this paper is to first, inform educators concerning the disabling effects of choosing whole-class texts inside the traditional canon without viewing the texts through the varied interests, abilities, socio-economic backgrounds, integration of students' cultural knowledge and experiences, and maturity levels of the students served. Furthermore, this paper will provide a basis for increasing educator knowledge regarding the traditional canon, disabling and enabling texts, and culturally responsive ELA practices along with particular scaffolds in hopes of re-engaging the disengaged adolescent reader.

本文探讨了植根于传统英语语言艺术教学准则的教师选择的全班阅读可能带来的负面影响,以及通过选择阅读和实施更具文化相关性的文本来重新吸引脱离接触的青少年读者的可能解决方案。从历史上看,英语语言艺术教育者在没有考虑学生观看课文的视角的情况下,为全班学生分配所需的阅读材料。本文确定了被教育者认为具有历史价值和促进作用的文本实际上是如何使学习者致残和脱离的。此外,本文还提供了一些关于积极转变的见解,这些转变可能源于利用全班阅读场景将传统经典重新想象成一个更民主、更具文化响应性的英语语言艺术经典。指定的全班阅读是指教师在理解每个学生都必须参与课文的情况下选择课文。这些不是由学生选择的,也不是独立阅读的一部分。本文的目的是首先,通过不同的兴趣、能力、社会经济背景、学生文化知识和经验的整合以及所服务学生的成熟度水平,让教育工作者了解在传统经典中选择全班课文而不看课文的致残效应。此外,本文将为增加教育工作者对传统正典、禁用和启用文本、文化响应ELA实践以及特定支架的知识提供基础,以期重新吸引脱离接触的青少年读者。
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引用次数: 0
Adolescents' perspectives about their digital and connective literacies 青少年对数字和连接文学的看法
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-07-24 DOI: 10.1002/jaal.1300
Jocelyn Washburn, Suzanne Myers

As a term, “connective literacies” refers to the reading, writing, speaking, listening, viewing, and critical thinking skills necessary for students to engage and interact meaningfully, productively, and safely in a variety of digitally connected spaces. Using a critical literacies approach to honor the voices of adolescents as producers and consumers of online texts, in the present study, researchers conducted two focus groups of nine eighth-grade students. Adolescents shared their insights about their use of connective literacy skills in and outside of school, including how they use digital technologies, and how they connect with others in digital spaces. Researchers share and discuss five thematic findings, using transcript excerpts as illustrations to present adolescents' perspectives. Finally, we offer future directions for educators, policymakers, researchers, families, and students to advance adolescents' connective literacy skills.

作为一个术语,“连接文字”是指学生在各种数字连接的空间中进行有意义、富有成效和安全的互动所需的阅读、写作、口语、听力、观看和批判性思维技能。在本研究中,研究人员采用批判性文学的方法来尊重青少年作为网络文本生产者和消费者的声音,对九名八年级学生进行了两个焦点小组的研究。青少年分享了他们在校内外使用连接识字技能的见解,包括他们如何使用数字技术,以及他们如何在数字空间中与他人联系。研究人员分享并讨论了五个主题的发现,使用文字记录摘录作为插图来呈现青少年的观点。最后,我们为教育工作者、政策制定者、研究人员、家庭和学生提供了未来的方向,以提高青少年的连接识字技能。
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引用次数: 0
“Changing the course of the stream”: A retrospective analysis of artful language learning opportunities “改变流程”:艺术语言学习机会的回顾性分析
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-07-22 DOI: 10.1002/jaal.1301
Teaira McMurtry

Historically, language instruction involving Black Language (BL) assumes a goal of eradication, particularly in school-sanctioned literacy practices. Language arts education for Black students must be liberatory, that is, antiracist and artful. The opportunities for English Language Arts (ELA) teachers to create, augment, and change the course of traditional ELA methods are abundant. In this article, the author takes up “inquiry as a stance” to provide a retrospective analysis of the implementation of two Artful Language Learning Opportunities (ALLOs) from an uncritical code-switching unit plan designed for 11th-grade students in 2011, and to offer ways that the ALLOs were (and could be) modified to center the dynamism that BL and thus disrupt White linguistic hegemony. This study's implications highlight the need to shift language instruction toward exploring critical concepts, embracing cultural pride, and incorporating equitable frameworks to empower students and transform teaching practices. By prioritizing the study of BL, educators can create inclusive learning environments that recognize and celebrate linguistic diversity, and, in doing so, understand that mastery in standardized English(es) is an inevitable outcome.

从历史上看,涉及黑人语言(BL)的语言教学以根除为目标,特别是在学校批准的扫盲实践中。黑人学生的语言艺术教育必须是解放性的,即反种族主义和艺术性的。英语语言艺术(ELA)教师创造、扩充和改变传统ELA方法的机会是丰富的。在这篇文章中,作者以“探究为立场”,对2011年为11年级学生设计的一个不加批判的代码转换单元计划中两个巧妙的语言学习机会(ALLO)的实施情况进行了回顾性分析,并提出了修改ALLO的方法,以集中BL的活力,从而打破白人语言霸权。这项研究的启示强调了将语言教学转向探索批判性概念、拥抱文化自豪感以及纳入公平框架以增强学生能力和转变教学实践的必要性。通过优先考虑BL的学习,教育工作者可以创造包容性的学习环境,承认和庆祝语言多样性,并在这样做的过程中理解掌握标准化英语是不可避免的结果。
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引用次数: 0
Teachers and students use of systems thinking about their participation in school environmental clubs 教师和学生使用系统思考他们参与学校环境俱乐部的情况
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-07-20 DOI: 10.1002/jaal.1299
Richard Beach

This report describes a study of three English teachers' and three students' participation in two high school environment clubs. Teachers' and students' interview perceptions were analyzed based a critical inquiry systems thinking framework involving inferences of purposes, outcomes, norms, and beliefs/discourses constituting energy/transportation, agriculture/food production, and economic systems impacts on climate change. Interviews were also analyzed in terms of teachers and students assuming roles in club projects and their use of tools mediating their participation in these projects. Teachers and students critiqued the purposes of systems as leading to negative climate change outcomes, as well as norms and beliefs/discourses justifying these systems. They also assumed roles related to fostering sustainability practices, including planting school gardens, supporting recycling/composting, and using tools to inform audiences about their activities. Literacy teachers can draw on the systems thinking framework for general instruction about systems impacting climate change.

本报告对三名英语教师和三名学生参加两个高中环境俱乐部的情况进行了研究。基于批判性探究系统思维框架分析了教师和学生的访谈感知,该框架涉及对构成能源/交通、农业/粮食生产和经济系统对气候变化影响的目的、结果、规范和信念/话语的推断。访谈还分析了教师和学生在俱乐部项目中扮演的角色,以及他们对调解他们参与这些项目的工具的使用。教师和学生批评制度的目的会导致负面的气候变化结果,以及为这些制度辩护的规范和信仰/话语。他们还承担了与促进可持续发展实践相关的角色,包括种植学校花园、支持回收/堆肥以及使用工具向观众介绍他们的活动。扫盲教师可以利用系统思维框架对影响气候变化的系统进行一般性教学。
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引用次数: 1
#BookTok's appeal on ninth-grade students: An inquiry into students' responses on a social media revelation #BookTok对九年级学生的呼吁:调查学生对社交媒体爆料的反应
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-07-19 DOI: 10.1002/jaal.1303
Jeroen Dera, Susanne Brouwer, Anna Welling

Over the last years, the hashtag #BookTok has been viewed more than 100 billion times on TikTok. Hence, both scholars and practitioners have plead for integrating #BookTok in the literacy classroom, expressing the hope that this digital subculture might flip adolescents' conceptions of reading and improve their reading motivation. This article presents the first empirical inquiry into students' evaluations of #BookTok in an educational context. Reporting a survey study among 142 ninth-grade students in the Netherlands, who were introduced to #BookTok through a compilation video featuring the most popular Dutch #BookTokers, the article shows that the phenomenon especially appeals to students who already read for pleasure frequently. Evaluations by book avoiders, on the other hand, were overwhelmingly negative. Promisingly, though, students who can be described as “book doubters,” who do not read often despite a relatively positive reading attitude, frequently reported an intention to use #BookTok, both in leisurely and educational settings. Hence, the article argues that integrating #BookTok in literacy education might especially serve students fitting the book doubter persona. At the same time, the results underline the importance of differentiation in the literacy classroom, also regarding the use of #BookTok.

过去几年,#BookTok标签在TikTok上的浏览量已超过1000亿次。因此,学者和从业者都呼吁将#BookTok融入识字课堂,希望这种数字亚文化能够改变青少年的阅读观念,提高他们的阅读动机。本文首次在教育背景下对学生对#BookTok的评价进行实证调查。这篇文章报道了一项针对荷兰142名九年级学生的调查研究,这些学生是通过一段以最受欢迎的荷兰#BookToker为主角的汇编视频被介绍到#BookTok的。文章表明,这种现象尤其吸引那些已经经常阅读以获得乐趣的学生。另一方面,避书者的评价绝大多数是负面的。然而,有希望的是,那些可以被描述为“疑书者”的学生,尽管他们的阅读态度相对积极,但他们并不经常阅读,他们经常报告说,无论是在悠闲的环境中还是在教育环境中,他们都有意使用#BookTok。因此,文章认为,将#BookTok融入扫盲教育可能特别有助于符合图书怀疑者性格的学生。同时,研究结果强调了识字课堂中差异化的重要性,也强调了#BookTok的使用。
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引用次数: 0
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Journal of Adolescent & Adult Literacy
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