Ann D. David, Stephanie A. Grote-Garcia, I. Trout, Susan Hall, Letitia Harding
Finding ways to develop preservice teachers (PSTs) as both writers and teachers of writing can be a heavy lift for teacher education programs. This article presents a portion of the data from a larger study undertaken as longitudinal, formative design research. Data were gathered from 410 PSTs over a three-year period across four courses in teacher education and English language arts at a private liberal arts university in a southwestern state. Two research questions guided the study: (1) How do preservice teachers engage in practices grounded in process discourse in the context of their teacher education courses?; and (2) How do preservice teachers’ beliefs about their writing self-efficacy change during a semester of engaging in writing with a focus on process discourse? Key findings of the study included PSTs engaging in prewriting activities (e.g., reading, researching) but engaging less in writing while preparing to write (e.g., quicklist, webs). Furthermore, the PSTs utilized peers in revising writing but did not visit those with the most knowledge and skill in supporting writing (e.g., professor, writing center). Finally, PSTs’ confidence in their writing, which was higher at the start of courses than previous research often indicates, decreased across their time in the courses.
{"title":"Research: Learning to Teach Writing by Becoming a Writer: An Examination of Preservice Teachers’ Engagement with the Writing Process","authors":"Ann D. David, Stephanie A. Grote-Garcia, I. Trout, Susan Hall, Letitia Harding","doi":"10.58680/ee202232130","DOIUrl":"https://doi.org/10.58680/ee202232130","url":null,"abstract":"Finding ways to develop preservice teachers (PSTs) as both writers and teachers of writing can be a heavy lift for teacher education programs. This article presents a portion of the data from a larger study undertaken as longitudinal, formative design research. Data were gathered from 410 PSTs over a three-year period across four courses in teacher education and English language arts at a private liberal arts university in a southwestern state. Two research questions guided the study: (1) How do preservice teachers engage in practices grounded in process discourse in the context of their teacher education courses?; and (2) How do preservice teachers’ beliefs about their writing self-efficacy change during a semester of engaging in writing with a focus on process discourse? Key findings of the study included PSTs engaging in prewriting activities (e.g., reading, researching) but engaging less in writing while preparing to write (e.g., quicklist, webs). Furthermore, the PSTs utilized peers in revising writing but did not visit those with the most knowledge and skill in supporting writing (e.g., professor, writing center). Finally, PSTs’ confidence in their writing, which was higher at the start of courses than previous research often indicates, decreased across their time in the courses.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81246977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Hidayati, Fuad Abdullah, Agis Andriani, Dewi Rosmala, Novi Nurvianti
In the last few decades, foreign language speaking anxiety (hereafter, FLSA) has been a debatable investigative issue among linguists and TESOL practitioners. One of the most salient factors is it generates an incapacitating impact for speakers to communicate orally in English as a foreign language. However, delving learning activities as a cause of FLSA and its solutions, notably in Indonesian secondary school level remains scarce. To fill the void, this study scrutinized the specific learning activities causing learners’ FLSA in the classroom and the solutions to resolve them. Three junior high school learners were recruited as the participants. The data were collected through semi-structured interviews and analyzed thematically (Braun & Clarke, 2006). On the one hand, the findings outlined that the students suffered from FLSA when they engaged in questions and answer session of the classroom English language learning activities and speaking performance activities. On the other hand, the solutions of such FLSA encompassed focusing on the learning process and ignoring the disruptive behaviour of their classmates. Pedagogically, creating a less anxious atmosphere of learning English speaking practices enables students to successfully acquire English language skills (e.g., speaking) and adapt to appropriate social and academic milieu.
{"title":"ENGLISH SPEAKING ANXIETY AMONG INDONESIAN JUNIOR HIGH SCHOOL LEARNERS: IN SEARCH OF CAUSES AND SOLUTIONS","authors":"A. Hidayati, Fuad Abdullah, Agis Andriani, Dewi Rosmala, Novi Nurvianti","doi":"10.46244/geej.v9i1.1746","DOIUrl":"https://doi.org/10.46244/geej.v9i1.1746","url":null,"abstract":"In the last few decades, foreign language speaking anxiety (hereafter, FLSA) has been a debatable investigative issue among linguists and TESOL practitioners. One of the most salient factors is it generates an incapacitating impact for speakers to communicate orally in English as a foreign language. However, delving learning activities as a cause of FLSA and its solutions, notably in Indonesian secondary school level remains scarce. To fill the void, this study scrutinized the specific learning activities causing learners’ FLSA in the classroom and the solutions to resolve them. Three junior high school learners were recruited as the participants. The data were collected through semi-structured interviews and analyzed thematically (Braun & Clarke, 2006). On the one hand, the findings outlined that the students suffered from FLSA when they engaged in questions and answer session of the classroom English language learning activities and speaking performance activities. On the other hand, the solutions of such FLSA encompassed focusing on the learning process and ignoring the disruptive behaviour of their classmates. Pedagogically, creating a less anxious atmosphere of learning English speaking practices enables students to successfully acquire English language skills (e.g., speaking) and adapt to appropriate social and academic milieu.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74422840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As most students admitted that their problem in reading was mainly regarding vocabulary, the authors were drawn to a premise that there must be a stronger underpinning explanation leading to such comprehension gap in reading. This study aimed at finding out a specific root-problem faced by EFL learners when performing reading, which are the mechanic skills of reading. This study was conducted using qualitative approach—case study design. The respondents were 55 college students in Aceh, Indonesia who were sophomores in Economics and Business faculty. The data were collected from September-December 2019. The data source was a weekly individual checklist based on the mechanical reading framework, namely: phonic-phonemic awareness-vocabulary-fluency-comprehension to find out which problem they repeatedly faced during the reading process. From 14 meetings, it was calculated that 54 students mostly faced fluency problem which means that they know the semantic and literal meaning of a certain word but struggle with the sense of the word. Later, the problem faced was comprehension which was faced by 20 students. Then, the problem of vocabulary was experienced by 16 students. And the least problem faced is phonemic problem which was faced by 1 student only.
{"title":"THE INSPECTION OF LABORIOUS MECHANICAL ASPECTS FOR EFL READERS","authors":"Moriyanti Moriyanti, Nyak Mutia Ismail","doi":"10.46244/geej.v9i1.1554","DOIUrl":"https://doi.org/10.46244/geej.v9i1.1554","url":null,"abstract":"As most students admitted that their problem in reading was mainly regarding vocabulary, the authors were drawn to a premise that there must be a stronger underpinning explanation leading to such comprehension gap in reading. This study aimed at finding out a specific root-problem faced by EFL learners when performing reading, which are the mechanic skills of reading. This study was conducted using qualitative approach—case study design. The respondents were 55 college students in Aceh, Indonesia who were sophomores in Economics and Business faculty. The data were collected from September-December 2019. The data source was a weekly individual checklist based on the mechanical reading framework, namely: phonic-phonemic awareness-vocabulary-fluency-comprehension to find out which problem they repeatedly faced during the reading process. From 14 meetings, it was calculated that 54 students mostly faced fluency problem which means that they know the semantic and literal meaning of a certain word but struggle with the sense of the word. Later, the problem faced was comprehension which was faced by 20 students. Then, the problem of vocabulary was experienced by 16 students. And the least problem faced is phonemic problem which was faced by 1 student only.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85152752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hizbut Tahrir Indonesia (HTI) radicalism discourse invites polemics and pros and cons that have not ended. The various perspectives on the existence until the dissolution of the mass organization need to be understood in depth, objectively, and comprehensively. This research was conducted with the aim of comprehensively dissecting the discourse of HTI radicalism which wants to substitute the Pancasila ideology by carrying the caliphate ideology. This research is a literature study using a qualitative approach. The knife of analysis is the critical discourse analysis of Norman Fairclough's model which consists of three dimensions of analysis, namely text analysis, discourse practice, and sociocultural practice. The data in this study are texts in the form of vocabulary, sentences, or discourses whose corpus is from a news story entitled "The Rise of HTI Rejection, Said Aqil: The Governor Must Be Able To Build Citizens" published by Tempo.co on Friday, May 5, 2017. The results show that in In terms of text analysis, especially in terms of diction and textual structure, Tempo.co represents the rejection of the caliphate ideology promoted by HTI which is reflected in the use of diction which has a positive meaning. The textual structure uses a strategy of accommodating sources as a news construction database. This can be seen in the construction of news where the four components, namely 1) news title, 2) selection of sources, 3) positioning of source quotes, and 4) the quantity of sources' statements lead to the collectivity of the meaning of rejection of the ideology of the HTI caliphate. Likewise, in the aspect of discourse practice, it is illustrated that the construction of Tempo.co news is in line with the public perspective which rejects HTI's radical ideology, as well as socio-cultural practices that strengthen or strengthen public knowledge and awareness that the disbandment of HTI must be carried out immediately because it can threaten the existence of Pancasila, UUD 1945, dan NKRI.
印尼解放党(Hizbut Tahrir Indonesia, HTI)激进主义言论引发了没完没了的争论和正反之争。对群众组织存在到解散的各种观点，需要深入、客观、全面地认识。本研究旨在全面剖析以哈里发意识形态取代潘卡西拉意识形态的HTI激进主义话语。本研究采用定性方法进行文献研究。分析之刀是Norman Fairclough模式中的批判性话语分析，它包括三个维度的分析，即文本分析、话语实践和社会文化实践。本研究中的数据是词汇、句子或话语形式的文本，其语料库来自Tempo发表的一篇名为《阿基尔说，HTI拒绝的兴起:州长必须能够培养公民》的新闻报道。周五，2017年5月5日。结果表明，在语篇分析方面，尤其是在用词和语篇结构方面，语速明显高于汉语。co代表了对HTI倡导的哈里发意识形态的拒绝，这反映在使用具有积极意义的措辞上。文本结构采用容纳源的策略作为新闻结构数据库。这可以从新闻的构建中看出，1)新闻标题，2)消息来源的选择，3)消息来源引用的定位，4)消息来源陈述的数量这四个组成部分导致了对HTI哈里发意识形态的拒绝意义的集体性。同样，在话语实践方面，也说明了语速的建构。co新闻符合公众的观点，拒绝HTI的激进意识形态，以及社会文化实践，加强或加强公众的知识和意识，解散HTI必须立即进行，因为它可能威胁到Pancasila, UUD 1945，和NKRI的存在。
{"title":"DISCOURSE OF HIZBUT TAHRIR INDONESIA'S RADICALISM: A CRITICAL DISCOURSE ANALYSIS ON TEMPO.CO MEDIA","authors":"S. Sarmadan, A. Rahmat, S. G. Attas","doi":"10.46244/geej.v9i1.1775","DOIUrl":"https://doi.org/10.46244/geej.v9i1.1775","url":null,"abstract":"Hizbut Tahrir Indonesia (HTI) radicalism discourse invites polemics and pros and cons that have not ended. The various perspectives on the existence until the dissolution of the mass organization need to be understood in depth, objectively, and comprehensively. This research was conducted with the aim of comprehensively dissecting the discourse of HTI radicalism which wants to substitute the Pancasila ideology by carrying the caliphate ideology. This research is a literature study using a qualitative approach. The knife of analysis is the critical discourse analysis of Norman Fairclough's model which consists of three dimensions of analysis, namely text analysis, discourse practice, and sociocultural practice. The data in this study are texts in the form of vocabulary, sentences, or discourses whose corpus is from a news story entitled \"The Rise of HTI Rejection, Said Aqil: The Governor Must Be Able To Build Citizens\" published by Tempo.co on Friday, May 5, 2017. The results show that in In terms of text analysis, especially in terms of diction and textual structure, Tempo.co represents the rejection of the caliphate ideology promoted by HTI which is reflected in the use of diction which has a positive meaning. The textual structure uses a strategy of accommodating sources as a news construction database. This can be seen in the construction of news where the four components, namely 1) news title, 2) selection of sources, 3) positioning of source quotes, and 4) the quantity of sources' statements lead to the collectivity of the meaning of rejection of the ideology of the HTI caliphate. Likewise, in the aspect of discourse practice, it is illustrated that the construction of Tempo.co news is in line with the public perspective which rejects HTI's radical ideology, as well as socio-cultural practices that strengthen or strengthen public knowledge and awareness that the disbandment of HTI must be carried out immediately because it can threaten the existence of Pancasila, UUD 1945, dan NKRI.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81340226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to classify the characteristics of Culture-Bound Syndrome in Acehnese speakers from the perspective of Socio-Psycholinguistics, particularly in Aceh Besar, Pidie, and Aceh Utara by comparing gender, age, and the education level of the patient. The researchers chose to use a case study approach to conduct data to be able to provide an overview of the characteristics of Culture-Bound Syndrome behaviour displayed. In analysing the data, the researcher refers to Spradley Theory who said that analytical technique with four advanced paths, namely (1) domain analysis; (2) taxonomy analysis; (3) componential analysis; and (4) cultural values analysis. After the research done, the researchers found that the characteristics of Culture-Bound Syndrome in Acehnese speakers are five characteristics, namely (1) Coprolalia, this research found that females more often use Coprolalia than males, more often in adult patients than in adolescents and elderly patients, and only appeared in patients with a low level of education; (2) Echolalia was found in adolescents, adults and the elderly, more often in female patients than in male, and more often used by lower education level than high level of education; (3) Auto Echolalia was only appears of females while in males and elder it is not found. Meanwhile, the most Auto Echolalia were found at adolescents than adults. If we look at the aspect of education level, the patients with a low education level more often than higher education level; (4) Auto Obedience was not found at category of females and adolescents; and (5) Religio was only appears in category of adult, elderly, males, and higher education levels. The last characteristic has never existed in the results of previous research studies, therefore, there is a need for a more in-depth study with a larger scope to examine this section.
{"title":"THE CHARACTERISTICS OF CULTURE-BOUND SYNDROME OF ACEHNESE SPEAKERS IN A SOCIOPSYCHOLINGUISTICS PERSPECTIVE","authors":"Budi Rizka, Lismalinda Lismalinda","doi":"10.46244/geej.v9i1.1661","DOIUrl":"https://doi.org/10.46244/geej.v9i1.1661","url":null,"abstract":"This study aims to classify the characteristics of Culture-Bound Syndrome in Acehnese speakers from the perspective of Socio-Psycholinguistics, particularly in Aceh Besar, Pidie, and Aceh Utara by comparing gender, age, and the education level of the patient. The researchers chose to use a case study approach to conduct data to be able to provide an overview of the characteristics of Culture-Bound Syndrome behaviour displayed. In analysing the data, the researcher refers to Spradley Theory who said that analytical technique with four advanced paths, namely (1) domain analysis; (2) taxonomy analysis; (3) componential analysis; and (4) cultural values analysis. After the research done, the researchers found that the characteristics of Culture-Bound Syndrome in Acehnese speakers are five characteristics, namely (1) Coprolalia, this research found that females more often use Coprolalia than males, more often in adult patients than in adolescents and elderly patients, and only appeared in patients with a low level of education; (2) Echolalia was found in adolescents, adults and the elderly, more often in female patients than in male, and more often used by lower education level than high level of education; (3) Auto Echolalia was only appears of females while in males and elder it is not found. Meanwhile, the most Auto Echolalia were found at adolescents than adults. If we look at the aspect of education level, the patients with a low education level more often than higher education level; (4) Auto Obedience was not found at category of females and adolescents; and (5) Religio was only appears in category of adult, elderly, males, and higher education levels. The last characteristic has never existed in the results of previous research studies, therefore, there is a need for a more in-depth study with a larger scope to examine this section.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82827480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is significant for students to have competence in writing research papers that requires writing skills. Using formal language and avoiding plagiarism are mandatory for academic paper writers. Paraphrasing is one of the writing skills, which can be interpreted as rewriting a source text using the writers’ own words by changing it syntactically or semantically while maintaining the main idea. Other than investigating the barriers to paraphrasing and how to overcome them, this research aims to analyze the paraphrasing strategy generally applied by the 5th-semester Diploma students of the English Language and Culture Department of Darma Persada University. By approaching mixed-research methods, this study uses a questionnaire and a writing task as the instruments. Likert Scale is used as a data collection technique in the quantitative research method, which is further processed using SPSS. Meanwhile, the qualitative research method approaches Keck’s Taxonomy of Paraphrasing Types and the paraphrasing strategies by Jackie Pieterick. The analysis results find that the majority of the students have difficulties in paraphrasing. A lack of vocabulary and using their own words become their barriers to paraphrasing. In that case, comprehensive learning about paraphrasing skills and strategies taught by lecturers or educators are expected to overcome the obstacles. Furthermore, using synonyms becomes the paraphrasing strategy generally applied by the students. The paraphrased version of the writing task also indicates that the students try not to copy similar words or sentences from the source and therefore the most of the paraphrasing results are included in the Minimal Revision.
{"title":"AN ANALYSIS OF STUDENTS’ WRITING SKILLS IN PARAPHRASING: A CASE STUDY OF THE 5TH-SEMESTER DIPLOMA STUDENTS OF ENGLISH LANGUAGE AND CULTURE DEPARTMENT OF DARMA PERSADA UNIVERSITY","authors":"Yoga Pratama, Anjar Prawesti, Fridolini","doi":"10.46244/geej.v9i1.1711","DOIUrl":"https://doi.org/10.46244/geej.v9i1.1711","url":null,"abstract":"It is significant for students to have competence in writing research papers that requires writing skills. Using formal language and avoiding plagiarism are mandatory for academic paper writers. Paraphrasing is one of the writing skills, which can be interpreted as rewriting a source text using the writers’ own words by changing it syntactically or semantically while maintaining the main idea. Other than investigating the barriers to paraphrasing and how to overcome them, this research aims to analyze the paraphrasing strategy generally applied by the 5th-semester Diploma students of the English Language and Culture Department of Darma Persada University. By approaching mixed-research methods, this study uses a questionnaire and a writing task as the instruments. Likert Scale is used as a data collection technique in the quantitative research method, which is further processed using SPSS. Meanwhile, the qualitative research method approaches Keck’s Taxonomy of Paraphrasing Types and the paraphrasing strategies by Jackie Pieterick. The analysis results find that the majority of the students have difficulties in paraphrasing. A lack of vocabulary and using their own words become their barriers to paraphrasing. In that case, comprehensive learning about paraphrasing skills and strategies taught by lecturers or educators are expected to overcome the obstacles. Furthermore, using synonyms becomes the paraphrasing strategy generally applied by the students. The paraphrased version of the writing task also indicates that the students try not to copy similar words or sentences from the source and therefore the most of the paraphrasing results are included in the Minimal Revision.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"168 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73385509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial: The Education of Loss","authors":"Melanie Shoffner","doi":"10.58680/ee202231978","DOIUrl":"https://doi.org/10.58680/ee202231978","url":null,"abstract":"","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76392032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores the experiences of one cohort of secondary English preservice teachers (PSTs) learning to facilitate text-based discussions during a methods course. The authors analyze how the use of a Common Core-aligned instructional text and mixed-reality simulations support PSTs in developing discussion facilitation skills. Implications highlight that teacher educators need to examine their timing of approximations in teacher education programs and explain how simulated environments are intentionally used for PSTs to refine their practice.
{"title":"Research: Preparation and Practice: Preservice English Teachers’ Experiences in Learning to Facilitate Text-Based Discussions","authors":"Rosalie Hiuyan Chung, Natasha A. Heny","doi":"10.58680/ee202231980","DOIUrl":"https://doi.org/10.58680/ee202231980","url":null,"abstract":"This study explores the experiences of one cohort of secondary English preservice teachers (PSTs) learning to facilitate text-based discussions during a methods course. The authors analyze how the use of a Common Core-aligned instructional text and mixed-reality simulations support PSTs in developing discussion facilitation skills. Implications highlight that teacher educators need to examine their timing of approximations in teacher education programs and explain how simulated environments are intentionally used for PSTs to refine their practice.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"420 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76641937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
English language arts scholarship has suggested literacy classrooms should be inclusive of both teachers’ and students’ grief and loss experiences; however, teachers’ grieving experiences remain understudied. This article analyzes seven in-depth interviews in order to understand ELA teachers’ experiences of teaching while grieving a death, finding that ELA teachers navigating personal loss perceived particular rules for fulfilling relational work in teaching: hiding certain negative emotions, navigating the teacher role, and foregrounding students’ learning needs. Creating ELA classrooms inclusive of trauma and loss experiences requires teacher educators to attend to the interplay of teachers’ conceptions of relational work and their experiences and emotions related to loss.
{"title":"Research: Teaching While Grieving a Death: Navigating the Complexities of Relational Work, Emotional Labor, and English Language Arts Teaching","authors":"M. Dunn","doi":"10.58680/ee202231981","DOIUrl":"https://doi.org/10.58680/ee202231981","url":null,"abstract":"English language arts scholarship has suggested literacy classrooms should be inclusive of both teachers’ and students’ grief and loss experiences; however, teachers’ grieving experiences remain understudied. This article analyzes seven in-depth interviews in order to understand ELA teachers’ experiences of teaching while grieving a death, finding that ELA teachers navigating personal loss perceived particular rules for fulfilling relational work in teaching: hiding certain negative emotions, navigating the teacher role, and foregrounding students’ learning needs. Creating ELA classrooms inclusive of trauma and loss experiences requires teacher educators to attend to the interplay of teachers’ conceptions of relational work and their experiences and emotions related to loss.","PeriodicalId":53044,"journal":{"name":"Getsempena English Education Journal","volume":"197 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79357155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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