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Electric Sheep? Humans, Robots, Artificial Intelligence, and the Future of Writing 电绵羊?人类、机器人、人工智能和写作的未来
IF 0.8 Q1 Social Sciences Pub Date : 2021-06-17 DOI: 10.1080/1358684X.2021.1941768
Lucinda McKnight
ABSTRACT With artificial intelligence (AI) now producing human-quality text in seconds via natural language generation, urgent questions arise about the nature and purpose of the teaching of writing in English. Humans have already been co-composing with digital tools for decades, in the form of spelling and grammar checkers built into word processing software. Yet AI has now advanced such that humans need to have less input in the writing process. This article contrasts these developments with findings from a small study of the teaching of writing in Victoria, Australia. The article proposes conceptual framing for these developments through dialogic encounters with Bill Green’s model for compos(IT)ing and Rosi Braidotti’s concept of the posthuman, making suggestions for updating thinking and offering practical strategies for future directions in the teaching of writing.
随着人工智能(AI)现在通过自然语言生成在几秒钟内产生人类质量的文本,关于英语写作教学的性质和目的的紧迫问题出现了。几十年来,人类一直在与数字工具共同创作,在文字处理软件中内置了拼写和语法检查器。然而,人工智能现在已经发展到人类在写作过程中需要投入的更少。本文将这些发展与澳大利亚维多利亚州写作教学的一项小型研究的结果进行了对比。本文通过与比尔·格林(Bill Green)的写作模型和罗西·布雷多蒂(Rosi Braidotti)的后人类概念的对话,提出了这些发展的概念框架,为更新思维提出建议,并为写作教学的未来方向提供实用策略。
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引用次数: 9
Representing Realities: Children as Speakers, Readers and Writers of Englishes 代表现实:儿童作为英语的演讲者、读者和作家
IF 0.8 Q1 Social Sciences Pub Date : 2021-06-14 DOI: 10.1080/1358684X.2021.1925524
Eliza Kogawa
ABSTRACT This essay investigates the classroom talk and reflections of a Year 5 lesson on reading and writing beyond Standard English. Its title refers to ‘Reflecting Realities’, the CLPE survey of ethnic diversity in UK children’s books. In changing ‘reflecting’ to ‘representing’ I seek to move beyond concern with sourcing representative texts to the work of writing them, stimulating this through bringing non-standard English into the classroom in metalinguistic analysis of diverse Englishes, and in the transcription of parent/carer voice in storytelling. I explore how creative writing can be extended and informed by this process. In the lesson the classroom talk generated shared learning about language and identity. In becoming ‘reader-researchers’ the class also learnt technical elements in writing voice, extended school-home engagement, broadened choices as readers and writers, and moved towards parity between the Englishes they know and encounter – and thus between the people who use them.
摘要:本文调查了五年级阅读与写作课的课堂对话与思考。它的标题指的是“反映现实”,这是CLPE对英国儿童书籍中种族多样性的调查。在将“反映”改为“代表”的过程中,我试图超越对寻找代表性文本的关注,转而关注写作这些文本的工作,通过将非标准英语引入课堂,对各种英语进行元语言分析,并在讲故事时转录父母/照顾者的声音,从而激发这一点。我探索如何创造性写作可以扩展和通知通过这个过程。在这节课上,课堂讨论产生了关于语言和身份的共同学习。在成为“读者研究者”的过程中,这个班还学习了写作声音中的技术元素,扩大了学校与家庭的参与,拓宽了读者和作者的选择,并在他们所知道和遇到的英语之间——从而在使用这些英语的人之间——走向了平等。
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引用次数: 3
‘Dialogue Not Decoration’ – Personal Reflections on Professional Identity and Practice in English Teaching “对话而非装饰”——英语教学职业认同与实践的个人思考
IF 0.8 Q1 Social Sciences Pub Date : 2021-06-14 DOI: 10.1080/1358684X.2021.1934401
P. Tarpey
ABSTRACT In this article I reflect on the early formation of my professional identity and practice. I argue that much of my early practice was ‘decorative’ in that it masked dominant structures and discourses that often limited learning opportunities. I consider how a dialogic approach to school English is important for offering more authentic teaching and learning experiences within present circumstances dominated by a narrow curriculum focus on canonical literature, Standard English grammar and summative assessment. I end by offering an alternative, through examples of reflective and dialogic practice, aimed at providing students with a more authentic and meaningful learning experience.
摘要在这篇文章中,我反思了我职业身份和实践的早期形成。我认为,我早期的大部分实践都是“装饰性的”,因为它掩盖了主导结构和话语,而这些结构和话语往往限制了学习机会。我认为,在目前以规范文学、标准英语语法和总结性评估为重点的狭窄课程环境下,学校英语的对话方法对于提供更真实的教学和学习体验是多么重要。最后,我通过反思和对话实践的例子,提供了一种替代方案,旨在为学生提供更真实、更有意义的学习体验。
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引用次数: 0
The Dialogic Possibilities for Interactive Fiction in the Secondary Academy English Classroom 互动小说在中学英语课堂中的对话可能性
IF 0.8 Q1 Social Sciences Pub Date : 2021-05-12 DOI: 10.1080/1358684X.2021.1915747
Samuel Holdstock
ABSTRACT The literacy practices enacted in secondary school English classrooms can be influenced by the pressures acting upon teachers and students. Attention can be diverted away from the process of meaning-making when more emphasis is placed upon performance outcomes than on reading processes. This paper argues that digital forms of Interactive Fiction (IF) hold the potential to help teachers and students attend more closely to the process of meaning-making. It also argues that IF’s component parts – passages, choices and links – render it a useful resource for the scaffolding of classroom dialogue. By considering the different ways that IF could influence the choices that individuals make in the classroom, this paper suggests that works of IF could enable teachers and students to engage with texts differently, improving the literacy practices of the students involved.
摘要中学英语课堂上的识字实践可能受到教师和学生压力的影响。当更多地强调表现结果而不是阅读过程时,注意力可能会从意义创造过程中转移开。本文认为,互动小说的数字形式具有帮助教师和学生更密切地关注意义创造过程的潜力。它还认为,IF的组成部分——段落、选择和链接——使其成为课堂对话的有用资源。通过考虑IF影响个人在课堂上做出选择的不同方式,本文认为IF的作品可以使教师和学生以不同的方式参与文本,提高参与学生的识字实践。
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引用次数: 1
English as an International Language in Practice: Virtual Intercultural Fieldwork between Balinese and Chinese EFL Learners 英语作为国际语言的实践:巴厘与中国英语学习者的跨文化实地考察
IF 0.8 Q1 Social Sciences Pub Date : 2021-05-12 DOI: 10.1080/1358684X.2021.1915748
Jueyun Su, Trisna Aryanata, Ya-Ting Shih, D. Dalsky
ABSTRACT This ‘inclusive practitioner research’ study presents a collaborative ‘virtual intercultural fieldwork’ project in which Balinese and Chinese university students communicated in English to explore similar emic cultural concepts related to the Japanese concept of amae (presumed indulgence); namely, manying (Balinese) and sajiao (Mandarin Chinese), through online exchanges and interviewing. The project aimed to develop and improve learners’ (including teachers) intercultural communicative competence and multiliteracies related to linguistic competence and intercultural understandings. The project also provided opportunities for the learners to use academic English in authentic situations by posing research questions and exploring methods to discover transcultural understandings through research. Applying the principles of Cultural Linguistics, Exploratory Practice, and Team Learning, the analysis of this project’s unique virtual communication element aims to inspire innovations in classroom design for teaching English as an International Language.
摘要:这项“包容性从业者研究”提出了一个合作的“虚拟跨文化田野调查”项目,在该项目中,巴厘岛和中国大学生用英语交流,以探索与日本人的amae(假定放纵)概念相关的相似的主位文化概念;即曼英(巴厘岛语)和沙角(普通话)。该项目旨在培养和提高学习者(包括教师)的跨文化交际能力以及与语言能力和跨文化理解相关的多语篇。该项目还通过提出研究问题和探索通过研究发现跨文化理解的方法,为学习者在真实的情况下使用学术英语提供了机会。运用文化语言学、探索性实践和团队学习的原则,分析该项目独特的虚拟交流元素,旨在启发国际英语课堂设计的创新。
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引用次数: 2
Thresholds and Ordeals: (Re)storying the Teacher’s Journey 门槛与考验:(重新)讲述教师的旅程
IF 0.8 Q1 Social Sciences Pub Date : 2021-04-08 DOI: 10.1080/1358684X.2021.1895723
J. McConnel
ABSTRACT This article explores the ways in which the language of the hero’s journey can serve as a heuristic for teachers at all stages of their professional experience. Teachers in Canada and the United States were interviewed via Skype about their experiences around writing and literacy. Four teachers are profiled here, two from Canada and two from the United States. Through narrative analysis, the author suggests that using the specific language of the hero’s journey, but not necessarily its linear structure, can help articulate commonalities and divergences in teacher narratives.
本文探讨了英雄旅程的语言如何为教师在其职业生涯的各个阶段提供启发。加拿大和美国的教师通过Skype接受了采访,了解他们在写作和读写方面的经历。这里介绍了四位老师,两位来自加拿大,两位来自美国。通过叙事分析,作者认为,使用主人公旅程的特定语言,而不一定是其线性结构,可以帮助表达教师叙事的共同点和分歧。
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引用次数: 1
Teaching Life Writing through Collaborative Projects 通过合作项目教授生活写作
IF 0.8 Q1 Social Sciences Pub Date : 2021-04-08 DOI: 10.1080/1358684X.2021.1899799
K. Lee
ABSTRACT Life writing is frequently considered as a private act of composition and reflection. What are the benefits and challenges if students are asked to participate in a collaborative life-writing project that aims to capture, explore, and reflect upon the relationship between personal life history, memory and place? In this essay, I will demonstrate how the incorporation of a collaborative life-writing project could help develop students’ critical awareness of key narrative elements in life writing, the ethics of representing life and the co-existence of diverse perspectives towards any subject of portrayal or representation. Drawing on student interviews, I will also show how their engagement with a place that carried personal and collective significance when they narrated life stories had helped them connect with the community and be empathetic towards those with whom they would otherwise have little contact.
生活写作通常被认为是一种私人的创作和反思行为。如果学生被要求参与一个旨在捕捉、探索和反思个人生活史、记忆和地点之间关系的合作生活写作项目,那么它的好处和挑战是什么?在这篇文章中,我将展示一个合作的生活写作项目如何帮助学生培养对生活写作中关键叙事元素的批判意识,表现生活的伦理,以及对任何主题的描绘或表现的不同观点的共存。通过对学生的采访,我还将展示他们在讲述生活故事时与一个具有个人和集体意义的地方的接触如何帮助他们与社区建立联系,并对那些他们本来很少接触的人产生共鸣。
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引用次数: 1
Textured Texts: Demonstration of Investment through Coded Weavings and Fictional Narratives 纹理文本:通过编码武器和虚构叙事展示投资
IF 0.8 Q1 Social Sciences Pub Date : 2021-04-03 DOI: 10.1080/1358684X.2020.1811081
Ah-Young Song
ABSTRACT This work draws from a larger research project that centres a youth summer writing programme. In this article, the author recounts the multiliteracy experiences of a white student who found creative strategies to document her identity and values in her work, as she learned to navigate a learning environment that decentered whiteness. Two activities in particular helped this learner inscribe her queer identity in material form and engage in narrative play to convey personal values. Drawing from ethnographic methods and constructivist grounded theory, this study argues for the expansion of writing programmes that support various personal entryways into meaning-making. Such projects reveal the importance of student choice and multimodal forms of engagement in youth learning environments.
这项工作源于一个更大的研究项目,该项目以青年暑期写作计划为中心。在这篇文章中,作者讲述了一个白人学生的多元文化经历,她在学习如何驾驭一个白人去中心化的学习环境的过程中,发现了创造性的策略来记录她在工作中的身份和价值观。有两个活动特别帮助这个学习者将她的酷儿身份以物质形式铭刻下来,并参与叙事游戏来传达个人价值观。从民族志方法和建构主义理论出发,本研究主张扩大写作计划,以支持各种个人进入意义创造的途径。这些项目揭示了学生选择和多模式参与在青年学习环境中的重要性。
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引用次数: 1
Editorial 编辑
IF 0.8 Q1 Social Sciences Pub Date : 2021-04-03 DOI: 10.1080/1358684X.2021.1893499
J. Yandell
Not very long ago, a student on the pre-service teacher education programme that I lead told a story about the end of term test that confronted her class of elevenand twelve-year olds at her practicum school in East London. Presented with a list of poets, the pupils were asked to arrange them in chronological order, according to the date of their deaths. The task represents a form of perfection, the reductio ad absurdum of the current fashion for a ‘knowledge-rich’ curriculum. Here was English as a school subject reimagined as a set of easily testable facts; more than this, though, as facts that could not possibly be of assistance to a student’s efforts to develop a coherent picture of English in general or of poetry in particular. This was English shorn not just of difficulty but of meaning itself. You may not be surprised to read that this version of English is not one that figures prominently in the essays that follow. Each, in their very different ways, wrestles with the school subject and its attendant pursuits and pedagogies as contested spaces. Each acknowledges, too, that thinking about English involves an engagement with history; but the histories that are at stake here are infinitely richer, more complex and more uncertain than a list of dates. We start with Brenton Doecke’s account of his own formation – an act of Gramscian inventory-taking that simultaneously involves probing the significance that Marxist literary theory has had for him as an English educator. As Scholes (1998, 151) suggested, ‘Understanding the category of literature as a problem – and a problem with a history – is part of what every serious student of English should know.’ Doecke, though, takes this argument further, in at least two important ways: first, that the problem extends beyond definitions to questions of value, and that doubts about what literary education is for must remain central to literary education itself; second, that the fundamental weakness of much literary theory lies in its longstanding failure to take seriously the cultural praxis that is enacted in (school) classrooms. Francis Gilbert’s exploration of the teaching of creative writing is, likewise, grounded in autobiographical reflection – in his own experiences as a creative writing student as well as in his more recent work as a teacher and educator. Gilbert offers a typology of different approaches to, and rationales for, creative writing courses; more than this, though, he insists that teachers of creative writing need to examine their reasons for teaching if they are to understand (and develop) their pedagogy. Questions of identity intersect with pedagogic strategies and dilemmas in the following four contributions. Salomé Romylos analyses the formation of the professional identities of English literature teachers in one region of South Africa. In a series of case studies, she traces the influence of larger forces and discourses on individuals, while also observing the complex relation bet
不久前,一位参加我领导的职前教师教育项目的学生讲述了一个关于她所在的东伦敦实习学校11至12岁学生面临期末考试的故事。学生们拿到一份诗人名单后,被要求按照诗人去世的时间顺序排列。这项任务代表了一种完美的形式,是对当前“知识丰富”课程时尚的简化和荒谬。在这里,英语作为学校的一门学科被重新想象成一套易于测试的事实;然而,更重要的是,这些事实不可能帮助学生对英语或诗歌形成一个连贯的整体形象。这种英语不仅失去了难度,而且失去了意义本身。你可能不会感到惊讶,这种版本的英语并没有在接下来的文章中占据突出地位。每一个都以其不同的方式与学校主题及其随之而来的追求和教学方法进行斗争,作为有争议的空间。两人都承认,学习英语涉及到与历史的接触;但是,这里牵涉到的历史比一串日期要丰富得多、复杂得多、不确定得多。我们从布伦顿·多克对自己的形成的描述开始——这是一种葛兰西式的盘点行为,同时也涉及到马克思主义文学理论对他作为一名英国教育家的意义。正如斯科尔斯(1998,151)所建议的那样,“把文学的范畴理解为一个问题——以及历史的问题——是每一个认真学习英语的学生应该知道的一部分。”然而,多克至少在两个重要方面进一步深化了这一论点:首先,这个问题超越了定义,延伸到了价值问题,对文学教育目的的怀疑必须继续成为文学教育本身的核心;第二,许多文学理论的根本弱点在于它长期以来未能认真对待(学校)课堂上的文化实践。同样,弗朗西斯·吉尔伯特对创意写作教学的探索也基于他的自传体反思——在他自己作为创意写作学生的经历以及他最近作为教师和教育家的工作中。吉尔伯特为创意写作课程提供了不同方法和基本原理的类型学;不仅如此,他还坚持认为,创意写作教师如果想要理解(并发展)他们的教学法,就需要审视他们教学的理由。在以下四篇文章中,身份问题与教学策略和困境交叉。salom Romylos分析了南非某地区英语文学教师职业认同的形成。在一系列的案例研究中,她追溯了更大的力量和话语对个体的影响,同时也观察到参与者的实践与他们作为教师的自我意识之间的复杂关系。爱德华·科利尔(Edward Collyer)写了他自己在英国担任职前教师的经历,他遇到了一些学生,他们对《改变英语2021》(CHANGING ENGLISH 2021, VOL. 28, NO. 1)的形式非常抵触。2,131 - 132 https://doi.org/10.1080/1358684X.2021.1893499
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引用次数: 0
Teaching the Twentieth-Century Irish Short Story in the Sixth-Form Classroom in Northern Ireland: A Literary-Critical Exploration 在北爱尔兰六年级课堂上教授二十世纪爱尔兰短篇小说:文学批评的探索
IF 0.8 Q1 Social Sciences Pub Date : 2021-03-22 DOI: 10.1080/1358684X.2021.1893155
B. Hanratty
ABSTRACT This paper is predicated on an argument for presenting the Irish short story as a statutory recommendation within the A Level English syllabus in Northern Ireland (and also, perhaps, in syllabi set by Examination Boards in other parts of the United Kingdom). Employing a carefully considered literary-critical perspective, the paper offers a detailed evaluation of a representative selection of twentieth-century Irish short stories. The first part, sub-divided into two sections, provides, firstly, some observations about form in the Irish short story and, secondly, it offers some historical and social contexts which provide a backcloth to the evolution of the short story as the twentieth century progressed. The second part, in exploring a carefully selected range of stories, seeks to highlight both their thematic richness and their well-honed craftsmanship. Some of the themes which emerge, and which arguably have universal resonances, include the trauma of emigration, the changing role of women in a society beginning to loosen the shackles of patriarchy, and the inhumanity of war.
本文基于将爱尔兰短篇小说作为北爱尔兰a - Level英语教学大纲的法定推荐(也可能是英国其他地区考试委员会制定的教学大纲)的论点。本文从文学批评的角度,对20世纪爱尔兰短篇小说的代表性选集进行了详细的评价。第一部分,分为两个部分,首先提供了一些关于爱尔兰短篇小说形式的观察,其次,它提供了一些历史和社会背景,这些背景为短篇小说在20世纪的发展提供了背景。第二部分,在探索精心挑选的故事范围,力求突出主题的丰富性和精湛的工艺。其中出现的一些主题,可以说是具有普遍共鸣的,包括移民的创伤,妇女在一个开始放松父权制枷锁的社会中角色的变化,以及战争的不人道。
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引用次数: 0
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Changing English-Studies in Culture and Education
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