Pub Date : 2022-02-09DOI: 10.1080/1358684X.2021.2022977
B. Marshall
ABSTRACT The article analyses in detail two lessons that were part of a larger research project on English teaching in Canada, England and Scotland. It considers whether the two English lessons are by their nature both dialogic and formative in practice. The research undertaken was carried out using arts-based criticism. It found that Eaglestone’s notion of good English teaching was synonymous with Alexander’s idea of dialogic assessment in the nature of the decisions teachers took to encourage students to think about texts. The dialogue that took place, through feedback that was cumulative, could potentially take any direction. In English, ‘the point is to respond to the “simultaneous presence of many meanings” rather than draw out one unambiguously’. The key decision for the teacher is to listen, assess and respond.
{"title":"Exploring dialogic assessment in English: an analysis of two lessons","authors":"B. Marshall","doi":"10.1080/1358684X.2021.2022977","DOIUrl":"https://doi.org/10.1080/1358684X.2021.2022977","url":null,"abstract":"ABSTRACT The article analyses in detail two lessons that were part of a larger research project on English teaching in Canada, England and Scotland. It considers whether the two English lessons are by their nature both dialogic and formative in practice. The research undertaken was carried out using arts-based criticism. It found that Eaglestone’s notion of good English teaching was synonymous with Alexander’s idea of dialogic assessment in the nature of the decisions teachers took to encourage students to think about texts. The dialogue that took place, through feedback that was cumulative, could potentially take any direction. In English, ‘the point is to respond to the “simultaneous presence of many meanings” rather than draw out one unambiguously’. The key decision for the teacher is to listen, assess and respond.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"141 - 151"},"PeriodicalIF":0.8,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45851506","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}
Pub Date : 2022-02-03DOI: 10.1080/1358684X.2022.2028546
Alexander Bacalja
{"title":"Literature, Videogames and Learning","authors":"Alexander Bacalja","doi":"10.1080/1358684X.2022.2028546","DOIUrl":"https://doi.org/10.1080/1358684X.2022.2028546","url":null,"abstract":"","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"209 - 212"},"PeriodicalIF":0.8,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48669166","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}
Pub Date : 2022-02-03DOI: 10.1080/1358684X.2021.2023465
I. Irham
are a rich site for learning and discovery with our students. It provides the stimulus for a wide range of questions: What hardware and software is necessary to engage in such practice? How closely should student productions reflect their literary originals? How is creativity constrained and/or enabled by game design software? Is it necessary for teachers to learn coding? What happens to the boundaries between reading and writing during the game-design process? How does one assess such productions? Burn provides a timely and much-needed addition to the field, and does so in a way that leverages the knowledge English teachers already possess, while also pushing at the boundaries of new ways of thinking about narrative.
{"title":"Language, Social Media and Ideologies: Translingual Englishes, Facebook and Authenticities","authors":"I. Irham","doi":"10.1080/1358684X.2021.2023465","DOIUrl":"https://doi.org/10.1080/1358684X.2021.2023465","url":null,"abstract":"are a rich site for learning and discovery with our students. It provides the stimulus for a wide range of questions: What hardware and software is necessary to engage in such practice? How closely should student productions reflect their literary originals? How is creativity constrained and/or enabled by game design software? Is it necessary for teachers to learn coding? What happens to the boundaries between reading and writing during the game-design process? How does one assess such productions? Burn provides a timely and much-needed addition to the field, and does so in a way that leverages the knowledge English teachers already possess, while also pushing at the boundaries of new ways of thinking about narrative.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"213 - 214"},"PeriodicalIF":0.8,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42360433","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}
Pub Date : 2022-01-25DOI: 10.1080/1358684X.2021.2021796
R. Collin
ABSTRACT This article explores how, in English classes in secondary schools, students can perfect moral concepts such as love, honesty, and happiness. As the philosopher and novelist Iris Murdoch explains, people can perfect, or refine, moral concepts by paying attention to reality and altering their concepts in line with what is real. For Murdoch, the reading of literature is a means by which people can attend to reality and perfect moral concepts. Drawing on Murdoch’s ideas, this article presents a strategy for teaching students in English classes to perfect moral concepts through reading Romeo and Juliet and other works of literature.
{"title":"Perfecting Moral Concepts with Iris Murdoch in English Class","authors":"R. Collin","doi":"10.1080/1358684X.2021.2021796","DOIUrl":"https://doi.org/10.1080/1358684X.2021.2021796","url":null,"abstract":"ABSTRACT This article explores how, in English classes in secondary schools, students can perfect moral concepts such as love, honesty, and happiness. As the philosopher and novelist Iris Murdoch explains, people can perfect, or refine, moral concepts by paying attention to reality and altering their concepts in line with what is real. For Murdoch, the reading of literature is a means by which people can attend to reality and perfect moral concepts. Drawing on Murdoch’s ideas, this article presents a strategy for teaching students in English classes to perfect moral concepts through reading Romeo and Juliet and other works of literature.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"152 - 159"},"PeriodicalIF":0.8,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49332379","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}
Pub Date : 2022-01-20DOI: 10.1080/1358684X.2022.2025764
D. Driver
ABSTRACT This article investigates the teaching of rhetoric as a discrete discipline within the curriculum of Tudor-era English grammar schools (such as the King’s New Grammar School in Stratford-Upon-Avon, where William Shakespeare is believed to have been educated). It examines more recent attempts to advocate for the value of rhetoric as a unifying principle guiding and informing how and why we educate; it also identifies links between these recent attempts and a Tudor-era understanding of imitatio (one aspect of rhetoric) arguing that these links can inform pedagogical practice and the interpretation of curriculum for today’s English teachers, particularly for the teaching of Shakespeare. Finally, the article argues that a comparison between a Tudor-era understanding of rhetoric and a 21st-century understanding carries significant implications for how we understand and teach for creativity.
{"title":"Shakespeare’s Education and What It Teaches Us","authors":"D. Driver","doi":"10.1080/1358684X.2022.2025764","DOIUrl":"https://doi.org/10.1080/1358684X.2022.2025764","url":null,"abstract":"ABSTRACT This article investigates the teaching of rhetoric as a discrete discipline within the curriculum of Tudor-era English grammar schools (such as the King’s New Grammar School in Stratford-Upon-Avon, where William Shakespeare is believed to have been educated). It examines more recent attempts to advocate for the value of rhetoric as a unifying principle guiding and informing how and why we educate; it also identifies links between these recent attempts and a Tudor-era understanding of imitatio (one aspect of rhetoric) arguing that these links can inform pedagogical practice and the interpretation of curriculum for today’s English teachers, particularly for the teaching of Shakespeare. Finally, the article argues that a comparison between a Tudor-era understanding of rhetoric and a 21st-century understanding carries significant implications for how we understand and teach for creativity.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"310 - 322"},"PeriodicalIF":0.8,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46069703","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}
Pub Date : 2022-01-20DOI: 10.1080/1358684X.2021.2015570
Andrew Rejan
ABSTRACT In this narrative inquiry, the author dramatises the tensions and discoveries that emerged in a literature course for pre-service and in-service teachers in an English education graduate programme. The students’ resistance to the instructor’s choice of Mary Shelley’s Frankenstein as a central text led to reflection on responsible and responsive approaches for managing the inclusion or excision of canonical texts by white authors in the syllabi of literature courses designed for secondary English teachers as well as within the secondary English curriculum. The author also explores the tension between a belief in an open, democratic learning environment and the authority structures that reinforce the power of the teacher or teacher educator.
{"title":"Embracing Counternarratives: Negotiating the Authority of Teacher and Text","authors":"Andrew Rejan","doi":"10.1080/1358684X.2021.2015570","DOIUrl":"https://doi.org/10.1080/1358684X.2021.2015570","url":null,"abstract":"ABSTRACT In this narrative inquiry, the author dramatises the tensions and discoveries that emerged in a literature course for pre-service and in-service teachers in an English education graduate programme. The students’ resistance to the instructor’s choice of Mary Shelley’s Frankenstein as a central text led to reflection on responsible and responsive approaches for managing the inclusion or excision of canonical texts by white authors in the syllabi of literature courses designed for secondary English teachers as well as within the secondary English curriculum. The author also explores the tension between a belief in an open, democratic learning environment and the authority structures that reinforce the power of the teacher or teacher educator.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"160 - 173"},"PeriodicalIF":0.8,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45594969","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}
ABSTRACT English as a lingua franca (ELF) is a well-known concept for English used as an international contact language among people from diverse linguacultural backgrounds. Using a questionnaire, we explored the attitudes of Spanish and Swedish pre-service primary school teachers towards English and its users after their collaboration on a virtual platform, during which they were ELF users. The findings showed that the ELF user attitudes of the two European student cohorts tended to be ambivalent, mixed, and self-contradictory. After discussing factors for participants’ attitudinal tendencies, we conclude that the ambivalence in their overall attitudes seems to mirror the ambivalence of the ‘double’ definitions of English in educational policy documents, which may affect the goals of teaching English in the classroom. We suggest that university teaching help pre-service teachers develop critical perspectives towards English and English users, as well as reflecting on why they teach English to their future pupils.
{"title":"Spanish and Swedish Pre-Service Teachers’ ELF User Attitudes Towards English and its Users","authors":"Hyeseung Jeong, Raquel Sánchez Ruiz, Georgia Wilhelmsson","doi":"10.1080/1358684X.2021.2022976","DOIUrl":"https://doi.org/10.1080/1358684X.2021.2022976","url":null,"abstract":"ABSTRACT English as a lingua franca (ELF) is a well-known concept for English used as an international contact language among people from diverse linguacultural backgrounds. Using a questionnaire, we explored the attitudes of Spanish and Swedish pre-service primary school teachers towards English and its users after their collaboration on a virtual platform, during which they were ELF users. The findings showed that the ELF user attitudes of the two European student cohorts tended to be ambivalent, mixed, and self-contradictory. After discussing factors for participants’ attitudinal tendencies, we conclude that the ambivalence in their overall attitudes seems to mirror the ambivalence of the ‘double’ definitions of English in educational policy documents, which may affect the goals of teaching English in the classroom. We suggest that university teaching help pre-service teachers develop critical perspectives towards English and English users, as well as reflecting on why they teach English to their future pupils.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"189 - 201"},"PeriodicalIF":0.8,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43508167","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}
Pub Date : 2022-01-19DOI: 10.1080/1358684X.2021.2023464
B. Campbell
ABSTRACT This paper reports on the process of understanding myself and my pre-service teacher education students better through my lecture reflections and deliberations with critical friends as I taught a South African film entitled Tsotsi. Conversations with colleagues deepened my analysis as I was challenged to revisit my musings on lecture reflections, and to probe facets of my background that influenced my responses to students. At the outset, I believed that my learning lay in the film. I now realise that I could have engaged in the process with any text. My learning happened not through the film, but in beginning to understand how my socio-cultural background influences my pedagogy. My reflections along with colleagues’ comments served as the link between myself and my classroom practice. I explore the question: What did I learn about myself in relation to my students through lecture reflections and my engagements with colleagues?
{"title":"A critical reflection of my collaborative learning journey in a South African pre-service teacher education film study module","authors":"B. Campbell","doi":"10.1080/1358684X.2021.2023464","DOIUrl":"https://doi.org/10.1080/1358684X.2021.2023464","url":null,"abstract":"ABSTRACT This paper reports on the process of understanding myself and my pre-service teacher education students better through my lecture reflections and deliberations with critical friends as I taught a South African film entitled Tsotsi. Conversations with colleagues deepened my analysis as I was challenged to revisit my musings on lecture reflections, and to probe facets of my background that influenced my responses to students. At the outset, I believed that my learning lay in the film. I now realise that I could have engaged in the process with any text. My learning happened not through the film, but in beginning to understand how my socio-cultural background influences my pedagogy. My reflections along with colleagues’ comments served as the link between myself and my classroom practice. I explore the question: What did I learn about myself in relation to my students through lecture reflections and my engagements with colleagues?","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"174 - 184"},"PeriodicalIF":0.8,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42385421","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}
Pub Date : 2022-01-02DOI: 10.1080/1358684x.2021.2013161
Ken Jones
{"title":"The teaching archive: a new history for literary study","authors":"Ken Jones","doi":"10.1080/1358684x.2021.2013161","DOIUrl":"https://doi.org/10.1080/1358684x.2021.2013161","url":null,"abstract":"","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"109 - 112"},"PeriodicalIF":0.8,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43861579","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}
Pub Date : 2022-01-02DOI: 10.1080/1358684x.2022.2026651
J. Yandell
Questions of knowledge continue to preoccupy us. What do we know about teaching and learning in English? And who are the knowledgeable ones – the ‘we’, if you like, of the previous question? This issue opens with Seyyed-Abdolhamid Mirhosseini’s playful thought experiment: is there anything to be learnt from the current pandemic – and are there any parallels between Coronavirus and English (language) teaching? Might this be a moment to reconsider what we think we know, and to question (again) the relationship between research and practice? The other contributors to this issue might be regarded as taking up Mirhosseini’s challenge. Yan Huang and Azirah Hashim’s report on perceptions of (English) accents indicates that the spectre of the native speaker continues to haunt the consciousness of the Chinese university students who were the participants in their research. But the picture they present is more complicated than this would suggest. When the students considered their own (English) accents, they appeared to judge them according to their sense of native-speaker norms; when they reflected on others’ accents, however, they became much more accepting of diversity, readier to adopt criteria of intelligibility and more inclined to see language as a shared resource for meaning-making – for getting things done, collaboratively, in the world. John Keen interrogates the orthodoxies that have grown up in the past three decades around the teaching of writing: the dominance of what he terms the ‘analysis-andapplication’ approaches that tend to situate knowledge about writing firmly in the minds of the experts – those who know a thing or two about genre, or the use of adjectives, or fronted adverbials and suchlike arcana. Keen returns to an older tradition of ‘process’ writing, modified in ways that further undermine what might be seen as common-sense hierarchies of knowledge and of the knowledgeable. In the classroom practice he presents, students’ development as writers entails learning from each other rather more than from the teacher-as-editor. What, then, of reading, which is, in different ways, the subject of the other contributions to this issue? Lorna Smith and her collaborators offer a fictionalised account of a preservice student teacher’s experience of her first practicum, a school in which the shared reading of stories has been reduced to mere exam-focused instrumentalism. In this place, no-one cares if the students are bored: feelings are irrelevant; what matters is results. The bleakness of this story is inseparable from the absence of meaningful, respectful dialogue in the interactions between Thea, the student, and her more experienced colleagues. And yet there is hope: perhaps Thea’s second practicum will be different. Other schools are possible, and other experiences of reading, as Özge Üstündağ Güvenç and her colleagues demonstrate in their account of literature teaching during the pandemic. Their university students in Turkey are given o
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