Pub Date : 2022-01-02DOI: 10.1080/1358684x.2021.2021797
T. Burgess
reading aloud, the ‘main implication is expanding understanding of reading in the first place’ (p. 178). Concluding in Chapter 12, Duncan reminds us that her aim for the book is ‘not to directly influence practice but rather to better understand the diversity of adults reading practices and therefore deepen our knowledge reading itself. This deeper knowledge could then, in turn, influence literacy teaching and research’ (p. 179). As such, this book follows in a rich tradition of research which has argued for literacy education to reflect a nuanced and evolving understanding of the role of literacy in everyday lives. Duncan reminds us that ‘we cannot guess at others’ perspectives; we need to ask, to open up meaningful conversations and keep these conversations open’ (p. 179). Oral Literacies is an engaging and dynamic book that will no doubt inspire practitioners, students and researchers in the field to open up and continue such conversations, and to ensure that reading aloud is no longer ignored or forgotten.
{"title":"Vygotsky the Teacher. A Companion to his Psychology for Teachers and Other Practitioners","authors":"T. Burgess","doi":"10.1080/1358684x.2021.2021797","DOIUrl":"https://doi.org/10.1080/1358684x.2021.2021797","url":null,"abstract":"reading aloud, the ‘main implication is expanding understanding of reading in the first place’ (p. 178). Concluding in Chapter 12, Duncan reminds us that her aim for the book is ‘not to directly influence practice but rather to better understand the diversity of adults reading practices and therefore deepen our knowledge reading itself. This deeper knowledge could then, in turn, influence literacy teaching and research’ (p. 179). As such, this book follows in a rich tradition of research which has argued for literacy education to reflect a nuanced and evolving understanding of the role of literacy in everyday lives. Duncan reminds us that ‘we cannot guess at others’ perspectives; we need to ask, to open up meaningful conversations and keep these conversations open’ (p. 179). Oral Literacies is an engaging and dynamic book that will no doubt inspire practitioners, students and researchers in the field to open up and continue such conversations, and to ensure that reading aloud is no longer ignored or forgotten.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"104 - 109"},"PeriodicalIF":0.8,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47529015","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.2021.2015571
Özge Üstündağ Güvenç, Berkem Sağlam, Özkan Çakırlar, Özlem Uzundemir
ABSTRACT During the COVID-19 pandemic, academics and students have had to respond to the unexpected and unplanned shift from face-to-face to online teaching. Since teaching and learning through online portals has been a new experience, this has prompted the academics in the English Language and Literature Department at Çankaya University to seek alternative and creative ideas to promote student productivity, participation and motivation. The aim of this case study is to discuss how the course materials, teaching methods and assessment have been redesigned to meet the needs of online education during the pandemic. With the examples from changes in the syllabi, student survey and sample student responses, this study also reveals how the academics in the department have had an opportunity to re-evaluate systems of teaching both on and offline and to refresh their role as instructors.
{"title":"Changes in the Teaching of Literature: A Study of Practices in the English Language and Literature Department at Çankaya University during the COVID-19 Pandemic","authors":"Özge Üstündağ Güvenç, Berkem Sağlam, Özkan Çakırlar, Özlem Uzundemir","doi":"10.1080/1358684X.2021.2015571","DOIUrl":"https://doi.org/10.1080/1358684X.2021.2015571","url":null,"abstract":"ABSTRACT During the COVID-19 pandemic, academics and students have had to respond to the unexpected and unplanned shift from face-to-face to online teaching. Since teaching and learning through online portals has been a new experience, this has prompted the academics in the English Language and Literature Department at Çankaya University to seek alternative and creative ideas to promote student productivity, participation and motivation. The aim of this case study is to discuss how the course materials, teaching methods and assessment have been redesigned to meet the needs of online education during the pandemic. With the examples from changes in the syllabi, student survey and sample student responses, this study also reveals how the academics in the department have had an opportunity to re-evaluate systems of teaching both on and offline and to refresh their role as instructors.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"53 - 65"},"PeriodicalIF":0.8,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42278514","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 : 2021-12-17DOI: 10.1080/1358684X.2021.2008229
J. Keen
ABSTRACT This article discusses two schemes for teaching writing in schools. One uses analysis of model texts into techniques and devices then application of these by students to their written compositions and one uses a process approach that includes pre-writing and exploring, drafting, sharing and discussing, revising and celebrating to exploit students’ procedural knowledge of language at all levels of description. It argues that the process approach is more effective in facilitating the development of students’ writing skills than the analysis-and-application methods currently adopted in secondary schools. It concludes that as the process approach is more effective, it will replace analysis-and-application for teaching writing.
{"title":"Teaching writing: process, practice and policy","authors":"J. Keen","doi":"10.1080/1358684X.2021.2008229","DOIUrl":"https://doi.org/10.1080/1358684X.2021.2008229","url":null,"abstract":"ABSTRACT This article discusses two schemes for teaching writing in schools. One uses analysis of model texts into techniques and devices then application of these by students to their written compositions and one uses a process approach that includes pre-writing and exploring, drafting, sharing and discussing, revising and celebrating to exploit students’ procedural knowledge of language at all levels of description. It argues that the process approach is more effective in facilitating the development of students’ writing skills than the analysis-and-application methods currently adopted in secondary schools. It concludes that as the process approach is more effective, it will replace analysis-and-application for teaching writing.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"24 - 39"},"PeriodicalIF":0.8,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48386920","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 : 2021-12-14DOI: 10.1080/1358684X.2021.2006053
Amber Moore
ABSTRACT Drawing on data from a larger feminist study that explored how secondary English teacher candidates responded to a sexual trauma text set and pedagogy for teaching such narratives with Canadian adolescents, this paper examines how caretaker discourses emerged in response to these stories and learning. This especially manifested as emerging teacher participants discussed and troubled the notion of ‘safety’ in schools altogether, searched for ways to cultivate ‘safe-er’ classroom spaces, and critically considered triggering and content (trigger) warning practices. With the aim of thinking about how educators might build radical classrooms prepared to address Tarana Burke’s Me Too movement, the pervasiveness of sexual assault, and the insidiousness of rape culture through literacy learning, this paper details the sometimes precautionary but overall promising ways in which teacher candidates considered tackling difficult subject matter in English Language Arts.
{"title":"Safe space(s), content (trigger) warnings, and being ‘care-ful’ with trauma literature pedagogy and rape culture in secondary English teacher education","authors":"Amber Moore","doi":"10.1080/1358684X.2021.2006053","DOIUrl":"https://doi.org/10.1080/1358684X.2021.2006053","url":null,"abstract":"ABSTRACT Drawing on data from a larger feminist study that explored how secondary English teacher candidates responded to a sexual trauma text set and pedagogy for teaching such narratives with Canadian adolescents, this paper examines how caretaker discourses emerged in response to these stories and learning. This especially manifested as emerging teacher participants discussed and troubled the notion of ‘safety’ in schools altogether, searched for ways to cultivate ‘safe-er’ classroom spaces, and critically considered triggering and content (trigger) warning practices. With the aim of thinking about how educators might build radical classrooms prepared to address Tarana Burke’s Me Too movement, the pervasiveness of sexual assault, and the insidiousness of rape culture through literacy learning, this paper details the sometimes precautionary but overall promising ways in which teacher candidates considered tackling difficult subject matter in English Language Arts.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"78 - 88"},"PeriodicalIF":0.8,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41347480","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 : 2021-12-07DOI: 10.1080/1358684X.2021.2001642
Seyyed-Abdolhamid Mirhosseini
ABSTRACT In this article, I present a thought experiment highlighting some lessons of the COVID-19 pandemic for language education. I focus on two characteristics of the pandemic and the English language teaching (ELT) industry. First, during the pandemic, humans appeared to grapple with the ancient problem of killer viruses, with modern medicine initially offering little beyond basic advice; and ELT seems to deal with old problems like teaching vocabulary with little real progress in decades. Second, Asia was the epicenter of COVID-19 that later spread worldwide and caused social consequences in addition to health disasters; and the history of English as an additional language started in Asia before spreading to other places and creating sociocultural challenges. Departing from this tentative analogy, I argue that traditional ELT theory and research trends need to be revisited, and sociopolitical concerns should be considered as crucial aspects of the essence of ELT.
{"title":"COVID-19 and Language Education: Lessons of a Pandemic for English Teaching","authors":"Seyyed-Abdolhamid Mirhosseini","doi":"10.1080/1358684X.2021.2001642","DOIUrl":"https://doi.org/10.1080/1358684X.2021.2001642","url":null,"abstract":"ABSTRACT In this article, I present a thought experiment highlighting some lessons of the COVID-19 pandemic for language education. I focus on two characteristics of the pandemic and the English language teaching (ELT) industry. First, during the pandemic, humans appeared to grapple with the ancient problem of killer viruses, with modern medicine initially offering little beyond basic advice; and ELT seems to deal with old problems like teaching vocabulary with little real progress in decades. Second, Asia was the epicenter of COVID-19 that later spread worldwide and caused social consequences in addition to health disasters; and the history of English as an additional language started in Asia before spreading to other places and creating sociocultural challenges. Departing from this tentative analogy, I argue that traditional ELT theory and research trends need to be revisited, and sociopolitical concerns should be considered as crucial aspects of the essence of ELT.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"3 - 11"},"PeriodicalIF":0.8,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41724889","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 : 2021-11-25DOI: 10.1080/1358684x.2022.2120670
J. Yandell
The act of representation is fraught with complexity. Always, it involves questions of what is being represented and how (questions of mimetic subject and technique) and, equally important, who is doing the representation, from what standpoint, on whose behalf, and with what warrant, is the sign being made (questions that are inescapably ethical and political). In the essay which opens this issue, Rosie Hunt explores these complexities of representation in considering her responsibilities as a researcher to the young people who are participants in her research. These obligations extend far beyond the gaining of informed consent to the ways in which learner identities are rendered in accounts of classroom practice. What emerges from Hunt’s argument is a picture of research, and of learning, that is irreducibly social, dialogic and contingent. Similar emphases are to be found in the contribution from Gill Anderson and Benjamin Elms. Resisting currently powerful versions of teacher formation that privilege quite reductive, technicist/cognitivist models of teaching and of teacher education, Anderson and Elms insist on the vital importance of the affective, the situated and the relational. Issues of representation are central to the following two pieces. Geoff Bender reports on research, conducted in a predominantly White high school in upstate New York, that investigates students’ responses to ‘diversity insertion’ – that is, the tokenistic inclusion in the literary canon of a text such as Chinua Achebe’s Things Fall Apart. While many of the responses, informed by what Bender terms the ‘rhetoric of white innocence’, might indicate that the novel had no effect on students’ understanding of the oppressive force of colonialism, there was clear evidence that the experience of reading the text created spaces for other students, particularly those occupying marginalised positions within the school community, to articulate more critical, anti-colonialist perspectives. John Hodgson and Ann Harris explore the genealogy of E. D. Hirsch’s concept of ‘cultural literacy’ and the way in which this concept has been mobilised within current education policy in England, in a consciously exclusionary, monocultural, monolingual, nationbuilding project. One of the problems with the Hirschian project for a single national language and culture is that it entails a wilful disregard for the fact that culture and language are constantly being remade, differently, in ways that reflect the interests of the signmakers. How code-switching enabled two Palestinian writers to represent their diasporic identities and experiences is the subject of the essay by Ahmad Qababa and Bilal Hamamra. Examining instances of the incorporation of Arabic words and phrases in memoirs by Edward Said and Fawaz Turki, they argue that such code-switching serves multiple purposes, enacting the rupture of diaspora and demonstrating affiliation to the lost homeland, but also (elsewhere) functioning as a
{"title":"Editorial","authors":"J. Yandell","doi":"10.1080/1358684x.2022.2120670","DOIUrl":"https://doi.org/10.1080/1358684x.2022.2120670","url":null,"abstract":"The act of representation is fraught with complexity. Always, it involves questions of what is being represented and how (questions of mimetic subject and technique) and, equally important, who is doing the representation, from what standpoint, on whose behalf, and with what warrant, is the sign being made (questions that are inescapably ethical and political). In the essay which opens this issue, Rosie Hunt explores these complexities of representation in considering her responsibilities as a researcher to the young people who are participants in her research. These obligations extend far beyond the gaining of informed consent to the ways in which learner identities are rendered in accounts of classroom practice. What emerges from Hunt’s argument is a picture of research, and of learning, that is irreducibly social, dialogic and contingent. Similar emphases are to be found in the contribution from Gill Anderson and Benjamin Elms. Resisting currently powerful versions of teacher formation that privilege quite reductive, technicist/cognitivist models of teaching and of teacher education, Anderson and Elms insist on the vital importance of the affective, the situated and the relational. Issues of representation are central to the following two pieces. Geoff Bender reports on research, conducted in a predominantly White high school in upstate New York, that investigates students’ responses to ‘diversity insertion’ – that is, the tokenistic inclusion in the literary canon of a text such as Chinua Achebe’s Things Fall Apart. While many of the responses, informed by what Bender terms the ‘rhetoric of white innocence’, might indicate that the novel had no effect on students’ understanding of the oppressive force of colonialism, there was clear evidence that the experience of reading the text created spaces for other students, particularly those occupying marginalised positions within the school community, to articulate more critical, anti-colonialist perspectives. John Hodgson and Ann Harris explore the genealogy of E. D. Hirsch’s concept of ‘cultural literacy’ and the way in which this concept has been mobilised within current education policy in England, in a consciously exclusionary, monocultural, monolingual, nationbuilding project. One of the problems with the Hirschian project for a single national language and culture is that it entails a wilful disregard for the fact that culture and language are constantly being remade, differently, in ways that reflect the interests of the signmakers. How code-switching enabled two Palestinian writers to represent their diasporic identities and experiences is the subject of the essay by Ahmad Qababa and Bilal Hamamra. Examining instances of the incorporation of Arabic words and phrases in memoirs by Edward Said and Fawaz Turki, they argue that such code-switching serves multiple purposes, enacting the rupture of diaspora and demonstrating affiliation to the lost homeland, but also (elsewhere) functioning as a ","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"333 - 334"},"PeriodicalIF":0.8,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48212818","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 : 2021-11-09DOI: 10.1080/1358684X.2021.1993790
B. Doecke
ABSTRACT This is a review essay of Jessica Mason and Marcello Giovanelli’s Studying Fiction: A Guide for Teachers and Researchers, Abingdon, Oxon: Routledge, 2021. I argue that their study is symptomatic of our current policy environment, whilst locating it within a continuing debate about whether linguistics can provide the disciplinary foundations for subject English, in contradistinction to literary studies.
{"title":"‘The Best Way to Approach Any Text’?","authors":"B. Doecke","doi":"10.1080/1358684X.2021.1993790","DOIUrl":"https://doi.org/10.1080/1358684X.2021.1993790","url":null,"abstract":"ABSTRACT This is a review essay of Jessica Mason and Marcello Giovanelli’s Studying Fiction: A Guide for Teachers and Researchers, Abingdon, Oxon: Routledge, 2021. I argue that their study is symptomatic of our current policy environment, whilst locating it within a continuing debate about whether linguistics can provide the disciplinary foundations for subject English, in contradistinction to literary studies.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"89 - 100"},"PeriodicalIF":0.8,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44880266","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 : 2021-11-09DOI: 10.1080/1358684X.2021.1997139
Yan-hong Huang, A. Hashim
ABSTRACT This paper examines university students’ perceptions towards different English accent varieties and their non-unitary and conflicting identity (re)construction responding the changing configuration of English in China. Findings from interviews and diaries indicate that the participants’ perceptions appear to be under the substantial influence of the different identities they intend to assume. The incompatibility existing in their different identities leads to identity conflicts and attitude schizophrenia. The article proposes a revision of the ongoing teaching paradigm in order to project the current spread and development of English and to attend to the genuine linguistic demands and identity appeals of English language learners in China.
{"title":"Accent Perceptions and Identity Conflicts of University Students in China","authors":"Yan-hong Huang, A. Hashim","doi":"10.1080/1358684X.2021.1997139","DOIUrl":"https://doi.org/10.1080/1358684X.2021.1997139","url":null,"abstract":"ABSTRACT This paper examines university students’ perceptions towards different English accent varieties and their non-unitary and conflicting identity (re)construction responding the changing configuration of English in China. Findings from interviews and diaries indicate that the participants’ perceptions appear to be under the substantial influence of the different identities they intend to assume. The incompatibility existing in their different identities leads to identity conflicts and attitude schizophrenia. The article proposes a revision of the ongoing teaching paradigm in order to project the current spread and development of English and to attend to the genuine linguistic demands and identity appeals of English language learners in China.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"12 - 23"},"PeriodicalIF":0.8,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43480673","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 : 2021-11-01Epub Date: 2021-09-02DOI: 10.1055/a-1631-2140
Weijie Chen, Daniel Seidel
This review aims to provide a comprehensive overview of condensation-based methods for the C-H bond functionalization of amines that feature azomethine ylides as key intermediates. These transformations are typically redox-neutral and share common attributes with classic name reactions such as the Strecker, Mannich, Friedel-Crafts, Pictet-Spengler, and Kabachnik-Fields reaction, while incorporating a redox-isomerization step. This approach provides an ideal platform to rapidly transform simple starting materials into complex amines.
{"title":"Condensation-Based Methods for the C-H Bond Functionalization of Amines.","authors":"Weijie Chen, Daniel Seidel","doi":"10.1055/a-1631-2140","DOIUrl":"10.1055/a-1631-2140","url":null,"abstract":"<p><p>This review aims to provide a comprehensive overview of condensation-based methods for the C-H bond functionalization of amines that feature azomethine ylides as key intermediates. These transformations are typically redox-neutral and share common attributes with classic name reactions such as the Strecker, Mannich, Friedel-Crafts, Pictet-Spengler, and Kabachnik-Fields reaction, while incorporating a redox-isomerization step. This approach provides an ideal platform to rapidly transform simple starting materials into complex amines.</p>","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"8 1","pages":"3869-3908"},"PeriodicalIF":2.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9004714/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82391280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/1358684X.2021.1926925
Lilach Naishtat Bornstein
ABSTRACT Here I present ‘stories of reading’ as a model that takes account of the way an actual reader, together with other readers in a group, reacts to a text as part of an interpretive event. I demonstrate the model through the shared reading and discussion, by a non-academic group of Israeli women, of a Hebrew translation of Samuel Taylor Coleridge’s Romantic fragment Christabel. This work, published in 1816, has produced a rich history of ‘stories of reading’ in oral group discussions during its creation and since its reception. Thus, I argue, it entails collaborative investigation and interpretation. Moreover, its potential as a fragment poem may be fully uncovered and brought to the fore when read in a group context. I present an ethnography of the reading that examines how personal and collective ‘stories of reading’ in this group revealed meanings of the poem.
{"title":"‘A Person Takes Something and Makes It Into Something Else’: Lessons from Stories of Reading a Fragment","authors":"Lilach Naishtat Bornstein","doi":"10.1080/1358684X.2021.1926925","DOIUrl":"https://doi.org/10.1080/1358684X.2021.1926925","url":null,"abstract":"ABSTRACT Here I present ‘stories of reading’ as a model that takes account of the way an actual reader, together with other readers in a group, reacts to a text as part of an interpretive event. I demonstrate the model through the shared reading and discussion, by a non-academic group of Israeli women, of a Hebrew translation of Samuel Taylor Coleridge’s Romantic fragment Christabel. This work, published in 1816, has produced a rich history of ‘stories of reading’ in oral group discussions during its creation and since its reception. Thus, I argue, it entails collaborative investigation and interpretation. Moreover, its potential as a fragment poem may be fully uncovered and brought to the fore when read in a group context. I present an ethnography of the reading that examines how personal and collective ‘stories of reading’ in this group revealed meanings of the poem.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"28 1","pages":"411 - 428"},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1358684X.2021.1926925","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59741834","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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