Pub Date : 2021-10-02DOI: 10.1080/1358684x.2021.1988268
J. Yandell
There’s nothing new about the assertion that language and identity are intimately related: John Marenbon, a prominent cultural conservative, acknowledged this thirty years ago, when he argued that inclusion of speaking and listening in the English curriculum was an unwarranted intrusion by the state: ‘Governments should not, and cannot, break down this function of speech as self-definition’ (Marenbon 1994, 6). His advice went unheeded, and governments in England have been eager to require teachers to police all aspects of language, to the extent that the current version of the Teachers’ Standards announces that ‘a teacher must . . . take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject’ (DfE 2021). We open this issue with an inspiring account of classroom practice that takes a much more nuanced view of language variety. Eliza Kogawa’s work with her primary pupils involves them in rigorous reflection on the Englishes they use and encounter, at home and in the community as well as in the classroom. The pupils are positioned as coresearchers, with her, into language choices and voices. And the essay might legitimately be presented as a working out in practice of the argument that Paul Tarpey makes for ‘dialogue not decoration’ – for forms of pedagogy that create authentic and meaningful learning experiences. A similar imperative lies behind the following two contributions. Klaudia Hiu Yen Lee reports on the benefits of collaboration among students on a lifewriting course, while Samuel Holdstock makes the case for digital forms of interactive fiction as a dialogic teaching tool. A somewhat different text, Coleridge’s bizarre poetic fragment, Christabel, provides the stimulus for the shared reading and discussion explored by Lilach Naishtat Bornstein. There is sometimes a tendency to imagine reading groups as cosily consensual affairs, instances of the least troubling versions of literary sociability. That is not the story of reading that Bornstein presents here – and much of the interest of her account lies in the sheer difficulty of the negotiations, with the text and with the other participants, that is revealed in her study. Intercultural negotiation is also the subject of the research conducted by Jueyen Su and her collaborators, as they investigate what happened when Balinese and Chinese students worked together online to explore the Japanese concept of amae (presumed indulgence) and cognate words/concepts in Balinese and Mandarin Chinese. We conclude this issue with Lucinda McKnight’s provocation: if AI is already better at producing the kinds of writing that are valorised in high-stakes tests and which thus constitute the focus of much contemporary writing pedagogy, what might an alternative approach to human (or posthuman, or transhuman) writing development look like? What might remain a distinctively human contribution to writing and to thin
{"title":"Editorial","authors":"J. Yandell","doi":"10.1080/1358684x.2021.1988268","DOIUrl":"https://doi.org/10.1080/1358684x.2021.1988268","url":null,"abstract":"There’s nothing new about the assertion that language and identity are intimately related: John Marenbon, a prominent cultural conservative, acknowledged this thirty years ago, when he argued that inclusion of speaking and listening in the English curriculum was an unwarranted intrusion by the state: ‘Governments should not, and cannot, break down this function of speech as self-definition’ (Marenbon 1994, 6). His advice went unheeded, and governments in England have been eager to require teachers to police all aspects of language, to the extent that the current version of the Teachers’ Standards announces that ‘a teacher must . . . take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject’ (DfE 2021). We open this issue with an inspiring account of classroom practice that takes a much more nuanced view of language variety. Eliza Kogawa’s work with her primary pupils involves them in rigorous reflection on the Englishes they use and encounter, at home and in the community as well as in the classroom. The pupils are positioned as coresearchers, with her, into language choices and voices. And the essay might legitimately be presented as a working out in practice of the argument that Paul Tarpey makes for ‘dialogue not decoration’ – for forms of pedagogy that create authentic and meaningful learning experiences. A similar imperative lies behind the following two contributions. Klaudia Hiu Yen Lee reports on the benefits of collaboration among students on a lifewriting course, while Samuel Holdstock makes the case for digital forms of interactive fiction as a dialogic teaching tool. A somewhat different text, Coleridge’s bizarre poetic fragment, Christabel, provides the stimulus for the shared reading and discussion explored by Lilach Naishtat Bornstein. There is sometimes a tendency to imagine reading groups as cosily consensual affairs, instances of the least troubling versions of literary sociability. That is not the story of reading that Bornstein presents here – and much of the interest of her account lies in the sheer difficulty of the negotiations, with the text and with the other participants, that is revealed in her study. Intercultural negotiation is also the subject of the research conducted by Jueyen Su and her collaborators, as they investigate what happened when Balinese and Chinese students worked together online to explore the Japanese concept of amae (presumed indulgence) and cognate words/concepts in Balinese and Mandarin Chinese. We conclude this issue with Lucinda McKnight’s provocation: if AI is already better at producing the kinds of writing that are valorised in high-stakes tests and which thus constitute the focus of much contemporary writing pedagogy, what might an alternative approach to human (or posthuman, or transhuman) writing development look like? What might remain a distinctively human contribution to writing and to thin","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"28 1","pages":"353 - 354"},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44166681","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 : 2021-09-21DOI: 10.1080/1358684X.2021.1962248
Teresa Sosa
ABSTRACT Focusing on moments in the English classroom imbued with affective forces that produce racial differentiation is central to the support of classrooms addressing race and racism. This work focuses on an event in an English classroom where race was constructed in ways that disrupted not only silence but habitual ways of social differentiation. Through an analysis of two student’s responses to an image of Basquiat, I make the case for how affect as a constellation of language, power, bodies, and historical, cultural, social and political norms and conventions informed each students’ response. I also address how affective encounters can prime teachers for future discussions and activities that also/further disrupt ideologies of race.
{"title":"Producing New Affective Concepts of Race in an English Classroom","authors":"Teresa Sosa","doi":"10.1080/1358684X.2021.1962248","DOIUrl":"https://doi.org/10.1080/1358684X.2021.1962248","url":null,"abstract":"ABSTRACT Focusing on moments in the English classroom imbued with affective forces that produce racial differentiation is central to the support of classrooms addressing race and racism. This work focuses on an event in an English classroom where race was constructed in ways that disrupted not only silence but habitual ways of social differentiation. Through an analysis of two student’s responses to an image of Basquiat, I make the case for how affect as a constellation of language, power, bodies, and historical, cultural, social and political norms and conventions informed each students’ response. I also address how affective encounters can prime teachers for future discussions and activities that also/further disrupt ideologies of race.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"66 - 77"},"PeriodicalIF":0.8,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45611739","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 : 2021-07-16DOI: 10.1080/1358684X.2021.1957669
Lorna Smith, H. Thomas, S. Chapman, Joan Foley, L. Kelly, Judith Kneen, Annabel Watson
ABSTRACT This paper tells a story of one student teacher’s experiences as she considers the choice of fiction texts studied by young secondary learners of English, and how those texts are taught. Based on a series of interviews carried out in the South-West of England and Wales, the narrative provides a perspective on the limitations of current curricula offered by schools that feel bound by a restrictive assessment and inspection regime. It concludes that such curricula can stifle effective teaching and learning, and so teacher educators have a duty to provide new entrants to the profession with a range of perspectives, opportunities and experiences. Through so doing, we promote the fictionalisation of data as a valid, robust approach to educational research.
{"title":"The Dance and the Tune: A Storied Exploration of the Teaching of Stories","authors":"Lorna Smith, H. Thomas, S. Chapman, Joan Foley, L. Kelly, Judith Kneen, Annabel Watson","doi":"10.1080/1358684X.2021.1957669","DOIUrl":"https://doi.org/10.1080/1358684X.2021.1957669","url":null,"abstract":"ABSTRACT This paper tells a story of one student teacher’s experiences as she considers the choice of fiction texts studied by young secondary learners of English, and how those texts are taught. Based on a series of interviews carried out in the South-West of England and Wales, the narrative provides a perspective on the limitations of current curricula offered by schools that feel bound by a restrictive assessment and inspection regime. It concludes that such curricula can stifle effective teaching and learning, and so teacher educators have a duty to provide new entrants to the profession with a range of perspectives, opportunities and experiences. Through so doing, we promote the fictionalisation of data as a valid, robust approach to educational research.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"40 - 52"},"PeriodicalIF":0.8,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43931863","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 : 2021-07-08DOI: 10.1080/1358684X.2021.1940100
Susan M. Jones
{"title":"Oral Literacies: When Adults Read Aloud","authors":"Susan M. Jones","doi":"10.1080/1358684X.2021.1940100","DOIUrl":"https://doi.org/10.1080/1358684X.2021.1940100","url":null,"abstract":"","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"29 1","pages":"101 - 104"},"PeriodicalIF":0.8,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1358684X.2021.1940100","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49434066","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 : 2021-07-03DOI: 10.1080/1358684X.2021.1904381
Ali S. M. Al-Issa
ABSTRACT Historically and as a developing country, the Sultanate of Oman has always been culturally dependent on Britain to plan and implement its English Language Teaching (ELT) and in-service teacher education. This dependency has negatively affected preparing English language teachers with a new global professional identity capable of introducing change to the Omani ELT system. This argument is at the heart of my response to Wyatt and Sargeant’s article in this issue of Changing English. I argue for professionalism as a political ideology capable of resisting and challenging the ELT cultural imperialism.
{"title":"Using English Language Teaching Professionalism to Bash Cultural Imperialism in the Sultanate of Oman: A Response to Wyatt and Sargeant","authors":"Ali S. M. Al-Issa","doi":"10.1080/1358684X.2021.1904381","DOIUrl":"https://doi.org/10.1080/1358684X.2021.1904381","url":null,"abstract":"ABSTRACT Historically and as a developing country, the Sultanate of Oman has always been culturally dependent on Britain to plan and implement its English Language Teaching (ELT) and in-service teacher education. This dependency has negatively affected preparing English language teachers with a new global professional identity capable of introducing change to the Omani ELT system. This argument is at the heart of my response to Wyatt and Sargeant’s article in this issue of Changing English. I argue for professionalism as a political ideology capable of resisting and challenging the ELT cultural imperialism.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"28 1","pages":"341 - 352"},"PeriodicalIF":0.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1358684X.2021.1904381","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42806975","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 : 2021-07-03DOI: 10.1080/1358684X.2021.1923396
Hawk Chang
ABSTRACT Across the world, the COVID-19 pandemic has had far-reaching effects on many aspects of our everyday lives. Changes have also been apparent in the field of teaching since most teaching now has to be carried out online. Despite its drawbacks, this forced change to online instruction and learning has helped me reflect on my teaching. Based on my experience teaching literature at a university in Hong Kong, this article aims to highlight the lessons learned from the transformation caused by the pandemic.
{"title":"What the COVID-19 Pandemic has Taught Me about Teaching Literature in Hong Kong","authors":"Hawk Chang","doi":"10.1080/1358684X.2021.1923396","DOIUrl":"https://doi.org/10.1080/1358684X.2021.1923396","url":null,"abstract":"ABSTRACT Across the world, the COVID-19 pandemic has had far-reaching effects on many aspects of our everyday lives. Changes have also been apparent in the field of teaching since most teaching now has to be carried out online. Despite its drawbacks, this forced change to online instruction and learning has helped me reflect on my teaching. Based on my experience teaching literature at a university in Hong Kong, this article aims to highlight the lessons learned from the transformation caused by the pandemic.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"28 1","pages":"262 - 270"},"PeriodicalIF":0.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1358684X.2021.1923396","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42078552","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 : 2021-07-03DOI: 10.1080/1358684X.2021.1902280
Lilith Johnstone
ABSTRACT This essay explores how and why English teachers, especially women, must unpack and honour the many facets of our autobiography that make up our experiences and identities in classroom practice. Drawing on the work of Jane Miller and Anne Turvey, it starts with a ‘moment’ with a Year 10 class. It calls for attention to be paid to the intensely personal factors of place, time, gender and Anxiety that allow for its true significance in my emerging as an English teacher to be understood. It argues that alongside ‘the moment’, it is crucial to reflect on the significance other autobiographical ‘non-moments’ in our school lives so we can make sense, and perhaps write about, the myriad experiences we have there more richly than before.
{"title":"The Autobiography of the Answer: Emerging Specifically and Particularly as an English Teacher","authors":"Lilith Johnstone","doi":"10.1080/1358684X.2021.1902280","DOIUrl":"https://doi.org/10.1080/1358684X.2021.1902280","url":null,"abstract":"ABSTRACT This essay explores how and why English teachers, especially women, must unpack and honour the many facets of our autobiography that make up our experiences and identities in classroom practice. Drawing on the work of Jane Miller and Anne Turvey, it starts with a ‘moment’ with a Year 10 class. It calls for attention to be paid to the intensely personal factors of place, time, gender and Anxiety that allow for its true significance in my emerging as an English teacher to be understood. It argues that alongside ‘the moment’, it is crucial to reflect on the significance other autobiographical ‘non-moments’ in our school lives so we can make sense, and perhaps write about, the myriad experiences we have there more richly than before.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"28 1","pages":"306 - 315"},"PeriodicalIF":0.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1358684X.2021.1902280","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42724295","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 : 2021-07-03DOI: 10.1080/1358684X.2021.1916382
C. Almond
ABSTRACT This essay explores the creativity and learning that can take place when students are given the opportunity to go beyond the GCSE set poems and create their own poetry anthologies. I argue that in the process of creating a poetry anthology, students are encouraged to engage on a deeper and more personal level with poetry. I suggest that when students are given the time, space, and autonomy to create their own anthologies, they not only develop the critical and creative writing skills required for their examinations, but are also more readily able to explore and express their lived experiences. I consider how such a project invites students to develop their writing and shape their identities through drawing on experiences, views and attitudes often overlooked in an increasingly exam-pressurised classroom. I closely examine two students’ anthologies, arguing for the need to affirm and advance students’ writing through a co-operative creativity.
{"title":"‘Oh, How I Would Change the Curriculum’: Venturing beyond the GCSE Poetry Anthology","authors":"C. Almond","doi":"10.1080/1358684X.2021.1916382","DOIUrl":"https://doi.org/10.1080/1358684X.2021.1916382","url":null,"abstract":"ABSTRACT This essay explores the creativity and learning that can take place when students are given the opportunity to go beyond the GCSE set poems and create their own poetry anthologies. I argue that in the process of creating a poetry anthology, students are encouraged to engage on a deeper and more personal level with poetry. I suggest that when students are given the time, space, and autonomy to create their own anthologies, they not only develop the critical and creative writing skills required for their examinations, but are also more readily able to explore and express their lived experiences. I consider how such a project invites students to develop their writing and shape their identities through drawing on experiences, views and attitudes often overlooked in an increasingly exam-pressurised classroom. I closely examine two students’ anthologies, arguing for the need to affirm and advance students’ writing through a co-operative creativity.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"28 1","pages":"243 - 261"},"PeriodicalIF":0.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1358684X.2021.1916382","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46074560","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 : 2021-07-03DOI: 10.1080/1358684X.2020.1855969
Mark A. Sulzer
ABSTRACT The English classroom is an indispensable site to critically engage the social complexity of the climate crisis and COVID-19. A question comes up, however, about how to plan for such critical engagement when teaching canonical literature that is seemingly removed from the specific concerns of the current moment. The focus of this article is on planning with canonical works to meet the current moment. Using Macbeth as a focal text, I offer a seven-step heuristic for generating lesson plan ideas that critically engage the social complexity of the climate crisis and COVID-19. The heuristic is based on juxtaposition, defined as a literary interpretive stance that opens space for readers to make creative leaps between old texts and new contexts.
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