English Teaching: Practice & Critique: Volume 21 Issue 1

Guest editorial: Introduction to special issue on disciplinary literacy in English teaching and teacher education

Emily C. Rainey, Sarah Levine

Designing interpretive communities toward justice: indexicality in classroom discourse

Scott Storm, Karis Jones, Sarah W. Beck

This study aims to investigate how, through text-based classroom talk, youth collaboratively draw on and remix discourses and practices from multiple socially indexed traditions.

Why is it so hard to reconcile disciplinary literacy and antiracism? Informational texts and middle grades English language arts

Chandra L. Alston, Sarah Byrne Bausell

This study aims to understand the supports and challenges to using disciplinary and antiracism lenses when teaching with informational texts in middle grades English Language Arts…

Generating, weaving and curating: disciplinary processes for reading literary text

Todd Reynolds, Leslie S. Rush, Jodi Patrick Holschuh, Jodi P. Lampi

The purposes of this study is to expand on previous work in English language arts (ELA) disciplinary literacy and to unpack literary text reading processes across three different…

Why are we doing this? Teacher and student perspectives on literary reading

Allison H. Hall, Susan R. Goldman

This paper aims to examine the extent to which students’ experiences and perceptions of their literature classroom align with their teacher’s instructional goals for literary…

“I just want to word it better”: developing disciplinary literacies in an after-school spoken word poetry team

Melina Lesus, Andrea Vaughan

This study aims to explore how youth poets wrote in a community of practice and how their out-of-school poetry writing contributed toward developing disciplinary literacy.

Tensions between disciplinarity and generality within a professional development on writing instruction

Michelle Kwok

Although English Language Arts (ELA) teachers have historically been expected to take the lead in literacy training, the domain of ELA has yet come to terms with what holds it…

Collaborative literary reasoning as a support for preservice English language arts teachers' learning about disciplinary literacy

Britnie Delinger Kane, K.C. Keene, Sarah Reynolds

The purpose of this study is to understand how preservice teachers (PTs) learn about disciplinary literacy in English language arts (ELA). In mathematics and writing, research has…

What is an ELA text set? Surveying and integrating cognitive, critical and disciplinary lenses

Dan Reynolds

Researchers and teachers have noted the power of students reading text sets or multiple texts on the same topic, and numerous articles have been published with examples of and…