English Teaching: Practice & Critique: Volume 21 Issue 4

“I felt goosebumps”: emotional experiences of pre-service English teachers and the critical use of narratives

Emma Abruzzo, Katrina Bartow Jacobs

This paper aims to suggest a new way for structuring English teacher preparation within traditional university programs, challenging the age-old use of formal lesson plan…

Constructions of youth and responses to problematic authors: examining ELA teachers’ choices to select or avoid Sherman Alexie

Mike P. Cook, Ashley Boyd, Brandon Sams

The purpose of this study was to examine how teachers’ constructions of youth inform their text selections, particularly as they relate to a problematic author.

New conceptual tools for be(com)ing antiracist (teacher) educators at PWIs

Caroline T. Clark, Rachel Skrlac Lo, Ashley Boyd, Michael Cook, Adam Crawley, Ryan M. Rish

This study aims to share the development of new conceptual tools, which merge theories of critical whiteness studies (CWS), epistemic injustice and abolitionist teaching, applying…

“From the beginning, I think it was a stretch” – teachers’ perceptions and practices in teaching multiliteracies

Fei Victor Lim, Alexius Chia, Thi Thu Ha Nguyen

The purpose of this study is to examine five Secondary English Language teachers’ perceptions and practices of multiliteracies teaching in the context of a decade after…

Solution-based orientation as an element in selecting videos on social issues

Zawan Al Bulushi

This study aims to explore students’ interests in multimodal texts by focusing on videos of social issues.

“Live within the messiness”: how a digitally mediated inquiry community supported ELA teachers in cultivating adaptive repertoires

Bethany Monea, Katie Burrows-Stone, Jennifer Griffith Dunbar, Jennifer Freed, Amy Stornaiuolo, Autumn A. Griffin

Adaptivity has long been recognized as a key aspect of teaching and shown to be particularly important for English Language Arts (ELA) teachers leading discussions about texts…

Queer and trans youth (not) knowing: experiences of epistemic (in)justice in the context of an LGBTQ+-inclusive secondary curriculum

Ryan Schey

Current legislative, policy and cultural efforts to censor and illegalize classroom discussions and curricular representations of LGBTQ+ people reflect longstanding challenges in…

For concurrent enrollment, collaboration, not alignment, is the better story

Burke Scarbrough

As concurrent enrollment (CE) programs continue to expand in the USA, a growing share of English teaching at the first-year university level is taking place in secondary schools…

“Literacy to me is about power”: reading book-length fiction and non-fiction texts in a disciplinary literacy teacher education course

Mary Neville, Rick Marlatt

This paper aims to examine the reading of a book-length fiction or non-fiction text in one disciplinary literacy (DL) teacher education course. This paper considers how the…

Shifting pedagogy, shifting practice: teachers’ perceptions of project-based learning in English language arts

Karoline Trepper, Alison Boardman, Antero Garcia

This paper aims to explore teachers’ shifts in pedagogy and practice as they implemented a project-based learning (PBL) approach to teaching English Language Arts (ELA) for the…

Exploring the challenges and possibilities of critical literacy pedagogy: K-8 teacher discussions about race in a virtual professional development course

Audrey Lucero, Janette Dalila Avelar

The purpose of this study is to better understand the ways in which K-8 teachers from a semirural, predominantly white district perceive their responsibilities to work toward…