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English Education, Vol. 45, No. 4, July 2013

Cover Art for English Education, Vol. 45, No. 4, July 2013

Table of Contents

  • Opening the Conversation: Connecting across Classrooms, Communities, and Disciplines [FREE ACCESS]

    Leslie S. Rush and Lisa Scherff, with Jodi Patrick Holschuh

    Abstract: The editors introduce the content of this issue.

  • Building Multiliterate and Multilingual Writing Practices and Identities

    Allison Skerrett

    Abstract: This article describes an adolescent’s development of multiliterate and multilingual writing practices and identities. It further explores how a literacy teacher enacted a writing pedagogy of multiliteracies that assisted the youth in building writing practices and identities. Data include interviews of the young woman and her teacher, classroom observations, and literacy artifacts produced and used by the adolescent. These data are analyzed using theories of identity, positioning, communities of practice, and multiliteracies. Findings include that the youth developed her writing practices and identities over time and across multiple contexts of multiliterate and multilingual practices. Within and across these communities, the dimensions of apprenticeship, positioning, and recruitment of multiliterate and multilingual repertoires were essential to the youth’s development of writing practices and identities. These dimensions were also central to the literacy teacher’s enactment of a writing pedagogy of multiliteracies. The article asserts that attending to the processes through which young people develop their multiliterate and multilingual repertoires and identities can assist educators in creating supportive literacy environments for youth. It offers recommendations for literacy scholars and educators in this regard.

  • All the Ways of Reading Literature: Preservice English Teachers’ Perspectives on Disciplinary Literacy [FREE ACCESS]

    Jie Y. Park

    Abstract: In recent years the field of literacy education and research has seen an increased attention to disciplinary literacy instruction—the teaching of discipline-specific and valued ways of reading, writing, knowing, and communicating knowledge. This article is about disciplinary literacy, specifically disciplinary reading as it is understood by preservice teachers of English language arts. Data were collected from two cohorts of preservice English teachers (2010–2011; 2011–2012). Qualitative content analysis of preservice teachers’ writings and interview data suggests that “reading” in the discipline of English encompasses a range of approaches to texts. It can mean paying attention to the language and form of the text, or exploring the social and cultural worlds within the work. It can also mean applying different interpretive lenses, such as the lens of race, class, gender, or culture. Much of the data also contained preservice teachers’ ideas for and concerns about teaching disciplinary literacy to adolescents. Insight into preservice teachers’ perspectives on disciplinary literacy can support the work of teacher educators, student teaching supervisors, and mentor teachers.

  • Extending the Conversation: Why Does He Want a Dictator? Action Research on Democratic Classroom Decision Making

    Lindsay Ellis

    Abstract: This article extends the conversation on English education as preparation for democratic participation. The author journeys through a cycle of action research, analyzing one classroom case study to improve her practice of curricular negotiation in a methods of teaching writing course.

  • Announcements

  • English Education Reviewers for 2012

  • Index to Volume 45 [FREE ACCESS]

* Journal articles are provided in PDF format and can be opened using the free Adobe® Reader® program or a comparable viewer. Click here to download and install the most recent version of Adobe Reader.

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A Professional Association of Educators in English Studies, Literacy, and Language Arts