Research in the Teaching of English, Vol. 32, No. 2, May 1998

Table of Contents

• EDITORS’ INTRODUCTION

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  Keywords: College, Research

• Constructing Multiple Subjectivities in Classroom Literacy Contexts

  Sarah J. McCarthey

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  Abstract: Demonstrates ways in which three students in a multi-age, literature-based grade 3/4 classroom constructed and reconstructed their subjectivities based on demands of the social setting. Notes that each student's participation was influenced by gender, social class, ethnicity, and the task. Suggests that interpretations of students' interactions provide opportunities for developing a more sophisticated approach to multicultural education.

  Keywords: Elementary, Diversity, Research

• Grammar as Resource: Writing a Description

  Mary J. Schleppegrell

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  Abstract: Presents a functional grammatical analysis of the writing that 128 seventh- and eighth-grade students produced in response to their science teacher's directive to describe a picture. Identifies the register elements of the task and the grammatical difficulties it posed for students. Shows that teachers can help students use grammatical resources to expand and develop their writing skills.

  Keywords: Middle, Pedagogy, Research, Writing

• Annotated Bibliography of Research in the Teaching of English

  Deborah Brown, Richard L. Larson, & Melissa Whiting

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  Abstract: Presents a 48-item selected annotated bibliography of recent research in the teaching of English (most published in scholarly journals between July and December, 1997). Organizes the annotations into sections on assessment; bilingual education and foreign language education; discourse processes; family/workplace literacy; professional development; reading; research methodology; teaching and learning of literature; technology and literacy; and writing.

  Keywords: Elementary, Middle, Secondary, Assessment, Diversity, Language, Literacy, Literature, Pedagogy, Research, Technology, Writing, Professional Development, Reading

• The ESL Teacher as Moral Agent

  Bill Johnston, Andrea Juhász, James Marken, & Beverly Rolfs Ruiz

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  Abstract: Studies the moral dimension of English-as-a-Second-Language (ESL) teaching to adults. Analyzes examples of classroom interaction to reveal the moral substrate of the teacher's words and actions. Finds that various features of classroom routines and impromptu exchanges have profound moral significance. Suggests that the moral meanings present in classroom discourse cannot be reduced to simple judgments of right versus wrong.

  Keywords: College, Diversity, Literacy, Pedagogy

• GUEST REVIEWERS

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• Author Index

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• Subject Index

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