Research in the Teaching of English, Vol. 38, No. 4, May 2004

Table of Contents

• EDITORS' INTRODUCTION: Looking Back to Look Ahead

  Anne Dipardo and Melanie Sperling

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  Abstract: Abstract for this article is currently not available.

  Keywords: College

• Understanding Writing Contexts for English Language Learners

  Sarah J. McCarthey, Georgia Ernest Garcia, Angela M. López-Velásquez, Shumin Lin, and Yi-Huey Guo

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  Abstract: This article explores the writing opportunities provided to Spanish-speaking and mandarin speaking English Language Learners at the fourth and fifth-grade level across the various classroomsettings in which they participated daily: an all-English speaking classroom, an English as-a-second language (ESL) classroom, and a native-language classroom.

  Keywords: College

• Teaching Genre to English First-Language Adults: A Study of the Laboratory Report

  Michael Carter, Miriam Ferzli, and Eric Wiebe

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  Abstract: The question of whether written genres can be learned through explicit teaching or can only be acquired implicitly through writing in authentic contexts remains unanswered.

  Keywords: College

• Positioning in a Primary Writing Workshop: Joint Action in the Discursive Production of Writing Subjects

  Randy Bomer and Tasha Laman

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  Abstract: Drawn from a year-long study in a combined first- and second-grade classroom, this article presents an interpretive portrait of two young students engaged in spontaneous talk while writing.

  Keywords: College

• AT LAST: Researching Teaching Practices: "Talking the Talk" versus "Walking the Walk"

  Jabari Mahiri

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  Abstract: Researchers of literacies in out-of-school settings often argue that their studies hold significant implications for teaching practices. This argument seems to be partially supported by studies that have won the Alan C. Purves Award between 1998 and 2001, acknowledging RTE articles most likely to impact educational practice. Yet this line of inquiry obviously does not lessen the continuing need for rigorous classroom-based research. As I contemplate future directions for such work, a set of interrelated questions come to mind: To what extent should researchers be better prepared to engage in aspects of the specific teaching practices they are researching or designing? In what ways would engagements of this nature influence or potentially improve research findings and pedagogical designs? To what extent should researchers be prepared to “walk the walk” of implementing teaching practices in conjunction with “talking the talk” of researching and reporting on them?

  Keywords: College

• GUEST REVIEWERS

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  Keywords: College

• AUTHOR INDEX

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• SUBJECT INDEX

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  Keywords: College

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