National Council of Teachers of English Logo

Research in the Teaching of English, Vol. 45, No. 2, November 2010

Cover Art for Research in the Teaching of English, Vol. 45, No. 2, November 2010

Table of Contents

Issue Theme: Special Issue: Research on Literacy in Diverse Educational Contexts

  • Research on Literacy in Diverse Educational Contexts: An Introduction

    Valerie Kinloch, Arnetha Ball, and María Fránquiz

    Abstract: This issue's guest editors indroduce the issue.

  • No Longer on the Margins: Researching the Hybrid Literate Identities of Black and Latina Preservice Teachers

    Marcelle Haddix

    Abstract: In this article, the author takes a close look at the discursive ways that Black and Latina preservice teachers reconcile tensions between their racial and linguistic identities and the construction of teacher identities in the current context of preservice teacher education in the United States.Through the study of language as representative of teacher identities, the author presents a critical discourse analysis of the language and literacy practices of Black and Latina preserviceteachers—all nonstandard language and dialect speakers—across diverse contexts within and beyond the university and school setting. This examination of their literacy and language practices elucidated a move beyond marginalization and inferiority toward agency and linguistic hybridity.

  • Spanglish as Literacy Tool: Toward an Understanding of the Potential Role of Spanish-English Code-Switching in the Development of Academic Literacy

    Ramón Antonio Martínez

    Abstract: This article reports findings from a qualitative study of Spanish-English code-switching—or Spanglish—among bilingual Latina/Latino sixth graders at a middle school in East Los Angeles. Analysis of the data revealed significant parallels between the skills embedded in students’ everyday use of Spanglish and the skills that they were expected to master according to California’s sixth-grade English language arts standards. In particular, students displayed an impressive adeptnessat (1) shifting voices for different audiences, and (2) communicating subtle shades of meaning. It is argued that this skillful use of Spanglish could potentially be leveraged as a resource for helping students to further cultivate related academic literacy skills. The article concludes with a discussion of specific implications for how teachers might begin to leverage Spanglish as a pedagogical resource by helping students to recognize, draw on, and extend the skills already embedded intheir everyday use of language.

  • Challenging Ethnocentric Literacy Practices: (Re)Positioning Home Literacies in a Head Start Classroom

    Mariana Souto-Manning

    Abstract: In what ways can teachers incorporate young people’s home and community literacy practices into classrooms when such practices vastly differ from the teachers’ literacy experiences? How can teacher education curriculum and teaching influence teachers’ pedagogical practices? How can children’s roles be pedagogically reframed and become meaningful strengths in classrooms? Grounded in these interrelated research questions, this article documents some of the influences of Freirean culture circle as an approach to inservice teacher education on the ways in which two Head Start teachers and a teacher educator negotiated and navigated within and across home and school literacy practices, co-creating a curriculum based on generative themes and making early education meaningful to children from multiple backgrounds. Further, it proposes that conducting extensive ethnographic studies is not a prerequisite to creating pedagogical spaces that honor children’s home literacy practices and cultural legacies. Findings indicate that as teachers seek to build on young children’s language and literacy strengths, it is pedagogically beneficial to engage in documenting glimpses of home literacy practices within and across contexts while simultaneously challenging and (re)positioning ethnocentric definitions of literacy by engaging young children as authentic curriculum designers.

  • Starting with Self: Teaching Autoethnography to Foster Critically Caring Literacies

    Patrick Camangian

    Abstract: This article illustrates the application of critical literacy (Freire & Macedo, 1987; Gutierrez, 2008; Morrell, 2007) pedagogies that draw from young people’s funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992) to actively nurture personally, authentically, and culturally caring relationships (Howard, 2002; Noddings, 1992; Valenzuela, 1999) that reflect a concern for students’ lives. Specifically, it discusses the impact of students performing autoethnographies (Alexander, 2005; Carey-Webb, 2001)—cultural narratives that build toward critical social analysis—as a means toward increasing critical self-reflection and building compassionaterelationships between youth of color with fractured collective identities. Such approaches, as I argue, can tap into youth confusion and anger in order to engage them as critical readers, writers, and oral communicators. The findings suggest that autoethnographies increased students’ knowledge of self and, upon recognizing one another’s all-too-familiar struggles, the classroom climate became more conducive to constructing a critical common identity among youth of color. In this way, the article has implications for building classroom relationships that make for more effective pedagogies engaging dispossessed, working-class children of color with culturally relevant critical literacy teaching practices.

  • Annotated Bibliography of Research in the Teaching of English: An Introduction

    Abstract:

    Richard Beach, Martine Braaksma, Beth Brendler, Deborah Dillon, Jessie Dockter, Stacy Ernst, Amy Frederick, Lee Galda, Lori Helman, Tanja Janssen, Karen Jorgensen, Richa Kapoor, Lauren Liang, Bic Ngo, David O’Brien, and Cassie Scharber

    This annual bibliography is available online only and now contains content tags to make it more easily searchable.

  • Announcements

* 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.

Document and Site Resources

Share This On:

Comments

Anonymous commenting is not allowed. Please log in with an individual NCTE account to post comments to this page.

Most Recent Comments (1 Total Posts)

Posted By: Anonymous User on 1/8/2011 8:02:00 AM

why do we can not download these files ??? please , give us your hand

Page Tools:

Join NCTE Today

Related Search Terms

  • There currently are no related search terms for this page.

Copyright

Copyright © 1998-2014 National Council of Teachers of English. All rights reserved in all media.

1111 W. Kenyon Road, Urbana, Illinois 61801-1096 Phone: 217-328-3870 or 877-369-6283

Looking for information? Browse our FAQs, tour our sitemap and store sitemap, or contact NCTE

Read our Privacy Policy Statement and Links Policy. Use of this site signifies your agreement to the Terms of Use

Visit us on:
Facebook Twitter Linked In Pinterest Instagram