ethanporcaro/eric-fulltext-meta huggingface dataset:
Repair with Confianza: Rethinking the Context of Corrective Feedback for English Learners (ELS)
Author: Razfar, Aria
Date: 2010-09-00
Type: Journal Articles
Subjects: Feedback (Response),Maintenance,Second Language Learning,Ideology,Error Correction,Cultural Context,Ethics,English (Second Language),Second Language Instruction,Teaching Methods,Case Studies,Language Arts,Elementary School Students,Teacher Student Relationship,Sociocultural Patterns,Language Teachers,Bilingual Teachers

In this paper, I focus on a prevalent and controversial practice in English instruction, namely corrective feedback or repair. While the pros and cons of this practice have been rigorously debated by language scholars for many years, the issue is mostly approached from a cognitive point of view with the focus being on the individual learner and their subsequent language development (or lack thereof depending on the perspective). The debate rarely focuses on the underlying beliefs and assumptions that mediate the practice (that is, language ideologies); furthermore, there is little attention paid to the socio-cultural context of corrective feedback and, more importantly, the affective and relational aspects through which we interpret corrective practices and repair. After highlighting some of the critical scholarly, theoretical, and ethical considerations surrounding this practice, I draw on case-study data collected in an urban, elementary language arts classroom to present an alternative model of corrective feedback and repair in English learner contexts. I argue for a more robust and critical view of corrective feedback and repair especially in a national context where restrictive language policies and mandated curricula are enacted. Ms. Ramirez strategically organises English language learning based on effective principles of corrective feedback (Ellis, 2004) through non-restrictive language ideologies, socio-cultural tenets of language, and building solidarity and confianza with students. (Contains 1 table and 1 footnote.)
Dialogic Teaching in an Online Environment: Book Raps
Author: Simpson, Alyson
Date: 2010-09-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Discussion (Teaching Technique),Computer Mediated Communication,Picture Books,Dialogs (Language),Teacher Student Relationship,Content Analysis,Elementary School Students

This paper examines a blended learning context known as book raps where children read and respond to literary texts. In this particular e-literacy environment, readers discuss their opinions of a book under the guidance of a moderator known as a rap coordinator who provides stimulus questions known as rap points. The paper demonstrates how question design as prompts for online interaction is crucial to the success of the discussion. It critiques the pedagogic underpinning of data taken from a book rap where young primary children in Australian schools read the picture book, &quot;Mrs Millie's Painting&quot; (Ottley, 1997), and then interacted using emails. As students use both face2face in the classroom under the guidance of their teacher and asynchronous online discussion in the raps, dialogue is crucial to this learning context. The principles of dialogic teaching are used as an analytical framework to examine support provided by the moderator to develop students' social and cognitive online interactions. The paper argues that the design of the discursive interactions created for the rap impacts on students' critical appreciation of the book they read. (Contains 1 table.)
Talking about Poems, Elaborating Barnes
Author: Gordon, John
Date: 2010-09-00
Type: Journal Articles
Subjects: Classroom Communication,Poetry,Student Participation,Interaction,Discussion (Teaching Technique),Intonation,Content Analysis,Context Effect

In "Language, the Learner and the School", Douglas Barnes recognised that intonation was important to classroom interaction but also acknowledged that his own research team did not choose to analyse it. This article presents instances of classroom talk about poetry and reflects on them using Barnes' concepts of pupil participation, exploratory talk and differentiated attentiveness. Transcripts rendered via Conversation Analysis afford attention to patterns of sound, suggesting the very particular nature of listening to poems and of pupils' responses to them. It seems Barnes' terms cannot account entirely for what occurs. Through original analysis, the author elaborates on Barnes' terms, concurrently reflecting on a domain of learning in English little considered in extant research. (Contains 3 tables.)
Teaching, Learning and Talking: Mapping &quot;The Trail of Fire&quot;
Author: Jones, Pauline
Date: 2010-09-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Role,Classroom Communication,Case Method (Teaching Technique),Discussion (Teaching Technique),Oral Language,Curriculum Development

This paper addresses the current resurgence of interest in classroom talk and its place in pedagogy; in particular the role of teachers in shaping students' learning through the design of classroom interactivity. The importance of teacher agency with respect to pedagogic design is highlighted in recent studies of pedagogy in the UK (Alexander, 2008; Mercer, 2008) and in linguistically oriented studies of pedagogic discourse undertaken in the Australian context (Christie, 2002; Jones, 2005). The paper presents a case study of classroom talk to explore how such work might be brought into alignment in order to shed further light on the construction of educational meanings through oral language. In doing so, the importance of understanding pedagogy as the dynamic construction of learning contexts through interaction and over time is highlighted. (Contains 4 tables, 3 figures and 8 footnotes.)
Seeing &quot;Things&quot; Differently: Recognition, Ethics, Praxis
Author: Doecke, Brenton
Date: 2010-09-00
Type: Journal Articles
Subjects: Foreign Countries,Federal Government,Literacy,Standardized Tests,Elementary Secondary Education,Language Arts,Elementary School Teachers,Role of Education,Cultural Pluralism,Government School Relationship,Teacher Student Relationship,Educational Change,Context Effect,Resistance (Psychology)

This essay focuses on the recent introduction by the Australian Federal Government of standardised literacy testing in all states across Australia (that is, the National Assessment Program--Literacy and Numeracy, or NAPLAN), and explores the way this reform is mediating the work of English literacy educators in primary and secondary schools. We draw on data collected as part of a research project funded by the Australian Research Council, involving interviews with teachers about their experiences of implementing standardised testing. These interviews indicate that the introduction of standardised testing does not merely constitute an additional part of teachers' workloads, but that it is having a significant impact on their identity as language educators, their understanding of curriculum and pedagogy, and the relationships they seek to maintain with their students. By introducing the NAPLAN tests, the Australian Federal Government is going down the path of other neo-liberal governments around the world. No doubt the story we tell will be familiar to readers in other countries. Our aim, however, is more than simply to give yet another account of the tensions experienced by committed language and literacy teachers as they implement neoliberal policy mandates. Key questions for us include: Why is the Australian government persisting with such policies, even when they have had such dubious consequences (teaching to the test, dumbing down, and so on.) in other national settings? How might educators resist these reforms? What intellectual resources might enable us to articulate an alternative vision of language education to that imposed by neoliberal reforms? (Contains 1 footnote.)
A Talk Focus for Promoting Enjoyment and Developing Understanding in Science
Author: Dawes, Lyn
Date: 2010-09-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Science,Classroom Communication,Discussion (Teaching Technique),Discovery Learning,Scientific Concepts,Learner Engagement,Teaching Models

In this paper we suggest a practical, talk-based model for the successful pursuit of teaching science in primary classrooms (Loxley et al., 2010). This model is not only based on our own experience of teaching in primary schools, and of training teachers to do so, but is also based substantially on research on classroom talk, which has built upon the foundations established by Douglas Barnes. We begin by setting out the three-stage model and then go on to illustrate how it can be put into practice.
Exploring Teacher-Writer Identities in the Classroom: Conceptualising the Struggle
Author: Cremin, Teresa
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching (Occupation),Authors,Writing for Publication,Identification (Psychology),Self Concept,Writing Instruction,Writing (Composition),Reader Text Relationship,Emotional Response,Role Conflict

In the light of increased interest in teachers' professional identities, this paper addresses the under-researched area of teachers' writing identities and examines the factors which influence how primary phase teachers are positioned and position themselves as teacher-writers in the literacy classroom. It draws on case studies of two practitioners in England who seek to model their engagement as writers in order to support young writers; they undertake this through demonstrating writing in whole-class contexts and composing individually alongside children. Data collection methods included classroom observation, interviews, video-stimulated review and examination of written texts. The data show that the writing classroom, in which the practitioners performed and enacted their identities as teacher-writers and as writer-teachers, appeared to be a site of struggle and tension. The research reveals that, whilst institutional and interpersonal factors influence their identity positioning, intrapersonal factors are significant with regard to teachers of writing. Their situated sense of themselves as writers, relationship with their unfolding compositions and emotional engagement, personal authenticity and authorial agency all have saliency in this context. The paper presents a model for conceptualising teachers' writing identities and considers the pedagogical consequences of their participation as writers. (Contains 4 figures.)
Assessing English: A Trial Collaborative Standardised Marking Project
Author: Gibbons, Simon
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,English Instruction,Secondary Education,Writing (Composition),Student Evaluation,Academic Achievement,English Teachers,Professional Autonomy,Educational History,Professional Personnel,Identification,Self Concept

Recent policy developments in England have, to some extent, relaxed the hold of external, high-stakes assessment on teachers of students in the early years of secondary education. In such a context, there is the opportunity for teachers to reassert the importance of teacher assessment as the most reliable means of judging a student's abilities. A recent project jointly undertaken by the National Association for the Teaching of English (NATE) and the Centre for Evaluation and Monitoring (CEM) was one attempt to trial a model for the collaborative standardised assessment of students' writing. This article puts this project in the context of previous assessment initiatives in English and suggests that, given recent policy developments, now may be precisely the time for the profession to seek to be proactive in setting the assessment agenda. (Contains 2 figures, 2 footnotes and 1 table.)
What Is Not Said on Hearing Poetry in the Classroom
Author: Gordon, John
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Poetry,Language Arts,Class Activities,Audiovisual Aids,Students,Responses,Semantics,Epistemology

This article considers an exchange between pupils in response to heard poetry, approaching it through a &quot;conversation analytic mentality&quot; informed by the theories of Basil Bernstein. Using his terms, it describes an existing &quot;pedagogic device&quot; of poetry study for schools, to which responses under discussion do not easily correlate. This is more than an issue of discourse, as the modality of the classroom encounter with the poem--in sound--and the ensuing public discussion present distinctive questions of meaning-making extending beyond semantics to intonation and participation, elements not said. These are salient for the epistemology of classroom interactions with poems as audio texts and related discussion between pupils. The nature of responses can be viewed as entirely apt to the context and the nature of the stimulus, and may constitute subtle insight and imply sophisticated cognition. The discussion is developed with attention to current issues in UK poetry teaching, in particular the difficulties reported in examiners' reports that pupils experience in trying to write about poetry in a conventional analytical discourse. One interpretation of the transcript is that pupils can indeed respond sensitively to poetry, though in ways not easily acknowledged by this established discourse of poetry in schools.
Teachers' Conceptualisations of the Intuitive and the Intentional in Poetry Composition
Author: Wilson, Anthony
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Poetry,Reputation,Value Judgment,Writing Instruction,English Instruction,Popular Culture,Teacher Attitudes,Intuition,Intentional Learning,Individual Development

The status of poetry both in the writing curriculum and in wider popular culture is best described as mixed (Wilson, 2009). In spite of a strong post-war tradition of enthusiasm for the teaching of poetry writing, it is currently felt to be marginalised in the writing curriculum (Dymoke, 2007; Ofsted, 2007). This paper reports on the beliefs, attitudes and values revealed by a small-scale questionnaire survey of teachers of poetry writing. It finds that teachers of poetry writing adhere to a personal growth model of English teaching. Furthermore, there is evidence that teachers believe that intuition is central to the composing process of poetry. However, there is also evidence in their responses of the need for explicit teaching of design processes in poetry composition. It would appear that teachers reconcile the apparent conflict in their adherence to a model of teaching poetry writing which requires both inspiration and shaping by using a very subtle blend of different kinds of teaching prompts in the classroom. On this evidence, teachers' knowledge about pedagogy goes beyond what they know as readers to help children become writers of poetry. I argue that teachers demonstrate flexible thinking in their poetry writing pedagogy and this is evidence both of the wariness they feel towards the performative culture they work within and a celebration of practice which remains outside of formal scrutiny. (Contains 5 tables.)
Multiliteracies in the Secondary English Classroom: Becoming Literate in the 21st Century
Author: Shoffner, Melanie
Date: 2010-12-00
Type: Journal Articles
Subjects: Language Arts,Secondary Education,English Teachers,English Instruction,Grade 9,Grade 10,Media Literacy,Intermode Differences,Computer Uses in Education,English,Case Method (Teaching Technique),Perspective Taking,Classroom Environment,Teaching Methods

Conceptions of literacy in the secondary English language arts classroom today have expanded in multiple directions, moving far beyond former emphases on reading comprehension and writing ability. This article presents the efforts of two secondary English language arts teachers in the Midwestern United States to expand the meaning of literacy in their own classrooms. Using a case study approach, the authors examine each teacher's understanding of literacy, views on enacting literacy in the classroom and efforts to engage students in multiliteracies. The authors then discuss the implications of the teachers' literacy work, focusing on the teachers' individual classrooms and the preparation of secondary English teachers.
Putting the "G" Back in English: Preparing Pre-Service Teachers to Teach Grammar
Author: Hadjioannou, Xenia
Date: 2010-12-00
Type: Journal Articles
Subjects: Preservice Teacher Education,English,Grammar,Instruction,Pedagogical Content Knowledge,Case Studies,English (Second Language),Simulated Environment,Peer Teaching,Feedback (Response),Knowledge Base for Teaching

Classroom teachers need to have a solid foundation in understanding and applying English grammar in order to buttress their content and pedagogical content knowledge and support their students' literacy development. However, teacher preparation programs are challenged to incorporate this kind of content into the existing curriculum, which is heavily laden with other core requirements, including the need to prepare teachers for classrooms of diverse learners, many of them ELLs. How can we best prepare future teachers so that they have the requisite knowledge and skills, curiosity, and training to meet the language learning demands of today's students? This case study explores a collaborative attempt to respond to the grammar challenge in teacher education involving a block of literacy courses and a linguistics course.
Countering Narratives: Teachers' Discourses about Immigrants and Their Experiences within the Realm of Children's and Young Adult Literature
Author: Graff, Jennifer M.
Date: 2010-12-00
Type: Journal Articles
Subjects: Immigrants,Migration,Literature,Cultural Pluralism,Elementary Secondary Education,Higher Education,Interpersonal Communication,Graduate Study,Childrens Literature,Adolescent Literature,Language Usage,Discourse Analysis,Social Change,Educational Change

Contemporary issues in education should include conversations about immigration which has shaped our past, defines our present, and will enrich our collective future. This article explores a cadre of K-12 and collegiate United States (US) educators' participation in a graduate course on the construction of immigrants in multicultural literature and the ways in which the educators constructed themselves and immigrants during and after the course. Specifically, the article addresses how the immersion in and discussion of literature involving immigrants can cultivate educators' awareness of hegemonic policies and practices toward immigrants in the US. Engaging in a multilayered analytic method interweaving thematic analysis with critical discourse analysis, the author shares educators' oral and written discourses which both reinforced and countered prevailing socio-political constructions of immigrants in the US. Their discourses also illuminated the interplay between thought and action as indicators of ideological shifts. The author concludes with a discussion of issues surrounding the power of stories as mediums for personal and social change, the use of language as a social act, and educators as aspiring agents of change. (Contains 5 tables and 2 footnotes.)
Engaging Learners' Comprehension, Interest and Motivation to Learn Literature Using the Reader's Theatre
Author: Kabilan, Muhammad Kamarul
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Motivation,Directed Reading Activity,Experiential Learning,Reading Aloud to Others,Learner Engagement,Relevance (Education),Reader Text Relationship,Grade 2,Grade 3,Instructional Effectiveness

This article reports on a teacher's experiment with Reader's Theatre (RT), an interactive play reading activity with elements of reading aloud, drama and theatre, for her 20 unmotivated learners of literature in a premier school in Malaysia. Using RT, the students staged Angela Wright's &quot;Potato People&quot;. The procedures and design of the study were built around Kolb's Model of Experimental Learning. The aim of the experiment was to discern if RT is able to enhance learners' understanding of the literary text and increase learners' interest and motivation to learn literature. The quantitative and qualitative data obtained showed that RT significantly enhanced learners' understanding and increased their interest and motivation to learn literature. The findings from this study suggest that learners are able to perceive and examine literature and the learning of literature positively and constructively if the teaching and learning of literature are aligned according to the interests of the learners and, are based on creative, flexible and learner-based pedagogical approaches. (Contains 5 tables and 2 figures.)
Reflecting, Shaking and Being Shook: Resistance in a Primary Classroom
Author: Loh, Jason Kok Khiang
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Vocabulary Development,Teacher Educators,Elementary School Teachers,Teaching Methods,Pictorial Stimuli,Reading Skills,Writing Skills,Reading Instruction,Writing Instruction,Grade 1

Jason Loh, an experienced primary school teacher and a teacher educator, discovered a powerful way of using pictures with children's spoken and listening vocabulary to build their reading and writing vocabulary. The transformative moment for the writer occurred during his secondment to the sole, teacher-training institute of Singapore, the National Institute of Education, during an encounter with a Canadian colleague. That encounter prompted a decision to utilise this learning strategy, the Picture-Word Inductive Model (PWIM), in his lower primary class when he returned to the school system. This narrative relates his experiences as he used PWIM in his primary 1 class in a new school, and the resistance he met as a result. (Contains 2 footnotes.)
Calcium Nutrition Perceptions among Food Bank Users: A Canadian Case Study
Author: Johnson, Shanthi
Date: 2010-00-00
Type: Journal Articles
Subjects: Employment Level,Nutrition,Foreign Countries,Case Studies,Surveys,Nutrition Instruction,Gender Differences,Statistical Analysis,Food,Costs,Welfare Services,Low Income,Poverty,Knowledge Level

The present study examined the differences in the food bank users' perceptions related to calcium nutrition across sex and employment status using a cross-sectional, prospective design at a large food bank in Canada. A total of 197 individuals participated for a response rate of 97%. A structured survey was developed and pilot tested before it was administered. Gender and employment status were the independent variables and calcium nutrition perceptions was the primary dependent variable. Chi-square analyses were conducted. Over 75% of participants perceived calcium to be important, but 47% believed they have insufficient intakes and over 15% admitted to being uncertain of their actual calcium needs. Food costs and not knowing food sources of calcium were indicated as the main determinant for choosing calcium rich foods. While the men surveyed were more likely to be &quot;unsure of sources&quot; of calcium, women were more concerned about the cost of calcium rich foods. Based on the results, it was recommended that nutrition education initiatives should inform food bank users of their calcium needs and economical ways to obtain an adequate calcium intake. (Contains 3 tables.)