Purpose: This paper aims to present findings from a three-year qualitative study that used a model of teacher learning referred to as teaching as inquiry (Manfra, 2019). Teaching as inquiry centers the teacher as a learner in a prolonged and "systematic process of data collection and analysis focused on changing teaching" (p. 167).…

Purpose: This paper aims to address concerns of English teachers considering opening up their classrooms to multiple varieties of English. Design/methodology/approach: Drawing on the author's experience as a teacher educator and professional developer in different regions of the USA, this narrative paper groups teachers' concerns into general…

The ways in which literacy in English is taught in school generally subscribe to and perpetuate the notion of a homogenous, unvaried set of writing conventions associated with the language they represent, especially in relation to spelling and punctuation as well as grammar. Such teaching also perpetuates the myth that there is one…

Should an academic have respect toward cultural differences, including variety in language? A. Suresh Canagarajah has written extensively about global English and its power over vernacular languages, stressing that language learning is not a politically neutral activity. English teachers carry with them the possibility of ideological domination…

This paper explores the long and winding road to integrating linguistic approaches to vernacular dialects in the classroom. After exploring past roadblocks, the author shares vignettes and classroom practices of her collaborator, Rachel Swords, who has succeeded in bringing Contrastive Analysis and Code-switching to her second and third-grade…