This study examines teaching about grammar and language use in secondary schools through a narrative lens. The author analyses narrative episodes in interviews with three secondary English language arts teachers in the USA to identify patterns in stories of teaching about language use. Findings show teachers with vastly different life experiences…

To engage in critical praxis, teachers of literary response writing need concepts and methods for understanding the efficacy of teaching practices in helping students develop particular dispositions towards texts and the social issues they represent. In this article, the author uses concepts from Legitimation Code Theory (LCT) and Systemic…

Lesson transitions are important units for analysis not only for establishing the presence of group/pair work but also for examining the contextual conditions for small-group learning. Scholars have suggested that the "open" or "closed" contextual conditions set up through the teacher's use of language to introduce group/pair…