The rapid integration of generative artificial intelligence (AI) into postsecondary education and many other sectors resulted in a global reckoning with this new technology. This paper contributes to the study of the multifaceted influence of generative AI, with a particular focus on OpenAI's ChatGPT within academic settings during the first six…

While research on sound and education has opened up important pathways, it dominantly approaches sound as meaningful. This paper charts another tendency, exploring sound as educational precisely because it resists our attempts at understanding. The force that guides this trajectory is that of timbre, or the nuance of sounds. I begin with…

Scholarly conversations in writing pedagogy increasingly centre our roles in reproducing epistemic and structural biases, and consequently the need to decolonize our curriculum. These conversations can be especially informative for L2 writing instruction, given its focus on the academic socialization of ESL for non-Western students. This article…

Diane Relf was concerned by what felt like an unbridgeable gulf between Year 7's vocabulary and comprehension, and her aspirations both for their inclusion in history and their later academic success. As a subject leader without the benefit of any history-specific training at the start of her career, she embarked on a journey of intensive reading…

Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group 'Colonialism(s), Neoliberalism(s) and Language Teaching and Learning', which ran in 2019/20. Weaving together various perspectives, the article centres on the dialogic nature of the decolonial enterprise and…

The author, who teaches the English Methods class in the credential program, knew from entries in students' Writer's Reader's Notebooks (Rief) that they were struggling with the articles assigned about a five-paragraph essay. Following a discussion of form-first instruction and CCSS assessments, this article provides concrete suggestions for…

The current educational trend strongly encourages students' active participation in learning. However, EFL writing instructions in Korea are so far detached from this approach. That is, most English writing classes in Korea are still teacher-centered and most learners remain passive throughout the classroom period. In order to bring about change…

This article reports on the design and implementation of an alternative form of writing assessment in a UK English for Academic Purposes (EAP) pre-sessional course. The assessment, termed processfolio, was a response to research inquiry into how writing assessment in a local context negated student agency and inculcated disempowering models of…

A subcommittee of the National Council of Teachers of English (NCTE) Executive Committee wrote the "NCTE Beliefs about the Teaching of Writing" in 2004. In over a decade since, the everyday experience of writing in people's lives has expanded dramatically. Increasingly, handheld devices are important instruments for people's writing,…

On their way to a state English board meeting, Susan Kelly, a curriculum director, and Louisa Kramer-Vida, a university professor, used their travel time as an opportunity to converse about pedagogy (McAdamis 2010). Specifically, they reflected about enhancing K-12 writing in a suburban, middle class school district. "We need to introduce a…

This paper surveys some of the changes in teaching the four language skills in the past 15 years. It focuses on two main changes for each skill: understanding spoken language and willingness to communicate for speaking; product, process, and genre approaches and a focus on feedback for writing; extensive reading and literature for reading; and…

This article identifies flaws within current writing programs for gifted and talented students and lists necessary content, process, and product modifications, all of which can be implemented in either pull-out programs or regular classrooms. Recent literature on writing instruction reform is reviewed. (Author/PB)

Reviews the development of writing paradigms from Aristotle's emphasis on invention, to eighteenth-century emphasis on induction and style, to the recent process approach, and the current expressive and cognitive approaches to writing instruction. Notes problems left unresolved by process theory and recommends the socio-contextual approach which…

Two key components of recent educational reform are (a) new attention to writing as an important academic skill, and (b) the establishment of national and state standards for student achievement. State standards for writing vary considerably in their form and specificity. Many are not listed separately but are included within integrated language…

Because the writing-process movement has been deemed our field's founding "paradigm"--at least since Hairston's 1982 essay declared it so--"process" has remained stuck in the philosophical and historical assumptions of a "paradigm." The paradigm theory, has, from its first associations with composition, offered a view of change wholly unsuited to…