Much research exists about adolescent reading, particularly young adult literature (Allington, 2014; Gallagher & Kittle, 2018; Krashen, 2009). Within that body of research are explorations of nontraditional reading experiences among today's adolescents. This research includes gaming narratives (Ellison & Drew, 2019; Hall, 2011; Sylven…

Purpose: This study aims to investigate how, through text-based classroom talk, youth collaboratively draw on and remix discourses and practices from multiple socially indexed traditions. Design/methodology/approach: Drawing on data from a year-long social design experiment, this study uses qualitative coding and traces discoursal markers of…

My article argues that the concept of "aesthetic learning" can be helpful for English teachers on two levels. First, it can be a useful identity for English teachers and students to adopt, based upon my own experiences as a secondary English teacher, creative writer and PhD student. Second, I argue that "aesthetic learning" is…

This article takes as its starting-point four moments that occurred in the course of a year of teaching A-level English Literature in an inner-London sixth-form college. It argues that these moments represented forms of learning and experience that were valuable, but that fell outside the prevailing version of what (English) lessons are for. It…

In this essay I explore the constraints and opportunities confronting me as a newly qualified teacher and how these affect my pedagogy. I have reflected on my own development from beginning to newly qualified teacher and considered how such forces have shaped my identity as a teacher, my values and my approach to the job. As part of my exploration…

Students' active engagement constitutes the core of the process of learning and teaching in the student-oriented classroom. The paper centers on a review of foreign researches on influential factors affecting students' engagement in English classroom. It is expected to figure out the relevant factors in order to promote students' active engagement.

Discusses the negative impact of poetry instruction based on scansion, biography, genre theory and formal principles. Describes three alternative lesson plans using imagist poetry, specifically that of Williams, because it rejects formal traditional rules and provokes student response. Concludes that students appreciate stylistic traits and that…

Intended for teachers of black students at all levels, this book presents teaching approaches and methods that are known to be appropriate for blacks and that are based on both research and practice in the areas of language, reading, writing, and literature. Among the topics discussed in the 43 essays are the following: (1) language and the…

The central activity of literary criticism, the understanding of literature, is related to the process of establishing a context for the works of literature being studied. Choosing not to discuss the factual elements of literary criticism, the author clarifies and concentrates on the "lower" and "upper" limits of criticism. While the "lower" limit…

Uses personal experiences with her first English class to suggest that teachers must be knowledgeable both about their subject and about the process of learning. (MM)

Opting for curriculum design in the teaching of English which is based on recent psychological theory and current thought in logic, the author contrasts the more traditional chronological presentation with "process and structure" techniques. The weaknesses inherent in the idea of a curriculum patterned on the notion of having to "cover ground" in…

Discusses the nature of English from a historical perspective. Argues that conceptions of English arise within or center around an open set or centripetal tendencies and purposes. Discusses these purposes as coalescing around five distinct foundational metaphors, which help to answer how to teach English and how to organize it for instruction.…

Interpretive inquiry is a technique for open discussion in literature classes. The theoretical foundation for this technique is derived from cognitive psychology's finding that the success of a teaching-learning exchange depends on what the learner already knows about the subject and on the ability of the teacher to present the material for the…

In this study of high school and college students' responses to structural principles and clues to order in poetry, four groups of students were tested: Groups I and II were high school sophomores and seniors enrolled in an English class for "average" learners; Group III were college sophomore English majors in a course in intrinsic literary…

Describes how an English teacher asks students to reflect and respond about their learning after each unit of instruction. Students in different classes planned a short story unit and a poetry unit. Cites students' writings. Despite the reluctance of students to write their reflections, the process is seen as a valuable component of the learning…