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Sedlacek, Quentin Charles – English Teaching: Practice and Critique, 2023
Purpose: The purpose of this study is to support advocacy for racial and linguistic justice by examining teachers' efforts to contest their colleagues' language-exclusive policies and practices. Design/methodology/approach: The author used a critical and reconstructive discourse analysis guided by interest convergence theory to analyze narratives…
Descriptors: Inclusion, Advocacy, Teacher Attitudes, Educational Policy
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Huang, Shin-Ying – English Teaching: Practice and Critique, 2013
This study investigated how the critical language awareness (CLA) framework can be implemented with an emphasis on writing and how English-language learners respond to CLA. The findings suggest that the students directed their attention away from the sole emphasis on reading for learning vocabulary and grammar to other dimensions of texts and…
Descriptors: Metalinguistics, Discourse Analysis, Writing (Composition), Discourse Communities
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Wang, Li-Yi; Lin, Tzu-Bin – English Teaching: Practice and Critique, 2014
Teachers' professional identity influences the way they think and teach. For pre-service non-native English speaking teachers (NNESTs), they are at the crucial stage of constructing self-image and self-perception as English language teaching (ELT) professionals, their beliefs about English teaching and learning and their attitudes towards changing…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction
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Martin-Beltran, Melinda – English Teaching: Practice and Critique, 2009
Grounded in sociocultural theory, this study uses an ecological approach to examine how student interactions within a dual-language school context may offer affordances for increased linguistic and conceptual understanding. Using qualitative analysis of student discourse, this paper focuses on data from recorded interactions between pairs of…
Descriptors: Linguistics, Holistic Approach, Grade 5, Minority Groups