This case study of two secondary English teachers integrates a critical translingual approach in two urban classrooms. Our inquiry is guided by two questions: (1) How did two teachers engage critical translingual approaches in their classrooms? (2) How did their positionalities shape implementation of these approaches? This article illustrates how…

Research on writing tasks suggests that cognitively demanding tasks are important for student learning. Though a great deal is known about high-quality writing instruction, less is known about how teachers, through their instruction, support students to complete tasks at a high level. This qualitative study examines three preservice teachers'…

The authors consider how preservice teachers and teacher educators might broaden their operating notions of experience and practicality to help one another access a wider range of sources of knowledge for their teaching.

This article explores Foucault's counterintuitive views on intellectuals and activism through conceptual arguments, teacher inquiry, and qualitative data to create space to consider alternative approaches to political action in teacher education. After contrasting CEE's political action agenda with Foucault's critical project, I outline my early…

Educational researchers are accustomed to institutional review board (IRB) requirements (e.g., protecting participants) with students often identified as the only "vulnerable population" for IRB purposes. However, as practitioner research has gained more prominence, the vulnerability of teacher-researchers themselves has begun to…

Details one teacher educator's struggle to articulate a theory that informs her practice. Advocates learning about "un-knowing" and "not-knowing." Cites the role of guidelines in regenerating or revisioning teacher education programs. (PA)

Presents a dialogue on the collaboration between universities and schools involving four educators involved in the Stanford Teacher Education Program at Stanford University. Focuses on the "two-worlds pitfall": a false dichotomy between theory (as presented in teacher education courses) and practice (as experienced daily by practicing…

Introduces queer theory as a development in literacy and cultural theory that English teachers and their students will find applicable to reading, writing, and thinking about academic and social texts. Demonstrates how this theory might be applied. (TB)

Examines the relationship between past ways of understanding what it has meant to teach and learn in English classrooms and the present movement toward change. Argues that the central purpose of working in relation to the past is to guard against participating in a 'presentism' that denies the past. (NH)

What English educators call "praxis," the intersections between theory and practice, remains the most viable theory for literacy teachers at all levels, and Paulo Freire, the educator who explained "praxis" to them, remains their most important source of philosophical inspiration. Freire's definition of "praxis," that it requires action and…

Reviews a number of books for language arts methods course instructors that address a tension between their professional obligation to represent a broad range of theoretical issues current in the field and their students' urgent desire for practical skills and information that will help them get an English class up and running. (TB)

Argues that it is only with a sense of what literacy as a historic and culture-specific technology has achieved that educators can begin to realize the possibilities for reshaping students' literacies as social practices. (MG)

Assesses English education since the Dartmouth Conference in 1966. Observes that the personal growth model which emerged from the conference is more difficult to implement than the skills model and the traditional heritage model. Claims that the emphasis on examining writing settings reflects the search for a broader context for the personal…

Examines how two teachers work through a system of collaboration and cooperation, detailing the real-life snags and complications in breaking from the tradition of individualistic approaches to learning. (TB)

Credits George H. Henry for having a penetrating insight into the theory of English education and agrees that the Conference on English Education of the National Council of Teachers of English should set the philosophical directions for theory and research in English education. (HOD)