Translating writing words: Writing as a poet, writing as an academic

As writers move between poetry and writing in and for their subject disciplines, it is interesting to ask whether the adaptations they make are mainly ones of language and discourse or whether they reflect something fundamental about the selves they are revealing. This chapter considers the way these writers adapt their message as they cross from one community to the other and the different aspects of themselves they choose to express with each audience. As each writer shares aspects of their writing history, people can able to ask why, how, and at what personal or professional cost they traverse the two writing worlds and what is lost or gained in translation between the two. The chapter addresses the links between discourse-level choices and core identity as a writer by sharing the reflective testimonies of seventeen writers who are both poets and academic writers across multiple subject disciplines, including history, social studies, lexicography, botany, creative arts, technology, and English literature

The 'questionableness' of things: opening up the conversation

The authors show, through its structure and form, what it means to open up a collaborative conversation. This chapter developed from a number of conversations that took place at the Fourth International Conference on Value and Virtue in Practice-Based Research, the twin themes of which were 'openness' and 'criticality'. These chance and often fleeting conversations focused on ideas explored in the keynote address that Jon delivered at the conference, but spanned out into a wider discussion of the relevance of those ideas within different areas of professional practice

Teaching english texts 11-18

La enseñanza de la lengua inglesa se enfoca a través de una gran variedad de textos que están en el núcleo del plan de estudios inglés, y también por medio de debates sobre alfabetización. Los textos que se enseñan incluyen guiones, textos hablados, poesía, prosa de ficción y no ficción, medios de comunicación y textos multimodades.SCBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 planta; 28014 Madrid; Tel. +34917748000; [email protected]

Opportunities or constraints? Where is the space for culturally responsive poetry teaching within high-stakes testing regimes at 16+ in Aotearoa New Zealand and England?

This paper argues that recent changes to two national highstakes tests for English – the National Certificate of Educational Achievement (NCEA) in Aoteaora New Zealand and the General Certificate of Secondary Education (GCSE) in England – have shifted the assessment emphasis further away from poetry than previously and have significantly constrained the defined space for the genre within examination specifications at 16+. In investigating the impact of these assessment changes, the paper considers opportunities that sample groups of teachers and their students in two culturally diverse cities have to engage with poetry in examination level classrooms and the constraints they experience. The research aims to inform international debates about poetry’s position in culturally diverse classroom contexts and the implications of this positioning for teachers’ professional knowledge and poetry pedagogy, as they prepare their students for high-stakes examinations

'Poetry is not a special club': how has an introduction to the secondary Discourse of Spoken Word made poetry a memorable learning experience for young people?

This paper explores the impact of a Spoken Word Education Programme (SWEP hereafter) on young people's engagement with poetry in a group of schools in London, UK. It does so with reference to the secondary Discourses (Gee, 2015, p. 165) of school-based learning and the Spoken Word community, an artistic 'community of practice' (Wenger, 1997, p. 1) into which they were being inducted. It focuses on what happened when secondary students, already enculturated into school Discourses about learning (in their English lessons especially), learned about new ways of being readers, writers, listeners and performers through the SWEP Discourse. The paper draws on qualitative data collected during the first three years of programme development to consider how an introduction to the social practices of this artistic community appeared to influence 11- 18 year old students' attitudes to poetry study, discussion, writing and performance both in school and beyond the parameters of traditional secondary school learning

Making poetry matter: International research on poetry pedagogy

Making Poetry Matter draws together contributions from leading scholars in the field to offer a variety of perspectives on poetry pedagogy

Collaborative Research between UK and Japan on Poetry Writing Pedagogy in the Global Age: Trialling Poetry Writing Workshop techniques

問題 本稿は，広島大学において日英共同で実施した詩創作 ワークショップについての実践記録である。本ワークシ ョップは，言語の違いを超えて，これからの時代を生き る子どもたちに必要なリテラシーについて，詩創作指導 の立場から探究する日英共同研究の一環として企画され たものである

Making Poetry Happen: Transforming the Poetry Classroom

Making Poetry Happen provides a valuable resource for trainee and practicing teachers, enabling them to become more confident and creative in teaching what is recognized as a very challenging aspect of the English curriculum. The volume editors draw together a wide-range of perspectives to provide support for development of creative practices across the age phases, drawing on learners' and teachers' perceptions of what poetry teaching is like in all its forms and within a variety of contexts, including: - inspiring young people to write poems - engaging invisible pupils (especially boys) - listening to poetry - performing poetry Throughout, the contributors include practical, tried-and-tested materials, including activities, and draw on case studies. This approach ensures that the theory is clearly linked to practice as they consider teaching and learning poetry to those aged between 5 and 19 from different perspectives, looking at reading; writing; speaking and listening; and transformative poetry cultures. Each of the four parts includes teacher commentaries on how they have adapted and developed the poetry activities for use in their own classroom