Annotated Bibliography of Research in the Teaching of English (2009)

This is the publisher's version, also found at http://search.proquest.com/docview/215343848/13E80C2B60056B43EE4/5?accountid=1455

Annotated Bibliography of Research in the Teaching of English (2007)

This is the publisher's version, also found at http://search.proquest.com/docview/215344428?accountid=14556The young women established bonds through nonverbal communication (e.g., eye gaze) to assert their gendered, racial, and cultural identities in the face of dominant identities promoted in the classroom. Draws on research with a diverse group of high school students to demonstrate how portraiture and CRT work together to render rich descriptions of students' experiences within their social and political contexts that serve the larger goal of social action and transformation. Examines the discourse practices of two immigrant youth who use Internet communication to mobilize transnational diasporic identities, create affinity spaces across geopolitical borders, and creatively produce and consume popular media. Uses Critical Race Theory, whiteness studies, and critical discourse analysis to understand talk about race among second-grade white students and their teachers. Through comparison of text choice, vocabulary, and comprehension and composition activities in each context, the regular reading class emerged as student-centered, whereas the reading intervention class was test-driven with less student participation

Language arts : Learning and teaching

xix, 553 p. : il.; 26 cm

Annotated Bibliography of Research in the Teaching of English (2010)

This is the publisher's version, also found at http://search.proquest.com/docview/766897328/13E80D8D3D23B646530/7?accountid=14556While a number of studies in the 2010 Bibliography document the increased use of digital/media tools in the English classroom, they also suggest that given students' heavy use of digital/media tools in their homes, issues of integration and adoption of digital/ media tools in largely print-based curriculum frameworks remain a challenge for English teachers. [...] as the nature of writing has changed to more online, multimodal, remixed forms of communication for multiple, often global, audiences, composition researchers (see "Writing") have increasingly focused on alternative ways of evaluating and assessing writing quality based on criteria of visual rhetoric/design, multimodality, interactivity, connectivity, reception, and engagement that go beyond criteria that have been employed to assess students' print texts, topics addressed in our 2010 review. Another major development since 2003 has been the growth in research on students' acquisition of second language literacies (see "Second Language Literacy"), family/community literacies (see "Literacy"), critical discourse analysis (CDA)/ cultural research on school/community cultural practices and students' identity construction (see "Discourse/Cultural Analysis"), and multicultural literature (see "Literature") related to the increased numbers of students from non-dominant cultures, who will comprise the majority of students in American schools in 2030