Mask-making as identity project in a high school English class: a case study

2005 ◽  
Vol 39 (2) ◽  
pp. 60-75 ◽  
Author(s):  
Peter Smagorinsky ◽  
Michelle Zoss ◽  
Cindy O’Donnell-Allen
Keyword(s):  
High School ◽  
High School English ◽  
Class A ◽  
English Class ◽  
Mask Making

scholarly journals An Analysis of the English Class Discourse in the Iranian High Schools

2016 ◽  
Author(s):  
Reza Khany ◽  
Saeedeh Mohammadi
Keyword(s):  
High School ◽  
Language Learning ◽  
Second Language Learning ◽  
Structured Interviews ◽  
High School English ◽  
Dialogic Discourse ◽  
English Class ◽  
Interactive Strategies ◽  
Students Success

One of the decisive factors of students’ success in second language learning is employing interactive strategies related to Bakhtin’s notion of dialogic discourse. Following Bakhtin’s conceptualization of discourse (1981), monologic and dialogic patterns can be considered as the opposing ends of the teacher’s discourse continuum. Given this, the current research intended to find out whether the Iranian high school teachers maintain a monologic discourse in their classes or a dialogic one. To accomplish this goal, a comprehensive exploration of the related literature carried out to identify the features differentiating monologic and dialogic discourse, which proved to be around thirteen. Afterwards, based upon the enumerated characteristics of the two discourse patterns, structured interviews were conducted with ten high school English teachers. Moreover, one case study was conducted to boost the reliability of interview’s findings in which a teacher’s classes were observed, video-taped, transcribed, and analyzed for recognizing the type of discourse pattern used by the teacher. The analysis of the findings from both interviews and the case study using grounded theory and conversation analysis revealed that the teachers used a monologic discourse pattern in their classes. Implications are provided in terms of the Iranian EFL context.

Teaching to the Golem: A Pedagogical Intra-Action

2017 ◽  
Vol 49 (3) ◽  
pp. 321-341 ◽  
Author(s):  
Samuel Jaye Tanner
Keyword(s):  
High School ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
School Administrators ◽  
High School English ◽  
Final Project ◽  
Literacy Teaching ◽  
Class A ◽  
English Class ◽  
Narrative Scholarship

This article considers the pedagogical nature of an intra-action involving the author, his high school student’s final project in an English class (a golem), and his school administrators. The author relies on narrative scholarship to both tell and interpret a story of his experience as a high school English and drama teacher, to illustrate the process, the product, and the result of an intra-action that emerged from his nontraditional literacy teaching practices concerning the plays Hamlet, Rosencrantz and Guildenstern Are Dead, and No Exit. Ultimately, he argues that educators—both teachers and administrators—should be more receptive of emergent, improvisational literacy teaching and learning, and careful in their participation with co-constituted intra-actions that come from such approaches to literacy pedagogy.

Composing Texts and Identities in an Alternative High School English Class

2014 ◽  
pp. 479-497 ◽  
Author(s):  
Mary Beth Hines ◽  
Michael L. Kersulov ◽  
Leslie Rowland ◽  
Rebecca Rupert
Keyword(s):  
High School ◽  
Digital Media ◽  
Literacy Practices ◽  
Alternative High School ◽  
Literacy Skills ◽  
High School English ◽  
Theater Of The Oppressed ◽  
Children's Book ◽  
English Class ◽  
The Social

This chapter is drawn from a qualitative case study of one alternative high school English class, tracing students' engagement and resistance with digital media and school-based literacy practices, exploring how each student's use of literacy and digital media led to the formation of particular identities in the social sphere of the classroom. In this chapter the authors focus on two students, Callie--loud and socially dominant-- and Nina, quiet, reserved, outside the social circle. The authors trace the students' respective discursive practices in two composition units-- a multimodal children's book unit and a Theater of the Oppressed unit. The chapter argues that both young women have strong literacy skills and are strategic in using them, thereby creating particular identities as they produced texts.

Appearing Acts: Creating Readers in a High School English Class

1994 ◽  
Vol 64 (4) ◽  
pp. 450-474 ◽  
Author(s):  
Joan Kernan Cone
Keyword(s):  
High School ◽  
Group Discussion ◽  
Collaborative Reflection ◽  
Cultural Backgrounds ◽  
High School English ◽  
Self Perceptions ◽  
English Class ◽  
Reading Materials ◽  
Student Journals

Asking how she, as a teacher, can motivate students to discover the joy of reading, Joan Kernan Cone explores students' self-perceptions as "readers" and "non-readers." By engaging her students in this question and through her willingness to respond to their ideas Cone experiments with methods to cultivate "readers" — those who read on their own for pleasure and knowledge. Through the use of student journals, reading materials matching their interest and cultural backgrounds, and group discussion, she inspires a passion for reading. As a result of her in-class research and collaborative reflection with her students, Cone advocates creating a "community of readers" in which students can choose books, read them, talk about them, and encourage each others to read.

Sign in / Sign up

Export Citation Format

Share Document