Creating a Virtual Literacy Community between High School and University Students

2011 ◽  
pp. 531-551 ◽  
Author(s):  
Tamara L. Jetton ◽  
Cathy Soenksen
Keyword(s):  
High School ◽  
University Students ◽  
Virtual Environment ◽  
Writing Skills ◽  
University Education ◽  
English Teacher ◽  
High School English ◽  
Reading And Writing ◽  
Facilitated Communication ◽  
Computer Mediated

The authors of this chapter describe a project in which a university education professor and a high school English teacher redesigned the curricula of their classrooms, so their students could participate in a literacy project that focused on computer-mediated discussions of literature. The goal of the project was to develop both the technological literacies of these students and the more traditional literacies in the form of reading and writing skills. The Book Buddy Project afforded the authors the opportunity to create a virtual literacy community in which high school and university students incorporated the traditional literacies of reading and writing within a virtual environment that facilitated communication, collaboration, and learning with text.

Computer-Mediated Discussions within a Virtual Learning Community of High School and University Students

2009 ◽  
pp. 633-653
Author(s):  
Tamara L. Jetton
Keyword(s):  
High School ◽  
University Students ◽  
Learning Community ◽  
Virtual Learning ◽  
University Education ◽  
High School English ◽  
Virtual Learning Community ◽  
Reading And Writing ◽  
Facilitated Communication ◽  
Computer Mediated

A university education professor and a high school English teacher redesigned the curricula of their classrooms, so their students could participate in a literacy project that focused on computer-mediated discussions of literature. The goal of the project was to develop both the technological literacies of these students and the more traditional literacies in the form of reading and writing skills. The Book Buddy Project afforded the author the opportunity to create a virtual learning community in which high school and university students incorporated the traditional literacies of reading and writing within a virtual environment that facilitated communication, collaboration, and learning with text.

scholarly journals Enhancing Engagement in Reading: Reader Response Journals in Secondary English Classrooms

1944 ◽  
Vol 8 (1) ◽  
Author(s):  
Janet McIntosh
Keyword(s):  
High School ◽  
Reader Response ◽  
English Teacher ◽  
High School English ◽  
Secondary English ◽  
Reading And Writing ◽  
English Classrooms ◽  
English Students ◽  
Student Journals ◽  
Positive Results

Writing reader response journals during the act of reading provides ideal opportunities for secondary English students to deepen and expand their understanding of literature. Based on data from three case studies conducted by a former high school English teacher, currently an English educator, this article examines the effectiveness of students recording response entries as they read a novel. Excerpts from student journals illustrate the positive results of combining the acts of reading and writing. Student engagement with text leads to better comprehension and through writing reflective responses, students become more effective readers.

scholarly journals Analyzing Writing Tasks in Japanese High School English Textbooks: English I, II, and Writing

2011 ◽  
Vol 33 (1) ◽  
pp. 27
Author(s):  
Mayumi Kobayakawa
Keyword(s):  
High School ◽  
Comparative Analysis ◽  
Writing Instruction ◽  
Writing Skills ◽  
High School English ◽  
English Classes ◽  
Free Writing ◽  
Guided Writing ◽  
English Textbooks ◽  
English I

A quantitative comparative analysis of writing tasks in English I, II, and Writing textbooks was conducted in this study. Writing tasks in the textbooks were classified into four categories: controlled writing, guided writing, translation, and free writing; and 14 subcategories. The results of the analysis show that both English I and II textbooks featured mostly controlled writing tasks and fill-in-the-blank with translation tasks, while Writing textbooks included various translation and controlled writing tasks. Overall, guided writing and free writing tasks rarely appeared in the textbooks analyzed. According to the Japanese government’s (MEXT) course of study, writing instruction is generally related to free writing tasks. Therefore, free writing skills are necessary to develop students’ practical communication abilities as defined by MEXT. These findings suggest that teachers need to support the development of practical communication abilities by proactively increasing the free writing activities in English classes. 高等学校英語教科書における「書くこと」の課題比較分析：英語Ⅰ・Ⅱ、ライティングについて 本研究では、英語Ⅰ・Ⅱ、ライティング教科書における「書くこと」の課題の量的比較分析を行った。分類方法としては、教科書の書く活動を制限作文、誘導作文、和文英訳、自由英作文の4つに大別し、さらにこれらの活動を14種類の課題に分類した。分析結果によると、英語Ⅰ・Ⅱ教科書では制限作文や日本文を見て一文埋める問題、ライティング教科書では和文英訳や制限作文の課題が多く設定されていた。全体的な特徴として、誘導作文と自由英作文の課題の占める割合は少なかった。「書くこと」に関する学習指導要領の記述内容は主に自由英作文の課題と関連していることから、文部科学省が定義する「実践的コミュニケーション能力」を育成するためには、自由英作文を書く技能が必要である。したがって、英語授業における書く活動では、自由英作文を書く機会を積極的に増やすことにより、「実践的コミュニケーション能力」の育成を支援する必要があると示唆される。

What is English? Who decides? An interview with Lisa Scherff

2019 ◽  
Vol 100 (6) ◽  
pp. 45-49
Author(s):  
Rafael Heller
Keyword(s):  
High School ◽  
Language Arts ◽  
English Language ◽  
Subject Area ◽  
Classroom Teachers ◽  
English Teacher ◽  
High School English ◽  
College Professors ◽  
Arts Curriculum ◽  
The Subject

In this month’s interview, Kappan’s editor talks with high school English teacher and researcher Lisa Scherff about the ongoing struggle over who gets to define the English language arts curriculum. Dating back to the creation of the subject area, more than a century ago, classroom teachers have advocated for a varied course of study that helps students use language more effectively across a range of contexts. However, explains Scherff, they have always had to contend with college professors, textbook publishers, school boards, and others who’ve sought to constrain the curriculum.

scholarly journals A Material Development of Speech Act as its Contribution For a Vocational High School English Handbook at an Eleven Grade

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Algajaladre Nadya Santoso ◽  
Laily Nur Affini
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Speech Acts ◽  
Speech Act ◽  
English Teacher ◽  
Vocational High School ◽  
High School English ◽  
Material Development ◽  
Directive Speech Acts ◽  
Directive Speech

Theis research has a prominet goal, idenitfying types of speech acts uttered by an English teacher at a vocational high school. This work uses Searle’s theory to discover the dominant kinds of speech act employed by the teacher. The researchers also investigated the additional utterances in showing learning movement. The research methodology is descriptive-qualitative research, where the researcher found three kinds of speech act uttered by the teacher; directive, representative, and expressive. The researchers calculated the data finding and found 297 utterances which comprised of 246 directives utterances or 82,83% of overall data, 45 representative utterances or represented the 15.15% of data, and 6 expressive utterances which covered 2,02%. The most obtrusive was directive speech acts (82.83%) and the less frequent was expressive speech act (2.02%). The most obtrusive was directive speech acts because the teacher often used directives (questioning) to handle the students in the classroom and made sure that the students understand the aims of the English material.

Making visible the dance

2015 ◽  
Vol 14 (3) ◽  
pp. 387-403
Author(s):  
Julie Rust
Keyword(s):  
High School ◽  
New Media ◽  
Design Methodology ◽  
English Teacher ◽  
High School English ◽  
Content Type ◽  
English Classrooms ◽  
Teachers And Students ◽  
The Status ◽  
Opening Up

Purpose – This paper aims to delve deeply into the sometimes clashing interplays in English classrooms to explore the ways in which new media makes visible long-existing discourses and assumptions about the purpose of schools and the roles of teachers and students. Design/methodology/approach – This piece draws upon discourse analysis and utilizes the frame of strategies versus tactics (de Certeau, 1984) to trace the complex classroom interplays between a high school English teacher, a partnering researcher and a high school junior during the process of a month-long digital photography project. Findings – Data reveal that, at times, both teachers and students made moves to preserve the status quo of the school space (through strategies), and at other times, worked to reshape the space for more relevant purposes (through tactics.) Strategies that emerge from teacher moves include the formalization of requirements and the controlling of bodies; the student strategy described is the perpetuation of stereotypes. Teacher tactics reported include repositioning identities, reframing “the work” and opening up space for inquiry. Student tactics include resistance, shifting to the personal, subverting a given task and self-positioning. The author argues that generative potential exists at the intersection of teacher tactics and student tactics, and calls for furthering the co-construction of classroom spaces. Originality/value – By zooming in on the process, rather than the product, that ensued as the focal student created and defended her photographs representing school as jail, this paper emphasizes the agency that both teachers and students can enact in sometimes limiting classroom spaces.

Job Description High School English Teacher

1963 ◽  
Vol 52 (1) ◽  
pp. 70
Author(s):  
William M. Bell
Keyword(s):  
High School ◽  
English Teacher ◽  
High School English ◽  
Job Description
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