Rethinking Our Focus on the Future: Reading Assessment in the Transdisciplinary Secondary English Classroom

2010 ◽  
pp. 135-150
Keyword(s):  
Reading Assessment ◽  
Secondary English ◽  
The Future ◽  
English Classroom

Language and Power in the Secondary English Classroom

1982 ◽  
Vol 16 (2) ◽  
pp. 4-11
Author(s):  
Malcolm Stanton
Keyword(s):  
Secondary English ◽  
Language And Power ◽  
English Classroom

scholarly journals “Death by PEEL?” The teaching of writing in the secondary English classroom in England

2019 ◽  
Vol 53 (1) ◽  
pp. 36-45 ◽  
Author(s):  
Simon Gibbons
Keyword(s):  
Secondary English ◽  
English Classroom ◽  
Teaching Of Writing

From Keats to Kanye: Romantic Poetry and Popular Culture in the Secondary English Classroom

2016 ◽  
Vol 60 (2) ◽  
pp. 141-149 ◽  
Author(s):  
Megan E. Bowmer ◽  
Jen Scott Curwood
Keyword(s):  
Popular Culture ◽  
Secondary English ◽  
Romantic Poetry ◽  
English Classroom

scholarly journals Fostering EFL Learners’ Digital Empathy through Multimodal Composing

RELC Journal ◽  
2020 ◽  
Vol 51 (1) ◽  
pp. 70-85
Author(s):  
Lianjiang Jiang ◽  
Jinyuan Gao
Keyword(s):  
Foreign Language ◽  
Digital Media ◽  
Social Issues ◽  
Socially Responsible ◽  
Secondary English ◽  
Efl Learners ◽  
English Curriculum ◽  
Multimodal Composing ◽  
Emotional Ability ◽  
English Classroom

The emergent cyber-violence along with the omnipresence of digital media has made the development of English as a Foreign Language (EFL) learners’ digital empathy a shared concern among contemporary language educators. Yet how this could be done in EFL/ second language (L2) pedagogies remains underexplored. Informed by a conceptualization of digital empathy as ‘cognitive and emotional ability to be reflective and socially responsible while strategically using digital media’, this study reports on a study that explores whether and how digital empathy can be fostered through a pedagogic innovation that engages students with digital multimodal composing (DMC) of videos in their conventional English curriculum. Aligning with a DMC approach to literacy through which learners were encouraged to construct meanings by drawing on multiple modes from their everyday media experiences, this study took place in a secondary English classroom at a vocational school in China. Data from interviews, observations and student-authored videos and documents showed that the DMC process enhanced students’ awareness of having more empathy when engaging with online activities. The findings also show that with such enhanced awareness, students learned to use digital technologies for resolving important social issues and then became more active and responsible participants online. Implications about using DMC as an approach to develop students’ digital empathy in the mainstream English curriculum are also discussed.

Using an E-book in the secondary English classroom: Effects on EFL reading and listening

2019 ◽  
Vol 25 (2) ◽  
pp. 1285-1301
Author(s):  
Yufen Hsieh ◽  
Siouwun Huang
Keyword(s):  
Secondary English ◽  
Classroom Effects ◽  
English Classroom

scholarly journals Student-Generated Discussion in the Senior Secondary English Classroom

2000 ◽  
Vol 3 (2) ◽  
pp. 142-142 ◽  
Author(s):  
A.W. Lehmann
Keyword(s):  
Secondary English ◽  
English Classroom ◽  
Senior Secondary
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