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Wang, Li-Yi; Lin, Tzu-Bin – English Teaching: Practice and Critique, 2014
Teachers' professional identity influences the way they think and teach. For pre-service non-native English speaking teachers (NNESTs), they are at the crucial stage of constructing self-image and self-perception as English language teaching (ELT) professionals, their beliefs about English teaching and learning and their attitudes towards changing…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction
Kempe, Elspeth; Reed, Yvonne – English Teaching: Practice and Critique, 2014
In the extensive literature on teacher professional development, very little attention has been paid to the role of post-graduate study groups, or to the role of on-going professional conversations, in constituting and sustaining teachers' identities as innovative professionals. The purpose of this article is to suggest that on-going…
Descriptors: English Teachers, Professional Identity, Communities of Practice, Case Studies
Alford, Jennifer H. – English Teaching: Practice and Critique, 2014
This paper explores how four English teachers position their English language learners for critical literacy within senior high school curriculum in Queensland, Australia. Such learners are often positioned, even by their teachers, within a broader "deficit discourse" that claims they are inherently lacking the requisite knowledge and…
Descriptors: Foreign Countries, English Teacher Education, Secondary School Teachers, English Language Learners
Bernstein, Malayna – English Teaching: Practice and Critique, 2014
This paper reports on a project that examined teachers' reading identities and explored ways in which those identities were manifested in reading pedagogy and were adopted by students. The paper focuses on one purposively selected teacher and his class. Tom Ziegler's personal and pedagogical practices were deeply aligned, and his…
Descriptors: Reading Instruction, Teaching Methods, Identification (Psychology), Self Concept
Allard, Andrea – English Teaching: Practice and Critique, 2014
This article explores the paradoxical situation of early career teachers in this era of standards-based reforms, beginning with the experiences of an English teacher working in a state school in Queensland, Australia and expanding to consider the viewpoints of her colleagues. Our goal is to trace the ways she and the other early career teachers at…
Descriptors: Foreign Countries, Beginning Teachers, Educational Change, English Teachers
Barton, Georgina; Baguley, Margaret – English Teaching: Practice and Critique, 2014
Literate practice in the arts encompasses both aesthetics and creativity. It is also multimodal in nature and often collaborative. This article presents data collected from a small multi-age school, with children from Prep to Year 7, during their preparation for an end-of-year show. The children had studied the topics of conservation and…
Descriptors: Teaching Methods, Cooperative Learning, Learning Modalities, Mentors
Laidlaw, Linda; So-Har Wong, Suzanna – English Teaching: Practice and Critique, 2013
This article explores and interrogates the common practice of asking students to write personal narratives within elementary English Language Arts classrooms, addressing some of the difficulties that may arise when students are required to share personal details. Using interview and focus-group data from a study of internationally adopted children…
Descriptors: Personal Narratives, Elementary School Students, Writing (Composition), English Instruction
Lin, Wen-Chuan; Yang, Shu Ching – English Teaching: Practice and Critique, 2013
This study explored college students' experiences with and perceptions of integrating both the Google.doc and peer e-tutors into an English writing course. This socio-cultural study employed online collaborative learning mechanisms with an attempt to develop students' English writing skills and motivation over the course of one year. Participants…
Descriptors: Foreign Countries, Writing Instruction, Electronic Learning, Cooperative Learning
Edwards-Groves, Christine; Hardy, Ian – English Teaching: Practice and Critique, 2013
This paper explores how students' talk in classrooms is influenced by a whole-school focus on lifting the quality, and the substantive nature, of classroom dialogue as an approach to improve student engagement, and to develop listening and speaking skills. Specifically, we show how designing and participating in whole-school professional learning…
Descriptors: Foreign Countries, Elementary School Teachers, Elementary School Students, Classroom Communication
Chesnut, MIchael; Lee, Vivian; Schulte, Jenna – English Teaching: Practice and Critique, 2013
This narrative article analyses three Korean undergraduate students' experiences conducting a linguistic landscape research project. Linguistic landscape research, the study of publicly displayed language such as billboards and other signs, is a relatively new area of scholarly interest. However, there has been only limited study of using…
Descriptors: Undergraduate Students, Linguistics, Language Research, Multilingualism
Coombs, Dawan – English Teaching: Practice and Critique, 2012
Building on the principles of philosophical hermeneutics, Ricoeur (1984) used the concept of narrative to explain how individuals interpret their experiences and make sense of seemingly disconnected elements of life by turning them into the stories. Narrative identities represent the coming together of the stories individuals tell, as well as…
Descriptors: Hermeneutics, Personal Narratives, Reading Difficulties, Adolescents
Abdel Latif, Muhammad M. Mahmoud – English Teaching: Practice and Critique, 2012
Since any standards-based reform is made to bring about an improvement in students' learning, it requires changes in teachers' practices as well. This study examined how a standards-based communicative curricular reform in general secondary school English in Egypt has changed teachers' classroom practices, and the factors influencing such…
Descriptors: Secondary School Students, Measures (Individuals), Foreign Countries, Language Skills
Lee, Icy – English Teaching: Practice and Critique, 2012
This study investigates how genre can be used as an organisational principle to interweave teaching and assessment in the L2 school context. Relying on data from interviews and lesson observations gathered from two Secondary 1 (that is, Grade 7) Hong Kong classrooms, the study sought to discover how teachers implemented genre-based teaching and…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Secondary Education
Lin, Wen-Chuan; Yang, Shu Ching – English Teaching: Practice and Critique, 2011
This study applied Wiki technology and peer review to an English as a foreign language writing class. The objective was to investigate whether this system, as a collaborative platform, would improve students' writing skills. The study gauged students' perceptions about integrating a Wiki writing course and peer feedback. The participants were 32…
Descriptors: Feedback (Response), Student Attitudes, Collaborative Writing, Writing Processes
Cloonan, Anne – English Teaching: Practice and Critique, 2011
Curriculum guidelines, including the emergent Australian curriculum (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2009-10), indicate expectations that teachers will support their students' interpretation and creation of multimodal texts. However, English curriculum guidelines are yet to advise on a detailed metalanguage to…
Descriptors: English Curriculum, Literacy, Teachers, Metalinguistics
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