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  Subjects -> LANGUAGE AND LITERATURE (Total: 1733 journals)
    - LANGUAGE AND LITERATURE (647 journals)
    - LANGUAGES (242 journals)
    - LITERARY AND POLITICAL REVIEWS (189 journals)
    - LITERATURE (GENERAL) (125 journals)
    - NOVELS (11 journals)
    - PHILOLOGY AND LINGUISTICS (506 journals)
    - POETRY (13 journals)

LANGUAGE AND LITERATURE (647 journals)                  1 2 3 4     

Showing 1 - 127 of 127 Journals sorted alphabetically
3L : Language, Linguistics, Literature     Open Access   (Followers: 20)
@nalyses     Open Access   (Followers: 2)
A Cor das Letras     Open Access  
a/b : Auto/Biography Studies : Journal of The Autobiography Society     Hybrid Journal   (Followers: 15)
Abgadiyat     Hybrid Journal   (Followers: 4)
Abril : Revista do Núcleo de Estudos de Literatura Portuguesa e Africana da UFF     Open Access  
Abusões     Open Access  
Ação Midiática : Estudos em Comunicação, Sociedade e Cultura     Open Access  
ACME : Annali della Facoltà di Studi Umanistici dell'Università degli Studi di Milano     Open Access   (Followers: 1)
Acquisition et interaction en langue étrangère     Open Access   (Followers: 4)
Acta Baltico-Slavica     Open Access   (Followers: 3)
Acta Literaria     Open Access   (Followers: 3)
Acta Neophilologica     Open Access  
AFRREV IJAH : An International Journal of Arts and Humanities     Open Access   (Followers: 4)
Aksara     Open Access   (Followers: 2)
Aksara : International Journal of Indonesian Literature     Open Access  
Alea : Estudos Neolatinos     Open Access   (Followers: 2)
Aletria : Revista de Estudos de Literatura     Open Access  
Algazarra : Revista do Centro de Pesquisa Comunicação e Cultura : Barroco e Mestiçagem     Open Access  
Alpha (Osorno)     Open Access  
American Book Review     Full-text available via subscription   (Followers: 9)
American Journal of Philology     Full-text available via subscription   (Followers: 9)
American Literary Realism     Full-text available via subscription   (Followers: 8)
American Literature     Full-text available via subscription   (Followers: 28)
Anagramas : Rumbos y Sentidos de la Comunicación     Open Access  
Anales Galdosianos     Full-text available via subscription  
Anàlisi : Quaderns de Comunicació i Cultura     Open Access  
Âncora : Revista Latino-Americana de Jornalismo     Open Access  
andererseits : Yearbook of Transatlantic German Studies     Open Access   (Followers: 3)
Aniki : Revista Portuguesa da Imagem em Movimento     Open Access  
Annales islamologiques     Open Access  
ANTARES (Letras e Humanidades)     Open Access  
Anuari de Filologia. Llengües i Literatures Modernes     Open Access  
Anuário de Literatura     Open Access  
Anuario Lope de Vega. Texto, literatura, cultura     Open Access  
Appalachian Heritage     Full-text available via subscription   (Followers: 4)
Arabia     Open Access  
Arbitrium     Hybrid Journal   (Followers: 8)
Arcadia - International Journal for Literary Studies     Hybrid Journal   (Followers: 9)
Arethusa     Full-text available via subscription   (Followers: 4)
Argumentation et analyse du discours     Open Access   (Followers: 5)
Arizona Quarterly: A Journal of American Literature, Culture, and Theory     Full-text available via subscription   (Followers: 14)
Ars Aeterna     Open Access  
Artelogie     Open Access   (Followers: 2)
Arthuriana     Full-text available via subscription   (Followers: 5)
Artl@s Bulletin     Open Access   (Followers: 1)
Arts et Savoirs     Open Access  
Asia Minor Studies     Open Access   (Followers: 3)
Atalanta : Revista de las Letras Barrocas     Open Access  
Atalaya     Open Access   (Followers: 1)
Aturá : Revista Pan-Amazônica de Comunicação     Open Access  
Australian Journal of French Studies     Full-text available via subscription   (Followers: 7)
Australian Literary Studies     Full-text available via subscription   (Followers: 5)
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Babel     Hybrid Journal   (Followers: 11)
Bahasa dan Seni : Jurnal Bahasa, Sastra, Seni, dan Pengajarannya     Open Access  
Bahastra     Open Access  
Balkanologie : Revue d'Études Pluridisciplinaires     Open Access   (Followers: 3)
Baltic International Yearbook of Cognition, Logic and Communication     Open Access   (Followers: 1)
Barnboken : Journal of Children's Literature Research     Open Access   (Followers: 4)
Between     Open Access   (Followers: 2)
Beyond Words     Open Access   (Followers: 1)
Biblioteca Escolar em Revista     Open Access  
Biography     Full-text available via subscription   (Followers: 17)
Black Camera     Full-text available via subscription   (Followers: 7)
Boletim de Pesquisa NELIC     Open Access  
Book History     Full-text available via subscription   (Followers: 117)
Bookbird: A Journal of International Children's Literature     Full-text available via subscription   (Followers: 12)
Brasiliana - Journal for Brazilian Studies     Open Access   (Followers: 1)
Brazilian Journalism Research     Open Access   (Followers: 1)
Bronte Studies     Full-text available via subscription   (Followers: 4)
Brookings-Wharton Papers on Financial Services     Full-text available via subscription   (Followers: 3)
Brumal. Revista de investigación sobre lo Fantástico     Open Access  
Bulletin for Spanish and Portuguese Historical Studies     Open Access   (Followers: 8)
Bulletin of the Center for Children's Books     Full-text available via subscription   (Followers: 5)
Bunron : Zeitschrift für literaturwissenschaftliche Japanforschung     Open Access   (Followers: 1)
Byron Journal     Hybrid Journal   (Followers: 1)
Byzantinische Zeitschrift     Hybrid Journal   (Followers: 14)
Byzantion Nea Hellás     Open Access   (Followers: 2)
Caderno de Letras     Open Access  
Caderno Seminal     Open Access  
Cadernos de Letras da UFF     Open Access  
Cahiers Balkaniques     Open Access   (Followers: 2)
Cahiers d'histoire. Revue d'histoire critique     Open Access   (Followers: 12)
Cahiers de civilisation espagnole contemporaine     Open Access   (Followers: 2)
Cahiers de littérature orale     Open Access  
Cahiers de recherches médiévales et humanistes     Open Access   (Followers: 10)
Cahiers du Monde Russe     Open Access   (Followers: 10)
Cahiers d’études italiennes     Open Access   (Followers: 6)
Cahiers franco-canadiens de l'Ouest     Full-text available via subscription   (Followers: 1)
Callaloo     Full-text available via subscription   (Followers: 12)
Cambridge Quarterly     Hybrid Journal   (Followers: 9)
Carnets : Revue électronique d'études françaises     Open Access  
Catedral Tomada. Revista de crítica literaria latinoamericana     Open Access  
CELEHIS : Revista del Centro de Letras Hispanoamericanas     Open Access  
Cervantes : Bulletin of the Cervantes Society of America     Full-text available via subscription   (Followers: 1)
Ceræ: An Australasian Journal of Medieval and Early Modern Studies     Open Access   (Followers: 2)
Chasqui. Revista Latinoamericana de Comunicación     Open Access   (Followers: 1)
Children's Literature Association Quarterly     Full-text available via subscription   (Followers: 16)
Chloe: Beihefte zum Daphnis     Full-text available via subscription   (Followers: 4)
Chrétiens et sociétés     Open Access   (Followers: 2)
Cipango     Open Access   (Followers: 4)
Cipango - French Journal of Japanese Studies. English Selection     Open Access   (Followers: 4)
CLCWeb : Comparative Literature and Culture     Open Access   (Followers: 11)
CLEaR     Open Access  
Cognitive Studies : Études cognitives     Open Access  
College Literature     Full-text available via subscription   (Followers: 11)
Colonial Academic Alliance Undergraduate Research Journal     Open Access   (Followers: 3)
Colorado Review     Full-text available via subscription   (Followers: 1)
Comparative Critical Studies     Hybrid Journal   (Followers: 18)
Comparative Literature     Full-text available via subscription   (Followers: 33)
Comparative Literature Studies     Full-text available via subscription   (Followers: 28)
Comparative Mythology     Open Access   (Followers: 4)
Comunicação & Sociedade     Open Access  
Configurations     Full-text available via subscription   (Followers: 6)
Conradiana     Full-text available via subscription   (Followers: 1)
Contemporary Literature     Full-text available via subscription   (Followers: 20)
Contemporary Pacific     Full-text available via subscription   (Followers: 7)
Contemporary Women's Writing     Hybrid Journal   (Followers: 9)
COnTEXTES     Open Access   (Followers: 1)
CoSMo | Comparative Studies in Modernism     Open Access  
CR : The New Centennial Review     Full-text available via subscription   (Followers: 3)
Criticism     Full-text available via subscription   (Followers: 9)
Criticón     Open Access   (Followers: 1)
Critique: Studies in Contemporary Fiction     Full-text available via subscription   (Followers: 9)
Cuadernos AISPI     Open Access  
Cuadernos de Ilustración y Romanticismo     Open Access  
Cuadernos de Rusística Española     Open Access  
Cuadernos LIRICO : Revista de la Red Interuniversitaria de Estudios sobre las Literaturas Rioplatenses Contemporáneas en Francia     Open Access   (Followers: 1)
Cuban Studies     Full-text available via subscription   (Followers: 5)
Cultures et conflits     Open Access   (Followers: 1)
Current Narratives     Open Access   (Followers: 12)
Current Objectives of Postgraduate American Studies     Open Access   (Followers: 1)
Current Writing : Text and Reception in Southern Africa     Hybrid Journal   (Followers: 3)
De Signos y Sentidos     Open Access  
De Zeventiende Eeuw. Cultuur in de Nederlanden in interdisciplinair perspectief     Open Access   (Followers: 3)
Deuterocanonical and Cognate Literature Yearbook     Hybrid Journal  
Dialektika : Jurnal Bahasa, Sastra, dan Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Diálogos Latinoamericanos     Open Access  
Dialogues : An Interdisciplinary Journal of English Language Teaching and Research     Open Access  
Dicenda. Cuadernos de Filología Hispánica     Open Access  
Dickens Quarterly     Full-text available via subscription   (Followers: 1)
Diegesis : Interdisziplinäres E-Journal für Erzählforschung     Open Access  
DIGILEC : Revista Internacional de Lenguas y Culturas     Open Access  
Discours     Open Access   (Followers: 1)
Dix-Neuf     Hybrid Journal   (Followers: 3)
Drammaturgia     Open Access   (Followers: 1)
Dublin James Joyce Journal     Full-text available via subscription   (Followers: 1)
Dutch Crossing : Journal of Low Countries Studies     Hybrid Journal   (Followers: 3)
e-Journal of Linguistics     Open Access   (Followers: 2)
E-rea     Open Access   (Followers: 2)
e-Scripta Romanica     Open Access  
e-Spania     Open Access   (Followers: 1)
e-TEALS     Open Access   (Followers: 1)
Early American Literature     Full-text available via subscription   (Followers: 6)
Early Modern Culture Online     Open Access   (Followers: 35)
Ecotone     Full-text available via subscription  
Ecozon@ : European Journal of Literature, Culture and Environment     Open Access   (Followers: 4)
EDGE - A Graduate Journal for German and Scandinavian Studies     Open Access   (Followers: 4)
Educação & Linguagem     Open Access  
EID&A : Revista Eletrônica de Estudos Integrados em Discurso e Argumentação     Open Access  
Eighteenth-Century Fiction     Full-text available via subscription   (Followers: 17)
Éire-Ireland     Full-text available via subscription   (Followers: 7)
El Hilo de la Fabula     Open Access  
ELH     Full-text available via subscription   (Followers: 18)
ELOPE : English Language Overseas Perspectives and Enquiries     Open Access  
Eltin Journal : Journal of English Language Teaching in Indonesia     Open Access  
Emily Dickinson Journal     Full-text available via subscription   (Followers: 2)
Encyclopedia     Open Access  
English in Africa     Full-text available via subscription   (Followers: 3)
English in Aotearoa     Full-text available via subscription   (Followers: 1)
English in Australia     Full-text available via subscription   (Followers: 2)
English in Education     Hybrid Journal   (Followers: 10)
English Literature in Transition 1880-1920     Full-text available via subscription   (Followers: 6)
English Studies in Africa     Hybrid Journal   (Followers: 2)
English Text Construction     Hybrid Journal   (Followers: 6)
English Today     Hybrid Journal   (Followers: 9)
English: Journal of the English Association     Hybrid Journal   (Followers: 14)
Englisia Journal     Open Access  
Enthymema     Open Access  
Entrelaces     Open Access  
Entrevous : Littérature organique     Full-text available via subscription  
Epiphany     Open Access   (Followers: 4)
ESC: English Studies in Canada     Full-text available via subscription   (Followers: 3)
Escritura e Imagen     Open Access   (Followers: 1)
Eslavística Complutense     Open Access   (Followers: 1)
ESQ: A Journal of the American Renaissance     Full-text available via subscription   (Followers: 1)
Essays in Criticism     Hybrid Journal   (Followers: 16)
Essays in French Literature and Culture     Full-text available via subscription   (Followers: 6)
Estudios de Literatura Colombiana     Open Access  
Estudios de Teoría Literaria - Revista digital: artes, letras y humanidades     Open Access  
Estudios Ingleses de la Universidad Complutense     Open Access  
Estudis de Literatura Oral Popular / Studies in Oral Folk Literature     Open Access  
Estudos Linguísticos e Literários     Open Access  
Etnolingual     Open Access  
Études canadiennes / Canadian Studies     Open Access   (Followers: 1)
Études de lettres     Open Access   (Followers: 3)
Études Épistémè     Open Access  
Études françaises     Full-text available via subscription   (Followers: 4)
Études littéraires     Full-text available via subscription   (Followers: 4)

        1 2 3 4     

Journal Cover English in Australia
  [SJR: 0.19]   [H-I: 6]   [2 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 0155-2147
   Published by RMIT Publishing Homepage  [400 journals]
  • Volume 52 Issue 2 - Reading and viewing [Book Review]
    • Abstract: McPherson, Deb
      Review(s) of: The lie tree, by Frances Hardinge illus by Chris Riddell, Macmillian (2015) 489 pp. hardcover; The bone sparrow, by Zana Fraillon Orion (2016) 288 pp.; The road to winter, by Mark Smith, Text publishing (2016) 240 pp.; One, by Sarah Crossan, Bloomsbury (2015) 429 pp.; We come apart, by Sarah Crossman and Brian Conahan, (2017) Bloomsbury 326 pp.; A child of books, by Olivier Jeffers and Sam Winston, Walker Books (2016) 32 pp.; Australia to Z, by Armin Greder, Allen and Unwin, (2016) 32 pp.; Lion, by Saroo Brierley, Penguin Random House (2013) 257 pp.; Let them eat chaos, by Kate Tempest, Picador Poetry (2016) 72 pp., Let Them Eat Chaos, audio iTunes (2106) length 47 minutes.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 2 - The ambivalent legacy of Dartmouth five decades on:
           What, now, should we teach the English teachers'
    • Abstract: Jones, Jo
      This essay expresses a profoundly ambivalent response to the legacy of Dartmouth, particularly Dixon's 'Growth' Model of English. English educators owe a debt to Dixon in terms of innovative pedagogical methods that are part of the daily shapes of tertiary and high school English classes, including the way drama and performance invoke excitement and engagement, and the advantages of energised spoken formats used to debate issues and discuss texts. On the other hand some of Dartmouth's key conceptual and methodological tenets, as they have played out over the decades, have become counter-productive elements of English teaching in the twenty-first century. Here, a final-year tertiary teacher education course - 'Teaching, Literature, Culture' - is used to challenge the dimensions of the Growth Model as they manifest in the present time.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 2 - Exposing the dynamic nature and potential role of
           student attribution processes on English for academic purposes achievement
           in higher education
    • Abstract: Chang, Heejin; Windsor, Angela; Helwig, Lindsay
      The aim of this study is to investigate the reasons that English for Academic Purposes (EAP) students in the Open Access College at the University of Southern Queensland give to explain their success in a course of study. It will examine how students' internal and external attributions change while studying EAP. The data has been gathered through a survey administered four times to EAP students. The students come from English as an Additional Language (EAL) backgrounds and intend to undertake tertiary study in English at USQ. The data foregrounds the potential role of adaptive and maladaptive attribution processes in the EAP learning experience, showing that the majority of students possess a mixture of internal and external attributions that evolve over a course of EAP study. The implications of this study are the potential to contribute to the development of more holistic approaches in EAP programs.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 2 - English syllabus interpretation: The relationship
           between literary theories and teacher beliefs
    • Abstract: Ireland, Jill; O'Sullivan, Kerry-Ann; Duchesne, Susan
      This paper examines the relationship between the literary theories underpinning an English syllabus and teachers' personal epistemologies and pedagogical beliefs. The study discussed here used semi-structured interviews and an online survey to investigate 50 New South Wales teachers' views of the theoretical basis of a senior English syllabus that came into force in 2000, and represented a substantial change of emphasis for the subject. Participants described the extent of alignment between literary theories they saw as influencing the Syllabus and their preferred literary theories, and linked this to their epistemological beliefs and their teaching practices at senior secondary level. Where there was a mismatch between the perceived theoretical basis of the Syllabus and teachers' own preferred literary theories, this fuelled participants' perceptions that the Syllabus was unduly influenced by unstable and contradictory literary theories which were seen as undermining their existing conceptions of English as a school subject. The study's findings suggest the importance of considering teachers' beliefs in developing and implementing a new syllabus.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 2 - Footy, gangs and love: Using auto-ethnography to
           problematise practice on a practicum
    • Abstract: Bellamy, Roz
      This article was written as an auto ethnography, which allowed for a complex and personal exploration of professional standards, teachers' professional identities, neoliberal reforms, and approaches to literacy and creativity. This article reflects on a practicum which involved teaching Romeo and Juliet to two year nine classes at an all boys' school. This provided rich opportunities for comparisons, experimentation, and learning from mistakes. Using auto ethnography as a pre-service teacher promoted reflective practice, which is pivotal for graduate teaching and for determining personal views on a range of controversial and polarising topics facing educators today.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 2 - Grief
    • Abstract: Harris, Rory
      A wash of Chinese ink and then an emerald cloud framed the gallery is perched, the underground rattles...

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 2 - 'Big fans', 'Experts', and those 'In need of a
           challenge': Teacher attitudes to 'manga and anime kids' in the Secondary
           English classroom
    • Abstract: Cheung, Kelly; O'Sullivan, Kerry-Ann
      Manga and anime may no longer be the 'new kids' in wider media culture but they are relatively new texts for study in the secondary English classroom. Manga and anime support teachers in their work towards inclusive classroom practices and build multimodal literacies but the cartoony face of the medium belies a depth of analysis required and layers of sensitivity needed in navigating these texts with students. How do English teachers respond to the emergence of manga and anime texts, translated and dubbed in English, when these texts become part of their classroom curriculum and culture' This paper uses a case study of two metropolitan high schools to explore how unexpected text choices brought about deeper insights for these English teachers in the ways they perceived their students' identities, as readers and consumers of manga and anime texts, within a Quality Teaching and learning environment (NSW DET, 2003; Prumm and Patruno, 2016).

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 2 - The writing mind: A Play
    • Abstract: Shaw, Sara
      It was week three of the first semester of my Master of Teaching degree at Monash University in Melbourne, Australia, and already my lecturers were talking about our first assignments. In my English method unit, we students were required to write a reflective autobiographical narrative inquiring into particular critical incidents from our past experiences in the English classroom as a way of conceptualising the impact of English and literacy teaching on our own evolving professional identities. I had been studying to be a teacher for only a few weeks, having left a career of 11 years in the wine industry to begin a new path, one I had started down and diverted from many years before. Through those 11 years I had continued to read voraciously, but I had fallen out of practice with my writing. I wasn't sure I had what it takes to become what I kept hearing that all of us were becoming - an English teacher. I questioned whether I would be able to teach writing to young people if I had lost touch with myself as a writer. I wondered how I could help them make meaning from their own experiences through writing if I struggled to construct meaning from my own.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 2 - National perspectives
    • PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 2 - Reading as an imaginative act
    • Abstract: McGraw, Amanda; Mason, Mary
      The teaching of reading provokes heated discussion, particularly when the reputations of governments and institutions rest on what students do and achieve. This paper focuses on the first two years of a three year project where the researchers worked in communities of practice with secondary school English teachers in state, Catholic and independent schools in Victoria, Australia with a focus on examining and improving the teaching of reading. A starting point for practitioner inquiries was giving close attention to what students say about their reading experiences. Based on the students' insight and a return to key theorists, we suggest that the process of reading in English is largely an imaginative act. Like the students, we argue for curriculum that is less 'fenced in' by limited notions of quality and more open to genuine learning.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 2 - Digital fiction: 'Unruly object' or literary
           artefact'
    • Abstract: Allan, Cherie
      Is digital fiction worthy of serious consideration as a literary text and does it have a place in the English classroom, particularly in light of the establishment of a stand-alone Literature subject as part of the Years 11-12 English program in the Australian Curriculum' To answer these questions this paper briefly looks at the development and definitions of digital fiction, examines a number of current digital narrative formats, considers narratological analyses of two digital texts that accord with literary practice but also account for the affordances of the digital environment and finally provides a snapshot of the author's professional practice in this area.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 2 - Editorial
    • Abstract: Jetnikoff, Anita
      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 1 - The delirious spectator: Opening spaces in film
           studies
    • Abstract: Sommer, Paul
      The 2016 Garth Boomer Address considers the teaching of film. It challenges the orthodoxy that calls for a predominantly visual analysis, arguing that editing, sound and a fresh look at the script are equally important. This invites an understanding of characterisation and narrative in terms of the creation of 'wholes' and their ruptures and potentials. Drawing on Gilles Deleuze's cinema books, editing, for example, can be reconceived as placing 'moving wholes' in relation to other moving wholes and not just connecting shots. There is a striking resemblance to Garth Boomer's early work in which he speaks directly to teachers especially in terms of fissures and their productive capacity to create new spaces for learning, just as for cinema. 'We now seek and find new questions, new spaces, and new discontinuities in need of exploration.' All this raises questions of creative spaces, how filmmakers and others open them up, and how we might work to understand (or remind ourselves) that classrooms are spaces open to creative opportunities.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 1 - Vale: Rereading 'personal response': A reflection on
           the contribution of Annette Patterson
    • Abstract: Moon, Brian
      Perhaps we don't speak often enough of courage in the context of academic scholarship; and perhaps that is because we so rarely witness it. While the ideal of the academic researcher as a seeker of truth, an iconoclast working at the cutting edge of knowledge, is familiar and often invoked, the reality is that a great deal of published research reproduces prevailing paradigms of thought, or at least remains situated within them. There are few real breakouts. As a postgraduate student studying poststructural theory in the late 1980s, I imagined myself a radical - a common enough conceit of new researchers. In truth, I was a conformist working within a paradigm established by remote continental theorists. Perhaps the paradigm itself was radical (though even that seems less certain now); but my contribution to it was not. I came to realise these things during my PhD research, after meeting and learning from some genuine thinkers. They included Bronwyn Mellor, Ian Hunter and Annette Patterson. It was from them that I learned what it means to follow an idea based on reason and evidence rather than fashionable consensus - and what courage that requires. Looking back now on the contribution of Annette Patterson, to whom this issue of English in Australia is dedicated, I am reminded not only of her intelligence and her capacity for independent thought and inquiry, but also of her courage in questioning some powerful orthodoxies in English education.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 1 - National perspectives
    • Abstract: Gold, Eva
      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 1 - Editorial
    • Abstract: Jetnikoff, Anita
      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 1 - Professional learning for a new English curriculum:
           Catholic Education Melbourne primar y school teachers and AusVELS English
           F-10
    • Abstract: Albright, James; Knezevic, Lisa
      Teachers of subject English across Australia have been involved in a wide range of professional learning experiences to support implementation of the Australian Curriculum: English since its introduction in 2010. This article investigates the professional learning experienced by a small number of primary school teachers in two Catholic primary schools in Melbourne, Australia for implementation of Victoria's AusVELS English F-10. Institutional Ethnography and Bourdieusian field analysis are employed to analyse documentary and interview data, generating understanding of professional learning during this time of curriculum change in one large institution. The article finds that the professional learning in focus is coordinated by a number of key features, which are shaped by external factors from the wider field of education as well as institutional influences that customise professional learning.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 1 - Teacher and institutional self-censorship of English
           texts in NSW Protestant schools
    • Abstract: Hastie, David
      Australian Protestant schools have often been depicted as sites that restrict knowledge. This paper presents the findings of a 2010-2013 field study of 137 teachers, exploring the nature and extent of Protestant School English teacher self-censorship when excluding and selecting texts to teach. In both survey and interview data, I find that the Protestant school English teacher sample was more active in text selection than exclusion, and found no clear evidence of institutional directives from schools or sector governance regarding English text exclusion and selection. The study also found that patterns of text exclusion were unlikely to be particularly different to those of state school teachers, but selection was more affected by religious concerns, despite the range of text titles appearing to be similar across both sectors. Additionally, selfcensorship as a part of an anticipated parent complaint is also examined. The study also found that the Protestant school English teachers appeared concerned about anticipated institutional interference than there was warrant for in the data, and more than their own personal faith perspectives required. This appeared to indicate that Protestant school teachers may be hyperengaged in questions about how their text selections and exclusions align with their own ideological beliefs and those of their employing institution. In the case of the English teachers in the sample, it would appear that the Protestant schools tended to be ideologically generative, rather restricted knowledge sites.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 1 - Do males really prefer non-fiction, and why does it
           matter'
    • Abstract: Merga, Margaret
      International findings indicate that there is a gap in the literacy performance of schoolaged males and females, which has led to a focus on how to address this issue. Research suggests that an individual's literacy outcomes can be improved by regular recreational book reading, and therefore increasing frequency of engagement in this practice is seen as beneficial. However, the strategies and solutions employed to foster greater engagement in reading tend to subscribe to a problematic theoretical root. Essentialist conceptions of gender often frame educational and policy responses to this gender gap. Amongst other notions, males have been constructed as uniformly preferring non-fiction. This paper draws on previously unpublished data from the 2015 International Study of Avid Book Readers and the 2016 Western Australian Study in Children's Book Reading to examine the reading preferences of males. Male respondents in both studies displayed no marked preference for non-fiction, and males were more likely to prefer to exclusively read fiction than non-fiction. As essentialism requires homogeneity due to its biological basis, this paper ultimately challenges the legitimacy of using an essentialist framework to generate knowledge about how to best encourage males to read, exploring the risks inherent in this practice.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 1 - Reading and viewing [Book Review]
    • Abstract: McPherson, Deb; Sykes, Helen
      Review(s) of: A monster calls special collector's edition, by Patrick Ness 2016 (2011), hardback 356 pp.; Ship kings: The ocean of the Dead, by Andrew McGahan, Allen and Unwin (2016) 419 pp., Series, hardcover; The stars at Oktober, by Bend Glenda Millard, Allen and Unwin (2016) 266 pp.; Gemina: The illuminae files_02, by Amie Kaufman and Jay Kristoff. (2016), Allen and Unwin 659 pp.; Bro, by Helen Chebatte, Hardie Grant (2016) 234 pp.; Station eleven, by Emily St John Mandel, Picador (2014) 333 pp.; 'What they took with them - a list', by Jenifer Toksvig (2016); Undying a love story, by Michel Faber, Canongate (2016) 122 pp.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 1 - The gentle dissenter: Revisiting Annette Patterson's
           research in English
    • Abstract: Mellor, Bronwyn
      Annette Patterson published articles, book chapters, and school textbooks in Australia, the USA and UK. She also taught in those countries and was a popular speaker at local, national international conferences. This was not, however, because she always gave audiences what they wanted to hear. Her incisive intellect and commitment to education probably meant that she was not ever going to allow a position or an orthodoxy remain unexamined even though (or, perhaps especially though) it was one she had initially occupied or embraced.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 1 - Why English teachers Matter: Some reflections on the
           life of Dr Paul Brock AM
    • Abstract: Manuel, Jacqueline; Brock, Sophia; Brock, Amelia
      Since March 25, 2016, Sophie, Amelia and I have been heartened and comforted by the many public and private tributes and memorials to Paul. These have come in many forms - from friends, colleagues, and comrades, spanning generations; and from people we have never met who took the time to share with us their stories of how Paul made a difference to their world. These stories, together with his vast corpus of publications and achievements, attest to the impact of his lifework. Paul was a polymath. His influence as a leader in education, a writer, a teacher, a scholar, a mentor, and an advocate for medical research and disability services, stand as an enduring testament to the force of his intellect and vision, the ethical depth of his professional and personal life, his compassion and humour, and his indefatigable commitment to social justice, inclusion, and the betterment of our individual and collective lives through education. He lived who he was - with optimism, sincerity, good humour, conviction and courage. His spirit was never dulled. His will was never broken. This was all the more astonishing because the last twenty years of his life were forged in the crucible of Motor Neurone Disease (MND).

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 1 - English as rhetoric' - Once more, with feeling ...
    • Abstract: Green, Bill
      The installation of the new Australian Curriculum offers rich possibilities for rethinking English in Australia, and beyond. This paper proposes that rhetoric is usefully drawn into this work of reconceptualisation, as strategically an organising principle for English curriculum theory and practice. It reviews existing work on rhetoric and proposes ways of connecting it with new understandings of textuality and meaning. It thus seeks to bring together rhetoric, history and pedagogy, as crucial considerations for the renewal of English teaching.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 1 - From personal growth (1966) to personal Growth and
           social agency (2016) - Proposing an invigorated model for the 21st century
           
    • Abstract: Goodwyn, Andrew
      The Personal Growth (PG) model, as outlined by John Dixon in 1967, is unquestionably still recognisable to English teachers, remaining aligned to their philosophy of teaching English. This article traces a key aspect of the history of Personal Growth and explores present continuities traceable to Dartmouth in 1966, in suggesting an invigorated Personal Growth model to embrace 21st century life. Dixon himself never offered a concise definition; however, one historically significant attempt to do this was produced in the Cox Report, the document that defined the first National Curriculum in English (NCE) in England in 1989. In focusing on a key historical moment, the UK's Cox Report in 1989, almost half way between 1966 and the present day, this article addresses the continuities and developments stemming from Dixon and indicative of how subject English has expanded and changed over 50 years. A final move is to provide a new perspective on Personal Growth, more appropriate for the 21st century. Using contemporary Critical Realist theories of identity, Personal Growth is re-articulated to include a broader conceptualisation of an omniculture, and a prototype successor model is offered as Personal Growth and Social/Cultural Agency.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 52 Issue 1 - Writer, reader, student, teacher: A critical analysis
           of developments in the discipline of English
    • Abstract: Driver, Duncan
      This essay seeks to recognise the value in a literature-focused model of the discipline of English, using I.A. Richards, C.K. Ogden and the American New Critics as models of critics who placed the text, and the reader's relationship with the text, at the centre of any study of literature, arguing that this relationship is analogous to that which should exist between text, teacher and student. It surveys developments in structuralist and post-structuralist literary theory and the way they have shaped the teaching of English over the second-half of the twentieth century, exposing flaws in the approach of the 'Growth', 'Cultural Studies', 'Textuality' and 'Critical Literacy' models of the discipline. It builds towards an analysis of David Campbell's poem, 'Night Sowing' that aims to show how a 'traditional' close reading of the text's aesthetic components reveals more than the politically-motivated application of the Critical Literacy model, concluding that the human connection of the reader/author relationship should be the foundation of any student's encounter with a text.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 1 - The teaching of English in Tasmania: Building links
           between senior secondary and tertiary teachers
    • Abstract: Fletcher, Lisa; Clarke, Robert; Crane, Ralph; Gaby, Rosemary; Milthorpe, Naomi; Stark, Hannah
      This article tells the story of two projects initiated by the University of Tasmania's English program, which were designed to investigate and improve the pathway from pre-tertiary to tertiary English studies in the state: the First Year English Survey (2012-2014) and the Teaching of English in Tasmania Community of Practice (TETCoP). The authors draw on the findings from the survey to show that students in Tasmania who enrol in tertiary English believe that they are progressing their studies in a discipline with which they are already familiar; it seems reasonable to assume that is also the case nationally. The article, then, presents TETCoP as an example of one approach to developing and maintaining productive links between English educators in the senior secondary and tertiary sectors - as a means to encourage others to build on or learn from the work we have done in Tasmania.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 1 - 'Poetry does really educate': An interview with spoken
           word poet Luka Lesson
    • Abstract: Xerri, Daniel
      Spoken word poetry is a means of engaging young people with a genre that has often been much maligned in classrooms all over the world. This interview with the Australian spoken word poet Luka Lesson explores issues that are of pressing concern to poetry education. These include the idea that engagement with poetry in schools can be enhanced by putting spoken word poetry on the curriculum, the suggestion to provide teachers with professional development opportunities in order to equip them with the confidence to create poetry, and the need to surmount some of the societal, institutional and pedagogical challenges that hinder the promotion of poetry in education.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 1 - 'This above all ...': The place of ethics in English
           teaching
    • Abstract: Misson, Ray
      Much of English teaching, whether it be mounting an argument on a social issue, analysing media, or developing a critical reading of a novel or film, implies an ethical stance. This article considers the relationship between ethics, belief and ideology. After looking, within a Lacanian framework, at the ways in which particular beliefs are made part of one's identity/subjectivity in such phenomena as Islamic radicalisation, it considers in what ways subject English might intervene in (or support) this process. It then looks at the basis of ethics in the strategies of English teaching. An argument is made for the importance of a conscious (if flexible) ethical position underpinning the work in English classrooms.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 1 - Vale: Paul Brock
    • Abstract: Sawyer, Wayne
      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 1 - National perspectives
    • PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 1 - Editorial
    • Abstract: Jetnikoff, Anita
      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 1 - How does the act of writing impact on discursively
           mediated professional identities': A case study of three teachers
    • Abstract: Wells, Muriel; Lyons, Damien; Auld, Glenn
      This paper explores the effects participation as writers has on the identities teachers take on when they are both writers who teach and teachers who write. This paper focuses on three interview participants and explores their encounters as writers as they engaged in the 'risky' business of being writers, within and beyond school. A narrative inquiry methodology is used to interrogate the data about the teachers' lived experience of being writers while also being teachers of writing. 'Participant narratives' are used to present the data and to explore the impact being a writer has on participants' discursively mediated identities.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 1 - On not turning 'back to the car': A critical discourse
           analysis of the SACE English studies' list of prescribed texts
    • Abstract: McDonald, Sarah
      Historically, the position of girls as marginalised users of the education system has been acknowledged, particularly during the the 1970s and 1980s. However, reflection upon the current list of prescribed texts, which makes up part of the South Australian Certificate of Education Board's English Studies outline, as well as the author's practice as a user of this list, suggests ongoing conversation and progress remains necessary. A brief review of various government inquiries into girls in education will provide a backdrop to a further examination of the way dominant ideologies in classrooms continue to marginalise female students and reinforce socially constructed definitions of femininity and masculinity. Hiller and Johnson (2007) assert that the first step to fostering equitable classrooms is for teachers to examine and reflect upon their own pedagogy and practice. In light of this, the personal epistemology of the author, particularly relating to hierarchies of privilege, will be introduced. This will provide a background for a critique of the author's use of the list of prescribed texts in her own English Studies classroom, leading to a call for change in the way English teachers choose texts for their senior classrooms in order to disrupt the reproduction of social inequality.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 1 - Conceptualising a literacy education model for junior
           secondary students: The spatial and reflective practices of an Australian
           school
    • Abstract: Barton, Georgina; McKay, Loraine
      Evidence suggests that increasingly young adolescents are finishing school with poor literacy skills limiting their access to further education, training and employment. This has lifelong effects in terms of their economic participation and health and wellbeing. This paper examines the spatial practices of one school's approach to improving literacy outcomes for its Years 8 and 9 students, in order to increase positive pathways after school. It shows how staff at this school have begun to work collaboratively with each other and community members in trying to address the reading needs of their students. Using the conceptual frameworks of spatial theory and reflection the paper will share the conceived and perceived spatial practices of staff identified in interview data. We argue that when ongoing reflective practice occurs potential transformative or 'third space', practices result; ensuring positive literacy learning outcomes for all students.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 1 - Water
    • Abstract: Harris, Rory
      Over the remains of illness and a bag of antibiotics...

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 1 - Sustaining hope and possibility: Early-career English
           teachers' perspectives on their first years of teaching
    • Abstract: Manuel, Jackie; Carter, Don
      This paper reports on the findings from a study with 22 early-career secondary school English teachers in New South Wales, Australia. Against the backdrop of increased attention to the patterns of teacher recruitment, retention and attrition, the present research sought beginning teachers' perspectives on the extent to which their initial motivations for entering the profession had been sustained, affirmed, challenged or modified by their teaching experience. A questionnaire was utilised to gather data on initial motivations to teach; beliefs and values informing the decision to teach; the challenges and rewards of early-career teaching experiences; attitudes to the current official state English curriculum; levels of personal and professional satisfaction with the role; and career intentions. An analysis of the questionnaire responses identified the primacy of altruistic and intrinsic factors in the initial decision to become a teacher. Responses to questions about their early-career experiences revealed that for a significant proportion of teachers, their initial aspirations, expectations and goals had been disrupted to a greater or lesser degree by a range of contextually-contingent forces. Half of the sample indicated that their sense of professional agency had been undermined by the pressures associated with preparing students for high-stakes external examinations and their marginalisation from decision-making processes that impact upon their classroom practice. More than a third of the sample disagreed or were 'unsure' that they would be teaching for another five years. Given the reported rates of early-career teacher attrition of between 20 and 50%, the findings from the present study offer additional evidence of the factors that can influence early-career teachers' decisions about their career futures and are therefore of value to ongoing revisions of teacher recruitment and retention policies and practice.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 1 - Creating subjects: The language of the stage 6 English
           syllabus
    • Abstract: Anson, Daniel WJ
      This paper investigates the language of the 2009 NSW Stage 6 English Syllabus. I argue that the language of the syllabus aims to create two distinct subjects: Subject English, that is, what students learn; and the subject position of its students, that is, what students are expected to become. Analysis reveals themes of personal development and moral regulation are deeply embedded within the subject and have an important influence on how the subject positions itself and its students. Systemic Functional Linguistics is used to examine six pages of the Syllabus, focusing in particular on the document's Rationale section. A transitivity and appraisal analysis reveal that the syllabus document assigns the subject a difficult set of goals; ranging from developing communicative competence and literary knowledge, to creating a sensitive, aesthetically appreciative, reflective individual. An analysis of Commands within the syllabus shows that the language places much of the responsibility with the students. The implications of this analysis for teaching and learning are then discussed; in particular, the need for teachers of English to cognisant of the values and aims that are embedded within the syllabus and the subject.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 1 - Teachers' perceptions of the influence of assessment
           on their teaching of year 9 English
    • Abstract: Portelli, Leanne; O'Sullivan, Kerry-Ann
      This article draws from a Masters research study investigating the early implementation of the NSW English K-10 Syllabus in Year 9 with a focus on, teachers' perceptions of the various forms and purposes of assessment and the role these play in the classroom. The five participants were drawn from one English faculty in a single sex school in the Sydney metropolitan area. In this case study it is evident that systemic policy and an external national testing agenda constrain both classroom and assessment practices consequently narrowing teacher assessment literacy. It appears that the challenge ahead for educators is to balance the demands of external testing with professional agency to develop meaningful assessment strategies that capture the learning occurring in the classroom.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 1 - Exploring minecraft as a pedagogy to motivate girls'
           literacy practices in the secondary English classroom
    • Abstract: Marcon, Nerissa; Faulkner, Julie
      Digital games are positioned in literacy research as integral to contemporary youth culture and their potential as a learning resource continues to be explored in current literature. This paper examines the use of Minecraft as a pedagogical tool to motivate girls' literacy practices within the secondary English classroom. The data suggest that girls find Minecraft an appealing text for literacy learning. Girls chose to work collaboratively and strategically as they designed and immersed themselves in the game. Problem-solving approaches and distributed learning initiatives were evident in the girls' negotiations. This article argues that using digital games in English classrooms can productively assist teachers to bridge students' outside- and inside-school literacy practices, while validating and drawing from youth culture to enhance learning processes.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 1 - Reviews
    • Abstract: McPherson, Deb
      Review(s) of: Fiction for years 7 and 8, Liquidator Andy Mulligan (2015), David Fickling Books 390 pp.; Fiction for years 9 and 10, by Zeroes Scott Westerfeld, Margot Lanagan and Deborah Biancotti (2015), Allen and Unwin 485 pp.; MARTians, by Blythe Woolston (2015), Walker Books 223 pp; Digital, by Inanimate Alice; Drama, by Behind the Beautiful Forevers David Hare (2014), Faber and Faber, 129 pp.; Jasper Jones, adapted by Kate Mulvany from the original novel by Craig Silvey (2016), Currency Press 79 pp.; Kidglovz Julie Hunt, illustrated by Dale Newman. (2015), Allen and Unwin, 271 pp.; The hunt for the wilderpeople , directed by Taika Waititi (2016), PG.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 2 - The semiotic construction of values in the videogame
           Watch Dogs
    • Abstract: Lowien, Nathan
      The past decade has seen videogames become an important facet in the economic and cultural tapestry of the 21st century. However, while the Australian Curriculum: English (ACE) advocates the teaching of multimodal texts (ACARA, 2016), videogames have been neglected within the curriculum. Nevertheless, such a significant aspect of popular 21st century entertainment culture warrants attention by educationalists and consideration as a highly motivating curriculum resource. This paper aims to explore the linguistic and visual semiotic depictions of value positions in the videogame Watch Dogs (Ubisoft, 2014). Despite the ubiquity and popularity of videogames, and the growing use of Systemic Functional Linguistic (SFL) and related broader semiotic theory in educational research, limited research has been conducted on games from an SFL perspective. This paper will identify content descriptions from the ACE and how suitable videogames similar to Watch Dogs could be used for the teaching of these descriptions. Semiotic systems such as the appraisal system (Martin and White, 2005) and various approaches to image analyses (Kress and van Leeuwen, 2006; Painter, Martin, and Unsworth, 2013) will be utilised in the identification and explication of game characters' value positions. The logogenetic synergy between the meaning making systems of language and image will then be canvassed in relation to their implications for Systemic Functional Semiotic accounts of inter-modal meaning-making, as well as implications for curriculum and pedagogy in the 21st century.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 2 - Using a model of verbal art to analyse the visual:
           Analysing multimodal texts in secondary English
    • Abstract: Ravelli, Louise
      Multimodal texts are now part of the curriculum for school English, but they are by their nature inherently complex, and pose many challenges for the classroom. Not least is finding a way to manage the technical complexity of accounting for these texts, as well as finding a way to move students beyond simple observation and description to critical analysis. In this paper, I show a strategy from a tertiary-level course which addresses both these problems. Using two Australian Defence Force recruiting videos from different eras, analysis is based on a social-semiotic model for multimodal texts, albeit a version of it which is 'good enough' for the task at hand. By drawing on Hasan's notions of 'verbal art', I show the steps that help to move students beyond description, towards critical analysis. While the tertiary context is different to that of schooling, the strategies can be applied at any teaching level.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 2 - Enhancing understandings of the literary element of
           character using elements from systemic functional linguistics
    • Abstract: Thomas, Angela
      According to Peha (2016), fiction is all about character. What a character wants, how they go about getting it, and how they change throughout the trajectory of the narrative are key factors that drive a story and make it meaningful. This paper integrates strategies from both narratology (Nikolajeva, 2002; 2005; Rimmon-Kenan, 2002) and linguistics (Martin and Rose, 2007; Martin and White, 2005) to analyse the representation of character in the novel Fairytales for Wilde Girls (Near, 2013). A framework for classroom work on the textual concept of character will be drawn from the analysis and teaching implications and strategies will be discussed.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 2 - Talking about poetry - using the model of language in
           Systemic Functional Linguistics to talk about poetic texts
    • Abstract: Huisman, Rosemary
      Poetry is the art shaped through language; to talk about a poem we need at least to talk about its language - but what can be said will depend on the particular linguistic theory, with its particular modelling of language, which we bring to the description. This paper outlines the approach of SFL (Systemic Functional Linguistics), describing in turn its five dimensions of language choice and the relevance of each to talking about poetic text. This includes ways of talking about the poem as a visual text and as a spoken text, and of relating those choices to choices of wording (grammar and vocabulary), meaning and social context. Two poems by contemporary Australian poets are discussed in detail, 'Open Hands', by Geoff Lemon and 'Tigers', by Judith Beveridge.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 2 - AATE life membership
    • PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 2 - Editorial
    • Abstract: Exley, Beryl; Collins, Garry; Bishop, Kay; Willis, Linda-Dianne
      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 2 - Playing with grammar: A pedagogical heuristic for
           
    • Abstract: Exley, Beryl; Kervin, Lisa; Mantei, Jessica
      In this article we introduce a heuristic for orientating to the language content of the Australian Curriculum: English. Our pedagogical heuristic, called 'Playing with Grammar', moves through three separate but interwoven stages: (i) an introduction to the learning experience, (ii) a focus on learning, and (iii) an application of new knowledge where students read and/or write with grammar in mind. We draw on aspects of Bernstein's sociological theories to consider the implications of keeping the content of the Language, Literature and Literacy strands together or apart. We also theorise different pedagogical approaches where teachers or learners control the sequence and pacing of content within the learning experience.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 2 - Building a metalanguage for interpreting multimodal
           literature: Insights from systemic functional semiotics in two case study
           classrooms
    • Abstract: Macken-Horarik, Mary
      English is an already crowded curriculum and the incursion of multimodal literature puts it under increased pressure. How do teachers and students learn to understand and deploy tools of analysis that shed light on verbiage and images without becoming entangled in a complex and crowded analytical language' Is it possible to develop a metalanguage that relates meanings made in one mode to those in another - to enrich literary interpretation without overwhelming students' appreciation of literary texts' An adequate response to this question calls for an epistemological stance and metalanguage that accepts polysemy (multiple meanings); that reads choices as motivated by higher order concerns; and that is relational in its approach to analysis. This paper explores the potential of systemic functional semiotics (SFS) for addressing such requirements. Drawing on data collected in the final year of an Australian Research Council project (DP110104309), it considers three principles of SFS informing the metalanguages used by two secondary teachers in their work with students on literary picture books and fiction films. Halliday's principle of metafunctions (three major kinds of meaning) enabled the teachers to explore different meaning frames in interpreting images and language; the principle of system (contrasting options for meaning in a given semiotic environment) allowed them to open up the idea of choice for students in analysing texts; and the principle of stratification made relations between meaning, function and form easier to unpack in classroom discourse. The affordances of such intellectual tools in SFS are observed in students' oral and written responses to literary picture books and in teachers' accounts of what they taught and what they learned from their classroom interventions. The paper interleaves reflections on each aspect of SFS with interview accounts of how the metalanguage was used to enhance literary interpretation of selected students. The final section of the paper highlights implications of this case study work and possibilities for future research into the relationship between metalanguage and processes of metasemiosis in literary interpretation. It turns on the question of whether the analogic power of concepts like metafunctions, system and stratification gives students portals to literary meaning that enrich (without crowding) interpretive work on multimodal texts.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 2 - Language variation and change in the Australian
           curriculum English: Integrating sub-strands through a pedagogy of
           metalogue
    • Abstract: Willis, Linda-Dianne; Exley, Beryl
      The Language Strand of the Australian Curriculum: English (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2016b) includes the sub-strand of 'Language Variation and Change'. This sub-strand is a marked space for discovery and discussion of the history and politics of language use. As such, this sub-strand points to an agenda of respect for different languages in use throughout Australia, including the means of communication between Indigenous Australians and those representative of multicultural Australia. We posit that this important sub-strand can be made more enduring by not being treated as a 'singular' (Bernstein, 2000) but integrated with Content Descriptions from other Language sub-strands. This integration of knowledge, called 'regionalisation' by Bernstein (2000), 'implies challenges for pedagogic practice' (Wolmarans, Luckett, and Case, 2016, p. 99). As a way forward, we consider the affordances of an instructive dialogue or metalogue (Bateson, 1972). To demonstrate how such a pedagogy might unfold in a class discussion, we introduce one stimulus text, 'Old Cat' (Aquilina, 2016), and consider the 'Language Variation and Change' sub-strand requirement for students to recognise that all languages and dialects are of equal value. We then document how integrating the Content Description from the 'Language Variation and Change' sub-strand with a Content Description from the 'Text Structure and Organisation' sub-strand using a pedagogy of metalogue provides for a deep appreciation about the historical and linguistic accounts of languages. Doing so offers productive discussion about the agenda of respect for the different languages in use between Indigenous Australians and throughout multicultural Australia.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 2 - Developing a differentiated model for the teaching of
           creative writing to high performing students
    • Abstract: Ngo, Thu Thi Bich
      Differentiating writing instruction has been a puzzling matter for English teachers when it comes to teaching creative writing to high potential and high performing (HPHP) students. The lack of differentiation in creative writing pedagogy for HPHP students in Australia is due to two major issues: (1) teachers' lack of high-level linguistic and pedagogical knowledge and (2) insufficient curriculum support. The paper discusses current practice in HPHP education in the area of creative writing and demonstrates the types of knowledge required of teachers to enable them to extend beyond a regular curriculum and effectively differentiate their teaching in terms of content and process.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 2 - Engaging children in the pleasures of literature and
           verbal art
    • Abstract: Rose, David
      This paper outlines a sequence of strategies that are designed to enable every child to experience pleasure in reading narrative literature, and to achieve success in writing, both their own stories and the responses to literature expected by the school curriculum. To enable these goals, literary texts are analysed at three scales: whole literary texts, model structures for writing, and patterns of literary language in sentences. Each level of analysis is designed to bring teachers' and students' intuitive knowledge about language to consciousness, and build a shared metalanguage. The paper synthesises findings of long-term action research in genre based literacy pedagogy, to provide teachers and teacher educators with tools for engaging all their students in the pleasures of literature. While many aspects of this research have been previously reported, this paper provides a novel synthesis for this purpose.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 2 - Reading and viewing
    • Abstract: McPherson, Deb
      Review(s) of: When friendship followed me home, by Paul Griffin, Text Publishing, 2016, 247 pp.; Maladapted, Richard Kurti, Walker Books, 2016, 306 pp.; Haiku in English: The first hundred years, Ed. Jim Kacian, Phillip Rowland and Allen Burns, WW Norton and Company, 2013, 424 pp.; The haiku anthology, by Ed. Cor Van Den Heuvel, WW Norton & Company, 1999, 363 pp.; Poems that make grown women cry, by Ed. Anthony and Ben Holden, Simon and Schuster, 2016. Hardcover 330 pp.; Snow fall: The avalanche at tunnel creek, A New York Times journalism project December 2012; Kafka's wound, London Review of Books.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 3 - Literary experience and literature teaching since the
           growth model
    • Abstract: Reid, Ian
      By the late 70s the 'growth through English' slogan, derived from John Dixon's account of the Dartmouth conference, had become popular around Australia. In 1980 the Sydney IFTE conference featured several Dartmouth veterans; but during that conference, Dartmouth-linked ideas from overseas mingled with lines of local influence, especially in the Literature Commission. British post-Dartmouth thinking had given only superficial attention to the role of literature in English, but by 1980 this topic was being subjected to serious critical enquiry in Australia, and innovative ideas about literature teaching emerged at the Sydney conference.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 3 - National perspectives
    • PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 3 - 'Revisiting dartmouth - 50 years on'
    • Abstract: Dowsett, Patricia
      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 3 - Mid-atlantic crossings: Some texts that emerged from
           Dartmouth
    • Abstract: Sawyer, Wayne; Davies, Larissa McLean; Gannon, Susanne; Dowsett, Patricia
      In the British 'zone' of the English education world, which Australia largely inhabited throughout the 20th century, the key book that came out of Dartmouth was John Dixon's Growth Through English. Some in the British 'zone' may not even be aware of the equivalent American book, Herbert Muller's The Uses of English, and we suspect that the set of five monographs published by NCTE in 1968 that represented the various Study Groups of the Seminar are even less well-known.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 3 - History * Autobiography * Growth (Fifty years since
           Dartmouth)
    • Abstract: Doecke, Brenton
      This essay explores how my professional experiences as an English educator have been shaped by the values and beliefs that are typically associated with the Dartmouth Seminar of 1966 as they were presented by John Dixon in his immensely influential report of that seminar, Growth Through English. Rather than seeing 'Growth' pedagogy as some kind of all-embracing orthodoxy to which I gave my unswerving allegiance, I tease out the ways that I have operated both inside and outside the model of English teaching that Dixon advocated, cultivating a reflexive awareness of my identity as an English teacher even as I espoused the values and knowledge of 'Growth'.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 3 - Different histories': Reading Dartmouth ...
           against the grain
    • Abstract: Green, Bill
      The Dartmouth Seminar is rightly understood as a key event in English curriculum history - indeed, 'a pivotal moment', as one commentator put it. Nonetheless questions can still be asked about the nature of its significance, both discursively, with regard to the discourse (and rhetoric) of post-Dartmouth English teaching, and historically, with regard to English curriculum history. Proposing that Dartmouth be seen as a text, this paper explores issues of language, representation, knowledge, power and history, focusing on what seems to have been forgotten or at least overlooked in subsequent accounts of Dartmouth and the 'Growth' paradigm in English curriculum studies. To what extent has a 'received 'history been allowed to obscure and obstruct potentially more productive discourse on rethinking the subject' What does all this mean for thinking historically about English teaching'

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 3 - Growth and the Category of Experience
    • Abstract: Yandell, John
      John Dixon's account of Dartmouth, experience is seen as central to the business of English as a school subject. Experience, for Dixon, is the raw material that is worked on in the classroom. What kinds of theory inform this emphasis on experience, and what are the curricular and pedagogic implications of this version of English' How does Dixon's argument about experience sit with the work of other Dartmouth participants, such as D.W. Harding and James Britton' Does it have anything to offer us now, fifty years on'

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 3 - Dartmouth + 50
    • Abstract: Dixon, John
      To begin with, I have to remind myself that there's a generation at least - in the UK and internationally - who've been trapped in an institutionally imposed version of English, fed by testing agencies with arbitrary, blinkered targets. So imaginative work, teacher creativity and a lot more have been marginalised. What emerged from Dartmouth - and after - to make such things credible'

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 3 - Not sitting around waiting for another Dartmouth ...
    • Abstract: Parr, Graham; Woodford, Helen
      While some international histories of English education are inclined to characterise the 1966 Dartmouth seminar as initiating some kind of revolution, other accounts have positioned it as one important conversation amongst many. Using Raymond Williams' notion of a 'long revolution', this short essay characterises Dartmouth as making a valuable contribution to 50 years of sustained and rich inquiry into English education. The authors report on a recent development in this long revolution in Australia, the stella2.0 praxis project, which brings together English teachers, pre-service teachers and teacher educators in a dialogic professional learning community.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 3 - Growth through teaching
    • Abstract: Frawley, Emily
      This article explores one teacher-researcher's consideration of how the 50-year anniversary of the Dartmouth Seminar continues to influence and hold relevance for the teaching of English in Australian secondary schools. Particular attention is paid to the influence of John Dixon and the Personal Growth model of English. The author, an early career teacher, employs narrative inquiry in highlighting both the affordances and challenges for working under the Personal Growth model by examining two noteworthy classroom moments in her career to date: the teaching of Shakespeare in a high-stakes senior classroom, and the teaching of poetry in a junior classroom. The article concludes with a call for the prevailing valuing of Personal Growth approaches to English, despite the increasing challenges of standardised education.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 3 - Re-reading Dartmouth: An American perspective
    • Abstract: Brass, Jory
      The 1966 Anglo-American Seminar at Dartmouth certainly stands as a landmark event in the history of English teaching. For the purposes of this Special Issue, however, I want to unsettle some familiar interpretations of Dartmouth by reading with and against a range of American responses to the conference published in the late 1960s and 1970s. As an American now working in Australia, I hope that my perspectives on Dartmouth will both complicate English educators' views of the past and sensitise us to historical struggles from the (post)Dartmouth-era that have influenced present struggles over the teaching of English in several countries, including Australia.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 51 Issue 3 - Reading and viewing
    • Abstract: McPherson, Deb
      Review(s) of: Brand new, by Ancients Kate tempest. picador, (2013) 47 pp.; Brand new Ancients, by Kate Tempest, Macmillian Digital Audio, (2013) 79 minutes; Sister heart, by Sally Morgan, Fremantle Press, (2016) 251 pp. hardback; Miss Peregrine's school for peculiar children, by Ransom Riggs. Quirk Books, (2011) 352 pp.; Hollow city, by Ransom Riggs, Quirk Books, (2014) 395 pp.; Library of souls, by Ransom Riggs, Quirk Books, (2015) 457 pp.; The sidekicks, by Will Kostakis, Penguin, (2016) 256 pp.; Cloudwish, by Fiona Wood, Pan Macmillian, (2015) 270 pp.; The flywheel, by Erin Gough, Hardie Grant, (2016) 306 pp.; Spark, by Adam Wallace and Andrew Plant, Ford St Publishing, (2016) 32 pp.; Wasted, Kate Tempest, Methuen drama, (2013) 57 pp.; Maralinga's long Shadow Yvonne's story, by Christobel Mattingley, Allen and Unwin, (2016) 194 pp.; MY: 24, by Australian Children's Television Foundation (2104) Running time: 26 x 12 minutes. Rating PG; MY: 24 app, (available on Apple app store) Australian Children's Television Foundation (2104).

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 1 - English teaching in globalised educational contexts
    • Abstract: Durrant, Cal; Cox, Robyn
      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 1 - Building knowledge 'about' and 'with' students:
           Linguistic ethnography in two secondary school classrooms
    • Abstract: D'warte, Jacqueline
      This paper presents research conducted with teachers and students in one year 7 and one year 8 English classroom that worked to support in school English language learning by calling on the resources and repertoires of plurilingual students. In this work, students and teachers were engaged as linguistic ethnographers of their own language practices. Drawing on new international approaches from sociocultural and sociolinguistic theory, this methodological approach privileges students as experts with real insights into their use of language in the variety of contexts in which they participate (Prasad, 2013). This work repositions multilingualism away from deficit dimensions and instead builds on research that continues to show multilingual students possess repertoires of linguistic practice that can be a resource for literacies in English and for enhanced educational practice (Orellana, Martinez, Lee, and Montano, 2012).

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 1 - Accessing the linguistic 'funds of knowledge' of
           students in teacher education programmes
    • Abstract: Coleman, Jackie
      This paper outlines a study being undertaken in an Australian university into the experiences of multilingual and bilingual pre-service teachers at that university. By focusing on these students' diverse language abilities in relation to their studies, and to their developing identities as teachers in multilingual Australia, the study seeks to identify the implications of the students' experiences and understandings for improving pedagogical practices in teacher education. An overview of pedagogies promoted in educational policy in Australia, and a brief review of the research that underlies these policies is presented as background to the research.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 1 - Teachers' habitus for teaching English
    • Abstract: Flynn, Naomi
      In this examination of monolingual and multilingual pedagogies I draw on literature that explores the position of English globally and in the curriculum for English. I amplify the discussion with data from a project exploring how teachers responded to the arrival of Polish children in their English classrooms following Poland's entry to the European Union in 2004. While both Poland and England are a long way from Australia, the sudden arrival of non-native speaking children from families who have the right to work and settle in the UK is interesting of itself as a development in the migration agenda affecting many nations and teachers in the 21st century. Indeed, this view of migration adds to the overview of migration in an Australian context and recent Australian immigration settlement policies often mirror this with new arrivals moving to rural areas resulting in an EAL presence in schools which may be new. Until recently it was most commonly the case that teachers in schools in inner city and other urban parts of the UK might expect to teach in multilingual classrooms, but teachers in smaller towns and in areas identified as rural were unlikely to confront either linguistic or ethnic differences in their pupils. I use the theories of Bourdieu to analyse the status of the curriculum for English expressed in research literature, and the teachers' interview data. This supports a level of interpretation that allows us to see how teachers' practice and the teaching of English are formed by schools' and teachers' histories and beliefs as much as they are by the wishes of politicians in creating educational policy. It adds to the view presented in the first article in this issue that provision for EAL/D learners sits within a monolingual assessment structure which may militate against the attainment of non-native English speakers. I present a wide-ranging discussion intentionally, in order that the many complexities of policy impact and teacher habitus on teachers' practice are made apparent.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 1 - Contextualising multilingualism in Australia today
    • Abstract: Cox, Robyn
      This paper will begin by looking at globalisation, education and transnationalism in the context of Australia's post-war immigration history leading to a brief examination of the international literature surrounding second and third generation immigration. A brief review of international educational trends in English language teaching in recent times in relation to these globalised educational contexts and an insight into the Australian context and provision for the learning of English in Australian schools will be introduced. This background will then be used to consider the current policy and curriculum context in Australia in relation to multilingual education. By definition, this will consider the 'Australian Curriculum' with a particular focus on the efficacy of the newly framed EAL/D framework for the teaching of English in Australian schools.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 1 - National perspectives
    • PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 1 - Working with multilingual learners and vocabulary
           knowledge for secondary schools: Developing word consciousness
    • Abstract: Cox, Robyn; O'Brien, Katherine; Walsh, Maureen; West, Helen
      This paper reports on a 10 week vocabulary focused intervention based on the Word Generation program (Snow, 2002, 2010; SERP, 2011) in primary and secondary schools, which demonstrated clear improvements, particularly with students who are EAL/D learners. Teachers across English, Science, Maths and Social Sciences developed professional learning communities as they collaboratively planned the systematic introduction and elaboration of abstract academic vocabulary in each of their curriculum areas.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 1 - Moving in a multimodal landscape: Examining 21st
           century Pedagogy for multicultural and multilingual students
    • Abstract: Walsh, Maureen; Durrant, Cal; Simpson, Alyson
      This article examines how insights from multimodal theory and research may assist teachers working with a range of multicultural students, for whom English is not their first language, in a typical urban classroom. These students have previously been referred to as 'English as a Second Language Learners' (or ESL) in Australia while recently the term has been changed to the more inclusive term referring to students who have 'English as an Additional Language or Dialect' (or EAL/D). We suggest that working in a 21st century digital environment provides such students with different pathways to access school academic literacies of English. The reason for taking this approach to the topic is found in the literature that reminds us of the diverse nature of language needs of students in schools in our multicultural society as well as an awareness of the pervasiveness of technological change in a globalised society.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 1 - How one school has developed a metalinguistic toolkit
           for supporting multilingual students as writers
    • Abstract: Humphrey, Sally L
      In this article, I report on the first stage of a whole school literacy project, Embedding Literacies in the KLAs (ELK), which aims to support multilingual learners to access the literacies they need for high stakes curriculum learning. As it is 'quality teaching' that has been found to have the greatest impact on student learning outcomes (OECD, 2009), I focus here on the design and implementation of the professional learning program of the ELK project.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 1 - 'What language are you'': A glimpse into
           multilingual childhoods
    • Abstract: Cox, Robyn
      The first paper in this collection refers to recent theorising about Globalisation and the resultant outcomes for educational contexts specifically in relation to English language learning in Australia. Much has been written about the importance of the global economy, its influence on education and mounting commentary that the English language is central to notions of Globalisation. Held's (1999) definition of Globalisation suggest that there is a widespread perception that the world is rapidly moulded into shared social space by economic and technological forces (Held, 1999). This paper seeks to focus on and explore the way that Australian childhoods are being affected by globalisation and presents data from a study which was collected during discussions with students who have had 'global childhoods'. Finally this paper suggests ways that education systems might consider engaging students who have global childhoods and are multilingual.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 1 - Reading and viewing
    • Abstract: McPherson, Deb
      Review(s) of: Poetry by Heart: poems for learning and reciting, Julie Blake, Mike Dixon, Andrew Morton and Jean, Sprackland (eds), hardback, (2014) Viking ; The ABC Book of Australian Poetry, compiled by Libby Hathorn, illustrated by Cassandra Allen, (2010) ABC ; A Book of Luminous Things: An international Anthology of Poetry, ed. Czeslaw Milosz (1996) A Harvest Book, Harcourt ; Poems that make Grown Men Cry: 100 men on the words that move them, ed. Anthony and Ben Holden (2104), hardback, Simon & Schuster ; Poetry please! Everyman's poetry (1985), Orion Publishing Group, 115 pp.; Great Short Poems (ed.) Paul Negri (2000), Dover Publications, 55 pp. ; The Methuen Book of Poems for Every Day, (2006) Methuen, hardback, 548 pp. ; Seven Ages, an anthology of poetry with music, CD-audio producer Sean Murphy, 2 compact discs, (1998) Naxos audiobooks ; Poetry Unlocked: An Anthology Arranged in Themes, Elaine Hamilton, Robin Farr (2007), Cengage ; Poetry Reloaded Blair Mahoney, Cambridge, University Press, 2009 (reprinted 2011 and 2012) ; The Curious Incident of the Dog in the Night-Time, adapted by Simon Stephens (2012) Bloomsbury ; CMI (A Certain Maritime Incident) / The Rainbow Dark / The Pacific Solution / Halal-elMashakel / Journey of Asylum - Waiting / Nothing but Nothing, ed by Emma Cox (2013) Currency Press ; The Invention of Lying, directed by Ricky Gervais and Matthew Robertson, 2009, Rated M. ; The Rules of Summer, Shaun Tan app. App produced by We Are Wheelbarrow Pty Ltd. Available on iTunes. ; Prince of Afghanistan Louis Nowra (2015), Allen & Unwin

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 1 - Working with bilingual learners: An Introduction
    • Abstract: Willenberg, Ingrid
      This article seeks to provide a theoretical overview of bilingualism and discuss the key concepts and theories that inform classroom pedagogy with bilingual learners. Although some specific classroom strategies are introduced, the primary purpose is not to offer strategies, but rather to offer guiding principles based on theory and research to inform selection of strategies for working with bilingual learners. The first section explores the nature of bilingualism and its development and common myths and beliefs. The second section identifies key issues and concepts in bilingual education and explores an additive approach to bilingual learners, outlining broad pedagogical principles to inform classroom practices across years K-12.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 2 - 'Turning around' to the affordances of digital games:
           English curriculum and students' lifeworlds
    • Abstract: Beavis, Catherine; Walsh, Christopher; Bradford, Clare; O'Mara, Joanne; Apperley, Thomas; Gutierrez, Amanda
      The need for English and literacy curriculum to connect with young people's lifeworlds to build bridges and frames of reference that connect traditional English curriculum with digital texts and literacies, are increasing priorities in curriculum frameworks in Australia and elsewhere. This paper reports on a project in which the authors worked with teachers and students in five secondary schools to research the ways in which digital games might be incorporated into the English curriculum. Central to this endeavour was 'turning around' to the affordances of digital games and their paratexts to understand how they can be understood as text and action. Drawing on classroom observations and literature in Games Studies and English curriculum we present a timely model and innovative heuristic that we argue facilitates teachers incorporating digital games into their English classrooms. We illustrate how each assists teachers in 'turning around' to digital games to make their English classrooms more relevant to students' lifeworlds.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 2 - Boys' literacy development: Navigating the
           intersection of popular culture, new literacies, and high-stakes
           assessments
    • Abstract: Yeung, Daniel; Curwood, Jen Scott
      Prior scholarship suggests that many boys are disengaged from school-based literacy because they do not see its value or significance in their lives. In response, this study investigates the role of popular culture and new literacies in motivating adolescent boys within secondary English. Drawing on sociocultural approaches to literacy research, this case study at a boys' high school in Australia builds upon previous research on boys' literacy and offers insights into the potential connections between boys' school-based literacy practices and their out-of-school interests and experiences. The findings indicate that teachers positively believe in the potential for new literacies and popular culture texts to motivate and engage adolescent boys. At the same time, the study suggests that some boys find new literacy practices unnecessary as they move into their senior years of high school and prepare for the New South Wales Higher School Certificate exam.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 2 - The art of being an English teacher in Australia
    • Abstract: Loyden, Grace
      The role of the English teacher in Australia is constantly being negotiated and with every ideological development teachers are positioned to question their professional values and practices. Much attention has been afforded to this discussion. The purpose of this paper is to (a) provide an analysis of the evolution of the art of being an English teacher in Australia using a Foucauldian approach and (b) consider how contemporary English teachers are governing themselves in response to neoliberal mandates and accountability regimes.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 2 - Is the frame broken': Seeking new metaphors for
           textual study in English
    • Abstract: McKnight, Lucinda
      This article draws from a doctoral study of how female teachers design English curriculum around girls' popular culture in a contemporary coeducational secondary setting and focuses on how English teachers contemplate the study of texts in the space of school-based curriculum planning. The article presents an argument for reflexivity around how we create both texts and identity through curriculum design. It advocates the pursuit of new metaphors for contemplating the study of text that might challenge models of education as delivery in a neoliberal imaginary, where curriculum design is depicted as the anonymous and rational articulation of aims and pedagogy to achieve outcomes.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 2 - National perspectives
    • PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 2 - Editorial
    • Abstract: Gannon, Susanne
      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 2 - Reading and viewing
    • Abstract: McPherson, Deb
      Review(s) of: The sound of whales, by Kerr Thomson (2015), Chicken House, 314 pp.; The river and the book, by Alison Croggon (2015), Walker Books, 136 pp.; The four seasons of Lucy McKenzie, by Kristy Murray (2013), illus. Florence Boyd, Allen and Unwin, 199 pp.; Atmospheric: The burning story of climate change, by Carole Wilkinson (2105), Black Dog Books, 253 pp.; Guarding eden, by Deborah Hart (2015), Allen and Unwin, 250 pp.; The rest of us just live here, by Patrick Ness (2015), Walker Books, 343 pp. Hardcover; Freedom ride, by Sue Lawson (2015), Black Dog Books, pp. 367; Steve Jobs: Insanely great, by Jessie Hartland (2015), Random House, 216 pp. Hardcover; The truth is a cave in the black mountains, by Neil Gaiman, Illus. Campbell, Eddie, Headline Publishing Group, (2014), 80 pp. Hardcover; Eat the sky, drink the ocean, by Kristy Murray, Payal Dhar, and Anita Roy (2015), Allen and Unwin, 227 pp.; Cyberbile and Grounded, by Alana Valentine (2013), Currency Press, 111 pp.; Wadjda directed by Haifaa Al-Mansour (2012), Entertainment One Films Australia; Folger luminary shakespeare; Cambridge Explore Shakespeare.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 2 - Developing writing teachers: Practical ways for
           teacher-writers to transform their classroom practice [Book Review]
    • Abstract: Dove, Jennifer
      Review(s) of: Developing writing teachers: Practical ways for teacher-writers to transform their classroom practice, by Terry Locke (2015), New York: Routledge, ISBN 978-0-415-63184-6 (paperback).

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 2 - Creating cultural capital in the classroom: Being
           perfectly frank about writing
    • Abstract: Weaven, Mary; Clifford, Rohan
      The production of writing occupies a significant place in English classrooms; it also underpins current assessment regimes. While curriculum policies emphasise the need for students to become proficient writers, scant attention has been given to the position of teachers as writers and the impact that such an omission may have on writing pedagogy. This paper examines recent literature on teachers as writers, and draws upon the emerging writing identity of a practising secondary English teacher in Victoria, Australia, who, as a pre-service teacher, began work on a children's novel that reached completion during his third year of teaching. The symbiotic nature of writing informed by classroom experience, which in turn shapes the teaching of writing, is examined in this paper. The authors suggest there are profound pedagogical consequences arising from the demonstration of writerly behaviour in the English classroom. In particular, the capacity for teachers to use writing as a means of creating and affirming cultural capital is explored.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 2 - Oh! Who is me': Conceiving of the writer in the
           English teacher identity
    • Abstract: Frawley, Emily
      This paper considers the identity of the English teacher, paying particular attention to the English teacher who is also a writer, or, 'teacher-writer'. Applying a degree of self-study, the author examines her own pathway into becoming an English teacher, noting that entry requirements to become an English teacher in Australia show a preference for prospective teachers to be readers rather than writers. This paper further argues that relatively little is known about the affordances of being a teacher-writer due to the multi-faceted nature of the subject and the prominent research interest in examining the developing the skills or confidence of writing teachers, rather than examining those teachers who already identify as skilled or confident writers. A literature review is then applied to the fields of English teacher identity, creative professional identity, and the teacher as a writer in order to identify prominent findings and debates. This paper concludes by calling for further research in the field of teachers as writers.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 2 - A case study of teaching English and multimodality
           with ICTs: Constraints and possibilities
    • Abstract: Jetnikoff, Anita
      Current Australian policies and curricular frameworks demand that teachers and students use technology creatively and meaningfully in classrooms to develop students into 21C technological citizens. English teachers and students also have to learn new metalanguage around visual grammar since multimodal tasks often combine creative with critical General Capabilities (GC) with that of the of ICTs and literacy in the Australian Curriculum: English (AC: E). Both teachers and learners come to these tasks with varying degrees of techno-literacy, skills and access to technologies. This paper reports on case-study research following a technology based collaborative professional development (PD) program between a university Lecturer facilitator and English teachers in a secondary Catholic school. The study found that the possibilities for creative and critical engagement are rich, but there are real grounded constraints such as lack of time, impeding teachers' ability to master and teach new technologies in classrooms. Furthermore, pedagogical approaches are affected by technical skill levels and school infrastructure concerns which can militate against effective use of ICTs in school settings. The research project was funded by the Brisbane Catholic Education Office and focused on how teachers can be supported in these endeavours in educational contexts as they prepare students of English to be creative global citizens who use technology creatively.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 3 - Reading and viewing
    • Abstract: McPherson, Deb
      Review(s) of: Goodbye stranger (2015), by Rebecca Stead, Text Publishing, 287 pp.; Inbetween days (2105), by Vikki Wakefield, Text Publishing, 333 pp.; Buffalo soldier (2104), by Tanya Landman, Walker Books, 360 pp.; Illuminae the iIlluminae files_01 (2015), by Amie Kaufman and Jay Kristoff, Allen and Unwin; Green valentine (2015), by Lili Wilkinson, Allen and Unwin, 288 pp.; The marvels (2105), by Brian Selznick, Scholastic Press, 667 pp.; Island home (2015), by Tim Winton, Penguin (hardcover), 235 pp.; Seventeen (2015), by Matthew Whittet, Currency Press, 54 pp.; X+Y (also known as A Brilliant Young Minds), directed by Morgan Mathew (2014) Rated M.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 3 - Singing songs as a creative method for narrative
           inquiry in the English classroom
    • Abstract: Riddle, Stewart
      Narrative inquiry has a long tradition in qualitative educational research, although it remains a relatively untapped method of investigation in English curriculum and pedagogy studies. This paper presents one experimental narrative approach through the use of song lyrics as a musical method for storying interview data. Working with non-linear and non-representational approaches to narrative inquiry allows researchers to move beyond the need to capture the 'real' and instead experiment and play with data recombination, analyses, and syntheses. The intent of this method is to create new concepts for making meaning of the world in which we live, learn and work.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 3 - Two conversations at once: Making sense of classroom
           observations
    • Abstract: Henderson, Robyn
      Classroom observations are sometimes a challenging form of data collection. Not only are interpretations of those observations subject to the researcher's theoretical lens, but communication between the researcher and the teacher is often delayed until well after the observed events. This article reports research that focused on the pedagogical decision-making of a teacher in an English classroom, with the aim of understanding how the teacher catered for 'new' students. Initially, video-stimulated recall was identified as a possible way of assisting a review of classroom practices and considering reflections 'on action'. However, the teacher instigated an 'in action' method of data collection by conducting two conversations at once in her classroom. One conversation was her teaching, comprising interactions with the students in her class; the other conversation was a 'voice-over', to alert the researcher to what she was doing and why. This teacher-developed strategy helped to make visible the teacher's thinking and justifications for particular classroom practices.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 3 - Creating knowledge: Reflections on research involving
           creative product and exegesis
    • Abstract: Weaven, Mary
      Focusing on subject English, this article considers the role that 'creative output' in the form of narrative fiction and poetry might play in the field of educational research. Drawing on philosophical insights from Biesta, and combining these with Nussbaum's articulation of the importance of literature to education, a case is made for the suitability of research that focuses on the production of a creative piece with an adjoining exegesis. The applicability of this approach to classroom English teachers and their students, as well as researchers in tertiary education whose task it is to prepare pre-service teachers for the English classroom, is then explored.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 3 - Design based research methodology for teaching with
           technology in English
    • Abstract: Jetnikoff, Anita
      Design based research (DBR) is an appropriate method for small scale educational research projects involving collaboration between teachers, students and researchers. It is particularly useful in collaborative projects where an intervention is implemented and evaluated in a grounded context. The intervention can be technological, or a new program required by policy changes. It can be applied to educational contexts, such as when English teachers undertake higher degree research projects in their own or others' sites; or for academics working collaboratively as researchers with teams of teachers. In the case described here the paper shows that DBR is designed to make a difference in the real world contexts in which occurs.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 3 - Collective biography and memory work: Girls reading
           fiction
    • Abstract: Gannon, Susanne
      Collective biography draws on memory work methods developed initially by feminist sociologists (Haug et al., 1987) where people collaboratively examined the social and discursive resources through which they take themselves up as particular gendered subjects in the world. Their own memories become resources to investigate processes of subjectification and socialisation. Collective biography has affinities with narrative and autoethnographic research methods in its attention to how people tell stories about their lives, however its particular processes, assumptions and analytical practices differ. Its use of story-telling and writing makes it an appealing research method for people from English teaching backgrounds. Collective biography can be the central method in a research project or it can complement an inquiry that predominantly uses other methods. This paper briefly outlines collective biography and gives an example of how it was used in two collaborative projects that explored girls' reading practices.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 3 - Researching in English: Document study
    • Abstract: Sawyer, Wayne
      In this article I argue for the defining importance of document study for researchers in curriculum. Two examples of previous analyses are provided, one demonstrating an approach to language analysis of the Australian Curriculum: English from the Literature strand, the other a study of the relationship of curricula to each other in three national jurisdictions. Then suggested references are given for teacher-researchers to take up this kind of analysis.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 3 - Researching contradictions: Cultural historical
           activity theory research (CHAT) in the English classroom
    • Abstract: Thompson, Ian
      This article argues that Cultural Historical Activity Theory (CHAT) is an appropriate theoretical and methodological framework for researchers in English interested in the social contexts of culture and its relationship with the formation of mind and activity in the English classroom. Two key concepts in Vygotsky's thought central to understanding CHAT research are explored: the zone of proximal development and the principle of double stimulation. Implications for CHAT research in the English classroom are then addressed.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 3 - Researching the teaching of subject English:
           Socio-cultural theories and methods
    • Abstract: Exley, Beryl
      I come to this article as an experienced primary and middle years teacher and midcareer university-based academic with a vested interest in researching the message systems of the disciplinary field of subject English. My sociocultural perspective challenges those who view English teaching predominantly as a cognitive act of learning to read or write, or shy away from introducing content that feels raw or political. In the eloquent words of Shiqing (2014), I 'reject the idealised view of truth inherited from the ancients and replace it with a dynamic, changing trust bounded by time, space and perspective' (p. 70). Empirically, in my work as a primary and middle years English teacher, I am influenced by two major theories associated with language as a socio-cultural resource: Multiliteracies Pedagogies (New London Group, 2000) and Systemic Functional Linguistics (Halliday and Matthiessen, 2004). Theoretically, in my work as a researcher, I draw on sociological understandings of the three message systems of education, that is, curriculum, pedagogy and assessment (Bernstein, 2000), to describe the effects of adopting these stringent socio-cultural approaches. In that article which follows, I introduce and discuss the influences of multiliteracies pedagogies, systemic functional linguistics and sociological theories in turn.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 3 - Answering the call: Ref lections on professional
           learning and English teaching
    • Abstract: Curwood, Jen Scott; O'Grady, Alison
      Research in English involves understanding the complex process of professional learning, which begins in teacher education programs. In this special issue of English in Australia, we draw on our experiences as researchers and teacher educators at the University of Sydney. We take a sociocultural and situated perspective in order to explore the purpose of English teacher education, argue for the importance of multi-faceted research into professional learning, and explore future research directions.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 3 - Towards an analysis of the utilisation of metafictive
           strategies in postmodern picturebooks
    • Abstract: Allan, Cherie
      This paper notes the ways in which conventional texts often construct limited reading positions and/or points of view. It argues that through the use of postmodern picturebooks and an understanding of metafictive strategies (as one aspect of a more complex methodological approach to the analysis of postmodern picturebooks) students are provided with tools through which to interrogate narrative conventions that are often otherwise naturalised through familiarity.

      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 3 - Editorial
    • Abstract: Gannon, Susanne; Jetnikoff, Anita
      PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
  • Volume 50 Issue 3 - AATE awards
    • PubDate: Thu, 2 Nov 2017 11:47:42 GMT
       
 
 
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