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  Subjects -> LANGUAGE AND LITERATURE (Total: 1603 journals)
    - LANGUAGE AND LITERATURE (564 journals)
    - LANGUAGES (232 journals)
    - LITERARY AND POLITICAL REVIEWS (182 journals)
    - LITERATURE (GENERAL) (118 journals)
    - NOVELS (12 journals)
    - PHILOLOGY AND LINGUISTICS (480 journals)
    - POETRY (15 journals)

LANGUAGE AND LITERATURE (564 journals)                  1 2 3     

Showing 1 - 127 of 127 Journals sorted alphabetically
3L : Language, Linguistics, Literature     Open Access   (Followers: 10)
@nalyses     Open Access   (Followers: 1)
a/b : Auto/Biography Studies : Journal of The Autobiography Society     Hybrid Journal   (Followers: 13)
Abgadiyat     Hybrid Journal   (Followers: 1)
Abril : Revista do Núcleo de Estudos de Literatura Portuguesa e Africana da UFF     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: 3)
Acta Baltico-Slavica     Open Access   (Followers: 1)
Acta Literaria     Open Access   (Followers: 3)
Acta Neophilologica     Open Access  
AFRREV IJAH : An International Journal of Arts and Humanities     Open Access   (Followers: 2)
Alea : Estudos Neolatinos     Open Access   (Followers: 1)
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: 5)
American Journal of Philology     Full-text available via subscription   (Followers: 5)
American Literary Realism     Full-text available via subscription   (Followers: 6)
American Literature     Full-text available via subscription   (Followers: 21)
Anagramas : Rumbos y Sentidos de la Comunicación     Open Access  
Anales Galdosianos     Full-text available via subscription  
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  
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: 5)
Arbitrium     Hybrid Journal   (Followers: 7)
Arcadia - International Journal for Literary Studies     Hybrid Journal   (Followers: 9)
Arethusa     Full-text available via subscription   (Followers: 3)
Argumentation et analyse du discours     Open Access   (Followers: 6)
Arizona Quarterly: A Journal of American Literature, Culture, and Theory     Full-text available via subscription   (Followers: 12)
Ars Aeterna     Open Access  
Artelogie     Open Access   (Followers: 1)
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: 1)
Atalanta : Revista de las Letras Barrocas     Open Access  
Atalaya     Open Access   (Followers: 1)
Australian Journal of French Studies     Full-text available via subscription   (Followers: 6)
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: 13)
Balkanologie : Revue d'Études Pluridisciplinaires     Open Access   (Followers: 4)
Baltic International Yearbook of Cognition, Logic and Communication     Open Access  
Barnboken : Journal of Children's Literature Research     Open Access   (Followers: 3)
Between     Open Access   (Followers: 1)
Biography     Full-text available via subscription   (Followers: 17)
Black Camera     Full-text available via subscription   (Followers: 6)
Boletim de Pesquisa NELIC     Open Access  
Book History     Full-text available via subscription   (Followers: 111)
Bookbird: A Journal of International Children's Literature     Full-text available via subscription   (Followers: 12)
boundary 2     Full-text available via subscription   (Followers: 14)
Brasiliana - Journal for Brazilian Studies     Open Access   (Followers: 1)
Bronte Studies     Full-text available via subscription   (Followers: 3)
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: 9)
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: 11)
Byzantion Nea Hellás     Open Access   (Followers: 2)
Caderno Seminal     Open Access  
Cahiers Balkaniques     Open Access   (Followers: 2)
Cahiers d'histoire. Revue d'histoire critique     Open Access   (Followers: 11)
Cahiers de civilisation espagnole contemporaine     Open Access   (Followers: 2)
Cahiers de littérature orale     Open Access  
Cahiers de recherches médiévales et humanistes     Open Access   (Followers: 8)
Cahiers du Monde Russe     Open Access   (Followers: 10)
Cahiers d’études italiennes     Open Access   (Followers: 3)
Cahiers franco-canadiens de l'Ouest     Full-text available via subscription   (Followers: 1)
Callaloo     Full-text available via subscription   (Followers: 11)
Cambridge Quarterly     Hybrid Journal   (Followers: 10)
Carnets : Revue électronique d'études françaises     Open Access  
Carte Italiane     Open Access   (Followers: 3)
Catedral Tomada. Revista de crítica literaria latinoamericana     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: 1)
Chasqui. Revista Latinoamericana de Comunicación     Open Access  
Children's Literature Association Quarterly     Full-text available via subscription   (Followers: 17)
Chloe: Beihefte zum Daphnis     Full-text available via subscription   (Followers: 3)
Chrétiens et sociétés     Open Access   (Followers: 3)
Cipango     Open Access   (Followers: 2)
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: 10)
Colonial Academic Alliance Undergraduate Research Journal     Open Access   (Followers: 2)
Colorado Review     Full-text available via subscription   (Followers: 1)
Comparative Critical Studies     Hybrid Journal   (Followers: 19)
Comparative Literature     Full-text available via subscription   (Followers: 36)
Comparative Literature Studies     Full-text available via subscription   (Followers: 28)
Comparative Mythology     Open Access   (Followers: 3)
Configurations     Full-text available via subscription   (Followers: 4)
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: 9)
Contemporary Women's Writing     Hybrid Journal   (Followers: 11)
COnTEXTES     Open Access   (Followers: 1)
CR : The New Centennial Review     Full-text available via subscription  
Criticism     Full-text available via subscription   (Followers: 10)
Criticón     Open Access   (Followers: 1)
Critique: Studies in Contemporary Fiction     Full-text available via subscription   (Followers: 8)
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: 6)
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: 2)
De Signos y Sentidos     Open Access  
De Zeventiende Eeuw. Cultuur in de Nederlanden in interdisciplinair perspectief     Open Access   (Followers: 1)
Deuterocanonical and Cognate Literature Yearbook     Hybrid Journal  
Dialektika : Jurnal Bahasa, Sastra, dan Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Diálogos Latinoamericanos     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  
Discours     Open Access   (Followers: 2)
Dix-Neuf     Hybrid Journal   (Followers: 3)
DQR Studies in Literature     Full-text available via subscription   (Followers: 1)
Drammaturgia     Open Access  
Dublin James Joyce Journal     Full-text available via subscription   (Followers: 1)
Dutch Crossing : Journal of Low Countries Studies     Hybrid Journal   (Followers: 3)
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: 7)
Early Modern Culture Online     Open Access   (Followers: 36)
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)
Eighteenth-Century Fiction     Full-text available via subscription   (Followers: 18)
Éire-Ireland     Full-text available via subscription   (Followers: 8)
El Hilo de la Fabula     Open Access  
ELH     Full-text available via subscription   (Followers: 17)
ELOPE : English Language Overseas Perspectives and Enquiries     Open Access  
Emily Dickinson Journal     Full-text available via subscription   (Followers: 3)
English in Africa     Full-text available via subscription   (Followers: 2)
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: 13)
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: Journal of the English Association     Hybrid Journal   (Followers: 12)
Enthymema     Open Access  
Epiphany     Open Access   (Followers: 3)
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: 15)
Essays in French Literature and Culture     Full-text available via subscription   (Followers: 6)
Estudios de Literatura Colombiana     Open Access  
Estudios Ingleses de la Universidad Complutense     Open Access  
Estudis de Literatura Oral Popular / Studies in Oral Folk Literature     Open Access  
Estudis Romànics     Open Access  
Études canadiennes / Canadian Studies     Open Access   (Followers: 1)
Études de lettres     Open Access   (Followers: 2)
Études Épistémè     Open Access  
Études françaises     Full-text available via subscription   (Followers: 5)
Études littéraires     Full-text available via subscription   (Followers: 5)
Eugene O’Neill Review     Full-text available via subscription  
European Journal of Life Writing     Open Access   (Followers: 4)
European Romantic Review     Hybrid Journal   (Followers: 10)
ExELL : Explorations in English Language and Linguistics     Open Access  
Exercices de Rhétorique     Open Access  
Figurationen     Hybrid Journal   (Followers: 3)
Fólio : Revista de Letras     Open Access  
Fourth Genre: Explorations in Nonfiction     Full-text available via subscription   (Followers: 1)
French Forum     Full-text available via subscription   (Followers: 8)
French Studies in Southern Africa     Full-text available via subscription   (Followers: 1)
FronteiraZ. Revista do Programa de Estudos Pós-Graduados em Literatura e Crítica Literária     Open Access  
Galatasaray Üniversitesi Iletişim Dergisi     Open Access  
Genre     Full-text available via subscription   (Followers: 12)
Genre & histoire     Open Access   (Followers: 4)
George Herbert Journal     Full-text available via subscription  
German Studies Review     Full-text available via subscription   (Followers: 25)
Globe : A Journal of Language, Culture and Communication     Open Access  
Goethe Yearbook     Full-text available via subscription   (Followers: 6)
Gothic Studies     Full-text available via subscription   (Followers: 11)
Hardy Review     Full-text available via subscription   (Followers: 1)
HeLix - Dossiers zur romanischen Literaturwissenschaft     Open Access  
Hemingway Review     Full-text available via subscription   (Followers: 3)
Henry James Review     Full-text available via subscription   (Followers: 3)
Hispania     Full-text available via subscription   (Followers: 8)
Hispanic Research Journal     Hybrid Journal   (Followers: 7)
Hispanic Review     Full-text available via subscription   (Followers: 12)
Humanist Studies & the Digital Age     Open Access   (Followers: 4)
Huntington Library Quarterly     Full-text available via subscription   (Followers: 28)

        1 2 3     

Journal Cover English in Australia
  [SJR: 0.19]   [H-I: 6]   [2 followers]  Follow
    
   Full-text available via subscription Subscription journal  (Not entitled to full-text)
   ISSN (Print) 0155-2147
   Published by RMIT Publishing Homepage  [403 journals]
  • 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: Tue, 29 Nov 2016 17:39:21 GMT
       
  • Volume 51 Issue 3 - National perspectives
    • PubDate: Tue, 29 Nov 2016 17:39:21 GMT
       
  • Volume 51 Issue 3 - 'Revisiting dartmouth - 50 years on'
    • Abstract: Dowsett, Patricia
      PubDate: Tue, 29 Nov 2016 17:39:21 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: Tue, 29 Nov 2016 17:39:21 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: Tue, 29 Nov 2016 17:39:21 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: Tue, 29 Nov 2016 17:39:21 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: Tue, 29 Nov 2016 17:39:21 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: Tue, 29 Nov 2016 17:39:21 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: Tue, 29 Nov 2016 17:39:21 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: Tue, 29 Nov 2016 17:39:21 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: Tue, 29 Nov 2016 17:39:21 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: Tue, 29 Nov 2016 17:39:21 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: Mon, 14 Nov 2016 21:56:26 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: Mon, 14 Nov 2016 21:56:26 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: Mon, 14 Nov 2016 21:56:26 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: Mon, 14 Nov 2016 21:56:26 GMT
       
  • Volume 51 Issue 2 - AATE life membership
    • PubDate: Mon, 14 Nov 2016 21:56:26 GMT
       
  • Volume 51 Issue 2 - Editorial
    • Abstract: Exley, Beryl; Collins, Garry; Bishop, Kay; Willis, Linda-Dianne
      PubDate: Mon, 14 Nov 2016 21:56:26 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: Mon, 14 Nov 2016 21:56:26 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: Mon, 14 Nov 2016 21:56:26 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: Mon, 14 Nov 2016 21:56:26 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: Mon, 14 Nov 2016 21:56:26 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: Mon, 14 Nov 2016 21:56:26 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: Mon, 14 Nov 2016 21:56:26 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: Mon, 19 Sep 2016 22:25:15 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: Mon, 19 Sep 2016 22:25:15 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: Mon, 19 Sep 2016 22:25:15 GMT
       
  • Volume 51 Issue 1 - Vale: Paul Brock
    • Abstract: Sawyer, Wayne
      PubDate: Mon, 19 Sep 2016 22:25:15 GMT
       
  • Volume 51 Issue 1 - National perspectives
    • PubDate: Mon, 19 Sep 2016 22:25:15 GMT
       
  • Volume 51 Issue 1 - Editorial
    • Abstract: Jetnikoff, Anita
      PubDate: Mon, 19 Sep 2016 22:25:15 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: Mon, 19 Sep 2016 22:25:15 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: Mon, 19 Sep 2016 22:25:15 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: Mon, 19 Sep 2016 22:25:15 GMT
       
  • Volume 51 Issue 1 - Water
    • Abstract: Harris, Rory
      Over the remains of illness and a bag of antibiotics...

      PubDate: Mon, 19 Sep 2016 22:25:15 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: Mon, 19 Sep 2016 22:25:15 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: Mon, 19 Sep 2016 22:25:15 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: Mon, 19 Sep 2016 22:25:15 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: Mon, 19 Sep 2016 22:25:15 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: Mon, 19 Sep 2016 22:25:15 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: Mon, 9 May 2016 21:20:04 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: Mon, 9 May 2016 21:20:04 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: Mon, 9 May 2016 21:20:04 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: Mon, 9 May 2016 21:20:04 GMT
       
  • Volume 50 Issue 3 - Design based research methodology for yeaching 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: Mon, 9 May 2016 21:20:04 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: Mon, 9 May 2016 21:20:04 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: Mon, 9 May 2016 21:20:04 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: Mon, 9 May 2016 21:20:04 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: Mon, 9 May 2016 21:20:04 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: Mon, 9 May 2016 21:20:04 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: Mon, 9 May 2016 21:20:04 GMT
       
  • Volume 50 Issue 3 - Editorial
    • Abstract: Gannon, Susanne; Jetnikoff, Anita
      PubDate: Mon, 9 May 2016 21:20:04 GMT
       
  • Volume 50 Issue 3 - AATE awards
    • PubDate: Mon, 9 May 2016 21:20:04 GMT
       
  • Volume 50 Issue 3 - Engaging education policies through governmentality
           studies
    • Abstract: Brass, Jory
      This article offers a brief introduction to governmentality studies and the conceptual tools that it provides to help English educators recognise the ideas and practices that education policies mobilise to steer our professions towards particular values, norms and outcomes. After a short overview of governmentality, it offers a short discussion of neoliberal or advanced liberal governmentality, the economic aims of today's education reforms, and the key policy technologies that seek to transform how English educators understand and conduct themselves. This scholarly approach might prepare academics, teachers and professional organisations for more informed and strategic engagements with the governmental regimes of data-based performance management and free markets that drive today's education policies.

      PubDate: Mon, 9 May 2016 21:20:04 GMT
       
  • Volume 50 Issue 3 - Critical discourse analysis research methods for the
           English classroom
    • Abstract: Alford, Jennifer
      Critical Discourse Analysis (CDA) is an approach to analysing the discourses that operate in social contexts, such as classrooms in schools, and their material effects on people, such as teachers and learners. CDA offers a range of ways of engaging with the relationship between texts in context and the power they exercise. In this article, I overview key approaches and provide detail of Fairclough's (1992, 2003) textually-oriented, linguistic method of CDA, with an example from my own research. I offer a challenge for English teachers, as researchers, to 'make strange' the familiar world of their classroom work, and in so doing, identify possibilities for productive change.

      PubDate: Mon, 9 May 2016 21:20:04 GMT
       
  • Volume 50 Issue 3 - The potential of new historicism for the secondary
           English classroom
    • Abstract: Allingham, Philip
      Although secondary school teachers have long been aware of the pedagogical possibilities of Louise Rosenblatt's Reader Response (articulated first in Literature as Exploration, 1938) and I.A. Richards' Close Reading (first broached in The Meaning of Meaning: A Study of the Influence of Language upon Thought and of the Science of Symbolism, 1923) approaches, Stephen Greenblatt's New Historicism (as outlined in his essay 'Resonance and Wonder', 1990), acknowledging our own critical responses are tainted by the predispositions and attitudes of our own age, seems to have remained exclusive to university literary studies. Despite its flexibility (since it can incorporate such additional perspectives as Deconstruction, Feminist, and Psychological), the aim of New Historicism remains to recover the original reception of a text by retrieving the intellectual context of that text, including influences in the writer's life such as political convictions and works read or (as in the case of music, drama and the visual arts) experienced. Since this 'Cultural Poetics' approach sees potential for understanding the sociopolitico- cultural context of a previous era in all sorts of texts, the approach is especially useful in deconstructing and close reading of mixed media texts such as illustrated novels and children's books.

      PubDate: Mon, 9 May 2016 21:20:04 GMT
       
 
 
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