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Key Terms and Concepts in Teaching and Learning
Series Editor:
This series features short handbooks focusing on the special language used in a wide variety of educational disciplines ranging from science education to educational leadership. Possessing an understanding of the unique vocabulary within a scholarly domain is vital to foster shared communication for those who wish to understand a discipline and even more important for those who wish to contribute to it. This is particularly true for those new to the academic language of a particular educational arena. Each book in the series may be seen as a set of very short stories introducing a particular discipline in education.
The featured terms in each volume have been selected for their relevance and their potential to be defined uniquely within a particular educational field. The key terms are discussed on one page with a brief introductory definition for quick reference followed by a longer, expanded discussion supported by references. The index in each book includes links encouraging readers to explore related terms and concepts and thus gain additional information and context.
Authors are cordially invited to submit proposals and/or full manuscripts to the Acquisitions Editor, John Bennett.
The featured terms in each volume have been selected for their relevance and their potential to be defined uniquely within a particular educational field. The key terms are discussed on one page with a brief introductory definition for quick reference followed by a longer, expanded discussion supported by references. The index in each book includes links encouraging readers to explore related terms and concepts and thus gain additional information and context.
Authors are cordially invited to submit proposals and/or full manuscripts to the Acquisitions Editor, John Bennett.
A Developing Context Perspective
Reading has been touted as the most crucial and lacking skill for young South African children. This book delves into the issues and measurement considerations surrounding reading literacy using the Progress in International Reading Literacy Study (PIRLS) data. The contributors to this volume explore the complexities of measuring reading literacy with an international survey, curricula misalignment, and how the PIRLS framework can inform teaching and learning.
Contributors are: Caroline Böning, Celeste Combrinck, Peter Courtney, Martin Gustafsson, Nompumelelo L. Mohohlwane, Nangamso Mtsatse, Elizabeth Pretorius, Karen Roux, Claudia Schreiner, Tobias Schroedler, Nick Taylor, Stephen Taylor, Surette van Staden and Hans Wagemaker.
Contributors are: Caroline Böning, Celeste Combrinck, Peter Courtney, Martin Gustafsson, Nompumelelo L. Mohohlwane, Nangamso Mtsatse, Elizabeth Pretorius, Karen Roux, Claudia Schreiner, Tobias Schroedler, Nick Taylor, Stephen Taylor, Surette van Staden and Hans Wagemaker.
A Developing Context Perspective
Reading has been touted as the most crucial and lacking skill for young South African children. This book delves into the issues and measurement considerations surrounding reading literacy using the Progress in International Reading Literacy Study (PIRLS) data. The contributors to this volume explore the complexities of measuring reading literacy with an international survey, curricula misalignment, and how the PIRLS framework can inform teaching and learning.
Contributors are: Caroline Böning, Celeste Combrinck, Peter Courtney, Martin Gustafsson, Nompumelelo L. Mohohlwane, Nangamso Mtsatse, Elizabeth Pretorius, Karen Roux, Claudia Schreiner, Tobias Schroedler, Nick Taylor, Stephen Taylor, Surette van Staden and Hans Wagemaker.
Contributors are: Caroline Böning, Celeste Combrinck, Peter Courtney, Martin Gustafsson, Nompumelelo L. Mohohlwane, Nangamso Mtsatse, Elizabeth Pretorius, Karen Roux, Claudia Schreiner, Tobias Schroedler, Nick Taylor, Stephen Taylor, Surette van Staden and Hans Wagemaker.
Intellectual Self-Portraits
Volume Editor:
Leaders in English Language Arts Education Research contains autobiographical essays by leading English Language Arts scholars throughout the world. In this volume, English Language Arts is presented as a complex and porous discipline—intersecting with writing, literacy studies, multicultural/multilingual education, digital and multimodal literacies, critical and social justice pedagogies, teacher education, linguistics and second language learning, and, not least of all, subject English, including teaching literature and drama. Contributors are retired or current professors in the following countries: Australia, Canada, England, Ireland, South Africa, and the United States.
ELA scholars often begin their careers as K-12 teachers and then become teacher-educators at universities; due to this, they work at the intersection of theory and practice throughout their careers. Therefore, this volume will be of interest to undergraduate and graduate English Language Arts Education students as well as to in-service English practitioners. This volume will also appeal to ELA researchers at all levels since it contains first-hand, personal narratives of well-established ELA researchers as they reflect on their own development as scholars.
ELA scholars often begin their careers as K-12 teachers and then become teacher-educators at universities; due to this, they work at the intersection of theory and practice throughout their careers. Therefore, this volume will be of interest to undergraduate and graduate English Language Arts Education students as well as to in-service English practitioners. This volume will also appeal to ELA researchers at all levels since it contains first-hand, personal narratives of well-established ELA researchers as they reflect on their own development as scholars.
Intellectual Self-Portraits
Volume Editor:
Leaders in English Language Arts Education Research contains autobiographical essays by leading English Language Arts scholars throughout the world. In this volume, English Language Arts is presented as a complex and porous discipline—intersecting with writing, literacy studies, multicultural/multilingual education, digital and multimodal literacies, critical and social justice pedagogies, teacher education, linguistics and second language learning, and, not least of all, subject English, including teaching literature and drama. Contributors are retired or current professors in the following countries: Australia, Canada, England, Ireland, South Africa, and the United States.
ELA scholars often begin their careers as K-12 teachers and then become teacher-educators at universities; due to this, they work at the intersection of theory and practice throughout their careers. Therefore, this volume will be of interest to undergraduate and graduate English Language Arts Education students as well as to in-service English practitioners. This volume will also appeal to ELA researchers at all levels since it contains first-hand, personal narratives of well-established ELA researchers as they reflect on their own development as scholars.
ELA scholars often begin their careers as K-12 teachers and then become teacher-educators at universities; due to this, they work at the intersection of theory and practice throughout their careers. Therefore, this volume will be of interest to undergraduate and graduate English Language Arts Education students as well as to in-service English practitioners. This volume will also appeal to ELA researchers at all levels since it contains first-hand, personal narratives of well-established ELA researchers as they reflect on their own development as scholars.
Theory, Research, and Practices
Reaching out into the rural English teaching and learning environment led to compiling these chapters that exemplify the possibilities and achievements of teachers worldwide. Often with overly large classes, isolation, and few resources, English instruction leads to extrinsic success for their students with future educational, professional, and economic outcomes. In other instances, the fruits of teachers’ labor become intrinsic motivators for learners who value learning and critical thinking. English in the international curriculum has perceived value for developing human and social capital, as indicated in these authors’ personal and professional journeys.
This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor.
Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi.
This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor.
Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi.
Theory, Research, and Practices
Reaching out into the rural English teaching and learning environment led to compiling these chapters that exemplify the possibilities and achievements of teachers worldwide. Often with overly large classes, isolation, and few resources, English instruction leads to extrinsic success for their students with future educational, professional, and economic outcomes. In other instances, the fruits of teachers’ labor become intrinsic motivators for learners who value learning and critical thinking. English in the international curriculum has perceived value for developing human and social capital, as indicated in these authors’ personal and professional journeys.
This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor.
Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi.
This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor.
Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi.
Series Editor:
This series explores in separate volumes major authors and genres through a critical literacy lens that seeks to offer students opportunities as readers and writers to embrace and act upon their own empowerment. Each volume will challenge authors (along with examining authors that are themselves challenging) and genres as well as challenging norms and assumptions associated with those authors' works and genres themselves. Further, each volume will confront teachers, students, and scholars by exploring all texts as politically charged mediums of communication. The work of critical educators and scholars will guide each volume, including concerns about silenced voices and texts, marginalized people and perspectives, and normalized ways of being and teaching that ultimately dehumanize students and educators.
Illuminating Diversity in Rural Communities in the United States
Illuminating issues of diversity at the intersection of rural education and multilingual learners (ML) in the United States, this edited volume brings forth new research that captures the importance of place and rurality in the work of educators who serve multilingual learners and their families. The six chapters in this book demonstrate that education for teachers, leaders and staff, professional development programs, and government-funded projects aimed to improve rural education need to begin with three interrelated, multifaceted principles. The first principle is the need to center place and rurality as essential factors that affect education for all educators, students, and families who live, work, and attend schools in rural communities. Second, educators must humanize multilingual students, their families, and their cultures in ways that go beyond merely acknowledging their presence – they must deeply see and understand the lives and (hi)stories of the multilingual students and families that they serve in their rural schools. Finally, the third principle involves identifying multilingual resources for ML students and their families. Given the persistent inequities in access to resources and opportunities that rural ML students and families face, this last principle requires careful planning, networking, and advocating in ways that can truly effectuate change.
Contributors are: Jioanna Carjuzaa, Maria R. Coady, Paula Golombek, Shuzhan Li, Kristin Kline Liu, Nidza V. Marichal, Charity Funfe Tatah Mentan, Kym O’Donnell, Stephanie Oudghiri, Darrell Peterson, Sonja Phillips, Jenelle Reeves and Yi-Chen Wu.
Contributors are: Jioanna Carjuzaa, Maria R. Coady, Paula Golombek, Shuzhan Li, Kristin Kline Liu, Nidza V. Marichal, Charity Funfe Tatah Mentan, Kym O’Donnell, Stephanie Oudghiri, Darrell Peterson, Sonja Phillips, Jenelle Reeves and Yi-Chen Wu.
Illuminating Diversity in Rural Communities in the United States
Illuminating issues of diversity at the intersection of rural education and multilingual learners (ML) in the United States, this edited volume brings forth new research that captures the importance of place and rurality in the work of educators who serve multilingual learners and their families. The six chapters in this book demonstrate that education for teachers, leaders and staff, professional development programs, and government-funded projects aimed to improve rural education need to begin with three interrelated, multifaceted principles. The first principle is the need to center place and rurality as essential factors that affect education for all educators, students, and families who live, work, and attend schools in rural communities. Second, educators must humanize multilingual students, their families, and their cultures in ways that go beyond merely acknowledging their presence – they must deeply see and understand the lives and (hi)stories of the multilingual students and families that they serve in their rural schools. Finally, the third principle involves identifying multilingual resources for ML students and their families. Given the persistent inequities in access to resources and opportunities that rural ML students and families face, this last principle requires careful planning, networking, and advocating in ways that can truly effectuate change.
Contributors are: Jioanna Carjuzaa, Maria R. Coady, Paula Golombek, Shuzhan Li, Kristin Kline Liu, Nidza V. Marichal, Charity Funfe Tatah Mentan, Kym O’Donnell, Stephanie Oudghiri, Darrell Peterson, Sonja Phillips, Jenelle Reeves and Yi-Chen Wu.
Contributors are: Jioanna Carjuzaa, Maria R. Coady, Paula Golombek, Shuzhan Li, Kristin Kline Liu, Nidza V. Marichal, Charity Funfe Tatah Mentan, Kym O’Donnell, Stephanie Oudghiri, Darrell Peterson, Sonja Phillips, Jenelle Reeves and Yi-Chen Wu.
The Case of the Druze and Arabs in Israel
Author:
This book presents an empirically based examination of language patterns found among the Israeli Druze community, which is profiled against that of the Arabs in Israel. The results document the emergence of a mixed language previously undescribed and provides a socio-political analysis.
This study intends thus to make a contribution to the debate on "mixed languages", introducing a model that facilitates the analysis of the link bewteen codeswitching and sociopolitical identity. Special attention is paid to the assessment of language and identity issues of Golan Heights Druze and Israeli Druze, taking into exam two major political debates within these communities, regarding the Israeli Nation-state Law and the so-called ‘Syrian–Israeli secret Golan deal’ speculation.
This study intends thus to make a contribution to the debate on "mixed languages", introducing a model that facilitates the analysis of the link bewteen codeswitching and sociopolitical identity. Special attention is paid to the assessment of language and identity issues of Golan Heights Druze and Israeli Druze, taking into exam two major political debates within these communities, regarding the Israeli Nation-state Law and the so-called ‘Syrian–Israeli secret Golan deal’ speculation.
The Case of the Druze and Arabs in Israel
Author:
This book presents an empirically based examination of language patterns found among the Israeli Druze community, which is profiled against that of the Arabs in Israel. The results document the emergence of a mixed language previously undescribed and provides a socio-political analysis.
This study intends thus to make a contribution to the debate on "mixed languages", introducing a model that facilitates the analysis of the link bewteen codeswitching and sociopolitical identity. Special attention is paid to the assessment of language and identity issues of Golan Heights Druze and Israeli Druze, taking into exam two major political debates within these communities, regarding the Israeli Nation-state Law and the so-called ‘Syrian–Israeli secret Golan deal’ speculation.
This study intends thus to make a contribution to the debate on "mixed languages", introducing a model that facilitates the analysis of the link bewteen codeswitching and sociopolitical identity. Special attention is paid to the assessment of language and identity issues of Golan Heights Druze and Israeli Druze, taking into exam two major political debates within these communities, regarding the Israeli Nation-state Law and the so-called ‘Syrian–Israeli secret Golan deal’ speculation.
A Critical Perspective
How does English language arts (ELA) education relate to power and privilege in education and in schools? How is ELA education situated historically and culturally, in terms of power and privilege? In what ways are learners, categorically and as individuals, situated as decision-makers in ELA education? Over 50 contributors from different perspectives answer these questions by focussing on a variety of topics and terminology broadly related to the teaching of English language arts and the socio-political-cultural context in which this teaching occurs.
This encyclopedia has particular relevance for preservice and practicing ELA teachers, teacher educators, and scholars.
This encyclopedia has particular relevance for preservice and practicing ELA teachers, teacher educators, and scholars.
A Critical Perspective
How does English language arts (ELA) education relate to power and privilege in education and in schools? How is ELA education situated historically and culturally, in terms of power and privilege? In what ways are learners, categorically and as individuals, situated as decision-makers in ELA education? Over 50 contributors from different perspectives answer these questions by focussing on a variety of topics and terminology broadly related to the teaching of English language arts and the socio-political-cultural context in which this teaching occurs.
This encyclopedia has particular relevance for preservice and practicing ELA teachers, teacher educators, and scholars.
This encyclopedia has particular relevance for preservice and practicing ELA teachers, teacher educators, and scholars.
Education, the production of knowledge, identity formation, and ideological hegemony are inextricably linked in early modern and modern Korea. This study examines the production and consumption of knowledge by a multitude of actors and across languages, texts, and disciplines to analyze the formulation, contestation, and negotiation of knowledge. The production and dissemination of knowledge become sites for contestation and struggle—sometimes overlapping, at other times competing—resulting in a shift from a focus on state power and its control over knowledge and discourse to an analysis of local processes of knowledge production and the roles local actors play in them. Contributors are Daniel Pieper, W. Scott Wells, Yong-Jin Hahn, Furukawa Noriko, Lim Sang Seok, Kokubu Mari, Mark Caprio, Deborah Solomon, and Yoonmi Lee.
Education, the production of knowledge, identity formation, and ideological hegemony are inextricably linked in early modern and modern Korea. This study examines the production and consumption of knowledge by a multitude of actors and across languages, texts, and disciplines to analyze the formulation, contestation, and negotiation of knowledge. The production and dissemination of knowledge become sites for contestation and struggle—sometimes overlapping, at other times competing—resulting in a shift from a focus on state power and its control over knowledge and discourse to an analysis of local processes of knowledge production and the roles local actors play in them. Contributors are Daniel Pieper, W. Scott Wells, Yong-Jin Hahn, Furukawa Noriko, Lim Sang Seok, Kokubu Mari, Mark Caprio, Deborah Solomon, and Yoonmi Lee.
From this set of critical stories emerges a timely confession from marginalized imagined communities at the physical and metaphorical Mexican-American border. These hybrid storytellers create a multivalence of experiences and genres. Composers of this ground-breaking collection draw readers into an affective connection with the borderlands, offering critical examinations of legal status, gender, race, ethnicity, sexuality, social class, family, and health. Additionally, creative representations across genres explore notions of geography, vulnerability, suffering, trauma, pain as well as joy, healing, and love. By posing questions about loss of innocence, they incite new literary and visual spaces for fusing together fragments of the remains of land, body, and/or being, all the while creating a site of fresh confessions where critical stories are illuminated collages assembled together from within la línea.
Contributors are: Kiri Avelar, Irving Ayala, Carmella J. Braniger, Roxana Fragoso Carrillo, Marisa V. Cervantes, Guadalupe Chavez, Julio Enríquez-Ornelas, Liliana Conlisk Gallegos, Verónica Gaona, Andrea Gómez, Filiberto Mares Hernández, Víctor M. Macías-González, Carol Mariano, Ana Silvia Monzón Monterroso, Juana Moriel-Payne, Rachel Neff, Jumko Ogata-Aguilar, José Olivarez, Isabela Ortega, Paul Pedroza, Jorge Omar Ramírez Pimienta, Raphaella Prange, Felipe Quetzalcoatl Quintanilla, Erica Reyes, Fidel García Reyes, Lizbeth De La Cruz Santana and Santiago Vaquera-Vasquez.
Contributors are: Kiri Avelar, Irving Ayala, Carmella J. Braniger, Roxana Fragoso Carrillo, Marisa V. Cervantes, Guadalupe Chavez, Julio Enríquez-Ornelas, Liliana Conlisk Gallegos, Verónica Gaona, Andrea Gómez, Filiberto Mares Hernández, Víctor M. Macías-González, Carol Mariano, Ana Silvia Monzón Monterroso, Juana Moriel-Payne, Rachel Neff, Jumko Ogata-Aguilar, José Olivarez, Isabela Ortega, Paul Pedroza, Jorge Omar Ramírez Pimienta, Raphaella Prange, Felipe Quetzalcoatl Quintanilla, Erica Reyes, Fidel García Reyes, Lizbeth De La Cruz Santana and Santiago Vaquera-Vasquez.
En la Línea
Series:
Critical Storytelling, Volume: 8
From this set of critical stories emerges a timely confession from marginalized imagined communities at the physical and metaphorical Mexican-American border. These hybrid storytellers create a multivalence of experiences and genres. Composers of this ground-breaking collection draw readers into an affective connection with the borderlands, offering critical examinations of legal status, gender, race, ethnicity, sexuality, social class, family, and health. Additionally, creative representations across genres explore notions of geography, vulnerability, suffering, trauma, pain as well as joy, healing, and love. By posing questions about loss of innocence, they incite new literary and visual spaces for fusing together fragments of the remains of land, body, and/or being, all the while creating a site of fresh confessions where critical stories are illuminated collages assembled together from within la línea.
Contributors are: Kiri Avelar, Irving Ayala, Carmella J. Braniger, Roxana Fragoso Carrillo, Marisa V. Cervantes, Guadalupe Chavez, Julio Enríquez-Ornelas, Liliana Conlisk Gallegos, Verónica Gaona, Andrea Gómez, Filiberto Mares Hernández, Víctor M. Macías-González, Carol Mariano, Ana Silvia Monzón Monterroso, Juana Moriel-Payne, Rachel Neff, Jumko Ogata-Aguilar, José Olivarez, Isabela Ortega, Paul Pedroza, Jorge Omar Ramírez Pimienta, Raphaella Prange, Felipe Quetzalcoatl Quintanilla, Erica Reyes, Fidel García Reyes, Lizbeth De La Cruz Santana and Santiago Vaquera-Vasquez.
Contributors are: Kiri Avelar, Irving Ayala, Carmella J. Braniger, Roxana Fragoso Carrillo, Marisa V. Cervantes, Guadalupe Chavez, Julio Enríquez-Ornelas, Liliana Conlisk Gallegos, Verónica Gaona, Andrea Gómez, Filiberto Mares Hernández, Víctor M. Macías-González, Carol Mariano, Ana Silvia Monzón Monterroso, Juana Moriel-Payne, Rachel Neff, Jumko Ogata-Aguilar, José Olivarez, Isabela Ortega, Paul Pedroza, Jorge Omar Ramírez Pimienta, Raphaella Prange, Felipe Quetzalcoatl Quintanilla, Erica Reyes, Fidel García Reyes, Lizbeth De La Cruz Santana and Santiago Vaquera-Vasquez.