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2014 July English Education, v46.4

Non-Member Price: $18.75

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Level(s): College, Secondary

ISBN/ISSN: 0007-8204


English Education
Volume 46, Number 4, July 2014

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Opening the Conversation: Meeting Mr. Danza. Or Not.
Leslie S. Rush and Lisa Scherff
Abstract: Editors Rush and Scherff discuss Tony Danza’s book I’d Like to Apologize to Every Teacher I Ever Had: My Year as a Rookie Teacher at Northeast High and speculate on how his teaching experience may have been different if he had gone through a formal teacher education program.

Sustaining Narratives of Hope: Literacy, Multimodality, and the Dr. Pedro Albizu Campos High School
Patrick W. Berry and Alexandra J. Cavallaro, with Elaine Vázquez, Carlos R. DeJesús, and Naomi García
Abstract: This article explores how an English teacher, students, and administrators at a public high school in Chicago participated in a multimodal writing project that negotiated the space between hope and critique, ultimately placing the community at the center of the curriculum. This project aims to illuminate how narrative renderings of possibility—or the lack thereof—construct understandings of reality, and how multimodality might be used to help teachers and students share their own visions with one another and with the public. Finally, this article suggests ways in which English educators, researchers, and students might collaborate to create productive spaces wherein disparate narratives can coexist.
Who’s the Teacher? What Tony Danza Taught Us about English Education
Jacqueline Bach and Susan Weinstein
Abstract: This study examines the reality TV series Teach: Tony Danza and argues for its value as a teaching tool in the secondary English methods class. Drawing on television studies, in particular, theories surrounding reality television, the authors suggest that their students’ knowledge of the conventions and practices of reality television shows opens up a space for them to focus on the “real, but not quite real” representations of Danza’s experiences teaching. His celebrity status creates a distance between him and our preservice teachers that allows them to feel comfortable analyzing and critiquing his often-problematic practices. The authors, having used excerpts from this series in methods courses with undergraduate and graduate preservice English teachers, find that the series, along with its accompanying, interactive website, provides opportunities for students to interrogate questions of classroom management, assessment, student teacher relationships, and course content.

Extending the Conversation: Reframing Literacy Practices for Culturally and Linguistically Diverse Students in U.S. Schools
Ye He, Amy Vetter, and Colleen Fairbanks
Abstract: The growing numbers of culturally and linguistically diverse students, including English learners, in US K–12 settings, pose unique challenges and opportunities for English educators. While there have been evolving efforts in policy, research, and classroom practices to support culturally and linguistically diverse learners' development, a broadened understanding of their cultural lives and more global and contextualized perspectives are needed. Building upon a cosmopolitan perspective, this article explores the current policies, research, and practices related to language and literacy education for these students. Promising practices in English education in terms of strategies to promote world Englishes, multiliteracy and critical literacy practices are examined. Finally, recommendations for the development of policy and research that address a broader sociocultural understanding of culturally and linguistically diverse students and English education are also provided.


English Education Reviewers for 2013

Index to Volume 46

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A Professional Association of Educators in English Studies, Literacy, and Language Arts