English Teaching: Practice & Critique: Volume 18 Issue 3

A comparison of text structure and self-regulated strategy instruction for elementary school students’ writing

(Mark) Feng Teng

This study aims to examine the writing outcomes of 6th-grade students learning English as a second language.

Fostering preservice teacher agency in 21st century writing instruction

Amber Jensen

This paper aims to recommend that English educators engage preservice teachers (PSTs) in thinking and acting agentively in twenty-first century writing instruction by prompting…

Assessing students’ multimodal compositions: an analysis of the literature

Kate T. Anderson, Dani Kachorsky

This article presents an analysis of empirical literature on classroom assessment of students’ multimodal compositions to characterize the field and make recommendations for…

Silenced by the gaps? The status of critical literacy in Scotland’s curriculum for excellence

Jennifer Farrar, Kelly Stone

Critical literacy foregrounds the relationship between language and power by focusing on how texts work and in whose interests (Luke, 2012, p. 5). It is highlighted as an…

Critical literacy and critically reflective writing: navigating gender and sexual diversity

Navan Nadrajan Govender

In this article, the author draws on Janks’ territory beyond reason as well as literature on (critically) reflective writing. The purpose of this paper is to explore how a space…

Improving professional development relationships that support teacher learning

Danielle Lillge

Current top-down literacy reform mandates have reenergized attention to professional development (PD) outcomes. Still, questions remain about why English teachers struggle to…

Performing the performance assessment

Stephanie Anne Schmier

In this paper, the author extends the current research on standardized performance assessments in preservice education by moving with novice teachers from their student teaching…