English Teaching: Practice & Critique: Volume 22 Issue 1

Guest editorial: Introduction: Reconstructive discourse analysis as an approach to redressing racism in critical studies of literacy

Laura A. Taylor, Michiko Hikida

“What they allow us to learn”: exploring how white English teachers cultivate students’ critical literacies through curriculum and pedagogy

Lauren Leigh Kelly

This qualitative research study examines classroom observations and transcripts, teacher and student interviews and student writing to investigate how white English teachers can…

“She’s all about her words”: one teacher’s efforts to sustain her students’ cultures through discourse

Ashley N. Patterson

This study aims to illustrate how one-sixth grade language arts teacher transforms the theory of culturally sustaining pedagogy (CSP) into practice, an effort made visible through…

The work of growing young people con Cariño: a reconstructive lens on one white teacher’s anti-racist approach to teaching immigrant-origin Latinx students

Karla Lomelí

This paper aims to highlight a reconstructive lens on one white teacher’s critical approach to teaching literacy. This work equally highlights the importance of anti-racist…

Race talk tensions: practicing racial literacy in a fourth-grade classroom

Annie Daly

There is a pressing need to teach students how to talk critically about race to understand the personal and political implications of racism in the contemporary US society…

Illustrating linguistic dexterity in “English mostly” spaces: how translanguaging can support academic writing in secondary ELA classrooms

Thea Williamson, Aris Clemons

Little research has been done exploring the nature of multilingual students who are not categorized as English language learners (ELLs) in English language arts (ELA) classes…

Shifting language ideologies and pedagogies to be anti-racist: a reconstructive discourse analysis of one ELA teacher inquiry group

Melissa Schieble, Amy Vetter, Kahdeidra Monét Martin

This paper aims to present findings from a three-year qualitative study that used a model of teacher learning referred to as teaching as inquiry (Manfra, 2019). Teaching as…

“Stealing from the language”: interest convergence and teachers’ advocacy for language-inclusive practices

Quentin Charles Sedlacek

The purpose of this study is to support advocacy for racial and linguistic justice by examining teachers’ efforts to contest their colleagues' language-exclusive policies and…

Connected threads

Frannie Sanchez, Michiko Hikida