English Teaching: Practice & Critique: Volume 19 Issue 2

Editorial

Amanda Godley, Amanda Haertling Thein

Dialogic collaging to cultivate shame resilience in writing classrooms

Mary Juzwik, Sal Antonucci

Recently, practitioner literature in English education has taken up the issue of writing-related shame in classrooms, calling for teachers to help students develop resilience. One…

Reading digital texts: obstacles to using digital resources

Hugh Kesson

Digital texts are increasingly widespread and research is needed on how students use digital texts, particularly in school-based classwork. The purpose of this study is to…

Assessing storytelling as a tool for improving reading comprehension in the EFL primary classroom

Tú Anh Hà, Andrea Roxana Bellot

This paper aims to explore the effect of storytelling in helping children read and comprehend English in primary schools.

Average and avid: preservice English teachers' reading identities

Shea Kerkhoff, Molly Broere, David Premont

Previous research shows that identity and academic learning are interdependent, so affecting one can affect the other. The purpose of this case study was to explore preservice…

Korean EFL students’ argumentative writing in L1 and L2: A comparative move analysis study

Soomin Jwa

This comparative study aims to investigate the rhetorical organization of Korean and English argumentative texts. In previous studies, the rhetorical organization of such texts…

Cultural memory in English teaching: a critical autobiographical inquiry

Fleur Diamond

Contemporary standards-based reforms to teaching and teacher education are characterised by appeals to technical orientations to teacher professionalism. In addition, the…