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Discursive positioning in theory and practice: a case for narrative mediation
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Brokering practices among international EAL students at a New Zealand university
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Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools
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The writing of assignments in a pre-service primary education programme: Student and staff perspectives
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Developing EFL students' communicative skills through content-based instruction: A case study of EFL teaching in an undergraduate degree program at a tertiary institution in Indonesia
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6 |
Afterword to "Writer Identity and the Teaching and Learning of Writing"
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Introduction to "Writer Identity and the Teaching and Learning of Writing"
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9 |
Vietnamese teachers’ self-efficacy in teaching English as a foreign language
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"In this class automatic my words come out": Implementing process drama in two Malaysian English language-learning contexts
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Can I teach these students? A case study of Vietnamese teachers’ self-efficacy in relation to teaching English as a foreign language
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Supporting student growth in syntactical fluency as writers: A paired learning approach
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14 |
Editorial: The professional content knowledge of the English/literacy teacher: Addressing the implications of diversity
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Critical literacy as an approach to literary study in the multicultural, high-school classroom
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Implementing critical literacy in a Tongan bilingual classroom
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19 |
Beyond shrek: fairy tale magic in the multicultural classroom
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Abstract:
This article draws on a recent research project in New Zealand on teaching literature in the multicultural classroom. Its focus is on how one teacher-researcher used the cultural and linguistic diversity of a junior, secondary English class as a resource in the development of her programme. It details a sequence of activities designed for a unit of work on the critical reading and composition of fairy tales, viewed as a popular genre across all cultures, and the impact of these activities on student participants. A range of pedagogical strategies are identified as successful: viewing cultural and linguistic diversity as a resource, empowering students to contest textual meaning, modeling, task-based inquiry and whole-class activity.
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Keyword:
children’s literature; critical thinking; culture; diversity; English literature
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URL: https://hdl.handle.net/10289/4066 https://doi.org/10.1080/03057640903103744
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20 |
Constructing English in New Zealand: A report on a decade of reform
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