“…a groundbreaking book that will…engage, inform, and connect with present and future teachers and teacher educators.”
---Stephanie Vandrick, Foreword to Narrating Their Lives
The field of TESOL has called attention to the ways that the issues of race and ethnicity, language status and power, and cultural background affect second language learners’ identities and, to some degree, those of teachers. In Narrating Their Lives, Kamhi-Stein examines the process of identity construction of classroom teachers so as to make connections between their personal and professional identities and their instructional practices. To do that, she has selected six autobiographical narratives from teachers who were once part of her TESL 570 (Educational Sociolinguistics) class in the MA TESOL program at California State University, Los Angeles. These six narratives cover a surprisingly wide range of identity issues but also touch on broader instructional themes that are part of teacher education programs.
Because of the reflective nature of the narratives—with the teachers using their stories to better understand how their experiences shape what they do in the classroom—this volume includes provocative chapter-opening and reflective chapter-closing questions. An informative discussion of the autobiographical narrative assignment and the TESL 570 course (including supplemental course readings and assessment criteria) is also included.
In National Healing, author Claude Hurlbert persuasively relates nationalism to institutional racism and contends that these are both symptoms of a national ill health afflicting American higher education and found even in the field of writing studies. Teachers and scholars, even in progressive fields like composition, are unwittingly at odds with their own most liberatory purposes, he says, and he advocates consciously broadening our understanding of rhetoric and writing instruction to include rhetorical traditions of non-Western cultures.
Threading a personal narrative of his own experiences as a student, professor, and citizen through a wide ranging discussion of theory, pedagogy, and philosophy in the writing classroom, Hurlbert weaves a vision that moves beyond simple polemic and simplistic multiculturalism. National Healing offers a compelling new aesthetic, epistemological, and rhetorical configuration.
In A New Writing Classroom, Patrick Sullivan provides a new generation of teachers a means and a rationale to reconceive their approach to teaching writing, calling into question the discipline's dependence on argument.
Including secondary writing teachers within his purview, Sullivan advocates a more diverse, exploratory, and flexible approach to writing activities in grades six through thirteen. A New Writing Classroom encourages teachers to pay more attention to research in learning theory, transfer of learning, international models for nurturing excellence in the classroom, and recent work in listening to teach students the sort of dialogic stance that leads to higher-order thinking and more sophisticated communication.
The conventional argumentative essay is often a simplistic form of argument, widely believed to be the most appropriate type of writing in English classes, but other kinds of writing may be more valuable to students and offer more important kinds of cognitive challenges. Focusing on listening and dispositions or "habits of mind” as central elements of this new composition pedagogy, A New Writing Classroom draws not just on composition studies but also on cognitive psychology, philosophy, learning theory, literature, and history, making an exciting and significant contribution to the field.
READERS
Browse our collection.
PUBLISHERS
See BiblioVault's publisher services.
STUDENT SERVICES
Files for college accessibility offices.
UChicago Accessibility Resources
home | accessibility | search | about | contact us
BiblioVault ® 2001 - 2024
The University of Chicago Press