Disciplinary Literacy in English Language Arts: Exploring the Social and Problem-Based Nature of Literary Reading and Reasoning
Despite many calls for K-12 disciplinary literacy instruction—instruction that teaches students the specialized ways of reading, writing, and reasoning of the academic disciplines—there are questions about what disciplinary literacy instruction means for the prominent school domain of English langua...
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| Published in: | Reading research quarterly Vol. 52; no. 1; pp. 53 - 71 |
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| Format: | Journal Article |
| Language: | English |
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Wiley Subscription Services, Inc
01.01.2017
Wiley-Blackwell Blackwell Publishing Ltd |
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| ISSN: | 0034-0553, 1936-2722 |
| Online Access: | Get full text |
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| Abstract | Despite many calls for K-12 disciplinary literacy instruction—instruction that teaches students the specialized ways of reading, writing, and reasoning of the academic disciplines—there are questions about what disciplinary literacy instruction means for the prominent school domain of English language arts. This article investigates the disciplinary literacy practices and teaching approaches of 10 university-based literary scholars who participated in semistructured interviews and verbal protocols with literary fiction. Findings point to the fundamentally social and problem-based nature of academic work with literature and to a set of six shared literary literacy practices that scholars use in their work with literature. These findings were generated as part of a larger study that compared literacy practices and teaching approaches of 10 university-based scholars and 12 high school English language arts teachers (Rainey, 2015). |
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| AbstractList | Despite many calls for K–12 disciplinary literacy instruction—instruction that teaches students the specialized ways of reading, writing, and reasoning of the academic disciplines—there are questions about what disciplinary literacy instruction means for the prominent school domain of English language arts. This article investigates the disciplinary literacy practices and teaching approaches of 10 university‐based literary scholars who participated in semistructured interviews and verbal protocols with literary fiction. Findings point to the fundamentally social and problem‐based nature of academic work with literature and to a set of six shared literary literacy practices that scholars use in their work with literature. These findings were generated as part of a larger study that compared literacy practices and teaching approaches of 10 university‐based scholars and 12 high school English language arts teachers (Rainey, 2015).
Chinese
尽管许多人呼吁从幼儿园到高中(K‐12)都要采用学科读写教学 (教授学生各学科领域专门的阅读、写作和推理方法),然而学科读写教学对英语语言艺术这门重要的学科而言,究竟所指是什么?本文考查10位教授大学文学的学者所采用的学科读写教学实践和教学方法,他们参与了半结构式的访谈调查和有关文学小说的放声思考报告调查。结果发现这些学者处理文学学术工作的手法,是具有社会性和以解决问题为主的基要本质,而且他们都有一套共同的六种文学读写文化实践的做法。这些研究结果的产生是属于一个更大的研究(雷尼,2015年)的一部分,该研究旨在比较10位任职大学的学者和12位任职高中的英语语言艺术教师在读写文化实践上和读写教学方法上的异同。
Spanish
A pesar de llamamientos para la alfabetización de disciplinas en los grados K‐12—instrucción que le enseña a los estudiantes las formas especializadas de lectura, escritura y razonamiento de las disciplinas académicas—hay dudas sobre lo que es la alfabetización de disciplinas en el campo importante de las artes lingüísticas del inglés. Este artículo investiga las prácticas de la alfabetización de disciplinas y los acercamientos a la enseñanza de 10 profesores universitarios de literatura quienes participaron en entrevistas semiestructuradas y protocolos orales con la ficción literaria. Las conclusiones indican la naturaleza fundamentalmente social y basada en la solución de problemas del trabajo académico en cuanto a la literatura y a un grupo de seis prácticas de alfabetización literaria que los profesores universitarios tienen en común al trabajar con la literatura. Estas conclusiones surgieron como parte de un estudio mayor que comparó las prácticas de alfabetización y las aproximaciones a la enseñanza de 10 profesores universitarios y 12 maestros de inglés en la escuela secundaria (Rainey, 2015).
Arabic
على الرغم من الدعوات الكثيرة للتعليمات المنهجية (literacy instruction) لصفوف الروضة إلى الثانوية ‐ التعليمات التي تعلم الطلاب الطرق المتخصصة للقراءة وللكتابة، وللتفكير المتعلقة بالتخصصات الأكاديمية ‐ هناك تساؤلات حول ما تعنيه التعليمات المنهجية للمجال الدراسي البارز في فنون اللغة الإنجليزية. هذه المقالة تحقق في ممارسات التعليمات المنهجية وأساليب التدريس ل 10 علماء جامعيين والذين شاركوا في مقابلات شبه منظمة وبروتوكولات شفوية في الأدب الروائي. وتشير النتائج إلى الطبيعة الاجتماعية والمتشابكة الأساسية للعمل الأكاديمي الأدبي. وتشير ايضا الى ستة ممارسات مشتركة للتعليمات المنهجية الأدبية والتي يستخدمها العلماء في عملهم مع الأدب. تم إستخلاص هذه النتائج كجزء من دراسة أكبر والتي قارنت ممارسات تعليمية وأساليب التدريس من 10 علماء جامعيين ومعلمين فنون اللغة الإنجليزية من 12 مدرسة ثانوية (ريني < Rainey>، 2015).
Russian
Несмотря на многочисленные призывы к обучению грамотности на материале отдельных предметов в старших классах – то есть к развитию чтения, письма и рассуждения на темы школьных дисциплин, – остается открытым вопрос о развитии грамотности на уроках родного, т.е. английского языка. В статье исследуются методы развития грамотности и подходы к обучению, которые применяли десять университетских преподавателей. Эти ученые дали полуструктурированные интервью и позволили вести записи на своих занятиях художественной литературой со студентами. Результаты свидетельствуют о том, что научная работа с такими текстами по природе своей социальна, основана на проблематизации и существует шесть методов развития грамотности, которыми пользовались все преподаватели литературы. Результаты были получены в рамках более крупного исследования, где сравнивались методы и подходы десяти университетских преподавателей и двенадцати школьных учителей словесности (Rainey, 2015).
French
Malgré de nombreuses appels en vue d'un enseignement de la liitératie en tant que discipline – un enseignement présentant aux élèves les différentes façons de lire, écrire, et raisonner des disciplines académiques – il demeure des questions sur ce que signifie un enseignement de la liitératie en tant que discipline dans le cas de ce domaine scolaire majeur qu'est l'anglais à l’école. Cet article examine les pratiques de la littératie en tant que discipline et les approches pédagogiques d'universitaires enseignant la lttératie dans 10 universités qui ont participé à des entretiens semi‐structurés et à des protocoles verbaux relatifs à la fiction littéraire. Les résultats mettent en évidence la nature sociale fondamentale et basée sur un problème du travail académique dans le cas de la littérature et un ensemble de six pratiques communes de litttératie de la liitérature que les utilisent dans leur travail avec la littérature. Ces résultats sont une partie d'un travail plus large qui compare les pratiques de littératie et les approches pédagogiques de 10 enseignants d'université et de 12 professeurs d'anglais au lycée (Rainey, 2015). Despite many calls for K-12 disciplinary literacy instruction—instruction that teaches students the specialized ways of reading, writing, and reasoning of the academic disciplines—there are questions about what disciplinary literacy instruction means for the prominent school domain of English language arts. This article investigates the disciplinary literacy practices and teaching approaches of 10 university-based literary scholars who participated in semistructured interviews and verbal protocols with literary fiction. Findings point to the fundamentally social and problem-based nature of academic work with literature and to a set of six shared literary literacy practices that scholars use in their work with literature. These findings were generated as part of a larger study that compared literacy practices and teaching approaches of 10 university-based scholars and 12 high school English language arts teachers (Rainey, 2015). Despite many calls for K–12 disciplinary literacy instruction—instruction that teaches students the specialized ways of reading, writing, and reasoning of the academic disciplines—there are questions about what disciplinary literacy instruction means for the prominent school domain of English language arts. This article investigates the disciplinary literacy practices and teaching approaches of 10 university‐based literary scholars who participated in semistructured interviews and verbal protocols with literary fiction. Findings point to the fundamentally social and problem‐based nature of academic work with literature and to a set of six shared literary literacy practices that scholars use in their work with literature. These findings were generated as part of a larger study that compared literacy practices and teaching approaches of 10 university‐based scholars and 12 high school English language arts teachers (Rainey, 2015). 尽管许多人呼吁从幼儿园到高中(K‐12)都要采用学科读写教学 (教授学生各学科领域专门的阅读、写作和推理方法),然而学科读写教学对英语语言艺术这门重要的学科而言,究竟所指是什么?本文考查10位教授大学文学的学者所采用的学科读写教学实践和教学方法,他们参与了半结构式的访谈调查和有关文学小说的放声思考报告调查。结果发现这些学者处理文学学术工作的手法,是具有社会性和以解决问题为主的基要本质,而且他们都有一套共同的六种文学读写文化实践的做法。这些研究结果的产生是属于一个更大的研究(雷尼,2015年)的一部分,该研究旨在比较10位任职大学的学者和12位任职高中的英语语言艺术教师在读写文化实践上和读写教学方法上的异同。 A pesar de llamamientos para la alfabetización de disciplinas en los grados K‐12—instrucción que le enseña a los estudiantes las formas especializadas de lectura, escritura y razonamiento de las disciplinas académicas—hay dudas sobre lo que es la alfabetización de disciplinas en el campo importante de las artes lingüísticas del inglés. Este artículo investiga las prácticas de la alfabetización de disciplinas y los acercamientos a la enseñanza de 10 profesores universitarios de literatura quienes participaron en entrevistas semiestructuradas y protocolos orales con la ficción literaria. Las conclusiones indican la naturaleza fundamentalmente social y basada en la solución de problemas del trabajo académico en cuanto a la literatura y a un grupo de seis prácticas de alfabetización literaria que los profesores universitarios tienen en común al trabajar con la literatura. Estas conclusiones surgieron como parte de un estudio mayor que comparó las prácticas de alfabetización y las aproximaciones a la enseñanza de 10 profesores universitarios y 12 maestros de inglés en la escuela secundaria (Rainey, 2015). على الرغم من الدعوات الكثيرة للتعليمات المنهجية (literacy instruction) لصفوف الروضة إلى الثانوية ‐ التعليمات التي تعلم الطلاب الطرق المتخصصة للقراءة وللكتابة، وللتفكير المتعلقة بالتخصصات الأكاديمية ‐ هناك تساؤلات حول ما تعنيه التعليمات المنهجية للمجال الدراسي البارز في فنون اللغة الإنجليزية. هذه المقالة تحقق في ممارسات التعليمات المنهجية وأساليب التدريس ل 10 علماء جامعيين والذين شاركوا في مقابلات شبه منظمة وبروتوكولات شفوية في الأدب الروائي. وتشير النتائج إلى الطبيعة الاجتماعية والمتشابكة الأساسية للعمل الأكاديمي الأدبي. وتشير ايضا الى ستة ممارسات مشتركة للتعليمات المنهجية الأدبية والتي يستخدمها العلماء في عملهم مع الأدب. تم إستخلاص هذه النتائج كجزء من دراسة أكبر والتي قارنت ممارسات تعليمية وأساليب التدريس من 10 علماء جامعيين ومعلمين فنون اللغة الإنجليزية من 12 مدرسة ثانوية (ريني < Rainey>، 2015). Несмотря на многочисленные призывы к обучению грамотности на материале отдельных предметов в старших классах – то есть к развитию чтения, письма и рассуждения на темы школьных дисциплин, – остается открытым вопрос о развитии грамотности на уроках родного, т.е. английского языка. В статье исследуются методы развития грамотности и подходы к обучению, которые применяли десять университетских преподавателей. Эти ученые дали полуструктурированные интервью и позволили вести записи на своих занятиях художественной литературой со студентами. Результаты свидетельствуют о том, что научная работа с такими текстами по природе своей социальна, основана на проблематизации и существует шесть методов развития грамотности, которыми пользовались все преподаватели литературы. Результаты были получены в рамках более крупного исследования, где сравнивались методы и подходы десяти университетских преподавателей и двенадцати школьных учителей словесности (Rainey, 2015). Malgré de nombreuses appels en vue d'un enseignement de la liitératie en tant que discipline – un enseignement présentant aux élèves les différentes façons de lire, écrire, et raisonner des disciplines académiques – il demeure des questions sur ce que signifie un enseignement de la liitératie en tant que discipline dans le cas de ce domaine scolaire majeur qu'est l'anglais à l’école. Cet article examine les pratiques de la littératie en tant que discipline et les approches pédagogiques d'universitaires enseignant la lttératie dans 10 universités qui ont participé à des entretiens semi‐structurés et à des protocoles verbaux relatifs à la fiction littéraire. Les résultats mettent en évidence la nature sociale fondamentale et basée sur un problème du travail académique dans le cas de la littérature et un ensemble de six pratiques communes de litttératie de la liitérature que les utilisent dans leur travail avec la littérature. Ces résultats sont une partie d'un travail plus large qui compare les pratiques de littératie et les approches pédagogiques de 10 enseignants d'université et de 12 professeurs d'anglais au lycée (Rainey, 2015). |
| Audience | Higher Education Postsecondary Education |
| Author | Rainey, Emily C. |
| Author_xml | – sequence: 1 givenname: Emily C. surname: Rainey fullname: Rainey, Emily C. |
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| ContentType | Journal Article |
| Copyright | Copyright © 2017 International Literacy Association 2016 International Literacy Association Copyright Blackwell Publishing Ltd. Jan-Mar 2017 |
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| DOI | 10.1002/rrq.154 |
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| Discipline | Education |
| EISSN | 1936-2722 |
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| Title | Disciplinary Literacy in English Language Arts: Exploring the Social and Problem-Based Nature of Literary Reading and Reasoning |
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