Virtual Issue: ARLE IFTE Conference
This English Teaching: Practice & Critique (ETPC) virtual special issue has been assembled to celebrate the ARLE IFTE conference for 2024.
This year the conference is on:
Connection and disruptions
Unsettling L1 education: Intersections of place, identity and technology
This virtual issue will be freely accessible from the 18th June, 2024, until the 18th July, 2024.
Sosa, T., Hall, A.H. and Collins, B. (2021), "Disrupting rules of emotion in an urban English classroom", English Teaching: Practice & Critique, Vol. 20 No. 1, pp. 16-32. https://doi.org/10.1108/ETPC-12-2019-0174
Mannard, E. (2023), "Playful pluralities: exploring play and playful literacies across ages, spaces and places", English Teaching: Practice & Critique, Vol. 22 No. 2, pp. 137-149. https://doi.org/10.1108/ETPC-09-2022-0126
Dunn, M.B. (2021), "Teaching literature following loss: teachers’ adherence to emotional rules", English Teaching: Practice & Critique, Vol. 20 No. 3, pp. 354-367. https://doi.org/10.1108/ETPC-11-2020-0147
Kelly, L.L. (2023), "“What they allow us to learn”: exploring how white English teachers cultivate students’ critical literacies through curriculum and pedagogy", English Teaching: Practice & Critique, Vol. 22 No. 1, pp. 11-28. https://doi.org/10.1108/ETPC-03-2022-0034
McBride, C., Smith, A. and Kalir, J.H. (2023), "Tinkering toward teacher learning: a case for critical playful literacies in teacher education", English Teaching: Practice & Critique, Vol. 22 No. 2, pp. 221-233. https://doi.org/10.1108/ETPC-08-2022-0114
Portraits of young refugee women’s identities, experiences, and beliefs in relation to college-going
Mann, J.C. and Turner, A.M. (2023), "Portraits of young refugee women’s identities, experiences, and beliefs in relation to college-going", English Teaching: Practice & Critique, Vol. 22 No. 3, pp. 368-380. https://doi.org/10.1108/ETPC-07-2022-0085
Smagorinsky, P. (2024), "Emotions, empathy and social justice education", English Teaching: Practice & Critique, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/ETPC-06-2023-0055
Spector, K. and Murray, E.A. (2023), "Reading with love: the potential of critical posthuman reading practices in preservice English education", English Teaching: Practice & Critique, Vol. 22 No. 4, pp. 482-514. https://doi.org/10.1108/ETPC-05-2022-0074
Davis-Porada, N. (2023), "How am I doing? Soliciting student feedback in the secondary English classroom", English Teaching: Practice & Critique, Vol. 22 No. 4, pp. 389-403. https://doi.org/10.1108/ETPC-08-2022-0100
Stutelberg, E.B. (2020), "Teaching as invasion: emotions, boundaries and entanglements", English Teaching: Practice & Critique, Vol. 19 No. 4, pp. 479-491. https://doi.org/10.1108/ETPC-11-2019-0144