English Teaching-Practice and Critique

Papers
(The median citation count of English Teaching-Practice and Critique is 1. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-08-01 to 2025-08-01.)
ArticleCitations
Possibilities and missed opportunities for generative dialogue: professional networking, online platforms and the English classroom14
Playful literacies and pedagogical priorities: digital games in the English classroom13
“I. Am. a. Star.”: exploring moments of muchness in children’s digital compositional play and embodied science learning10
Play the game, live the story: pushing narrative boundaries with young adult videogames9
“Sigo en lo Mismo”: the impact of papeles on the education of undocumented Latinx migrant and seasonal farmworkers9
What is an ELA text set? Surveying and integrating cognitive, critical and disciplinary lenses8
Towards boundary crossing: primary and secondary school teachers teaching creative writing and its redrafting6
Collaborative literary reasoning as a support for preservice English language arts teachers' learning about disciplinary literacy6
Witnessing Wonderland: Research with Black girls imagining freer futures6
“I can almost recognize its voice”: AI and its impact on ethical teacher-centaur labor6
“We’re changing the system with this one”: Black students using critical race algorithmic literacies to subvert and survive AI-mediated racism in school6
Identity and positionality in composing graphic narratives: reflective lessons on lingering with rhetorical choices6
Speculative frictions: writing civic futures after AI5
Constructions of youth and responses to problematic authors: examining ELA teachers’ choices to select or avoid Sherman Alexie5
“We're loud, why aren't you?” Laura’s social media activism through justice-oriented literacies5
“I would rather be informed than misinformed”: critical conversations supporting transnational religious identity across time and space5
Guest editorial: Introduction: Reconstructive discourse analysis as an approach to redressing racism in critical studies of literacy5
“I’m really just scared of the White parents”: a teacher navigates perceptions of barriers to discussing racial injustice4
Sonic play: on the B-side of literacy and songwriting4
Tinkering toward teacher learning: a case for critical playful literacies in teacher education4
Interpreting old texts with new tools: digital multimodal composition for a high school reading assignment4
“She’s all about her words”: one teacher’s efforts to sustain her students’ cultures through discourse4
“I want to stay”: academic and social functions of translanguaging in literacy learning4
Oh, God: evangelical teachers, textual interpretation, and ELA classrooms4
Exploring the challenges and possibilities of critical literacy pedagogy: K-8 teacher discussions about race in a virtual professional development course3
Illustrating linguistic dexterity in “English mostly” spaces: how translanguaging can support academic writing in secondary ELA classrooms3
For concurrent enrollment, collaboration, not alignment, is the better story3
Reflecting on languaging in written narratives to enact personal relations3
Celebrate with me: a black adolescent girl’s speculative multimodal design of intersectional college and career futures3
Designing interpretive communities toward justice: indexicality in classroom discourse3
Generative AI and composing: an intergenerational conversation among literacy scholars3
Culturally relevant approaches to fostering postsecondary readiness in the dual credit English classroom3
“Stealing from the language”: interest convergence and teachers’ advocacy for language-inclusive practices3
Solution-based orientation as an element in selecting videos on social issues3
Emotions, empathy and social justice education3
Toward a pedagogy of Black livingness: Black students’ creative multimodal renderings of resistance to anti-Blackness3
Teaching literature following loss: teachers’ adherence to emotional rules2
Guest editorial2
Adopting a languaging approach for teaching about the climate crisis in English language arts2
“From the beginning, I think it was a stretch” – teachers’ perceptions and practices in teaching multiliteracies2
Striving for truth, justice and racial diversity: a critical race content analysis of DC Graphic Novel for Young Adults2
Pathways to motivation and learning in English language education: a case of two youths engaging in multiliteracies2
Exploring (r)evolutionary college-going literacies with immigrant youth in a youth participatory action research (YPAR) seminar2
Experiencing the cycles of love in teaching: the praxis of an early career Asian American ELA teacher2
“When a fox desires to be yuman”: exploring English teacher’s practice of critical literacy instruction: lessons learned from an Indonesian junior high classroom2
“Live within the messiness”: how a digitally mediated inquiry community supported ELA teachers in cultivating adaptive repertoires2
A multicultural education perspective: engaging students and educators to critically exam fat ideology in teacher education and P-12 classrooms1
“Literacy to me is about power”: reading book-length fiction and non-fiction texts in a disciplinary literacy teacher education course1
“Just a tool”? Troubling language and power in generative AI writing1
For Da Brothas: a call for fat, black male and masculine folx literature1
Actually existing vitality rights: resisting neoliberal affects at a video game design camp1
Blackness as intervention: Black English outer spaces and the rupturing of antiblackness and/in English education1
Form, criticality, and humanity: topic modeling the field of literary studies for English education1
TikTok as a lens into teacher attrition: perspectives from #teacherquittok1
Can a zoom class be dialogic? An examination of a virtual English methods class1
Generating, weaving and curating: disciplinary processes for reading literary text1
“I Drew Myself Right There”: third grade girls restorying for visual justice1
“This is my hill to die on”: effects of far-right conservative pushback on US English teachers and their classroom practice1
The work of growing young people con Cariño: a reconstructive lens on one white teacher’s anti-racist approach to teaching immigrant-origin Latinx students1
“I like the way I am”: invisibility and activism in children’s picture books with fat protagonists1
Collaborative data analysis: examining youths’ literacy practices in YPAR1
“Feeling ill-equipped”: a critical discourse analysis of preservice teachers’ attitudes and behaviors of reading and writing1
Digital writing with AI platforms: the role of fun with/in generative AI1
Queer and trans youth (not) knowing: experiences of epistemic (in)justice in the context of an LGBTQ+-inclusive secondary curriculum1
Nurturing loving fat: growing beyond the weeds of fat phobia1
Tensions between disciplinarity and generality within a professional development on writing instruction1
Why are we doing this? Teacher and student perspectives on literary reading1
Editorial: Press “play”1
Literary play gone viral: delight, intertextuality, and challenges to normative interpretations through the digital serialization of Dracula1
Elegizing English: considering English language arts alongside the rhetoric of a field on its deathbed1
Queering critical literacies: disidentifications and queer futurity in an afterschool storytelling and roleplaying game1
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