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 2021-11-01 to 2025-11-01.)
ArticleCitations
Playful literacies and pedagogical priorities: digital games in the English classroom14
“I. Am. a. Star.”: exploring moments of muchness in children’s digital compositional play and embodied science learning12
Possibilities and missed opportunities for generative dialogue: professional networking, online platforms and the English classroom10
Constrained yet strategic linguistic investment: Iranian English learners navigating identities, ideologies and capital forms amid religious nationalism9
“Sigo en lo Mismo”: the impact of papeles on the education of undocumented Latinx migrant and seasonal farmworkers8
Play the game, live the story: pushing narrative boundaries with young adult videogames8
What is an ELA text set? Surveying and integrating cognitive, critical and disciplinary lenses8
“It was literally a trauma narrative”: distances/disavowals and guides/gospels in queer postsecondary readings of LGBTQ+ young adult literature7
Collaborative literary reasoning as a support for preservice English language arts teachers' learning about disciplinary literacy6
Towards boundary crossing: primary and secondary school teachers teaching creative writing and its redrafting6
“I can almost recognize its voice”: AI and its impact on ethical teacher-centaur labor6
Identity and positionality in composing graphic narratives: reflective lessons on lingering with rhetorical choices6
“I would rather be informed than misinformed”: critical conversations supporting transnational religious identity across time and space6
“She’s all about her words”: one teacher’s efforts to sustain her students’ cultures through discourse5
Sonic play: on the B-side of literacy and songwriting5
“We’re changing the system with this one”: Black students using critical race algorithmic literacies to subvert and survive AI-mediated racism in school5
Oh, God: evangelical teachers, textual interpretation, and ELA classrooms5
Guest editorial: Introduction: Reconstructive discourse analysis as an approach to redressing racism in critical studies of literacy5
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 literacies4
Speculative frictions: writing civic futures after AI4
“I’m really just scared of the White parents”: a teacher navigates perceptions of barriers to discussing racial injustice4
Exploring child-nature-city relations through ecocritical readings of a diverse environmental picturebook4
“I want to stay”: academic and social functions of translanguaging in literacy learning4
“A creative approach” to teaching mathematics: case study integrating literacy and social justice mathematics using justice-centered children’s picturebooks4
Designing interpretive communities toward justice: indexicality in classroom discourse3
Celebrate with me: a black adolescent girl’s speculative multimodal design of intersectional college and career futures3
Solution-based orientation as an element in selecting videos on social issues3
For concurrent enrollment, collaboration, not alignment, is the better story3
Culturally relevant approaches to fostering postsecondary readiness in the dual credit English classroom3
Tinkering toward teacher learning: a case for critical playful literacies in teacher education3
Exploring the challenges and possibilities of critical literacy pedagogy: K-8 teacher discussions about race in a virtual professional development course3
“Stealing from the language”: interest convergence and teachers’ advocacy for language-inclusive practices3
Illustrating linguistic dexterity in “English mostly” spaces: how translanguaging can support academic writing in secondary ELA classrooms3
Generative AI and composing: an intergenerational conversation among literacy scholars3
Journeying and everydayness as a framework for literacy research and teaching practice2
Who do you think you are? Bourdieu as a lens for broadening writer identity in subject English2
Emotions, empathy and social justice education2
“From the beginning, I think it was a stretch” – teachers’ perceptions and practices in teaching multiliteracies2
Reading beyond belief: a framework for interpreting family lived religion in realistic fictional picturebooks2
Striving for truth, justice and racial diversity: a critical race content analysis of DC Graphic Novel for Young Adults2
Can a zoom class be dialogic? An examination of a virtual English methods class2
Exploring (r)evolutionary college-going literacies with immigrant youth in a youth participatory action research (YPAR) seminar2
“When a fox desires to be yuman”: exploring English teacher’s practice of critical literacy instruction: lessons learned from an Indonesian junior high classroom2
Adopting a languaging approach for teaching about the climate crisis in English language arts2
Exploring critical literacy responses through interactive read-alouds on racial justice and historical understanding2
Pathways to motivation and learning in English language education: a case of two youths engaging in multiliteracies2
“Live within the messiness”: how a digitally mediated inquiry community supported ELA teachers in cultivating adaptive repertoires2
Experiencing the cycles of love in teaching: the praxis of an early career Asian American ELA teacher2
Guest editorial2
Digital writing with AI platforms: the role of fun with/in generative AI1
“Feeling ill-equipped”: a critical discourse analysis of preservice teachers’ attitudes and behaviors of reading and writing1
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
“This is my hill to die on”: effects of far-right conservative pushback on US English teachers and their classroom practice1
Tensions between disciplinarity and generality within a professional development on writing instruction1
Elegizing English: considering English language arts alongside the rhetoric of a field on its deathbed1
TikTok as a lens into teacher attrition: perspectives from #teacherquittok1
Beyond heteronormativity: counternarratives of love, kinship, and belonging in youth literature1
“We had no issues with this book at all”: affordances and challenges in fostering criticality through justice-oriented picture books1
A multicultural education perspective: engaging students and educators to critically exam fat ideology in teacher education and P-12 classrooms1
“Where’s my mom?” A critical analysis of system-impacted mother-child relationships in children’s literature1
From practice to critique: ELA teachers grappling with writing instruction in a third space1
For Da Brothas: a call for fat, black male and masculine folx literature1
Transactional metaphors for inclusion in children’s and young adult literature1
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
“Literacy to me is about power”: reading book-length fiction and non-fiction texts in a disciplinary literacy teacher education course1
Teacher candidates’ narratives as imagined professional identity work: adopting funds of identity1
Generating, weaving and curating: disciplinary processes for reading literary text1
Form, criticality, and humanity: topic modeling the field of literary studies for English education1
Why are we doing this? Teacher and student perspectives on literary reading1
“Just a tool”? Troubling language and power in generative AI writing1
“We read to resist.”: how critical bilingual educators prepare for justice-oriented interactiveread-alouds1
0.082645893096924