English Journal - Volume 103, Issue 6, 2014

This article critiques dominant conceptions of teacher development and expertise and urges teachers to create opportunities to explore their own intellectual, aesthetic, and emotional lives.

Memoir concept rock albums bridge the teaching of memoir by using a medium students know best: music.

The author describes lessons important for all teachers, novice to expert, to consider as they develop and refine as professionals.

This author argues that developing the practice of empathy is fundamental to becoming an expert teacher.

In this article, the author shares interview data showcasing teacher expertise and calls for more focused professional development in reading and discussing literature.

In this article, the authors explore the experiences of preservice teachers in two methods courses that introduced these students to the feedback process and cultivated their teacher identities.

This article draws from a qualitative study investigating five English teachers’ experiences participating online (via blogs, microblogs, and social network sites) in exploration of issues related to teaching, learning, and literacy.

Referencing Freire, Ladson-Billings’s approach to “culturally relevant pedagogies,” and Moje et al.’s “third space,” this memoir details an American English educator’s transformation from inexperienced instructor to lifelong student.

This article describes an approach for supporting preservice teachers as they prepare to meet the inevitable challenges of teaching.

This column explores how paying attention to disability—both to the rich contributions made by people with disabilities and to the sometimes negative attitudes in society that can interfere with those contributions—can foster classroom interactions that are more democratic, more inclusive, and more equitable.

“Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.

“Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.