Research in the Teaching of English - Volume 36, Issue 3, 2002

Reflects on ethical issues that are central to the author’s work as an educational researcher. Argues that research ought to be practiced as a form of service that respects teachers and students and enables researchers to grow through a process of reflection.

Addresses issues of English language anxiety in two settings: English as a second language and mainstream classrooms. Reveals that interaction with Chicano students raised anxiety levels and that such strategies as avoidance were used to reduce anxiety. Concludes with recommendations for teaching and research that recognize the complexity of anxiety for English language learners.

Katherine Schultz reports on her longitudinal study of three students’ writing practices outside of school and argues for a focus on students’ writing practices both in and out of school to develop a more comprehensive understanding of students’ capabilities.

Considers how gender, identity and literacy are entangled and mutually constitutive. Concludes that social experience, desire, proximate others, and the ways in which children can draw upon these in the classroom are aspects of the situated condition that deserve more prominence in literacy and identity research.

Considers how gender, identity and literacy are entangled and mutually constitutive. Concludes that social experience, desire, proximate others, and the ways in which children can draw upon these in the classroom are aspects of the situated condition that deserve more prominence in literacy and identity research.

Available in print version only.