Reader Response Journals in Pre-service Instruction: Novice Teachers Reflections on their Classroom Implementation

McIntosh, Janet

doi:10.26522/brocked.v19i1.119

Cited by 2 publications

(5 citation statements)

References 12 publications

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“…Asselin's [23] study on pre-service teachers' selfreflection on enjoying literary works by means of Reader Response Theory revealed that the trainees got enhancements in identifying, shaping, and enriching varied response and pedagogical implication for their future teaching practices. More evidences of studies on EFL teachers' classroom practices and their experiences of getting responsebased teaching have also supported the trends of response-based literature teaching at EFL teacher training that potentially offer its pedagogical implications for the trainees' future teaching practices [24].…”

Section: Introductionmentioning

confidence: 71%

“…The study promotes the urgent importance of good modeling of making sense of journaling project. The potentials of RRJ can be possibly explored in the context of EFL literature teaching [23,68,24].…”

Section: B Discussionmentioning

confidence: 99%

“…Asselin's [23] study on pre-service teachers' selfreflection on enjoying lit works by means of RRT revealed that the trainees got enhancements in identifying, shaping, and enriching varied response and pedagogical implication for their future teaching practices. More evidences of studies on EFL teachers' classroom practices and their experiences of getting RRT indicate that response-based literature teaching at EFL teacher training offer its pedagogical implications for the trainees' future teaching practices [24]. Furthermore, RRJ potentially encourages readers as writers to freely and enjoyably express their personal and critical reflections including wants, interests, ideas and thoughts, and other personal reflections [44,45] that originally represent readers' language capacity.…”

Section: B Reader Response Journalmentioning

confidence: 99%

“…Much research demonstrates how reader response journal project gives effects on (pre-service) teachers' literary engagements and language growths including its pedagogical implications for their future classroom practices. For example, McIntosh [24] reports that the teachers' past experiences of getting involved in the use of reader response journals affected their current classroom practices. In the case of Indonesian context of literature teaching practices, yet, literature tends to be a boring subject that causes 'being stuck condition' as the readers focus only on "re-examinations of overly simplistic moral lessons"(p. 106) [2], which is less challenging.…”

Section: Introductionmentioning

confidence: 99%

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“No More Being Stuck” in Reading Literature: Effects of Reader Response Journal Project on EFL Teacher Trainees’ Literacy Engagement

Iskhak¹,

Mujiyanto²,

Hartono³

2020

Proceedings of the International Conference on Science and Education and Technology (ISET 2019)

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The study aims to explore the application of reader response journals to help EFL readers get out from the 'being stuck condition' in interpreting literary works. Underpinned by the interplay of Reader Response Theory, Socio-constructivism, and Critical Pedagogy, the study promotes EFL readers' aesthetic stances to have their own 'convenient rooms' to (re)create meaning in transacting with texts as illuminated by their schemata and life experiences, which is contrast to New Critics' views that promote text-based analysis only. An intact group of EFL teacher trainees of an Indonesian private teacher college taking literary criticism participated in this program evaluation-based case study to uncover the observed classroom dynamics representing the trainees' reading and enjoying literary works, and responding to assigned literary works by means of response journals. In applying the one-semester course program, the trainees were triggered to individually and collaboratively share ideas, feelings, wants, interests, and expectations, and peer-feedback their written responses as reflected in on-going revised journals. The peer-led discussions characterized the classroom interaction driven by the teacher's (tutor's) guiding steps, as the scaffolding techniques. The study showed the nonthreatening classroom interaction and the trainees' development of using varied critical and personal reader response strategies. The trainees' captured 'voices' as reflected in peer-led discussions and their journals represented their freedom in expressing ideas, and enjoyment in reading-writing (literacy) events. The study suggests further studies investigate e-journaling project that entails possibilities of enhancing trainees' multiliteracies.

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Section: Introductionmentioning

confidence: 71%

Section: B Discussionmentioning

confidence: 99%

Section: B Reader Response Journalmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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“No More Being Stuck” in Reading Literature: Effects of Reader Response Journal Project on EFL Teacher Trainees’ Literacy Engagement

Iskhak¹,

Mujiyanto²,

Hartono³

2020

Proceedings of the International Conference on Science and Education and Technology (ISET 2019)

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“…In alignment with the positive outcomes of the study for incorporating poetry into language practice, a meaningful literacy practice experience based on reflection and personalization (Hanauer, 2012) can be promoted in foreign language teacher education. Encouraging teacher candidates to respond per-sonally to literary texts may also benefit their own students in their future classroom contexts (McIntosh, 2010). When PSTs practice such experience as exemplified in the extract above, it can undeniably guide their future attempts of using poetry in a language class.…”

Section: Discussionmentioning

confidence: 99%

Implementing Poetry in the Language Class: A Poetry-Teaching Framework for Prospective English Language Teachers

Gönen

2018

ALLS

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Poetry has often been neglected as a favorable tool for language teaching. What is more, its role to expand human experience and create language awareness has not been fully realized. As a reaction to often-underestimated value of including literature in the language class, this article proposes a poetry-teaching (POT) framework for language practitioners to bridge the gap between literature and language teaching methodology.Step-by-step procedure followed in the framework aimed at helping prospective teachers incorporate poetry into language teaching, while at the same time offering various materials and activities to be used in their future teaching practices. The proposed framework was presented to 21 student teachers at an English Language Teaching (ELT) department of a state university in Turkey to help them integrate the ideas of using poetry in a micro-teaching context. Prospective teachers acted both as learners and teachers while following the steps of the suggested framework, and reflected on this experience through reflective diaries and stimulated recalls of their teaching performances. They also took part in semi-structured interviews at the end of the study. Qualitative analyses revealed that poetry can have a place in language teaching by using a systematic and guided framework tailored to the features of a language classroom. With the help of the proposed framework, implementing poetry in the language class helped to promote motivation, creativity and self-expression along with multi-skill development and interaction among learners. However, incorporating poetry into the language class was challenging in terms of time and effort required and difficulties in material selection and design. This study suggests that poetry can become part of language teacher education. In this regard, this article proposes implications for teachers and teacher educators for the implementation of poetry in language teaching practice.

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Reader Response Journals in Pre-service Instruction: Novice Teachers Reflections on their Classroom Implementation

Abstract: The study described

Cited by 2 publications

References 12 publications

“No More Being Stuck” in Reading Literature: Effects of Reader Response Journal Project on EFL Teacher Trainees’ Literacy Engagement

“No More Being Stuck” in Reading Literature: Effects of Reader Response Journal Project on EFL Teacher Trainees’ Literacy Engagement

Implementing Poetry in the Language Class: A Poetry-Teaching Framework for Prospective English Language Teachers

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