Annotated Bibliography of Research in the Teaching of English

228 Research in the Teaching of English Volume 41 November 2006SPALDING, E., & WILSON, A. H. (2006). Bowling together: Cultivating communities of practice inEnglish and social studies teacher education. English Education, 38(2), 102-122.THOMPSON, C. S. (2005). Powerful pedagogy: Learning from and about teaching in an elementaryliteracy course. Teaching and Teacher Education, 22(2), 194-204.VANHULLE, S. (2005). How future teachers develop professional knowledge through reflectivewriting in a dialogical frame. L1-Educational Studies in Language and Literature, 5(3), 287-314.WALLACE, F. H. (2006). Under pressure: Controlling factors faced by classroom literacy teachersas they work through a professional development program. Reading Horizons, 46(3), 143-165.WHITIN, P. (2006). Forging pedagogical paths to multiple ways of knowing. English Education,38(2), 123-145.Second Language LiteracyBIALYSTOK, E., & MCBRIDE-CHANG, C. (2005). Bilingualism, language proficiency, and learning toread in two writing systems. Journal of Educational Psychology, 97(4), 580-590.Compares the development of phonological awareness and word decoding in English and Chinesefor 204 five- and six-year-olds who were monolingual English-, bilingual English-Chinese-,or Chinese-speaking. Finds that the three groups demonstrated different progress in theirearly literacy and phonological awareness acquisition. Because of differences in the two writingsystems and the specific strategies needed to decode words in each, bilingualism per se did notinfluence overall decoding results. Rather, children’s level of proficiency in each language, theirprogress in literacy development, and the relation between the two writing systems were mostinfluential. Stresses the importance of considering all these factors in research examining howchildren become literate in two languages.CALLAHAN, R. M. (2005). Tracking and high school English learners: Limiting opportunity tolearn. American Educational Research Journal, 42(2), 305-328.Investigates the theoretical and practical tensions within and among English fluency and content-areaacademics for English language learners. Subjects are representative of California’shigh school cohorts, considering both residency and schooling prior to immigration (n=355).Finds that the complexity of learning English and academic success are also reflections of studentopportunity and teacher expectations to gain and demonstrate competency in contentareas. Invites all stakeholders to look at academic rigor across English language models andlonger-term access to education beyond high school.CAREÉN, G. P., DRAKE, C., & CALABRESE-BARTON, A. (2005). The importance of presence: Immigrantparents’ school engagement experiences. American Educational Research Journal 42(3),465-498.Engages working-class immigrant parents in conversations and written narratives about theirengagement in the educational lives of their children. Discusses practices and structures fordialogues that describe participation inside and outside the classroom. Claims process-orientedinteractions in particular spaces, using specific forms of capital, creates parental engagementthat benefit children’s school experiences.DWORIN, J. E. (2006). The family stories project: Using funds of knowledge for writing. TheReading Teacher, 59(6), 510-520.Describes a literacy project designed to encourage students’ in-class use of both Spanish andEnglish through collecting and translating family stories. The program built on 4th grade Latinostudents’ funds of knowledge by focusing on their languages and families as key cultural resources.Provides examples of how students collected family stories, wrote them down and