Some Practices and Approaches Are Clearly Better than Others and We Had Better Not Ignore the Differences. A Response to Peter Smagorinsky

Autor/in	Hillocks, George, Jr.
Titel	Some Practices and Approaches Are Clearly Better than Others and We Had Better Not Ignore the Differences. A Response to Peter Smagorinsky
Quelle	In: English Journal, 98 (2009) 6, S.23-29 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Stellungnahme; Teaching Methods; Adolescents; English Teachers; English Instruction; Socialization; Evaluation; Grade 9 + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English langauage lessons; Socialisation; Sozialisation; Evaluierung; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Professor Peter Smagorinsky argues that it is time teachers gave up on the idea of best practice in the teaching of English, and the author tends to agree. At the same time, the author differs on certain points. Smagorinsky's premise is based on the idea that all teacher practices have been enculturated through the various experiences, people, and institutions with which the respective teachers have had contact. Smagorinsky's point is summed up in his statement that "different teachers may be more skillful with one approach than with another due to their training, their dispositions, their experiences and other factors." Because teachers' processes of socialization into teaching are different, what one may regard as effective, another will reject as ineffective. The author responds to Smagorinsky's arguments. [For the subject article "Is It Time to Abandon the Idea of "Best Practices" in the Teaching of English?", see EDEJ846019.] (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10