“I just want to word it better”: developing disciplinary literacies in an after-school spoken word poetry team

Abstract

Purpose This study aims to explore how youth poets wrote in a community of practice and how their out-of-school poetry writing contributed toward developing disciplinary literacy. Design/methodology/approach In this qualitative case study, the authors studied youth’s writing by drafting narrative field notes, collecting student writing and process drawings and interviewing participants. Findings The authors found that the poets in this study maintained ownership of their writing and engaged in writing processes in ways that reflected Behizadeh’s (2019) conception of authenticity as writing that connects both to students’ experiences, and to the purposes and audiences of their writing context. Practical implications This out-of-school context provides implications for how English Language Arts teachers can rethink what disciplinary literacy looks like in classroom writing instruction. Originality/value By maintaining ownership of their writing, the youth agentively positioned themselves not only as students accumulating disciplinary knowledge but also as participants in a community of practice.

The application of ARCS motivation model in college oral English teaching

“…According to the source of students' learning motivation, students' learning motivation can be divided into internal motivation and external motivation. Learning motivation triggered by students' internal drive, such as learning interest, learning willingness and other internal motivation factors, and learning motivation triggered by external incentives, moreover, due to the spontaneous nature of internal motivation, students with strong internal motivation have more subjective initiative and maintain their learning motivation more persistently [7].…”

“…It is worth noting that teachers should not only consider how to stimulate students' motivation in each teaching link in the process of teaching design, but also pay attention to the impact of their own reactions on students at all times. Therefore, in teaching practice, according to different teaching emergencies, teachers should flexibly use motivational teaching strategies to stimulate and maintain students' positive learning motivation [17].…”