Mike Metz
Biographic Data
| ID | 824477 |
|---|---|
| NAME | Mike Metz |
| GIVEN NAMES | Mike |
| FAMILY NAME | Metz |
| SIGNATURE | METZ M |
| AFFILIATIONS | University of Missouri |
| ORCID | 0000-0002-2895-1321 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 22 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Leveraging the Malleable Language Ideologies of Children and Youth
Students draw on available discourses about language to make sense of language use in home, school, and community contexts. This study examines how small moves by teachers expand the language ideologies of children and youth. We bring together data from a study of elementary school children and a study of high school youth to examine shifts in students’ expressed language ideologies. We find that when teachers make space to talk about language us…
Towards Destabilising Standard Language Ideologies
This article offers a tool to interrogate standard language ideologies in American schooling, using the spelling bee as a focal point for a genealogical analysis of the belief in standardized spelling. Drawing on Foucault's method of genealogy, the author traces how correct spelling came to be viewed not merely as a technical skill but as a moral, intellectual, and nationalistic marker. Situated in the disjuncture between linguistic understanding…
Nuancing Teachers’ Uptake of Critical Language Pedagogies
This study examines differences in teachers’ uptake of critical language pedagogy during a 16-week graduate course. Drawing on narrative constructs of personal, professional, and linguistic identity, the study shows that the more tightly teachers integrate hegemonic language ideologies into their various identities, the more hesitant they are to take up critical approaches to language teaching. We use illustrative cases to describe a typology of …
Re-narrating grammar instruction
This study examines teaching about grammar and language use in secondary schools through a narrative lens. The author analyses narrative episodes in interviews with three secondary English language arts teachers in the USA to identify patterns in stories of teaching about language use. Findings show teachers with vastly different life experiences teaching in different contexts orient to the same dominant school language narrative that requires st…
Applying a Critical Language Lens
The article describes the results of teachers using a critical language lens to analyze linguistic stereotypes in TV series, movies, cartoons, and social media posts. I share the key questions teachers asked about language use in texts as well as the results of their analysis. Based in a cultural modeling pedagogy (Lee, 2007), teachers examined the texts of their everyday lives and increased their Critical Language Awareness. They identified ling…
Ideology, identity, and pedagogy in English language arts teachers’ linguistic styling in U.S. classrooms
Pedagogical Content Knowledge for Teaching Critical Language Awareness
Approaches to teaching critical language awareness are gaining traction in urban schools with culturally and linguistically complex student populations; however, what teachers need to know to enact these pedagogies is not well understood. Using a lens of pedagogical content knowledge for critical language teaching, this study examines what happens when a teacher implements a critical language pedagogy without attention to student understandings o…
The dominant school language narrative
This study examines high school English teachers' beliefs about language as part of a project to align language teaching with contemporary linguistic understandings of language as a social process. The authors interviewed twenty-seven teachers from varied contexts across Missouri. Analysis shows that English teachers believe that (i) they are less judgmental about language than the rest of society, (ii) society discriminates against people who do…
Practicing Responsiveness
As practice-based teacher education (PBTE) has become more prevalent, debates about its contribution have emerged. Critics of PBTE question whether emphasizing practice will support a technocratic approach to teacher education rather than promoting instruction that is responsive to students' ideas. This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can s…
Practicing Responsiveness
As practice-based teacher education (PBTE) has become more prevalent, debates about its contribution have emerged. Critics of PBTE question whether emphasizing practice will support a technocratic approach to teacher education rather than promoting instruction that is responsive to students' ideas. This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can s…
Pedagogical Content Knowledge for Teaching Critical Language Awareness
Approaches to teaching critical language awareness are gaining traction in urban schools with culturally and linguistically complex student populations; however, what teachers need to know to enact these pedagogies is not well understood. Using a lens of pedagogical content knowledge for critical language teaching, this study examines what happens when a teacher implements a critical language pedagogy without attention to student understandings o…
The dominant school language narrative
This study examines high school English teachers' beliefs about language as part of a project to align language teaching with contemporary linguistic understandings of language as a social process. The authors interviewed twenty-seven teachers from varied contexts across Missouri. Analysis shows that English teachers believe that (i) they are less judgmental about language than the rest of society, (ii) society discriminates against people who do…
Practicing Responsiveness
As practice-based teacher education (PBTE) has become more prevalent, debates about its contribution have emerged. Critics of PBTE question whether emphasizing practice will support a technocratic approach to teacher education rather than promoting instruction that is responsive to students' ideas. This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can s…
Ideology, identity, and pedagogy in English language arts teachers’ linguistic styling in U.S. classrooms
Pedagogical Content Knowledge for Teaching Critical Language Awareness
Approaches to teaching critical language awareness are gaining traction in urban schools with culturally and linguistically complex student populations; however, what teachers need to know to enact these pedagogies is not well understood. Using a lens of pedagogical content knowledge for critical language teaching, this study examines what happens when a teacher implements a critical language pedagogy without attention to student understandings o…
The dominant school language narrative
This study examines high school English teachers' beliefs about language as part of a project to align language teaching with contemporary linguistic understandings of language as a social process. The authors interviewed twenty-seven teachers from varied contexts across Missouri. Analysis shows that English teachers believe that (i) they are less judgmental about language than the rest of society, (ii) society discriminates against people who do…
Applying a Critical Language Lens
The article describes the results of teachers using a critical language lens to analyze linguistic stereotypes in TV series, movies, cartoons, and social media posts. I share the key questions teachers asked about language use in texts as well as the results of their analysis. Based in a cultural modeling pedagogy (Lee, 2007), teachers examined the texts of their everyday lives and increased their Critical Language Awareness. They identified ling…
Re-narrating grammar instruction
This study examines teaching about grammar and language use in secondary schools through a narrative lens. The author analyses narrative episodes in interviews with three secondary English language arts teachers in the USA to identify patterns in stories of teaching about language use. Findings show teachers with vastly different life experiences teaching in different contexts orient to the same dominant school language narrative that requires st…
Leveraging the Malleable Language Ideologies of Children and Youth
Students draw on available discourses about language to make sense of language use in home, school, and community contexts. This study examines how small moves by teachers expand the language ideologies of children and youth. We bring together data from a study of elementary school children and a study of high school youth to examine shifts in students’ expressed language ideologies. We find that when teachers make space to talk about language us…
Towards Destabilising Standard Language Ideologies
This article offers a tool to interrogate standard language ideologies in American schooling, using the spelling bee as a focal point for a genealogical analysis of the belief in standardized spelling. Drawing on Foucault's method of genealogy, the author traces how correct spelling came to be viewed not merely as a technical skill but as a moral, intellectual, and nationalistic marker. Situated in the disjuncture between linguistic understanding…
Nuancing Teachers’ Uptake of Critical Language Pedagogies
This study examines differences in teachers’ uptake of critical language pedagogy during a 16-week graduate course. Drawing on narrative constructs of personal, professional, and linguistic identity, the study shows that the more tightly teachers integrate hegemonic language ideologies into their various identities, the more hesitant they are to take up critical approaches to language teaching. We use illustrative cases to describe a typology of …
EFL/ESL Teaching and Learning (7 works) · Multilingual Education and Policy (7 works) · Pedagogy (7 works) · Psychology (7 works) · Sociology (7 works) · Second Language Learning and Teaching (5 works) · Ideology (4 works) · Linguistics (4 works) · Mathematics education (4 works) · Language acquisition (2 works)