The Long View of Research in the Teaching of English

In our final editorial introduction, we wish to take a moment to reflect on where we've been and where, as a journal and a field, we may be going. Since the start of our editorship, the reach of RTE has grown significantly. Here, Donahue and Foster-Johnson use a longitudinal case study, employing quantitative statistical analysis, to explore the ways in which certain textual features were carried through from a first-year writing (FYW) course to a first-year seminar (FYS). Drawing on classroom observations, interviews with students and teachers, and analysis of artifacts, the authors explore how students in three 9th-grade classrooms understood technology, how this understanding shaped their learning in English/language arts, and what it meant for students' enactment of identity within school and beyond. In "'Doing Funny' and Performing Masculinity: An Immigrant Adolescent Boy's Identity Negotiation and Language Learning in One US ESL Classroom," Kongji Qin uses a critical sociolinguistic ethnographic approach to study the experience of one male L2 student, Tiger, in the context of a high school ESL class.