Reader-Response, Classroom Dynamics
Recent Research Interests
For the past 3 years I have been interested in using reader-response theory as a way to analyze texts. By doing this, students have an opportunity to develop both their reading skills as well as their critical thinking skills. The critical thinking framework that I employ in class is known as Bloom’s Taxonomy and while not a strict taxonomy it does provide a simple 6 to 7 tier pyramid to facilitate critical thinking. This framework is best explored through group work so the natural extension of this method has led to my interest in group as well as classroom dynamics. In the future, I would like to explore the connects between critical thinking skills and vocabulary acquisition.
Stayanchi, J. (2012). Ten points for pronunciation. Temple university Japan studies in applied linguistics. 74, pp. 95-96.
Stayanchi, J. (2012). In the shadow of jabberwocky. Temple university Japan studies in applied linguistics. 76, pp. 120-125.
Stayanchi, J. (2014). Thinking outside the box. Temple university Japan studies in applied Linguistics.
Stayanchi, J. (2016). Leaf by niggle. Temple university Japan studies in applied linguistics.