Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Adaptations (1)
- Anti-racist (1)
- Anti-racist education (1)
- Argument (1)
- C3WP (1)
-
- Counternarrative (1)
- Cultural assets (1)
- Culturally responsive teaching (1)
- Curriculum reform (1)
- Disrupt texts (1)
- ESL (1)
- English Teachers (1)
- Herstory (1)
- Humanizing (1)
- In-person teaching (1)
- K-12 ELA classroom practices (1)
- Literacy (1)
- National Writing Project (1)
- Poetry (1)
- Pre-service teachers (1)
- Racial literacies (1)
- Readers (1)
- Shakespeare (1)
- Struggling Readers (1)
- Transformational Teacher (1)
- Transformational Text (1)
Articles 1 - 7 of 7
Full-Text Articles in Education
Culturally Responsive Language Arts Teaching: Refiguring Curriculum With Counternarratives, Claire A. Breiholz, Rebecca Smith
Culturally Responsive Language Arts Teaching: Refiguring Curriculum With Counternarratives, Claire A. Breiholz, Rebecca Smith
Language Arts Journal of Michigan
This paper offers culturally responsive teaching methods for secondary English Language Arts educators to reform curriculum to honor and integrate counternarratives. We provide a sample Herstory unit plan framework for teachers to use as a model for revisioning curriculum to better meet the needs of all students. We offer examples of both traditional canonical and contemporary texts teachers can use to teach counternarratives.
The Poet X: Disrupting Shakespeare, Healthy Relationships, And Language Dynamics, Carrie M. Mattern
The Poet X: Disrupting Shakespeare, Healthy Relationships, And Language Dynamics, Carrie M. Mattern
Language Arts Journal of Michigan
Anti-racist teaching can be used in a practical manner to disrupt canonical texts. The Poet X, by Elizabeth Acevedo, disrupts William Shakespeare's Romeo and Juliet through focusing in on racial literacy, healthy relationships, and honoring authentic language.
Enhancing Cultural And Linguistic Responsiveness In Argument Writing Pedagogy Through Effective Adaptations For English Learners: Insights From C3wp Resource Analysis And Three Experienced Teachers’ Practices, Katelyn Walsh, Katey Robinson, Rachel Deacon, Zuzana Tomaš
Enhancing Cultural And Linguistic Responsiveness In Argument Writing Pedagogy Through Effective Adaptations For English Learners: Insights From C3wp Resource Analysis And Three Experienced Teachers’ Practices, Katelyn Walsh, Katey Robinson, Rachel Deacon, Zuzana Tomaš
Language Arts Journal of Michigan
This article examines recommended adaptations for English Learners (ELs) in the nationally-recognized C3WP argument writing program through the lens of effective EL literacy practices and culturally and linguistically responsive pedagogy. We present an analysis of C3WP EL tips and EL notices and argue that when evaluated from the second language literacy and linguistically and culturally responsive pedagogy perspectives, the C3WP program could be enhanced by adding guidance for 1) specific instructional supports designed to increase ELs’ access to the resources and 2) helping teachers leverage these learners’ multicultural and multilinguistic capital. To help imagine how such effective additional guidance could …
Course Redesign To New Paradigms: Exploring Humanizing Racial Literacies With Pre-Service Teachers, Becky Beucher, Tisha Ortega, Grant Souder, Kimberly Martin-Boyd, Katy Killian
Course Redesign To New Paradigms: Exploring Humanizing Racial Literacies With Pre-Service Teachers, Becky Beucher, Tisha Ortega, Grant Souder, Kimberly Martin-Boyd, Katy Killian
Language Arts Journal of Michigan
Spring 2021, undergraduate students across the country were entering their second year of obligatory online learning. This moment in time correlated with an increased attention to the Black Lives Matter movement by white youth and the mainstream public. This study, guided by a team of teacher educators committed to realizing racial justice in Secondary literacy education, designed and examined the impact of humanizing racial literacies curriculum taught through forced on learning on undergraduate pre-service teacher’s perspectives about anti-racist curriculum design. This study builds upon a growing body of research on realizing humanizing racial literacies in teacher education pedagogy. The curriculum …
Drop Everything And Read And Write By Hand: Reimagining In-Person Instruction In The Wake Of Covid-19, Noah E. Borrero, Eleanor Scott
Drop Everything And Read And Write By Hand: Reimagining In-Person Instruction In The Wake Of Covid-19, Noah E. Borrero, Eleanor Scott
Language Arts Journal of Michigan
As ELA teachers and teacher educators, we present a classroom project—On the Daily Cards—in an attempt to showcase possibilities for reimagining in-person instruction in the wake of the COVID-19 school shutdowns and forced distance learning. We present a theoretical framework to connect contemporary learning theory with current calls for substantive changes in the ways we envision classroom learning. We focus on youths’ lived experiences and stories as classroom texts and attempt to honor the cultural assets that young people bring with them to school.
From Critical Self Reflection To Cultivating Equitable Literacy Classrooms: Educators Creating Pd As They Move Forward With Hope, Elisabeth Spinner, Emily Sommer, Naitnaphit C. Limlamai, Anna J. Roseboro, Lynne Lesky, Kim Stein, Rick Kreinbring, Shelley Esman
From Critical Self Reflection To Cultivating Equitable Literacy Classrooms: Educators Creating Pd As They Move Forward With Hope, Elisabeth Spinner, Emily Sommer, Naitnaphit C. Limlamai, Anna J. Roseboro, Lynne Lesky, Kim Stein, Rick Kreinbring, Shelley Esman
Language Arts Journal of Michigan
Though teaching has felt discouraging at times throughout the past year, this article looks at how a group of educators used a book club to not only maintain a hopeful outlook, but also learn more about antiracist teaching. Their work has benefited not only their personal journeys, but also their classrooms and school districts.
“It Depends Where I Am In My Life, Whether I Love Reading Or Not”: Challenges To Fostering Strong Personal Reading Lives And Why It Matters, Matthew Sroka
Language Arts Journal of Michigan
This article stems from a larger participatory action research study involving a 4-month investigation into the reading lives of myself and four other secondary English teachers. This study illustrates that even for teachers who value reading, there exists a recurring struggle to maintain strong personal reading lives; however, this study also provides examples of transformational teachers and texts that assisted teachers in overcoming these challenges. These transformational experiences led to teachers reading more, which led to changes in their views of reading and their pedagogical decision-making around reading. Specifically, having positive experiences with books inside and outside the classroom opened …