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Articles 1 - 17 of 17
Full-Text Articles in Education
Collaborative Inquiry To Support Critically Reading Children’S Literature, Laurie Rabinowitz, Amy Tondreau
Collaborative Inquiry To Support Critically Reading Children’S Literature, Laurie Rabinowitz, Amy Tondreau
Language Arts Journal of Michigan
This article provides an overview of a qualitative study investigating how K-5 classroom teachers describe their beliefs, concerns, and planning process for enacting read alouds featuring characters with disabilities. The study explored educators' close reading of picture books to elicit the unpacking of beliefs about individuals with disabilities conveyed by children’s literature. Through dialogue about social issues in picture books with colleagues, teachers sharpened their own critical literacy skills to bring into the classroom. Based on our findings, we offer a collaborative inquiry cycle that teacher groups can replicate to critically read children’s literature for different social justice issues.
Graphic Novels For Multimodal Learning: Equity For English Learners, Katherine Suender, Susan Piazza
Graphic Novels For Multimodal Learning: Equity For English Learners, Katherine Suender, Susan Piazza
Language Arts Journal of Michigan
This article provides a synthesis of current research and theory that makes a case for using graphic novels to improve adolescent literacy achievement through multimodal, equitable learning opportunities for English learners (ELs) while meeting the required English Learner Proficiency Standards (ELPS). Supported by multimodal theory and culturally responsive teaching (CRT) approaches, research shows that graphic novels are inspirational teaching tools for adolescent ELs to engage more deeply with reading and writing. Specific recommendations for classroom use of graphic novels include a focus on a) motivation and engagement, b) discussions, c) visual information, and d) multimodal composition. Educators can make use …
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.
Muffintops, Fat Rolls, And Self Love: Using Fat Young Adult Texts To Promote Body Positivity, Laura M. Davis
Muffintops, Fat Rolls, And Self Love: Using Fat Young Adult Texts To Promote Body Positivity, Laura M. Davis
Language Arts Journal of Michigan
With the findings of Wood-Barcalow, Tylka, and Augustus-Horwath (2009) as a framework, this essay offers an analysis of two texts portraying fat protagonists: The Summer of Jordi Perez and the Best Burger in L.A. by Amy Spalding and To Be Honest by Maggie Ann Martin. I examine the authors’ depictions of fat characters to determine if the characters align with Wood-Barcalow, Tylka, and Augustus-Horwath’s (2009) definition of body positivity. Using critical content analysis (Short, 2017), I consider how relationships, environment, and self-concept support and work against body positive attitudes. This essay also includes suggestions for how educators can use these …
Using Interactive Notebooks To Help Ell Students Find Confidence In Writing, Jessica L. Horne, Rebecca Harper
Using Interactive Notebooks To Help Ell Students Find Confidence In Writing, Jessica L. Horne, Rebecca Harper
Language Arts Journal of Michigan
Writing can be a challenge for students whose first language is not English. The number of English Language Learners in the United States is increasing exponentially year after year. Educators can easily find themselves overwhelmed and unsure how to help these students with their understanding and ease of use with English. ELLs may find it difficult to write in their non-native language. Due to this issue, these students can lack a sense of confidence in writing if they are not given the adequate support needed to achieve this task. The use of interactive notebooks is a simple, strategic tool to …
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 …
“In The Midst Of Experience:” Civic Education Through Narrative Creation, Jeff Spanke
“In The Midst Of Experience:” Civic Education Through Narrative Creation, Jeff Spanke
Language Arts Journal of Michigan
Through employing a narrative, reflective approach, I discuss how the experience of working with international students during a summer institute informed the developed and implementation of a civically minded project in a college Young Adult Literature seminar. The project sought to frame "America" as an actual teenager, relative to other, more "adult" countries in the world, and asked students to construct a conventional YA narrative featuring America as the primary character. Through this narrative, I explain the various successes of the project and ultimately argue that students' stories and original compositions offer a viable mechanism for progressive, democratic citizenship education …
Developing Critical Communities For Critical Conversations In K-12 Classrooms, Natalie Sue Svrcek, Henry Cody C. Miller
Developing Critical Communities For Critical Conversations In K-12 Classrooms, Natalie Sue Svrcek, Henry Cody C. Miller
Language Arts Journal of Michigan
As marginalized identities are still largely denied representation in society and students from dominant groups lack sociocultural knowledge to live in a multicultural democracy, books are a powerful tool to address injustices. This article provides teacher candidates as well as practicing teachers with tools to address social justice topics in their classes by building critical communities to support critical conversations and subsequently using texts as tools for teaching in socially just ways. We offer a three part framework including 1) How teachers can begin to prepare to engage in critical conversations with students; 2) Laying out necessary steps for structuring …
Depictions Of Lgbtq Athletes In Young Adult Literature That Interrogate Sport Culture, Katherine Mason Cramer
Depictions Of Lgbtq Athletes In Young Adult Literature That Interrogate Sport Culture, Katherine Mason Cramer
Language Arts Journal of Michigan
Although there is an increasing sense of inclusivity for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) athletes in K-12, collegiate, and professional sports, there is still unstated pressure not to come out, which is evident in GLSEN’s 2017 National School Climate Survey. Consequently, the depiction of LGBTQ athletes and the positive message of sports-themed young adult literature (YAL) is even more important. This article explores the ways that YAL aligns with and contradicts narratives of sexual and gender diversity within sport culture and connects this exploration to English language arts instruction using Bill Konigsberg’s YA novel Honestly Ben.
Examining The Value Of Online Intercultural Exchange (Oie) In Cultivating Agency-Focused, (Inter)Culturally And Linguistically Responsive Pedagogy: A Story Of One Collaborative International Project For English Learners, Zuzana Tomas, Margita Vojtkulakova, Nikola Lehotska, Marie Schottin
Examining The Value Of Online Intercultural Exchange (Oie) In Cultivating Agency-Focused, (Inter)Culturally And Linguistically Responsive Pedagogy: A Story Of One Collaborative International Project For English Learners, Zuzana Tomas, Margita Vojtkulakova, Nikola Lehotska, Marie Schottin
Language Arts Journal of Michigan
This article makes two contributions to culturally and linguistically responsive pedagogy for English learners (ELs). First, we argue for the value of expanding cultural responsiveness to include an intercultural framing that not only cultivates ELs’ pride in their multicultural heritage, but also fosters their identities and capacities as global citizens. Second, we make a case for foregrounding student agency as a necessary prerequisite for what has been conceptualized as the ultimate goal of Culturally Sustaining Pedagogy: to be able to maintain one’s cultural practices, while simultaneously learning how to critique dominant power structures (Paris & Alim, 2017). We illustrate how …
Advancing Literacy: Using A Project Based Learning Academy To Increase Literacy Performance, Corrie A. Tuttle, Megan Adams
Advancing Literacy: Using A Project Based Learning Academy To Increase Literacy Performance, Corrie A. Tuttle, Megan Adams
Language Arts Journal of Michigan
A teacher researcher and faculty member at a local university conducted a year-long study of the impacts of a new Project Based Learning (PBL) based 9th grade academy. The academy was a new option for 9th graders entering school in a marginalized, Title I school in a large, urban county. The case study was conducted using formal research methods, but the article is written with a focus on the needs of practitioners. The voices of students are highlighted, but there is also ample data illustrating the literacy gains measured in the students participating in the study. This approach …
Book Clubs In A Pandemic: Student Choice And Flexible Pedagogies As We Learned More About Ourselves And The World, Naitnaphit Limlamai
Book Clubs In A Pandemic: Student Choice And Flexible Pedagogies As We Learned More About Ourselves And The World, Naitnaphit Limlamai
Language Arts Journal of Michigan
Abstract: In this narrative, the author relays the experience of meeting virtually with two small book clubs, one sixth grade and one eighth grade, during the 2020-2021 school year. Meeting over Zoom, choosing books to read, and creating their own community, the members of the book club explore three major themes in their time together talking about books: connecting reading and writing, learning more about themselves, and building understandings about the world. Weaving the book club members’ voices with her own pedagogical decision-making, the author illustrates new ways to think about teaching as she centers student choice and flexible pedagogies.
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 …