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Articles 1 - 15 of 15

Full-Text Articles in Education

If We Are To Believe In America, Mitchell Nobis Aug 2018

If We Are To Believe In America, Mitchell Nobis

Language Arts Journal of Michigan

Abstract: Many school districts call on teachers to engage in culturally responsive teaching and social-emotional learning, but at the same time, teachers are often told to remain apolitical. This narrative essay argues that English language arts teachers must consciously and carefully undertake political pedagogy because it is impossible not to do so. Everything is political, including ethical teaching.


Daily Oral Language, The Bell Tolls For Thee: A Critique Of Daily Sentence-Editing Exercises, Karen Pezzetti Aug 2018

Daily Oral Language, The Bell Tolls For Thee: A Critique Of Daily Sentence-Editing Exercises, Karen Pezzetti

Language Arts Journal of Michigan

For decades, experts have argued that effective grammar instruction must occur within the context of students’ authentic reading and writing processes. Despite this mandate, however, many teachers continue to use daily sentence-editing exercises like Daily Oral Language (DOL) with their secondary ELA students. Here, I argue that ELA teachers must abandon daily-sentence editing routines on three counts: first, these exercises do not help students become better writers; second, they implicitly communicate several dangerous messages about writing and revision; and, third, they are particularly harmful for speakers of stigmatized dialects of English. The article concludes with a short list of guiding ...


Everyday Advocacy As Part Of Everyday Professionalism, Cathy A. Fleischer, Alaina Feliks, Melissa Brooks-Yip, Sarah Andrew-Vaughan May 2018

Everyday Advocacy As Part Of Everyday Professionalism, Cathy A. Fleischer, Alaina Feliks, Melissa Brooks-Yip, Sarah Andrew-Vaughan

Language Arts Journal of Michigan

What would happen if we began to see advocacy as part of teachers’ professional identity, as an integral part of who we all are as teachers—not just in moments of crisis, but every day? This article demonstrates how three teachers have made everyday advocacy part of their identity after participating in advocacy training, by exploring the action plans they created surrounding issues of concern in their local contexts.


Advocating For The Affective: Writing Hope Into School Spaces, Nicole Sieben May 2018

Advocating For The Affective: Writing Hope Into School Spaces, Nicole Sieben

Language Arts Journal of Michigan

Several scholars in the field of English education advocate for student voice and emotion to take precedence in our English language arts (ELA) classrooms. Because emotions are inextricably tied to learning processes (Smagorinsky, 2017), we know that we cannot effectively teach English language arts unless we consider the affective components of our students’ educational experiences. When students are given opportunities to access the deepest parts of themselves, they can then begin to unpack their full potentials as critical readers, writers, and thinkers in the world. This piece provides several frameworks and strategies for teaching with affective advocacy in mind in ...


Teaching Peer Feedback As Ethical Practice, Derek Miller, Troy Hicks, Susan Golab May 2018

Teaching Peer Feedback As Ethical Practice, Derek Miller, Troy Hicks, Susan Golab

Language Arts Journal of Michigan

Even with weeks of building a classroom community and deliberate instructional scaffolding, students may not engage in thoughtful peer review. One teacher discovers how he must place a deep, intentional value on the feedback itself—and the writers who provided it to one another.


What Will You March For?, Erinn Bentley, Madison Workman May 2018

What Will You March For?, Erinn Bentley, Madison Workman

Language Arts Journal of Michigan

Every single day people in this country are advocating – from protesting racism, to fighting for or against legislation, to holding large scale marches in Washington, D.C., to posting a simple Tweet. In this article, two educators will describe how they transformed a "traditional" research paper into a project focused on real-world advocacy. In this project, students analyzed effective persuasive writing in a variety of mediums, conducted research on a topic of personal interest, and composed both a traditional research paper and a protest medium focused on their chosen topic.


Three To Get Ready: Students Justify Peer Response In A Crowded Curriculum, Debbi Meister May 2018

Three To Get Ready: Students Justify Peer Response In A Crowded Curriculum, Debbi Meister

Language Arts Journal of Michigan

No abstract provided.


“All The Kids We Are Most Concerned About”: Putting The At-Risk At Greater Risk By Teaching To The Common Core, Brian White, Lindsy Matteoni May 2018

“All The Kids We Are Most Concerned About”: Putting The At-Risk At Greater Risk By Teaching To The Common Core, Brian White, Lindsy Matteoni

Language Arts Journal of Michigan

A major, stated goal of the Common Core State Standards (CCSS) for the English Language Arts (ELA) is to provide equal, quality education in literacy for all students in order to reduce opportunity gaps and to prepare high school graduates of all backgrounds and all levels of ability for the demands of college and career. The authors of the CCSS claim that the ELA Standards raise the literacy bar for all students without either constituting a literacy curriculum or dictating literacy pedagogy. However, in both their publications and their public presentations, the CCSS authors have consistently denigrated certain teaching strategies ...


Student-Centered Approaches To Teaching Grammar And Writing, Lindsay J. Jeffers Nov 2017

Student-Centered Approaches To Teaching Grammar And Writing, Lindsay J. Jeffers

Language Arts Journal of Michigan

This article questions the continued reliance on traditional approaches to the teaching of grammar, particularly the memorization of parts of speech and grammar rules. Years of studies show that grammar instruction out of the context of writing is detrimental to students. Despite much progress toward student-centered instruction, traditional methods of teaching grammar are still a cornerstone of writing instruction in many English classes. The article suggests more effective, student-centered approaches that focus on students developing as writers and readers. Through modeling and inquiry, students focus on writing as a craft and make choices as writers. It’s essential that research ...


Real Boys Don't Do Language And Literacy--Or Do They?, Christen M. Pearson Oct 2017

Real Boys Don't Do Language And Literacy--Or Do They?, Christen M. Pearson

MITESOL Journal: An Online Publication of MITESOL

Over the past several decades, there has been a decline in boys’ achievement, along with documentation of increasing struggles in language (both first and second) and literacy acquisition (Carr & Pauwels, 2006). To address this problem, gender differences have been looked at through the lens of socially and culturally constructed identity (Kindlon & Thompson, 2000; Pollack, 1998); however, emerging neurolinguistic research supports biological determinism, with evidence of strong biological (sex) differences in brain structure and function that impact language and learning (Bonomo, 2010; Gurian, 1996; Sax, 2005). This paper first provides an overview of current brain-based research on sex differences, including differences in the structure, development, and functioning of the brain, followed by discussion of the implications of these differences for language learning and literacy acquisition ...


The Quest For Respect: Esl Faculty And Programs In U.S. Higher Education, Ildiko Porter-Szucs Oct 2017

The Quest For Respect: Esl Faculty And Programs In U.S. Higher Education, Ildiko Porter-Szucs

MITESOL Journal: An Online Publication of MITESOL

Relying on data from two nationwide surveys, this study examines the status of ESL programs in primarily U.S. higher educational settings as perceived by professionals in such programs. The focus is on the perceived lack of recognition and on measures taken against it. Survey respondents make suggestions for increasing the field’s visibility and respect on campus through interdepartmental outreach, policy and curricular initiatives, marketing, publishing/presenting, and academic as well as non-academic initiatives involving students.


Of Lizards And Language, Bernadette Gongora May 2017

Of Lizards And Language, Bernadette Gongora

Language Arts Journal of Michigan

No abstract provided.


Black Voices Matter, Shenika Hankerson May 2017

Black Voices Matter, Shenika Hankerson

Language Arts Journal of Michigan

This article examines the role of voice in the writing of African American students from the African American Language (AAL)-speaking culture. Drawing on data from a qualitative study, this article presents empirical evidence that is likely to inform existing and new initiatives to support the voice and writing practices of AAL-speaking students, and by extension, all culturally and linguistically diverse students. This rarely considered insight, I argue, is important as in recent decades there have been a growing number of calls for instructional material that meets the language and literacy development needs of second language speakers and writers. By ...


A Tapestry Of Eyes In The Literacy/Literature Class, Gregory Shafer May 2017

A Tapestry Of Eyes In The Literacy/Literature Class, Gregory Shafer

Language Arts Journal of Michigan

It is essential that language arts classes make room for different voices, different cultures, and new settings for writing. This paper examines ideas and methods for expanding the discourse and refers to Morrison's Bluest Eye as a way to appreciate the dilemma our students face.


The International Baccalaureate Learner Profile: A Social Justice Framework In The English Language Arts Classroom, Kristin Sovis, Sarah Pancost May 2017

The International Baccalaureate Learner Profile: A Social Justice Framework In The English Language Arts Classroom, Kristin Sovis, Sarah Pancost

Language Arts Journal of Michigan

“The International Baccalaureate Learner Profile: A Social Justice Framework in the English Language Arts Classroom," highlights the story of an expert secondary ELA teacher as she navigates the political climate in the wake of the 2016 presidential election. Through narrative, classroom anecdote, and pedagogical reflection, this story offers readers an authentic portrait of the complex decisions that face teachers as we navigate tenuous political terrain in our classrooms. Central to this story is the International Baccalaureate (IB) Learner Profile (LP), which is the framework from which this teacher operates: the IB LP serves as both the anchor and guide for ...