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Language and Literacy Education Commons™
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Articles 1 - 11 of 11
Full-Text Articles in Language and Literacy Education
Application Of Multicultural Literature In The Early Childhood Classroom, Deborah Wheeler, Jennifer Hill
Application Of Multicultural Literature In The Early Childhood Classroom, Deborah Wheeler, Jennifer Hill
Journal of English Learner Education
Culture equates to identity; therefore, the implementation of multicultural literature in the early childhood curriculum is an essential method for securing children’s concept of self and cultural identity. This qualitative study explored the implementation of multicultural literature in early childhood classrooms, and the research included questions pertaining to multicultural literature training, instructional methods, and barriers encountered. The purpose of the study was to answer questions regarding teachers use of multicultural literature in the classroom, how often teachers read multicultural literature and how teachers integrated multicultural literature into instruction. An additional question inquired about what multicultural books titles were teachers reading …
Our Lives Are Worth Celebrating, Darius M. Phelps, Brian Mooney
Our Lives Are Worth Celebrating, Darius M. Phelps, Brian Mooney
New Jersey English Journal
No abstract provided.
Toward A Theory Of An Integrated Theoretical Approach Of Literacy For Black Boys, Aaron M. Johnson
Toward A Theory Of An Integrated Theoretical Approach Of Literacy For Black Boys, Aaron M. Johnson
Michigan Reading Journal
In the education landscape the literacy of Black boys is viewed from deficit framing. Often, educators, politicians, and laypeople point to scores on standardized assessments such as the MSTEP, NAEP, ACT, SAT, and NWEA, these tests only tell a part of the story. The part of the story that those assessments do tell is the abject failure of schools’ ability to engage Black boys in school-based literacy and catapult them into proficient and advanced proficient reading levels. The part of the story that those assessments do not tell is the literate lives that Black boys lead. Furthermore, schools do a …
Reaching Rural Students With Resources And Enrichment-Focused Learning In The Summer Months, Kathrina M. O'Connell
Reaching Rural Students With Resources And Enrichment-Focused Learning In The Summer Months, Kathrina M. O'Connell
The Rural Educator
This promising practice describes the summer programming transformation at a rural, Title I school. After eliminating barriers to education and remediation overtones, the school now provides free transportation, meals, and books for all participants and engages them in research based, enrichment focused literacy learning. The program’s first year experienced a 746% increase in registration, 34% increase in retention, and 18% increase in attendance. Similar registration and participation numbers were reported in years two - four, with reading growth demonstrated in all four summers. Both students and their parents reported increased engagement and motivation to read in the summer months. Results …
Implementing A Humanistic Approach Towards Educational Equity For English Learners, Deborah Wheeler
Implementing A Humanistic Approach Towards Educational Equity For English Learners, Deborah Wheeler
Journal of English Learner Education
Schools must provide equitable education to English learners (ELs), ensure equitable opportunities to education programs, and facilitate comprehensible instruction. ELs encounter challenges consisting of learning English, adjusting to a new culture, achieving academic expectations, and assimilating. Implementing a humanistic approach helps ELs mediate through cultural nuances, language learning, academic objectives, and by applying a humanistic approach, educational equity will be established. To guarantee that every student is given an equitable opportunity, all stakeholders are responsible for ensuring the educational system is prepared for diversity, equipped with multicultural knowledge, provided with enriching resources, and ready to implement of a humanistic approach. …
Six Strategies For Classroom Success: Enhancing Teaching And Learning For English Learners In Diverse Content Areas, Scott Freiberger
Six Strategies For Classroom Success: Enhancing Teaching And Learning For English Learners In Diverse Content Areas, Scott Freiberger
Journal of English Learner Education
As a result of the pandemic, teaching and learning has changed drastically over the past few years (Dascalu et al., 2021). Planning for classroom success for English Learners (ELs) includes pivoting to using educational technology to keep students motivated with well-planned topics, thought-provoking discussions, and respectful yet probing questioning techniques (Freiberger, 2020). In addition to enhancing academic language, educators may also consider infusing various contemporary technologies to revamp vocabulary knowledge, uplift language and literacy, and polish academic performance. Here are six strategies for enhancing teaching and learning for ELs in diverse content areas.
When Teachers Are The Gatekeepers Of Gifted And Talented Programs: Potential Factors For English Learners' Underrepresentation And Possible Solutions, Isabel Haller-Gryc
When Teachers Are The Gatekeepers Of Gifted And Talented Programs: Potential Factors For English Learners' Underrepresentation And Possible Solutions, Isabel Haller-Gryc
Journal of English Learner Education
The inclusion of English learners (ELs) in gifted and talented (GT) programs is an issue needing attention as data reveal that this group is still disproportionately under-represented. This article discusses the concerns when the GT identification process is dependent upon general education teacher referrals. Teachers’ implicit biases, lack of familiarity with the knowledge and skills required to work with English learners, and a lack of understanding of what "gifted" looks like in diverse students are identified as potential contributors to an inequitable gifted identification process that many ELs experience. The author discusses perceived solutions to combat the under-representation that results …
Dual Language Effectiveness To Narrow Achievement Gaps: A Quantitative Correlational Study, Belinda Reyes Ed.D.
Dual Language Effectiveness To Narrow Achievement Gaps: A Quantitative Correlational Study, Belinda Reyes Ed.D.
Journal of English Learner Education
An increase in the English learner (EL) population is evident in public schools throughout the United States. Academic achievement gaps between ELs and non-EL peers persist from early childhood through the post-secondary level (Florida Department of Education, 2019c). The gap in the literature is the lack of studies analyzing the language acquisition of ELs enrolled in dual language programs to narrow the achievement gap of ELs. Transformative Learning Theory and the Dynamic Systems Theory are the foundation of the theoretical framework. Key research questions seek data on the relationship between standardized assessments measuring language acquisition and academic performance of third-grade …
Embracing The New Normal: Infusing Academic Language And Technology To Empower Ells, Scott B. Freiberger
Embracing The New Normal: Infusing Academic Language And Technology To Empower Ells, Scott B. Freiberger
Journal of English Learner Education
This au courant, research-based article offers specific program ideas for teachers during this unprecedented time when supporting our ELLs is especially needed.
Science-Literacy Integration: Equity And Learning In First-Grade, Urban Instructional Contexts, Angela J. Stefanski, Nicole M. Martin, Melinda A. Zurcher
Science-Literacy Integration: Equity And Learning In First-Grade, Urban Instructional Contexts, Angela J. Stefanski, Nicole M. Martin, Melinda A. Zurcher
Journal of Educational Research and Practice
Previous research demonstrates that integration of science and literacy instruction in primary grades has positive outcomes for students’ science and literacy development. However, variations in how science and literacy are enacted suggest integration may not be sufficient to meet the literacy and science needs of all students in an equitable manner. The purpose of this study was to examine two first-grade teachers’ science integration during literacy instruction in one high- and one low-income school context within one urban district. Analysis of field notes, transcripts of lessons, and interviews revealed that expectations to integrate science during time set aside for literacy …
New Approaches To Literacy Problems: Multiliteracies And Inclusive Pedagogies, Rachel J. Drewry, Wendy M. Cumming-Potvin, Dorit Maor
New Approaches To Literacy Problems: Multiliteracies And Inclusive Pedagogies, Rachel J. Drewry, Wendy M. Cumming-Potvin, Dorit Maor
Australian Journal of Teacher Education
This paper is based on a qualitative study examining multiliteracies (New London Group, 1996, 2000) and inclusivity. Underpinned by a socio-cultural approach, the study examined ways to facilitate meaningful literacy learning for students experiencing challenges in print-based, classroom activities. Key to this research was an analysis of how scaffolding was used to bridge home and school communities. This paper focuses on one of the study’s students, Hannah, who exhibited extensive engagement with multiliteracies at home - driven through the Arts (e.g. graphic design, singing and music). In contrast, Hannah’s literacy experiences in the classroom were, at times, challenging and …