Open Access. Powered by Scholars. Published by Universities.®
Language and Literacy Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
Articles 1 - 5 of 5
Full-Text Articles in Language and Literacy Education
Back To The Future: Looking At Nostalgic Practices To Conceptualize A More Inclusive Literacy Future (Part 1), Rebecca Witte, Darreth Rice
Back To The Future: Looking At Nostalgic Practices To Conceptualize A More Inclusive Literacy Future (Part 1), Rebecca Witte, Darreth Rice
Michigan Reading Journal
In the first of two articles, the authors, two girls that “Just Want to Have Fun,” reminisce about educational literacy practices of the past, specifically one nostalgic writing practice, dialogue journaling. Using the analogy of a familiar toy from the 1980s, the View Master, they aim to revitalize an antiquated practice using modern theoretical frameworks (reels) that make current classroom practices more inclusive for today’s students. Looking to “reels” of academic (using current state standards), culturally relevant pedagogy (Ladson-Billings, 1995), social emotional learning (Mussey, 2019), and humanizing instruction (Freire, 1968), we support current teachers in analyzing their practices to foster …
Accelerate Beginner English Learner’S Writing Skills From Day One, Eugenia F. Krimmel Ed.D.
Accelerate Beginner English Learner’S Writing Skills From Day One, Eugenia F. Krimmel Ed.D.
Journal of English Learner Education
This article addresses the customary practice of delaying teaching of writing for Beginner English Learners (BELs) which often results in slowing writing development. Barriers preventing teachers from earlier writing instruction include a belief BELs cannot produce written English before learned orally first, a lack of teaching writing know-how, and few level-appropriate materials for older BELs. The systematic approach ALL Beginner Learners of English (ABLE) Writing Method is a solution to build both teachers’ confidence and BELs’ phonics, spelling, and writing skills from day one. The basic premise of the ABLE Writing Method is that if one is able to think, …
Collaborative Writing With Young Multilingual Learners, Loren D. Jones, Luciana C. De Oliveira
Collaborative Writing With Young Multilingual Learners, Loren D. Jones, Luciana C. De Oliveira
Journal of English Learner Education
Effectively teaching writing to multilingual learners (MLs) has been identified as one of the most prominent challenges currently facing educators. Collaborative writing has been identified as one promising pedagogical practice that responds to this challenge; however, little of the existing research focuses on the elementary level. This study seeks to address this gap in the literature, describing a design-based research study focused on collaborative writing with MLs in a diverse first-grade classroom. This paper showcases two iterations of collaborative writing, closely examining the how-to and opinion texts that two focal MLs produced with their peers. The evaluation of students’ writing …
Eating Pizza With Chopsticks: Discovering Flavorful Truths About Writing, Jennifer K. Allen
Eating Pizza With Chopsticks: Discovering Flavorful Truths About Writing, Jennifer K. Allen
Teaching/Writing: The Journal of Writing Teacher Education
The teaching of writing often brings about feelings of tension and trepidation. In the age of accountability, teachers feel pressured to succumb to test-based writing practices that stifle student creativity and cause both teachers and students to disconnect from the joy of writing. In addition, teachers sometimes shy away from teaching writing because they are not confident as writers themselves and they question their ability to effectively teach writing. Using a tangible analogy that emerged from a writing partnership between elementary writers and pre-service teachers, this article explores specific truths about writing that can transform a classroom of students into …
Writing Conference Purpose And How It Positions Primary-Grade Children As Authoritative Agents Or Passive Observers, Lisa K. Hawkins
Writing Conference Purpose And How It Positions Primary-Grade Children As Authoritative Agents Or Passive Observers, Lisa K. Hawkins
Reading Horizons: A Journal of Literacy and Language Arts
A common practice in today’s primary-grade classrooms, teacher-student writing conferences are considered a vital component of instruction by accomplished writing teachers and advocates of process writing. Moreover, what teachers say and how they say it shapes those opportunities for student learning that are possible in classrooms. As such, building an understanding of the talk that ensues during primary-grade writing conferences, those purposes that such talk serves overall, and the significance of its pedagogical appropriateness is essential. Findings from a multiple-case study of conference enactment in both a kindergarten and a first-grade classroom illuminate the varying degrees of authoritative and dialogic …