Language and Literacy Education Commons^™

Belonging: Stories From Multilingual Learners In The Linguistic Minority, Riley Stouffer

Electronic Theses and Dissertations

This qualitative case study examines how multilingual learners in the linguistic minority (MLLMs) experience connection and belonging in a Rocky Mountain middle school. Although multilingual learners (MLs) have received increased attention, MLLMs, whose home languages are not widely spoken in the school context, remain overlooked. Grounded in Krashen’s (1982) Affective Filter Hypothesis and Wills and Shinar’s (2000) Supportive Functions of Belonging, this study explores how MLLMs navigate school, what fosters or hinders belonging, and how these experiences shape engagement.

Data from semistructured interviews, classroom observations, and field notes with eight MLLM students in grades 6–8 revealed that belonging was fostered …

Management Concepts In Shishupalavadha, Sathyanarayanan V

Theses and Dissertations

Management of organizations, people, and entities has been a subject matter of great interest today. Schools of business and management were established in the West about 125 years ago, and countries in other parts of the world, including India, simply followed these practices. Consequently, there is a widespread feeling today that management concepts originated in the West. All Indian business schools teach management concepts propounded by Western scholars in the last 100 years or so.

Going by the first principles, whenever multiple people, resources, entities, and institutions are involved, there is a requirement for Management. This implies that management as …

Experiencing Race, Racism And Racialization In Transnational Contexts: Racial Literacies Of First-Year International Asian Students., Nasiba Norova

Graduate Doctoral Dissertations

This research focused on exploring the racial literacies of first-year international East Asian (EA) students, specifically examining their perceptions of and experiences with race, racism, and racialized groups in various social and educational contexts in both their home countries and the United States. The study used critical ethnography to examine the perspectives of EA international students and composition faculty. It involved multiple semi-structured interviews, journal entries, racial literacy autobiographies, site document analysis, and class observations to understand how students perceived exposure to race, racism, and racialized groups and how faculty viewed the importance of racial education for international students in …

Advancing Literacy Instruction: Bridging Evidence-Based And Culturally Responsive Practices To Serve All Learners, Jamie L. Nord

The Interactive Journal of Global Leadership and Learning

As Minnesota's student population becomes increasingly diverse, persistent literacy achievement gaps among students of color, multilingual learners, and students from low-income backgrounds demand urgent attention. While the state's READ Act mandates structured, evidence-based literacy instruction grounded in the Science of Reading, its successful implementation must not overshadow the equally vital need for culturally and linguistically responsive pedagogy. This white paper argues for a comprehensive, dual-framework approach that integrates both evidence-based literacy practices and culturally affirming instructional strategies

Unlocking Reading Success: Addressing The Literacy Crisis In The United States, Jennifer Kaczrowski-Taylor

The Interactive Journal of Global Leadership and Learning

This white paper addresses the literacy crisis in the United States. Currently, in the educational system, millions of children lack access to research-based reading instruction and, as a result, struggle to become proficient readers. Despite decades of academic and reform efforts, national reading achievement has been declining. This literacy crisis can be traced back to outdated or inconsistent instructional practices, socioeconomic background, lack of research-based instructional curricula, as well as inconsistent and ineffective implementation of these approaches. Based on recent research and national data, this white paper advocates for aligning teacher education and professional development with the Science of Reading. …

Developing Cross-Cultural Competence And Media Literacy Through Multi-Modal Instruction And Projects, Michelle Verbitskaya, Alla Kourova, Irina Pidberejna

Journal of Educational Research and Practice

We explore the integration of Media Literacy in the 2-year Russian language STARTALK program, “How Words Shape People: Understanding Business Russian Through Proverbs.” Given the current geopolitical climate, particularly the ongoing war in Ukraine, fostering critical engagement with media has become more essential than ever. By encouraging students to interact with multimedia resources—including animated videos, podcasts, news articles, and the Russian National Corpora—the curriculum aims to enhance both language and media literacy skills. Media Literacy’s Five Key Framework is applied to guide students in analyzing media critically while producing academic projects and cultural responses. We present a curriculum that fosters …

The Influence Of Visualization Type And Gender On Multimedia Learning Performance: An Experimental Study, Ziji Wang

Electronic Theses and Dissertations

The widespread availability of multimedia learning resources, driven by technological progress, presents both opportunities and challenges in education. While these resources, often designed with animations to aid learning, their effectiveness in learning across STEM and non-STEM fields remains controversial. Besides, researchers have increasingly turned their attention to understanding how individual learner characteristics such as gender and spatial ability influence effectiveness of multimedia learning.

This dissertation examined the impact of visualization type and gender on learning algorithms (STEM) and Chinese characters (non-STEM) after accounting for the effect of spatial ability, focusing on learning outcomes and cognitive load. The fact that males …

Performance-Based Assessment In Refugee Esol Programs: Fostering Real-World Readiness Through Discussions And Presentations, Abdul Mutashobya, Elise Holcomb

MITESOL Journal: An Online Publication of MITESOL

A Performance-Based Assessment (PBA) framework designed to enhance the communicative competence and real-world readiness of adult refugee learners in an English for Speakers of Other Languages (ESOL) program is described. Grounded in sociocultural and communicative language teaching theories, this approach intentionally blurs the lines between instruction and assessment, using authentic tasks like collaborative discussions and presentations to foster practical skills. The theoretical rationale for PBA is followed by a description of the instructional context and the specific techniques used, including scaffolding strategies, self-assessment and rubric development. Reflecting on the implementation, we share the successes, such as increased learner confidence and …

Reimagining Read-Alouds: Fostering Critical Consciousness And Social Justice Through Children's Literature, Kylie Brigham

Masters Projects

During this era of heightened political and social divides, it is more important than ever to provide elementary students with inclusive and socially conscious literacy instruction. While classroom read-alouds have been long valued for their impact on literacy development, they are often underutilized as tools for fostering student identity, empathy, and social justice. This project, grounded in the frameworks of critical literacy, culturally responsive pedagogy, and Frierian theory, positions the read-aloud as a powerful entry point for critical and age-appropriate conversations about social issues, representation, and power.

Research has shown that many educators lack the training, tools, and confidence to …

“We Are Not Robots”: Elementary Preservice Teachers’ Focus Group Talk About Problems Of Practice Around Literacy Instruction, Jacquelynn S. Popp, Carin Appleget, Tori Golden Hughes, Crystal Dail Rose, Christine Leighton, Kierstin M. Giunco, Poonam Arya, Xiufang Chen

Reading Horizons: A Journal of Literacy and Language Arts

The purpose of this study was to examine the nature of elementary preservice teachers’ (PSTs’) problems of practice around literacy instruction and to explore how the PSTs framed/talked about such problems. The study comprised qualitative analysis of data collected from focus group interviews with 21 PSTs from five teacher education institutions across the United States. Analysis of the PSTs’ talk about problems of practice in the focus groups yielded three themes about the nature of their problems and how they defined and discussed strategies or solutions to problems. PSTs expressed concerns about (1) meeting the needs of students below expected …

Bootmaking Before Bootstrapping: Patterns Of Grit And Slack In Multicultural Nonfiction Picture Books, Kristine Mensonides Gritter, Wing Shuen (Alice) Lau, Yaru (Sarah) Zhou, Jiang Pu, Munyi Shea

Reading Horizons: A Journal of Literacy and Language Arts

This investigation reports the findings of a critical multicultural content analysis of recent-award winning Orbis Pictus (non-fiction) picture books. The analysis examines patterns of grit and slack strategies across race and gender for historical characters of color as they overcame boundaries and accomplished long-term goals. Findings suggest that the concept of “grit” is not merely a universal construct of an outstanding individual who lifts themself up by their own bootstraps but that systems are important in allowing an individual to succeed to overcome boundaries. The bootstrap myth can be contested by critical readers, even young readers of picture books, as …

High School Students’ Navigation Processes In An Internet Reading Task: A Descriptive Video Analysis, Hyeju Han, Kole Norberg, Byeong-Young Cho, Scott H. Fraundorf

Reading Horizons: A Journal of Literacy and Language Arts

Most research on internet reading has identified skilled readers based on well-established theories of print reading. Nevertheless, an emerging body of work suggests that higher competency in print reading does not fully account for competency in internet reading comprehension. The authors conducted a descriptive video analysis of high school readers’ online navigation behaviors to identify characteristics that could account for differences in their internet reading outcomes. In particular, they focused on students with high grade point averages but diverging internet reading outcomes. The authors found that the participating students with lower outcomes tended to adopt a linear path of navigation …

Editorial Review Board Vol. 64 Issue 2

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.

Ai-Enhanced Structured Literacy Intervention For Secondary Students: A Case Study Of Science Of Reading, Jennifer Bird

Teaching & Learning Faculty Publications

This study examines the effectiveness of Lexia PowerUp, an AI-powered literacy program, for sixth-grade students requiring Tier 3 reading intervention. Seven sixth-grade students (six boys, one girl; five African American, two Caucasian; all qualifying for free/reduced lunch) participated in a six-month intervention combining 50 minutes of daily small-group instruction with individualized Lexia PowerUp usage. Researchers measured progress through Achieve 3000 Lexile assessments and Lexia PowerUp performance data across three skill strands: Word Study, Grammar, and Comprehension. All participants demonstrated Lexile level improvements from beginning-of-year to mid-year assessments, though students remained below sixth-grade benchmarks (925-1070L). Analysis of Lexia PowerUp progression showed …

Empowering Writers: Integrating Digital Prewriting Tools In The Research Writing Process, Heather A. Rundo

Language Arts Journal of Michigan

This practitioner article explores the integration of digital prewriting tools, specifically MindMeister and VoiceThread, in a high school sophomore honors English class during a research writing unit. The author, a classroom teacher, discusses the challenges students face in research writing and seeks to enhance their confidence and organization skills. Drawing insights from student and teacher perspectives on writing strengths and weaknesses, the article delves into the significance of prewriting as a fundamental component of the writing process.

Participatory Community Archiving To Preserve And Sustain North Georgia Appalachia’S Language, Literacy Practices, And Histories, Leah Panther Dr., Lindsey Walker, Presley Dyer, Tyler Osborn, Kerri Abernathy

Georgia Library Quarterly

This case study presents Swappin’ Stories, a community-based archiving event that serves as a model for public and participatory archiving. The event aimed to address gaps and misrepresentations of southern Appalachia by gathering the voices, artifacts, and stories of Towns County residents. By centering local narratives, it sought to foster a sense of community identity and offer an authentic portrayal of North Georgia, distinct from the narratives shaped by popular media and political figures. This case highlights the potential of community-driven archives to reclaim and reshape regional histories.

Teaching To Transgress: A Practice Of Justice And Healing In Teacher Education Program, Finney Cherain, Syed Ali Nasir Zaidi

Language Arts Journal of Michigan

We create deep connections with our surroundings, people and societies, and classrooms are one of such deep connections. Classrooms are spaces where the unfulfilled dreams and painful experiences of teachers and students can fester and estrange classrooms from being places of justice and hope. The absence of justice, healing and hope estranges public education of many of its democratic ideals and promises. We believe that teachers and students can heal together to deconstruct their experiences with oppression and envision new ways of coexisting with others and personally transform. Influenced by the work of Bell Hooks and Parker Palmer we offer …

Dialogic Instruction: Teachers Can Have Their Cake, And Eat It, Too, Rebecca L. Lee

Language Arts Journal of Michigan

Dialogic instruction is a talk-intensive approach to learning and teaching that is student-centered and discussion-based, promoting collaboration and academically productive conversations. Recently, educators across the country have increased the amount of time spent preparing students for standardized assessments, which often reduces teaching and learning to test preparation. While this tension suggests that teachers must choose between good teaching or good test scores, dialogic instruction is a promising practice that can enhance students’ reading comprehension outcomes while centering student choice and valuing student voice. Research shows dialogic instruction is most effective when teachers a) co-create a conducive classroom climate, b) incorporate …

Revitalizing Literary Engagement: Innovative Approaches To Teaching Willa Cather In High School English Classes, Sarah Hoyt, Phu Vu

Language Arts Journal of Michigan

This study explores methods to enhance student engagement and interest in high school English literature classes, focusing on the analysis of Willa Cather's novels. It addresses the challenge of motivating students to engage deeply with full-length novels, crucial for cultural and literary education. Employing a qualitative approach and triangulated data sources, the study reveals significant improvements in student engagement, comprehension, and literary analysis. Additionally, students demonstrated a heightened ability to connect with the themes and characters in the prose.

Young Adult Literature As A Catalyst For Empathy, Engagement, & Empowerment: A Generational View, Amanda Stearns-Pfeiffer, Ashleigh S. Dubie, Catherine J. Miller

Language Arts Journal of Michigan

Abstract: This article is a glimpse into Young Adult Literature (YAL) pedagogy from a generational perspective. One university professor and two of her former students describe the processes, pedagogies, and challenges of introducing YAL theory, texts, and topics in university methods courses, as well as in the secondary English Language Arts (ELA) classroom. The former students will report on how they have taken ideologies and lessons learned from their university methods courses and implemented YAL in their ELA classrooms during their intern teaching semesters. Finally, the importance of including YAL in our classrooms in order to build empathy, engagement, and …