Language and Literacy Education Commons^™

Direct And Indirect Written Corrective Feedback: Lecturers’ Perspectives, Mohammed Luqman Shahab, Karwan Mustafa Saeed Dr.

The Qualitative Report

This study focuses on addressing the influence that written corrective feedback (WCF) has on English as a Foreign Language (EFL) learners. Therefore, this research endeavored to give more clarity on the challenges ahead of EFL lecturers in providing WCF and explored the types of WCF (direct/indirect), as well as the lecturers’ opinions on the effectiveness of each type. For this reason, a qualitative inquiry was used to analyze EFL lecturers’ experiences with providing direct/indirect WCF. To this end, 7 Kurdish EFL lecturers from a public university in Kurdistan Region in Iraq (KRI) voluntarily participated in a semi-structured interview session to …

How Speech-Language Pathologists Can Collaborate With A Well-Meaning Judiciary To Improve Jury Instructions, Lillian N. Stiegler, Rebecca L. Parker

Journal of Interprofessional Practice and Collaboration

Abstract

Purpose: Many U.S. adults are called upon to fulfill civic responsibilities through jury duty. Jury participation is a responsibility, but it is also a privilege that ensures the balance of power between government and citizens. Problems arise when jury instructions are presented using complex language that challenges the comprehension of laypersons with and without language and literacy differences, negatively influencing the juror’s participation experience and trial outcomes. In spite of plain language mandates and clear findings regarding the average literacy abilities of U.S. adults, much of the legal community persists in the use of difficult jury instructions.

Method: Academic …

Secondary Pre-Service Teachers’ Visual Literacy: Instructional Strategies In Social Studies, Daibao Guo, Erin E. Rich, Julianne Coleman

Boise State University Publications and Presentations

While visual literacy pedagogy in teacher preparation programs has been a recognized body of knowledge the past few decades, limited research centers upon secondary teachers who are responsible for integrating visual literacy into content instruction. This study explored how 32 secondary English language arts and social studies pre-service teachers (PSTs) utilized visual displays to teach content in their classrooms. PSTs were tasked with developing instructional strategies based on five commonly used visuals in social studies texts: photographs, images, maps, tables and flowcharts. Through a qualitative analysis of the PSTs’ prompts, three themes emerged: (1) teacher-led activities, (2) writing activities and …

The Poetic Experience As Supported By A Teacher/Poet’S Heartfelt Empathy, Joseph S. Pizzo

New Jersey English Journal

This poem focuses on the productivity that is possible when a supportive teacher/poet establishes a supportive classroom environment within which their students can write and explore in a classroom where the positive outweighs the negative, thereby encouraging creativity.

Where The Poems Find You, Bill Meissner

New Jersey English Journal

No abstract provided.

Reading A Poem Written In Invisible Ink, Bill Meissner

New Jersey English Journal

No abstract provided.

To The Middle School Talent Show Kids, Oona M. Abrams

New Jersey English Journal

This poem pays homage to the courage it takes to "show up, get up, and stay up," affirming middle schoolers' collective potential to dream audaciously and shape the world.

Prose Poem With A Timer Set, Oona M. Abrams

New Jersey English Journal

Exploring the tension between poetic idealism and daily obligations, this prose poem captures the fleeting moments of creative ambition in the midst of everyday life.

Joyful Learning: Station Rotation Activities In A High School English Class, Annie Yon

New Jersey English Journal

Alfie Kohn, an American author and lecturer in the areas of education and human behavior, asserts in his essay “Feel-Bad Education” that “joy has been in short supply in some classrooms because students tend to be regarded not as subjects but as objects, not as learners but as workers.” He explains that students are forced to sit through prefabricated lessons in a sterile classroom, whose purpose is not to promote thinking, much less the joy of discovery, but to raise test scores. In other words, richer thinking cannot come from monotonous multiple choice exams or never-ending worksheets but from “an …

Cultivating Joy Through Digital Pleasure Reading: Whose Pleasure Is It Anyway?, Lauren Zucker, Kristen Hawley Turner, Rachel Besharat Mann

New Jersey English Journal

Digital reading in English class can bring students pleasure. The authors argue that teachers should incorporate student-selected digital texts in their curricula and create opportunities for students to read, share, and reflect on the digital texts that bring them pleasure. The authors share examples of teachers who include digital pleasure reading in middle school, high school, and higher education classrooms. Digital pleasure reading may bring added benefits (e.g., boosting digital literacies), but it can be promoted as an end in itself.

Centering Joy In The Classroom: Authentic Pedagogy Through Purpose And Mindfulness, E Mariah Spencer

New Jersey English Journal

This essay explores the need for authenticity as key to a joyful classroom and outlines the ways in which this authenticity can be achieved. Purpose and mindfulness are the linchpins to creating an authentic and joyful learning environment.

Facilitating Joy In The Literacy Classroom By Recognizing Preferences Of Core Personality Styles, Amy L. Ruglio

New Jersey English Journal

This article describes how educators can use knowledge of personality types to facilitate an increase in students' enjoyment of reading in the classroom.

Join Me In The Eagle’S Nest: An Essay On Cultivating Connection, Belonging, And Joy In Turbulent Times, John Pascarella Iii

New Jersey English Journal

This essay shares the personal story of a novice English teacher galvanized to teach race-conscious culturally responsive lessons, while confronting the assumptions he made about his students, colleagues, and himself during his yearlong practicum in the south ward of Newark.

(Why) Haven't We Figured It Out By Now?: Cultivating Joyful Teaching And Learning In Ela, Janet D. Johnson

New Jersey English Journal

This essay explores how joy can be deeply connected to literacy learning through absence, art, and awareness.

Teaching Writing: Fostering Joy In Writing Through “Commentarying”, Ellin Kim

New Jersey English Journal

For over 15 years, the author taught at an after-school English Language Arts center. Initially emphasizing perfection, enthusiasm waned. A graduate course changed the author's views on writing, stressing personal reflections. Implementing this, students' perceptions shifted, using "commentarying" to foster understanding and engagement in discussions on topics such as racism.

“Joy And Pain” Strategies For Transformative Learning In The English Language Arts Curriculum, Alanna Harris

New Jersey English Journal

The purpose of this paper is to examine joy in English Language Arts (ELA) as a form of resistance. Drawing inspiration from the soulful tunes of Maze, particularly Frankie Beverly's compositions, the narrative delves into the duality of joy and pain as a recurring theme in black culture. Grounded in personal reflections on familial experiences, the exploration expands to encompass the transformative frameworks of influential educators and scholars: bell hooks, Gholdy Muhammad, and Cynthia Dillard. This paper examines how joy becomes a deliberate act of resistance against oppressive educational norms by analyzing their perspectives.

Hamlet And Happiness: How Changing Curriculum Brought Back Joy, Alice Daken-Stefanski

New Jersey English Journal

A personal essay regarding how a shift from the canon to contemporary texts and independent reading brought joy back to the classroom

Healing Through Expressive Writing, Jennifer Chauhan, Christine Demarsico

New Jersey English Journal

Expressive writing has the power to heal and transform education.

Finding Joy Through Vulnerability In The English Classroom, Darlene Calderon, Kayla Sullivan, Emily R. Smith

New Jersey English Journal

Moments of joy in the English classroom feel tragically few and far between, often snuck in during pauses in the "real" curricula. This practitioner-oriented piece shares vignettes from our classrooms that illustrate ways in which we--as English teachers--have nurtured moments of joy in of our lessons by centering our and our students' vulnerability.

Writing Horror: Culturally Responsive Genre Literacy, Carly Berwick

New Jersey English Journal

This case study of horror writing explores how student-led culturally responsive genre discovery can connect to existing curricular mandates, affirm student knowledge, and allow for sustained and engaged student work. The author offers four principles for uncovering students' existing, out-of-school genre understandings.