Pembangunan Instrumen Literasi Pentaksiran Bilik Darjah Guru Bahasa Arab Di Sekolah Menengah,
2026
Universiti Malaya
Pembangunan Instrumen Literasi Pentaksiran Bilik Darjah Guru Bahasa Arab Di Sekolah Menengah, Norazida Ibrahim
Student Works (2020-2029)
Current educational transformations demand a paradigm shift from exam-oriented assessment to a more holistic Classroom-Based Assessment (CBA). However, the effectiveness of this implementation is limited by the absence of specific and validated instruments to measure CBA literacy within the context of Arabic language education in Malaysia. This gap results in the actual competency levels of teachers in this field being difficult to determine objectively, subsequently complicating the planning of precise professional development. Therefore, this study aims to develop and validate the Arabic Language Teacher’s Classroom Assessment Literacy (ALaTCAL) instrument based on Wilson’s (2005) Four-Building Blocks Model. The instrument encompasses the …
Angkringan Names In Semarang: A Linguistic Landscape Study,
2026
Department of Languages and Literature, Universitas Gadjah Mada, Yogyakarta, Indonesia
Angkringan Names In Semarang: A Linguistic Landscape Study, Nurul Maghfiroh, Suhandano Suhandano, Aprillia Firmonasari
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
The article reveals the linguistic landscape study of angkringan names in Semarang City. It covers language preference, language inference, and language preservation on signages. Researchers collected 140 pictures of angkringan signages from 10 sub-districts of Semarang. Observation and interviews are also conducted to obtain comprehensive linguistic landscape data. Qualitative analysis indicates that there are two naming patterns: monolingual and bilingual. The monolingual analysis identifies that the most preferred language code is Javanese, followed by Indonesian, English, and Sanskrit. Meanwhile, in the bilingual pattern, the dominant language combination used is Indonesian-Javanese, followed by Javanese-English, Javanese-Indonesian, Javanese-Dutch, Sanskrit-English, and Sundanese-English. Meanwhile, angkringan …
Attention To Their Uniqueness: Differentiation In A University Classroom,
2026
LCC International University
Attention To Their Uniqueness: Differentiation In A University Classroom, Robin Gingerich
MITESOL Journal: An Online Publication of MITESOL
University students come to campus with unique gifts and individual challenges. To meet the needs of diverse learners, one solution is differentiation. Differentiation involves deliberately planning lessons that address the unique learning styles of diverse learners by offering pedagogy informed not only by content, but also by the students themselves. While differentiation in elementary and secondary classrooms is considered best practice, professors in higher education face unique challenges when it comes to implementing differentiation. This paper examines definitions of differentiation, research on differentiation in universities, and, from the author’s personal experience, offers suggestions for university writing instructors.
Moving Forward And Looking Back,
2026
Bridgewater College
Moving Forward And Looking Back, Cinde Wollenberg
Virginia English Journal
No abstract provided.
At The Door,
2026
Bridgewater College
At The Door, Kaya L. Klein
Virginia English Journal
At the Door is about that pause before stepping into the classroom the moment when my worries and doubts wait quietly behind me. It’s about leaving all of that behind so I can be fully present for my students, who come in with curiosity, excitement, and open hearts. Their energy and joy lighten the weight I carry and remind me why I teach. This poem is a celebration of those small, powerful moments when teaching feels meaningful, when students’ laughter and questions make every fear seem smaller, and when I remember why I show up every single day.
A Unique 21st Century Relevant Analysis Of Carter G. Woodson’S The Mis-Education Of The Negro And Teacher Occupational Resilience,
2026
Hampton University
A Unique 21st Century Relevant Analysis Of Carter G. Woodson’S The Mis-Education Of The Negro And Teacher Occupational Resilience, Nadrian D. Antoine
Virginia English Journal
This article offers a contemporary analysis of Carter G. Woodson’s The Mis-Education of the Negro (1933), emphasizing its enduring relevance to 21st-century educational challenges and the emerging framework of Teacher Occupational Resilience (TOR). Woodson’s central argument that American schooling functions as a system of psychological conditioning that marginalizes Black identity, history, and agency remains strikingly applicable in modern debates on culturally relevant pedagogy, systemic inequity, and digital‑age misinformation. The article explores Woodson’s critique of leadership, the omission of curriculum, and the reproduction of miseducation by credentialed yet culturally detached Black professionals. It then connects these insights to TOR theory, which …
Using Ai To Build Background Knowledge,
2026
Newport News Public Schools
Using Ai To Build Background Knowledge, Bruce Powers, Keisha Motley
Virginia English Journal
The new technology of AI can be used to address an old need: the building of student background knowledge in order to improve comprehension and maximize ability to make inferences. Examples are shared and discussed.
Teachers Writing Together To Restore Hope And Resist Burnout,
2026
Bridgewater College
Teachers Writing Together To Restore Hope And Resist Burnout, Beth M. Lehman
Virginia English Journal
This article invites teachers to consider how the practice of writing, especially in facilitated writing groups designed for teachers, can be an effective activity for processing stress and restoring hope. Attention on teacher writing often focuses on how writing helps teachers to improve their teaching. Here the attention is on the value of writing for teachers themselves. Practices of Amherst Writers and Artists (AWA) strengths-based writing groups are described with a focus on Teachers Flourishing through Writing, an online workshop series that the author helped to create. Through analyzing workshop methods and self-reflecting on workshop experiences, the author asserts that …
Beyond Trends: The Potential Influence Of The Ela Teachers Of Tiktok,
2026
Gardner-Webb University
Beyond Trends: The Potential Influence Of The Ela Teachers Of Tiktok, Heather Lynn Wright, Lauren May
Virginia English Journal
This paper describes a study on content from secondary English Language Arts (ELA) teachers of TikTok and their potential influence on future teachers. There were two research questions: (1) What information is being dispersed through TikTok specifically for secondary ELA teachers?; (2) What connotations about secondary ELA teaching are implied implicitly or explicitly through the tone of the TikTok creator? TikToks were examined through a three-part framework, considering the constructs of performances (Goffman, 1956), stickiness (Zott et al., 2000), and affinity spaces (Gee, 2004). Using a systematic approach, 50 secondary ELA TikTok accounts were identified and the top 20 …
Apprenticing Towards Deeper Learning In The Ela Classroom: Using Young Adult Literature To Support Students’ Mastery, Identity, And Creativity,
2026
University of Oklahoma Norman Campus
Apprenticing Towards Deeper Learning In The Ela Classroom: Using Young Adult Literature To Support Students’ Mastery, Identity, And Creativity, Julianna Kershen, Kacy M. Price, Nynke Wimp, Evie Jackson, Kaitlin Rogers
Virginia English Journal
This practitioner focused article highlights the perspectives of pre-service teachers and undergraduate researchers investigating the kinds of learning interactions and instructional decisions that result in deeper learning outcomes for high school students. Deeper learning outcomes are often described as 21st century skills, including mastery learning, support of holistic and scholarly student identities, and the ability to engage collaboratively with critical and creative problem-solving skills. The authors suggest a series of young adult literature texts that can serve as springboards into project-based learning opportunities that provide authentic and real world-connected activities, iterative cycles of learning, peer-peer collaboration, and in-depth disciplinary …
Bank Street School For Children’S Story Of Integrating Structured Phonics Into A Progressive Literacy Approach,
2026
Bank Street College of Education
Bank Street School For Children’S Story Of Integrating Structured Phonics Into A Progressive Literacy Approach, Melanie Bryon, Douglas R. Knecht, Emily Linsay, Emily Schottland
Occasional Paper Series
This article explores how the Bank Street School for Children (SFC), a historically progressive institution rooted in child-centered, experiential learning, has successfully integrated structured phonics into its literacy program. Traditionally focused on whole language practices, SFC recognized inconsistencies in student reading outcomes and, beginning in 2017 undertook a multi-year evaluation of its literacy approach. Guided by the core values of child development and equity, and research in cognitive science, the school adopted a research-based phonics program, implementing it across Kindergarten through fourth grade over multiple years. This shift aimed to ensure all students—not just those with strong language backgrounds—gain the …
“It Was Hard, But It Worked:” Children’S Theories Of Learning To Read,
2026
Department of Education and Child Study, Smith College
“It Was Hard, But It Worked:” Children’S Theories Of Learning To Read, Cristina Valencia Mazzanti, Laura Tiktin-Sharick, Madeleine Zuck, Tiphareth Ananda
Occasional Paper Series
In this paper we come together as teachers, a school leader and a professor to examine children’s theories of learning to read captured in written and illustrated texts created by 143 children currently enrolled in kindergarten to sixth grade. This collection of children’s theories of reading was created in the context of a progressive elementary school located at Smith College, a women's liberal arts college in Massachusetts. Our hope in examining children’s theories is to humanize and historicize current debates about how reading is taught. We also hope to offer a counter narrative to the dichotomies currently shaping reading education, …
“This Curriculum Has No Real Reading:” A Case Study Of Student Activism In Response To A Centralized Curriculum Mandate,
2026
University at Albany
“This Curriculum Has No Real Reading:” A Case Study Of Student Activism In Response To A Centralized Curriculum Mandate, Alina Lewis
Occasional Paper Series
The widespread implementation of “science of reading” policies across national and local contexts in the past few years is yet another chapter in the reading wars (Preston, 2022; Thomas, 2024; Goldberg & Goldenberg, 2022). This is not the first time that a national panic about literacy has incited fierce debates over how best to teach reading. Since the publication of “Why Johnny Can’t Read” in 1955, the question of “how, when and how much phonics instruction” has been hotly contested among scholars and practitioners (Thomas, 2024; Flesch & Sloan, 1955). However, the current literacy policy landscape--in the wake of the …
When Science Of Reading Policy Meets Classroom Reality: The Nonsense Word Problem,
2026
University of Minnesota - Twin Cities
When Science Of Reading Policy Meets Classroom Reality: The Nonsense Word Problem, Lisa Dewing-Birno, Luis Lopez
Occasional Paper Series
A central feature of many Science of Reading (SoR)-aligned curricula is the use of nonsense words in early literacy assessment to measure a student's ability to decode unfamiliar words using knowledge of letter-sound correspondences. However, the research base for using nonsense words as an instructional tool is much weaker and more contested. Through two narratives, we illustrate how the implementation of SoR instruction with nonsense words can be particularly problematic. We argue that effective literacy instruction demands what we call pedagogical clarity, the ability to integrate pedagogical practices with deep understanding of individual learners, their cultural and linguistic resources, and …
Uplifting The Legacy Of Black Teachers: Loving And Liberatory Pedagogies In A Science Of Reading Context,
2026
Spelman College
Uplifting The Legacy Of Black Teachers: Loving And Liberatory Pedagogies In A Science Of Reading Context, Natasha A. Thornton, Amanda L. Armstrong, Brooke Blacknall, Jordan Freeman, Elaine Nevers-Williams, Mukkaramah Smith
Occasional Paper Series
This article explores Black liberatory pedagogy (BLP) as a critical approach to navigating current Science of Reading (SoR) mandates, which are often restrictive and fail to honor the literacies and linguistic practices of Black children. Through the narratives of six educators—classroom teachers, teacher candidates, and teacher educators—the article examines how they have experienced and responded to the implementation of SoR standards and curriculum shifts. These stories also illuminate what becomes possible when teachers are in spaces that allow for autonomy, imagination, and culturally responsive pedagogy. The educators’ experiences, expertise, and cultural wisdom are centered, demonstrating how they enact BLP through …
Letter From The Editor's Desk,
2026
Bridgewater College
Letter From The Editor's Desk, Cinde Wollenberg
Virginia English Journal
No abstract provided.
The Future Of Dual Immersion In California: Analyzing California’S Global 2030 Goals,
2026
Pepperdine University
The Future Of Dual Immersion In California: Analyzing California’S Global 2030 Goals, Jonathan Tejeda, Kamila Campos, Robert Emmans
School of Public Policy Capstones
California's Global 2030 initiative set an ambitious target: half of all K-12 students to achieve bilingual proficiency by 2030. This qualitative study examines whether Dual Language programs (DLPs) in California's major metropolitan areas are positioned to meet that goal. Drawing on ten semi-structured expert interviews with researchers, administrators, teachers, and nonprofit advocates, the study identifies four central challenges: inadequate student preparedness, chronic underfunding, insufficient teacher training, and a failure to connect students to their cultural heritage. The findings reveal that California lacks the infrastructure, data systems, and financial commitment necessary to achieve the 2030 goals. The authors recommend establishing a …
Developing A Bilingual Education Program For Middle Schools In Richland School District 01: Promoting Literacy Through Culturally-Relevant Pedagogy,
2026
University of South Carolina
Developing A Bilingual Education Program For Middle Schools In Richland School District 01: Promoting Literacy Through Culturally-Relevant Pedagogy, Paige E. Swanson
Caroliniana Undergraduate Research Journal
The following study explores how bilingual and immersive language learning programs can enhance multi-subject literacy and academic engagement among at-risk African American middle school students in Richland County School District One (R01) in Columbia, South Carolina. Through a qualitative thematic analysis utilizing a literature review of fifty sources that explore education, linguistics, and psychology, the research identifies intersections between bilingual education, culturally relevant pedagogy (CRP), and literacy development in at-risk youth populations. Six themes were revealed by the analysis. From these themes, the results conclude that African American students experience greater academic success when classroom instruction integrates their cultural identities, …
Social Emotional For Secondary English Language Learners,
2026
Bridgewater College
Social Emotional For Secondary English Language Learners, Summer E. Wallace
ASPIRE 2026
A presentation about Social Emotional Learning (SEL), it's importance, and how to implement it in the classroom. Specific considerations are included for secondary English Language Learners. Parts of lesson plans created for this population of students on the topic of SEL are included, as well, to show how this type of instruction can be effectively implemented in the classroom.
The Design Of Chatbot Learning Media For Arabic Vocabulary Learning For 7th Grade Students At Mtsn,
2026
Universitas Darussalam Gontor
The Design Of Chatbot Learning Media For Arabic Vocabulary Learning For 7th Grade Students At Mtsn, Rizki Alifia Putri, Alif Cahya Setiyadi
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Arabic language learning at the Madrasah Tsanawiyah (MTsN) level often faces challenges such as limited curriculum time allocation and the dominance of conventional teacher-centered methods. This research aims to produce a design for chatbot-based learning media using the Smojo.Ai platform, focusing on vocabulary (mufradat) mastery for 7th-grade students. The approach used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation); however, this report is limited to the Design and Development (expert validation) stages. Data were collected through in-depth interviews, documentation studies, and validation questionnaires. The results indicate that the characteristics of the "Mufrodaty" chatbot integrate …
