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Language and Literacy Education

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Articles 1141 - 1170 of 1811

Full-Text Articles in Curriculum and Instruction

English Language Competence: Why English Matters In Higher Education In Kenya, Ukaiko A. Bitrus-Ojiambo, Iddah Wayumba Mwaura, Annette Lutivini Majanja Jan 2017

English Language Competence: Why English Matters In Higher Education In Kenya, Ukaiko A. Bitrus-Ojiambo, Iddah Wayumba Mwaura, Annette Lutivini Majanja

ECTESOL Review

English is an international language, used in many countries for business, tourism, and education (Roy-Campbell, 2014; Crystal, 2003). In Kenya, it is the official language and language of instruction. The country boasts high youth literacy rates 93% (UNESCO, 2012). As university instructors, we have observed that although students have been in the formal educational system for a minimum of 9 years, their output does not match university expectations (KICD, 2016, p. 44; Jayasundara & Premarathna, 2011; Njoroge, 2008). This study assesses English language use in a Kenyan institution of higher education, identifies emergent linguistic patterns, and suggests some solutions to …

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Unprepared: Are Educator Preparation Programs Effectively Training Pre-Service Teachers To Teach English Learners?, Lorie Johnson Jan 2017

Unprepared: Are Educator Preparation Programs Effectively Training Pre-Service Teachers To Teach English Learners?, Lorie Johnson

ECTESOL Review

All students deserve high-quality, strategic instruction, yet pre-service teachers are not always taught best practices for instructing English Learners (ELs), students for whom English is not their native language. Almost 10 percent of the students in American public schools are classified as ELs, yet research indicates most educator preparation programs across the country have not yet integrated best practices for teaching ELs into their pre-service programs in meaningful ways. It is important for educator preparation programs to provide pre-service teachers with opportunities to understand the unique needs of ELs and to learn effective teaching strategies to meet those needs. This …

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A Study Of Teacher Talking Time And Student Talking Time Practices Among Esl Instructors At An Intensive English Program, Cesar R. Bazo Quintana Jan 2017

A Study Of Teacher Talking Time And Student Talking Time Practices Among Esl Instructors At An Intensive English Program, Cesar R. Bazo Quintana

ECTESOL Review

This study focuses on Teacher Talking Time (TTT) and Student Talking Time (STT) practices among ESL instructors at an Intensive English Program in a southeastern public research university. Based on a qualitative case study approach, the study demonstrates that participating ESL instructors were oriented more towards TTT practices while teaching their regular lessons. The study found disproportionate use of TTT. The study has helped participant ESL instructors become more aware of the behaviors that are conducive to both increased TTT and increased STT practices in their classes. This, in turn, can lead to improved teaching practices, which will benefit ESL …

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Editorial Review Board V.56 N. 2 Jan 2017

Editorial Review Board V.56 N. 2

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.

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Ipads And Paintbrushes: An Exploratory Case Study Of Integrating Digital Media As Placed Resources Into An Intergenerational Art Class, Rachel Heydon, Lori Mckee, Bridget Daly Jan 2017

Ipads And Paintbrushes: An Exploratory Case Study Of Integrating Digital Media As Placed Resources Into An Intergenerational Art Class, Rachel Heydon, Lori Mckee, Bridget Daly

Education Publications

This exploratory case study integrated digital media as placed resources into an intergenerational art class. Its goals were to generate knowledge of how to bring young children and elders together to expand their opportunities for meaning making and seeing themselves in affirming ways so as to generate transferable understanding of digitally-enhanced multimodal curricula across the lifespan. Participants included 15 elders and 9 pre-schoolers. Focusing on how the digital media were used and with what implications for participants’ literacy and identity options as well as relationship building, data were collected through ethnographic methods, and a qualitative thematic analysis with multimodal elements …

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Singing Our Song: The Affordances Of Singing In An Intergenerational, Multimodal Literacy Program, Rachel Heydon, Lori Mckee, Susan O'Neill Jan 2017

Singing Our Song: The Affordances Of Singing In An Intergenerational, Multimodal Literacy Program, Rachel Heydon, Lori Mckee, Susan O'Neill

Education Publications

This exploratory case study examined singing as a multimodal literacy practice within ensembles that featured art, singing and digital media produced in an intergenerational program that served a class of kindergarten children and community elders. The program that was set up by the study in collaboration with a rural school and home for seniors, saw participants meet one afternoon a week for most of a school year. Study questions concerned the meaning making and relationship-building opportunities afforded to the participants as they worked through chains of multimodal projects. Data were collected using ethnographic tools in the seniors’ home where the …

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Conferring In The Café: One-To-One Reading Conferences In Two First Grade Classrooms, Bethanie Pletcher, Rosalynn Christensen Jan 2017

Conferring In The Café: One-To-One Reading Conferences In Two First Grade Classrooms, Bethanie Pletcher, Rosalynn Christensen

Reading Horizons: A Journal of Literacy and Language Arts

The purpose of this qualitative descriptive case study was to explore the teacher/student reading conferences in two first grade teachers’ classrooms in one primary school. Sixteen one-to-one reading conferences were recorded and transcribed over a two-month period and coded for content as related to the CAFÉ (Boushey & Moser, 2009) model of reading instruction, which the teachers used daily. We found that the two teachers placed heavy emphasis on students’ reading accuracy (the “A” in CAFÉ) and did not spend as much time working on comprehension, fluency, or expanding vocabulary (the C, F, and E in CAFÉ). We suggest teachers …

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Written Language Performance Following Embedded Grammar Instruction, Ginger Collins, Jan Norris Jan 2017

Written Language Performance Following Embedded Grammar Instruction, Ginger Collins, Jan Norris

Reading Horizons: A Journal of Literacy and Language Arts

This study explored whether presenting grammar instruction within the context of reading and writing would improve writing skills. The participating schools were using a traditional grammar instruction in which grammar lessons were predominately taught using worksheets and were presented separately from other reading and writing activities. This was termed Discrete Grammar Instruction (DGI). The researchers introduced a contextualized grammar instruction approach, termed Embedded Grammar Instruction (EGI), which taught grammar within authentic contexts of reading and writing. Students in grades three through eight were assigned to either the EGI group (N = 164) or the DGI group (N = 156). Two …

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“This I Believe” About The Teaching Of Writing: Secondary Teachers’ Digital Essays About Their Pedagogical Understandings, Denise N. Morgan, Natasha H. Chenowith Jan 2017

“This I Believe” About The Teaching Of Writing: Secondary Teachers’ Digital Essays About Their Pedagogical Understandings, Denise N. Morgan, Natasha H. Chenowith

Reading Horizons: A Journal of Literacy and Language Arts

This case study (Merriam & Tisdell, 2016) examines the final projects of two secondary teachers in a graduate course about writing pedagogy. Teachers created digital essays along the lines of the National Public Radio’s “This I Believe” essays, which articulated their beliefs about the teaching of writing. We posed two research questions: a) What pedagogical understandings do teachers identify as their beliefs about writing and how do they represent those ideas in a digital composition? b) What did teachers learn from participating in the process of composing a digital essay? We found that teachers “reimagined” the teaching of writing, were …

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Applying Encoding And Retrieval Techniques To Chinese Rhyme Reading In Advanced Placement Chinese Instruction, Nan Wang Jan 2017

Applying Encoding And Retrieval Techniques To Chinese Rhyme Reading In Advanced Placement Chinese Instruction, Nan Wang

The Nebraska Educator: A Student-Led Journal

Learning Chinese as a foreign language is increasingly prevalent in public school districts in the U.S. As ACTFL (2011) reported, an increasing number of enrollments of Advanced Placement Chinese courses indicate a growing demand for Chinese language courses in U.S. public school districts (ACTFL, 2011; ACTFL, 2017). AP foreign language exams indicate that students from the mainstream culture in the U.S. do not perform as well as racial minority test takers (Brown & Thompson, 2016). Therefore, implementing appropriate teaching strategies in a student-centered foreign language environment is a desperate need. This is a pragmatic instructional design proposal, which emphasizes the …

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Epistemology Shock: English Professors Confront Science, Ian Barnard, Jan Osborn Jan 2017

Epistemology Shock: English Professors Confront Science, Ian Barnard, Jan Osborn

English Faculty Articles and Research

This article raises questions and concerns regarding students from the sciences working with faculty in the humanities in interdisciplinary settings. It explores the experience of two English professors facing the privileging of "facts" and a science-based understanding of the world in their own classrooms. It poses both questions and pedagogical possibilities for addressing conflicts around epistemologies, scholarship, and teaching and learning.

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Sonic Borderland Literacies: A Re/Mix Of Culturally Relevant Education, Cecilia A. Valenzuela Jan 2017

Sonic Borderland Literacies: A Re/Mix Of Culturally Relevant Education, Cecilia A. Valenzuela

Journal of Pedagogy, Pluralism, and Practice

This paper describes the importance of everyday sounds and silences, and it explores how we might use critical listening practices within educational realms. It considers an arts-based approach that introduces a remix of methods grounded in borderland feminisms, cultural sound studies, and visceral literacies. I call this critical dissonance and I illustrate this methodology through dissonant borderland soundtracks that represent multidimensional, multitemporal and embodied ways of knowing. I also introduce conceptual tools and practices that feel and listen to and for marginalized narratives. When thinking about educational contexts, we must recognize that our lived experiences also include sonic and viscerally …

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Letter From Executive Editor, Arlene Dallalfar Jan 2017

Letter From Executive Editor, Arlene Dallalfar

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

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“It Was Like Really Uncomfortable But Kind Of Comfortable”: An Ethnographically-Informed Radio Play Of Adult Esl Classes With Educational Drama, Won Kim Jan 2017

“It Was Like Really Uncomfortable But Kind Of Comfortable”: An Ethnographically-Informed Radio Play Of Adult Esl Classes With Educational Drama, Won Kim

Journal of Pedagogy, Pluralism, and Practice

This chapter explores possibilities and challenges of educational drama-based second language instruction for adult emergent bilingual learners. A part of the key findings from an ethnographic multiple case study of four adult ESL classes with educational drama in Canada will be represented, using playwriting as a means to uncover diverse nuanced insights and reflexive understandings of the phenomenon under investigation. The primary purpose of this ethnographically-informed radio play script is to serve as reflexive, dynamic, and artistic expressions that speak (about and to) students’ voices concerning their learning experiences in the course as heard/felt/perceived by the researcher as a participant …

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Drama In Dialogic Read Alouds: Promoting Access And Opportunity For Emergent Bilinguals, James V. Hoffman, Doris Villarreal, Sam Dejulio, Laura Taylor, Jaran Shin Jan 2017

Drama In Dialogic Read Alouds: Promoting Access And Opportunity For Emergent Bilinguals, James V. Hoffman, Doris Villarreal, Sam Dejulio, Laura Taylor, Jaran Shin

Journal of Pedagogy, Pluralism, and Practice

In this report, we explore the potential for drama pedagogy in the classroom to support the engagement and growth of emergent bilingual students in language and literacy. We are focused on the use of drama to promote dialogic interactions during teacher read alouds. This study was conducted as a collaborative, action research investigation involving classroom teachers and university-based researchers. Our goals focused on three areas. First, we were interested in the impact of the drama intervention on comprehension. Second, we were interested in the responses of students to drama in read alouds with attention to differences in responses related to …

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Supporting Teachers In Arts Integration Strategies To Foster Foundational Literacy Skills Of Emergent Bilinguals, Christa Mulker Greenfader, Shelly Vanamburg, Liane Brouillette Jan 2017

Supporting Teachers In Arts Integration Strategies To Foster Foundational Literacy Skills Of Emergent Bilinguals, Christa Mulker Greenfader, Shelly Vanamburg, Liane Brouillette

Journal of Pedagogy, Pluralism, and Practice

Oral language skills are essential to the future literacy of students in kindergarten and first grade, especially emergent bilinguals (EBs). Yet, U.S. teachers receive few professional development opportunities that prepare them to use effective strategies for promoting oral language development. Since teacher education is compartmentalized into curricular silos, methods for literacy instruction are taught in one course, methods for arts instruction in another, and so on. This article argues that well-designed arts integration can meet a key need of young, linguistically diverse students by providing opportunities for oral language practice across content areas. Experimental evidence that arts-based instruction benefits the …

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The Art Museum: A Site For Developing Second Language And Academic Discourse Processes, Rosalind Horowitz, Kristy Masten Jan 2017

The Art Museum: A Site For Developing Second Language And Academic Discourse Processes, Rosalind Horowitz, Kristy Masten

Journal of Pedagogy, Pluralism, and Practice

This chapter presents the art museum as a socio-cultural learning site, where emergent bilingual students engage in multiple modes of expression to expand oral, written, and visual literacies for academic purposes An historical view of the art museum as an educational space is considered with past limitations and new directions. Theoretical considerations contributing to new conceptualizations of the museum as a contextual- space for development of academic discourses provide a backdrop for new museum approaches. After describing the situated perspective of the authors who work with students at a Hispanic Serving Institution, we offer three approaches for incorporating the museum …

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About The Contributors Jan 2017

About The Contributors

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

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Glossary Jan 2017

Glossary

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

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Book Review: Engaging Children In Social Emotional Learning, Frank Daniello Jan 2017

Book Review: Engaging Children In Social Emotional Learning, Frank Daniello

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

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Diverse Experiences And Complex Identities: A Resource Archive Of Artists’ And Educators’ Works, Vivian Maria Poey, Berta Rosa Berriz, Amanda Claudia Wager Jan 2017

Diverse Experiences And Complex Identities: A Resource Archive Of Artists’ And Educators’ Works, Vivian Maria Poey, Berta Rosa Berriz, Amanda Claudia Wager

Journal of Pedagogy, Pluralism, and Practice

This concluding article builds on the ideas developed throughout this special issue by providing a wide range of resources to enrich arts-based work within the field of literacy development with families and communities of emergent bilinguals. We include a bank of resources that may serve as the beginning of an archive. Coming from three different fields, with varying professional experiences, the sources we find helpful intersect and diverge. To honor this range of possibilities, we have taken an expansive approach that includes poets, visual and performing artists, arts and cultural organizations, literary associations, language learning standards and anti-bias and critical …

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Transcribing Arts And Identities: A Case Study On Literacies At Guadalupe Middle School, R. Joseph RodríGuez Jan 2017

Transcribing Arts And Identities: A Case Study On Literacies At Guadalupe Middle School, R. Joseph RodríGuez

Journal of Pedagogy, Pluralism, and Practice

Through single-case study research at a middle school site, students whose first language is Spanish gain instruction in an English language arts classroom using literary works with guided, close reading. Moreover, students’ background, cultural, and prior knowledge are consulted by the teacher as literature comes to life via socially responsible biliteracies, which value students’ identities and cultural and linguistic wealth in the presence of bilingual literary narratives. Through a teacher’s literary lesson planning that complements students’ social interests, students are able to communicate their developing and bridging biliteracies, increase critical literacy awareness, and practice bilingual abilities through interactive instructional lessons …

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Art As Voice: Summary Of Chapters, Amanda Claudia Wager, Vivian Maria Poey, Berta Rosa Berriz Jan 2017

Art As Voice: Summary Of Chapters, Amanda Claudia Wager, Vivian Maria Poey, Berta Rosa Berriz

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

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Creating School Partnerships: Multilingual Family Engagement Through The Arts, Sarah Davila, Maura Mendoza Jan 2017

Creating School Partnerships: Multilingual Family Engagement Through The Arts, Sarah Davila, Maura Mendoza

Journal of Pedagogy, Pluralism, and Practice

Music artist and School-based Family and Community Liaison, Maura Mendoza Quiroz from the Somerville Family Learning Collaborative (SFLC), shares her experiences of how mu-sic, visual arts and language workshops have served as the entry point for immigrant families in the Somerville Public Schools. The examples help teachers “read” their community of parents and create spaces responding to families’ needs instead of providing arts programs that are un-familiar to them. As parents participate in these activities, their “physical time” inside the school increased, home-school communications improved, and over all the welcoming efforts translated into better school attendance. Sarah Davila, director of …

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Introduction To Art As Voice: Creating Access For Emergent Bilingual Learners, Amanda Claudia Wager, Vivian Maria Poey, Berta Rosa Berriz Jan 2017

Introduction To Art As Voice: Creating Access For Emergent Bilingual Learners, Amanda Claudia Wager, Vivian Maria Poey, Berta Rosa Berriz

Journal of Pedagogy, Pluralism, and Practice

In this introductory chapter, we begin by introducing ourselves, so that you immediately know our positionalities—who we are and the lens we see the world through—and in the hope to provide you with knowledge of why this special issue is so close to our hearts. We then share current demographic information regarding emergent bilingual learners to further explain the importance of this work today. In the current political context, the topic of displaced populations, immigration policies (such as The Deferred Action for Childhood Arrivals [DACA]), refugees, as well as those who are undocumented is very alive in classrooms and relevant …

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Reach For The Stars: Restructuring Schooling For Emergent Bilinguals With A Whole-Child, Arts-Infused Curricular Approach, Amy Gooden Jan 2017

Reach For The Stars: Restructuring Schooling For Emergent Bilinguals With A Whole-Child, Arts-Infused Curricular Approach, Amy Gooden

Journal of Pedagogy, Pluralism, and Practice

This qualitative case study describes a two-year, multi-pronged university-urban school district partnership in Massachusetts sponsored by former Governor Deval Patrick’s Gateways Cities agenda to support an innovative middle school summer enrichment academy for emergent bilingual (EB) learners. The partnership between Boston University and Malden Public Schools aimed at improving EB student success through a whole-child, inclusive, community-arts- infused, content-based curriculum with field trips, guest speakers, conversation classes with bilingual university graduate students, and performing arts, fitness and wellness workshops; a comprehensive teacher training/coaching model; and parent education and community engagement experiences. This chapter examines the impact of the whole-child, community-arts- …

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Between Two Worlds: Utilizing The Arts To Increase Engagement And Effectiveness In The Spanish For Heritage Learners Classroom, Kathryn E. Mostow Jan 2017

Between Two Worlds: Utilizing The Arts To Increase Engagement And Effectiveness In The Spanish For Heritage Learners Classroom, Kathryn E. Mostow

Journal of Pedagogy, Pluralism, and Practice

This article will address the need to increase positive attitudes toward Spanish in Spanish Language Heritage (SLH) classrooms and provide strategies to integrate the arts to support this goal. The primary goals of the contemporary SHL classroom are to maintain the language; to increase positive attitudes towards Spanish, including dialects; and to develop cultural awareness (Beaudrie, Ducal, & Potowsi, 2014). In many SHL classrooms the first two goals are accomplished by reading and writing in Spanish but the latter two goals are less prescriptive and in some classrooms, overlooked. However, it is essential to address students’ attitudes toward Spanish- in …

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Visual Phonics : Its Impact As An Instructional Tool To Promote Literacy Development In Kindergarten Students, Lori J. Bower Jan 2017

Visual Phonics : Its Impact As An Instructional Tool To Promote Literacy Development In Kindergarten Students, Lori J. Bower

Graduate Research Papers

This review of literature examined the impact of See The Sound/Visual Phonics (STSNP), a supplemental instructional strategy, on kindergarten students, especially those at risk for future reading challenges. STSNP is an instructional strategy originally designed for use with children who are deaf/hard of hearing, that utilizes the multi-sensory tool of gesture to focus on the development of phonemic awareness skills. Research reviewed for this study first examined the importance of phonemic awareness in overall literacy development. Additional studies reviewed establish support for the use of multi-sensory instructional approaches, including the specific use of gesture to help efficiently encode information. This …

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Parent-Child Interaction : How It Impacts Language And Literacy Skills, Angie Thurman Jan 2017

Parent-Child Interaction : How It Impacts Language And Literacy Skills, Angie Thurman

Graduate Research Papers

The purpose of this review is to examine the importance of parent-child interaction in children ages birth through five-years old. The review focuses on how these interactions impact literacy and language skills in young children. Parent interventions and strategies to help children grow in the areas of literacy and language are also highlighted. The conclusion of this review includes recommendations for parents and teachers as well as suggestions for future research.

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The Use Of Touchscreen Devices To Support Writing Development Of Preschoolers, Celeste Mortvedt Jan 2017

The Use Of Touchscreen Devices To Support Writing Development Of Preschoolers, Celeste Mortvedt

Graduate Research Papers

This review examines the use of touchscreen devices to support writing development of preschool children. Examination of the impact of touchscreen device writing on brain development of preschoolers is also included. Benefits and challenges of using touchscreen devices to support handwriting development are analyzed and reviewed along with recommendations for classroom implementation, future research, and educational policy.

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