Language and Literacy Education Commons^™

Culturally Responsive Language Arts Teaching: Refiguring Curriculum With Counternarratives, Claire A. Breiholz, Rebecca Smith

Language Arts Journal of Michigan

This paper offers culturally responsive teaching methods for secondary English Language Arts educators to reform curriculum to honor and integrate counternarratives. We provide a sample Herstory unit plan framework for teachers to use as a model for revisioning curriculum to better meet the needs of all students. We offer examples of both traditional canonical and contemporary texts teachers can use to teach counternarratives.

Muffintops, Fat Rolls, And Self Love: Using Fat Young Adult Texts To Promote Body Positivity, Laura M. Davis

Language Arts Journal of Michigan

With the findings of Wood-Barcalow, Tylka, and Augustus-Horwath (2009) as a framework, this essay offers an analysis of two texts portraying fat protagonists: The Summer of Jordi Perez and the Best Burger in L.A. by Amy Spalding and To Be Honest by Maggie Ann Martin. I examine the authors’ depictions of fat characters to determine if the characters align with Wood-Barcalow, Tylka, and Augustus-Horwath’s (2009) definition of body positivity. Using critical content analysis (Short, 2017), I consider how relationships, environment, and self-concept support and work against body positive attitudes. This essay also includes suggestions for how educators can use these …

Book Review: English In Action 3 (Third Edition), Deniz Toker

MITESOL Journal: An Online Publication of MITESOL

Book review of English in Action 3 (Third Edition) by Barbara H. Foley and Elizabeth R. Neblett; Published by CENGAGE ELT, 2019; ISBN: 9781337905961

Grammar, Grammar, And More Grammar: A Review Of Teaching English Grammar To Speakers Of Other Languages 1st Ed., Grace Irwin

MITESOL Journal: An Online Publication of MITESOL

N/A

A Tesol Service Learning Program In Rural Michigan: An Innovative Approach To Preparing Pre-Service Teachers, April M. Burke, Sarah Case, Caitlin Hamstra

MITESOL Journal: An Online Publication of MITESOL

Central Michigan University offers a TESOL service learning course that provides pre-service teachers the opportunity to apply their understanding of course content while addressing the needs of school-aged and adult emergent multilinguals. An innovative aspect of the course is that it provides clinical experiences, prior to student teaching, at the university’s English Language Institute and at multiple sites within a rural K-12 school district. To contribute to an understanding of how to prepare pre-service teachers while supporting emergent multilinguals in rural communities, the authors describe the development and research basis of the course, discuss the benefits of the course and …

No More Random Acts Of Literacy Coaching, Annie P. Spear

Michigan Reading Journal

No abstract provided.

Essential Practices For Disciplinary Literacy Instruction In Secondary Classrooms, Jenelle Williams

Michigan Reading Journal

This article describes the role of student-centered, problem-based instruction, and it offers practical tips and resources for secondary English Language Arts educators in using effective problem frames for units of instruction.

Big Kids Need Books Too: Lessons Learned From Building Classroom Libraries At The Secondary Level, Jenelle Williams, Megan Kortlandt

Michigan Reading Journal

This article is intended to describe the rationale and process of creating and effectively using classroom libraries in middle- and high-school English Language Arts classrooms. The authors connect theory to practice, using research to guide decisions about book selection and teacher professional development that takes into account the unique affordances and constraints of using classroom libraries at the secondary level. Additionally, the authors include considerations for the current reality of remote, virtual, and blended learning scenarios.

Pizza, Pages, And Family Engagement: A Simple Approach To Family Literacy Night, Jennie Baumann

Michigan Reading Journal

Family engagement in schools is a worthy but difficult pursuit. Between scheduling challenges, family needs, and other systemic factors, how can educators encourage family participation? This article details a simple practice using pizza, existing curriculum, and local resources as a way of working smarter to create a culture of family engagement around literacy.

Feedback As A Connector In Remote Learning Environments, Heather Rottermond, Laura Gabrion

Michigan Reading Journal

In March, Michigan educators unexpectedly found themselves rethinking instruction. As schools throughout the state were shuttered due to the COVID-19 health crisis, educators at every level needed to consider ways to sustain relationships with students in an effort to move learning forward. Feedback has always served as a natural connector between teachers and their students, but students’ use of feedback is based upon trust. This article examines the importance of formative assessment and the feedback cycle while exploring ways to deliver feedback in remote settings. By prioritizing the student-teacher relationship, teachers foster students’ active engagement with feedback, thereby raising students’ …

A Call For Something Better: Classrooms As Foundations Of Respectful Argument For Civic Engagement, Mark Dziedzic, Bryn Orum, Linda Denstaedt

Michigan Reading Journal

“Building Something Better: Civically Engaged Conversation with Contested Issues ” promotes essential elements teachers used to design text sets and student experiences supportive of inclusive classrooms that recognize diversity of perspectives as a strength. The National Writing Project’s College, Career, and Community Writers Program served as a framework for looking closely at the role of teaching practice to develop classroom conversations focused on contested social issues and text sets that disrupt prior thinking and open the door to multiple perspectives, stakeholders, and voices. The ideas presented in this article emerged in collaboration with teachers using C3WP to rethink their curriculum …

Assessing Young Children’S Language And Nonverbal Communication In Oral Personal Narratives, Shelley Stagg Peterson, Nazila Eisazadeh, Andrea Liendo

Michigan Reading Journal

In this article, we describe tasks and an assessment framework, collaboratively designed with kindergarten teachers in a northern rural Canadian school district, to assess young children’s language and nonverbal communication. Our analysis of 44 five-year old children’s language samples showed that children usually provided information about the name or role of at least one character in their narrative, although a few children referred to characters only using pronouns and a few provided information about multiple features of characters. The events and ideas in most children’s narratives were loosely connected, although some children used conjunctions to connect them and even explained …

Reading With Our Heads And Our Hearts To Build Empathy, Heidi Gibbons

Michigan Reading Journal

Reading in schools can often become very focused on text-level strategies, leading to expectations of students that result in monological responses, very little beyond-the-text interaction, and an absence of personal student growth. The purpose of this study was to determine how using the Book Head Heart approach created and shared by Kylene Beers and Bob Probst to interact with a text changed intermediate students on a social-emotional level, specifically how it affected their empathy skills. Student journal responses were coded before and after students learned the Book Head Heart method; in addition, students completed two surveys measuring empathy. Also, student …

Depictions Of Lgbtq Athletes In Young Adult Literature That Interrogate Sport Culture, Katherine Mason Cramer

Language Arts Journal of Michigan

Although there is an increasing sense of inclusivity for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) athletes in K-12, collegiate, and professional sports, there is still unstated pressure not to come out, which is evident in GLSEN’s 2017 National School Climate Survey. Consequently, the depiction of LGBTQ athletes and the positive message of sports-themed young adult literature (YAL) is even more important. This article explores the ways that YAL aligns with and contradicts narratives of sexual and gender diversity within sport culture and connects this exploration to English language arts instruction using Bill Konigsberg’s YA novel Honestly Ben.

Enhancing Cultural And Linguistic Responsiveness In Argument Writing Pedagogy Through Effective Adaptations For English Learners: Insights From C3wp Resource Analysis And Three Experienced Teachers’ Practices, Katelyn Walsh, Katey Robinson, Rachel Deacon, Zuzana Tomaš

Language Arts Journal of Michigan

This article examines recommended adaptations for English Learners (ELs) in the nationally-recognized C3WP argument writing program through the lens of effective EL literacy practices and culturally and linguistically responsive pedagogy. We present an analysis of C3WP EL tips and EL notices and argue that when evaluated from the second language literacy and linguistically and culturally responsive pedagogy perspectives, the C3WP program could be enhanced by adding guidance for 1) specific instructional supports designed to increase ELs’ access to the resources and 2) helping teachers leverage these learners’ multicultural and multilinguistic capital. To help imagine how such effective additional guidance could …

Examining The Value Of Online Intercultural Exchange (Oie) In Cultivating Agency-Focused, (Inter)Culturally And Linguistically Responsive Pedagogy: A Story Of One Collaborative International Project For English Learners, Zuzana Tomas, Margita Vojtkulakova, Nikola Lehotska, Marie Schottin

Language Arts Journal of Michigan

This article makes two contributions to culturally and linguistically responsive pedagogy for English learners (ELs). First, we argue for the value of expanding cultural responsiveness to include an intercultural framing that not only cultivates ELs’ pride in their multicultural heritage, but also fosters their identities and capacities as global citizens. Second, we make a case for foregrounding student agency as a necessary prerequisite for what has been conceptualized as the ultimate goal of Culturally Sustaining Pedagogy: to be able to maintain one’s cultural practices, while simultaneously learning how to critique dominant power structures (Paris & Alim, 2017). We illustrate how …

Developing Critical Communities For Critical Conversations In K-12 Classrooms, Natalie Sue Svrcek, Henry Cody C. Miller

Language Arts Journal of Michigan

As marginalized identities are still largely denied representation in society and students from dominant groups lack sociocultural knowledge to live in a multicultural democracy, books are a powerful tool to address injustices. This article provides teacher candidates as well as practicing teachers with tools to address social justice topics in their classes by building critical communities to support critical conversations and subsequently using texts as tools for teaching in socially just ways. We offer a three part framework including 1) How teachers can begin to prepare to engage in critical conversations with students; 2) Laying out necessary steps for structuring …

Advancing Literacy: Using A Project Based Learning Academy To Increase Literacy Performance, Corrie A. Tuttle, Megan Adams

Language Arts Journal of Michigan

A teacher researcher and faculty member at a local university conducted a year-long study of the impacts of a new Project Based Learning (PBL) based 9^th grade academy. The academy was a new option for 9^th graders entering school in a marginalized, Title I school in a large, urban county. The case study was conducted using formal research methods, but the article is written with a focus on the needs of practitioners. The voices of students are highlighted, but there is also ample data illustrating the literacy gains measured in the students participating in the study. This approach …

Book Clubs In A Pandemic: Student Choice And Flexible Pedagogies As We Learned More About Ourselves And The World, Naitnaphit Limlamai

Language Arts Journal of Michigan

Abstract: In this narrative, the author relays the experience of meeting virtually with two small book clubs, one sixth grade and one eighth grade, during the 2020-2021 school year. Meeting over Zoom, choosing books to read, and creating their own community, the members of the book club explore three major themes in their time together talking about books: connecting reading and writing, learning more about themselves, and building understandings about the world. Weaving the book club members’ voices with her own pedagogical decision-making, the author illustrates new ways to think about teaching as she centers student choice and flexible pedagogies.

From Critical Self Reflection To Cultivating Equitable Literacy Classrooms: Educators Creating Pd As They Move Forward With Hope, Elisabeth Spinner, Emily Sommer, Naitnaphit C. Limlamai, Anna J. Roseboro, Lynne Lesky, Kim Stein, Rick Kreinbring, Shelley Esman

Language Arts Journal of Michigan

Though teaching has felt discouraging at times throughout the past year, this article looks at how a group of educators used a book club to not only maintain a hopeful outlook, but also learn more about antiracist teaching. Their work has benefited not only their personal journeys, but also their classrooms and school districts.

Improving Reading Comprehension In Arabic English Language Learners, Amanda Watson

Masters Projects

While working at a charter school where students first language is Arabic, there has been a concern that Arabic English Language Learners (ELLs) often struggle with reading comprehension and teachers strive to find ways to fit additional instruction in with their rigorous reading curriculum. Therefore, the topic of this project thesis is how to increase reading comprehension for Arabic English Language Learners. It will look at the causes of why some Arabic ELLs struggle with reading comprehension and will briefly explore the differences between the English and Arabic orthographies. An increase and focus on phonological processing skills (specifically phonological awareness) …

Workplace English As Professional Development: The Uw-Madison Model, Karen Parrillo

MITESOL Journal: An Online Publication of MITESOL

University human resources departments dedicate themselves to providing relevant professional development to their institutions’ employees. However, few of these departments consider the language learning needs of employees who are nonnative English speakers. This paper introduces the University of Wisconsin-Madison (UW-Madison)’s unique approach to meeting the English language learning needs of employees through its Cultural Linguistic Services (CLS) department within the Office of Human Resources (OHR). The CLS Workplace English Program features the development of contextualized learning materials, active participation of employees’ supervisors, dynamic scheduling, and on-the-job practice with authentic communicative tasks. The collaboration between CLS/OHR and other UW-Madison departments has …

Linguistic Justice: Black Language, Literacy, Identity, And Pedagogy, Raven Jones Stanbrough

Michigan Reading Journal

No abstract provided.

Essential Practices For Disciplinary Literacy Instruction In Secondary Classrooms, Laura Gabrion, Michelle Renna, Megan Schrauben, Jenelle Williams

Michigan Reading Journal

In response to the call for increased literacy and more equitable learning opportunities across the state of Michigan, the 6-12 Disciplinary Literacy Task Force formed. The group’s first charge was to revise and publish the Essential Practices for Disciplinary Literacy Instruction in the Secondary Classroom: Grades 6 to 12, based on the work of lead researchers from the University of Michigan, Drs. Elizabeth Moje and Darin Stockdill. During the 2019-2020 school year, education consultants and educators from around Michigan participated in the Regional One-Day Institute, which served as an introduction to the Essential Practices for Disciplinary Literacy Instruction in …

Creating An Online Community Of Learners During The Covid-19 Shutdown Using Michigan’S Literacy Essentials, Annie P. Spear

Michigan Reading Journal

When a global pandemic shuts down our educational system it is critical to mobilize quickly and effectively to support children and families. This article explores one educator's experience of setting up free online classes to support students during the COVID-19 shutdown. Participants ranged in age from 3 to 12 and were from Massachusetts, Michigan, New Hampshire, and Ohio. The author outlines how she designed classes, engaged with children and families, and provided instruction that was grounded in literacy research and Michigan's Essential Instructional Practices in Early Literacy while guided by developmentally appropriate pedagogy. Specific practices that foster motivation and engagement …

I Wrote My Way Out, Sharon Murchie

Michigan Reading Journal

When the pandemic caused schools to close, I challenged myself to write a blog post a day about the experience. I had expected to write funny posts about the ridiculousness of the entire situation, sheltering-in-place in a too-small space with too many people. Instead, I wrote about that and so much more. Throughout this journaling experience, I came to several realizations about me, about my students, about my family, about my profession, about our state, and about our country.

Let's Read A Story!: Collaborative Meaning Making, Student Engagement, And Vocabulary Building Through The Use Of Interactive Read-Alouds, Shaya Helbig, Susan V. Piazza

Michigan Reading Journal

The interactive read-aloud has long been a practice during early literacy instruction in schools and in homes. Reading aloud to children provides a platform for teachers or caregivers to model meaning-making interactions with text. Students are able to collaboratively engage in conversations to create a collective understanding of texts. Interactions during a read-aloud can foster engagement, create meaning, and promote vocabulary acquisition. This article examines current research that supports the use of interactive read alouds to engage learners in meaning-making processes and translates research and theory into practical recommendations for effective interactive read-alouds.

Differentiating Literacy Instruction Through Guided Reading, Emily Clare Ringquist

Masters Projects

Research reiterates how instilling a strong reading foundation in young students is vital to their growth in the future. Today, students need more support and individualized education to meet the diverse needs students enter school with. Whole group reading instruction does not benefit students in comparison to differentiated instruction. In order to differentiate instruction to meet the needs of the students as well as provide scaffolds to enhance literacy, teachers must incorporate small group instruction such as guided reading groups.

Guided reading are groups of students around the same developmental level that showcase similar learning needs exploring books. Teachers work …

Grading For Growth: Introducing New Assessment Approaches In Traditional Grading Models, Beth A. Walsh-Moorman, Katie Ours, Aubrey Deaton, Maura Mcginty-O'Hara

Language Arts Journal of Michigan

This article explores three teachers’ experiences introducing a new assessment approach in an existing school-wide, grading framework. Teachers explore how they were able to manipulate the school framework in a way that allowed (and required) students to revise and rewrite until they had achieved mastery on key writing assignments.

Staying Power, Elizabeth M. Brockman

Language Arts Journal of Michigan

Using a wide-angle lens spanning three decades, the author proposes that a 1991 OJELA article has “staying power” in the field. Its original purpose—to celebrate the highly recursive revision and personal voice of Emily, a high school junior—is still relevant today, nearly thirty years after the fact. In other words, Emily (who must be nearly 50!) can still vividly model revision strategies and habits of mind with the power to enlarge our own students’ writerly horizons, bolster their rhetorical confidence, and accelerate their literacy growth. However, English teachers today can do more than value the original purpose; they can broaden …