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Language and Literacy Education Commons™
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Articles 1 - 30 of 77
Full-Text Articles in Language and Literacy Education
On The Need Of Pluralism And Common Ground In Sla, Simona Pekarek Doehler, Steven L. Thorne, Soren W. Eskildsen, Marije C. Michel
On The Need Of Pluralism And Common Ground In Sla, Simona Pekarek Doehler, Steven L. Thorne, Soren W. Eskildsen, Marije C. Michel
World Languages and Literatures Faculty Publications and Presentations
Hyperbolic claims that SLA is in crisis (!), that a unifying theory is overdue, or that research must be oriented toward pedagogy have resurfaced once again—most recently in the response by Lantolf et al. (2025) to the Special Issue on Synergies in Second Language Acquisition and Teaching (SLA/T) (Atkinson et al., 2025). Our own position is diametrically opposed to such claims.
Once Upon An Early Writing Experience: Connecting Memory With Literacy Instruction In Pre-Service Teacher Education, Jue Wang, Jingru Lu
Once Upon An Early Writing Experience: Connecting Memory With Literacy Instruction In Pre-Service Teacher Education, Jue Wang, Jingru Lu
Northwest Journal of Teacher Education
Through a narrative-based case study design, this research connects pre-service teachers’ early writing memories with their studies in writing instruction to explore how multi-layered and multi-faceted writing experiences across time and space influence teaching beliefs and practices. This article invites audiences to vicariously experience these pedagogical encounters, reflect on journeys to becoming writing teachers, and shed light onto the implications of teaching early writing. Comic artifacts and interview data were collected from nine pre-service teachers who learned to teach early writing/language arts in a four-year public university in the Inland Northwest. Based on the participants’ comics and narratives, four themes …
Game-Based Learning As A Dynamic System: A Review Of The Literature, Meadow Mcgalliard
Game-Based Learning As A Dynamic System: A Review Of The Literature, Meadow Mcgalliard
University Honors Theses
Game-based learning (GBL) in its development as a field has found itself at an ever-increasing complexity with regard to theories, design elements, and outcomes that define it. It's been long since proven that games produce learning and the ways in which this benefits educators and designers have broad applications, from direct game implementation to integrating GBL knowledge into non-game spaces. The density and complexity of design in GBL prove beneficial for learning opportunities, as the adaptability of design can create an almost infinite series of outcomes in a highly replicable manner. In this broad review, I attempt to display the …
Rising From The Ashes: Reading Impacts And The Effects Of Recovery Educational Services Following A Major Natural Disaster, Tiffanie Lousia Lambert
Rising From The Ashes: Reading Impacts And The Effects Of Recovery Educational Services Following A Major Natural Disaster, Tiffanie Lousia Lambert
Educational Leadership Professional Doctorate Dissertations
This Improvement Science Dissertation examined solutions to improving literacy outcomes for students in an elementary school that experienced a wildfire during the pandemic. School data revealed lagging reading growth among students displaced by the wildfire despite educational recovery efforts. A root cause analysis to understand students' limited reading recovery led to more global concerns about school-wide literacy programming and the limited use of evidence- based approaches. School-wide data revealed that fewer than 30% of students in the school met literacy benchmarks since the wildfire. Though the fires disproportionally impacted low-income neighborhoods with higher representation of English Learners and students receiving …
Early Reading Instruction Methods: An Analysis On The Outcomes Of Whole Language Instruction And Phonics Instruction, Kaitlin Nims-Fournier
Early Reading Instruction Methods: An Analysis On The Outcomes Of Whole Language Instruction And Phonics Instruction, Kaitlin Nims-Fournier
University Honors Theses
Many within the field of education struggle to meet common ground in regards to how we should teach children to read. Throughout the past several decades, educators have engaged in discussions around early reading interventions, specifically related to phonics instruction and whole language instruction. This review examines previous scholarship on these two instructional approaches and the effectiveness of various reading interventions. The findings reveal that each instructional approach targets different skills and that a balanced approach is recommended. The purpose of this review is to highlight each of the characteristics of phonics instruction and whole language instruction and to evaluate …
Meeting The Needs Of Multilingual Students: Using Teacher-Reported Challenges And Successes For Teacher Preparation, Vanessa Z. Mari, Steve Hayden
Meeting The Needs Of Multilingual Students: Using Teacher-Reported Challenges And Successes For Teacher Preparation, Vanessa Z. Mari, Steve Hayden
Northwest Journal of Teacher Education
Preparing teachers to meet the needs of multilingual students is the goal of TESOL and Bilingual education programs in higher education. What these programs use to determine what these needs are can vary by location, faculty, and population of learners. This qualitative study surveyed in-service teachers applying for their TESOL or Bilingual endorsements in a college in the southwest United States. Research questions asked about the challenges and successes teachers face in meeting the needs of multilingual students and used this data to determine themes. The data showed that teachers encounter challenges meeting the needs of multilingual students in the …
An Equity Framework To Engage Community College Preservice Teachers In Black Liberatory Practices, Denise Farrelly, Joanna Maulbeck, Laura Scheiber
An Equity Framework To Engage Community College Preservice Teachers In Black Liberatory Practices, Denise Farrelly, Joanna Maulbeck, Laura Scheiber
Northwest Journal of Teacher Education
While representation of teachers of color remains startlingly low nationwide, it is critical to recognize that increasing diversity is not enough to increase access to an inequitable system. Centering the strengths of Black students, on both an individual and institutional level, through culturally and historically-responsive pedagogical and curricular practices is a crucial step toward equitizing the teaching workforce. Using a culturally and historically-responsive literacy (HRL) framework, we discuss and reflect upon practical classroom-based approaches to engage community college preservice teachers in responsive pedagogical practices that are aligned with the legacy of Black literary societies. The paper is divided into four …
Counteracting Epistemicide: Social And Cultural Capital Of Teachers In A Dual Language Program, Katrina Liu, Richard C. Miller, Jorge Inzunza
Counteracting Epistemicide: Social And Cultural Capital Of Teachers In A Dual Language Program, Katrina Liu, Richard C. Miller, Jorge Inzunza
Northwest Journal of Teacher Education
This case study explored the social and cultural capital of teachers in a rural Midwestern Spanish-English dual-language immersion (DLI) program as they overcame an Anglocentric epistemological hegemony in their daily practice. Working from Bourdieu’s (1986) theory of social capital and Rios-Aguilar and Kiyama’s (2012) approach to funds of knowledge, this research demonstrated that DLI teachers faced challenges ranging from resistance by non-DLI teachers in the school afraid of losing their jobs, to a broader fear of the DLI program taking resources away from the monolingual anglophone classrooms. To overcome these challenges, the DLI teachers drew extensively on their global social …
Reading The Word, Not The World: A Critical Analysis Of Close Reading, Jessica E. Masterson
Reading The Word, Not The World: A Critical Analysis Of Close Reading, Jessica E. Masterson
Northwest Journal of Teacher Education
This article critically analyzes a Common Core-aligned English Language Arts curriculum with particular attention paid to the ways in which it constructs docile subjects in and through literate practices. Through a critical reading and content analysis of this textbook--one that the author was required to teach to her eighth grade students--this paper argues that under the guise of “college and career readiness,” the curriculum contained within the textbook represents a neoliberal approach to literary criticism, one whose ideology is evident through the material practices of “close reading” and in the disciplinary methods it employs in teaching students the “correct” way …
Final Report: The Ecosystem Of 21st Century Employer Supported Education And Training Initiatives, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs
Final Report: The Ecosystem Of 21st Century Employer Supported Education And Training Initiatives, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs
21CLEO Presentations and Publications
The 21st Century Learning Ecosystem Opportunities (21 CLEO) research was launched to increase understanding of the complexities of learning ecosystems in employer-supported education and training initiatives. This work envisions workplace learning as ecosystems shaped by a constellation of factors that operate in dependent and independent ways.
21st Century Learning Ecosystem Opportunities: Research And Findings, Jill Castek, Kathy Harris, Gloria Jacobs, Jen Vanek,
21st Century Learning Ecosystem Opportunities: Research And Findings, Jill Castek, Kathy Harris, Gloria Jacobs, Jen Vanek,
21CLEO Presentations and Publications
The 21st Century Learning Ecosystem Opportunities (21 CLEO) research was launched to increase understanding of the complexities of learning ecosystems. This report is a summary that aims to share insights about working learners employed in frontline service work, the types of education and training initiatives offered to them, and the outcomes from participating in such employer supported education and training initiatives. The findings shared here are drawn from the collection of presentations, blog posts, and other publications through which we have shared our insights along the way (cited throughout), as well as new material developed as part of our final …
When Enthusiasm For Learning Isn’T Enough, 21cleo Research Team
When Enthusiasm For Learning Isn’T Enough, 21cleo Research Team
21CLEO Research Project Blog Posts
21CLEO Research Blog Post No.26
Linguistically Inclusive Tesol Course Design And Its Effect On Pre-Service Teacher Education, Dylan Thibaut, Irina Mclaughlin
Linguistically Inclusive Tesol Course Design And Its Effect On Pre-Service Teacher Education, Dylan Thibaut, Irina Mclaughlin
Northwest Journal of Teacher Education
Lack of linguistic awareness prevents teachers from catering to English learners. This study proposed a new linguistically inclusive course and compared pre-service teacher knowledge of the linguistic features of five frequently spoken languages in the course versus standard courses. Odds of a correct answer on linguistic questions increased significantly in 28% of the areas tested. The inclusive course showed increased linguistic awareness compared to standard courses.
Adjusting To Change: Learning American Sign Language Online During A Global Pandemic, Kara Gournaris
Adjusting To Change: Learning American Sign Language Online During A Global Pandemic, Kara Gournaris
Northwest Journal of Teacher Education
Second language acquisition of American Sign Language (ASL) requires opportunities for engagement with native language models (Krashen, 1988). The shift to online instruction due to the impact of COVID-19 presented unique challenges for ASL programs across the United States. With little time to redesign courses, instructors and students had to navigate the experience of online learning together. The students who participated in this 2020 study at Western Oregon University (WOU) shared their raw experiences related to this transition, and unfortunately, one year later, many of the same barriers reported by students persist. The purpose of this article is to share …
The Little Things Add Up, 21cleo Research Team
The Little Things Add Up, 21cleo Research Team
21CLEO Research Project Blog Posts
21CLEO Research Blog Post No.25
21cleo Research Team Draws On Critical Race Theory For New Peer Reviewed Article, 21cleo Research Team
21cleo Research Team Draws On Critical Race Theory For New Peer Reviewed Article, 21cleo Research Team
21CLEO Research Project Blog Posts
21CLEO Research Blog Post No.24
Innovative Learning Group, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs
Innovative Learning Group, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs
21CLEO Presentations and Publications
No abstract provided.
Many Voices: Participants As Research Partners, 21cleo Research Team
Many Voices: Participants As Research Partners, 21cleo Research Team
21CLEO Research Project Blog Posts
No abstract provided.
Working Learners In An Workplace Learning Ecosystem, 21cleo Research Team
Working Learners In An Workplace Learning Ecosystem, 21cleo Research Team
21CLEO Research Project Blog Posts
No abstract provided.
“My Background Is A Little Bit More Than What I Am Now", 21cleo Research Team
“My Background Is A Little Bit More Than What I Am Now", 21cleo Research Team
21CLEO Research Project Blog Posts
No abstract provided.
Complexifying Paid Learning, 21cleo Research Team
Complexifying Paid Learning, 21cleo Research Team
21CLEO Research Project Blog Posts
No abstract provided.
Learning And Job Advancement: Insights From A Follow-Up Questionnaire, 21cleo Research Team
Learning And Job Advancement: Insights From A Follow-Up Questionnaire, 21cleo Research Team
21CLEO Research Project Blog Posts
Over the course of our research project, we were able to interview 27 working Learners employed in frontline service work in the US. Our plans to expand this data set and conduct in-person follow-up interviews was disrupted by the COVID-19 pandemic. In order to have some sense of what our participants' education, work, and lived experiences were like in the year after our interviews, we sent a follow-up questionnaire to all 27 in the summer of 2021 and received responses from 13 individuals. It was important for us to reconnect with these learners after more than a year of societal …
Considering Who Has Opportunities For Training And Advancement, 21cleo Research Team
Considering Who Has Opportunities For Training And Advancement, 21cleo Research Team
21CLEO Research Project Blog Posts
The three working learners featured in this blog post represent contrasting experiences that help us to understand the level and quality of support from such mediators as has become evident in our research, and the resu Its on the careers of these learners. Al I names used are pseudonyms.
Reflections On The Politics Of Professionalism: Critical Autoethnographies Of Anti-Blackness In The Ela Classroom, Stephanie P. Jones, Robert P. Robinson
Reflections On The Politics Of Professionalism: Critical Autoethnographies Of Anti-Blackness In The Ela Classroom, Stephanie P. Jones, Robert P. Robinson
Northwest Journal of Teacher Education
As Black educators, we are implanted with testimonies of how our pedagogies remained in close proximity to whiteness. We employ antiblackness and critical race theory frameworks. Through what we call vignettes of repair we address ourselves and our students to first, repair the harm we caused and second, to engage in collective witnessing that makes room for (re)claiming and (re)membering our own knowledge. From our critical reflection, we propose that teacher educators engage in a similar practice for their prospective teachers.
21st Century Learning Ecosystem Opportunities Convening, 21cleo Research Team
21st Century Learning Ecosystem Opportunities Convening, 21cleo Research Team
21CLEO Presentations and Publications
No abstract provided.
Critical Race Theory: Convening 2, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs
Critical Race Theory: Convening 2, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs
21CLEO Presentations and Publications
We seek to identify the factors that incentivize frontline service workers to engage in workplace-sponsored learning activities that support development of 21st century skills, including specific workplace skills, digital literacy, English language and literacy, problem solving, and adult basic skills. Central to this study is elevating the voice of the working learner.
Understanding Learners Through Personna: Convening 1, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs
Understanding Learners Through Personna: Convening 1, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs
21CLEO Presentations and Publications
We seek to identify the factors that incentivize frontline service workers to engage in workplace-sponsored learning activities that support development of 21st century skills, including specific workplace skills, digital literacy, English language and literacy, problem solving, and adult basic skills. Central to this study is elevating the voice of the working learner.
Naomi: Learning For Future Possibilities, 21cleo Research Team
Naomi: Learning For Future Possibilities, 21cleo Research Team
21CLEO Research Project Blog Posts
We've published 5 blog posts that present different personas of working learners. These personas are drawn from our interviews with frontline worker learners across the country who are participating in employer-supported learning opportunities. The personas characterize aspects of a set of real people - capturing and blending them in order to create one story that illustrates a broader representation of a participant in an employer-supported educational program or course.
Examining Pre-Service Literacy Teachers’ Perceptions About Providing Writing Feedback To Elementary Students, Roberta D. Raymond, Lillian Benavente-Mcenery, Rose M. Toman
Examining Pre-Service Literacy Teachers’ Perceptions About Providing Writing Feedback To Elementary Students, Roberta D. Raymond, Lillian Benavente-Mcenery, Rose M. Toman
Northwest Journal of Teacher Education
The purpose of this qualitative study was to examine pre-service teachers’ perceptions about providing writing feedback to fourth-grade students. A group of 102 pre-service teachers participated in the study. Data were analyzed using the constant comparative method. The findings revealed four critical components to giving feedback, the importance of scaffolding for the writer, and the vulnerability of pre-service teachers regarding writing. Implications for teacher educators include the importance of providing authentic writing and feedback opportunities for pre-service teachers. Additionally, pre-service teachers would benefit from being exposed to a strengths perspective in order to nurture their growth as proficient writers and …
Equity Journey To Crt, 21cleo Research Team
Equity Journey To Crt, 21cleo Research Team
21CLEO Research Project Blog Posts
By thinking about racism and all social justice work as a systemic issue rather than a set of individual actions, we are led to question the underlying structures that may be undermining working learners' success despite the best efforts of all involved. Adopting the lens of CRT in our work is meant to provoke change and prompt healing. It has caused us to question our role as researchers and our place as educators in the social justice movement. It has challenged us to move out of the safety of academia and to think of our research as social action. The …