Context and Implications Document for: Teaching English language arts methods in the United States: a review of the research

2014 ◽  
Vol 2 (2) ◽  
pp. 186-188
Author(s):  
Donna L. Pasternak ◽  
Samantha Caughlan ◽  
Heidi Hallman ◽  
Laura Renzi ◽  
Leslie Rush
Keyword(s):  
United States ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
The United States ◽  
Teaching English ◽  
Language Arts Methods

scholarly journals Teaching English language arts methods in the United States: a review of the research

2014 ◽  
Vol 2 (2) ◽  
pp. 146-185 ◽  
Author(s):  
Donna L. Pasternak ◽  
Samantha Caughlan ◽  
Heidi Hallman ◽  
Laura Renzi ◽  
Leslie Rush
Keyword(s):  
United States ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
The United States ◽  
Teaching English ◽  
Language Arts Methods

scholarly journals The Relation Between easyCBM and Smarter Balanced Reading and Mathematics Assessments

2016 ◽  
Vol 1 (1) ◽  
pp. 17-35
Author(s):  
Julie Alonzo
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Strong Predictor ◽  
The United States ◽  
Convenience Sample ◽  
Benchmark Assessments ◽  
Mathematics Assessments ◽  
Reading Measures ◽  
Math Score

This study investigated the relation be- tween the easyCBM Benchmark Assessments in both mathematics and reading and the Smarter Balanced assessment, widely adopted across the United States. Data for the study were obtained from a convenience sample of approximately 1,000 students per grade in grades 3-8 provided by two school districts in the Pa- cific Northwest. Results indicate that the easyCBM CCSS math assessments are a strong predictor of the Smarter Balanced total math score, with correlations ranging from .69 to .84 across grades and seasonal benchmarks. Linear regression analyses indicate that the different easyCBM CCSS math measures account for 68% to 77% of the variance in Smarter Balanced total math score. In addition, all of the easyCBM read- ing assessments are significantly related to the Smart- er Balanced English language arts total score, with correlations ranging from .50 to .69 across grades, measure types, and seasonal benchmarks. Linear re- gression analyses indicate that the different easyCBM reading measures account for 50% to 62% of the vari- ance in Smarter Balanced English language arts score.

scholarly journals Perceiving the Materiality of Language in Teaching English Language Arts

2020 ◽  
Vol 1 (1) ◽  
pp. p61
Author(s):  
E.A. Gamini Fonseka, PhD
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Holistic Approach ◽  
Teaching English ◽  
Life World ◽  
Language Arts Teachers ◽  
Verbal Language ◽  
Arts Teachers ◽  
Materiality Of Language

As language is the medium of an art or a configuration of arts focused on communication, it is indispensable to realize the materiality of language with its potential to interpret the numerous phenomena in the environment. Our individual microcosms filled with messages on various complex situations received through our sensory channels exist in terms of strings of verbal language that help to re-create them for communication in whatever fashion we want. We experience language in meaningful utterances that function in singles or clusters to represent the life world in numerous registers. Our expressions inspired by our experiences of the life world are communicated through words orchestrated in grammatically patterned sentences. Like in other forms of art, in English language arts, teachers and learners can behave with confidence, when they realize the substance they deal with as oral sounds that gradually evolve into syllables, morphemes, signs, symbols, metaphors, and images, which creatively represent the life world. Against this background, I intend to demonstrate here the relevance of perceiving the materiality of language under the framework of a multifaceted unity of several disciplines, namely, phonology, morphology, semiotics, rhetoric, and stylistics that altogether contribute to a holistic approach to language. A concrete perception of language achieved in this manner helps to recover the learning process not only from inhibition and anxiety but also from fossilization and ephemerality.

scholarly journals Complexity, Contradiction, and Carnival: Microethnographic Research on Student Disruption in a High School English Language Arts Classroom

2018 ◽  
Vol 40 ◽  
pp. 70-93
Author(s):  
Matt Seymour
Keyword(s):  
Classroom Management ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Management Strategies ◽  
The United States ◽  
Social Consequences ◽  
Power Structures ◽  
Classroom Management Strategies ◽  
Student Disruption

[full article in English]  When teaching, many educators must respond to unruly and disruptive students. While most scholarship on student disruption focuses on classroom management strategies and tactics, few studies consider the nature of the disruption, its ideological significance and the social consequences that follows. Via ethnographic methods and microethnographic discourse analysis, this paper examines the complexity and contradictions of macro- and microstructures as they manifest during a student’s disruption of a classroom discussion of a novel in an 11th and 12th grade English Language Arts class in the United States. Using Bakhtin’s notion of carnival as a theoretical framework, this paper examines the pattern of disruption in the classroom that evoked multiple and contradictory ideologies and both maintained and subverted power structures in the context. Contrary to the belief that classroom disruptions are always challenges to power, they sometimes reinforced power relations on a broader cultural level. This paper urges that research and scholarship embrace complexity and contradiction as inherent in the interactions of people in schools and seeks to rethink how educators view and respond to classroom disruption. It concludes by advocating that embracing complexity and contradiction will better allow teachers and researchers to think through systems of education as a way to effectively and ethically intervene when these structures prove problematic.

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