English/Language Arts Curriculum

In this article, we explore data from two studies that demonstrate how inviting teachers to take on the role of codesigners of interventions in social design experiments created opportunities for them to consider their own positionality and privilege as well as negotiate deficit and antideficit discourses underlying and shaping English-language arts curriculum, instruction, and assessment. The findings illustrate the potential for researchers engaging in design experiments to include teachers at the outset of such studies before designing curriculum, instruction, or assessment.

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UNTANGLING BINARIES: WHERE CANADA SITS IN THE “21st CENTURY DEBATE”

McGill Journal of Education ◽

10.7202/1044472ar ◽

2018 ◽

Vol 52 (2) ◽

pp. 383-407 ◽

Cited By ~ 3

Author(s):

Tiffany L. Gallagher ◽

Jennifer Rowsell

Keyword(s):

Language Arts ◽

Learning Outcomes ◽

English Language Arts ◽

Digital Literacy ◽

English Language ◽

Curriculum Standards ◽

Language Arts Curriculum ◽

Arts Curriculum ◽

Canadian Provinces ◽

Learning Competencies

This article examines the extent to which the competencies of the 21st century learner are reflected in the learning outcomes within the English language arts curriculum standards documents for the Canadian provinces. Manifest summative content analysis was used to code learning outcomes in accordance with themes derived from the competencies of 21st century learners. For all provinces, there were few learning outcomes that required students to use digital resources to access information or create knowledge / solutions; there were no learning outcomes related to competencies in the context of core subjects or using social media to communicate and learn. Espoused learning pedagogies need to be galvanized into English language arts curriculum standards that are consistent with 21st century and digital literacy learning competencies.

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Expanding the Discourse of Identity in the English Language Arts Curriculum

Andragogical and Pedagogical Methods for Curriculum and Program Development - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-5872-1.ch019 ◽

2014 ◽

pp. 382-418

Author(s):

Philomena S. Marinaccio ◽

Kevin Leichtman ◽

Rohan Hanslip

Keyword(s):

Language Arts ◽

English Language Arts ◽

English Language ◽

Diverse Learners ◽

Literacy Curriculum ◽

Language Identity ◽

Arts Curriculum ◽

Literacy Knowledge ◽

History Of ◽

Diverse Learner

The English Language Arts (ELA) curriculum in United States (US) schools is failing students from ethnically and economically diverse communities. Standards for ELA have been accused of perpetuating inequality and causing a spiral of marginalization to continue for diverse learners. The current conceptualization of ELA and literacy does not reflect the complex set of diverse social, cultural, and linguistic dynamics inside and outside the classroom that influence the curriculum. Changes in the literacy curriculum need to be made that mirror changes in the world. The present chapter proposes an ELA curriculum that is flexible enough to respond to the socio-cultural synergy between language, identity, and power to combat diverse learner school resistance, misevaluation, and barriers to higher levels of literacy knowledge. There is an urgent need for a curriculum based on a universal and dynamic curriculum that acknowledges the identity and needs of each student. Our theoretical framework is based on the classic works of Piaget and Vygotsky and traces the history of ELA research from the deficit-based theories regarding the oral-literate continuum to the inclusive research design and pedagogy of “new literacies.” Being cognizant of myriad reading and cognitive development theories is needed to guide ELA educators in teaching reading and literacy. We need to go beyond blaming students to transforming and expanding the ELA curriculum through critique and reflection. The ELA curriculum must itself be potentially transformative in that it will embrace diverse learner discourses and identities by integrating rather than assimilating diverse learners into the classroom.

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