Best Literacy Practices for Secondary English Language Arts Classrooms

2009 ◽  
pp. 94-104
Author(s):  
Pamela Carroll ◽  
Rachel De Luise ◽  
Tiffany Howard
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Literacy Practices ◽  
Secondary English ◽  
Secondary English Language Arts ◽  
Language Arts Classrooms

The Promise of Anonymity: An Investigation of the Practices of ELA Teachers Facilitating Discourse about LGBTq Topics

2016 ◽  
Vol 118 (12) ◽  
pp. 1-36
Author(s):  
Sarah Schneider Kavanagh
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Instructional Practice ◽  
Comparative Case Study ◽  
Secondary English ◽  
Language Arts Teachers ◽  
Secondary English Language Arts ◽  
Arts Teachers ◽  
Lgbtq Students

Background/Context As states and districts have begun adopting texts inclusive of lesbian, gay, bisexual, transgender, and queer (LGBTQ) people, debates about how LGBTQ issues should be represented in the curricular canon have emerged. While existing research investigates curricular questions that are arising as a result of LGBTQ curricular inclusion, scholarship has been slow to address the instructional questions presented by the introduction of inclusive curricula. Purpose This study explored how seven secondary English Language Arts teachers facilitated student engagement with LGBTQ-related topics. Analysis of data on teachers’ instructional practice and related decision-making sought to (a) determine what instructional dilemmas arose for teachers as they taught LGBTQ-inclusive content and (b) analyze the instructional decisions that teachers made to address these dilemmas. Participants Participants in this study were seven secondary English Language Arts teachers who (a) held strong reputations in their professional communities for supporting LGBTQ students and (b) had strong intentions to support LGBTQ students through LGBTQ curricular inclusion, reducing student prejudice, and advocating for and with LGBTQ students. Research Design This comparative case study was embedded in a larger qualitative study that investigated the instructional practice of LGBTQ-supportive teachers. This article reports on findings from an analysis of all data from this project that pertained to how teachers engaged students when teaching LGBTQ content. Data was collected over a six-month period and includes 22 teacher interviews, 28 observations of classroom instruction, 70 teacher log entries, and 25 teacher questionnaires. Findings/Results Analysis showed that participants felt a tension between a desire to make LGBTQ identity visible and a desire to offer LGBTQ students privacy. Participants employed two different approaches to navigating the visibility–privacy tension. Some created parallel engagement strategies for students, some public and some private, while others simultaneously allowed for privacy and visibility through the use of anonymity. Conclusions/Recommendations As conceptions of diversity expand to include sexual diversity, this study has implications for teacher preparation and professional development aimed at supporting teachers to attend to the unique needs of LGBTQ students within instructional practice.

Preparing Pre-Service Secondary English Language Arts Teachers to Support Literacy Learning with Interactive Online Technologies

2013 ◽  
pp. 318-334
Author(s):  
Luke Rodesiler ◽  
Barbara G. Pace
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Literacy Learning ◽  
Secondary English ◽  
Language Arts Teachers ◽  
Literacy Events ◽  
Online Technologies ◽  
Secondary English Language Arts ◽  
Arts Teachers

In this chapter, the authors present the framework and methods they employ to integrate online learning opportunities into an English teacher education program at a large, public university in the southeastern United States. The authors focus on their efforts to extend pre-service secondary English language arts teachers’ understandings of what constitutes literacy and what counts as text in the secondary English language arts classroom in a blended technology- and media literacy-focused methods course, a required component of a three-semester English Education Master’s degree program. Specifically, the authors document the ways they nudge pre-service teachers to consider the kinds of literacy events they might design and the types of literacy practices they might promote to support literacy learning with interactive online technologies and popular media in English language arts classrooms.

When Princesses Become Dragons

2021 ◽  
Vol 14 (3) ◽  
pp. 72-89
Author(s):  
Shelby Boehm ◽  
Kathleen Colantonio-Yurko ◽  
Kathleen Olmstead ◽  
Henry “Cody” Miller
Keyword(s):  
Language Arts ◽  
Secondary Students ◽  
Critical Literacy ◽  
English Language ◽  
Secondary English ◽  
English Curriculum ◽  
Secondary English Language Arts ◽  
And Gender ◽  
Language Arts Classrooms ◽  
Teaching Implications

In this article we offer curricular suggestions for teaching Elana K. Arnold’s young adult title Damsel, a subverted fairytale rewrite, using a critical literacy framework. In doing so, we outline how English curriculum has often upheld oppressive systems that harm women, and how our teaching can challenge such systems. We situate this work through the retelling of a fairytale trope given the ubiquity of such stories in secondary students’ lives. Our writings have teaching implications for both secondary English language arts classrooms and higher education fields such as English, folklore, mythology, and gender studies. We end by noting the limitations of such teaching.

Preparing Pre-Service Secondary English Language Arts Teachers to Support Literacy Learning With Interactive Online Technologies

2017 ◽  
pp. 456-473
Author(s):  
Luke Rodesiler ◽  
Barbara G. Pace
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Literacy Learning ◽  
Secondary English ◽  
Language Arts Teachers ◽  
Literacy Events ◽  
Online Technologies ◽  
Secondary English Language Arts ◽  
Arts Teachers

In this chapter, the authors present the framework and methods they employ to integrate online learning opportunities into an English teacher education program at a large, public university in the southeastern United States. The authors focus on their efforts to extend pre-service secondary English language arts teachers' understandings of what constitutes literacy and what counts as text in the secondary English language arts classroom in a blended technology- and media literacy-focused methods course, a required component of a three-semester English Education Master's degree program. Specifically, the authors document the ways they nudge pre-service teachers to consider the kinds of literacy events they might design and the types of literacy practices they might promote to support literacy learning with interactive online technologies and popular media in English language arts classrooms.

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