scholarly journals Metaphors We Teach By: Examining Teacher Conceptualizations of Literacy in the English Language Arts Classroom

2013 ◽  
Vol 15 (2) ◽  
pp. 20 ◽  
Author(s):  
Connie Kendall Theado
Keyword(s):  
Education Reform ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Literacy Learning ◽  
Literacy Education ◽  
Arts Educators ◽  
Education Today ◽  
Pedagogical Goals

This case study used metaphor analysis to gain insight on the conceptualizations of literacy informing six English Language Arts educators’ understanding of the meaning and goals of U.S. literacy education today. While findings indicated literacy’s functional aspect as the most prominent metaphoric conceptualization employed, the teachers’ use of alternate metaphors to highlight the value of literacy learning beyond its pragmatic outcomes suggests that U.S. literacy education reform may be out of step with the pedagogical goals teachers have for their students. The article concludes with a discussion of the pedagogical implications suggested by the study findings.

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.

scholarly journals CHALLENGE AND CHANGE IN SCHOLASTIC JOURNALISM AS RELATED TO THE TEACHING AND LEARNING OF ENGLISH LANGUAGE ARTS

2015 ◽  
Vol 13 (2) ◽  
pp. 133
Author(s):  
Stacy Haynes-Moore
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
Teaching And Learning ◽  
English Language ◽  
Media Law ◽  
Saturday Morning ◽  
Student Writers ◽  
Emergent Technologies ◽  
Scholastic Journalism ◽  
Arts Educators

Changing notions of literacy impact and complicate ways in which English language arts educators adapt curriculum in meaningful ways for students. In this paper, I position scholastic journalism as authentic, 21st It is a wintery Saturday morning and a small group of student writers and editors wait outside Publications Room 70 eager for me to unlock the school door. The group is ready to work. They century ELA coursework. I provide an historical overview of scholastic journalism. I emphasize impacts of media law, emergent technologies, and redesigned school literacy goals to the ways in which scholastic journalism negotiates acceptance within ELA curriculum.

English Language Arts Case Study

2019 ◽  
pp. 157-178
Author(s):  
Sarah M. Bonner ◽  
Peggy P. Chen
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language

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.

scholarly journals Understanding Marginalized Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms

2019 ◽  
Author(s):  
Paul Alan Riser
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Social Background ◽  
Literacy Learning ◽  
Positioning Theory ◽  
Science Literature ◽  
Political Transformations ◽  
The Social ◽  
Language Arts Classrooms

<p>Students are affected by their social background, ethnic, geographic and cultural origin, languages spoken, gender, sexuality, religion, etc. Also affecting students are the more general social-political transformations (globalization, migration, changing labor markets, etc.) Whereas a lot of the social science literature in education has viewed these aspects of student <i>identity</i> and diversity as separate from each other, I aim to understand how these factors impact on student identit<i>ies</i>-work intersectionally, especially in English Language Arts (ELA) classrooms. In the referenced pilot study, I use Positioning Theory to analyze the discursive incidents around literacy learning in Texas. By analyzing students’ interactions, I begin to gain an understanding of student agentic movements and the marginalizing forces that strengthen or diminish a student’s response to learning.</p>

scholarly journals Understanding Marginalized Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms

2019 ◽  
Author(s):  
Paul Alan Riser
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Social Background ◽  
Literacy Learning ◽  
Positioning Theory ◽  
Science Literature ◽  
Political Transformations ◽  
The Social ◽  
Language Arts Classrooms

<p>Students are affected by their social background, ethnic, geographic and cultural origin, languages spoken, gender, sexuality, religion, etc. Also affecting students are the more general social-political transformations (globalization, migration, changing labor markets, etc.) Whereas a lot of the social science literature in education has viewed these aspects of student <i>identity</i> and diversity as separate from each other, I aim to understand how these factors impact on student identit<i>ies</i>-work intersectionally, especially in English Language Arts (ELA) classrooms. In the referenced pilot study, I use Positioning Theory to analyze the discursive incidents around literacy learning in Texas. By analyzing students’ interactions, I begin to gain an understanding of student agentic movements and the marginalizing forces that strengthen or diminish a student’s response to learning.</p>

Adopting Hands-Off Approaches to Activism: Examining PSTs’ Experiences Navigating Visibility and Vulnerability as Teacher Activists

2020 ◽  
pp. 002248712097911
Author(s):  
Mike P. Cook
Keyword(s):  
Preservice Teachers ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Teacher Educators ◽  
Education Plan

This case study examines six English Language Arts (ELA) preservice teachers (PSTs) and the ways they recognize injustice and inequity in education, plan for addressing such issues, and engage as teacher-activists toward impacting the issues they recognize. This research was guided by the following two questions: In what ways do ELA PSTs use their own recognition of educational injustice/inequity to foster discussions of methods for addressing such issues? How do PSTs engage in the agentive work of activists to impact those issues? Findings point to the ways in which PSTs adopt hands-off approaches to activism, or what I theorize as passive activism, where they, perhaps unconsciously, shield and distance themselves from the visibility and vulnerability that accompanies activist work. After a discussion of findings, I offer implications for the field and the ways teacher educators can better scaffold PSTs as they work to “do” the work of activists both inside and outside their classrooms.

Minecraft and Elementary Literacy Learning

2022 ◽  
pp. 320-343
Author(s):  
Sam von Gillern ◽  
Carolyn Stufft ◽  
Rick Marlatt ◽  
Larysa Nadolny
Keyword(s):  
Preservice Teachers ◽  
Language Arts ◽  
Video Game ◽  
English Language Arts ◽  
English Language ◽  
Literacy Learning ◽  
Teacher Preparation Program ◽  
Game Based Learning ◽  
Language Arts Instruction ◽  
Instruction And Learning

This research examines the perceptions and instructional ideas of preservice teachers as relates to using Minecraft, a popular video game, to facilitate game-based learning opportunities in their future elementary classrooms. The participants were 21 preservice teachers who played Minecraft as part of a teacher preparation program course and then completed essays on their experiences with the game and its potential to support student learning in the elementary English language arts classroom. These essays were coded and analyzed for themes. Three primary results were found in data analysis. First, three groups emerged from the data with each group indicating either no interest, some interest, or high interest in using Minecraft in their future teaching. Second, the preservice teachers illustrated various potential instructional strategies for integrating the game into the classroom, and third, participants identified a variety of ways that Minecraft integration can support English language arts instruction and learning.

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