scholarly journals Listening to ESL students’ real voice: A case study of multicultural English Language Arts (ELA) classroom

2013 ◽  
Vol 2 (3) ◽  
Author(s):  
Tecnam Yoon
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Esl Students

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

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.

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.

Teacher to Teacher: What Picture Books Do You Recommend for Use in the English Language Arts Classroom?

1999 ◽  
Vol 88 (4) ◽  
pp. 27
Author(s):  
René Matthews ◽  
Maria Conti Mingrone ◽  
Leah A. Zuidema ◽  
Elizabeth G. Mascia ◽  
Gracie Conway Panousis ◽  
...  
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
Picture Books ◽  
English Language
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