Knowledge at the Center of English Language Arts Instruction

Numerous scholarly works extol the use of LGBTQ themed literature as part of English language arts instruction with the implication that its use may improve the school climate for LGBTQ students; however, there is a dearth of research that empirically examines whether or not this type of instruction measurably impacts adolescents’ homophobia. To address this paucity, this study examined the ability of a dialogically organized, reader response–based instructional unit of the young adult novel Geography Club to reduce adolescents’ homophobia. A quasi-experimental design was used with eighth grade students in seven English language arts classes. Homophobia was measured using a researcher-created scale. Analysis of pretests revealed that girls had lower levels of homophobia than boys and that Black students had higher levels of homophobia than Hispanic students. Posttest results indicated that the intervention was successful in lowering homophobia. Exploratory factor analysis revealed a three factor solution: Interpersonal Homophobia, Attitudes toward Homophobia, and Sexuality as a Choice. Post-hoc tests revealed differing effect sizes for the aforementioned factors as well as showing that there was no backlash to treatment in participants with high pretest homophobia. This paper argues that schools and teacher education programs should make a serious effort to incorporate LGBTQ themed texts into curricula as part of a concerted effort to reduce the culture of homophobic violence that has become institutionalized in many schools.

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The Rise of Standards-Aligned Instructional Materials for U.S. K–12 Mathematics and English Language Arts Instruction: Findings from the 2021 American Instructional Resources Survey

10.7249/rra134-11 ◽

2021 ◽

Keyword(s):

Language Arts ◽

English Language Arts ◽

English Language ◽

Instructional Materials ◽

Instructional Resources ◽

Language Arts Instruction

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Minecraft and Elementary Literacy Learning

10.4018/978-1-7998-7271-9.ch017 ◽

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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Fostering Participatory Literacies in English Language Arts Instruction Using Student-Authored Podcasts

Participatory Literacy Practices for P-12 Classrooms in the Digital Age - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-0000-2.ch002 ◽

2020 ◽

pp. 20-39

Author(s):

Molly Buckley-Marudas ◽

Charles Ellenbogen

Keyword(s):

Language Arts ◽

English Language Arts ◽

English Language ◽

Lessons Learned ◽

Making Meaning ◽

Language Arts Teachers ◽

Language Arts Instruction ◽

Arts Teachers ◽

Support Students ◽

Future Practice

English language arts teachers must tend to the proliferation of easily accessible technological tools and storytelling platforms for the teaching of stories. It is critical that educators teach with and about these spaces in order to develop young people's literacies. This chapter examines an English language arts unit that required students to create an audio podcast to support students in the process of making meaning, sharing ideas, and interpreting texts. The chapter offers insights into the podcasting process for students and teachers, including ideas about technical aspects of production, lessons learned, and recommendations for future practice. The chapter discusses how this project draws on adolescents' participatory literacies and how it developed practicing teachers' participatory literacies and pedagogical approaches.

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