Somewhere in the World: The Integration of Language Arts and Geography in Elementary Classrooms

2005 ◽  
Vol 2 (2) ◽  
pp. 16-17
Author(s):  
Hope Bussey ◽  
Robin Wates ◽  
Tim Lintner
Keyword(s):  
Language Arts ◽  
Elementary Classrooms ◽  
The World

Montessori Language Arts – The Excellence Path to Early Childhood Language Development

2020 ◽  
Vol 1 (1) ◽  
pp. 40-61
Author(s):  
Julia Selva Sundari S.
Keyword(s):  
Language Arts ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Language Teaching ◽  
Deep Understanding ◽  
English Language Teaching ◽  
Maria Montessori ◽  
Montessori Method ◽  
The World

This article offers a quick read on Montessori pedagogy. It is to help formulate a successful method and practical learning. English language teaching (ELT) has numerous methods. They are rich in knowledge and theory but, practically not all methods come handy for successfully learning a new language. The success of learning a language is in its effective communication. Here, the term communication does not correspond to the skill element but to the effective and precise delivery of the conceived idea. Language cannot be learned as we learn math, science, and technology, it has to be experienced and acquired. We do not need a goal but an active process. As Einstein to science so is Maria Montessori to language arts. Her method has been appreciated but has carried limited relevance in the world of language arts — many associate the Montessori method to play way method. A deep understanding of the Montessori method of language teaching offers innumerable opportunities to construct a successful working model to teach second language learners.

Pearls, Groves, and Texts

2020 ◽  
pp. 259-271
Author(s):  
Allison Wynhoff Olsen
Keyword(s):  
Language Arts ◽  
English Language ◽  
Secondary English ◽  
Language Arts Teachers ◽  
Teaching Context ◽  
Teaching Content ◽  
Secondary English Language Arts ◽  
The World ◽  
Arts Teachers ◽  
Personal Skills

This chapter situates secondary English language arts teachers as those who engage in a complex web of teaching people, teaching content, and examining the world. As such, ELA teachers must “place” their discipline in order to reach their students and be relevant to their teaching context. Reflecting on her experiences from nine years of teaching ELA in rural Minnesota, the author illustrates key moments that helped her understand the significance of teaching ELA “in place” as well as how it requires a blend of professional and personal skills beyond teacher preparations.

Response-Based Multimedia and the Culture of the Classroom: A Pilot Study of Kid's Space in Four Elementary Classrooms

1998 ◽  
Vol 18 (4) ◽  
pp. 339-367 ◽  
Author(s):  
Carla Meskill ◽  
Karen Swan
Keyword(s):  
Pilot Study ◽  
Language Arts ◽  
Elementary Classrooms ◽  
Multimedia Technology ◽  
English Learning ◽  
Reading And Writing ◽  
Diverse Classroom ◽  
Learning Contexts ◽  
Language Arts Education ◽  
Multimedia Environments

There are several reasons to believe that multimedia environments may support and enhance language arts education (see, for example, Meskill and Swan, 1995 [18]; Swan and Meskill, 1995 [17]). This project of the National Research Center on English Learning and Achievement is concerned with the match, real and potential, between the attributes of multimedia technology and students' development of literary understandings in response-based learning contexts. The study set out to determine how software that is specifically designed to complement response-based approaches to reading and writing ( Kid's Space) fared in four elementary classrooms. Precisely what factors influence the ways in which such software gets integrated into and used within diverse classroom contexts was the focus of our investigation. Results indicate that there is little doubt that it is a teacher's orientation to and incorporation of any technology that is paramount to its successful integration. One indication from this pilot is that technology may represent a means for promoting teacher reflection on their practice. By considering the intended role and purpose of response-based software, teachers can come to understand how discourse can impact understandings both personal and through interaction with a community of readers, writers, and responders.

scholarly journals An Analysis of Critical Literacy in Featured Manuscripts Appearing in Two Major Literacy Journals (2011-2020)

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Kathleen A. Gormley ◽  
Peter McDermott
Keyword(s):  
School Districts ◽  
Language Arts ◽  
Critical Literacy ◽  
Elementary Classrooms ◽  
Literacy Education ◽  
Cultural Perspectives ◽  
Teachers Professional Development ◽  
Reading Teacher ◽  
Professional Teaching ◽  
Source Of Information

Literacy journals provide an important resource for teachers’ professional development. Although school districts offer in-service education for their faculty and teachers often attend conferences and workshops sponsored by professional teaching organizations, journal reading remains an important source of information for teachers’ ongoing learning. In this study we examined what elementary teachers would learn about teaching critical literacy from reading major journals in literacy education. Critical literacy served as our focus because of the increasing importance of readers knowing how to recognize political, social and cultural perspectives embedded in the texts that they read. Content analysis served as our research method in which all volumes of The Reading Teacher and Language Arts published between 2011 and 2020 were examined. Results yielded 20 manuscripts meeting our criteria, and these clustered into two categories: (1) manuscripts describing effective critical literacy projects in elementary classrooms; (2) manuscripts discussing the use of children’s literature for teaching critical literacy. Given recent national events relating to racial and ethnic injustice throughout the country, we recommend that literacy journals place greater emphasis in publishing manuscripts that help teachers include a critical literacy lens into the lessons they teach children.

Constructing Technology Integrated Activities that Engage Elementary Students in Learning

2011 ◽  
pp. 411-417
Author(s):  
Diane L. Judd
Keyword(s):  
Educational Technology ◽  
Social Studies ◽  
Elementary Students ◽  
Language Arts ◽  
The Internet ◽  
Problem Solving Skills ◽  
The World ◽  
Picture Story ◽  
Subject Areas ◽  
Integrate Technology

This article presents four technology-integrated activities that engage elementary students in learning. These educational technology activities were designed to be easily duplicated and modified by teachers for their students. The constructivist framework of the activities motivates students to be creative and to use problem-solving skills. Most of the technology-integrated activities were developed using the Internet and/or Microsoft programs that are commonly available, such as MS Word (2007), MS Excel (2007), and MS Paint (2001). The curriculum-designed activities integrate technology into a variety of subject areas; mathematics, science, art, social studies, and language arts. The technology activities included are Playing Musical Computers with Creative Writing; What’s the Connection?; Be an Artist, Paint a Picture-Story; and Where in the World is…? Each technology-integrated activity includes a description, an illustrated example of the activity, engaging activities for student to construct their learning, and ideas for presenting and sharing the projects.

scholarly journals Becoming Pedagogical: Sustaining Hearts With Living Credos

in education ◽  
2013 ◽  
Vol 19 (1) ◽  
Author(s):  
Carl Leggo ◽  
Rita L. Irwin
Keyword(s):  
Language Arts ◽  
Teacher Candidates ◽  
English Language ◽  
Curriculum And Instruction ◽  
Complex World ◽  
Human Beings ◽  
Secondary Curriculum ◽  
Complex Process ◽  
The World ◽  
Bachelor Of Education

From September to December 2009, a class of teacher candidates completed a Bachelor of Education course titled English Language Arts: Secondary Curriculum and Instruction. The instructor introduced himself at the beginning of the course as an a/r/tographer who is an artist, a researcher, and a teacher. He invited students to think about the possibilities of their being a/r/tographers, and to think about how they live in the world, as well as in their new emerging identities in the Bachelor of Education program, as artists and researchers and teachers. The teacher candidates were invited to think about how they werebecoming pedagogical, and how they could sustain their hearts in the dynamic and complex process of becoming pedagogical.They were reminded that teacher candidates are not learning a toolbox of skills and strategies for teaching; they are learning how to navigate the tangled and complex world of human beings in communities called schools.Keywords: teacher education; lifewriting; a/r/tography; credo; creativity

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