scholarly journals “Such Tweet Sorrow”: The Explosive Impact of New Literacies on Adolescent Responses to Live Theatre

2011 ◽  
Vol 13 (1) ◽  
pp. 98
Author(s):  
John M. Richardson
Keyword(s):  
High School ◽  
Language Arts ◽  
New Literacies ◽  
English Teacher ◽  
Growing Up ◽  
Regular Feature ◽  
Audience Studies ◽  
Arts Programs ◽  
Definition Of ◽  
New London

Trips to the theatre are a regular feature of many high school language arts programs, and yet the experience of watching a play is often significantly different for a teacher than it is for a student. Placing “theatre literacy” within the context of the New London Group’s definition of multiliteracies, and drawing on the work of Lankshear and Knobel as well as audience studies theorists, this article compares how a 17 year-old girl and a 43 year-old English teacher respond to a series of plays, and considers how growing up in a wireless world shapes adolescents’ understanding of live theatre.

What is English? Who decides? An interview with Lisa Scherff

2019 ◽  
Vol 100 (6) ◽  
pp. 45-49
Author(s):  
Rafael Heller
Keyword(s):  
High School ◽  
Language Arts ◽  
English Language ◽  
Subject Area ◽  
Classroom Teachers ◽  
English Teacher ◽  
High School English ◽  
College Professors ◽  
Arts Curriculum ◽  
The Subject

In this month’s interview, Kappan’s editor talks with high school English teacher and researcher Lisa Scherff about the ongoing struggle over who gets to define the English language arts curriculum. Dating back to the creation of the subject area, more than a century ago, classroom teachers have advocated for a varied course of study that helps students use language more effectively across a range of contexts. However, explains Scherff, they have always had to contend with college professors, textbook publishers, school boards, and others who’ve sought to constrain the curriculum.

scholarly journals “Thanks for the Assignment!”: Digital Stories as a Form of Reflective Practice

2012 ◽  
Vol 14 (1) ◽  
pp. 78 ◽  
Author(s):  
Lorayne Robertson ◽  
Janette Hughes ◽  
Shirley Smith
Keyword(s):  
Language Arts ◽  
Reflective Practice ◽  
Digital Literacy ◽  
Course Design ◽  
New Literacies ◽  
Transformative Pedagogy ◽  
Classroom Experience ◽  
Digital Stories ◽  
Student Reflections ◽  
New London

In this article we examine pre-service teachers’ digital literacy stories and post-assignment reflections for evidence of transformative pedagogy. The language arts course design employs both a new literacies approach (Lankshear & Knobel, 2006) and a multiliteracies pedagogical framework (New London Group, 1996). These frameworks are also applied to help us examine the pre-service teachers’ digital stories and reflections. The data consist of approximately 150 digital stories and written student reflections collected over three years. We are encouraged by the finding that the multimedia nature of the assignment appears to help pre-service teachers construct new understandings of literacies, particularly when the digital stories are shared as part of the adult classroom experience. We conclude that digital stories hold potential to encourage pre-service teachers to think critically about how they were taught relative to the teachers they wish to become.

THE EFFECT OF APPLYING THINK-TALK-WRITE STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Indah Pratiwi And Lince Sihombing
Keyword(s):  
High School ◽  
Experimental Research ◽  
Alternative Hypothesis ◽  
Senior High School ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
English Teacher ◽  
Written Test ◽  
Experimental Group

This study is an attempt to discover the effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. The objective of this study were to find out whether applying Think-Talk-Write strategy affect the students’ achievement in writing descriptive text. This study was an experimental research. In conducting the research, the writer used 60 students of Al-Fattah Senior High School Medan as the sample. The 60 students were taken from two classes and they were divided into two groups namely the experimental group who was taught by using Think-Talk-Write strategy and the control group who was taught without Think-Talk-Write strategy. The data of the test were collected by administering written test. The data were analyzed by using t-test formula. The result of the analysis shows that the value of t-observed is higher than the value of t-table (2,3> 2,00 (α = 0.05)) with the degree of freedom (df) = N-2 = 58. It means that there is significant effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. So the alternative hypothesis (Ha) is accepted. The conclusion is that applying Think-Talk-Write strategy can encourage and increase the students’ achievement in writing descriptive text. Therefore, it is suggested that English teacher should try to apply this strategy.

DEVELOPING READING MATERIALS FOR JUNIOR HIGH SCHOOL STUDENTS BASED ON CONTENT AREA

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Anggita Kasanra Lubis And Rafika Dewi Nasution
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Content Area Reading ◽  
Junior High School Students ◽  
Content Area ◽  
English Teacher ◽  
School Students ◽  
First Semester ◽  
Reading Materials

Reading is the basic in learning every subject. The more understanding the text, the more information students can gain. However, the reading materials that the students use is not appropriate based on syllabus. Therefore, the reading materials should be developed to fulfil the syllabus and the students' needs also. Because English is included Content Area Reading, so the development of reading materials is based on content area which focus on strengthen the vocabularies, specifically the unfamiliar ones, by giving glossary and related pictures. The developed text is only focus in the first semester which is descriptive and recount text. The research was conducted at SMP Muhammadiyah 7 Medan. The data was taken from interviewing the English teacher and distributing questionnaires for 30 students in grade VIII-4. The data showed that students need materials which is related to their environment and constructed by familiar vocabularies. Based on the result of the study, conclusion and suggestion are directed to the English teacher who is teaching in that school to provide reading materials based on syllabus and students' needs regularly.

A Comparative Study of Two First-Grade Language Arts Programs

1966 ◽  
Vol 2 (1) ◽  
pp. 83 ◽  
Author(s):  
William M. Kendrick ◽  
Clayton L. Bennett
Keyword(s):  
Comparative Study ◽  
Language Arts ◽  
First Grade ◽  
Arts Programs

Growing up with Andrew

1978 ◽  
Vol 3 (3-4) ◽  
pp. 12-13
Author(s):  
Margaret Hyden
Keyword(s):  
Retarded Child ◽  
Growing Up ◽  
Regular Feature

The mother of a retarded child tells of some of the battles, frustrations and the rewards of caring for her retarded son.It is hoped that contributions such as this one from Margaret Hydon will become a regular feature of the Journal.My husband was elated to hear at long last that our son Andrew had arrived, but at the time little did he realize the full implications of the trauma of the birth which was then closely followed by septicaemia and bronchial pneumonia.

scholarly journals Enhancing Engagement in Reading: Reader Response Journals in Secondary English Classrooms

1944 ◽  
Vol 8 (1) ◽  
Author(s):  
Janet McIntosh
Keyword(s):  
High School ◽  
Reader Response ◽  
English Teacher ◽  
High School English ◽  
Secondary English ◽  
Reading And Writing ◽  
English Classrooms ◽  
English Students ◽  
Student Journals ◽  
Positive Results

Writing reader response journals during the act of reading provides ideal opportunities for secondary English students to deepen and expand their understanding of literature. Based on data from three case studies conducted by a former high school English teacher, currently an English educator, this article examines the effectiveness of students recording response entries as they read a novel. Excerpts from student journals illustrate the positive results of combining the acts of reading and writing. Student engagement with text leads to better comprehension and through writing reflective responses, students become more effective readers.

scholarly journals Challenges Faced by English Teacher in Teaching: Case Study of Junior High School in Banjarnegara Regency

2020 ◽  
Vol 5 (1) ◽  
pp. 34
Author(s):  
Hari Widi Utomo ◽  
Tatsuya Kusakabe ◽  
Achmad Sultoni ◽  
Dhina Setyowati
Keyword(s):  
High School ◽  
Classroom Management ◽  
Junior High School ◽  
Junior High ◽  
Mother Tongue ◽  
School Teacher ◽  
Mountainous Area ◽  
English Teacher ◽  
Teaching English ◽  
Development Activity

Teaching English is not a very easy job and becomes a challenging task for the Junior High School teacher in Banjarnegara regency that is located in a mountainous area and the majority of the people love to speak their mother tongue in their daily life. The main purpose of this study was to investigate the challenges faced by an English teacher in the teaching as well as what the solution/recommendation they made. This study employed the qualitative methods in which questionnaires and interview guide utilized and hundred and twenty-five (N=125) teachers were purposely and conveniently sampled from Junior High School English teachers in Banjarnegara regency. The results revealed that the challenges faced in teaching English are divided into four parts. The first challenges were from the teachers. These challenges are less of teaching material, teaching design, classroom management, ICT skill, many teaching administration, job loaded, and memory decrease. The second was from the students. Those are lack of vocabulary, loss of motivation, and juvenile delinquencies. The third was from schools. Schools had limited facilities, which can be utilized by teachers and students in teaching activities such as; limited dictionary, projector, and language laboratory. The fourth was from the parents. Many parents from the village have low education and future vision so it influenced their children's education. The study also gives three recommendations for succeeding in teaching English such as; (1) teachers should make teaching contract at the beginning of the semester, (2) principals send teachers joining to MGMP meeting and Continuous Professional Development activity, (3) schools give motivation to students and parents periodically.

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