scholarly journals The ELALC-SEK Project: Developing English language library classrooms to support literacy learning in the early childhood and primary English language programs at a multilingual Spanish school

2021 ◽  
Author(s):  
Cynthia R. Houston
Keyword(s):  
Language Arts ◽  
English Language ◽  
Technical Assistance ◽  
Literacy Learning ◽  
School Libraries ◽  
Language Programs ◽  
Involved Field ◽  
Western Kentucky ◽  
English Instruction ◽  
Western Kentucky University

Two consultants from Western Kentucky University developed a proposal for and then assisted with the implementation of English Language Arts Library Classrooms in a private Spanish school near Barcelona, Spain. The intent of the project was to enhance the English instruction in the primary grades program at the school. The project involved field observations and a literature review of school libraries in Spain, proposal development, technical assistance, and training in library organization, administration and collection development.

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.

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>

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.

Warrior Scholars & Bridge Builders: Civic Dreaming in ELA Classrooms

2018 ◽  
Vol 50 (4) ◽  
pp. 423-445 ◽  
Author(s):  
Nicole Mirra ◽  
Jerica Coffey ◽  
Ashley Englander
Keyword(s):  
Language Arts ◽  
Civic Education ◽  
English Language ◽  
Literacy Practices ◽  
Literacy Learning ◽  
Disciplinary Literacy ◽  
Figured Worlds ◽  
High School English ◽  
Social Inequities ◽  
Civic Literacy

This study explores how two high school English language arts (ELA) teachers leveraged disciplinary literacy practices in their classrooms to help students explore their identities as citizens and imagine a more just and equitable democratic society. Using a figured worlds framework, the study articulates a sociocritical approach to civic literacy learning that challenges neoliberal constructions of citizenship and literacy and situates ELA classes as crucial sites of civic education. Findings demonstrate how the intersection of teacher and student identities, literacy practices, and learning contexts create distinct classroom civic worlds in which civic dreaming can take place and democratic praxis can be enacted. The authors suggest a need for the field of ELA to consider the intersections of race, literacy, and citizenship to challenge social inequities through classroom learning.

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.

scholarly journals Using Large-Scale Assessments to Evaluate the Effectiveness of School Library Programs in California

2021 ◽  
Author(s):  
William W. Tarr Jr. ◽  
Stacy L. Sinclair-Tarr
Keyword(s):  
Student Achievement ◽  
Language Arts ◽  
Large Scale ◽  
English Language ◽  
School Library ◽  
School Libraries ◽  
Positive Relationships ◽  
Significant Relationships ◽  
And Mathematics ◽  
The Relationship

This California study examined the relationship between the presence of school libraries, as defined by credentialed staffing, and student achievement, as measured by both criterionreferenced and norm-referenced assessments in both English-language arts and mathematics. Using the California School Characteristics Index to compare 4,022 schools with similar demographics at Grades 4, 7, and 10, both positive and negative statistically significant relationships were found between the presence of a school library and student achievement at Grades 4 and 7. There were no statistically significant positive relationships found at Grade 10. These findings do not support previous studies that used different methods of comparing schools with similar demographics. Also unlike previous studies, the overall effect sizes of the positive relationships were small, the average being an increase in student achievement of 2%. Factors within the school library at Grades 4 and 7 were also examined, and both positive and negative statistically significant relationships to student achievement were found.

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