Mobile Phones, Arts Integration, and English Language Arts

2021 ◽  
pp. 120-139
Author(s):  
Stephanie Loomis
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Arts Integration ◽  
Modern Society ◽  
Learning Tools ◽  
The Social ◽  
Full Participation ◽  
Based Instruction ◽  
Language Arts Classrooms

This chapter considers the affordances of smartphones as tools for arts integration in English language arts classrooms. It discusses the importance of students as creators of content and how teachers may capture the social tools already within student possession to function as learning tools as well. Arts-based instruction is briefly discussed as an important element for students' full participation in the multiliteracies that make up much of communication in modern society. While literacy in the form of reading and writing must always be the goal of the ELA teacher, it is also important to recognize the role of multiple literacies as legitimate forms of text. The chapter also includes specific ideas for students' smartphone compositions that teachers may consider.

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>

Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms

2015 ◽  
Vol 32 (3) ◽  
pp. 199-222 ◽  
Author(s):  
Elizabeth Swanson ◽  
Jeanne Wanzek ◽  
Lisa McCulley ◽  
Stephanie Stillman-Spisak ◽  
Sharon Vaughn ◽  
...  
Keyword(s):  
High School ◽  
Social Studies ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Text Reading ◽  
Language Arts Classrooms

Emerging Models of Practice in Flipped English Language Arts Classrooms

2017 ◽  
pp. 160-176 ◽  
Author(s):  
Troy Cockrum
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
Flipped Classroom ◽  
English Language ◽  
News Coverage ◽  
Multiple Models ◽  
Accurate Picture ◽  
Flipped Classrooms ◽  
Language Arts Classrooms ◽  
K 12

This chapter reviews various flipped classroom models with particular focus on documenting them for further study and development. Much of the current research and popular news coverage regarding flipped classrooms only addresses one model; however, with multiple models in practice we have an incomplete picture in popular and academic literature of how the flipped classroom is being used by K-12 teachers. This chapter uses publications and blog posts to identify the multiple models of flipped English language arts (ELA) as they are documented by practitioners. Each model is categorized and defined in order to provide a better understanding for future practice and research, as well as determine common terminology. This chapter serves to alleviate the concerns that the current research and popular press are not accurately representing the flipped classroom. By identifying variations of the model and providing further recommendations on ways to advance the model, a more accurate picture can be documented.

Emerging Models of Practice in Flipped English Language Arts Classrooms

2019 ◽  
pp. 2094-2106
Author(s):  
Troy Cockrum
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
Flipped Classroom ◽  
English Language ◽  
News Coverage ◽  
Multiple Models ◽  
Accurate Picture ◽  
Flipped Classrooms ◽  
Language Arts Classrooms ◽  
K 12

This chapter reviews various flipped classroom models with particular focus on documenting them for further study and development. Much of the current research and popular news coverage regarding flipped classrooms only addresses one model; however, with multiple models in practice we have an incomplete picture in popular and academic literature of how the flipped classroom is being used by K-12 teachers. This chapter uses publications and blog posts to identify the multiple models of flipped English language arts (ELA) as they are documented by practitioners. Each model is categorized and defined in order to provide a better understanding for future practice and research, as well as determine common terminology. This chapter serves to alleviate the concerns that the current research and popular press are not accurately representing the flipped classroom. By identifying variations of the model and providing further recommendations on ways to advance the model, a more accurate picture can be documented.

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