The journal of English Language Arts Teacher Educators (ELATE)
Vol. 50, No. 4, July 2018
Sarah W. Beck, Diler Cavdar, and Allison Wahrman
Learning to teach writing is a complex process influenced by many factors. Formative assessment holds promise as a place for preservice teachers to gain a better understanding of students’ unique struggles as writers and of writing as a complex, challenging skill. The authors of this article describe how working with a dialogic method of formative assessment gave two preservice teachers unique insights about their students as writers and transformed their understanding of writing development. We argue for the benefits of incorporating more experience with formative writing assessment into the preservice education of English teachers.
Katherine E. Batchelor
This article describes the results of a study that examined middle school students’ written revisions as well as attitudes and perceptions regarding revision when paired with transmediation. Existing research on revision is thin on transmediation’s affordances and students’ voices regarding revision. Situated within a social semiotic, multimodal literacy framework, this article addresses how students began to see revision’s purpose and process as more meaningful and substantive as a result of transacting with their transmediated objects during a flash fiction unit of study.
Audra Slocum, Rosemary Hathaway, and Malayna Bernstein
In February 2018, teachers and other school personnel in West Virginia went on strike over persistently low salaries and a series of other defunding and deprofessionalizing legislative proposals. Over nine days, teachers created signs that argued their cause and showcased their messages on roadsides, in their own communities, en masse at the state capital, and in media outlets across the globe. In this article, we describe five themes that emerged from a discourse analysis of 50 protest signs. In response to circulating dismissive and demeaning discourses, teachers positioned themselves as professionals, content specialists, moral authority figures, valuable resources, and inheritors of cultural legacies.
Antero Garcia and Elizabeth Dutro
Among the lessons that emerged after the recent presidential election is a recognition that teachers are generally not prepared to address the intersections of healing, politics, and emotion in classrooms. Now, more than ever, English educators must address trauma in classrooms, while also recognizing how individuals and groups are positioned differently in the material and emotional stakes of this election. Drawing on research, the voices of teachers, and our experiences over this past year, we call for more expansive conversations among English educators across perspectives concerned with creating safe, relational, anti-oppressive classrooms.