English Journal is NCTE's award-winning journal of ideas for English language arts teachers in junior and senior high schools and middle schools.
Volume 107, Number 6, July 2018
Julie Gorlewski and David Gorlewski
Member of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
Lawrence Baines and Anastasia Wickham
Teaching in multilingual classrooms is the new normal. This article provides a sense of the multilingual nature of public schools and offers suggestions for interactions in multilingual classrooms that are both caring and effective.
Martha Castañeda, Xiang Shen, and Esther Claros-Berlioz
This article discusses digital storytelling as a coalitional literacy practice as a venue for learners, including English learners (ELs), to learn from each other’s stories rooted in social injustices.
Pamela K. Coke
The author asks, “Where can we, as English language arts teachers, create room in our classrooms for curiosity—for students and for ourselves?” She outlines ways to use Genius Hour to help create an equitable, level classroom with access and ownership for all.
Arianna Drossopoulos and Danielle King-Watkins
This article focuses on the implementation of one unit and ways educators might consider using YA literature featuring Muslim characters to foster meaningful discussions about society as a whole.
E. Suzanne Ehst and Lewis Caskey
This article describes the implementation of a persuasive writing unit with mostly Latinx students in a “focused track” at a Midwestern high school. The authors scaffold not only writing skills but also the experience of engaging policy issues and power structures.
Playful teaching is a little-explored way to reinvigorate secondary classrooms with our vibrant mutual humanity.
The author argues for the use of humorous texts to help students develop critical reading/viewing skills and to promote social justice issues.
Mackenzie O’Connor Kaspar
This article examines how blended learning can serve as a transformative framework to create a more equitable English classroom.
Gustave Weltsek and Noel Patrick Koontz
The authors explore how multiple arts-based learning strategies (ABLS) provided a means to subvert traditional literacy methods.
This article describes how the author would teach a unit about gender and language with an increased knowledge of ideology about language.
Everardo Pedraza and R. Joseph Rodríguez
Based on a critical literacy unit in a high school classroom in the San Joaquin Valley, this article details a project on the nature of disciplinary rules and policies.
Luke Rodesiler and David Premont
This article presents one teacher’s effort to reflect and reconsider a missed opportunity to teach for critical literacy and promote social justice through the exploration of racist nicknames, mascots, and logos in sports culture.
Meredith N. Sinclair
This article uses Daniel José Older’s Shadowshaper as the core of a unit challenging students and teachers to confront and dismantle systems of oppression.
Scott Storm and Emily C. Rainey
The authors offer an illustration of a pedagogical routine designed to support students’ critical consciousness and literacy learning through the collective examination of shared texts.
Jemimah L. Young, Marquita D. Foster, and Dorothy Hines
The authors describe using counter fairy tales to (re)center the voices of Black girls as literacies of resistance in English education.
Mara Lee Grayson
Abstract for this article is currently not available.
Julie Work-Slivka and Chrysanthe Gianiodis
“Continuous Becoming: Moving toward Mastery” offers suggestions, ideas, and experiences to help novice and veteran teachers discover their own road maps toward mastery.
Pauline Skowron Schmidt
This column serves as a space dedicated to conversation about Young Adult Literature and to celebrate adolescents, their reading, and their experiences by reviewing the texts that engage them.
P. L. Thomas and Christian Z. Goering
"Speaking Truth to Power" seeks to explore the experiences and possibilities that arise when educators speak Truth to power.
Pamela J. Hickey and Tarie Lewis
“Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.
Tom Liam Lynch
“Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.
Patricia A. Dunn
This column explores how paying attention to disability—both to the rich contributions made by people with disabilities and to the sometimes negative attitudes in society that can interfere with those contributions—can foster classroom interactions that are more democratic, more inclusive, and more equitable.