English Journal
Vol. 108, No. 5, May 2019
HIGH SCHOOL MATTERS: Detecting Reality in the Digital World [FREE ACCESS]
Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
SPEAKING MY MIND: Teaching Katniss: When and How to Throw Out the Lesson Plan
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“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
SPEAKING MY MIND: Democratic Listening
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“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
THE CONTEXT/LICENSE/PRIVILEGE PROTOCOL: STUDENTS’ IDENTITIES AND RELEVANT CONVERSATIONS
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A structured discussion protocol encouraged respectful, constructive conversations about difficult issues for students in a New Hampshire classroom.
TEACHING ONLINE RESEARCH AS A CRITICAL LITERACY SKILL
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Surveying students about how they conducted online research caused Angela M. Kohnen to question the “rules” they had been taught.
After being introduced to a framework for integrating technology and content, a high school teacher in Virginia redesigned her eleventh-grade research unit.
INTERROGATING INFLUENCE: LEVERAGING THE POWER OF SOCIAL MEDIA
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The authors worked with preservice teachers and youth in a juvenile detention center to pilot a curriculum focused on critical engagement with online text.
AVOIDING FAKERY: ACTIVITIES TO PREPARE STUDENTS FOR EFFECTIVE SEARCHES
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The authors argue for thinking critically about sources and guiding students more purposefully early in the research process.
GRAPHIC POSSIBILITIES IN AN ERA OF FAKE NEWS
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A veteran teacher proposes that examining “closure”—reading the space between panels—in graphic texts can help students recognize information bias in other texts.
THINKING INDUCTIVELY ABOUT CONVENTIONS: ACTIVITIES FOR TEACHING GRAMMAR IN CONTEXT
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A surprising conversation with her young daughter inspired Brandie Bohney to incorporate mentor texts to help students make sense of convention rules.
“CAN WE DO THIS?”: COCREATING CURRICULUM WITH A TWENTY-FIRST-CENTURY MINDSET
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Ninth graders in a “blended” classroom experimented with short podcast projects about Romeo and Juliet, highlighting in-school and out-of-school literacies.
“I NEVER THINK OF THE GIRLS”: CRITICAL GENDER INQUIRY WITH SUPERHEROES [FREE ACCESS]
After their middle school developed a curriculum on comics, six students met with a teacher-researcher for a year to continue the critical conversations that started in language arts class.
WHY READ? MY TIME WITH SAMUEL PEPYS
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Poet and essayist Gary Soto considers the senses while reading and the purpose of maintaining a reading life.
POEM: METRO STOP: ARLINGTON CEMETERY
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BEYOND BINARY GENDER IDENTITIES: Boxed In before Three Years Old
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Bess Collins Van Asselt cocreated a life history with Sam, a member of the queer and transgender storytelling group she mentored.
JOURNEYS INWARD: That’s How the Light Gets In
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Even the most effective teaching methods and routines may not sufficiently guide us when tragedy enters the classroom.
FROM CAMPUS TO CLASSROOM: Navigating Pedagogy: A Preservice Teacher’s Dilemma
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Jordan Virgil considers how preservice teachers learn to steer their way through the tensions found in the roiling waters of the ELA classroom.
BOOKS-IN-ACTION: Traveling toward Hope in the ELA Classroom [FREE ACCESS]
Reviewed: Making the Journey by Leila Christenbury and Ken Lindblom
CRITICAL GLOBAL LITERACIES: Encouraging Cosmopolitan Approaches through Socratic Seminars
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Jacquelyn Chappel shares a classroom study of how inquiry through Socratic seminars of Chinua Achebe’s Things Fall Apart promoted cosmopolitan perspectives among students at a Christian school.
TEACHING SHAKESPEARE: Owning Shakespeare through Translation
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The column editors invited a professor and teacher-collaborator to share their translation expertise, using Shakespeare’s Twelfth Night, or What You Will as an example.
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In this essay, YA author Kirstin Cronin-Mills discusses the experience of having a film made about her novel.