English Journal
Vol. 108, No. 1, September 2018
Abstract for this article is currently not available.
HIGH SCHOOL MATTERS: The Courage to Be Courageous
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Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
SPEAKING MY MIND: “There Are Black People on the Roof”
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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: The Power to Name
“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
PEDAGOGIES OF RADICAL HOPE: FUNDS OF IDENTITY AND THE PRACTICE OF LITERACY IN NEW ARRIVAL PROGRAMS
After teaching together in a program for adolescent newcomers in South Australia, Sally Lamping and Bronwen McClelland continued their conversations about developing programs for English language learners that inspire “radical hope.”
LIGHTS, CAMERA, COURAGE: AUTHENTIC ASSESSMENT AND MULTIMODAL COMPOSITION
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Working in a predominantly white high school in the rural South, Bradley Robinson offered his seniors a documentary-style film assignment that stirred controversy in the school community and transformed his identity as a teacher.
MORE THAN A “LATHER, WASH, RINSE, REPEAT” EDUCATION
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Returning as a researcher to the high school where she taught for twelve years, Kristen Pastore-Capuana observed a tenth-grade teacher who believes in a “messy” classroom where students explore uncharted terrain.
WHEN IT COMES TO HIGH SCHOOL ENGLISH, LET’S PUT AWAY THE TRIGGERS
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Trigger warnings are used in many school settings to signpost potentially offensive or disturbing texts. Adam Wolfsdorf wonders about their efficacy.
FINDING A WAY TO STAY: MAKING A PATH FOR SUSTAINABLE TEACHING
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Four National Writing Project teachers reflected on the nagging exhaustion they witnessed in their ELA colleagues and responded by developing a theory of change that they call “sustainable teaching.”
“I DON’T KNOW WHAT TO WRITE”: PARA-EXPERTISE AND STUDENT WRITING
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Amy D. Williams examined the journal entries of a student who thought of herself as a struggling writer to look for evidence of the student’s para-expertise—important knowledge gained through lived experience that may be difficult for students and their teachers to articulate.
A PLAYFUL APPROACH TO TEACHING VISUAL LITERACY
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After a provocative summer workshop on Visual Thinking Strategies at the Cleveland Museum of Art, literacy specialist Elizabeth Walsh-Moorman felt inspired to develop a daylong professional learning experience at the museum for twelve of her colleagues.
READING CAPITAL: GRAPHIC NOVELS, TYPOGRAPHY, AND LITERACY
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Michelle Ann Abate examined the typographical features of the comics and graphic novels frequently finding their way into ELA classrooms and discovered that they may be more challenging for struggling readers than most teachers think.
For nearly three decades English Journal has published a “best of the best” list of each year’s award-winning young adult books. Bryan Gillis continues that tradition, highlighting six novels that belong in ELA classrooms.
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POEM: POETRY READING, WRITER’S HOUSE PHILADELPHIA
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BEYOND BINARY GENDER IDENTITIES: The Last Man
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This column invites writers to share the stories of how they recognize and affirm myriad gender identities in their classrooms and their schools and to offer concrete and creative suggestions for developing remarkably responsive language arts instruction. In this issue, David Lee Carlson shares a moving moment about the recent death of his father, whom he calls “the last man.”
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This column invites writers to craft authentic nonfiction narratives of self-discovery, redirection, and renewal. In this issue, Brian Woerner questions his teaching of the essay and maps a journey for himself and his students beyond the bounds of formula, to a place of possibilities.
FROM CAMPUS TO CLASSROOM: Speaking to Silence
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Preservice teachers and interns contribute thoughtful first-person essays about navigating the theory and practice of ELA teaching as they interact with students and teaching colleagues. In this inaugural column, two preservice teachers contemplate the meanings of silence in the ELA classroom.
BOOKS-IN-ACTION: Writing Love and Hope into the English Classroom
The Books-in-Action column features essays that consider the ways in which various professional resources help ELA teachers put hope into action in the classroom. In this issue, Helen Bentley examines an award-winning book by teacher-researcher Bronwyn Clare LaMay.
CRITICAL GLOBAL LITERACIES: Critical Global Perspectives in the English Curriculum
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This column invites essays that focus on global perspectives as an integral part of the secondary English curriculum. In her inaugural column, Bogum Yoon suggests three specific lesson adaptations for ELA instruction that aid students in developing intercultural competence and global awareness.
TEACHING SHAKESPEARE: Teaching Titus
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This column asks about and offers ways in to Shakespeare’s works beyond starting with act 1, scene 1 and serves as a forum for teachers to share instructional activities, innovative lessons, and useful tools they have developed to help students enter a Shakespearean text and dig deep. In this issue, the coeditors offer a micro–case study of an all-female AP Literature class in Houston, Texas, in which a progressive teacher introduces his seniors to Titus Andronicus, Shakespeare’s first tragedy, known for its gore and violence.
BOOKENDED: Portrait of an Author as a Young Reader
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This feature, which ends the issue, includes essays from YA authors reflecting on their high school English classroom experiences. In this first piece, Alex Sanchez remembers the English teachers who influenced his journey to become a writer.