Language Arts is the premier journal for the teaching of language arts, focusing primarily on issues concerning children of preschool through middle school age.
Volume 95, Number 3, January 2018
Vera J. Lee, Barbara Hoekje, and Bruce Levine
This article describes the findings of an early literacy pilot program called Project LIFE (Literacy for Immigrant Family Engagement) that took place at an urban charter school. The project was designed as an exploratory qualitative study that investigated the topic of how technology aids immigrant parents’ digital knowledge development and involvement with early literacy practices through a two-generation learning approach at home with their children. The participants included three immigrant parents (Spanish and Vietnamese) and their children who are English Language Learners (ELLs) in first and third grades. The findings from the study suggest that the resource of technology supported parents’ and children’s early literacy learning at home; parents and their children developed agency in early literacy activities during the program and at home; and literacy was a co-constructed process between the adults, children, and middle school ELLs who assisted the families.
Sara Kersten Parrish and Melissa I. Wilson
Teachers who are encouraged to incorporate more nonfiction into curriculum in early elementary classrooms must find ways to engage students with nonfiction while grappling with teaching the nuances of the genre. This article looks into a first- and a second-grade classroom and examines how students engage in dialogue between the imaginative and critical while taking up ideas about what it means to write nonfiction. Through teacher guidance, questioning, and dialogue, students begin to consider what is true and not true as they wrestle with what it means to be a writer of nonfiction. In both classrooms, teachers learned that teaching about nonfiction writing is more about learning writing and inquiry practices that inform the decision-making process inherent in nonfiction writing.
Karen E. Wohlwend
This article reviews recent research on young children’s literacy learning, with a focus on innovative ideas that reclaim a long-standing ethos in early childhood education: child over curriculum.
Haeny S. Yoon
This article explores children’s engagement with popular culture as an entry point for early literacy.
Jennifer D. Turner
This article features a discussion with Dr. William Teale about how young children become literate. Drawing on decades of research, he describes how preschool classrooms, practices, and policies can expand the literacy repertories and nurture the literacy lives of young children.
Grace Enriquez, Erika Thulin Dawes, Mary Ann Cappiello, and Katie Egan Cunningham
In this column, we review high-quality children's books sure to engage and entertain emergent and newly independent readers.
Gary Wellbrock and Molly Ness
This article showcases an innovative program designed to celebrate theater arts and children’s literature by inviting Broadway performers into New York City classrooms.