Talking Points provides a forum for parents, classroom teachers, and researchers to reflect about literacy and learning.
Vol. 30, No. 2, May 2019
Katrina Weber and Christa Preston Agiro
In this timely article, the authors advocate using young adult literature to create empathy for new immigrants, emphasizing the importance of choosing authentic works in which immigrants tell their own stories.
Ana Solano-Campos, Maria Acevedo, and Patricia Paugh
The authors share their experience developing, implementing, and reflecting on a workshop they designed to engage preservice teachers in exploring theories, practices, and opportunities for dual language education (DLE).
Kathryn F. Whitmore, James S. Chisholm, Tasha Tropp Laman, and Tammi R. Davis
In a poem for five voices, the authors discuss what they learned from a study of their education students’ understandings about social justice and equity.
Debra Goodman pushes back against a New York Times opinion piece about the “correct” way to teach reading by clarifying the principles of whole language and addressing some widely circulated misinformation.
This issue’s Classroom Voices section takes a look at Visual Learning Analysis in one preschool classroom.
WLU President Roxanne Henkin previews this summer’s Literacies for All Summer Institute.