English Language Arts A Critical Introduction Critical Introductions in Education Series
English Language Arts offers both undergraduates and starting-graduate students in education an introduction to the connections that exist between language arts and a critical orientation to education. Because language influences all aspects of education, English teachers have a unique responsibility to create opportunities for learners to cultivate literacy practices that will empower them to reach their potential. Applying critical and theoretical perspectives to teaching English language arts, this primer considers how meanings are made in intersecting spaces of learners, teachers, and texts.
Julie Gorlewski shows future and current teachers how critical English language arts education can be put into practice with concrete strategies and examples in both formal and informal educational settings. With opportunities for readers to engage in deeper discussion through suggested activities, English Language Arts? pedagogical features include:
- Model Classroom Scenarios
- Extension Questions
- Glossary of Key Terms
Introduction 1. What Does It Mean to Teach English Language Arts? 2. Who Are Learners and Teachers, Really? 3. Curriculum in English Classrooms: Who Should decide? 4. How Can We Teach Texts in Context? 5. Being and Becoming Writers: Who Can Be an Author? 6. The Politics of Teaching: Are Teachers Agents of the State or Agents of Change? Appendix A. Using the EXPAND Framework to Foster Critical Reflection Appendix B. Glossary of Key Terms Index
Julie Gorlewski is associate professor and chair of the Department of Learning and Instruction at the University at Buffalo, The State University of New York. A former English teacher and editor of English Journal, she has published nine books and numerous articles and book chapters.
Date de parution : 06-2018
15.2x22.9 cm
Disponible chez l'éditeur (délai d'approvisionnement : 14 jours).
Prix indicatif 46,39 €
Ajouter au panierDate de parution : 06-2018
15.2x22.9 cm
Thèmes d’English Language Arts :
Mots-clés :
English Language Arts; Out-of School Factors; critical theory; Critical Theoretical Perspective; literacy; ELA Teacher; Reflective Resistance; 12th Grade English Class; Hidden Curriculum; Critical Compliance; High Stakes Standardized Assessments; Essential Possibilities; Null Curriculum; Formulaic Writing; Aspirational Standards; Prescriptive Standards; NCTE Standard; York State Regents Examination; ELA; Critical Disability Studies; Native American Literature; Writing Instruction; Explicit Curriculum; Offered Students Choices; Dominated English Classrooms; Nineteenth Century Literary Critics; Standardized Assessment Scores