Handbook of Research on Teaching the English Language Arts: Co-Sponsored by the International Reading Association and the National Council of Teachers of English

Book Cover......Page 1
Title......Page 4
Copyright......Page 5
Contents......Page 6
Preface......Page 10
Overview......Page 12
Section I The Language Learner......Page 14
1 Who Is Learning Language(s) in Today’s Schools?......Page 16
2 As Learners Acquire Language......Page 23
3 When Learners Speak Two or More Languages......Page 30
4 Research on Diverse Students in Culturally and Linguistically Complex Language Arts Classrooms......Page 35
5 Crossing Borders with Language: Teachers and the Transformative Potential of Professional Development Opportunities......Page 42
Section II Contexts for Language Learning......Page 50
6 Early Literacy Development: Merging Perspectives That Influence Practice......Page 52
7 The Development of Literacy in the Elementary School......Page 59
8 Language Arts Learning in the Middle Grades......Page 66
9 The Context of English Language Arts Learning: The High School Years......Page 73
10 Context Specifi c Literacy Instruction......Page 82
11 Adult Literacy: A Review from Two Perspectives......Page 89
12 Variation in Language and the Use of Language Across Contexts: Implications for Literacy Teaching and Learning......Page 96
13 Family Literacy on the Defensive: The Defunding of Even Start—Omen or Opportunity?......Page 103
14 Out-of-School Literacy Contexts......Page 110
15 Literacy Education in the Context of Globalisation......Page 117
Section III History and Theoretical Perspectives......Page 124
16 Integrating the Elementary Language Arts: An Historical Perspective......Page 126
17 The Consideration of Costs in Improving Literacy......Page 133
18 Alignment of Cognitive Processes in Reading with Motivations for Reading......Page 138
19 Sociocultural Theory: Expanding the Aims and Practices of Language Arts Education......Page 145
20 English Language Learners: Language and Relationships......Page 152
21 Literary Theories and Teaching of English Language Arts......Page 158
22 Education Policy and the Language Arts......Page 165
Section IV The Many Faces of Texts......Page 172
23 Transforming English Language Arts in a Web 2.0 World......Page 174
24 Literacy and ICT in the Early Years......Page 181
25 The Material and the Situated: What Multimodality and New Literacy Studies Do for Literacy Research......Page 188
26 Media Literacy......Page 195
27 Critical Literacy, Critical Engagement, and Digital Technology: Convergence and Embodiment in Glocal Spheres......Page 201
28 Making Visual Analysis Critical......Page 208
29 Webs of Significance: Semiotic Perspectives on Text......Page 215
Section V Teaching the English Language Arts......Page 222
30 Tracing Instructional Tensions in the Teaching of the English Language: Arts A Primer......Page 224
31 I Know I Can!: Teacher Self-Effi cacy in the English Language Arts Classroom......Page 231
32 Teaching for Transformation: Drama and Language Arts Education......Page 237
33 Teaching Phonemic Awareness and Phonics in the Language Arts Classroom: A Developmental Approach......Page 244
34 The Art and Science of Teaching Reading Fluency......Page 251
35 Teaching Spelling in the English/Language Arts Classroom......Page 260
36 Vocabulary Instruction: Three Contemporary Issues......Page 265
37 Comprehension: The Cooperation of Many Forces......Page 271
38 Students’ Literary Responses......Page 277
39 K–12 Students as Writers: Research and Practice......Page 284
40 Critical Literacy as Comprehension: Understanding at Deeper Levels......Page 291
41 Passive Dupes, Code Breakers, or Savvy Users: Theorizing Media Literacy Education in English Language Arts......Page 296
42 The Relevance of Rhetoric......Page 303
43 Grammar and Literacy Learning......Page 310
Section VI Assessment of English Language Arts Teaching and Learning......Page 318
44 Diversity and English Language Arts Assessment......Page 320
45 Assessment Frameworks for Teaching and Learning English Language Arts in a Digital Age......Page 327
46 Authentic Professional Development and Assessment for Language Arts Teachers Capacity for Change......Page 335
47 Assessing Every Child: Using Purposeful Language Arts Assessments in Diverse Classrooms......Page 342
48 Issues in the Assessment of Culturally and Linguistically Diverse Students with Special Needs......Page 349
49 Assessing the English Language Learner (ELL)......Page 356
Section VII Methods of Research on Teaching the English Language Arts......Page 364
50 Complexity, Multiplicity, Timeliness, and Substantive Engagement: Methodologies for Researching the Teaching of the English Language Arts......Page 366
51 Research as Praxis: Documenting the Dialectical Relationship Between Theory and Practice......Page 371
52 Policy and Research in the English Language Arts: Massive, Inclusive, and Artful Design Choices......Page 377
53 Ethnographic Research in Teaching and Learning the English Language Arts: Studying the Cultural Contexts of Teaching and Learning the English Language Arts......Page 383
54 Analyzing Text and Talk Through Critical Discourse Analysis......Page 388
55 Emic Perspectives of Research......Page 392
56 Research Designs for Empirical Research......Page 399
57 Child Development Studies Over Time......Page 413
58 Theory and Method in Research on Literacy Practices: Adaptations and Alignment in Research and Praxis......Page 418
59 English in the Era of Globalisation: Implications for Research Methodologies for English Language Arts......Page 423
60 Syncretic Approaches to Studying Movement and Hybridity in Literacy Practices......Page 428
61 Critical Approaches to Research in English Language Arts......Page 433
Contributors......Page 438
Index......Page 440