English Education - Volume 35, Issue 2, 2003

Discusses a recent national survey of English language arts educators regarding middle school English. Learns that many respondents to the survey lacked knowledge about middle schools as sites for literacy learning. Notes that few English educators felt they had the necessary resources available to them for developing courses and field experiences designed specifically for middle grades English language arts programs.

Reflects on the study of literary themes in a reform to develop thinking based curricula for lower income urban youth. Mentions the need to broaden students worlds and discusses implications for middle grades teacher education. Suggests the need for preservice teachers to have plenty of ongoing workshop practice in shaping and critiquing thematic study.

Addresses several relevant questions of interest to middle grades language arts teachers and teacher educators concerning English language learners. Suggests that rather than preparing English language learners to enter the bottom of the hourglass economy, educators should be providing all students the necessary tools to become the future shapers of new possibilities.

Presents an annotated bibliography of the most recent middle school literature as it relates most directly to English language arts. Consists of only book-length publications published from 1990-2002. Presents annotations of 32 titles categorized into three related sections: general middle school issues; resources for teaching middle school English language arts; and resources for teacher education.

Argues for a particular future for middle school literacy teacher education. Envisions a future that positions literacy as a tool for navigating and reconstructing boundaries across discourse communities, with the ultimate goal of teaching early adolescents how to participate in and construct a just and democratic world from the complex world into which they are venturing.