English Journal - Volume 100, Issue 3, 2011

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.

An experienced educator and co-author of Sherman Alexie in the Classroom: “This is not a silent movie. Our voices will save our lives” offers substantial background knowledge, classroom activities, and teaching resources for the greening of English class.

“Teacher to Teacher” provides a forum for teachers to share ideas, materials, and activities.

Why should we spend English class time on substantial environmental inquiry?

Students complete Internet research, create pamphlets, give presentations, and more to alert their school community to important local environmental issues.

How does creating personal metaphors from nature help students develop ecoliteracy?

A former wilderness trip leader shows how place-based writing has transformed his English class.

The authors provide several activities to focus students on the language of green.

Follow an English teacher, a biology teacher, and a social studies teacher as they discover possibilities for green education.

Take a class trip to Brooklyn’s Shakespeare Garden.

Listen in as college teachers discuss their expectations for student writing and what that might mean for your students’ futures.

An EJ annual tradition, the well-known critics of young adult literature present their best picks from 2009.

Challenging Texts explores various ways of teaching literary theory to high school and middle school students.

Innovative Writing Instruction publishes new approaches to the teaching of writing in high school and middle school.

Mentoring Matters focuses on effective ways to support new English teachers and student teachers.

Off the Shelves discusses new young adult literature and explores ways of teaching YA texts in middle and high school English classes.

Research for the Classroom suggests ways in which high school and middle school English teachers may study the effectiveness of their pedagogy.

Success with ELLs suggests effective approaches to teaching English language learners in ways that can be of benefit to all students in mainstream middle and high school English classes.