English Journal - Volume 105, Issue 3, 2016

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

Aspects of diversity such as culture, race, class, ability, and gender require teachers to approach students as individuals. This article explores the impact of three key approaches when working with students, particularly in the writing classroom.

This article details how one teacher-researcher developed a relationship with a refugee student through literacy activities.

Examining largely unknown revisions of the New Criticisms reading pedagogy, the author argues that these revisions should serve as a model of how the Common Core ELA Standards might be revised to reconnect readers to the process of reading.

The authors explore strength-based learning projects that value the lived realities and literacies of adolescent scholars of color, setting the stage for the powerful relationships through which meaningful learning happens.

This article considers how relationships in the English classroom are influenced by the types of literacy activities, the role of the teacher, the tone of oral comments, and the types of writing students share with peers.

Using Nakamura and Csikszentmihalyi’s concept of flow, the authors trace the history and development of their co-teaching relationship and describe how the co-teachers and students experienced flow.

This article demonstrates a step-by-step teaching method using a poem, a play, and a short essay to help students support each other and take responsibility for learning.

Havruta (partner learning) is explored as an appropriate pedagogy where pairs closely read texts and discuss them, combining intellectual and interpersonal dimensions.

In this article, the author examines one of Australia’s stand-alone New Arrival Programs (NAPs) and what these programs can teach us about relationships andemergent literacy.

This article examines relationships in the writing process and offers some strategies to address student needs on both the cognitive and affective domains.

A recent community wide reading program offers a valuable opportunity for students and teachers to respond to literature by attending community wide events, creating art,and developing relationships with community members.

This column seeks to provide a forum in which we can lean on each other to investigate and improve the quality of our classroom discussion leadership.

This column serves as a space dedicated to conversation about Young Adult Literature and to celebrate adolescents, their reading, and their experiences by reviewing the texts that engage them.