English Journal - Volume 107, Issue 6, 2018

Teaching in multilingual classrooms is the new normal. Tis article provides a sense of the multilingual nature of public schools and offers suggestions for interactions in multilingual classrooms that are both caring and effective.

The author asks, “Where can we, as English language arts teachers, create room in our classrooms for curiosity— for students and for ourselves?” She outlines ways to use Genius Hour to help create an equitable, level classroom with access and ownership for all.

This article focuses on the implementation of one unit and ways educators might consider using YA literature featuring Muslim characters to foster meaningful discussions about society as a whole.

This article describes the implementation of a persuasive writing unit with mostly Latinx students in a “focused track” at a Midwestern high school. The authors scaffold not only writing skills but also the experience of engaging policy issues and power structures.

Playful teaching is a little-explored way to reinvigorate secondary classrooms with our vibrant mutual humanity

The author argues for the use of humorous texts to help students develop critical reading/viewing skills and to promote social justice issues.

This article examines how blended learning can serve as a transformative framework to create a more equitable English classroom.

The authors explore how multiple arts-based learning strategies (ABLS) provided a means to subvert traditional literacy methods.

This article describes how the author would teach a unit about gender and language with an increased knowledge of ideology about language.

Based on a critical literacy unit in a high school classroom in the San Joaquin Valley, this article details a project on the nature of disciplinary rules and policies.

This article presents one teacher’s effort to reflect and reconsider a missed opportunity to teach for critical literacy and promote social justice through the exploration of racist nicknames, mascots, and logos in sports culture.

This article uses Daniel José Older’s Shadowshaper as the core of a unit challenging students and teachers to confront and dismantle systems of oppression.

The authors offer an illustration of a pedagogical routine designed to support students’ critical consciousness and literacy learning through the collective examination of shared texts.

The authors describe using counter fairy tales to (re)center the voices of Black girls as literacies of resistance in English e ducation.