English Journal - Volume 113, Issue 2, 2023

Teaching poetry collections in their entirety has benefits in the secondary classroom; this article outlines an approach for teaching a collection.

A veteran English teacher gives advice to her younger self.

In each of the five 2022 recommended honor books, the protagonist seeks to weave themselves into the tapestry of their family histories in order to emerge with an understanding of their future, both as an individual and as a member of a collective.

The authors reflect on their own past classroom text selections and practices to illustrate their unintentional complicity in upholding whiteness within their classrooms.

This article details a student-led publishing project that chronicled individuals’ stories in a final authentic product, and provides advice for implementing such projects in secondary classrooms.

As past, present, and future Black teachers invested in creating healthy and joyful learning spaces, the authors turned to the Black Teacher Project’s design lab to learn a liberatory design process that promoted literacies of healing in the English language arts classroom.

Service-learning pedagogy complements language arts learning outcomes while allowing students and teachers to find and provide hope and justice in bleak situations.

Photography, understood as an act of inquiry, has the potential to open up new ways of seeing and thinking about the familiar.

Three educators discuss using social annotation with high school students, describing how students engaged meaningfully with the text by asking questions and speculating about characters and plot.

This article offers a unique approach to teaching critical media literacy by examining the rhetorical influence of conspiracy theories as a tool to counter mis- and disinformation.

This article examines the purpose of testimonio as a written genre and the ways in which personal, identity-driven writing instruction can be valuable in a secondary English language arts classroom.

A teacher in Arizona advocates for the centering of hybridity within language arts classrooms as resistance against political and social polarization, providing theoretically grounded practical curricular actions that teachers can take in their classrooms to support student identity and criticality.

In this inaugural column, Jeanne Dyches acknowledges the current sociopolitical climate, extols “staying angry” as a powerful form of agency, and invites English language arts stakeholders to create community as a form of resistance.

An educator reflects on the importance of teacher vulnerability in supporting marginalized students.