English Journal - Volume 113, Issue 5, 2024

A ninth-grade English teacher grapples with the dual identity of English literature as both a source of cultural richness and a legacy of conquest, exploring its impact on teaching practices and student understanding.

Part of the “science of reading” story is weighed against the full body of evidence often ignored by the movement’s advocates— misrepresentations of National Assessment of Educational Progress data, “no excuses” ideology and anecdotes, the “bad teacher” myth, the “miracle” sleight of hand, and scapegoating/misrepresenting guessing and three-cueing.

As artificial intelligence proliferates, compassion emerges as the essential ingredient for teaching and learning English well.

A high school English teacher argues for student-centered teaching and learning practices and tools that focus on student agency, criticality, and active participation.

A literacy researcher and teacher educator advocates for teaching transnational and racial literacies in the English language arts classroom.

Teaching women of color feminisms in the high school English classroom provides students with opportunities to read and write with theory for critical consciousness, selfactualization, and activism.

Two English language arts teachers, an instructional coach, and a principal work to implement their new curriculum with a focus on responsiveness to students, rather than fidelity to a script.

A teacher explores the potential of virtual reality experiences to build critical civic empathy.

Drawing on a 2023 National Endowment for the Humanities Summer Institute for Teachers on the history of literature instruction, the authors reflect on the traditional place of literature at the “heart” of English education, arguing for the continuing importance of centering students’ experiences with texts.

In this article, the author considers the possibilities of reframing English teaching not as imparting a curriculum of discrete reading, writing, and language skills and strategies stemming from print-based texts and literature, but rather as guided meaning-making.

A teacher-researcher explores students’ relational literacy experiences as they compose a multimodal eco-story as part of a project-based ecosocial justice unit.

This article highlights how future English teachers both construct and reconstruct what English is and what they think it could be.

This collection of poems and a story encapsulates the experiences of teaching, delving into the creation of a learning community and exploring the acts of joy, empowerment, love, liberation, and community-building that foster Blackness inside and outside the classroom.

This critical curation examines mainstream publishing practices and provides alternative publishers and imprints as sources for finding texts.