English Journal - Volume 114, Issue 5, 2025

Four high school English teachers and a college professor engaged in an “instructional experiment” that focused on the verbatim docudrama

The laramie project.

By centering students’ experiences, youth-led participatory action research can serve as a powerful mechanism for student advocacy and social justice in English classrooms, as demonstrated by the work of Milo Palmer, a transyouth and researcher.

A high school teacher advocates for the use of the CARE method in the selection and teaching of fiction about disability in the English language arts classroom, considering the centrality, agency, and respect afforded disabled characters, as well as the expertise of the author.

Drawing from the author’s own teaching, this article explores beginning steps for incorporating video games in English classrooms and details the logistical and pedagogical challenges that occur when teachers include digital interactive texts in the curriculum.

This article highlights how Lotería cards transform classrooms into spaces for counterstorytelling, where students reclaim their narratives, challenge stereotypes, and explore identity through creative and cultural resistance.

An educator employs culturally and historically responsive literacy in English language arts as a way to explore personal and familial medical stories.

Two teacher educators offer several activities for youth to examine representations of adolescence by writing poetry, studying social media, and analyzing young adult literature through a youth lens.

This article explores how the Jewish tradition of l’dor va-dor (from generation to generation) is reflected in the readers/writers workshop model, highlighting the role of mentorship and introducing the 6M framework to support student-centered reading and writing instruction.

An eighth-grade English language arts educator revisits a student’s powerful winter break reflection on an experimental curriculum offering.

Centering literary units on important focal questions is a method to teach students to engage any text from a critical perspective.

Column editors Katharine Covino and Ann David bring the concepts of moral injury and moral traps to the realities of censorship to help teachers make sense of one more reason that this moment is so difficult to navigate.

This column addresses the problematic “in English” assumption and expectation often found in English language arts classrooms where English is privileged despite students’ multilingual practices.

Arya Shahi shares how poetry gives him hope and helped him tell what felt like an impossible story.