English Journal - Volume 115, Issue 1, 2025

This essay examines students’ transgressive critical literacies in response to current events and contemporary manifestations of sociopolitical youth resistance, calling on educators to uplift malicious compliance, creative compliance, and transgressive humor to live out the core value of qualified hope.

A teacher education professor and former secondary school instructor discusses using punk pedagogy and content in the English classroom to promote experimentation, interdisciplinarity, participation in community, and processfocused work.

In this article, two researcher-educators assert that Black Language should be valued in the English language arts and reading classroom and provide four examples of novels (as well as corresponding activities) that can be taught in the classroom and that demonstrate authentic Black Language.

Students explore more-than-human worlds through reading and writing practices designed to address the climate crisis.

The authors imagine approaches to lesson planning and classroom teaching that embrace and encourage complexity, interconnectedness, and nonlinear learning—a fractal approach to lesson planning and learning.

This article examines how a high school English language arts teacher fosters argumentative writing skills in a culturally and linguistically diverse classroom by leveraging students’ dialogic strengths, framing argumentation as a social and critical process.

A linguistically responsive approach to grammar instruction—in which linguistic diversity and collective meaning-making are promoted—is explored as a means of disrupting prescriptive grammar ideologies.

Amid ever-growing demands for students to read fast, the authors propose a process for reader response that is an invitation to slow down and reflect on what we bring to our reading and how reading in a community can nuance our responses to texts and others.

This column explores how Black girls’ refusals function as literacy practices and pathways to more just educational futures.

This column provides recommendations for English language arts teachers on addressing raciolinguistic ideologies with a diverse range of Asian American multilingual learners.

This inaugural column on artificial intelligence in English teaching considers the tensions and pressures English teachers face and explores both AI incorporation and AI refusal as reasonable and nonexclusive pathways to addressing AI in the classroom.

In this column, a Latina educator and researcher discusses how establishing book clubs organized around diverse young adult literature can contribute to student agency to guide learning and engage in critical discussion.