English Journal - Volume 99, Issue 1, 2009

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.

The guest editor and retired secondary English teacher draws on his 23 years of experience with the Folger Shakespeare Library to describe the articles he selected for this issue.

A former head of education at the Folger Shakespeare Library talks about how the library’s educational philosophy and 25-year-old educational program got its start.

The Folger’s current director of education discusses some of the workshops and other materials available for teachers and students at the Folger.

“Teacher to Teacher” provides a forum for teachers to share ideas, materials, and activities.

Staging student performances, this teacher relearns the transformative power of Shakespeare’s words.

Think Shakespeare’s English is beyond the reach of ELLs? Read this high school literacy coach’s advice and think again.

Shakespeare inspires two boys with autism to create their own screenplay.

How do new technologies help students to yak and rip in English class? And why would you want them to?

The author of two books on teaching film in secondary English shows how to study significant theatrical elements in film versions of one of Shakespeare’s most-taught plays

Shakespeare’s presence on YouTube offers great opportunities to teach the aesthetics of imitation, parody, and irony.

Shakespeare engages multiple audiences. Williamson suggests a creative method for helping students see this dimension of his plays.

Shakespeare meets new technologies. Students meet new ways to interpret literature.

Performance is more than fun’s essential to understand Shakespeare’s works.