English Journal - Current Issue

This article continues an overview of the “science of reading” story, focusing on media misrepresentations of balanced literacy and whole language, the National Reading Panel, teacher education and the LETRS program, grade retention, cognitive science, and dyslexia.

Authors of the NCTE policy brief on translanguaging discuss possibilities for the field of English language arts by sharing examples from their expansive work on translanguaging in teacher education.

This article reveals the importance of pushing against English-only monolingual classrooms and urges practitioners to move toward language-inclusive classrooms, beginning with the use of multilingual young adult novels.

Weaving autobiographical anecdotes with discussion of translanguaging theory, the author illustrates what teachers can do to develop multilingual students’ translanguaging stances by encouraging the creation of translanguaging spaces that not only accept students’ entire linguistic repertoires, but seek to grow them.

In this article, three teacher educators share how English language arts teachers can implement collaborative translanguaging in secondary settings.

This article provides pedagogical suggestions that encourage teachers to shift their classroom practices away from only considering monolingual/ monocultural modes of authoring to creating spaces for Korean American and other culturally and linguistically diverse students to explore and express hybrid identities.

The authors share a story of a middle school writer’s experience navigating across languages in an English for Speakers of Other Languages support classroom.

This article explores how adopting a translanguaging pedagogy that is grounded in armed love and bilingual love can address linguistic injustices and create an education that leads to self-determination for Vietnamese American youth.

Two teacher educators combine their expertise to present the need to allow multilingual students’ full linguistic repertoires to name the harm and healing found in texts.

The authors share how they implemented pedagogical translanguaging to guide a Chinese emergent bilingual youth through his translingual writing process.

Secondary English teachers can promote emergent bi/multilinguals’ multilingual and multimodal composition through webcomics that leverage their translanguaging to develop artistic citizenship.

This article centers ninthgrade students reading and writing testimonios as a counter-storytelling technique, integrating their home cultures and languages into the classroom space.

The author calls for the implementation of blues music in secondary classrooms— specifically as a tool for humanizing Black voices in English language arts.