Language Arts - Volume 102, Issue 2, 2024

This article draws on theories of identity and learning and the work of practicing teachers to introduce a framework for identity-based literacy instruction.

Conceptualizing literacy as multidimensional, this study explores the intersection between literacy integration and children’s literacy engagement using an inquiry-based researcher’s workshop.

Using a critical bilingual lens, two educators explored the topics of immigration and language use in a middle school classroom using the novel Efrén Divided.

This paper outlines an early childhood curriculum designed to partner with families in authentic and meaningful ways around supporting students’ access to abstract anti-bias concepts.

This interview highlights Dr. Angie Zapata’s journey as an educator as well as her humanistic vision for how picturebooks can be powerful entry points for language, literacy learning, criticality, and joy.

This column showcases winners of the 2024 Charlotte Huck Award for Outstanding Fiction for Children.

By the NCTE Excellence in Children’s Poetry Award Committee

The 2024 Notable Books in the English Language Arts have appealing formats, promote language arts, and invite children to respond in various ways.