Language Arts
Journal Data
| Type | JOURNAL |
|---|---|
| Publisher | National Council of Teachers of English (US) |
| ISSN | 0360-9170 / 1943-2402 |
| OpenAlex | S2764915463 |
| MAG | 2764915463 |
| Total publications | 17 |
| Coverage period | 1989 - 2019 |
| Country | US |
| Language | EN |
| Cited by | 9 |
| Impact factor | 14.5 |
| h-index | 2 |
This journal focuses on language arts, typically in an educational context. While language is relevant to linguistic anthropology, this venue's primary focus on pedagogy and literacy education places it in a broader social science field with only occasional anthropological content
Academic Writing and Publishing · Art Education and Development · Artistic and Creative Research · Child Development and Digital Technology · Critical Race Theory in Education · Digital Media and Philosophy · Digital Storytelling and Education · Discourse Analysis in Language Studies · Diverse Musicological Studies · Education and Critical Thinking Development
Critical Literacy as a Way of Being and Doing
This article focuses on critical literacy as a way of being and doing around the globe. Orientations to critical literacy, models for instruction, key aspects, and new directions are shared.
A Content Analysis of Orbis Pictus Award–Winning Nonfiction, 1990–2014
Facilitated by an increased interest in children's literature in language arts classrooms and an expanding selection of quality nonfiction books written for children, the October 1991 issue of Language Arts centered on the theme, "Nonfiction, Language Learning, and Language Teaching." Today, it is difficult to overstate the important role children's literature and, in particular, children's nonfiction literature, occupies in pedagogical contexts.…
Consejo as a Literacy Event
Drawing on sociocultural approaches to literacy and literature on the communal spaces of teaching and learning of Latino/as, I share one Mexican border women’s life story and analyze her literacies and ways of knowing in relation to the literacy event of giving consejo . Using data gathered through individual interviews and observations, I present the case of Lucía, the owner of a burrito’s restaurant. She draws upon a mix of oral and print langu…
“Reading between the Pictures”
In this article, the authors share findings from a study in which immigrant students responded to the wordless text The Arrival in small-group, bilingual literature discussions. The interpretive processes of two of the children with different ethnic backgrounds, levels of English proficiency, and styles of response are highlighted as exemplary and contrastive case studies. Additionally, the social nature of the students’ interpretive work is illu…
Language and Literacy in the Borderlands
Saavedra discusses how children in the borderlands can inform our language and literacy practices through the Latin American literary genre known as testimonio . Drawing from the work of Chicana/Latina feminist pedagogy, I frame my experiencias with language and literacy in three different moments in my life. Through these t estimonios , I make connections to the lived realities of many border crossers in the US, arguing that immigrants, border c…
Artisan with Words
Jeniffer, a self-proclaimed “schoolgirl” who was a bilingual Mexican American fifth-grade student, lacked confidence in her abilities in reading and language arts. However, her dialogue journal correspondence with her teacher in her native language of Spanish describing her transnational experiences demonstrated vivid, descriptive writing with artisan-like qualities that mirrored the gifts of her father (a carpenter). In this qualitative case stu…
Pathologizing the Language and Culture of Poor Children
There has been a resurgence of deficit discourses that implicate deficiencies in the language and culture of poor students as the cause of their academic failures. An influential study by Betty Hart and Todd Risley concludes that high levels of academic failure among poor children can be linked to the quantity and quality of language interactions among poor children and their parents. However, strong claims about the language and culture of poor …
Focus on Policy
This article is a discussion of the decades of research linking achievement to the arts: the Cognitive, the Motivational, the Cultural, the Practical, etc. in response to districts cutting the arts to make way for the “basics,” or to save money for literacy consultants and math programs to prepare students for standardized tests. The article asserts that cutting the arts is not something that is likely to improve academic achievement; in fact, qu…
Permitanme Hablar
This multicultural feminist critical narrative inquiry examines how one Dominican Spanish and English speaking poor immigrant first grader, Pam, utilizes her critical literacies to intervene against inequitable teaching practices and affirm her cultures. Implications for early childhood educators to develop culturally responsive practices that better support children are discussed.
Drama Wor(l)ds
This article looks at fifth graders’ interpretations of Friends from the other side/Amigos del tro lado by Chicana/Mexican American feminist writer Gloria Anzaldúa (1993). Drama-in-Education strategies were the pedagogical tools used to facilitate the students’ engagement in dialogues that moved them from understanding aspects of the life and social reality of Mexican undocumented immigrants on the US/Mexico border to questioning issues of citize…
Taking on Critical Literacy
Mitzi Lewison, Amy Seely Flint, and Katie Van Sluys identify four dimensions that define critical literacy and then use these as a framework for examining the beliefs and practices of a specific group of teachers beginning to implement a critical literacy curriculum.
Anchored in our Literature
Preview this article: Anchored in our Literature: Students Responding to African American Literature, Page 1 of 1 /docserver/preview/fulltext/la/72/8/languagearts24493-1.gif
Cultural Identity and Response to Literature
This story of a classroom discussion of Maniac Magee lets us see how literature discussions can help both teachers and students understand their own and others’ cultural and social identities.
The Story of Zanzibar
A Scenic View of Reading
When someone says, That reminds me of the Neil Simon movie where ... and continues to describe particular circumstance and dialogue, common experience is shared. A message is received. Speaker and listener have mutual understanding of situation. The scene has done its job; it has organized experience in such way to act as metaphor that links real experience to another kind of understanding. What is often forgotten, however, is that the scene from…
Negotiating Agendas
Preview this article: Negotiating Agendas: Preliminary Considerations, Page 1 of 1 /docserver/preview/fulltext/la/66/4/languagearts24885-1.gif
Discovering Columbus
Preview this article: Discovering Columbus: Rereading the Past, Page 1 of 1 /docserver/preview/fulltext/la/66/6/languagearts24917-1.gif
Discovering Columbus
Preview this article: Discovering Columbus: Rereading the Past, Page 1 of 1 /docserver/preview/fulltext/la/66/6/languagearts24917-1.gif
A Content Analysis of Orbis Pictus Award–Winning Nonfiction, 1990–2014
Facilitated by an increased interest in children's literature in language arts classrooms and an expanding selection of quality nonfiction books written for children, the October 1991 issue of Language Arts centered on the theme, "Nonfiction, Language Learning, and Language Teaching." Today, it is difficult to overstate the important role children's literature and, in particular, children's nonfiction literature, occupies in pedagogical contexts.…
A Scenic View of Reading
When someone says, That reminds me of the Neil Simon movie where ... and continues to describe particular circumstance and dialogue, common experience is shared. A message is received. Speaker and listener have mutual understanding of situation. The scene has done its job; it has organized experience in such way to act as metaphor that links real experience to another kind of understanding. What is often forgotten, however, is that the scene from…
A Scenic View of Reading
When someone says, That reminds me of the Neil Simon movie where ... and continues to describe particular circumstance and dialogue, common experience is shared. A message is received. Speaker and listener have mutual understanding of situation. The scene has done its job; it has organized experience in such way to act as metaphor that links real experience to another kind of understanding. What is often forgotten, however, is that the scene from…
Negotiating Agendas
Preview this article: Negotiating Agendas: Preliminary Considerations, Page 1 of 1 /docserver/preview/fulltext/la/66/4/languagearts24885-1.gif
Discovering Columbus
Preview this article: Discovering Columbus: Rereading the Past, Page 1 of 1 /docserver/preview/fulltext/la/66/6/languagearts24917-1.gif
The Story of Zanzibar
Cultural Identity and Response to Literature
This story of a classroom discussion of Maniac Magee lets us see how literature discussions can help both teachers and students understand their own and others’ cultural and social identities.
Anchored in our Literature
Preview this article: Anchored in our Literature: Students Responding to African American Literature, Page 1 of 1 /docserver/preview/fulltext/la/72/8/languagearts24493-1.gif
Taking on Critical Literacy
Mitzi Lewison, Amy Seely Flint, and Katie Van Sluys identify four dimensions that define critical literacy and then use these as a framework for examining the beliefs and practices of a specific group of teachers beginning to implement a critical literacy curriculum.
Drama Wor(l)ds
This article looks at fifth graders’ interpretations of Friends from the other side/Amigos del tro lado by Chicana/Mexican American feminist writer Gloria Anzaldúa (1993). Drama-in-Education strategies were the pedagogical tools used to facilitate the students’ engagement in dialogues that moved them from understanding aspects of the life and social reality of Mexican undocumented immigrants on the US/Mexico border to questioning issues of citize…
Permitanme Hablar
This multicultural feminist critical narrative inquiry examines how one Dominican Spanish and English speaking poor immigrant first grader, Pam, utilizes her critical literacies to intervene against inequitable teaching practices and affirm her cultures. Implications for early childhood educators to develop culturally responsive practices that better support children are discussed.
Focus on Policy
This article is a discussion of the decades of research linking achievement to the arts: the Cognitive, the Motivational, the Cultural, the Practical, etc. in response to districts cutting the arts to make way for the “basics,” or to save money for literacy consultants and math programs to prepare students for standardized tests. The article asserts that cutting the arts is not something that is likely to improve academic achievement; in fact, qu…
Pathologizing the Language and Culture of Poor Children
There has been a resurgence of deficit discourses that implicate deficiencies in the language and culture of poor students as the cause of their academic failures. An influential study by Betty Hart and Todd Risley concludes that high levels of academic failure among poor children can be linked to the quantity and quality of language interactions among poor children and their parents. However, strong claims about the language and culture of poor …
Artisan with Words
Jeniffer, a self-proclaimed “schoolgirl” who was a bilingual Mexican American fifth-grade student, lacked confidence in her abilities in reading and language arts. However, her dialogue journal correspondence with her teacher in her native language of Spanish describing her transnational experiences demonstrated vivid, descriptive writing with artisan-like qualities that mirrored the gifts of her father (a carpenter). In this qualitative case stu…
“Reading between the Pictures”
In this article, the authors share findings from a study in which immigrant students responded to the wordless text The Arrival in small-group, bilingual literature discussions. The interpretive processes of two of the children with different ethnic backgrounds, levels of English proficiency, and styles of response are highlighted as exemplary and contrastive case studies. Additionally, the social nature of the students’ interpretive work is illu…
Language and Literacy in the Borderlands
Saavedra discusses how children in the borderlands can inform our language and literacy practices through the Latin American literary genre known as testimonio . Drawing from the work of Chicana/Latina feminist pedagogy, I frame my experiencias with language and literacy in three different moments in my life. Through these t estimonios , I make connections to the lived realities of many border crossers in the US, arguing that immigrants, border c…
Consejo as a Literacy Event
Drawing on sociocultural approaches to literacy and literature on the communal spaces of teaching and learning of Latino/as, I share one Mexican border women’s life story and analyze her literacies and ways of knowing in relation to the literacy event of giving consejo . Using data gathered through individual interviews and observations, I present the case of Lucía, the owner of a burrito’s restaurant. She draws upon a mix of oral and print langu…
A Content Analysis of Orbis Pictus Award–Winning Nonfiction, 1990–2014
Facilitated by an increased interest in children's literature in language arts classrooms and an expanding selection of quality nonfiction books written for children, the October 1991 issue of Language Arts centered on the theme, "Nonfiction, Language Learning, and Language Teaching." Today, it is difficult to overstate the important role children's literature and, in particular, children's nonfiction literature, occupies in pedagogical contexts.…
Critical Literacy as a Way of Being and Doing
This article focuses on critical literacy as a way of being and doing around the globe. Orientations to critical literacy, models for instruction, key aspects, and new directions are shared.