Reimagining the English Language Arts canon: A case for inclusive and empowering instruction

IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Tracy E. Hunt
{"title":"Reimagining the English Language Arts canon: A case for inclusive and empowering instruction","authors":"Tracy E. Hunt","doi":"10.1002/jaal.1302","DOIUrl":null,"url":null,"abstract":"<p>This paper explores the possible negative implications of teacher selected whole-class reads rooted within the traditional canon of English Language Arts instruction and possible solutions for re-engaging the disengaged adolescent reader through choice reading and the implementation of more culturally relevant texts. Historically, English Language Arts educators assign required readings to the entire class without taking into account the lens through which students view the texts. This paper identifies how texts deemed historically valuable and enabling by the educator can actually be disabling and disengaging to the learner. Additionally, this paper offers insights regarding the positive shifts that can stem from reimagining the traditional canon utilizing a whole-class read scenario into a more democratic and culturally responsive English Language Arts canon. Assigned whole-class reads are defined as selections of text chosen by the teacher with the understanding that every student is required to engage in the text. These are not chosen by students and they are not part of independent reading. The goal of this paper is to first, inform educators concerning the disabling effects of choosing whole-class texts inside the traditional canon without viewing the texts through the varied interests, abilities, socio-economic backgrounds, integration of students' cultural knowledge and experiences, and maturity levels of the students served. Furthermore, this paper will provide a basis for increasing educator knowledge regarding the traditional canon, disabling and enabling texts, and culturally responsive ELA practices along with particular scaffolds in hopes of re-engaging the disengaged adolescent reader.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 1","pages":"4-11"},"PeriodicalIF":0.9000,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Adolescent & Adult Literacy","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jaal.1302","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

This paper explores the possible negative implications of teacher selected whole-class reads rooted within the traditional canon of English Language Arts instruction and possible solutions for re-engaging the disengaged adolescent reader through choice reading and the implementation of more culturally relevant texts. Historically, English Language Arts educators assign required readings to the entire class without taking into account the lens through which students view the texts. This paper identifies how texts deemed historically valuable and enabling by the educator can actually be disabling and disengaging to the learner. Additionally, this paper offers insights regarding the positive shifts that can stem from reimagining the traditional canon utilizing a whole-class read scenario into a more democratic and culturally responsive English Language Arts canon. Assigned whole-class reads are defined as selections of text chosen by the teacher with the understanding that every student is required to engage in the text. These are not chosen by students and they are not part of independent reading. The goal of this paper is to first, inform educators concerning the disabling effects of choosing whole-class texts inside the traditional canon without viewing the texts through the varied interests, abilities, socio-economic backgrounds, integration of students' cultural knowledge and experiences, and maturity levels of the students served. Furthermore, this paper will provide a basis for increasing educator knowledge regarding the traditional canon, disabling and enabling texts, and culturally responsive ELA practices along with particular scaffolds in hopes of re-engaging the disengaged adolescent reader.

重塑英语语言艺术经典:包容和赋权教学的案例
本文探讨了植根于传统英语语言艺术教学准则的教师选择的全班阅读可能带来的负面影响,以及通过选择阅读和实施更具文化相关性的文本来重新吸引脱离接触的青少年读者的可能解决方案。从历史上看,英语语言艺术教育者在没有考虑学生观看课文的视角的情况下,为全班学生分配所需的阅读材料。本文确定了被教育者认为具有历史价值和促进作用的文本实际上是如何使学习者致残和脱离的。此外,本文还提供了一些关于积极转变的见解,这些转变可能源于利用全班阅读场景将传统经典重新想象成一个更民主、更具文化响应性的英语语言艺术经典。指定的全班阅读是指教师在理解每个学生都必须参与课文的情况下选择课文。这些不是由学生选择的,也不是独立阅读的一部分。本文的目的是首先,通过不同的兴趣、能力、社会经济背景、学生文化知识和经验的整合以及所服务学生的成熟度水平,让教育工作者了解在传统经典中选择全班课文而不看课文的致残效应。此外,本文将为增加教育工作者对传统正典、禁用和启用文本、文化响应ELA实践以及特定支架的知识提供基础,以期重新吸引脱离接触的青少年读者。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Journal of Adolescent & Adult Literacy
Journal of Adolescent & Adult Literacy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
11.10%
发文量
54
期刊介绍: The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信