ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Now I Believe if I Write I Can Do Anything&quot;: Using Poetry to Create Opportunities for Engagement and Learning in the Language Arts Classroom
Author: Wiseman, Angela M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Language Arts,Poetry,Teaching Methods,Learner Engagement,Workshops,English Instruction,Student Experience,Ethnography,Participant Observation,Grade 8,Urban Schools,Public Schools,Writing (Composition),Language Usage,Personal Narratives,Self Expression,Cooperation,Relevance (Education)

This paper describes how adolescent students responded to a poetry workshop in an English classroom where the content was derived from their knowledge from their various life experiences and understanding of world events. Informed by theories of New Literacy Studies, ethnographic methods of participant-observation were used to document an eighth grade urban public school classroom where a community member implemented a weekly program using music lyrics and poetry for an entire school year. Findings demonstrate how poetry, facilitated learning by attending to students' emotions and background knowledge, encouraging social collaboration, and providing an authentic purpose for students to communicate through their writing. A community-based poetry workshop provided students with powerful ways of using language to communicate led to important learning opportunities at school.
Primary Teachers' Explorations of Authentic Texts in Trinidad and Tobago
Author: Seunarinesingh, Krishna
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teaching Methods,Creoles,Vocabulary Development,English (Second Language),Grammar,Reading Instruction,Reading Skills,Writing Instruction,Writing Skills,Prompting,Reading Motivation,Student Motivation,Reading Materials,Workbooks,Language of Instruction,Dialects,Second Language Learning,Learning Activities,Interviews

The present study focused on investigating (a) what authentic texts were used and (b) how they were used for instruction in three elementary schools, where learners' L1/D1 was a Caribbean Creole. Three findings emerged: First, teachers focused considerable attention on developing students' vocabularies and knowledge of English grammar. Second, they used a variety of easily available textual resources for developing children's reading and writing skills. Third, they explored topical issues, which they felt would provide meaningful prompts for wanting to read and write. The findings suggest that authentic materials can be seen as supplementing, not supplanting, established basal readers and workbooks.
Constructing a Pedagogy of Comedy: Sarcasm and Print Codes as Social Literacies in &quot;Winnie-the-Pooh&quot;
Author: Kohn, Liberty
Date: 2010-00-00
Type: Journal Articles
Subjects: Comedy,Childrens Literature,Metacognition,Negative Attitudes,Critical Theory,Literary Devices,Speech Acts,Semantics,Phoneme Grapheme Correspondence,Spelling,Error Patterns,Interpersonal Communication,Educational Theories,Congruence (Psychology)

This article provides a theoretical framework for a pedagogy of comedy that aids evaluation or instruction of the linguistic and social literacies that are part of speech act implicature and context. By understanding comedy's embeddedness in (an incongruence with) social and linguistic relationships and expectations, comedic texts and episodes can be heuristics that target areas of knowledge that are underdeveloped in groups or individuals. This article examines two types of comedy: sarcasm and meta-communicational commentary; and visual print literacy mistakes as social phenomena. While pedagogy often examines character traits in fiction, this article utilizes forms or frames of comedy borrowed from linguistic, cognitive, and educational research. Examining comedy frames, rather than character types, allows for meta-cognitive analysis of recurring, but individually situated, social and linguistic strategies and practices. The article examines episodes from Winnie-the-Pooh to provide practical classroom practices where instructors discuss comedy's social and communicational incongruence with social conventions and expectations (literacies) that are required to ''get the joke.&quot; Through discussion of comedy's forms, gaps in linguistic and social knowledge can be identified in students, and reading strategies can be provided for understanding indirect communication and context.
Using the Classics to Speak to the World: A New Teacher's Perspective
Author: Pickens, Cortney
Date: 2008-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Second Language Instruction,Second Language Learning,Communicative Competence (Languages),Learning Experience,Classroom Techniques,Cultural Differences,Latin,Educational Practices,Language Skills,Teaching Methods,Classics (Literature),Higher Education,Middle School Students,Grade 8

The way in which foreign languages, including the Classics, are taught is evolving. There are those who teach language for literature-based, instrumental purposes only, and those who want to see foreign language education cross boundaries into literature, culture, history, and geography. Foreign language educators have the opportunity to teach students how to use their knowledge of language and culture to communicate with different people from around the world. In this piece, the author reflects upon her own teaching methods as they relate to the goal of creating competent language students who are able to communicate translingually and transculturally. As a first year Latin teacher, the goal to educate students so that they achieve this level of competency seems daunting. This narrative contains authentic classroom experiences recorded by the author which are used to examine her goals and methods and their effectiveness for communication within and outside of the classroom.
Providing Windows for Non-Minority Readers
Author: Gardner, Roberta
Date: 2008-00-00
Type: Journal Articles
Subjects: Childrens Literature,Library Services,Library Instruction,Multicultural Education,Teaching Methods,Educational Practices,Teaching Experience,Interpersonal Competence,Library Materials,Elementary Secondary Education

Collecting and presenting children's literature takes on new meaning when the audience is comprised of students who are affluent and represent the dominant culture. As a school librarian, the author of this article believes that children's literature provides a means by which she can introduce the diversity of society into the classroom. Highlighting the accomplishments, contributions, and experiences of minorities within the context of the library curriculum is a continuous process. In addition to sharing books for the sake of enjoyment, the author works to create a reading program that promotes tolerance, social justice, equality, and inclusion.
Dynamics of an EFL Reading Course with a Critical Literacy Orientation
Author: Izadinia, Mahsa
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Critical Literacy,Problem Solving,Group Discussion,Reading Instruction,Reading Comprehension,Student Journals,Reflection,Self Evaluation (Individuals),Course Evaluation,Self Concept,Student Empowerment,College Students,Feedback (Response),College Faculty,Self Esteem

This study was an attempt to explore how a critical literacy (CL) approach to reading development may contribute to EFL learners' personal development, and what their perceptions of a reading course with a CL orientation are. 25 B.A. freshman English Literature students participated in a reading comprehension course at Allameh Tabataba'i University, Tehran. Throughout this course, students were encouraged to deal with the passages brought by them in a problem-posing manner through group discussions and reflective journals. To explore changes in their perceptions of themselves, their personal development, and the class dynamics, they wrote two self-assessments and two class assessments at the end of the first month and by the end of the course. As a result of the thematic analysis of 79 journals, a number of themes emerged that illustrate the contributions of the CL approach to learners' development of voice and self-awareness, to name a few.
Meeting of Two Minds: Research-Based Literacy Activities in Practice
Author: Borgia, Laurel G.
Date: 2009-00-00
Type: Journal Articles
Subjects: Literacy Education,Grade 5,Educational Research,Best Practices,Elementary School Teachers,Elementary School Students,Cooperation,Teaching Methods,Teacher Collaboration,College Faculty,Reading Comprehension,Learning Activities,Discussion (Teaching Technique),Preservice Teacher Education,Educational Games,Educational Technology,Drama

This study examines a collaborative project between a literacy professor and a classroom teacher. The professor used a Newbery Award winning novel to develop a unit for a fifth-grade classroom using curricular materials and methods that showcased research-based literacy practices. The fifth-grade teacher, in turn, used her knowledge of students' strengths and challenges in comprehending texts to modify the activities to meet their specific needs. This collaborative approach to designing instruction enhanced students' enthusiasm for the unit, the depth of their discussions, their personal connections with characters, and their critical and literary analyses of the text. This collaborative approach also provided an authentic model of effective literacy instruction for the professor's preservice teachers.
Convergences and Transdisciplinarity in the Foreign Language Department: A Response to the MLA Report
Author: Gala, Candelas
Date: 2008-00-00
Type: Journal Articles
Subjects: Case Studies,Spanish,Second Language Instruction,Romance Languages,Departments,Intellectual Disciplines,College Faculty,Italian,French,Teacher Competencies,Governance,Tenure,Teacher Qualifications,Academic Rank (Professional),Study Abroad,Immersion Programs,Educational Methods,Interdisciplinary Approach,Translation,Films,Service Learning,Enrollment,Curriculum

This paper takes a specific university Department of Romance Languages as a case study to examine how the measures it adopted in view of increasing enrollment in Spanish in the nineties coincide with the recommendations in the MLA's 2007 report; it also examines how they have fared after some 12 years of implementation, advances explanations for their success or failure, and offers suggestions for improvement. While examining well-established language programs, it discusses issues of governance, faculty and curriculum pertaining to the overall field of foreign languages and cultures. The initiatives proposed here aim at placing language study in a field of interacting factors to better adjust to the &quot;inter-&quot; and &quot;trans-disciplinarity&quot; of today's world.
Improving Students' Literacy Awareness through Service Learning in UAE: &quot;Children's Language and Activities Bag (CLAB)&quot;
Author: Almazroui, Karima
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Elementary School Students,Learning Activities,Language Skills,English (Second Language),Second Language Instruction,Service Learning,Literacy,Hospitalized Children,Communication Skills,Partnerships in Education

This study presents the service learning experience of university students and invites teachers at all levels to make use of the content to improve awareness of the role of literacy. In an elementary Language Education course taught at Al-Ain in the United Arab Emirates, 23 students designed a language bag for elementary students to improve children's language ability and promote education and reading in English. Students transformed a curriculum reuirement into a service learning project to meet the needs of long-term hospitalized children who could not attend school and were considered literacy-deprived. Theories, concepts and importance of service learning were introduced. University students' reflections showed they realized a greater sense of self, developed a partnership with community members and improved communication skills through discussions and language activities.
The Self-System of a Struggling College Reader: &quot;I Just Figured Somewhere along the Line I Was Gonna Fail&quot;
Author: Nash-Ditzel, Susan
Date: 2010-00-00
Type: Journal Articles
Subjects: Qualitative Research,College Students,Developmental Studies Programs,Remedial Reading,Self Concept,Self Efficacy,Self Esteem,Locus of Control,Reading Achievement,Student Motivation,Student Attitudes,Reading Skills,Pretests Posttests,Semi Structured Interviews,Reading Attitudes,Coding

This qualitative study aims at explaining reading beliefs and behaviors of college students taking a developmental reading course through analyzing components of the students' self-systems. A student's self-system is comprised of many different factors that may or may not develop in tandem through experiences in and out of school (Borkowski, Carr, Rellinger, &amp; Pressley (1990). These factors include: self-efficacy, self-esteem, locus of control, achievement, motivation, and attributional beliefs of learning. Unfortunately not all students' self-systems develop appropriately. Schraw and Bruning (1999) claim that as the self-system weakens, a student's ability to engage in deeper processing of a text also diminishes. I used the self-system framework to understand my students' learning and reading beliefs and behaviors.
The End of Crocodile Tears, or Child Literature as Emotional Self-Regulation
Author: Kellogg, David
Date: 2010-00-00
Type: Journal Articles
Subjects: Teaching Methods,Childrens Literature,Child Psychology,Language Acquisition,Child Development,Emotional Development,Self Control,Role Playing,Creativity,Foreign Countries,Vignettes,Elementary School Students,Rote Learning,Grade 1,Grade 2,Grade 3

This article begins by revisiting an old dispute between the children's writer Chukovsky and the child psychologist Vygotsky on whether and how child literature should mediate development. It then considers child language language lessons in South Korea for clues about how such mediation might happen, and finds the development of rote language, the creation of concrete roles, and the formulation of abstract rules. The real aim of child literature in the classroom is not story sharing per se, but rather sharing-for-development, specifically development away from other-regulation and towards self-regulation, particularly emotional self-regulation, through role play and rule play. Chukovsky's work, rich in sonorous rhyming language suited to rote learning, is a good example of children's literature, but not a good example of child literature serving the emotional self-regulation of older children through the formation of roles and rules. Child literature is that which can be mastered by children as producers rather than passive consumers.
The Power of Teachers' Writing Stories: Exploring Multiple Layers of Reflective Inquiry in Writing Process Education
Author: Bausch, Linda S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Teachers,Reflective Teaching,Mixed Methods Research,Likert Scales,Teacher Attitudes,Writing Attitudes,Self Concept,Teacher Surveys,Sociometric Techniques

The purpose of this theoretical mixed-method study is to examine teachers' self-assessments of their perceptions about writing development and instruction. One hundred and fifty teachers participated in a multiple-method data collection utilizing a Likert survey, extended narrative response, and sociometric networking of literacy identity (sociogram). Results indicated that there is a contradiction between the stated beliefs, self-perceptions and descriptions of practice. This article is an explication of why examining teachers' self-perceptions concerning themselves as writers and exploring the ways in which this self-perspective phenomenon influences the teaching of writing in their classrooms, through multiple methods, will lead to greater educational clarity of identity and practice.
The Language Program &quot;Revolution&quot;: Why and How Liberal Arts Colleges Can Lead the Way
Author: Sandlin, Betsy A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Grouping (Instructional Purposes),Liberal Arts,Colleges,Cultural Awareness,Theory Practice Relationship,College Role,Educational Change

The MLA's recent recommendations for the future of foreign language programs include what some are calling a &quot;revolutionary&quot; overhaul to the traditional language/literature sequencing and an emphasis on &quot;transcultural competence&quot; at all levels of study. This essay examines both the theoretical and practical reasons why language programs at small liberal arts colleges are poised to lead efforts toward such change. It highlights conversations and plans that are currently taking place at one such institution, offering practical suggestions based on experiences there.
Reflecting on the Challenges of Conducting Research across National and Linguistic Borders: Lessons from the Field
Author: Rubinstein-Ávila, Eliane
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Research,Research Problems,Research Opportunities,Data Collection,Cultural Differences,International Education,Internet,Mass Media Use,Context Effect,Research Methodology,Participant Observation,Experimenter Characteristics,Privacy,Confidentiality,Surveys,Language Fluency,Interviews,Best Practices,Educational Practices,Foreign Countries

Whether a study is qualitative or quantitative, the process of data collection is not as orderly as it may seem when described in published research reports, articles, or books. Data collection may be more challenging when conducting research across national and linguistic borders. In this article, I share and reflect upon the complex and messy experience of conducting an exploratory, &quot;qualitative-oriented&quot; study in Internet Cafes across three South American countries (and two languages): Brazil, Chile, and Argentina. I provide several examples of the challenges I encountered and my attempts to &quot;solve&quot; them. Studies that are transported across national and linguistic borders cannot simply be translated but also must be adapted to the cultural, social and linguistic norms of each particular context. The article also points out how changes in the ways in which data are collected ought to be carefully considered during analysis and interpretation of the findings. Finally, implications for researchers--novices and seasoned--are provided.
Dwelling in the Spaces between &quot;What Is&quot; and &quot;What Could Be&quot;: The View from a University-Based Content Literacy Course at Semester's End
Author: Damico, James
Date: 2010-00-00
Type: Journal Articles
Subjects: Literacy Education,Teaching Methods,Interdisciplinary Approach,Technology Integration,Citizenship Education,Democracy,Preservice Teacher Education,Course Content,Middle School Teachers,High Schools,Secondary School Teachers,Reading Instruction,Content Area Reading,Reading Skills,Writing Skills,Technology Uses in Education,Inquiry,Social Problems,Student Projects,Web Sites,Teacher Collaboration,Meetings

Situated within a university-based content literacy course, this article considers the spaces between the curricular realities of middle school and high school classrooms, what we call the &quot;what is,&quot; and potential alternative configurations of curriculum and instruction for these classrooms, what we call the &quot;what could be.&quot; Our story centers on the culminating activity in the course that we designed for our students, a mock school-wide faculty meeting. We describe the ways our discussed and debated ideas about disciplinary literacy, interdisciplinary curriculum, technology integration, and whether or not curriculum and teaching could connect to broader purposes of citizenship education in a democracy. The article concludes with a reminder that the spaces between &quot;what is&quot; and &quot;what could be&quot; are always dynamic, fluid, and emergent as teachers and students (of all ages) collectively create and re-create what happens in these spaces.
Rethinking the New Literatures of Childhood: Cultural Models of Gender in Popular Websites
Author: Stone, Jennifer C.
Date: 2008-00-00
Type: Journal Articles
Subjects: Childrens Literature,Gender Issues,Sex Stereotypes,Sex Role,Web Sites,Popular Culture,Gender Differences,Literacy Education,Elementary School Students,Models,Electronic Publishing,Content Analysis,Cultural Context

Online texts rapidly are becoming central to children's out-of-school literate lives. However, children's engagement with such unofficial texts rarely is addressed in schools, or is addressed in limited ways. To address this gap, we argue for conceptualizing popular media, including websites, as the new literatures of childhood, tracking how popular websites maintain many of the values of children's literature but extend beyond the genres, purposes, and textual practices commonly discussed in children's literature. Through analyses of cultural models of gender in four popular websites--including cultural models of ideal girls and boys, appropriate activities for each gender, and characterizations of the opposite sex--we illustrate how a literary approach to new media texts can be used to refocus literacy education.
Indigenizing Children's Literature
Author: Reese, Debbie
Date: 2008-00-00
Type: Journal Articles
Subjects: Childrens Literature,American Indian Studies,Literature Appreciation,Literary Criticism,Barriers,Didacticism,Indigenous Knowledge,Cultural Awareness,Book Reviews

In this article the author situates the analysis of two popular children's books in theoretical frameworks emerging from American Indian Studies. Using a new historicist lens, she discusses Anne Rockwell's (1999) &quot;Thanksgiving Day&quot; and Laura Ingalls Wilder's (1935/1971) &quot;Little House on the Prairie&quot; and suggests that these books function as obstacles for the understanding of the Other in American and global society.
Reading Pictures: An Interview with David Wiesner
Author: Varga-Dobai, Kinga
Date: 2008-00-00
Type: Journal Articles
Subjects: Interviews,Story Telling,Visual Learning,Authors,Visual Aids,Childrens Literature,Early Experience,Picture Books,Childhood Attitudes,Childhood Interests,Artists,Reading Habits,Generational Differences,Educational Trends,Educational Practices

Two-time Caldecott Honor winner (Free Fall, Sector 7) and three-time Caldecott Medal winner (Tuesday, The Three Pigs, Flotsam), David Wiesner is regarded as one of the most remarkable creators of visual storytelling living today. Wiesner is well known for his innovative and unique subject matter and his sophisticated painting-like illustrations through which he draws readers, both children and adults, into the imaginary worlds of his books. In this interview, he talks about his childhood as a source of inspiration, the origination of the idea of wordless picture books, and the relevance of reading and art in the lives of children.