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Language Arts, Vol. 83, No. 4, March 2006

Cover Art for Language Arts, Vol. 83, No. 4, March 2006

Table of Contents

Issue Theme: Multilingual Kids in the Monolingual World of School

  • THOUGHTS FROM THE EDITORS

    Kathy G. Short, Jean Schroeder, Gloria Kauffman, Sandy Kaser

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • Yisha's First Year of English Acquisition

    Fuchang Liu

    Abstract: A father reflects on his daughter’s acquisition of a new language during her first year in the United States after a move with her family from China. This article reflects on how the parents and the teachers helped Yisha, a 9-year-old Chinese girl, with her English acquisition. Within the year, Yisha became fluent in English and finished all her courses with straight A’s.

    Keywords: Elementary, Language, School-Community Relation

  • Community as Curriculum

    Jim Cummins, Patricia Chow, and Sandra R. Schechter

    Abstract: The article describes a project involving teachers, parents, and university researchers in collaborations to support multilingual children’s development and use of language. Strategies for fostering an inclusive climate included building on the interests and resources of the local community, involving community members in curriculum development, and creating a work environment supportive of collegial dialogue.

    Keywords: Elementary, Diversity, Language, Writing

  • 2006 USBBY-CBC Outstanding International Books

    Susan Stan

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • Family Talk about Language Diversity and Culture

    Jeanne G. Fain with Robin Horn

    Abstract: This article examines urban and bilingual children’s dialogue about children’s literature in the home context as first and second graders talked in literature circles with their families. The article focuses on the issues about language diversity and culture that children and their families discussed about children’s literature. The findings from this research demonstrate that young working class bilingual children and their families do have the resources to construct rich literacy experiences through dialogue related to complex issues of language diversity and culture. Key issues that parents and children discussed in the home included literacy, positionality within society, and resistance to structural inequality. Children used their linguistic resources from the home and ultimately used their first and second languages as a resource.

    Keywords: Elementary, Diversity, Language, Literature, School-Community Relation

  • "Seeing the Possibilities": Learning from, with, and about Multilingual Classroom Communities

    Katie Van Sluys with Rise Reinier

    Abstract: This article examines the lives of four multilingual students, their classmates, and teacher as they use a range of semiotic systems to learn from, with, and about each other and their surrounding social worlds. Research reveals how literacy practices not only built on students’ resources but also invited critique and change.

    Keywords: Elementary, Diversity, Language, Literacy

  • Performing Identities through Drama and Teatro Practices in Multilingual Classrooms

    Carmen L. Medina and Gerald Campano

    Abstract: This article provides evidence from our work as teachers, drama facilitators and researchers that drama potentially affords a generative nexus between the students’ own identities and more expansive understandings school-based literacy practices. We examined data from two separate fifth grade classroom studies on drama and literacy to show how drama may in fact open critical spaces within which students negotiate diverse perspectives and collaboratively generate knowledge. These perspectives and knowledge can then be put in the service of their own educational and social empowerment.

    Keywords: Elementary, Diversity, Language, Literacy, Pedagogy

  • Reading, Living, and Writing Bilingual Poetry as SchoolARTistry in the Language Arts Classroom

    Melisa Cahnmann

    Abstract: This article draws upon multiple genres including theoretical scholarship, personal narrative, interview data, and poetry to reflect on experiences of language variation among Latino bilingual youth. The author shares insights acquired through the process of scholARTistry, and concludes with arguments for increased reading, living, and writing of poetry as a form of professional development for teachers working with bilingual youth.

    Keywords: Elementary, Diversity, Language, Writing

  • SUGGESTIONS FOR FURTHER READING ON MULTILINGUALISM

    Richard Ruiz

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • READING CORNER FOR EDUCATORS: Multilingual Children in Classroom Contexts

    Linda Leonard Lamme, Zhihui Fang, Danling Fu, Jacqueline Lynch, Ivy Haoyin Hsieh, and Hakan Dedeoglu

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • READING CORNER FOR CHILDREN: 2005 Notable Children's Books in the Language Arts

    Linda M. Pavonetti, Marilyn Carpenter, Monica R. Edinger, Vivian G. Johnson, Richard M. Kerper, Miriam Martinez, and T. Gail Pritchard

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • PROFILE: Marie M. Clay: Demonstrating that the World Can Be Different

    Gay Su Pinnell and Irene C. Fountas

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • Announcements

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

* Journal articles are provided in PDF format and can be opened using the free Adobe® Reader® program or a comparable viewer. Click here to download and install the most recent version of Adobe Reader.

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Posted By: Anonymous User on 11/11/2009 7:55:02 AM

Marie Clay's work is phenomenal! Combining her studies of how successful students process print and how the brain learns and remembers, she has developed a model that truly helps "untangle" the confusions that struggling readers confront. Those of us at Hugh Mercer truly appreciate the support that Fredericksburg City Schools has given for the professional develpment that we receive through Reading Recovery and the opportunities to share these strategies with the staff.

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