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Language Arts, Vol. 85, No. 4, March 2008

Cover Art for Language Arts, Vol. 85, No. 4, March 2008

Table of Contents

Issue Theme: Writing and Community

  • Thoughts from the Editors: Writing Is Community

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • Being and Becoming: Multilingual Writers' Practices

    Tasha Tropp Laman and Katie Van Sluys

    Abstract: Most new English language learners spend their school days in monolingual teachers’ classrooms. This study examines the writing practices taken on and negotiated by multilingual class members within two multiage elementary classrooms. This article details the writing practices enacted and constructed in the daily writing lives of elementary writing communities and how multilingual students extended and transformed their learning community’s existing literacy practices. Situating multilingual students as valued classroom community members opens up possibilities for students to engage with their new communities, draw upon their linguistic resources, and craft possible futures as multilingual people.

    Keywords: Diversity, Language, Literacy, Writing, Elementary

  • Reading Salt and Pepper: Social Practices, Unfinished Narratives, and Critical Interpretations

    Diane Downer Anderson

    Abstract: In “Reading Salt and Pepper” Anderson examines a story written by three third grade girls and their insights about that story as they re-read it during its production and retrospectively, eight years later. Using a frame for understanding children’s writing as social practice, the children’s interviews, showing their multiple and sometimes contrastive interpretations, are juxtaposed with the researcher’s interpretations.

    Keywords: Literacy, Pedagogy, Writing, Elementary

  • Reading Salt and Pepper (Appendix B--Web only): FULL TEXT OF CHILDREN’S STORY, SALT AND PEPPER

    Abstract: In “Reading Salt and Pepper” Anderson examines a story written by three third grade girls and their insights about that story as they re-read it during its production and retrospectively, eight years later. Using a frame for understanding children’s writing as social practice, the children’s interviews, showing their multiple and sometimes contrastive interpretations, are juxtaposed with the researcher’s interpretations.

    Keywords: Literacy, Pedagogy, Writing, Elementary

  • Authoring Histories and Literacies: The Boxed Voices Project

    Trisha Wies Long

    Abstract: Using the Boxed Voices project as one way to connect traditional and non-traditional literacies, the author examines her work with preservice and inservice teachers (university students) as they develop and sustain collaborative, literate learning communities. In her multiliteracy process, the author takes the reader from theory to practice as she discusses the project’s potential impact on student engagement and new knowledge acquisition. She records her teachers’ journeys through reflective excerpts, project photographs, and other multimodal methods designed to help them, and the reader, implement this project in upper elementary and middle school inclusion classrooms.

    Keywords: Diversity, Literacy, Pedagogy, College

  • FOCUS ON POLICY: Cultivating Transcultural Citizenship: A Writing Across Communities Model

    Juan Guerra

    Abstract: In an increasingly globalized world, in which demographics suggest that the U. S. population is becoming increasingly diverse, educational institutions are focusing almost exclusively on learning outcomes and generally ignoring learning incomes—i.e., what students bring with them when they come to school. To mitigate this trend, the author draws on his work with Michelle Hall Kells to describe a cultural ecology model that provides the tools students need to become transcultural citizens. The author considers how a move from writing across the curriculum to writing across communities in elementary and middle school classrooms—and through it, the teaching, learning, and use of writing in communities outside of school contexts—can be integrated into such a model. This essay is an attempt to think through how that might be done.

    Keywords: Diversity, Language, Research, Writing, School-Community Relation

  • RESEARCH DIRECTIONS: The Pine Cone Wars: Studying Writing in a Community of Children

    Anne Haas Dyson

    Abstract: Welcome to the Pine Cone Wars, as enacted by Mrs. Kay’s children in her urban first grade. The children brought these wars from the playground to the classroom, reformulating them within the possibilities and constraints of the daily writing time. The Pine Cone Wars thus illustrate the inevitable interplay between the official world we shape as teachers and the unofficial one governed by children. This interplay can reveal children’s everyday lives, their symbolic resources, and the sources of their worries and pleasures. And, when exploited, this interplay can become a means for expanding and enriching the official curriculum for the benefit of all.

    Keywords: Writing, Elementary, School-Community Relation

  • PROFILES AND PERSPECTIVES: From a Writer's Perspective: Recreating Images of Community in Multicultural Children's Books

    Monica Brown

    Abstract: Monica Brown is an author of bilingual children’s books that honor the uniqueness of her subjects, not ignoring common ground, but not universalizing cultural difference. In this profile, she discusses the way contemporary Latino/a children’s literature, in particular her own, intervenes in a history of exclusion in children’s publishing and intervenes in the cycle of stereotypical representations and children’s stories about--though not by--Latinos/as.

    Keywords: Language, Literature, Writing, School-Community Relation

  • PROFESSIONAL BOOK REVIEWS: Communities, Writers, and Their Connections

    Ernest Morrell

    Abstract: Following recommendation from organizations such as the National Writing Commission and the National Writing Project, the resources reviewed in this department encourage elementary literacy teachers to consider writing and community on two levels; first, successful writing pedagogies develop support networks to nurture identities as writers. These support networks include other students, the teacher, the larger school community, and the community at large.

    Keywords: Research, Writing

  • CHILDREN’S LITERATURE REVIEWS: 2007 Notable Children’s Books in the Language Arts

    Monica Edinger, Patricia Austin, Deanna Day, Vivian G. Johnson, Sharon Levin, T. Gail Pritchard, and Edward T. Sullivan

    Abstract: Every year the Notable Children’s Books in the Language Arts committee reads and reviews hundreds of books to select thirty titles that Language Arts teachers will enjoy sharing with and recommending to their students. Notable books may deal explicitly with language, such as plays on words, word origins, or the history of language or they may demonstrate uniqueness in the use of language or in style. Often, they invite child response or participation.

    Keywords: Literature

  • IN CLOSING…: To Be a Teacher/Ser Maestro

    Angel Nieto Romero

    Abstract: In the words of Angel Nieto Romero, we begin to see the complex characteristics and demanding roles of a teacher. This gift of poetry, presented in both English and Spanish, gives voice to what teachers know and what the people around them ought to know.

    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 3/10/2010 1:26:12 PM

i think this is great 4 little kids :) <3

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