Issue Theme: Viewpoints and Visions

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  • ISBN/ISSN(s):
    0360-9170

Description

Issue Theme: Viewpoints and Visions

Calls for Manuscripts

Scaffolding Practice: Supporting Emerging Bilinguals’ Academic Language Use in Two Classroom Communities
Mark B. Pacheco, Shannon M. Daniel, and Lisa C. Pray
Abstract: For teachers learning to support emerging bilingual students in literacy classrooms, attending to academic language can encourage students’ disciplinary meaning-making as they learn this new language. Taking a community-focused, language-as-practice perspective, this study examines how two teachers scaffold first-grade emerging bilingual students’ academic language use as they explore cause and effect relationships in Ezra Jack Keats’s text, The Snowy Day. Findings show that scaffolds included modeling, recasting, and highlighting academic language use during disciplinary meaning-making, as well as the use of multiple modalities and responsive scaffolding when exploring academic language. Findings also suggest that a strict attention to prescribed uses of academic language at times constrained students’ participation in classroom meaning-making. Implications from this study include the need for integrating content and language learning, the need for responsive and flexible scaffolds, and the importance of community scaffolding.

Literacy Rituals in the Community and the Classroom
Robert Jean LeBlanc
Abstract: This article examines literacy rituals as a form of culturally relevant pedagogy and argues that ritual reading practice may offer some students a culturally resonant engagement with school that draws on community relationships. Using data from a year-long classroom and community literacy ethnography of an urban Catholic school and parish, the author outlines how Greg, a Vietnamese American student and member of an immigrant community, engaged with literacy rituals in his religious practice as a Catholic and how his teacher drew on literacy rituals in her classroom practice. The article concludes by suggesting teachers consider a wider range of what counts as community knowledge and draw on the ritual literacy practices of children, their families, and their religious associations, many of which are core parts of their immigrant identities.

Katherine and Randy Bomer, NCTE’s 2017 Outstanding Elementary Educators in the English Language Arts
Amber Warrington
Abstract: This interview explores the teaching and scholarly work of Katherine and Randy Bomer, recipients of the 2017 Outstanding Elementary Educators in the English Language Arts Award.

A Profile of Marilyn Nelson, Poet Extraordinaire
Lisa Patrick and Patricia E. Bandré
Abstract: This article features an interview with Marilyn Nelson, the 2017 recipient of the NCTE Excellence in Poetry for Children Award.

Writing to Change the World: Teaching Social Justice through Writer’s Workshop
Lily Diamond
Abstract: Lily Diamond, 2016 winner of the Donald H. Graves Award for Excellence in the Teaching of Writing, discusses ways in which she integrates issues of social justice during writer’s workshop.

Language Arts Lessons: Re-Visioning through Storytelling and Story Acting in a Second-Grade Classroom
Jesse S. Gainer and Nancy Valdez-Gainer
Abstract: This article highlights an adaptation of Vivian Paley’s storytelling and story acting curriculum to promote collaborative revision and co-authorship.

Children’s Literature Reviews: 2017 Charlotte Huck Award for Outstanding Fiction for Children
Barbara Kiefer, Detra Price-Dennis, Desiree Cueto, Joyce Herbeck, Stacey Ross, Franki Sibberson, and Erika Thulin-Dawes
Abstract: This children’s literature review column showcases the winners of the 2017 NCTE Charlotte Huck Award for Outstanding Fiction for Children.

Children’s Literature Reviews: 2017 NCTE Orbis Pictus Award for Outstanding Nonfiction
Cyndi Giorgis, Mary Ann Cappiello, Denise Dávila, Jeanne Gilliam Fain, Jennifer M. Graff, Marianne Richardson, and Scott Riley
Abstract: This children’s literature review column showcases the winners of the 2017 NCTE Orbis Pictus Award for Outstanding Nonfiction for Children.

Perspectives on Practice: Standing with Students: A Children’s Rights Perspective on Formative Literacy Assessment
Thomas P. Crumpler
Abstract: Informed by children’s rights scholarship, this essay presents four guidelines for re-imagining formative literacy assessment.