It has only been since the s that this area has attracted more interest among EFL teachers. The purpose of this article is to look at some of the issues and ways in which literature can be exploited in the classroom.
Learning and teaching technology in English teacher education: Findings from a national study. Some might contend that the teaching of the English language arts ELA remains, at its core, a subject premised on the study of literature, composition, language, and oratory.
Yet, as the preparation of English teachers enters the current era, the field of ELA education has moved forward to include the teaching of the skills that cross all disciplines but are also specific to a discipline Moje, —skills such as reading, writing, listening, critical thinking, and speaking—that are beyond the skills middle and secondary English teachers thought to be in their instructional purview before the mids Wilson, During the mid to late 20th century, being literate meant being proficient at reading a print text, understanding and using its information, and hand writing a response to it.
These all now fall under the domain of teaching English. The teaching of multimodal literacies and technology integration into classroom practice have become integral aspects of the discipline that demonstrate how complex it has become. Both hardware and software and their products have changed literacy practices Conference on English Education [CEE] Executive Committee, — changes that have affected the content of the ELA as well as its delivery.
With many communities resorting to online learning to deliver less in-demand content, technology may even further complicate how ELA teachers instruct at the secondary level.
The authors contacted over English teacher educators throughout the United States and collected 81 methods course syllabi.
The collected syllabi were then analyzed for organizational and theoretical approaches to the teaching of English, as well as ELA assessments and activities. Findings from the study revealed that ELA was rooted in multiple theoretical orientations, including formalism and reader response.
Yet, the discipline remained traditional in the sense that it was still primarily concerned with the teaching of literature, composition, and oratory.
Student projects were typed, paper submissions. Despite at least one syllabus requiring that practice teaching be videotaped for self-evaluation and reflection, there was no indication that this technology was taught in the methods course or might affect how ELA was studied.
This self-administered questionnaire focused on how English teacher educators viewed recent changes in English teacher preparation and how these changes affected their work.
One aspect of the questionnaire focused on how technology is integrated within the context of English teacher education programs, asking—as a new area of emphasis in the teaching of English—how teacher educators prepare beginning English teachers to address the teaching of technology and new literacies in the context of the ELA.
This paper highlights the findings from this aspect of the national study. When educating English instructors to support their own students to become literate members of society, what new literacies, new media, and technologies integrate effectively into classroom practices?
The breadth of the bibliography has required the journal to exclusively publish it online. Recent studies in technology and the teaching of ELA can be divided into two groups: In both these situations, students learn technology to understand the content of the ELA.
Studies that address using technology for collaborative purposes, what we labeled in the questionnaire as open technology e. A contact list of English educators across the US.
A current literature review of studies of ELA methods courses. A self-administered, question, fixed, multiple-choice questionnaire with five randomized open-ended questions. A collection of subject-specific ELA methods course syllabi that were voluntarily submitted by questionnaire respondents.
Focus group interviews of English educators who submitted syllabi. The study began with the completion of a literature review as a way to ascertain the current state of scholarship related to teaching ELA methods Pasternak et al.
These foundational papers represent the voice of the field of English language arts.
From these resources and our experiences with salient policy and legislation, we identified five key topics of focus for change in ELA:Concurrently, reading (pre-reading, post reading stage) and the constructor of Rice () and Griffin and Tulbert () in their review GOs (teacher-constructed, student-constructed, teacher/student found inconsistency in the research findings of GOs studies constructed).
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Reading and Writing About Contemporary Issues offers an integrated approach to reading and writing using a handbook for reference and instruction followed by readings for analysis and writing. Knowing what’s happening in school is a good first step to understanding your child’s issues.
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Introduction to Philosophy: Classical and Contemporary Readings, Fifth Edition, is the most comprehensive topically organized collection of classical and contemporary philosophy available.
Ideal for introductory philosophy courses, the text includes sections on God and evil, knowledge and reality, the philosophy of science, the mind/body problem, freedom of will, consciousness, ethics. This paper will seek to answer these questions by reviewing contemporary issues beyond school experience.
6 The ELA score is a weighted composite based on the English, reading, and writing scores and only reported when students take the optional writing test.