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Ashley S. Boyd; Taylor Bereiter – English Journal, 2017
The authors identify the necessity of focusing on and pluralizing understandings of transgender youth experiences and trans-specific topics. This is especially important for preservice teachers, who will be the ones to have similar discussions with their own students in the future. The authors describe a series of classroom activities and…
Descriptors: Adolescent Literature, Language Usage, LGBTQ People, Class Activities
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Jie Y. Park; Lori Simpson; Jesse Bicknell; Sarah Michaels – English Journal, 2015
In this article, a team of university-based researchers and ESL teachers describes how English learners in a high school responded to Poetry Inside Out -- a poetry -- and translation-based literacy curriculum.
Descriptors: High School Students, English Learners, Poetry, Translation
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Mack, Nancy, Ed. – English Journal, 2012
Emotional literacy has an important place in the English curriculum because emotions cannot be separated from reading, writing, and thinking critically with language. Teachers can use the study of literature, writing, and language to reframe emotion from being something that creates victims and victimizers into feelings that can be critically…
Descriptors: Emotional Intelligence, Bullying, Language Usage, English Curriculum
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Guler, Nilufer – English Journal, 2013
This article suggests effective approaches to teaching English language learners in ways that can be of benefit to all students in mainstream middle and high school English classes. The five approaches described herein that mainstream ESL teachers can do to make assessments more accurate and reliable, as well as to address heterogeneity, are: (1)…
Descriptors: English Language Learners, Mainstreaming, Teaching Methods, Literacy
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Haas, Kay Parks – English Journal, 2011
The author has always had an appreciation of language--its rhythms, sounds, wordplay, dialects, usage variations, and powers to manipulate. Reflecting on how she came to this appreciation, she remembers her father reciting poems to her when she was a little girl. She was enthralled by the rhythm, the rhyme, and the sounds of the words--both…
Descriptors: Aesthetics, Language Rhythm, Language Usage, Language Variation
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Flynn, Jill Ewing – English Journal, 2011
Being up front with students about Standard English as "the language of power" allows them to learn valuable lessons about Standard and non-Standard English dialects. In this article, the author describes an eighth-grade language unit that helps students understand the value of dialects and standardized English. The author concludes that the…
Descriptors: Standard Spoken Usage, Dialects, English, Power Structure
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Devereaux, Michelle D.; Wheeler, Rebecca – English Journal, 2012
Secondary English teachers are charged with helping all students to read, write, and understand English in its many forms and functions. However, students' language can be as diverse as the literature teachers bring to the classroom. Not all students come to the classroom with the skills to write standardized English; even fewer students come with…
Descriptors: English Instruction, Ideology, English Teachers, Code Switching (Language)
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Daniel O. Lawler – English Journal, 2013
This article explores problems with the trend of business language making its way into schools and provides strategies for how to address this issue.
Descriptors: Business, Language Variation, Educational Strategies, Educational Environment
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House, Jeff – English Journal, 2009
How a person teaches grammar depends on what he or she believes it does. Some see grammar as a set of rules, inherited from wise forefathers. For them, teaching grammar means making students aware of, and then holding them to, these rules. Others see grammar as an expression of style, an invitation to the writer to explore how to create a…
Descriptors: Grammar, Memorization, Drills (Practice), Teaching Methods
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Crovitz, Darren – English Journal, 2011
This article discusses how amusing mistakes can make for serious language instruction. The notion that close analysis of language errors can yield insight into how one thinks and learns seems fundamentally obvious. Yet until relatively recently, language errors were primarily treated as indicators of learner deficiency rather than opportunities to…
Descriptors: Error Analysis (Language), Error Correction, Teacher Responsibility, Cognitive Processes
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Dunn, Patricia A. – English Journal, 2010
Many English teachers feel underprepared to teach students with disabilities. While teachers may want to do whatever they can to make all their students successful, some may feel that they don't have as much time as they would like to prepare high-quality differentiated instruction, to fully accommodate every student, or even to know what…
Descriptors: Disabilities, Special Education, English Teachers, Individualized Instruction
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Paquette, Maryellen G. – English Journal, 2007
Maryellen G. Paquette reveals the excitement and learning that can occur when high school students are presented with multiple opportunities to play. Activities that employ playful language and the whole body allow students to embody, name, and identify with complicated emotions and situations in Shakespeare's plays. In addition, play can be…
Descriptors: High School Students, Language Usage, Play, Teaching Methods
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Sledd, James – English Journal, 1996
Asks pointed questions about English teachers' motives for teaching grammar and usage. Discusses what "usage" is; what "grammar" is; what "standard English" is; and what teachers of grammar and usage hope to accomplish by their teaching. Discusses the consequences of these realities for teachers. (RS)
Descriptors: English Teachers, Grammar, Language Usage, Secondary Education
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Schiff, Peter M. – English Journal, 1980
Text reordering, text rewording, text recording, and text researching offer students who must use prescriptive grammar books the opportunity to observe, analyze, manipulate, and enjoy language. (Author/RL)
Descriptors: Grammar, Higher Education, Language Usage, Teaching Methods
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Broyles, Bill – English Journal, 1988
Describes a synonym exercise--composing an essay without using the verbs "be,""have,""go," or "get"--which increases students' awareness of at least six different language features. (MM)
Descriptors: Language Usage, Secondary Education, Teaching Methods, Writing Exercises
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