Examines the categories of articles in the ERIC database that provide information about using literature across the curriculum. (MG)

Sees collaborative inquiry as what curriculum should be all about. Describes a curricular model in which disciplines become research devices that students constantly use rather than areas to be mastered. Identifies and discusses the five key processes that language plays in learning: voice, connection, perspective through transmediation, tension,…

Argues that language arts education and discussions of language arts have skirted issues of existential philosophy and religion, even though these issues are inherently a part of literature. Raises concerns about the personal and political consequences of avoiding questions about why people exist and what purpose they have in life. (TB)

"Elegant compromises" in the classroom can make divisive discussions between traditionalists and multiculturalists seem irrelevant. For 25 years, public high school students in at least 3 of Wigginton's English classes have met language arts requirements by studying their Appalachian mountain history, customs, and traditions. This…

Provides a nine-item annotated bibliography of publications in the ERIC database related to literature and the language arts. Offers useful resources that satisfy a variety of professional needs. (MG)

Defines semiotics and outlines its implications for teaching language arts. (PRA)

Describes how two eighth-grade language arts teachers ventured into the territory of vocabulary development. Describes several class activities and strategies they used to increase students' vocabulary and to make students into enthusiastic explorers and discoverers of words. (SR)

Discusses the importance of teaching keyboarding skills at an early age. Suggests that these skills be taught in the language arts curriculum by a business education teacher and should be an integral part of all the curriculum at all levels. (JOW)

Offers a fictional look at an American high school sometime in a future in which the academic team's performance--a model of reason rather than force, teamwork rather than competition, and the sharing of knowledge--is the focus of school and community pride and involvement. (SR)

Discusses drama in English in light of what actually happens in the classroom. Claims drama is valuable when discussed as a separate, autonomous subject in the school curriculum as opposed to one subsumed within English. Emphasizes the primacy of performance in drama education. (NH)

Over the years, folklore has been used in the process of education. An overview of folklore and the interconnects it has with education is described, through the experiences of a school teacher.

Profiles of Yetta Goodman, Maxine Greene, Louise Rosenblatt, and Margaret Meek Spencer are given. They are the members of International Scholars' Forums in Literacy Studies at Hofstra, whose focus is language, literacy, politics and education.

The NCTE has established a center of policy research to honor the legacy of James R. Squire in order to support progressive reform in English language arts education. James R. Squire's life and work are discussed in detail.

This study addresses the differences between literature in children's trade books and the literature in commercial elementary language arts reading programs used in Canada. Although the nature of the literature included in language arts programs has received considerable scrutiny in the United States, there is no parallel body of research in the…

The 1997 amendments to the Individuals with Disabilities Education Act required states to provide access to the general curriculum and alternate assessments for students with disabilities who were unable to participate in statewide assessments. For this study, we examined the curricular focus of alternate assessments using performance indicators…