Describes a six-week summer program designed to "convert" English and language arts teachers and other primary school teachers into teachers of English as a second language. (RL)

Reports on a survey of 52 teacher education programs to determine how English and language arts teachers are being prepared. Notes what teacher educators rank as the top requirements in knowledge, abilities, and attitudes of teachers, as well as the status of the general English teacher education program. (RL)

Describes various resources indexed in the ERIC system that promote multiethnic perspectives in English instruction and English education, including introductory guides to multicultural education and programs for reading and discussion. (AEA)

Compares results of a 1979 survey of graduates of Pennsylvania State University's English teacher preparation program with results of a 1969 survey of Illinois English teachers. Indicates changes found in undergraduate English education programs and in teachers' perceptions of the effectiveness of the programs. Also discusses the impact of…

Reports on ERIC materials that emanate from writing teachers participating in the Bay Area and the National Writing Projects. Lists resources that provide program descriptions and learning activities for writing teachers. (RL)

Discusses implications of the National Council of Teachers of English statement on the preparation of teachers of English for elementary school teachers, as well as issues significant to teachers which the statement does not address. (HTH)

Literacy is a device that society uses to reproduce itself and adapt to social changes. The literacy of interpretation and understanding emphasized in schools is an effort to align school subjects with new markets, workplace tools, democratic processes, family practices, and personal growth. The standards movement, including English standards,…

Discusses some of the challenges that faced "English Education" during the author's tenure as editor, 1986-93, namely those concerning the lack of voice among teachers locked in a system, the narrow range of professional articles published, and the reluctance of professionals to write speculative or narrative articles. (TB)

Reports what experienced English teachers believed were the shared characteristics of the reluctant writers they had encountered. Suggests some strategies that may help engage reluctant writers. Shows that reluctant writers have a variety of beliefs about writing and themselves as writers. Suggests that stronger and more direct interventions…

Describes how an English teacher and a special-education teacher cooperated to teach a "mixed" ninth-grade class of regular students, special-education students, and others who found English difficult. For special-education students, being part of a large class meant making new friends and encountering numerous challenges. The special-education…

Considers how many times the English curricula overlooks the necessity for thorough revision by stressing quantity over quality. Discusses how teachers can fully integrate the writing process between various projects, tests and quizzes, and the examination of literary works to improve their students' writing skills without straying too far from…

Sketches what the ideal first-year teacher might look like. Gives a tongue-in-cheek view of a "super" beginning English teacher's experiences and skills. (HB)

Describes how one beginning English teacher learned about the profession through her experiences working with a special education student. (HB)

Focuses on the effect of working with a teacher-as-researcher model on the preparation of preservice teachers. Examines their development from unconfident answer-knowers to more confident question-askers, who come to integrate both informal and formal strategies of data-gathering and hypothesis-testing into a way of knowing. (PRA)

Advocates the value and importance of asking prospective teachers to tell autobiographical stories about their teaching experiences. Describes in detail the story of one prospective English teacher's journey from recent graduate to professional teacher and her initiation into the English teaching discourse community. (HB)