How does English language arts (ELA) education relate to power and privilege in education and in schools? How is ELA education situated historically and culturally, in terms of power and privilege? In what ways are learners, categorically and as individuals, situated as decision-makers in ELA education? Over 50 contributors from different perspectives answer these questions by focussing on a variety of topics and terminology broadly related to the teaching of English language arts and the socio-political-cultural context in which this teaching occurs.
This encyclopedia has particular relevance for preservice and practicing ELA teachers, teacher educators, and scholars.
Notes on Contributors
Introduction
Lisa M. Barker, David Gorlewski, Julie Gorlewski and Chernice M. Miller
1 Adolescent Literacy
Robert Petrone
2 Aesthetics
Michelle Zoss
3 Anti-Racist Curriculum
Limarys Caraballo and Karen Zaino
4 The Arts in English Language Arts
Michelle Zoss and Katherine J. Macro
5 Arts-Based Methods
Pauline Schmidt
6 Canon
Michael Macaluso and Kati Macaluso
7 Collaborative Learning
Victoria Hankey and Brian Rozinsky
8 Critical Bilingual Literacies Approach
Luz Yadira Herrera and Carla Espańa
9 Critical Conversations in English Education
Amy Vetter and Melissa Schieble
10 Critical Language Awareness
Mike Metz
11 Digital Literacy
Lindy L. Johnson
12 Digital Media/Film/Virtual Reality
Clarice M. Moran
13 Digital Storytelling
Toby Emert
14 Disability/Ability
Patricia A. Dunn
15 Drama-Based Pedagogy
Bridget Kiger Lee and Kathryn Dawson
16 Elements of Literacy
R. Joseph Rodrķguez
17 Emergent Bilinguals: The Socio-Political Context
Yadira Gonzalez and Jason Roche
18 Emergent Literacy
Meghan D. Liebfreund
19 Emerging Multilingual Learners
Pamela Hickey
20 English Language Arts Instruction: Finding Common Ground
Thomas M. McCann
21 Gender
Stephanie Ann Shelton
22 Global Englishes
Rashi Jain
23 Hip Hop Education
Lauren Leigh Kelly
24 Language Acquisition
Huili Hong and Yizhong Ning
25 The LGBTQ Policy Landscape
Henry Cody Miller
26 Literary Theory and English Language Education
Deborah Appleman
27 Long-Term English Learners
Maneka Deanna Brooks
28 Makerspaces: Sites of Personal Agency
Emily Schindler and Amy Mueller
29 Music in the Teaching of English
Christian Z. Goering, Kathryn Hackett-Hill and Holly Sheppard Riesco
30 Poetry
Toby Emert
31 Race
Ayanna F. Brown
32 Racial Literacy
Jordan Bell, Karen Zaino and Yolanda Sealey-Ruiz
33 Response to Literature
Mary E. Styslinger
34 Standardized English
Mike Metz
35 Storytelling
Ernest Morrell and Jodene Morrell
36 Translanguaging
Cati V. de los Rķos and Kate Seltzer
37 Visual Arts in English Language Arts
Michelle Zoss
38 Writing and Writing Instruction
Vicki McQuitty
39 Young Adult Literature
Laura Renzi
40 Youth
Robert Petrone
Index
Lisa M. Barker, Ph.D. (2012), Stanford University, is Executive Director of PLACE: Professional Learning and Community Education at the University of WisconsinMadison School of Education and Affiliate Faculty in UWMadisons Department of Curriculum and Instruction.
David A. Gorlewski, Ed.D. (2000), University at Buffalo, State University of New York, is a consultant at that university, providing guidance and assistance in the implementation of the universitys Urban Teacher Residency Program.
Julie Gorlewski, Ph.D. (2008), University at Buffalo, State University of New York, is professor and senior associate dean for academic affairs and teacher education at that university. Her research focuses on teacher education, critical dispositions, and school reform.
Chernice M. Miller, Ph.D. (2022), University at Buffalo, State University of New York, is a lecturer at Princeton University and St. Bonaventure Universitys Oxford program at Trinity College. She examines socio-educational connections between the literary and digital worlds.
