Journal articles: 'Language Arts - General'

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Shafer, Gregory. "Political Language, Democracy, and the Language Arts Class." English Journal 103, no. 2 (November 1, 2013): 30–37. http://dx.doi.org/10.58680/ej201324294.

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Isagulov, Mykyta. "Language of Intermediality: Merging Arts, Cultures and Literature." International Journal of Languages, Literature and Linguistics 9, no. 3 (June 2023): 208–13. http://dx.doi.org/10.18178/ijlll.2023.9.3.406.

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The paper demonstrates through specific examples the peculiarities of intermedial ‘language’ employed by E.M. Forster to enlarge the contextual field of his novel Where Angels Fear to Tread (1905). Thus, through the application of the close reading technique and hermeneutical method, it covers the specificity of pictorial depictions and theatrical medium, as well as intermedial references integrated into the canvas of the literary artefact to extend its contextual field, draw borders between cultures, deepen the conflicts. It concludes that the writer applies specific intermedial language patterns and frameworks to extend the context of the plot and deepen the conflicts and oppositions between English and Italian, own and strange, old and new.

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Balajthy, Ernest. "Computers and Reading/Language Arts:." Computers in the Schools 4, no. 1 (September 3, 1987): 67–80. http://dx.doi.org/10.1300/j025v04n01_06.

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Mitchell, Sally E. "Speculations on Language in the Arts." Journal of Aesthetic Education 35, no. 2 (2001): 87. http://dx.doi.org/10.2307/3333675.

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Frumkina, Aryna. "Postmodern Principles in Integrated Teaching of Foreign Languages and Fine Arts to Primary Learners in the New Ukrainian School." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 4 (December 14, 2021): 579–94. http://dx.doi.org/10.18662/rrem/13.4/499.

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The article deals with the issue of integrated teaching of foreign languages and fine arts to primary learners in the New Ukrainian school that seeks to overcome postcolonial and modernist traditions of education and gradually implements postmodern education principles. In this regard, the article highlights the use of such postmodernist trends as simulation, free interpretation, and establishment of personal associative connections in integrated teaching of foreign languages and fine arts. Such a need is based on the hypothesis that primary learners are extremely sensitive to the above-mentioned trends and can enrich their vocabulary via consecutive study-visualization of foreign language words and their denotations. Research methods include theoretical analysis of relevant sources, pedagogical modelling of stages, special methods of integrated teaching of foreign languages and fine arts, prognostic methods. The article presents the step-by-step process of integrated teaching of foreign language and fine arts. It proves that integrative teaching in primary school thematically and methodically coincides with the three-stage process of acquiring the basics of foreign languages and fine arts. Besides, the article contains practical recommendations on the organization of integrated teaching of foreign languages and fine arts. The international relevance of the article lies in projecting the postmodern education principles on didactic realities of developing countries that need to learn the experience of educational transformation based on Ukraine’s example, as well as in implementing these principles in integrated teaching of foreign languages and fine arts.

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Sowder, Wilbur H. "Fostering Discussion in the Language-Arts Classroom." English Journal 82, no. 6 (October 1, 1993): 39–42. http://dx.doi.org/10.58680/ej19937801.

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Carey-Webb, Allen. "Homelessness and Language Arts: Contexts and Connections." English Journal 80, no. 7 (November 1, 1991): 22–28. http://dx.doi.org/10.58680/ej19918225.

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8

Applebee, Arthur N. "Rethinking Curriculum in the English Language Arts." English Journal 86, no. 5 (September 1, 1997): 25–31. http://dx.doi.org/10.58680/ej19973407.

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Arthur N. Applebee, in “Rethinking Curriculum in the English Language Arts,” discusses his study and its conclusions based on “what shapes teachers” curricular decisions, how these decisions play out in the classroom, and the nature of the curriculum that evolves. An American Literature curriculum is the focus of the case study in the article.

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Quílez-Robres, Alberto, Nieves Moyano, and Alejandra Cortés-Pascual. "Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children." International Journal of Environmental Research and Public Health 18, no. 13 (June 22, 2021): 6681. http://dx.doi.org/10.3390/ijerph18136681.

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Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

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Schlieper, W. A., T. L. Isenhour, and J. C. Marshall. "ARTS: a flexible laboratory instrument control language." Journal of Chemical Information and Modeling 27, no. 3 (August 1, 1987): 137–43. http://dx.doi.org/10.1021/ci00055a008.

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11

Fahnestock, Jeanne. "The Rhetorical Arts of Cooperation." Journal of General Education 62, no. 1 (March 1, 2013): 11–27. http://dx.doi.org/10.5325/jgeneeduc.62.1.11.

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Abstract Human social evolution depends in part on using language persuasively to secure cooperation. Rhetoric emerged in the West over two thousand years ago as a deliberate cultural construction. Though often misunderstood today, rhetoric is fundamental in general education programs that teach students how knowledge is forged in agreement and applied.

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Cunningham, Anne E., Jamie Zibulsky, Keith E. Stanovich, and Paula J. Stanovich. "How Teachers Would Spend Their Time Teaching Language Arts." Journal of Learning Disabilities 42, no. 5 (June 12, 2009): 418–30. http://dx.doi.org/10.1177/0022219409339063.

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As teacher quality becomes a central issue in discussions of children’s literacy, both researchers and policy makers alike express increasing concern with how teachers structure and allocate their lesson time for literacy-related activities as well as with what they know about reading development, processes, and pedagogy. The authors examined the beliefs, literacy knowledge, and proposed instructional practices of 121 first-grade teachers. Through teacher self-reports concerning the amount of instructional time they would prefer to devote to a variety of language arts activities, the authors investigated the structure of teachers’ implicit beliefs about reading instruction and explored relationships between those beliefs, expertise with general or special education students, years of experience, disciplinary knowledge, and self-reported distribution of an array of instructional practices. They found that teachers’ implicit beliefs were not significantly associated with their status as a regular or special education teacher, the number of years they had been teaching, or their disciplinary knowledge. However, it was observed that subgroups of teachers who highly valued particular approaches to reading instruction allocated their time to instructional activities associated with other approaches in vastly different ways. It is notable that the practices of teachers who privileged reading literature over other activities were not in keeping with current research and policy recommendations. Implications and considerations for further research are discussed.

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Webb, Sarah L. "Everyday Colorism: Reading in the Language Arts Classroom." English Journal 108, no. 4 (March 1, 2019): 21–28. http://dx.doi.org/10.58680/ej201930046.

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Lundahl, Merrilyne. "Teaching Where We Are: Place-Based Language Arts." English Journal 100, no. 3 (January 1, 2011): 44–48. http://dx.doi.org/10.58680/ej201113436.

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15

Baker, W. Douglas. "When English Language Arts, Basketball, and Poetry Collide." English Journal 96, no. 5 (May 1, 2007): 37–41. http://dx.doi.org/10.58680/ej20075789.

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A former high school teacher’s reflections on the connections between basketball and poetry suggest the significance of extracurricular activities for teachers and students. W. Douglas Baker recounts how he guided students to make connections among “the collision of activities in their lives” by delving into the practices and discourses of three disciplinary communities—the basketball team, the Poetry Club, and the English classroom.

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Applebee, Arthur N. "English Language Arts Assessment: Lessons from the Past." English Journal 83, no. 4 (April 1, 1994): 40–46. http://dx.doi.org/10.58680/ej19947599.

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Lund, Donna Joan. "Video Production in the English Language Arts Classroom." English Journal 87, no. 1 (January 1, 1998): 78–82. http://dx.doi.org/10.58680/ej19983514.

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Argues that teaching video production techniques in high-school English classes achieves the goals of language arts proficiency, media literacy, and student self-realization. Discusses preproduction; information search; script and storyboard; writing activities; oral communication activities; teamwork; aesthetic judgment; media literacy; affective goals; and vocational opportunities. Describes teaching production techniques to at-risk urban high school students.

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Andrews, Jane, and Maryam Almohammad. "Achieving creative collaboration between language teachers and artists." Journal of Multilingual Theories and Practices 5, no. 1 (March 27, 2024): 30–46. http://dx.doi.org/10.1558/jmtp.25810.

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Inspired by academic thinking and practice-based work on creativity and education, and creative approaches in language education, this article is based on outcomes of the project ‘Creating Welcoming Learning Environments: Disseminating Arts-Based Approaches to Including All Learners’, funded by the UK Arts & Humanities Research Council. The project brought together creative artists specializing in filmmaking, drama, crafting, poetry and the spoken word, textiles and music with teachers in the south-west of England, who collaborated on integrating arts-based practices into language teaching, learning and assessment. The focus of the project was to generate new ways of teaching a) children developing English as an Additional Language (EAL) in mainstream primary, secondary and special schools and b) all children in schools where there is a commitment to building an ethos of inclusion and diversity in relation to languages and cultures. The article reports on how co-operative, collaborative workshops were used to bring teachers, creative artists and researchers together in a way which valued everyone’s knowledge and expertise. A thematic analysis of data from evaluation interviews undertaken with the participating teachers is provided and the potential for workshop-based professional development opportunities as a way of achieving creative collaboration in schools is discussed.

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Kaya, Ahmet İhsan. "Differences between literature and arts in the context of language." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 268–74. http://dx.doi.org/10.18844/prosoc.v2i1.307.

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Branches of art, in a general sense, constitute an integrity with their common traits. Yet, they differ in their functions, form sand capacities. Music has a phonetic construction, which consists of sound. Plastic arts such as architecture, sculpture and painting consist of marble, stone and paint. Literature, on the other hand, consists of words. The key element that separates art branches from each other is the material that is used for each and everyone of them. Due to its unique construction, literature is different from other arts with its multidimensional mental function and with the way it appeals to the senses. In this sense, with its distinctive aspects, literature must be used as a subject in scientific studies. Literature is an intellectual art branch which is built in brain by having kneaded of the elements such as language, structure, content and style. Literature is anthropocentric in everyway. Without a doubt, the key element that makes literature different in many aspects is language. This study investigates literature's differences from other branches of art in the context of its production materials.Keywords: Art, literature, language, differences in literature.

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Michele Pittard, M. "Entering the Middle: Key Works for Middle School English Language Arts Teacher Education." English Education 35, no. 2 (January 1, 2003): 137–48. http://dx.doi.org/10.58680/ee20031633.

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Presents an annotated bibliography of the most recent middle school literature as it relates most directly to English language arts. Consists of only book-length publications published from 1990-2002. Presents annotations of 32 titles categorized into three related sections: general middle school issues; resources for teaching middle school English language arts; and resources for teacher education.

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Bujang, George Romiko, and Mary Fatimah Subet. "Penerapan Pendekatan Semantik Inkuisitif dalam Pengajaran dan Pembelajaran Seni Bahasa." International Journal of Language Education and Applied Linguistics 12, no. 2 (October 31, 2022): 18–27. http://dx.doi.org/10.15282/ijleal.v12i2.7497.

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Pengajaran dan pembelajaran seni bahasa dalam pendidikan Bahasa Melayu tidak dapat dipisahkan. Namun, makna implisit di sebalik bahan seni bahasa agak sukar difahami dengan mendalam terutamanya dalam kalangan murid pada peringkat pendidikan rendah. Oleh itu, kajian ini dijalankan untuk meneliti dan merungkai makna tersirat yang terkandung dalam bahan pengajaran-pembelajaran seni bahasa. Kajian berbentuk kualitatif ini menggunakan kaedah analisis teks dalam bahan seni bahasa. Kajian ini mengaplikasikan pendekatan Semantik Inkuisitif yang diperkenalkan oleh Nor Hashimah Jalaluddin (2014). Responden yang terdiri daripada 8 orang murid tahun enam dipilih untuk menyertai kajian ini. Hasil kajian mendapati penggunaan pendekatan SI dalam merungkai makna yang terkandung dalam bahan seni bahasa ini berupaya mencungkil kemahiran berfikir aras tinggi dalam kalangan murid. Pendekatan SI yang diketengahkan ini diharapkan menjadi kaedah terbaik dalam memimpin murid meneroka makna tersirat di sebalik bahan seni bahasa untuk menghasilkan impak pembelajaran yang lebih berkualiti dan bermakna selari dengan kaedah pembelajaran abad ke-21. Teaching and learning of language arts in Malay language education is inseparable. However, the implicit meaning behind the language art material is quite challenging to understand deeply, especially among primary school pupils. Therefore, this study examined and revealed the implied intentions of the language arts material. This qualitative study uses the method of text analysis of language art materials. This study applies the Inquisitive Semantics approach introduced by Nor Hashimah Jalaluddin (2014). Eight respondents consisting of Year Six pupils were selected to participate in this study. The results showed the use of the approach in solving the meanings contained in the language art materials to develop students’ high-order thinking skills. This approach is expected to be the best method for pupils to explore the implied meaning of language arts materials in producing more quality and meaningful learning impact along with the 21st-century learning method.

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Baines, Lawrence A. "From Tripod to Cosmos: A New Metaphor for the Language Arts." English Journal 87, no. 2 (February 1, 1998): 24–35. http://dx.doi.org/10.58680/ej19983527.

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Argues that the contemporary language arts curriculum encompasses eight areas: literature, language, composition, speech and drama, critical thinking, technology, media literacy, and interdisciplinary studies. Offers a rationale for “cosmos” as a new metaphor for the language arts. Discusses the content of each of the eight curricular areas, and provides a glimpse at some relevant texts and research.

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Biggart, John. "Aleksandr Bogdanov’s Sociology of the Arts." Cultural Science Journal 13, no. 1 (December 1, 2021): 223–38. http://dx.doi.org/10.2478/csj-2021-0018.

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Abstract Aleksandr Bogdanov’s theory of culture has been outlined in a number of key works on his life and work. See Sochor (1998); Mally (1990); White (2019b). The purpose of the present article is to situate his ideas on the social function of the arts within the framework of his theory of culture. I point out that, whereas in his general theory of social consciousness Bogdanov acknowledged his indebtedness to Marx, he considered that in respect of the arts he had improved on Marx, who had viewed the arts as a mere “embellishment of life”. I argue that for Bogdanov, “proletarian culture” was not the working class “mentalité” of his time, but a state of mind that with the assistance of his brainchild, the Proletarian Cultural-Educational Organization, would evolve in the direction of a collectivist, “all-human”, culture. I explain that the didacticism of this approach antagonized a number of writers of proletarian origin. This article is based on works by Bogdanov, few of which have been re-published in post-Soviet Russia and most of which are not available in other languages. It will enable culturologists and other scholars to include Bogdanov in the history of the sociology of the arts, an exercise that has hitherto been impeded by Soviet censorship of his works, under-tuition of the Russian language, and a scarcity of relevant translations.

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Matthew, Kathryn I. "using CD-ROMs in the Language Arts Classroom." Computers in the Schools 12, no. 4 (December 30, 1996): 73–81. http://dx.doi.org/10.1300/j025v12n04_08.

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Wright, Mary F., and Sandra Kowalczyk. "Peace by Piece: The Freeing Power of Language and Literacy through the Arts." English Journal 89, no. 5 (May 1, 2000): 55–63. http://dx.doi.org/10.58680/ej2000600.

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Describes a number of class activities and student projects that the authors have used to teach the language and literature of peace in seventh- and eighth-grade reading and language arts classes, via theme-based units, interdisciplinary projects, and original theatrical student productions that celebrate language and literacy through the arts.

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Aprotosoaie-Iftimi, Ana-Maria. "2. The Openness of the Visual Art Curriculum towards a New Visual Art Language." Review of Artistic Education 12, no. 2 (March 1, 2016): 175–82. http://dx.doi.org/10.1515/rae-2016-0021.

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Abstract Visual art curriculum should allow a wide range of activities to develop children's imagination and creativity, to provide a balanced framework for the harmonious development of people who can cope with the massive ammount of images that invade our daily lives. Contemporary art develops a new language - a hybrid language - which for now remains unknown to the majority of the public and it is not integrated into the Arts curriculum. General frame analysis reveals that Fine Arts are studied only up to the 10th grade, except for the humanity profile and for the vocational arts profile. School curricula stipulate fine arts study up to mid twentieth century. Openness towards contemporary art and the language of art starting with the second half of the twentieth century is quite limited even if the curriculum allows a certain flexibility in the approach.

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Marlatt, Rick. "Revitalizing English Language Arts through Social and Emotional Learning." English Journal 109, no. 3 (January 1, 2020): 44–49. http://dx.doi.org/10.58680/ej202030460.

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Srinivasan, S. "Tamil Language Teaching and Techniques through Fine arts Activities." Shanlax International Journal of Tamil Research 6, no. 3 (January 1, 2022): 235–41. http://dx.doi.org/10.34293/tamil.v6i3.4700.

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Change is taking place in all fields in this society which can be developed by the advancement of science and technology. Disappointment is to be the sower of good. At the same time, new initiatives are being taken in the field of education. There is a lot of research being done on how to make education easier for students. Blind mindset is increasingly being manipulated in today’s education system. You can also see the way many educational institutions bully students in order to get high marks. When such activities take place, students can be easily educated through arts such as music, painting and drama; Akkalas can simplify learning like way tutorial. Students will easily achieve the level of learning by eliminating the blind mindset.

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Pope, Carol A., and Karen L. Kutiper. "Instructional Materials/Speaking and Listening: The “Other” Language Arts?" English Journal 78, no. 2 (February 1, 1989): 81–83. http://dx.doi.org/10.58680/ej19899890.

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Chingren-Lockhart, Kelsey, and Samuel Jaye Tanner. "More Than Surviving: Secondary Trauma in English Language Arts." English Journal 113, no. 4 (March 1, 2024): 37–43. http://dx.doi.org/10.58680/ej2024113437.

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Using methods of storytelling to share and make sense of their experience with trauma in English language arts classrooms, the authors imagine healthier ways of coming into relationship with the traumatic conditions produced in schools.

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Cassidy, Jacquelyn A. "Computer-Assisted Language Arts Instruction for the ESL Learner." English Journal 85, no. 8 (December 1, 1996): 55–59. http://dx.doi.org/10.58680/ej19965344.

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Hanak, Donna W. "Altering Ways of Being in a Language Arts Classroom." English Journal 95, no. 2 (November 1, 2005): 30–34. http://dx.doi.org/10.58680/ej20054340.

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Leaving her classroom to become a district resource teacher allowed Donna W. Hanak to experience a professional learning community. Inspired by the experience and her research into the processes of teaching and learning, she returned to teaching, able to create “authentic learning relationships” with students.

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Grande Triviño, Nancy Viviana. "Teaching Language Arts with TEDx talks to eighth graders." Inclusión y Desarrollo 11, no. 1 (March 13, 2024): 18–30. http://dx.doi.org/10.26620/uniminuto.inclusion.11.1.2024.18-30.

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This article presents the results of an action research study that was conducted for one year in a Language and Literature class with 20 eighth grade students in Chía, Colombia. This research portrays TEDx talks as one of the central strategies of the English Language class, which develops a variety of personal, social, communicative and linguistic skills. The pedagogical intervention fostered class discussions and argumentative tasks that encouraged such skills and promoted students’ agency to express their ideas toward topics of interest. The article explains the evolution of this project from when students sketched ideas, wrote the script, and presented their own TEDx talk at a school event to when they received the license to hold an independent TEDxYouth event. Results indicate that students developed critical thinking and strengthened English language proficiency. In addition, the organization of the licensed event helped to promote inquiry. The teacher-researcher improved her relational, teaching and evaluation practices, motivated by the engagement and positive behavior of the participants. The conclusions point to highlight the advantages of using TEDx talks in the language classroom to improve second language proficiency.

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Kazemek, Francis E. "African Literature in the Secondary English Language Arts Classroom." English Journal 84, no. 6 (October 1, 1995): 95–102. http://dx.doi.org/10.58680/ej19957429.

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Khairani, Aulia, Afrianto Daud, and Mahdum Adnan. "STUDENTS’ ACCEPTANCE OF THE USE OF GOOGLE CLASSROOM AS A PLATFORM IN BLENDED LEARNING." AL-ISHLAH: Jurnal Pendidikan 12, no. 1 (June 30, 2020): 1–16. http://dx.doi.org/10.35445/alishlah.v12i1.193.

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This study aims to identify the students’ acceptance level of the use of Google Classroom as a platform in Blended-learning and to compare the results between three departments of Language and Arts Department in FKIP of Universitas Riau. Data of this survey research were collected through an online survey using Google form and analysed descriptively. The survey was distributed to all students and 205 of them responded the survey coming from three departments: English Language and Arts Department, Indonesian Language and Arts Department, and Japanese Language and Arts Department in FKIP of Universitas Riau. The questionnaires in the survey used Technology Acceptance Model (TAM) proposed by Davis (1986) with four indicators to measure the students’ acceptance: Perceived Usefulness (PU), Perceived Ease of Use (PEU), Behavioral Intention (BI), and Actual System Use (AU). The students’ acceptance levels in terms of Perceived usefulness (62,8%) was in very good category; Perceived Ease of Use (67,2%) was in very good category; Behavioral Intention (69%) was in very good category; and Actual System Use (48,55%) was good category. The result shows that the level of the students’ acceptance of Google Classroom, in general, is Very Good (62%). It means, the students positively accepted Google Classroom as a platform in blended-learning. Behavioral Intention was the indicator with the highest percentage (69%) which explains that students are interested and intend to increase their use of the Google Classroom. Data also shows that out of the three departments, English Language and Arts Department has the highest average mean score (3.67) followed by Indonesian Language and Arts Department (3.57) and Japanese Language and Arts Department (3.54). This study implies that English department students experienced more acceptance in using the Google Classroom compared to the other two departments.

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Edmonds, Kelly. "Digital Expressions: Media Literacy and English Language Arts." Interchange 36, no. 4 (October 2005): 463–65. http://dx.doi.org/10.1007/s10780-005-8174-2.

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Blikstad-Balas, Marte, Astrid Roe, and Kirsti Klette. "Opportunities to Write: An Exploration of Student Writing During Language Arts Lessons in Norwegian Lower Secondary Classrooms." Written Communication 35, no. 2 (February 14, 2018): 119–54. http://dx.doi.org/10.1177/0741088317751123.

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Research suggests that student development as writers requires a supportive environment in which they receive sustained opportunities to write. However, writing researchers in general know relatively little about the actual writing opportunities embedded in students’ language arts lessons and how students’ production of texts in class is framed. The present study analyzes 178 video-recorded language arts lessons across 46 secondary classrooms in Norway based on the Protocol for Language Arts Teaching Observation. Specifically, we assess how often and in what situations students get an opportunity to engage in writing or are explicitly encouraged to write. We found that some writing assignments are short and fragmented, especially when students are merely recopying information from teachers’ materials. However, our analysis also provides detailed insight into how some teachers facilitate sustained, genre-focused, and process-oriented writing opportunities. These are powerful examples of successful writing instruction, and they suggest that when Norwegian language arts teachers prioritize writing, the opportunities to write are both sustained and scaffolded, the purpose of writing is explicit, and genre-specific assessment criteria are often used.

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Nguyen, Tuan D., and Laura Northrop. "Examining English Language Arts Teachers: Evidence from National Data." Teachers College Record: The Voice of Scholarship in Education 123, no. 10 (October 2021): 213–42. http://dx.doi.org/10.1177/01614681211058994.

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Background: Much of the previous research in teacher attrition and retention focuses on teachers in general, without regard to specific types of teachers. We focus on English language arts (ELA) and English as a second language (ESL) teachers because the United States has stubbornly low achievement in reading, and reading is critical to the success of learning other subjects, and because these are the two groups of teachers most responsible for teaching both native and non-native English speakers to read. Purpose: Our goal is to understand how the demographics and qualifications of ELA and ESL teachers have changed over time, changes in the student characteristics and school conditions in which they teach, their attrition rate, and the factors that are associated with their attrition behaviors. We also pay close attention to teachers in economically disadvantaged schools. Research Design: We use nationally representative data from seven waves of the Schools and Staffing Survey from 1987–1988 to 2011–2012, as well as the 2015–2016 National Teacher and Principal Survey to examine ELA and ESL teachers and their turnover behaviors. We employ sampling weights to make the results nationally representative. We use both descriptive and regression analyses to examine these teachers. Data Analysis: We first describe how characteristics of ELA and ESL teachers and the schools in which they teach have changed from 1988 to 2016. We then examine how these characteristics vary systematically across high- and low-poverty schools and compare the attrition rate for ELA and ESL teachers relative to other teachers. We also examine the factors that are associated with various forms of turnover and how organizational supports may be leveraged to increase retention. Findings: We find the composition of ELA and ESL teachers has changed substantially over time, with more teachers attending selective schools, being certified to teach, and more likely to teach in high-poverty schools. Relatedly, teacher characteristics in high- and low-poverty schools are consistently different across time, and school working conditions play an enhanced role in high-poverty schools rather than in more affluent schools. Conclusions: Although we find ELA teachers turn over at similar rates compared to non-ELA teachers, we find ESL teachers are more likely to leave both their current school and the profession. This is particularly concerning given that the ESL population is increasing while at the same time there is a shortage of trained-ESL teachers.

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Mantle-Bromley, Corinne, and Ann M. Foster. "Educating for Democracy: The Vital Role of the Language Arts Teacher." English Journal 94, no. 5 (May 1, 2005): 70–74. http://dx.doi.org/10.58680/ej20054264.

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According to Corinne Mantle-Bromley and Ann M. Foster, English language arts teachers more than any others help students to connect skills they learn in school with the larger purposes of democracy. Therefore, they contend, â€œthe future of our nation depends at least in part on the commitment of our current language arts teachers toward democracy and social justice.â€

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Dakin, Mary Ellen. "From the Secondary Section: Literature, Logic, and Language." English Journal 99, no. 6 (July 1, 2010): 18–20. http://dx.doi.org/10.58680/ej201011516.

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VanDeWeghe, Rick. "Research Matters: Learning from the Arts." English Journal 95, no. 6 (July 1, 2006): 71–75. http://dx.doi.org/10.58680/ej20065011.

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서정미. "Configuration of the Textbook of Korean Language as Liberal Arts in University of General Education." Korean Language Research ll, no. 33 (December 2013): 165–87. http://dx.doi.org/10.16876/klrc.2013..33.165.

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Palmer, Barbara C. "Book Review: Assessment and correction in elementary language arts." Journal of Psychoeducational Assessment 14, no. 3 (September 1996): 287–91. http://dx.doi.org/10.1177/073428299601400308.

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Korshunova, Evgeniya A., and Ekaterina A. Shchepalina. "The story of I.S. Shmelev “Trapezondsky Cognac” and its film version." Philological Sciences. Scientific Essays of Higher Education, no. 6 (November 2023): 156–63. http://dx.doi.org/10.20339/phs.6-23.156.

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The article analyzes the poetics of the story by I.S. Shmelev “Trapezond brandy” and its screenplay in the intermedia aspect. In this story, the author shows how the problem of intersemiotic correlations can be solved by analyzing the language of literature with the language of cinema. I.S. Shmelev deliberately avoids describing the plot of the story by means of literary studies alone, when considering the melodramatic intrigue of the story, the key role is played by visual, the principle of editing and the film language. Thus, the writer implements the idea of showing a dialogue of two arts, where the languages of the two arts, not merging, but synthesized in a special way, become a declaration of intermediality. These texts are a good example of literary cinematography, the writer sought in the process of analysis to create such a specific language that would take into account the meanings of a multi-layered artistic statement. The appendix to the article for the first time publishes a screenplay of the story “Trapezond brandy“ based on the materials of the French archive I.S. Shmeleva of the Alexander Solzhenitsyn House of the Russian Diaspora.

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Huehnergard, John, and Robert Hetzron. "The Semitic Languages. Routledge Language Family Descriptions." Journal of the American Oriental Society 121, no. 1 (January 2001): 148. http://dx.doi.org/10.2307/606765.

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Hickey, Pamela J. "Lingua Anglia: Bridging Language and Learners: Building Resilience: Refugee Students in the Language Arts Classroom." English Journal 107, no. 2 (November 1, 2017): 85–87. http://dx.doi.org/10.58680/ej201729367.

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Jahantab, Zakira. "Poetic Structure and Arts of Prose in Modern Arabic Literature." Al Hikmah International Journal of Islamic Studies and Human Sciences 4, Special Issue (June 28, 2021): 208–56. http://dx.doi.org/10.46722/hkmh.4.si.21i.

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Literature is a form of expression of human feelings and emotions, and it is one of the methods that a person uses to express thoughts and present his ideas with a space that he creates for himself from words, and literature is known in every language of the earth as the set of texts written by writers and poets around the world in the language, and the arts of literature differ in all languages; Some writers express his thoughts and feelings in poetry, and some express it in prose, and prose has types as well, and this diversity of art is based on the tools and on his own literary tendencies that each writer possesses, and literature in the modern era in the Arab world has taken a new turn with the recognization of new Arab literary arts to literature, these arts were not known before or prevalent among Arab writers. Theatrical prose and poetic art recognized for the first time in the entire history of Arab literature. The Studies of Criticism have developed in the modern era and critics discovered other worlds in the Arabic literary text and monitored the developments of the literary text through the ages and explained the linguistic and semantic lexicon in every literary text. These studies have given criticism additional areas and new critical theories that were not known and circulated in previous literary eras, and this article will highlight on literature in the modern era with its various arts.

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Goggans, Barbara. "Resources and Reviews: My Dinner with Andre: Inviting the Authors to Speak." English Journal 87, no. 3 (March 1, 1998): 84–87. http://dx.doi.org/10.58680/ej19983561.

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Offers a review of nine books, presented in the form of an imagined conversation between the authors (leading scholars in the English-language arts today) as they discuss changes in language-arts curriculum, interdisciplinary curriculum, community-building in the classroom, teaching rather than showing films, and literature as a living tradition.

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Saco, Sandra. "Creating Spaces of Acompañamiento in the English Language Arts Classroom." English Journal 113, no. 1 (September 1, 2023): 58–65. http://dx.doi.org/10.58680/ej202332631.

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Warner, Connor K., and Peterman Nora. "Leveraging #YA Twitter for Online Learning in English Language Arts." English Journal 111, no. 6 (July 1, 2022): 22–29. http://dx.doi.org/10.58680/ej202231941.

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Journal articles on the topic 'Language Arts - General'

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