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Journal articles on the topic 'Language arts (secondary) – united states'

Author: Grafiati

Published: 26 July 2024

Last updated: 31 July 2025

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1

Sewell, William C. "Entrenched Pedagogy: A History of Stasis in the English Language Arts Curriculum in United States Secondary Schools." Changing English 15, no. 1 (2008): 87–100. http://dx.doi.org/10.1080/13586840701825345.

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Rothwell, Gregory, and Michael Shaffer. "eSports in K-12 and Post-Secondary Schools." Education Sciences 9, no. 2 (2019): 105. http://dx.doi.org/10.3390/educsci9020105.

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eSports is a rising modality of sports entertainment in the United States and has growing implications for education. Providing competitive eSports teams in schools satisfies the growing desire to train and educate students on the skills emphasized in STEM and Career Technical Education (CTE) education, as well as in programs such as English and Language Arts. eSports develop the soft skills universities and employers like to see in a student graduating from high school. As the market continues to grow for eSports, opportunities for post-secondary education as well as for prospective employmen

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Spanke, Jeff. "Research: Viral Loads and Downward Spirals: English, Citizenship, and a Context of Crises." English Education 53, no. 2 (2021): 123–44. http://dx.doi.org/10.58680/ee202131087.

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This study examines five novice teachers’ perceptions of their preparation, interests, and abilities to integrate citizenship education into their secondary English language arts classrooms. The English teachers in this study highlight the difficulty in promoting progressive, social justice curricula without first grounding that pursuit in personal and participatory citizenship. Thus, as the United States awaits its return to normalcy after COVID-19, this study considers how English teacher educators may anchor courses in ideas of personal, participatory, and justice-oriented citizenship.

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Schey, Ryan. "The Queer Temporalities of (Im)Possible School Futures: Transness, Christian Epistemologies, and Racial Anxiety in a Secondary Classroom." Research in the Teaching of English 58, no. 2 (2023): 129–55. http://dx.doi.org/10.58680/rte202332789.

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Drawing on a yearlong ethnography I conducted at a public, urban, comprehensive high school in the midwestern United States, in this article I analyze a classroom instructional conversation about gender and trans identities in a sophomore humanities (grade 10) course that combined English language arts and social studies. In the conversation, youth constructed temporalities (i.e., relationships among pasts, presents, and futures) that were out of sync with the temporalities sanctioned by the school. In doing so, they drew on ideologies about gender, religion, race, sexuality, and class. Yet di

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Everett, Sakeena. "“Know Who They Have in Front of Their Eyes”: A Justice as Praxis Paradigm for Teaching and Learning." Gifted Child Today 43, no. 2 (2020): 101–7. http://dx.doi.org/10.1177/1076217519898243.

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Inequitable access to learning opportunities has intersectional consequences for Black students in general and gifted education. Equally important, all students (regardless of race, ethnicity, gender, socioeconomic class, and grade-level), more often than not, lack invaluable opportunities to learn about the innumerable contributions of students and families of color in the United States and worldwide. To address these injustices, Ladson-Billings advocated for a shift from “justice as theory toward justice as praxis.” In this article, I unpack the components of justice as praxis work, and I di

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Wheeler, Brannon M. "Report on the International Workshop on the Integration of lslamic Studies into Liberal Arts Curricula." American Journal of Islam and Society 15, no. 2 (1998): 159–66. http://dx.doi.org/10.35632/ajis.v15i2.2192.

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On March 6-7, 1998 the incipient program in Comparative IslamicStudies at the University of Washington (UW) hosted an internationalworkshop on the Integration of Islamic Studies into Liberal ArtsCurricula. This workshop was sponsored by the Department of NearEastern Languages and Civilization, the Walter Chapin SimpsonCenter for the Humanities, the Henry M. Jackson School forInternational Studies, the Comparative Religion Program, the MiddleEast Studies Program, and the South Asian Studies Program. Aims of the WorkshopThe general aim of the workshop, discussing the integration of Islamic

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Turner, Herbert, Robert Boruch, Mackson Ncube, and Annette Turner. "Protocol for a Systematic Review: Teach For America (TFA) for Improving Math, Language Arts, and Science Achievement of Primary and Secondary Students in the United States: A Systematic Review." Campbell Systematic Reviews 12, no. 1 (2016): 1–32. http://dx.doi.org/10.1002/cl2.169.

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Phelps, Richard P. "Test Frequency, Stakes, and Feedback in Student Achievement: A Meta-Analysis." Evaluation Review 43, no. 3-4 (2019): 111–51. http://dx.doi.org/10.1177/0193841x19865628.

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Background: Test frequency, stakes associated with educational tests, and feedback from test results have been identified in the research literature as relevant factors in student achievement. Objectives: Summarize the separate and joint contribution to student achievement of these three treatments and their interactions via multivariable meta-analytic techniques using a database of English-language studies spanning a century (1910–2010), comprising 149 studies and 509 effect size estimates. Research design: Analysis employed robust variance estimation. Considered as potential moderators were

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Bogdanova, E. S. "Hypertext journey as a method for working on secondary school students’ conceptual sphere and speech in Russian language lessons." Russian language at school 85, no. 3 (2024): 7–16. http://dx.doi.org/10.30515/0131-6141-2024-85-3-7-16.

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The article discusses the current issue of methodological support for a Russian language lesson designed in line with the linguoconceptocentric approach. The research aims to justify the feasibility and the way of employing the hypertext journey method in the language education of secondary school students. Understanding hypertext as a non-linear text with hyperlinks, the author indicates its didactic purpose, i. e. to create conditions for students to receive additional information, audiovisual materials that contribute to the understanding of the linguistic concept(s) of the source text. Bas

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Martin, Shea wesley, and Henry “Cody” Miller. "The Category Is “Pandemic Queer”: Reading, Connecting, and Reimagining Literacy with LGBTQ+ Youth in the Age of COVID-19." Radical Teacher 124 (December 2, 2022): 13–23. http://dx.doi.org/10.5195/rt.2022.1094.

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The COVID-19 pandemic, coupled with the ensuing lockdown and political turmoil, ruptured many young people’s experiences and well-being, particularly students who face additional marginalization due to systemic oppression. A national survey conducted by the Trevor Project (2021) found that nearly 70% of LGBTQ youth noted that their health was “poor” most or all of the time during the COVID-19 pandemic. Factors contributing to this deterioration include LGBTQ youth being isolated from the supportive communities formed at school, lacking access to social services provided by schools, and being q

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P Woodrich, Megan, and Yanan Fan. "Google Docs as a Tool for Collaborative Writing in the Middle School Classroom." Journal of Information Technology Education: Research 16 (2017): 391–410. http://dx.doi.org/10.28945/3870.

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Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs) make up a considerable portion of elementary and secondary public school students, as language and ethnic diversity has

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Mironova, K. V. "Enhancing understanding of A. S. Pushkin’s lyrics during testing and teaching activities using educational hypertext." Russian language at school 85, no. 3 (2024): 26–37. http://dx.doi.org/10.30515/0131-6141-2024-85-3-26-37.

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The article discusses the current issue of methodological support for a Russian language lesson designed in line with the linguoconceptocentric approach. The research aims to justify the feasibility and the way of employing the hypertext journey method in the language education of secondary school students. Understanding hypertext as a non-linear text with hyperlinks, the author indicates its didactic purpose, i. e. to create conditions for students to receive additional information, audiovisual materials that contribute to the understanding of the linguistic concept(s) of the source text. Bas

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Adam, Maya, Maxwell Klapow, Merlin Greuel, et al. "Short, Animated Storytelling Video to Reduce Addiction Stigma in 13,500 Participants Across Multiple Countries Through an Online Approach: Protocol for a Randomized Controlled Trial." JMIR Research Protocols 14 (May 5, 2025): e73382. https://doi.org/10.2196/73382.

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Background Stigma toward people with addiction is a well-documented phenomenon that dramatically impacts help-seeking, treatment, and recovery. Interventions aimed at reducing stigma toward those with addiction must overcome the frequent mischaracterization of addiction as a failure of judgment rather than a chronic, treatable illness. Previous research has demonstrated that social contact with people recovering from addiction can promote empathy and reduce stigma, but social contact is difficult to scale. Short, animated storytelling (SAS) is a novel health communication approach that scales

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Duthely, Lunthita M., Alex P. Sanchez-Covarrubias, Adhar B. Mohamed, and JoNell E. Potter. "A Multilingual, Culturally Competent Mobile Health Intervention to Improve Treatment Adherence Among Women Living With HIV: Protocol for a Randomized Controlled Trial." JMIR Research Protocols 9, no. 6 (2020): e17656. http://dx.doi.org/10.2196/17656.

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Background Adherence to HIV care is complex, as barriers to care are multidimensional, particularly for ethnic minority women. Mobile health (mHealth) solutions are supportive in improving HIV health care outcomes. In the United States, however, mHealth interventions are not widely implemented in public HIV clinics and have not been customized for women. There is an unmet need for culturally and linguistically appropriate mHealth interventions that address the health care needs of minority women living with HIV. Objective This study aims to describe a protocol investigating the feasibility of

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Dick, Hilary Parsons. "Language and Migration to the United States." Annual Review of Anthropology 40, no. 1 (2011): 227–40. http://dx.doi.org/10.1146/annurev-anthro-081309-145634.

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Wang, Wenxia, and Jeff Bale. "Mentoring for new secondary Chinese language teachers in the United States." System 84 (August 2019): 53–63. http://dx.doi.org/10.1016/j.system.2019.05.002.

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Hernandez, Rosalba, Michael Cohn, Alison Hernandez, et al. "A Web-Based Positive Psychological Intervention to Improve Blood Pressure Control in Spanish-Speaking Hispanic/Latino Adults With Uncontrolled Hypertension: Protocol and Design for the ¡Alégrate! Randomized Controlled Trial." JMIR Research Protocols 9, no. 8 (2020): e17721. http://dx.doi.org/10.2196/17721.

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Background Growing evidence links psychological well-being and resilience with superior cardiac health, but there remains a critical scientific gap about whether (or how) interventions that aim to cultivate psychological well-being reduce cardiac risk. Hispanic/Latino people in the United States have high cardiovascular disease risk and poorly controlled blood pressure (BP) compared with their peers of European ancestry, and they represent a population in need of new and innovative therapeutic approaches. As such, a focused intervention to boost psychological well-being holds promise as a nove

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Hos, Rabia. "The Lives, Aspirations, and Needs of Refugee and Immigrant Students With Interrupted Formal Education (SIFE) in a Secondary Newcomer Program." Urban Education 55, no. 7 (2016): 1021–44. http://dx.doi.org/10.1177/0042085916666932.

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Secondary schools in the United States have been changing with the increased arrival of refugee students with interrupted formal education (SIFE), especially at the secondary schools. Refugee SIFE are faced with barriers developing both language and academic skills. This article describes some of the findings of an ethnographic research study that was conducted in an urban secondary newcomer program with SIFE in Northeast United States. The findings suggest that the refugee SIFE were in dire need of psychological support, had many responsibilities outside of school, and had high aspirations fo

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Plummer Catena, Emily, Bethany Monea, Megan Skeuse, Ananya Kulkarni, and Amy Stornaiuolo. "Online Writing Spaces as “Walled Gardens” in English Language Arts Classrooms." English Journal 112, no. 1 (2022): 71–79. http://dx.doi.org/10.58680/ej202232070.

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Portes, Alejandro, and John W. Curtis. "Changing Flags: Naturalization and its Determinants among Mexican Immigrants." International Migration Review 21, no. 2 (1987): 352–71. http://dx.doi.org/10.1177/019791838702100206.

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This article presents a secondary analysis of citizenship acquisition among legal Mexican immigrants who arrived in the United States during the early 1970s. A large array of individual characteristics found to be significant in previous studies, such as age, occupation, income and length of residence in the United States, are found not to correlate with an interest in naturalization. Instead, positive correlations are found with three general themes combining several characteristics. These are: roots in the United States, such as home ownership and number of children; residential patterns, bo

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Reagan, Timothy G. "Educating future Russian language teachers in the United States." Russian Language Studies 22, no. 1 (2024): 29–42. http://dx.doi.org/10.22363/2618-8163-2024-22-1-29-42.

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The increasing tensions between the Russian Federation and the United States of America have exacerbated the already serious decline in numbers of students seeking to study Russian, as well as the concomitant elimination of many Russian language programs at both the K-12 and university levels. The purpose of the research is to consider the need to improve the preparation and quality of future teachers of Russian in U.S. public schools. This work draws on applied philosophical analysis and policy studies, as well as a review of existing Russian language and literature programs at major U.S. uni

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Rumbaut, Rubén G., and Douglas S. Massey. "Immigration & Language Diversity in the United States." Daedalus 142, no. 3 (2013): 141–54. http://dx.doi.org/10.1162/daed_a_00224.

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While the United States historically has been a polyglot nation characterized by great linguistic diversity, it has also been a zone of language extinction in which immigrant tongues fade and are replaced by monolingual English within a few generations. In 1910, 10 million people reported a mother tongue other than English, notably German, Italian, Yiddish, and Polish. The subsequent end of mass immigration from Europe led to a waning of language diversity and the most linguistically homogenous era in American history. But the revival of immigration after 1970 propelled the United States back

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Hazem, Lynda Ben. "How does The Chinese Language Program at Carthage University’s Higher Language Institute of Tunis in Tunisia use the 5C Method to Provide a Multi-Faceted Chinese Language Education for Tunisian Students?" Mandarinable: Journal of Chinese Studies 4, no. 1 (2025): 66–76. https://doi.org/10.20961/mandarinable.v4i1.1744.

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To create standards for foreign language instruction in grades K–12, a coalition of four national language organizations—the Council on Foreign Language Teaching in the United States, the Association of French Teachers in the United States, the Association of German Teachers in the United States, and the Association of Spanish and Portuguese Teachers in the United States—was granted funding in 1993. To define content standards for foreign language education, an eleven-member task force representing various languages, program models, levels of instruction, and geographic areas was assigned. The

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Pratt, Mary Louise. "Harm's Way: Language and the Contemporary Arts of War." PMLA/Publications of the Modern Language Association of America 124, no. 5 (2009): 1515–31. http://dx.doi.org/10.1632/pmla.2009.124.5.1515.

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How does language operate as an instrument of warfare? Leaving behind the idea of violence as beyond words, this essay seeks out terms for a reflection on linguistic violence and the weaponization of language in warfare. Using theories of war and examples from current United States engagements in Afghanistan and Iraq, the essay examines language as an essential element of violent action and as military weaponry under such rubrics as psychological operations, interrogation, morale building, force multiplication, and cultural awareness. The essay reflects on the semantic work of making warfare a

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Accurso, Kathryn. "Bringing a social semiotic perspective to secondary teacher education in the United States." Journal of English for Academic Purposes 44 (March 2020): 100801. http://dx.doi.org/10.1016/j.jeap.2019.100801.

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Work, Rhonda S., JoAn A. Cline, Barbara J. Ehren, Diane L. Keiser, and Christine Wujek. "Adolescent Language Programs." Language, Speech, and Hearing Services in Schools 24, no. 1 (1993): 43–53. http://dx.doi.org/10.1044/0161-1461.2401.43.

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In recent years, many states have mandated that all students have access to diploma options rather than a single standard diploma. As a result, school districts have restructured programs and curricula to meet the needs of a wide range of students with varying learning styles. Services to middle and high school students with communication disorders have been evaluated, and new or modified programs have been designed to meet the needs of adolescent learners. Programs for students with language disorders have been developed, based on secondary-school organization and on the philosophy that earni

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Akresh, Ilana Redstone. "Contexts of English Language Use among Immigrants to the United States." International Migration Review 41, no. 4 (2007): 930–55. http://dx.doi.org/10.1111/j.1747-7379.2007.00106.x.

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Gándara, Patricia, and Russell W. Rumberger. "Immigration, Language, and Education: How Does Language Policy Structure Opportunity?" Teachers College Record: The Voice of Scholarship in Education 111, no. 3 (2009): 750–82. http://dx.doi.org/10.1177/016146810911100303.

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Background/Context According to U.S. Census figures, 11 million elementary and secondary students of immigrant families were enrolled in the public schools in October 2005, representing 20% of all students, and this figure is expected to grow in the coming years. Most of these students enter school as English learners (ELs), and most ELs have exceptionally low performance on measures of academic achievement and attainment. Purpose/Objective/Research Question/Focus of Study This article examines how language policy in the United States has shaped educational opportunities and outcomes for the n

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Sonke, Jill, Jenny B. Lee, Max Helgemo, et al. "Arts in health: considering language from an educational perspective in the United States." Arts & Health 10, no. 2 (2017): 151–64. http://dx.doi.org/10.1080/17533015.2017.1334680.

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Kucer, Stephen B. "Guiding Bilingual Students “Through” the Literacy Process." Language Arts 72, no. 1 (1995): 20–29. http://dx.doi.org/10.58680/la199524410.

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Helping children whose native language is not English develop proficiency in the language arts remains one of the biggest challenges to educators in the United States. Kucer’s research gives insight into how to help children develop useful reading and writing strategies.

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Zeitler, Ezra J. "A Taxonomy of Secondary School Athletic Team Names and Mascots in the United States." Names 66, no. 4 (2018): 219–32. http://dx.doi.org/10.1080/00277738.2018.1490526.

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Staurowsky, Ellen J., and Allen L. Sack. "Reconsidering the Use of the Term Student-Athlete in Academic Research." Journal of Sport Management 19, no. 2 (2005): 103–16. http://dx.doi.org/10.1123/jsm.19.2.103.

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Although the termstudent-athletedoes not appear in any standard English dictionary, it is routinely used in the United States in reference to athletes who participate in secondary and post-secondary school sport programs. Popular usage of the termstudent-athletesuggests widespread agreement in the culture and among academics that it is a term with either a favorable meaning or, at the very least, a benign or neutral one. In recent years, however, scholars who have explored the evolution and etymology of the term report that its introduction into the language of sport in the United States was a

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Spector, Karen. "God on the Gallows: Reading the Holocaust through Narratives of Redemption." Research in the Teaching of English 42, no. 1 (2007): 7–55. http://dx.doi.org/10.58680/rte20076483.

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“Where is God now?” is a question from the Holocaust memoir Night by Elie Wiesel and an underlying narrative dilemma for the teachers and most student participants in this qualitative study of three Holocaust units in secondary English classrooms in the Midwestern United States.

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Espinosa, Kristin E., and Douglas S. Massey. "Determinants of English Proficiency among Mexican Migrants to the United States." International Migration Review 31, no. 1 (1997): 28–50. http://dx.doi.org/10.1177/019791839703100102.

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We replicate prior research into the determinants of English language proficiency among immigrants using a dataset that controls for potential biases stemming from selective emigration, omitted variables, and the mismeasurement of key constructs. In general, we reproduce the results of earlier work, leading us to conclude that despite inherent methodological problems, research based on cross-sectional censuses and surveys yields fundamentally accurate conclusions. In particular, we find unambiguous evidence that English proficiency rises with exposure to U.S. society, and we reaffirm earlier w

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Swift, Jason. "Locating visual arts education in a post-liberal arts landscape." Visual Inquiry 8, no. 2 (2019): 149–59. http://dx.doi.org/10.1386/vi_8.2.149_1.

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This article explores the current climate and location of visual arts at post-secondary institutions in a growing post-liberal arts climate in the United States. It discusses the future of visual and liberal arts education in a socio-political climate that appears to value career-ready degrees and profit over scholarship and the cerebral, emotive and visceral importance of education and the arts. The history of conservative efforts to remake post-secondary education and government efforts to defund it are discussed, providing context for the shift to a post-liberal arts landscape. A growing di

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Tornier, Etienne. "« This new-born word is rococo » Généalogie et fortune du rococo aux États-Unis." Zeitschrift für Kunstgeschichte 80, no. 4 (2017): 498–514. http://dx.doi.org/10.1515/zkg-2017-0026.

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Abstract This article deals with the use of the term ‘rococo’ in the English language and more specifically in the United States, where it is today used to describe both the style of eighteenth-century cabinetmakers, and American mid-nineteenth-century furniture. Yet, the term was not favored by furniture makers and dealers before the end of the nineteenth century. Offering a precise analysis of the roots of the term in the United States, this article sheds light on its semantic evolution since the 1830s, through a variety of sources including newspapers, art journals, and ephemera, and in rel

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Cummings, Briana. "Defining literacy and citizenship: Official language arts curricula in the United States and France." Citizenship Teaching & Learning 7, no. 1 (2011): 51–69. http://dx.doi.org/10.1386/ctl.7.1.51_1.

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Pasternak, Donna L., Samantha Caughlan, Heidi Hallman, Laura Renzi, and Leslie Rush. "Teaching English language arts methods in the United States: a review of the research." Review of Education 2, no. 2 (2014): 146–85. http://dx.doi.org/10.1002/rev3.3031.

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Norman, Nigel. "Foreign Language Instruction in the United States: A National Survey of Elementary and Secondary Schools." System 30, no. 4 (2002): 557–69. http://dx.doi.org/10.1016/s0346-251x(02)00041-6.

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BECKER, MOLLY. "Talking American in the Midwest: Linguistic Diversity and Authenticity in the Twentieth-Century United States." Journal of American Studies 56, no. 1 (2021): 65–86. http://dx.doi.org/10.1017/s0021875821000815.

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During the early twentieth century – when the United States was receiving an influx of non-English-speaking immigrants, and “standardization” was a dominant, yet polarizing, concept – having a single national language that unified Americans became a controversial topic in public discourse. In The Odyssey of a Nice Girl, Ruth Suckow, like many authors at the time, used immigrant language as a foil for midwestern speech to demonstrate its “standard” Americanness. But, as this essay will show, by using other regional American dialects in a similar manner, she questioned how “Americanness” was bei

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Park, Jie Y. "Responding to Marginalization." SAGE Open 7, no. 1 (2017): 215824401668491. http://dx.doi.org/10.1177/2158244016684912.

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This article offers an analysis of how refugee youths from Africa used and shifted languages and discourses in the United States. Drawing on sociocultural theories of language and utilizing ethnographic discourse and classroom observation data, the author illustrates the varied ways in which three high school–aged refugee youths used languages to make sense of who and where they are; respond to social, religious, and linguistic marginalization in the United States; and challenge narrow perceptions of African Muslims. This article brings to fore a group that, although facing a unique set of cha

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Kondo-Brown, Kimi. "Heritage Language Instruction for Post-secondary Students from Immigrant Backgrounds." Heritage Language Journal 1, no. 1 (2001): 1–25. http://dx.doi.org/10.46538/hlj.1.1.1.

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The “intergenerational transmission” of heritage languages (HLs) is crucial to the vitality of heritage language communities (especially for indigenous communities, where immigration is not a source of new speakers). We know, however, that HLs in the United States often do NOT survive well from one generation to the next as the shift to English takes place. In conjunction with the Second National Conference on Heritage Languages in America, a small group of researchers met to discuss priorities for research on intergenerational transmission of languages. Each of the ten researchers who partici

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Wolfram, Walt, Anne H. Charity Hudley, and Guadalupe Valdés. "Language & Social Justice in the United States: An Introduction." Daedalus 152, no. 3 (2023): 5–17. http://dx.doi.org/10.1162/daed_e_02014.

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De La Torre, Monica. "Sonic bridging: locating, archiving, and preserving Spanish-language and bilingual radio in the United States." New Review of Film and Television Studies 16, no. 4 (2018): 446–53. http://dx.doi.org/10.1080/17400309.2018.1524969.

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Doan Thuy, Linh. "Conceptual metaphor in Joe Biden's presidential nomination acceptance speech." Journal of Science Social Science 67, no. 3 (2022): 50–60. http://dx.doi.org/10.18173/2354-1067.2022-0040.

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This study examines the conceptual metaphors used in Joe Biden's first speech in the race to become the 46th President of the United States. The research is based on the ground of conceptual metaphor theory introduced and developed by Lakoff and Johnson (1980). Accordingly, the most frequently used source domains and target domains along with common metaphorical expressions in the selected discourse were identified. The judgment and explanations related to these conceptual metaphors are discussed to explain the success of Joe Biden, the incumbent president of the United States, in using langua

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Graves, Donald H. "A Tour of Segovia School in the Year 2005." Language Arts 72, no. 1 (1995): 12–18. http://dx.doi.org/10.58680/la199524408.

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This view of the future of elementary school education in the United States challenges us to rethink many of our traditional no- tions of teaching and community and to transform language arts education in light of changing social economic, and technological influences.

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Dean, Jeremy. "Simon Says: A Case Study of Simon, Poetry, and Success." Voices from the Middle 10, no. 2 (2002): 25–28. http://dx.doi.org/10.58680/vm20022451.

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We have begun a poetry unit in the seventh-grade language arts classroom, and Simon’s journal entry displays his frustration. He is a recent Sudanese immigrant, and this is his first year in our school and only his second in the United States.

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Jeong, Dong Wook, and Thomas F. Luschei. "Teacher Sorting within and across Schools and Nations: A Comparative Study of South Korea and the United States." Teachers College Record: The Voice of Scholarship in Education 121, no. 8 (2019): 1–40. http://dx.doi.org/10.1177/016146811912100804.

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Background Although most research on teacher sorting has taken place in the United States, where teacher distribution favors more advantaged children, there is some evidence that the distribution of teachers across schools is much more equitable in South Korea. This is the first study to directly compare teacher distribution across schools and classrooms in the two countries. Research Questions Our research questions are: (1) Are teachers in lower secondary schools distributed evenly across schools in South Korea and the United States? (2) Are teachers in lower secondary schools distributed ev

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Thompson, Amy S., and Emil Asanov. "“Nonnative? Next!” Native-speakerism in world language job advertisements." Studies in Second Language Learning and Teaching 14, no. 1 (2024): 49–74. http://dx.doi.org/10.14746/ssllt.42371.

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Given the lack of research into native-speakerism among teachers of languages other than English (LOTEs), this qualitative study aims to bridge the gap by investigating the discriminatory and inclusive language employed in online recruitment for post-secondary institution instructors of LOTEs. The study also looks at how post-secondary institutions phrase language requirements and whether there is a difference in “native-speaker-teacher” bias depending on the language. For the purposes of this study, qualitative content analysis was used to examine 187 online job advertisements for teaching po

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Milner, H. Richard, Amber Pabon, Ashley Woodson, and Ebony McGee. "Teacher Education and Black Male Students in the United States." Multidisciplinary Journal of Educational Research 3, no. 3 (2013): 235–65. http://dx.doi.org/10.4471/remie.2013.15.

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Teacher education programs in the United States (U.S.) struggle to prepare teachers to meet the complex needs of elementary and secondary students in public schools - especially those of color, those living in poverty, and those whose first language is not English. In this article, we argue for focused attention on preparing educators to teach African American male students as these students face particular institutional challenges in successfully navigating the U.S. public school system. Drawing from the significant body of research on teacher education and teacher learning for equity and soc

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