Literature Classroom Research Articles

Implementing Various Strategies in Teaching English through Literature in Islamic Boarding School

The study "Implementing Various Strategies in Teaching English through Literature in Islamic Boarding School" explores the challenges of teaching English to Indonesian students, particularly those in rural areas, and the importance of finding successful techniques to improve their language proficiency. The research focuses on the English literature classroom at Amanatul Ummah Islamic Boarding School in Pacet-Mojokerto, Indonesia, and the strategies employed in teaching English through literature. The qualitative research methodology used in the study involves in-depth interviews with an English teacher at the school and the analysis of teaching strategies, student engagement, and motivation. The results highlight the school's commitment to structured and systematic learning approaches, including the use of the Wahdah technique for Quran memorization. The study also discusses the school's unique approach to teaching English through literature, which includes exposing students to a variety of literary texts, using pre-reading, while-reading, and post-reading activities, and integrating literature classes with other subjects such as history, social studies, and Islamic studies. The discussion analyzes the current teaching strategies, their effectiveness, and the potential of the new methods suggested, comparing them with the strategies proposed by experts in the field of English language education. The study aims to offer insightful information to educators and policymakers at Islamic boarding schools and to influence future research and policy development in the field of English language instruction

Improving STEM Education through Resource Activation: A Study of Culturally Relevant Teaching for Critical Data Literacy in a High School Science Classroom

Interest in promoting data literacy among K-12 students has grown, driven by the need to cultivate skills in using data effectively across various fields of study. Integrating discipline-specific curricula, like bioinformatics, which merges biology and informatics, can broaden student engagement in STEM. While earlier efforts focused on technical data skills, recent research emphasizes a sociocultural approach to encourage critical data literacy, aligning with culturally relevant teaching (CRT). This study investigates a teacher's instructional practices for CRT in prompting critical data literacy. We used a resource activation framework that aims to explore the ways in which a teacher utilized material resources (tangible objects and tools), cultural resources (knowledge and skills), social resources (interactions and relationships), and symbolic resources (recognition and prestige). We worked with a science teacher, Tracy, who activated resources to adapt and teach a bioinformatics problem-based learning curriculum rooted in real-world problem-solving in STEM, connecting students with community issues, such as asthma and air quality. We deductively analyzed classroom observation notes, interviews, and recordings of the professional development workshop sessions. We found that during the curriculum implementation, Tracy activated cultural and social resources to enable access to other resources that were not readily available. Our findings suggest that the activation of cultural and social resources concurrently allowed the teacher to address diverse student needs, foster relevance and engagement, collaborate with colleagues, and continuously enhance their teaching practices. Ultimately, activating all four resources empowers teachers to provide high-quality instruction, leading to improved overall STEM education.

Transculturation in Arabic literacy education within and beyond mainstream education in Norway and Sweden

Transculturation in Arabic literacy education within and beyond mainstream education in Norway and Sweden

40 Two-week agriculture institute prepares Mississippi teachers to improve agricultural literacy in classrooms

Abstract Agriculturally rich communities in Mississippi, particularly those with high minority populations, suffer from significant educational disparities, resulting in a median poverty rate 7.8% higher than the national average. Persistent unequal opportunities within the public school system, and a limitation of youth having access to advanced coursework and technology create challenges in improving the welfare of Mississippi communities. Despite being grossly underpaid, teachers in Mississippi remain passionate about agriculture education, often utilizing their personal finances to provide students with opportunities to succeed. Thus, an immersive learning agriculture science professional development program was created for 5th-12th grade classroom teachers. The objective was to improve the quality of education for students by advancing the ability of teachers to foster understanding and practices in agriculture literacy. Teachers (n = 20; cohort 1, n = 12; cohort 2, n = 8) participated in a 2-wk summer institute. Teachers received continuing education credits for their teaching license, a stipend to alleviate associated costs, and supplies for their classroom. The teachers learned agriculture content (e.g., animal, plant, and soil sciences), engaged in hands-on learning labs (e.g., anatomy and immunology), participated in field excursions (e.g., animal handling), received literary instruction, and discussed teacher leadership. To determine if program outcomes were achieved, participants completed surveys (n = 3), interviews (n = 3), and submitted lesson plans (n = 2). Post-institute survey results of participating teachers indicated they were eager to implement their new knowledge in their classrooms, including but not limited to fetal pig dissections, reproductive tract anatomy, blue’s the clue, DNA extraction, carousel activity, mind mapping, and glow germ activity. Statistical analysis using one-way ANOVA was performed on pre- and post-survey knowledge assessment across both cohorts. Regarding agriculture content, self-assessment knowledge scores of both cohorts increased significantly (P ≤ 0.0001) during the post-survey. Both cohort 1 and 2 teachers responded with a score of 80% or higher to: “On an assessment where I had to, “Explain general livestock reproduction and reproductive management practices”; “Explain how a cow's immune system is similar to humans” and, “Explain why farmers work diligently to prevent disease”. In addition, cohort 2 teachers responded with a score of 80% or higher to: “On an assessment where I had to, “Accurately label the anatomical organs of a fetal pig”; “Correctly explain the basic function of fetal pig organs” and, “Explain pregnancy detection in animal science.” This professional development program successfully reached Mississippi teachers, equipping them with tools to increase agriculture literacy. The potential impact of this program extends to encourage more youth to pursue careers in agriculture, foster a more informed consumer base, and mitigate poverty rates within the state. Funding provided by USDA-NIFA-AFRI Education and Workforce Development proposal number 2021-67037-34210/1025666.

Critical literacy in an indigenous elementary EFL classroom

The purpose of this study was to examine what happens when indigenous students, in a Grade 6 class in rural Taiwan, critically examine EFL textbooks. Without a critical reading of textbook content, indigenous students are unable to examine unfavorable mainstream position. However, there are few English as a Foreign Language (EFL) studies on a critical literacy approach involving indigenous students. Data collected include observations and transcripts of critical literacy teaching, participants’ artifacts, responses to questionnaires, interviews, and the researcher's reflection journal. The findings show that critical literacy classes can empower indigenous students by providing alternative ways for them to view the world and lead them to discern norms and “silenced voices” in EFL textbooks, and to “cross borders” by noticing and addressing sociopolitical power, thereby repositioning their own identities. The study extends the knowledge in knowing how critical literacy work for indigenous group and gives suggestions to EFL teachers.

More being, different doing: Illuminating examples of culturally relevant literacy teaching

AbstractPreparing literacy teachers for culturally relevant teaching is increasingly critical amidst growing student diversity and pandemic‐associated learning needs. However, despite the prevalence of existing reporting on culturally relevant literacy teaching, there remains a disconnect between the theoretical conception and realized implementation of this work in literacy classrooms. Operationalizing the praxis of culturally relevant literacy teaching has remained elusive due to the contextualized and adaptive nature of the practice. This literature review aims to demystify this praxis by particularizing and grounding the theories and ideas that support culturally relevant teacher practices in literacy and offer examples for preservice and in‐service practice. We conducted a rapid review of 72 articles to explore how culturally relevant literacy teaching has been included in teacher preparation and teaching. Findings include six categories of culturally relevant literacy practices in preservice teacher education and three in in‐service teaching. Results point toward a needed shift away from a curricular focus of this work to one that is pedagogical and student‐centered.

Three Strategies for Supporting Elementary Writers through the Practice of Sharing

AbstractAlthough orally sharing and discussing written compositions has been shown to benefit elementary students, it can be challenging to entwine this additional pedagogy with an already full literacy instructional period. This article acknowledges these challenges and outlines three evidence‐based instructional modifications to encourage active sharing in literacy classrooms to support developing writers. The three strategies are (1) The “Single Share,” (2) “The Sticky and the Sticker,” and (3) “The Borrow.” The benefits of each strategy are discussed within the elementary literacy context, and insight into the successful implementation of each pedagogical approach is provided for educators.

Making Artificial Intelligence Your Friend, Not Your Foe, in the Literacy Classroom

AbstractThe recent development of ChatGPT, an artificial intelligence application that mimics human language, has many educators questioning its place in the classroom. This article provides suggestions for instructional uses of ChatGPT in the literacy classroom so that teachers can empower students to use this tool safely and effectively for learning.

What Do So‐Called Critical Race Theory Bans Mean for Elementary Literacy Instruction?

AbstractIn recent years, a number of states in the United States have enacted educational policies, often referred to as “critical race theory” bans, that aim to restrict teaching about race and racism in schools. This study examines how current and future elementary literacy educators interpreted and intended to respond to one such law in Tennessee. Drawing theoretically on policy sociology and critical race theory policy analysis, we qualitatively analyzed data generated in focus groups with 18 prospective and practicing teachers. Our findings illustrate the restrictive effects of the policy on elementary literacy instruction, caused partially by teachers interpreting the policy as substantially impeding their ability to engage students in critically reading, writing, and talking about race and racism. Further, findings demonstrate how this new policy intersected with and exacerbated existing curricular constraints in elementary literacy classrooms, including developmental discourses and neoliberal standardization, reinforcing normative whiteness by producing further impediments to elementary literacy instruction as a space to develop critical consciousness about race. This study contributes to emerging literature on the effects of divisive concepts legislation, as well as situating this current legislative wave within existing policy contexts of restriction.

History and Education of the Sacred: Black Girls and Curricular Violence in Literacy Learning

AbstractBlack girls and their literacies are genius. Yet, education, as we know it, does not consistently offer spaces for Black girls to be loved and honored. This form of neglect extends to literacy classrooms. As displayed in the news and research, Black girls experience abuse within the confines of educational walls. Educational violence against Black girls is a byproduct of dehumanization and devaluation, and it stems from history. The underlying stereotypical conditioning centered around the dehumanized, oversexualized, unladylike, Black girl may rationalize why educators overlook them when creating literacy curricula. When classroom teachers rely on these biases, the need for an intentional literacy curriculum to support and uplift the literacy development of Black girls may seem unimportant, which in turn leaves Black girls at an educational disadvantage. This paper will discuss social and educational historical factors that have problematized literacy education for Black girls. As a resolution, we unpack the Black Girls Literacy Framework to respond to educational and literacy inequities.

“Why Do You Think That?” Exploring Disciplinary Literacy in Elementary Science, History and Visual Arts

AbstractTeaching disciplinary literacy in the elementary classroom provides rich potential for bridging the literacy‐content divide, building background knowledge, extending learning, and deepening student thinking. This article explores how six elementary teachers tried and tested approaches to embedding literacy in three very different subjects: science, history, and visual arts. Drawing on data from a design‐based research project, we provide suggestions for how teachers can embed high‐quality literacy instruction in multiple disciplines.

Difficult Women: Joyce, Burns, and the Radical Passivity of Listening

ABSTRACT Literary texts often considered difficult or challenging present formidable hindrances to literature classrooms founded on ideas of mastery and understanding. This mastery is facilitated through the visual privilege of lingering on a page of literature. Sound does not allow for this. As Walter Ong [2002. Orality and Literacy: The Technologizing of the Word. 2nd ed. New York: Routledge] once remarked, ‘If I stop the movement of sound, I have nothing—only silence, no sound at all’ (32). Sound allows for passivity as opposed to mastery, and thus allows for what I call the radical passivity of listening. In this article, I begin with the pedagogical possibilities of audiobooks, with the 1982 RTÉ audio version of James Joyce’s Ulysses at the centre. Here Molly Bloom’s soliloquy from ‘Penelope’ becomes a breathy spew of dialogue, often impeding the space necessary for interpretation, and calling for submission to her speech. I then move on to Anna Burns’ 2018 novel Milkman, and investigate the possibilities of ‘listening’ to a challenging text on paper as one would to an audiobook. In both cases, the female first-person narrators speak in response to rumours about themselves, and are struggling to be heard, while also calling upon the reader-listener, I argue, to suspend interpretive thought in favour of submissive listening. I thus advocate for a pedagogy of restraint, one which favours impressions over analysis and is founded in listening rather than interlocution.

Exploring the Teaching of Deep Reading in High School English under the View of "Teaching-Learning-Assessment" Integration

The English Curriculum Standards for General High Schools (Revised in 2017 and 2022) puts forward the idea of stimulating and cultivating students’ interest in English in the process of English teaching and emphasizes the integration of “teaching-learning-evaluation” in high school English reading teaching. This concept involves teachers’ teaching, students’ learning and the evaluation of teachers’ and students’ teaching behaviors. The article explains the significance of the integration of “teaching-learning-assessment” in high school English deep reading teaching and describes the importance of “teaching-learning-assessment” integration in high school English deep reading teaching, and puts forward several feasible paths by combining them. It aims to help the implementation of core literacy in the English classroom, and provides theoretical guidance and practical reference for educators.

Disability Sustaining Pedagogy: Literacy Instruction Informed by the Knowledge and Lived Experiences of Teachers with Disabilities

Centering the narratives of teachers with disabilities, this piece offers Disability Sustaining Pedagogy as a stance and practice for honoring disability identities in literacy classrooms.

Examining Obstacles that Impede the Speaking of English in Literacy Classrooms: A case of two Primary Schools in the Eastern Cape Province, South Africa

Examining Obstacles that Impede the Speaking of English in Literacy Classrooms: A case of two Primary Schools in the Eastern Cape Province, South Africa

The Integration of Virtual Reality Technology in Chinese Language and Literature Classroom Teaching and Its Teaching Effects

Abstract Virtual reality technology has the potential to be applied to enhance the presentation effect and student participation in the Chinese language and literature classroom. After analyzing the applications of this technology in the teaching of Chinese language and literature, a virtual scenario teaching program is created in this paper. A virtual reality-based scenario teaching system is constructed by the program and integrated with traditional teaching methods. A teaching case combining VR technology was designed with “Tianjingsha-Autumn Thoughts” as an example, and a teaching experiment study was conducted based on the case. The results show that the outstanding rate of poetry achievement in the experimental class increased by 50%, the average score increased by 9.41 points, and the scores of the survey results in the four dimensions of learning interest, learning participation, system satisfaction, and knowledge mastery were all around 3.5 points. Virtual reality technology in the teaching program has a positive effect on students’ better mastery of traditional poetry and enhanced learning interest.

A study on the challenges and strategies of cultivating students' core literacy in high school biology classroom

A study on the challenges and strategies of cultivating students' core literacy in high school biology classroom

The Kansas Literary Canon: A Study of Texts Taught in High School English Courses

Selecting diverse texts is vital for creating culturally inclusive and responsive literacy classrooms. However, despite growing student diversity and a push for multicultural literature curricular adoption, little impact has been made on secondary teacher multicultural text selection. This text selection stagnation begs further examination amidst the alarming context of a marked reading decline in U.S. classrooms wherein fewer than one-third of students entered high school as proficient readers this year (Nation’s Report Card, 2022). This study uses data from recent high school graduates to unfurl text selection practices in Kansas high school English classrooms. Study results detail Kansas's most frequently taught texts, compare these texts to two previous studies, and suggest a continued homogeneity in text selection. These results demonstrate the need to understand the factors influencing text selection practices and the impact of traditional text selection on students’ engagement, motivation, and learning.

Research And Policy: Unboxing Difference: Cultivating Inclusive Literacy Classrooms Informed by Disability Studies

This column equips teachers with key revelations from Disability Studies in an effort to inform their conscious and deliberate design of inclusive literacy instruction.

An Exploration of English and American Literature Classroom Teaching in College English Based on Interactive Teaching Methodology

Abstract This paper establishes an index system based on the interactive teaching method and the characteristics of the English and American literature classroom, quantifies the index system as well as the student opinion data using the RBF neural network, and subsequently derives the actual teaching effect of the interactive teaching method for the classroom teachers to adjust their teaching strategies. The focus of this paper is to add a connection from the input layer to the output layer in the RBF neural network and to improve the operating effect of the RBF neural network with nearest neighbor clustering and steepest descent method. After the model design was completed, it was put into practical use in two universities to quantitatively evaluate the teaching effectiveness of the experimental and control classes that adopted the method of this paper. The average test scores of the students in the two classes in the first university differed by 5.2 points, but the probability of significance from the independent samples t-test results of the post-test scores of the two classes was 0.042, which was lower than 0.05. The reading score of the experimental class in the second university after changing the teaching method was 3.4863, which was higher than that of the control class, which was 2.8567. The use of the interactive teaching method in the classroom of English and American Literature can enhance students’ various abilities.