The flipped classroom method, particularly when used with digital video, has recently attracted many supporters within the education field. Now more than ever, language arts educators can benefit tremendously from incorporating flipped classroom techniques into their curriculum. "Applying the Flipped Classroom Model to English Language Arts Education" provides a comprehensive examination of the latest strategies for incorporating the flipped classroom technique into English language courses. Highlighting innovative practices and applications in many areas, such as curriculum development, digital tools, and instructional design, this book is an ideal reference source for academicians, educators, students, practitioners, and researchers who are interested in the advancement of the flipped classroom model in curriculums. Following a Foreword (Troy Hicks), and a Preface (Carl A. Young, Clarice M. Moran), the following chapters are contained in this book: Section 1: "Theories and Emerging Practice: Principles as Demonstrated Through Research" contains the following chapters: (1) Examining the Potential for Flipped Literature Units: Flipping The Great Gatsby (Shelly Shaffer); and (2) Using the Motivational Aspects of Productive Persistence Theory and Social Media Motivators to Improve the ELA Flipped Classroom Experience (Rae Carrington Schipke). Section 2: "Voices from the Classroom: Veteran English Language Arts Teachers' Insights on Flipping" provides: (3) Teachers' Perceived Advantages and Disadvantages of Using Flipped Classrooms in ELA and Non-ELA Classrooms (Nathan C. Snyder); (4) Two Sides of the Flip in Middle Grades ELA: Student and Teacher Perspectives (Natascha Brooks, Hannah Weaver); (5) My Inversion Conversion (Erica L. Speaks); and (6) Flipping the High School English Classroom Without Flipping Out: Maximizing Tech to Make Space for Text (Deborah Brown); Section 3: "Creative Application of the Flipped Model. Implementing the Flip within an ELA Curriculum" supplies the following chapters: (7) Making the Most of the Flipped Format: Active Learning at Work (April Gudenrath); (8) Flipping Our Urban Charter ELA Classes: Structuring High School ELA Curriculum With Google Classroom (Samantha Shaffner, Anne M. Hyland); (9) Emerging Models of Practice in Flipped English Language Arts Classrooms (Troy Cockrum); and (10) Using Web-Based Tools for Flipped ESL Learning in the Korean Language Education System (YunJoon Jason Lee). Section 4: "Flipping the Flip: New Ways to Conceptualize the Model--Adaptations of the Strategy" presents: (11) A Freireian Approach to "Flipping" the ELA Methods Course (Allen Webb); (12) A Hybrid Flipped Classroom: A Tale of Exploration and Empowerment (Waylon Keith Lindsay); and (13) Flipping the Flip to Empower Students: Using Constructivist Principles to Reinvent Flipped ELA Instruction (Clarice M. Moran, Carl A. Young,Natascha Brooks, and Anthony Romano). A compilation of references, information about the contributors, and an index are included.