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Jensen, Bryant; Thompson, Gregory A. – Theory Into Practice, 2020
Some argue that supporting minoritized students' "academic language" (AL) development fosters equity in education. Others contend that AL is hegemonic, and that attempts to teach it perpetuate inequities across racial, ethnic, social class, immigrant, and related sociocultural and linguistic student differences. In this article, we frame…
Descriptors: Academic Language, Interdisciplinary Approach, Teaching Methods, Metalinguistics
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Bailey, Alison L. – Theory Into Practice, 2020
This article addresses the importance of supporting specific language practices of emergent bilingual students in classroom settings that are tied to the development of disciplinary knowledge. The author focuses on explanatory talk support in teaching by contingent responding and encouraging children to make meaning of mathematics concepts and…
Descriptors: Mathematics Instruction, Language Usage, Bilingual Students, Mathematical Concepts
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Moore, Jason; Schleppegrell, Mary – Theory Into Practice, 2020
In this article, we show how close attention to language throughout a socio-scientific investigation supports upper elementary Arabic-speaking students to learn English while participating in valued disciplinary practices in science. Engagement in reading and writing with a focus on language also enables them to bring critical perspectives to the…
Descriptors: Academic Language, Elementary School Students, Content Area Reading, Content Area Writing
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Baker-Bell, April – Theory Into Practice, 2020
In this article, the author historicizes the argument about Black Language in the classroom to contextualize the contemporary linguistic inequities that Black students experience in English Language Arts (ELA) classroom. Next, the author describes "anti-black linguistic racism" and interrogates the notion of academic language. Following…
Descriptors: English, Language Arts, English Teachers, Academic Language
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Martínez, Ramón Antonio; Mejía, Alexander Feliciano – Theory Into Practice, 2020
The definitions of "academic language" available to teachers and teacher educators often invoke generalized assumptions about the supposed gap between complex, discipline-specific forms of language and the everyday language of Latina/o/x students. In this article, we advance an alternative hypothesis -- that Latina/o/x students boast…
Descriptors: Sociocultural Patterns, Hispanic American Students, Academic Language, Linguistic Theory
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Spycher, Pamela; Girard, Vanessa; Moua, Bao – Theory Into Practice, 2020
Among the many approaches proposed for closing opportunity and achievement gaps is supporting student's academic language development. Often, however, instructional approaches that are more familiar to teachers, such as helping students learn new vocabulary, are prioritized over more complex and less familiar explorations into disciplinary…
Descriptors: Hmong People, Culturally Relevant Education, Elementary School Students, Literacy Education
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Flores, Nelson – Theory Into Practice, 2020
In this article, I argue that academic language is a raciolinguistic ideology that frames racialized students as linguistically deficient and in need of remediation. I propose language architecture as an alternative framing of language that can serve as a point of entry for resisting these raciolinguistic ideologies in both research and practice.…
Descriptors: Academic Language, Ideology, Race, Linguistics
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Warriner, Doris S.; Fredricks, Daisy E.; Duran, Chatwara Suwannamai – Theory Into Practice, 2020
Although there is now a good deal of research on whether, when, and how to teach Academic Language (AL), we still have a limited understanding of the various ways and reasons we might teach AL to refugee-background students enrolled in U.S. schools--and how to do so without devaluing their existing repertoires, resources, and lived experiences. A…
Descriptors: Refugees, Academic Language, Elementary School Students, Secondary School Students
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Kibler, Amanda K.; Palacios, Natalia; Paulick, Judy; Hill, Tatiana – Theory Into Practice, 2020
This article synthesizes multiple studies that we have conducted on language and literacy practices among Latinx siblings at home, and identifies implications for teaching. Examples from micro-ethnographic discourse analyses provide rich vignettes of sibling interactions within Mexican and Central American immigrant households to illustrate how…
Descriptors: Language Usage, Family Environment, Siblings, Hispanic Americans
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Wargo, Jon M. – Theory Into Practice, 2019
Working to combat, speak back to, and shift discourses concerning issues of genders, sexuality/ies, and lesbian, gay, bisexual, transgender, queer, and 2-spirit (LGBTQ2) identities in school classrooms and curriculum, this article highlights the capacity in building more inclusive elementary classroom spaces through tinkering in teacher education.…
Descriptors: Social Justice, Homosexuality, Sexual Orientation, Sexual Identity
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Meyer, Elizabeth J.; Quantz, Mary; Taylor, Catherine; Peter, Tracey – Theory Into Practice, 2019
This article presents the findings from a national study on the experiences of educators with gay, lesbian, bisexual, transgender, and queer (LGBTQ) topics in elementary schools and recommendations for practice based in our experiences as classroom teachers and teacher educators. Using responses to open-ended questions that were part of a…
Descriptors: Elementary School Teachers, Homosexuality, Sexual Orientation, Sexual Identity
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Skrlac Lo, Rachel – Theory Into Practice, 2019
This article proposes a reflective process to increase awareness of heteronormativity in student-teacher and student-student interactions. I used 3 theoretical lenses -- queer, feminist, and intersectional -- to identify and analyze how gender, sex, and sexuality norms influenced interactions in an after-school reading club. This research site was…
Descriptors: Teacher Student Relationship, Peer Relationship, Interaction, Homosexuality
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Souto-Manning, Mariana; Lanza, Alison – Theory Into Practice, 2019
In this article, a teacher educator and a New York City elementary public school teacher share insights from a yearlong collaboration whereby they worked together to interrupt normative pedagogical practices regarding gender, sexuality, and interrelated identities within the context of a second-grade classroom. Bridging the typical disconnect…
Descriptors: Elementary School Teachers, Sexuality, Sexual Orientation, Sexual Identity
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Gunckel, Kristin L. – Theory Into Practice, 2019
The heterogendered cultural discourse that privileges heterosexuality and normalizes sexual and gender binaries damages the science knowledge and opportunities to engage in science learning that children experience in elementary school science. This article analyzes a typical science lesson on crayfish to show how the heterogendered obsession with…
Descriptors: Elementary School Science, Sex Fairness, Science Education, Inclusion
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Brochin, Carol – Theory Into Practice, 2019
This article provides insights into what is possible when a bilingual teacher education program provides support for teachers who want to discuss lesbian, gay, bisexual, transgender, and queer (LGBTQ) topics in their classrooms. This study is set in Southern Arizona, a bilingual, multicultural community in predominantly Mexican American…
Descriptors: Bilingual Education, Homosexuality, Teacher Education Programs, Cultural Pluralism
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