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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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Yoo, Monica S. – Theory Into Practice, 2019
This article examines how students from immigrant families position themselves during language brokering acts that blur the boundaries between home and school. It draws upon a community cultural wealth framework (Yosso, 2005), which attends to the cultivation and uptake of rich forms of capital from culturally and linguistically diverse…
Descriptors: Cultural Capital, Immigrants, Student Diversity, Language Attitudes
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Faircloth, Beverly S.; Miller, Samuel D. – Theory Into Practice, 2011
Harnessing insights from Brophy's (1999, 2008, 2010) notion of scaffolding students' appreciation of learning, this article tackles challenges to student engagement, especially among reluctant students, by exploring two classroom settings in which students' valuing of school content and activities supported their engagement and achievement. The…
Descriptors: Learner Engagement, Class Activities, Learning Activities, Student Motivation
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Creese, Angela – Theory Into Practice, 2010
This article looks at the possibilities of content-based instruction in mainstream English secondary schools. It considers the continuum from a language to content focus in classrooms where teachers collaborate. English as an additional language (EAL) and subject curriculum teachers work together to support young people while they simultaneously…
Descriptors: National Curriculum, Metalinguistics, Second Language Learning, English (Second Language)
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Slater, Tammy; Mohan, Bernard – Theory Into Practice, 2010
Cooperation between English as a second or other language (ESOL) and content-area teachers, often difficult to achieve, is hard to assess linguistically in a revealing way. This article employs register analysis (which is different from, but complementary to, genre analysis) in a Systemic Functional Linguistic perspective to show how an ESOL…
Descriptors: Formative Evaluation, Cooperation, Science Teachers, English (Second Language)
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Lopez, Nancy – Theory Into Practice, 2008
How can teachers and administrators improve the educational environment for Latino/as and other racially stigmatized youth? What does antiracist pedagogy for Latino/a immigrant youth look like? This article describes the thought, action, and reflection employed by a bilingual 9th grade teacher in the Southwest. Antiracist pedagogical strategies…
Descriptors: Bilingual Education, Grade 9, Educational Environment, Immigrants
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Cone, Joan Kernan – Theory Into Practice, 2006
In this article, I argue that 9th-grade English can be a fertile environment for demonstrating that students who come to high school with diverse skill levels and from racially and socioeconomically diverse communities can learn with and from each other. It is not enough, however, that the 9th-grade English teacher believes that all students can…
Descriptors: Grade 9, English Instruction, Skill Development, Writing Skills