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2017 September English Journal, v107.1

Non-Member Price: $12.50

NCTE Member Price: $4.25

Issue Theme: Multicultural and Multivoiced Stories for Adolescents

Level(s): Middle, Secondary

ISBN/ISSN: 0013-8274

Description

Issue Theme: Multicultural and Multivoiced Stories for Adolescents

Call for Manuscripts

From the Guest Editors
Kelly Byrne Bull and Jacqueline Bach

High School Matters: Hope = You: Encouraging the Next Generation of Leaders and Teachers
Shekema Silveri
Abstract: Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

“I Don’t Really Know What a Fair Portrayal Is and What a Stereotype Is”: Pluralizing Transgender Narratives with Young Adult Literature
Ashley S. Boyd and Taylor Bereiter
Abstract: The authors identify the necessity of focusing on and pluralizing understandings of transgender youth. They describe a series of classroom activities conducted to engage preservice English teachers.

Saying What We Don’t Mean
Barry Gilmore
Abstract: This article examines the role of implicit bias in adolescents’ reading lives, first through an examination of how implicit bias affects the literature young readers encounter and then through practical strategies aimed at helping adolescents and teachers confront their own biases.

Opportunities for Advocacy: Interrogating Multivoiced YAL’s Treatment of Denied Identities
Ricki Ginsberg, Wendy J. Glenn, and Kellee Moye
Abstract: This article explores multivoiced young adult texts that feature characters who decide to intentionally deny or silence their identities. It includes three classroom units with advocacy projects.

Launching Lessons: Framing Our Approach to Multicultural, Multivoiced YA Literature
Danielle Lillge and Diana Dominguez
Abstract: Using example lesson ideas and language choices, the authors introduce Launching Lessons, a method for engaging the challenging conversations multicultural YA texts elicit in school settings.

A Postcolonial Primer with Multicultural YA Literature
Victor Malo-Juvera
Abstract: This article shares an analysis of The Absolutely True Diary of a Part-Time Indian, American Born Chinese, and Mexican WhiteBoy used to introduce students to postcolonialism.

Connecting across Borders by Reading without Walls: Using Non-Prose Narratives to Multiply Multicultural Class Content
Karly Marie Grice, Rachel L. Rickard Rebellino, and Christine N. Stamper
Abstract: The authors propose non-prose narratives—specifically verse novels and comics as texts with great potential to incorporate diversity into the classroom.

Using LGBTQ Graphic Novels to Dispel Myths about Gender and Sexuality in ELA Classrooms
Kate E. Kedley and Jenna Spiering
Abstract: The format and content of LGBTQ graphic novels make them effective pedagogical tools for engaging students in critical discussions about gender and sexuality. By using two exemplar texts, the authors offer teachers a vocabulary and method for engaging in these conversations.

Aesthetic Readings of Diverse Global Literary Narratives for Social Justice
Leah M. Van Vaerenewyck
Abstract: This article forwards an interdisciplinary conceptual framework that knits together knowledge from literacy, education, and neuroscience to more fully understand the learning opportunities that global literary narratives make available to learners.

Using Moon at Nine to Broaden Multicultural Perspectives
Judith A. Hayn, Karina R. Clemmons, and Heather Olvey
Abstract: Moon at Nine is Deborah Ellis’s lyrical and moving young adult novel about two young women growing up in post-Shah Iran, where the strict Islamic laws regard homosexuality as punishable by death. Farrin and Sadira’s love story offers a powerful vehicle for teachers to broaden multicultural perspectives.

“A Perfect Fit for Our Era”: Using New Yorker Covers to Generate Curiosity and Provoke Argument in the ELA Classroom
Theodore F. Fabiano
Abstract: Cover illustrations for this weekly magazine provide opportunities to engage students and meet standards for visual literacy.

Poem: Infinity Man
Gretchen Teague

Poem: Henrietta Lacks: HeLa
R. Joseph Rodríguez

Poem: I Am Ismene
Tracy Tensen

Poem: Kasumi’s Trepidations
Gregor Reinbold

Book Reviews
Ken Lindblom; Leigh Herman

Continuous Becoming: Moving toward Mastery: On Responsibilities, Results, and Relationships
Davida Smith-Keita
Abstract: “Continuous Becoming: Moving toward Mastery” offers suggestions, ideas, and experiences to help novice and veteran teachers discover their own road maps toward mastery.

Carpe Librum: Seize the (YA) Book: Levitating through Language: Telling the Tales about Adolescents and Families
R. Joseph Rodríguez
Abstract: This column serves as a space dedicated to conversation about Young Adult Literature and to celebrate adolescents, their reading, and their experiences by reviewing the texts that engage them.

Lingua Anglia: Bridging Language and Learners: More Than Leveling: Critical Reading of Multicultural Texts
Maria Perpetua Socorro U. Liwanag
Abstract: “Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.

Speaking Truth to Power: Poem Writes Teacher
Kip Zegers
Abstract: "Speaking Truth to Power" seeks to explore the experiences and possibilities that arise when educators speak Truth to power.

Under Discussion: Teaching Speaking and Listening: Socratic Seminars: Risk, Revision, and Magic
Tracy Tensen and Brooke Shea
Abstract: This column seeks to provide a forum in which we can lean on each other to investigate and improve the quality of our classroom discussion leadership.

Soft(a)ware in the English Classroom: Babble Labs: Reimagining English Class for a Multimodal World
Tom Liam Lynch
Abstract: “Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.

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A Professional Association of Educators in English Studies, Literacy, and Language Arts