This Land: History, Literacy, and Identity in a Junior English Classroom
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| Title: | This Land: History, Literacy, and Identity in a Junior English Classroom |
|---|---|
| Language: | English |
| Authors: | Kyung H. Lee |
| Source: | English in Texas. 2025 55(1):40-51. |
| Availability: | Texas Council of Teachers of English Language Arts. 919 Congress Avenue Suite 1400, Austin, TX 78701. Tel: 512-617-3200; Web site: http://www.tctela.org |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Secondary Education |
| Descriptors: | Secondary School Students, Bilingual Students, English Learners, Prior Learning, Interdisciplinary Approach, English Teachers, Educational Strategies, History Instruction, United States History, United States Literature, Teacher Collaboration, Curriculum Design |
| Geographic Terms: | Texas |
| Assessment and Survey Identifiers: | State of Texas Assessments of Academic Readiness (STAAR), Texas Essential Knowledge and Skills |
| ISSN: | 0425-0508 |
| Abstract: | This paper examines how purposeful cross-curricular choices for students, notably Emergent Bilingual students, create a rich learning environment and opportunities for students to thrive. It examines the intersection of U.S. History Studies Since 1877 and American literature, which often converge in Grade 11, and proposes the implementation of the Parallel Curriculum Model to encourage a discursive exploration of the American identity. The lesson sequence outlined in this paper, featuring a carefully curated text set, illustrates how English teachers can activate students' prior knowledge, build structures to support second-language acquisition, and cultivate complex literacy skills to enhance students' academic success and foster their growth as engaged current and future citizens. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483586 |
| Database: | ERIC |
| Abstract: | This paper examines how purposeful cross-curricular choices for students, notably Emergent Bilingual students, create a rich learning environment and opportunities for students to thrive. It examines the intersection of U.S. History Studies Since 1877 and American literature, which often converge in Grade 11, and proposes the implementation of the Parallel Curriculum Model to encourage a discursive exploration of the American identity. The lesson sequence outlined in this paper, featuring a carefully curated text set, illustrates how English teachers can activate students' prior knowledge, build structures to support second-language acquisition, and cultivate complex literacy skills to enhance students' academic success and foster their growth as engaged current and future citizens. |
|---|---|
| ISSN: | 0425-0508 |
