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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
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  Data: 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
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  Data: 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.
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        StartPage: 40
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