The pandemic led many schools to invest in technology that remains in classrooms today. The abrupt changes did not leave much time for professional development or planning time on how to use these digital tools to support literacy development effectively. Educators continue to grapple with how to use this technology to support language arts,…

Shows that traditional grammar teaching grew out of nineteenth-century beliefs about language learning and the nature of knowledge that are profoundly different from those that direct the language arts curriculum today. Bases the account on approved textbooks, Alberta Department of Education reports, public examinations, and anecdotal records. (EL)

Denies that the paradigm shift in composition pedagogy (process/product), apparent in the rhetoric of many journals, has become a widespread pedagogical reality. Gives first-hand accounts of teaching methods in Canada, Great Britain, and the United States showing that pedagogy continues to be product-oriented. (SR)

The Canadian cultural focus of contemporary education in Canada is examined, with particular emphasis on language arts, literature, and social studies. Conclusions of the first two chapters are that language arts instructional materials frequently present powerful American and British (and only occasionally Canadian) themes; many reading series,…