Reviews and critiques a current book on critical pedagogy: C. H. Knoblauch's and Lil Brannon's "Critical Teaching and the Idea of Literacy." Considers the concepts of critical teaching, functional literacy, and teacher inquiry. (HB)

Examines the notion that much of what is taught in English classes is irrelevant to the challenges faced by today's students. Questions whether literary study serves students needing literacies outside the school. Considers the social context of literacy. Reconceives English instruction to provide relevant literacy skills. (HB)

Describes the widespread use of textbooks by language arts teachers. Explains the extreme prevalence and reliance upon textbooks, despite frequent complaints about textbook quality. Considers ways of revising textbooks and how they can be used to benefit teachers and students alike. (HB)

Reviews and critiques a new collection of essays edited by Virginia R. Monseau and Gary M. Salvner: "Reading Their World: The Young-Adult Novel in the Classrooms." Considers especially the "literariness" of literature. (HB)

Provides an account of how one English teacher fosters student appreciation of ethnic and minority literatures by teaching Linda Hogan's poem, "The Truth Is." Shows how students can be encouraged to consider their own cultural heritages. Asks student groups to concentrate on how one word is used within the poem. (HB)

Considers the emergence of English Romanticism in the early 19th century as the advent of new ways of thinking and knowing. Compares the cognitive skills of romanticism with the development of adolescent cognition. Shows how English teachers can tailor literature instruction to foster the insights of romantic understanding. (HB)

Details the concepts of romanticism and classicism and how they relate to secondary English instruction. Argues that teachers should offer students both the imaginative adventure of the romantic and the analytical power of the classicist. Describes a visual lesson by which these two modes might be illustrated and fostered. (HB)

Reviews and critiques a new writing textbook by LaRene Despain: "Writing: A Workshop Approach." Considers especially the types of writing assignments advocated and the kinds of skills needed for researched argumentative essays. (HB)

Describes the activities in a high school English class aimed at enhancing dictionary skills by compiling a student-written "slang" dictionary. Outlines the steps taken to accomplish the task. (HB)

Examines the use and various kinds of talk in the English classroom. Outlines numerous kinds of talk: social talk, academic talk, writing talk, and private talk. Argues that a proper conception of the work to be carried out by talk is essential for the English teacher. (HB)

Argues that the English classroom is a fitting place to integrate anti-violence teaching into the academic curriculum. Describes how English teachers can teach conflict resolution strategies, instill respect for cultural diversity, provide an atmosphere for cooperative learning while acknowledging controversy, and heighten empathy and respect by…

The concept of place-based education plays an important role in shaping the English language arts curriculum. A crucial element in one's ability to live well as individuals and as communities is the way in which people connect to a place.

Use of little magazines in English classrooms would benefit both students and publishers. (JH)

Analysis of 38 curriculum guides suggests the pace of change in English classrooms is slow and undramatic. (JH)