"Black immigrant literacies" is an intersectional framework that draws from diaspora literacy, racial literacy, and transnational literacy to center race and present teachers with a lens that can support Black immigrant students and their peers' literacies in classrooms. Black immigrant youth can be described as first-, second-, or…

Discusses the language learning in "Workshop Pedagogy," an approach used in primary classrooms in Norway and Sweden, in which the instructional sequence and class activities move from the concrete toward the more abstract with concrete expressions given more attention. (SR)

Offers an overview of some reading and language arts computer projects in the United Kingdom, including language teaching and intelligent knowledge-based systems, assessment of written style by computer, and desktop publishing in the primary school. (ARH)

Claims that teachers of elementary students in the U.S. and the U.K. are often concerned with teaching the "basic skills" of reading at the expense of developing information skills: locating information, learning from it and using it. Suggests approaches for teaching these skills.(NH)

Reports that reading instruction in Taiwan resembles the approach taken in North America and involves basal readers and integrated language arts activities. (FL)

Uses a thematic unit on Japan to show how software can become an additional resource for elementary students' literacy learning in social studies, science, language arts, and art. Notes that the five-week unit addresses Japan's culture and customs. (RS)

This article opens with vignettes of two classroom teachers who use music and drama as core strategies to introduce, develop, and follow-up on a reading lesson during an integrated social studies unit. These examples introduce an expanded definition of literacy that includes use of language and the arts as equal communication partners. A case is…

Describes a program in which three educational institutions collaborated to create and implement a multisensory reading/language arts program that focuses on language arts integration, sequential skills learning, and individualized instruction. (FL)

Argues that integrating the arts in culture and literacy can help children become proficient users of language and be accepting and empathetic toward others, as advocated in standard nine of the "Standards for the English Language Arts." Describes two ways the author integrated the arts into a language arts unit on Japan, dealing with…

Argues that for a child to respond to a teacher, whether by reading, talking, writing, constructing a village, or painting a drama backdrop, the child must relate, remember, relearn, monitor, problem-solve, and do all those other mental activities that help humans adapt and create new solutions. (HOD)