This paper describes diverse language learners' use of dialogue journaling in an elementary school setting. The author, a teacher researcher, conducted a qualitative research study with eight participants, ranging from fourth to sixth grade; all were learners adding English to their language repertoire. Through an in-depth analysis of student…

What features of the physical environment in video game arcades lead kids to be so engaged? How can analysis of arcade space inform language arts teachers' decisions about designing classroom environments? This article presents an analysis of physical space in video game arcades and participants' positions therein to suggest how language arts…

Writing is difficult for students who are learning English, as they often struggle to express what they really want to say. Writing is difficult for their teachers, too, who often struggle to respond in ways that are helpful. In this article, the authors offer an approach that looks at students' writing from a functional linguistics perspective,…

Describes the writing experiences of a group of gifted fifth and sixth grade students in the Active Learning Experiences in Resourceful Thinking (ALERT) program in Abilene, Texas. (HTH)

Uses observations of three students' and two teachers' use of metaphors in process writing instruction to shed light on the role of talk in writing development. Finds that metaphors can be complex, interesting, and thought-provoking; and all students developed a shared understanding with teachers despite differences in background. (SR)

Discusses the possibilities for pleasure, community, and collective meaning making among fifth- and sixth-grade students and various adults (teachers, parents, and school staff) during their prolonged engagement with a single literary work, Lois Lowry's "The Giver," as they read and reread the novel, annotating the text with their…