The 19 individuals who gathered at Elmhurst College in the summer of 2009 to work on moving social justice theory into policy in English education had a singular goal--to codify a working framework for social justice in English education that could disrupt inequitable educational practices and empower all students to reach their potential…

Traces the history of the author's evolution into a successful teacher of English in an urban setting. (DD)

Teachers of remedial urban students must make them aware that they create their own valid order and meaning through language. (DD)

Three high school teachers describe how they changed their approaches to the teaching of composition. (DD)

Shows how the advantages of ghetto living may be used in teaching communication and composition. (DD)

An abundance of specific material useful to teachers of English in all types of high schools is presented in this book. Topics such as drama, media, linguistics, literature, and composition are discussed in the following chapters: (1) "Young People and Their Environment," (2) "The Nature of English: Toward a Developmental View," (3) "Making…

Describes a high school elective course. (DD)

Examines the ways in which the interpretation of a literary text is constructed through social interaction in a multi-ethnic urban secondary school English classroom. Suggests that despite the exhaustive regulation of literacy and school English, some English teachers, while still curriculum and examination focused, have connections between texts…

Presents reflections of six teacher-researchers who participated in the Center for the Study of Writing and Literacy's M-CLASS, a project that focuses on understanding literacy in multicultural urban English and social studies classrooms. Notes that one issue the group raised is that teacher research often leads to teacher change. (PA)

Applied mainly to low achievers, the writing and reading program formulated by this teacher was based on a personal approach aimed toward inculcating the habit of thinking. (MM)

Describes a fifteen-week elective course for juniors. (DD)

Describes the pros and cons of operating a community literacy center. Provides experiential information concerning one such center on Pittsburgh's north side, the Community Literacy Center, including its historical and theoretical context. Defines community literacy and describes its functions and goals. (HB)

Describes teaching "Useful Grammar" to inner-city middle school children in Jackson, Mississippi. Discusses key elements of Useful Grammar: identifying and focusing on grammatical structures; relying on knowledge already possessed; inventing more memorable nomenclature; devising lesson plans and hands-on activities; and having students practice…

Discusses the attitudes of high school teachers and students toward "Urban English" and describes the advantages of an exchange of letters between students and their teachers. (DD)