Students bring cultural and linguistic richness to the English Language Arts classroom in the form of English language diversity; that being said, English Language Arts (ELA) education has traditionally privileged Standard American English (*SAE) and its related white culture rather than embrace the aforementioned diversity. With calls for more…

This study aims to identify factors contributing to linguistic insecurity and provides suggestions to support teachers in fostering linguistic security in their classrooms. The findings are based on data from interviews with 21 high school teachers from across the province of British Columbia (Canada) and a focus group with eight members of the…

This essay explores the teaching and learning of Black British literature in UK secondary schools with reference to texts that now appear on GCSE English Literature specifications. It seeks to reveal some of the issues that may arise when teaching texts that deal with race and racism while emphasising the role of racial literacy in facilitating…

This qualitative study explores the lived experiences of former high school African immigrant students (AIS) in US classrooms. Using a theoretical framework that drew from funds of knowledge and racist nativism, the literature review focuses on risk factors and factors that promote success for AIS, including both deficit and asset-based approaches…

The spread of English throughout the globe has resulted in the existence of various Englishes owned by different users of the language. As a result, much research, such as attitudinal studies on English varieties, are predominant. Philippine English as one of the varieties has attracted the interest of researchers; however, very few studies on…

This study combines qualitative and quantitative methods to explore 15 English program (EP) students' attitudes toward English varieties and how they negotiate social meanings and construct their identity through stylistic practices in classroom discourse and English as a lingua franca (ELF) interactions. Through a verbal guise test,…

*English Learners in secondary school settings often face discrepancies in opportunities and outcomes. Methods to address these discrepancies are grounded in an instrumental approach to instruction, wherein educational practitioners are understood to require methodological intervention in the form of professional development by a more experienced…

Foundational skills are often viewed as necessary components for automaticity in reading and writing. In this study, we draw on teacher interviews to explore what secondary English/language arts teachers identify as necessary language for successful school writing. Findings suggest that teachers believe White mainstream English is a necessary…

We examined if North (n = 123) and South Korean (n = 123) children in Grades 3 to 8 studying in South Korea differ in their reading, vocabulary, and literacy-related cognitive skills, and whether language and literacy-related skills contribute to reading outcomes differently among North and South Korean children. The results showed that South…

For decades now, researchers and academics have lamented the mismatch between the representation of English in the classroom and the way the language is used in real-world contexts. Much of teaching is bound by curricula that determine not only the contents of their teaching but also the materials and assessment methods they use, they are crucial…

Automaticity in recognizing the words in a text is fundamental to comprehension. If the number of words readers need to stop and decode exceeds their ability to retain their understanding of a narrative's plot or an expository text's description, their comprehension suffers. The conventional intervention for students who lack the automaticity to…

This longitudinal qualitative case study contextualizes the dynamic interplay of race, language, and disability through a conceptual framework grounded in the principles of Raciolinguistics, DisCrit theory, and Intersectionality to surface the tensions between the way a language-racialized student labeled as a 'long-term English learner' and…

Native English speakers' accents are generally regarded as ideal models of English accents. However, in real-world communication, where English is used as a lingua franca for intercultural communication among people from diverse linguistic and cultural backgrounds, English users inevitably encounter a wide variety of accents. This paper presents…

The plurality of the use, users, and forms of English has prompted Global Englishes scholars to advocate the need for English language curricula to more accurately reflect the current sociolinguistic landscape of English and the intercultural nature of contemporary communicative exchanges. However, the scarcity of teaching materials has been…

Despite recent calls to more fully incorporate multimodal perspectives into literacies research, there is still limited scholarship examining how students critically engage in reading activities by drawing on embodied practices. Racially and linguistically minoritized students are particularly disadvantaged by dominant logocentric and…