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…

As part of an ethnographic study of a secondary English Language Arts classroom, one teacher took a critical translingual approach to curriculum and instruction, encouraging students to engage in translanguaging and to explore the intersections of language with power and identity. The larger study's central question was, what does participation in…

This article is about language corrections in Israeli Hebrew-speaking primary classrooms. The ideological significance of language corrections, particularly within the highly contested context of Israeli society and Modern Hebrew, underlies the current study. Teachers in Israeli, Hebrew-speaking classes were found to frequently correct not only…

Contains an interview with journalist Edwin Newman in which Newman urges that students be taught to use language with greater precision, and a response to Newman by John S. Mayher and Rita S. Brause. (DD)

This study measured pupil and teacher attitudes toward language variation in a bilingual Spanish/English environment; attempted to determine whether teacher attitudes could be changed in workshops dealing with sociolinguistic concepts of speech variation; and attempted to determine whether teacher and pupil attitudes have a relation to pupil…