http://talejournal.com/index.php/TJLE/issue/feed Texas Journal of Literacy Education 2019-07-01T04:38:51+00:00 Amy Burke tjle@gmail.com Open Journal Systems <p>The&nbsp;<em>Texas Journal of Literacy Education</em>&nbsp;is the official journal of the Texas Association for Literacy Education (TALE), the Texas affiliate of the International Literacy Association. TJLE is a peer-reviewed journal that publishes original research and practitioner articles related to language and literacy practices, from early childhood through adult, inside and outside of the classroom.&nbsp;</p> http://talejournal.com/index.php/TJLE/article/view/25 The Seal of Biliteracy 2019-07-01T04:38:45+00:00 Dan Heiman daniel.heiman@unt.edu Nichelle DeVaughn nichelle.devaughn@unt.edu Ricardo González-Carriedo ricardo.gonzalez@unt.edu <p><em>The number of bilingual students in our schools is growing which includes many different kinds of learners, each with their unique potential and literacy needs. These multilingual learners are in various educational programs including mainstream, ESL, sheltered, bilingual, language immersion, or world language classes. Though not mutually exclusive, we might refer to them by using these categories: emergent bilinguals (students who are acquiring English as an additional language), heritage language speakers (students who speak a language of their parents in addition to English), simultaneous bilinguals (students who have grown up with more than one language), sequential bilinguals (students who are acquiring an additional language after the beginning of formal education such as in a secondary world language classroom), or even dual-language learners (students are beginning their education by receiving instruction in two languages). This myriad of classifications of bilingual students only scratches the surface of understanding this growing and complex group of global citizens. Therefore, there is a need for all literacy educators (bilingual or not) to have working knowledge of biliteracy assessment, development, and instruction in order to help all students reach their full potential. This column will be devoted to discussing relevant trends of biliteracy in the state of Texas. The first contribution comes from a group of scholars at the University of North Texas who conduct research about the Seal of Biliteracy. If you would like to contribute to future columns, please contact the editor at </em><a href="mailto:MStewart7@twu.edu"><em>MStewart7@twu.edu</em></a><em>.</em></p> 2019-07-01T00:00:00+00:00 ##submission.copyrightStatement## http://talejournal.com/index.php/TJLE/article/view/2 Making Connections 2019-07-01T04:38:47+00:00 Christie Bledsoe cbledsoe@umhb.edu Jodi Louise Pilgrim jpilgrim@umhb.edu Sheri Vasinda sheri.vasinda@okstate.edu Elda Martinez eemartin@uiwtx.edu <p>Reading online text presents unique challenges for elementary students as they develop and extend fundamental literacy skills to various media. &nbsp;In considering the teacher’s challenge to help students with online reading tasks, we compared traditional and online texts. &nbsp;Many text features such as titles, headings, authors, and copyrights are easily transferable from paper to an online format; however, orientation and navigation of text differ in online environments where text offers dynamic features not possible in a traditional print resources. &nbsp;In considering traditional and online texts, we present a parallel comparison to illustrate how online texts mimic their analogue counterparts and highlight ways in which they differ, offering teachers a way to make learning more concrete for their students.</p> 2019-06-30T19:10:45+00:00 ##submission.copyrightStatement## http://talejournal.com/index.php/TJLE/article/view/1 Explain, Engage, Extend, Examine 2019-07-01T04:38:49+00:00 Susan Watts-Taffe taffesn@ucmail.uc.edu Carolyn B. Gwinn carolyngwinn@comcast.net Chris Forrest Christopher.Forrest@ahschools.us <div class="page" title="Page 2"> <div class="layoutArea"> <div class="column"> <p>This article presents a framework for vocabulary instruction based on research on effective approaches to teaching the meanings of individual words, including the pivotal role of student talk in word learning. The Four Es approach encourages teachers to (1) use language that is understandable to students, (2) identify misunderstandings and correct them within a meaningful context, and (3) point out relationships among words. Students are encouraged to (1) move vocabulary from the receptive to the expressive, (2) add to and draw from the collective prior knowledge that develops through the sharing of information and experiences, and (3) take risks with word learning. The article includes a summary of related research, two extended classroom examples, a discussion of how to select words for instruction, and approaches to assessing student word learning.</p> </div> </div> </div> 2019-06-30T19:14:53+00:00 ##submission.copyrightStatement## http://talejournal.com/index.php/TJLE/article/view/12 Critical, Compelling, and Linguistically Scaffolded Literature 2019-07-01T04:38:50+00:00 Alexandra Babino Alexandra.Babino@tamuc.edu Juan J. Araujo Juan.Araujo@tamuc.edu Marie Loper Maxwell mmaxwell3@leomail.tamuc.edu <p>In most cases, the curriculum chosen for wide-use does not mirror or address the pressing needs of bi/multilingual learners, especially for those who are in middle and high school settings. In light of this and the increasingly negative national discourse surrounding minoritized students, our focus in this article is to offer in-service teachers a heuristic for compiling a multi-genre, multilingual text set to support bi/multilingual students’ positive identities and literacies practices. This text set is designed with the themes of identity and social justice in order to reflect the students’ struggle to fully participate in the American Dream. It also describes how teachers can purposely plan for linguistic support in students’ additional languages, language varieties, and English. Taken together, we believe that deeply exploring these compelling books from a critical perspective with linguistic scaffolds will allow teachers to foster robust multilingual literacy skills to address social justice in the classroom and beyond.</p> 2019-06-29T00:00:00+00:00 ##submission.copyrightStatement## http://talejournal.com/index.php/TJLE/article/view/26 Call for Manuscripts 2019-07-01T04:38:51+00:00 Amy Burke tjlejournal@gmail.com 2019-06-30T19:50:41+00:00 ##submission.copyrightStatement##