This article aims to explore the complexity of instruction in secondary English Language Arts (ELA) classes, addressing the role of teacher identity, educator preparation programs, equity and access, and the role of the Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom. We suggest that there is a possibility to attend to both teaching literature and literacy within middle- and high-school ELA classrooms and provide a vision for working toward this balance.
Williams, Jenelle and Gabrion, Laura
"Teacher of Literature and Literacy: Rethinking Secondary English Language Arts,"
Michigan Reading Journal: Vol. 54:
2, Article 12.
Available at: https://scholarworks.gvsu.edu/mrj/vol54/iss2/12