New Directions in Teaching English: Reimagining Teaching, Teacher Education and Research attempts to create a comprehensive vision of critical and culturally relevant English teaching at the dawn of the 21st century.This book is multi-voiced. It includes perspectives from classroom teachers, teacher educators, and researchers in language and literacy, positioned to respond to recent changes in national conversations about literacy, learning, and assessment. These variously situated authors also recognize the rapidly changing demographics in schools, the changing nature of literacy in the digital age, and the increasing demands for literacy in the workplace.This book is critical. At all times education is a political act, and schools are embedded within a sociocultural reality that benefits some at the expense of others. Therefore the approach advocated through many of the chapters is one of critical literacy, where English students gain reading and writing skills and proficiency with digital technologies that allow them to become more able, discerning, and empowered consumers and producers of texts.

Ernest Morrellis the Macy Professor of English Education and director of the Institute for Urban and Minority Education (IUME) at Teachers College, Columbia University. He is a past president of the National Council of Teachers of English (NCTE). His interests include the teaching of English, critical media literacy, and urban teacher education.Lisa Scherff, currently a teacher at Estero High School (Florida), previously taught literacy education at the University of Tennessee, the University of Alabama, and Florida State University. Her research interests include opportunity to learn in the English/language arts, teacher preparation and development, and studentteacher discussions of young adult literature.

DedicationPrefaceIntroductionSection 1: Classroom TeachingChapter 1: Critical Multiliteracies Pedagogy in a Secondary English ClassroomJerica CoffeyChapter 2: Cultural Relevance in the Modern Language Arts ClassroomJose Paco FiallosChapter 3: Distraction, Differentiation,& Socialization: English Education, Pedagogy, and Literacy Acquisition in an Era of Social and Mobile MediaAntero GarciaChapter 4: Towards a Literacy ContinuumLatrise P. Johnson and Maisha T. WinnChapter 5: Black and Latina/o Youth Linguistic Repertoires in Urban English Language Arts ClassroomDanny C. MartinezSection 2: Teacher EducationChapter 6: Service Learning in New Spaces: Transforming Preservice TeachersLisa ScherffChapter 7: English Teacher Education for Rural Social SpacesLeslie S. RushChapter 8: Learning from Equity Audits: Powerful Social Justice in English Education for the 21st Centurysj MillerSection 3: Scholarship and AdvocacyChapter 9: Critical Engagement through Digital Media Production: A Nexus of PracticeCynthia Lewis and Lauren CauseyChapter 10: Digital Literacy Advocacy: A Rationale for Shifting Policy, Infrastructure, and InstructionTroy HicksChapter 11: Dont Say Gay: Using Action Research to Interrogate Language Use in the English ClassroomSusan L. Groenke and Judson C. LaughterChapter 12: Practitioner Research in English EducationPatricia Lambert StockAbout the Contributors