Continuing the Journey 3

Leila Christenbury, Ken Lindblom

Description

In this third book in the Continuing the Journey series, Ken Lindblom and Leila Christenbury explore teaching English language, speaking, and listening. Aimed at veteran teachers yet accessible to highly capable early career teachers, this book offers practical advice, encouragement, and cutting-edge ideas for today’s English classroom.

Drawing on contemporary and foundational research to infuse classrooms with substance and energy, the authors focus on authentic assignments with real-world value. 

Topics in this volume include: 

• Understanding and teaching language change and attention to culture
• Fostering audience-responsive communication
• Addressing today’s challenges for in-person and technology-enabled speaking
• Encouraging and assessing respectful talk and multimedia communication
• Managing heated conversations
• Grasping why deep listening may be a lost art, and how we can recover it. 

Packed with classroom-ready approaches, provocative ideas, encouraging insights, as well as the authors’ anecdotes and asides, this book will entertain, educate, and inspire teachers who take seriously the importance of language, speaking, and listening in today’s dynamic world. 

As an added benefit, teachers and scholars from across the country add their voices and experiences in the ideal Teachers’ Lounge, providing important and diverse perspectives and advice. The Teachers' Lounge contributors: 

• Sydney Bryan
• Kelly Byrne Bull
• Tricia Ebarvia
• Christian Z. Goering
• Sharonica Nelson
• Molly S. Potas
• Kia Jane Richmond
• Jana L. Rieck
• Martha Sandven
• Brian Stzabnik
• Peter S. Willis

About Continuing the Journey 
Continuing the Journey is a five-book series on advanced approaches to teaching English language arts. Written for veteran teachers by Leila Christenbury and Ken Lindblom, the books include “From the Teachers’ Lounge,” an innovative feature that honors the expertise of both colleagues from the field and highly regarded scholars. Topics addressed in the series include literature and informational texts; language and writing; listening, speaking, and presenting; digital literacies; and living the professional life of a veteran teacher.

Sujets

• Disciplines
• Language Arts
• Subjects
• Teaching
• EDUCATION
• Lettres et linguistique
• Study
• Level
• Secondary
• Subject
• School

Informations

• Publié par: National Council of Teachers of English (NCTE)
• Date de parution: 21 octobre 2019
• Nombre de lectures: 0
• EAN13: 9780814100318
• Langue: English

Extrait

Continuing the Journey
Continuing the Journey is a four-book series on advanced approaches to teaching English language arts. Written for veteran teachers by Leila Christenbury and Ken Lindblom, the books include “From the Teachers’ Lounge,” an innovative feature that honors the expertise of both colleagues from the field and highly regarded scholars. Topics addressed in the series include literature and informational texts; authentic writing; language, speaking, and listening; and living the professional life of a veteran teacher.
CONTINUING THE JOURNEY SERIES

Continuing the Journey 3: Becoming a Better Teacher of Language, Speaking, and Listening (2019) Continuing the Journey 2: Becoming a Better Teacher of Authentic Writing (2018) Continuing the Journey: Becoming a Better Teacher of Literature and Informational Texts (2017)
NCTE EDITORIAL BOARD

Steven Bickmore Catherine Compton-Lilly Antero Garcia Jennifer Ochoa Staci M. Perryman-Clark Vivian Yenika-Agbaw Kurt Austin, Chair, ex officio Emily Kirkpatrick, ex officio

Staff Editor: Bonny Graham
Interior Design: Ashlee Goodwin
Cover Design: Pat Mayer
NCTE Stock Number: 08642; eStock Number: 08659
ISBN 978-0-8141-0864-2; eISBN 978-0-8141-0865-9
©2019 by the National Council of Teachers of English.
“Cold Snap” by James Hearst reprinted by permission of the University of Northern Iowa Foundation.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the copyright holder. Printed in the United States of America.
It is the policy of NCTE in its journals and other publications to provide a forum for the open discussion of ideas concerning the content and the teaching of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, or the membership at large, except in announcements of policy, where such endorsement is clearly specified.
NCTE provides equal employment opportunity (EEO) to all staff members and applicants for employment without regard to race, color, religion, sex, national origin, age, physical, mental or perceived handicap/disability, sexual orientation including gender identity or expression, ancestry, genetic information, marital status, military status, unfavorable discharge from military service, pregnancy, citizenship status, personal appearance, matriculation or political affiliation, or any other protected status under applicable federal, state, and local laws.
Every effort has been made to provide current URLs and email addresses, but because of the rapidly changing nature of the web, some sites and addresses may no longer be accessible.
Library of Congress Control Number: 2019949513
This is for you, Mom—with love—for every time you said, “Watch your LANGUAGE!” “Don't you dare SPEAK to me that way!” or “Are you LISTENING to me?!” —Ken
To the beloved memory of my brilliant and passionate English teacher Larry Duncan (1941-2018), who began and ended his career at Norfolk (Virginia) Catholic High School. His lifetime dedication to teaching, his scholarly pursuits, his avid reading, and his selfless work influenced countless students. Even after 41 years in the classroom, his curiosity never waned, and his star never dimmed. — Leila
CONTENTS

FOREWORD
ACKNOWLEDGMENTS
CHAPTER ONE The Power of Authentic Language, Speaking, and Listening
CHAPTER TWO Language and the Big Issues
CHAPTER THREE Language Practicalities
CHAPTER FOUR Todag's Challenges for Speaking
CHAPTER FIVE Speaking in the Classroom
CHAPTER SIX Is Angone Listening?
CHAPTER SEVEN Begond Your Classroom and Your Students: What Students Need to Knowand What They Can Anticipate in Their Futures
NOTES
WORKS CITED
INDEX
AUTHORSFROM THE TEACHERS’ LOUNGE CONTRIBUTORS
Foreword

But we do language. That may be the measure of our lives. —Toni Morrison, “The Nobel Lecture in Literature” (106)
Let me begin again. —Ocean Vuong, On Earth We Are Briefly Gorgeous: A Hovel (3)
L anguage guides and influences our everyday lives.
We navigate our personal lives and public and social worlds through language arts. We engage with diverse and varied audiences as listeners and also to be heard and understood in conversation. These forms of engagement and expression build our repertoires.
Our use of language can also influence our relationships. For instance, in the epigraphs above, Morrison reminds us about the human need for and use of language, while Vuong notes the possibility of starting anew as we make meaning in and bring understanding to our lives and the lives of others.
A language changes over time and, well, shift happens. As a result, guidelines, rules, and standards are challenged and even redrawn and revised for changing audiences, speakers, and listeners. This applies, of course, to the English language.
In English language arts, rhetorical methods and strategies adapt to new purposes, audiences, or personae. Moreover, diverse cultures and community-led orality influence how we make meaning and interpret the English language in action.
In Continuing the Journey 3: Becoming a Better Teacher of Language, Speaking, and Listening, Ken and Leila deliver the insightful stories about language learning and instruction for teachers who are in our communities, schools, colleges, and universities. The voices of teachers and scholars collected in this volume have the power to lift us up in the profession and as we work with our students and colleagues to express ourselves.
We can become more mindful of our practice and the experiences of our students as they do language that calls for speaking as well as listening. In our everyday lives, we challenge the limits and possibilities of language in all of our communications.
Leila and Ken confront and address challenging concepts and conversations about doing language. These range from practices of inclusion and understanding to forms of exclusion. The language-based matters relevant to our learning, teaching, and responsiveness include articulation, audience, authenticity, bias, boundaries, civility, class, color, correctness, emotion, empathy, error, ethnicity, ethnocentrism, freedom, gender, grammar, humor, inventiveness, justice, media, multilingualism, nuance, orality, performance, play, poise, politics, practicality, punctuation, race, racism, region, research, resistance, respect, rules, schema, sexuality, situation, speech, spelling, standards, style, technology, usage, vernacular, and voice.
“Language is all around us,” Ken and Leila declare as we continue the journey with them and beside our students. That we are accompanied by them on the journey, along with the voices we find in the Teachers’ Lounge, is comforting and reassuring. In fact, realizations and affirmations unfold in these pages. Leila, Ken, and the Teachers’ Lounge scholars beckon and welcome us—regardless of our years in the teaching profession.
Consider the poem “When I Heard the Learn'd Astronomer” by Walt Whitman and the speaker's reaction to the astronomer's lecture and calculations. Like the speaker and Whitman, we readers of this book can gain greater intuition from the examples presented, especially as we move from considering the classroom as solely a laboratory to a space that is also an observatory and a well of imagination and possibility for our teaching.
Because we already do language, who can become our teaching guides and mentors? In this book and in the Continuing the Journey series as a whole, count on Ken and Leila to bring us into honest and respectful conversations about language and language arts. They care immensely about us and the work that we do with our students and teaching colleagues. Leila and Ken's wisdom drives us forward to learn and grow—from the 180 school days and yearly semesters into the future. Moreover, their perspectives are insightful, riveting, and powerful.
As English language arts educators, we remain connected to what matters most in our shared work that requires language, literature, and the elements of literacy in action with students in our schools and civic communities. The contributions we bring to language arts education matter significantly as we gain more professional knowledge and continue the journey—rising and soaring in knowledge and commitment.
—R. Joseph Rodriguez
Acknowledgments

A s we complete the third book in the Continuing the Journey series, our gratitude to those who support this project also grows. A theme of this series has always been the collective voices and perspectives that NCTE members share, and once again we are pleased that so many colleagues agreed to visit our Ideal Teachers’ Lounge. We thank Sydney Bryan, Kelly Byrne Bull, Tricia Ebarvia, Christian Z. Goering, Sharonica Nelson, Molly S. Potas, Kia Jane Richmond, Jana L. Rieck, Martha Sandven, Brian Stzabnik, and Peter S. Willis for stopping by.
We owe great debts to the guidance and leadership of NCTE Executive Director Emily Kirkpatrick and to Kurt Austin and Bonny Graham for their efforts in editing and production. We also appreciate the helpful feedback from NCTE's anonymous peer reviewers. We, Leila and Ken, have both been editors as well as authors, and we can say with confidence and certainty that peer reviewers and editors are critical contributors to every book, even though their names don't appear on the covers.
Finally, we are delighted that English Journal coeditor Joseph Rodriguez accepted our invitation to write a foreword to this volume. A passionate and committed teacher-leader, Joseph is insightful and inspiring. We also thank him for his suggestions to improve the manuscript.
Ken thanks Patty for her understanding, perseverance, and loving companionship. Still curious about what drew her to him in the