This text for secondary preservice and in-service English language arts teachers offers a rationale for meaning-centered English language arts teaching and practical strategies for application. Its goal is to provide readers with an understanding of the issues involved in English teaching and specific examples of how to apply this understanding to classrooms. Teaching strategies are presented through a series of stories depicting teachers from a variety of settings practicing their craft with secondary students.
*A solid introduction and interesting personal narratives introduce the issues and ideas involved in English language arts teaching.
*Case studies based on actual teachers and students realistically illustrate methods that can be used in secondary English classes.
*Lessons are described in sufficient detail to be converted to teaching models.
*Multicultural emphasis prepares teachers for the contemporary classroom.
*Chapters and sections incorporate the new literacies of TV, film, and computers in the English language arts class.
*Pedagogical aids include end-of-chapter questions and activities, reproducible charts and worksheets; an updated listing of young adult novels; and annotated recommended readings.
*An appendix on writing a personal narrative helps students develop as writers.
New in the Second Edition:
*Updates. All chapters, the bibliographies, and the references are thoroughly updated to reflect changes since the first edition was published. Chapters 1 and 2 have been totally rewritten.
*Standards/Benchmarks. The IRA/NCTE Standards for the English Language Arts are incorporated into the text. Benchmarks and Performance Assessment Measures are included in all the pedagogical chapters to address proficiency concerns. A section on helping students prepare for state proficiency tests has been added.
*Computers. More is included on the use of technology, both as a content to learn and as a process for learning.
*New Sample Unit Plans. Sections based on the instructional stories offer examples to help readers prepare for teaching.
*Literature response questions. These are now provided in Chapter 4 for use in journaling and discussions.
*Glossary. A chapter on important terms and useful strategies for the English language arts classroom has been added.
Table of Contents
Contents: Preface. Part I: Crossing Over. Build a Bridge. Crossing Over: A Personal Narrative. Part II: Classrooms: Portraits of Teaching Meaning-Centered English Language Arts. Teaching the Reading Workshop. Discussing Books. Teaching Drama. Teaching Poetry. Teaching the Novel. Teaching Writing. Teaching the New Literacies: Film, Television, and Computers. Grading and Assessing. Part III: Becoming and Staying a Teacher: Reflections and Resources. Section 1: Reflections. Preparing for the Encounter: On Becoming a Teacher. Planning for an English/Language Arts Classroom. Remaining Vital in the Classroom. Section 2: Resources: The Fundamentals, Plans, and Terms. Three Sample Unit Plans. Glossary: What Every English Teacher Needs to Know. Appendix: Crossing Over: A Guide to Personal Writing.
"Foster's book contains much that beginning and inexperienced teachers can use, but it may also serve as a bridge for veteran teachers who are ready to cross over to student-centered instruction".
—Journal of Adolescent & Adult Literacy
"In every course evaluation, students claim that Crossing Over is the most valuable textbook the department has required....Now, fortunately, we have a second, even more helpful and worthwhile edition. It has all the positive features of the previous edition, plus much more. I want to stand on the college rooftop and shout the good news to everyone!"
—Kathyrn A. VanTil
Grove City College
"Fresh, innovative, and engaging....The exercises, activities, and other elements add up to a decidedly user-friendly text."
Columbus State University
"Demonstrates Foster's knowledge of what future English teachers need to know to be successful....What makes this book appealing is that it takes a teacher skills approach and actually addresses with 'how-to-do-it' ideas all those things integrated English language arts teachers do every day."
—Mark A. Krabbe