[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-577541-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-577541-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","themed-article-abstract","Themed Article - Abstract","","Dr. Kimberly Athans examines how teachers can cultivate a shared linguistic space in contemporary English classrooms. The article emphasizes essential instruction for increasing reading enjoyment and helping student writers build voice, agency, purpose, and authenticity. It addresses how to manage information overload in the digital era and applies a National Writing Project model to strengthen literacy instruction and elevate student voices. 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The author also draws on a National Writing Project literacy approach.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the author connect balanced literacy to daily teaching?",{"text":71,"@type":63},"She describes balanced literacy as including minilessons, independent reading, conferring and assessment, small-group instruction, readalouds, and shared interactive reading, supported by key skills like summarizing and inferencing.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},577541,1792674178,{"code":4,"msg":81,"data":82},"success",[83,87,90,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":88,"slug":89},80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":26,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":100,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":115},16904993612988,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Themed Article  \nBy Kimberly Athans  \ninviTing The dining room TabLe ConversaTion inTo our CLassrooms  \nDr. Kimberly Athans has taught high school-and collegelevel English for 20 years in California and Texas. Her research focuses on best practices in teaching writing, literacy in secondary schools, and the legacy of the National Writing Project. She currently teaches literacy and education courses at Point Loma Nazarene University in San Diego, California. She can be reached at kathans@ [pointloma.edu](pointloma.edu).  \nAbstract: The author discusses essential skills and strategies teachers can use to create a shared linguistic space in today’s English classrooms. Topics such as increasing reading enjoyment and developing voice, agency, purpose, and authenticity in student writers are a major focus. Readers will learn how to unpack information overload in the digital age and utilize a National Writing Project model for literacy instruction to increase and enhance the voices of literacy in classrooms. Special consideration is given to the roles oftranslanguaging and discourse communities in elevating those voices. As a National Writing Project Teacher Consultant and teacher of literacy and preservice teachers, the author draws on her experiences, research, and expertise to encourage teaching for the greater good, with an effort to inspire the writers of tomorrow and create a balanced literacy approach that is not only effective and rewarding but inspiring.  \nKeywords: National Writing Project, discourse communities, reading enjoyment, writing instruction, balanced literacy  \nred Rogers once said,“One of the greatest helps in  \nFthcoendevversealopmtion”en(t ofKinlgtera20c1y8, isp .th1e8d7i)ningThirsoomaphtoaribslem  \nhas always stuck with me because I recall being an only child among a room full of adults, where I sat and listened to the grown-ups converse. I remember hearing words I did not know and trying to surmise their meaning based upon context, picking up idioms and turns of phrase, and wondering why they were used. Even more vividly, I recall anecdotes, words, and casual comments that I admired, adopted, and used in my own conversations orin my writing. Although I was not aware of it then, the exposure to these conversations was helping me to hone my listening skills as well as draw conclusions and make inferences. Most importantly, it was providing me with a foundation of literacy that supported me throughout my life.  \nNowadays, Itend to assume there are not many dining room conversations for children to become a part of and glean the same nuances I did. As a child, I grew up immersed in literacy practices in a whole language approach to learning. Our teachers taught us cursive and encouraged us to go to the library and Scholastic Book Fairs to develop a reading habit. They published our writings in class books that we shared in an author’s chair, which required a footstool to climb onto and which gave us a feeling of pride, sitting there while reading our words to our classmates. Conversely, today’s students can click a mouse or toucha screen and be inundated by more information than they know what to do with, but they may not be exposed to the art of the communication, discourse communities, and  \nEnglish in Texas | Volume 54.2 | FALL/WINTER 2024 | A Journal of the Texas Council of Teachers of English Language Arts  \n“  \nWhat changes the language of my classroom to make it a more challenging, rewarding, and  \nshared linguistic space?”  \ntexts rich in content and vocabulary outside of school as often as I was (Wolf & Stoodley, 2018) .  \nThis leads me to some profound questions: What changes the language of my classroom to make it a more challenging, rewarding, and shared linguistic space? What are the most important skills I believe students need to be successful in school and life? What should the sounds of literacy be in the classrooms of my future teachers?  \nTo explore these questions, I must consider one I have ","cbCaistajn2FPK90","https://ap.wps.com/l/cbCaistajn2FPK90","pdf",199965,"English","# Themed Article\n## Author background and research focus\n## Core classroom questions about language\n## Balanced literacy components and instructional essentials\n## Conversations on teaching reading in the digital age","[{\"question\":\"What classroom goal does the article emphasize for English teachers?\",\"answer\":\"Creating a shared linguistic space where students’ voices, agency, purpose, and authenticity can grow while strengthening literacy instruction.\"},{\"question\":\"Which instructional skills and strategies does the author highlight?\",\"answer\":\"Increasing reading enjoyment, developing voice, and unpacking information overload. The author also draws on a National Writing Project literacy approach.\"},{\"question\":\"How does the author connect balanced literacy to daily teaching?\",\"answer\":\"She describes balanced literacy as including minilessons, independent reading, conferring and assessment, small-group instruction, readalouds, and shared interactive reading, supported by key skills like summarizing and inferencing.\"}]","Themed Article - Abstract | PDF",1792031926]