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This qualitative dissertation uses a social design-based project to study how language and literacy learning intersect with youth civic engagement, framed as “Civics English.” It examines a Professional Learning Community of English teachers in a diverse middle school as they integrate civic learning and action into English practice. The study analyzes teacher inquiry and development across tensions via Cultural Historical Activity Theory, and shows how civic action reshapes literature study, writing, and classroom discussion toward public audiences and collective 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does the dissertation study about English Language Arts and civics?","Question",{"text":109,"@type":110},"It examines the intersection of language and literacy learning with youth civic engagement, focusing on a problem space called “Civics English.”","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How do the teachers implement civics-related learning in their English teaching?",{"text":114,"@type":110},"They carry out civic action projects such as producing multimodal civic advocacy essays online, creating and presenting civic children’s storybooks, and organizing a Town Hall with local leaders.",{"name":116,"@type":107,"acceptedAnswer":117},"What theoretical approach is used to analyze the teacher team’s work?",{"text":118,"@type":110},"The dissertation analyzes the Professional Learning Community’s operation using Cultural Historical Activity Theory to understand tensions, contradictions, adaptations, and innovations.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},348917,1790470412,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":141,"read_time":142},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","UC Berkeley  \nUC Berkeley Electronic Theses and Dissertations  \nTitle  \nCivics English: Integrating Civics in Middle School English Language Arts Teaching  \nPermalink  \n[https://escholarship.org/uc/item/50192908](https://escholarship.org/uc/item/50192908)  \nAuthor  \nLai, Paul F  \nPublication Date  \n2018  \nPeer reviewed|Thesis/dissertation  \n[eScholarship.org](eScholarship.org) Powered by the California Digital Library  \nUniversity of California  \nCivics English: Integrating Civics in Middle School English Language Arts Teaching  \nBy  \nPaul F Lai  \nA dissertation submitted in partial satisfaction of the  \nrequirements for the degree of  \nDoctor of Philosophy  \nin  \nEducation  \nin the  \nGraduate Division  \nof the  \nUniversity of California, Berkeley  \nCommittee in charge:  \nProfessor Sarah Warshauer Freedman, Co-Chair  \nProfessor Kris Gutiérrez, Co-Chair  \nProfessor David Kirp  \nSummer 2018  \nAbstract  \nCivics English: Integrating Civics in Middle School English Language Arts Teaching  \nby  \nPaul F Lai  \nDoctor of Philosophy in Education  \nUniversity of California, Berkeley  \nProfessor Sarah Warshauer Freedman, Co-Chair  \nProfessor Kris Gutiérrez, Co-Chair  \nEnglish Language Arts has historically been tied to the civic purposes of schools, and this qualitative study of a social design-based project (Gutiérrez & Vossoughi, 2010) examines the intersection of language and literacy learning and youth civic engagement, a problem space I call“Civics English.” In this dissertation, I describe and analyze the experimentation and inquiry process of a Professional Learning Community of English teachers in a diverse middle school as they integrated civic learning and action into their English teaching practices. The dissertation examines this teacher team’s development and shifts through various tensions and challenges that arise, analyzing through the lenses of Cultural Historical Activity Theory the ways their Professional Learning Community operated as an English teaching activity system attempting to integrate the cultural activity of civic engagement, leading to the teachers’ expansive professional learning (Engeström, 2001) about possibilities and challenges of Civics English.  \nThe English teachers implemented various civic action projects, including producing and sharing multimodal civic advocacy essays online, composing and presenting children’s storybooks about civics issues, and organizing and conducting a Town Hall with local leaders about civic dimensions of allyship and youth sports. This study looks at how, contextualized by these civics activities, they adapt and innovate customary English Language Arts practices, such as reading novels, writing in authentic genres with blended text types, and developing literacy and discourse. As the teachers encounter various tensions that arise in their attempts at Civics English, I present evidence of how these tensions emerge from the contradictions of two intersecting cultural activity systems, and what adaptations and innovations the teachers develop to overcome these tensions.  \nIntegrating civics causes shifts in the teachers’ practices of literary study, writing, and classroom discussion, as they orient students’ learning towards public audiences, collective action, and discursive models of political and professional discourse. I identify how reading literature createsan imaginative space for civic deliberation. And I demonstrate how the Town Hall civics project shifts various dimensions of literacy and language activity by recontextualizing them. The potentials and the constraints of these shifts are examined through studying the teachers’ work, students’ language and activity, and the civic event’s efficacy as an English teaching focal point.  \nDedication  \nThis dissertation is dedicated to the memory of  \nLi-Ping Lai, my mother.  \nTable of Contents  \nPreface iii  \nChapter 1: Conceptual Framework for Civics English 1  \nChapter 2: Methods, Context, and Participants 20  \nChapter 3","cbCaigMFMofF30Xq","https://ap.wps.com/l/cbCaigMFMofF30Xq","pdf",2707166,134,"English","# Preface\n# Chapter 1: Conceptual Framework for Civics English\n# Chapter 2: Methods, Context, and Participants\n# Chapter 3: English Language Arts in Public\n# Chapter 4: Literature in Classroom Cultures of Civic Deliberation\n# Chapter 5: The Town Hall and Civics English in Action\n# Chapter 6: Conclusion\n# References","[{\"question\":\"What does the dissertation study about English Language Arts and civics?\",\"answer\":\"It examines the intersection of language and literacy learning with youth civic engagement, focusing on a problem space called “Civics English.”\"},{\"question\":\"How do the teachers implement civics-related learning in their English teaching?\",\"answer\":\"They carry out civic action projects such as producing multimodal civic advocacy essays online, creating and presenting civic children’s storybooks, and organizing a Town Hall with local leaders.\"},{\"question\":\"What theoretical approach is used to analyze the teacher team’s work?\",\"answer\":\"The dissertation analyzes the Professional Learning Community’s operation using Cultural Historical Activity Theory to understand tensions, contradictions, adaptations, and innovations.\"}]","Civics English - Integrating Civics in Middle School English Language Arts Teaching - Summer 2018 | PDF",1790080461,47]