Trauma-Sensitive Literacy Instruction: Building Student Resilience in English-Language Arts Classrooms

Autor/inn/en	Savitz, Rachelle S.; Kane, Britnie Delinger
Titel	Trauma-Sensitive Literacy Instruction: Building Student Resilience in English-Language Arts Classrooms
Quelle	(2023), (176 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-6893-8
Schlagwörter	Leitfaden; Unterricht; Lehrer; Trauma; Literacy Education; Culturally Relevant Education; Resilience (Psychology); Teaching Methods; English Teachers; Language Arts; English Instruction; Middle School Students; High School Students; Teacher Student Relationship; Disadvantaged; Vignettes + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; English language lessons; Englischunterricht; Lehrer; Sprachkultur; English langauage lessons; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	It is vital for educators to be aware of how traumatic experiences affect today's students, yet few teachers learn the tools needed to successfully teach these students. This book highlights how English Language Arts teachers, who are typically not licensed or specifically trained to work with trauma issues, can design and implement instruction that helps students see that they are supported. This book provides specific strategies for teaching literacy based on the authors' extensive knowledge and experience in trauma-sensitive instruction, adolescent literacy, and culturally responsive and sustaining pedagogies. The authors show how to support middle and high school students with specific literacy practices (reading, speaking, listening, and writing) that build resilience. "Trauma-Sensitive Literacy Instruction" is for the many teachers who are unsure how to invite students and their traumas into classroom instruction and embed critical discussions and learning within their teaching practices and pedagogy. It will help ELA teachers navigate student trauma in a way that empowers both students and teachers. This book: (1) responds to research that consistently shows how schools are often places that marginalize--and sometimes traumatize or retraumatize--children; (2) offers specific information related to literature, writing, discussion, and inquiry activities focused on various traumatic experiences; and (3) provides rationales and research, along with examples, teacher vignettes, and steps for incorporating relevant practices in classrooms (grades 6-12). [Foreword written by Elizabeth Dutro.] (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01