English Introduction

English language arts is the integrated and sequential study of literature, composition, and language through listening, thinking, speaking, reading,writing, and viewing. These components should not be taught--nor should they be learned--in isolation. Ability in one of the language arts influences ability in the others; instruction in one affects learning in the others; exposure in one encourages growth in the others.

Adolescents extend their learning in increasingly sophisticated ways as they engage in language processes over a four-year program of study. They learn to understand themselves and others through reading, writing, viewing, listening, and discussing. A secondary English language arts curriculum provides situations in which all students--regardless of ethnicity, socioeconomic status, language dominance, or competence--may progress in their language development. Students' experience with a secondary English language arts program should include diverse, multicultural subject matter, genres, modes of discourse, and literary techniques. English language arts are concerned with both teaching the process and producing a product using a variety of approaches.

For the purposes of high school graduation and admission to colleges and universities in Idaho, an English course is defined as the integrated and sequential study of literature, composition, and language through listening, reading, writing, speaking, and viewing. For example, a course such as creative writing would not be given core English credit because it does not contain literature or language study. A grammar course could not be given core English credit because it does not contain the study of literature and composition. The courses outlined in this guide are designed to be two semester or two trimester courses. (See explanation in the position statements.)

There are four goals for the Secondary English Language Arts Course of Study, 9-12.

Course offerings may reflect a shift of emphasis among critical components, but an overall balance should be maintained in each course. Emphasis should be on quality rather than quantity, on focus and depth of treatment in the study of literature, on production of language, and on logical and analytical skills which students can apply in any context. The content should extend beyond the traditional Anglo-American canon to include multiperspectives and emerging views. To be given core graduation credit, every English course should contain the study of composition, language, and literature through reading, writing, speaking, listening, and viewing.

The following position statements explain the general intent of the Secondary English Language Arts Course of Study. These statements are to guide school districts and teachers as they implement the secondary English language arts curriculum in grades 9-12.

The instruction of composition should be designed to take advantage of the current capabilities of computers, word processors, and related writing software. It is essential that instruction in the writing process be altered to reflect the use of word processors, particularly as they affect drafting and revision. The use of "thought processors," outlines, and other writing aids should be made available to students to assist in the initial stages of writing. Students should be given further training in the appropriate use of spelling checkers and grammar analysis programs as tools to refine their compositions. Technology should be used throughout the writing process to improve students' finished products, rather than simply as a means of neatly reproducing previously handwritten documents.

Diagramming sentences is one of several methods of language study which shows the relationship among words, phrases, and clauses in a sentence. Diagramming is an exercise which may be interesting to some high school students and teachers in and of itself, but as Hillocks (Research on Written Composition: New Directions for Teaching,1986) points out, there is no relationship between the study of grammar and improving students' writing:

Recent research shows that the more time spent on the technical study of language such as diagramming or learning parts of speech, the less time spent practicing the integrated language arts activities, especially writing. Because students practice writing less, some studies show that teaching grammar actually has a negative effect both on the quality of students' writing and their attitudes towards the study of English (Hillocks, pp.133-151).

Diagramming sentences does not improve students' ability to read, write, speak, listen or view. In many instances, it can confuse students and make them dislike English. Therefore, it is not recommended as a teaching technique.

Evaluation should derive from curriculum and instruction and incorporate a variety of methods suited to assess curricular objectives. Standardized tests may not accurately reflect individual student progress in the secondary English language arts program. Therefore, it is important that there be a balance of methods of evaluation which include self-evaluation, portfolio, anecdotal records, holistic and primary trait scoring.

Grouping structures should include small and large groups as well as competitive and cooperative groups based on instructional objectives and students' needs. Students of all ability levels usually learn best when they work together, discuss their work, and help one another; in addition, heterogeneous groups give secondary students a chance to develop their managerial and leadership skills. Therefore, the teacher should use cooperative learning groups whenever appropriate.

An integrated, sequential secondary English language arts program incorporates a wide variety of materials. Textbooks are resources that support curriculum guides and are coordinated with a full range of other available resources. Resources may include student works, trade books, films and videos, access and exposure to performing arts, computer technology, and mixed media in school and community. Instructional materials should support and nurture a process approach to learning secondary English language arts. The selection of comprehensive and diverse instructional materials should be based on students' needs, interests, and specific curricular objectives. Furthermore, every effort should be made to provide students with instructional materials that further multicultural, multiethnic understanding.

Instructional strategies include cooperative learning, reading/writing workshops, conferencing, and direct teaching. A workshop approach supports process instruction and promotes collaboration instead of competition. It can provide students with blocks of time in which they work together, discuss their work, and help one another. Teachers, working individually and in collaboration, should use a variety of strategies to engage students in language arts experiences.

A skill and drill approach (i.e., work sheets, workbooks, multiple choice tests, or isolated vocabulary, spelling, grammar, or usage Instruction has proven to he an ineffective instructional strategy.

Spelling, vocabulary, grammar, and mechanics should be studied in context of the students' oral and written language. The adoption of separate texts in grammar, spelling, and mechanics is not recommended. These skills should be taught directly from the literature and from the students' own writing; however, reference books in these areas should be available in the classroom.

Language learning Opportunities must be provided to all students regardless of linguistic abilities and ethnicity. Students' ethnic culture should be preserved, valued, and used as a bridge toward English language proficiency. ESL students need frequent opportunities to use spoken and written language in meaningful contexts. Thus, the teaching of language arts should address individual developmental needs.

Students should he given credit toward fulfilling graduation requirements in English for completing ESL courses. This statement is intended to establish statewide standards and guidelines for the provision of services to language minority students. As soon as possible the ESL course should begin to parallel the Secondary English Language Arts Course of Study, 9-12 When the ESL course receives graduation credit, it must be taught by a certified English teacher or a teacher holding an ESL endorsement.

One of the district's first priorities should be the development of a mission statement and policy that embraces the philosophy that the school is committed to all students receiving an education that continuously affirms human diversity, that validates the history and culture of all ethnic groups, that is based on high expectations for academic success for all students, and that encourages students' active participation in the school.

Every effort should be made to include in every class a variety of cultural and ethnic perspectives through the study of film, video, literature, and community resources.

The school day represents only a small part of a student's world and the school year is only a small part of a student's life. Therefore, parents--the first and most continuous teachers--need to maintain their interest and involvement with their student's education. At the secondary level this could take various forms: support, encouragement, modeling of adult reading, and high expectations. The school must make every effort to invite and involve parents.

That same interest and involvement needs to come from the community as well. Teachers, students, and community members need to maintain a dialogue about the skill expectations and needs required in the world of work. Business leaders can help students identify critical reading and writing competencies and attitudes which will help students succeed beyond high school. The involvement of both parents and community is essential to encourage long term student learning.

Parents are the initial teachers of students and should he encouraged to emphasize language learning in the home. Parents should he informed of overall goals and objectives in secondary English language arts. Parents' continued support and participation are vital to their child's success in school.

Portfolio assessment is an effective method of evaluating process and product. Both students and teachers can use portfolios to reflect on writing progress. Portfolios should be used in all secondary English language arts classes to assess, report, and reflect on student progress.

Students should learn the importance of process and product. The process of creating some form of written or verbal or media communication is valuable in and of itself; equally important is to complete the process by creating a document ready for publication.

It is by learning process strategies that students create effective products.

Writing process will vary depending on the writing assignment. The study of process in writing will include the following concepts: preparing to write, composing, global and local revising, editing, proofreading, and audience response (sometimes termed brainstorming, drafting, editing, proofreading, and publication.) Instruction in writing process should also include time management for both in-class and out-of-class compositions.

This theory of literary analysis includes the reader as an integral part of the analysis. Using Reader Response Theory or Transactional Analysis of Literature, students learn that every reader brings a unique background to a piece of literature. Thus, meaning for each reader will vary widely depending on each reader's background knowledge, experience, cognitive level, current interests, psychological state, sex, age, education, income, profession, political and religious views--the total context of reading. In this type of literary analysis the reader plays an important and active role. It is the reader who gives the intellectual and emotional meaning to what he or she reads. It is the interaction of the reader with the text that creates the interpretation of that text, and therefore, every reader will read slightly different or widely different texts. It is these differences in interpretation that must be honored in the classroom. Reader Response Theory is in contrast to "New Criticism" which encouraged the view that there was a "correct" way to interpret a piece of literature.

The modern secondary English language arts classroom must reflect the type of environment that students will find themselves working in. The United States Department of Labor in their 1991 document, What Work Requires of Schools: A Scans Report for American 2000. describes classrooms of the future as those which focus on development of thinking skills, in which assessment is integral to teaching, in which students actively construct knowledge for themselves, in which students use cooperative problem solving and learn skills in the context of real problems. In order to prepare students for the future, classrooms of the present must be learner-centered.

Language learning opportunities must be provided to students who progress at a slower rate than other students. Teachers can provide successful language learning opportunities by using a variety of materials and methods: adapting curriculum, collaborating and/or team teaching with special education and Chapter I staff, and incorporating cooperative learning models, peer tutoring, and workshop approaches.

Every effort should he made to include students with special needs in the regular classroom.

Teaching has become an increasingly complex craft. Traditionally, beginning and experienced secondary teachers have concerned themselves with the mastery of their content areas. Now, matters of instructional theory, methodological approaches, technological advances, and varied backgrounds and abilities of students add to the complexity of teaching. These considerations have prompted a need for change in the traditional ways of viewing, preparing, and renewing practitioners in the profession.

A climate of change necessitates a review of and an openness to different teaching and management approaches. Strategies for varied approaches--cooperative learning, reading/writing workshops, conferencing, peer response groups--are a necessary part of staff development. School districts' support of comprehensive programs for teacher renewal can be supported with in-services or workshops.

Through teacher education programs, pre-service and practicing teachers can develop the knowledge and strategies necessary to implement integrated language arts programs. Teacher educators are encouraged to use this Secondary English Language Arts Course of Study, 9-12 in the preparation of future educators.

Teachers should encourage students to explore and become proficient users of technology, including typewriters, word processors, spell checkers, computers, and audio and video tapes. Thoughtful use of technology enhances students' creative expression in and critical response to the language arts and media.

Schools and districts are encouraged to adopt only those textbooks and trade books which will help students meet the goals and objectives specified in the curriculum guide. All instructors should use supplementary materials that include interrelated language arts skills. Most importantly, the text selections should include diverse cultural, genre, time period, and cross-curricular choices.

This course of study emphasizes and values the understanding of multiple perspectives and diversity. When students are grouped homogeneously, they are less likely to develop the understanding and tolerance that comes from exposure to diverse abilities and viewpoints. Students in tracked classes may lose the opportunity to work with students who have differing talents and learning styles. Any gains that "basic" students might make in skill development is often negated by their loss of self-esteem.

Tracking students (i.e., separating them by classes into "honors," "regular," and "basic") is not in keeping with the intent of this course of study and is not a recommended method for grouping students.

Language learning is a lengthy and complicated process which takes place over an extended period of time. In fact, one never stops progressing in language learning. Students in grades 9-12 need special nurturing if they are to develop their language competency fully. It is virtually impossible in one semester or one trimester to create an environment in which students and teachers have time to reflect on language learning and to note and follow their progress. Therefore, two-semester or two-trimester courses are the intent of this course of study.

One-semester or one-trimester courses in composition, or grammar and mechanics alone that do not include equal amounts of literature and composition or one-semester or one-trimester courses in literature that do not include equal amounts of composition and language study are out of compliance with the intent of this course of study.

To be successful learners, students must develop an adequate vocabulary assisted by appropriate instruction. However, this instruction should focus on strategies which will enable the students to become independent learners, rather than focus on lists of words out of a meaningful context. The point of vocabulary instruction is to help students use vocabulary as they become strategic readers engaged in relevant tasks.

The study of vocabulary lists apart from a meaningful context is most strongly discouraged.

Students should be given many opportunities to write for real purposes and real audiences. This can often be accomplished by writing in other disciplines such as math, science, health, and social studies, etc. Usually, it is up to the English teacher to make contact with subject area teachers to plan joint projects. These projects, while giving students an opportunity to further develop their writing skills, will also serve as models for the content area teachers to develop their own writing projects. Every teacher in the school should be a teacher of writing; however, it is up to the English teacher to take the lead and support colleagues in the other subject areas.


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