By Harold M. Foster
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Additional resources for Crossing Over: Teaching Meaning-centered Secondary English Language Arts (2nd ed.)
Example text
1966). Growth through English. Edgerton, England: National Association for the Teaching of English. This is the report of the Dartmouth Conference. The Dixon book is an important document that shows in what direction English teaching was pointed. Elbow, P. (1990). What is English? New York: The Modem Language Association of America. Elbow admits this book is a subjective and highly metaphoric view of the 1987 English Coalition Conference. However, this book provides flashes of insight that give a portrait of the confused and complex profession of English teaching.
What fits more into a meaning-centered view of English teaching than a view of reading that allows readers to create their own meanings from books? Louise Rosenblatt does not believe that the act of reading is relative. There is a text and there is an author’s point of view of this text. Whatever information the reader has to help clarify and make sense of a text is useful. The interpretation, according to Rosenblatt, has to be warranted and reasonable. However, the major supplier of meaning for every text is the reader, and every reader has the right to her or his interpretation as long as the text supports it.
Goodman gives the theoretical background for whole language. Harste, J. , Short, K. , & Burke, C. (1988). Creating classrooms for authors. The reading-writing connection. Portsmouth, NH: Heinemann. This is a practical view of teaching the reading-writing process in first through sixth grades. This book gives methods of teaching to create authors out of children. Hook, J. N. (1979). A long way together: A personal view of NCTE’s first sixty-seven years. Urbana, IL: National Council of Teachers of English.
