Dear JAAL Readers,

Dialogue is typically defined as a conversation between two or more people, often among characters in a novel or as an exchange of ideas on an issue, particularly political or religious ones, with an eye toward agreement. It is in the spirit of this last usage, which we see as embracing the others, that we selected the term dialogue to describe this issue’s content. In a contentious world with varying and competing points of view about education in general and literacy more specifically, this collection of articles offers readers the chance to learn from conversations between and among students and literacy educators, working both inside and outside of schools.

This issue’s commentary, “The Things We Carry: Teaching Writing to Tibetan Buddhist Monks and Nuns in India” by Tanya Baker and Jessica S. Early, offers a unique take on the dialogue that occurred when these distinguished authors traveled to South Asia to teach writing. Their narrative of what they learned from their efforts to create culturally sustaining writing pedagogy in an uncertain context offers important lenses for teaching responsively.

The potential for literacy dialogues in community contexts is a common thread across the first two feature articles in this issue. Crystal Chen Lee, Kelsey Virginia Dufresne, and Jackie Eunjung Relyea capture the many activism‐related contributions of an after‐school writing club in “‘They Are Doers’: Writing to Advocate With Immigrant Youth in Community‐Based Organizations.” Erica R. Hamilton and Deborah V. Van Duinen document generative conversations between preservice teacher candidates and sixth‐grade students in “Hybrid Spaces: Adolescent Literacy and Learning in a Museum.” Both research teams call for adults to recognize and draw on adolescents’ experience and expertise related to some of the most pressing issues of our time.

The next two articles focus on the potential for multimodal communication to promote dialogue among students, as well as between students and teachers. “Broadening Student and Teacher Participation: Multimodal Projects in a Classroom Affinity Space,” by Valerie L. Marsh, reveals how a multimodal creative writing project helped students participate as interactive audiences for one another and pursue less typical routes to peer status. JuliAnna Ávila’s article, “#MultimediaResponse: Instagram as a Reading Activity in a University English Class,” reveals how a class‐wide social media account served as what one undergraduate participant called an “interactive” support for deeper comprehension of assigned readings. Both pieces show how multimodal composing can promote historical disciplinary agendas while attending to new communication tools and trends.

Our next two feature articles share a common focus on middle school students. In “Grappling With Ideas: Adolescent Writers in a Rural African American Community,” Lucy K. Spence and Robert M. Walker describe identity‐focused literacy instruction in an eighth‐grade English class. Their study was grounded in a years‐long dialogue among the two authors and the focal teacher participant, yielding a useful mix of insider and outsider perspectives on the pedagogy. “‘Sometimes, I Just Go on a Pinning Spree’: How One Middle Schooler Negotiates Multimodal Platforms” shares the insights that Jennifer D. Morrison derived from interviewing a student in her English class at length about her personal writing processes.

The last feature article of this issue represents an intriguing cross‐cultural exchange of ideas. In “Encouraging Independent Readers: Combining Reading Workshop and Textbook‐Based Lessons in a Japanese High School Classroom,” Hikaru Katsuta and Eisuke Sawada document the affordances of blending U.S. perspectives on student choice with more typical Japanese approaches, such as close reading of shared text. The study reveals the value of the dialogue that ensues when bodies of literature are juxtaposed atypically with each other.

Our invited department columns also deliberately value dialogue that centers alternative perspectives. In Chauncey Monte‐Sano’s department, Culturally Sustaining Disciplinary Literacies, Monte‐Sano and coauthor Christine Quince offer “Reflections on Designing Curriculum to Interrogate Social Studies.” Tricia Ebarvia contributes “Starting With Self: Identity Work and Anti‐Racist Literacy Practices” for Kimberly N. Parker’s department, Students and Teachers: Inquiring Together. The We’re All Adults Here department edited by Kristen H. Perry gives us “Performing Fluency: Using Improv and Drama With Adult English Learners” by Carmela A. Romano Gillette. “Remaking Community With Art,” by Ahram Park and Lalitha Vasudevan, appears in Jon M. Wargo and Gabrielle Oliveira’s department, Community Literacies: Anthropological Perspectives in Practice. Jennifer Randall, Mya Poe, and David Slomp coauthored “Ain’t Oughta Be in the Dictionary: Getting to Justice by Dismantling Anti‐Black Literacy Assessment Practices” for Slomp’s department, Literacy Assessment for Learning.

The Text & Resource Review Forum introduces texts that we think will spark provocative and productive dialogue for readers. E. Sybil Durand’s latest offering in her Global Texts and Contexts forum is “Counterstories: Reimagining Youth in Multiethnic Short‐Story Anthologies.” The Professional Resources forum edited by Cynthia H. Brock and Vassiliki I. Zygouris‐Coe features Kouider Mokhtari’s “Instructional Casualties: A Review of Transforming Literacy Education for Long‐Term English Learners: Recognizing Brilliance in the Undervalued,” an appraisal of a new book by Maneka Deanna Brooks, a former JAAL department editor.

Dialogue is central to pedagogies that foster literacies for youth and adults. Effective literacy educators know they can learn much from their students’ perspectives. This issue’s content offers new takes on the types of instructional practices that foster such dialogue. We encourage you to join with us in learning from these authors’ ideas.

Best,

Kelly and Kathy

Note. © Dmitrii_Guzhanin/Getty Images. The color figure can be viewed in the online version of this article at https://ila.onlinelibrary.wiley.com/.

尊敬的JAAL读者，

对话通常被定义为两个或两个以上人之间的对话，通常是小说中的人物之间的对话，或者是指为达成协议而在一个问题上，尤其是政治或宗教问题上的思想交流。我们本着拥抱其他观点的精神，选择了“对话”一词来描述此问题的内容。在充满争议的世界中，对于普通教育和识字教育的观点存在不同且相互竞争的观点，这一系列文章为读者提供了在学校内外开展工作的学生与识字教育者之间以及他们之间的对话中学习的机会。

Tanya Baker和Jessica S.的本期评论“我们所携带的东西：向印度的藏族僧侣教授写作”，早期，对这些杰出作家前往南亚教授写作时的对话做出了独特的理解。 。他们对从不确定环境中创造文化上可持续的写作教学的努力中学到的东西的叙述，为响应式教学提供了重要的视角。

在本社区的前两篇专题文章中，在社区环境中进行扫盲对话的潜力是一个共同的话题。Crystal Chen Lee，Kelsey Virginia Dufresne和Jackie Eunjung Relyea在“他们是行动者：在社区组织中与移民青年一起倡导”的写作中，反映了一个课后写作俱乐部的许多与行动主义有关的贡献。埃里卡·汉密尔顿（Erica R. Hamilton）和黛博拉·范·杜宁（Deborah V. Van Duinen）在“混合空间：青少年素养与博物馆学习”中记录了职前教师候选人与六年级学生之间的生成性对话。两个研究小组都呼吁成年人承认和利用青少年与我们时代最紧迫的问题相关的经验和专业知识。

接下来的两篇文章重点介绍了多模式交流在促进学生之间以及学生与老师之间对话的潜力。瓦莱丽·马什（Valerie L. Marsh）撰写的“扩大学生和老师的参与：课堂亲和空间中的多模式项目”，揭示了多模式创意写作项目如何帮助学生相互交流，并以较不典型的方式获得同伴地位。朱丽安娜·阿维拉（JuliAnnaÁvila）的文章“ #MultimediaResponse：Instagram是大学英语课堂中的阅读活动”，揭示了全班级社交媒体帐户如何被一名本科生称为“互动”支持，以更深入地理解所分配的阅读材料。这两篇文章都展示了多模式组合如何在关注新的沟通工具和趋势的同时促进历史学科发展。

接下来的两篇专题文章将重点放在中学生身上。露西·斯潘塞（Lucy K. Spence）和罗伯特·M·沃克（Robert M. Walker）在“思想吸收：农村非裔美国人社区中的青少年作家”中，描述了在八年级英语班中以身份为中心的扫盲教学。他们的研究基于两位作者与主要教师参与者之间的多年对话，得出了关于教育学的内部和外部观点的有用组合。“有时，我只是发狂”：一位中学生如何谈判多模式平台”分享了詹妮弗·莫里森从访谈英语班的一名学生那里获得的关于她的个人写作过程的见解。

本期的最后一篇专题文章代表了一种有趣的跨文化思想交流。Hikaru Katsuta和Eisuke Sawada在“鼓励独立读者：在日本高中课堂中结合阅读研讨会和基于教科书的课程”中，介绍了将美国对学生选择的观点与更典型的日本方法相融合的能力，例如密切阅读共享课文。 。该研究揭示了当文学体非典型地并置在一起时所产生的对话的价值。

我们邀请的部门专栏还特意重视以替代观点为中心的对话。在昌西·蒙特·萨诺（Chauncey Monte-Sano）的部门，“文化可持续学科素养”中，蒙特·萨诺（Monte-Sano）和合著者克里斯蒂娜·昆斯（Christine Quince）发表了“关于设计课程以审问社会学的思考”。特里西娅·埃巴维亚（Tricia Ebarvia）为金伯利·纳·帕克（Kimberly N. Parker）的系，学生和教师：一起研究做出了“从自我开始：身份工作和反种族主义扫盲实践”。由克里斯汀·H·佩里（Kristen H. Perry）编辑的“我们都是成年人”部门，由卡梅拉·A·罗曼诺·吉列特（Carmela A. Romano Gillette）为我们提供了“表演流利性：与成年英语学习者一起使用即兴演奏和戏剧化”。Ahram Park和Lalitha Vasudevan撰写的“用艺术改造社区”出现在Jon M. Wargo和Gabrielle Oliveira的部门“社区文艺：实践中的人类学观点”中。Slomp部门的《学习素养评估》不是《词典》：通过消除反黑素养评估实践来伸张正义。

文本与资源审查论坛介绍了一些我们认为会激发读者挑衅性和富有成果的对话的文本。E. Sybil Durand在其“全球文本和语境”论坛中提供的最新产品是“ Counterstories：在多种族的短篇小说集中重塑青年”。由辛西娅·布罗克（Cynthia H. Brock）和瓦西里基·I·齐古里斯·科（Vassiliki I. Zygouris-Coe）编辑的专业资源论坛，介绍了库伊德·莫赫塔里（Kouider Mokhtari）的“教学人员伤亡：对长期英语学习者的扫盲教育的回顾：认识到低估中的光辉”，这是对一本新书的评价。由前JAAL部门编辑Maneka Deanna Brooks撰写。

对话对于培养青年和成人识字的教学法至关重要。有效的识字教育者知道他们可以从学生的角度学习很多东西。本期的内容为促进这种对话的教学实践提供了新的思路。我们鼓励您与我们一起学习这些作者的想法。

最好的，

凯利和凯西

注意。©Dmitrii_Guzhanin / Getty Images。可以在本文的在线版本中通过以下网址查看颜色图形：https：//ila.onlinelibrary.wiley.com/。