Abstract

Middle school is a place where many students are first introduced to more complex novels. Novel instruction in middle school English language arts classrooms is potentially influenced by the elementary focus on reading strategies and/or the secondary focus on literary analysis. Using a qualitative methodological approach, six middle school language arts teachers were interviewed about their novel instruction. The purpose of this study was to explore the ways in which middle school ELAR teachers engage students in novel study and factors that appear to impact novel instruction. Findings reveal great diversity in teachers’ instructional goals, planning, and activities. Some participants worked from a cohesive framework that reflected one or more theoretical perspectives. Still others struggled to articulate goals for novel instruction and the resulting instruction appeared to be a patchwork of activities.

摘要

中学是许多学生第一次接触更复杂小说的地方。初中英语语言艺术课堂的新颖教学可能受到对阅读策略的初级关注和/或对文学分析的次要关注的影响。使用定性方法论，六名中学语言艺术教师就他们的新颖教学接受了采访。本研究的目的是探索中学 ELAR 教师让学生参与新颖学习的方式以及似乎影响新颖教学的因素。调查结果显示教师的教学目标、计划和活动存在很大差异。一些参与者从一个反映一个或多个理论观点的有凝聚力的框架中工作。