This chapter explored content area literacy for English Language Arts classrooms. The section that stood out to me the most was the summary of the three models that English teachers incorporate into their classrooms: the mastery model, the cultural heritage model, and the process model. I hadn't realized before that English teachers followed any specific models; I just thought they taught English components from each of these models in specific class units. Another interesting point that Draper mentioned was the idea that because English is so traditional-print text heavy, literacy in the English classroom rarely includes other text forms.
Again, I read the chapter summary, but this time the summary was sorely lacking. I turned to the section about the three models because, as I mentioned before, I hadn't realized that actual models for an ELA classroom existed. (Actually, even typing ELA reminds me that English classrooms have a lot of different titles: language arts, communication arts, composition/grammar, etc.) The mastery model is all about gaining skills for grammar or writing or technical things that can be objectively measured. The cultural heritage model focuses on selecting classic novels for their ideas and views on values and society. Making a connection, at first, the cultural heritage model seemed like the model I would follow. However, noticing the author's tone, this model seemed to have its drawbacks too. The final model was the process model, which seemed like the model that would proceed the mastery model. This model is all about the discovery of a specific skill. Overall, the text suggested that integrating each model is the most effective.
Draper, J. (2010). (Re)imagining content-area literacy instruction. New York, NY: Teachers College Press.
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