Language Arts Distinguished Article Award
2024 Award Recipient: “What about the 1%? Transforming Current Literacy Pedagogy for Students with Significant Support Needs” Vol. 101, No. 3, January 2024, by Monica C. Kleekamp
Monica C. Kleekamp, PhD, CCC-SLP (she/her/hers), is an assistant professor of speech-language pathology at Maryville University in St. Louis, Missouri. Kleekamp’s research with dis/abled students who have complex communication needs reimagines pedagogical possibilities and methodological approaches by disrupting deficit orientations to these students’ literacies. Specifically, through a lens of neurological queerness, this work invites scholars, teachers, and other professionals to engage in anti-ableist endeavors that redefine what counts as literacy and who counts as literate.
The award is presented at the Elementary Get-Together during the NCTE Annual Convention
Award Details
Nominations are not accepted for this award.
Purpose:
This award recognizes outstanding Language Arts articles that move forward the Elementary Section Steering Committee‘s mission of the pursuit for justice and equity, brings the sociocultural realities of children’s everyday lives into language arts instruction, and facilitates conversations of rich and authentic literacies.
Eligibility:
The award shall be given every fall, covering issues published between September and July of the previous volume year. Research/scholarship articles, not department articles, will be eligible for the award.
Award Specifics:
The award is presented at the Elementary Get-Together during the NCTE Annual Convention. The winner receives a framed copy of the cover of the issue of Language Arts in which the article is published.
Judging:
In July, the editor(s) of Language Arts shall draw up the annual list of eligible authors and shall be the arbiters of eligibility. The Elementary Section Steering Committee award subcommittee will determine the winner.
NCTE Language Arts Distinguished Article Award Winners
2023
“Engaging Elementary Students beyond the Text through Multimodal Critical Literacy” Vol. 100, No. 6, July 2023, by Dorian Harrison and Rebecca E. Linares
2022
“History Is a Way of Building Identity: How One Independent Neighborhood Elementary School Uses Black Cultural Movements to Engage Children’s Sociopolitical Perspectives” Vol. 99, No. 3, January 2022, Wintre Foxworth Johnson, University of Virginia
2021
“‘Seeing’ Difference Differently: Inquiry-Based Learning as a Site/Sight of Intersectional Justice in English Language Arts” Vol. 98, No. 3, January 2021 by Jon M. Wargo, Boston College
2020
“Creating a Collage of Story and Memory to Support Identity Work and Connect with Literacy Teaching” Language Arts, Vol. 97, No. 5, May 2020 by Melody Zoch, University of North Carolina Greensboro
2019
“A Queer Approach to Addressing Gender and Sexuality through Literature Discussions with Second Graders,” Language Arts, Vol. 96, No. 2, November 2018 by Paul Hartman, Chicago Public Schools
2018
“Translanguaging and Responsive Assessment Adaptations: Emergent Bilingual Readers through the Lens of Possibility” (95.6, July 2018) by Laura Ascenzi-Moreno, Brooklyn College, Brooklyn, New York
2017
Stephanie Jones, University of Georgia, Athens and Karen Spector, University of Alabama, Tuscaloosa, “Becoming Unstuck: Racism and Misogyny as Traumas Diffused in the Ordinary” May 2017