Nominations are not accepted for this award.
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.
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.
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.
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
“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
“‘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
“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
“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
“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
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