Reimagining the English Language Arts canon: A case for inclusive and empowering instruction

Abstract This paper explores the possible negative implications of teacher selected whole‐class reads rooted within the traditional canon of English Language Arts instruction and possible solutions for re‐engaging the disengaged adolescent reader through choice reading and the implementation of more culturally relevant texts. Historically, English Language Arts educators assign required readings to the entire class without taking into account the lens through which students view the texts. This paper identifies how texts deemed historically valuable and enabling by the educator can actually be disabling and disengaging to the learner. Additionally, this paper offers insights regarding the positive shifts that can stem from reimagining the traditional canon utilizing a whole‐class read scenario into a more democratic and culturally responsive English Language Arts canon. Assigned whole‐class reads are defined as selections of text chosen by the teacher with the understanding that every student is required to engage in the text. These are not chosen by students and they are not part of independent reading. The goal of this paper is to first, inform educators concerning the disabling effects of choosing whole‐class texts inside the traditional canon without viewing the texts through the varied interests, abilities, socio‐economic backgrounds, integration of students' cultural knowledge and experiences, and maturity levels of the students served. Furthermore, this paper will provide a basis for increasing educator knowledge regarding the traditional canon, disabling and enabling texts, and culturally responsive ELA practices along with particular scaffolds in hopes of re‐engaging the disengaged adolescent reader.