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