Jennifer French – författare

The Latin American Eco-Cultural Reader is a comprehensive anthology of literary and cultural texts about the natural world. The selections, drawn from throughout the Spanish-speaking countries and Brazil, span from the early colonial period to the present. Editors Jennifer French and Gisela Heffes present work by canonical figures, including JosÉ MartÍ, BartolomÉ de las Casas, RubÉn DarÍo, and Alfonsina Storni, in the context of our current state of environmental crisis, prompting new interpretations of their celebrated writings. They also present contemporary work that illuminates the marginalized environmental cultures of women, indigenous, and Afro-Latin American populations. Each selection is introduced with a short essay on the author and the salience of their work; the selections are arranged into eight parts, each of which begins with an introductory essay that speaks to the political, economic and environmental history of the time and provides interpretative cues for the selections that follow.The editors also include a general introduction with a concise overview of the field of ecocriticism as it has developed since the 1990s. They argue that various strands of environmental thought - recognizable today as extractivism, eco-feminism, Amerindian ontologies, and so forth - can be traced back through the centuries to the earliest colonial period, when Europeans first described the Americas as an edenic 'New World' and appropriated the bodies of enslaved Indians and Africans to exploit its natural bounty.

IMHO, LOL, OIC, OMG. If you’ve recently graded middle school or high school writing, chances are you’ve read terms like these; or my favorite, “wtf - idk” which also happened to be an answer on a student’s quiz. As a middle school English teacher, I became more and more perplexed to see students using texting talk on their homework, and classroom writing assignments; not to mention answers on the writing portion of the state standardized test. My students were not differentiating appropriate writing contexts. The answers written on the unit test were written the same way that they invited their friends to hang @ *$ (Starbucks). How do we as educators and parents allow students to creatively express themselves, support them academically, and prepare them for a professional world built on written and verbal communication? Herein lies this text. Hopefully it will alleviate the concerns of those who are worried about the disintegration of the English language and help those ISO (in search of) strategies to support textspeaking learners.

IMHO, LOL, OIC, OMG. If you’ve recently graded middle school or high school writing, chances are you’ve read terms like these; or my favorite, “wtf - idk” which also happened to be an answer on a student’s quiz. As a middle school English teacher, I became more and more perplexed to see students using texting talk on their homework, and classroom writing assignments; not to mention answers on the writing portion of the state standardized test. My students were not differentiating appropriate writing contexts. The answers written on the unit test were written the same way that they invited their friends to hang @ *$ (Starbucks). How do we as educators and parents allow students to creatively express themselves, support them academically, and prepare them for a professional world built on written and verbal communication? Herein lies this text. Hopefully it will alleviate the concerns of those who are worried about the disintegration of the English language and help those ISO (in search of) strategies to support textspeaking learners.