Bakhtinian Perspectives on Language, Literacy, and LearningArnetha F. Ball, Sarah Warshauer Freedman Cambridge University Press, 23 août 2004 - 349 pages This 2004 book represents a multidisciplinary collaboration that highlights the significance of Mikhail Bakhtin's theories to modern scholarship in the field of language and literacy. Book chapters examine such important questions as: What resources do students bring from their home/community environments that help them become literate in school? What knowledge do teachers need in order to meet the literacy needs of varied students? How can teacher educators and professional development programs better understand teachers' needs and help them to become better prepared to teach diverse literacy learners? What challenges lie ahead for literacy learners in the coming century? Chapters are contributed by scholars who write from varied disciplinary perspectives. In addition, other scholarly voices enter into a Bakhtinian dialogue with these scholars about their ideas. These 'other voices' help our readers push the boundaries of current thinking on Bakhtinian theory and make this book a model of heteroglossia and dialogic intertexuality. |
Table des matières
Ideological Becoming Bakhtinian Concepts to Guide the Study of Language Literacy and Learning | 3 |
Dewey and Bakhtin in Dialogue From Rosenblatt to a Pedagogy of Literature as Social Aesthetic Practice | 34 |
Intertextualities Volosinov Bakhtin Literary Theory and Literacy Studies | 53 |
The Teaching of Academic Language to Minority Second Language Learners | 66 |
Voices in Dialogue Dialoguing About Dialogism Form and Content in a Bakhtinian Dialogue | 99 |
VOICED DOUBLE VOICED AND MULTIVOICED DISCOURSES IN OUR SCHOOLS | 105 |
Performance as the Foundation for a Secondary School Literacy Program A Bakhtinian Perspective | 107 |
Double Voiced Discourse African American Vernacular English as Resource in Cultural Modeling Classrooms | 129 |
HETEROGLOSSIA IN A CHANGING WORLD | 211 |
New Teachers for New Times The Dialogical Principle in Teaching and Learning Electronically | 213 |
Is Contradiction Contrary? | 232 |
A Bakhtinian Perspective on Learning to Read and Write Late in Life | 252 |
New Times and New Literacies Themes for a Changing World | 279 |
Hybridity as Literacy Literacy as Hybridity Dialog1c Responses to a Heteroglossic World | 307 |
A CLOSING THOUGHT ON BAKHTINIAN PERSPECTIVES | 315 |
The Process of Ideological Becoming Gary Saul Morson | 317 |
Narratives of Rethinking The Inner Dialogue of Classroom Discourse and Student Writing | 148 |
Ever Newer Ways to Mean Authoring Pedagogical Change in Secondary SubjectArea Classrooms | 172 |
Multivoiced Discourses in Ideological Becoming | 203 |
Expressions et termes fréquents
academic language activities aesthetic African American argue assessment authoritative discourse Bakhtin Bakhtinian Barney & Friends Bazerman believe bilingual Blue's Clues Cambridge Carla Carmen chapter classroom cognitive community of practice concept consciousness context critical cultural Dewey dialogue discourse communities discussion diverse engage English Epazote example experience Freedman genres Gudelia heteroglossia Holquist Hutu hybrid ideas identity ideological becoming individual interactions internally persuasive discourses interpretation intertextuality interviews issues Kalman Kinyarwanda linguistic literacy literate literature Malcolm X meaning Mikhail Bakhtin Millennials Mixquic multiple narratives of rethinking novel Nyala participate pedagogy perspectives questions readers reading and writing reflect response role Rosenblatt Rwanda second language sense Sesame Street speak talk teaching and learning TESOL texts textual theory tion Tutsi understanding University Press utterances voices words written language York
Références à ce livre
Social Linguistics and Literacies: Ideology in Discourses James Paul Gee Aucun aperçu disponible - 2008 |