Bakhtinian Perspectives on Language, Literacy, and Learning

Erscheinungsjahr 2004
ISBN: 978-0-521-53788-9
Verlag: Cambridge University Press

Buch, Englisch, 362 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 527 g

Reihe: Learning in Doing: Social, Cognitive and Computational Perspectives

This 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.

Autoren/Hrsg.

Ball, Arnetha F.

Freedman, Sarah Warshauer

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Kindergarten & Vorschule

Inhaltsverzeichnis

Part I. Ideologies in Dialogue: Theoretical Considerations: 1. Ideological becoming: Bahktinian concepts to guide the study of language, literacy and learning; 2. Dewey and Bakhtin in dialogue: from Rosenblatt to a pedagogy of literature as a social, aesthetic practice; 3. Intertextualities: Volosinov, Bakhtin, literacy theory, and literacy studies; 4. Voices in the dialogue: the teaching of academic language to minority second-language learners; Voices in dialogue; Part II. Voiced, Double Voiced, and Multi-voiced Discourses in our Schools: 5. Performance as the foundation for a secondary school of literacy program: a Bakhtinian perspective; 6. Double voiced discourse: African American vernacular English as resource in cultural modeling classrooms; 7. Narratives of rethinking: the inner dialogue of classroom discourse and student writing; 8. Authoring pedagogical change in secondary subject-area classrooms: ever newer ways of meaning; Voices in dialogue: multi-voiced discourses in ideological becoming; Part III. Heteroglossia in a Changing World: 9. New teachers for new times: the dialogical principle in teaching and learning electronically; 10. Is contradiction contrary?; 11. A Bakhtinian perspective on learning to read and write late in life; 12. New times and new literacies: themes for a changing world; Voices in dialogue: hybridity as literacy, literacy as hybridity; dialogic responses to a heteroglossic world; A closing thought: Bakhtinian perspective; 13. The process of ideological becoming.

Über Autor(innen)

Ball, Arnetha F.
Arnetha F. Ball is Associate Professor of Education at Stanford University. Her research interests focus on the oral and written literacies of culturally and linguistically diverse populations in the United States and South Africa. She has served on many boards and committees in her field and has published widely, with numerous book chapters and articles in journals that include Linguistics and Education, Applied Behavioral Science Review, Language Variation and Change, and Written Communication.

Freedman, Sarah Warshauer
Sarah Warshauer Freedman is Professor of Education at the University of California, Berkeley and was Director of the National Center for the Study of Writing and Literacy from 1985-1996. She is the author of Exchanging Writing, Exchanging Cultures: Lessons in School Reform from the United States and Great Britain [Harvard University Press], Response to Student Writing [National Council of Teachers of English] and the editor of The Acquisition of Written Language [Ablex]