Applying a languaging perspective, this volume frames the teaching and learning of literacy, literature, language, and the language arts as social and linguistic actions that generates new questions to make visible social, cultural, psychological, linguistic, and educational processes.
Applying a languaging perspective, this volume frames the teaching and learning of literacy, literature, language, and the language arts as social and linguistic actions that generates new questions to make visible social, cultural, psychological, linguistic, and educational processes.
Richard Beach is Professor Emeritus of English Education at the University of Minnesota, Twin Cities, USA. David Bloome is College of Education and Human Ecology Distinguished Professor of Teaching and Learning, and Director of the Center for Video Ethnography and Discourse Analysis at the College of Education and Human Ecology, The Ohio State University, USA. Our appreciation to Mindi Rhoades, The Ohio State University, for creating the cover art for this book.
Inhaltsangabe
1. Introduction: Languaging Relations for Transforming the Teaching of Literacy and the Language Arts Section 1: Languaging Relations and the Interactions of Teachers and Students 2. Reconceptualizing Classroom Life as Relational-Key 3. Portraying and Enacting Trust in Writing in a High School Classroom 4. Languaging, Race, and (Dis)ability: Discerning Structure and Agency in Classroom Interaction Section 2: Recontextualizing Language Learning in the Classroom from a Languaging Perspectives 5. Languaging and Languagised Learning 6. Languaging the Rhetorical Tradition: Pedagogical CHAT in Middle School and College 7. Languaging the Teaching and Learning of Argumentative Writing in an 11th Grade International Baccalaureate Classroom Section 3: Languaging Relations and the Interactions of Readers/Audiences and Text 8. Participatory Sense-Making in Narrative Experience 9. Comprehending as Relational, Dialogic, and Imaginative Activity Section 4: Languaging Relations and Locating Teaching and Learning in the Complex Dynamics of Power Relations 10. Theorizing and Languaging Blackness: Using the African Philosophy of Ubuntu and the Concept of Sawubona 11. Mobilizing and Languaging Emotion for Critical Media Literacy 12. Languaging Personhood in Classroom Conversation
1. Introduction: Languaging Relations for Transforming the Teaching of Literacy and the Language Arts Section 1: Languaging Relations and the Interactions of Teachers and Students 2. Reconceptualizing Classroom Life as Relational-Key 3. Portraying and Enacting Trust in Writing in a High School Classroom 4. Languaging, Race, and (Dis)ability: Discerning Structure and Agency in Classroom Interaction Section 2: Recontextualizing Language Learning in the Classroom from a Languaging Perspectives 5. Languaging and Languagised Learning 6. Languaging the Rhetorical Tradition: Pedagogical CHAT in Middle School and College 7. Languaging the Teaching and Learning of Argumentative Writing in an 11th Grade International Baccalaureate Classroom Section 3: Languaging Relations and the Interactions of Readers/Audiences and Text 8. Participatory Sense-Making in Narrative Experience 9. Comprehending as Relational, Dialogic, and Imaginative Activity Section 4: Languaging Relations and Locating Teaching and Learning in the Complex Dynamics of Power Relations 10. Theorizing and Languaging Blackness: Using the African Philosophy of Ubuntu and the Concept of Sawubona 11. Mobilizing and Languaging Emotion for Critical Media Literacy 12. Languaging Personhood in Classroom Conversation
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