Bakhtinian Perspectives on Language, Literacy, and Learning (Learning in Doing: Social, Cognitive and Computational Perspectives)

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9780521537889: Bakhtinian Perspectives on Language, Literacy, and Learning (Learning in Doing: Social, Cognitive and Computational Perspectives)
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Contributed by authors who write from various disciplinary perspectives, the essays in this book clarify the learning theories of Mikhail Bakhtin and address the application of his concepts to contemporary issues. In addition, the authors are joined by other scholars in a Bakhtinian dialogue. Together, they address questions that readers may have about Bakhtinian theory and its application to everyday teaching practices.

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This book attempts to clarify the theories of Mikhail Bakhtin and discusses the application of these concepts to the new times in which we live. 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 authors who write from various disciplinary perspectives. In addition, other voices enter into a Bakhtinian dialogue with these authors about their ideas. Together, they address questions that readers may have about Bakhtinian theory and its application to the every day practices of teachers.

About the Author:

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.

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9780521831055: Bakhtinian Perspectives on Language, Literacy, and Learning (Learning in Doing: Social, Cognitive and Computational Perspectives)

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ISBN 10:  0521831059 ISBN 13:  9780521831055
Publisher: Cambridge University Press, 2004
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Ball, Arnetha F. (Editor)/ Freedman, Sarah Warshauer (Editor)
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Arnetha F. Ball and Sarah Warshauer Freedman
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Book Description Cambridge University Press, Cambridge, UK, 2004. Paperback. Condition: New. First Edition. 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. ?Chapter are written by Bakhtinian scholar Gary Saul Morson as well as other scholars well known in the fields of English, education and linguistics ?This book shows how Bakhtinian theory can be used to guide research and practice in the field of language and literacy studies ?The goal of the volume is to push the boundaries of current thinking on Bakhtinian theory Contents 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. Printed Pages: 362 with 16 line diagrams and 14 tables. Size: 228 x 152 Mm. Seller Inventory # 012833

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Arnetha F. Ball and Sarah Warshauer Freedman
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Book Description Cambridge University Press, Cambridge, UK, 2004. Paperback. Condition: New. First Edition. 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. • Chapter are written by Bakhtinian scholar Gary Saul Morson as well as other scholars well known in the fields of English, education and linguistics • This book shows how Bakhtinian theory can be used to guide research and practice in the field of language and literacy studies • The goal of the volume is to push the boundaries of current thinking on Bakhtinian theory Contents 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. Printed Pages: 362 with 16 line diagrams and 14 tables. Size: 228 x 152 Mm. Seller Inventory # 012833

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Book Description CAMBRIDGE UNIVERSITY PRESS, United Kingdom, 2004. Paperback. Condition: New. New. Language: English. Brand new Book. 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. Seller Inventory # AAV9780521537889

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