Bakhtinian Perspectives on Language, Literacy, and Learning

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Arnetha F. Ball, Sarah Warshauer Freedman
Cambridge University Press, Aug 23, 2004 - Education - 349 pages
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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.
 

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Contents

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

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About the author (2004)

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.

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 1985-96. She is the author of Exchanging Writing, Exchanging Cultures: Lessons in School Reform from the United States and Great Britain, Response to Student Writing and the editor of The Acquisition of Written Language.