Bakhtinian Perspectives on Language, Literacy, and Learning

doi:10.1017/CBO9780511755002

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Edited by Arnetha F. Ball, Stanford University, California, Sarah Warshauer Freedman, University of California, Berkeley

Publisher:: Cambridge University Press
Online publication date:: May 2010
Print publication year:: 2004
Online ISBN:: 9780511755002
DOI:: https://doi.org/10.1017/CBO9780511755002

Series:: Learning in Doing: Social, Cognitive and Computational Perspectives
Subjects:: Developmental Psychology, Psychology, Educational Psychology

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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.

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Bakhtinian Perspectives on Language, Literacy, and Learning

This Book has been cited by the following publications. This list is generated based on data provided by Crossref.

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Contents

Frontmatter
pp i-vi

Contents
pp vii-viii

List of Contributors
pp ix-x

Acknowledgments
pp xi-xii

PART I - IDEOLOGIES IN DIALOGUE: THEORETICAL CONSIDERATIONS
pp 1-2

1 - Ideological Becoming: Bakhtinian Concepts to Guide the Study of Language, Literacy, and Learning
pp 3-33

2 - Dewey and Bakhtin in Dialogue: From Rosenblatt to a Pedagogy of Literature as Social, Aesthetic Practice
pp 34-52

3 - Intertextualities: Volosinov, Bakhtin, Literary Theory, and Literacy Studies
pp 53-65

4 - The Teaching of Academic Language to Minority Second Language Learners
pp 66-98

Voices in Dialogue – Dialoguing About Dialogism: Form and Content in a Bakhtinian Dialogue
pp 99-104

PART II - VOICED, DOUBLE VOICED, AND MULTIVOICED DISCOURSES IN OUR SCHOOLS
pp 105-106

5 - Performance as the Foundation for a Secondary School Literacy Program: A Bakhtinian Perspective
pp 107-128

6 - Double Voiced Discourse: African American Vernacular English as Resource in Cultural Modeling Classrooms
pp 129-147

7 - Narratives of Rethinking: The Inner Dialogue of Classroom Discourse and Student Writing
pp 148-171

8 - Ever Newer Ways to Mean: Authoring Pedagogical Change in Secondary Subject-Area Classrooms
pp 172-202

Voices in Dialogue – Multivoiced Discourses in Ideological Becoming
pp 203-210

PART III - HETEROGLOSSIA IN A CHANGING WORLD
pp 211-212

9 - New Teachers for New Times: The Dialogical Principle in Teaching and Learning Electronically
pp 213-231

10 - Is Contradiction Contrary?
pp 232-251

11 - A Bakhtinian Perspective on Learning to Read and Write Late in Life
pp 252-278

12 - New Times and New Literacies: Themes for a Changing World
pp 279-306

Voices in Dialogue – Hybridity as Literacy, Literacy as Hybridity: Dialogic Responses to a Heteroglossic World
pp 307-314

PART IV - A CLOSING THOUGHT ON BAKHTINIAN PERSPECTIVES
pp 315-316

13 - The Process of Ideological Becoming
pp 317-332

Author Index
pp 333-338

Subject Index
pp 339-349

Titles in the series
pp 350-350

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Bakhtinian Perspectives on Language, Literacy, and Learning

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