Bakhtinian perspectives on language, literacy, and learning / / edited by Arnetha F. Ball, Sarah Warshauer Freedman [[electronic resource]]

• Record Nr.: UNINA9910784316903321
• Pubbl/distr/stampa: Cambridge : , : Cambridge University Press, , 2004
• ISBN: 1-107-14839-1; 1-280-54094-X; 0-511-21534-7; 0-511-21713-7; 0-511-21176-7; 0-511-31575-9; 0-511-75500-7; 0-511-21353-0
• Descrizione fisica: 1 online resource (xi, 349 pages) : digital, PDF file(s)
• Collana: Learning in doing : social, cognitive and computational perspectives
• Disciplina: 302.2/244
• Soggetti: Literacy - Social aspects; Language and education; Critical pedagogy
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Title from publisher's bibliographic system (viewed on 05 Oct 2015).
• Nota di bibliografia: Includes bibliographical references and indexes.
• Nota di contenuto: Cover; Half-title; Series-title; Dedication; Title; Copyright; Contents; Contributors; Acknowledgments; PART I IDEOLOGIES IN DIALOGUE; 1 Ideological Becoming; 2 Dewey and Bakhtin in Dialogue; 3 Intertextualities; 4 The Teaching of Academic Language to Minority Second Language Learners; Voices in Dialogue; PART II VOICED, DOUBLE VOICED, AND MULTIVOICED DISCOURSES IN OUR SCHOOLS; 5 Performance as the Foundation for a Secondary School Literacy Program; 6 Double Voiced Discourse; 7 Narratives of Rethinking; 8 Ever Newer Ways to Mean; Voices in Dialogue; PART III HETEROGLOSSIA IN A CHANGING WORLD; 9 New Teachers for New Times 10 Is Contradiction Contrary?; 11 A Bakhtinian Perspective on Learning to Read and Write Late in Life; 12 New Times and New Literacies; Voices in Dialogue; PART IV A CLOSING THOUGHT ON BAKHTINIAN PERSPECTIVES; 13 The Process of ; Ideological Becoming; Author Index; Subject Index
• Sommario/riassunto: 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.