Dialogic Literary Argumentation in High School Language Arts Classrooms A Social Perspective for Teaching, Learning, and Reading Literature Routledge Research in Literacy Education Series
Auteurs : Bloome David, Newell George, Hirvela Alan R, Lin Tzu-Jung
Written by leaders in the field of literacy and language arts Education, this volume defines Dialogic Literary Argumentation, outlines its key principles, and provides in-depth analysis of classroom social practices and teacher-student interactions to illustrate the possibilities of a social perspective for a new vision of teaching, reading and understanding literature.
Dialogic Literary Argumentation builds on the idea of arguing to learn to engage teachers and students in using literature to explore what it means to be human situated in the world at a particular time and place. Dialogic Literary Argumentation fosters deep and complex understandings of literature by engaging students in dialogical social practices that foster dialectical spaces, intertextuality, and an unpacking of taken-for-granted assumptions about rationality and personhood. Dialogic Literary Argumentation offers new ways to engage in argumentation aligned with new ways to read literature in the high school classroom.
Offering theory and analysis to shape the future use of literature in secondary classrooms, this text will be great interest to researchers, graduate and postgraduate students, academics and libraries in the fields of English and Language Arts Education, Teacher Education, Literacy Studies, Writing and Composition.
Acknowledgments
Members of the Ohio State University Argumentative Writing Project
Chapter 1 – Introduction to Dialogic Literary Argumentation
Chapter 2 – Toward a Model of Dialogic Literary Argumentation
Chapter 3 – Constructing Dialogue and Dialectics in the Teaching, Learning and Reading of Literature
Chapter 4 – Constructing Multiple Perspectives in the Teaching, Learning and Reading of Literature
Chapter 5 – Constructing Intertextuality and Indexicality in the Teaching, Learning and Reading of Literature
Chapter 6 – Constructing Personhood in the Teaching, Learning and Reading of Literature
Chapter 7 -– Final Comments
References
Index
David Bloome is EHE Distinguished Professor of Teaching and Learning at The Ohio State University, USA.
George E. Newell is Professor of English Education at The Ohio State University, USA.
Alan Hirvela is Professor of Teaching and Learning at The Ohio State University, USA.
Tzu-Jung Lin is Associate Professor of Educational Psychology in the Department of Educational Studies at The Ohio State University, USA.
Date de parution : 12-2021
15.2x22.9 cm
Disponible chez l'éditeur (délai d'approvisionnement : 14 jours).
Prix indicatif 48,88 €
Ajouter au panierDate de parution : 09-2019
15.2x22.9 cm
Thème de Dialogic Literary Argumentation in High School Language... :
Mots-clés :
High School English Language Arts; School English Language Arts; Dialogic Literary Argumentation; English Language Arts Classrooms; George E; Newell; LCD Projection; David Bloome; School English Language Arts Classrooms; Alan Hirvela; Instructional Conversation; Tzu-Jung Lin; Dialectical Space; English Education; English Language Arts; Language Arts Education; Argumentative Writing; Secondary Education; Student Engagement; composition & writing; Atticus Finch; argumentation as learning; Things Fall; literary texts; Graphic Organizer; Small Peer Group; English Language Arts Educators; teacher–student interactions; LCD; dialogic social practices; Hotel Rwanda; classroom social practices; Indian Camp; Decontextualized Rationality; Human Rights Watch International; Developing Learning Practices; Chinua Achebe’s Things Fall; Christian Children’s Fund; Forgiveness Narratives; Literary Knowledge Teachers