Bakhtinian Perspectives on Language, Literacy, and Learning

This 2004 book represents a multidisciplinary collaboration that highlights Mikhail Bakhtin's theories and modern scholarship.

Arnetha F. Ball (Edited by), Sarah Warshauer Freedman (Edited by)

9780521537889, Cambridge University Press

Paperback, published 23 August 2004

364 pages, 16 b/w illus. 14 tables
22.7 x 15.2 x 2 cm, 0.5 kg

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.

Part I. Ideologies in Dialogue: Theoretical Considerations: 1. Ideological becoming: Bahktinian concepts to guide the study of language, literacy and learning Sarah Warshauer Freedman and Arnetha F. Ball
2. Dewey and Bakhtin in dialogue: from Rosenblatt to a pedagogy of literature as a social, aesthetic practice Mark Dressman
3. Intertextualities: Volosinov, Bakhtin, literacy theory, and literacy studies Charles Bazerman
4. Voices in the dialogue: the teaching of academic language to minority second-language learners Guadalupe Valdes
Voices in dialogue - dialoguing about dialogism: form and content in a Bahktinian dialogue Allison Weiss Brettschneider
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 Eileen Landay
6. Double voiced discourse: African American vernacular English as resource in cultural modeling classrooms Carol D. Lee
7. Narratives of rethinking: the inner dialogue of classroom discourse and student writing Christian Knoeller
8. Authoring pedagogical change in secondary subject-area classrooms: ever newer ways of meaning Cynthia Greenleaf and Mira-Lisa Katz
Voices in dialogue: multi-voiced discourses in ideological becoming Verda Delp
Part III. Heteroglossia in a Changing World: 9. New teachers for new times: the dialogical principle in teaching and learning electronically Jabari Mahiri
10. Is contradiction contrary? Melanie Sperling
11. A Bakhtinian perspective on learning to read and write late in life Judy Kalman
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 James Paul Gee
Voices in dialogue: hybridity as literacy, literacy as hybridity: dialogic responses to a heteroglossic world Alice A. Milano
Part IV. A Closing Thought on Bakhtinian Perspectives: 13. The process of ideological becoming Gary Saul Morson
Author index
Subject index.

Subject Areas: Educational psychology [JNC], Linguistics [CF]