EBOOK: Classroom Interactions in Literacy

Front Cover
McGraw-Hill Education (UK), 2003 M11 16 - 232 pages
This book examines some of the complexities and debates about language, literacy and learning, challenging current assumptions about shared understanding of pedagogical principles. It foregrounds social and cultural issues and the nature of interaction between children and teachers; children and children; children and texts of all kinds; and the significance of wider interactions within the teaching profession.

The contributors revitalise debate about the nature of professional knowledge, provide insights into the detail of classroom discourse and teacher interventions and examine the transformative possibilities of literacy. They argue for a more open and expansive agenda informed by an analytically constructive view of pedagogy and challenge the profession to move from restrictive certainties to the potent possibilities of development through uncertainty and risk.

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Contents

Introduction
1
PART 1 Revisiting the Web of Meaning
5
PART 2 The Detail of Classroom Discourse
21
PART 3 Professional Knowledge and Understanding
49
PART 4 Childrens Knowledge and Teachers Interventions
75
PART 5 The Play of Ideas
103
PART 6 New Texts and Textual Dimensions
127
PART 7 The Social Construction of Literacy
155
References
193
Author Index
209
Subject Index
212
Back cover
216
Copyright

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Page 79 - The child's task is to construct the system of meanings that represents his own model of social reality. This process takes place inside his own head; it is a cognitive process. But it takes place in contexts of social interaction, and there is no way it can take place except in these contexts. As well as being a cognitive process, the learning of the mother tongue is also an interactive process. It takes the form of the continued exchange of meanings between the self and others. The act of meaning...
Page 10 - The sources of two of these we have already discussed: (i) the independent and abstract noun which describes a general process of intellectual, spiritual and aesthetic development, from C18; (ii) the independent noun, whether used generally or specifically, which indicates a particular way of life, whether of a people, a period, a group, or humanity in general, from Herder and Klemm.
Page 158 - ... but because we have come once more to appreciate that through such social life, the child acquires a framework for interpreting experience, and learning how to negotiate meaning in a manner congruent with the requirements of the culture.
Page 7 - ... of nature makes them seem comparatively simple. It has been central, over a very long period, to many different kinds of thought. Moreover it has some quite radical difficulties at the very first stages of its expression : difficulties which seem to me to persist. Some people, when they see a word, think the first thing to do is to define it. Dictionaries are produced, and, with a show of authority no less confident because it is usually so limited in place and time, what is called a proper meaning...
Page 17 - What pedagogy addresses is the process of production and exchange in this cycle. the transformation of consciousness that takes place in the interaction of three agencies - the teacher. the learner. and the knowledge they produce together.
Page 16 - Regardless of whether new media objects present themselves as linear narratives, interactive narratives, databases, or something else, underneath, on the level of material organization, they are all databases.
Page 14 - Knowledge is not produced in the intentions of those who believe they hold it, whether in the pen or in the voice. It is produced in the process of interaction, between writer and reader at the moment of reading, and between teacher and learner at the moment of classroom engagement. Knowledge is not the matter that is offered so much as the matter that is understood.
Page 17 - How one teaches is therefore of central interest but, through the prism of pedagogy, it becomes inseparable from what is being taught and, crucially, how one learns.
Page 8 - It is, rather, the record of an inquiry into a vocabulary: a shared body of words and meanings in our most general discussions, in English, of the practices and institutions which we group as culture and society.

About the author (2003)

Eve Bearne divides her time at the University of Cambridge Faculty of Education between research and teaching. Her current research interests are children's production of multimodal texts and gender, language and literacy. She has edited and written a number of books about language and literacy and about children's literature. She is currently President of the United Kingdom Literacy Association.

Henrietta Dombey started to learn about literacy teaching and learning during her years as a primary school teacher in schools in Inner London, where she pioneered teaching reading without a reading scheme. She developed her interest in the interactions between the children, the texts and the teacher while carrying out the fieldwork in a nursery class for her PhD on young children's experience of hearing stories aloud. She is currently investigating the patterns of interaction during whole class parts of the Literacy Hour, in classrooms of highly successful teachers of literacy. During the introduction of the National Curriculum she chaired the National Association for the Teaching of English. She was also President of the UKRA form 2002 to 2003.

Teresa Grainger is a Reader in Education at Canterbury Christ Church University College where she co-ordinates the MA in Language and Literacy, the PGCE English programme, facilitates a Pedagogy Study Group for staff and undertakes research and consultancy. She was President of the United Kingdom Reading Association in 2001-2 and is the editor of the UKRA journal 'Reading Literacy and Language.' Teresa has published widely on literacy and the language arts, on drama, storytelling, literature and poetry and most recently has edited a Routledge/Falmer Reader on Language and Literacy. Her current research projects include: investigating children's voice, verve and creativity in writing; exploring the relationship between drama and writing; and examining the nature of creative teaching and learning, the links between the development of spirituality and literacy and the teacher as a creative artist in the language classroom.

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