EBOOK: Classroom Interactions in LiteracyThis 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
| 1 | |
| 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 |
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Classroom Interactions In Literacy Bearne, Eve,Dombey, Henrietta,Grainger, Teresa Limited preview - 2003 |
Common terms and phrases
able achieve action activity answers appeared argues become challenge chapter child classroom complex concerned connections consider construction context contribute create critical critical pedagogy cultural curriculum described discussion drama draw effective elements engaged English example experience explore focus give going ideas identified important individual interaction interest interpretations involved kind knowledge language learners learning lesson literacy lives look meaning move nature observed participation particular pedagogy play possible practices primary production pupils questions readers reading recognized reference reflection relation relationship represents response Rhonda role sense shared skills social story strategies structure student teachers suggest talk task teaching things thinking tion turn understanding values whole writing written young
Popular passages
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.
Bibliographic information
| Title | EBOOK: Classroom Interactions in Literacy UK Higher Education OUP Humanities & Social Sciences Education OUP |
| Authors | Eve Bearne, Henrietta Dombey, Teresa Grainger |
| Publisher | McGraw-Hill Education (UK), 2003 |
| ISBN | 0335224172, 9780335224173 |
| Length | 232 pages |
| Export Citation | BiBTeX EndNote RefMan |