Description |
1 online resource (210 pages) |
Contents |
Cover; Half Title; Title Page; Copyright Page; Table of Contents; Acknowledgments; 1. Introduction: Language as Action in the ELA Classroom; Adopting a Languaging Perspective: Using Language as Actions; Using Languaging to Build Relations with Others; Using Languaging Actions to Enact Relations in the Classroom; What Does It Mean to Adopt a Languaging Perspective in ELA Classes?; Teacher Voice: Fawn Canady: Languaging as Actions; Using Languaging to Create Supportive Classrooms; Construction of "In-between" Meanings through Languaging |
|
Framing "in-between" Meanings of Languaging Actions in Specific EventsFraming Based on Status/Power Relations; Activity: Reflection on Use of Languaging in Different Events/ Contexts; Activity: Having Students Reflect on Enacting In-between Meanings; Creating Caring, Trusting Relations; Caring for Students as a Languaging Action; Using "Languaging Thinking" as "Meta-commentary"; The Relevance of Languaging and Relations for Teaching English Language Arts; Summary of the Chapter; Summary of the Book Chapters; References; 2. Languaging Actions to Enact Social Relations in Social Worlds |
|
Students' Learning Norms Constituting Languaging in Social WorldsLanguaging Relations in Peer-Group Social Worlds; Activity: Writing about Languaging Enacting Relations in PeerGroup Worlds; Enacting Relations through Languaging in School Worlds; Use of Categories or Labels as Languaging to Enact Relations; Activity: Identifying and Critiquing Use of Categories or Labels; Enacting Relational Ways of Being through Discourses Constituting Social Worlds; Discourses of Shaping Languaging Actions; Activity: Reflecting on Voicing Discourses |
|
The Fluidity of Language: Moving Beyond Code-Based LimitationsGetting to Know Your Students' Languaging Experiences; References; 3. Enacting Emotions and Embodied Actions as Languaging; Emotions as Languaging Actions; How Emotions Shape Perceptions of Others; Applying Previous Emotions to Social Interactions; Activity: Self-reflection: How Your Emotions Enact Relations with Others; Activity: Writing about Emotions; Rules/Norms Constituting Expression of Emotions in Classrooms; Activity: Portraying Emotions through Narratives; Activity: Analyzing How Use of Words Express Emotions |
|
Use of Voicing as Languaging to Enact RelationsEmotions and "Social Agency"; Teacher Voice: Shelly Mann: Creating Social Agency; Languaging as Embodied Actions; Embodied Actions and Voice; Activity: Reflecting on Embodied Actions to Enact Relations; Activity: Reflecting on Your Embodied Actions as a Teacher; Activity: Emotions/Embodied Actions Enacted through Gender, Race, and Class Differences; Summary; References; 4. Relational Framing of Classroom Spaces and Time; Dominant Framing of Instruction Based on Models of Schooling and Language |
Summary |
This book explores English language arts instruction from the perspective of language as "social actions" that students and teachers enact with and toward one another to create supportive, trusting relations between students and teachers, and among students as peers. Departing from a code-based view of language as a set of systems or structures, the perspective of languaging as social actions takes up language as emotive, embodied, and inseparable from the intellectual life of the classroom. Through extensive classroom examples, the book demonstrates how elementary and secondary ELA teachers can apply a languaging perspective. Beach and Beauchemin employ pedagogical cases and activities to illustrate how to enhance students' engagement in open-ended discussions, responses to literature, writing for audiences, drama activities, and online interactions. The authors also offer methods for fostering students' self-reflection to improve their sense of agency associated with enhancing relations in face-to-face, rhetorical, and online contexts |
Notes |
Relational Framing of Events: Expecting the Unexpected |
|
Richard Beach is Professor Emeritus of English Education at the University of Minnesota, Twin Cities, USA. Faythe Beauchemin is Assistant Professor of Childhood Education, University of Arkansas, USA |
|
Print version record |
Subject |
Language arts (Secondary)
|
|
English language -- Study and teaching (Secondary)
|
|
Interaction analysis in education.
|
|
Teacher-student relationships.
|
|
EDUCATION -- General.
|
|
LANGUAGE ARTS & DISCIPLINES -- Literacy.
|
|
English language -- Study and teaching (Secondary)
|
|
Interaction analysis in education
|
|
Language arts (Secondary)
|
|
Teacher-student relationships
|
Form |
Electronic book
|
Author |
Beauchemin, Faythe, author.
|
ISBN |
9781000000115 |
|
1000000117 |
|
9780429398537 |
|
0429398530 |
|
9781000013474 |
|
1000013472 |
|
9781000006940 |
|
1000006948 |
|