Dialogic Literary Argumentation in High School Language Arts Classrooms: A Social Perspective for Teaching, Learning, and Reading Literature (Routledge Research in Literacy Education)

Bloome, David; Newell, George; Hirvela, Alan R; Lin, Tzu-Jung

ISBN 10: 1138354643 ISBN 13: 9781138354647

Verlag: Routledge, 2019

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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.

�ber die Autorin bzw. den Autor:

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.

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Titel: Dialogic Literary Argumentation in High ...
Verlag: Routledge
Erscheinungsdatum: 2019
Einband: Hardcover
Zustand: New

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Dialogic Literary Argumentation in High School Language Arts Classrooms : A Social Perspective for Teaching, Learning, and Reading Literature

David (The Ohio State University, USA) Bloome, George Newell, Alan R Hirvela, Tzu-Jung Lin

Verlag: Taylor & Francis Ltd, 2019

ISBN 10: 1138354643 ISBN 13: 9781138354647

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Zustand: Hervorragend. Zustand: Hervorragend | Sprache: Englisch | Produktart: B�cher | 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. Artikel-Nr. 35650859/1

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Dialogic Literary Argumentation in High School Language Arts Classrooms : A Social Perspective for Teaching, Learning, and Reading Literature

David (The Ohio State University, USA) Bloome, George Newell, Alan R Hirvela, Tzu-Jung Lin

Verlag: Taylor & Francis Ltd, 2019

ISBN 10: 1138354643 ISBN 13: 9781138354647

Gebraucht Hardcover

Anbieter: Buchpark, Trebbin, Deutschland

Verk�uferbewertung 5 von 5 Sternen

Zustand: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: B�cher | 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. Artikel-Nr. 35650859/2

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