Applying a languaging perspective, this volume frames the teaching and learning of literacy, literature, language, and the language arts as social and linguistic actions that generate new questions to make visible social, cultural, psychological, linguistic, and educational processes. Chapter authors explore diverse aspects of a languaging framework, the perspective of language as a series of ongoing and evolving interactional social actions and processes over time. Based on their research, the authors suggest directions for addressing substantive engagement as well as the marginalization, superficiality, and violence (symbolic and otherwise) that characterize the educational experience of so many students. Responding to the need to foster and support students' intellectual, social, and affective worlds, this book showcases how languaging relations among teachers and students can deepen interactions and engagement with texts; enhance understandings of agency, personhood, and power relations in order to transform literacy, literature, and language arts classrooms; and improve the lives of teachers and students in educational settings.
"Richard Beach and David Bloome have provided a vital stage for dialoguing about the possibilities and complexities of languaging, one that urges the entire field of language and literacy education to not only deeply consider the arguments contained within, but also to actively explore these ideas in our teaching and research." - Bob Fecho, Teachers College, Columbia University. "Bringing together top scholars in the field, Languaging Relations for Transforming the Literacy and Language Arts Classroom signals a paradigm shift in the field. The authors address some of the most urgent topics in education through compelling examples from a range of instructional contexts. This volume underscores how teachers might work in solidarity with students to combat inequity and reimagine their social worlds through everyday relational practices." - Gerald Campano, University of Pennsylvania
Über den Autor Richard (Hrsg.) Beach
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Richard Beach is the Professor Emeritus at the University of Minnesota, USA. He is the author of numerous books, including Teaching Climate Change to Adolescents: Reading, Writing, and Making a Difference; Teaching Literature to Adolescents, 4th Edition, Teaching Language as Action, Languaging Relations for Transforming Literacy and the Language Arts Classroom, and Teaching to Exceed the English Language Arts Common Core State Standards, 3rd Edition. Blaine E. Smith is an Associate Professor of the Practice in the Department of Teaching and Learning at Vanderbilt University, USA. Her scholarship is focused on multilingual adolescents' digital literacies and developing strategies for supporting teachers' integration of technology in diverse classrooms.
