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Now in its fourth edition, this popular textbook introduces
prospective and practicing English teachers to current methods of
teaching literature in middle and high school classrooms. This new
edition broadens its focus to cover important topics such as
critical race theory; perspectives on teaching fiction, nonfiction,
and drama; the integration of digital literacy; and teacher
research for ongoing learning and professional development. It
underscores the value of providing students with a range of
different critical approaches and tools for interpreting texts. It
also addresses the need to organize literature instruction around
topics and issues of interest to today's adolescents. By using
authentic dilemmas and contemporary issues, the authors encourage
preservice English teachers and their instructors to raise and
explore inquiry-based questions that center on the teaching of a
variety of literary texts, both classic and contemporary,
traditional and digital. New to the Fourth Edition: Expanded
attention to digital tools, multimodal learning, and teaching
online New examples of teaching contemporary texts Expanded
discussion and illustration of formative assessment Revised
response activities for incorporating young adult literature into
the literature curriculum Real-world examples of student work to
illustrate how students respond to the suggested strategies
Extended focus on infusing multicultural and diverse literature in
the classroom Each chapter is organized around specific questions
that preservice teachers consistently raise as they prepare to
become English language arts teachers. The authors model critical
inquiry throughout the text by offering authentic case narratives
that raise important considerations of both theory and practice. A
companion website, a favorite of English education instructors,
http://teachingliterature.pbworks.com, provides resources and
enrichment activities, inviting teachers to consider important
issues in the context of their current or future classrooms.
• Concretely addresses what happens when new teachers try to
enact inquiry-based and dialogical pedagogy within standardized
schools • Provides realistic access and insight into the
professional lives of novice teachers in ways that invite
preservice and other novice teachers to reflect on the complexities
of classroom engagement • Unpacks tension between the
standardization of education and the advocates for pedagogy that
supports individual inquiries and dialogues within literacy
classrooms • Demonstrates methods for prospective and novice ELA
and English teachers to “wobble,” or enact inquiry-based or
dialogic pedagogy in the context of structured and inflexible
schooling systems.
Drawing on Dialogical Self Theory, this book presents a new
framework for social and cultural identity construction in the
literacy classroom, offering possibilities for how teachers might
adjust their pedagogy to better support the range of cultural
stances present in all classrooms. In the complex
multicultural/multiethnic/multilingual contexts of learning in and
out of school spaces today, students and teachers are constantly
dialoguing across cultures, both internally and externally, and
these cultures are in dialogue with each other. The authors unpack
some of the complexity of culture and identity, what people do with
culture and identity, and how people navigate multiple cultures and
identities. Readers are invited to re-examine how they view
different cultures and the roles these play in their lives, and to
dialogue with the authors about cultures, learning, literacy,
identity, and agency.
Now in its fourth edition, this popular textbook introduces
prospective and practicing English teachers to current methods of
teaching literature in middle and high school classrooms. This new
edition broadens its focus to cover important topics such as
critical race theory; perspectives on teaching fiction, nonfiction,
and drama; the integration of digital literacy; and teacher
research for ongoing learning and professional development. It
underscores the value of providing students with a range of
different critical approaches and tools for interpreting texts. It
also addresses the need to organize literature instruction around
topics and issues of interest to today's adolescents. By using
authentic dilemmas and contemporary issues, the authors encourage
preservice English teachers and their instructors to raise and
explore inquiry-based questions that center on the teaching of a
variety of literary texts, both classic and contemporary,
traditional and digital. New to the Fourth Edition: Expanded
attention to digital tools, multimodal learning, and teaching
online New examples of teaching contemporary texts Expanded
discussion and illustration of formative assessment Revised
response activities for incorporating young adult literature into
the literature curriculum Real-world examples of student work to
illustrate how students respond to the suggested strategies
Extended focus on infusing multicultural and diverse literature in
the classroom Each chapter is organized around specific questions
that preservice teachers consistently raise as they prepare to
become English language arts teachers. The authors model critical
inquiry throughout the text by offering authentic case narratives
that raise important considerations of both theory and practice. A
companion website, a favorite of English education instructors,
http://teachingliterature.pbworks.com, provides resources and
enrichment activities, inviting teachers to consider important
issues in the context of their current or future classrooms.
* Concretely addresses what happens when new teachers try to enact
inquiry-based and dialogical pedagogy within standardized schools *
Provides realistic access and insight into the professional lives
of novice teachers in ways that invite preservice and other novice
teachers to reflect on the complexities of classroom engagement *
Unpacks tension between the standardization of education and the
advocates for pedagogy that supports individual inquiries and
dialogues within literacy classrooms * Demonstrates methods for
prospective and novice ELA and English teachers to "wobble," or
enact inquiry-based or dialogic pedagogy in the context of
structured and inflexible schooling systems.
Drawing on Dialogical Self Theory, this book presents a new
framework for social and cultural identity construction in the
literacy classroom, offering possibilities for how teachers might
adjust their pedagogy to better support the range of cultural
stances present in all classrooms. In the complex
multicultural/multiethnic/multilingual contexts of learning in and
out of school spaces today, students and teachers are constantly
dialoguing across cultures, both internally and externally, and
these cultures are in dialogue with each other. The authors unpack
some of the complexity of culture and identity, what people do with
culture and identity, and how people navigate multiple cultures and
identities. Readers are invited to re-examine how they view
different cultures and the roles these play in their lives, and to
dialogue with the authors about cultures, learning, literacy,
identity, and agency.
This is the story of a white high school English teacher, Bob
Fecho, and his students of color who mutually engage issues of
literacy, language, learning, and culture. Through his journey,
Fecho presents a method of "critical inquiry" that allows students
and teachers to take intellectual and social risks in the classroom
to make meaning together and, ultimately, to transform literacy
education. Featuring the voices, beliefs, and struggles of urban
adolescents and their teachers, this important book: Describes how
critical inquiry enabled students and teachers to cross cultural
boundaries and enact a pedagogy that empowers students. Provides a
much-needed alternative to current best-practice thinking and
educational mandates that demean teacher knowledge and alienate
adolescent students. Demonstrates how difficult realities can and
should enter the classroom, showing teachers how to channel them
into language, discourse, and classroom projects that improve
students' literacy and thinking.
Many educators feel caught between mandates to meet literacy
standards and the desire to respond to individual students'
interests, skills, and challenges. This book illustrates how a
dialogical approach to practice will enable teachers to meet the
needs of today's diverse student population within a standardized
curriculum. Chapters highlight the efforts of four high school
teachers to create dialogical classroom space, documenting both the
possibilities of and impediments to such an approach to teaching.
Drawing on a theoretical framework and rationale for engaged
dialogical practice, the authors present and analyze key classroom
events that illustrate the productive and restrictive tensions for
such work and suggest ways for teachers and schools to implement
these ideas, especially for complementing and expanding the Common
Core State Standards.
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