Investigating Literacy Practices within the Secondary English Classroom, or Where Is the Text in This Class?

Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html

Y

14

Second Language Instruction; English (Second Language); Literacy; Teaching Methods; Secondary Education; Literacy Education; Classroom Communication; Teacher Student Relationship; Foreign Countries; Literature; Drama; Dialogs (Language)

10.1080/03057640701372541

0305-764X

The Vygotskian concept of the zone of proximal development has been interpreted in such a way as to provide theoretical support for particular, Government-sponsored, models of both pedagogy and literacy. This article proposes a radically different interpretation of the ZPD, informed by Bakhtinian understandings of heteroglossia. This alternative model is then used to describe and interpret the pedagogic and literacy practices that are observed in a secondary English lesson, in which students deploy a wide range of cultural and multimodal resources to make sense of a complex text. (Contains 3 notes.)

Author

43

2007

EJ766152