1st Edition

Languaging Relations for Transforming the Literacy and Language Arts Classroom

ISBN 9781138489912
Published January 24, 2019 by Routledge
270 Pages

USD $49.95

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Book Description

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.

Table of Contents

1. Introduction: Languaging Relations for Transforming the Teaching of Literacy and the Language Arts

David Bloome and Richard Beach

Section 1: Languaging Relations and the Interactions of Teachers and Students

2. Reconceptualizing Classroom Life as Relational-Key

Faythe Beauchemin

3. Portraying and Enacting Trust in Writing in a High School Classroom

Richard Beach and Maren Aukerman

4. Languaging, Race, and (Dis)ability: Discerning Structure and Agency in Classroom Interaction

Michiko Hikida and Ramón Martínez

Section 2: Recontextualizing Language Learning in the Classroom from a Languaging Perspectives

5. Languaging and Languagised Learning

Lian Madsen and Thomas Nørreby

6. Languaging the Rhetorical Tradition: Pedagogical CHAT in Middle School and College

Paul Prior, Joyce Walker, and Deb Riggert-Kieffer

7. Languaging the Teaching and Learning of Argumentative Writing in an 11th Grade International Baccalaureate Classroom

George Newell, Theresa Thanos, Subeom Kwak, and The Ohio State University Argumentative Writing Project

Section 3: Languaging Relations and the Interactions of Readers/Audiences and Text

8. Participatory Sense-Making in Narrative Experience

Yanna Popova

9. Comprehending as Relational, Dialogic, and Imaginative Activity

Judith Lysaker and Christy Wessel-Powell

Section 4: Languaging Relations and Locating Teaching and Learning in the Complex Dynamics of Power Relations

10. Theorizing and Languaging Blackness: Using the African Philosophy of Ubuntu and the Concept of Sawubona

Stephanie Power-Carter, Bita Zakeri and Kafi Kumasi

11. Mobilizing and Languaging Emotion for Critical Media Literacy

Cynthia Lewis and Martha Bigelow

12. Languaging Personhood in Classroom Conversation

David Bloome, Ayanna Brown, Min-Young Kim, and Rebecca Tang

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Richard Beach is Professor Emeritus of English Education at the University of Minnesota, Twin Cities, USA.

David Bloome is College of Education and Human Ecology Distinguished Professor of Teaching and Learning, and Director of the Center for Video Ethnography and Discourse Analysis at the College of Education and Human Ecology, The Ohio State University, USA.

Our appreciation to Mindi Rhoades, The Ohio State University, for creating the cover art for this book.


"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