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Dialogic Approaches to TESOL Where the Ginkgo Tree Grows

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ISBN-10: 0805839011

ISBN-13: 9780805839012

Edition: 2005

Authors: Shelley Wong

List price: $46.95
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Description:

This book locates dialogic pedagogy within the history of TESOL approaches and methods in which the communicative approach has been the dominant paradigm. Dialogic inquiry in the form of story telling, oral histories, and knowledge from the ground up and from the margins has much to offer the field. In dialogic approaches, the teacher and students learn in community and the students' home languages and cultures, their families and communities, are seen as resources. "Dialogic Approaches to TESOL: Where the Ginkgo Tree Grows" explores teacher research, feminist contributions to voice, social identity and dialogic pedagogy, and the role of teachers, students, families, and communities as advocates and change agents. After a brief history of TESOL methods and an introduction to dialogic pedagogy, four features of dialogic approaches to TESOL are identified and discussed: learning in community, problem-posing, learning by doing, and who does knowledge serve? The main text in each chapter considers a single topic related to the concept of dialogic pedagogy. Branching text leads to related discussions without losing the main point of the chapter. This structure allows readers to become well-rooted in each component of dialogic pedagogy and to "branch out" into deeper philosophic understandings as well as actual practices across a range of contexts. "Dialogic Approaches to TESOL" offers a place for dialogue and reflection on the prospects for transforming educational institutions to serve those who have historically been excluded and marginalized. It provides questions, frameworks, and resources for those who are just beginning in the field and for U.S.-based educators who want tobring critical multicultural and multilingual perspectives into language arts, reading and literacy education.
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Book details

List price: $46.95
Copyright year: 2005
Publisher: Routledge
Publication date: 9/26/2005
Binding: Paperback
Pages: 248
Size: 6.00" wide x 8.75" long x 0.75" tall
Weight: 0.880
Language: English

Foreword
Preface
Personal Prologue
Acknowledgments
Political and Philosophical Roots of TESOL
Teaching Methodology
Teach to the Needs of Students, Not to a Book! Reexamining Prator's Contributions
History of TESOL Methods
The Grammar Translation Approach
The Direct Method
The Reading Approach
The Audiolingual Approach
The Cognitive Revolution
The Communicative Approach
The Natural Approach
Whole Language and Other Language Arts Methods
Communicative Competence and the Communicative Approach
Structural and Functional Approaches to Understanding Language
Anthropological Linguistics
Dialogic Pedagogy and Prator's Questitons
Lev Vygotsky on the Nature of Learning
Contrasting Krashen (i+1) and Vygotsky's Zone of Proximal Development
Communicative and Dialogic Approaches to Prator's Question: What is the Nature of the Language?
Bakhtin on Prator's Question: "What is the Nature of Language?"
Features of Dialogic Pedagogy
Using Traditional Methods Within the Context of Dialogic Pedagogy
Approaches, Methods, and Techniques
Under the Ginkgo Tree: Learning in Community
Early Dialogic Approaches: The Socratic Method
Traditional Eastern Philosophical Roots of Dialogic Pedagogy
What Is Dialogic Learning in Community?
Funds of Knowledge: Extending the Zone of Proximal Development into the Community
Community Between Teacher and Students: Shared Understandings in an Exercise in Translation
Theoretical Framework for the Lesson: Theologies of Context
Strategic Competence
Rogerian Communication
What Does It Mean to Learn Another Language?
Exercise in Translation
Dialogic Support of Classroom Community
On Bullying and Hate Crimes
Dialogic Interactions in Large Classes
On Reading/Writing Workshop
In Search of American Culture: Visits and Visitors
Bringing Diverse Communities, Perspectives, and Voices into the Classroom
Taste of the Ginkgo Nut: Problem Posing
Freire and Problem Posing
What Is Problem Posing?
Problem Posing and High-Stakes Testing
The Taste of the Ginkgo Nut: What Does it Mean to Acquire Taste?
Lev Vygotsky on Art and Literature
Tools, Symbols, and Mediation
Tools, Symbols, Aesthetics and Second-Language Learning
Learning from Reading Recovery in Elementary ESOL Classrooms
Classroom Discourse and the Metaphor of Participation
Collaborative Research with Student Teachers: Tool and Mediation in Classroom Interaction
How Dialogic Inquiry Supports Agency in Novice Teachers
Mediation Through Material Tools
Mediation Through Symbolic or Sign Systems
ZPD and Questioning Techniques
Problem Posing Works for Students and Student Teachers
Feminist Problem Posing
Women's Ways of Knowing
Learn by Doing
Philosophical Roots of Critical Pedagogy
Bakhtin's "Dialogic" Theory of Ideology
Semiotic Theory
Mao Zedong
Mao Zedong's Theory of Learning by Doing
Claiming the Right to Speak
Paolo Freire's Pedagogy of the Oppressed
Freire on Learning by Doing
On Learning Literacy by Doing
John Dewey on Learning by Doing
John Dewey in China
Learning by Doing: The Pilgrimage Curriculum
English for Academic Purposes
Working with Videotaped Lectures
Speaking on the Church in China
Conclusion: From the Shadow to the Shade
Memory: Knowledge for Whom?
Why Is Teaching English a Political Question?
The Revolutionary Implications of Vygotsky's Work of TESOL/BE and Minority Student Achievement
Vygotsky and IQ
Memory
Memory and Language Learning-Is There A Magic Pill?
"We're in America, Mama. Speak English!"
Memory and Language Loss
Decolonializing TESOL
Double Consciousness
Dialogic Approaches to Research
Collective Memory
Literacy as a Tool for Economic Development
Double Consciousness, Not Assimilation
Knowledge for Whom: Curriculum for Peace
Remembering and Reclaiming Heritage Languages and Cultures
Transformative Intellectuals
Going Beyond the "Heroes and Holidays" Approach to Multicultural Curriculum
Memory, Race, Colonialism, and Language Teaching
Posing the Question, "Knowledge for Whom?"
Where the Ginkgo Tree Grows: Knowledge for Whom?
Conclusion
Dialogic Interpretations of the Nature of Language
Dialogic Approaches to the Nature of the Learner
Methodology or Post-Methodology?
Language Teaching: An Art or a Science?
What Does This Mean for Teachers?
What Are Your Visions for the Future?
Appendix
Chinese Glossary of Names and Terms
References
Author Index
Subject Index