This volume presents oral discourse as central to the creation of knowledge. More specifically, it examines how oral texts can be successfully inter-connected to the written texts that are used on a daily basis in schools. By presenting research that illuminates how oral and written language function in school learning, this book adds a semblance of balance and order to the past century's conflicting theories about this issue. Rather than argue for the prominence of one over the other, the goal is to help the reader gain a rich understanding of how oral discourse and written texts might work together to create a new discourse that ultimately creates new knowledge.
Talking Texts: How Speech and Writing Interact in School Learning:
*provides historical background for the study of talk and text;
*shows how talk, text, and meaning evolve, moving beyond recitation, in the context of school learning;
*presents examples of children's and adolescents' natural conversations as analyzed by linguists;
*includes exemplars of forms of talk and their evolution inside school contexts;
*contributes to research on school discourse by considering communication that is, at the same time, conversational and instructional--a style of talk that has been scientifically shown to draw students into learning; and
*addresses talk as it interfaces with domains of knowledge taught in schools--covering a range of subject areas--to show how talk is related to and may be influenced by the structure, language, and activities of a specific discipline.
Bringing together seminal lines of research to create a cohesive picture of discourse issues germane to classrooms and other learning settings, this volume is an essential resource for researchers, graduate students, classroom teachers, and curriculum specialists across the fields of discourse studies, literacy and English education, composition studies, language development, sociolinguistics, and applied linguistics.
Contents: Preface. Part I: Creating Discourse and Mind.R. Horowitz,
Creating Discourse and Mind: How Talk, Text, and Meaning Evolve. R. Horowitz,
D.R. Olson, Texts That Talk: The Special and Peculiar Nature of Classroom
Discourse and the Crediting of Sources. Part II: Child, Adolescent, and
Family Discourse: Everyday Conversation as Text Outside Classroom Contexts.A.
Sheldon, Talk as Text: Gender and Children's Conversational Interaction. A-B.
Stenström, Teenage Talk: A London-Based Chat and Discussion Compared. S.
Blum-Kulka, Dinner Talk: Gaining Cultural Membership in Modern Literate
Societies. R.J. Bayley, S. Schecter, Doing School at Home: Mexican Immigrant
Families Interpret Texts and Instructional Agendas. Part III: Exemplars of
Forms of Talk and Their Evolution Inside School Contexts.K. Nguyen-Jahiel, R.
Anderson, M. Waggoner, B. Rowell, Using Literature Discussions to Reason
Through Real Life Dilemmas: A Journey Taken by One Teacher and Her
Fourth-Grade Students. I.L. Beck, M.G. McKeown, How Teachers Can Support
Productive Classroom Talk: Move the Thinking to the Students. W. Saunders, C.
Goldenberg, The Effects of Instructional Conversations on Latino Students'
Concepts of Friendship and Story Comprehension. D.J. Hacker, A. Graesser, The
Role of Dialogue in Reciprocal Teaching and Naturalistic Tutoring. E. Geva,
Conjunction Use in School Children's Oral Language and Reading. Part IV:
Developing Talk That Interacts With Text in Domains of Knowledge.J. Polman,
R. Pea, Transformative Communication in Project Science Learning Discourse.
C. Geisler, B. Lewis, Remaking the World Through Talk and Text: What We
Should Learn From How Engineers Use Language to Design. P. Van Stapele, The
Use of Dialogue in Drama: Reading Dialogue and Observing Performance. D.
Hanauer, Poetry Read
Rosalind Horowitz
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