ISBN-10:
0805839011
ISBN-13:
2900805839011
Pub. Date:
09/26/2005
Publisher:
Taylor & Francis
Dialogic Approaches to TESOL Where the Ginkgo Tree Grows / Edition 1

Dialogic Approaches to TESOL Where the Ginkgo Tree Grows / Edition 1

by Shelley Wong
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  • Product Details

    ISBN-13: 2900805839011
    Publisher: Taylor & Francis
    Publication date: 09/26/2005
    Edition description: New Edition
    Pages: 248
    Product dimensions: 6.00(w) x 1.25(h) x 9.00(d)

    Table of Contents

    Forewordxiii
    Prefacexvii
    Personal Prologuexxi
    Acknowledgmentsxxv
    1Political and Philosophical Roots of TESOL1
    Teaching Methodology4
    Branch 1-1Teach to the Needs of Students, Not to a Book! Reexamining Prator's Contributions6
    History of TESOL Methods12
    The Grammar Translation Approach13
    The Direct Method13
    The Reading Approach15
    The Audiolingual Approach16
    The Cognitive Revolution17
    The Communicative Approach19
    The Natural Approach20
    Whole Language and Other Language Arts Methods20
    Communicative Competence and the Communicative Approach21
    Branch 1-2Structural and Functional Approaches to Understanding Language24
    Anthropological Linguistics26
    Dialogic Pedagogy and Prator's Questitons27
    Lev Vygotsky on the Nature of Learning28
    Branch 1-3Contrasting Krashen (i+1) and Vygotsky's Zone of Proximal Development29
    Communicative and Dialogic Approaches to Prator's Question: What is the Nature of the Language?32
    Bakhtin on Prator's Question: "What is the Nature of Language?"33
    Features of Dialogic Pedagogy35
    Branch 1-4Using Traditional Methods Within the Context of Dialogic Pedagogy35
    Approaches, Methods, and Techniques38
    2Under the Ginkgo Tree: Learning in Community41
    Early Dialogic Approaches: The Socratic Method42
    Traditional Eastern Philosophical Roots of Dialogic Pedagogy43
    What Is Dialogic Learning in Community?48
    Branch 2-1Funds of Knowledge: Extending the Zone of Proximal Development into the Community49
    Community Between Teacher and Students: Shared Understandings in an Exercise in Translation53
    Theoretical Framework for the Lesson: Theologies of Context55
    Strategic Competence57
    Branch 2-2Rogerian Communication60
    What Does It Mean to Learn Another Language?61
    Exercise in Translation61
    Dialogic Support of Classroom Community65
    Branch 2-3On Bullying and Hate Crimes66
    Dialogic Interactions in Large Classes68
    Branch 2-4On Reading/Writing Workshop70
    In Search of American Culture: Visits and Visitors74
    Branch 2-5Bringing Diverse Communities, Perspectives, and Voices into the Classroom80
    3Taste of the Ginkgo Nut: Problem Posing83
    Branch 3-1Freire and Problem Posing84
    What Is Problem Posing?86
    Branch 3-2Problem Posing and High-Stakes Testing88
    The Taste of the Ginkgo Nut: What Does it Mean to Acquire Taste?89
    Lev Vygotsky on Art and Literature91
    Tools, Symbols, and Mediation91
    Tools, Symbols, Aesthetics and Second-Language Learning94
    Branch 3-3Learning from Reading Recovery in Elementary ESOL Classrooms94
    Classroom Discourse and the Metaphor of Participation96
    Collaborative Research with Student Teachers: Tool and Mediation in Classroom Interaction98
    Branch 3-4How Dialogic Inquiry Supports Agency in Novice Teachers98
    Mediation Through Material Tools100
    Mediation Through Symbolic or Sign Systems103
    Branch 3-5ZPD and Questioning Techniques104
    Problem Posing Works for Students and Student Teachers106
    Feminist Problem Posing107
    Branch 3-6Women's Ways of Knowing109
    4Learn by Doing113
    Philosophical Roots of Critical Pedagogy117
    Bakhtin's "Dialogic" Theory of Ideology122
    Branch 4-1Semiotic Theory122
    Branch 4-2Mao Zedong126
    Mao Zedong's Theory of Learning by Doing127
    Branch 4-3Claiming the Right to Speak130
    Paolo Freire's Pedagogy of the Oppressed133
    Freire on Learning by Doing134
    Branch 4-4On Learning Literacy by Doing136
    John Dewey on Learning by Doing137
    Branch 4.5John Dewey in China139
    Learning by Doing: The Pilgrimage Curriculum142
    English for Academic Purposes143
    Working with Videotaped Lectures145
    Speaking on the Church in China151
    Conclusion: From the Shadow to the Shade155
    5Memory: Knowledge for Whom?158
    Why Is Teaching English a Political Question?159
    Branch 5-1The Revolutionary Implications of Vygotsky's Work of TESOL/BE and Minority Student Achievement160
    Vygotsky and IQ162
    Memory165
    Memory and Language Learning-Is There A Magic Pill?166
    Branch 5-2"We're in America, Mama. Speak English!"167
    Memory and Language Loss168
    Branch 5-3Decolonializing TESOL169
    Double Consciousness171
    Branch 5-4Dialogic Approaches to Research172
    Collective Memory176
    Branch 5-5Literacy as a Tool for Economic Development176
    Double Consciousness, Not Assimilation180
    Branch 5-6Knowledge for Whom: Curriculum for Peace182
    Branch 5-7Remembering and Reclaiming Heritage Languages and Cultures184
    Transformative Intellectuals185
    Going Beyond the "Heroes and Holidays" Approach to Multicultural Curriculum186
    Branch 5-8Memory, Race, Colonialism, and Language Teaching189
    Posing the Question, "Knowledge for Whom?"192
    Where the Ginkgo Tree Grows: Knowledge for Whom?195
    6Conclusion197
    Dialogic Interpretations of the Nature of Language198
    Dialogic Approaches to the Nature of the Learner199
    Methodology or Post-Methodology?203
    Language Teaching: An Art or a Science?206
    What Does This Mean for Teachers?210
    What Are Your Visions for the Future?210
    Appendix213
    Chinese Glossary of Names and Terms221
    References227
    Author Index249
    Subject Index255

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