Yandell, John (2007) Investigating literacy practices within the secondary English classroom, or where is the text in this class? Cambridge Journal of Education, 37 (2). pp. 249-262. ISSN Print: 0305-764X Online: 1469-3577
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Abstract
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.
| Item Type: | Article |
|---|---|
| Additional Information: | This is an electronic version of an article published in Yandell, John (2007) Investigating literacy practices within the secondary English classroom, or where is the text in this class? Yandell, John (2007) Investigating literacy practices within the secondary English classroom, or where is the text in this class? Cambridge Journal of Education, 37 (2). pp. 249-262., 37 (2). pp. 249-262. Cambridge Journal of Education is available online at: http://www.informaworld.com/10.1080/03057640701372541 |
| Uncontrolled Keywords: | Literacy Pedagogy |
| Subjects: | Departments > Learning, Curriculum and Communication |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 12 Mar 2010 10:25 |
| Last Modified: | 26 Jun 2012 22:27 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/1581 |
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