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Cultivating critical discourse in the classroom

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cultivating critical discourse in the classroomedited by Stacie Finley, Pamela Correll, Cathy Pearman, Stephanie Huffman.
other author:	Finley, Stacie
Published:	Hershey, Pennsylvania :IGI Global,2023.
Description:	1 online resource (341 p.)
Subject:	Questioning.
Online resource:	http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-6684-8296-4
ISBN:	9781668482988$q(ebook)

Cultivating critical discourse in the classroom
Cultivating critical discourse in the classroom[electronic resource] /edited by Stacie Finley, Pamela Correll, Cathy Pearman, Stephanie Huffman. - Hershey, Pennsylvania :IGI Global,2023. - 1 online resource (341 p.)

Includes bibliographical references and index.

Section 1. Critical discourse. Chapter 1. Academic discourse that respects, values, and honors diversity, equity, inclusion, and belonging: authenticating the reality of "liberty and justice for all" ; Chapter 2. Shifting practices to empower teachers and students: putting the "critical" in language awareness ; Chapter 3. Exploring discourse communities in a pre-service teacher preparation course: an engaging instructional approach ; Chapter 4. Three windows into authentic dialogical practice: autoethnographic studies in critical discourse(s) ; Chapter 5. "Shhh! use your inside voice": let's move towards better practices for engaging young children in classroom discourse ; Chapter 6. Facilitating critical discussions with adolescents: one pre-service teacher's approach -- Section 2. Discourse in educator preparation. Chapter 7. Virtual literature circles: providing a conduit for discourse among teacher candidates and practitioners ; Chapter 8. How "interactive" are "interactive lectures" in a post-pandemic context?: analyzing how pre-service teachers foster connection with students through interactive lecture ; Chapter 9. Fostering science discourse in teacher education: elementary teaching candidates publish narrative podcasts ; Chapter 10. Preservice teachers noticing and positioning students as "knowers" in equitable scientific argumentation-based discussions ; Chapter 11. Pedagogical purgatory: the construction of teacher candidate identity stuck between being student and becoming teacher ; Chapter 12. Empowering students: decentering the English monolingual Norm through discourse ; Chapter 13. The urgency of teacher preparation programs toprepare classroom educators for teaching in multilingual classrooms ; Chapter 14. Developing ESOL pre-service teachers' linguistic competence through dialectical variation study ; Chapter 15. Do as i say, not as i do: the hidden discourse of grades.

"This book will share the benefits of empowering and engaging students at all levels of education through the use of academic discourse. Presented in this book is a critical examination of discourse, types of discourse, and how discourse can be used to empower students. The book will provide insights for educators to become more knowledgeable, and therefore better equipped, to create spaces through discourse where cultural competence is cultivated. Readers will: Examine discourse as power; connections between discourse practices, culture, language, and identity; and how teachers promote culturally and linguistically sustaining discourse practices in classroom communities. Consider classroom structures that emphasize instructional conversations, equitable participation, and extended student dialogue. Explore instructional approaches to minimize traditional teacher-centered discourse patterns and emphasize opportunities for students to engage in authentic academic conversations while developing linguistic competence. Interrogate and grapple with assumptions and biases around specific language standards; whose voices are included or excluded; and how voices are honored in the classroom"--

ISBN: 9781668482988$q(ebook)Subjects--Topical Terms:

288637
Questioning.
Index Terms--Genre/Form:

214472
Electronic books.

LC Class. No.: LB1027.44 / .C85 2023e

Dewey Class. No.: 371.3/7

Cultivating critical discourse in the classroom
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245 0 0 $a Cultivating critical discourse in the classroom $h [electronic resource] / $c edited by Stacie Finley, Pamela Correll, Cathy Pearman, Stephanie Huffman.
260 $a Hershey, Pennsylvania : $b IGI Global, $c 2023.
300 $a 1 online resource (341 p.)
504 $a Includes bibliographical references and index.
505 0 $a Section 1. Critical discourse. Chapter 1. Academic discourse that respects, values, and honors diversity, equity, inclusion, and belonging: authenticating the reality of "liberty and justice for all" ; Chapter 2. Shifting practices to empower teachers and students: putting the "critical" in language awareness ; Chapter 3. Exploring discourse communities in a pre-service teacher preparation course: an engaging instructional approach ; Chapter 4. Three windows into authentic dialogical practice: autoethnographic studies in critical discourse(s) ; Chapter 5. "Shhh! use your inside voice": let's move towards better practices for engaging young children in classroom discourse ; Chapter 6. Facilitating critical discussions with adolescents: one pre-service teacher's approach -- Section 2. Discourse in educator preparation. Chapter 7. Virtual literature circles: providing a conduit for discourse among teacher candidates and practitioners ; Chapter 8. How "interactive" are "interactive lectures" in a post-pandemic context?: analyzing how pre-service teachers foster connection with students through interactive lecture ; Chapter 9. Fostering science discourse in teacher education: elementary teaching candidates publish narrative podcasts ; Chapter 10. Preservice teachers noticing and positioning students as "knowers" in equitable scientific argumentation-based discussions ; Chapter 11. Pedagogical purgatory: the construction of teacher candidate identity stuck between being student and becoming teacher ; Chapter 12. Empowering students: decentering the English monolingual Norm through discourse ; Chapter 13. The urgency of teacher preparation programs toprepare classroom educators for teaching in multilingual classrooms ; Chapter 14. Developing ESOL pre-service teachers' linguistic competence through dialectical variation study ; Chapter 15. Do as i say, not as i do: the hidden discourse of grades.
520 $a "This book will share the benefits of empowering and engaging students at all levels of education through the use of academic discourse. Presented in this book is a critical examination of discourse, types of discourse, and how discourse can be used to empower students. The book will provide insights for educators to become more knowledgeable, and therefore better equipped, to create spaces through discourse where cultural competence is cultivated. Readers will: Examine discourse as power; connections between discourse practices, culture, language, and identity; and how teachers promote culturally and linguistically sustaining discourse practices in classroom communities. Consider classroom structures that emphasize instructional conversations, equitable participation, and extended student dialogue. Explore instructional approaches to minimize traditional teacher-centered discourse patterns and emphasize opportunities for students to engage in authentic academic conversations while developing linguistic competence. Interrogate and grapple with assumptions and biases around specific language standards; whose voices are included or excluded; and how voices are honored in the classroom"-- $c Provided by publisher.
650 0 $a Questioning. $3 288637
650 0 $a Interaction analysis in education. $3 186779
650 0 $a Active learning. $3 203383
650 0 $a Communication $x Study and teaching. $3 540626
650 0 $a Discussion. $3 283552
655 4 $a Electronic books. $2 local. $3 214472
700 1 $a Finley, Stacie $q (Stacie Lynn), $d 1983- $3 974033
700 1 $a Correll, Pamela K., $d 1954- $3 974034
700 1 $a Pearman, Cathy J. $3 974035
700 1 $a Huffman, Stephanie, $d 1969- $3 974036
710 2 $a IGI Global. $3 529832
856 4 0 $u http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-6684-8296-4