Literary Theory across Genre Chains: Intertextual Traces in Reading/Writing/Talking Literary Theory in the High School Classroom

Autor/in	LeBlanc, Robert Jean
Titel	Literary Theory across Genre Chains: Intertextual Traces in Reading/Writing/Talking Literary Theory in the High School Classroom
Quelle	In: English in Education, 55 (2021) 2, S.177-200 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (LeBlanc, Robert Jean)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1080/04250494.2020.1730175
Schlagwörter	High School Students; English Instruction; Literary Genres; Units of Study; Teaching Methods; Literature; Dialects; Literacy; Literacy Education; Discussion (Teaching Technique); Grade 12; Discourse Analysis; Catholic Schools; Foreign Countries; Questioning Techniques; Writing Assignments; Social Systems; Sociolinguistics; Diaries; Teacher Student Relationship; English Teachers; Figurative Language; Educational Philosophy; Canada + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English langauage lessons; Englischunterricht; Literarische Form; Lerneinheit; Teaching method; Lehrmethode; Unterrichtsmethode; Literatur; Dialect; Dialekt; Alphabetisierung; Schreib- und Lesefähigkeit; School year 12; 12. Schuljahr; Schuljahr 12; Diskursanalyse; Katholische Schule; Ausland; Befragungstechnik; Fragetechnik; Social system; Soziales System; Soziolinguistik; Diary; Tagebuch; Teacher student relationships; Lehrer-Schüler-Beziehung; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Bildungsphilosophie; Erziehungsphilosophie; Kanada
Abstract	What resources do students draw on to produce literary theory in the contemporary high school English classroom? This interactional sociolinguistic study traces the production and distribution of Lexical, Structural, and Thematic resources across genre chains in reading, writing, and discussing literary theory during an intensive 3-week short story unit. Drawing from the Bakhtinian concepts intertextuality and heteroglossia, this study shows how students' engagement with literary theory has impacted the "transformation" of specific "contested" resources across genre chains. It concludes by posing some critical questions of literature pedagogy from the standpoint of Bakhtin's notion of dialogic "events". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01