Reading Assigned Literature in a Reading Workshop

1990 ◽  
Vol 79 (1) ◽  
pp. 77
Author(s):  
Barbara Hoetker Ash
Keyword(s):  
Reading Workshop

scholarly journals A Análise do Videoclipe Sob a Perspectiva da Análise do Discurso Francesa para o Ensino da Língua Inglesa

2020 ◽  
Vol 21 (2) ◽  
pp. 162-166
Author(s):  
Rosangela Zimmer ◽  
Lucy Ferreira Azevedo
Keyword(s):  
Discourse Analysis ◽  
English Language ◽  
Basic Education ◽  
Video Clip ◽  
Point Of View ◽  
School Students ◽  
Reading Workshop ◽  
Language Area ◽  
Object Of Study ◽  
Everyday Problems

As vivências como professora na área da língua inglesa da Educação Básica me motivaram a estudar leitura. A inquietação que surgiu foi: contextualizar culturalmente os temas propostos levaria o aluno a pensar a língua estrangeira com criticidade e consciência das diferenças entre esta e sua língua nativa? Nesta perspectiva, o objetivo deste artigo é documentar uma oficina de leitura em que houve a relação história e arte com critérios definidores do modo de funcionamento da Análise do Discurso francesa e a sua orientação em direção a problemas práticos do cotidiano, relacionados à língua e à comunicação. Para tanto, o estudo analisou e desenvolveu a leitura de um clipe em língua inglesa do ponto de vista da vida contemporânea, repensando o seu objeto de estudo, a escola, os alunos e os professores em diferentes contextos: corpo, etnia, nacionalidade, gênero, classe social, entre outros tópicos, conforme os textos estudados. O método de abordagem foi qualitativo, em pesquisa descritiva e bibliográfica com base nos autores da área da Análise do Discurso francesa, em apenas um clipe, entre oito oficinas compostas de clipes com temas diversificados em linguagem conotativa. Espera-se que o estudo aqui proposto culmine em um ensino que leve o estudante a pensar a outra cultura e, com ela, outras habilidades e competências em língua inglesa e consequentemente evolua com maior fluidez.   Palavras-chave: Ensino. Língua Inglesa. Videoclipe.   Abstract The experiences as a teacher in the English language area of ​​Basic Education motivated me to study reading. The concern that arose was to culturally contextualizing the proposed themes lead the student to think the foreign language with criticism and awareness of the differences between it and his native language? In this perspective, the aim of this article is to document a reading workshop in which there was a relationship between history and art with defining criteria of the way French Discourse Analysis works and its orientation towards practical everyday problems related to language and communication. To this end, the study analyzed and developed the reading of an English-language clip from the point of view of contemporary life, rethinking its object of study, school, students and teachers in different contexts: body, ethnicity, nationality, gender, social class, among other topics, according to the texts studied. The method of approach was qualitative, in descriptive and bibliographical research based on the authors of the French Discourse Analysis area, in only one clip, among eight workshops with clips with diverse themes in connotative language. It is expected that the study proposed here will culminate in a teaching that leads the student to think about another culture and, with it, other skills and competences in English language and consequently evolve with greater fluidity.   Keywords: Teaching. English Language. Video Clip.    

scholarly journals Imagining and improvising with theory and practice : a narrative inquiry with first grade students during reading workshop

2015 ◽  
Author(s):  
◽  
Shonna R. Crawford
Keyword(s):  
Early Childhood ◽  
Narrative Inquiry ◽  
Aesthetic Experience ◽  
First Grade ◽  
Theory And Practice ◽  
Deleuze And Guattari ◽  
Reading Workshop ◽  
Poststructural Theory ◽  
Early Childhood Literacy ◽  
Literacy Research

This paper illuminates the possibilities of thinking with poststructural theory when storying an emerging process of engaging in research with young children. The purpose of this paper is to describe processes, tensions, and imaginings while infusing poststructural theories into conversations with data (Deleuze and Guattari, 1987; Lenz Taguchi, 2010; Olsson, 2009). Currently much of early childhood literacy research (Park, 2011; Scull, Nolan and Raban, 2013; Vera, 2011) reports outcome-based findings and implications. While this research is informative, the emphasis is often on children as subjects and/or products/performances resulting from the research. In our narrative inquiry, we (first grade students, teacher, myself) worked together to explore ways students participated in a narrative inquiry about reading during reading workshop. While researching we experienced the ebb and flow-shifts and changes, tensions and challenges, joys and imaginings--of what it meant to participate in research. Thinking rhizomatically with our stories illuminated ways these shifts were initiated by lines of flight-- departures from the norm (Deleuze and Guattari, 1987; Kuby, 2013; Leander and Rowe, 2006). Lines of flight created new trajectories for our research including new ways of participating as we worked toward non-hierarchical relationships with young students. The improvisational nature of participation prompted an imaginative storying of our research through a jazz metaphor. This metaphor revealed relational improvisation with people and with materials as productive for students, teacher, and researcher as we produced our research. Ultimately our research invites practitioners and researchers to embrace teaching as an art, and learning as aesthetic experience.

Using Reading Workshop to Inspire Lifelong Readers

2004 ◽  
Vol 93 (5) ◽  
pp. 24 ◽  
Author(s):  
Julie Lause
Keyword(s):  
Reading Workshop

scholarly journals TRANSIDIOMATIC PRACTICES IN A DEAF-HEARING SCENARIO AND LANGUAGE IDEOLOGIES

2016 ◽  
Vol 1 (40) ◽  
pp. 33-45 ◽  
Author(s):  
Marilda C. Cavalcanti ◽  
Ivani Rodrigues Silva
Keyword(s):  
Data Analysis ◽  
Language Ideologies ◽  
Video Data ◽  
Reading Workshop ◽  
Educational Project ◽  
Creative Commons

With a focus on deaf-hearing interaction, the aim of this paper is to reflect on what happens when misunderstandings in communication occur. The scenario for the interaction is a reading workshop carried out as part of an educational project. The issue for investigation arose in the reading of the transcriptions of the video data generated in the fieldwork of an ethnographic project. Our presupposition is that this type of interaction is multilingual and that this multilingualism is more complex and comprehensive than the use of separate languages. The data analysis is theoretically informed by the concept of transidiomatic practices against the background of language ideologies.   This work is licensed under a Creative Commons Attribution 3.0 License.

Reading Workshop 2.0: Children's Literature in the Digital Age

2013 ◽  
Vol 66 (5) ◽  
pp. 401-404 ◽  
Author(s):  
Frank Serafini ◽  
Suzette Youngs
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Digital Age ◽  
Reading Workshop

Recursive readings and reckonings: kindergarteners’ multimodal transactions with a nonfiction picturebook

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Courtney Shimek
Keyword(s):  
Young Children ◽  
Literacy Practices ◽  
Video Clip ◽  
Literacy Curriculum ◽  
Content Type ◽  
Reading Workshop ◽  
Making Sense ◽  
Theory Of Reading ◽  
New Ideas

Purpose Our world had always been multimodal, but studying how young children enact and embody literacy practices, especially reading, has often been overlooked. The purpose of this study was to examine how young children respond to nonfiction picturebooks in multimodal ways. This paper aims to answer the question: What multimodal resources do readers use to respond to and construct meaning from nonfiction picturebooks? Design/methodology/approach Undergirded by Rosenblatt’s transactional theory of reading and social semiotic multimodality, a 9-min video clip of three boys making sense of one nonfiction picturebook during reading workshop was analyzed using Norris’ approach to multimodal data analysis. This research stemmed from a five-month-long case study of one kindergarten class’s multimodal and collective responses to nonfiction picturebooks. Findings Findings demonstrate how readers use gesture, gaze and proxemics in addition to language to signal agreement with one another, explain new ideas or concepts to one another and incorporate their background knowledge. In addition to reading images, the children learned to read each other. Originality/value This research indicates that reading is inherently multimodal, recursive and complex and provides implications for teachers to reconsider what kinds of responses they prioritize in their classrooms. Additionally, this research establishes the need to better understand how readers respond to nonfiction books and a broader examination of multimodality in the literacy curriculum.

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