"Even if It's My Story It Can Have Your Touch": Using Dialogic Processes as an Entry Point to a Culturally Responsive Writing Pedagogy

Autor/inn/en	Mendelowitz, Belinda; Lazar, Karen
Titel	"Even if It's My Story It Can Have Your Touch": Using Dialogic Processes as an Entry Point to a Culturally Responsive Writing Pedagogy
Quelle	In: English in Education, 54 (2020) 1, S.27-40 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1080/04250494.2019.1668721
Schlagwörter	Writing Instruction; Culturally Relevant Education; Teaching Methods; Peer Relationship; Imagination; Collaborative Writing; Audience Awareness; Creative Writing; Writing Processes; Cultural Awareness; Language Attitudes; Foreign Countries; Dialogs (Language); Middle School Teachers; Elementary School Teachers; Teacher Attitudes; Language Role; Language Variation; Metalinguistics; African Languages; Code Switching (Language); English (Second Language); Second Language Learning; Second Language Instruction; Language Usage; African Culture; Story Telling; Student Diversity; Blacks; White Students; Writing Teachers; Computer Software; Telecommunications; Handheld Devices; Program Descriptions; Authors; South Africa + Suchen Sie Ihr Suchwort? Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Kreatives Schreiben; Cultural identity; Kulturelle Identität; Sprachverhalten; Ausland; Dialog; Dialogs; Dialogue; Dialogues; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Lehrerverhalten; Sprachenvielfalt; Metalanguage; Metasprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; Culture; Kultur; Black person; Schwarzer; Telekommunikationstechnik; Author; Autor; Autorin; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	We argue that opening a space for dialogic, imaginative writing in the classroom can create entry points for a culturally responsive writing pedagogy (CRWP). We explore how collaborative writing for a pre-existing community digital platform (FundZa) and audience aids the implementation of CRWP in a creative writing course for South African education students. Data from a focus group evaluation show that the course generated a number of new literacy lenses which challenged students to rethink static, monolingual views of language and narrative as well as the kinds of literacies necessary for the creation of a good story. One of the most significant findings entailed a new appreciation of the role of multiple perspectives in the collaborative writing process and moves from a monologic view of writing towards a dialogic view. Many students were encouraged to take imaginative leaps towards unfamiliar cultural contexts and audiences, through peer collaboration, discussion and drafting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01