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- Title
When Thinking Becomes a Topic of Classroom Conversations: Languaging Thinking Practices in a High School English Classroom.
- Authors
Min-Young Kim; Bloome, David
- Abstract
In this study we theorize languaging thinking practices: social practices where teachers and students discuss, display, and represent ways of thinking through languaging actions and semiotic resources. Drawing on theoretical frameworks of languaging as social action and the social practice view of literacy, and adopting ethnographic and discourse analytic methods, we analyze an event from a 12th-grade English classroom, closely examining how languaging thinking practices are enacted in a classroom event. Our findings demonstrate that the teacher and students engage in languaging thinking practices by opening up a reflective space, and by validating, labeling, and narrativizing ways of thinking. In doing so, together they socially construct an in situ working consensus about how "thinking" would be defined, represented, displayed, and enacted. We present a brief discussion on the affordances of the construct of languaging thinking practices, along with the limitations of the analysis.
- Subjects
CLASSROOMS; HIGH schools; SOCIAL action; ETHNOLOGY; LITERACY; CONVERSATION
- Publication
Research in the Teaching of English, 2021, Vol 56, Issue 2, p177
- ISSN
0034-527X
- Publication type
Article
- DOI
10.58680/rte202131476