An Enriching Methodology: Bakhtin's "Dialogic Origin and Dialogic Pedagogy of Grammar" and the Teaching of Writing  

Oleh:

Halasek, Kay

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Written Communication ( sebagian Full Text) vol. 22 no. 3 (Jul. 2005), page 355-362.
Topik: teaching of grammar; Bakhtin’s concept of hero; “no alibi” teaching; rhetorical effect; style
Fulltext: 355.pdf (82.3KB)

Isi artikel

In “Dialogic Origin,” Mikhail Bakhtin—as teacher-researcher and theorist—presents readers with a remarkable essay on teaching grammar and style to 7th-year students (roughly equivalent to 10th graders in the U.S. educational system). In doing so, Bakhtin employs some of his most notable concepts (among them dialogism and “hero”) as informing and generative principles of writing pedagogy. Modern readers will find much to value as Bakhtin illustrates contextualized grammar instruction, defines grammar as an element of style, proposes innovative teaching methods, and advocates for theorybased pedagogy. Despite these significant similarities, the essay relies exclusively on stylistics, ignoring the demonstrable rhetorical effects of the stylistic choices illustrated in the pedagogy he outlines. In perhaps his most illuminating move, Bakhtin introduces his notion of hero directly into the language arts classroom, illustrating the concept as fundamental even to the grammar and style of language in everyday and academic (not simply literary) contexts.

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