The Social Construction of Intertextuality and the Boundaries of School Literacy  

Oleh:

Bloome, David

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Changing English: Studies in Culture and Education (Full Text) vol. 1 no. 1 (1994), page 168-178.
Fulltext: Changing English 1, 1,168 — 178.pdf (608.67KB)

Isi artikel

In this paper I examine the social construction of intertextuality in one small segment of one classroom lesson in order to learn what such an analysis can tell us both about the nature of classroom reading and writing and about the nature of language in general. Such an approach to the study of language and education differs from traditional approaches in several ways. First, the corpus of data appears, at least superficially, to be quite small - only a few minutes from one classroom. However, as the analysis later in the paper shows, a great deal happens in that time and its analysis can give us helpful insights into the nature of language use in classrooms. Second, and perhaps more importantly, traditional approaches to the study of language and education begin with carefully worked out theories and models and then apply them to collected language data. In my view, there does not exist a linguistic theory or model of language for the analysis of classroom reading and writing events that adequately accounts for the social, cultural and educational nature of reading and writing. Further, since any model or theory of language is itself a use of language, it inherently inscribes itself onto whatever corpus of data is being analysed, at best backgrounding any dialectic that might arise between the language event being studied and extant linguistic theory. I prefer to foreground that dialectic since language is inherently dialectic, always playing against itself, always in process, always laden with creativity (although not always creative), always invoking a tension between what is and a change in the status quo.

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