Languaging Thinking Practices in a Secondary Reading and Writing Classroom

Session Submission Type: Symposium

Abstract

This symposium explores the instructional practice of “languaging thinking.” This practice consists of providing students with a language for narrativizing thinking practices for analysis and production of written texts. Using a video clip from a middle school classroom, this symposium explores the theoretical grounding of “languaging thinking”, how “languaging thinking” is interactionally constructed, and the affordances and limitations of “languaging thinking” as a way of engaging students into sophisticated and complex interactions with written texts.

Content Area

• Area 3: Literacy Instruction and Literacy Learning

Chair

• George Newell, The Ohio State University

Discussants

• Richard Beach, University of Minnsota

• David Yaden, University of Arizona

Individual Presentations

• Reading Non-Fiction Text Through Narrativization in Languaging Thinking Practice - Min-Young Kim, The Ohio State University

• The Social Construction of Languaging Thinking Practice in Classroom Reading Lessons - David Bloome, Ohio State University

• “I want my students to see me struggle”: Pedagogical Affordances of Languaging Thinking Practice - Amy Klepcyk, Olentangy Orange Middle School