Reading and Intertextuality

Bloome, David; Hong, Huili

doi:10.1002/9781405198431.wbeal0996

Cited by 7 publications

(5 citation statements)

References 14 publications

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“…Dialogic interaction between culturally diverse readers is the headstone of interpretation. This is consistent with Bakhtin's (1981) perceptions of dialogue and with the focus on culture and context-dependent intertextual reading (Elkad-Lehman & Greensfeld, 2011) that construct heteroglossic interpretations (Bloome & Hong, 2013).…”

Section: Intertextuality and Readingsupporting

confidence: 83%

“…It generates a new position towards texts: they are conceived in a dialogic process, in a historical context (its linguistic and cultural treasures), open to diverse and multivocal interpretations, and hermeneutically fluid. An interplay is created between meanings, voices and cultural understandings (Bloome & Hong, 2013).…”

Section: Example 5: Misleading Of Alienating Intertextual Connectionsmentioning

confidence: 99%

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“Above all, there’s our humanity”: Teachers’ intertextual responses to reading an ancient Hebrew text

Teomim-Ben Menachem,

Elkad-Lehman

2024

L1-ESLL

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This study examines the role played by intertextual connections suggested by teachers engaged in an interpretive dialogue on a sixth-century Hebrew text. This is a multiple-case study based on intertextual conversation research. The participants—26 Hebrew-as-L1 teachers in secular schools in Israel—were asked to study the text in havruta, a traditional Jewish approach to studying sacred texts, involving a dyad of learners who debate their meanings. Every havruta conversation was considered a case and was compared to the others. After the conversations, interviews were conducted with some of the teachers to learn more about the intertextual links that emerged. The findings suggested significant variance in the number and content of intertextual connections between the groups, given the teachers’ religiosity or previous experience with traditional Jewish texts. The connections suggested shaped the processing of the text, the teachers’ attitudes thereto, and their willingness to teach it. The main conclusion is that studying in multicultural havruta groups increases intertextual connections emerge and helps teachers to interpret the text.

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Section: Intertextuality and Readingsupporting

confidence: 83%

Section: Example 5: Misleading Of Alienating Intertextual Connectionsmentioning

confidence: 99%

“Above all, there’s our humanity”: Teachers’ intertextual responses to reading an ancient Hebrew text

Teomim-Ben Menachem,

Elkad-Lehman

2024

L1-ESLL

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“…Another relevant key concept is recontextualization. The recontextualization of a text may create a new set of meaning potentials and learning opportunities, such as when a text from one discipline is imported into another (Bloome and Hong, 2013).…”

Section: Argumentation As a Social Intertextual Practicementioning

confidence: 99%

“…Intertextuality is a crucial concept used in this research study. This paper adopted a broadened notion of text by including multimodal and paralinguistic texts, such as children’s talk, body languages, prior knowledge, and life experiences (Bloome and Hong, 2013; Hanks, 2000; Meinhof and Smith, 2000). This notion attends more to text as a verb .…”

Section: Introductionmentioning

confidence: 99%

Exploring young children’s argumentation as a heuristic intertextual practice

Hong

Cai

Wang

2022

Journal of Early Childhood Literacy

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Argumentation is a fundamental communicative ability that children develop over time through formal schooling and daily practice with peers and family members. Literature on children's argumentation appears to have focused on their social interactions out of school, clinical environment, or informal pedagogic contexts. Even though there are research inquiries into children’s argumentation in formal academic learning, many have been focused on argumentative writing in math or science classes. Much less is known about teacher-led argumentation and the youngest children's emerging argumentation in language art classes, where argumentation is formally and systematically introduced and learned. This paper reports a year-long ethnographic study on argumentation in a first-grade English language art classroom in the United States. Ethnographic discourse analysis was conducted to analyze two key literacy events from the daily reader's and writer's workshop. It is supplemented with qualitative analysis of the researchers' field notes and the students' artifacts. Our findings highlight the inherent intertextual nature of children’s argumentation and a critical role the teacher played in eliciting and steering the children’s argumentation construction through strategic instructional conversations (especially accountable talk). Our findings also revealed teacher-led children’s intertextual argumentation as a powerful heuristic process and tool to enrich students’ learning. The paper concludes some classroom argumentation teaching practices based on the research findings.

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“…Desde esta formulación inicial, sostenemos que es posible identificar qué cuenta como aprendizaje si observamos e interpretamos la interacción y nos preguntamos cómo ocurre la producción de conocimiento en momentos sucesivos y a través del tiempo (Bloome, Beierle, Grigorenko & Goldman, 2009;Bloome & Hong, 2013;Heras, 1993Heras, , 1995Heras, , 1999.…”

Section: Enfoqueunclassified

Sociolingüística y etnografía Análisis de interacciones en la Mesa de grupos auto-gestionados

Sans¹,

Miano²

2014

La Trama

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Presentamos un análisis de un dispositivo de reflexión sobrela práctica auto-gestionada denominado “Mesa Colectiva”,conformado por representantes de seis organizaciones deArgentina. Nuestro análisis busca responder: ¿Qué formasasume la construcción de conocimiento en la Mesa Colectiva?¿Cuáles son los contenidos que las organizacionesconstruyen para interpelar su acción colectiva? Aportamosuna perspectiva poco trabajada en lo que refiere a la autogestión,ya que, en tanto los grupos auto-gestionados seconforman como espacios de acción política, sus prácticase interacciones no resultan fáciles de documentar y sistematizar.Quienes escribimos este artículo somos participantesen la Mesa (pertenecemos a una de las organizaciones participantes)y también en la institución que formuló el proyectode investigación. Este doble posicionamiento nos permiteconstruir conocimiento en colaboración, sistematizarlo yanalizarlo, poniéndolo a disposición para la discusión a travésde diversos canales de comunicación (multimedia, performances,encuentros abiertos). Además, nuestro aporte esoriginal en tanto tomamos una perspectiva sociolingüísticacombinada con la etnografía, metodológica y teóricamente,para analizar el aprendizaje. Nuestro análisis da cuenta deque hay una estrecha relación entre la Mesa Colectiva comodispositivo, los géneros discursivos que se construyen entrelos participantes, y los contenidos que se van elaborandoacerca de la autonomía como proyecto. Creemos aportar unpunto de partida innovador para analizar la relación entre loscontenidos que sustentan a la autonomía como proyecto ylas formas que asumen esos contenidos en las prácticas dereflexión e interacción de los grupos auto-gestionados.

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Reading and Intertextuality

Abstract: Intertextuality can be defined as the juxtaposition of two or more texts.

Cited by 7 publications

References 14 publications

“Above all, there’s our humanity”: Teachers’ intertextual responses to reading an ancient Hebrew text

“Above all, there’s our humanity”: Teachers’ intertextual responses to reading an ancient Hebrew text

Exploring young children’s argumentation as a heuristic intertextual practice

Sociolingüística y etnografía Análisis de interacciones en la Mesa de grupos auto-gestionados

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