When Thinking Becomes a Topic of Classroom Conversations: Languaging Thinking Practices in a High School English Classroom

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 l...

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Bibliographic Details
Published in:Research in the teaching of English 2021-11, Vol.56 (2), p.177-199
Main Authors: Kim, Min-Young, Bloome, David
Format: Article
Language:English
Subjects:
Adult Literacy
Classroom communication
Classroom Research
Classrooms
Cognition & reasoning
Cognitive Processes
Constructivism (Learning)
Conversation
Discourse analysis
Education
Educational aspects
English education
English language
Ethnography
Grade 12
Language Arts
Language Usage
Linguistic Theory
Literacy
Literacy Education
Metacognition
Methods
Protocol Analysis
Reading
Secondary education
Secondary school students
Secondary school teachers
Semiotics
Social Action
Sociolinguistics
Teaching Methods
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Summary: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.
ISSN:0034-527X
1943-2348
DOI:10.58680/rte202131476