The concept of voice permeates perspectives on reading and writing and has helped guide both literacy research and teaching. However, what voice is for scholars, researchers, and teachers takes many guises, some in apparent contradiction to others. We offer a theoretical perspective on the concept of voice, situating it within sociocultural accounts of language and literacy and, through a review of language and literacy research, arrive at a definition of voice. In doing so, we discuss the varied rhetorical, linguistic, and educational foundations of voice, exploring individual‐centered and social‐ and cultural‐centered perspectives, and two differing premises driving research: (1) that voice is a quality of language that reflects authorial choice and can be taught, and (2) that voice is a lens for understanding reading, writing, and learning processes. We discuss implications of our thinking about voice for literacy research and teaching. يتخلل مفهوم الصوت وجهات نظر بشأن القراءة والكتابة، وقد ساعد كمرشد للبحوث في مجاليْ القراءة والكتابة والتدريس على حد سواء. ومع ذلك، فإن الصوت بالنسبة للعلماء والباحثين يأخذ مظاهرعديدة متناقضة مع بعضها البعض. يقدم هذا المقال وجهة نظر نظرية بشأن مفهوم الصوت داخل حسابات سوسيوثقافية خاصة باللغة والقراءة والكتابة؛ من خلال مراجعة البحوث المتعلقة باللغة والقراءة والكتابة، بإمكاننا الوصول إلى تعريف للصوت. وبهذا فإننا نناقش أسس الصوت التربوية واللغوية والبلاغية، مستكشفين وجهات النظر المركزة على الفرد والمجتمع والثقافة، بالإضافة إلى مكانيْن مختلفين يوجهان البحث: أولا، إن الصوت ميزة اللغة تعكس اختيار الكاتب ويمكن تدريسها؛ ثانيا، هذا الصوت هو بمثابة عدسة لفهم القراءة والكتابة وعمليات التعلم. ونناقش كذلك الآثار المترتبة عن تفكيرنا فيما يتعلق بالصوت بغرض البحث في القراءة والكتابة والتدريس. 「心声表达」这个概念在有关阅读与写作的讨论中俯拾即是,亦曾有助于指导读写研究与读写教学。然而,心声表达这概念的意义,在许多学者、研究人员及教师的心目中却有多种,甚至大相径庭的体现形式。本文从语言及读写能力的社会文化角度,对心声表达这概念提出一个理论观点,并通过综述有关语言及读写能力研究之文献,给心声表达这概念作出定义。本文作者讨论有关心声表达在修辞学、语言学及教育学上的理论基础,探索以个人、社会及文化为中心的理论观点,以及两个驱动研究的不同大前题:心声表达就是反映写作者之选择的语言素质,是可以教授给学生的;心声表达就是帮助认识阅读、写作与学习过程的透视镜。本文作者亦讨论其对心声表达之想法给读写研究与教学所带来的启示。 Le concept de voix imprègne les perspectives de la lecture et de l'écriture et a servi de guide aussi bien dans l'enseignement que dans la recherche en littératie. Cependant, ce qu'est la voix pour les universitaires, les chercheurs et les enseignants revêt des formes différentes, parfois même à première vue contradictoires. Ce texte présente une perspective théorique sur le concept de voix, le plaçant dans le contexte socio‐culturel de la littératie et du langage et, au moyen d'une revue de la recherche sur la littératie et le langage, arrive à une définition de la voix. Procédant ainsi, nous débattons des différentes bases rhétoriques, linguistiques et pédagogiques de la voix, nous explorons les perspectives centrées sur l'individu, sur la société et sur la culture, et proposons deux prémisses pour diriger la recherche, à savoir que la voix est une propriété du langage qui reflète le choix de l'auteur et peut être enseignée, et que la voix est une loupe pour comprendre la lecture, l'écritu...
Social theories of language (e.g., Vygotsky and Bakhtin) implicate instruction that promotes spoken interaction during the writing process. Such interaction is said to make explicit for students the dialogic relationship between writers and readers that underlies written text. This case study of a “prewriting” class discussion and student writing in a secondary English class suggests that, more than establishing a relationship with readers, students talk and writing invoke a complex of roles that reflect their relationships with one another, the outside world, and their texts. Speaking and writing contexts shape the different roles that students take. The setting of the study is an inner-city classroom in which students' lives bear critical connections to the outside world; such classrooms may be particularly valuable sites for studying students as complex role players in the process of learning to write. In offering a theory of roles and relationships, the study complicates current thinking about how classroom discourse in these and other settings is linked to writing.
I n exploring the role of research in the secondary school subject traditionally known as "English," we address a host of issues crowded with problems and potentials. Surely the perennially debated contours of the field have never been more in question, as new technologies and transforming patterns of civic, workplace, and global communication challenge us to enlarge our notions of what is truly basic in concert with the myriad opportunities, dangers, and complexities of today's world (Luke, 2004a(Luke, , 2004b. As those who teach the secondary subject and who provide teachers' professional preparation, English educators are positioned to serve as critical mediators of these new challenges. This is admittedly no easy undertaking, as academics' ongoing efforts to build ever-richer conceptions of literacy remain markedly at odds with the determined emphasis on basic skills both reflected in and reified by the No Child Left Behind initiative in the United States (U.S. Department of Education [USDOE], 2007). English educators therefore face the formidable task of negotiating between the complex vision of contemporary research and the modernist take on literate competency embedded in recent education policies (Yagelski, 2006), with their concomitant conception of research as "market commodity qua objective product testing and market research" (Luke, 2004a(Luke, , p. 1427.As U.S. states and districts respond to federal pressure to adopt practices based on "scientific" studies (USDOE, 2007), English educators are endeavoring to foster appreciation of the broader intellectual traditions that have shaped understandings of the high school subject through the years-including not only the social sciences but also literary studies, philosophy, and the arts (
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