L1-Educational Studies in Language and Literature
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Conversations about literary conversations: An inquiring assemblage
No full textThis article represents conversations about L1 literary conversations. It is an assemblage of discussion, literary quotation, transcriptions of classroom dialogue, and our reflections on making audio recordings of lessons to review L1 teaching. We adopt an unconventional article format intended to reflect qualities of L1 literary conversations, which may be provisional, layered, recursive and open-ended. They allow for different perspectives and, as intertextual links in a Bakhtinian chain of literary expression and exchange, never really end. They are embodied in materialities of shifting ratio, tilting to print or the spatial arrangement of a page, then to speech and sound. They span time and occur through multiple voices, some belonging to teachers and students, others participating through literary constructs such as ‘narrator’ or ‘character’. We present a posthumanist account of how we recorded literary conversations, conveying our methods and considering the extent to which MP3 audio files helped us understand the voices comprising L1 literary pedagogies. We work in a space between research and professional development, declining social science conventions which inform many education research publications. We attempt an aesthetic that complements the distinctive modes of knowing and learning through literature (an epistemological orientation) conveying the unique nature of collaborative enquiry about L1 literary pedagogies (an ontological orientation)
Teachers\u27 experiences with feedback in L1-oral language teaching practices
No full textFeedback is an important element in the development of students’ L1-oral language skills. The current study focused on teachers’ perceptions of feedback in L1-oral language teaching in secondary education. The findings are based on 19 interviews in which teachers provided their ideas on how they value feedback, their own classroom experiences with feedback, and their aspirations in this respect. To analyse the interview data, a framework with feed-up, feedback, and feed-forward was used, distinguishing between teacher, peer, and learner feedback. Findings show that the teachers strongly valued and used teacher feed-up, and teacher and peer feedback in the classroom. They used feed-forward to a lesser extent and the integration of peer and learner feed-up in class was hardly mentioned. This study suggests several improvements, such as implementing more practice, feedback rounds, and feedback training to support student feedback skills, investing in a safe learning environment, and giving more attention to feedback effectiveness in teacher training
Classroom applications of the reader-response approach in primary and secondary education: A systematic review (1989–2024)
Get PDFRosenblatt’s reader-response theory, with its emphasis on the reader’s role in co-creating meaning, offers insights for enhancing students’ literary experience. This systematic review examined the implementation of the approach within primary and secondary education, focusing on pedagogical practices, text choices, and benefits of reader-response approach for aesthetic engagement. The analysis of 39 empirical studies (1989-2024) revealed four key practices: literature discussions, free response writing and creative writing, reading modality practices, and teacher read-alouds. These practices all emphasize the role of the aesthetic transaction between text and reader in enhancing the reading experience. The review also identified genres such as realistic fiction, multicultural literature, picture books, graphic novels, Gothic literature, humorous fiction, and historical fiction, that have been used in studies applying Rosenblatt’s theory to enhance aesthetic engagement. These studies explored the potential of such texts to enhance aesthetic engagement, particularly when text choices align with students’ interests and backgrounds. Furthermore, the review found that the reader-response approach promotes several key benefits: fostering personal connections and deeper engagement, enhancing personal and literary understanding, fostering empathy, and promoting identity construction. These findings advocate for a pedagogical shift toward practices that prioritize personal connections, interpretive freedom, and the holistic development of readers
Attunement and democratic literature education, or free time with Clint Eastwood
Get PDFThis article takes its starting point in the idea that literature education has democratic potential. It questions a view of literature education as fundamentally a fosterer of democratic citizens, and aims to conceptualise a literature education which in itself can contain democratic moments. The quest for such moments is informed by a Mouffean agonistic understanding of democracy, particularly the aspect of collective identity formation. It is also informed by Masschelein and Simons’ understanding of school as ‘free time’ and by Felski’s concept attunement from her theory of literary reading. A fusion of these theories works to form an understanding of the literature classroom as a space for becoming, individually and collectively, in an open, non-predetermined sense. The theoretical argument is illustrated by a discussion between four upper secondary school students about the short story ‘Farangs’ (Lapcharoensap, 2005). I use Felski’s attunement and the metaphor of harmonising, singing in harmonies, to conceptualise a relation between literature education and democracy that centres on becoming in collective terms
Emerging Stance and Engagement in L1 Argumentative Writing in Grades 5 and 8
No full textThis study examines how young writers use stance and engagement—key constructs in shaping disciplinary voice—in L1 argumentative writing. A corpus of 118 student texts from grades 5 (age 10-11) and 8 (age 13-14) was analyzed using a framework that combined theory- and data-driven categories. Descriptive and comparative analyses revealed that grade 5 students used significantly more hedges, counters, invoked attitude, reformulation markers, and self-mentions, while grade 8 students employed more direct quotations and questions, suggesting a shift toward less explicit self-positioning and more content-focused argumentation in grade 8. A qualitative look at two texts illustrates how stance and engagement are realized in context, showing nuances—such as hedging combined with self-mentions in grade 5, and content-focused counters and rhetorical questions in grade 8—that are not fully captured by the quantitative measures. This highlights how writing task, genre, and instructional context shape the expression of disciplinary voice alongside general grade-level tendencies. The results are discussed in the context of general writing development theories as well as theories of voice and disciplinary writing
Is it not what you want? Conflicting ideals in dialogic interaction and rhetorical nonfiction writing for real purposes in school
No full textThe article explores how the ideals of dialogic teaching and writing for real-life purposes can conflict in practice. To this end, the article focuses on dialogic interactions between the teacher and students in a 5th-grade writing classroom where writing is approached as something anchored in real-life situations. Drawing on positioning theory, I unpack these interactions, observing how basic teaching ideals seem to intersect and create tensions that challenge not only students but also the teacher. Such teaching ideals include a desire to a) be sincerely dialogical and appreciative of students’ perspectives, b) support and qualify students’ rhetorical reflections concerning constituents of the specific situation, and c) create engagement by anchoring writing in real purposes outside the classroom. The article points to how the real life to which students must relate as writers can be both limiting and eye-opening
Who holds the pendulum? Findings of a systematic review on literature teaching development
Get PDFSocietal and pedagogical tensions have defined the complex and unstable historical development of literature teaching as a curricular area. To understand this volatile process, we conducted a systematic literature review to identify the sociopolitical phenomena and the theoretical-methodological trends that have characterised the history of literature teaching in the context of first-language basic education. We thus thematically analysed 33 articles (indexed in Scopus and Web of Science) developed under historical research. In this article, the analysis of the bibliometric tendencies and the results from four of the twelve categories revealed (‘content’, teaching ‘goal’, ‘literature concept’ and ‘oeuvre’ selection criteria) demonstrate that literature teaching evolves slowly due to the weight of nationalist, historiographical and instrumental baggage that characterised its genesis. Because of that, new theoretical-methodological currents have less representation than expected
Teaching practices for initiating and sustaining classroom dialogue about text and language within senior high-school science
Get PDFMaking appropriate language choices to represent meaning about sequences of activity in sequential explanations is essential for success in senior high school biology classrooms, but the ways in which teachers can engage students in classroom dialogue that includes opportunities for the development of this language and associated textual understanding has not been investigated. Design-based research supported two biology teachers in two Australian high schools to learn about the language patterns in English required to represent meanings about activity in senior high school biology and to develop practices that engaged students in classroom dialogue that assisted the learning of the discipline-specific language and associated texts. Through iterative cycles of planning and classroom implementation, the teachers and researchers co-designed practices for involving students in classroom dialogue that made explicit the language of the discipline, began to develop a metalanguage and supported students to reason about their creation of texts and language choices in the disciplinary context. Analyses of transcripts taken from videos of classroom dialogue allowed for the identification of the teaching practices that effectively involved students in dialogue about language and text. Practices associated with text comparison and contrast were most effective for generating classroom dialogue for language learning in biology
Grammatical and lexical development in Modern Greek expository and narrative texts: A focus on noun phrases and word length
Get PDFWhile previous research has explored grammatical and lexical development in writing, little is known about how these aspects develop in Modern Greek, particularly across different text types. This study explores grammatical and lexical development in Modern Greek texts written by children, adolescents, and young adults. Focusing on expository texts in comparison to a narrative, it examines the influence of age, text type and task on the development of phrasal-level complexity and structural lexical complexity, in particular compositionality. The study analyzed three texts written by participants aged 10, 13, 16, and 23-35. We examined four indices: noun-dependent genitives per clause, noun-dependent noun phrases per clause (excluding personal pronouns), subjective/objective genitives per clause and word length (as a reflection of lexical compositionality). Results indicated that noun phrase complexity increased with age, with expository texts showing additional topic-based variation. Word length also increased with age across all text types, with one expository text eliciting significantly longer words than the others. These findings suggest that noun phrase structure, and noun dependent genitives in particular, as well as word length are informative measures of syntactic and lexical development in Modern Greek, and that expository texts may present unique challenges for developing writers. The results are discussed in relation to the discourse stance young and mature authors adopt in their texts
Teaching literary history with music: A classroom experiment
Get PDFIn Dutch Literature classes in the Netherlands, song lyrics are often treated as poems, regrettably neglecting the music. Recent research has provided evidence for various processes that suggest that playing songs would enhance the literary-historical learning of a class. Music can support motivation, attention and retention, and may clarify language by accentuating prosody and adding emotion. In an educational design experiment, including a repeated measures recall test, it was assessed whether playing a song only once or twice can heighten the learning efficiency of a literary history class. Five groups of fifth-grade pre-university high-school students (131 pupils; Mean age = 16.47; SD = 0.64), each with a different teacher, received a series of classes on 16th- and 17th-century Dutch literature. As part of these classes, they read a number of poems, half of which were also read aloud by their teachers, while the other half were also played to them as songs with music. However, which poems they heard with music and which they heard without differed for each group. Two recall tests indicated that both verbatim and gist recall for texts presented with music is better than for texts read aloud, indicating comprehension and a basis for historical reasoning. In addition, two evaluation surveys showed enhanced attention, motivation and historical insight