L1-Educational Studies in Language and Literature
Not a member yet
461 research outputs found
Sort by
Use of didactic learning materials during whole-class literary conversations
Get PDFIn this article we examine teachers’ use of publisher-produced didactic learning materials in a multiple case study in Danish lower secondary schools. We characterize the teachers’ use of analytical and interpretive activities from publisher-produced learning materials in three 8th-grade classrooms during whole-class literary conversations in mother tongue teaching. The project is motivated by research showing that learning materials from publishing houses are widely used in primary and lower secondary schools. Yet we know very little about the influence of learning materials on literature teaching. Video observations of whole-class literary conversations were examined through a framework grounded in three theoretical foundations: 1) a usage analysis (of learning materials) (Gissel et al., 2021), 2) a content analysis (Norup, 2024), and 3) a structure analysis (Roberts & Langer, 1991). We show that declarative and procedural knowledge about the world and basic understanding of the literature and other aesthetic texts dominated whole-class conversations in the three classrooms, even though analytical and interpretational activities were available in the publisher-produced learning material. We also show that the teachers primarily talked about activities they had designed themselves, even though they used a publisher-produced learning material as the frame for their teaching
Do dictionary definitions support seventh graders\u27 acquisition of word meaning while reading?
Get PDFLooking up unknown words in a dictionary while reading is a common recommendation at school. However, little is known about the effects of dictionary use on the acquisition of word meaning while reading in the language of instruction. This study investigated whether students acquire the meaning of unknown words by using a dictionary while reading. The aim was also to explore whether students´ knowledge of the target words differ regarding the dictionary used (print or electronic dictionary). We conducted an experiment in which seventh-grade students in Germany (N = 153) were asked to read a text in the language of instruction (German) and look up twelve target words in a dictionary. Subjects were assigned to three treatment conditions (Kindle/integrated electronic dictionary, Duden/print dictionary, control/no dictionary). Knowledge of the target words was tested by means of a vocabulary test twice (one after reading the text and one 14 days later). Best fitting models were calculated using generalized linear mixed models (GLMM). For the first vocabulary test, results showed a significant effect of treatment condition. However, contrasts revealed a significant difference only between the Kindle group and the Duden group and between the Kindle group and the control group. No differences between groups could be found for the second vocabulary test. The results support the use of dictionary definitions for the acquisition of word meanings while reading on electronic reading devices
Politeness without payoff? Evaluating the effect of a short pragmatics intervention on L1 request writing
Get PDFThis study explores the introduction of pragmatics concepts—speech acts, conversational implicature, and politeness—into L1 language education and its impact on students\u27 writing. Despite the well-documented benefits of pragmatics instruction in L2 contexts, its application in L1 settings remains under-researched. Using a quasi-experimental research design with switching replications, involving 241 Dutch pre-university students, the current study examined whether a short intervention in which core pragmatics concepts were introduced would benefit the quality of students’ written requests, their self-efficacy in writing them and the associated perceived mental effort. Contrary to expectations, the intervention did not manage to secure any improvements on these variables. While this result may be due to the nature of the intervention in terms of its design principles or duration, we also found evidence that the number of words students wrote during the tests significantly declined over time, revealing a decrease in motivation for the writing tasks. This appears to be a major contributing factor to the results. Based on these results, the paper discusses meaningful ways forward for future research on this topic, emphasizing the need for a better understanding of student learning through improved fidelity measures and as well as following strategies to maintain student engagement during repeated testing
Learning to Notice Critical Moments in L1 Teaching: The potential of video-based mentoring conversations during fieldwork
Get PDFThis study argues that to educate first language (L1) teachers who are responsive to students’ needs, we must pay attention to the invisible but fundamental processes of teacher noticing. Teacher noticing—how teachers perceive, interpret, and make decisions about how to respond to student ideas and needs during teaching—is scarcely studied within language and literature education. In this qualitative study, I examine the characteristics of mentoring conversations in which teacher candidates and their mentors discuss videos of the candidates’ L1 teaching in terms of the critical moments (Myhill & Warren, 2005) they attended to, their interpretations of these critical moments, and their decision-making on how to respond to these moments. The findings show that the candidates and mentors attended to various opportunities to scaffold student text production and interpretation, as well as opportunities to elicit and respond to student ideas in text-based discussions. Adopting an evaluative stance toward these critical moments supported the candidates in identifying alternative teaching moves, while adopting an inquiry stance led them to identify the first paths toward more adaptive teaching. These findings suggest that video-based mentoring conversations have the potential to support L1 teacher candidates in learning to notice and have implications for teacher education coursework and fieldwork
‘Why do we actually have to read all these books for school?’: Assessing literature teachers’ legitimations of literary reading towards students in upper-secondary education
Get PDFIn recent decades, numerous publications have argued for the importance of literature reading; however, little is known about how such justifications permeate into education. This article addresses this gap and reports on a survey study conducted among Dutch literature teachers working in upper secondary education (10th to 12th grade). The central question of the study focuses on the arguments teachers employ to draw attention to the significance of literary reading. Analysis of the results reveals significant heterogeneity in literature education concerning the justifications teachers practically employ, though some patterns emerge. The emphasis is primarily on literary reading as a tool for broadening students’ perspectives, enhancing their empathic abilities, and improving general literacy skills. The analysis also exposes fundamental tensions regarding the use of justifications for literature reading. Teachers claim to prioritize fostering reading enjoyment, yet this aspect lags significantly in their survey responses. Another tension concerns the balance between broadening students’ worldview and the ethical and socio-political development of young readers. While literature teachers assert a strong focus on expanding students’ horizons and their ability to empathize, they seem to do so without much consideration for the socio-cultural context of literature education or ethical issues related to literature. Based on the research findings, it is recommended to pay more attention in curricula and teacher training programs to the diverse range of justifications for literary reading and how these justifications relate to each other
Swedish as a second language: Teachers’ perspectives on writing instruction for adult learners
No full textThis article aims to deepen our understanding of second language (L2) writing instruction at the lower secondary level for adults in Sweden by examining experienced teachers’ reported views on writing instruction. The applicability of Ivanič’s (2004) discourse analytical framework is tested in this context. Two qualitative methods were used: surveys (N=24) and semi-structured interviews (N=5). Findings reveal a narrow and instrumental focus in writing instruction, predominantly characterized by a skills discourse and a genre discourse, with the overarching aim of preparing students for further studies. Teachers report that instruction is influenced by contextual factors such as students’ heterogeneity, time constraints, and local teaching agreements, where collective discourses of writing shape how teachers enact writing instruction—sometimes aligning with their individual views and at other times diverging from them. This study raises the question of whether contextual constraints outweigh teachers’ individual discourses of writing in the enactment of writing instruction for adult L2 learners, and priority in such a setting is given to language form. Further, the findings highlight the need to pay greater attention to how the skills discourse manifests itself in L2 contexts and suggest a possible development of the framework to include the student as an influence on teachers’ views on writing
"I believe in reading together": Fifteen L1 teachers’ beliefs about reading engagement and ways to provide engaging literature instruction in the upper-secondary classroom
Get PDFThe benefits of reading literature are well documented, and the L1 subject is a shared arena for adolescents to encounter literature. In upper-secondary school (grades 11–13), students meet high demands in terms of literature reading. However, their attitudes toward reading literature are growing more negative. In PISA 2018, Norwegian 15-year-olds ranked second-lowest among OECD countries in engagement in fiction reading. The digitalization of society is offered as one explanation for the decline in reading engagement. Our purpose was to provide, through focus-group interviews, deeper knowledge about 15 Norwegian upper-secondary L1 teachers’ beliefs about the engaged student reader of fiction and their ideas on how to engage students in fiction reading. We find that our participants believe in reading engagement as both a personal aptitude and a social event. Another finding is that they reported on various obstacles to student reading engagement. We also find that the L1 teachers believe student engagement in reading fiction will enhance when “reading together” as a shared and teachers guided experience in the L1 classroom. The data reflect optimism despite the dire signals from PISA. Based on the findings, we argue that L1 teachers can provide all students with an opportunity to gain access to the benefits of reading fiction with the L1 classroom as a decisive arena for doing so
Embracing linguistic diversity: Plurilingual approaches to teaching vocabulary in Franco-Ontarian classrooms
Get PDFThis paper examines the implementation of plurilingual approaches in the teaching of French vocabulary in Franco-Ontarian schools. Through a qualitative analysis of the practices of three experienced teachers, the study highlights innovative pedagogical practices that leverage linguistic diversity to enhance students’ learning of vocabulary and foster a deeper appreciation for plurilingualism in the classroom. The findings of this multiple case study, derived from a series of semi-structured interviews, demonstrate how teaching concepts like cognates, idiomatic expressions, prefixes, and suffixes within a plurilingual framework can cultivate engaging and inclusive learning environments. Furthermore, the role of plurilingual texts and parental involvement in enriching vocabulary instruction is emphasized, showcasing the collaborative efforts between teachers, students, and families in language education. This study highlights how linguistic diversity can form the basis for meaningful vocabulary instruction in French Ontario, ultimately contributing to the vitality and longevity of the French language in the province
The Power of Peer Feedback: Exploring How Training Teachers Improve Their Assessment Techniques
Get PDFTeacher training involves the acquisition of not only disciplinary knowledge but also pedagogical and evaluative knowledge. In this context, providing feedback is crucial for trainee teachers to interpret the information that they receive from their teacher, and apply best practices in their future teaching. This study examines peer feedback among student teachers in primary education at a Chilean university. Eighteen students were given feedback after submitting an initial writing task and then were trained in three types of feedback: knowledge of results, knowledge of the correct response, and elaborated feedback. Finally, they provided feedback to their peers based on these categories. The results indicate that most of the feedback received and given by the students was of the KR type and that the training was effective, as the students provided feedback that helped their peers improve their grades. This underlines the importance of feedback training for future teachers and emphasises the need for several feedback strategies in teacher education
Supporting adult L2 learners’ contextualized grammar knowledge and presentation skills when working with tasks related to work placements
Get PDFThis study investigates how a teacher’s feedback on oral presentations was integrated with grammar teaching in Swedish for immigrants (SFI) directed to adult learners of Swedish. It focuses on a course where students participated in both workplace placements and classroom activities. The data consists of transcribed audio recordings of six lessons. The findings show that the teacher’s feedback on the students’ presentations focused on the interplay between written keywords and oral elaborations, as well as the use of visual resources. Moreover, the teacher used the students’ presentations as a starting point for discussing grammatical features in context. We discuss the findings in relation to research on focus on form (FonF) and contextualized grammar teaching, demonstrating how these traditions can complement each other. We argue that the findings have implications for second language teaching more broadly, highlighting the value of integrating multimodal elements into language instruction and using students’ multilingualism as a resource