L1-Educational Studies in Language and Literature
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Literary socialisation through education: A comparative study of Swedish and French upper secondary school students’ reception of a narrative text
Get PDFDifferent ways of teaching literature in school are often a result of tradition, cultural heritage, and the underlying assumptions of the motivating reasons for studying literature at all. This paper presents results from a comparative study of Swedish and French upper secondary school students’ reception of a narrative text and discusses the impact of literary socialisation in relation to curricula. In the first part of the paper, Swedish and French upper secondary school students’ written comments on a short story are analysed in terms of literary socialisation, comprehension and interpretation. The study displays differences in the way the students interact with the text. The French students pay more attention to literary aspects, such as style and language, whereas Swedish students tend to focus more on content and extratextual aspects. In the second part of the paper, the Swedish curriculum for the subject Swedish for upper secondary school is analysed. The study argues that a combination of analytic and emotional reading seems to be the most efficient way to create skilful readers. Reading for pleasure in a school context is challenged by the strong framing provided by knowledge requirements and examinations. The study concludes that this paradox of literature education can be met by focusing on the reading experience as a point of departure for in-depth literature studies
Performative spaces: Negotiations in the literature classroom
Get PDFThe term performativity is used in and across various research disciplines, such as language philosophy, gender and cultural studies, and art and literature studies. Inspired by former uses of the concept within other disciplines, this article elaborates on what performativity can offer in research on literary education. Using two theoretical conceptualisations of performativity, poststructuralist and posthumanist, the article explores empirical examples from the authors’ previous studies. The analyses highlight how performativity emphasises and, maybe even more importantly, provides theoretical and conceptual tools for studying—ongoing processes and unfoldings in the literature classroom. Negotiation emerges as a key concept. Finally, the study provides suggestions on what performativity can offer in research on literary education, and relates this to recent issues in research on literary education in the Nordic countries as well as contemporary understandings of Bildung
Sound form signalization in L1 Polish, Czech and Slovak textbooks: In search of best practices
Get PDFPhonetic transcription is concerned with how the sounds used in spoken language are represented in written form. In specialized sources, phonetic transcription is a conventionalized notation system; in non-specialist sources, the methods of sound form signalization (SFS) are less conventionalized, but they have important educational functions.
The purpose of this study is to present the results of a comparative analysis of several L1 Polish, Czech, and Slovak textbooks to answer the following questions: how sound form is signalized and what practices are best for the development of pupils\u27 phonetic awareness and more generally for the improvement of their spoken and written communication skills.
Textbooks from the second stage of primary schools (Grades 4-6, age 10-13) were analyzed. This qualitative analysis focuses on searching for instances where orthographic representation changes to fulfil the needs of SFS and where the sound form of language represents the point of didactic interest; it illustrates the function of SFS and its means, as well as compares results obtained in three countries
Reading practices in transformation: Re-designing print-based literacy mindsets in the Swedish digital classroom
Get PDFVarious reading projects aimed at stimulating pupils’ reading are carried out in Swedish schools on a regular basis. At the same time, education is under pressure to digitalise, which has resulted in major challenges in relation to the literary teaching and reading practices performed in connected classrooms where new and old practices merge. In this article we explore this tension by focusing on how pupils’ reading practices interact with the teacher’s staging of a reading project. The analysis is based on an ethnographic video material, where the pupils’ interactions and activities in the classroom are documented through the video recording and screen mirroring of their computers and mobile phones. The result shows that the teaching practice in the connected classrooms is characterised by a print-based mindset that the pupils resist to varying degrees. This leads to situations where the printed book is given contradictory roles in relation to the reading practices in school, and is used by students as a cover behind which they can engage in alternative reading practices on their digital devices on the other. Our results indicate that printed books are difficult to integrate into digitalised teaching and thus risk being treated as insignificant background
Learning how to synthesize: The design and evaluation of a reading-writing learning unit for high-school students
Get PDFThis paper reports on the systematic design and evaluation process of a learning unit for 9th grade students, aimed at learning to write synthesis texts. The unit was based on design principles derived from a review of effective synthesis writing interventions and general principles of effective learning. To evaluate the quality of this unit, we considered three aspects: the validity, feasibility, and effectiveness of its design. The design as construct was based on state-of-the-art knowledge which ensured construct validity. Furthermore, user data indicated that the construct\u27s operationalization was valid: the content and structure of the unit reflected the construct. In addition, teachers were generally positive about the unit\u27s overall feasibility and teacher logs indicated that the lessons were mostly taught as intended. Furthermore, student data indicated that the unit was feasible for students, as well. Finally, the effectiveness of the unit was confirmed by the outcomes of an intervention in five classes, using a switching replication design. Some options for further improvement of the design are also proposed
The revision of syntactic errors related to complex sentences in French L1: Strategies of secondary school advanced writers
Get PDFThis article presents a description of the revision strategies targeting complex sentences of 16 secondary school advanced writers (15-17 years old) in the context of French L1 instruction. As the literature indi-cates, most errors in students\u27 texts are syntactic errors (Boivin & Pinsonneault, 2018), and revising them entails a heavy cognitive load (Roussey & Piolat, 2008). We conducted a multiple case study among these advanced writers to identify their detection, diagnosis and correction strategies targeting syntactic problems. Thinking-aloud (Ericsson & Simon, 1993, Hayes & Flower, 1980), they revised one individual text and one experimental text containing 22 different syntactic errors related to complex sentences. We focused on the revision strategies leading to accurate changes. Our results show that advanced writers make a very limited use of detection strategies. Their diagnosis strategies are mainly reflections, grammaticality judgments and rereadings. Students with high rates of accurate changes in the experimental text use fewer diagnosis strategies than those with average rates. Self-questioning appears to be a strategy most used by students with high rates of accurate changes. The corrections are generally precise and made immediately after a problem is detected. Looking at individual cases, we also present salient pro-files based on the students\u27 posture toward revision and syntax
An analytic description of ProjectExpert: An instructional reading program for ninth grade vocational students
Get PDFA significant number of ninth-grade students still struggles with proficiently comprehending texts. Moreover, their increasingly lowering motivation to read is alarming. Various educational interventions designed to enhance reading comprehension and/or motivation are available in the scientific field. However, a detailed description of its underlying principles is frequently lacking. This detailed description could provide genuine opportunities for replication, theory building, and dissemination into practice. Therefore, the main goal of the present study is to offer an analytic, rigorous, and detailed description of an instructional program aimed at fostering ninth-grade vocational students\u27 reading comprehension, strategy use, and autonomous reading motivation, named ProjectExpert. The context, theoretical and/or empirical grounding, macro and micro-level design principles will be outlined, based on the framework of Bouwer and De Smedt (2018). ProjectExpert entails four design principles: (1) Text reading is goal-directed. (2) The instruction is embedded in a motivating learning environment rooted in the fulfilment of students\u27 basic psychological needs. (3) By means of explicit strategy instruction students are taught to use a repertoire of cognitive and metacognitive reading comprehension strategies. (4) Students practice reading and applying reading strategies in heterogeneous pairs. Moreover, during the design, a stepwise procedure was adopted to guarantee the feasibility and usability of the design principles for this particular group of teachers and students. This stepwise procedure and the implications for the design of ProjectExpert are described in detail. Finally, the relational structure of the design principles and challenges related to implementing them into practice are discussed
Language teaching and critical literacy curriculum in Greek primary education: Implementation and perspectives
Get PDFThe approach of the critical literacy principles in the L1 Language Curriculum (CL_L1C) in Greek primary education is strictly related to the study of social practices that focuses on the elimination of social inequalities and on the formation of critically thinking and socially active individuals. In the frame of this analysis, the development of new semiotic modes of communication is examined through the evaluation of the activities presented by the curriculum, in order to underline the significance of multiliteracies pedagogy in the critical understanding of forthcoming sociocultural changes. Through the presentation of basic teaching practices promoted in the context of critical literacy, the study of the contribution of the curriculum (CL_L1C) is pursued to change the way language is treated as a subject of teaching. For this reason, the documentary analysis is comparatively built by incorporating references into the older cross-thematic curriculum (CT_L1C) that focused more on the development of pupils’ communication—and less critical—skills. The differentiation brought about by the newer curriculum, however, is mainly realized via the experience accumulated in schools, alongside the difficulties and perspectives it presents in the formation of a modern and innovative educational discours
Teachers\u27 discourse in kindergarten: An analysis of teachers\u27 utterances in science lessons
No full textThis paper studies the organization of teachers’ utterances taking into account whether they belong to academic or social discourse, and the pragmatic function that teachers’ utterances play within each discourse modality. The data consist of four class hours of video-recorded material obtained during observations of teaching situations in two five-year-old kindergarten groups. One kindergarten belongs to a rural school and the other one, to an urban school. We used qualitative and quantitative data analysis. The results showed that both teachers generated similar discursive contexts in Science lessons. Teachers used more utterances during the development of academic discourse than during social discourse. Within social discourse, the teachers used most of their utterances to issue directives. Within academic discourse, they used most utterances to request information from kindergartners. In this case, the rural teacher and the urban teacher produced similar percentages of utterances for commenting on and evaluating children\u27s responses. Results suggest that it is important to continue studying the pedagogical implications of teaching practices in Science lessons as well as detecting teachers’ training opportunities in classroom dialogue and practices that promote the development of scientific thinking in kindergarteners
Book review: \u27Robust comprehension instruction with questioning the author: 15 years smarter\u27
No full textThis text reviews the handbook, Robust Comprehension with Questioning the Author 15 years smarter by I. Beck, M.G. McKeown & C. Sandora (2021). The review discusses the value and quality of the book. The text argues that the book makes an important contribution to the literature because (a) it rests on solid scientific ground and (b) theoretically it is positioned within applied cognitive psychology in educational and reading research. Thus, the book is highly recommended to a wide readership