L1-Educational Studies in Language and Literature
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Negotiating figurative language from literary texts: Second-language instruction as a dual literacy practice
Get PDFThe aim of this article is to contribute knowledge about how figurative language from literary texts is negotiated through oral interaction in second-language instruction. The material consists of transcriptions of recordings from a classroom study of basic adult second-language instruction involving two teachers and their two student groups. Theories of semantic waves and discursive mobility are used to explore and visualize discursive shifts between concrete and condensed abstract meanings. The results show a varied use of linguistic resources, where students’ contributions often serve as a bridge between the teachers’ concrete examples and abstract paraphrases in which lexical metaphors interplayed with grammatical metaphors. In some exchanges, characters and events in the literary texts were significantly expanded upon in the interaction as they were used as contextual resources. The study sheds light on second-language instruction as a dual disciplinary literacy practice, involving both language learning and the study of literary texts
Twenty years of L1: The journal and the research community behind it
Get PDFIn 2021, the L1 journal celebrates its 20th anniversary. The editors take this occasion to have a look back to its development and the development of the L1 education research community behind it, and to reflect on prospects for the future. External scholars commented on the paper, and their comments have been published along with it (see Green 2021, Pieper 2021)
How do Norwegian second-grade teachers use guided reading? The quantity and quality of practices
Get PDFThis paper documents how teachers use guided reading practices in Norwegian second-grade class-rooms. In a two-part study consisting of teachers\u27 self-reports (Study 1) and video-observations of guided reading sessions (Study 2), we analyzed the frequency and characteristics of guided reading practices. Findings from Study 1 indicate that guided reading is a common practice of Norwegian second-grade teachers and that discussing word meaning, text, and pictures are the most frequently addressed literacy components. Findings from Study 2 illustrate that the teachers regularly make optimal use of the before-reading phase, while the after-reading phase is relatively lacking. The observational data also indicate that teachers are more likely to simply check students\u27 understanding of word meaning rather than to work in-depth with vocabulary. Likewise, teachers were more likely to supply help in the decoding process rather than scaffold students\u27 decoding with strategies. In sum, the data indicate that teachers may not fully use the benefits that guided reading instruction can afford. We discuss how to help educators use more of the potential of guided reading, arguing that the benefits of guided reading can be strengthened by (1) more in-depth planning, (2) greater use of strategies, and (3) routines for observing and assessing
Fluency and its relationship with typology, exposure and lexical retrieval in bilingual Persian-Swedish children\u27s writing
No full textBilingual literacy not only supports academic success it also contributes to bilingual children\u27s development of identity. However, not all contexts allow children to develop their writing fluency in their first language (L1) to the same degree as in their school language, their second language (L2). Few studies have explored bilingual children\u27s writing fluency in two languages and most studies to date have fo-cussed on Latin scripts, in particular English. The present paper fills this gap by exploring writing fluency of bilingual biscriptal children in the typologically different languages Swedish (official language and main medium of instruction) and Persian (home language). Twenty-three bilingual biscriptal children between the ages of 10-15 wrote four texts each by hand using Eye and Pen, descriptive and narrative, in Persian and Swedish respectively. The final texts and temporal information were used to compute product and process writing fluency. In order to explore writing fluency further, the role of language exposure and lexical retrieval was investigated. A survey was used to explore the participants\u27 exposure at home and participants\u27 lexical retrieval was measured by standardized tasks in each language. An additional qualita-tive study of three writers focused on what may have caused interruptions in fluency in the two languages. Results show that the children produced more characters, words and clauses and wrote faster, produced longer and more complex bursts in their L2 as compared with their L1. Exposure in L1 was connected with writing fluency in both languages while lexical retrieval was mildly related with fluency in L1. Typological characteristics such as diacritics created pauses and hence interrupted writing fluency in both languages
The case of \u27Yummy Yummy\u27: A replication of an intervention program
No full textThe current experimental study replicates and expands on the Yummy Yummy intervention study focusing on the role of observation in learning-to-write (Rijlaarsdam et al., 2008, 2009) that included 210 grade-7 students in seven classes from seven schools who were randomly assigned to one of two intervention roles: “readers” (tasked with text selection and discussion) or “observers” (tasked with observing readers to distill criteria they employ in their discussion). Effects of role condition were assessed by comparing the revisions students made in their texts, and with a questionnaire designed to assess students’ perceived learning experiences, particularly the extent of their learning during the intervention program and their explanations for their assertions. The results were consistent with the original study: revised writing products showed that observers outperformed readers, particularly in the domain of rhetoric. Additionally, observers self-reported higher levels of procedural knowledge acquisition compared to readers, while readers self-reported higher levels of declarative knowledge acquisition. The Yummy Yummy – observational learning replicated intervention program resulted in higher quality writing and had a differential impact on students\u27 perceived learning
Exploring reading experiences of three media versions: Danish 8th grade students reading the story Nord
Get PDFThe conditions for literary reading in schools are changing as young readers increasingly have the option of alternating between media, hereby encountering medium-specific expressions. Different media offer different sensory appeals and therefore provide distinct experiences. This article addresses these changes in reading conditions in a school context by investigating reading experience based on an empirical, phenomenological qualitative study of 8th grade students’ reading of a specific work of literature, Nord by Camilla Hübbe and Rasmus Meisler, in three media versions: as a digital audiobook, as a born-digital narrative, and as an illustrated printed book. It analyses the qualitative data focusing on students’ experiences of and reflections on the various literary media works and on how they, individually, integrate sensory appeals and vary in these appeals. The study shows how different material embodiments of literary works involve a distinct reading experience understood as a necessary interplay between cognitive and sensory activities, and how the type of media influences the reading experience. Based on our findings, we propose a model for understanding the reading experience that consists of the three dimensions: experience, materiality and comprehension. We argue that reading comprehension is necessary for a reading experience to even take place
Experimenting with the languaging approach in teaching poetry
Get PDFThis article aims to address the need for research on a collective response to poetry reading and the need for research on poetry pedagogy. Our goal is to develop a teaching method called: the languaging approach. Languaging is understood as a socio-culturally applied and embedded practice that has the potential to improve students’ metacognitive understanding. The article examines the differences between dialogue-based student discussions and teacher-led conversation and whether the languaging approach and collaborative dialogue can offer new teaching approaches for literature education. The context of our study is Finnish teacher education. The data were collected during a teaching experiment that was conducted as a part of student teachers’ pedagogical studies. The data were collected from two groups of 13-year-old students (n = 31) during their L1 lessons. The structures of the lessons differed from each other: A) the teacher led the discussion, or B) a languaging approach was used in a group discussion. Eighty minutes of video data were analysed using a directed content analysis. The study revealed that several students who were encouraged for languaging were able to describe their thoughts to each other and build meaningful analytical discussions together. The languaging approach encouraged students to communicate their own thinking processes and present argumented representations of poems, but also express their hesitations and doubts about their readings. With the languaging approach, students’ various orientations to interpret the poem were made visible. Student’s discussions also give an insight that facility with terminology can help students describe their thoughts more accurately
Introduction to the special issue Working with Literature in Nordic Secondary Education
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Continuity of traditional and new tendencies in L1 teaching: A scientific essay on the challenges and projections
Get PDFThe study focuses on the basic dimensions of the teaching of mother tongue (L1) in relation to new challenges and prospects in the European context. The introductory part of the paper highlights some stimuli and inspirations from Polish professional provenance in the second half of the 20th century. The core of the paper focuses on four basic dimensions in L1 teaching set against the background of a variety of relevant educational documents and decrees, current scientific knowledge, the author\u27s research and authentic pedagogical practice. The dimensions are: 1. A reference framework for education in the EU focusing on the competences a person requires to function in the 21st century. 2. The training and life-long education of an L1 teachers, including the evaluation of the results of their work. 3. Educational programmes and standards for the teaching of L1, including the output measurement tools. 4. Compre-hensive cognition, diagnostics and pupil\u27s personality development which respects the pupil\u27s learning abilities and utilises the influence of the educational system and the overall circumstances of the pupil\u27s life
Teaching syntax and punctuation in French L1: How the notion of sentence was operationalized in innovative didactic devices
Get PDFThe notion of sentence may seem clear to many, but in French L1 writing, students at the end of elementary school or at the beginning of secondary school experience some difficulties in punctuation, and their sentences often lack syntactic complexity. These areas of writing production are particularly important for students to gain control over sentence construction. During the first phase of a research project, we developed new teaching devices to address this problem through collaborative work with teachers and teacher consultants, which led to the creation of a sequence for students aged 10 to 14. In this paper, we will first explain why the no-tions of phrase syntaxique (literally ‘syntactic sentence\u27) and phrase graphique (literally ‘graphic sentence\u27) were chosen as key grammar concepts to talk about and justify syntactic and punctu-ation phenomena in French L1 writing. We will then demonstrate how these two notions were introduced to students in the sequence, through a first teaching device, and how they were mobilised to support whole-group metalinguistic discussions within two other teaching devices, which focused on punctuation and syntax