L1-Educational Studies in Language and Literature
Not a member yet
461 research outputs found
Sort by
Factors determining young adults\u27 appreciation of reading poetry
No full textReading appreciation sharply declines when students reach the age of 16-18 years, and this is especially true for the appreciation of reading poetry. Research however is unclear what determines this specific type of appreciation. This paper proposes a structural equation model to examine a number of variables: cognitive ability, knowledge of literary devices, dimensions of reading motivation, gender, age, and type of secondary education. The results indicate that the desire to outperform in reading has a negative impact on the appreciation of poetry, whereas the gratification in receiving recognition for success in reading and the satisfaction of mastering complex ideas in a text are positively related to the enjoyment of reading poetry. Other variables are statistically not significant enough to be integrated in this study\u27s model. In this respect, this study confirms the assumption that the appreciation of poetry reading cannot be immediately changed because it is strongly related to a culture of reading
Reading literacy in Arabic: What challenges 1st grade teachers face
Get PDFThe reading level of Arab students in Israel is a source of concern for educators and scholars. Arabic is a diglossic language: there are significant linguistic differences between spoken and standard Arabic. Research reports that diglossia affects students\u27 reading literacy in Arabic. The aim of the present study was to examine how teachers conceptualize the difficulties they encounter while teaching reading, and their perceptions of the factors causing reading difficulties in Arabic. Interviews were carried out with 20 1st grade teachers engaged in the teaching of reading. Content analysis of the data showed that teachers described differently difficulties which are related to the characteristics of Arabic and those related to personal or contextual factors. They ascribed a great importance to letter-sound recognition in the preparation of the young students in kindergartens and stressed the significance of an ongoing practice at home as a channel to master reading literacy in Arabic
Student work and the multimodal challenge: A mixed methods study of students\u27 productive work in L1, science and mathematics
Get PDFStudents\u27 productive work constitutes an essential part of the various learning activities students are involved in while in school. However, empirical research on students\u27 productive work in schools is quite sparse, and thus, we only know little about what kind of products the students make in different subjects, and how they relate to learning. This article presents a mixed methods study on students\u27 productive work in the subjects L1, science and mathematics in primary and lower secondary school in Denmark. The article focus in particular on multimodality as an aspect of students\u27 productive work since this aspect encapsulates a number of the main findings of the study. By combining a quantitative scoring of a large sample of tasks and student products (n = 451) and qualitative classroom studies in L1, science and mathematics, the mixed methods study provides a picture of the practices related to students\u27 productive work in Danish schools. This picture shows, on the one hand, that there is obvious potential related to students\u27 multimodal productive work, and, on the other hand, that this potential is difficult to fulfil due to a number of barriers indicating the prominence of conventional approaches to students\u27 productive work in Danish classrooms
Reading comprehension in digital and printed texts
Get PDFRecent studies have yielded contradictory results regarding how reading from print or from the screen influences reading comprehension. This study examined 12-year-old students\u27 (N = 142) reading comprehension using printed text and digital text. The results indicated that performance was similar for printed text and digital text, even when gender, decoding skills, preference for school tasks on paper, screen, or both, and self-concept as a reader and computer user were controlled for. Regardless of the reading medium, students with better decoding skills and a higher self-concept as a reader performed better, boys outperformed girls, and students equally willing to study with books and computers outperformed students who preferred computers. The results of this study highlight the benefits of flexible use of both printed texts and digital texts for reading comprehension. As students are getting as used to studying via computers as they are to studying from books, the emphasis on the medium of studying seems to become less important. The topic of this study is of great relevance in a modern school context where ICT use has become a part of daily schoolwork worldwide
Grammar instruction in the Hispanic area: The case of Spain with attention to empirical studies on metalinguistic activity
Get PDFGrammar instruction is an unresolved issue in the Hispanic area, having long been approached from within the disjunction between rhetoric (teaching how to use language, especially writing) and grammar (teaching the grammar content). Over time grammar instruction has generated an intense debate around two positions: direct instruction on grammar content, versus instruction devoted to prompting reflection on grammar and language use. There has been an insistent and recurring tendency towards the former, a situation that still prevails. More recently, however, certain research trends in Spain, albeit a minority, have crystallized in a research trajectory on metalinguistic activity, opening up new possibilities for rethinking instruction based on grammar reflection to support writing. Within such a trajectory, innovative ways to promote grammar reflection within language use are explored, and metalinguistic activity becomes the focus of research and pedagogy. Crucially, some of the empirical studies developed within this trajectory suggest that grammar knowledge may not be a condition for reflection about language but its consequence, leading to a consideration of metalinguistic activity as a promising avenue for rethinking the debate on the role of grammar instruction
Teachers as raters: Investigation of a long term writing assessment program
Get PDFIn 2010, the Norwegian Writing Centre (NWC) was commissioned by the Norwegian Directorate for Education and Training to develop the National Sample-Based Writing Test (NSBWT), which was to be administered annually to a national representative sample of students in primary and lower secondary school (NSBWT-5 for school year 5 and NSBWT-8 for school year 8). The NWC was also commissioned to set up a national panel of raters (NPR), consisting of teachers, with the purpose of 1) establishing a strong interpretive community and 2) having in place a panel that would reliably rate the NSBWT. The first reliability estimates from the autumn of 2010 indicated large variation. However, it was the belief of the NWC that an interpretive community would slowly evolve through rater training over a long period of time. The present study utilized multiple data sources to explore this assumption by investigating potential variation among a sub-sample of NPR members. The data consisted of one quantitative dataset of ratings and one qualitative dataset based on semi-structured interviews and live ratings. The quantitative investigation showed large variation among the raters, as did the investigation using qualitative data. The results are discussed in depth
Editorial to the L1 special issue on executive functions and children\u27s literacy development
No full textStimulating students\u27 academic language: Opportunities in instructional methods in elementary school mathematics
Get PDFMastering academic language (AL) by elementary school students is important for achieving school success. The extent to which teachers play a role in stimulating students\u27 AL development may differ. Two types of AL stimulating behavior are distinguished: aimed at students\u27 understanding and at triggering students\u27 production of AL. As mathematics requires abstract language use, AL occurs frequently. The instructional methods teachers use during mathematics instruction may offer different opportunities for AL stimulating behavior. In our first study, based on expert opinions, instructional methods were categorized according to opportunities they offer for stimulating students\u27 AL development. In the second study, video-observations of mathematics instruction of elementary school teachers were analyzed with respect to AL stimulating behavior and instructional methods used. Results showed that actual AL stimulating behavior of teachers corresponds to the expert opinions, except for behavior shown during task evaluation. Teachers differ in time and frequency of their use of instructional methods and therefore in opportunities for stimulating AL development. Four teaching profiles, reflecting different AL stimulating potential, were constructed: ‘teacher talking\u27, ‘balanced use of methods\u27, ‘getting students at work\u27 and ‘interactive teaching\u27. Teachers showed more types of behavior aimed at students\u27 AL understanding than at production
Translingual approaches to reading and writing: Centering students\u27 languages and cultures within reflective practices of translation
Get PDFThis collaborative project examines the challenges to reading and writing that surround international students who enrol in U.S. first-year-writing courses, with the goal to both query and enhance students\u27 ability to read and write in their target language, while drawing on their home languages and cultures as translingual and transcultural resources. Specifically, we discuss the reading and writing practices of multilingual students in the context of a translation assignment. This assignment is unique in its use of learner-centered pedagogy to place students\u27 translingual movement among languages as a site for inquiry and a subject of analysis in their development of L2 reading and writing skills
Dialogic Literacy: Contexts, competences and dispositions
Get PDFDialogic Literacy is understood as being able to participate in productive dialogue with others and is a key competence for learning and active citizenship in a cultural and societal landscape shaped by the ‘participatory turn\u27. The article develops a definition of Dialogic Literacy based on a cross-disciplinary approach combining deliberative discourse, collaborative rationality, and Moral Foundation Theory. Furthermore, it presents a framework that educators can utilize in order to transform classroom discussion into activity that fosters learners\u27 Dialogic Literacy. Finally, the article argues for elevating the status of Dialogic Literacy as an overarching learning goal that should become an integral part of language education