L1-Educational Studies in Language and Literature
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The ABC of reading: Perspectives on the alphabetic principle
Get PDFAn alphabetic writing system is a system in which words consist of individual letters that correspond to spoken-language units at a similar level of analysis. The systematic relationships between units of these two systems are collectively referred to as the Alphabetic Principle. This principle has attained the status of one of the most basic and universal assumptions in current research on reading and writing. But although it is thus extensively used, there have been few attempts to determine what restrictions may apply to its appropriate use as a scientific term. A primary aim of the present article is to contribute to the empirical foundation of reading research through a clarification of the scientific status of the Alphabetic Principle. The article analyses a report from the United States National Reading Panel (NRP, 2000), chosen as an example of how the Alphabetic Principle is used in current reading research, and addresses the Alphabetic Principle qua principle in order to clarify its scientific status. We argue that the term “principle” creates the incorrect impression that the phenomenon is precisely defined and universally valid. As we see it, the Alphabetic Principle rather refers to regularities or patterns that vary between languages. Phonics, the reading-instruction approach normally defined on the basis of the Alphabetic Principle, is of greatest value for languages with shallow orthographies—but even there, we should be aware that no simple and unambiguous association exists between grapheme and phoneme
Catalysts leading experienced primary teachers to change ways they teach reading
No full textThis paper reports the impact on a small group of Taiwanese Chinese Language primary school teachers of a guided visit to Hong Kong to observe how the subject they were responsible for teaching was being taught in Hong Kong. The project was funded by a social enterprise in Taiwan and led by a Taiwanese academic working with assistance from Chinese Language specialists in the University of Hong Kong. Teachers from Hong Kong and Taiwan shared their professional experiences and school visits were arranged for the Taiwanese teachers to see how reading comprehension was being taught in primary schools in Hong Kong. Although high-level retrospective formal written accounts of the study tour experience were gathered and online forum discussions, post-tour interviews and follow-up focus group meetings were arranged, the single-most important catalyst for changing pedagogy in Taiwan was the experience of seeing at first-hand the strategies Hong Kong teachers were using to achieve very impressive learning gains within students
Literacy competences in cultural diverse classrooms: Experiences of teachers
Get PDFThis contribution takes a closer look at literacy competence-related problems in socially and culturally diverse classrooms. Diversity in language and reading socialization both contribute significantly to differences in literacy competences, which is something that surfaces in daily teaching practice. A survey among 169 primary and secondary school teachers in the Netherlands focused on the perspective of the teachers, since they are the ones who have to deal with the diversity in literacy. The extent of the problems the teachers indicated as being caused by their students\u27 lack of literacy competences is considerable in all classes. During their day-to-day teaching, teachers of multicultural classes experience more problems related to literacy competences than do teachers of monocultural classes. The results indicate that it is desirable if not vital to pay attention to the acquisition of literacy competences in diverse, multicultural classrooms in teacher training and refresher courses
Special issue \u27Reading: A critical conceptual analysis\u27: Comments on five contributions
No full textCode and comprehension in written language: Considering limitations to the Simple View of Reading
Get PDFThe Simple View of Reading (SVR) was introduced by Gough and Tunmer in 1986 as a model to predict reading comprehension by means of two factors: decoding and linguistic comprehension. Over time, the SVR has acquired the status of a definition of reading, and it counts as a starting point for both research and teaching programmes for reading. In the present manuscript an attempt is made to maintain Gough and Tunmer’s (1986) original purpose of the SVR by discussing potential problems that arise when the SVR is applied beyond its original intention. This is done by means of a critical look at some core assumptions of the SVR. The basic argument put forward is that the SVR—with its two factors for prediction—provides teachers with no understanding of how reading develops in a society dominated by texts. The article presents some perspectives on how a focus shift in the use of the SVR could be brought about rather than claiming to provide a new, consistent framework
Interculturality and intercultural education: Representations and practices of a group of educational partners
Get PDFThe purpose of this article is to give an insight into interculturality and practices of intercultural education by a group of partners before and after having participated in the development of a project on intercultural education. The group was formed of 12 people representing different institutions in the community, namely primary schools, associations and the local council. Data were collected via two interviews, carried out individually with each of the partners. The answers given by the participants showed that, although they believe in the importance of implementing intercultural education, there was some initial ambiguity in the representations of interculturality, which is sometimes associated with multiculturality. In the final interview, the partners stated that their representations of these concepts changed after participating in the project, thus helping them to differentiate between both. They also mentioned that their participation was an opportunity for rethinking and improving their work practices
Studies on literary interpretation in the classroom: A bibliography
Get PDFThe following list of publications presents a collection of studies on “literary interpretation”. It is based on a search of several digital databases, such as PsycINFO, the Web of Science and Educational Resources Information Center (ERIC). Most results come from the database PsycINFO. In addition, the Annotated Bibliography of Research in the Teaching of English (in Research of the Teaching of English) has been consulted. The list is complemented by using the so called snowball method, and by consulting Irene Pieper and Tanja Janssen.
Publications were selected which contained research works on interpretation of literature in an educational context. The search terms were: “interpretation” com-bined with “literature” or “literary”, “reading” or “meaning construction” and “teaching” or “student”. The research works were published between 1985 and 2012. Only articles published in journals and written in English were included. Ab-stracts were derived from the databases. The list is clearly incomplete and presents not a complete bibliography, but it may be a basis for further studies in the field of “literary interpretation”
Language education in the pre-school years: Learning about teachers\u27 learning through an in-service program
Get PDFThis paper draws on research into pre-school teachers\u27 understandings of language education. The inquiry focused on an in-service professional learning program specifically designed to enable pre-school teachers to improve their knowledge of language education. Mixed methods of data collection and analysis were employed in an effort to gain insight into the quality of the learning they accomplished. The results showed that the participants in this in-service program had indeed accomplished significant professional learning, but they also revealed some of the complexities of in-service learning of this kind. A case study is presented that shows how one of the participants wrote her way into an understanding of the complexities of language education, using language to learn about language. The research suggests that a robust rationale for promoting pre-school teachers\u27 learning should focus not only on content knowledge in order to enable them to improve their awareness of the role of language in pre-school education, but that it should also be conceptualized and implemented according to socio-constructivist principles that currently frame pre-school education. This means acknowledging where the educators are coming from, and enabling them to transform their existing knowledge through actively engaging with new theoretical frameworks, writing and discussing their work with others and reflecting on their on-going professional practice
Signs of construction of a professional learning community in language education: A case study
Get PDFThe project “Languages and Education: constructing and sharing professional knowledge” (PTDC/CED/68813/2006 | FCOMP-01-0124-FEDER-007106) evolved around the development of a community-based environment organised in thematic working groups of teachers, educators and researchers. The purpose of this research was to study the construction of such a community, as well as the professional development trajectories of its members.
The observation of this community\u27s dynamics was based mainly upon on face-to-face communication through regular meetings. In addition, the e-learning platform Moodle (particularly discussion forums and chat) was used to bridge the gap between meetings. This study analyses both discussion forums and chat as well as documents shared on Moodle of one of the working groups, in order to identify ways in which the professional learning community in question, was constructed.
This research seeks to contribute to our knowledge about professional learning communities in language education, and puts forward some suggestions on follow-up networks or partnerships which may enhance and nurture the culture of collaboration initiated within this project
