L1-Educational Studies in Language and Literature
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A School Radio: Socio-discursive interaction tool in the school
Get PDFThis article analyzes the work of setting up/implementing a School Radio (SR) in a public elementary school in the region neighboring the University of Caxias do Sul, RS, Brazil. The study aims to strengthen the teaching/learning dynamic of Portuguese Language in schools, as well as to develop multiple competencies in the individuals involved in the production of radio genres for school media. The theoretical precepts arise from socio-discursive interactionism and the methodological framework is sustained by the action-research principles. The results observed up to the present suggest that there is a potential for the SR to strengthen the socio-discursive interaction in school communities and to develop multiple competencies in students
Harry Potter and the quest for knowledge: A commonplace for reflecting on learning and teaching
Get PDFThe Harry Potter saga treats the theme of magical education with a remarkable depth and complexity, to the point that it might become a shared narrative about learning and teaching, to the benefit of a large readership of educators and students. Goal of this paper is to highlight the main ingredients of the educational process which turns Harry and his close friends not just into world-saving heroes, but rather into young people who have acquired the set of knowledge, skills and dispositions that make them ready to engage in adult life and give their contribution. The narrative power of the series can be harnessed by teachers as a basis for reflecting on their own views and practices of schooling, and in the literacy classroom as a point of departure for guiding the students to reflect, from a distance, on their own schooling and learning experience
The use of didactic sequences and the teaching of L1: An analysis of an institutional program of teaching writing at school
Get PDFA competitive program called “Writing the Future (Escrevendo o Futuro)”, developed with the aim of improving written production at Brazilian public schools may gain importance in a context where meaningful reading and writing skills are considered key factors to social inclusion and to personal, educational and professional achievements. This paper will begin by presenting an overview of the Brazilian Competitive Program “Writing the Future (Escrevendo o Futuro)” developed using a genrebased approach, before proceeding with the following objectives: a) to analyze written texts produced by students who used the Program\u27s didactic sequence as a learning tool of the didactic intervention work, and b) to debate critically teaching writing at school with such a program. Didactic sequences are defined as a group of school activities systematically organized within a class project (Dolz & Schneuwly, 1998: 93) aimed at developing students\u27 language capacities. The texts were analyzed according to two dimensions: a) the criteria established by the program itself; b) the language plans that constitute any text (according to Bronckart, 2003). As a preliminary result, the levels of (in)adequacy of the texts produced in the genre taught in the didactic sequence may be stressed, as well as the type of difficulty of linguistic accuracy in general. Another result is the kind of pedagogic practice underlying the proposal, together with the different dimensions of teacher education it may involve
Using ASL and print-based sign to build fluency and greater independence with written English among deaf students
Get PDFThis study investigated the use of ASL and print-based sign in the development of English writing fluency and writing independence among deaf, middle school students. ASL was the primary language through which students engaged in higher-level thinking, problem solving and meaning making. Printbased sign was used for rereading the collaboratively constructed English text. Mixed method approaches were utilized. First, a pretest-posttest control group design investigated whether students receiving the instruction made significantly greater gains compared to non-receivers with length of text—one indicator of writing fluency. There were a total of 33 students, 16 in the treatment group and 17 in the comparison group. The intervention lasted a total of 8 weeks, during which the treatment teacher guided the collaborative construction of two English report papers. The comparison group continued with its usual writing instruction and had equal instructional time. The analysis of variance (ANOVA) for length was statistically significant with a large effect size (d = 1.53). Additionally, qualitative data demonstrated ways in which three very different classes in the treatment group gained greater English competency and fluency. Further development of ASL as L1 was deemed a necessary component for students with language delays. All students exhibited progressively more independence with writing over time
Learning behaviors related to deaf students\u27 success in college
No full textSome deaf students who have basic level reading and writing skills upon entry to college are successful and graduate and others are not. Summers (2003) reported that learning behaviors and study habits exhibited by hearing students provide useful information relative to college persistence. We do not have similar information relative to deaf students’ success. This article presents data describing three in-class and three out-of-class learning behaviors of 134 first-year deaf college students enrolled in basic-level English reading and writing courses. The in-class behaviors included class attendance, attentiveness, and participation; the out-of-class behaviors included completing assignments, using tutorial support, and doing optional work. The data for these six behaviors were studied to determine their relationships to these students’ persistence in college after three to five years. Students who had graduated or were still registered in college after three years were those who were already practicing strong study skills and habits in their first year. This finding has implications for fostering the development of these skills before deaf students enter college and very early in their college careers
Using sign language to teach written language: An analysis of the strategies used by teachers of deaf children in a bilingual context
Get PDFChilean teachers when using Chilean Sign Language (ChSL) to teach written Spanish. This was achieved through the observation and analysis of three deaf educators, who were in charge of children attending kindergarten, 1st, and 2nd grade. Eight video recordings of written Spanish lessons were analyzed. The results show that, in the early grades, teachers working with written material over a sentence long tend to center their strategies on the general aspects of the texts, such as their structural elements and the comprehension of their global meaning, and on clarifying the meaning of specific words found in the text. We analyzed certain specific episodes in detail, which depict how the teachers work when introducing new words to the children. In this aspect, salient strategies included use of fingerspelling, matching signs and written words, and the explanation of the meaning of a word using signs and pictures. Finally, the article highlights the strengths and potential limitations of the strategies currently employed by these teachers to teach written Spanish as a second language using students’ knowledge of ChSL. Also, we make suggestions aimed at optimizing the acquisition and development of lexical and syntactic knowledge of Spanish, as some of the factors that contribute to the improvement of deaf students\u27 reading level
Topics in the education of d/Deaf and Hard of Hearing students: Introduction to Special Issue on d/Deaf and Hard of Hearing students
No full textFor a definition of the teaching/learning of writing in L1: Research and action
Get PDFWith this article we hope to contribute towards the definition of the field of the Didactics of Writing in Portugal, an area which has been developing, essentially, since the mid 90s, in order to define both the problems surrounding research in this area, as well as the contents used in the teaching and learning of writing which result from the former. It is not our objective to go into detail concerning the state of the art in this field in Portugal; our purpose is to present the main perspectives which have emerged throughout recent years, defining an area which is currently beginning to show signs of greater definition. Thus, we shall attempt to provide some answers to the following research questions: What context encouraged the emergence of this area of study, how has the configuration of this field been perceived, what theoretical references sustain the empirical research underlying this development? In order to answer these research questions, three analysis axes were considered which, from our viewpoint, aggregate the research themes within the Didactics of Writing. In the first analysis axis, the objective is to present a set of findings centred on the processes underlying students\u27 activity of writing texts, focusing more specifically on the development of textual revision competence. In the second analysis axis, the aim is to validate the emergence of a research line which is pertinent to the Didactics of Writing, focusing on the relevance of teachers and students\u27 relationship with writing. In the third analysis axis, we present an illustrative layout of a research line which demonstrates the relevance of understanding the teacher\u27s action when working with text genres. Subsequently, we shall demonstrate the way in which these three axes can configure a referential in the definition of a global teaching and learning model for writing, capable of providing guidelines for classroom action. Finally, we shall discuss some research directions which sustain the validity of this model
Enhancing comprehension in low achieving 9th graders: A quasi-experiment study
Get PDFThis article describes the application of a Comprehension Strategies Programme (CSP) designed to improve the reading comprehension of students with learning difficulties. The programme was imple-mented with 102 ninth grade students from Portuguese public schools with low achievement on a particular subject: Portuguese. An evaluation was done on the effects of the programme on reading comprehension and on school achievement. The Experimental Group presented significant improvements when compared to the Control Group (n=108) on the dimensions considered. This indicates that the CSP can bring benefits to low achieving students who have Portuguese as a mother tongue
