L1-Educational Studies in Language and Literature
Not a member yet
461 research outputs found
Sort by
The evolution of the French field of \u27La didactique de l\u27écrit\u27: Theorizing the teaching practices of writing in the disciplines
No full textThe study of the role of language activity in higher education in France has been evolving, in the past few years, out of the larger field of ‘la didactique du français,’ the field of L1 teaching and theory across all grade levels. This larger frame has provided several themes that are now being explored in higher education writing: language activity as a mode of co-construction of knowledge in school settings rather than a transparent medium, writing, reading and speaking as intimately disciplinary activities, writing as a recursive process, speaking and writing as complementary, and the reconfiguration of the discipline of L1 French as a result of these explorations
How do secondary school students write poetry? How creative writing processes relate to final products
No full textDo different creative writing processes lead to qualitatively different writing products? In this study we examined how Dutch speaking secondary school students (16-years old, 11th grade) wrote two poems. Students\u27 on line writing processes were recorded by a keystroke logging program: Inputlog Text production, pausing and several types of revision activities were coded. Each poem was rated holistically for quality by seven judges. Next, we examined the relationship between students\u27 writing processes and the quality of their poems. We found that much text production in the beginning of the writing process and many high level revisions towards the end of the writing process, influenced the final text positively. Pausing and other types of revision were negatively related to the quality of the poem, at least in some of the phases of the writing process
Teachers of mother-tongue education in action: Teachers designing concept-context-enriched education in an action-research setting.
Get PDFIn this paper we report on the first year of a two year action-research project in the Netherlands. Fourteen teachers of mother-tongue education worked together to design concept-contextenriched education. Three teachers of higher vocational education with knowledge of action research facilitated the project and an academic researcher from the university (first author of this paper) researched the implementation of this action-research project as the teachers were experiencing it. This paper reports on the knowledge the teachers developed, the materials they produced, and the mothertongue (or L1 concepts and contexts) they applied during the first ten months of the project. With this paper we wish to contribute to the knowledge on how in-service action-research projects develop and elaborate on what lessons may be learned from the first year of an action-research project in which teachers design concept-context enriched education
Teaching science to French-speaking students in English Canada using an instructional congruence model involving discourse-enabling strategies
Get PDFOutside the province of Quebec in Canada, most Francophones live in a minority-language context in which English dominates the linguistic and cultural landscape. In North America and the world, the English language has become the lingua franca of the scientific community and of society, generally. Enhancing the teaching of science for Francophones will require providing a rich array of discursive opportunities in the minority language while moving students from contextualised to decontextualised language. Cormier (2004) developed a model for teaching science to minority Francophone students where reading, talking, and writing are core activities. The authors present a revised model that better addresses the needs of all linguistic minority learners in the science classroom
False friends and true: An annotated cross-cultural glossary of terms
Get PDFThe currency of writing research includes terms with which we believe we are all familiar. But frustration can quickly dominate cross-cultural exchange when the meanings of these apparently obvious terms seem to be just beyond our collective reach. The contribution uses translation theory, linguistic analysis, and educational theory to present key terms apparently shared by academic writing researchers and teachers in France and the United States, but in fact serving as obstacles to understanding because of their culture-specific, discipline-specific or institution-specific uses
Science learning in the contexts of culture and language practices: Taiwanese perspective
Get PDFThis paper describes the cultural and linguistic practices in modern Taiwan and how these attributes and the current educational traditions and expectations influence students’ science learning. Taiwan is a multicultural, not monocultural, country bound together by a common written language system. An examination of the traditional Chinese and indigenous cultural and language practices indicated that the habits of mind of traditional Chinese philosophers tend to be intuitive, metaphorical, descriptive, and holistic in contrast to the rational, causal, analytical, and reductive ways of thinking that are emphasized in western science. In addition, there are distinctive features of Chinese words and cultural beliefs that are likely to have impacts on students’ learning of science. In view of the way science instruction is typically delivered in Taiwanese schools, implications of the above points on science education research and science instruction are also briefly mentioned
Science literacy for all students: Language, culture, and knowledge about nature and naturally occurring events
Get PDFIt is important that the first, native, home, or mother tongue language (L1), cultural and personal beliefs, ontological assumptions, and epistemological beliefs of students be explicitly considered in teaching and learning environments where a different language of instruction (L2) and an English-dominated scientific enterprise (L3) are commonplace. Teaching in today’s multicultural classrooms in most countries requires understanding of the three-language issue. Research inquiries into language, literacy, and science issues must consider the values, beliefs, and practices and the traditional knowledge about nature and naturally occurring events embedded in language and culture. This introductory piece provides a reference frame for the roles of the nature of western science, language, and culture for these considerations in an attempt to produce insights for culturally sensitive curricula and effective constructivist teaching. Some authors will question the explicit and implicit values of western science as outlined here, which is the central purpose of this special issue. Cultural restoration, environmental literacy to survive, and other priorities are competing goals with acculturation into western science discourse communities for some peoples
High quality interaction in the classroom: A focus for professional learning
Get PDFOral language education is important throughout primary school for the development of language and learning. Yet in today\u27s educational practice this core principle is neglected and classroom interactions lack quality. Teachers know that supporting students to participate actively in learning is important but they do not master the interaction skills to apply this knowledge in practice. However, as small scale studies demonstrate, teachers can acquire the necessary skills to improve the quality of classroom interaction and can learn to adopt a new teacher role. To promote this on a national scale we developed a checklist for teachers that focuses on acquisition oriented interaction strategies. These teacher strategies are linked to complementary child participation. In order to yield actual changes in classroom conversations professional learning must be well structured. Major course elements on the checklist are: the use of video footage of teachers’ own classroom conversations, and team meetings combined with individually oriented teacher guidance in the classroom. Evaluations of this course yielded positive reactions. In order to guarantee implementation we developed courses for teacher facilitators as well. Presently efforts are being directed at science education in primary schools, and integration of the language and learning course in the teacher training college curriculum
Becoming a professional (and other dissidents acts): Language and literacy teaching in an age of neoliberal reform
Get PDFOver the past two decades Australia has witnessed a range of standards-based reforms that have significantly redefined the work of language and literacy educators. Standardised literacy testing and other forms of accountability are increasingly mediating the relationships between teachers and their students. Teachers’ work is in danger of being reduced to a technical activity, a pre-packaged set of skills designed to produce mandated educational outcomes. This trend mirrors developments in other Western countries where neoliberal reforms have been introduced under the guise of improving literacy standards and rendering teachers accountable (Kostogriz, 2007; Doecke, Howie & Sawyer, 2006; Doecke, Locke & Petrosky, 2004). What are teachers to do in these conditions? How can they maintain their professionalism when they are swept up by the machinery of such reforms? This essay explores the complexities of engaging in a critical pedagogy and resisting the enormous pressure of neoliberal governments to conform to their mandates. By focusing on ‘the ideological becoming’ (Bakhtin, 1981: 341) of a small group of pre-service teachers, we shall investigate how a complicated nexus between ideology and practice shapes their professional learning, opening up the possibility of a critical perspective on the neoliberal policy landscape around them
Analyzing writing in academic disciplines: A few concepts
Get PDFThe analytic frame presented in this contribution seeks to enable careful, systematic and complex consideration of the various factors that contribute to language use in disciplinary settings across all grade levels. Three key concepts are presented: disciplinary awareness, disciplinary configurations, and writing universes, in which genres and practices interact. Describing the elements of these three concepts leads to a foregrounding of the tensions that student writers must negotiate as they produce language acts in different disciplinary contexts. The contribution bases its exploration of an analytic frame for language activity in the disciplines on insights developed through extended study of the work of apprentice writers and speakers in various settings, studying their interactions with scholastic and disciplinary life through their interaction with and representations of the objects and modes associated with different school subjects