L1-Educational Studies in Language and Literature
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Exploring comics in a performative way: How children use language, body, voice, and things in panel readings
Get PDFComics are widely regarded as a medium particularly well-suited for heterogeneous learning groups (J. Hoffmann, 2021, p. 202). As a form of all-age literature in the best sense, they offer meaning to readers from diverse backgrounds, making them relevant to all stages of literary socialization (Staiger, 2021, p. 33). Despite these promising characteristics, there are still few didactic concepts for incorporating comics into aesthetic learning in schools. One notable approach is reading panels. This method involves a dynamic form of staging comics, where readers not only read the text aloud but also make sounds corresponding to the images. This practice has proven effective in slowing down the reading process and encouraging close examination of both text and images (Wittig, 2022). The complexity of the task invites students to experiment with strategies, reflect, and discuss the comic. As a cooperative learning activity (Wocken, 2014, p. 71), panel reading works particularly well in inclusive literature lessons.
This article presents qualitative empirical research on the potential of panel readings in heterogeneous learning groups. Panel readings of Lehmriese lebt! [Clay Giant’s Alive!] (Kuhl, 2015) in elementary schools were transcribed using audio and video data. Key incidents, as defined by Kroon & Sturm (2007), were identified and analyzed using interaction analysis (Krummheuer & Naujok, 1999). The findings reveal that during panel readings, children engage deeply with one another, discussing the stories and how they are narrated, using language, body movement, voice, and things
Effects of a Comparative Feedback Method on Peer Feedback Characteristics and Revision Quality
Get PDFPeer feedback is regularly used in secondary education to improve students’ writing. However, effective implementation can be quite complicated. This study investigates whether a comparative feedback method affects how students provide peer feedback and if revising based on peer feedback is more effective than without feedback. Participants were 65 10th grade secondary students, who each wrote and revised a persuasive text. Classes were randomly assigned to three conditions: comparative (peer) feedback, non-comparative (peer) feedback and a no-peer feedback condition. Results showed that text quality increased after revision in all conditions and that revision in both peer feedback conditions resulted in the highest text quality scores. There were no differences in text quality between these two peer feedback conditions, but students provided feedback quite differently. Students in the non-comparative condition provided more lower-order feedback than students in the comparative condition. Furthermore, those lower-order concerns were more directive and specified than in the comparative condition. In both conditions, the quality of the first draft was related to the number of higher-order concerns. However, there was no relationship between feedback comments and revision quality. Further research is needed to understand what support students need to understand and use comparative peer feedback more effectively for revision
Multiliteracies in minority language contexts. : A multimodal learning path to promote learners\u27 meaning-making process and aesthetic experiences.
Get PDFThis paper presents Learning by Design (Cope & Kalantzis, 2015) as a foundational pedagogical approach for the teaching of Catalan in the Valencian Autonomy Community (Spain), aiming to enhance the quality of the teaching-learning process. By promoting multiple literacies through a multimodal learning path implemented in five key stages, teachers can provide learners with aesthetic experiences that engage them in a process of meaning-making. This research constitutes a qualitative study conducted with two groups of students at different educational levels and one group of teachers. The results show that the implementation of the Pedagogy of Multiliteracies is beneficial not only to achieve a greater predisposition of students to get involved in the minority language class, but also to promote the development of their cognitive, linguistic, aesthetic and sociocultural skills, enabling them to participate actively and become co-constructors of meaning
“She doesn’t consider it to be real literature”: Student Conceptions of the Term ‘Literature’ and the Notion of Literary Competence
Get PDFStarting from the premise that there may be a discrepancy between how teachers and students understand the term ‘literature’, this article explores the ability of 10th grade students to define the concept of ‘literature’. It argues that such an undertaking is relevant in light of a similar discrepancy between literary studies and literature: while the first adopts an increasingly inclusive definition of ‘literature’, publications on the concept of literary competence still employ a strongly normative view of literature.
Drawing on empirical observations from a Dutch research project in which students discussed the literary quality of text fragments in jury groups, the article demonstrates that students hold highly heterogeneous ideas about the definition of literature. The analysis of survey responses, transcribed student conversations and jury posters reveals that a minority of students are able to provide a reasoned definition of ‘literature’, while a significant portion equates literary texts with books in general or stories amenable to narratological analysis. Based on these observations, the article suggests expanding the operationalization of literary competence in Alter & Ratheiser’s recent model to include the concept of ‘taxonomic competence’, which encompasses students’ ability to differentiate between literary and non-literary texts through reasoned argumentation
A literature review on the benefits of wordless picture books for children’s development.
Get PDFWordless picture books contain no printed text, a narrative is conveyed solely through illustrations. Professionals are not always convinced of the usefulness of wordless picture books, and an overview of the benefits or disadvantages of these books is also lacking. The aims of this review study were to 1) investigate the benefits and/or disadvantages of wordless picture books for children’s development, and 2) provide an overview of the characteristics of research on using wordless picture books with children. A systematic search yielded 35 peer-reviewed articles on the use of wordless picture books with children (aged 0 to 12). These articles show that wordless books may benefit children’s speech and language development and their psychosocial development. Wordless books may also have a positive impact on children’s environment, which may in turn benefit child development. For example, adults seem to interact with wordless picture books in such a way that they provide the right preconditions for children’s language development. Research on wordless picture books is characterised by small-scale studies with young English-speaking children. Studies with larger and other participant groups are needed. Nevertheless, this study provides evidence that wordless picture books are a promising tool for benefiting children\u27s development
Afterword - L1 Education between von Humboldt and Chat GPT
Get PDFL1 education has its main foundation in von Humboldt\u27s concept of Bildung integrating the study of language and literature as a contribution to personal growth. Since this perspective gets less attention nowadays, it is argued that we need to re-invent L1 education as meaning-making in which not only offline texts but also all sorts of online products need to be taken as a starting point for learning to reason as an antidote to recent societal developments that in the long run might cause a potential threat to democracy as we know it. In addition, contemporary L1 education is also facing the challenges of globalization and digitalization. Globalization-induced mobility and immigration lead to, among other things, super-diverse classrooms that include a gamut of languages, cultures, and religions. In reaction, L1 education tends to take a rather narrow focus on national, or even nationalistic, contents in the field of language, literature, and culture, potentially leading to the exclusion of certain categories of students. Digitalization, booming business in educational contexts due to the COVID-19 pandemic, also poses challenges to L1 education. Students need to become digitally literate citizens to survive in the post-digital world they inhabit, and L1 education has both the tools and the means to help them acquire digital literacy skills and awareness. To shape L1 education in such a way that it can cope with these challenges, we need to base the L1 curriculum, its subject contents, and its didactic approach on research that starts where the teachers and students are, that is, in the classroom, and that takes their practical experiences seriously. The qualitative research methodologies developed within the International Mother Tongues Education Network can play a role in formulating a timely and successful L1 research program
“Above all, there’s our humanity”: Teachers’ intertextual responses to reading an ancient Hebrew text
Get PDFThis study examines the role played by intertextual connections suggested by teachers engaged in an interpretive dialogue on a sixth-century Hebrew text. This is a multiple-case study based on intertextual conversation research. The participants—26 Hebrew-as-L1 teachers in secular schools in Israel—were asked to study the text in havruta, a traditional Jewish approach to studying sacred texts, involving a dyad of learners who debate their meanings. Every havruta conversation was considered a case and was compared to the others. After the conversations, interviews were conducted with some of the teachers to learn more about the intertextual links that emerged. The findings suggested significant variance in the number and content of intertextual connections between the groups, given the teachers’ religiosity or previous experience with traditional Jewish texts. The connections suggested shaped the processing of the text, the teachers’ attitudes thereto, and their willingness to teach it. The main conclusion is that studying in multicultural havruta groups increases intertextual connections emerge and helps teachers to interpret the text
Writing and Power: Conceptualising Early School Writing Instruction from a Critical Discourse Analytical Perspective
Get PDFThe primary aim of this theoretical and methodological paper is to conceptualise early school writing instruction (with 6 and 7-year-old students) through a critical discourse analytical (CDA; Fairclough, 2003) perspective. By drawing on empirical examples from two L1 classrooms, the paper provides an example of how a CDA analysis may be operationalised, particularly in an educational setting in primary school years. In doing so, the paper unveils how social power permeates the discourse practices of early school writing and how its effects on writing instruction may be understood. The data consists of video-recorded observations of writing instruction in two classrooms and transcribed semi-structured interviews with two teachers. The conceptualisation shows major differences in the effects of power in discourse in the two classrooms, shaping the discourse practice in various ways. It furthermore becomes evident that these classrooms are sites of power struggles with effects on discourse and where discourse practices, in various ways, (re)construe both the social world of the classroom as well as what is being taught. However, rather than reproducing social power structures per se, this paper suggests that the classroom holds potential for contestation and transformation of structural power, not least dependent on the actions of the teacher
Place-based reading: Literature Didactics outside the classroom
Get PDFThis article presents a theoretically based model for place-based reading as a specific method for teaching literature outside the classroom. The model is designed for lower secondary school students (ages 13–16). With its four didactic stages, place-based reading is supposed to prompt and scaffold the students’ exploratory, bidirectional text–place attention. The place-based reading model’s theoretical foundations are presented by merging three broad academic fields: philosophies of place, literary topographies, and education outside the classroom (Danish: udeskole). The article is intended to contribute to a discussion of education that addresses how exploratory literature teaching outside the classroom could reveal to students that literature and the world surrounding them are related by concretizing the time element
What happens when students engage in learning how to reason about Dutch historical literature in a digital game? A case study of an upper secondary school classroom in the Netherlands
Get PDFL1 teachers expect quite a lot from their students when dealing with L1 literature. It is therefore important that teachers adequately equip them in developing their skills in reading, understanding, and reflecting on literature. But what happens when a digital method is used to achieve this all? As part of her PhD-research, Renate van Keulen developed a digital game to teach students how to reason about and with historical literature. Looking at the implementation of this game, this contribution tackles two main issues at hand in her class. First, we examine the effects of digitalization of literature teaching based on students’ assignments and evaluations. Second, based on an ethnographic interpretive inquiry focused on the teaching of literature via this digital method, we advance some considerations on what is gained and what is lost by these students when approaching reasoning about literature at the online-offline nexus. We conclude by reflecting on the current position of L1 teaching and the implications that digitalization and game-based learning platforms may have for students’ ownership of how to reason about literature