L1-Educational Studies in Language and Literature
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Invented spelling in various contexts: Introduction to a special issue of L1 Educational Studies in Language and Literature
No full textDeveloping literacy at the beginning of secondary school through mythical tales and acting
Get PDFThis article presents a research project conducted in a class of secondary school (first year) which linked reading, writing and acting. In this project, the teacher attempted to provide a support system for both first and second language acquisition. The idea was to use Greek tales published in a simplified version to look for ideas, vocabulary, routines, in other words what students were able to use when they acted then wrote the text of their own play. This constant back and forth between the oral and written format under the guidance of the expert formed the backbone of the system designed to help them discover a language beyond the daily contacts and a deep displeasure at school. With the help of the adults and of the mediating tools such as literature and acting they were able to collectively write a play that integrated many aspects of written French. In books they discovered worlds beyond their own that they can access when they open and use them. These crucial lessons, not only for students who are considered unable to study with a standard curriculum but also for teachers who are to work with them or similar students, serve to question notions such as creative drama and literacy
Pedagogical correlates of reading comprehension in English and Chinese
Get PDFThis study conducted in Hong Kong used multiple regression procedures to investigate the relationship between primary school children\u27s reading test scores and the frequency with which forty-two instructional practices were used by their literacy teachers. Analyses were conducted separately for reading in English language and in Chinese (Modern Standard Written Chinese). Subjects comprised 4,329 Cantonese-speaking students (2,157 girls; 2,172 boys) aged approximately 9+ years, and their 256 teachers (129 teachers of English; 127 teachers of Chinese). Results suggest that no single instructional practice was highly correlated with students\u27 reading achievement in English or Chinese, and in fact some practices demonstrated a negative association. However, certain practices, particularly related to the use and nature of resource materials and to assessment strategies, did demonstrate a positive association with reading performance. Similarities and differences between Chinese and English data are discussed
Literary response and attitude toward reading fiction in secondary education: Trends and predictors
Get PDFThe present article synthesizes the results of four studies that concern attitudes towards reading fiction and the literary response of students in secondary education. Both cross sectional and longitudinal data sets were created with the cross sectional data used for establishing ‘model fit\u27 of both the attitude model and the literary response model. Relations between different components of both models used are charted among reading behavior and relations between model components and student characteristics. The longitudinal data is used to establish trends in attitude and response. Also relations between student characteristics and characteristics of literary education lessons on the one hand and trends in attitude and literary response scores on the other are examined. Results indicate that both the attitude and the response instrument show adequate model fit. Of all attitude components, ‘affect\u27 appears to be the best predictor of reading behavior. Response factors appear to be structured in two secondary order factors: ‘trance\u27 and ‘literary interpretation\u27. Attitude and response scores diminish with age. Literary education lessons appear to slow down the diminishing trends. The text experience method seems especially promising for stimulating literary response and attitude toward reading fiction
Research in writing, postsecondary education, 1984-2003
Get PDFThis review of research in college composition divides the field into research focused on the student writer, the teacher of college composition, and the contexts of writing. The period under review is characterized by the “social turn,” an effort to situate the writer within social, political, and other contexts in which teaching and writing take place. The author finds that, early in the 21st century, the field of college composition lacks the sort of monolith—such as the “current rhetorical” tradition that has now been largely abandoned—that galvanized teachers and researchers of college composition in the past. As a consequence, the field presently lacks a clear focus or direction
The influence of environmental print on preschoolers\u27 literacy development in a two-alphabets\u27 society
No full textChildren in Greece are exposed to a unique literary situation as they live in a monolingual society which uses two different alphabetical systems: the Greek alphabet and the Roman alphabet. Since the school curriculum of preschool education does not include the teaching of Greek or non-Greek letters, environmental print is mainly responsible for primitive hypotheses about letters. In this research 504 preschoolers were tested regarding their ability to differentiate between the two alphabets which circulate widely in the Greek urban print environment. It was showed that preschoolers, although unable to read, were able to differentiate between texts written with Greek or Roman letters. This gives strong evidence for the conclusion that, apart from the major role that visual language plays in the reading of environmental print, information about actual letters is also absorbed by preschoolers
Practical experience of teaching/learning the written French language from children\u27s literature at elementary school
Get PDFFirst of all, I\u27ll give the historical background to our way of asking the question of learning, that is considering the child\u27s culture in the making, because learning is establishing one\u27s culture. Then, I\u27ll explain what I mean by the French word réseaux, which is the key-word, actually the key-stone, of the child\u27s culture in the making. So, I\u27ll show how the French elementary curriculum has specified this notion since 2002. Lastly, I\u27ll say how children\u27s involvement in a true writing dynamic significantly modifies a question which is so close to my heart: to make all the pupils succeed at school
Teenagers and young adults: Putting reading in its place
Get PDFFirstly, literacy practices are situated among the other cultural practices of teenagers, on a basis of research data in sociological, psychological and didactical fields. This enables an illustration of specific features of the relations this group have with literacy. Then research results are related concerning reading practices in general and reading literature in particular. Who proposes reading to which teenagers? Which texts are proposed? Through what medium? What kind of reading strategy is implemented? Moreover, who reads? What sort of literature? With what benefits? Finally, writing is treated. In this area little research data is available, therefore an attempt is made to summarise what is known about young peoples writing practices, using the few available surveys. It should be noted that a researcher who is interested in the literacy practices of today\u27s young people has to take into account the fact that the internet and computers are new tools which aid and encourage reading and writing, and that they create new conditions of literacy practice
\u27You don\u27t need to know the Turkish word\u27: Immigrant minority language teaching policies and practice in the Netherlands
No full textThis paper discusses recent developments in policies and practices of immigrant minority language teaching in the Netherlands. It focuses on the realisation of this provision as ‘language support\u27. Within this arrangement, an immigrant minority language is used as a medium of instruction for parts of the regular primary school curriculum. Following Goodlad et al. (1979), we identify different versions of the language support curriculum on the basis of in-depth analyses of policy documents from the national and local government (the formal curriculum), and the National Educational Innovation Centre for Primary Education and the Inspectorate of Education (the ideological curriculum). In addition, we analyse policies and practices with respect to language support at a multicultural primary school on the basis of observations, interviews, and school documents (the perceived, operational and experiential curriculum). The analyses reveal how policy makers, practitioners, and pupils differ in their understanding of the notion of language support. They also show how inaccurate assumptions with respect to the pupils\u27 relative command in Dutch and the minority language impact on actual practices of language support