L1-Educational Studies in Language and Literature
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Examining the Value of Literary Conversations: A critical mapping review of research into literary conversations in Scandinavian L1 classrooms
Get PDFIn recent years, researchers and practitioners in the field of Scandinavian L1 literature education have devoted considerable attention to literary conversations. In the Scandinavian countries, research into literature education has traditionally been characterized by qualitative studies. These tend to be published in various genres and are often written in a local language. This publishing pattern makes it challenging to obtain an overview of the field and its subfields. Hence there is an obvious need for a systematic review to map out the landscape of existing research into literary conversations. To that end, the present study investigates the characteristics of qualitative research into literary conversations in the Scandinavian L1 school subject with regard to key research approaches used, to the characteristics of the conversations studied, and to the pedagogical value ascribed to literary conversations. The findings show a joint belief in the value of literary conversations as a community for students’ learning in Scandinavian research. Multiple pedagogical gains are accounted for, both from the collaboration within the community itself and as a result of such collective work. In addition, the wide range of theoretical and methodological approaches mapped out from the studies investigated reveal some interesting challenges and also possible gains if further research is conducted
Using literary conversations to design stimulating learning environments for all elementary students
Get PDFThe paper presents results of the LemaS-GRiP project. The focus lies on literary conversations in inclusive literature lessons in primary schools. These conversations link individual aesthetic experiences and interests with a jointly responsible development of literary interpretations in exchanges between pupils and teachers. Based on a Literary Classroom Conversation in a fourth grade, we can show in a preliminary analysis how learners enter into the open-ended process of understanding and approach the ambiguity of the text. At the same time, all participants have a growing responsibility towards the text and for each other. In doing so, they are partly dependent on a competent other, who supports them in approaching the ambiguity of the text in the sense of scaffolding. Central instrument was a multimodal interaction analysis of videotaped lessons following the principles of the documentary method
Co-Construction of beliefs regarding literature during the senior class – a project report
Get PDFIn a literary didactical and educational sociological way, this empirical examination attempts to answer the question how students in senior classes of academic high schools (16–19 years) acquire and maintain notions and beliefs concerning literature. We assume that advanced-level German teaching at school has a huge impact on the realisation of these notions with regards to literature. Thus, this study focuses on how beliefs are alternatingly co-constructed. Our results underline the great influence of teachers in forming the beliefs about reading and literature of their students. They show the strong interdependence between teachers’ beliefs regarding reading and literature, the way teachers conduct class-talks in literature lessons and the emergence of students’ beliefs regarding literature in a decisive phase of growing up
Deeper reading of poetry and prose: Effects of a reading process-focused intervention on the text comprehension of 10th grade students in the Netherlands
Get PDFThe main result of this effectiveness study is that a reading program with a focus on students’ poetry reading processes, based on observational learning via eye movement modeling examples, can improve students’ reading comprehension for different text types. In a pretest-posttest design with an experimental group (ten classes) and a control group (five classes), students’ self-efficacy regarding their own reading process and their reading comprehension were measured. Over a six-week period, teachers of Dutch and their students worked with the six experimental lessons, instead of the regular reading program: students observed and evaluated contrasting peer reading processes, reflected on differences with their own reading process, and then they practiced aspects of a deep reading process. The program resulted in significant progress in the reading comprehension of “expository texts” (ES = .66), “short stories” (ES = .66), and especially “poetry” (ES = .81). Furthermore, the self-efficacy test results show that students in the experimental condition experienced significantly more learning effect after the intervention period than those in the control group. Moreover, based on the learning reports, evaluation tasks and interviews, it appears that the participants in the innovative program have become aware of their reading and how they improved their performance
Learning-Teaching Processes in Online Clinical Simulation within Disciplinary Training of Literature
No full textClinical simulations have been developed as a tool for coping with complex professional situations. In recent decades, clinical simulation has been integrated into teacher education for pedagogical training. Amidst the COVID-19 pandemic, an online clinical simulation model was developed, given the need to adapt the human-based clinical simulations to an online platform. This study examined the learning and teaching processes experienced during online clinical simulations applied in the context of discipline-specific training. Specifically, these processes were investigated by collecting data representing the perceptions of 98 preservice literature teachers. The analyzed data yielded three themes, describing the participants’ perceived gains from the online teaching-learning processes: (1) The strengthening of preservice teachers’ discipline-specific involvement (2) The formulation of a professional understanding of discipline-specific teaching processes (3) Ways to promote meaningful discussions in literature lessons. The study expands the field of clinical simulation use in teacher training to include discipline-specific gains, in this case by demonstrating the interplay between the world of simulation and the world of literature
Writing to Learn History: An Instructional Design Study
Get PDFThis study reports on the design and evaluation of an instructional unit, aimed at improving secondary school students’ disciplinary writing in history. Central to this design was the replacement of conventional workbook exercises by evaluative source-based writing tasks which were co-developed with participating history teachers. Additionally, an instructional unit to teach students a discipline-specific reading-thinking-writing strategy based on previous research was designed. Two history teachers implemented the evaluative tasks and the strategy instruction in their 11th grade history classrooms in a trial intervention study with a switching panels design. Pre-, mid-, and post-testing consisted of evaluative writing tasks (ca. 200-300 words), which were analyzed on holistic quality, content quality, quality of structure, and text length. Results showed effects in the second panel for content quality.
In this paper we elaborate on the design of this strategy and the instructional design, as well as the design principles underpinning these. Based on the trial study, we present recommendations for redesign in order to optimize practicality and effectiveness of the instructional unit
Developing the “Language Profile Test” for Greek Students aged 11-15 Years.
Get PDFThis paper discusses the development of the “Language Profile Test,” a tool for assessing the underlying component skills of reading fluency and comprehension for students aged 11–15 in the context of Greek as L1. The test consists of five subtests: three reading subtests (isolated words, pseudowords, and text), spelling (single-word spelling), comprehension, and vocabulary (cloze test). The paper aims to present the development of the test, which was based on previous research on lexical representations, specialized corpora, word-frequency lists, and cloze tests as a measure of vocabulary assessment and comprehension, reading fluency, and spelling. Special emphasis has been given to the asymmetry in the transparency of Greek orthography between the feedforward (reading) and feedback (spelling) directions that were considered for the test creation. The “Language Profile Test” was tested on a sample of 346 students. Our findings revealed that students fell into three performance categories for each subtest: high, average, and low. This classification can give teachers more insights into students’ challenges regarding the underlying components of reading fluency and comprehension
The Dichotomization of reading-related interpretive patterns at the transition from school to university : Partial results of a qualitative longitudinal study
Get PDFThe article deals with the development of interpretative patterns related to reading, literature, and texts at the transition from school to university from a qualitative-reconstructive perspective. The focus is on the thesis that interpretive patterns increasingly break down into two distinct, separate domains during this phase (dichotomization thesis). These areas – private, informal reading and institutional, school-, university-reading – relate to different conscious and unconscious attributions, as a result of which different relevance and function are attributed to reading. I illustrate and discuss this phenomenon on the basis of empirical data (narrative interviews in a biographical longitudinal section, analyzed by means of social science hermeneutics)
Introduction to the Special Issue on Modelling Processes of Comprehension, Aesthetic Experience, and Interpretation in Literary Conversations
Get PDFThis introduction briefly outlines developments in research on literary conversations in classrooms and other educational settings and explains why empirical studies looking into relations between mental processes of literary reception on the one hand side and communicative behaviour on the other hand side must (also) draw on methods beyond conversation analysis. It then proceeds to give a quick overview of the seven contributions to this Special Issue, and concludes with remarks on directions for future research in this field
Where syntactic interference persists: the case of Hebrew written by native Arabic speakers
Get PDFIn this paper we analyze the acquisition of Hebrew syntax in a corpus of essays, written by 22 native speakers of Arabic after studying Hebrew for a decade. Each of the participants contributed two essays to the corpus: one when they were in the 11th grade of high school, and a second essay a year later. We categorized the syntactic errors, and explored the relationship between persistence, interference and developmental errors. Statistical analysis showed interference to be involved in the vast majority of the errors that persisted most between the two time-points, whereas almost all the improvement over the year was in developmental errors with no interference. These results contradict a common claim that interference, initially predominant, decreases over time with relation to developmental errors. We propose that a key difference is that much of the theorization in Second Language Acquisition (SLA) is based on findings in unrelated language dyads, with English as L1 or L2, whereas the languages in our study are closely related, yet differ considerably in their syntax. We conclude that more research on syntactic interference in the acquisition of related languages is necessary in order to reveal findings diverging from many typically attested patterns