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No full textÍ þessu sérriti er lýst í örstuttu máli meginstraumum í annarsmálsfræðum í dag og sjónum sérstaklega beint að þeim breytingum sem orðið hafa í annarsmálsfræðum eftir síðustu aldamót og endurspeglast í greinum ritsins. Þar ber mest á rannsóknum á því hvernig hið málsálfræðilega uppbyggingarferli tungumálsins og notkun mótast af félagslegu umhverfi þess (Larsen-Freeman 2018; Ellis 2021). Annarsmálsfræði byggja því á margþættum og þverfræðilegum rannsóknarnálgunum (Ellis 2021) sem gera þau að sérstaklega kraftmiklu og skemmtilegu fræðasviði. Hér verður stiklað á stóru og reynt að tengja kenningar í fræðunum við þær rannsóknir sem eru kynntar í þessu riti en flestar beinast að því að skýra hvernig málaðstæður hafa áhrif á máltileinkun, meðal annars magn og eðli ílags, málnotkun og viðhorf, í og utan kennslu. Í þessu sérriti er lýst í örstuttu máli meginstraumum í annarsmálsfræðum í dag og sjónum sérstaklega beint að þeim breytingum sem orðið hafa í annarsmálsfræðum eftir síðustu aldamót og endurspeglast í greinum ritsins. Þar ber mest á rannsóknum á því hvernig hið málsálfræðilega uppbyggingarferli tungumálsins og notkun mótast af félagslegu umhverfi þess (Larsen-Freeman 2018; Ellis 2021). Annarsmálsfræði byggja því á margþættum og þverfræðilegum rannsóknarnálgunum (Ellis 2021) sem gera þau að sérstaklega kraftmiklu og skemmtilegu fræðasviði. Hér verður stiklað á stóru og reynt að tengja kenningar í fræðunum við þær rannsóknir sem eru kynntar í þessu riti en flestar beinast að því að skýra hvernig málaðstæður hafa áhrif á máltileinkun, meðal annars magn og eðli ílags, málnotkun og viðhorf, í og utan kennslu.
Nám íslensku sem annars máls utan kennslustofunnar: Yfirlit með kennslufræðilegu ívafi
No full textThis paper reviews conversation analytic research into Icelandic second language (L2) learning in the wild – that is, in settings outside of the classroom over which the teacher has no control. We investigate L2 learning as (1) activities that are socially accomplished through certain recognizable actions, and (2) as the development of interactional competence. We present examples of our work on learning behaviors in the wild. Specifically, we show (1) how our focal L2 speaker uses business encounters to practice Icelandic, (2) how she makes language contracts with the clerks to speak Icelandic, (3) how she insists on finishing her turns–at–talk even though mutual understanding has already been accomplished, and (4) how she carries out word searches and other repair practices to achieve learning. Focusing on her emergent uses of ‘ætla’, we then show how her interactional competence develops as she is using and learning to use ‘ætla’ in a range of lexically specific constellations to accomplish specific social actions at various points in time. We end the paper by concluding on our findings and discussing implications for language teaching and education. Keywords: Icelandic as a second language, Learning Icelandic in the wild, Conversation analysis and second language acquisition Í kaflanum er farið yfir rannsóknir á námi íslensku sem annars máls utan kennslustofunnar með aðferðum samtalsgreiningar – þ.e. í aðstæðum þar sem enginn kennari kemur við sögu. Við rannsökum nám annars máls sem (1) félagslegar athafnir sem eru með tilteknum aðgerðum sem aðrir skilja og sem (2) þróun samskiptahæfni. Við sýnum dæmi úr rannsóknum okkar á námshegðun utan kennslustofunnar. Við sýnum (1) hvernig Anna, annarsmálshafinn sem er til rannsóknar, notar þjónustusamtöl til að æfa íslensku, (2) hvernig hún gerir tungumálasamning við afgreiðslufólk um að tala íslensku, (3) hvernig hún krefst þess að fá að ljúka lotunni sinni þótt viðmælandinn hafi skilið hvert hún er að fara og (4) hvernig hún hrindir af stað orðaleitum og öðrum lagfæringaathöfnum, allt í þeim tilgangi að læra málið. Við skoðum hvernig hún lærir notkun sagnarinnar ‚ætla‘ í mismunandi myndum til að ná tilteknum félagslegum markmiðum í lengri tíma. Við ljúkum kaflanum með umræðum um niðurstöður okkar og þann lærdóm sem tungumálakennsla og málanám geta dregið af þeim. Lykilorð: íslenska sem annað mál-íslenskunám utan kennslustofunnar samtalsgreining og tileinkun annars máls.
Andleg líðan unglinga í 10. bekk: Niðurstöður úr fyrirlögn Short Warwick–Edinburgh Mental Well-Being kvarðans
No full textThe importance of adolescents’ health and well-being has been an increasing issue in both public discourse and scientific research over the past years. In many international studies, a general trend of declining mental health in this age group has been observed. This has been met with a call to arms by the scientific community, emphasising more rigorous studies and implementation of evidence-based interventions and policies. However, given the predominant clinical emphasis of studies in this field, it is important to contemplate what mental health means in a more holistic sense. The World Health Organization (WHO) defines it as a state of well-being, in which people are aware of their own abilities, can successfully deal with the stressors of daily life, can succeed in their work and contribute to society. This definition emphasises that mental health is not merely the absence of disease or feeling good. Rather, it centres around the age-old question of the good life, that has been around from the time of Aristotle to modern day positive psychology; that is, whether it would be more beneficial to focus on the momentary joys of life (hedonia), or whether it is more important to do something worthwhile (eudaimonia). The hedonic aspect focuses on being happy, experience pleasure, and freedom from discomfort. The eudaimonic view is more centred on human possibilities, meaning and self-discovery. In the international Health Behaviour in School-Aged Children Study (HBSC), the largest of its kind in the world, mental wellbeing has been measured by various means. Growing concerns about the deterioration in mental health among adolescents led researchers from the Nordic countries to include more variables dealing with this topic in the 2017/2018 wave of the study, including a shorter version of the Warwick–Edinburgh Mental Well-Being Scale (SWEMWBS). This scale includes 7 items that are phrased in a positive manner and target positive aspects of mental health. Previous studies, including some within adolescent samples, have shown it to be reliable and valid. A total of 2,245 Icelandic students answered the questionnaire in 2017–2018. Of those, 1,1084 were boys (48.4%), 1,111 were girls (49.5%) and 48 (2.1%) defined their gender as “Other”. The mean score on the SWEMWBS for all participants was 24.8; 25.7 for boys, 24.2 for girls and19.8 for those that defined their gender as “Other”. In all analyses, the last-mentioned group had much worse scores than boys and girls. Also interesting in terms of gender was the fact that Icelandic boys scored significantly higher than girls on the SWEMWBS in all our analyses. The scores fell within the range of normal distribution as estimated by skewness and kurtosis values. A strong correlation was found between both the total score on SWEMWBS and its individual items, and other measurements that had previously been used to assess wellbeing in the HBSC- -study, such as the Cantril scale, self-rated health and the HBSC Symptom Checklist. It was clear, though, that the SWEMWBS scores did not represent exactly the same phenomena as the previously used measures. Background variables such as family financial status, country of birth, and relations with parents, school and friends, all influenced the distribution of SWEMWBS scores. Adolescents coming from poorer families, born outside of Iceland, and with worse relations with parents, school and friends, scored consistently and significantly lower on the SWEMWBS than their peers. We conclude that the scores from the current study of the shorter version of the Warwick–Edinburgh Mental Well-Being Scale, are a valid and valuable addition to research measures focusing on adolescent health.Mikilvægi andlegrar heilsu og vellíðanar meðal unglinga hefur verið sífellt meira áberandi í umræðunni. Í alþjóðlegu rannsókninni Health Behaviour in School-Aged Children (HBSC), sem er sú stærsta á sviði heilsu og líðanar unglinga, er andleg líðan mæld með ýmsum hætti. Vaxandi áhyggjur af hrakandi andlegri líðan hefur hins vegar hvatt til frekari og ítarlegri mælinga á þessum þáttum. Í síðustu fyrirlögn HBSC var styttri útgáfu af Warwick–Edinburgh spurningalistanum (Short Warwick–Edinburgh Mental Well-Being Scale - SWEMWBS) bætt við á öllum Norðurlöndunum. Tilgangur rannsóknarinnar var að meta aðgreiniréttmæti SWEMWBS samanborið við aðrar breytur HBSC-listans og að bera niðurstöðurnar saman við útkomu meðal eldri Íslendinga. SWEMWBS inniheldur sjö atriði sem eru orðuð með jákvæðum hætti og beinast að jákvæðum þáttum. Mælitækið hefur reynst áreiðanlegt í ítrekuðum fyrirlögnum og í þessari rannsókn var Cronbach’s alfa 0,90. Alls svöruðu 2.245 nemendur í 10. bekk spurningalista rannsóknarinnar þegar hún var lögð fyrir veturinn 2017–2018. Af þeim voru 1.1084 strákar (48,4%), 1.111 stelpur (49,5%) og 48 (2,1%) sem skilgreindu kyn sitt sem „Annað“. Meðalskor á SWEMWBS fyrir alla 10. bekkinga sem tóku þátt í rannsókninni var 24,8. Meðaltal fyrir stráka var 25,7 og 24,2 fyrir stelpur en 19,8 fyrir þá sem skilgreindu kyn sitt með öðrum hætti. Bakgrunnsbreytur eins og fjárhagsstaða fjölskyldu, fæðingarland og tengsl við fjölskyldu, skóla og vini, höfðu allar áhrif á dreifing skora á SWEMWBS. Sterk fylgni reyndist á milli bæði heildarskors á SWEMWBS og einstakra atriða annars vegar, og þeirra breyta sem áður höfðu verið notaðar til að meta líðan í HBSC-rannsókninni eins og Cantril-sjónhendingarkvarðans, mati á eigin heilsu og HBSC Symptom Checklist. Það var þó augljóst að SWEMWBS mældi ekki nákvæmlega sömu þætti og þær breytur sem áður höfðu verið notaðar. SWEMWBS er því fýsilegur kostur við mat á andlegri líðan ungs fólks
Að tilheyra í skólanum: Áhrifaþættir á upplifun grunnskólanema
No full textEducational policy in Iceland emphasizes the importance of supporting and respecting student diversity and wellbeing. The aim of this article is to shed light on how social factors such as students’ gender, immigrant background and financial status shape their experience of belonging or not belonging to the school community. Previous research on “belonging” indicates that students who have a strong feeling that they belong to the school community generally do better academically and have a stronger position than those who feel marginalized, for example in terms of interest in school, self-image, classroom behaviour and academic achievement but a negative experience is associated with, for example, school drop-out (Christenson and Reschly, 2010; Korpershoek et al., 2020; OECD, 2019). Those students who are less likely to experience belonging are at greater risk of being exposed to negative social influences, and are more likely to have low self- -esteem, and suffer from anxiety and depression (Allen et al., 2018; Gillen-O’Neel and Fuligni, 2013).The aim of this article is to explore how gender, risk behaviour and financial status may connect to either belonging or not belonging to the school environment in the Icelandic context. The research questions are:How does gender, immigrant background and financial status affect students’ perception of belonging within the school environment?To which extent do relationships with parents, self-image and risk behaviour mediate the connection between the different background factors (gender, background and financial status) to students’ perception of belonging within the school environment?This research is linked to Health Behaviour in School-Aged Children, a cross-national study carried out in collaboration with the World Health Organisation. The study was launched in 1983 and is conducted every four years. Iceland has participated since 2006.The data used here is from an electronic survey carried out during the winter 2017–2018. The HBSC data collection covers three age cohorts; that is, children in years 6, 8 and 10. The headmasters of all compulsory schools in Iceland with children in the age groups indicated above were asked to facilitate the participation of their students. A total of 7,159 students participated in the study, yielding a 54% response rate. 3,540 boys participated, 3,498 girls and 118 students identified as nonbinary or “other”. This article analyses selected questions relating to the topic “to belong” in the school. A response scale to measure school belonging was developed from six items in the study, including the following: Other students accept me as I am, The teachers accept me as I am. The three main variables explored were gender, immigrant background, and financial status. Nevertheless, as the literature suggests, a number of social factors may explain school belonging; furthermore, this study analysed the mediating effects of communication with parents, risk behaviour and self-image on the identified relationships to school belonging.The findings of this study show that students generally feel that they belong in the school environment and it is only a small group, approximately 4%, who perceive themselves as not belonging. Students who identified the financial status of their family as poor and students who identified nonbinary or “other” were more likely than their peers to experience less belonging to the school community. The overall findings do not show a significant difference between boys and girls. Poor financial status had the greatest mediating effect on how gender relates to students’ belonging in the school community, as boys were less affected by a poor financial situation. Risk behaviour was much more strongly associated with boys’ sense of belonging rather than that of girls, but girls’ poor self-esteem was more closely linked to their experience of not belonging. There was a strong synergy between having both parents born abroad and poor financial status. A strong self-image had a positive effect on the identification of students living in poor financial conditions.One of the main conclusions of this research is that there is a complex interaction between social factors and young people’s self-assessment which influences how they see themselves as participants in the school community and whether they feel they belong in that community. There are grounds for being concerned about the group of students who have been marginalised, for one reason or another, and who do not feel that they belong within the peer community. The analysis shows that students’ social and economic situation significantly impacts their relationships with peers and teachers within the school, reflecting the social discrimination found in Iceland, as in other societies in the Western world.The results indicate that action is needed to ensure everyone’s access to the school community and specific attention should be paid to marginalized students. It is the responsibility of the school community to work untiringly at conveying the message to all students that they matter and that they are accepted on their own terms. Teachers have a key role in supporting students and creating a safe and positive school culture. The authors hope the results of this research will encourage teachers and other professionals who work with children to address issues requiring support for those who are less socially integrated.Stór áhrifaþáttur á farsæld nemenda er að þeir upplifi og finni að þeir tilheyri skólasamfélaginu og að þeim sé tekið eins og þeir eru af nemendum og kennurum. Markmið þessarar greinar er að varpa ljósi á hvernig félagslegir þættir líkt og kyn nemenda, fjárhagsstaða og erlendur uppruni móta upplifun þeirra af að tilheyra eða tilheyra ekki í skólasamfélaginu. Einnig að kanna hvort áhættuhegðun, samskipti við foreldra og sjálfsmynd hafi áhrif á hvernig félagslegir þættir móta upplifun af að tilheyra. Byggt er á gögnum úr rannsókninni Heilsa og lífskjör skólabarna (HBSC). Rafræn spurningakönnun var lögð fyrir nemendur veturinn 2017–2018 í 6., 8. og 10. bekk. Niðurstöður sýna að almennt séð upplifa nemendur íslenskra grunnskóla að þeir tilheyri í skólaumhverfinu og aðeins litlum hópi finnst hann ekki tilheyra. Að búa við slæma fjárhagsstöðu og að skilgreina sig utan hefðbundinnar kyntvíhyggju hefur mest áhrif á að nemendur telji sig síður tilheyra skólasamfélaginu. Ekki mældist marktækur munur almennt séð á milli drengja og stúlkna. Slæm fjárhagsstaða hafði mest áhrif á samsömun kynsegin nemenda og stúlkna við skólasamfélagið, en drengir urðu síður fyrir áhrifum slæmrar fjárhagsstöðu. Þá hafði áhættuhegðun mun sterkari tengsl við tilfinningu drengja að tilheyra fremur en stúlkna, en slök sjálfsmynd stúlkna var frekar tengd upplifun þeirra af því tilheyra ekki. Sterk samvirkni var á milli þess að eiga báða foreldra fædda erlendis og að búa við slæman fjárhag. Öflug sjálfsmynd hafði jákvæð áhrif á samsömun nemenda sem bjuggu við slæma fjárhagsstöðu. Niðurstöður gefa til kynna að grípa þurfi til aðgerða til að tryggja aðild allra að skólasamfélaginu og horfa sérstaklega til jaðarsettra nemend
Tækifæri eða tálsýn?: Kennslukannanir og annað mat á gæðum náms og kennslu
No full textQuality systems in universities all around the world aim to ensure that education and degrees are comparable with international standards and encourage a quality culture within higher education. The aim of this case study is to examine the views of administrators, teachers, and students at one university in Iceland, on quality assessment in education and teaching as well as quality improvements. Four individual interviews were taken with administrators as well as two focus groups with altogether nine teachers and four focus groups with altogether 15 students. The main finding of the study is that to obtain a comprehensive assessment of learning and teaching quality, it is important to collect various sources of assessment data and ensure the involvement of everyone in the learning community. Participants stated that in their view student evaluation of learning and teaching (SET) has a role in obtaining feedback from students as to how courses and study lines are working out and whether there are any problems that need to be tackled. The administrators found it useful to acquire an overview of how courses measure up to quality standards and be able to analyze what issues are important to respond to. However, it varied to what extent administrators worked on analyzing the findings, although they agreed on the benefit of implementing a more general and systematic process. Teachers described how SET, especially the open question answers, is valuable in order to receive feedback on their courses, enabling them to pick up tips on components that are going well, not working out or need to be modified. It was pointed out that SET also provides the opportunity of comparing assessment rates between schools within the university which can be valuable. According to the interviewees it is, however, important to further develop the questions in SET through the collaboration of everyone in the learning community. Students pointed out that the emphasis in the SET–questions does not always relate well enough to the subjects of the study and thus the questions are not useful in improving the quality of courses and study lines. Issues relating to the submission of the SET seem to discourage students from answering, such as the timing, a month before the end of the semester. Students revealed that because of how busy they are turning in assignments and preparing for tests at that time, they tend to skip answering SET. Teachers and administrators were also aware of how inconvenient the timing is and pointed out that an assessment done a month before the end of the semester only covers part of the coursework. As a low response rate decreases the validity of SET, all interviewees agreed on the importance of increasing student participation. They called for teachers’ encouragement but also involvement in leading discussions in class on midsemester findings and potential improvements to accommodate students’ recommendations and tips. Teachers also need to take part in using SET as an effective assessment tool, but findings indicated that some teachers avoid reviewing the findings because of bad experiences of offensive comments from students. This finding laid the foundation for another one which was the need for building and fostering trusting relationships in the learning community as this is the prerequisite for the utility of assessment findings. An active dialogue within the learning community was also stressed as an essential assessment tool. Such interchanges can occur within courses, in committees at the university and through different forums where learning and teaching are tackled. Administrators and teachers pointed out that it can be difficult to engage students in these assignments and students were aware of this but explained that most students work parallel to studying. All participants agreed on the critical importance of involving diverse representatives of the learning community in assessment processes as an essential key to developing and ensuring quality in higher education.Gæðakerfi háskóla víðs vegar um heiminn hafa að leiðarljósi að tryggja gæði menntunar og að prófgráður standist alþjóðleg viðmið. Slík viðmið eru grunnur gæðamenningar þar sem starfsfólk háskóla og nemendur rýna starf skólans og vinna að umbótum á hverjum tíma. Markmið þessarar rannsóknar var að kanna með viðtölum við stjórnendur, kennara og nemendur í íslenskum háskóla, hvernig mat er lagt á gæði náms og kennslu við skólann, hvaða sýn þeir hafa á matið og hvernig unnið er með niðurstöður þess. Tekin voru einstaklingsviðtöl við fjóra stjórnendur, tvö rýnihópaviðtöl við níu kennara og fjögur rýnihópaviðtöl við 15 nemendur. Meginniðurstaða rannsóknarinnar er að til þess að fá heildstætt mat á gæðum náms og kennslu sé mikilvægt að kalla eftir fjölbreyttu mati. Kennslukönnun gegni ákveðnu hlutverki við að fá yfirsýn á námsleiðir og gengi námskeiða og hún gefi möguleika á samanburði á gæðum náms og kennslu innan háskóla. Þó sé nauðsynlegt að bregðast við ábendingum stjórnenda, kennara og nemenda um framkvæmd kennslukönnunar og inntak spurninga sem þurfi að eiga við það nám og námsumhverfi sem spurt er um. Þá þurfi að hvetja nemendur til aukinnar þátttöku bæði í kennslukönnunum, matsfundum, ráðum og nefndum þar sem fjallað er um nám og kennslu. Aðkoma kennara og stjórnenda sé jafnframt brýn, bæði þurfi þeir að kynna sér niðurstöður mats og hlusta á raddir nemenda með það að markmiði að gera umbætur á námi og kennslu. Allir þátttakendur voru sammála um að öflugt samtal og samstarf nemenda, kennara og stjórnenda væri lykilaðferð við að meta gæði náms og grunnur að áframhaldandi þróun þess
Íslenskukunnátta tvítyngdra barna: Tengsl staðlaðra málþroskaprófa og málsýna
No full textPrevious research on bilingualism in Iceland indicates that the gap in Icelandic skills between bilingual children and their monolingual peers is greater than expected based on comparable research on bilingualism in other language communities. We argue that such results prompt extensive investigation on the language status of bilingual children in Iceland using a wide array of assessment tools. The main goal of this investigation was to assess the Icelandic knowledge of bilingual children with different assessment tools and compare the results to normative data for monolingual children. The study targeted sequential bilingual children in the last year of pre-school (5-6 years old) in Iceland. The inclusion criteria were 1) the child was born in Iceland and had started Icelandic pre-school education no later than at 2 to 3 years of age 2) both parents spoke the same language at home (and not Icelandic) 3) the child had not been previously diagnosed with language or neurological disorder. The participants were 25 bilingual children living in two towns in south-west Iceland, Reykjanesbær and Suðurnesjabær. The children were in Icelandic preschool on average 7-8 hours daily and in Icelandic language environments for, on average, about 43 hours a week. The language tests MELB, a newly developed and standardized language test of Icelandic, and the Icelandic-PPVT-4 were administered. MELB measures both language comprehension and spoken language for the components; semantic, syntax, phonology, and morphology. The test was standardized between 2019 and 2020 with 879 children aged 4 to 6 years. The Icelandic version of the PPVT-4 has not been standardized but normative data are available for children in the target age group (Hrafnhildur Ragnarsdóttir, 2018). Spontaneous language samples were analysed and compared to normative values for monolingual children (Jóhanna T. Einarsdóttir & Álfhildur Þorsteinsdóttir, 2015). To estimate the relationship between the language tests and language samples a correlation analysis was conducted. This was the basis for the second objective of the paper which was to investigate whether language samples would provide complementary information to the results from the standardized tests.The main results show that bilingual children lag significantly behind their monolingual peers in every metric examined. The mean differences were much greater for the language tests than the language samples. The results from the standardized MELB revealed that bilingual participants, on average, were two to three standard deviations below the mean for monolingual peers. Bilingual children showed strengths in phonological skills, but their vocabulary and morphology skills lagged far behind those of their monolingual peers. Scores from the Icelandic translation of the receptive vocabulary test PPVT-4 showed an even greater disparity, with bilingual children’s average score being more than four standard deviations below the monolingual mean. The MLU (mean length of utterance), and TNW (total number of words) and NDW (total number of different words) in spontaneous speech showed a difference under one standard deviation between the monolingual and the bilingual children. The correlation analyses between the language tests and the language samples showed only significantly correlation for the language analyses metric the proportion of grammatical errors and yes/no-answers. This implies that the other language sample measures, MLU, TNW and NDW do add information to the assessment of bilingual preschoolers’ language development of Icelandic.Several conclusions can be drawn from the results. First, we confirmed the value of a diverse set of assessment tools when evaluating bilingual children’s language development. The bilingual participants had not been diagnosis with Developmental Language Disorder (DLD) and the results indicated that the use of standardized language scores as diagnosis criteria could result in overdiagnosis. Our results therefore suggest that assessment measures such as language samples could provide useful information in addition to other proven methods, such as testing in the home language. The second main conclusion is that the Icelandic language skills of 5-6 years old pre-school children acquiring the majority language as a second language are surprisingly poor. A difference of 3-4 standard deviations on average for children who have been attending Icelandic pre-school for most of their life is below all evidence-based criteria we have found. Indeed, our participants’ results are closer to what could be expected from bilingual children with DLD if we consider research from other language communities. This is unfortunately in line with previous research conducted on other age groups in Iceland. These serious results call for action and changed attitudes in language stimulation for bilingual children in Iceland. It is important is to give these children the opportunity to learn the Icelandic language, which is used in the compulsory schools and further education.Niðurstöður fyrri rannsókna benda til að fjöltyngd börn á Íslandi séu lengur að tileinka sér íslensku sem annað mál en börn í stærri málsamfélögum. Markmið rannsóknarinnar sem hér er til umfjöllunar var tvíþætt. Í fyrsta lagi að meta íslenskukunnáttu tvítyngdra leikskólabarna með ítarlegum mælingum á málfærni þeirra og bera saman við meðalfærni eintyngdra jafnaldra. Í öðru lagi að bera saman niðurstöður af mælingum með málþroskaprófum við mælingar á sjálfsprottnu tali með málsýnum. Þátttakendur voru 25 tvítyngd leikskólabörn af Suðurnesjum á aldrinum fimm til sex ára. Börnin voru öll fædd á Íslandi og höfðu dvalið í íslenskum leikskóla í nokkur ár. Báðir foreldrar höfðu sama móðurmál sem jafnframt var talað heima. Heimamál barnanna var því ekki íslenska. Helstu niðurstöður voru að tvítyngdu börnin sýndu marktækt slakari færni í íslensku í samanburði við meðalgetu eintyngdra jafnaldra á öllum athugunum sem voru gerðar. Á staðlaða málþroskaprófinu MELB voru börnin að meðaltali tveimur til þremur staðalfrávikum frá meðalgetu jafnaldra og sýndu mjög slaka færni í þáttum sem reyndu á orðaforða og málfræði. Sterkust voru þau í þáttum sem reyndu á hljóðkerfið þar sem færnin var í lágu meðaltali. Á orðaforðaprófinu Ísl-PPVT-4 var meðaltal tvítyngdu barnanna meira en fjórum staðalfrávikum frá meðaltali eintyngdra jafnaldra. Málsýni af sjálfsprottnu tali sýndu að tvítyngdu börnin tjáðu sig að meðaltali í marktækt styttri segðum (setningum), notuðu marktækt færri og ekki eins fjölbreytt orð og gerðu marktækt fleiri villur í samanburði við eintyngda jafnaldra. Fylgni var milli hlutfallslegs fjölda villna í málsýnum og niðurstaðna málþroskaprófa. Niðurstöðurnar eru mjög alvarlegar og kalla á breytt viðhorf í málörvun tvítyngdra leikskólabarna. Nauðsynlegt er að gera gangskör að eflingu íslenskukunnáttu tví- og fjöltyngdra barna á Íslandi
Hugtakið samvirkni í heimspeki Deweys
No full textThis article addresses the transaction concept in John Dewey’s philosophy. The term itself is not prominent in Dewey’s works. Indeed, it is not theorized substantially until 1949 with the publication of Knowing and the Known which Dewey wrote in cooperation with Arthur F. Bentley. From that account, one is justified to claim that transaction is a key concept in Dewey’s thinking to the degree that one may speak of his philosophy as transactional. Grappling with this concept, I visit Knowing and the Known but also some recent books written by Dewey specialists all of whom emphasize the transaction concept and use it to sharpen Dewey’s philosophy to make it more relevant to our times. Dewey’s philosophy may be thought of as a response and an opposition to Descartes’ dualism that divides the world into two “departments”: the human mind and the world “out there”. Using the notion of transaction, Dewey breaks this distinction so that the human being ceases to be a spectator of the world “out there” and instead becomes a part of and an active participant in the one and only world that is. A new vision of existence emerges.Grein þessi beinir athyglinni að hugtakinu transaction í heimspeki Deweys. Hugtakið, sem ég kýs að kalla samvirkni, virðist undirliggjandi í heimspeki Deweys nánast frá upphafi en hann tekur það ekki til skipulegrar athugunar fyrr en undir lok ævi sinnar í bókinni Knowing and the Known sem hann skrifaði í samstarfi við Arthur F. Bentley og var gefin út árið 1949. Af þeirri umfjöllun má ráða að samvirkni er lykilhugtak hjá Dewey í þeim mæli að réttlætanlegt er að tala um heimspeki Deweys sem heimspeki samvirkni. Í viðleitni til að skilja þetta hugtak rýni ég í Knowing and the Known en styðst líka við nýlegar bækur eftir Dewey-sérfræðinga sem eiga það sammerkt að leggja áherslu á samvirknihugtakið og nota það til að skerpa á heimspeki Deweys svo hún megi gagnast betur nútímanum. Heimspeki Deweys má skoða sem svar hans við tvíhyggju Descartes sem skiptir heiminum í tvær „deildir“; mannshugann annars vegar og heiminn þar fyrir utan hins vegar. Með samvirknihugtakið að vopni rýfur Dewey þessa deildaskiptingu með þeim afleiðingum að maðurinn hættir að vera áhorfandi að „heiminum þarna úti“, en verður í staðinn hluti af og virkur þátttakandi í þeim eina heimi sem er. Ný tilverusýn verður til
Akademískt frelsi, ábyrgð og hömlur: Sjónarmið háskólakennara á Íslandi
Get PDFAcademic freedom is essential to universities. The article discusses the nature and value of academic freedom and reports study results on how it is understood by university teachers in Iceland and what they see as threatening it. Two key aspects of academic freedom are identified: (a) free choice of topics and methods in research and teaching, and (b) a knowledge and integrity requirement. The article is based on data collected in two research projects, i.e. data from questionnaires and group interviews collected in the first project and interviews with individuals in the second project. The questionnaires were collected in 2011, the group interviews were conducted in 2014 and the interviews with individuals in 2019-2020. A total of 48 academic staff from three universities were interviewed, 26 females and 22 males. Participants were asked how they understood academic freedom and how it related to various aspects of their job as researchers and university teachers. The results show that university teachers in Iceland place great value on academic freedom understood as the freedom to choose topics and methods, primarily in research but also in teaching. Their understanding is that this freedom comes with requirements of knowledge, integrity, and peer-review, both in research and teaching. Participants perceive restricted academic freedom as a result of political and economic pressure, competition for limited funds, the institutional system for performance assessment, and limited avenues for publication. Concerns about limited-term hiring and silencing were not voiced. Results are consistent between all three data sources.Akademískt frelsi er órjúfanlegur þáttur háskólastarfs. Í greininni er rakið inntak og mikilvægi akademísks frelsis og sagt frá niðurstöðum rannsókna á skilningi íslenskra háskólakennara á því og ógnum þess. Tilgreindir eru tveir inntaksþættir, (a) frjálst val viðfangsefna og aðferða í rannsóknum og kennslu og (b) þekkingar- og heilindakrafa. Greinin byggir á gögnum úr þremur gagnasöfnum sem safnað var í tveimur rannsóknarverkefnum, þ.e. gögnum úr spurningakönnun og viðtölum; hópviðtölum í fyrra rannsóknarverkefninu og einstaklingsviðtölum í því síðara. Spurningakönnunin var lögð fyrir árið 2011, hópviðtölin tekin árið 2014 og einstaklingsviðtölin árin 2019-2020. Alls var rætt við 48 akademíska starfsmenn úr þremur háskólum, 26 konur og 22 karla. Viðmælendur voru spurðir hvaða skilning þeir legðu í akademískt frelsi og hvernig það tengdist ólíkum þáttum starfs þeirra sem rannsakenda og háskólakennara. Niðurstöðurnar eru þær að íslenskir háskólakennarar meta akademískt frelsi mikils og tengja það helst við frjálst val viðfangsefna og aðferða í rannsóknum en einnig kennslu. Skilningur er á því að frelsinu fylgja kröfur um þekkingu og heilindi sem lúta jafningjamati, bæði í rannsóknum og kennslu. Viðmælendur finna fyrir því að á sumum sviðum er þrengt að akademísku frelsi þeirra, og kemur sá þrýstingur frá stjórnmálum og atvinnulífi, og sömuleiðis geta rannsóknasjóðir, matskerfi og þröngir útgáfukostir takmarkað frelsi rannsakenda. Hvorki komu fram áhyggjur af lausráðningu né þöggun. Svipuð viðhorf koma fram í öllum þremur gagnasöfnunum
Aðdragandi, tilurð og inntak íslenskrar löggjafar um lýðskóla
Get PDFIn the mid-nineteenth century, new ideas were introduced in Denmark, focusing on different approaches with regard to young people’s education. These new ideas which have mostly been attributed to the Danish pastor, N. F. S. Grundtvig, led to the establishment of a new kind of schools in Denmark, called folk high schools. In these schools, the emphasis should be on the spoken word, discussions and debates, and the students’ participation in all areas through the study, as to best prepare them for future life. No form of examinations was to be used during the study. Folk high schools quickly became popular and in the next decades numerous such schools were established, both in Denmark and in other Nordic countries. In Iceland, during the last decades of the nineteenth century, and the beginning of the twentieth, attempts were made to set up folk high schools, but these attempts did not succeed. However, the ideology that laid the ground for these schools more than a hundred years ago has lived on. This can be seen in the fact that in recent years, two schools based on the folk high school ideology have been established in Iceland, the Flateyri Folk High School, situated in the Westfjord-area, and the LungA School situated in the east, in Seyðisfjordur. For years, the Youth and Sport Organisations in Iceland (UMFÍ) have shown interest in establishing a folk high school. It can be stated without doubt that these new folk high Schools and the programmes they offer constituted one of the main reasons for the decision made by the Ministry of Education and Culture that a legal framework for Icelandic folk high schools was needed as part of the Icelandic legislation on education. The purpose of this article is to shed light on the prelude, origin and content of the law-making on folk high schools in Iceland in which two authors of this article participated on request by the Ministry. The work on the bill started in 2018, but the act itself, the Folk High School Act No. 65/2019 took effect on the 4th of July 2019. In the article, the history and ideological background of the Folk High Schools is described in brief, focusing mainly on Denmark and Norway, as these were the countries that mainly served as models when working on the bill. We describe the methodology used to analyse the Danish and Norwegian legislation and report our findings drawn from the analysis. We, then provide an overview of the Icelandic legislation, and lastly, draw conclusions from our work. Our main conclusions are that the new legislation on folk high schools in Iceland will give schools that fulfil conditions under the law a firm ground to develop further. The schools can have formal recognition by law, whereas before no legislation was in force designated for folk high schools alone. In addition, a comprehensive legal framework for the activities of such schools is now established by law. It should be noted, nevertheless, that their independence needs to be ensured in line with the ideas they stem from. Criticism has been raised, for example by those in charge of the folk high schools in Iceland today, about the lack of guarantee in the Act with regard to public financial support. This could be seen when examining the discussions in Parliament, Alþingi, on folk high schools, both in the past, and during the law-making process; that is, when the bill on folk high schools was discussed in Parliament. However, it can be stated that the discourse in Parliament before the bill was finally accepted, indicated a clear will of the legislative assembly, regardless of political parties, to provide the folk high schools with public support in the future.Um miðja nítjándu öld komu fram í Danmörku hugmyndir um annars konar nám en hefðbundið bóknám fyrir ungmenni landsins. Á grunni þeirra voru stofnaðir skólar í Danmörku sem nefndir voru lýðháskólar. Breiddust þeir hratt út á Norðurlöndum en festu ekki rætur á Íslandi með sama hætti. Samt sem áður hefur hugmyndafræði lýðháskólanna lifað hér á landi. Hafa tveir skólar verið stofnaðir á grunni hennar á undanförnum árum og sumarið 2019 gengu í gildi hér á landi lög um lýðskóla. Markmið greinarinnar er að varpa ljósi á aðdraganda, tilurð og inntak laganna. Fjallað er um hugmyndafræðilegan bakgrunn og sögu lýðháskólanna og gerð grein fyrir lögum sem um þá gilda í Noregi og Danmörku. Helstu ályktanir höfunda eru þær að lög um lýðskóla á Íslandi marki tímamót því með þeim fá skólarnir formlega lagalega viðurkenningu að uppfylltum skilyrðum. Á hinn bóginn geti það skapað rekstrarlega óvissu að opinber stuðningur til þeirra skuli ekki vera tryggður með lögum
“Penni, pappír, blek, þið aumu tól”: Ótrygg verufræði lýríkur í sonnettum frá tíma Elísabetar
No full textThis essay investigates how Elizabethan sonnet sequences deploy the signatures of Petrarchan desire to attend to the question of lyric ontology—the material mode of existence of lyric poetry. The issue acquired special urgency in late Elizabethan England, in the context of rapid technological, economic, philosophical, and aesthetic change that affected the material conditions of production and circulation of poetry. The uneasy coexistence of manuscript and print technologies, the practices of reading that included various forms ofmaterial alteration (cutting, marginalia, collage etc.), paper shortage, destruction of books, musical appropriations of lyric as well as a host of other factors, created a volatile and multi-layered environment in which lyric poems were instantiated across forms and media. Through a close reading of selected sonnets by Philip Sidney, Samuel Daniel, Edmund Spenser, Giles Fletcher, andBarnabe Barnes, this essay argues that in their poetry the affective work of Petrarchism tropes the uncertainties and instabilities inherent in the contemporary conditions of poetic ontology. Allegorizing erotic longing for the beloved and the impossibility of its fulfilment as a thwarted desire for a perennially elusive lyric text, these sonnets exist at the point of vanishing, which puts under pressure—to a point of unviability—their identity as speech acts and integrity as material objects. Sensing the contemporary crises of textuality,these Elizabethan sonnets make audible, legible, and visible the precarious ontology of lyric poetry.Keywords: lyric; Elizabethan sonnets; poetic ontology; book history;Petrarchism; poetic imaginationÍ þessari grein er kannað hvernig einkennum ástríðna er beitt að hætti Petrarcha í sonnettum frá síðari hluta 16. aldar til þess að fást við spurningar um verufræði lýríkur – hina efnislegu tilveru lýrísks kveðskapar. Málið varð brýnt síðla á valdatíma Elísabetar I á Englandi, í miðri hringiðu tæknilegra, efnahagslegra, heimspekilegra og fagurfræðilegra breytinga sem höfðu áhrif á efnisleg skilyrðifyrir tilurð og dreifingu kveðskapar. Stirð sambúð handrita og prenttækni, lesvenjur sem fólu í sér ýmiss konar tilfæringar (s.s. úrklippur, spássíuskrif, samklipp o.fl.), pappírsskortur, bókabrennur, notkun lýríkur í tónlist, ásamt ýmsu öðru, skóp umhverfi sem var óstöðugt og lagskipt, þar sem kvæði voru sett fram á ólíku formi og í ólíkum miðlum. Nálestur á völdum sonnettum eftir Philip Sidney, Samuel Daniel, Edmund Spenser, Giles Fletcher og Barnabe Barnes er hér nýttur til að færa rök fyrir því að í kveðskap þeirra endurspegli vísanir í tilfinningaþrungin verk af meiði petrarchisma þá óvissu og þann óstöðugleika sem verufræðileg skilyrði kveðskapar fólu í sér. Þessar sonnettur gera erótíska löngun sem aldrei getur gengið í uppfyllingu vona að táknsögu um dauðadæmda þrá eftir lýrískum texta sem eilíflega rennur úr greipum; þær hrærast í hvarfpunkti og það reynir mjög á þær sem málgjörðir og sem óbrotna efnislega hluti. Í þessum sonnettum frá síðari hluta 16. aldar má greina hvernig kreppir að textanum sem verður til þess að hin viðkvæma verufræði skáldskaparins verður sýnileg, heyranleg og auðlesin.Keywords: lýrískur kveðskapur; elísabetískar sonnettur; verufræði skáldskapar; saga bókarinnar; petrarchismi; skáldlegt ímyndunaraf