1,721,125 research outputs found
Language education and emotions : research into emotions and language learners, language teachers and educational processes
No full textResponding to the constructions of age in children\u2019s literature : an intergenerational approach
No full textAbstract: Age is one of the most fundamental identity markers that humans use to categorize people. Yet, compared with other traits like race and gender, little attention is paid to the messages and prejudices about age that are present in fiction. In that respect, children\u2019s literature is particularly interesting. It is one of the first forms of fiction that we are exposed to and tends to contain characters of a broad range of ages. These characters also often explicitly reflect about topics such as growing up, or what it means to be a child or adult. Additionally, reader response critics have long remarked that the age of the reader is an important determining factor in how a reader gives meaning to literature. This PhD-thesis combines these insights by empirically exploring how the age of the real reader affects the understanding of age in literature for young readers. To answer this research question, I conducted a series of individual interviews and focus group conversations with 51 readers between 9 and 79 years old. Each reader received and read a children\u2019s book, and participated in an individual interview about that book. During this individual interview we discussed readers\u2019 own age and their view on age in the children\u2019s book they read. Some of these readers then joined a focus group conversation in which they discussed their view on age in the book with a group of readers of different ages. The analysis highlights \u2013 among other topics \u2013 how readers reflected about innocence, wisdom, fantasy, empathy, shame and childhood memories to give meaning to their own age and the age of characters. For instance, younger readers showed remarkable insight into adult perceptions of children, admitting that they sometimes act more innocent than they are, to escape punishment for bad behaviour. Additionally, some characters that were perceived as exceptionally wise by adult readers were deemed na\uefve by teenage and early-adult readers. Readers also shared complex childhood memories that sometimes engendered empathy with (child) characters, and sometimes hampered empathy. Finally, readers\u2019 participation often took place in an intergenerational context that added further depth to the data. For instance, young readers always participated with their parents close by, while the oldest readers sometimes needed help from young relatives to be able to participate in the first place
Peer perspectives on systemization : a book review of Wilfried Decoos 'Systemization in foreign language teaching'
No full textLanguage education and emotions : proceedings of the Third International Conference on Language Education and Testing, 26-28 November, 2018, Antwerp, Belgium
No full textDeveloping Integrative Intercultural Personhood. Factors Affecting the Acquisition of a New Cultural and Linguistic Identity. The Case of a Flemish Family Moving to India
No full textstatus: Publishe
Absorption in enhanced e-books : empirical studies on the desirability of multimedia hyperlinks in narrative fiction and their relation with reader engagement
No full textAbstract: In the digital age, reading inevitably evolves as digital screens have become increasingly prevalent alongside print in both educational and leisure reading. At the same time, children\u2019s and adolescents\u2019 reading performance and willingness to engage in reading for pleasure is on the decline, which has raised concerns about the possible impact of digitization on their ability to perform particularly deep and absorbed reading. On the other hand, research has shown that digital technologies can also support and promote reading among specific groups of young readers, and notably a particular type of non-linear digital narratives (i.e. enhanced e-books) could potentially facilitate narrative absorption even better than traditional print. The general aim of this dissertation was to obtain more insight into the potential of enhanced e-books to provide absorbing reading experiences for developing readers, and was translated into three specific research objectives. The first research objective of this dissertation was to obtain an overview of the current state-of-the-art with regard to reading experiences of non-linear digital narratives (NDN). To meet the second research objective, i.e. to empirically study the desirability of hyperlinks to digital enhancements in fictional narratives, empirical study 1 was carried out, in which developing readers and their reading teachers were invited to reflect upon the desirability of hyperlinks to digital enhancements in narrative texts. To meet the third research objective, to empirically study absorbing reading experiences of enhanced e-books in developing readers, the data from empirical study 1 were analysed and implemented in enhanced ebook versions of the full-length novels with a view to verifying their potential for absorbing reading experiences in empirical study 2. In conclusion, the findings of this dissertation have shown that the presence of non-linear elements in digital narratives such as enhanced e-books read on portable screen technologies, do not necessarily interfere with absorption and enjoyable experiences on behalf of readers familiar with the conventions of digital texts and reading technologies. It can be concluded from the results that enhanced e-books can facilitate absorption and positive evaluations of the reading experience in developing readers, similar to print and linear e-books, if a series of conditions are met: a clear storyline, plot and character development, narrative closure, adherence to conventions of digital texts, limited degrees of non-linearity, and the use of digital enhancements within the framework of the novel, and in function of the story and comprehension. Implications for educational stakeholders, authors and publishing companies are discussed in light of reading promotion and support for developing readers in the digital age
It takes two to teach! Exploring team teaching in teacher education
No full textAbstract: Team teaching is a promising strategy for the professional development of student teachers during their education. As a format for student teaching, team teaching involves more than group composition; it requires student teachers to collaborate in planning, implementing, and evaluating a course during workplace learning within schools. Accordingly, the challenge for teacher educators is to prepare student teachers adequately for this student teaching format. The present dissertation, composed of four sequential studies, explores student teachers\u2019 processes and outcomes of team teaching. Together, these studies contribute to a deeper understanding of the processes and outcomes of team teaching for student teachers, highlighting the essential role of tailored support from teacher educators for student teachers when practicing team teaching
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