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CONFERENCE PUBLICATION
LANGUAGES LITERATURES & LITERACIES
ODENSE, 3.-5 JUNE 2015
CONFERENCE PUBLICATION
10TH IAIMTE CONFERENCE 2015: LANGUAGES, LITERATURES, AND LITERACIES
3-5 JUNE, 2015
UNIVERSITY OF SOUTHERN DENMARK, ODENSE
Digital version 4 June 2015 with changes to Conference publication (in press).
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CONTENTSWelcome............................................................................................................................................11
Dear colleagues..............................................................................................................................11
Acknowledgements........................................................................................................................12
The conference host.......................................................................................................................12
Conference organisation................................................................................................................13
Conference Secretary.....................................................................................................................13
About IAIMTE 2015.............................................................................................................................14
Conference theme..........................................................................................................................14
Keynotes.........................................................................................................................................14
Keynote day 1, June 3, 9.45 – 10.45...........................................................................................15
Keynote day 2, June 4, 13.45 – 14.45.........................................................................................15
Keynote day 3, June 5, 14.45-15.30............................................................................................16
Pre-conference...............................................................................................................................16
Additional meetings........................................................................................................................16
Members’ General Meeting...........................................................................................................17
Practical information..........................................................................................................................19
Registration....................................................................................................................................19
About Campus Odense...................................................................................................................19
Campus map...................................................................................................................................20
Transport........................................................................................................................................21
Airport, trains and busses...........................................................................................................21
Coffees and Lunches.......................................................................................................................22
Programme overview.....................................................................................................................23
Formats for presentations..............................................................................................................24
Symposia....................................................................................................................................24
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Paper sessions............................................................................................................................24
Structured poster sessions.........................................................................................................24
Round table and interaction.......................................................................................................24
Preparation and organisation of sessions.......................................................................................25
Social and Cultural Activities...........................................................................................................25
Organized activities....................................................................................................................25
Other options for cultural sightseeing in Odense.......................................................................25
Facebook....................................................................................................................................26
Conference dinner and excursion...................................................................................................26
Last minute cancelling or wishing to participate in excursion and dinner..................................27
Additional information...................................................................................................................28
Cancellations..............................................................................................................................28
ICT...............................................................................................................................................28
Changes in the program.............................................................................................................28
Programme overview.........................................................................................................................29
Programme schedule Wednesday..................................................................................................29
Programme schedule Thursday......................................................................................................34
Programme schedule Friday...........................................................................................................37
Detailed programme: Keynotes, Symposia, Paper sessions, Structured poster sessions, Round table interaction and other events..............................................................................................................40
Wednesday 3 june..............................................................................................................................40
Time: 9.30 – 9.45............................................................................................................................40
Welcome....................................................................................................................................40
Time: 9.45 – 10.45..........................................................................................................................40
Keynote 1....................................................................................................................................40
Time: 10.45 – 11.15........................................................................................................................40
Coffee Break and transition to sessions......................................................................................40
Time: 11.15 – 12.45........................................................................................................................41
1) Paper session: Early literacy...................................................................................................41
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2) Symposium: Orality and Listening..........................................................................................41
3) Paper session: Multilingual issues..........................................................................................42
4) Paper session: The role of textbooks and encyclopedia.........................................................42
5) Paper session: writing in higher education.............................................................................42
6) Paper session: special needs and literacy...............................................................................43
7) Paper session: Policy and curriculum......................................................................................43
8) Paper session: Bi- and Multilingualism and multiculturalism.................................................44
9) Round table and interaction...................................................................................................44
Time: 12.45 – 14.00........................................................................................................................45
Lunch Break and transition to sessions.......................................................................................45
Time: 14.00 – 15.30........................................................................................................................45
1) SIG Symposium: Does pedagogy have any impact on oral and writing competencies?..........45
2) SIG Symposium: The Role of Writing in Literature Education.................................................46
3) Pre-SIG Symposium: ICT and literacy education: Past experience and designing the future. .46
4) Symposium: Literary history (1/2): Empirical studies in teaching literary history...................47
5) Symposium: Who sings during the lesson? 3 views on the "steering group".........................47
6) Paper session: Educational linguistics.....................................................................................48
7) Paper session: critical literacy.................................................................................................48
8) Paper session: Early reading and writing................................................................................49
Time: 15.30 – 16.00........................................................................................................................49
Coffee Break and transition to sessions......................................................................................49
Time: 16.00 – 17.30........................................................................................................................49
1) SIG Symposium (Cont.): Does pedagogy have any impact on oral and writing competencies?....................................................................................................................................................49
2) SIG Symposium (cont.): The Role of Writing in Literature Education......................................50
3) Pre-SIG Symposium (cONT.): ICT and literacy education: Past experience and designing the future..........................................................................................................................................50
4) Symposium (cont.): Literary history (2/2): Literary-historical competence in education from an empirical and theoretical perspective....................................................................................51
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5) Paper session: Educational linguistics + bilingualism..............................................................52
7) Paper session: Assessment.....................................................................................................52
8) Paper session: Emotions and identity.....................................................................................52
9) Paper session: Writing............................................................................................................53
Time: 16.00-18.00...........................................................................................................................53
Open Seminar for Spouses (1/2): Scandinavian Culture and Identity.........................................53
Time: 17.45-19.00...........................................................................................................................54
IAIMTE Business meeting............................................................................................................54
Time: 19.00-20.00...........................................................................................................................54
Welcome reception....................................................................................................................54
Thursday 4 June..................................................................................................................................55
Time: 9.00 – 10.30..........................................................................................................................55
1) SIG Symposium: L1 educators in dialogic communities: Negotiating the politics of L1 professional learning (1/2).........................................................................................................55
2) SIG Symposium: Expanding Dimensions of L1 Metalinguistic Activity....................................55
3) SIG Symposium: Dialogic teaching in the secondary school: a critical engagement with issues using a case study approach.......................................................................................................56
4) Paper session: Literature education.......................................................................................57
5) Paper session: ICT and literacy education: Past experience and designing the future...........57
6) Paper session: Special needs and early language learning.....................................................58
7) Paper session: New approaches to literature education........................................................58
8) Paper session: writing processes............................................................................................58
9) Paper session: Teacher training and teacher practices...........................................................59
10) Paper session: Models of L1 in the past and in the future....................................................59
11) Round table and interaction.................................................................................................60
12) Structured poster session.....................................................................................................60
Time: 10.30 – 11.00........................................................................................................................61
Coffee Break and transition to sessions......................................................................................61
Time: 11.00 – 12.30........................................................................................................................61
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1) SIG Symposium (cont.): L1 educators in dialogic communities: Negotiating the politics of L1 professional learning (2/2).........................................................................................................61
2) Paper session: Literature education.......................................................................................62
3) Paper session: Cross-disciplinary approaches to literature.....................................................62
4) Paper session: Writing in higher education and professions..................................................63
5) Paper session: Biliteracy + Gender.........................................................................................63
6) Paper session: Critical perspectives on and within L1............................................................63
7) Paper session: ICT and literacy education...............................................................................64
8) Paper session: Multimodal meaning making and ict..............................................................64
9) Paper session: Rethinking the teaching of writing in Early education.....................................65
10) Structured poster session.....................................................................................................65
11) Round table and interaction.................................................................................................66
Time: 12.30 – 13.45........................................................................................................................66
Lunch Break and transition to sessions.......................................................................................66
Time: 13.45 – 14.45........................................................................................................................67
Keynote 2....................................................................................................................................67
Time: 14.45 – 15.15........................................................................................................................67
Coffee break and snack...............................................................................................................67
Time: 15.15 – 22.00........................................................................................................................67
Social event: Excursion to Faaborg and conference dinner........................................................67
Friday 5 June.......................................................................................................................................68
Time: 9.00-10.00.............................................................................................................................68
Special Interest Group (SIG) Meetings........................................................................................68
Time: 10.00 – 10.30........................................................................................................................69
Coffee Break and transition to sessions......................................................................................69
Time: 10.30-12.00...........................................................................................................................69
1) Paper Session: Teacher education..........................................................................................69
2) Symposium: Text and reader, teacher and student in the literature classroom.....................69
3) Symposium: Intervention studies in observational learning in writing...................................70
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4) Symposium: Going Digital: Transitional Literacy Practices in Secondary School Classrooms..70
5) Paper session: Expository and argumentative writing............................................................71
6) Paper session: Language growth in Kindergarten and Preschool...........................................71
7) Paper session: Culturally responsive teaching........................................................................72
8) Paper session: Empathy + opinion making.............................................................................72
9) Paper session: Voice in writing...............................................................................................73
10) Paper session: Writing skills..................................................................................................73
11) Paper session: Reading literature.........................................................................................73
Time: 12.00 – 13.00........................................................................................................................74
Lunch Break and transition to sessions.......................................................................................74
Time: 13.00-14.30...........................................................................................................................74
1) Symposium: Strategy focused writing interventions in primary education............................74
2) Paper session: Language and culture......................................................................................75
3) Paper session: Teaching literary history in a contemporary perspective................................75
4) Paper session: Literature and reading....................................................................................75
5) Paper session: Notions of literacy...........................................................................................76
6) Paper session: Educational linguistics.....................................................................................76
7) Paper session: The making of Literature teachers..................................................................77
8) Paper session: Sociosemiotic resources for meaning making.................................................77
9) Paper session: Informative texts and language study.............................................................77
10) Paper session: Literacy practices in and out of school..........................................................78
11) Paper session: Writing..........................................................................................................78
Time: 14.30 – 14.45........................................................................................................................78
Break and transition to plenary room.........................................................................................79
Time: 14.45 – 15.30........................................................................................................................79
Keynote 3....................................................................................................................................79
Time: 15.30 – 16.00........................................................................................................................79
Plenary: Publication, next conference, and goodbye..................................................................79
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Time: 13.30-15.30...........................................................................................................................80
Open Seminar for Spouses (2/2): Scandinavian Culture and identity.........................................80
Time: 16.00 – 17.00........................................................................................................................80
Farewell Reception.....................................................................................................................80
Abstracts (alphabetical order following surname)..............................................................................81
A.....................................................................................................................................................81
B.....................................................................................................................................................97
C...................................................................................................................................................106
D...................................................................................................................................................113
E....................................................................................................................................................115
F....................................................................................................................................................122
G...................................................................................................................................................129
H...................................................................................................................................................143
I.....................................................................................................................................................151
J....................................................................................................................................................153
K...................................................................................................................................................168
L....................................................................................................................................................179
M..................................................................................................................................................190
N...................................................................................................................................................204
O...................................................................................................................................................220
P...................................................................................................................................................221
R...................................................................................................................................................235
S....................................................................................................................................................242
T....................................................................................................................................................253
U...................................................................................................................................................259
V...................................................................................................................................................260
W..................................................................................................................................................264
Z....................................................................................................................................................268
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List of participants............................................................................................................................270
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WELCOME
DEAR COLLEAGUES
The IAIMTE 2015 organizing team welcomes colleagues from all over the world to the 10th IAIMTE conference June 3-5 at University of Southern Denmark in Odense, Denmark.
We are proud to announce a programme holding prominent keynote speakers and a rich array of symposia and papers exploring the whole range of the L1 research field. The programme truly addresses LANGUAGES, LITERATURES, and LITERACIES.
The IAIMTE/ARLE Special Interest Group coordinators have organized invited symposia on specific themes and in some cases even further paper sessions within these themes.
The SIGs are the backbone of the organization and we encourage delegates to participate in the SIG meetings Friday morning to discuss and plan future SIG activities such as publication, SIG seminars, and symposia at ARLE 2017.
In more than one way, IAIMTE 2015 is a special occasion. We celebrate the 10th anniversary of the IAIMTE research network and conferences. We further celebrate the formal establishment of the organization under the new name, ARLE, The international Association for Research in L1 Education (languages, literatures, literacies). Professor Irene Pieper, chair of ARLE, has issued a call for the first ARLE General Members’ Meeting Wednesday, June 3, 17.45. After the meeting, we shall celebrate more informally at the welcome reception.
Sharing and discussing research are key aims of IAIMTE/ARLE conferences. Keynote lectures, symposia and paper presentations establish the formal structures for these aims. Conferences are, however, also social and cultural events. Coffees and lunches are informal spaces for networking and social contact.
Further, the IAIMTE 2015 programme also offers opportunities for cultural entertainment, pleasure and social mingle. This includes welcome and farewell receptions as well as the Thursday excursion to Faaborg and the conference dinner at Egeskov Castle. Naturally, delegate companions are welcome to participate in these events. Further, as a special offer to companions, associate professor Mogens Davidsen, University of Southern Denmark, provides open seminars on Danish culture and identity Wednesday and Friday. Delegates are welcome to join the seminars. Please note that formal enrolment is required.
On behalf of the organizing team,
Ellen Krogh, conference chair
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ACKNOWLEDGEMENTS
We are grateful for a generous grant from the Carlsberg Foundation which made it possible to support delegates with particularly high travel costs. We also thank the University of Southern Denmark for accommodating the conference.
The IAIMTE 2015 Scientific Committee and 31 reviewers have provided the invisible investment of time and effort that secures the quality of the conference programme. Thank you very much.
We further thank the steering group of DaDi, The Danish network of L1 researchers, who offered important support particularly in the planning phase of the conference organization.
Thanks also to Professor Irene Pieper, ARLE chair, whose trust and constant encouragement we have appreciated very much.
Last, but most certainly not least, we thank Professor Gert Rijlaarsdam, the founder and grey eminence of IAIMTE/ARLE, for his never failing support in large as well as small matters. Wondering whether Gert ever sleeps, we have immensely enjoyed and appreciated his patient, supportive, and humorous presence on the mail and on the phone.
THE CONFERENCE HOST
The conference host is The Department for the Study of Culture, Faculty of the Humanities, University of Southern Denmark (SDU).
University of Southern Denmark has more than 30.000 students, 2.300 academic staff, and 1400 technical and administrative staff, spread at six campuses in the Southern Denmark. The university has education and research in the cities of Odense, Kolding, Esbjerg, Sønderborg, Slagelse and Copenhagen. Odense is the main campus.
Universtity of Southern Denmark was established in 1966. Today, SDU is a research and educational institution with academic breadth that offers education at the highest level. Further, the university is a collaborator and partner for the public sector as well as for private business.
The Department for the Study of Culture is the largest department in the Faculty of the Humanities, covering the research areas of Education, Philosophy, Culture studies, Literature, and Media Studies. The Department of Cultural Studies houses 11 research groups:
Cultural transformation and cultural design
Cultural analysis of Health, Reproduction, Gender and the Body
Digital Participation
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Disciplinary Didactics
Education, Organization and Leadership (POL)
Knowledge and Values
Literary aesthetics group (LAG)
Literature in the field of interdisciplinarity
The Performances of Everyday Living (PEL)
War and Culture
Welfare Narratives
CONFERENCE ORGANISATION
The national host of IAIMTE 2015 is the Danish Network for Research on Mother Tongue Subjects (DaDi). The local SDU organizing team are part of and represent the DaDi steering group.
The organizing team:
Professor, PhD, Ellen Krogh, University of Southern Denmark, conference chair. Associate professor/senior lecturer, PhD, Nikolaj F. Elf, University of Southern Denmark Associate professor/senior lecturer, PhD, Tina Høegh, University of Southern Denmark Assistant professor, PhD, Anke Piekut, University of Southern Denmark
The preconference (June 2) organizing team:
Helen Lehndorf, PhD student at Hildesheim University
Kristine Kabel, PhD student at Aarhus University
Kristine Kabel further stepped in as part of the organizing team.
CONFERENCE SECRETARY
Secretary Kathrine Andersen, University of Southern Denmark. Telephone: +45 65501475.
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ABOUT IAIMTE 2015
CONFERENCE THEME
The conference theme is Languages, literatures, and literacies in L1 research and education.
The conference addresses issues of homogeneity and heterogeneity in L1 research and education. L1 has a strong presence in educational systems across the world, but in a world of globalized economy and communication, L1 subjects face issues of identity calling for different local solutions. Language and literature constitute a historically basic dyad in national L1 subjects, but the homogeneous dyad may no longer capture the global picture of L1. Digital communication media have changed patterns of communication as well as notions of ‘language’ and ‘literature’, ethnic and linguistic diversity in the classrooms is expanding due to migration, and issues of global competition lead to a growing political interest in the literacies of reading, writing and textual competence. What are the implications for L1 practice and research? IAIMTE 2015 aims at illuminating these issues through addressing L1 research and education in the plural forms of languages, literatures, and literacies.
KEYNOTES
Three internationally renowned researchers will present keynote talks framing the conference theme:
Professor emerita Deborah Brandt, University of Madison Wisconsin, USA
Profesor Titular / tenured lecturer Daniel Cassany, Universitat Pompeu Fabra, Barcelona, Spain
Professor emeritus Jon Smidt, Sør Trøndelag University College, Trondheim, Norway
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KEYNOTE DAY 1 , JUNE 3, 9.45 – 10.45
PROFESSOR DEBORAH BRANDT, UNIVERSITY OF WISCONSIN-MADISON
THE TEXTURE OF LEARNING TO WRITE IN THE TWENTY-FIRST CENTURY
This presentation focuses on the escalating demands that are being put on people’s writing skills as nations compete with each other in a global knowledge economy. As writing becomes a dominant form of labour in many developed societies, it begins to change relationships between reading and writing in people’s daily lives and changes the way people think about and value literacy. How does a societal shift in time and energy toward writing affect the ways that adults and children develop their literacy and understand its worth? How does the ascendancy of a writing-based literacy create tensions in institutions (like schools) that have been organized around a reading-based literacy? What are the implications for teachers and students?
KEYNOTE DAY 2, JUNE 4, 13.45 – 14.45
PROFESOR TITULAR/TENURED LECTURER, PHD, DANIEL CASSANY, POMPEU FABRA UNIVERSITY
L1 READING AND WRITING IN A MULTILINGUAL AND TECHNOLOGICAL CONTEXT IN SECONDARY EDUCATION
How do secondary education students use digital and multilingual resources on a daily basis through formal and informal learning practices in the cases of Catalan and Spanish as L1? What do they do with ICT in and out of the classroom and how do these practices impact L1 development? What are the empirical findings in the local context of Catalonia, and how do they relate to findings in the broader Spanish and International contexts?
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KEYNOTE DAY 3, JUNE 5, 14.45-15.30
PROFESSOR JON SMIDT, SØR-TRØNDELAG UNIVERSITY COLLEGE
LANGUAGES, LITERATURES, AND LITERACIES – A NORDIC PERSPECTIVE
Professor Jon Smidt will deliver the closing IAIMTE 2015 talk, conveying his impressions of themes and patterns in the research presented during the conference and discussing perspectives and future challenges for L1 research and education.
PRE-CONFERENCE
A preconference takes place on Tuesday June 2. Helen Lehndorf and Kristine Kabel have organized a programme for 22 PhD students who will present their projects and receive response and comments from senior researchers within their research fields.
The participating PhD students will receive a special preconference publication containing programme and abstracts. The preconference publication is available electronically at the conference website. Find it here: http://www.sdu.dk/Om_SDU/Institutter_centre/Ikv/Konferencer/Konferencer+2015/IAIMTE/Program
ADDITIONAL MEETINGS
Apart from the general program, additional meetings will take place during the conference.
Meetings include:
Members’ general meeting on Wednesday (see invitation letter below)
SIG meetings on Friday morning. All welcome.
Meet the L1 editors at lunch Wednesday 3 June. The editors will gather at a lunch table, and you are welcome to join and have a chat about publishing in L1. Look for Nikolaj Elf, Tse Shek Kam, Reinold Funke, Tanja Janssen, and Gert Rijlaarsdam.
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MEMBERS’ GENERAL MEETING
International Association for Research in L1 Education
(languages, literatures, literacies) ARLE
Hildesheim/Germany, May 8, 2015
Dear colleague
We hereby invite you to the Members’ General Meeting at the University of Southern Denmark/Odense on June 3, 17.45, Room U45.
We suggest the following agenda:
Business Report: Establishing the ARLE
(From Paris to Odense, next steps)1. Rules of Procedures of the ARLE
(guidelines with regard to: advisory board, board/terms of office, SIGs and their structure, the journal L1). On the homepage of the IAIMTE website you will find links to general information about ARLE fka IAIMTE and the Articles of the ARLE, .
2. Elections: Board and Advisory Board(to be done at site; every member may vote) Candidates Board:
Irene Pieper/Hildesheim, Germany, Chair
Ellen Krogh/Odense, Denmark, Vice Chair
Ilana Elkad-Lehman/Tel Aviv, Israel , Treasurer
Elźbieta Awramiuk/Bialystok, Poland, Secretary
Candidates Advisory Board:conference host for 2017 (to be announced)Helen Lehndorf/Hildesheim, PhD issues
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a member of the editorial team of L1 (to be announced)
further advisory members: Luisa Araujo/Lisbon, Portugal; Jacques Fijalkow/Toulouse, France; Shek Kam Tse/Hong Kong, China
3. Announcing the 11th conference in 2017 4. SIGs
(brief information by SIG-coordinators on activities; new SIGs; note that there is a session for SIG-meetings scheduled for Friday, June 5, 9 am).
5. L1 Educational studies in language and literature: Report6. Any other business.
We are looking forward to your attendance.
With kind regards
(on behalf of the board).
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PRACTICAL INFORMATION
REGISTRATION
Registration will be open in connection with the pre conference, Tuesday June 2, 12.00-15.00. Find the registration desk in the conference section at the main entrance hall.
Wednesday 3, registration will take place 07.30-09.30. The registration desk will be placed near the plenary auditorium U45.
Registration is staffed within this timeslot. While not staffed, it is still possible to collect name badge, conference book etc.
ABOUT CAMPUS ODENSE
The conference site is University of Southern Denmark, Campus Odense.
Address:
University of Southern Denmark, Campus Odense
Campusvej 55
5230 Odense M
Denmark
Telephone: +45 6550 1000
Campus Odense is placed in the south-eastern part of the city. City busses to the university run regularly through all hours, every 10 minutes during work hour, once or twice per hour during evenings (see “Transport” below).
The university has a modern conference area and related facilities, but since we have such a good attendance to the conference, we shall occupy other rooms and areas as well. For information about allocated rooms for all activities and sessions, please check the programme below.
University of Southern Denmark, Campus Odense, was built in 1966 as “Odense University”, but since 1998 it has merged several times with other institutions, and SDU is now Denmark’s third largest university.
Currently, the campus is expanding. So, you’ll see a lot of construction work when approaching campus by bus or taxi. Among others, new student and visitor apartments are under construction and a new light rail from the city will be realized for transport in the future.
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CAMPUS MAP
Campus location in Odense: http://sdu.dk/servicenavigation/left/Vejviser/Odense/Placeringer_i_Odense.aspx
Street map Odense: https://www.google.dk/maps/place/Syddansk+Universitet/@55.369194,10.428639,12z/data=!4m2!3m1!1s0x464d204fe2633dd5:0xa9604398da5c3e8a?hl=da
Map: overview of the buildings, Campus Odense (click on the map to view room numbers): http://vejviser.sdu.dk/vejviser/servlet/Main?level=1&map=74a359f2-9d5e-4d76-96f5-41bb3f301bb2
ROOMS AVAILABLE FOR PRESENTATIONS AND MEETINGS
Near main entrance (see arrow to the left on map above or click links below)
O94 – 24 persons O95 – 40 personsO96 – 40 personsO97 – 26 personsO98 – 26 personsO99 – 44 persons
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O77 – 50 persons
U81 – 50 persons
Near F (see map):
U45 – 450 persons, auditorium for plenary meetings
Close to U45:
U42 – 100 personsU43 – 100 persons U44 – 48 persons
U46 – 100 persons U47 – 100 persons
Other (near entrance H):
Comenius – 35/40 persons
SEARCH FOR O-ROOMS HERE: http://www.sdu.dk/en/servicenavigation/left/Vejviser/Odense/Konferencesektionen.aspx
SEARCH FOR U-ROOMS (IN DANISH) HERE:
http://webhotel.sdu.dk/prod/ulok/index.html (Lokale = room)
TRANSPORT
AIRPORT, TRAINS AND BUSSES
TRAIN SERVICE FROM AIRPORTS
Copenhagen Airport offers direct train service to Odense. Some connections, however, require change of trains in Copenhagen. The train fare for a oneway ticket Copenhagen-Odense is 290 DKR. If you go via Billund Airport in Jutland, you need to go by bus or taxi to the train station in Vejle. The train fare for a oneway ticket from Vejle to Odense is 176 DKR.
A train ticket also covers further fare with the local bus directly connected with your train arrival in Odense to the university. Be aware that train tickets must be bought before entering the train. It is not possible to buy train tickets onboard the train.
BUS
Busses in Odense for the university site: take bus line numbers 41-44 from Odense Railway Station (‘Odense Banegård’ or ‘OBC’), destination University Campus Odense (‘Universitetet’, ‘SDU’ or ‘Syddansk Universitet’). You may buy single tickets, all-day tickets and 10-trip cards on the busses by
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cash. A single trip is 23 Danish Kroners (DKR) (change of bus within a onehour time limit). The bus company is Fynbus: http://www.fynbus.dk/ .
Fynbus will schedule extra busses between the station and the university Wednesday morning at 8.36 and 8.46 and Thursday morning at 8.16.There will be extra busses Wednesday evening at 20.04 and 20.34 from the university.
NB Friday Constitution Day – no early morning public busses. Tourist busses will pick up delegates.
As Friday is Constitution Day, public busses are running holiday schedule, starting from 10 o’clock. Special tourist busses will pick up conference delegates in the city centre at 08.00-08.15. The busses will stop at two city centre hotels, Radisson Hotel and Hotel Plaza:
Radisson Hotel, Claus Bergs Gade 7, Odense CHotel Plaza, Østre Stationsvej 24, Odense C
Going back from the university to the station in Odense Friday afternoon the local busses run with extra busses scheduled at 15:34 og 16:34.
ON FOOT OR BY BIKE
If you prefer to walk, it is a one hour walk from the city center to the university, or 20 minutes on a bicycle, a cosy tour through Odense’ neighborhoods (for instance along ‘Rødegårdsvej’ route). Ask at your hotel or find Rent a bike here: http://www.visitodense.com/ln-int/funen/bike-rental/bicycle-rental-odense
TAXI
Taxis are found on the North side of the station. Telephone Odense Taxa: 0045 6615 4415.
COFFEES AND LUNCHES
Coffees will be served outside the plenary auditorium, U45.
Lunches will be served as follows:
Wednesday, 3 June: Kantine 2/Canteen 2
(2 minutes walk from U45, see here: http://vejviser.sdu.dk/opslag?lid=6874)
Thursday, 4 June: Main entrance hall.
Friday, 3 June: Kantine 2/Canteen 2
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PROGRAMME OVERVIEW
Tuesday, 2 June Wednesday, 3 June Thursday, 4 June Friday, 5 June
12.00-15.00: Registration
Place - we meet at O99.
13.00-18.00: Pre-conference
7.30-9.30: Registration at U45.
9.30: Welcome and introduction by Ellen Krogh, conference chair, IAIMTE 2015, and Simon Møberg Torp, Dean, Faculty of Humanities
9.45: Keynote 1: The Texture of Learning to Write in the Twenty-First Century by professor Deborah Brandt.
10.45: Coffee break and transit to sessions
11.15: Parallel paper sessions
12.45: Lunch break
14.00: SIG invited symposia and paper sessions
15.30: Coffee break
16.00: SIG invited symposia and paper sessions
17.45: IAIMTE Business meeting
19.00-20.00: Welcome reception.
9.00: SIG invited symposia, SIG paper sessions and other paper sessions
10.30: Coffee break and transit to sessions
11.00: SIG invited symposia, SIG paper sessions and other paper sessions
12.30: Lunch
13.45: Keynote 2: L1 reading and writing in a multilingual and technological context in secondary education by profesor titular / tenured lecturer Daniel Cassany.
14.45: Coffee break and snack
15.15: Social event: Excursion to Faaborg.
19.00: Conference dinner at Egeskov Castle.
22.30: Return to Odense
9.00: Special Interest Group Meetings
10.00: Coffee break and transit to sessions
10.30: Symposia and paper sessions
12.00: Lunch
13.00: Paper sessions, symposia, poster sessions and round table interaction
14.30: Break
14.45: Keynote 3: Languages, literatures, and literacies – a Nordic perspective by professor Jon Smidt
15.30: Publication, next conference, and goodbye
16.00-17.00: Farewell reception
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FORMATS FOR PRESENTATIONS
SYMPOSIA
Symposia provide an opportunity to present one topic from multiple perspectives. A symposium is proposed by one or two organizers, who select a thematically coherent set of 3 (or more) papers and provide a discussant and a chairperson. A symposium is scheduled for one and a half hour: 20 minutes per speaker (15 minutes presentation, 5 minutes question time), 15 minutes for discussion by the discussant, and 15 minutes for open discussion, moderated by the chairperson. Alternative organizations may occur (see detailed program below).
PAPER SESSIONS
Paper presentations are presentations describing a piece of research, preferably completed and with results. Theoretical papers can also be submitted for presentation. The presentation should describe the piece of research, and the background of the study, research question, theoretical framework, methodology, data, and results (if possible). Paper sessions are grouped in thematic sessions of three papers: each presenter is allotted 20 minutes for presenting, followed by 10 minutes for discussion, moderated by a chairperson.
STRUCTURED POSTER SESSIONS
Poster presentations involve a 5 minute presentation of a completed piece of research or research in progress, followed by individual poster interaction and discussion. The poster (A0 format: 841 mm X 1189mm) provides a visual presentation of the conducted research. Presentations are grouped in sessions of 8 presentations: after a plenary 5 minute oral presentation of each poster (projected on a screen) there are 30 minutes of individual poster interaction, followed by time for a plenary discussion, moderated by a chairperson. After the poster session, the poster will be moved to a plenary room for further observation.
ROUND TABLE AND INTERACTION
Round tables are organized for researchers and PhD students who wish to focus on a specific L1 topic to discuss and debate. Participants can choose to submit a proposal for participation in a round table in no more than 250 words, clarifying the topic and scope. Alternatively, participation in round tables could be suggested by the organizers of the conference for participants, including PhD students, who have submitted a paper proposal reviewed as not ready for paper presentation, yet useful for round table discussion. Each participant is offered a short three-five minute presentation on the topic and is given equal right to participate. A circular layout is used in round table discussions. Round tables are grouped in a number of thematic sessions during the conference. Round tables are scheduled in pairs for one and a half hour.
PREPARATION AND ORGANISATION OF SESSIONS
We have a tight schedule. So, please, prepare your presentation in advance, and respect the time schedule. This implies arriving early to the room where you are going to present, and to prepare the electronic equipment if required. Please, be aware that there may be some walking distance (5 minutes) from plenary room to the farthest rooms for presentation.
All rooms offer access to laptops linked to the internet and projectors. If you use Apple computers, please, bring your own adaptor. We recommend that you bring a memory stick with your presentation, and copy-paste your presentation to the computer made available on site.
Chairs of sessions have the obligation to follow the time schedule. Presenters will be offered three “warnings”: 5 minutes left, 2 minutes left, and (if necessary) STOP! We kindly ask you to respect the time schedule.
SOCIAL AND CULTURAL ACTIVITIES
ORGANIZED ACTIVITIES
Welcome reception Wednesday June 3rd. Welcome reception at Panorama view, Campus Odense 19.00-20.00 hours. A light buffet and beverages will be served. Professor Jacob Bøggild, The Hans Christian Andersen Research Centre, will present a 15 minute introduction to the life and work of Hans Christian Andersen to interested delegates. See http://andersen.sdu.dk/index_e.html
Open Seminar for Spouses Wednesday and Friday. Wednesday at 16.00-18.00 and Friday at 13.30-15.30 Associate professor Mogens Davidsen (SDU) offers an open and informal seminar for companions about Danish and Nordic culture and identity, focusing on language, literature, and design. He may offer behind the scenes details about Danish TV series Borgen if asked. See programme below for details.
Excursion and conference dinner (see also below). Thursday, June 4. at 15.15 – 22.30. Time schedule: 15.15: Excursion to Danish small town Faaborg: http://www.visitfaaborg.dk/faaborg/visitfaaborg 19.00: Conference dinner at Egeskov Castle: http://www.egeskov.dk/en/castle-history 22.00: Return to Odense.
Friday, June 5: 16.00-17.00: Farewell reception at Panorama view, Campus Odense.
OTHER OPTIONS FOR CULTURAL SIGHTSEEING IN ODENSE
The City of Odense is beautiful and cozy: http://www.visitodense.com/ln-int/funen/visitodense
See Free Citybus : http://www.visitodense.com/sites/default/files/asp/visitodense/PDF/citybus.pdf
A beautiful walk along the stream, Odense Å (Å means ‘small river’) or other parks in Odense: http://www.visitodense.com/ln-int/funen/nature/parks-and-gardens-odense. Along the river you
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will find Odense ZOO - zoological gardens and further west (quite a walk) you’ll find The Funen Village http://www.visitodense.com/ln-int/danmark/the-funen-village-gdk631954.
We also recommend the Odense free sites: http://www.visitodense.com/ln-int/funen/enjoy-odense-free
Museums and attractions. http://www.visitodense.com/ln-int/funen/attractions/odenses-attractions
- And of course the attractions around H.C.Andersen, his life and work: http://www.visitodense.com/ln-int/danmark/the-hans-christian-andersen-museum-gdk631935 not least the part of Hans Christian Andersen’s house where among other things you will find the Tinderbox - a cultural centre for children – admittance solely in the company of a child: http://www.visitodense.com/ln-int/danmark/the-tinderbox---a-cultural-centre-for-children-gdk840558
Find the conference Facebook site at https://www.facebook.com/iaimte2015
Feel free to ‘like’ the site and receive updates on your news feed.
Please, feel free to use the Facebook site for personal communication and collaboration. Conference organizers will publish news and changes in the program on the Facebook site.
CONFERENCE DINNER AND EXCURSION
For the Conference delegates who signed up for the dinner we are happy to present an excursion programme that you will hopefully enjoy.
The conference dinner will take place on Egeskov Castle. Egeskov Castle, completed in 1554, is one of Europe’s most well preserved water-castles. In the political unrest days of the Reformation, many landowners built their houses as well-protected castles, and in the case of Egeskov, in the middle of a lake. So, today’s idyllic building was built for defence purposes. Egeskov is surrounded by a beautiful park and is an attractive tourist destination for both national and international tourists. Egeskov has its own tragic love-story: Virgin Rigborg was sent to the court to attend the future Queen Anna Catharine. But Rigborg fell in love with Frederik Rosenkrantz, and together they had an illegitimate son. Frederik was ordered to war abroad and Rigborg was sentenced to life ‘walled in’ in Egeskov. There she sat year after year and got her food served through a hatch. After five years, her sentence was lessened so she could visit the parish priest once a week. Today, the room is named after Rigborg, the’ Rigborgstuen’.
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Going by bus to Egeskov from the University, we shall stop in Faaborg for about one and a half hour with a guided walk around the town. Faaborg is an idyllic small town with a pleasant and relaxing atmosphere. Faaborg is an old town - mentioned as early as 1229 in a document in the National Archives in Paris, and you will find many well-preserved old houses. After an approximately one hour guided tour, you have different options for the time on your own: You may visit the Faaborg Museum with a large collection of art from the ‘Funen painters’. The Museum will be exceptionally late hour open for our visit. But be aware that there is an entrance fee of 50 Danish kroner for group visits. Or you may go for other nice walks in the city, see the historical guns, visit the Sct. Nicolai church, or have a look at the harbour only 100 metres from the city center. Temperature-daredevils may even have a quick dip in the sea!
After the visit in Faaborg, we shall go to Egeskov for the conference dinner. At the dinner we are delighted to be able to introduce you to the young Scandinavian jazz scene: Danish Anders Fjeldsted trio featuring Swedish Iris Bergcrantz. Iris Bergcrantz (vocals), Anders Fjeldsted (bass), Johannes Wamberg (guitar), Henrik Holst Hansen (drums).
TIME SCHEDULE FOR THE EXCURSION
15.15: Departure from SDU
16.00: Arrival at Faaborg.16.00-17.00: Guided walk in Faaborg.
17.00-17.45: Time of your own.
17.45: Departure – heading for Egeskov.
18.30: Arriving at Egeskov.
19.00: Dinner.
21.30: Departure from Egeskov – heading for Odense city center.
22.15: Arrival in Odense at Central Train Station.
LAST MINUTE CANCELLING OR WISHING TO PARTICIPATE IN EXCURSION AND DINNER
It will not be possible to buy new tickets for the excursion and the conference dinner at the conference as university staff are not allowed to handle direct payment, and as the castle restaurant does not accept last minute changes of numbers.
In case, however, there are delegates who want to sell a ticket, they may announce this on the conference Facebook site, or they may leave this message and their name and phone number on a pad at the register desk. Delegates who may wish to buy a ticket, should check both Facebook and the register desk.
The secretaries and other organizing team will not be able to take any responsibility for these transactions.
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ADDITIONAL INFORMATION
CANCELLATIONS
Late cancellations should be reported to the conference organizers as quickly as possible. Please notify conference secretary Kathrine Andersen on [email protected].
If a paper presentation is cancelled, presentations will be moved up within a session. No changes are made across sessions.
ICT
Wifi is available for free on campus for all. Connect to WIFI connection SDU-GUEST. No credentials/logon information are needed.
Technical assistance are present Wednesday at 12.45-13.15 and is available, to some extent, on demand. Please, ask secretary Kathrine Andersen or other organizers.
CHANGES IN THE PROGRAM
Changes in the program may occur due to cancellations and other reasons.
Information on changes in the programme after the deadline of the present publication, are offered as inserts in the conference folder, on the conference website www.sdu.dk/iaimte, on the IAIMTE conference system http://iaimte.conference-system.com/reports/overview, and on the Facebook site. Also, we will offer information on changes through communication on whiteboards and in plenary gatherings.
Please, keep eyes and ears open on these platforms.
Secretaries and the local organizing team are available for questions. Please, do not hesitate to ask.
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PROGRAMME OVERVIEW
For more easily readable version, see IAIMTE conference platform here: http://iaimte.conference-system.com/reports/conference-schedule-with-rooms/IAIMTE%202015
PROGRAMME SCHEDULE WEDNESDAY
07:30-09:30
Room: U45Registration
09:45-10:45
KeynoteRoom: U45Chair: Krogh, EllenThe Texture of Learning to Write in the Twenty-First Century Deborah Brandt
10:45-11:15
Coffee break and transit to sessions
11:15-12:45
Paper sessionRoom: O95Chair: Rørbech, HelleMultilingualism and multiculturalism Mokibelo; Sano & Nakajima; Tretter
Paper sessionRoom: U42Chair: hermansson, carinaEarly literacy Hultin & Westman; Isler & Ineichen; Liberg
Paper sessionRoom: U44Chair: Matthiesen, ChristinaMultilingual issues Garcia; Leung
Paper sessionRoom: U46Chair: Hansen, Thomas I.The role of textbooks and encyclopedia Balula, Amante, Silva, Melão & Castelo; Liptakova; Matos, Silva, Melão, Amante & Castelo
Paper sessionRoom: U47Chair: Bergh Nestlog, EwaWriting in higher education MacArthur & Philiippakos; Molnar & Pinter; Van Vooren & Mottart
Paper sessionRoom: O97Chair: Kerge, KristaSpecial needs and literacy Bourdages & Foucambert; Lissi; Pocinho & Capelo
SymposiumRoom: U43Chair: Höegh, TinaOrality and Listening Adelmann, Höegh & Olsson Jers
Paper sessionRoom: O96Chair: Nordenstam, AnnaPolicy and curriculum Angelova; Kang; Skarstein
Round table & InteractionRoom: U81Chair: Piekut, AnkeRound table and interaction Ingemansson; Witte
12:45-14:00
Lunch break and transit to sessions
14:00-15:30
SymposiumRoom: U43Chair: Pieper, IreneThe Role of Writing in Literature Education. SIG ROLE Invited Symposium (Part 1)
Pieper, Bertschi-
SymposiumRoom: U42Chair: Neumann, AstridSIG SYMPOSIUM: Does pedagogy have any impact on oral and writing competencies (part 1)
Paper sessionRoom: O96Chair: Lindberg, YlvaEducational linguistics Anctil, Lefrancois & Montesinos Gelet; Batalha; Pinsonneault, Fryer
SymposiumRoom: U47Chair: van der Meulen, Dirk; Brüggemann, JörnSymposium on literary history (1/2): Empirical studies in teaching literary history
SymposiumRoom: O99Chair: Franck, OriannaWho sings during the lesson? 3 views on the "steering group" Franck, Ronveaux, Wanlin, Laflotte &
Paper sessionRoom: O95Chair: Hetmar, VibekeCritical literacy Bergh Nestlog; Katsarou & Tsafos; Noh & Ko
Paper sessionRoom: O77Chair: Lundström, StefanEarly reading and writing af Geijerstam; Jablonski; Timm & Uibu
SymposiumRoom: U46Chair: Elf, Nikolaj F.Invited Pre-SIG symposium on ICT and literacy education (1/2) Koutsogiannis, Elf, Hanghøj, Skaar, Erixon, Gauvin &
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Kaufmann, Graber, Sawyer, Schrijvers, Fialho & Janssen
Neumann, Harjunen, Chimirala, Haskel-Shaham, Wilder & Yagelski
& Boivin van der Meulen, Fontich, Meier, Henschel, Roick, Frederking & Brüggemann
Murillo Lemay
15:30-16:00
Coffee break and transit to sessions
16:00-17:30
Paper sessionRoom: O98Chair: Kabel, KristineEmotions and identity Encinas Sanchez; Lindberg, Palo, & Manderstedt
SymposiumRoom: U42Chair: Neumann, AstridSIG SYMPOSIUM: Does pedagogy have any impact on oral and writing competencies (part 2) Neumann, Harjunen, Haskel-Shaham, Kouki, Alisaari, Grabowski, Brinkhaus, Philipp & elhanan-peled
Paper sessionRoom: O95Chair: Ladegaard, UffeEducational linguistics + bilingualism Rättyä; Svensson & Torpsten; Tummers, Deveneyns & Speelman
SymposiumRoom: U43Chair: Pieper, IreneThe Role of Writing in Literature Education. SIG ROLE Invited Symposium (Part 2)
Janssen, Elkad-Lehman, Poyas, Krätzsch & Pieper
SymposiumRoom: U47Chair: van der Meulen, Dirk; Brüggemann, JörnSymposium on literary history (2/2): Empirical studies in teaching literary history van der Meulen, Hirsch & Farkas
Paper sessionRoom: O96Chair: Igland, Mari-AnnAssessment KUO & Ying; Sawyer; Solheim & Matre
Paper sessionRoom: O99Chair: Araujo, LuisaWriting Atkin & Amir; Harjunen, Pentikäinen, Hankala, Kauppinen, Kulju & Routarinne; Rijlaarsdam & Braaksma
SymposiumRoom: U46Chair: Koutsogiannis, DimitriosInvited Pre-SIG symposium on ICT and literacy education (2/2) Elf, Bremholm, Falkesgaard Slot, Hansen, Hautopp, Hanghøj & Koutsogiannis
16:00 Room: Comenius
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-18:00
Chair: Mogens Davidsen OPEN SEMINAR FOR SPOUSES (1/2): SCANDINAVIAN CULTURE AND IDENTITY
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17:45-19:00
PlenaryRoom: U45Chair: Pieper, IreneIAIMTE Business Meeting
19:00-20:00
PlenaryChair: Krogh, EllenWelcome reception
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PROGRAMME SCHEDULE THURSDAY
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09:00-10:30
Round table & InteractionRoom: U81Chair: Höegh, TinaRound table and interaction Bobinski; Hoem & Håland; Koek, Janssen & Rijlaarsdam; van der Meulen
Structured poster sessionRoom: O77Chair: Bundsgaard, JeppeStructured poster session Arias-Gundín; Karasma; Matthiesen; Mokibelo & Mokgwathi; Schmidt; Uusen & Puksand; Westerlund, Hilli, Kaihovirta, Heilä-Ylikallio & Ekholm
SymposiumRoom: U44Chair: Brindley, SueSIG Dialogic teaching Symposium: A critical engagement with issues using a case study approach Brindley, Abedin, Vrikki & Riga
SymposiumRoom: U47Chair: Doktar, CarolineInvited SIG EduLing Symposium: Expanding Dimensions of L1 Metalinguistic Activity Feytor-Pinto, Fontich, Auli, Gauvin & Kerge
Paper sessionRoom: O99Chair: Skarstein, DagSpecial needs and early language learning Awramiuk & Krasowicz - Kupis; Bauquis & Pelgrims; Pelgrims, Lavoie & Bauquis
Paper sessionRoom: O94Chair: Hermansso, CarinaTeacher training and teaching practices Gracia, Galván-Bovaira, Santa Olalla Mariscal, Vega & Santos; Prata, Festas, Damião & Ferreira; Vaittinen
Paper sessionRoom: U43Chair: Pieper, IreneLiterature education Calil; Nordlund; Stokke
Paper sessionRoom: U46Chair: Elf, Nikolaj F.ICT and Literacy education: Past experience and designing the future Caviglia & Delfino; Lauridsen & Hansen; Lyngfelt & Sofkova Hashemi
Paper sessionRoom: O96Chair: Le Cordeur, Michael L. A.New approaches to literature education Aerila; Le Cordeur; Olin-Scheller & Nordenstam
Paper sessionRoom: O95Chair: Bremholm, JesperWriting processes Coker, MacArthur, Farley-Ripple, Wen & Jackson; Kim & Min; Pereira, Graca & Cardoso
SymposiumRoom: U42Chair: Parr, Graham B.L1 educators in dialogic communities: Negotiating the politics of L1 professional learning (1/2) Arregi, Parr, Pereira, Bellis, Leung, Bulfin, Aharonian, Doecke, Faulkner, Kirkby & Illesca
Paper sessionRoom: O97Chair: Elkad-Lehman, IlanaModels of L1 in the past and in the future Goodwyn; Lepajoe & Grünthal; Penne & Nergård
10:30-11:00
Coffee break and transit to sessions
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11:00-12:30
Structured poster sessionRoom: O77Chair: Liberg, CarolineStructured poster session ; Arias-Gundín; Lehndorf; López-Gutiérrez, Fidalgo & Torrance; Luong; Nadel; Nilson; Poyas
Paper sessionRoom: O98Chair: Rørbech, HelleBiliteracy + Gender Koçmar & Soğuksu; Protassova & Korneev
Round table & InteractionRoom: U81Chair: Skyggebjerg, Anna KarlskovRound table and interaction Doil-Hartmann; í Ólavsstovu; LIU; Niesporek-Szamburska
SymposiumRoom: U42Chair: Parr, Graham B.L1 educators in dialogic communities: Negotiating the politics of L1 professional learning (2/2)
Illesca, Kirkby, Faulkner, Bellis, Aharonian, Parr, Bulfin, Arregi, Doecke, Pereira & Leung
Paper sessionRoom: U43Chair: Pieper, IreneLiterature education Fontich; McLean Davies; Pentikäinen
Paper sessionRoom: O97Chair: Erixon, Per-OlofCross-disciplinary approaches to literature Aerila & Wikholm; Cheung, Chan & WONG; Tainio
Paper sessionRoom: U47Chair: Sofkova Hashemi, SylvanaICT and Literacy education Kauppinen; Marin; Palmér, Ulfgard & Blückert
Paper sessionRoom: O96Chair: Olin-Scheller, ChristinaMultimodal meaning making and ICT Höglund, Kaihovirta & Heilä-Ylikallio; Magnusson; Cheung, Chan & Lam
Paper sessionRoom: U46Chair: Brok, Lene StorgaardWriting in higher education and professions Byrman; Philiippakos & MacArthur; Tummers & Deveneyns
Paper sessionRoom: O95Chair: af Geijerstam, ÅsaRethinking the teaching of writing in early education hermansson; Kam; Sebastião
Paper sessionRoom: O99Chair: Matre, SynnøveCritical perspectives on and within L1 Bundsgaard & Hansen; Koo & Kim; Wileczek, Baranska & Barczewska
12:30-13:45
Lunch break and transit to sessions
13:45-14:45
KeynoteRoom: U45
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Chair: Elf, Nikolaj F.Keynote 2: L1 reading and writing in a multilingual and technological context in secondary education Daniel Cassany i Comas
14:45-15:15
Coffee break and transit to sessions
15:15-22:45
Chair: Piekut, AnkeSocial event: Excursion to Faaborg and conference dinner at Egeskov Castle
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PROGRAMME SCHEDULE FRIDAY
09:00-10:00
WorkshopRoom: U46Chair: Elf, Nikolaj F.Special interest group meeting: PRE-SIG ICT AND LITERACY EDUCATION
WorkshopRoom: O95Chair: Brindley, SueSpecial interest group meeting: SIG DIALOGUE
WorkshopRoom: U47Chair: Feytor-Pinto, PauloSpecial interest group meeting: SIG EDUCATIONAL LINGUISTICS (SIG EDULING)
WorkshopRoom: U44Chair: Parr, Graham B.Special interest group meeting: SIG TEACHER EDUCATION
WorkshopRoom: U43Chair: Pieper, IreneSpecial interest group meeting: SIG RESEARCH ON LITERATURE EDUCATION (SIG ROLE)
WorkshopRoom: U42Chair: Neumann, AstridSpecial interest group meeting: SIG ROWRO
10:00-10:30
Coffee break and transit to sessions
10:30-12:00
Paper sessionRoom: O94Chair: Palmér, AnneEmpathy + Opinion making Norlund; Park
SymposiumRoom: U47Chair: Bremholm, JesperGoing Digital: Transitional Literacy Practices in Secondary School Classrooms
Paper sessionRoom: O99Chair: Lindgren, MariaLanguage growth in kindergarten Anctil & Dupin de Saint-André; Ferraz,
Paper sessionRoom: U42Chair: Parr, Graham B.Teacher education Gracia, Galván-Bovaira, Jarque, Cot Verderi & Subirats;
SymposiumRoom: U43Chair: Skyggebjerg, Anna KarlskovText and reader, teacher and student in the literature classroom Skyggebjerg,
Paper sessionRoom: O97Chair: Ladegaard, UffeCulturally responsive teaching Aw, Fang & Tan; Oja, Ahonen & Vaittinen;
Paper sessionRoom: O77Chair: Hansen, Thomas I.Reading literature Johansson; McLean Davies & Doecke; Stokmans &
SymposiumRoom: U46Chair: Johansson, VictoriaIntervention studies in observational learning in writing Koster, Grenner, van
Paper sessionRoom: U44Chair: Ulfgard, MariaExpository and argumentative writing González-Lamas, Mateos &
Paper sessionRoom: O96Chair: Caviglia, FrancescoVoice in writing Juvonen; Krogh & Piekut; Piekut & Krogh
Paper sessionRoom: O95Chair: Leung, Pamela P.W.Writing skills Brinkhaus; Buyuktas Kara & Rijlaarsdam; de Maat & Rietdijk
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Nygard, Husebø & Igland
Pocinho & Viana; Ferreira, Pocinho & Araujo
Grünthal & Pentikäinen; Vega & Gracia
Rørbech & Hetmar
WONG, Cheung & Ki
El Aissati de Weijer, Asker-Árnason, Johansson, Åkerlund, Sahlén, Braaksma, Rijlaarsdam & van den Bergh
Cuevas Fernandez; Reig Gascon; Tengberg & Olin-Scheller
12:00-13:00
Lunch break and transit to sessions
13:00-14:30
Paper sessionRoom: O96Chair: Bremholm, JesperNotions of literacy Araujo; Vollmer
Paper sessionRoom: U47Chair: Tengberg, MichaelEducational linguistics Ailhaud & Jisa; Cheung & Chan; Maak
Paper sessionRoom: O77Chair: Tainio, LiisaLiteracy practices in and out of school Chung & Kim; Jeong, Kim & Kim; Min, Jeong, Kim, Sohn & Chung
Paper sessionRoom: U43Chair: Bundsgaard, JeppeLanguage and culture Knipe, Dalton & Hinshaw; ZAID & El Kirat El Allame; zhao
Paper sessionRoom: O94Chair: Penne, Sylvi J.Teaching literary history in a contemporary perspective Janus-Sitarz; Lundström
Paper sessionRoom: U46Chair: Hetmar, VibekeLiterature and reading Kabel & Brok; Lindberg, Palo, Manderstedt, & Nordenstam; Reissig-Vasile
Paper sessionRoom: U44Chair: Pieper, IreneThe making of literature teachers McLean Davies, Doecke, Sawyer & Mead; Witte; Leung, Pamela
SymposiumRoom: U42Chair: Rietdijk, SaskiaStrategy focused writing interventions in primary education Bouwer, Koster, Rietdijk, van
Paper sessionRoom: O99Chair: Höegh, TinaSociosemiotic resources for meaning making Borgfeldt & Lyngfelt; Folkeryd; Godhe
Paper sessionRoom: O95Chair: Krista KergeInformative texts and language study Routarinne; Tamaian & Pamfil; None. Go to other session
Paper sessionRoom: O98Chair: Hansen, Jens JørgenWriting Harren & Berkemeier; Johansson; Patmon
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Weijen, Janssen, Rijlaarsdam, Fidalgo & Torrance
14:30-14:45
Break and transit to U45
14:45-15:30
KeynoteRoom: U45Chair: Krogh, EllenKeynote 3: Languages, literatures, and literacies – a Nordic perspective Jon Smidt
15:30-16:00
Room: U45Chair: Krogh, EllenPublication, next conference, and goodbye
16:00-17:00
Room: unknownChair: Krogh, EllenFarewell reception
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DETAILED PROGRAMME: KEYNOTES, SYMPOSIA, PAPER SESSIONS, STRUCTURED POSTER SESSIONS, ROUND TABLE INTERACTION AND OTHER EVENTS
SEE LATER OR THE IAIMTE DIGITAL PLATFORM FOR ABSTRACTS AND DETAILS ON AUTHORS .
CHANGES MAY OCCUR DUE TO CANCELLATIONS ETC.
WEDNESDAY 3 JUNE
TIME: 9.30 – 9.45
WELCOME
Room: U45.
Chair: Ellen Krogh.
9.30-9.45 Welcome and introduction by professor Ellen Krogh, conference chair, IAIMTE 2015, and Simon Møberg Torp, Dean, Faculty of Humanities, University of Southern Denmark
TIME: 9.45 – 10.45
KEYNOTE 1
Room: U45.
Chair: Ellen Krogh.
9.45-10.45 The Texture of Learning to Write in the Twenty-First Century (Deborah Brandt)
TIME: 10.45 – 11.15
COFFEE BREAK AND TRANSITION TO SESSIONS
Room: Outside U45.
TIME: 11.15 – 12.45
1) PAPER SESSION: EARLY LITERACY
Room: U42.
Chair: Carina Hermansson.
11.15-11.45 Everyday talk in Kindergarten classrooms – opportunities to acquire academic language (Dieter Isler; Gabriela Ineichen)
11.45-12.15 Primary School Children’s Negotiations in Collective Text Production (Eva Hultin; Maria Westman)
12.15-12.45 Narrative imagination and narrative voice in narrative texts written by students in early school years (Caroline Liberg)
2) SYMPOSIUM: ORALITY AND LISTENING
Room: U43.
Organizer and chair: Tina Høegh, University of Southern Denmark
Discussant: Satu E. M. Grünthal
11.15-11.35 Listening types, listening responses, listening attention, listening strategies and listening assessment (Kent Adelmann)
11.35-11.55 Oral reading and performance as slow reading and communication study (Tina Höegh)
11.55-12.15
12.15-12.45
Orality as a part of literacies nexus (Cecilia Olsson Jers)
Discussion, initiated by discussant.
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3) PAPER SESSION: MULTILINGUAL ISSUES
Room: U44.
Chair: Christina Matthiesen.
11.15-11.45 Language teachers' perspectives on mother tongue language education in a multilingual post-colonial region (Wai H. Leung)
11.45-12.15 Teachers’ self-perception and attitude of native language use as a foundation for propagating literacy for Spanish speaking children (Sara S. Garcia)
12.15-12.45 None. Go to other session.
4) PAPER SESSION: THE ROLE OF TEXTBOOKS AND ENCYCLOPEDIA
Room: U46.
Chair: Thomas Illum Hansen.
11.15-11.45 Literary texts included in textbooks of Portuguese and literacies in L1 education (Susana Amante; João Paulo Balula; Ana Isabel Silva; Dulce Melão; Adelina Castelo)
11.45-12.15 Assessment of the impact of the Common Core State Standards on Primary School Textbooks of Portuguese (Ana Isabel Silva, Isabel Aires de Matos, Dulce Melão, Susana Amante, Adelina Castelo)
12.15-12.45 Encyclopaedia of language for children of junior school age (Ludmila Liptakova)
5) PAPER SESSION: WRITING IN HIGHER EDUCATION
Room: U47.
Chair: Ewa Bergh Nestlog.
11.15-11.45 Improving university students' abstracts through revision instruction (Valerie
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Van Vooren; Andre Mottart)
11.45-12.15 College Students’ Use and Modification of Planning and Revision Strategies after a Semester of Instruction (Charles A. MacArthur; Zoi A. Philiippakos)
12.15-12.45 Evaluating the quality of written knowledge based on literature in collaborative, inquiry based blog-supported environment by the SOLO taxonomy (Pal Molnar; Henriett Pinter)
6) PAPER SESSION: SPECIAL NEEDS AND LITERACY
Room: O97.
Chair: Krista Kerge.
11.15-11.45 Reading is hard and not fun.’ Deaf adolescents experiences with literacy (María Rosa Lissi; Christian Sebastián; Catalina Henríquez; Cristián Iturrriaga; Martín Vergara)
11.45-12.15 Improving writing skills in deaf children from 2. Grade: An intervention program (Margarida Pocinho; Regina Capelo)
12.15-12.45 What is necessary for diagnosing reading problems in Elementary school kids? (Rosalie Bourdages; Denis Foucambert)
7) PAPER SESSION: POLICY AND CURRICULUM
Room: O96.
Chair: Anna Nordenstam.
11.15-11.45 Norwegian L1 education – democratic policy with undemocratic effects? (Dag Skarstein)
11.45-12.15 What we have to do with data from international Literacy Studies (PIRLS 2006 and PISA 2009) and from National External Assessment of Bulgarian Learners in
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L1- reading (Tatyana G. Angelova)
12.15-12.45 A Direction of Language Education in Relation to New Education Policy in Korea Emphasizing Character Education (Hyokyung Kang)
8) PAPER SESSION: BI- AND MULTILINGUALISM AND MULTICULTURALISM
Room: O95.
Chair: Helle Rørbech.
11.15-11.45 The significance of (bi)literacy for the identity of multilingual adolescents (Tanja Tretter)
11.45-12.15 Pre-writing strategy bilingual writers employ: its cross-lingual relationships and the biliteracy development among Japanese-English bilingual students (Aiko Sano, Kazuko Nakajima)
12.15-12.45 Multilingualism and multiculturalism in the education system and society of Botswana (B. Mokibelo Eureka)
9) ROUND TABLE AND INTERACTION
Room: U81.
Chair and discussant: Anke Piekut.
11.15-12.45 Historical fiction - close reading of literature in a didactic context (L Mary C Ingemansson)
IMEN revisited: Comparing Mother Tongue Education in pre-academic education (grades 10-12) (Anneke Neijt; Theo Witte)
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TIME: 12.45 – 14.00
LUNCH BREAK AND TRANSITION TO SESSIONS
Room: Near U45.
TIME: 14.00 – 15.30
1) SIG SYMPOSIUM: DOES PEDAGOGY HAVE ANY IMPACT ON ORAL AND WRITING COMPETENCIES?
SIG RESEARCH ON WRITING, READING & ORACIES (SIG ROWRO) INVITED SYMPOSIUM (PART 1/2)
Room: U42.
Organizers and chairs: Astrid Neumann, Leuphana University of Lüneburg, Irit Haskel-Shaham, The David Yellin Academic College of Education, and Elina Harjunen, University of Helsinki.
Discussant: Gert Rijlaarsdam, University of Amsterdam.
14.00-14.10 Presentation of themes and work forms (organizers)
14.10-14.30 Does anticipatory listening impact oral presentation tasks? (Uma Maheshwari Chimirala)
14.30-14.50 Developing writing skills through online course based on PBL (Irit Haskel-Shaham)
14.50-15.10 Integrating Research, Assessment, and Practice to Improve First-Year College Writing (Laura Wilder; Robert P Yagelski)
15.10-15.30 Discussion, part 1, initiated by discussant.
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2) SIG SYMPOSIUM: THE ROLE OF WRITING IN LITERATURE EDUCATION
SIG RESEARCH ON LITERATURE EDUCATION (ROLE) INVITED SYMPOSIUM (PART 1/2)
Room: U43.
Organizers and chairs: Tanja Janssen, University of Amsterdam, The Netherlands, and Irene Pieper, University of Hildesheim, Germany.
Discussant: Brenton Doecke (in part 2)
14.00-14.30 Writing about literature in Australia (Wayne Sawyer)
14.30-15.00 Learning about oneself and others in the literature classroom: An analysis of students’ written learner reports (Marloes Schrijvers; Olivia Fialho; Tanja Janssen)
15.00-15.30 My home and your home: A reading of Kafka (Ilana Elkad-Lehman; Yael Poyas)
3) PRE-SIG SYMPOSIUM: ICT AND LITERACY EDUCATION: PAST EXPERIENCE AND DESIGNING THE FUTURE
PRE-SIG ICT AND LITERACY EDUCATION INVITED SYMPOSIUM (PART 1/2)
Room: U46.
Organizers and chairs: Nikolaj Elf, University of Southern Denmark, and Dimitrios Koutsogiannis, Aristotle University of Thessaloniki
Discussant: Daniel Cassany, Universitat Pompeu Fabra
14.00-14.10
14.10-14.30
Introduction by organizers
Media and Technology in L1: A Review of Empirical Research Projects in Scandinavia (Nikolaj Elf; Thorkild Hanghøj; Per-Olof Erixon; Håvard Skaar)
14.30-14.50 Punctuated equilibrium – digital technology in schools’ teaching of the mother tongue (Swedish) (Per-Olof Erixon)
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14.50-15.20 How a multimedia learning platform can support heterogeneous teacher trainees’ French writing proficiency and grammatical knowledge (Isabelle Gauvin; Renée Lemay)
15.20-15.30 Discussion, first round, initiated by Daniel Cassany.
4) SYMPOSIUM: LITERARY HISTORY (1/2): EMPIRICAL STUDIES IN TEACHING LITERARY HISTORY
Room: U47.
Organizers and chairs: Dirk van der Meulen, Herbert Vissers College, the Netherlands, and Jörn Brüggemann, Carl von Ossietzky Universität Oldenburg, Germany.
Discussant: Jörn Brüggemann.
14.00-14.30 Addressee in a Writing-to-Learn Process (Xavier Fontich)
14.30-15.00 An experimental study on literary text comprehension. Effects of reader-oriented and text-based tasks (Christel Meier; Sofie Henschel; Thorsten Roick)
15.00-15.30 Literature-historical aspects in classroom discussions dealing with literature. Results of an empirical research project (Volker Frederking; Jörn Brüggemann)
5) SYMPOSIUM: WHO SINGS DURING THE LESSON? 3 VIEWS ON THE "STEERING GROUP"
Room: O99.
Organizer and chair: Orianna Franck, Université de Genève, Suisse, and Christophe Ronveaux, Université de Genève, Suisse
Discussant: Luísa Álvares Pereira, Universidade de Aveiro, Portugal
14.00-14.30 Steering group effect during first language classroom teaching (Philippe Wanlin; Lara Laflotte)
14.30-15.00 Variations of the steering group during the course and during the year:
49
determinants and conditions (Audrey Murillo; Gwénaël Lefeuvre)
15.00-15.30 How the steering group varies according to the francophone literary tradition? (Orianna Franck; Christophe Ronveaux)
6) PAPER SESSION: EDUCATIONAL LINGUISTICS
Room: O96.
Chair: Ylva Lindgren.
14.00-14.30 Can grammar benefit reading comprehension? (Joana Batalha)
14.30-15.00 The mastery of verb agreement in French and its link to the complexity of Noun Phrases in students’ writing (Reine Pinsonneault; Maude Fryer; Marie-Claude Boivin)
15.00-15.30 Teaching syntax with children’s literature to improve writing (Dominic Anctil; Pascale Lefrancois; Isabelle Montesinos Gelet)
7) PAPER SESSION: CRITICAL LITERACY
Room: O95.
Chair: Vibeke Hetmar.
14.00-14.30 Studying students’ dialogic practices for developing their critical literacy: a case study (Vassilis Tsafos; Eleni Katsarou)
14.30-15.00 Critical literacy in text and practice (Ewa Bergh Nestlog)
15.00-15.30 Critical literacy: An approach to national identity and literary education (Jayeon Noh; Jeong Hee Ko)
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8) PAPER SESSION: EARLY READING AND WRITING
Room: O77.
Chair: Stefan Lundström.
14.00-14.30 Links between reading and writing in groups of children at the age of 3-11 – the perspective of Lev S. Vygotsky’s theory of written speech (Slawomir Jablonski)
14.30-15.00 Teaching strategies for students’ text comprehension and word semantics acquisition in primary school (Maile Timm; Krista Uibu)
15.00-15.30 Vocabulary use in early school writing in Sweden (Åsa af Geijerstam)
TIME: 15.30 – 16.00
COFFEE BREAK AND TRANSITION TO SESSIONS
Room: Near U45.
TIME: 16.00 – 17.30
1) SIG SYMPOSIUM (CONT.): DOES PEDAGOGY HAVE ANY IMPACT ON ORAL AND WRITING COMPETENCIES?
SIG RESEARCH ON WRITING, READING & ORACIES (SIG ROWRO) INVITED SYMPOSIUM (PART 2/2)
Room: U42.
Organizers and chairs: Astrid Neumann, Leuphana University of Lüneburg, Irit Haskel-Shaham, The David Yellin Academic College of Education, and Elina Harjunen, University of Helsinki.
Discussant: Robert P. Yagelski.
16.00-16.20 What cognitive abilites contribute to writing competence: A research strategy from correlation to intervention (Joachim Grabowski, Michael Becker-Mrotzek, Moti Brinkhaus & Matthias Knopp)
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16.20-16.40 Do the WRITE THING! Meta-Analytical Evidence for Pedagogical Impacts on Writing Competencies (Maik Philipp)
16.40-17.00 The impact of pedagogy on writing (Nurit Elhanan-Peled)
17.00-17.20 The concept of voice in learning academic L2 writing by e-mail (Elina Kouki; Jenni Alisaari)
17.20-17.30 Discussion, initiated by discussant
2) SIG SYMPOSIUM (CONT.): THE ROLE OF WRITING IN LITERATURE EDUCATION
SIG RESEARCH ON LITERATURE EDUCATION (ROLE) INVITED SYMPOSIUM (PART 2/2)
Room: U43.
Organizers and chairs: Tanja Janssen, University of Amsterdam, The Netherlands, and Irene Pieper, University of Hildesheim, Germany
Discussant: Brenton Doecke
16.00-16.30 Reflecting on literary reading via writing: group discussions with students in teacher education (Dana Krätzsch; Irene Pieper)
16.30-17.00 Adolescent reading and the production of literary judgement (Andrea Bertschi-Kaufmann; Tanja Graber)
17.00-17.30 Discussion initiated by Brenton Doecke.
3) PRE-SIG SYMPOSIUM (CONT.): ICT AND LITERACY EDUCATION: PAST EXPERIENCE AND DESIGNING THE FUTURE
PRE-SIG ICT AND LITERACY EDUCATION INVITED SYMPOSIUM (PART 2/2)
Room: U46.
Organizers and chairs: Nikolaj Elf, University of Southern Denmark, and Dimitrios Koutsogiannis, Aristotle University of Thessaloniki
Discussant: Daniel Cassany.
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16.00-16.20 Student work and student production in the 21st century: Quantitative and qualitative analysis (Jesper Bremholm; Marie Falkesgaard Slot; Rune Hansen)
16.20-16.40 Teaching and playing Minecraft in L1 primary education: Framing students’ game literacies in relation to teachers’ curricular goals (Thorkild Hanghøj; Heidi Hautopp)
16.40-17.00 Layered simultaneity in using ICT for Teaching Greek as L1 (Dimitrios Koutsogiannis)
17.00-17.30 Discussion, second round, initiated by Daniel Cassany.
4) SYMPOSIUM (CONT.): LITERARY HISTORY (2/2): LITERARY-HISTORICAL COMPETENCE IN EDUCATION FROM AN EMPIRICAL AND THEORETICAL PERSPECTIVE
Room: U47.
Organizers and chairs: Dirk van der Meulen, Herbert Vissers College, the Netherlands, and Jörn Brüggemann, Carl von Ossietzky Universität Oldenburg, Germany
Discussant: Jörn Brüggemann
16.00-16.30 Activities of secondary and semi-expert university students during the reading of literary-historical and modern texts: A think-aloud study (Dirk van der Meulen)
16.30-17.00 The added value of the competence of historical reading for literary-historical education (Matthias Hirsch)
17.00-17.30 Multiple Summaries as an Aid to Reading Literary Texts (David K. Farkas)
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5) PAPER SESSION: EDUCATIONAL LINGUISTICS + BILINGUALISM
Room: O95.
Chair: Uffe Ladegaard.
16.00-16.30 The use of visual tools in grammar teaching (Kaisu Rättyä)
16.30-17.00 L1 varieties in Flemish secondary education: Teachers’ attitudes toward standard and substandard colloquial Belgian Dutch (Jose Tummers; Annelies Deveneyns; Dirk Speelman)
17.00-17.30 Working with translanguaging in Swedish classrooms (Gudrun Svensson; Ann-Christin Torpsten)
7) PAPER SESSION: ASSESSMENT
Room: O96.
Chair: Mari-Ann Igland.
16.00-16.30 Assessment Insiders: Peer and self-assessment in English classrooms in Australia (Wayne Sawyer)
16.30-17.00 Improving lexical and syntax use in Chinese composition by implementing Portfolio Assessment: An Action research study in Singapore secondary school context. (CHING-I KUO; Zhang Ying)
17.00-17.30 Teachers’ dialogues about students’ texts: Developing a shared understanding as a basis for formative assessment (Synnøve Matre; Randi Solheim)
8) PAPER SESSION: EMOTIONS AND IDENTITY
Room: O98.
Chair: Kristine Kabel.
16.00-16.30 Emotions in the mother tongue classroom (Mabel Encinas Sanchez)
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16.30-17.00 Experiencing and reading virtual spaces through Amor and Eros (Ylva Lindberg; Lena Manderstedt; Annbritt Palo)
17.00-17.30 None. Go to other session.
9) PAPER SESSION: WRITING
Room: O99.
Chair: Luisa Araujo.
16.00-16.30 Small changes in the instructional setting do work: Differentiation in the Writing Curriculum. (Gert Rijlarsdam; Martine Braaksma)
16.30-17.00 The Yummi Yummi case in Israel (Amir Atkin)
17.00-17.30 Writing assignments in the context of learning conceptions: A systematic analysis on Finnish writing studies during 21st century (Mari Hankala, Johanna Pentikäinen, Sara Routarinne, EIina Harjunen, Merja Kauppinen & Pirjo Kulju)
TIME: 16.00-18.00
OPEN SEMINAR FOR SPOUSES (1/2): SCANDINAVIAN CULTURE AND IDENTITY
Room: Comenius (near entrance H).
Organizer and chair: Mogens Davidsen, University of Southern Denmark.
Please contact secretary Kathrine Andersen ([email protected]) if you wish to participate.
16.00-18.00 Danish Identity between Jante Law and Happiness (Mogens Davidsen and all participants)
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TIME: 17.45-19.00
IAIMTE BUSINESS MEETING
Room: U45.
Organizer and chair: Irene Pieper, University of Hildesheim in collaboration with IAIMTE.
TIME: 19.00-20.00
WELCOME RECEPTION
Room: Main entrance hall
Organizer: Ellen Krogh, chair of IAIMTE 2015.
A light meal is served. All participants and spouses are welcome.
19.30-19.45 Optional: Introduction to The H.C. Andersen Center – research, texts and information by Jacob Bøggild, professor, the Hans Christian Andersen Centre, University of Southern Denmark. Takes place in a corner of the main entrance hall.
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THURSDAY 4 JUNE
TIME: 9.00 – 10.30
1) SIG SYMPOSIUM: L1 EDUCATORS IN DIALOGIC COMMUNITIES: NEGOTIATING THE POLITICS OF L1 PROFESSIONAL LEARNING (1/2)
SIG TEACHER EDUCATION INVITED SYMPOSIUM.
Room: U42.
Organizer and chair: Graham Parr, Monash University, Melbourne.
Discussants: Piet-Hein van de Ven and Ellen Krogh.
09.00-09.10 Presentation of symposium (organizers)
09.10-09.30 Constructing a dialogical space for the professional learning of Israeli L1 teachers of writing (Nikki Aharonian)
09.30-09.50 Dialogism as a framework for critical inquiry into language education (Brenton G. Doecke)
09.50-10.10 Storytelling, language and the ethics of representation in L1 research (Bella Illesca)
10.10-10.30 Stories of telling, telling stories: Teachers negotiating the role of storyteller (Julie Faulkner; Jane Kirkby)
2) SIG SYMPOSIUM: EXPANDING DIMENSIONS OF L1 METALINGUISTIC ACTIVITY
SIG EDUCATIONAL LINGUISTICS (SIG EDULING) INVITED SYMPOSIUM.
Room: U47.
Organizers: Maria van der Aalsvoort, University of Nijmegen, Caroline Doktar, University of Åbo, Paulo Feytor Pinto, Polytechnic Institute of Setubal
Chair: Caroline Doktar, University of Åbo
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Discussant: Paulo Feytor-Pinto.
09.00-09.10 Presentation of symposium (organizers)
09.10-09.30 Literacy and linguistics in the Estonian upper secondary mother tongue education (Krista Kerge)
09.30-09.50 Grammar and writing: The role of metalinguistic activity in text revision (Xavier Fontich)
09.50-10.10 Pupils’ knowledge of grammar across languages: A learner-centred perspective (Isabelle Gauvin)
10.10-10.30 Using English L2 grammatical knowledge in the learning of French L1: Preliminary results (Isabelle Gauvin)
3) SIG SYMPOSIUM: DIALOGIC TEACHING IN THE SECONDARY SCHOOL: A CRITICAL ENGAGEMENT WITH ISSUES USING A CASE STUDY APPROACH
SIG DIALOGUE INVITED SYMPOSIUM
Room: U44.
Organizer and chair: Sue Brindley, University of Cambridge
Discussant: Sue Brindley
09.00-09.10 Presentation of symposium (organizer)
09.10-09.30 A comparison of discourse characteristics of student-student interaction in secondary school English and RE lessons (Fran Riga; Maria Vrikki; Manzoorul Abedin)
09.30-09.50 Conceptualisations of dialogic teaching by secondary school teachers (Maria Vrikki)
09.50-10.10 A comparative account of the dialogic teaching strategies enacted by teachers of four secondary school subjects (Fran Riga)
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10.10-10.30 Discussion, initiated by discussant.
4) PAPER SESSION: LITERATURE EDUCATION
SIG RESEARCH ON LITERATURE EDUCATION (SIG ROLE) INVITED PAPER SESSION.
Room: U43.
Chair: Irene Pieper.
09.00-09.30 The genesis of titles in the creation of etiological tales: When creating fictional narratives depends on the newly literate students’ scientific knowledge (Eduardo Calil)
09.30-10.00 Literary analysis as a tool to support children’s text making in early school years (Anna Nordlund)
10.00-10.30 Childrens’ responses to literature in the classroom seen in the light of Theory of Mind and the concept of mentalization (Ruth I. Seierstad Stokke)
5) PAPER SESSION: ICT AND LITERACY EDUCATION: PAST EXPERIENCE AND DESIGNING THE FUTURE
PRE-SIG ICT AND LITERACY EDUCATION INVITED PAPER SESSION.
Room: U46.
Chairs: Nikolaj Elf, University of Southern Denmark, and Dimitrios Koutsogiannis, Aristotle University of Thessaloniki
09.00-09.30 Dialogic literacy in a participatory culture: some challenges towards emancipatory education (Francesco Caviglia; Manuela Delfino)
09.30-10.00 Educational affordances of iPads: How iPads can support first language teaching (Jens Jørgen Hansen; Else Lauridsen)
10.00-10.30 Producing and reading digital texts: patterns of communication in literacy classroom (Anna Lyngfelt; Sylvana Sofkova Hashemi; Peter Andersson; Katarina
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Cederlund)
6) PAPER SESSION: SPECIAL NEEDS AND EARLY LANGUAGE LEARNING
Room: O99.
Chair: Dag Skarstein.
09.00-09.30 Tools for a diagnosis of early writing abilities (Elżbieta Awramiuk; Grażyna M. Krasowicz - Kupis)
09.30-10.00 Who has special educational needs to write within an inclusive classroom? (Celine Bauquis; Greta Pelgrims)
10.00-10.30 Copy tasks in French speaking elementary schools: Teachers’ conceptions and practices (Greta Pelgrims; Natalie Lavoie; Celine Bauquis)
7) PAPER SESSION: NEW APPROACHES TO LITERATURE EDUCATION
Room: O96.
Chair: Michael Le Cordeur.
09.00-09.30 Using Multicultural Literature as a Tool for Multicultural Education in Teacher Education (Juli-Anna Aerila)
09.30-10.00 Easy reading? Literary instruction and literary development in relation to easy reading books for young adults in Sweden (Christina Olin-Scheller; Anna Nordenstam)
10.00-10.30 An integrated teaching programme for written composition and literature study through the media (Michael L.A. Le Cordeur)
8) PAPER SESSION: WRITING PROCESSES
Room: O95.
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Chair: Jesper Bremholm.
09.00-09.30 An Observational Study of the Nature and Variability of First-Grade Writing Instruction in the United States (David Coker; Charles A. MacArthur; Elizabeth Farley-Ripple; Huijing Wen; Allison Jackson)
09.30-10.00 The development of writing production with «teaching sequences» (Luísa A. Pereira; Luciana Graca; Inês Cardoso)
10.00-10.30 Cognitive Processes of outline-based writing and its educational implications (Hyeyoun Kim; Byeonggon Min)
9) PAPER SESSION: TEACHER TRAINING AND TEACHER PRACTICES
Room: O94.
Chair: Carina Hermansson.
09.00-09.30 Effects of Inservice Teacher Training on Strategy Instruction in Writing (Maria Prata, Isabel Festas, Helena Damião, Sara Ferreira)
09.30-10.00 Student teachers as researchers: classroom projects and theoretical backgrounds (Pirjo Helena Vaittinen)
10.00-10.30 Assessing oral language teaching in classroom (Marta Gracia; María-José Galván-Bovaira; Gemma Santa Olalla Mariscal; Fàtima Vega; Daniela Bitencourt Santos)
10) PAPER SESSION: MODELS OF L1 IN THE PAST AND IN THE FUTURE
Room: O97.
Chair: Ilana Elkad-Lehmann.
09.00-09.30 L1, Norwegian – a disappearing subject? (Sylvi J. Penne; Mette Elisabeth Nergård)
09.30-10.00 Theoretical models of the subject of L1 English in England 1988-2014 (Andrew Goodwyn)
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10.00-10.30 "Call to teach" of Estonian and Finnish teacher students of mother tongue and literature (Kersti Lepajoe; Satu E. M. Grünthal)
11) ROUND TABLE AND INTERACTION
Room: U81.
Chairs and discussants: Tina Høegh and Mari-Ann Igland.
09.00-10.30 Table 1, chair/discussant: Mari-Ann Igland:
Disciplinary literacy (Toril Frafjord Hoem; Anne Håland)
Developing a test to assess critical thinking in the literature classroom (Martijn Koek; Gert Rijlaarsdam; Tanja Janssen; Frank Hakemulder)
Table 2, chair Tina Høegh:
Listening to the oracle. Results from a hybrid Delphi procedure on revitalizing the literary history classroom (Dirk van der Meulen)
Film language as a dominant paradigm of the old and new media and the universal tool of shaping cultural literacy (Witold Bobinski)
12) STRUCTURED POSTER SESSION
Room: O77.
Chair: Jeppe Bundsgaard.
09.00-10.30 Student-driven imitation in upper secondary school: Revealing traits of reflexive process and rhetorical agency in argumentative texts (Christina Matthiesen)
Literacy development (Anne Uusen; Helin Puksand)
Stepping into and out of digital spaces - a way of designing new learning environments (Anders Westerlund; Charlotta Hilli; Hannah Kaihovirta; Ria Heilä-Ylikallio; Sigrid Ekholm)
How do students of Primary and Secondary Education revise? (Olga Arias-Gundín)
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How did the Finnish language become a school subject? (Katri Karasma)
Fostering film related competences – what is the starting point? An empirical study on students’ informal film knowledge (Frederike Schmidt)
TIME: 10.30 – 11.00
COFFEE BREAK AND TRANSITION TO SESSIONS
Room: Near U45.
TIME: 11.00 – 12.30
1) SIG SYMPOSIUM (CONT.): L1 EDUCATORS IN DIALOGIC COMMUNITIES: NEGOTIATING THE POLITICS OF L1 PROFESSIONAL LEARNING (2/2)
SIG TEACHER EDUCATION INVITED SYMPOSIUM.
Room: U42.
Organizer and chair: Graham Parr, Monash University, Melbourne.
Discussants: Piet-Hein van de Ven and Ellen Krogh.
11.00-11.20 From monocultural to multicultural: An expanding knowledge-base required of L1 Chinese teachers in Hong Kong (Pamela P.W. Leung)
11.20-11.40 Exploring L1 professional learning in dialogic networks: Beyond merely reprising the past (Graham B. Parr; Scott Bulfin)
11.40-12.00 Dialogism as a framework for understanding L1 teachers’ learning in multicultural and multilingual settings (Ana Arregi; Brenton G Doecke; Iris Susana Pereira)
12.00-12.30 Discussion, initiated by discussants.
2) PAPER SESSION: LITERATURE EDUCATION
63
SIG RESEARCH ON LITERATURE EDUCATION (SIG ROLE) INVITED PAPER SESSION.
Room: U43.
Chair: Irene Pieper
11.00-11.30 Drama as a method in literature and writing education (Johanna K. Pentikäinen)
11.30-12.00 "Why should we work so much on this novel if we are not going to read it ever again?”: Cinema and collaborative interpretation to enhance students’ interpretative skills (Xavier Fontich)
12.00-12.30 (Re)reading the nation: investigating literacy policy in the context of the literary turn in English education (Larissa J. McLean Davies).
3) PAPER SESSION: CROSS-DISCIPLINARY APPROACHES TO LITERATURE
Room: O97.
Chair: Per-Olof Erixon.
11.00-11.30 Alice in the Multicultural-land: The reading/writing and writing/oracy connection to enhance Chinese competence in literature education (Wai Ming Cheung; Stephanie W.Y. Chan; Wing Yee WONG)
11.30-12.00 Classroom discourse and the use of texts as a resource for teaching and learning (Liisa Tainio)
12.00-12.30 Using fiction in teaching mathematics in Finland (Juli-Anna Aerila; Miikka, E. Wikholm)
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4) PAPER SESSION: WRITING IN HIGHER EDUCATION AND PROFESSIONS
Room: U46.
Chair: Lene Storgaard Brok.
11.00-11.30 Police students’ and police officers’ professional writing literacy (Gunilla Byrman)
11.30-12.00 Writing Motivation: Validation of a Measure for College Writers (Charles A. MacArthur; Zoi A. Philiippakos)
12.00-12.30 Levels of aggregation: Identification of sociolinguistic determinants of written L1 proficiency in higher education (Jose Tummers; Annelies Deveneyns)
5) PAPER SESSION: BILITERACY + GENDER
Room: O98.
Chair: Helle Rørbech.
11.00-11.30 Finnish-Russian Bilinguals Acquiring Biliteracy (Ekaterina Protassova; Aleksei Korneev)
11.30-12.00 Girls in Between: Becoming a Girl through Masculine Language Use (Yonca Koçmar; A. Fulya Soğuksu)
12.00-12.30 None. Go to other session.
6) PAPER SESSION: CRITICAL PERSPECTIVES ON AND WITHIN L1
Room: O99.
Chair: Synnøve Matre.
11.00-11.30 “School? You go because you have to”. The conceptualization of school in Polish and American Youth Speech: Cognitive and Educational perspectives (Anna
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Wileczek; Paulina Baranska; Shala Barczewska)
11.30-12.00 Danish – Progressive or traditional teaching? (Jeppe Bundsgaard; Thomas Illum Hansen)
12.00-12.30 The Study on Korean Education Contents for Critical Reading - Using Characteristics of a Genre, thematically expressed in Newspaper Text (Bon Gwan Koo; Hyejin Kim)
7) PAPER SESSION: ICT AND LITERACY EDUCATION
Room: U47.
Chair: Sylvana Sofkova Hashemi.
11.00-11.30 Learning how to write at kindergarten: Effects of computer using on literacy skills (Brigitte Marin)
11.30-12.00 Swedish – a subject with the times? Literacy and digitalisation in teaching materials after the 2011 Swedish school reform (Maria Ulfgard; Anne Palmér; Ann Blückert)
12.00-12.30 Renewing the aims and the contents of literacy instruction in L1 – coeducation between teacher students of mother tongue and ICT in Finland (Merja Kauppinen)
8) PAPER SESSION: MULTIMODAL MEANING MAKING AND ICT
Room: O96.
Chair: Christina Olin-Sheller.
11.00-11.30 Meaning-making from different modes and media (Petra Magnusson)
11.30-12.00 Multimodal and aesthetic possibilities and positions in future L1 research and education (Heidi Höglund; Hannah Kaihovirta; Ria Heilä-Ylikallio)
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12.00-12.30 Using hypertext and mind-map to enhancing grade 5 students ’ literacy strategies and self-efficacy in informational text reading in Hong Kong (Wai Ming Cheung; Stephanie W.Y. Chan; Wai Ip joseph Lam)
9) PAPER SESSION: RETHINKING THE TEACHING OF WRITING IN EARLY EDUCATION
Room: O95.
Chair: Åsa af Geijerstam.
11.00-11.30 (Re)thinking Writing Methods as an Event in Swedish Early Childhood Education (Carina Hermansson)
11.30-12.00 Teacher’s knowledge in and for the teaching of writing: the case of epistolary genre (Isabel Sebastião)
12.00-12.30 Comprehensive and Integrated learning of Chinese Characters for Writing and reading (Tse Shek Kam)
10) STRUCTURED POSTER SESSION
Room: O77.
Chair: Caroline Liberg.
11.00-12.30 Reading multicultural fiction with upper secondary students: Shift in perspective and aestethic challenges (Tammi G. Nadel)
Literary reading and identity in national examinations (Eva I. Nilson)
Self-study and classroom discourse inquiry as tools for comprehending processes in teaching literature in multi-cultural classrooms (Yael Poyas)
Comparison of two components of the strategy-focused instruction for improving writing skills (Paula López-Gutiérrez; Raquel Fidalgo; Mark Torrance)
A tool to evaluate French grammatical spelling skills for native adults (Trang Luong)
Instruction in revision process: surface revision vs. deep revision (Olga Arias-
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Gundín)
MEMo: Mother tongue Education Monitor (Theo Witte; Anneke Neijt)
11) ROUND TABLE AND INTERACTION
Room: U81.
Chairs and discussants: Anke Piekut and Anna Karlskov Skyggebjerg.
11.00-12.30 Table 1, chair/discussant: Anna Karlskov Skyggebjerg:
Poetry: an implicit way to language beginners (Dan Liu)
From motivation to text-creating competence of 9- and 10-year-olds when writing fairy tales (Bernadeta Niesporek-Szamburska)
Table 2, chair/discussant: Anke Piekut:
IT-supported Language Learning (Christa Doil-Hartmann)
A didactical approach to Faroese grammar in flipped classroom at sixth grade (Vár í Ólavsstovu)
TIME: 12.30 – 13.45
LUNCH BREAK AND TRANSITION TO SESSIONS
Room: Main Entrance Hall.
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TIME: 13.45 – 14.45
KEYNOTE 2
Room: U45.
Chair: Nikolaj Elf.
13.45-14.45 L1 reading and writing in a multilingual and technological context in secondary education (Daniel Cassany)
TIME: 14.45 – 15.15
COFFEE BREAK AND SNACK
Room: Outside U45.
TIME: 15.15 – 22.00
SOCIAL EVENT: EXCURSION TO FAABORG AND CONFERENCE DINNER
Room: Buses leave from main entrance. Buses return to downtown Odense.
Chair: Anke Piekut.
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FRIDAY 5 JUNE
TIME: 9.00-10.00
SPECIAL INTEREST GROUP (SIG) MEETINGS
All welcome. Rooms booked.
SIG RESEARCH ON WRITING, READING & ORACIES (SIG ROWRO)
Room: U42.
Chairs: Astrid Neumann, Irit Haskel-Shaham, and Elina Harjunen.
SIG RESEARCH ON LITERATURE EDUCATION (SIG ROLE)
Room: U43.
Chairs: Irene Pieper.
SIG TEACHER EDUCATION.
Room: U44.
Chairs: Brenton Doecke and Iris Susanna Pereira.
SIG EDUCATIONAL LINGUISTICS (SIG EDULING)
Room: U47.
Chairs: Maria van der Aalsvoort and Caroline Doktar.
SIG DIALOGUE
Room: O95.
Chair: Sue Brindley
PRE-SIG ICT AND LITERACY EDUCATION
Room: U46.
Chairs: Nikolaj Elf and Dimitrios Koutsogiannis.
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TIME: 10.00 – 10.30
COFFEE BREAK AND TRANSITION TO SESSIONS
Room: Near U45.
TIME: 10.30-12.00
1) PAPER SESSION: TEACHER EDUCATION
SIG RESEARCH ON TEACHER EDUCATION INVITED PAPER SESSION.
Room: U42.
Chair: Graham Parr.
10.30-11.00 Collaborative work with teachers to promote changes in their daily practices to improve children's communicative and linguistic skills with intellectual disabilities (Fàtima Vega, Marta Gracia)
11.00-11.30 Initial Teacher Education and management of cultural and linguistic diversity in classroom in Catalonia (Marta Gracia; María-José Galván-Bovaira, Maria-Josep Jarque, Berta Cot Verderi, Jaume Subirats)
11.30-12.00 Book trailers as reading motivators (Satu E. M. Grünthal; Johanna K. Pentikäinen)
2) SYMPOSIUM: TEXT AND READER, TEACHER AND STUDENT IN THE LITERATURE CLASSROOM
Room: U43.
Organizers and chairs: Anna Karlskov Skyggebjerg & Helle Rørbech, University of Aarhus
Discussant: Vibeke Hetmar, University of Aarhus
10.30-11.00 Choices of texts for literary education (Anna Karlskov Skyggebjerg)
11.00-11.30 Literature, Culture and Reader Identities in Literature Classrooms (Helle
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Rørbech)
11.30-12.00 Discussions of framing dialogues in literature classroom (Vibeke Hetmar)
3) SYMPOSIUM: INTERVENTION STUDIES IN OBSERVATIONAL LEARNING IN WRITING
Room: U46.
Organizer and chair: Victoria Johansson, Lund University
Discussant: Charles A. MacArthur, University of Delaware
10.30-11.00 Observation: A powerful tool for learning-to-write in primary education (Monica P. Koster; Huub van den Bergh)
11.00-11.30 Observational learning and narrative writing: Improving text quality for children with and without hearing impairment (Emily Grenner; Joost van de Weijer; Lena Asker-Árnason; Victoria Johansson; Viktoria Åkerlund; Birgitta S.M. Sahlén)
11.30-12.00 Innovative learning in writing: Observational learning & hypertext writing (Martine Braaksma; Gert Rijlaarsdam; Huub van den Bergh)
4) SYMPOSIUM: GOING DIGITAL: TRANSITIONAL LITERACY PRACTICES IN SECONDARY SCHOOL CLASSROOMS
Room: U47.
Organizer: Atle Skaftun, University of Stavanger
Chair: Jesper Bremholm, Aarhus University.
Discussant: Nikolaj Elf, University of Southern Denmark
10.30-10.50 The overarching theoretical and methodological framework of the Response-project (Mari-Ann Igland)
10.50-11.10 The City Centre school (Arne Olav Nygard)
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11.10-11.30 The North East School (Dag Husebø)
11.30-11.50 The South East School (Mari-Ann Igland)
11.50-12.00 Discussion, initiated by Nikolaj Elf.
5) PAPER SESSION: EXPOSITORY AND ARGUMENTATIVE WRITING
Room: U44.
Chair: Maria Ulfgard.
10.30-11.00 Identifying and evaluating written argumentation. Effects of a Comprehension Strategy Intervention in 9th Grade Aimed at Improving Students’ Critical Reading (Michael Tengberg; Christina Olin-Scheller)
11.00-11.30 Content management in the process of writing expository texts in small groups in a secondary classroom (Aina Reig Gascon)
11.30-12.00 Arguing from sources: the impact of two intervention programs to improve the quality of argumentative synthesis (Jara González-Lamas; María del Mar Mateos; Isabel Cuevas Fernandez)
6) PAPER SESSION: LANGUAGE GROWTH IN KINDERGARTEN AND PRESCHOOL
Room: O99.
Chair: Maria Lindgren.
10.30-11.00 Vocabulary in interactive read-aloud sessions in kindergarten: How do teachers help the construction of meaning? (Dominic Anctil; Marie Dupin de Saint-André).
11.00-11.30 English@Rochinha longitudinal Project in a Portuguese kindergarten: its impact on children, teachers and parents (Carla Ferreira; Margarida Pocinho; Luisa
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Araujo)
11.30-12.00 Phonological awareness, letter knowledge and the piagetian tasks in Portuguese preschoolers (Inês Patrícia Rodrigues Ferraz; Margarida Pocinho; Fernanda L. Viana).
7) PAPER SESSION: CULTURALLY RESPONSIVE TEACHING
Room: O97.
Chair: Uffe Ladegaard.
10.30-11.00 Understanding Language Teacher’s Culturally Responsive Teaching Self-efficacy and its Enhancement through Learning Study with Young Chinese Language Learners (Wing Yee WONG; Wai Ming Cheung; Wing Wah Ki)
11.00-11.30 Local and global acts of reading multicultural fiction (Outi K. Oja; Eeva Kaarina Ahonen; Pirjo Helena Vaittinen)
11.30-12.00 Localisation of curricular conceptions and pedagogical practices in Chinese language instruction: A phenomenographic study of PRC teachers in Singapore schools (Guat Poh Aw; Li-Na Fang; Wei Xiong Tan).
8) PAPER SESSION: EMPATHY + OPINION MAKING
Room: O94.
Chair: Anne Palmér.
10.30-11.00 Empathic response style in peer group’s troubles-talk (Seongseog Park)
11.00-11.30 Four Ways of Expressing Differences of Opinion inside the Classroom (Anita Norlund)
11.30-12.00 None. Go to other session.
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9) PAPER SESSION: VOICE IN WRITING
Room: O96.
Chair: Francesco Caviglia.
10.30-11.00 The essay and authorial voice: Analysing interaction in Finnish matriculation essays (Riitta Juvonen)
11.00-11.30 Voice and narrative in L1 writing 1/2 (Ellen Krogh; Anke Piekut)
11.30-12.00 Voice and narrative in L1 writing 2/2 (Anke Piekut; Ellen Krogh)
10) PAPER SESSION: WRITING SKILLS
Room: O95.
Chair: Pamela P.W. Leung.
10.30-11.00 Effects of Video based peer observation on Summarizing from multiple sources (Gert Rijlaarsdam; Mujgan Buyuktas Kara).
11.00-11.30 Designing and using lesson plans for teaching writing skills (Paul J.M. de Maat; Saskia Rietdijk))
11.30-12.00 Subcomponents of writing competence: What about lexical abilities? (Moti Brinkhaus
11) PAPER SESSION: READING LITERATURE
Room: O77.
Chair: Thomas Illum Hansen.
10.30-11.00 Literary socialization and literature reception - a comparative study of Swedish and French upper secondary school students’ readings of a literary text (Maritha Johansson)
11.00-11.30 Exploring text and attitude effects in the interpretation of stories (Mia W.J.
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Stokmans; Abderrahman El Aissati)
11.30-12.00 Intertextuality: writing and reading literature (Larissa J. McLean Davies; Brenton G Doecke)
TIME: 12.00 – 13.00
LUNCH BREAK AND TRANSITION TO SESSIONS
Room: Near U45.
TIME: 13.00-14.30
1) SYMPOSIUM: STRATEGY FOCUSED WRITING INTERVENTIONS IN PRIMARY EDUCATION
Room: U42.
Organizer and chair: Saskia Rietdijk.
Discussant: Charles McArthur, University of Delaware.
13.00-13.30 Improving writing skills of students in the upper elementary grades: an experimental intervention study (Renske Bouwer; Monica P. Koster)
13.30-14.00 Strategy-oriented writing instruction: an intervention study in primary schools (Saskia Rietdijk; Daphne van Weijen; Tanja Janssen; Gert Rijlaarsdam)
14.00-14.30 Exploring the Effects of Metacognitive and Instructional Components of Strategy-Focused Instruction (Raquel Fidalgo; Mark Torrance)
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2) PAPER SESSION: LANGUAGE AND CULTURE
Room: U43.
Chair: Jeppe Bundsgaard.
13.00-13.30 The Place of Culture in the Amazigh Language Textbooks in Morocco (Hassan Zaid; Yamina El Kirat El Allame)
13.30-14.00 Don’t let the horse in the school!: Indigenous teachers’ perspectives of mother tongue literacies in rural Guatemala (John Knipe; Kelly Dalton; Sarah Hinshaw)
14.00-14.30 Effect of Race-ethnicity, SES, Gender and Schooling on high risk of under-achievement on language development/at risk of poor educational attainment (ningning zhao)
3) PAPER SESSION: TEACHING LITERARY HISTORY IN A CONTEMPORARY PERSPECTIVE
Room: O94.
Chair: Sylvi Penne.
13.00-13.30 Gamifying Shakespeare? The teaching of literature in new media ecology (Stefan Lundström)
13.30-14.00 Literary history closer to contemporary reality (Anna Janus-Sitarz)
14.00-14.30 None. Go to other session.
4) PAPER SESSION: LITERATURE AND READING
Room: U46.
Chair: Vibeke Hetmar.
13.00-13.30 ‛Sweet sixteen’: role models, initiation and the Self (Annbritt Palo; Lena Manderstedt; Ylva Lindberg; Anna Nordenstam)
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13.30-14.00 Liberating literacies: L1-students’ resources for stance-taking and their strategies for negotiation in lower secondary school (Kristine Kabel; Lene Storgaard Brok)
14.00-14.30 A study of collaborative learning in a college literature classroom (Celia Reissig-Vasile)
5) PAPER SESSION: NOTIONS OF LITERACY
Room: O96.
Chair: Jesper Bremholm.
13.00-13.30 Literacy Practices and Skills and Reading Achievement in EU Countries: The Progress in International Reading Literacy Study 2011 (PIRLS) (Luisa Araujo)
13.30-14.00 Extended notions of Subject Literacy (Johannes Vollmer)
14.00-14.30 None. Go to other session.
6) PAPER SESSION: EDUCATIONAL LINGUISTICS
Room: U47.
Chair: Nikolaj Elf.
13.00-13.30 The use of the observational learning in enhancing Hong Kong grade 5 students’ Chinese argumentative structuring abilities. (Wai Ming Cheung; Stephanie W.Y. Chan)
13.30-14.00 How the sentence becomes a planning unit: a developmental study of L1 French children texts (Emilie Ailhaud; Harriet Jisa)
14.00-14.30 “Where does blood come from?” – An analysis of linguistic characteristics of the input in biology lessons based on a concept-oriented approach (Diana Maak)
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7) PAPER SESSION: THE MAKING OF LITERATURE TEACHERS
Room: U44.
Chair: Irene Pieper.
13.00-13.30 Investigating literary knowledge in the making of English teachers (Larissa J. McLean Davies; Brenton G Doecke; Wayne Sawyer; Philip Mead)
13.30-14.00 In search of excellence in literature teaching: Teacher and student perceptions of the qualities of an excellent literature teacher (Theo Witte)
14.00-14.30 The efficacy of using digital lecture in language learning contexts (Pamela P.W. Leung)
8) PAPER SESSION: SOCIOSEMIOTIC RESOURCES FOR MEANING MAKING
Room: O99.
Chair: Tina Høegh.
13.00-13.30 ‘I drew first then I wrote’. Nine-year old students’ ideas on their choice of sociosemiotic resources. (Eva Borgfeldt; Anna Lyngfelt)
13.30-14.00 Evaluative style in student writing – making one’s voice heard in early school years (Jenny Folkeryd)
14.00-14.30 Multimodal analysis of texts – the pros and cons (Anna-Lena Godhe)
9) PAPER SESSION: INFORMATIVE TEXTS AND LANGUAGE STUDY
Room: O95.
Chair: Krista Kerge.
13.00-13.30 Something new, something . How do fifth graders go about composing informative texts? (Sara Routarinne)
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13.30-14.00 Language Study in Romanian School (Ioana Tamaian; Alina Pamfil)
14.00-14.30 Code-switching: a strategy for teaching and learning or a problem? (Eureka, B. Mokibelo; Tsaona S. Mokgwathi)
10) PAPER SESSION: LITERACY PRACTICES IN AND OUT OF SCHOOL
Room: O77.
Chair: Liisa Tainio.
13.00-13.30 A qualitative review on a model of the out-of-school literacy practices of Korean primary school students (Byeonggon Min; Hyeon-Seon Jeong; Jeong-Ja Kim; Wonsook Sohn; Hyeseung Chung)
13.30-14.00 The Roles of Parents in Korean Children’s Literacy Practices and Attitudes (Hyeon-Seon Jeong; Jong-Yun Kim; Jeong-Ja Kim)
14.00-14.30 Effects of Home and School environments and Literacy resources on Korean elementary-school students’ voluntary reading practices (Hyeseung Chung; Jong-Yun Kim)
11) PAPER SESSION: WRITING
Room: O98.
Chair: Jens Jørgen Hansen.
13.00-13.30 The Multiple Faces and Voices of the Heterogeneous Writing Classroom in the U.S. (Denise S. Patmon; Olga Frechon; Richard Freed; Josh Katzman)
13.30-14.00 Supporting Visualization and Revision to Improve Expository Writing in 6th Grade Classes (Inga Harren; Anne Berkemeier)
14.00-14.30 Handwriting and typing: A comparison between written product and writing processes (Victoria Johansson)
TIME: 14.30 – 14.45
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BREAK AND TRANSITION TO PLENARY ROOM
Room: Go to U45.
TIME: 14.45 – 15.30
KEYNOTE 3
Room: U45.
Chair: Ellen Krogh.
9.45-10.45 Languages, literatures, and literacies – a Nordic perspective (Jon Smidt)
TIME: 15.30 – 16.00
PLENARY: PUBLICATION, NEXT CONFERENCE, AND GOODBYE
Room: U45.
Chair: Ellen Krogh.
15.30-16.00 Publication in L1
Next conference
Other messages from participants
Thank you and goodbye
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TIME: 13.30-15.30
OPEN SEMINAR FOR SPOUSES (2/2): SCANDINAVIAN CULTURE AND IDENTITY
Organizer and chair: Mogens Davidsen, associate professor, University of Southern Denmark.
Room: Comenius (near entrance H).
13.30-15.30 Danish Design in a Cultural Context (Mogens Davidsen and all participants)
TIME: 16.00 – 17.00
FAREWELL RECEPTION
Room: Near main entrance hall.
Chair: Ellen Krogh.
16.00-17.00 All participants and spouses are welcome at the Farewell reception.
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ABSTRACTS (ALPHABETICAL ORDER FOLLOWING SURNAME)
Abstracts for symposia, paper sessions, structured poster sessions and roundtable and interaction in alphabetical order based on presenting author’s surname or, in the case of symposium, surname of symposium organizer.
A
Aerila, Juli-Anna (Finland) USING MULTICULTURAL LITERATURE AS A TOOL FOR MULTICULTURAL EDUCATION IN TEACHER EDUCATION
Multicultural education has many challenges. In Finland, one of the largest challenges is the fact that the distribution of the immigrant population is imbalanced: almost 90 percent of the immigrants live in metropolitan areas and in other areas of Finland there are little or no immigrants at all. (Aerila & Kokkola, 2013) For this reason, schools and teachers' experiences on immigrant students vary a lot and even the teacher training schools may have difficulties in generating students with experiences on immigrant students. Reading multicultural literature gives the becoming teachers a chance to understand diversity of multicultural issues beyond the monocultural or tourist perspective (Dong, 2005; Norton, 2007; Short, 2007). Fiction is being increasingly used as a component of various university courses. Reading fiction enables us to learn about different situations, circumstances, and people not otherwise familiar to us. In addition while helping students to perhaps be more empathetic, fiction can give them factual information about various things (Boyles, 2006: Lu, 2000; Seeley, 1992). However fiction is used only in a little degree to support teacher students’ professional growth. This study presents an experiment where student teachers read and discuss multicultural literature in literature circles as part of their studies on multicultural education (Daniels, 2002; Fall, Webb & Chudowsky, 2000). The data of this research consist of 51 personal reading diaries and 15 memos on the literature circles. The research represents qualitative research and the data was analyzed by content analyses (Elo & Kyngäs, 2008). In this study the data formed three categories/perspectives on multiculturalism and multicultural literature: the usefulness of multicultural books in education, the relevance of reading multicultural books for personal and professional growth and the assessment of the quality of multicultural books. The preliminary results show that students value reading multicultural literature as a useful tool for the adult readers in empathizing with multicultural themes and learning about immigration and multiculturalism. However, students are skeptical about the possibilities of using multicultural children's literature as part of multicultural education in primary schools. The present study confirms the results of previous researches which indicate that teachers are insecure in using multicultural children’s literature in their teaching (Shioshita, 1997; Lehman, 2011; Louie, 2006). They fear that multicultural children’s literature may be offensive to some of their immigrant students or establish prejudices toward immigrant students.
Keywords: Multicultural Literature, Multicultural Education, Literature Education
References:Aerila, J.-A. & Kokkola, L. (2013). Multicultural Literature and the Use of Literature in Multicultural Education in Finland. Bookbird Journal 51/2, 39–50. Boyles, M. (2006). The effects of multicultural literature in the classroom. Senior honors theses. Paper 62. Retrieved 12.6.2014 from http://commons.emich.edu/cgi/viewcontent.cgi?article=1061&context=honors. Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. Portland, ME: Stenhouse Publishers. Dong, Y.R. (2005). Taking a cultural-response approach to teaching multicultural literature. The English Journal, 94(3), 55–71. Elo, S. & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. doi: 10.1111/j.1365-2648.2007.04569.x. Fall, R., Webb, N. M., & Chudowsky, N. (2000). Group discussion and large-scale language arts assessment: Effects on students' comprehension. American Educational Research Journal, 37(4), 911–941. Lehman, B. (2011). Reading globally: The reader’s responsibility in literary transactions. In L. M. Pavonetti (Ed.). Bridges to understanding. Envisioning the world through children’s books (pp. 9–16). Plymouth: Scarecrow Press.
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Leming, J. (2000). Tell me a story. An evaluation of a literature-based character education programme. Journal of Moral Education 29(4), 413–427. Louie, B. (2006). Guiding principles for teaching multicultural literature. The Reading Teacher 59(5), 438–454. Lu, M. (2000). Multicultural children’s literature in the elementary classroom. Retrieved 21.4.2000 from http://www.ed.gov/databases/ERIC%5FDigests/ed423552.html Norton, D. (2005). Multicultural children’s Literature: Through the eyes of many children. Upper saddle River, NJ: Pearson Education. Seeley, H. N. (1992). Teaching Culture. Lincolnwood, IL: National Textbook Company. Shioshita, J. (1997). Beyond Good Intentions: Selecting Multicultural Literature. Retrieved 27.7.2013 from http://www.4children.org/news/9-97mlit.html. Short. K. (2007). Critically reading the word and the World. Building intercultural understanding through literature. Bookbird, 2, 2–10.
Aerila, Juli-Anna & E. Wikholm, Miikka (Finland)USING FICTION IN TEACHING MATHEMATICS IN FINLAND
Several studies have shown that boys´ and girls´ differences in reading are the result of different attitudes towards reading. Literacy development is strongly linked to how committed and motivated the students are in reading. (Merisuo-Storm & Soininen, 2010; 2012; 2013) Finland has prooved to be successful in many areas of literacy in variety of international studies (e. g. PISA). However, the motivation to read in Finland is clearly under the international average. Especially negatively Finnish students are committed to the reading in schools. (Merisuo-Storm & Soininen, 2013) Therefore, it is important that students´, especially boys´, commitment to read is strengthened with different new approaches and the use of literature in schools is constantly developed further (Brozo, 2002; Grossman, 2001; molloy, 2007). This study focuses on finding out how and to what amount fiction is being used in math lessons in primary schools in Finland. The aim of this proposed study is thus to ascertain the extent to which the integration of children’s literature in primary mathematics lessons benefits children in terms of the attractiveness of reading and fiction especially for boys in Finland as well as their confidence level in and attitudinal change, if any, towards these subjects (e.g. mathematics and literature Billings & Beckmann, 2005; Caparo & Caparo, 2006). The study presented here is a part of an international study “Teacher’s beliefs on the integration of children’s literature in primary mathematics and learning: A comparative study”, which aims to find out 1) what are the beliefs concerning the integration of children’s literature in primary mathematics teaching and learning as espoused by teachers of different personal and professional characteristics in England; Hong Kong, Australia and Finland and 2) what extent does the integration of children’s literature in primary mathematics teaching and learning benefit children. The data was collected from teacher students and primary school teachers in Rauma district with a questionnaire. The preliminary results show that fiction is used in math education frequently in primary schools with children aged 7 10 years. The main purpose of using fiction is to motivate and concretize the learning. One of the reasons that fiction is seldom used with older students in math is the lack of suitable material in Finland.
Keywords: motivation to read, literature education, children´s literature, mathematics
References: Aerila, J.A. & Niinistö, E-M. (2014). Lukuilo syntyy mukavista lukuhetkistä, hyvästä seurasta ja kiinnostavasta kirjallisuudesta. [The joy of reading comes from nice reading times, good company and from an interesting reading]. In K. Karasma & S. Rauramo (eds.) Juhlakirja Inkeri Vikaisen 100-vuotispäivänä. Äidinkielen opetustieteen seura, 106 – 130. Billings, E. M. H., & Beckmann, C. E. (2005). Children's Literature: A Motivating Context to Explore Functions. Mathematics Teaching in the Middle School, 10(9), 470-478. Brozo, W. G. (2002). To be a boy to be a reader. Engaging teen and preteen boys in active literacy. The University of Tennesee: Knoxville, Tennesee USA. Capraro, R. M., & Capraro, M. M. (2006). Are you really going to read us a story? Learning geometry through children’s mathematics literature. Reading Psychology, 27, 21-36. Grossman, P. (2001). Research on the teaching of literature: Finding a place. In V. Richardson (eds.): Handbook of research on teaching. 4. painos. Washington D.C.: American Educational Research Association, 416 – 432. Merisuo-Storm, T. & Soininen, M. (2013). Developing boys’ reading comprehension skills with interesting reading material. Proceedings of ICERI2013 Conference, 799–806.
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Merisuo-Storm, T. & Soininen, M. (2012). Constructing a research-based program to improve primary school students’ reading comprehension skills. IJCDSE, International Journal for Cross-Displinary Subjects in Education 3 (3), 755–762. Merisuo-Storm, T. (2010). Primary school students’ comprehension skills. In The National Institute of Educational Resources and Research (eds.) Educational theory and practice in Finland. Taipei: NIOERAR, 267–286. Molloy, G. (2007). När pojkar läser och skriver [When boys read and write]. Studentlitteratur. Denmark: Scangraphic.
Ailhaud, Emilie & Jisa, Harriet (country unknown) HOW THE SENTENCE BECOMES A PLANNING UNIT: A DEVELOPMENTAL STUDY OF L1 FRENCH CHILDREN TEXTS
This study aims at analysing the sentence unit in French children’s written texts, in order to highlight how this unit becomes relevant with schooling, from a product- and a process-perspective. Sentences can be easily defined with graphical criteria, using punctuation marks. However, although there are semantic and syntactic coherence relations within a sentence, no linguistic criteria can be used to delimit a sentence: thus, sentences are not always linguistic units. Therefore, we can ask whether or not sentences are cognitive units, more specifically,is discourse planned at the sentence level? If it is, we can ask if young children engage in such planning, or does it developed during schooling, where the sentence is a central teaching concept (Paolacci & Favart, 2010). French students from 5th, 7th and 9th grade (i.e aged 9–10, 12–13 and 15–16 years; 40 participants in each group) were asked to produce narrative and expository texts. The texts were collected using a digitizing tablet connected to a computer; the Eye&Pen software (Chesnet & Alamargot, 2005)was used to record and extract chronometric data. Texts were divided in three kind of units: sentences, based on graphical criteria; Terminal Units(Hunt, 1965), which are syntactic units; and clauses. Initial pauses were analysed depending on syntactic location and across grade level: the initial pause is longer before sentences than clauses only for 9th grade children. Moreover, clauses were coded depending on the clause type. The analysis of clause initial pauses has shown a developmental pattern: for instance, no differences were found for 5th grade children, suggesting that text was planned at the clause level; the initial pause of subordinated clauses such as embedded clauses was shorter than non-subordinated clauses for 7th and 9th grade children. The results showing a sentence-level planning for older children will be first discussed from a cognitive perspective, such as the automation of low-levelprocesses, such as grapho-motor execution or orthography accuracy, which permit a larger planning span(McCutchen, 1996). The impact of teaching will be also considered, because the analysis of final product reveals that the sentences of older children are more canonical, essentially because of mastery of punctuation.
Keywords: written production, pauses, planning, development, sentence
References: Chesnet, D., & Alamargot, D. (2005). Analyse en temps réel des activités oculaires et grapho-motrices du scripteur : intérêt du dispositif « Eye and Pen ». L’année psychologique, 105(3), 477–520. Hunt, K. W. (1965). Grammatical structures written at three grade levels. In National Council of Teachers of English, III. McCutchen, D. (1996). A capacity theory of writing: Working memory in composition. Educational Psychology Review, 8(3), 299–325. Paolacci, V., & Favart, M. (2010). Traitement des marques de cohésion par les jeunes scripteurs: l’utilisation de la ponctuation et des connecteurs à l'entrée en sixième. Approche linguistique, cognitive. Langages, 177(1), 113–128.
Anctil, Dominic & Lefrancois, Pascale & Montesinos Gelet, Isabelle (Canada) TEACHING SYNTAX WITH CHILDREN’S LITERATURE TO IMPROVE WRITING
Teachers in elementary school devote a lot of time to grammar, hoping that the knowledge gained by students will be put to good use in writing. The link between grammar and writing skills has not often been documented by research, especially regarding the syntactic aspects of the language (Saddler, 2012).
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Our team conducted a collaborative research (Desgagnés, 1997) in which teachers (N=19) from grades 1 to 6 were accompanied in their teaching of the concept of sentence from children's literature. Fourteen days of continuous education took place over a two-year period to provide teachers with strong conceptual bases on the notion of sentence (Riegel, Pellat & Rioul, 2014) and to offer them pedagogical ideas to teach syntax in authentic contexts promoting links between reading and writing with children's books (Olness, 2005).
This talk will present the support provided to teachers as well as the effects of this training on their teaching practices of syntax (through the observation of syntactic activities in class) and their grammatical knowledge (through interviews, grammaticality judgments and explanation of pupils’ errors). We will also describe pupils’ (N=494) evolution regarding syntactic knowledge (interviews) and its use in writing (written productions analysis).
Our monthly training during two years helped teachers to improve significantly their knowledge of syntax and to approach its teaching with more confidence. They taught notions about sentence (sentence types, structure analysis, transformation) through various practices presenting interesting levels of density and promoting links between reading and writing. They also integrated children’s literature to their teaching in various ways. Pupils gained a better understanding of syntax, which showed on their ability to use syntactic criteria to describe sentences and through certain aspects of their writing performance (sentences’ length, use of punctuation, syntactic richness, etc.). Even though clear correlations couldn’t be established between specific practices and children’s improvements in writing, our research shows that teaching syntax using authentic texts favours a positive attitude towards reading and writing, and that continuing education leads to increased expertise of teachers when it is planned collaboratively with pedagogical advisers, adjusted to teachers’ needs and given over a long period of time.
Keywords: sentence teaching, elementary school, syntax, children’s literature, collaborative research
References: Desgagnés, S. (1997). « Le concept de recherche collaborative : l’idée d’un rapprochement entre chercheurs universitaires et praticiens enseignants ». Revue des sciences de l’éducation, vol.23, no 2, 371-393. Olness, R. L. (2005). Using Literature to Enhance Writing Instruction : A Guide for K-5 Teachers. Neward, DE: International Reading Association. Riegel, M., Pellat, J.-C. et Rioul, R. Grammaire méthodique du français. Paris: Presses universitaires de France (PUF). Saddler, B. (2012). Teachers’ Guide to Effective Sentence Writing. NY: Guilford Press.
Anctil, Dominic & Dupin de Saint-André, Marie (Canada) VOCABULARY IN INTERACTIVE READ-ALOUD SESSIONS IN KINDERGARDEN: HOW DO TEACHERS HELP THE CONSTRUCTION OF MEANING?
It is well known, vocabulary is not taught systematically and on a regular basis in elementary school. Most of the time, vocabulary is discussed incidentally through reading and writing activities (Dreyfus, 2004). Interactive read-aloud sessions, a practice oriented towards the co-construction of meaning (Wiseman, 2011), therefore constitute a privileged moment for discussions about words. By analyzing 24 interactive read-aloud sessions conducted by six kindergarten teachers around four children's books, we tried to understand how they support the kids in the construction of the meaning of unknown words.
A first observation is that some teachers changed many words while reading to avoid using words that could block children’s comprehension: this alters the author’s voice and prevents kids from learning new words. Most of the teachers, though, took advantage of the interactive read-aloud context to draw children’s attention to specific words, and welcomed questions about vocabulary while reading. Some of the words discussed were common to different classes and we were able to compare the way teachers conducted the lexical discussions. We observed that around 75% of the discussions were efficient and led to a satisfying definition of the meaning.
While on some occasions teachers simply gave their pupils the information about meaning, they most of the time encouraged them to participate to its construction. Children and teachers used many strategies to explain
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words’ meaning: synonyms, antonyms, short definitions, illustrations, examples and mimes. We are still carrying out our analysis in order to understand which of these lexical aids led to a better understanding of the meaning and what kind of questions or interventions helped children the most in their efforts to build unknown words meaning.
Our observations give us some hints on how teachers could take greater advantage of the lexical discussions that occur through reading activities. The question of vocabulary retention and follow-up after such read-alouds will also be discussed.
Angelova, Tatyana G. (Bulgaria) WHAT WE HAVE TO DO WITH DATA FROM INTERNATIONAL LITERACY STUDIES (PIRLS’2006 AND PISA’2009) AND FROM NATIONAL EXTERNAL ASSESSMENT. ACHIEVEMENTS OF BULGARIAN LEARNERS IN LITERACY -L1 READING
Background of the study Achievements of Bulgarian students in PIRLS’2006, PISA’2009 and in National External Assessment in Bulgarian language and Literature give us important information about the quality of L1 Reading. According to PISA the results of Bulgarian students are unsatisfactory. According to PIRLS survey - they are high. Bulgaria is the only country where the results from PISA and PIRLS are so different. National External Assessment proves statistically significant difference between students with high results and students with very low achievements in L1 reading.
Research question What do we have to do with data from PIRLS’2006 and PISA’2009 and from National External Assessment in order to improve the quality of literacy education in Bulgaria? The rich available database provokes creating the system development strategy which could meet the changing demands of the labor market and the changing European educational context. The thesis argues that if we could manage the process of evaluation, we will be able to manage the quality of literacy education.
Theoretical framework The strongholds of the theoretical framework are: the market orientated philosophy of assessment, lifelong learning, national educational tradition and the European educational context. There are two possible approaches in the management of the literacy education quality. PISA study provides arguments in favor of the labor market oriented approach. The second study, PIRLS, gives us philosophy of education, which is closer to Bulgarian tradition.
Methodology The methodology is based on concepts such as literacy, functional literacy, multifunctional literacy
Data The data is excerpted from PISA ‘2009, PIRLS’2006 and from external assessment in Bulgarian Language Teaching.
Discussion Creating the strategy which has to promote literacy is a possible answer of the research question. Following the methodology we could outline three possible solutions. The first one – functional literacy should be preferred as a goal of national external evaluation. Another solution – assessment has to adhere to the philosophy of PIRLS (the main purpose – reading literacy). The third solution – to seek alternating periods in education related to the achievement of: a) literacy (first key competence according to the European framework), b) reading literacy, c) functional literacy, d) multifunctional literacy.
Keywords: Literacy Studies, L1 Reading, National External Assessment
References: Analyzing the Results from External Assessment in Bulgaria (in Bulgarian) http://cssc-bg.com/e-library/publications/text-books-cssc/angelova-2005
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PIRLS’2006 International Report http://timss.bc.edu/PDF/p06_international_report.pdf PISA’2009 Results: What Students Know and Can Do http://www.oecd.org/pisa/pisaproducts/48852548.pdf
Araujo, Luisa (Portugal) LITERACY PRACTICES AND SKILLS AND READING ACHIEVEMENT IN EU COUNTRIES: THE PROGRESS IN INTERNATIONAL READING LITERACY STUDY 2011 (PIRLS)
Shared book reading and alphabet knowledge before the start of compulsory education are strong predictors of students’ reading achievement in primary school. Evidence indicates that children reap great benefits from parental book reading for it positively impacts later reading comprehension. Similarly, research shows that children’s ability to identify alphabet letters before school starts influences later reading ability. Studies with data from the Program for International Reading Literacy Study (PIRLS) have found that early literacy activities and skills impact achievement at the fourth grade level. PIRLS reports also indicate a positive relationship between parents having engaged in early literacy activities with their children and achievement and that students’ reading scores vary according to different parental education levels. This study tested whether frequency of book reading and extent of alphabet knowledge is associated with different reading achievement for students whose parents are from high and from low parental education levels in EU countries. Findings suggest that when comparing students of similar parental backgrounds there is a positive relationship between performance in reading and higher book reading frequency and higher alphabet knowledge. In general, for students whose parents have low educational levels high alphabet knowledge makes more of a difference in achievement than for students with high parental educational level. For students whose parents have high educational levels book reading can make more of a difference in students’ scores when compared with those whose parents have lower educational level, but not in all countries. Implications for policy are discussed in light of current efforts to boost literacy levels in EU countries.
Keywords: The Program for International Reading Literacy Study (PIRLS), Reading achievement, home book reading, alphabet knowledge and parental education
Piaste, S, B. & Wagner, K. (2010) Developing early literacy skills: A meta-analysis of alphabet learning and instruction, Reading Research Quarterly, 45 (1), pp. 8-38. Sénéchal, M. (2012). Child language and literacy development at home. In Barbara A. Wasik (Ed,). Handbook of Family Literacy. London: Taylor and Francis. Sénéchal, M. (2006). Testing the home literacy model: Parental involvement in kindergarten is differentially related to grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Journal of the Scientific Study of Reading, 10, 59-87.
Arias-Gundín, Olga (Spain) INSTRUCTION IN REVISION PROCESS: SURFACE REVISION VS. DEEP REVISION
Textual revision is considered, from general theoretical writing models, as an important process that affects directly the quality of texts written by students. Revision is conceived as a cognitive process of self-regulation in solving textual problems. When it is necessary to solve a problem within an existing text, the writer must recognize the problem and then take appropriate steps to correct it. Such problem-solving involves comparing a representation of the actual text to a representation of the intended text. Several processes in this sequence can be problematic for novice writers. Aims for this study are firstly, to verify the efficacy of the use of instructional programs in modifying students’ revision of their texts, and secondly, to contribute information as regards the value of focusing instruction at the various level of textual depth (surface or deep). 88 students took part in the study; all the students were studying in the 2nd grade of Spanish Secondary Obligatory Education (E.S.O.), and ranged from 13 to 15 years old. For this investigation, an experimental design using four groups was used. Three groups received training in one modality of the elaborated instructional programs (surface revision, deep revision or mixed revision). With rewriting task, we assessed productivity, coherence and revision; all of them are text-based measures. The program uses dynamic assessment as the principal instructional resource with four levels of help as regards
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the selection and execution of the revision strategies. At the first level of help (minimal level), the students directly re-write the texts with the assistance of a series of self-questions. In the second level (middle I level), the texts are re-written with help of revision guides. At the third level of help (middle II level), we show a complete list of the revision strategies to facilitate the student’s choice for the re-writing of the text. During the last level of help (maximum level), we show the student a list of all the executed strategies from which he must choose and use when re-writing. Each level of help is worked on during two sessions. The preliminary results reveal that training is effective.
Keywords. Revision process, instructional study, dynamic assessment, deep revision, surface revision.
References:Allal, L., Chanquoy, L., & Largy, P. (2004). Revision cognitive and instructional processes. New York: Kluwer Academic Publishers. Arias-Gundín, O., & García, J. N. (2007). La tarea de reescritura para evaluar la revisión textual [The re-writing task to assess the textual revision]. Boletín de Psicología, 90, 33-58. Hayes, J. (2004). What triggers revision? En L. Allal, L. Chanquoy, & P. Largy, Revision: cognitive and instructional processes (pp. 9-20). New York: Kluwer Academic Publisher. McCutchen, D. (2011). From novice to expert: implications of language skills and writing-relevant knowledge for memory during the development of writing skill. Journal of Writing Research , 3 (1), 51-68.
Arias-Gundín, Olga (Spain) HOW DO STUDENTS OF PRIMARY AND SECONDARY EDUCATION REVISE?
The theoretical models of the revision process consider textual revision to be a recursive activity carried out throughout the whole writing process and that it is closely united with memory as much at the working memory level as at the long term memory level and is influenced by different cognitive aspects and individual factors. With this in mind, reflexive revision is characteristic in writers with greater skill who attend to and effect changes both at a surface level and a deep level, altering even the meaning of the text produced up to that moment. Whereas, on the contrary, less skilled writers revise their texts in a more sporadic and less exact fashion, centring on the mechanical aspects such as spelling and punctuation etc. They even develop a concept of writing in which they equate textual quality with good presentation and the lack of surface errors. We examined the acquisition of the skills involved in the revision process of writing by means of a rewriting task. We expect that the emphasis on the surface aspects of the revision diminishes relative to the student’s age at the same time as it increases as regards the deep aspects, supposing that the first skills that are acquired are the mechanical skills as their automation is necessary for the development of accurate revision of the semantic aspects that are acquired later. This is a descriptive cross-sectional study, in which 958 students took part from 24 schools in the province of León. They were studying in the 5th-6th grade of Spanish Primary Education and in the 1st-2nd grade of Spanish Secondary Obligatory Education, and ranged in age from 9 to 14 years old. With rewriting task, and by means of text-based measures, we assessed productivity, coherence and revision. The preliminary results show that for these educational levels the surface aspects are almost acquired as no statistically significant changes were observed in them. On the contrary, we can observe significant changes in two strategies related to deep revision: addition and deletion, that is, these strategies are the first that students acquire.
Keywords. Revision process, rewriting task, deep revision, surface revision.
References: Allal, L., Chanquoy, L., & Largy, P. (2004). Revision cognitive and instructional processes. New York: Kluwer Academic Publishers. Arias-Gundín, O., & García, J. N. (2007). La tarea de reescritura para evaluar la revisión textual [The re-writing task to assess the textual revision]. Boletín de Psicología, 90, 33-58. Hayes, J. (2004). What triggers revision? En L. Allal, L. Chanquoy, & P. Largy, Revision: cognitive and instructional processes (pp. 9-20). New York: Kluwer Academic Publisher. McCutchen, D. (2011). From novice to expert: implications of language skills and writing-relevant knowledge for memory during the development of writing skill. Journal of Writing Research , 3 (1), 51-68.
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Arregi, Ana, Illesca, Bella, G Doecke, Brenton, B. Parr, Graham, Susana Pereira, Iris, Kirkby, Jane, Faulkner, Julie, Bellis, Natalie, Aharonian, Nikki, P.W. Leung, Pamela & Bulfin, Scott (several countries) L1 EDUCATORS IN DIALOGIC COMMUNITIES: NEGOTIATING THE POLITICS OF L1 PROFESSIONAL LEARNING (1/2)
Governments across the world are now unquestionably committed to a policy of standardisation of L1 education practices, including professional learning. The politics of L1 professional learning is such that government policy is rarely troubled by rigorous debates in the research literature about the epistemology, context and/or ethics of L1 educators’ practice. Taubman (2009) has pointed out that while some literature claims standards-based professional learning improves student learning outcomes (e.g., Auguste et al., 2010; Timperley, 2011), this literature is composed almost entirely of studies that fail to engage with epistemology or the ethical dimensions of professional practice. Research is now detailing a range of unintended but nonetheless injurious consequences of standards-based reforms on educators’ identity and practices and on their students’ learning (e.g., Gannon, 2012; Parr et al., 2014; Doecke et al., 2012; Turvey et al., 2012). Meanwhile, large-scale inquiries across the world continue to advocate for the value of collaborative practitioner inquiry in critical communities as a powerful form of professional learning.
This symposium critically investigates and compares inquiry-based professional learning programs for L1 teachers and L1 pre-service teachers in different linguistic and cultural settings that involve oral and written reflection in dialogic communities. The papers explore and critically scrutinise forms of reflexive collaborative scholarship, by explicitly situating L1 teachers’ and L1 pre-service teachers’ professional learning experiences vis-à-vis the particular cultural, linguistic, historical and policy contexts of the programs. They ask questions like: What are the ethics of professional learning standards that purport to tell L1 educators what they should know and be able to do? What knowledge claims can be made about L1 education when professional learning appears to be richer than the pre-existing standards that attempt to frame it?
INSTITUTIONS: a Monash University, Melbourne, Australia b Deakin University, Australia c Institute of Education, University of Minho, Portugal d Hong Kong Institute of Education, Hong Kong e Israel Ministry of Education, Israel f University of the Basque Country, Spain g St Paul’s Grammar School, Warragul, Australia h Radboud University, Nijmegen, the Netherlands i University of Southern Denmark, Odense, Denmark
EMAIL ADDRESSES OF SYMPOSIUM CONTRIBUTORS Nikki Aharonian: [email protected] Andrea Allard: [email protected] Ana Arregi: Natalie Bellis: Scott Bulfin: [email protected] Brenton Doecke: [email protected] Julie Faulkner: [email protected] Bella Illesca: [email protected] Jane Kirkby: [email protected] Pamela Leong: [email protected] Graham Parr: [email protected] Iris Pereira: [email protected]
The following persons will present in this session (1/2): Nikki Aharonian Brenton Doecke Bella Illesca Julie Faulkner & Jane Kirkby
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Nikki AharonianThere has been a resurgence in interest in professional development (PD) programs that offer L1 literacy teachers an opportunity and a guided community in which to write and share their writing (Cremin & Myhill, 2012; Locke, Whitehead & Dix, 2013). The rationale for these programs frequently emphasises the value of teachers themselves experiencing and reflecting on writing in collaborative and respectful professional communities. There is some evidence to suggest that these experiences enable L1 educators to better appreciate the pleasures, challenges and learning that their own students may experience in the social writing spaces in classrooms (Yagelski, 2012). Other studies look beyond the honing of writing pedagogy in PD programs as such and investigate the identity work (Gee, 2000) that is possible through educators writing dialogically together and reflecting on their sense of themselves as writers, educators and learners (van de Ven & Doecke, 2011). In this paper, I report on a practitioner inquiry study in Israel, in which cohorts of L1 educators from different primary schools, representing diverse cultural groups, met regularly to write and collaboratively reflect on their writing pedagogy. The study critically and reflexively focuses on the writing and dialogue generated within this course recognized by the Israeli Ministry of Education. The 30 hour program has been designed and regularly modified to sit within the boundaries of Israeli policy guidelines, but also to encourage participating teachers to reflect upon and challenge some national policies through their writing. Data, in the form of teachers’ written reflections, letters, and narratives, has been collected over the seven years of the program. Drawing on this data, interviews and my own research journal, I explore the potential of a government supported PD program to meet the particular needs of the participants in their unique settings and still satisfy standardised requirements of these teachers as articulated in government policy. While encouraging these teachers to explore and understand their practice, I have confronted my own assumptions about writing, writing pedagogy and professional learning. Assuming the role of leader in these programs has significantly enhanced my own professional learning as both a teacher and teacher-educator.
Keywords: professional learning; teacher writing; dialogic learning, writing pedagogy; practitioner inquiry
References: Cremin, T. & Myhill, D. (2012). Writing voices : creating communities of writers. New York: Routledge. Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125. Locke, T., Whitehead, D., & Dix, S. (2013). The impact of teachers’ “writing project” professional development on teachers’ self-efficacy as writers and teachers of writing. English in Australia, 48(2), 55-70. van de Ven, P.-H., & Doecke, B. (Eds.). (2011). Literary praxis: A conversational inquiry into the teaching of literature. Rotterdam: Sense Yagelski, R. (2012). Writing as praxis. English Education, 44(2), 188-202.
Brenton G DoeckePresenting authors: Brenton Doecke & Andrea Allard
This paper applies Bahktin’s understanding of dialogism to analyse conversations between teachers involved in two major research projects funded by the Australian Research Council. The first project focused on how Australian literacy educators were handling the challenges of the recent imposition of nation-wide standardized literacy testing. The second project focused on the ‘effectiveness’ of teacher education, involving interviews with early career teachers over four years, in which they gave accounts of their experiences in moving from university to school.
The primary focus of this paper is on how these two distinct groups of teachers use narrative in order to understand their professional practice as it is being shaped by standards-based reforms. The first part of the paper will focus on conversations of experienced teachers, when they drew on their memories to understand their current situation. The second part will focus on how early career
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teachers use storytelling to explore their professional identity vis-à-vis the institutional settings in which they are working. Through participating in focus group discussions, these teachers did far more than generate data that served the purposes of the research project. They were engaged in identity work and the joint construction of knowledge (Mercer 1995) that challenges the knowledge privileged by standards-based reforms.
The aim of the paper is to employ Bahktin’s concept of dialogism to rethink the value of storytelling as a means of inquiry into the professional practice of language educators. The stories that teachers tell might easily be dismissed as merely anecdotal – too concrete and specific to serve the purposes of a scientific inquiry, at best raw material on the basis of which researchers might make generalisations about their work. The instances of storytelling through conversation that will be explored show their value as forms of inquiry, as knowledge work of a very complex kind. The argument will be that this form of inquiry is more suitable to exploring the complexities of language education, enabling language educators to be more responsive to the specificity and diversity of the situations in which they work, than the evidence typically invoked by standards-based reforms.
Keywords: dialogism; standards-based reforms; teacher education; standardized literacy testing
References: Mercer, N. (1995). The guided construction of knowledge. Clevedon, Avon: Multilingual Matters.
Julie Faulkner & Jane KirkbyPresenting authors: Julie Faulkner & Jane Kirkby (Monash University)
This paper reports on our work as teacher educators and researchers in a multicultural school in Melbourne, Australia, where we had initially sought to examine and reclaim the role of storytelling in primary school English curriculum. We aimed to enhance children’s literacy practices through their listening to and participating in oral storytelling, prompted by a storyteller invited to the school. In the process of our work on this project, the focus shifted from the interactions between the invited storyteller and the students, to the classroom teachers’ personal practical knowledge (Clandinin, 1992), and how this impacted on their adoption of storytelling practices in the classroom. Data were gathered through audio recorded professional conversations, interviews and field notes, and the interpretive strategies of broadening, burrowing and restorying were employed (Connelly & Clandinin, 1990). Crafted paired narratives (Connelly & Clandinin, 1996), shaped by elements of space, place, and time (Connelly & Clandinin, 1990), suggest that integral to extended communicative practices in the classroom lies teacher confidence in assuming the storytelling role. This paper reflexively explores the ways that the teachers in this school engaged in small dialogic group learning (comprising the teachers and ourselves), enabling dynamic classroom storytelling partnerships.
Keywords: storytelling, primary education, teacher confidence, dialogic learning.
References: Clandinin D., & Connelly, F. (1996). Teachers’ professional knowledge landscapes: Teacher stories-stories of teachers-school stories-stories of school. Educational Researcher, 25(3), 2-14 Clandinin, D. J. (1992). Narrative and story in teacher education. In T. Russell & H. Munby (Eds.), Teachers and teaching: From classroom to reflection (pp. 124-137). London: Falmer Press Connelly, F. and Clandinin, D. (1990). Narrative Inquiry: Experience and story in qualitative research. Educational Researcher 19(5), 2-14.
Bella Illesca"A plurality of independent and unmerged voices and consciousness, a genuine polyphony of fully valid voices is in fact the chief characteristic of Dostoevsky's novels. What unfolds in each of his works is not a multitude of characters and fates in a single objective world, illuminated by a single authorial consciousness; rather a plurality of consciousnesses, with equal rights and each with its own world, combine but are not merged in the unity of the event." (Bakhtin, 1984, p.6)
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In this paper, I use narrative inquiry to explore the ethics and politics of representation in collaborative research relationships with English teachers. I draw on my experiences of conducting research in a culturally diverse high school, where more than a third of the students are refugees, to reflect on the role that storytelling and language play in mediating the lived relations and experiences of English teachers and their students as they go about their everyday work in one of Melbourne’s most disadvantaged areas. I examine my discursive and textual representations of an annual event in the life of the high school, ‘International Day’, to explore how “each and every word expresses the ‘one’ in relation to the ‘other’” (Volosinov, 1973, p. 86). I ask: How do stories mean? ‘What are the structures of thought and languages that give stories their form and meanings?’ And, I explore the ways in which the act of ‘entering’ a school site to conduct research is a creative, ethical and relational activity (Bakhtin, 1984, 1993). The research utilises the theories of Bakhtin (1984), and in particular his concept of dialogism, because they offer more than just a philosophy of language, but also ‘an account of relations between people and between persons and things that cut across religious, political and aesthetic boundaries’ (Clarke & Holquist, 1984, p. 348). Through this theoretical and discursive framework, I am able to examine the possibilities of constructing accounts of other peoples’ lives that offer rich expressions / understandings of the dialectical tensions that see our lives lived as ‘part subjects, part objects, the voluntary agents of our involuntary determination’ (Thompson, 1995). In other words, I am interested in research practices that offer more humanizing ways of understanding the lives of others.
Keywords: Storytelling, language, learning, ethics, professional practices
References: Bakhtin, M. M. (1981). The dialogic imagination: Four essays. M. Holquist (Ed.).C. Emerson and M. Holquist (Trans.). Austin: University of Texas Press. Bahktin, M. (1993). Toward a philosophy of the act. V. Liapunov and M. Holquist (Eds.). V. Liapunov (Trans.). Austin: University of Texas Press. Clarke, K., and Holquist, M. (1984). Mikhail Bakhtin. Cambridge, MA: Harvard University Press. Britzman, D., and Pitt, A. (2003). Speculations on qualities of difficult knowledge in teaching and learning. The International Journal of Qualitative Studies in Education, 16(6), . Thompson, E.P. (1978). Poverty of theory. London: Merlin Press. Volosinov, V. N. (1973) Marxism and the philosophy of language. L. Matejka and I.R. Titunik (Trans.). New York and London: Seminar Press.
Arregi, Ana & Illesca, Bella, G Doecke, Brenton, B. Parr, Graham, Susana Pereira, Iris, Kirkby, Jane, Faulkner, Julie, Bellis, Natalie, Aharonian, Nikki, P.W. Leung, Pamela & Bulfin, Scott (country unknownL1 EDUCATORS IN DIALOGIC COMMUNITIES: NEGOTIATING THE POLITICS OF L1 PROFESSIONAL LEARNING (2/2)
Governments across the world are now unquestionably committed to a policy of standardisation of L1 education practices, including professional learning. The politics of L1 professional learning is such that government policy is rarely troubled by rigorous debates in the research literature about the epistemology, context and/or ethics of L1 educators’ practice. Taubman (2009) has pointed out that while some literature claims standards-based professional learning improves student learning outcomes (e.g., Auguste et al., 2010; Timperley, 2011), this literature is composed almost entirely of studies that fail to engage with epistemology or the ethical dimensions of professional practice. Research is now detailing a range of unintended but nonetheless injurious consequences of standards-based reforms on educators’ identity and practices and on their students’ learning (e.g., Gannon, 2012; Parr et al., 2014; Doecke et al., 2012; Turvey et al., 2012). Meanwhile, large-scale inquiries across the world continue to advocate for the value of collaborative practitioner inquiry in critical communities as a powerful form of professional learning.
This symposium critically investigates and compares inquiry-based professional learning programs for L1 teachers and L1 pre-service teachers in different linguistic and cultural settings that involve oral and written reflection in dialogic communities. The papers explore and critically scrutinise forms of reflexive collaborative scholarship, by explicitly situating L1 teachers’ and L1 pre-service teachers’ professional learning experiences
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vis-à-vis the particular cultural, linguistic, historical and policy contexts of the programs. They ask questions like: What are the ethics of professional learning standards that purport to tell L1 educators what they should know and be able to do? What knowledge claims can be made about L1 education when professional learning appears to be richer than the pre-existing standards that attempt to frame it?
The following persons will present during this session (2/2):
Pamela P.W. Leung Graham Parr & Scott Bulfin Ana Arregi, Brenton Doecke & Iris Susana Pereira
+ discussants.
Graham B. Parr & Scott BulfinPolicies of increased standardisation and intensified accountability across the world are mediating how L1 educators in schools and higher education engage in professional learning. While some teachers in schools and teacher educators are experiencing a loss of autonomy (Parr, Turvey et al., 2014), others are forging dialogic networks across sectors to learn from and with each other, building new knowledge about L1 teaching and learning, and forging a renewed sense of identity as educators through professional critical dialogue. In the English speaking world, there are strong historical precedents for these kinds of respectful dialogic networks comprising teacher educators in universities and English teachers in schools. These include the National Writing Project in the US (Whitney & Friedrich, 2013), the STELLA project in Australia (Doecke, 2006), teacher writing groups in New Zealand (Locke, Whitehead & Dix, 2012) and the famous Walworth school in 1950s England (Medway et al., 2014). A key dimension of all of these networks has been the production and sharing of reflective and/or narrative-based writing in a trusting dialogic space, a space which appreciates the situated nature of professional knowledge and practice in L1 education. These previous projects have shown how participants in these networks made full use of the dialogic potential of language and diverse professional cultures to generate new knowledge and strengthen professional identity. This paper uses ethnographic and narrative analysis methods to critically inquire into an ongoing professional learning project for L1 educators in Australia, titled stella2.0, in order to better understand the value of such projects in the professional lives of participants. Drawing on the rich traditions and epistemological frameworks of these earlier projects, stella2.0 does not attempt to merely reprise successful professional learning projects of the past. As might be expected in a very different policy, curriculum and practice context in the second decade of the twenty first century, the stella2.0 project expands the notion of professional critical dialogue across culture, time and space through a range of digital affordances and through engagement with provocative research voices in the field. Teachers and teacher educators in stella2.0 powerfully affirm the value of their participation in the project, and yet the challenge remains as to how best to advocate for that participation in a world of metrics-driven accountability regimes.
Keywords: Professional learning; professional identity; teacher writing; dialogic professional networks
References: Doecke, B. (2006). Beyond externalizing and finalizing definitions: Standards for teachers of English language and literacy in Australia (STELLA). English in Education, 40(1): 36-50. Locke, T., Whitehead, D., & Dix, S. (2013). The impact of 'writing project' professional development on teachers' self-efficacy as writers and teachers of writing. English in Australia, 48(2), 55-69. Medway, P., Hardcastle, J., & Brewis, G. (2014). English teachers in a postwar democracy: Emerging choice in London schools, 1945-1965. Palgrave Macmillan. Parr, G., Turvey, A., & Lloyd, J. with Castaldi, R. (2014). Creativity in pre-service and early-career English teaching: Negotiating a hostile policy environment. In B. Doecke, G. Parr & W. Sawyer (Eds.), Language and creativity in contemporary English classrooms (pp. 103-118). Putney, NSW: Phoenix Education. Whitney, A. E. & Friedrich, L. (2013). Orientations: The legacy of the National Writing Project for the teaching of writing. Teachers College Record, 115(7),
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Ana Arregi & Brenton G Doecke & Iris Susana Pereira"So long as I am in existence, I am in a particular place, and must respond to all [the] stimuli either by ignoring them or in response that takes the form of making sense, of producing – for it is a form of work- meaning out of such utterances." (Holquist, 2002)
The dialogic nature of language is the central tenet of Bakhtin’s socially situated view of language (Bakhtin, 1934). Teachers’ voices are no exception to the multivoiced nature of language as characterized by Bahktin. In this paper, we discuss the assumption that multivoicedness is a prerequisite, though a difficult one to attain, of L1 teachers working in every context and, in particular, in multicultural and multilingual settings. Our assumptions of L1 teacher learning as a process of dialogue with others stem from our analysis of pre-service teachers’ voices as represented in the writings they accomplish during their theoretical and practical education, which we scrutinized for the presence of others’ voices. For the analysis, we brought together Bakhtin’s ideas with Shulman’s theory of teacher’s specific knowledge (Shulman, 1986, 1987), which we revisited to specify knowledge concerning multicultural and multilinguistic settings (Cummins, 1979/1983; Hornenberg, 2006). We analysed two instances of pre-service teachers texts from a different linguistic and cultural context (monolingual and multilingual/bilingual). The analysis revealed evolving patterns of multivoicedness in teachers’ writings (from a proliferation of voices to a monologic voice) and it also revealed a major difficulty in actually dialoguing with multilingual contexts (as evident in the silent voices that we expected to be audible in teachers’ writings). The most important interpretation stemming from our analysis points to the conception of teacher’s learning as resulting from a necessary dialogue with -and appropriation of- other voices, though the voices of students who speak other languages and the voices that theorise multilingual education seem to be particularly difficult to answer to, in consonance with Hornenberg's (2006) statement that “the implementation of multilingual language policies through multilingual education brings with it choices, dilemmas and even contradictions in educational practice”.
Keywords: Dialogism; teacher education; teachers' voices; teachers’ writing; multicultural and multilingual settings
References: Bakhtin, M. (1934/1981). Discourse in the novel. In The dialogic imagination. C. Emerson and M. Holquist (Trans.). Austin: University of Texas Press. Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational research, 49, 222-252. Holquist, M. (2002). Dialogism: Bakhtin and his world. London: Routledge. Hornberger, N. (2006).Voice and biliteracy in indigenous language revitalization: Contentious educational practices in Quechua, Guarani, and Maori contexts. Journal of Language, Identity, and Education 5(4), 277-292. Shulman, L. (1987). Knowledge and teaching: foundations of a new reform. Harvard Educational Review, 57(1), 1-22. Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(4), 4-14.
Pamela P.W. LeungHong Kong has been a popular city where the East meets the West. Despite British rule for 150 years, the use of English has been confined to the legal, commercial and higher education arenas. The first language (L1) of nearly 7 million people in Hong Kong is Chinese and the spoken dialect Cantonese is commonly used as a social language. To teach the Chinese Language subject, a schoolteacher usually uses Cantonese as the medium of instruction as Cantonese is considered the L1 of both the teacher and students. Such convention was challenged when the sovereignty of Hong Kong was returned to the People's Republic of China (PRC) in 1997. By the national standard in PRC, schools should adopt
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Putonghua (Mandarin) as the teaching medium regardless of any local dialects. Although it is not yet an official norm, many schools in Hong Kong have started teaching Chinese Language in Putonghua. As a result, pre-service teachers are expected to be proficient not only in Putonghua but also in teaching Chinese through a non-native language. While the effectiveness of teaching Chinese in Putonghua is still controversial, the scenario is worsened by the steady growth of non-Chinese speaking (NCS) population in last decades. Scattered in different schools, some 40,000 students from non-Chinese ethnic background have to study Chinese Language so as to live an ordinary life in Hong Kong. In addition to being capable to teach Chinese students L1 Chinese in different media (Cantonese or Putonghua), pre-service teachers would also need to be prepared to teach NCS students according to the L1 Chinese Language curriculum. To depict an update knowledge-base required of Chinese language teachers in the changing social context and to reveal the complexity of learning to become a schoolteacher of Chinese in Hong Kong, this paper will adopt a content analysis method to examine the official curriculum and assessment guidelines for different target groups of students and discuss the implications for L1 teacher education in the local and global contexts.
Keywords: Teacher knowledge; Language teacher education; Language curriculum
References: Curriculum Development Council. (2014). A second language framework of the Chinese Language curriculum. Hong Kong: Education Bureau, The Government of the Hong Kong Special Administrative Region. Curriculum Development Council. (2008). Supplementary guide to the Chinese Language Curriculum for non-Chinese speaking students. Hong Kong: Education Bureau, The Government of the Hong Kong Special Administrative Region. Curriculum Development Council. (2004). Chinese Language curriculum guide (Primary 1-6). Hong Kong: Education Bureau, The Government of the Hong Kong Special Administrative Region. Curriculum Development Council. (2001). Chinese Language curriculum guide (Junior secondary and senior secondary). Hong Kong: Education Bureau, The Government of the Hong Kong Special Administrative Region. Grossman, P. L., Wilson, S. M., & Shulman, L. S. (1989). Teachers of substance: Subject matter knowledge for teaching. Knowledge base for the beginning teacher, 27.
Atkin, Hilla & Amir, Alisa (Israel) THE YUMMY YUMMY CASE IN ISRAEL
The writing process is a cognitive-interactive process which is directed to the reader on one hand and on the other hand, to the reading process, and assumes in advance the readers' active role and the dialogic aspect of writing (Amir & Atkin, 2014). In the last decade writing instruction in Israel has been focusing on the process of writing. However, this instruction has been emphasizing on revision processes which the writer experiences throughout writing, and on the writer's role, mainly as a writer. The role of the reader as part of the dialogic interaction has not been sufficiently nurtured. In this presentation, we shall expose preliminary results of a research which implements The Role Theory (Braaksma et al., 2004) in writing instruction. According to this theory, the writer changes roles: writer, reader and observer (Rijlaarsdam et al., 2009). The students become involved in a discourse community, who investigates its own learning, and has a few tasks: to construct knowledge on writing and on genres, and to observe the writing of each of the members from different points of view: as readers and as observers. In the role of the reader – the readers read texts, which were written by other writers; the writers observe the readers who read their texts (Rijlaarsdam et al., 2009, 2008). The observation enables the writers and other peers to become researches who study the written text. The assumption is that this process elaborates on the writers' self-regulation processes and genre awareness, which are influenced by observing the reader, and contribute to the improvement of writing. The research in Israel is part of a wider research based in The Netherlands, and has been studied in mid-school in Dutch and in secondary school in English as a second language. In 2014, adaptations were made to Hebrew speakers.
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The research included 210 students in 7th and 8Th grades from various regions of Israel. It aimed to check to what extent the implementation of the Role Theory improves students' writing, and which role, if at all, has more influence over the writing. The research is based on a quantitative component, which consists of questionnaires, and a qualitative part - a textual analysis of the writing products pre and post intervention. The results might offer alternatives for writing instruction, which include inquiry activities based on observation. These activities are likely to enhance students' construction of knowledge on writing, on genre and develope their audience awareness. Amir, A. & Atkin, H. (2014). Dialogicity in the argumentative writing of secondary school students: A comparative study, in Inbar, D. (Ed.) Dapim, 57, 37-54. (In Hebrew)
Braaksma, M., Rijlaarsdam, G. van den Bergh, H. & van Hout-Wolters, B. (2004). Observational learning and its effects on the orchestration of writing processes, Cognition and Instruction, 22 (1) 1-36.
Rijlaarsdam, G., Braaksma, M., Couzijn, M., Janssen, T., Kieft, M., Raedts, M. & Van den Bergh, H. (2009). The role of readers in writing development: Writing students bringing their texts to the test. The SAGE handbook of writing development, 436-452.
Rijlaarsdam, G. C. W., Braaksma, M. A. H., Couzijn, M. J., Janssen, T. M., Raedts, M., van Steendam, E., & van den Bergh, H. (2008). Observation of peers in learning to write: Practice and research. Journal of writing research, 1, 53-83.
Aw, Guat Poh, Fang, Li-Na & Xiong Tan, Wei (Singapore) LOCALISATION OF CURRICULAR CONCEPTIONS AND PEDAGOGICAL PRACTICES IN CHINESE LANGUAGE INSTRUCTION: A PHENOMENOGRAPHIC STUDY OF PRC TEACHERS IN SINGAPORE SCHOOLS
Since the 1990s, Singapore’s Ministry of Education (MOE) has been recruiting teachers from the People’s Republic of China (PRC) to be Chinese language (CL) teachers in primary and secondary schools. These teachers typically graduated from Chinese Normal universities, with training in first language pedagogy. However, teaching of CL in Singapore is getting complex, with an increase in ethnic Chinese students from English-speaking home backgrounds who face great difficulty in learning their “mother tongue”. The challenges are further exacerbated by a growing pool of students of diverse ethnicities and nationalities taking CL as a subject, as well as MOE’s move to nurture 21st century competencies through the national curriculum. Against this background, the study aimed to understand how 9 teachers from PRC, with at least 3 years of experience teaching in Singapore, “localised” their curricular conceptions and instructional practices to adapt to the evolving education context. Drawing on phenomenography, which posits the object of research as qualitative variation in individuals’ ways of experiencing the world (Marton and Booth, 1997), the teachers were asked to reflect on their teaching experiences through a semi-structured, open-ended questionnaire. Specifically, they described their perceptions of the learning difficulties faced by students in reading and writing of CL; their interpretation and experiences in using standardised textbooks designed by MOE; and their classroom practices. The teachers’ reflections were triangulated with analysis of their lesson plans. The study found that the teachers were able to discern the shift towards English in the students’ lingua franca and were also able to clearly describe the difficulties that students faced in their CL reading and writing. The teachers also concurred with the curricula shift towards explicit learning of language skills and were able to articulate the critical features of MOE-designed textbooks that sought to scaffold language learning. However, the pedagogical practices exposited by the teachers tended to fall within the paradigm of first language, teacher-centred learning and did not address the learning difficulties that they had discerned among their students. The data indicated a gap between the teachers’ curricula conceptions and their pedagogical abilities to meet learning needs, though they were better able to integrate some second language approaches in the teaching of writing skills compared to that of reading skills. The need to enhance teachers’ pedagogical content knowledge in the teaching of Chinese as a second language and student-centred learning approaches is discussed.
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Awramiuk, Elżbieta & M. Krasowicz – Kupis, Grażyna (Poland) TOOLS FOR A DIAGNOSIS OF EARLY WRITING ABILITIES
Young children’s writing provides insight into phonological representations of words, reflects strategies of phonological segmentation, allows inference about their conceptualisation of written language and its relation to spoken language, illustrates the process of increasing language and orthographic awareness (National Early Literacy Panel 2008; Sangster, Deacon 2011; Senechal et al 2012). Our aim is to present the tests battery for the assessment of spelling skills at the start of education, developed within the Educational Research Institute (IBE) Project in Warsaw – “The early identification of specific reading and spelling disorders in Polish children” (Krasowicz-Kupis, 2014; Krasowicz-Kupis et al 2015a, b). The battery consists of five tests for assessing the graphotactic, morphological, phonological and orthographic awareness, as important abilities connected with spelling success (Rispens et al 2008; Deacon et al 2008; Awramiuk 2014; Awramiuk, Krasowicz-Kupis 2014). Graphotactic awareness test assess whether the child has a sense of legal letter combinations in Polish without conscious letter analysis. Other tests check the degree of completeness and conventionality of phonological and orthographic representation. Transparent words building test examines the ability to forming simple words from movable alphabet letters and render their phonological structure. Transparent words dictation test assess the ability to write by ear a few words without spelling difficulties. Filling phrasal gaps test checks how children use the grammatical information (morphology) carried by the ends of words and how they write the same morphemes in different phonetic contexts. Text dictation allows to see how children: spell words with orthographic difficulties, segment words and use the punctuation. All tools have passed through a pilot (513 children, aged 6-8) and normalization studies (3800 children; aged 5;6 to 7;6, pre-primary and 1st grade, all monolingual Polish speaking) with controlling gender, SES etc. All tests have adequate psychometric properties (Awramiuk et al 2015). In the analysis of the validity, the regression analysis for all spelling tests and other variables (f.e. reading, phonology, cognitive abilities, risk of dyslexia etc.) were conducted. In the context of these results, the utility of the battery in early spelling abilities assessment will be discuss. It allows to monitor the development of children, to capture of any irregularities and implement of early intervention, to increase the teaching effectiveness through the individualization and predict the future reading and writing skills.
Keywords: early literacy, spelling ability, graphotactic awareness, phonological awareness, ortographic representation, spelling tests
References: Awramiuk, E. (2014). Invented spelling – a window on early literacy. Edukacja 2014, 5(130), 112–123. An interdisciplinary approach. Awramiuk, E., & Krasowicz-Kupis, G. (2014). Early literacy research in Poland – conditions, acquisition, contexts. Editorial. Contribution to a double special issue on Early literacy research in Poland, edited by Elżbieta Awramiuk and Grażyna Krasowicz-Kupis. L1-Educational Studies in Language and Literature, vol.14 , p. 1–5; http://l1.publication-archive.com/publication/1/1493. Awramiuk, E., Krasowicz-Kupis, G., Wiejak K., Bogdanowicz K. (2015). Bateria Testów Pisania IBE. Podręcznik [The Battery of IBE Spelling Tests. Textbook]. (in press) Deacon, S. H., Conrad, N., Pacton, S. (2008). A statistical learning perspective on children's learning about graphotactic and morphological regularities in spelling. Canadian Psychology, 49(2), 118–124. Krasowicz-Kupis G. (2014) Wczesna diagnoza specyficznych zaburzeń czytania i pisania [The early identification of specific reading and spelling disorders]. http://www.dysleksja.sli.ibe.edu.pl/images/download/WSTEP.pdf Krasowicz-Kupis, G., Bogdanowicz K., Wiejak K. (2015a). Bateria Testów Czytania IBE. Podręcznik [The Battery of IBE Reading Tests. Textbook]. (in press). Krasowicz-Kupis, G., Wiejak K., Bogdanowicz K. (2015b). Bateria Testów Fonologicznych IBE. Podręcznik [The Battery of IBE Phonological Tests. Textbook]. (in press). National Early Literacy Panel (2008). Developing Early Literacy: Report of the National Early Literacy Panel. Washington, D.C.: National Institute for Literacy. Retrieved from lincs.ed.gov/publications/pdf/NELPReport09.pdf (27.06.2014).
Rispens, J.E., McBride-Chang, C., Reitsma, P. (2008). Morphological awareness and early and advanced word recognition and spelling in Dutch. Reading & Writing, 21(6), 587–607.
Sangster, L., Deacon, S. H. (2011). Development in children’s sensitivity to the role of derivations in spelling.
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Canadian Journal of Experimental Psychology, 65(2), 133–139.
Sénéchal, M., Ouellette, G., Pagan, S., Lever, R. (2012). The role of invented spelling on learning to read in low-phoneme awareness kindergartners: a randomized-control-trial study. Reading & Writing, 25(4), 917–934.
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Balula, João Paulo, Amante, Susana, Silva, Ana Isabel, Melão, Dulce & Castelo, Adelina (Portugal) LITERARY TEXTS INCLUDED IN TEXTBOOKS OF PORTUGUESE AND LITERACIES IN L1 EDUCATION
At a time when the tendency is to embrace immediacy and the easy path, the reading of literary texts from different periods, genres and countries becomes an essential activity for gaining linguistic, cultural, historical and world knowledge. Literature, as a complex phenomenon, enables the dialogue between the contemporary reader and the generations that preceded him/her, contributing towards the discovery and interpretation of differences and continuities. The acquisition of a particular semiotic baggage that comes from the reading of literary texts, as well as the ability to question oneself and to intervene in the real world, enhance a reader-text dialogic interaction, which is capable of generating important educational effects. Thus, its relevance to the training of autonomous, competent and critical readers stands out. In light of the above, using as a theoretical framework the Portuguese government guidelines relating to literary education - the National Reading Panel, the Curriculum of Portuguese language for Primary and Middle School Education and the Common Core State Standards for Portuguese - we selected a total of eight textbooks of Portuguese – six for primary school education and two for the first two years of middle school –, by five different publishing houses, and we examined their literary texts, bearing in mind that the work developed in class is strongly influenced by their availability in textbooks. In this paper, we aim to: i) present and discuss the outcomes of our study, by shedding light on the main characteristics of literary texts included in textbooks of Portuguese and their impact on literacy practices; ii) investigate the importance and diversity of the texts included in the textbooks analysed, highlighting the ways in which they might contribute towards the training of autonomous and critical readers. The main results of our research are (1) a great difference in regards to the texts available in textbooks prior to the government guidelines outlined above, prevailing recent narrative texts by authors representing different quadrants of the Lusophone world, and (2) a lack of diversity in literary forms, cultural contexts and time frame, a diversity that we find necessary for the development of lifelong reading habits.
Keywords: Literary education; Textbooks; Primary and Middle School Education; Development of lifelong reading habits.
References: Adam, J.-M. (2001). Les textes: types et prototypes. Paris: Éditions Natham. Azevedo, F., & Sardinha, M. G. (Org.) (2013). Didática e práticas: a língua e a educação literária. Guimarães: Opera Omnia. Buescu, H., Morais, J., Rocha, M., & Magalhães, V. (2012). Metas curriculares de português. Ensino básico. 1.º, 2.º e 3.º ciclos. [Common Core State Standards for Portuguese. Primary and Middle School Education]. Lisboa: Direção-Geral da Educação. Carr, N. (2012). Os superficiais. O que a Internet está a fazer aos nossos cérebros. [The Shallows – What the Internet is doing to our brains]. Lisboa: Gradiva. Reis, C. (coord.), Dias, A., Cabral, A., Silva, E., Viegas, F., Bastos, G. et al. (2009). Programa de português do ensino básico. [Curriculum of Portuguese language for Primary and Middle School Education]. Lisboa: Ministério da Educação/Direção Geral de Inovação e Desenvolvimento Curricular. Silva, V. A. (2010). As humanidades, os estudos culturais, o ensino da literatura e a política da língua portuguesa. Coimbra: Almedina. Vieira, M. C. (2010). O Ensino do Português. Lisboa: FFMS.
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Batalha, Joana (Portugal) CAN GRAMMAR BENEFIT READING COMPREHENSION?
Context: Reading comprehension is a complex phenomenon involving different processes, from access to the meaning of words to the construction of a text representation, through processing of sentences and their integration into meaning units, as well as the interaction with the reader’s knowledge and experience (Costa 1992). In order to achieve a good level of comprehension, a reader has to automatically process lower levels of the text, which may require, with more complex or late acquired linguistic structures, a knowledge that must be explicit. It is precisely at this point that we believe that grammar teaching may play an important role. We adopt a perspective of grammar that aims at promoting students’ linguistic growth, from implicit to explicit knowledge of their language. In this perspective, grammar should be learned and developed as an autonomous object of study and, simultaneously, as an instrument for the development of oral and written skills, such as reading (Duarte 2008). Research question: Our research, based on studies that have been establishing a relation between explicit knowledge of language – or, at least, between a certain degree of awareness about the formal properties of language, referred to as linguistic awareness – and reading, tries to investigate the benefits that an explicit teaching of structures that involve dependencies (comprehension of pronouns) may bring for an improvement of reading comprehension. Method: An experimental study, divided in three stages, was conducted in a naturalistic context (L1 classroom), involving students from grades 4, 6 and 8, who were first tested on their ability to identify antecedents of pronouns in a reading task. A group of these students received then explicit teaching on certain pronouns and were tested again in a reading task similar to the first. Results and discussion: Since the study had three different stages (diagnosis, intervention and evaluation) and tested different types of pronouns, in this paper, we will present results from the first and third stages and discuss: (i) differences in the results obtained by the three groups of students as far as the ability to comprehend certain pronouns in a reading situation is concerned; (ii) possible effects of explicit teaching in reading comprehension.
Keywords: educational linguistics; reading comprehension
References: Cain, K. & Oakhill, J. (2009). Reading Comprehension Development from 8 to 14 years. The contribution of component skills and processes. In R.K. Wagner, C. Schatschneider & C. Phythian-Sence (eds.). Beyond Decoding. The Behavioral and Biological Foundations of Reading Comprehension. New York: The Guildford Press.
Costa, A. (1992). Leitura: conhecimento linguístico e compreensão. In M.R. Delgado Martins et al. (orgs.) Para a Didáctica do Português. Seis Estudos de Linguística. Lisboa: Edições Colibri.
Costa, J. et al. (2011). Conhecimento Explícito da Língua. Guião de Implementação do Programa. Lisboa: DGIDC-ME.
Duarte, I. (2008). O conhecimento da língua: desenvolver a consciência linguística. Lisboa: DGIDC-ME.
Grabe, W. & F. Stoller (2002). Teaching and Researching Reading. London: Pearson Education.
Sim-Sim, I. (2007). O ensino da leitura. A compreensão de textos. Lisboa: DGIDC-ME.
Bauquis, Celine & Pelgrims, Greta (Switzerland) WHO HAS SPECIAL EDUCATIONAL NEEDS TO WRITE A TEXT WITHIN AN INCLUSIVE CLASSROOM?
Keywords: Text production skills, task and context perceptions, socio-affective dimensions, special educational needs, inclusive education
The movement towards inclusive education presumes that any student could, at some time, encounter special educational needs to learn or achieve a goal. However, the translation in French school culture of ‘special educational needs’ leads to confusing meanings, since it is often used to designate students’ difference, difficulty, disorder or deficiency (Ebersold & Detraux, 2013), lessen its relevance for teaching conditions and
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adaptations purposes. According to a situated approach of teaching and learning activity, we suggest to define these needs into pedagogical and didactic special needs (Pelgrims, 2012) students might show with respect to social, cognitive, and affective dimensions of their learning activity as it unfolds during a didactic situation. The degree of relevance of this conceptualization is the aim of various studies carried out in Genevan regular classrooms integrating students institutionally identified with behavioural difficulties linked to learning difficulties in French as school education language. The study to be presented concerns text production tasks which represent important goals in language education, and call upon different high and low level abilities. It examines to what extend regular and special education students share the same types of needs to achieve writing goals. Data have been collected within a regular classroom integrating two special education students (20 students). Self-reported measures related to context perceptions (i.e., instructional practices, feeling of belonging, peers acceptability), and reading and writing socio-affective dimensions (i.e., interest, self-concept of ability, self-regulation) are collected with a questionnaire. Task appraisals (i.e., writing task specific interest, self-confidence, social relevance), learning vs. coping intentions, and self-regulation are collected with a questionnaire during the text production situation. The students’ writing productions are analysed with respect to different task and ability components (Dolz et al., 2011) in order to provide their cognitive skills and difficulties. Descriptive cross-analyses focusing on regular and mainstreamed special education students’ activity, yield results with respect to their special pedagogical and didactic needs to master text writing goals. They reveal that several students of the inclusive classroom show variable didactical and pedagogical needs to reach text production goals, which do not match with the institutional diagnosis of “Special education needs students”.
References: Dolz, J., Gagnon, R. & Vuillet, Y. (2011). Production écrite et difficultés d’apprentissage (Les Carnets des sciences de l’éducation). Genève : Université de Genève. Ebersold, S. & Detraux, J.-J. (2013). Scolarisation et besoin éducatif particulier : enjeux conceptuels et méthodologiques d’une approche polycentrée. Alter - Revue Européenne de Recherche sur le Handicap, 7(2), 102-115. Pelgrims, G. (2012). Des élèves déclarés en difficulté aux besoins éducatifs particuliers en passant par l’école inclusive: de quoi parle-t-on? (Actes du 82e séminaire de la CROTCES). Accès: http://www.crotces.ch/index.php?page=p
Bobinski, Witold (Poland) FILM LANGUAGE AS A DOMINANT PARADIGM OF THE OLD AND NEW MEDIA AND THE UNIVERSAL TOOL OF SHAPING CULTURAL LITERACY
Despite the overwhelming and spectacular transformations in technology of mass communication the language of the moving image still remains the fundamental paradigm of the audiovisual culture. We are surrounded by the immensity of moving images – now in digital shape. As the result of audiovisual invasion people read less and watch more, especially young generations. The competent and cognitive reception of images and literary texts becomes more and more difficult. How can the literary and culture education overcome this fundamental barrier? The film-centered strategy for literary and cultural literacy may be helpful. It is based on the premise that reception of feature film is of creative nature and can be compared with reading. The strategy uses the potential of semiotics, narratology, cognitive film theory and the work of Welsh didactic and film theorist, Robert Watson. The research I did among 500 polish junior high school students indicate that “reading a film”, especially if organized for educational purposes, becomes an outstanding form of practicing reading with understanding and pleasure. Analyzing films extracts (on a suitable level) brings students closer to the idea of metaphore, filmic reading of the literary text enables learners to discover ignored aspects of narrative and poetic visions. Comparing the filmic and literary ways of storytelling shows the richness and specifity of them both and inclines to debate on the issue of genres and categorization. Arranging for this form of reading may be transformed into effective and attractive method for interpreting all texts referring to culture. Another aspect of film-centered strategy for literacy is “reading literature through a prism of filmmaking”. This method, discovered by Sergei Eisenstein, brings promising results and may be one of the usable tools recommended to teachers of L1.
Keywords: literary education, reading recovery; audiovisual culture; film pedagogy; filmic reading; cultural
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literacy;
Referencies: Bal, M. (1985). Narratology: Introduction to the Theory of Narrative, Toronto: University of Toronto Press; Bordwell, D, Thompson K. (1993). Film Art: An Introduction, New York: Mc Graw Hill; Carroll, N. (1996). Theorizing the Moving Image, New York: Cambridge University Press; Currie, G. Image and mind. Film, Philosophy and Cognitive Science, New York: Cambridge University Press, Kozloff, S. (1988). Invisible storytellers. Voice-over Narration in American Fiction Film, Berkeley/Los Angeles: University of California Press; Manovich, L. (2002). The Language of New Media, Cambridge: MIT Press; Metz, Ch. (1971). Langage et cinema, Paris: Larousse; Paivio, A. (2007). Mind and its Evolution, New Jersey: Mahwah; Sadoski, M. (2004). Conceptual Foundations of Teaching Reading, New York: The Guilford Press; Schirato, T., Webb, J. (2005). Understanding the Visual, London: Sage Publications Ltd; Watson, R. (1990). Film & Television in Education, London: The Falmer Press; Woth, S. (1981). Studying Visual Communication, Philadelphia: University of Pennsylvania Press.
Boivin, Marie-Claude (Canada) SYNTACTIC HIERARCHY AND PHRASES: EXPLORING THEIR CONSEQUENCES FOR GRAMMAR INSTRUCTION IN FRENCH
Since the 1970s, grammar instruction in French L1 has witnessed profound changes aiming at incorporating the results of modern linguistic analysis into a grammatical description for the classroom (cf. Gobbe, 1980; Béguelin, 2000). In Quebec (Canada), the change goes back to the 1990s (cf. Chartrand, 1996) and its implementation is still underway (cf. Chartrand & Lord, 2013). In this pedagogical context the sentence is analyzed as containing two obligatory phrases, the noun phrase (NP) and the verb phrase (VP), along with optional ones. One key element of the grammatical analysis is the notion of phrase: the words are not only linearly ordered, they combine together around a head to form hierarchical groupings. This analysis has far-reaching consequences for grammatical instruction, and it seems that, somewhat surprisingly, these consequences are not fully exploited in the classroom. The persistence of rules expressed with reference to linear order (precedes, follows, is next to), which can be seen as artefacts of traditional grammar, is a case in point. For instance, in order to choose "ce" (this) or "se" (3rd person reflexive pronoun), students may learn a rule expressed in linear terms, e.g. ce is used “before a noun”, cf. "ce garçon" (this boy); "se" is used “before a verb”, cf "se retourne" (is turning over). However, in contexts such as "ce tendre et charmant garçon", it may be difficult to see that ce is still “before” the noun garçon, the noun being separated from "ce" by three words. Moreover, "tendre" also being a verb (to tend), it may be difficult without a phrasal analysis to choose its grammatical category, and therefore the correct spelling for "ce/se". If the student learns and uses the notion of phrase, s/he can find the noun "garçon" and identify the other elements as part of the NP, notably through their syntactic properties. I will explore the consequences of a phrasal analysis for grammar instruction by analyzing a series examples going against common “grammatical” rules expressed in linear terms, and I will outline some avenues to help future and in-service French teachers to start thinking in terms of phrases. This work contributes to the research on grammar instruction in French; its results can also be transposed to other languages.
Keywords: Grammar Instruction; Syntax; Teacher training; French.
References: Béguelin, M.-J., ed. (2000). De la phrase aux énoncés : grammaire scolaire et descriptions linguistiques. Bruxelles : De Boeck/Duculot. Chartrand, S.-G., ed. (1996). Pour un nouvel enseignement de la grammaire. Montréal : Logiques. Chartrand, S.-G. & Lord, A.-M. (2013). L’enseignement du français au secondaire a peu changé depuis 25 ans. Québec-français, 168, 86-88. Gobbe, R. (1980). Pour appliquer la grammaire nouvelle. Bruxelles : De Boeck.
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Borgfeldt, Eva & Lyngfelt, Anna (Sweden) "I DREW FIRST THEN I WROTE". NINE-YEAR OLD STUDENTS' IDEAS ON THEIR CHOICE OF SOCIOSEMIOTIC RESOURCES AND CONCEPTIONS OF ASSESSMENT, WHEN CREATING MULTIMODAL TEXTS.
Research focusing multimodal aspects of children's literacy development exists, but there are few studies investigating students' own perspectives on their choice of semiotic resources and conceptions of assessment, when creating multimodal texts.
Theoretically, the study is based on linguistic sociocultural (Vygotskij, 1978; Säljö, 2014), sociosemiotic research (Kress 2003; Kress & Van Leeuwen, 2006; Løvland, 2006) and second language research (Axelsson, 1998; Cummins, 2001; Damber, 2010).
The aim of this interview study is to analyze what modalities the students prefer to use in their meaning making in multimodal text productions which will be evaluated by their teacher. The material discussed includes texts and interviews produced by nine-year old students attending public schools during the school year 2012/2013, while they were producing one multimodal text each about the Stone Age. Since the text productions already have been analyzed and reported (Borgfeldt and Lyngfelt 2014), this study includes interviews with the individual students (n=15) and focuses on the sociosemiotic resources that the students have used and which they prefer to use.
The research illustrates that most of the students – regardless of linguistic background – prefer to express themselves through images instead of written text in their text productions. If the students can choose, one third prefers to do the assignment using a computer, another third by playing it out as a play, and the rest like to complete the assignment either by making a movie or by drawing and writing with paper and pencil. Most of the students have difficulties in verbalizing their thoughts about how they will be evaluated. Even when the teacher has formulated what is being asked for from the assignment, the students do not understand how, or in what way, the teacher will evaluate their text productions. Thus, there is risk for discrepancy between the students' preferences and ideas of qualities in their multimodal meaning making, and the teacher's evaluation of their works. To decrease this risk, the students need more thorough instructions in order to understand better of what is being asked for and how the assignment will be assessed.
Keywords: multimodality, text productions, meaning-making, children's perspectives, multilingualism
Bourdages, Rosalie & Foucambert, Denis (Canada) WHAT IS NECESSARY FOR DIAGNOSING READING PROBLEMS IN ELEMENTARY SCHOOL KIDS?
The importance of reading and literacy to education is evident in the many studies that have produced a multitude of batteries of tests that aim to screen children with linguistic impairments (Watier, Dellatolas, & Chevrie-Muller, 2006). These batteries often raise the question of their tasks’ efficiency, and, in contrast, the specificity of the skill measured. In other words, certain tasks tap into varied abilities, which may make them good predictors of reading performance despite the fact that their generality prohibits the determination of which ability is most related to reading outcomes.
Our study seeks to explore this contrast and propose a solution. We examined the reading outcomes of 75 French-speaking children in a 4-year longitudinal-design study. Short-term memory (STM) and vocabulary knowledge, both attested predictors of reading performance (Freebody & Anderson, 1983; Martinez Perez, Majerus, & Poncelet, 2012), were assessed twice over a three-year period starting in Kindergarten. STM measures were collected using four repetition tasks (rare words, digits, sentences and rhythm patterns) and lexical measures by means of three different receptive or expressive tasks. The differential capacity of each test to predict subsequent reading performance was evaluated using Linear Regression Analyses. It was found that the sentence repetition task, measured at 5 years, is the best predictor of subsequent reading performance at 9 and 10 years (Catts, Fey, Zhang, & Tomblin, 2001; Willis & Gathercole, 2001). However, the generality of the task, which taps into diverse linguistic and cognitive components (syntax, phonology, semantics, memory), doesn’t allow for a clear diagnosis of the childrens’ impairments. Using Principal Component Analyses, we evaluated our tests’ relevance to two major heuristics. Given that the sentence repetition task is a good diagnostic despite its complexity, we argue that test design should include a clear explanation of the abilities
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involved in their success.
The observed distinction between what a diagnostic tests and what it is used to explain also implies that a variety of tests are necessary to gauge the contribution of each. Statistical analysis is also required to find transversal abilities. This conjunction of heterogeneity and analysis will help children avoid the pitfalls that could jeopardize their progress in literacy and school achievement.
Brandt, Deborah (United States) THE TEXTURE OF LEARNING TO WRITE IN THE TWENTY-FIRST CENTURY
Keynote day 1
This presentation focuses on the escalating demands that are being put on people’s writing skills as nations compete with each other in a global knowledge economy. As writing becomes a dominant form of labour in many developed societies, it begins to change relationships between reading and writing in people’s daily lives and changes the way people think about and value literacy. How does a societal shift in time and energy toward writing affect the ways that adults and children develop their literacy and understand its worth? How does the ascendancy of a writing-based literacy create tensions in institutions (like schools) that have been organized around a reading-based literacy? What are the implications for teachers and students?
Breuer, Esther (Germany) WRITING ACCURACY AND WRITING FLUENCY
At German universities, lecturers often complain about their students’ writing competency. Not only the lack of genre adequacy and the poor text structure are bemoaned but also the grammatical and orthographic quality makes it difficult to understand the texts (Schneider & Stefanek, 2007). Although this phenomenon is well known, there are still not sufficient programmes which train and support students in (academic) writing. In order to cope with this situation, the Centre for Writing Competency at Cologne University is presently testing writing methods that can be easily taught and which can be used by students independently of their attendance at writing classes. One of the tested methods was to actively enhance the fluency of the writing processes in the planning process, as different studies have shown that fluent writing helps students in generating content and in making their writing more goal-oriented and more productive (Galbraith, 1999, 2009). In order to test the method, we asked students to use different planning methods before writing two academic essays: one was planned with the help of note-taking, and the other with the help of freewriting (Elbow, 1973). It was presumed that using freewriting would enhance the writing processes; not only in generating and structuring the content but also in producing a text that is linguistically more accurate, as freewriting explicitly activates the linguistic faculty. The texts were rated by two individual readers and the linguistic errors were analysed using a cluster that was initially developed for rating FL texts (Breuer, 2015). The results show that planning by freewriting indeed helped the participants in producing their texts more fluently as well as in enhancing their linguistic performance. However, a high number of errors (typing mistakes as well as grammatical errors) still remained uncorrected. Although the students would have had enough time to revise their texts more thoroughly because of the more efficient production after freewriting, they did not, and the final texts were far from linguistically adequate. That is, the method of enhancing the students’ texts by activating their linguistic structures has, on the one hand, been successful but this method still needs to be combined with training students how to read and revise their texts in an appropriate way.
Keywords: errors, fluency, planning
References:Breuer, E. (2015). First Language versus Foreign Language. Fluency, Errors and Revision Processes in Foreign Language Academic Writing. Frankfurt a.M.: Peter Lang. Elbow, P. (1973). Writing without Teachers. New York: Oxford University Press. Galbraith, D. (1999). Writing as a Knowledge-Constituting Process. In Torrance, M. & Galbraith, D. (eds.), Knowing What to Write: Conceptual Processes in Text Production. (pp.: 139–159) Amsterdam: Amsterdam
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University Press. Galbraith, David. 2009. Cognitive Models of Writing. GFL Journal 2–3, pp.: 7–22. Schneider, W. & Stefanek, J. (2007). Entwicklung der Rechtschreibleistung vom frühen Schul- bis zum frühen Erwachsenenalter. Längsschnittliche Befunde der Münchner LOGIK-Studie. Zeitschrift für pädagogische Psychologie, 21(1), pp.: 77–82.
Brinkhaus, Moti (Germany) SUBCOMPONENTS OF WRITING COMPETENCE: WHAT ABOUT LEXICAL ABILITIES
The international survey DESI made evident that German 9th graders show elementary deficits in lexical knowledge and writing competence. The two abilities depend on each other, and lexical diversity functions as a link towards the writing process (Steinhoff, 2009). In secondary school, didactical concepts that pursue the idea of text-oriented lexical training are rare (Honnef-Becker, 2000). Furthermore, writing competence is mostly facilitated in a genre-specific manner. So what is the general role of lexical abilities with respect to overarching writing skills? We analyzed a corpus of instructional, reporting and argumentative texts written by 5th and 9th graders (N=277) under controlled conditions, prompted by pictorial stimuli (see also Knopp et al., 2013; Grabowski et al., 2014). First, we will refer to the calculation of type-token ratio (TTR), and discuss other statistical approaches to vocabulary richness. Then, we will explicate the idea of text procedures which are considered links from a cognitive schema (e.g. to guide someone to cook pasta) to the used linguistic expression (e.g. “first of all, put water in a pot”). We will show which text procedures are needed to write high-quality texts. There are three main results: (1) In a repeated measurement analysis, TTR significantly varies across text types (argument > report > instruction), but does not depend on grade (5 vs. 9) or school type (low, medium, and high educational level). However, this result is affected by text length; longer texts reduce TTR. (2) Students showing text procedures and using high-level expressions (e.g. means of subordination for indicating sequence) obtain higher text quality scores based on global and analytical ratings. (3) It is difficult to identify text procedures independent of particular text genres. In conclusion, it appears that the case by case TTR calculation produces statistical artifacts that obscure the individual contributions of text length and lexical diversity to text quality. Moreover, no information about the specific words used and their appropriateness is included. In didactical contexts, it appears helpful to follow the idea of text procedures and to demonstrate the students which underlying operations and possible expressions are necessary for a text to achieve high quality. At the end of the day, it remains challenging to critically discuss the pros and cons of genre-specific writing instruction when lexical abilities are being addressed.
Keywords: writing, lexical diversity, text quality, text procedures
References: Grabowski, J., Becker-Mrotzek, M., Knopp, M., Jost, J. & Weinzierl, C. (2014). Comparing and combining different approaches to the assessment of text quality. In D. Knorr, C. Heine & J. Engberg (Eds.), Methods in writing process research (pp. 147-165). Frankfurt/M.: Lang. Honnef-Becker, I. (2000). Wortschatzarbeit in der Schreibwerkstatt. Plädoyer für eine textbezogene Wortschatzdidaktik. In P. Kühn (Hg.), Wortschatzarbeit in der Diskussion Studien zu Deutsch als Fremdsprache V (S. 149-177). Hildesheim u. a.: Olms. Knopp, M., Becker-Mrotzek, M. & Grabowski, J. (2013). Diagnose und Förderung von Teilkomponenten der Schreibkompetenz. In A. Redder & S. Weinert (Hrsg.), Sprachförderung und Sprachdia-gnostik. Interdisziplinäre Perspektiven (S. 296–315). Münster: Waxmann. Steinhoff, Torsten (2009). Wortschatz eine Schaltstelle für den schulischen Spracherwerb? In Siegener Papiere zur Aneignung sprachlicher Strukturformen (SPAsS). Heft 17.
Bundsgaard, Jeppe & Hansen, Thomas I. (Denmark) DANISH – PROGRESSIVE OR TRADITIONAL TEACHING?
Background of the study Denmark has had a long history of progressive education (in the tradition of Dewey 1916) including both
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theoretical and practical developments (Illeris, 1991; Rifbjerg, 1976). In recent years these developments have been both criticized (Rasmussen, 2003) and praised (Antorini, 2012), but there seems to be consensus that teaching in Danish compulsory schools is (still) progressive. This study examines this perception in relation to the Danish subject based on quantitative data from the baseline study of three of the Danish Demonstration School Projects.
Research question Based on observations, surveys, teaching materials and products from Danish schools, how can teaching practices in the Danish subject be characterized?
Data The data used for characterizing the Danish subject stems from the baseline study of three of the five Demonstration School Projects. Students and teachers from 15 schools participated. The schools have applied for participating in the project, and we will argue that they represent a somewhat skewed sample of the population in the direction of more progressive teaching practices. The empirical data is four-fold. We build primarily on observations of around 150 Danish lessons, and secondarily on a survey of around 200 Danish teachers, on a collection of student work from about 300 students from a little less than a 100 classes, and on analysis of digital learning material that Danish teachers have reported they use in their teaching.
Theoretical framework We build on theories of instructional methods (Reigeluth & Carr-Chellman, 2009), including Deweys (1916) division between progressive and traditional education, of innovative teaching (OECD, 2013; Shear, Gallagher, & Patel, 2011), theories of processes in teaching and learning (Bundsgaard & Hansen, 2010), theories of student work (Mueller, 2008), and theories of learning materials (Hansen & Bundsgaard, 2013).
Methodology The qualitative observations, student products, and teaching material are scored into quantitative categories, making it possible to analyze the data statistically. We discuss the foundations for including the different data sources in the study, how they complement and supplement each others, and shortcomings of the data.
Results We will show that teaching practices to a large extend is not overly progressive, but rather traditional. We will compare this data to reports on teacher survey data from the recent ICILS 2013 study (Bundsgaard, Pettersson, & Puck, 2014).
Keywords: Progressive teaching, processes of teaching, digital learning material, Danish subject.
References: Antorini, C. (2012). Velkommen til Ny Nordisk Skole - Ny Nordisk Skole. Retrieved December 15, 2014, from http://nynordiskskole.dk/Om-Ny-Nordisk-Skole/Velkommen-til-Ny-Nordisk-Skole Bundsgaard, J., & Hansen, T. I. (2010). Processer i undervisningen. Læremiddeldidaktik, (4), 18–27. Bundsgaard, J., Pettersson, M., & Puck, M. R. (2014). Digitale kompetencer. It i danske skoler i et internationalt perspektiv. Aarhus: Aarhus Universitetsforlag. Dewey, J. (1916/2011). Democracy and education. S.l.: Simon & Brown. Hansen, T. I., & Bundsgaard, J. (2013). Kvaliteter ved digitale læremidler og ved pædagogiske praksisser med digitale læremidler : forskningsbaseret bidrag til anbefalinger, pejlermærker og kriterier i forbindelse med udmøntning af midler til indkøb af digitale læremidler . (p. 37). København: Ministeriet for Børn og Undervisning. Illeris, K. (1991). Pædagogikkens betydning : folkeskolens langtidsvirkninger for eleverne : afsluttende rapport fra en interviewundersøgelse med 141 tidligere elever fra forsøgsskoler og 103 tidligere elever fra almindelige sammenligningsskoler om deres erfaringer i den danske folkeskole og deres senere livsforløb. Copenhagen: Unge Pædagoger. Mueller, J. (2008). Assessing Critical Skills (1st ed.). Linworth Publishing. OECD. (2013). Innovative Learning Environments. OECD Publishing. Retrieved from http://www.oecd-ilibrary.org/education/innovative-learning-environments_9789264203488-en
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Rasmussen, A. F. (2003). Statsministeriet - Statsminister Anders Fogh Rasmussens tale ved Folketingets åbning tirsdag den 7. oktober 2003. Retrieved December 15, 2014, from http://www.stm.dk/_p_7446.html Reigeluth, C. M., & Carr-Chellman, A. A. (2009). Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base. New York: Routledge. Rifbjerg, S. (1976). Træk af den moderne opdragelses historie (2. udg.. 4. opl.). Copenhagen: Gyldendal. Shear, L., Gallagher, L., & Patel, D. (2011). Innovative Teaching and Learning 2011 Findings and Implications. Menlo Park, CA: SRI International. Retrieved from http://itlresearch.com/images/stories/reports/ITL%20Research%202011%20Findings%20and%20Implications%20-%20Final.pdf
Byrman, Gunilla (Sweden) POLICE STUDENTS’ AND POLICE OFFICERS’ PROFESSIONAL WRITING LITERACY
Writing is not considered one of the main duties of police officers, but it is something they do 50 per cent or more of their working time. Many different genres are produced, and some of them are important in the legal system and for the security of all citizens (Heffer & Coney 2013, Jönsson 1988), for example crime reports, interviews with plaintiffs, suspects, witnesses and police memoranda (Holt & Johnson 2010). Our aim is to study how professional writing is taught and enacted among police students and police officers in Sweden, and also to study the text structure, content and function in the teaching in the police school as well as the professional texts at police stations.
Data for the text analysis have been collected from different police stations and from the police schools, with the permission of the police authorities’ and police schools. We have conducted field studies at the police stations and asked the police officers on duty to complete questionnaires about their everyday professional writing practice in order to investigate how they feel about their professional writing and their opinion of how well prepared they were for the profession when entering the police force. The results from the two data sets were compared to triangulate the study.
The theoretical framework for this study is qualitative text and discourse analysis (Fairclough 2010, Komter 2013) with close reading of the texts and the notes from the fieldwork, which we have combined with a quantitative study of the questionnaires, which both police students and police officers filled in.
Our findings show that it is not always easy to make the structure and content of the texts tenable in the legal process, and it takes a lot of training to acquire these particular writing skills (Lay and Legal 2013, Rock et al.). Many of the police students have no idea of how much they are expected to write in their future profession. They receive very little training in writing, and most police officers in service admit that professional writing is not the favourite part of the police profession.
Keywords: professional writing literacy, police students, police officers
References: Fairclough, N. (2010). Critical Discourse Analysis: The Critical Study of Language. 2nd ed. Harlow: Longman. Heffer, C., Rock, F. & Conley, J.M. (2013). Legal-lay Communication: Textual Travels in the Law. New York: Oxford University Press. Holt, E. & Johnson, A. (2010).Legal talk. Socio-pragmatic aspects of legal talk: police interviews and trial discourse. In Malcolm Coulthard and Alison Johnson (ed.) Routledge Handbook of Forensic Linguistics 21–36. New York: Routledge. Jönsson, L. (1988). Polisförhöret som kommunikationssituation. PhD Thesis, Linköping University. Komter, M. (2006). From talk to text: The interactional construction of a police record. Research on Language and Social Interaction 39 (3): 201–228.
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Calil, Eduardo (Portugal) THE GENESIS OF TITLES IN THE CREATION OF ETIOLOGICAL TALES: WHEN CREATING FICTIONAL NARRATIVES DEPENDS ON THE NEWLY LITERATE STUDENTS’ SCIENTIFIC KNOWLEDGE
Based on the study field of Textual Genetics, from a linguistic-enunciative approach (Boré, 2006; Calil, 2012), the objective of this study is to examine how newly literate writers create titles of etiological tales (which refer to causes or explain why a thing is the way it is). In an elementary school, with socio-constructivist based curriculum, we followed the development of an educational project on etiological tales, comprised of 7 year old students. Over the course of three months, 30 etiological tales from the Brazilian children's literature were read by the teacher. Five text production tasks were proposed, in which students, in pairs, “agreed on”, “created" and “wrote” etiological tales. Respecting the ecological characteristics of the classroom, we video recorded the five writing processes of one pair of students. This material allowed us real-time access to the writing process, that is, what the students spoke about while they were “agreeing on” the story (when the students talked and agreed on what the story would be about, before receiving a sheet of paper and pen) and the “writing” moment (when one student received the material to write the text and the other student began to dictate the story). Considering the longitudinal, qualitative and dialogical nature of this material, in this paper we discuss the students’ comments about the title to be written on the sheet of paper. In all cases, the titles were written at the start of the “writing” moment. The titles written exhibited linguistic aspects (syntactic and lexical) and textual aspects (themes and characters) similar to the titles of etiological tales they were familiar with. However, the creation of the titles began when the students were “agreeing on” the story they were creating. The negotiation among the students about what should be the title of the tale created produced comments about choosing or not certain terms. These comments reveal how students establish and maintain the textual unity, favoring the metatextual and metalinguistic reflection regarding the text in progress. Moreover, the analysis of these comments allowed us to identify two other important aspects in the creative process of this textual genre, under these didactic conditions: a) the presence of elements offered by other literary genres; b) the constant interference of lexicons and scientific concepts stemming from science teaching, especially the textbook used in the classroom. The identification of such literate universes in the construction of these titles suggests that these students’ creative writing depend on the literary texts they have read, as well as the scientific texts they are familiar with. This inter-relationship between literary knowledge and scientific knowledge appears to have been established based on the “explanatory” nature of the literary textual genre “etiological tales”. The comments of each student differ by the knowledge they possess about the writing process and the “scientific” information retrieved from semantic memory, eventually integrated into the fictional narrative created.
Keywords: fictional narrative, science, textual creation, classroom, school literacy.
References: BORÉ, Catherine. (2006) L'écriture scolaire de fiction comme rencontre du langage de l'autre. Revue Repères: recherches en didactique du français langue maternelle. Université Paris, p. 37-60.
CALIL, Eduardo (2012) The Gluttonous Queen: dialogism and memory in elementary school writing. Bakhtiniana, v.7, p. 24-45.
Caviglia, Francesco & Delfino, Manuela (Denmark; Italy) DIALOGIC LITERACY IN A PARTICIPATORY CULTURE: SOME CHALLENGES TOWARDS EMANCIPATORY EDUCATION
Retrospective analysis of our 10 years’ experience with Italian secondary school’s students suggests that critical approaches to literacy, with focus on assessing the reliability of information, can raise awareness about the need to evaluate sources, but have limited impact on the development of autonomous judgement; on the other hand, collaborative writing, information sharing and knowledge building within the classroom have a strong potential for reaching the individual needs of students, but communication and collaboration between the students and the world outside remains difficult to implement. After discussing some theoretical and practical difficulties with the authors’ past approaches for promoting
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emancipatory education, this paper argues for elaborating on the notion of dialogic literacy (Bereiter & Scardamalia, 2005) within a context of participatory culture (Jenkins et al., 2009) as a point of departure for defining goals, practices and curricula in language education. The authors suggest that a connected classroom – i.e., integrated within a technology-rich environment – can be a place where students become ‘apprentices in participation’ to some portions of the adult world. However, a number of competences that are useful for understanding and interacting with other people and cultures are seldom part of the background of language educators. For example, a body of interdisciplinary research has furthered our understanding of collaboration and conflict between individuals and groups by explaining, for example, how value systems can differ deeply within and between cultures (Haidt, 2012); how people may behave dishonestly, but still need to regard themselves as decent (Ariely, 2012); how people are prone to rationalize their behaviour, to the point of cheating others and even themselves (Trivers, 2011); how language is used as a tool both for collaborating and for creating barriers between groups (Pagel, 2012); how transforming knowledge into action is a complex process that requires and creates social capital (Innes & Booher, 2010). Moreover, legitimate participation in public discourse requires some hard knowledge of facts and methods, as well as disposition to apply it to real-life interdisciplinary contexts. The final discussion focuses on challenges for designing language and interdisciplinary curricula with dialogic literacy as key learning goal.
Keywords: emancipatory education, dialogic literacy, participatory culture, connected classroom, interdisciplinarity
References: Ariely, D. (2012). The Honest Truth about Dishonesty: How We Lie to Everyone–Especially Ourselves. New York: Harper. Bereiter, C., & Scardamalia, M. (2005). Technology and Literacies: From Print Literacy to Dialogic Literacy. In N. Bascia, A. Cumming, A. Datnow, K. Leithwood, & D. Livingstone (Eds.), International handbook of educational policy (pp. 749–762). Dordrecht: Springer. Haidt, J. (2012). The Righteous Mind. Why Good People Are Divided by Politics and Religion. London: Penguin. Innes, J. E., & Booher, D. E. (2010). Planning with complexity: An introduction to collaborative rationality for public policy. London: Routledge. Jenkins, H., Purushotma, R., Weigel, M., Clinton, K. & Robison, A. J. (2009). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Cambridge, MA: The MIT Press. Pagel, M. (2012). Wired for culture: origins of the human social mind. New York/London: Norton/Penguin Press. Putnam, R. D. (2000). Bowling Alone. New York: Simon & Schuster. Trivers, R. (2011). Deceit and self-deception: fooling yourself the better to fool others. London: Allen Lane.
Cheung, Wai Ming & Chan, Stephanie W.Y. (Hong Kong) THE USE OF THE OBSERVATIONAL LEARNING IN ENHANCING HONG KONG GRADE 5 STUDENTS’ CHINESE ARGUMENTATIVE STRUCTURING ABILITIES
Argumentative writing has a highly hierarchical structure, and structuring is one of the important abilities involved in the students’ argumentation process. While the learning of text structure is important, few researches have paid attention to text structure in the process and products of writing. Following the Western studies which have explored the use of observational learning in writing studies in text process and writing products, the present study explored if observational learning can be used to enhance the argumentative structuring abilities in Grade 5 Chinese students in Hong Kong. The study was guided by the theoretical framework of Learning Study, a hybrid of Lesson Study and designed experiments. This study reported the second cohort of a series of Learning Studies conducted in a local primary school in Hong Kong. Student participants included 122 Grade 5 students (aged 10-12 year old) and their 2 teachers across two years. To analyze the effect of observational learning on students’ learning, a total of four classes from two cohorts (Class 5A and 5B from 2009-2010, and Class 5A and 5B from 2010-2011) from the same school were selected for analysis in this study. Observational learning, which was not used in the first cohort, was incorporated into the teaching in the second cohort. Towards the end of the study in the each cycle, students produced argumentative speeches in groups. Independent sample t-test revealed that students’ in the second cohort
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were significantly higher than the first in developing an interesting opening of the text (t(26)=2.80, p=.01), organization and structure of the evidence and supporting arguments (t(26)=3.03, p<.01) and the appropriateness of the concluding statements in the text (t(26=2.89, p<.01)). The lessons involved were analyzed with reference to the Variation Theory. The analysis has provided insights to our understanding of the effective use of observational learning as a pedagogy to link up reading, writing and oracies that have driven the learning in the argumentative structuring abilities in students.
Keywords: argumentation structuring, observational learning, learning study, L1, Chinese References: Braaksma, M., Rijlaarsdam, G., & Janssen, T. (2007). Writing hypertexts: Proposed effects on writing processes and knowledge acquisition. L1-Educational Studies in Language Literature, 7(4), 93-122.
Cheung, Wai Ming, W.Y. Chan, Stephanie & WONG, Wing Yee (Hong Kong) ALICE IN THE MULTICULTURAL-LAND: THE READING/WRITING AND WRITING/ORACY CONNECTION TO ENHANCE CHINESE COMPETENCE IN LITERATURE EDUCATION
Background: Foreign language anxiety (FLA)(Horwitz, Horwitz & Cope, 1986) has often been reported by Chinese language teachers among ethnic minority (EM) students. Second language performance seems negatively correlated with higher levels of FLA, and FLA is typically highest for speaking. Not only do EM students need to learn Chinese as a second language to enhance Chinese competence and promote social inclusion, local students with Chinese as their native language would also add dimensions to their Chinese learning by multicultural exposures. Literature was employed to link students with their multicultural and global community (Melendez & Beck, 2013). Purpose: This study explored how an adventurous fairy tale was employed in literary learning in a heterogeneous classroom. It is believed that students empowered by educational experience can develop a higher level of motivation on learning. Research questions include how the reading/writing and writing/oral connection enhanced Chinese learning ability of EM students. Methodology: Fifty-eight Grade 9 EM secondary school students and 30 local Grade 6 primary school students were recruited in the study. The reading/ writing connection (Olson, 2007) was employed to enhance the reading abilities of L1 and L2 learners using adventurous fairy tales of English and Chinese cultures and representations. Students were requested to write in Chinese the well-known story Alice in the Wonderland with their own cultural twists. Four versions of the highest quality, namely Indian, Korean, Nepalese and Turkish, were printed in big picture books. This was followed by using the writing/oracy connection (Reutzel & Cooter, 2012), where 29 EM students participated in service learning and shared the stories in Chinese to 60 children in a kindergarten. Storytelling strategies such as role play were employed to facilitate the illustrations. Results and Discussion: The reading/writing connection resulted in multiple versions of Alice with many different cultural backgrounds and a significant increase of idea units in writing (Cheung, Tse & Tsang, 2001). Student questionnaire showed that L2 students improved significantly from having confidence in using Chinese to tell the 4 versions of Alice, clearly telling the problem and the solutions of the story. This showed that participants who used Chinese language outside the classroom have overcome FLA than those students who had learnt a language solely through classroom instruction. Chinese literary activities could be an enjoyment to EM students.
Keywords: literacy, oracy, multiculturalism, L2
References: Cheung, W. M., Tse, S. K., & Tsang, W. H. (2001). Development and validation of the Chinese creative writing scale for primary schools students in Hong Kong. Journal of Creative Behavior, 35 (2), 1-12. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132. Melendez, W.R., & Beck, V. (2013). Teaching young children in Multicultural Classrooms: Issues, concepts, and strategies. Belmont: Wadsworth. Olson, C.B. (2007). The Reading/ Writing connection: Strategies of teaching and learning in the secondary classroom. Boston: Pearson. Reutzel, D.R., & Cooter, R.B. (2012). Teaching Children to Read: The teacher makes the difference. Boston:
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Pearson.
Cheung, Wai Ming, Chan, Stephanie W.Y. & Lam, Wai Ip joseph (Hong Kong) USING HYPERTEXT AND MIND-MAP TO ENHANCING GRADE 5 STUDENTS’ LITERACY STRATEGIES AND SELF-EFFICACY IN INFORMATIONAL TEXT READING IN HONG KONG
Relevant national context: Expository readings found in Chinese language textbooks are often much more difficult to understand than narrative readings because of greater concept load. Textbook reading written to convey information about Chinese culture can be an especially formidable hurdle for the struggling reader in grades 4 through 8. Research Question: This study explored the effectiveness of the use of hypertext (Braaksma, Rijlaarsdam, Janssen, 2007) and mindmap (Mento, Martinelli, & Jones, 1999) in enhancing Grade 5 students’ literacy strategies and selfefficacy in informational text reading in HK. Method: Teachers and the researchers were guided by the theoretical framework of Learning Study (Marton & Lo, 2007) and formed a study team to resolve the learning difficulties of expository reading systematically. In this study, 115 Grade 5 students and 4 language teachers were recruited. The study team developed a digital platform to help discern the critical features of texts related to Chinese cultural heritage using the Variation Theory (Marton & Tsui, 2004). By turning the texts of the textbook into hypertexts in this digital platform (Chan, Cheung, & Lam, 2013), the gap between technical, specialized vocabulary in expository texts and the high concept load in a single paragraph might be bridged. On one hand, the students could use the digital platform to access various online sources to find out meaning, examples and illustrations of these vocabularies like “handson” experiences. On the other hand, the hypertexts are by nature hierarchically structured and students used online mindmap to recognize organizational text structures with main points and subordinate propositions and relationships between these elements. Results: After the intervention, students’ selfefficacy in reading expository text improved significantly (t(115)=13.51, p>.01). The beneficial effects on learning outcomes in the reading assessment will be reported. Finally, we will describe implications for new research activities. This study shed light on providing insights to researchers and teachers to understand the effective strategies and the use of hypertext in teaching expository texts.
References:Braaksma, M., Rijlaarsdam, G., & Janssen, T. (2007). Writing hypertexts: Proposed effects on writing processes and knowledge acquisition. L1 - Educational Studies in Language Literature, 7(4), 93-122. Chan, S.W.Y., Cheung, W.M. & Lam, J.W.I. (2013). Teaching for All: Using Digital Literacies to enhancing Chinese Character Recognition of Ethnic Minority Students in Hong Kong. Paper presented at the Ninth International Association for the Improvement of Mother Tongue Education International Conference, Paris, France. Marton, F., & Lo, M. L. (2007). Learning from "The Learning Study". The Journal of Research in Teacher Education, 14, 31-46. Marton, F., & Tsui, A. B. M. (2004). Classroom Discourse and the Space of Learning. Mahwah: Lawrence Erlbaum. Mento, A. J., Martinelli, P., & Jones, R. M. (1999). Mind mapping in executive education: applications and outcomes. Journal of Management Development, 18(4), 390 – 416.
Keywords: informational text reading, hypertext, mind-map, literacy strategies, self-efficacy
Chung, Hyeseung & Kim, Jong-Yun (Korea (The Republic Of)) EFFECTS OF HOME AND SCHOOL ENVIRONMENTS AND LITERACY RESOURCES ON KOREAN ELEMENTARY-SCHOOL STUDENTS’ VOLUNTARY READING PRACTICES
Background and Theoretical Framework This study aims to explore the relationship of home- and school-based literacy environments and literacy resources with voluntary reading by South Korean (hereafter, Korean) elementary students (grades 4, 5, and 6). Voluntary reading refers to free selection of books (texts) at students’ own pace for their own purposes (Krashen, 1993). Due to the important role of voluntary reading in literacy development, many instructional recommendations are suggested, including Sustained Silent Reading (SSR), Drop Everything And Read (DEAR),
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and Independent Reading (Fisher, 2004). Research suggests that students’ voluntary reading practices are important for at least four reasons: increasing vocabulary growth (Swanborn & de Glopper, 1999), facilitating reading motivation (Yoon, 2002), predicting later reading achievement (Wang & Guthrie, 2004), and reducing achievement gaps in literacy (Allington et al., 2010). Despite the significant role of voluntary reading, less is known about which factors influence Korean elementary-school students’ voluntary reading practices. Based on the theoretical frameworks of home- and school-based literacy (Heath, 1983; Hull, & Schultz, 2001), we investigate how home- and school-based literacy environments influence students’ voluntary reading practices.
Research Questions Two research questions are addressed: first, how many books do Korean students read voluntarily per month? Second, how do home and school environments and literacy resources (e.g., numbers of books, location of available libraries) influence students’ voluntary reading practices? The first question relates to estimating Korean students’ overall amount of voluntary reading. The second question consists of three different measures: (1) home environments (e.g., family literacy behaviors, parental literacy education), (2) school environments (e.g., teachers’ encouragement, literacy instruction), and (3) literacy resources (e.g., available books in school library and home, frequency of library use).
Research Methods As a second-year study in the Korean outside-of-school literacy project, we used Korean Outside-of-School Literacy Questionnaires (KOLQ; Chung et al., 2013) that had been developed in 2013. A total of 3,660 students and 3,460 parents and legal guardians who participated in the study in May 2014 filled out the questionnaires. Both students’ and parents’ responses were addressed, collected, and analyzed. Parents’ responses were matched to their children’s responses for the purpose of statistical analyses. Regression analyses were used to estimate the significance of the home, the school, and literacy resources in students’ voluntary reading practices.
Research Results There are two findings of this study. First, Korean elementary-school students voluntarily read 39 books per month, on average. The amount of voluntarily reading of books decreases with student grade levels. These patterns are not significantly different between sexes. Second, the amount of voluntary reading is predicted by literacy resources and home and school environments. When controlled for other variables, literacy resource factors are the most significant factors that account for students’ voluntary reading practices. Parental support, including recommendation of books and frequency of discussing book with children, are also good indicators for students’ reading practices. In terms of school environment, students are likely to read more books when teachers provide voluntary reading opportunities and when students experience in school that reading is fun. However, these research results should be interpreted with caution due to small and moderate effect sizes. Detailed results, significance, and limitations will be discussed.
Keywords: Voluntary reading practices, home and school environments, literacy resources
References: Allington, R. L., McGill-Franzen, A., Camilli, G., Williams, L., Graff, J., Zeig, J., & Nowak, R. (2010). Addressing summer reading setback among economically disadvantaged elementary students. Reading Psychology, 31(5), 411-427. Chung, H-S., Min, B-G., Sohn, W-S., Jeong, H-S., & Kim, J-J. (2013). Frequency of South Korean elementary students’ Out-of-school literacy practices, reasons for them, and their self-evaluation [Published in Korean]. The Education of Korean Language, 32, 225-272. Fisher, D. (2004). Setting the “opportunity to read” standard: Resuscitating the SSR program in an urban high school. Journal of Adolescent & Adult Literacy, 48(2), 138-150. Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge University Press. Hull, G., & Schultz, K. (2001). Literacy and learning out of school: A review of theory and research. Review of educational research, 71(4), 575-611. Krashen, S. D. (1993). The power of reading: Insights from the research (p. 33). Englewood, CO: Libraries Unlimited. Swanborn, M. S., & de Glopper, K. (1999). Incidental word learning while reading: A meta-analysis. Review of
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Educational Research, 69(3), 261-285. Wang, J. H. Y., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between US and Chinese students. Reading Research Quarterly, 39(2), 162-186. Yoon, J. C. (2002). Three decades of Sustained Silent Reading: A meta-analytic review of the effects of SSR on attitude toward reading. Reading Improvement, 39(4), 186-95.
Coker, David, MacArthur, Charles A., Farley-Ripple, Elizabeth, Wen, Huijing & Jackson, Allison (United States) AN OBSERVATIONAL STUDY OF THE NATURE AND VARIABILITY OF FIRST-GRADE WRITING INSTRUCTION IN THE UNITED STATES
Despite the importance of writing achievement in school, relatively little is known about teachers’ instructional practices and students’ writing activities in the United States. The purpose of this paper is to expand the empirical base on beginning writing instruction by presenting findings of an observational study. To that end, we investigated how writing instruction is conducted by analyzing the allocated time, writing tasks, and instructional methods in first-grade classrooms. Additionally we were interested in the amount of instructional variation present across classrooms. Four observations across an academic year were conducted in 50 first-grade classrooms in thirteen elementary schools in the Mid-Atlantic region of the United States. Trained observers used an iPad-based observation system designed to capture theoretically relevant instructional dimensions. The observation system used codes from the CIERA system developed by Taylor and colleagues (Taylor & Pearson, 2000; Taylor et al., 2003) while also including codes for instructional management from Connor and colleagues (2004; 2009) and adding codes for writing activities and instruction. The iPad-based system utilizes a time-sampling coding procedure based on five-minute time blocks to produce low-inference data about the time allocated to 111 instructional activities in seven categories. Our analysis relied on descriptive statistics and on hierarchical linear modeling (HLM) to determine the proportion of variance attributable to classroom differences. On average, about 25 minutes were devoted to writing instruction daily, which is similar to results from teacher surveys (Cutler & Graham, 2008; Graham, et. al, 2003) but more than has been observed in kindergarten (Puranik et al., 2014). Writing instruction was fairly balanced among a focus on skills, composition and process writing. Most student writing involved single words (31.1%), but students also wrote sentences (24.1%) and connected text (21.1%). Student writing was frequent, on average, but variable, with 21.4% attributed to classroom differences. Classroom variability was also found for time devoted to instruction in narrative (20.9%) and informational text (16.1%). The results reveal that there was considerable variation in the amount, type, and organization of writing instruction as well as in students’ writing activities. These findings contribute to our understanding of first-grade writing instruction.
Keywords: writing instruction, primary grades, observational research
Comas, Daniel Cassany i (Spain) L1 READING AND WRITING IN A MULTILINGUAL AND TECHNOLOGICAL CONTEXT IN SECONDARY EDUCATION.
Keynote day 2
How do secondary education students use digital and multilingual resources on a daily basis through formal and informal learning practices in the cases of Catalan and Spanish as L1? What do they do with ICT in and out of the classroom and how do these practices impact L1 development? What are the empirical findings in the local context of Catalonia, and how do they relate to findings in the broader Spanish and International contexts?
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Cordeur, Michael L. A. Le (South Africa) AN INTEGRATED TEACHING PROGRAMME FOR WRITTEN COMPOSITION AND LITERATURE STUDY THROUGH THE MEDIA
This research concerns L1-teaching of Afrikaans at secondary level as an integrated and merged approach of writing composition and literature. There is currently a big debate in South Africa on the issue of teaching Afrikaans as an L1-language given the fact that our country has eleven official languages. Schools are under pressure to teach all children through the L2-teaching of English. Research is required to determine what path the teaching of Afrikaans will have to embark on. Technological development puts the media within reach of more people each day. Pupils spend a great deal of time watching television, movies and videos; listening to CD’s, surfing the internet, writing on social media or chatting on their iPhones. Neuropsychological research has shown that the human brain functions optimally when teaching is integrated. Therefore the aim of this study is twofold: First the researcher will show that for secondary learners to read and write with comprehension, reading and writing must be taught simultaneously as it is two sides of the same process. Secondly the study aims to incorporate learners’ interest in the mass media into the reading-and-writing programme. Hence the research question that guides this research is as follows: Is there a need to integrate the media into the teaching of writing composition and literature? Secondly, is it possible to have this integration in the reading-and-writing programme by focussing on the media? The theoretical framework that underpins the study is Piaget’s theory of cognitive development as well as Vygotsky’s social constructivist theory who emphasise that the learners are active participants in the learning process (Woolfolk 2010:43) as well as the role of language in facilitating cognitive development (Louis 2009:20). The method used in this study entailed an investigation of the relevant literature by means of the theoretical-scientific approach of the integration teaching model. Many current educational theories and practices can be understood better in terms of experiences from the past. The knowledge and insights acquired from the literature study offered valuable data in terms of integrating writing and literature and whether those changes will be effective and sustainable.
Keywords: L1-teaching of Afrikaans, integrated approach; media, writing composition; literature.
References: BAYLES, Kathryn. 1981. Language and the brain. In: Clark, Virginia. 1981: Language introductory readings. New York: St. Martin's Press, 172-189. BEACH, Richard & JoAnne LIEBMAN-KLEINE. 1986. The writing/reading relationship: Becoming one's own best reader. In: Petersen, B.T. (red. ) Convergences: Transactions in reading and writing.Urbana, National Council of Teachers of English, 64-81. BIRNBAUM, June. 1986. Refelctive thought : The connection between reading and writing. In: Petersen, Bruce T. (red.). Convergences: Transactions in reading and writing. Urbana, National Council of Teachers of English, 30-45. CELCE-MURCIA, Marianne. 1978. Language Teaching aids. In: Newbury House Publishers, 307-314. DOUGHERTY, Barbey N. 1986. Writing plans as strategies for reading, writing and revising. Transactions in reading and writing. Urbana, National Council of Teachers of English, 82-96. DOWHOWER, S.L. 1999. Supporting a strategic stance in the classroom: A comprehension framework for helping teachers help students to be strategic. The Reading Teacher, 52(7):672-688. DENSCOMBE, M. 1998. The good research guide for small scale social research projects. Philidelphia: Open University Press. HAIRSTON, Maxine. 1986. Using nonfiction literature in the composition classroom. In: Petersen, Bruce T. (red.) Convergences : Transactions in reading and writing. Urbana, National Council of Teachers of English, 179-188. LE CORDEUR, M.L.A. 2004. The improvement of reading by means of media reading strategies for Afrikaans (grade 7): a case study. PhD-dissertation. Stellenbosch University. LEMMER, E.M. 1995. Selected linguistic realities in South African schools: problems and prospects. Educare, 24(2):82-95. Louis, G.W. 2009. Using Glasser’s choice theory to understand Vygotsky. International Journal of Reality Therapy, 28(2):20-23. STANOVICH, K.E. 2000. Progress in understanding reading: scientific foundations and new frontiers. New York: Guilford. WOOLFOLK, A. 2010. Educational psychology. 11de uitgawe. New Jersey: Pearson Education.
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Davies, Larissa J McLean (Australia) (RE)READING THE NATION: INVESTIGATING LITERACY POLICY IN THE CONTEXT OF THE LITERARY TURN IN ENGLISH EDUCATION.
In 2008, the Australian Curriculum and Assessment Authority released the draft version of the Australian Curriculum: English. Perhaps the most radical aspect of this Curriculum was (and still remains) the way in which it reconceived English, not as an amalgam of the language modes--reading, writing, speaking and listening—but rather as three ‘L’s’: language, literature and literacy. On one level, this decision can be understood as a parochial, retrospective and regressive act, a return to an understanding of English which privileges the aesthetic, canonical literary work (Mathieson 1975), and consequently a rejection of contemporary understandings of English as the study of texts in their contexts. Indeed, this decision to reorganise subject English, towards the end of the first decade of the 21s century, was undoubtedly influenced by conservative governmental and public concern about the study of literature, particularly Australian literature, in schools and Universities; these concerns had received considerable media attention in the months preceding the first draft of the curriculum (see Doecke et al., 2011; McLean Davies 2008 & 2014). On another level, this attention to literature—and the reconfiguring of literacy as one of the key strands of English rather than the ultimate goal of the curriculum in the Australian context— can also be understood in the context of a literary turn in English education internationally, which seeks to redefine national literacy. As this paper will argue, this return to literature seeks to position literature not just as a moral technology (Eagelton, 1985), but also as the vehicle through which national and international identity may be negotiated and asserted in a globalised world.
This paper will investigate this literary turn, evidenced in the Australian English curriculum (AC:E), and will consider this in the context of national language and literacy policies, such as Literacy for All: the Challenge for Australian Schools (1998) and Teaching Reading – Report of the National Inquiry into the Teaching of Literacy (2005). In particular, this paper will explore the ways in which literature in Australia is positioned outside or distinct from literacy, in both policy and curriculum. It will analyse work that literature is currently required to do in the ‘national interest’, and will consequently explore the way in which literacy is repositioned in this contemporary national discourse.
Davies, Larissa J McLean, Doecke, Brenton G, Sawyer, Wayne & Mead, Philip (Australia) INVESTIGATING LITERARY KNOWLEDGE IN THE MAKING OF ENGLISH TEACHERS
With the advent of the 21st century there has been renewed interest in the relationship between disciplinary fields and school subjects (Green 2010; Yates 2011; Yates & Collins, 2010; Yates, Collins & O’Connor, 2011). Recently, this concern has been brought to attention in Australia through debates about the development of the Australian Curriculum (Atwey & Sing, 2011; Brennan 2011); concerns about student performance in high stakes national testing and comparative international testing (Thomson 2013), and related concerns about teacher quality (Australian Government Department of Education 2014). Central to these debates are tensions about what constitutes discipline knowledge, about pedagogical content knowledge and about curriculum (Cambourne 2013; Shulman 1986). In light of these tensions, this paper analyses data gathered in the context of a broader project concerned with the relationship between disciplinary knowledge and teachers’ pedagogical practices in the teaching of secondary English in Australia. Specifically, this paper reports on a comparative analysis of Australian English curriculum and policy documentation concerning the teaching of literature within the suite of ‘English subjects’, and interviews conducted with pre-service teachers in two Australian States: Victoria and New South Wales, regarding the nature of the literary knowledge they value and bring to the profession. This document and interview data analyses are considered in the context of debates about the teaching of national and world literatures (Casanova, 2044). Analysis of these data will explore the connections and disjunctions between the utopian vision of disciplinary knowledge articulated in sanctioned curriculum documentation and associated official texts, and the understandings of literary knowledge pre-service teachers bring to the profession. In particular, this paper will explore the ways in which literary sociability (Kirkpatrick and Dixon, 2012; McLean Davies, Doecke and Mead, 2013) experienced through
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previous experiences as students of literature, mediates teachers’ understandings of the teaching of texts in English, and impacts on their articulations of a literary education.
Davies, Larissa J McLean & Doecke, Brenton G (Australia) INTERTEXTUALITY: WRITING AND READING LITERATURE
John Frow defines ‘intertextuality’ as ‘the elaboration of a text in relation to other texts’, contending that this literary-theoretical concept challenges the notion that a text is ‘self contained’, promoting sensitivity towards the way ‘texts are traces and tracings of otherness, shaped by the repetition and transformation of other texts’ (Frow, 2006). This paper explores the applicability of the concept of ‘intertextuality’ to understanding how young people engage with literary texts in classroom settings. It argues that, rather than simply naming a way of reading texts (when readers are alert to how a text ‘means’ through invoking other texts, such as the way the Wide Sargasso Sea depends upon and rewrites Jane Eyre), intertextuality might more productively be applied to understanding how young people draw on the textual resources available to them when writing, especially when they are engaging in ‘text response’ activities, such as rewriting a novel from another point of view, or recasting a novel in the style of another author.
Such creative work with literary texts has long been a feature of the Australian scene, having first been promoted in Ian Reid’s influential book, The Making of Literature (Norwood: AATE, 1984), and explored further by other educators (e.g. Adams, 1997, Misson, 2004 , Bellis et al., 2009, Plunkett, 2011, Doecke and McClenaghan 2014). The paper will draw on examples deriving from sustained classroom-based inquiry conducted by the presenters over a period of several years and samples of student work in order to show how creative rewriting of literary texts can both enhance students’ understanding of the original text and offer new ways of reading that work. In this way, the study of literature becomes an evolving field, where the dynamic and reciprocal interdependence between the reception and production of texts is experienced and negotiated.
Doil-Hartmann, Christa (Germany) IT-SUPPORTED LANGUAGE LEARNING
Modern Media are playing an increasingly more important role in language teaching and learning (Doi-Hartmann&Bühs, 2007). On the one hand students are to learn how to use the Internet and other modern media with care and conscientiously as they seem to be a common and frequently used tool (Spitzer, 2012). On the other hand a lot of material is offered for teaching and autonomous language learning which teachers and learners are to learn to use efficiently and effectively. In a project, funded by the European Communion 20 schools and teacher training institutions are developing “good practice examples” for IT-supported language learning. Main criteria and objectives of this project are to facilitate the access to technology-mediated tasks for the language classroom, to promote linguistic understanding and awareness through ICT-based TBLT; to enhance the quality of teacher education in technology-mediated TBLT, to develop the teachers’ digital competence, and to create tools which can leverage both the quality of teacher education in technology-mediated TBLT and the effectiveness of task-based language learning. (Lopes, Antoniò, 2014). All examples meet the criteria of the CEFR (2001). All the examples will be available in 10 languages (Dutch, English, German, Greek, Hungarian, Italian, Portuguese, Serbian, Spanish and Turkish) Aim of the presentation is to introduce some of these examples and to provide key rules and principles for designing effective tasks for L1 teaching and instructions as well as for bilingually raised children (Krashen, 2003).
Keywords: linguistic and digital competence, integration of ICT in L1 teaching and learning, task-based learning, competence-oriented teaching, CEFR
References: 1) Bland, Janice (2007 Lang). Literary Texts and Literacy skills for the Youngest Language Learners. In: Elsner et al. KFU, 31. 2) Chomsky, N. (1992) Explaining Language Use, In: Philosophical Topics 20. 3) Common European Framework of Reference for Languages: Learning, Teaching, Assessment (2001)
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http://www.coe.int/t/dg4/linguistic/cadre1_en.asp 4) Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching and Assessment. Cambridge: Cambridge University Press. 5) Doil-Hartmann, C. and Buehs (2007 Lang). R. European Curriculum for New Technologies and Language Teaching, In: Elsner et al. KFU, 31 6) Donnerstag, J. (2007 Lang). From Print Literacy to Electracy: Incorporating the Internet in Creative Composition. In: Elsner et al. KFU, 31. 7) Krashen, S.D. (2003), Explorations in Language Acquisition and Use, Portsmouth: NH: Heinemann. 8) Lopes, Antonio (2014), Petall –Pan European Task Activities for Language Learning – An introduction, Powerpoint presentation, slides 14 ff) 9) McQuillan, J.; Krashen, S.D. (2008), "Commentary: Can free reading take you all the way? A response to Cobb (2007)", Language Learning & Technology. Vol.12, No.1, February 2008 10) Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press 11) Pinker, Steven (Norton 1997). How the Mind Works 12) Spitzer, M (2012). Digitale Demenz, Wie wir uns und unsere Kinder um den Verstand bringen können. Drömer Vlg.
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Elf, Nikolaj F. & Koutsogiannis, Dimitrios (Denmark) ICT AND LITERACY EDUCATION: PAST EXPERIENCE AND DESIGNING THE FUTURE (1/2)
Invited Pre-SIG symposium on ICT and literacy education.
Organizers: Nikolaj F. Elf, University of Southern Denmark, [email protected] Dimitrios Koutsogiannis, Aristotle University of Thessaloniki, [email protected]
This symposium takes as a point of departure that complex developments of homogeneity and heterogeneity are taking place in L1, and that information and communication technologies (ICT) – and in particular, digital media – function as one of the main actors of this development. Research suggests, roughly, that media change the patterns of communication as well as notions of ‘language’ and ‘literature’ outside and within school, including but not limited to the school subject L1. However, further empirical research is needed for understanding better the complex relationship between ICTs and teaching practices driven by the two main actors of teaching, students and teachers. As suggested in the conference keynote by Daniel Cassany, one global question which has to be explored locally and in situated ways is how students use digital resources on a daily basis through informal and formal learning practices. What do they do with ICT in and out of the classroom? What are the empirical findings in local contexts, and how do they relate to findings in other national and international contexts? In and out of school, how do kids and teens construct their identities online, develop digital activities that produce digital content, and use language norms (spelling, syntax, lexicon, politeness) that align, or do not align, with norms of the L1 curriculum? Also, we need to explore what is acknowledged by teachers, functioning in local school settings, as technologically mediated subject-related meaning-making and knowledge production. How do teachers sponsor, promote or otherwise facilitate or constrain new and old technologies and literacies? On a more abstract paradigmatic level considering the discourse of L1 research, we should ask how the recontextualization of communication media in student and teacher practices impact L1 development. What are the implications for the understanding of the subject’s whats, hows, and whys - and for future notions of ‘literacy’ or ‘competence’ development within the subject? How could we imagine and design the future of L1 and literacy education, in general, considering new media? The invited symposium comprises six paper presentations which address these questions from different perspectives. These presentations are introduced below; see also abstracts.
First session:
1) Media and Technology in L1: A Review of Empirical Research Projects in Scandinavia
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Authors: Nikolaj Frydensbjerg Elf*, University of Southern Denmark, [email protected] Håvard Skaar*, Oslo and Akershus University College, [email protected] Per-Olof Erixon, University of Umeå, [email protected] Thorkild Hanghøj, Aalborg University, [email protected] *Presenting authors. Short introduction: Elf et al. present findings from a review of 56 empirical research projects in Scandinavia focusing on media and technology. The presentation suggests a theoretical framework for clarifying ‘what we talk about when we talk about media and technology’, which could be used for discussing the following presentations in the pre-SIG.
2) Punctuated equilibrium – digital technology in schools’ teaching of the mother tongue (Swedish) Author: Per-Olof Erixon, University of Umeå, [email protected] Short introduction: Erixon deals with how teachers and pupils in primary and lower secondary education (7th to 9th grade) in Sweden look upon and relate to new digital technology in the teaching of the mother tongue (Swedish) now and in the future.
3) How a multimedia learning platform can support heterogeneous teacher trainees’ French writing proficiency and grammatical knowledge Authors: Isabelle Gauvin, Université du Québec à Montréal, [email protected] Renée Lemay, Université du Québec à Montréal, [email protected] Short introduction: From a Canadian context, Gauvin & Lemay reflect on how a multimedia learning platform can support heterogeneous teacher trainees’ French writing proficiency and grammatical knowledge.
Second session:
4) Student work and student production in the 21st century: Quantitative and qualitative analysis Authors: Marie Falkesgaard Slot, University College Lillebælt, [email protected] Rune Hansen, University College Syd, [email protected] Jesper Bremholm, University College Capital, [email protected] Short introduction: Based on a research and development project in Denmark, Slot, Hansen & Bremholm analyze around 950 student productions from 16 schools and present coding procedures and findings.
5) Teaching and playing Minecraft in L1 primary education: Framing students’ game literacies in relation to teachers’ curricular goals Authors: Thorkild Hanghøj*, Aalborg University, [email protected] Heidi Hautopp, Aalborg University, [email protected] *Presenting. Short introduction: In a qualitative case study, Hanghøj & Hautopp explore framings and game literacies in an intervention project focusing on teaching and playing the “sandbox” computer game Minecraft as a part of L1 in Danish primary education.
6) Layered simultaneity in using ICT for Teaching Greek as L1 Author: Dimitrios Koutsogiannis, Aristotle University of Thessaloniki, [email protected] Short introduction: Koutsogiannis suggests a model for understanding L1 in an ICT perspective analyzing indicative events from teachers’ teaching practices in a Greek context in order to highlight what Blommaert has called “layered simultaneity”.
Finally, the discussant, Daniel Cassany, will offer a discussion of the symposium theme in light of presentations opening up for questions and comments from the presenters and the interlocutors.
Relation to SIG on ICT and literacy education: This invited symposium and a number of other presentations in the program are framed within a so-called 'pre-SIG' on ICT and literacy education. The presentations comprise a diversity of research designs and a variety of methodological approaches to ICT and literacy education within a L1 context. This includes both qualitative and
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quantitative approaches, exploratory and intervention-oriented, and empirical and theory-developing studies on different levels of education, from primary to upper-secondary education and teacher education. Furthermore, the presentations reflect teaching and research practices embedded in different regions and national contexts. By framing the symposium and other presentations as a pre-SIG on ICT and literacy education, the organizers wish to initiate a forum for a shared research interest within IAIMTE. The goal is to establish a formalized forum for such a research interest, that is, a Special Interest Group (SIG) on ICT and literacy education (see program for business meeting with this theme).
Keywords: literacy, ICT and media, paradigm shifts, global, local, teacher uncertainty
Nikolaj F. Elf & Thorkild Hanghøj & Per-Olof Erixon & Håvard SkaarAt IAIMTE 2013 Elf & Hanghøj presented a pilot study exploring how a review of empirical research projects on media and technology in L1 in a Scandinavian context could be conducted, focusing on Danish studies as a pilot case. In this paper, results from the completed review of all relevant studies in Sweden, Norway, and Denmark are presented. The point of departure is that during recent decades several Scandinavian research projects have had an explicit focus on how technology intervene with L1 practices in Swedish, Norwegian and Danish educational contexts, and how this may have impact on the understanding of the subject. However, there exists no systematic overview of the documented possibilities and challenges related to the use of technology in L1. At the same time, there is terminological confusion in relation to the use of ‘technology’ and related concepts in L1. Finally, there is a general lack of critical reflection on the relation between technological developments, political rhetoric, and the development of L1 teaching and learning as a social practice related to specific contexts and actors. Thus, the review attempts to answer three, interrelated research questions: 1) What do we talk about when we talk about ‘technology’ in L1? 2) Based upon a systematic review of empirical studies, what characterizes the research field? And 3), for discussion, what broader implications does the systematic review suggest for a rethinking of L1 in terms of practice and research? Introducing the notion of educational boundary objects (Star & Griesemer, 1989), a theoretical framework is developed, which suggests four metaphors for understanding technology within L1: as tool, as media, as socialization, and as literacy practices. These are found useful for analyzing and comparing both theoretical perspectives and empirical research on L1. 56 studies are included in the review. A key finding is that although the studies are characterized by a large degree of diversity, the conceptualization of technology as media is a dominating approach, which downplays aesthetic, critical and tool-oriented perspectives. Another finding is the large amount of studies, which focus on student practices within L1 and the relationship to out-of-school literacy practices. A final finding is the emphasis on teacher uncertainty on how and why to integrate technology within existing paradigms of the subject.
Presenting authors: Nikolaj F. Elf and Håvard Skaar.
Keywords: review methodology, metaphors of technology, out-of-school literacy practices; teacher uncertainty
References: Star, S. L., & Griesemer, J. R. (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19(3), 387-420.
Per-Olof ErixonThis presentation deals with how teachers and pupils in primary and lower secondary education (7th to 9th grade) in Sweden look upon and relate to new digital technology in the teaching of the mother tongue (Swedish) now and in the future. The investigation is based on interviews with and observation notes from 10 different lower secondary schools spread all over Sweden, and constitutes part of the research project “School subject paradigms and teaching practice in the screen culture – art, music and Swedish under the influence”, which was funded by the Swedish Research Council
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2010–2012. The project’s point of departure is that different school subjects have different attitudes to (new) technology and that the incorporation of digital media looks different in various school subjects (Hennessy, 2005; McEachron, 2003). The result shows that the educational discourse is being challenged as regards both the classification and framing of the subjects (Bernstein, 2000), but that the awareness of this among both teachers and pupils seems to be limited. This implies that teachers of Swedish on the whole take a positive attitude to introducing new digital technology in their teaching and that it generally contributes to making the teaching more effective, even if the supply of in-service education and equipment is limited. There is also a common opinion among both pupils and teachers that those educational activities that have been traditionally conducted should be able to continue in roughly the same way, although now with the aid of modern digital technology, at the same time as great changes are taking place in relation to both subject content and teaching practice. The development might now be approaching a stage where the gradual change, ‘evolution’, that has taken place through all the invasive ‘forms of media’ that have been added to the teaching environment, will now contribute to a rapid change, i.e. a punctuated equilibrium, which will hopefully lead to a new inner stability or homeostasis, i.e. a paradigm shift.
Keywords: teachers and pupils in primary and secondary education, paradigms, educational discourse
Presenting author: Per-Olof Erixon, University of Umeå, [email protected]
References: Bernstein, B. (2000). Pedagogy, symbolic control and identity: theory, research and critique (revised ed.). London: Lanham, Rowman and Littlefield. Hennessy, S., K. Ruthven and S. Brindley (2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Curriculum Studies, Vol. 37, No. 2, 155-192 McEachron, G., Baker, C., & Bracken, B. A. (2003). What classroom environments tell about the pedagogical aspects of subject matter. School Psychology International, 24(4), 462-476.
Isabelle Gauvin & Renée LemayIn the Quebec teacher-training context, university teaching programs are responsible for ensuring an acceptable level of writing proficiency in French, the future teachers’ language of instruction (MELS, 2001). However, upon entering university, the quality of their written French and grammatical knowledge are often lacking, with a wide variability between them (Duchesne, 2012). As ICTs are more and more present in teacher training and in everyday life, and since these technologies allow for a personalized training path adapted to a trainee’s needs (e.g., Altabach, Reisberg, & Rumbley, 2009), using a multimedia platform to support the development of French writing proficiency and grammatical knowledge seems to be a promising avenue for teacher-training programs. Hence, within a development research (Richey & Klein, 2003), our project aims to (1) develop, (2) use and (3) evaluate a multimedia-learning platform, which includes various training modules. Since this research is still at the developmental stage, we will present the first module, a diagnostic training module offered in a hybrid mode. This module aims to obtain a picture of the trainees’ writing proficiency and grammatical knowledge, and to suggest an individualized training path within the platform. The presentation will focus on the theoretical underpinnings of the platform’s content and its teaching methods. Firstly, the diagnostic module will be presented in terms of the relationship between the proposed content and principles of modern pedagogical grammar (e.g., Boivin & Pinsonneault, 2008), which is a didactic transposition (Chevallard, 1985/1991) of modern linguistic descriptions (e.g., Chomsky, 1957). Secondly, the suitability of the teaching methods, based on current knowledge about French grammar didactics (e.g., Gauvin, Marcotte, & Villeneuve, 2013; Nadeau & Fisher, 2006), will be presented. We will also explain how the learning platform can be adjusted according to the heterogeneous trainees’ writing proficiency and grammatical knowledge.
This project involves 13 researchers (Gauvin, Beaudry, Collin, Fournier, Mercier, Nadeau, Tremblay, Fisher, Boutin, Bergeron, Harvey, Vincent & Boyer) from six universities across the province of Québec (UQAM, UQAC, UQAR, UQAT, UQO, UQTR).
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Key words: grammatical knowledge; multimedia; diagnostic modules
Presenting authors: Isabelle Gauvin, Université du Québec à Montréal, [email protected] Renée Lemay, Université du Québec à Montréal, [email protected]
References: Altabac, P.G., Reisberg, L., & Rumbley, L.E. (2009). Trends in Global Higher Education : Tracking an Academic Revolution. Paris, France : United Nation Education. Boivin, M.-C., & Pinsonneault, R. (2008). La grammaire moderne. Description et éléments pour sa didactique. Montréal, Québec : Beauchemin. Chevallard, Y. (1985/1991). La transposition didactique. Du savoir savant au savoir enseigné. Paris: La Pensée sauvage. Chomsky, N. (1957). Syntactic Structures. La Haye: Mouton & Co. Duchesne, J. (2012). Les erreurs d'orthographe grammaticale dans les rédactions de futurs enseignants. Mémoire présenté comme exigence partielle de la maitrise en linguistique. Page consultée le 15 avril 2014 : http://www.archipel.uqam.ca/4990/1/M12520.pdf Gauvin, I., Marcotte, S., & Villeneuve, K. (2013). Les raisonnements grammaticaux : un outil pour développer les compétences à écrire des étudiants du postsecondaire. Correspondance, 19(1), p.3-7. Nadeau, M., & Fisher, C. (2006). La grammaire nouvelle. La comprendre et l'enseigner. Montréal, Québec : Les éditions de la Chenelière. MELS (2001). La formation à l’enseignement. Les orientations. Les compétences. Gouvernement du Québec, Ministère de l’Éducation. Richey, R., & Klein, J. (2007). Design and Development Research: Methods, Strategies, and Issues. Oxford: L. Erlbaum Associates
Elf, Nikolaj F. & Koutsogiannis, Dimitrios (Denmark; Greece) ICT AND LITERACY EDUCATION: PAST EXPERIENCE AND DESIGNING THE FUTURE (2/2)
Invited Pre-SIG symposium on ICT and literacy education.
Organizers: Nikolaj F. Elf, University of Southern Denmark, [email protected] Dimitrios Koutsogiannis, Aristotle University of Thessaloniki, [email protected]
This symposium takes as a point of departure that complex developments of homogeneity and heterogeneity are taking place in L1, and that information and communication technologies (ICT) – and in particular, digital media – function as one of the main actors of this development. Research suggests, roughly, that media change the patterns of communication as well as notions of ‘language’ and ‘literature’ outside and within school, including but not limited to the school subject L1. However, further empirical research is needed for understanding better the complex relationship between ICTs and teaching practices driven by the two main actors of teaching, students and teachers. As suggested in the conference keynote by Daniel Cassany, one global question which has to be explored locally and in situated ways is how students use digital resources on a daily basis through informal and formal learning practices. What do they do with ICT in and out of the classroom? What are the empirical findings in local contexts, and how do they relate to findings in other national and international contexts? In and out of school, how do kids and teens construct their identities online, develop digital activities that produce digital content, and use language norms (spelling, syntax, lexicon, politeness) that align, or do not align, with norms of the L1 curriculum? Also, we need to explore what is acknowledged by teachers, functioning in local school settings, as technologically mediated subject-related meaning-making and knowledge production. How do teachers sponsor, promote or otherwise facilitate or constrain new and old technologies and literacies? On a more abstract paradigmatic level considering the discourse of L1 research, we should ask how the recontextualization of communication media in student and teacher practices impact L1 development. What are the implications for the understanding of the subject’s whats, hows, and whys - and for future notions of ‘literacy’ or ‘competence’ development within the subject? How could we imagine and design the future of L1 and literacy education, in general, considering new media? The invited symposium comprises six paper presentations which address these questions from
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different perspectives. These presentations are introduced below; see also abstracts.
Second session:
4) Student work and student production in the 21st century: Quantitative and qualitative analysis Authors: Marie Falkesgaard Slot, University College Lillebælt, [email protected] Rune Hansen, University College Syd, [email protected] Jesper Bremholm, University College Capital, [email protected] Short introduction: Based on a research and development project in Denmark, Slot, Hansen & Bremholm analyze around 950 student productions from 16 schools and present coding procedures and findings.
5) Teaching and playing Minecraft in L1 primary education: Framing students’ game literacies in relation to teachers’ curricular goals Authors: Thorkild Hanghøj*, Aalborg University, [email protected] Heidi Hautopp, Aalborg University, [email protected] *Presenting. Short introduction: In a qualitative case study, Hanghøj & Hautopp explore framings and game literacies in an intervention project focusing on teaching and playing the “sandbox” computer game Minecraft as a part of L1 in Danish primary education.
6) Layered simultaneity in using ICT for Teaching Greek as L1 Author: Dimitrios Koutsogiannis, Aristotle University of Thessaloniki, [email protected] Short introduction: Koutsogiannis suggests a model for understanding L1 in an ICT perspective analyzing indicative events from teachers’ teaching practices in a Greek context in order to highlight what Blommaert has called “layered simultaneity”.
Finally, the discussant, Daniel Cassany, will offer a discussion of the symposium theme in light of presentations opening up for questions and comments from the presenters and the interlocutors.
Jesper Bremholm & Marie Falkesgaard Slot & Rune HansenWithin the last decade the development and accessibility of digital technologies have greatly expanded the possibilities and potential diversity of students’ productive work in school settings. Stating this fact opens for several questions that need to be examined: To what degree are these possibilities actually being realized in the ways students work productively in the school subjects? How are the balance between digital modes of production and the analog modes traditionally embedded in the school subjects? And to what degree does the productive work in the school subjects support the competences and skills the students need in their future life in the 21st century?
In the proposed paper we seek to address these questions. The paper will be based upon an ongoing mixed method study related to three large scale research and development projects on school-based ICT initiated and funded by the Danish Ministry of Education.
The paper will focus on the quantitative part of the mixed method study. This part of the study consists of a systematic collection of student work (and the related task) at the 16 schools participating in the mentioned research and development projects. A total of about 950 student works are collected. The student works (and the tasks) are being categorized and characterized using a coding instrument developed in the course of the project. The categories used in the coding instrument relate to a specific selection of 21st century skills (Binkley et al., 2012). The coding instrument is inspired by performance oriented assessment (Shear et al., 2011; Greenstein, 2012; Mueller, 2008) and theoretically informed by didactic theory as well as by social semiotics (Kress, 2010; Unsworth, 2008; Jewitt, 2005).
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In the paper we will present the coding instrument and the main findings from the quantitative analysis. These findings indicate on the one hand that the Danish schools have not as yet fully entered the digital era in the sense that the traditional forms of student work still hold quite a strong position in the school subjects. On the other hand, regarding the 21st century skills the findings point to interesting connections between a functional use of ICT, multimodal meaning making, and scaffolded tasks.
Presenting authors: Marie Falkesgaard Slot, University College Lillebælt, [email protected] Rune Hansen, University College Syd, [email protected] Jesper Bremholm, University College Capital, [email protected]
References: Binkley, M., Erstad, O., Herman, J.; Raizen, S. et al. (2012): “Defining Twenty-First Century Skills” in Griffin, Patrick, McGaw, Barry and Care, Esther (ed.): Assessment and Teaching of 21st Century Skills. London: Springer. Greenstein, L. (2012): Assessing 21st Century Skills: A Guide to Evaluating Mastery and Authentic Learning. Thousand Oaks: Corwin. Jewitt, C. (2005). Technology, Literacy, Learning: A Multimodal Approach. London: Routledge. Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London: Routledge. Mueller, J. (2012) Assessing critical skills. London: Linworth Books. Shear, Hafter, Miller, & Trinidad. (2011) ITL-Research - Phase 2, Design: Introducing ITL-professional learning. http://www.itlresearch.com/images/stories/reports/ITL%20Research%20Phase%20II%20Design%20Document-Final%20November%202011.pdf Unsworth, L. (2008). Multimodal semiotics: functional analysis in contexts of education. London: Continuum.
Heidi Hautopp & Thorkild HanghøjThe aim of this paper is to explore framings and game literacies when teaching and playing the “sandbox” computer game Minecraft as a part of L1 in primary education. The empirical data for the paper is based on a series of design interventions in three different classes (two 1st grades and one 2nd grade) at three different Danish schools, which involved video observations and interviews with teachers and selected students. The project is financed by The Danish Ministry of Education (2013-2015) and is part of a larger project on “ICT in the Innovative School”, which aims to develop students’ 21st century skills.
In the paper, we describe how the teachers’ interpretations of curricular goals relate to the students’ continual framing and re-framing (Goffman, 1974; Hanghøj et al., 2013) of Minecraft through specific game literacies (Apperley & Beavis, 2011). This is done by introducing an analytical model, which can be used to describe the educational use of games within L1 as a relationship, on the one hand, between games as texts and games and action, and, on the other hand, as a relationship between curricular goals and game goals. The preliminary findings suggest that teachers need to be able to communicate clear goals for playing Minecraft in order to avoid frame clashes between the students’ game literacies and the curricular goals. At the same time, the findings also indicate how both teachers and students are able to shift freely between different narrative frames, both within and around the digital game scenario, and how students may benefit from exploring, understanding, negotiating and creating new narratives in relation to the contingent and sometimes chaotic game dynamics of Minecraft. In order to manage the complexity between structured game play and open-ended exploration, teachers and students may particularly benefit from the support and guidance of highly game literate students. The paper concludes by discussing different aspects of what it takes to be a game literate teacher within L1.
Key words: game literacies; curricular goals; game literate L1 teacher
Presenting author: Thorkild Hanghøj, Aalborg University, [email protected]
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References: Apperley, T. & Beavis, C. (2011). Literacy into Action: Digital Games as Action and Text in the English and Literacy Classroom. Pedagogies, Vol 6, No. 1, pp 130-143. Goffman, E. (1974). Frame analysis: An essay on the organization of experience. London: Harper and Row. Hanghøj, T., Hautopp, H., Jessen, C. & Denning, R. C. (2014). Redesigning and Reframing Educational Scenarios with Minecraft within Mother Tongue Education. Proceedings for the 8th European Conference on Games Based Learning, Berlin. Reading: Academic Publishing Limited.
Dimitrios KoutsogiannisThere is a rich scientific tradition concerning the use of ICT in L1 education. Ι have attempted to capture this international tradition, using the metaphor of three concentric and interconnected circles (Koutsogiannis, 2011). In the first (innermost) circle lies the tradition that regards ICT as a means of significant pedagogical potential. In the middle circle lies the tradition that approaches digital media as literacy practice environments, paying attention to digital or new literacies. Finally, in the third, outermost circle, lie scientific explorations that approach digital media and digital communication as organic elements of a complex economic, social, and cultural reality. I have called this circle “missing”, because it has attracted limited research interest. This presentation is based on experience from an online community of eighteen secondary school teachers attempting to contribute towards filling, at least partly, this gap.* The aim of this community (2011-2014) has been to collaborate so as to compose innovative lesson plans using ICT, to use them in respective classes and to upload such materials onto a data base environment as recourses available for other teachers . A lot of data are available, concerning both the online and off-line (eg. recorded lessons and ethnographic field notes of teaching practices, interviews and so on) life of this community. In this presentation, I am analyzing indicative events from teachers’ teaching practices, in order to highlight what Blommaert has called “layered simultaneity” (Blommaert, 2005:130-131). If the term is viewed in the light of Greek reality, it means that every teaching event encapsulates multiple levels related to local teaching traditions, local mental models associated with the use of computers in education, the agency and teachers’ strategies and, naturally, to global voices concerning the use of ICT when teaching L1. The analysis reflects a reality far more complex than the dominant argument on the pedagogical potential of new technologies.
Keywords: ICT and teaching L1, discourse analysis, global, local
References: Blommaert, J. (2005). Discourse. Cambridge: Cambridge University Press Koutsogiannis, D. (2011). ICTs and language teaching: the missing third circle. In Gerhard, S. & Váradi, T. (eds.). Language, Languages and New Technologies (p. 43-59). Frankfurt: Peter Lang Verlag.
*Note: The present study was conducted in the context of the Operational Program “Education and Lifelong Learning” and has been co-funded by the EU (European Social Fund) and by national resources.
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Ferraz, Inês Patrícia Rodrigues & Pocinho, Margarida & Viana, Fernanda L. (Portugal) PHONOLOGICAL AWARENESS, LETTER KNOWLEDGE AND THE PIAGETIAN TASKS IN PORTUGUESE PRESCHOOLERS
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Data from the 2011 PIRLS (Progress in International Reading Literacy Study) show that success in reading is related to the ability to sound out letters of the alphabet, which is provided by phonological awareness (Araújo, 2011). Studies also showed that phonological awareness and piagetian tasks are good predictors of reading skills. Stuart and Coltheart (1988) are critical towards claims that phonological awareness is the necessary precursor for learning to read. In some literate homes, parents teach their children, and children who have experienced such environments go to school with better developed phonological awareness and letter knowledge, and hence are better prepared to learn to read (Snowling & Hulme, 2005). Rather, they propose that phonological awareness combined with letter-sound knowledge triggers reading acquisition (Bowey, 2005). Several studies show that the cognitive piagetan tasks are related to reading skills. However, this rapport has not yet been studied (Almy, Chittenden, & Miller, 1966; Mason, 1977; Sequeira, 1989).This study aims to analyse the rapport between phonological awareness, alphabet knowledge and piagetian tasks in Portuguese preschoolers, according to gender, age, and the mother’s academic qualifications. A sample of 116 children aged 5 to 6 from public preschools was assessed using a set of tests: phonological awareness, piagetian tasks (seriation, classification, inclusion) and a letter knowledge test. The results show that the gender does not influence children's achievements. Older children achieve better results than younger children in seriation (p=0,019; t=2,386; df=115) and classification tasks (p=0,025; t=2,271; df=115). Mothers with higher academic qualifications influence positively the knowledge of vowels (p=0,031; Z=2,768; df=115) and consonants (p=0,000; Z=5,893; df=115). With the Spearman correlation test, there is a positive correlation between phonological awareness and seriation task (rho=0,217) and letter knowledge (vowels, rho=0,323; consonants, rho=0,307). Finally, there is a positive correlation between classification task and letter knowledge (vowels, rh0=0,227; consonants, rho=0,213). Also with the Pearson correlation test, there is a positive correspondence between age and seriation (r=0,203) and classification tasks (r=0,196). The results of this study are relevant for mother tongue teaching in order to promote reading skills and academic achievement.
Keywords: phonological awareness; letter knowledge; piagetian tasks; preschoolers
References: Almy, M.; Chittenden, E.; & Miller, P. (1966). Young Children's Thinking. New York: Teachers College Press. Araújo, L. (2011, June). Are differences in reading achievement in PIRLS related to curriculum and instructional practices? 8th Bi-annual Conference of International Association for the Improvement of Mother Tongue Education, Hildesheim, Germany. Bowey, J. A. (2005) Predicting Individual differences in learning to read. In M. Snowling & C. Hulme (Eds), The Science of Reading: A Handbook (pp.155-172). Oxford: Blackwell. Mason, J. M. (1977). Suggested relationships between the acquisition of beginning reading skills and cognitive development. Journal Education Research, 70, 195-199. Sequeira, F. (1989). A study of the determinants of cognitive processes success in learning to read (Um estudo dos processos cognitivos determinantes do sucesso na aprendizagem da leitura). In F. Sequeira & I. Sim-Sim (Eds). Linguistic maturity and learning to read (Maturidade linguística e aprendizagem da leitura), vol. 1 (pp. 79-98). Braga: Universidade do Minho. Snowling, M. & Hulme, C. (2005). The Science of Reading: A Handbook. Oxford: Blackwell. Stuart, M., & Coltheart, M. (1988). Does reading develop in a sequence of stages? Cognition, 30, 139-181.
Ferreira, Carla & Pocinho, Margarida & Araujo, Luisa (Portugal) ENGLISH@ROCHINHA LONGITUDINAL PROJECT IN A PORTUGUESE KINDERGARTEN: ITS IMPACT ON CHILDREN, TEACHERS AND PARENTS
English@Rochinha (E@R) Project aims to promote children’s cognitive and language growth through access to another language (English) in their daily context. It’s implementation focuses on access to the language within the children's routines and school's daily activities. E@R implemented an experimental design, in 2011-2012, with a training component for teachers and their assistants, involving a two-language model for children of early childhood care age, preschool and kindergarten The project targeted the development of the assistants' language fluency, the parents’ awareness and beliefs about the project and children's reactions and language acquisition. At this stage of the study we are considering how to evaluate E@R Project impact on children included in this project since 2011-2012, as well as its impact on their teachers’ linguistic input and pedagogy
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and on parents’ expectations The sample includes 53 children aged 3 to 6 years, and their parents. It also includes 9 teaching assistants, and 3 kindergarten teachers. Because we earned an Erasmus + Mobility grant, all the staff will be receiving training in the UK, Finland and Latvia, between January 2015 and November 2016 and we need to evaluate the impact of this too. Thus, in the beginning of the year school – October and November 2014 (pre-test), we applied a battery of instruments: an adapted Portage assessment scale, a children's self E@R assessment, and a Parents’ Survey. We will apply the same battery at the end of the year – June and July 2015 (post-test). So far, the pre-test results on the assessment of children's perceptions, language knowledge and goal-oriented behaviours show differences between younger children who were exposed to the project since they entered Rochinha and older ones that were not exposed to the program in the first year they entered Rochinha. Specifically, the younger ones strive to communicate using language expressions rather than isolated words whereas the older ones are more focused on learning vocabulary words, either in isolation or in the context of specific thematic units. This finding is congruent with parents’ expectations for their children’s language development. Data related to the spontaneous use of English in the classroom and in daily routines is still being analysed.
Folkeryd, Jenny W. (Sweden) EVALUATIVE STYLE IN STUDENT WRITING – MAKING ONE’S VOICE HEARD IN EARLY SCHOOL YEARS
According to the “key competencies” formulated in the OECD program Definition and Competencies (DeSeCo), one of the competencies that our students need, is that of being able to act autonomously. This means that in order to become active participants in a society, individuals need to find and let their voices be heard, and in doing so, to reflect upon their own and other people’s values. Writing in school can be seen as one important arena where students have the opportunity to begin to try out their voices. The main purpose of the study presented in this paper is therefore to further develop ways to study, understand and talk about students’ texts in early school years. More specifically the use of evaluative language resources is focused in order to discuss ways that students can expand their repertoire of text-making and making their voices heard. At the same time a meta-language is developed for commenting on student writing in early school years. The theoretical framework for the study is found within a social semiotic perspective (Halliday 1978), a perspective which provides a well-developed theoretical framework for detailed analyses of different dimensions of meaning-making in students’ texts. More specifically, student texts are discussed from the point of view of the semantic framework Appraisal. Linguistically the investigation thus explores evaluative language resources used in the texts to construct emotion (Affect), judge behaviour in ethical terms (Judgement) and value objects aesthetically (Appreciation) (Martin & White, 2005, Folkeryd 2006). Data consists of 674 informational and narrative texts written by students in grade 1-3 in two different Swedish schools (students 6-10 years old) at six different occasions . Results show that evaluative resources are used in most of the texts, although to various degrees and of different types, thereby expressing different evaluative styles. These styles range from not using evaluative resources at all, to expressing voice implicitly, to explicitly expressing mostly affect, to using all different types of appraisal resources in a varied way. To summarize, the study provides a nuanced picture of how student voice is expressed in early writing, thus contributing to the discussion of how students develop the skill of acting autonomously and how these issues can be discussed using an evaluative meta-language.
References: DeSeCo (2005). The definition and selection of key competenxes; Executive summary. Retrieved from http://www.oecd.org/pisa/35070367.pdf Folkeryd, J. W. (2006). Writing with an attitude : appraisal and student texts in the school subject of Swedish. Uppsala: Acta Universitatis Upsaliensis Halliday, M.A.K. (1978). Language as social semiotic. The social interpretation of language and meaning. London; Edward Arnold. Martin, J., & White, P. (2005). The language of evaluation: Appraisal in English: Palgrave Macmillan.
The study was carried out within the project Function, content and form in interaction. Students’ text-making in early school years. Financed by the Swedish Research Council.
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Fontich, Xavier (United Kingdom) "WHY SHOULD WE WORK SO MUCH ON THIS NOVEL IF WE ARE NOT GOING TO READ IT EVER AGAIN?”: CINEMA AND COLLABORATIVE INTERPRETATION TO ENHANCE STUDENTS’ INTERPRETATIVE SKILLS.
This paper presents a model for literary education, that of Instructional Sequence (IS) (Margallo, 2012), developed in the Spanish context, which aims to approach an issue of controversy in Language Arts: whether reading a novel should be compulsory or not. For some authors, it is counterproductive into forming motivated readers (Argüelles, 2010; Pennac, 1992) while others set the problem not so much in the requirement of reading as in the measures that accompany the reading processes (Chambers, 2011; Myonghee, 2004; Ghosn, 2002). From the latter positions, IS intends to integrate collaborative contexts (van Lier, 2004, Mercer, 2008), formal oral presentations (Vilà, 2011), and the work on genres (Cassany, 2006). We present an action-research intervention carried on with a group of secondary students (4th graders, 15-16 years old) in Barcelona during ten 50-minute sessions. It is inspired on IS model, exploring the link between literature and cinema and drawing on the concept of “literary theme” (Ambròs i Breu, 2011; Bordons and Díaz-Plaja, 2008). First, students seek for themes in the novel, presented as an expression of Human Mankind’s worries and obsessions along History; also, a process of contrasting the novel with a film not based on the novel fuels students’ effort to go beyond the plot and focus on themes. Finally, a metacognitive process leads to an exposition to an external audience through posts and a short video. Teacher’s and students’ notes serve to describe and interpret the whole experience, in the form of a case study and through the lens of qualitative research (Tracy, 2013). Students’ oral and written comments and assignments are interpreted in terms of their capacity of uncover hidden symbols as well as possible symbolic links and contrasts between film and novel. Results show that despite the novel being statutory the students have engaged in the project. Initial questions depicting reluctant attitudes (e.g., the one in the title of this abstract) or simplicity in the judgements give way to more warranted expositions regarding structure, symbolism, and contrast. Some students maintain that while they disliked the novel they enjoyed the IS based on contrasting and interpreting in collaboration. This suggests that the IS model may serve to focus the debate on the process of joint interpretation with the goal of enhance students’ interpretative skills.
Keywords: literature, joint interpretation, dialogue, cinema, literary theme
References: Tracy, S. J. (2013). Qualitative Research Methods. Collecting Evidence, Crafting Analysis, Communicating Impact. Hoboken: Wiley-Blackwell Ambròs, A. and Breu, R. (2011). Cinescola. Barcelona. Graó. Argüelles, J.D. (2010). Si quieres... lee: Contra la obligación de leer y otras utopías lectoras. Madrid. Fórcola. Bordons, G. and Díaz-Plaja, A. (2008). Peces: un tema universal como pasarela entre diversas literaturas. Lenguaje y textos, 28, 43-74 Cassany, D. (2006). Tras las líneas: sobre la lectura contemporánea. Barcelona: Anagrama. Chambers, A. (2011). Tell Me (Children, Reading an& Talk) with The Reading Environment. Woodchester: Thimble Press. Ghosn, I.K. (2002). Four good reasons to use literature in primary school. ELT Journal, 56(2), 172-179. Margallo, A.M. (2012). La formació de lectors literaris a través de les seqüències didàctiques en forma de projecte. Articles de Didàctica de la Llengua i de la Literatura, 57, p. 25-40. Mercer, N. (2008). Talk and the Development of Reasoning and Understanding. Human Development, 51, 90–100 (DOI:10.1159/000113158) Myonghee, K. (2004). Literature Discussions in Adult L2 Learning. Language and Education, 18(2), 145-166. Pennac, D. (1992). Comme un roman. París. Éditions Gallimard. Van Lier, L. (2004). The ecology and semiotics of language learning : a sociocultural perspective. Boston: Dordrecht. Vilà, M. (2011). La competència oral a l´educació obligatòria. Articles de Didàctica de la Llengua i de la Literatura, 55, 69-83.
Franck, Orianna & Ronveaux, Christophe (Switzerland) WHO SINGS DURING THE LESSON? 3 VIEWS ON THE "STEERING GROUP"
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Chair person/organizer: Luísa Álvares Pereira
Current research highlights the "gaps" between teacher-planning, prescribed task orientation and what students make of them given that their participation is real. Some of these studies show how adapting tasks to weak students has created misunderstandings about their pre-existing knowledge. It seems that the process of targeted differentiation is related to how teachers perceive their students, as if they carry out the lesson with imaginary and predictable learners.
Wanlin (2009, 2011) takes into account the seminal work of Dahllöf and Lundgren (1970) in defining subgroups of learners who act as target students as the steering group, "a group of Pupils in the class that (...) is acting as a reference group for the teachers' pacing the instruction for the Whole class"(p. 4).
What role do students play during the carrying out of the lesson? Which student or group of students do teachers take into consideration when they plan a classroom activity? How do students evolve during classroom interaction? What is the difference between target students and effective students? These issues revolve around the teaching of reading and writing in the L1 French primary classroom in different francophone contexts in Belgium, France and Switzerland. This symposium will bring together researchers who have worked on issues characterizing the steering group (Wanlin, 2011), or the « archi-élève » (Ronveaux, 2014). Apart from this, the role of the target student in class (Wanlin, 2011), and the relationship between the task difficulty level, and the level of students (Murillo, 2010), the gap between learning potential and expected performance [DPA] (Maurice & Murillo, 2008). Finally, the link between thought, lesson planning and effective teaching (Wanlin, 2009; Ronveaux, Schneuwly & Franck, 2013).
In our study, we compare data on the characteristics of the steering group who guide the teacher, their lesson planning and adjustments in the classroom; In addition, we confront different methods and approaches to try to better characterize the steering group and its impact on student learning in tasks that are suggested.
Presenters involved: Presentation 1 - Philippe Wanlin: [email protected] - Lara Laflotte: [email protected] Presentation 2 - Audrey Murillo: [email protected] - Gwenaël Leveuvre: [email protected] Presentation 3 - Christophe Ronveaux: [email protected] - Orianna Franck: [email protected]
Bibliography: Maurice, J.- J. & Murillo, A. (2008). La distance à la performance attendue : un indicateur des choix de l’enseignant en fonction du potentiel de chaque élève. Revue française de Pédagogie, 162, 67-79.
Murillo, A. (2010). Le choix du niveau de difficulté des tâches scolaires : des marges de manœuvre limitées pour les enseignants. Carrefours de l'éducation, 29, 77-92.
Ronveaux, Chr. (2014). L’archi-élève lecteur entre tâche, activité et performance de lecture. In J.-L. Dufays & B. Daunay (Éd.), Didactique du français langue première : quelle place pour le point de vue des élèves ? (pp. 119-138). Bruxelles : De Boeck.
Ronveaux, Chr. (à paraitre). Former à entrer « par effraction » dans l’album de jeunesse. Corpus, dispositifs du retard et archi-élève. In S. Florey, S. El Harmassi, N. Cordonier & Chr. Ronveaux (Éd.), Enseigner la littérature au début du 21e siècle. Enjeux, pratiques, formation. Bern : Peter Lang. Tapuscrit accepté.
Ronveaux, Chr., Schneuwly, B. & Franck, O. (2013). « Le principe dynamique de l’archi-élève lecteur dans l’enseignement de textes littéraires ». Contribution présentée au Réseau Education et Formation (REF) du 9 au 11 septembre 2013 à l’Université de Genève. (Thème : Rôle de l’élève en classe de français)
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Wanlin, P. (2009). La pensée des enseignants lors de la planification de leur enseignement, Revue française de pédagogie, 166. En ligne : http://rfp.revues.org/1294
Wanlin, P. (2011). Elèves forts ou faibles : qui donne le tempo ? Une analyse de la place des élèves dans les processus de pensée des enseignants (thèse de doctorat). Université de Liège, Belgique.
Bibliography abstract 1 Dahllöf, U. & Lundgren, U. O. (1970). Macro- and micro- approaches combined for curriculum process analysis : a swedish educational field project. Report from the institute of education, 10. Goteborg: University of Goteborg.
Bromme, R. (1987). Teachers’ assessment of student’s difficulties and progress in understanding in the classroom. In J. Calderhead (Ed.), Exploring teachers’ thinking. (p. 125-146). London: Cassell.
Bromme R. (1989). « The "collective student" as the cognitive reference point of teachers’ thinking about their students in the classroom ». In J. Lowyck & C. M. Clark (dir.), Teacher thinking and professional action: studia paedagogica n°9. Leuven: Leuven university Press, p. 209-222.
La Fontaine, J. (1991). Fables. Paris : Gallimard.
Lovay, J.-M. (1996). La négresse et le chef des avalanches. Genève : Zoé.
Bronckart, J.-P., Bain, D., Schneuwly, B., Davaud, C. & Pasquier, A. (1985). Le fonctionnement des discours. Un modèle psychologique et une méthode d’analyse. P. : Delachaux et Niestlé.
Ronveaux Chr., (à paraitre). Construction empirique d’un archi-élève lecteur. In J.-L. Dufays & B. Daunay (Ed.), Didatique du français langue première : quelle place pour le point de vue de l’élève. Bruxelles : De Boeck.
Bibliography abstract 2 Dahllöf, U. S., & Lundgren, U. P. (1970). Macro- and micro- approaches combined for curriculum process analysis: a Swedish educational field project (No. n° 10). Göteborg: University of Göteborg.
Hofer, M. (1981). Schülergruppierungen in Urteil und Verhalten des Lehrers. In M. Hofer (Éd.), Informationsverarbeitung und Entscheidungsverhalten von Lehrern (p. 192 221). München: Urban & Schwarzenberg.
Seidel, T., & Shavelson, R. J. (2007). Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results. Review of Educational Research, 77, 454 499.
Wanlin, P., & Crahay, M. (2012). La pensée des enseignants pendant l’interaction en classe. Education et Didactique, 6(1), 1 39.
Bibliography abstract 3 Murillo, A. (2010). Le niveau de difficulté des tâches scolaires : des marges de manœuvre limitées pour les enseignants. Carrefours de L’éducation, 29, 79–93.
Maurice, J.-J., & Murillo, A. (2008). La Distance à la Performance Attendue : un indicateur des choix de l’enseignant en fonction du potentiel de chaque élève. Revue Française de Pédagogie, 162, 67–80.
Vergnaud, G. (2009). The theory of conceptual fields. Human Development 2009, 52, 83–94.
Lefeuvre, G., Murillo, A. (soumis). Evolution de l’activité d’enseignement au cours de l’année : analyse à partir de la théorie de la conceptualisation dans l’action.
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Orianna Franck & Christophe RonveauxThe aim of this contribution is to study planned and unplanned moments in the teaching sequence of a literary text in the L1 French classroom and thus identify the student or group of learners who guides the teacher in their planning. In their models, Dahlöf and Lundgren (1970) present the notion of "steering group" whereas Bromme (1987, 1989) coined the idea of "collective student". In our study, we observe how this model student is characterised and how s/he changes according to the text that is being taught.
This ongoing research project will develop into a doctoral dissertation topic. Data collection focusses on L1 French teaching sequences in the Swiss French primary classroom context. These sequences were created by using two different literary texts, a fable of J. de La Fontaine and a short story, « La Négresse et le Chef des Avalanches » of J.-M. Lovay. Basically, we compare how a classic text conforming to French literary heritage and scholastic tradition is taught as compared to a lesser-known contemporary text, hardly used as a teaching aid. Our corpus consists of teacher interviews before and after the lessons, all recorded and transcribed, as well as 60 lessons filmed, transcribed and summarised under the synopsis form. We identify the effect of the literary tradition on the difference between the predicted and unpredicted moments in the lesson. More specifically, we deal with factors operating in the gaps between the lesson plans and what happens in the effective teaching sequence in the classroom. In addition, there is an indirect link to the image of the target student as projected by the teacher when s/he plans a lesson with respect to a real student.
Interview data would help us to reconstruct the image of a model student or the group of model students as hypothesized by the teacher when s/he plans the lesson. We will then compare this model student with real-life students in the classroom, observed during the lessons in L1 French. Based on the classroom observations, we can reconstruct the model student from what we see as prototypical behaviour of real-life students during the lesson.
Philippe Wanlin & Lara LaflotteThe steering group is a subsample of low performing pupils that the teacher uses as a reference point to steer the teaching rhythm (Dahllöf & Lundgren, 1970). Wanlin and Crahay (2012) identified research (1) showing that the steering group’s performance level could vary and (2) casting doubt about the steering group as a reference for teaching. This intervention tries to shed light on this by analyzing the structure of teacher judgment and of classroom interaction.
Participants were five experienced elementary school teachers (French speaking Belgium – pupils’ age between 6 and 8 years). Research methodology combines video recorded classroom observations of 2 lessons (first language) and stimulated recall interviews. Teachers had also to judge their pupils’ behavioral and cognitive qualities on 7 point lickert scales (cf. Hofer, 1981). Observations and interviews were content analyzed to catch the frequencies of verbal interactions (Seidel & Shavelson, 2007) and, of student comprehension difficulties [CD]. Confirmatory factor analysis showed excellent psychometric qualities for both scale and observation grid. Verbal classroom interaction contains three categories: simple interactions [SI], ameliorations [A], and cognitive stimulations [CS]. Judgment’s structure contains two dimensions: leaning capabilities [LC], and classroom behavior [CB].
A cluster analysis based on the factor scores of interaction and judgment, and of students’ comprehension difficulties show that the data contains three pupil profiles. Profile 1 is at the core of classroom interaction (high amount of SI, A and CS) but earn negative LC and CB, and is the most frequently cited for CD. Profile 3 receives the less interactive behavior (SI, A, CS), has the least LC, behave the most negatively and is identified as second in CD. Profile 2 has an intermediate place in classroom interaction and is considered as the most capable (best scores for LC) and is not frequently cited for CD; it also has a positive score for CB. Overall results indicate that profile 1 serves as a reference point for classroom teaching but this depends on the teacher and is not associated with pupils’ gender. We discuss these results in terms of future research and implications for teacher training.
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Audrey MurilloThis paper concerns first-grade teachers’ activity in relation to student activity, during reading lessons. Our analysis relies on data collected in two previous researches (Murillo, 2010; Lefeuvre and Murillo, submitted). A total of 5 French teachers have been observed several times during a school year (4 teachers in 2007 and 1 teacher in 2011). All children have passed tests. Several interviews have also been conducted with the teacher observed in 2011. Our analysis deals with the difficulty level of tasks that teachers present to their students. Is this level of difficulty suited to all students in the class? If not, to which? In other words, which students are the “steering group”? To answer this question, we convene three levels of analysis:
- The teacher-student interaction level. We focus on 1) the type of questions asked to students 2) which students are questioned 3) the percentage of right answers. - The course level. We focus on the Distance to Expected Performance (Maurice and Murillo, 2008) of each student (tests allows us to say which students are far from the requirements of teachers). - The year level. We focus on the student progress during the year.
We will show that the characterization of the “steering group” (low, middle or high-achieving students) varies according to the moment of the lesson and the moment of the year.
The choices made by teachers can be explained by three levels of determinants: - At the student level (progressing, participating…). - At the class level (maintaining a workable classroom situation given the heterogeneous nature of the class…). - At the school level (taking into account the reputation of the teacher).
We analyze teachers choices and activity by means of the Theory of Conceptual Fields (Vergnaud, 2009): teachers seem to have developed implicit practical knowledge and skills (schemes) which leads them to adjust the difficulty level of tasks and questions they ask their students, taking into account all of these determinants
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Garcia, Sara S. (United States) TEACHERS’ SELF PERCEPTION AND ATTITUDE OF NATIVE LANGUAGE USE AS A FOUNDATION FOR PROPAGATING LITERACY FOR SPANISH SPEAKING CHILDREN
This study builds on previous historical and theoretical analysis of language coexistence (MacGregor-Mendoza, 2000; Valdés, 2001;García, 2009, Macias 2014). Language interactions in context and cultural representation with historical educational policies in California affect the way bilinguals use their native language especially for formal learning. Often, the native language is relegated to second-class citizenry (Leopold, 1978;García & Gonzáles, 1986;Valdés, Gonzáles, López García, & Márquez, 2008). The first two stages of this study include teachers’ self perception and cultural identity linked to Spanish language fluency and academic proficiency. The preliminary stage included six student teachers in a reading methods course that wrote an essay in Spanish based on their memory of learning to write in their native language before they learned to write in English (Duran, 1986;Lea, & Levy, 1999; Carriera, 2007b, 2013). Analysis of their writing samples illustrates perceptions of the native language skills and the struggle to maintain their fluency in advanced reading (literature) and writing (McQuilln, 1998; Ransdell, & Levy, 1999; Carreira, 2007a, 2013). Twenty elementary credentials candidates who self-identify as Spanish English bilinguals comprise the second stage. The emphasis at this stage is on the stress and coping mechanisms produced from normative cognitive, conative and affective feelings developed about what is desirable and preferable in a bilingual cultural identity. Teachers are asked to respond to 2 or 3 open-ended questions inviting them to write about their perception of native language literacy. The use of a Semantic Differential may yield aspect of grounded experiences with cultural aspects linked to the use of Spanish and teachers’ self
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perceptions and identity (Díaz-Guerrero, 1984, 1986; Wong, 1998, Wong, Wong & Scott, 2006). The open-ended questions will be examined through discourse and narrative analysis. A factor analysis will be used to glean results from the Semantic Differential. Through these measures cultural perceptions related to language use for teaching and professional development may be discerned. These are often covert in the struggle to maintain writing and reading in the native language which are often perceived as less useful for formal use in a society that values English as the dominant language and stifles the development of the first language (Carreira, & Kagan, 2011; Snow, 2011). A third stage will validate and refine the reliability of a Semantic Differential and generate a Likert Scale with a larger sample of teachers. These analyses identify ways in which academic knowledge in Spanish influences perceptions of native language fluency and use in the professional experience (Parodi, 2008).
Keywords: culture, identity, native language.
References: Carreira, M. (2007a). Spanish for Native Speakers Matters: Narrowing the Latino Academic Gap through Spanish Language Instruction, Heritage Language Journal 5 (1). Carreira, M. (2007b). Teaching Spanish to Native Speakers in Mixed Ability Language Classrooms. In K. Potowski and R. Cameron (Eds.), Spanish in contact: policy, social and linguistic inquiries. Washington D.C. Georgetown University Press (pp. 61-80). Carreira, M., & Kagan, O. (2011). The results of the National Heritage Language Survey: Implications for teaching, curriculum design, and professional development, Foreign Language Annals, 43 (30), 40-64. Carreira, M.(2013). The Advanced Speaker: An Overview of the Issues in Heritage Language Teaching. National Heritage Language Resource Center, UCLA. conditions of exposure to two languages. Evelyn Marcussen Hatch (ed.) Second Language Acquisition A Book of Readings. Newbury House Publishers. Díaz-Guerrero, R. (1984). The Psychological Study of the Mexican. Joe L. Martinez, Jr. and Richard H. Mendoza (eds) Chicano Psychology, Academic Press, Inc. Harcourt Brace Jovanovich, Publishers. Duran, R. P., (1986). An Information Processing Approach to the Study of Hispanic Bilingual’ Cognition. Joe L. Martinez, Jr. and Richard H. Mendoza (eds) Chicano Psychology, Academic Press, Inc. Harcourt Brace Jovanovich, Publishers. García, E.E. & Gonzáles, G. (1986). The Interrelationship of Spanish and Spanish-English Language Acquisition in the Hispanic Child. Joe L. Martinez, Jr. and Richard H. Mendoza (eds) Chicano Psychology, Academic Press, Inc. Harcourt Brace Jovanovich, Publishers. Garcia, O. (2009). Bilingual Education in the 21st Century: A Global Perspective, Oxford: Wiley-Blackwell. Lea, J & Levy, M.C. (1999). Working Memory as a Resource in the Writing Process. Mark Torrance and Graynor Jeffery (eds) The Cognitive Demands of Writing. Amsterdam University Press. Leopold, W.F. (1978). A child’s leaning of two languages. Evelyn Marcussen Hatch (ed.) Second Language Acquisition A Book of Readings. Newbury House Publishers. Macias, R.,F., (2014). Benefits of Bilingualism: In the Eye of the Beholder? Rebecca M. Callahan and Patricia C. Gandara (eds.) The Bilingual Advantage Language, Literacy and the US Labor Market. Multilingual Matters, Bristol, Buffalo and Toronto. MacGregor-Mendoza, P. (2000) Aquí no se habla español: Stories of linguistic repression in southwest schools. Bilingual Research Journal, 24 (4), 355-368. McQuilln, J. (1998) The Use of Self-Selected and Free Voluntary Reading in Heritage Language Programs: A review of research. In (Eds.) Stephen D. Krashen, Lucy Tse, Jeff McQuillan, Heritage Language Development. Parodi, C. (2008). Stigmatized Spanish Inside the Classroom and Out: A Model of Language Teaching to Heritage Speakers. Donna M. Brinton, Olga Kagan and Susan Bauchus (eds) Heritage Language Education A New Field Emerging. Routledge Taylor & Francis Group. Ransdell, S. & Levy, M.C. (1999). Writing, Reading, and Speaking Memory Spans and the Importance of Resource Flexibility. Mark Torrance and Graynor Jeffery (eds) The Cognitive Demands of Writing. Amsterdam University Press. Snow, C. E. (2011). Literacy Development and Literacy Instruction: What They Tell Us about Our Culture and Ourselves. Sara vanden Berg and Thomas M. Walsh, (eds.), Language, Culture, and Identity The Legacy of Walter J. Ong. S.J.. Valdés, G. (2006). Making the Connections: Second Language Acquisition Research and Heritage Language Teaching. Rafael Salaberry & Barbara A. Lafford, (eds.), Valdés, G., Gonzáles, S V., López García, D, and Márquez P. (2008). Heritage Languages and Ideologies of
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Language: Unexamined Challenges. Donna M. Brinton, Olga Kagan and Susan Bauchus (eds) Heritage Language Education A New Field Emerging. Routledge Taylor & Francis Group. Wong, P.T.P., (1998). Implicit Theories of Meaningful Life and the Development of the Personal Meaning Profile. Paul T.P. Wong and Prem S. Fry (eds) The Human Quest for Meaning A Handbook of Psychological Research and Clinical Applications. Lawrence Erlbaum Associates, London. Wong, PTP, Wong, L.C.J., & Scott, C. (2006). Beyond Stress and Coping The Positive Psychology of Transformation. Marsella Anthony, Paul T.P Wong and Lilian C.J. Wong (eds) Handbook of Multicultural Perspetives in Stress and Coping. Sprnger Publishers, Boston MA, USA.
Gascon, Aina Reig (Spain) CONTENT MANAGEMENT IN THE PROCESS OF WRITING EXPOSITORY TEXTS IN SMALL GROUPS IN A SECONDARY CLASSROOM
Keywords: written production, punctuation, linking words, metalinguistic activity, writing process
The following proposal is a research that focuses on the impact of grammatical knowledge on the written composition processes and it is based on the assumption of the importance of grammar in the acquisition of textual and discursive competence. In this research we focus on content management and cohesion processes while performing a specific task of writing an expository text.
The intervention takes place in a natural setting within a class of 13/14 year-old secondary students of Catalan in Spain. It consists on the development of a writing plan that is designed in collaboration by the teacher, who manages the classroom during the implementation, and the researcher, who observes, according to both teaching and research objectives. Students are divided into small groups and develop the writing task collectively as collaboration promotes the verbalization of the triggered processes and the sharing of reflections while the task is performed. The writing proposal is brought to life in the form of a situated practice which takes place in a particular socio-discursive context. The context not only gives meaning to the practice that it hosts but allows the interpretation of empirical data. The research data of this study come from the observation and the analysis of the class sessions in which the tasks are carried out, the audio recording of the group interactions while writing together and the different drafts, which show the different stages of the gestation of the text.
Given that the organization of content can be explicitly expressed in the relationships between the parts of a text, as well as their disposition in it, we try to determine if there is an impact of the operations of information management, punctuation and conjunction on the writing process, in order to consider the impact of grammatical knowledge, which builds up textuality. The results of this research suggest that the detected problems of coherence and cohesion are rooted in the difficulty students find in managing information. As a matter of fact, the data prove the strong relationship between the three operations observed in the process of textualizing, so that we ought to take into consideration the importance of treating them inclusively in the classroom to improve textual and discursive competence.
This research belongs to a final dissertation of the Master's Degree in Research in Language and Literature Teaching of the Autonomous University of Barcelona (UAB) directed by doctor Marta Milian Gubern and lays the foundations of an incipient PhD thesis in language teaching.
References: BEREITER, C.; SCARDAMALIA, M. (1983). “Does learning to write have to be so difficult?”. FREEDMAN, A.; PRINGLE, I.; YALDEN, J. (eds.). Learning to Write: First Language/ Second Language. Londres: Longman, pag. 20-33. BRONCKART, J.-P. (1997). Activité langagière, textes et discours, Pour un interactionisme socio-discursif. Lausanne-Paris: Delachaux et Niestlé. CAMPS, A. (1994). L’ensenyament de la composició escrita. Barcelona: Barcanova. CAMPS, A., RIBAS, T., GUASCH, O., MILIAN, M. (1997), “Dialogue d’élèves et production textuelle. Activité métalinguistique pendant leprocessus de production d’un texte argumentatif”. Recherches, 27: 133-156. HALLIDAY, M.A.K.; HASAN, Ruqaiya (1976). Cohesion in English. London: Longman Group Limited London. HAYES, J. R.; FLOWER, L. (1980). “Identifying the Organisation of Writing Processes”. GREGG, L. W.; STEINBERG,
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E. R. (eds.). Cognitive Processes in Writing. Hillsdale, New Jersey: Lawrence Erlbaum Associates, pag. 31-50. RIBAS, T. & GUASCH, O. (2013). "El diálogo en clase para aprender a escribir y para aprender gramática. Instrumentos para el análisis". Cultura y Educación: Culture and Education, 25:4, 441-452. SCHNEUWLY, B. (1988). Le langage écrit chez l’enfant. La production des textes informatifs et argumentatifs. Paris: Delachaux & Niestlé S.A.
Gauvin, Isabelle & Kerge, Krista & Feytor-Pinto, Paulo & Fontich, Xavier (Canada) EXPANDING DIMENSIONS OF L1 METALINGUISTIC ACTIVITY
SIG EduLing Symposium: Expanding Dimensions of L1 Metalinguistic Activity Caroline Doktar (Finland), chair Paulo Feytor Pinto (Portugal), discussant Krista Kerge (Estonia), speaker (i) Xavier Fontich (United Kingdom), speaker (ii) Isabelle Gauvin (Canada), speaker (iii and iv)
Introduction: Expanding Dimensions of L1 Metalinguistic Activity Paulo Feytor Pinto, Instituto Politécnico de Setúbal, [email protected]
The three plurals of this conference theme - languages, literatures and literacies - reflect current developments in L1 education moving from homogeneity to heterogeneity. L1 has been based on the grammar of a national standard written language and on texts of one national literature. But digital communication, local multilingualism and global economy currently challenge this paradigm. Hence, L1 education tends to embrace all literature(s), texts of other school subjects and language awareness and language use of oral and written registers of all languages.
Our symposium on Educational Linguistics discusses some expanding dimensions of metalinguistic activity in L1 classrooms: expansion to secondary education, expansion from practice to theory, expansion from linguistic knowledge to language skills, expansion of methodologies to inductive and functional approaches and expansion across single-language boundaries. The perspectives about classroom metalinguistic tasks are centered on three different language teaching contexts: Estonian L1 in Estonia, Catalan L1 in Spain, English L2 in Canada and French L1 in Canada.
The four papers of the symposium seem to reveal a shared tension in the process of expansion of L1 metalinguistic activity between the role of language knowledge and language skills. The first study considers the tension between linguistic theory and language teaching. The second study, about grammar and writing, suggests that knowledge is a consequence of reflexive language skills. On the contrary, the last study about plurilingual education, breaking down barriers between languages, shows the positive use of previous L2 knowledge in L1 metalinguistic awareness tasks. In this study the tension between knowledge and skills is analyzed both from the L1 and L2 point of view in two different papers.
Keywords: linguistic knowledge, language skills, L1 education, plurilingualism.
Presentations (see attached abstracts): Krista Kerge, University of Tallin, Estonia Xavier Fontich, University of Exeter, United Kingdom Isabelle Gauvin, Véronique Fortier, Marie-Hélène Forget, Philippa Bell, Université du Québec à Montréal, Canada Isabelle Gauvin, Véronique Fortier, Marie-Hélène Forget, Philippa Bell, Université du Québec à Montréal, Canada
Xavier FontichSome studies highlight the relevance of grammatical knowledge to solve problems of writing normative. Some of them show the benefits, when teaching grammar, of adopting a pedagogic inductive approach and a functional perspective on the content (integrating morphosyntax and semantics). In this paper we present some dialogues developed by secondary students in Barcelona
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(Spain) within a project that responded to this approach.
In previous studies analyzing these dialogues and similar ones from other projects (Fontich, 2006, 2010, 2014a and b) we suggest that it is a beneficial approach to help students solve a common task in teaching grammar: to identify the sentence elements. However, we show the difficulties of students in detecting erroneous pronominal uses.
The present study aims to observe the metalinguistic reasoning of those students in relation to these uses. Students are unable to solve the error. The analysis results show some phenomena that could explain this failure and that fall into three areas: grammar learning (e.g. linear vision of the sentence or problems when integrating different grammar notions), grammar content (e.g. the high complexity of some of the tasks given to students), and the design of the intervention (e.g. problems in student interaction). However, results also highlight the ability of students to engage in a metalinguistic activity, suggesting that grammar knowledge is not a condition for such activity but its consequence. This suggests the need to foster dialogic contexts in teaching and learning grammar. These results point to the need to put research into grammar school in relation to the three poles of the didactic system: school grammar content, teaching procedures, and learning processes.
Auli & Isabelle GauvinPresenting author: Philippa Bell Authors: Philippa Bell, Isabelle Gauvin, Véronique Fortier, Marie-Hélène Forget, Université du Québec à Montréal
In the French school boards in Montreal, 63% of school children do not have French as their mother tongue (CGTSIM, 2013), but they are educated in a school system where French is the language of instruction (L1) and English is taught as the mandatory second language (L2). Thus, these are the two languages shared amongst pupils with English remaining a school subject rather than a language of communication for the majority. Previous research has investigated the utility of helping learners make links between French L1 grammar and English L2 grammar in the English L2 classroom (Horst, White, & Bell, 2010), but the role that English L2 could play in the French L1 classroom remains unexplored. In order to address this objective, we first wish to understand what knowledge pupils have about grammar within and across languages, and whether they perceive this knowledge to be useful for learning language (in our context French L1 and English L2). Therefore, in this presentation, we address the following research questions:
1. What do pupils perceive to be similar between French (L1) and English (L2) grammar? 2. What do pupils perceive to be different between French (L1) and English (L2) grammar? 3. What knowledge about French (L1) grammar do the pupils believe to be useful for the learning of English (L2) grammar? 4. What knowledge about English (L2) grammar do the pupils believe to be useful for the learning of French (L1) grammar?
210 pupils in primary grades V and VI (aged 10-12) and secondary grade IV (aged 15-16) responded to a questionnaire designed to elicit their perceptions of the similarities and differences between French L1 and English L2 grammar.
The results show that pupils can discuss similarities and differences between their L1 and L2 grammars. However, they do not necessarily believe that knowledge of grammar in one language is useful for learning the grammar of the other language, particularly in terms of the utility of L2 grammar knowledge for L1 grammar learning.
The interpretation of the findings will focus on the importance of ensuring that teachers first understand pupils’ grammatical awareness across languages before making instructional decisions relating to the use of knowledge of and knowledge about other languages in the L1 classroom.
Keywords: To be added.
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References: Horst, M., White, J., & Bell, P. (2010). First and second language knowledge in the language classroom. International Journal of Bilingualism, 14(3), 331-349.
Auli & Isabelle GauvinPresenting author: Isabelle Gauvin Authors: Isabelle Gauvin, Philippa Bell, Véronique Fortier, Marie-Hélène Forget, Université du Québec à Montréal, [email protected]
This presentation will respond to the question raised in the call for contributions: How can L1 grammar education benefit from what learners know about/in other languages? Our study attempts to determine if another language (in our case, English, L2 in Quebec) is used and could be used in the learning of French as a first language (FL1), which refers to the language of instruction and not necessarily the mother tongue of all pupils. Our hypothesis is that the development of metalinguistic reflection between the two languages will improve grammar learning in both languages (James, 1996).
Two measurement instruments were used: (1) a questionnaire, which documented students’ and teachers’ declared crosslinguistic reflections between FL1 and EL2, and (2) two contextualized error correction tasks (one in FL1 and one in EL2), which documented actual crosslinguistic reflections. Due to time limitations, only results from the FL1 correction task will be presented.
The FL1 task asked the students to rewrite a short text accurately, i.e., correcting grammatical errors (syntax, morphosyntax, etc.), which we had purposefully included in the source text to encourage crosslinguistic reflections. 110 elementary (aged 10-12) and 110 secondary (aged 15-16) school pupils completed the task in groups of 10 – firstly in dyads and then as a whole group in order to discuss their texts with the researchers. All dyads and group discussions were recorded in order to capture the pupils’ metalinguistic reflections. These data were analysed for instances of the use of L2 grammatical knowledge for L1 task completion.
As very little knowledge of English was used, we took a second look at the data to identify instances where metalinguistic reflections about English could have been employed and thus, could be useful for the learning of French grammar. This research will lead to the identification of points of reference between the two school subjects (FL1 and EL2) in terms of grammatical knowledge that could be taught. Additionally, it will contribute to breaking down barriers between L1 and L2 teaching.
Keywords: To be added.
References: James, C. (1996). A Cross-linguistic approach to language awareness. Language Awareness, 5, 138-148.
Krista KergeKrista Kerge, University of Tallin, Estonia, [email protected]
The upper secondary education has two important objectives: to prepare students (1) for furthering their studies in higher school / university in general and, besides that, (2) for continuing studies in a special field of their own interest.
In this paper, the research problem is how well Estonian as a school subject, i.e. mother tongue education (MTE) – separated from Literature since grade 5 (11 year-olds) – prepares students for furthering their studies in general and in linguistics. The aim of this research is to define the strengths and weaknesses of the current MTE programme within the Estonian state curriculum. The methodology used is critical source and document analysis.
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As learning is a cognitive process and its objectives come from the social (see, e.g. Bandura 1985, Gee 2008), the question is which linguistic theories, cognitive linguistic and sociolinguistic included, could be seen behind the MTE programme. Discussions and positions on MTE (Ravid & Tolchinsky 2002, Pereira & Brenton 2012, Krogh 2012) will be considered.
Keywords: mother tongue curriculum; secondary school; linguistic theory.
Bandura, A. (1985). Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice- Hall.
Gee, J.P. (2008). Social Linguistics and Literacies: Ideology in Discourses. London, New York: Routledge.
Krogh, E. (2012). Writing in the literacy era: Scandinavian teachers’ notions of writing in mother tongue education. L1–Educational Studies in Language and Literature, 12. 1–28.
Pereira, Iris S.P. & Doecke, B. (2012). The inescapability of language: Theory and practice for L1 educators. L1–Educational Studies in Language and Literature, 12. 1–8.
Ravid, D. & Tolchinsky, L. (2002). Developing linguistic literacy. Journal of Child Language, 29 (2), 417–447.
Geijerstam, Åsa af (Sweden) VOCABULARY USE IN EARLY SCHOOL WRITING IN SWEDEN
Studies of vocabulary have shown that the size of an individual’s vocabulary is the most important factor when it comes to reading comprehension (e.g. Nation, 2001). Studies of vocabulary in written texts have further shown that aspects of vocabulary is a strong predictor of overall text quality, especially in the early school years (Olinghouse & Leaird, 2009). There are also international studies that have explored the written vocabulary of school writing in different genres, with the scope of establishing a core vocabulary of writing in different ages (Clendon & Erickson, 2008; Clendon, Sturm, & Cali, 2013; Graham, Harris, & Loynachan, 1993). These studies show that children’s productive vocabulary differs between speaking and writing, between different genres of writing, and also between different English-speaking countries. Although there are some studies of vocabulary based on Swedish student writing (Johansson Kokkinakis & Magnusson, 2011), more systematic studies of the vocabulary of early school writing in Sweden is still missing. The aim of this study is thus to identify and describe the vocabulary used in narrative and informational texts in early school years. A corpus of texts from early school writing is built, and comparisons of vocabulary are made between different genres and grades. The study thereby contributes to the discussion of a possible core vocabulary of early writing in Swedish schools. The results from the study can also be used as a reference point for further studies. This study is part of the project Function, content and form in interaction Students’ text-making in early school years (financed by the Swedish Research Council) where about 700 texts have been collected from two schools in Sweden during three years (grades 1-3 with students 6-10 years old). The text corpus for this study consists of narrative as well as informational texts. Word frequencies have been calculated with the corpus software “AntConc”. Preliminary results show variation in vocabulary is greater in narrative than in informational texts, which can most likely be explained by the writing task given.
References:Clendon, S. A., & Erickson, K. A. (2008). The Vocabulary of Beginning Writers: Implications for Children with Complex Communication Needs. Augmentative and Alternative Communication, 24(4), 281–293.
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doi:10.1080/07434610802463999 Clendon, S. A., Sturm, J. M., & Cali, K. S. (2013). Vocabulary Use across Genres: Implications for Students with Complex Communication Needs. Language, Speech, and Hearing Services in Schools, 44(1), 61–72. Graham, S., Harris, K., & Loynachan, C. (1993). The basic spelling vocabulary list. Journal of Educational research, 86. Johansson Kokkinakis, S., & Magnusson, U. (2011). Computer based quantitative methods applied to first and second language student writing. I R. Källström & I. Lindberg (Reds), Young Urban Swedish. Variation and change in multilingual settings (ss 105–124). Göteborg: Göteborgs universitet. Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press. Olinghouse, N. G., & Leaird, J. T. (2009). The Relationship between Measures of Vocabulary and Narrative Writing Quality in Second- and Fourth-Grade Students. Reading and Writing: An Interdisciplinary Journal, 22(5), 545–565.
Godhe, Anna-Lena (Sweden) MULTIMODAL ANALYSIS OF TEXTS - THE PROS AND CONS
In this paper, the multimodal analysis of multimodal texts created by students at upper-secondary school level will be presented. In the last couple of years, many schools in Sweden have equipped their students with individual laptops in 1to1-projects. These digital tools facilitate the creation of multimodal objects such as multimodal texts. It is therefore of great relevance to attend to how multimodal products, created by the students, are evaluated in the educational setting.
Earlier research has shown that the assessment of multimodal texts mainly related to the written and spoken word, whereas other ways of expressing meaning, such as images and sound, were hardly addressed in the assessment (Godhe, 2014). Since the need for methods of assessing multimodal texts has been pointed out in previous research (e.g. Cope et al., 2011, Hung et al., 2013), this study is an attempt at addressing these issues.
Moreover, a comparison will be made to the assessment previously made of these multimodal texts by the teacher. This comparison will be taken as a standpoint for discussing what is gained by a multimodal analysis, as well as what might be lost when assessments of multimodal texts tend to leave out some ways of expressing meaning while focusing on what is commonly addressed in language education, the written and spoken word.
3 multimodal texts in the shape of short films which consists of images, voice, text and music will be analysed. The multimodal texts in question were argumentative texts that were created in the subject of Swedish at upper-secondary school level. O´Halloran and Smith (2013) outline two approaches of to multimodal text analysis. They consider the type of analysis undertaken by Kress and van Leeuwen (1996) as a way to explore theory. In the other approach undertaken by O´Toole (1995, 2010) the texts are explored and from the analysis of actual texts attempts at deriving descriptive generalizations are made. The analysis made in this paper will take both approaches into consideration, but the analysis of the texts will be done paying close attention to detail and thereby be closer to the approach taken by O´Toole (ibid.).
Keywords; Multimodal texts, assessment, ICT
References: Cope, B., Kalantzis, M., McCarthey, S., Vojak, C., & Kline, S. (2011). Technology-Mediated Writing Assessments: Principles and Processes. Computers and Composition 28(2).
Godhe, A-L (2014). Creating and assessing multimodal texts. Göteborg studies in Applied Information Technology, 13: Göteborgs universitet.
Hung, H-T., Chiu, Y-C. J., Yeh, H-C. (2013). Multimodal assessment of and for learning: A theory driven design rubric. British Jouranl of Educational Technology, 44(3).
Kress, G., & van Leeuwen, T. (1996). Reading images: The grammar of visual design. London, England:
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Routledge.
O´Halloran, K., & Smith, B. (2013). Multimodal text analysis. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Blackwell Publishing Ltd.
O´Toole, M. (1995). The systemic-functional semiotics of art. In P.H. Fries & M. Gregory (Eds.), Discourse in society: Systemic functional perspectives: Meaning and choice in language: Studies for Michael Halliday (Vol. 2, pp. 159-79). Norwood. NJ: Ablex.
O´Toole, M. (2010). The language of displayed art (2nd ed.) London, Englang: Routledge.
González-Lamas, Jara & Mateos, María del Mar & Fernandez, Isabel Cuevas (Spain) ARGUING FROM SOURCES: THE IMPACT OF TWO INTERVENTION PROGRAMS TO IMPROVE THE QUALITY OF ARGUMENTATIVE SYNTHESIS
Hybrid tasks can be used to promote learning and critical thinking. When students write from sources, they have to adopt alternately the roles of reader and writer and in this process reading and writing increase their epistemic potential (Tynjälä, 2001).Concretely, writing an argumentative synthesis involves elaborating and integrating arguments and counterarguments from multiple sources presenting conflicting positions about a topic (Nusbaum, 2008), and making decisions about structure and content (Segev-Miller, 2004).
The main objective of this study was to compare the effectiveness of two intervention programs in Secondary Education designed to improve writing argumentative synthesis from reading texts that present conflicting views on a topic. One of the programs (EEP in Spanish) had explicit instruction, two sessions with exercises and collaborative practice, while the other (EMPPG in Spanish) added modeling processes, guided practice and a reading and writing guide.
A secondary objective of the study was to explore whether there were any differences between the impact of each type of program related to certain student characteristics, specifically their beliefs about academic writing.
Altogether 78 students of Secondary Education (16-18 years old) participated in this study: 36 in each group.
In order to establish the students’ progress after the program, the quality of their written syntheses was assessed on the basis of six criteria: global quality, selection and elaboration of the arguments from the source texts, intratextual integration intertextual integration and global structure.
We found that the students on the EMPPG program improved the global quality of their written syntheses as well as in the other criteria. However, the students on the other program (EEG) did not improve their texts. Furthermore, in the EMPPG program, we found that not all students benefited equally. Specifically, students with a view of writing as a tool to transform knowledge obtain better scores in the EMPPG program than in the EEP program. Additionally, within the EMPPG program, students with a view of writing as tool to reproduce knowledge obtain better results in intratextual integration and global structure than lower epistemic students.
Finally, we discuss the educational implications of these findings.
Keywords: argumentative synthesis, writing from sources, writing beliefs, secondary education
References: Nussbaum, E.M. (2008). Using Argumentation Diagrams (AVDs) for promoting argument- counterargument integration in reflective writing. Journal of educational Psychology, 100. 549- 565 Segev-Miller, R. (2004). Writing from sources: The effect of explicit instruction on college students´ processes and products. Educational Studies in Language and Literature, 4, 5-33. Tynjälä, P. (2001). Writing, learning and the development of expertise in higher education. In P. Tynjälä, L. Mason & K. Lonka (Eds.), Writing as a learning tool. integrating theory and practice (pp. 37-56). Dordrecht, The Netherlands: Kluwer Academic Press.
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Goodwyn, Andrew (UK) THEORETICAL MODELS OF THE SUBJECT OF L1 ENGLISHIN ENGLAND 1988-2014
The National Curriculum [NC] for English is in its 25th year and has been through many versions since 1989. When the seminal Cox Report appeared [DES, 1988] it was the first ‘official’ definition. Although highly contested in principle by English teachers, research suggested [Goodwyn, 1992] that much of the content of the curriculum was essentially welcomed. Research showed that later versions [Goodwyn1998] were increasingly unpopular with the profession and the Framework for English1997-2010, was profoundly alienating.[Goodwyn 2002a and 2002b]. In the original Cox Report, 5 models of English were proposed, these were, Personal Growth, Cross-curricular, Cultural Heritage, Cultural Analysis and Adult Needs. It was speculated that all English teachers drew consensually on all five. Research [Goodwyn1992 and 1992] suggested that these were viable models, excepting Cross-curricular which was vehemently argued to be a whole school model. Personal Growth was the key model with the other three a ‘joint second’ in importance. The respondents also felt that the first National Curriculum broadly reflected those models. Subsequent research up until 2005 showed that Personal Growth remained ‘Number 1’ and that Cultural Analysis had become the second most important model. However, teachers saw the revised NC increasingly privileging Cultural Heritage and neglecting Personal Growth. As yet another version of English is put forward in the latest NC proposals, operating from 2014-16, what do English teachers believe is the true identity of the subject and what are their current beliefs about what matters in the subject? This paper will report on an opportunistic on-line survey of English teachers undertaken in early 2014 and related to a conference focused on the future of the subject, enquiring into their views of the 25 year old models, the extent to which they remain at the heart of the English and remain current, or need adaptation or have become irrelevant. The survey of 90 teachers will be followed up with telephone interviews from a representative sample of the respondents. The data will offer an insight into the current beliefs of English teachers, the extent to which those views have changed or remained constant over the last 25 years and if there is an emergence of a new conceptualisation of the subject. It will also reveal whether tensions continue to exist between the ‘official’ definition of the subject and the unofficial but, it can be argued, authentic view of the subject held by its actual practitioners.
Keywords: English teaching, National Curriculum, Teacher beliefs, Teacher concepts, Theoretical models
References: DES [1988] English 5-16, London, HMSO Goodwyn, A., 1992, Theoretical Models of English Teaching, English in Education, Vol. 26, 3, Autumn 1992, pp 4-10 Goodwyn, A., 1998, Broadening the Literacy Horizon, in Literary and Media Texts in Secondary English, ed: Goodwyn, A., London: Cassells, pp. 1-23 Goodwyn, A., and Findlay, K., 1999, The Cox Models Revisited: English Teacher’s Views of their Subject and the National Curriculum, English in Education, Vol. 33, 2, Summer 1999, pp 19-31 Goodwyn, A. and Findlay, K., 2002a,Literacy in transition, in Improving Literacy at KS2 and KS3, ed: Goodwyn, A., London:Paul Chapman Publishing, pp 21-44 Goodwyn, A. and Findlay, K., 2002b, Secondary Schools and the national Literacy Strategy, in Improving Literacy at KS2 and KS3, ed: Goodwyn, A., London:Paul Chapman Publishing, pp 45-64
Gracia, Marta, María-José Galván-Bovaira, Gemma Santa Olalla Mariscal, Fàtima Vega & Daniela Bitencourt Santos (Spain) ASSESSING ORAL LANGUAGE TEACHING IN CLASSROOM
School practices would have to facilitate children to become competent speakers understand and construct oral texts that are appropriate in different contexts and for different audiences (Girolametto & Weitzman, 2002; Mercer, 2010; Snow, 2010). Previous studies have pointed out that oral texts do not arise naturally and that it is needed explicit teaching to support children’s language learning (Marinac at al., 2008). EVALOE (Gràcia, 2015), is a tool for assessing oral language teaching at school that includes an observation
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scale (with three subscales scored 1-3 with 8, 7 and 15 items respectively) and a semi-structured interview addressed to the teachers. Both parts are constructed on the base of three dimensions (del Rio & Gràcia, 1996): (i) context and communication management, (ii) instructional design, and (iii) functions and communicative strategies.
Our aim is to assess how teachers facilitate the development of spoken language in the classroom and to detect aspects that might be improved in order to create friendly communication environments (Dockrell et al. 2012, 2014).
We collected data using two studies. In the first study, during the validation of EVALOE, 39 professionals (speech and language therapists, educational psychologists and teachers) and 2 university students participated as observers. They carried out 80 observations, 35 in preschool and 45 in elementary schools. In a second study, aimed to increase the validation data, 4 teachers, 1 researcher and 2 university students participated as observers. They carried out 50 observations, 25 in preschool and 25 in elementary school. Analysis of data was performed using EVALOE’s correction guideline and, afterwards, using SPSS statistics program. The analyses show differences between the scores in the three subscales in both studies, such as low scores in the second subscale (instructional design). Interviews analysis, using a discourse analysis method, shows differences between the professionals in respect to their teaching practices. These results show that EVALOE is a useful tool for knowing teachers’ practices and conceptions about oral language teaching and learning and that it is needed therefore, to change practices in daily classroom activities to increase the opportunities for oral language learning.
Keywords: Assessment tool, classroom observation, friendly communication environments, spoken language learning, teaching
References: del Rio, M.J & Gràcia, M. (1996). Una aproximación al análisis: de los intercambios comunicativos y lingüísticos entre niños pequeños y adultos. Infancia y Aprendizaje, 75, 3-20. Dockrell, J.E., Bakopoulou, I., Law, J., Spencer, S. & Lindsay, G. (2012). Developing a communication supporting classroom observation tool. London: DfE. Dockrell, J., Lindsay, G., Roulstone, S. & Law, J. (2014). Supporting children with speech, language and communication needs: an overview of the results of the Better Communication Research Programme. International Journal of Language and Communication Disorders, 49(5), 43-57. Girolametto, L. & Weitzman, E. (2002). Responsiveness of childcare providers in interactions with toddlers and preschoolers. Language Speech and Hearing Services in Schools, 33(4), 268-81. Gràcia, M (coord.) (2015). EVALOE. Escala de valoración de la enseñanza de la lengua oral en contexto escolar. Análisis de las interacciones comunicativas entre docentes y alumnos en el aula. Barcelona: Graó. Marinac, J.V., Woodyatt, G.C. & Ozanne, A.E. (2008). Investigating adult language input and young children’s responses in naturalistic environments: An observational framework. Child Language Teaching and Therapy, 24, 265-284. Mercer, N. (2010). The analysis of the classroom talk: Methods and methodologies. British Journal of Educational Psychology, 1, 1-14. Snow, C.E. (2010). Academic language and the challenge of reading for learning about science. Science, 328, 450-452.
Gracia, Marta, Galván-Bovaira, María-José, Jarque, Maria-Josep, Verderi, Berta Cot & Subirats, Jaume (Spain) INITIAL TEACHER EDUCATION AND MANAGEMENT OF CULTURAL AND LINGUISTIC DIVERSITY IN CLASSROOM IN CATALONIA
The proposal is related to the SIG Teacher Education
Tittle: Initial Teacher Education and management of cultural and linguistic diversity in classroom in Catalonia
In the current society, mastery of oral expression is crucial. Initial Teacher Education (TE) should provide future teachers with strategies that help children understand and construct complex and functional spoken texts
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suited to the context, the audience and the situation (Crosskey & Vance, 2001; Girolametto & Weizman, 2002; Marinac, Ozanne & Woodyatt, 2004).
The study aims to contribute to the improvement of future teachers’ knowledge of linguistics and communicative skills, and their teaching practices of rhetorical competences. The focus of this presentation will be on the limitations and possible areas of improvement in the teacher's pre service training concerning both their oral skills and the educational strategies.
The instruments used to collect data were: (1) Interviews to teachers and to students enrolled in TE studies; (2) a category system to analyze course plans included in TE studies; (3) the EVALOE (Gràcia, 2015). EVALOE is a tool aimed to analyze communicative interactions between teachers and students in the classroom. It consists of an observational scale and a semi-structured interview with the teacher. The scale and the interview are grouped into three areas: (i) context and communication management, (ii) instructional design, and (iii) functions and communicative strategies. Data have been collected in 5 schools (culturally and linguistically diverse classrooms) and in two universities in Catalonia. The study includes 20 teachers’ and 45 students’ interviews, 45 course plans and 20 observations and interviews using EVALOE.
The analysis shows: (1) Teachers and students enrolled in TE programs report very few activities during their education addressed to improve their strategies to construct oral texts and to use strategies to help children develop their language competence. (2) There is an important variability and confusion respect to the contents and activities related to oral language competence in TE studies’ course plans. (3) Classes are not organized to help children understand and construct functional and progressively more complex spoken texts suited to the context, the audience and the situation. And (4) Teachers have difficulties to explain their students the aims related with oral texts construction, among others. A pilot study will be designed to achieve these proposals.
Key words: Initial Teacher Education, linguistic and communication skills, EVALOE, language competence
References: Gràcia, M. (coord) (2015). EVALOE. Escala de valoración de la enseñanza de la lengua oral en contexto escolar. Análisis de las interacciones comunicativas entre docentes y alumnos en el aula [Assessment scale of oral language teaching. Analysis of communicative interactions between teachers and students in the classroom ].Barcelona: Graó. Crosskey, L., & Vance, M. (2001). Training teachers to support pupils' listening in class: An evaluation using pupil questionnaires. Child language Teaching and Therapy, 27(2), 165-182.
Girolametto, L., & Weizman, E. (2002). Responsiveness of care providers in interaction with toddlers and preschoolers. Language, Speech and Hearing services in Schools, 33, 268-281.
Marinac, J., Ozanne, A., & Woodyatt, G. (2004). Talking to children: The within-classroom nature of everyday adult language input in the early childhood education environment. International Journal of Speech-Language Pathology, 6(4), 237-246.
Grenner, Emily, Sahlén, Birgitta S.M., Weijer, Joost van de, Asker-Árnason, Lena, Johansson, Victoria & Åkerlund, Viktoria (country unknown) INTERVENTION STUDIES IN OBSERVATIONAL LEARNING IN WRITING
Chair: Victoria Johansson
A striking problem in writing a text is cognitive overload (e.g., Flower and Hayes, 1980). Writers must simultaneously carry out various processes, choose from several possible activities to continue the writing process or attend to many different text features at the same time, and as a result, lose track of their own thoughts. This overload may happen particularly in writers’ learning-to-write tasks. Students then construct a viable text and must learn from their writing activity simultaneously (e.g., Rijlaarsdam et al., 2008). In writing instruction, several attempts have been made to stimulate learners to step back and perform reflective activities to distinguish writing from learning. A method explicitly allowing a distinction between the writing and the
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learning task, supporting reflective activities, and permitting a direct link between writing processes and the resulting writing product is observational learning. When students learn by observation, they do not execute the writing task themselves but instead observe the learning-to-write processes and the emerging texts of (peer) models. Observational learning in writing, with either teachers, adults or students as models-to-be-observed has proven to be effective with students of various ages (e.g., Braaksma et al, 2004; Couzijn, 1999; Graham & Perin, 2007; Raedts, Rijlaarsdam, Van Waes, & Daems, 2008; Van Steendam, et al, 2010; Zimmerman & Kitsantas, 2002). Observation of models can also raise observers’ self-efficacy, or personal beliefs about their capabilities to learn or perform behaviours at designated levels (Bandura, 1986, 1997).
This symposium presents contemporary research about observational learning in writing and aims at providing an overview of effective use of observational learning to enhance learning to write. It also focuses on the implications for educational practice: how can the results of the intervention studies be applied in classrooms? The symposium addresses three intervention studies that examine the effects of observational learning in different age groups (primary education and secondary education), with different student populations (normal hearing students and students with hearing impairment), with several text types (argumentative texts, narratives, and descriptive texts) and with different types of models (peer models, teacher models, coping models, and mastery models).
Monica P. Koster & Huub van den BerghLearning to write is a challenging task for young students who have only just mastered the basic skills of handwriting and spelling. In primary education students are facing a double task: writing texts and learning from these writing assignments how to write a text. One way to tackle this double-task problem is by separating the text production task from the learning task. This can be achieved by observational learning: learning by observing the behavior of a model. In observational learning the learner can focus exclusively on the task at hand, and the process of how to approach this task, without having to perform this task himself. Learning by observing can take many forms, depending on several factors, which are categorized in Figure 1.
Perspective Model Type Content Phase Aim Writer Teacher Mastery (part of) Process Before and during writing Prepare student for writing task Coping Peer Mastery Coping Reader Teacher Reaction to text produced After writing Feedback on communicative effectiveness of text Peer
Fig. 1 Overview of factors involved in observational learning in teaching writing
In several studies these different types of observational learning have been examined, in various contexts. Fidalgo and Torrance (2014) demonstrated that teacher modeling is a very effective intervention to improve students’ writing, Braaksma (2002) found that students wrote better argumentative texts after observing the writing process of peer models. Couzijn (1995) and Holliway and McCutchen, 2005 showed that students’ writing improved when they experience the effect their text has on a reader. Thus, we can conclude that, overall, observational learning has great potential to improve writing performance. We combined the different types of observational learning in a two-month strategy-focused program for teaching writing to students grade 4 to 6. This program was tested in a large-scale experiment (N=1186), using a cross-lagged panel design with two conditions and three measurement points. Students wrote narrative, argumentative, and descriptive texts. Results show that, on average, students’ writing performance improved by almost half a grade.
References: Braaksma, M.A.H. (2002). Observational learning in argumentative writing. Dissertation University of Amsterdam. Couzijn, M.J. (1995). Observation of writing and reading activities. Effects on learning and transfer. Dissertation University of Amsterdam. Fidalgo, R, & Torrance, M. (2014). Developing writing skills through cognitive self-regulation
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instruction. In Fidalgo, R., Harris, K., & Braaksma, M. (Eds.) Design principles for teaching effective writing. Leiden: Brill Editions. Holliway, D.R. & McCutchen, D. (2004). Audience perspective in young writers’ composing and revising. Reading as the reader. In Rijlaarsdam, G., Allal, L., Chanquoy, P., & Largy, P. (Eds) Studies in Writing: Vol. 13. Revision: Cognitive and instructional processes. Dordrecht: Kluwer Academic Publishers.
Emily Grenner & Joost van de Weijer & Lena Asker-Árnason & Victoria Johansson & Viktoria Åkerlund & Birgitta S.M. SahlénThe aim of this intervention study is to investigate if observational learning can improve narrative writing skills in 11-year-olds with and without hearing impairment. Observational learning occurs when people learn new skills from observing others, who act as models (Bandura 1997). Observing peers’ reading and writing is especially important since these processes often are invisible, and children therefore lack models for their own processes. This study was theoretically and methodologically inspired by Rijlaarsdam et al. 2008.
Participants consisted of Swedish 5th-graders from two schools (School A, n=33; and School B, n= 26) with normal hearing children (NH), and from 3rd to 8:th-grade children with hearing-impairment (HI), from “hearing classes” (n=18). Prior to the intervention, background data e.g., on working memory and linguistic background was collected. In the research design the two schools with NH children (School A and B) functioned as each other's controls. The HI-school followed the School A order.
All participants first wrote a personal narrative on the computer, using keystroke-logging. Then the intervention followed for School A and HI-school, while School B received ordinary lessons (with no writing instructions). After the first intervention period, all participants wrote a new narrative. Thereafter, the intervention was replicated for School B, while School A and the HI-school had ordinary tutoring. After the second intervention period, all participants wrote new narratives. The intervention consisted of 5 thematically different lessons: Lesson themes were: reader perspective, chronological structure, closing elements, revising of a peer’s text and online revision.
To evaluate the text quality, all texts (n=231) were holistically rated by three independent, trained evaluators. The results showed an improvement in quality between text 1 and text 2 for School A and the HI-School, while School B had an improvement between text 2 and text 3. This shows that narrative text quality can be improved by a short series of carefully designed intervention lessons using observational learning, which contributes to the discussion about educational methods for teaching writing.
Further analyses will address quantitative measures of text length, lexicon, syntactic complexity, pausing and editing, as well as a comparison between the NH and HI group.
Martine Braaksma & Gert Rijlaarsdam & Huub van den BerghWe study whether two innovative learning arrangements could improve students’ writing skills (self-efficacy for writing and argumentative text quality). We focus 1) on the type of written production activities: hypertext writing (HYP) versus linear writing (LIN), and 2) on the learning mode: performance of (hypertext) writing versus observational learning (OBS) of (hypertext) writing.
We set up an experimental study in which 78 students (eleventh grade, pre-university level) followed a lesson series in argumentative writing in three different conditions. The three versions of the lesson series were similar in many aspects: same text type (argumentative text), theme, documentation materials, instruction time, preparatory lessons etc. Only the type of written production activities and the learning mode differed between the conditions. In the LIN condition students (n= 22) wrote their texts in linear format, in the HYP condition students (n=26) wrote texts in hypertext format, and in the OBS condition students (n=30) did not write (hyper)texts themselves, but instead observed (on video) peer writers writing their texts. Before and after the lesson series, students wrote argumentative essays in linear form. Three independent raters unware of the experiment rated the text quality of these essays reliably.
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Furthermore, we assessed as pre- and posttest the students' self-efficacy for writing with a questionnaire.
Results showed differential effects for both self-efficacy for writing and text quality. For self-efficacy, a relatively strong interaction between the students' initial self-efficacy and the LIN condition was observed. For text quality, an interaction between the students' initial writing skills and the HYP and OBS conditions was observed. This implies: 1. that for "self-efficacy-strong students", linear writing was more effective than hypertext writing and observational learning; for "self-efficacy-weak students", hypertext writing and observational learning were advantageous. 2. that students with a higher initial writing skill wrote an argumentative text of a higher quality in the posttest when they were in the hypertext-condition or observational learning condition during the intervention than students in the linear writing condition.
We will discuss these differential effects in our presentation: for whom are these unusual learning arrangements effective, and why?
Grünthal, Satu E. M. & Pentikäinen, Johanna K. (country unknown) BOOK TRAILERS AS READING MOTIVATORS
Our paper focuses on literature pedagogy, and especially on new ways to support reading motivation. Today, many teachers and educators feel that motivating pupils to read fiction, especially novels, is more challenging than before, because social media, new technology and hectic life style take the major part of their lives. In order to take advantage of pupils’ interest and skills in new technology and to use them in favor of literature education, we planned and organized a book trailer project in subject teacher education in the University of Helsinki in fall 2014. Our paper presents and discusses this project. In our project, teacher students of Finnish language and literature planned and filmed book trailers for 9th grade (15–16 year old) secondary school pupils. Trailers were based on novels that are often read on 9th grade, and the focus of the task was to motivate and enhance reading and promote intense involvement with the book (not to summarize the plot). In addition to finding and testing out new ways for teaching literature at schools, the project also targeted at improving teacher education in mother tongue and literature. It aimed to give teacher students possibilities to develop their IT skills and to find out new possibilities to use technology in literature pedagogy. Such possibilities have been tried out and developed by Anders (2013) and Maaß (2010), among others. Before and after the project, students filled in an e-survey about their motivation and ability to use technology in literature education. Preliminary analysis of the results shows that a number of students found the amount of technological support during the process insufficient, and the majority also thought that the project was quite time-consuming. However, the project as a whole was considered as motivating and inspiring. Final results of these surveys are analyzed and discussed in the paper. They are also tied to theoretical views on shared readership and authorship (Jacobs, 2012) and the idea about affility spaces (Gee, 2003), where shared interests, goals and projects enhance literary skills.
Key words: reading motivation, book trailers, new technology
References: Anders, Petra. 2013. Lyrische Texte im Deutschunterricht. Grundlagen, Methoden, multimediale Praxisvorschläge. Seelze: Klett & Kallmeyer. Gee, J. P. 2003. What video games have to teach us about literacy and learning. New York: Palgrave Macmillan. Jacobs, Gloria E. 2012. Rethinking Common Assumptions About Adolescents’ Motivation to Use Technology In and Out of School. Journal of Adolescent & Adult Literacy 56(4), 271–274. Maaß, Claudia. 2010. "Lyrik live" - Poetry Slam, Poetry Clip, Poesiefilme, in: Deutschmagazin Nr. 05/2010, Oldenbourg, München 2010.
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Harjunen, Elina, Pentikäinen, Johanna K., Hankala, Mari, Kauppinen, Merja, Kulju, Pirjo E & Routarinne, Sara (Finland) WRITING ASSIGNMENTS IN THE CONTEXT OF LEARNING CONCEPTIONS: A SYSTEMATIC ANALYSIS ON FINNISH WRITING STUDIES DURING 21ST CENTURY
This paper focuses on the forms of writing and writing assignments in language and literature classroom, and aims to present findings from a systematic analysis on Finnish writing studies during 21st century. The data consist of 78 peer-reviewed studies, doctoral dissertations and national surveys on writing in Finnish basic education. The purpose of the systematic review (Harden & Thomas 2010 ) was to investigate how much and what kind of research was conducted in the beginning of the 21st century as this was not previously studied. The results show that Finnish writing studies can be divided in to three main categories: psychological, linguistic, and pedagogical. In the majority of these studies the informants are between 7-10 years, whereas there is a few research from other age groups. In the presentation we discuss findings in the context of learning paradigms and conceptions and analyze their relation to socio-political writing practices and their validity in the multiple present-day writing contexts (Boscolo 2008; Ivanič 2004). In addition to that we will compare our findings to the short history of writing education starting from the national awakening in the end of 19th century where reading was considered as an approved skill in the community but writing remained a privileged capacity (Leino-Kaukiainen 2007).
Keywords: writing assignments, Finnish basic education, systematic review, writing studies
References: Boscolo, P. (2008). Writing in Primary School. In C. Bazerman (Ed.) Handbook of Research on Writing. History, society, school, individual, text. New York & London: Lawrence Erlbaum Associates, 293–309. Harden, A. & Thomas, J. (2010). Mixed methods and systematic reviews: Examples and emerging issues. In A. Tashakkori & C. Teddlie (Eds.) SAGE Handbook of Mixed Methods in Social & Behavioral Research. Second edition. Los Angeles: Sage, 749–774. Ivanič, R. (2004). Discourses of Writing and Learning to Write. Language and Education 18 (3), 220–245. Leino-Kaukiainen, P. (2007). Suomalaisten kirjalliset taidot autonomian kaudella. Historiallinen aikakauskirja 105 (4), 420–438.
Harren, Inga & Berkemeier, Anne (Germany) SUPPORTING VISUALIZATION AND REVISION TO IMPROVE EXPOSITORY WRITING IN 6TH GRADE CLASSES
This paper reports on changes in text-referenced composition by 6th graders who received visualization support while reading and writing as well as guidance from a novel tool offering counseling during the revision process. Within the German secondary school system, it is common to combine assigned readings from multiple sources with written reports requiring a synthesis of these readings. Such reports afford knowledge integration, as well as the opportunity to develop academic writing skills in synthesis, comparison and evaluation of multiple perspectives. However, for 6th graders, it is often a challenge to choose wording and syntactical structures that result in comprehensive, coherent and well-formulated texts while capturing the essence of the original content without plagiarizing. Even though such academic writing is crucial to success across secondary school subjects (e.g., biology, geography or history), and continues to be important in vocational schools, at university, and beyond, many students continue to struggle with writing throughout their academic career. During the reading process, the students in the treatment group inserted content elements from their reading into pre-structured visualizations – if necessary with feedback. Based on these visualizations, they wrote their first drafts. Following this, the students got further feedback concerning (1) content and (2) comprehensibility based on functional grammar (Hoffmann, 2014). They received feedback codes, which led to more extensive linguistic support (e.g. with grammatical alternatives and examples). This report details 10 case studies of students drawn from a larger intervention study of seven mainstream 6th grade German classes at a German comprehensive school (N = 140). The results presented in this paper are
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based on an examination of linguistic elements in pre- and post-test data, and a review of students’ progress over a nine-week period. Future analyses will situate the results of these students within the larger intervention sample using vocabulary, reading, working memory, and linguistic background data.
Keywords: revision, functional grammar, expository writing, writing plan, visualization
References: Hoffmann, Ludger (2014): Deutsche Grammatik: Grundlagen für Lehrerausbildung, Schule, Deutsch als Zweitsprache und Deutsch als Fremdsprache. [German grammar: Basics for teacher education, school, German as a second language and German as a foreign language]. 2nd Edition. Berlin: ESV.
Hermansson, Carina (Sweden) (RE)THINKING WRITING METHODS AS AN EVENT IN SWEDISH EARLY CHILDHOOD EDUCATION
This presentation describes how a method-driven writing project, “My Story”, transforms and emerges over a period of five days in a Swedish early childhood classroom. Teaching methods of writing, like this creative writing project, have been an ongoing interest in relation to student writing development and to effective teaching of writing for several decades. Traditionally, writing education are understood as goal-oriented involving a search for presenting the realizable ideal - the ideal writing, the ideal writer and the ideal teaching method of writing. The aim of this presentation is to explore and problematize the idealistic conception of method as a set of explicit procedures and objectives that are practiced and conveyed to the students in an organized manner so as to achieve certain educational goals. Inspired by the context of the situated relations between different elements encircling the young writers (Hermansson, 2013) I draw on Deleuze and Guattari´s (1987) formulation of the event in understanding the shifting ways in which the method unfolds and develops over time. Understanding the method-driven writing project as an event evokes the complexities of writing, the mix of everything from the individual, the learning outcome, the affect, the talk and the material to the global flows of socioeconomic and educational discourses (cf. Leander and Rowe, 2006; Masny, 2013; Waterhouse, 2011). The study is conducted in two Swedish preschool classes including 58 six- to seven-year-olds. The research design involved video and audio documentation as well as field notes and examples of children’s written products. The result shows how the writing project on some occasions come to a stop, sometimes take new directions or activate unforeseen affects and open for new becomings. The analysis also shows how methods on the one hand has an explicit and formalized side, possible to articulate and predict, and on the other hand, is embedded in and driven by affects that changes both the method, the text production and the writing-learning subject. Finally implications and possibilities understanding teaching methods of writing as dynamic processes that continually open for a variety of assemblages, flows and forces are discussed.
Keywords: teaching methods of writing, Deleuze, rhizoanalysis, early childhood education
References:Deleuze, G. & Guattari, F. (1987). A thousand plateaus: capitalism and schizophrenia. (B. Massumi, Trans.). Minneapolis: Univer¬sity of Minnesota Press. Hermansson, C. (2013). Nomadic Writing. Exploring processes of writing in Early Childhood Education. Dissertation, Karlstad University Press. Leander, K. & Rowe, D. (2006). Mapping literacy spaces in motion: A rhizomatic analysis of classroom literacy perfor¬mance. Reading Research Quarterly, 44, 428-460. Masny, D. (2013). Rhizoanalytic Pathways in Qualitative Research. Qualitative Inquiry, 19, 339-348 Waterhouse, M. (2011). Experiences of multiple literacies and peace: A rhizoanalysis of becoming in immigrant language classrooms. Unpublished doctoral dissertation, University of Ottawa, Ontario, Canada. Retrieved from
Hoem, Toril Frafjord & Håland, Anne (Norway) DISCIPLINARY LITERACY
In our presentation we wish to provide a sketch of the theoretical background of a study we are planning on disciplinary literacy. The aim of the study is to investigate literacy practices of reading and writing in different disciplines. The National Curriculum in Norway (2006) was called a literacy reform because of the
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implementation of basic skills in every subject which involves becoming familiar with the text culture as well as the practices of reading and writing specific to different subject (Berge, 2005, 2007). Studies report that this implementation of basic skills has not led to new literacy practices in teaching (Møller, Prøitz & Aasen, 2009, Hodgson, Rønning & Tomlinson, 2012). Other studies, such as ”Skriv! ” by Smidt (2010) and “Lesing av fagtekst som grunnleggende ferdighet I fagene ” by Aamotsbakken & Skjelbred (2010), reported that reading and writing practices in content area were fragmented. Altogether there is a need for research on disciplinary practices in Norway.
The starting point for our study is therefore to stage different disciplinary literacy practices in the classroom, emphasizing the unique tools that experts in a discipline use to participate in the work of that discipline. The theoretical framework builds on theories of disciplinary literacy (Fang & Schleppegrell, 2008, Gillis, 2014, Moje, 2008, Shanahan & Shanahan, 2008a; Shanahan & Shanahan, 2008b, 2011). We wish to implement these theories into a Norwegian context. Our study may thus contribute to a discussion regarding the teaching of reading and writing in the disciplines, and provide critical perspectives on what it means to be a teacher of reading in the disciplines.
In terms of methodology we plan a case study of certain reading and writing practices. These practices may be limited to certain disciplines, such as Norwegian (mother tongue language), throughout the Norwegian education system from the first to the thirteen grade, describing how teaching could improve the students development from novice to more expert influenced ways of reading and writing. Or the study could be designed in several subjects in school, such as Norwegian, Social science, Science and Maths describing similarities and differences in thinking and acting in the disciplines, and what consequences these differences have for teaching in each discipline.
In our presentation, we outline the theoretical background and provide sketches of possible designs of different studies. We will be grateful for any response regarding different designs for our future study.
References: Aamotsbakken, B., & Skjelbred, D. (2010). Faglig lesing i skole og barnehage. Oslo: Novus forlag Berge, K.L. (2005). Skriving som grunnleggende ferdighet og som nasjonal prøve- ideologi og strategier. I: A.J. Aasen & S. Nome. Det nye norskfaget. Bergen: Fagbokforlaget. Berge, K.L. (2007). Grunnleggende om de grunnleggende ferdighetene. I: H. Hølleland (red.) På vei mot Kunnskapsløftet: begrunnelser, løsninger og utfordringer. Oslo: Cappelen Akademisk Forlag. Fang, Z. & Schlepegrell, M.J. (2008). Reading in Secondary Content Areas: A Language-Based Pedagogy. Ann Arbor: University of Michigan Press. Gillis, V. (2014). Disciplinary Literacy. Adapt, not adopt. Journal of Adolescent & Adult Literacy, 57(8), 614-623. Hodgson, J., Rønning, W., & Tomlinson, P. (2012). Sammenhengen mellom undervisning og læring. En studie av læreres praksis og deres tenkning under Kunnskapsløftet. Sluttrapport (No. NF-rapport nr. 4/2012). Nordlandsforskning. Moje, E. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52,96-107. Møller, J., Prøitz, T. S. og Aasen, P. (red.) (2009). Kunnskapsløftet – tung bør å bære? Underveisanalyse av styringsreformen i skjæringspunktet mellom politikk, administrasjon og profesjon. Universitetet i Oslo: ILS og NIFU step. Shanahan, C. & Shanahan, T. (2008)a. Content-area reading/learning: Flexibility in knowledge acquisition. I K. B. Cartwright (red.), Literacy processes: cognitive flexibility in learning and teaching (s. 208-233). New York: Guilford Publications. Shanahan, T. & Shanahan, C. (2008)b. Teaching Diciplinary Literacy to Adolenscents: rethinking Content-Area Literacy. Harvard Educational Review, 78(1), 40-59. Shanahan, C., Shanahan, T. & Misischia, C. (2011). Anlysis of Expert Readers in Three Disciplines: History, Mathematics and Chemistry. Journal of Literacy Research, 43(4), s.393-429. Smidt, J. (2010). Skriving i alle fag: innsyn og utspill. Trondheim: Tapir akademisk forlag.
Höegh, Tina, Adelmann, Kent & Jers, Cecilia Olsson (Denmark) SYMPOSIUM ON ORALITY AND LISTENING
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The symposium seeks to reflect that all education and teaching always happens in an oral setting, but that this setting is often managed invisibly and even unconsciously. Thus orality is seldom treated as a specific topic of research or teaching. Academic and subject-related teaching on orality and listening, as well as orality and listening as conscious communicative skills and broader Bildung for dialogue and empathy, must take their point of departure in L1 teaching, because this constitutes the foundation of students’ literacy and linguistic development. The symposium engages L1 classroom orality and listening as both L1 subjects specifically, and as the foundation for broader educational competence and communication. New Nordic research begins to shine a light on listening ability, observation and listening strategies as a new point of departure to further development of the subject of orality. The symposium displays theory and different examples of practise of educational listening and speaking and discusses policy documents to support the qualification of the areas, i.e. the teaching of aesthetic performance as “joint in-depth reading processes”, oral interpretations and gesture studies in lower and higher secondary L1-education, and the creation of ethos for the student speaker and of oral professionalism in higher education to support the communicative competence in professional life. The symposium seeks to explore emergent cross-media and cross-cultural classroom interaction through multimodal awareness and sensibility. Listening research and research in second-language teaching and learning seem to offer important knowledge and strategies for the field of orality, and the symposium investigates how literacy activities in general in the multi-cultural L1 classroom can share strategies and teaching methods with the fields of orality, listening and gesture.
Keywords: Dialogue, communication, listening, and orality as L1 subject related studies and as professionalism in higher education.
Kent AdelmannIn Key Competences for Lifelong Learning – A European Framework (EU 2007) the first key competence is called “Communication in the mother tongue”, comprising “both oral and written form” and including the skills of “listening, speaking, reading and writing” (EU 2007:4). In a Scandinavian context these communication competences are traditionally referred to as “the big four” (Otnes 1999) and listening is commonly seen as one of the four language arts. But when it comes to the national curriculum in the subject of Swedish the concept of ‘listening’ has a very young tradition (Adelmann 2002) and is still not an acknowledged reception discipline compared to and equal with reading and literature reception. The text in this paper has three points of departure. The first point of departure concerns a listening background with listening research (mainly) in USA (Wolvin 2010). The theoretical framework and dialogue approach is by the Russian scholar Mikhail M. Bakhtin (1984, 1999), and I will present a language model including all the different forms of expression and reception in the mother tongue (Adelmann 2009). The second part of departure concerns the notion of ‘listening’ in the syllabus in the subject of Swedish for primary, secondary and upper secondary school, and also the syllabus for teacher education in the subject of Swedish. (Adelmann 2012) The third and final part of departure concerns an example from The Netherlands of how scientific research in the field of listening is used and in practice in the area of Healthcare (Adelmann 2014). Results from the study show that scientific research in the field of listening is overwhelming in the last few decades, but on the one hand, in the Swedish school system, there seems to be no standards for listening and no listening assessment in the syllabus in the subject of Swedish, while on the other hand there are examples from other areas of society, like in Healthcare, where exemplary listening and good practice seems to be an important part in the communication competence.
Keywords: Listening, language model, educational listening in past and future, research in the field of listening in praxis.
References: Adelmann, K. (2002) Att lyssna till röster. Ett vidgat lyssnandebegrepp i ett didaktiskt perspektiv [Listening to Voices: An extended notion of listening in an educational perspective]. Dissertation. Malmö: Dissertations from School of Teacher Education, University of Malmo, Sweden. Available: http://dspace.mah.se/bitstream/handle/2043/6400/adelmann.pdf?sequence=1 Adelmann, K. (2009) Konsten att lyssna. Didaktiskt lyssnande i skola och utbildning [The Art of
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Listening: Pedagogical listening in school and education]. Lund: Studentlitteratur. Adelmann, K. (2012) “The Art of Listening in an Educational Perspective: Listening reception in the mother tongue.” In: Education Inquiry 2012, Vol. 3, No. 4, December, pp. 513-534. Umeå: Umeå University. Available online (December 2012): http://www.use.umu.se/digitalAssets/108/108978_the_art_of_eduinq_vol3_no4_dec12_513-534.pdf Adelmann, K. (2014) “Listening stops on the road to recovery from cancer: Diary notes from a patient perspective”. Paper presented at the first European Listening and Healthcare Conference, October 30-31, 2014, Radboud University Medical Center in Nijmegen, The Netherlands. Homepage: http://www.elahc.com/. For more information, see www.goudenoor.nl Bakhtin, M. (1984 [1929/1963]) Problems of Dostoevsky´s Poetics. Theory and History of Literature 8. C. Emerson (ed. and trans.). Minneapolis, MA: University of Minnesota Press. Bakhtin, M. (1999 [1986]) Speech Genres and Other Late Essays. C. Emerson and M. Holquist (eds.). V. W. McGee (trans.). Austin, TX: University of Texas Press. Eu (2007) Key Competences for Lifelong Learning – A European Framework. Luxembourg: Office for Official Publications of the European Communities. Available: http://www.alfa-trall.eu/wp-content/uploads/2012/01/EU2007-keyCompetencesL3-brochure.pdf Otnes, H. (1999) ”Lytting – en av de ’fire store’ i norskfaget” [”Listening – one of ‘the big four’ in the subject of Norwegian”]. In: Astrid Roe & Frøydis Hertzberg, (red.), Muntlig norsk [Oral Norwegian]. Oslo: Tano Aschehoug. Wolvin, A. D. (ed.) (2010) Listening and Human Communication in the 21st Century. Malden, MA: Blackwell Publishing Ltd.
Tina HöeghOral readings and aesthetic performance as classroom activity are well-prepared student performances of aesthetic texts in front of the class (from lower secondary school-age till adults at all levels). The class as an investigating team is focused on listening, observing and imitating sound, meaning and textual form in explicit criteria for response to the performance in a response-dialogue. To read and interpret written text is a complex process of deduction and inference and therefore a process of production of meaning for the reader in the interaction with the text. The aims of oral readings for the classroom dialogues around aesthetic texts are several: 1) to work with the producing student and the student’s creative and bodily engagement in the production of art and meaning (field of oral Interpretation, performance, and narratology). 2) to model ‘slow reading’ and interpretation strategies in general for readers in the literature study (field of reading research and literature studies). 3) to gain a subject related and focused dialogue in the classroom that expose and make clear the academic language that the students need to develop (field of classroom studies and L2 teaching). 4) as earlier described (Høegh IAIMTE conference 2013 in Paris) and further studied, to make students aware that their experiences with spoken language, sound and meaning-making are their primary skills for their interpretation of the written language. The reader’s general knowledge of cultural conventions and expertise in listening and multimodal observation is a primary source in the process of interpretation (language rhythm, gesture studies and language philosophy). In my talk I discuss examples of teacher and classroom interaction around oral performance, modelling “reading between the lines”, and how the dialogue conducts narratological studies and scaffolds the reader’s knowledge of cultural communicative signing and doing conventions (Høegh forthcoming a and b). Cultural communication conventions are in all sorts of form communicated in written texts. The dialogues show our vast experience with listening and with oral strategies, experiences that need to be subject related investigations in L1 education and in higher education as objects to read (and look and listen) for.
Keywords: Oral interpretation, oral experience, performance teaching, interactive response, multimodal observation.
References: Aczel, R. 1998. Hearing voices in narrative texts. New Literary History 29(3): 467-500. Andersen, N.M. 2002. I en verden af fremmede ord. Bachtin som sprogbrugsteoretiker [In a World of Foreign Words. Bakhtin as a Theorist of Language in Use]. Copenhagen: Akademisk Forlag.
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Bråten, I. (ed.) 2008. Læseforståelse: Læsning i videnssamfundet – teori og praksis. Århus: Klim Flewitt, R., Hampel, R., Hauck, M., Lancaster, L. 2009. What are multimodal data and transcription? In The Routledge Handbook of Multimodal Analysis, C. Jewitt (ed), 40–53. London: Routledge. Hühn, Peter; Schmid, Wolf and Schönert, Jörg (Ed.). 2009. Point of View, Perspective, and Focalization: Modeling Mediation in Narrative. Berlin/New York: Walter de Gruyter. Gibbons, P. 2009. English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann. Høegh, T. 2012. Mundtlig fortolkning. Kreativ praksis i litteratur- og sprogundervisning. [Oral interpretation. Creative practise in literature and language teaching]. Acta Didactica Norge 6(1) http://adno.no/index.php/adno/article/view/201 Høegh, T. (forthcoming a) Methodological issues in analyzing human communication – the complexities of multimodality. In D. Duncker and B. Perregaard (Eds.) Creativity and Continuity. Perspectives on the Dynamics of Language Conventionalization. Høegh, T. (forthcoming b) Observation and analysis through textmaking. In D. Duncker and B. Perregaard (Eds.) Creativity and Continuity. Perspectives on the Dynamics of Language Conventionalization. Le Baron, C. & Streeck, J. 2000. Gestures, knowledge and the world. In Language and gesture, D. McNeill (ed), 118–139. Cambridge, England: University Press. Page, R. (ed). 2010. New Perspectives on Narrative and Multimodality. New York: Routledge. Rosenthal, V. 2004. Microgenesis, immediate experience and visual processes in reading. In Seeing, Thinking and Knowing. Meaning and Self-Organisation in Visual Cognition and Thought, A. Carsetti (ed), 221–243. Dordrecht. Netherlands: Kluwer Academic Publishers.
Cecilia Olsson JersCommunicative competence is increasingly in demand in the workplace. If you aren´t able to communicate in a competent manner, you risk not being given the responsibilities you want or perhaps not even finding employment in the first place. This entails a great responsibility on part of the university to ensure that the students are equipped with adequate communication skills for their professional life. The project, Communication towards profession, aimed to identify in which way oral communicative performance in individual courses corresponds to the communicative competence that is required in professional life (Olsson Jers forthcoming a and b). The overarching research question central to the project is: Which possibilities are students given to change their oral ethos during their education? The main focus of my project is on Nursing science programme. I particularly investigate communication patterns in nurse trainees. Nursing has become science in 1993 in the Swedish higher education system. This means that national targets are formulated in the governing documents. Based on The Higher Education Ordinance formulations, training can be arranged in different ways at different universities. These formulations trickle or seep down into other documents through reformulations and concretisations. All these documents are intended to support the teachers to support the students in their understanding of literacies nexus in higher education. My point of departure is in socio-culturally oriented research on academic language (e.g. Duff 2010; Lea & Street 1998). For this investigation, however, I also use rhetorical-oriented approach (e.g. McCroskey 1981; Olsson Jers 2010) In this talk, I will summarize two analyses: textual analysis of policy documents on different levels, and interviews with faculty in nursing education. The results of the analyses indicate that there are difficulties to concretize and verbalize what in support of the oral language in higher education consists. This main-result highlights several questions about orality, listening, reading and writing in higher education today.
Keywords: Higher Education Ordinance formulations, nurse trainees, oral vocational education.
References: Bergman, L & Olsson Jers, C. (2014). Vilken väg tar den kritiska granskningen? Studenter i samtal om en vetenskaplig artikel. I Högre utbildning 4(1), 35-47. Duff; P. A. (2010). Language socialization into academic discourse communities. In Annual Reviews of Applied Lingustisics. 30, 169-192.
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Hoel, T. L. (2010). Skriva på universitet och högskolor: en bok för lärare och studenter. Lund: Studentlitteratur. Hyland, K. (2004). Disciplinary Discourse. Social Interactions in Academic writing. Michigan: The University of Michigan Press. Johansen, A. (2002). Talarens troverdighet: tekniske og kulturella betingelser for politisk retorikk. Oslo: Universitetsforlaget. Lea, M. R. & Street, B. V. (1998). Student writing in higher education: An academic literacies approcach. Studies in Higher Education, 23(2), 157-172. Lillis, T. M. (Red.). (2005). Defining academic literacies research. Issues of epistemology, ideology and strategy. Journal of Applied Lingustics, 4(1), 5-32). McCroskey, J. (1981). Ethos and credibility: the construct and its measurement after three decades. In Central states speech journal. 32, 24-34. Olsson Jers, C. (2010). Klassrummet som muntlig arena: att bygga och etablera ethos. Malmö: Malmö högskola. Olsson Jers, C. (2011). Den retoriska arbetsprocessens betydelse för möjligheten att framstå med starkt och trovärdigt ethos i muntlig framställning. I Educare 11(1). Tema: svenska med didaktisk inriktning. Malmö: Malmö högskola.
Höglund, Heidi, Kaihovirta, Hannah & Heilä-Ylikallio, Ria (Finland) MULTIMODAL AND AESTHETIC POSSIBILITIES AND POSITIONS IN FUTURE L1 RESEARCH AND EDUCATION
The presentation aims at discussing the subject of L1 from a multimodal and aesthetic perspective. This is done by presenting examples from a completed research project from the context of Swedish as L1 within the Finnish educational system. By tradition in school settings, written and spoken language has had a dominant role whereas visual, dramatic or musical modes have been valued mainly for aesthetic purposes (Eisner, 2008; Kress, 2008; Østern, 2014). Just as the arts as a form of knowledge do not have a secure past in an epistemological sense; art has mainly been regarded as emotional or decorative (Eisner, 2008; Kress, 2008). However, the interest for the concepts of multimodality and aesthetic learning has grown lately within the Scandinavian educational debate and in Finland the renewed national core curriculum for basic education, which is planned to be in use from 2016, includes the concepts of multiliteracy and multimodality. What are the possibilities and positions for L1 practice and research from a multimodal and aesthetic perspective?
The presentation demonstrates results from a completed research project (reported in Kaihovirta-Rosvik, Østern & Heilä-Ylikallio, 2011). The purpose of the research project was to explore how aesthetic and art-based approaches to learning support teachers literacy teaching practice. One of the research methods used in the project was art informed research in which art based research methods was combined with hermeneutic interpretation models for analysis. The results are presented in five visual images that illustrate possible aesthetic approaches to literature and literacy teaching.
The research project is discussed in relation to future possibilities and positions for L1 research and education from a multimodal and aesthetic perspective. The presentation also relates to on-going research projects (Höglund, in progress). By this we wish to contribute to the discussion on L1 teaching and research by demonstrating empirical research projects in relation to the possibilities surrounding multiliteracies and aesthetic text culture, and the development of textual competence in an increasingly multimodal society.
Keywords: aesthetic perspective, multiliteracies, multimodality, literature education, Swedish as L1 in Finland
References: - Eisner, E. (2008). Eisner, E. (2008). Art and knowledge. In Knowles, G.J. & Cole, A.L. Handbook of the Arts in Qualitative Research. Perspectives, methodologies, examples, and issues. SAGE Publications. (pp. 3–12) - Höglund, H. (in progress). Transmediating poetry to film. An Inquiry of Film Making Practices in Literature Education. Åbo Akademi University, doctoral thesis. - Kaihovirta-Rosvik, H., Østern, A-L. & Heilä-Ylikallio, R. (2011) Estetiska ingångar till fiktionsläsning – en studie i utveckling av didaktiska modeller [Aesthetic approaches to literature reading – a study in the development of didactical models] In Smidt, J., Tønnessen, E.S. & Aamotsbakken, B. (Eds.) Tekst och tegn. Lesing, skriving og multimodalitet i skole och samfunn. Trondheim: Tapir Akademisk Forlag. (pp. 217–236)
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- Kress, G. (2008). ´Literacy´ in a Multimodal Environment of Communication. In Flood, J., Heath S.B, & Lapp, D. (Eds.) The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts. Vol 3. New York: Taylor & Francis Group (pp. 91¬–100) - Østern, A-L. (Ed). (2014). Dramaturgi i didaktisk kontekst [Dramaturgy in didactical context] Bergen: Fabokforlaget.
Hultin, Eva & Westman, Maria (Sweden) PRIMARY SCHOOL CHILDREN’S NEGOTIATIONS IN COLLECTIVE TEXT PRODUCTION
The aim of this study is to explore different types of negotiations in processes of collective text productions in Primary School. Theoretically, the study takes its departure from Critical Literacy and Discourse Analysis (Janks, 2010; Christie, 2005; Gee, 2012). Especially Janks work on Critical Literacy and her four concepts model of power and literacy (domination, access, diversity, and design) allow us to understand power as both structures and agency in classrooms activities. In other words, all classroom activities are power embedded, where social action and interaction (re)produce power.
The study has an ethnographical approach and the constructed material is based on three hours videotaped lessons of collective text production in a group of six 3d graders and their teacher. This study is part of a larger study where the particular class with its pupils and teachers have been studied for three years. The following analytical foci have been used. 1) What types of negations are constituted? 2) What types of responses are constituted in relations to textual suggestions? 3) What interactional positions are constituted in the processes of negotiation? Finally, the result shows that responses are constituted in relation to the interactional positions and to what extent the pupil has engaged in the activities, where pupils that are highly active are less likely to get support for their suggestions.
Keywords: early literacy learning, collective writing, negotiations
References: Christie, Frances. (2005). Language education in the primary years. Sydney, NSW, Australia: UNSW Press Gee, James Paul (2012). Social linguistics and literacies: ideology in discourses. 4th ed. London: Routledge Janks, Hilary. (2010). Literacy and power. London: Routledge
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Ingemansson, L Mary C (Sweden) HISTORICAL FICTION - CLOSE READING OF LITERATURE IN A DIDACTIC CONTEXT
My interest and talk concerns how to use historical text in close reading within the school subject History. The presentation is both didactic and literary. In my doctoral thesis from 2010, I studied 11-year-olds reading Maj Bylock´s fictional historical trilogy about the Viking era. I analysed the novel Drakskeppet (1997) and made comparisons to the children’s history books. The thesis consists of a textual analysis part and an empirical one; the latter is discussion-based learning and shows results of close reading. My further empirical material consists of text talks to 11-year -olds during about seven months’ time with historical texts as the main text during lessons. I will in my presentation discuss three texts used in the learning process: a text from the middle ages and also Ronja, The Robber’s daughter by Astrid Lindgren as well as an American historical novel. The main subject is : Can text talks and close reading improve historical knowledge? There are two main aspects of the research: the didactic research question is how to become a reader with a deep understanding of text and the historical research area is about how to achieve a better under-standing in the school subject History by discussions. The didactic methods and theoretical framework used are text talks inspired by professor Judith Langer, University of Albany, USA. Her work and ideas in Envisioning Literature: Literary Understanding and Literature Instruction (2010) is used. Her "envisioning buildning" structure including questions is used in close reading of
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texts, preferably historical texts. Her associate researchers Mary Adler and Eija Rougle has operationalized her work and give examples of close reading and discussion- based learning. My presentation will altogether discuss the impact historical fiction can have on the young people’s understanding of both the past and our time as well as how texts may be best used in order to create knowledge and understanding of the past. Empirical classroom work about text talks will be included and some of the text discuss emigration and diaspora linked to research by Robin Cohen.
Keywords: historical fiction, text talks, didactic close reading, discussion-based learning
Reference list: Adler, Mary, Rougle, Eija, (2005) Building Literacy through classroom discussion. Research- based strategies for Developing Critical readers and Thoughtful writers in Middle school. Scholastic Inc. Bylock, Maj, (1997) Drakskeppet. Stockholm: Rabén och Sjögren Cohen, Robin, (2008) Global diasporas. An Introduction. New York. Routledge Ingemansson, Mary, (2010) “It could just as well have happened today”. Maj Bylock’s Dragon Ship Trilogy and Historical Consciousness in ten- to-twelve-year-olds. Göteborg: Makadam förlag. Langer, Judith, (2011), Envisioning Literature: Literary Understanding and Literature Instruction. New York: Teachers’ College press.
Isler, Dieter & Ineichen, Gabriela (Switzerland) EVERYDAY TALK IN KINDERGARTEN CLASSROOMS – OPPORTUNITIES TO ACQUIRE ACADEMIC LANGUAGE
In Switzerland family characteristics are consistently related to language achievements of children entering Kindergarten. Attending high quality preschool institutions can sustainably improve disadvantaged childrens opportunities for academic success. However, little is known about processual quality of kindergarten classrooms in Switzerland.
According to Pierre Bourdieu’s theory, language is an essential part of cultural capital: Engaged in everyday interactions children acquire particular language practices implying specific characteristics on all linguistic levels. Whether they can use their cultural capital successfully or not is determined by the rules of the field. In this study, everyday talk in Kindergarten classroom is investigated as interactive and multimodal co-construction of social reality. The following questions are to be answered:
1. Which communicative forms of «school-related» language use can be found in Kindergarten classrooms? 2. How do teachers and children perform these forms? 3. How do socioeconomically diverse children participate, and how are they supported by their teachers?
Since everyday interactions in Kindergarten classrooms are complex and unexplored, a heuristic approach has been chosen: Everyday interactions in 8 contrasting Kindergarten classrooms are filmed and documented on 5 consecutive weekdays. Selected events are scrutinized and reconstructed in team sessions using sequential analysis procedures. By comparisons, conceptualisations are elaborated and validated.
During the previous analysis, findings related to all 3 research questions have been developed into a number of data based and theoretically connected conceptualisations. For example: School related communicative forms include «oral texts» such as reports on real life experiences, narrations of invented stories, or knowledge based explications. Their production is challenging as the speaker has to linguistically represent complex units of information related to distant (real, fictional or conceptual) «referential spaces». Kindergarten classrooms differ widely in respect of the ocurrence of «oral texts», their initiation (by teachers or students), the teachers' efforts to support their students interactively as well as to protect and maintain these «joint projects», and their appreciation of the students' texts. Such insights into the microcosm of classrooms interactions are highly valuable for teacher education and professional development. In our paper, we will present selected conceptualisations based on video documents of classroom interactions.
Keywords: classroom interaction, academic language, inequality in education, Kindergarten, videography
References:
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Bourdieu, P. & Passeron, J. (1971). Die Illusion der Chancengleichheit. Untersuchungen zur Soziologie des Bildungswesens am Beispiel Frankreichs. Stuttgart: Klett. Bruner, J. (1983 [2002]). Wie das Kind sprechen lernt. Bern: Hans Huber. Erard, S. & Schneuwly, B. (2005). Le didactique de l’oral: savoirs ou compétences? In J.-P. Bronckart, E. Bulea & M. Pouliot (Éd.). Repenser l’enseignement des langues: comment indetifier et exploiter les compétences? (pp. 69–97). Villeneuve d’Ascq cedex: Presses Universitaires du Septentrion. Knoblauch, H. (2013). Grundbegriffe und Aufgaben des kommunikativen Konstruktivismus. In R. Keller, H. Knoblauch & J. Reichertz (Hrsg.), Kommunikativer Konstruktivismus. Theoretische und empirische Arbeiten zu einem neuen wissenssoziologischen Ansatz (S. 25–47). Wiesbaden: Springer. Quasthoff, U. & Kern, F. (2007). Familiale Interaktionsmuster und kindliche Diskursfähigkeit: Mögliche Auswirkungen interaktiver Stile auf diskursive Praktiken und Kompetenzen bei Schulkindern. In H. Hausendorf (Hrsg.), Gespräch als Prozess. Linguistische Aspekte der Zeitlichkeit verbaler Interaktion (S. 277–305). Tübingen: Gunter Narr. Thévenaz-Christen, T. (2005). Les prémices de la forme scolaire. Etudes d‘activités langagières orales à l‘école enfantine genevoise. Unveröffentlichte Dissertation, Université de Genève. Tomasello, M. (1999). The Cultural Origins of Human Cognition. Cambridge: Harvard University Press. Wygotski, L. (1934 [1986]). Denken und Sprechen. Frankfurt a. M.: Fischer.
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Jablonski, Slawomir (Poland) LINKS BETWEEN READING AND WRITING IN GROUPS OF CHILDREN AT THE AGE OF 3-11 – THE PERSPECTIVE OF LEV S. VYGOTSKY’S THEORY OF WRITTEN SPEECH
Context From the perspective of Lev S. Vygotsky’s socio-cultural theory, the task of communicating with the use of script requires developing a higher-order behavior, i.e., a higher mental function. Vygotsky refers to this function as written speech (WS) which possesses two variants as two sides of the same coin: the impressive variant (comprehending the meaning of a written text - reading) and the expressive variant (conveying meaning in a written form - writing). The main indicator of WS development is the manner a child understands the function of script in the process of communication. According to Vygotsky, the development of WS does not start simultaneously with the beginning of reading and writing training, but much earlier, along with first experiences with the script. For that reason, stages of the development of reading and writing skills can be studied in samples of children who are long before the beginning of literacy instruction. These phases follow a four-stage model of written speech development designed by the author on the basis of Vygotsky’s assumptions (see Jabłoński, 2002).
Aims The presented study was of an exploratory nature. The author planned to conduct an examination of relationships between reading and writing abilities in different age groups.
Methods An exploratory cross-sectional study of 1100 healthy, Polish speaking children between the age of 3 and 11 was conducted. The sample was created by means of recruiting children to 28 age groups, composed of children born in the same quarter or half of a given year. The subjects were examined with the use of Literacy Assessment Battery, designed by the author for assessing the development of written speech (Jabłoński, 2013). The Battery consists of 9 tasks and 15 measures. Each measure is sensitive simultaneously to one of the four stages of written speech development and one of the two variants of WS. Validity and reliability of the tool were confirmed.
Results and discussion During the presentation, the author will discuss the results of analyses of differences between the investigated
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age groups in respect of the levels of written speech development and correlations between the two variants of WS.
key words: literacy development, written speech, preliteracy, relationships between reading and writing
References: Jabłoński, S. (2002). Written speech development: a cultural-historical approach to the process of reading and writing ability acquisition. Psychology of Language and Communication, 6 (2), 53-64. http://www.plc.psychologia.pl/plc/plc/contents/vol_6-2.htm Jabłoński, S. (2013). Inhibitory control and literacy development among 3- to 5-year-old children. Contribution to a double special issue on Early literacy research in Poland, edited by Elżbieta Awramiuk and Grażyna Krasowicz-Kupis. L1-Educational Studies in Language and Literature, 13, 1-25. http://l1.publication-archive.com/show-volume/15
Janssen, Tanja & Pieper, Irene (country unknown) THE ROLE OF WRITING IN LITERATURE EDUCATION. SIG ROLE INVITED SYMPOSIUM (1/2)
SIG-invited symposium: The role of writing in literature education Special Interest Group: Research on Literature Education (ROLE)
Organizers/convenors: Tanja Janssen (University of Amsterdam, The Netherlands) & Irene Pieper (University of Hildesheim, Germany)
Traditionally, writing plays an important role in the literature classroom: it is one of the most frequently used activities. Students’ writing may take different forms, varying from answering short answer questions, to writing essays, book reports, personal responses, reflective reports, or imaginative texts, such as stories, poems or rap texts. Writing may fulfil different purposes. One function is that of assessment. Student writings are used by the teacher to determine how much students have understood of a literary text or a literary phenomenon and/or how much students have progressed as literature readers. Secondly, writing may also serve as an instrument for learning. Writing assignments may become ways of exploring and forming new ideas and experiences. The assumption is that students become more engaged and reach deeper levels of understanding, by writing in response to literary texts. Writing, then, is not just a way for students to display what they have learned, but also a tool for acquiring knowledge, developing understanding, and improving thinking skills. The tasks can be analytical or closer to literary modes, i.e. transform a narrative into a scene, respond via a poem or imitate the author’s style. Thirdly, writing may be enacted as a literary praxis: students’ creative writing can be considered as a way of exploring the literary not only via reception but also via production, possibly inspired by other literary texts and patterns. However, writing is a very complex, cognitively demanding activity. It seems counterintuitive that students may learn the complex skill of reading and responding to literature, through a complex activity like writing. What and how much students learn through writing may depend on the particular writing task being used, and on the writing instruction they receive. This two-part symposium aims at bringing together various perspectives on writing in the literature classroom, in order to further explore its potentials in different educational and (multi)cultural contexts. The theme will also be at the centre of the SIG-strand following the symposium.
Keywords: literature education, literary reading, learning to write, writing-to-learn
Symposium session 1 Chair: Irene Pieper
Adolescent reading and the production of literary judgement Authors: Andrea Bertschi-Kaufmann* & Tanja Graber**
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*School of Education University of Applied Sciences and Arts Northwestern Switzerland **German Department University of Basel
The paper discusses the learning objective ‘Reading and understanding literature’ for the 7th till 9th school years. It focuses on the tension between, on the one hand, the competences of literary understanding as modelled by literature didactics and, on the other hand, the practices and reading judgements of adolescent readers in dealing with self-selected youth literature. The investigation is based on analyses of 13-15-year-old learners’ book reviews through which they reproduce their reading experiences and pronounce their literary judgements. Three sets of questions are explored and answers illustrated with this corpus: Which qualities of fictional texts do young readers perceive and identify; in other words which aesthetic qualities are they able to communicate? To what extent do these readers’ accounts express closeness to characters and processes of taking on characters’ perspectives? What indications are there of young readers’ artefact-related observations in their dealings with self-selected books? And how do young readers take up those observations in their evaluations? One implication emerging from the results is that some adolescent readers are able to discern aesthetic qualities of texts even if their reading and understanding of literature are not externally directed.
Keywords: Adolescent reading, Literary education, Reading judgements, Book reviews
Writing about literature in Australia Author: Wayne Sawyer University of Western Sydney, Australia
This paper will specifically address that area of the symposium concerned with writing cultures in different literature classrooms. At the 2013 IAIMTE conference, I discussed the role that imaginative re-creation had played in the recent history of literature teaching in Australia, conceptualising this as a conversation with texts, based on Stephen Greenblatt’s provocation that literary criticism begins in ‘a desire to speak with the dead’ and reflecting what Ian Reid has called the ‘Workshop model’ of response to literature. In this symposium, I will discuss the tensions in the recent history of the secondary literature curriculum in Australia between a conceptualisation of writing such as this and writing as manifested in Syllabuses, in public examinations, in popular textbooks and across the stages of secondary schooling. However, this is not to set up a set of tensions in which an ‘ideal’ of writing about literature is opposed to an essay-driven ‘reality’ in a hidden curriculum particularly driven by examinations and textbooks. Rather, key tensions exist even within particular traditions – attempts to implement broader opportunities for written response in examinations beyond the analytical essay, for example, can make public examinations even more problematic in a number of ways as suitable contexts for eliciting writing in response to literature. How ‘studying literature’ itself is conceptualised has, of course, been driven partly by curriculum and examinations, though these same curriculum and examinations can drive the study seemingly contradictory directions because of the forms of writing being demanded.
Learning about oneself and others in the literature classroom: An analysis of students’ written learner reports Author: Marloes Schrijvers*, Tanja Janssen* & Olivia Fialho** * University of Amsterdam, The Netherlands ** Utrecht University, The Netherlands
Reading literary fiction may change how we think of ourselves (self-perceptions) and others (social perceptions): it may lead to deepened self-understandings (Sikora, Miall & Kuiken, 2011; Fialho, 2012), increased Theory of Mind (Kidd & Castano, 2013), empathy (Bal & Veltkamp, 2013) and moral competence (Hakemulder, 2000). Literature education might foster such experiences of change, but this claim has never been investigated. Therefore, this study aims at exploring whether Dutch students (grades 10-12, N=350) report any experiences of change in self-perceptions and social perceptions as a result of literature education.
To this purpose, participants complete a reflective writing assignment: the learner report. This instrument explicates learning experiences that remain implicit in other measures and was found to be valid and reliable in
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previous research (Van Kesteren, 1993; Janssen, 1998). Participants are asked to write down what they have learned (noticed, discovered, found out) about others and themselves through class activities in literature education and through reading literary fiction for school.
Since Lexical Basis for Numerically-Aided Phenomenology (or LEX-NAP; Fialho, 2012) is demonstrably effective in grasping self-transformative experiences, it is used as method of data analysis. It enables inductive examination of students’ experiences, focusing not only on what experiences of change students report, as is done in traditional content analysis, but also on how they report them. For instance, use of personal pronouns, intensifiers, vague language and metaphors may indicate specific experiences of change. To assess inter-rater reliability, part of the learner reports will be analyzed by a second rater.
Data analysis is currently in progress and results will be presented at the conference.
Keywords: Literature education, self-perceptions, social perceptions, content analysis, lexical analysis.
Symposium session 2 Chair: Tanja Janssen
My home and your home: A reading of Kafka Authors: Ilana Elkad-Lehman* & Yael Poyas** *Levinsky College of Education Tel Aviv, Israël **Oranim-College of Education, Israël
How can a learning situation allow an in-depth reading of a complex text, even in a language that is not the native language of all readers? What happens in the learning process, in discourse between learners, and in group and individual writing products following this reading? We will present a phenomenological study conducted in a multi-lingual environment. Participants were some 50 graduate students, all Hebrew speakers. Some are native speakers, for others Hebrew is a second or third language, and their first language is Arabic, English, Russian, or French. The study was designed to learn about use of Hebrew in reading literature in a multi-lingual, multi-religious, and multi-cultural group. We wish to examine our hypotheses as well as findings from our previous research about minor literature reading and minor literature writing (Deleuze, & Guattari, 1975), and learn more about learning literature in a multi-cultural context. We asked: 1. What characterizes the processes that take place within the multi-cultural and multi-lingual in reading literary texts in Hebrew and in the reactions to these texts in oral group discourse and in written group products? 2. What characterizes the processes that students undergo when reading literary texts in Hebrew and their reaction in individual writing, as manifested in their written and spoken reactions? 3. How do the concepts of minor writing and reading illuminate these processes? Research tools: Two short stories by Frank Kafka to be read and discussed, recordings of group discourse, written group products, individual written response following the reading and discussion, and researchers’ observations of group work. In out lecture we will present examples of students’ response in during the discussion as well as in group writing and individual writing. Initial findings reveal that reading the literary text invited oral and written group discourse with expressions of openness and sharing of personal experiences, in addition to relating to the literary aspects of the text. In some groups, political aspects were also raised. The participants were amazed at the way group work allowed them to speak openly with students they knew, yet had not spoken to in the past, and who the group discourse transcended boundaries of culture and origin. They were also amazed by the sense of efficacy in dealing with Kafka’s writing and were awed by the power of the literary work. The written reactions – group and individual – point to the importance of the discussion following the reading, as a bridge to formulating literary comprehension and interpretation through personal written reactions.
Reflecting on literary reading via writing: group discussions with students in teacher education
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Authors: Dana Krätzsch & Irene Pieper University of Hildesheim, Germany
While studying literature teacher students in Germany are expected to extend their knowledge about literature and broaden their scope of reading. It is considered to be part of their profile that they have a sound knowledge about literature including canonical works and that a certain professionalism in dealing with literature forms part of the teaching profession. The professionalism of the advanced student does not only cover declarative knowledge about canonical texts or procedural know-how. Rather, university lecturers may assume that students and teachers-to-be have a positive attitude and a general interest in literature which can be further differentiated. In order to encourage students’ readings some departments offer reading lists. Furthermore, we developed a portfolio-approach where students demonstrate how they worked with some of the titles and how they respond to them. Students choose from a variety of tasks or develop formats themselves. It is assumed that writing intensifies their readings and that the variety of options is appreciated. The portfolio is handed in at the end of their first and at the end of their third year. Informal discussions about the portfolio show that the instrument triggers reflections about the role of writing and reading but also about concepts of students/teachers as readers. In order to reconstruct the way students conceive of the portfolio work and the possible functions of writing two group discussions will be carried out: with students at the beginning and end of their Bachelor Degree.
Keywords: Literary reading, writing, teacher students, canon. Andrea Bertschi-Kaufmann & Tanja Graber
Presenting authors: Andrea Bertschi-Kaufmann* & Tanja Graber** *School of Education University of Applied Sciences and Arts Northwestern Switzerland **German Department University of Basel
The paper discusses the learning objective ‘Reading and understanding literature’ for the 7th till 9th school years. It focuses on the tension between, on the one hand, the competences of literary under-standing as modelled by literature didactics (in the german spoken context: Kammler, 2006) and, on the other hand, the practices and reading judgements of adolescent readers in dealing with self-selected youth literature (Miall 2006; Heydebrand & Winko 1994; Bertschi-Kaufmann & Graber, in press). The study is based on analyses of 13-15-year-old learners’ book reviews through which they reproduce their reading experiences and pronounce their literary judgements. From a corpus of 450 reviews we selected 55 for detailed analyses (Kuckartz 2012). Three sets of questions are examined and answers are illustrated with this corpus: - Which qualities of fictional texts do young readers perceive and identify; in other words which aesthetic qualities are they able to communicate? (Kämper-van den Boogaart/Pieper 2008) - To what extent do these readers’ accounts express closeness to characters and processes of taking on characters’ perspectives? (Keen 2007) - What indications are there of young readers’ artefact-related observations in their dealings with self-selected books? And how do young readers take up those observations in their eval-uations? (van Holt/Groeben 2006) The aim of literature instruction is the reception of literary texts in a manner that shows awareness of both the form (Eggert, 2002) and the tradition (Abraham & Kepser, 2009). It means that texts should be understood in the form that is given to the medium of communication. In addition it also means that texts should be understood in their cultural context. A result of our analyses is that students partly suc-ceed in reading and reviewing their self-selected books. One implication emerging from these results is that some adolescent readers also are able to discern aesthetic qualities of texts even if their reading and understanding of literature are not externally di-rected.
Key words: Adolescent reading, Literary education, Reading judgements, Book reviews.
References: Abraham, Ulf/Kepser, Matthias (2009): Grundlegende Aufgaben des Literaturunterrichts. In: ders. (eds.): Literaturdidaktik Deutsch. Eine Einführung. Berlin: Erich Schmidt, pp. 53-113. Bertschi-Kaufmann, Andrea/Graber, Tanja (in press): Jugendlektüre und literarische Urteilsbildung. In:
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Standke, Jan/Brüggemann, Jörn (eds.): Literarizität. Eggert, Hartmut (2002): Literarische Texte und ihre Anforderungen an die Lesekompetenz. In: Groeben, Norbert/Hurelmann, Bettina: Lesekompetenz: Bedingungen - Dimensionen - Funktionen. Wein-heim: Juventa, pp. 186-194. Heydebrand, Renate von/Winko, Simone: Einführung in die Wertung von Literatur. Systematik - Ge-schichte - Legitimation. Paderborn u.a.: Schöningh, pp. 111-131. van Holt, Nadine/Groeben, Norbert (2006): Emotionales Erleben beim Lesen und die Rolle text- und leserseitiger Faktoren. In: Klein, Uta/Mellmann, Katja/Metzger, Stefanie (eds.): Heuristiken der Literaturwissenschaft. Disziplinexterne Perspektiven auf Literatur. Paderborn: mentis, pp. 111-130. Kammler, Clemens (2006): Literarische Kompetenzen – Standards im Literaturunterricht. Anmerkungen zum Diskussionsstand. In: Ders. (ed.): Literarische Kompetenzen – Standards im Literaturunter-richt. Modelle für die Primar- und Sekundarstufe. Seelze: Klett und Kallmeyer, pp. 7-23. Keen, Suzanne (2007): Empathy and the Novel, Oxfort: University Press. Kämper-van den Boogaart, Michael/Pieper, Irene (2008): Literarisches Lesen. In: Didaktik Deutsch, Son-derheft 2, pp. 46-63. Kuckartz, Udo (2012): Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung. Wein-heim/Basel: Beltz/Juventa. Miall, David S. (2006): Literary Reading. Empirical & Theoretical Studies, New York: Peter Lang.
Wayne SawyerThis paper will specifically address that area of the symposium concerned with writing cultures in different literature classrooms. At the 2013 IAIMTE conference, I discussed the role that imaginative re-creation had played in the recent history of literature teaching in Australia, conceptualising this as a conversation with texts, based on Stephen Greenblatt’s (1990) provocation that literary criticism begins in ‘a desire to speak with the dead’ and reflecting what Ian Reid (1984) has called the ‘Workshop model’ of response to literature. In this symposium, I will discuss the tensions in the recent history of the secondary literature curriculum in Australia between a conceptualisation of writing such as this and writing as manifested in Syllabuses, in public examinations, in popular textbooks and across the stages of secondary schooling. However, this is not to set up a set of tensions in which an ‘ideal’ of writing about literature is opposed to an essay-driven ‘reality’ in a hidden curriculum particularly driven by examinations and textbooks. Rather, key tensions exist even within particular traditions – attempts to implement broader opportunities for written response in examinations beyond the analytical essay, for example, can make public examinations even more problematic in a number of ways as suitable contexts for eliciting writing in response to literature. How ‘studying literature’ itself is conceptualised has, of course, been driven partly by curriculum and examinations, though these same curriculum and examinations can drive the study seemingly contradictory directions because of the forms of writing being demanded.
Please, could I ask you to include a few references in the text. Also, I ask you to add key words and References:
Keywords: response to literature, writing cultures, writing for exams
References: Greenblatt, S. (1990). Shakespearean negotiations: The circulation of social energy in Renaissance England, Oxford: Clarendon Press. Reid, I. (1984). The making of literature: Texts, contexts and classroom practices,Adelaide: AATE. Sawyer, W. (2010). ‘Writing (in) the nation’, English in Australia, 45:2, pp. 7-20. Sawyer, W. & Howie, M. (2011) “Literature teaching in the Australian curriculum: Retaining key practices”, in B. Doecke, G. Parr & W.Sawyer (eds.) (2011) Creating an Australian curriculum for English: National agendas, local contexts. Putney: Phoenix Education, pp. 113-128
Marloes Schrijvers & Olivia Fialho & Tanja JanssenReading literary fiction may change how we think of ourselves (self-perceptions) and others (social perceptions): it may lead to deepened self-understandings (Sikora, Miall & Kuiken, 2011; Fialho,
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2012), increased Theory of Mind (Kidd & Castano, 2013), empathy (Bal & Veltkamp, 2013) and moral competence (Hakemulder, 2000). Literature education might foster such experiences of change, but this claim has never been investigated. Therefore, this study aims at exploring whether Dutch students (grades 10-12, N=350) report any experiences of change in self-perceptions and social perceptions as a result of literature education.
To this purpose, participants complete a reflective writing assignment: the learner report. This instrument explicates learning experiences that remain implicit in other measures and was found to be valid and reliable in previous research (Van Kesteren, 1993; Janssen, 1998). Participants are asked to write down what they have learned (noticed, discovered, found out) about others and themselves through class activities in literature education and through reading literary fiction for school.
Since Lexical Basis for Numerically-Aided Phenomenology (or LEX-NAP; Fialho, 2012) is demonstrably effective in grasping self-transformative experiences, it is used as method of data analysis. It enables inductive examination of students’ experiences, focusing not only on what experiences of change students report, as is done in traditional content analysis, but also on how they report them. For instance, use of personal pronouns, intensifiers, vague language and metaphors may indicate specific experiences of change. To assess inter-rater reliability, part of the learner reports will be analyzed by a second rater.
Data analysis is currently in progress and results will be presented at the conference.
Key words: Literature education, self-perceptions, social perceptions, content analysis, lexical analysis.
References: Bal, M., & Veltkamp, M. (2013). How does fiction reading influence empathy? An experimental investigation on the role of emotional transportation. Plos One, 8, 1-12. Fialho, O. (2012). Self-modifying experiences in literary reading: A model for reader response. (PhD, University of Alberta). Hakemulder, F. (2000). The moral laboratory: Experiments examining the effects of reading literature on social perception and moral self-knowledge. Amsterdam: John Benjamins. Janssen, T. (1998). Literatuuronderwijs bij benadering. [Approaches of literature education.] (PhD, Universiteit Utrecht). Kidd, D. C., & Castano, E. (2013). Reading literary fiction improves theory of mind. Science (New York, N.Y.), 342, 377-380. doi:10.1126/science.1239918 Sikora, S., Kuiken, D., & Miall, D. (2011). Expressive reading: A phenomenological study of readers' experience of Coleridge's 'The rime of the ancient mariner'. Psychology of Aesthetics, Creativity, and the Arts, 5(3), 258-268. Van Kesteren, B.J. (1993). Applications of De Groot's 'learner report': A tool to identify educational objectives and learning experiences. Studies in Educational Evaluation, 19, 65-86.
Janssen, Tanja & Pieper, Irene (country unknown) THE ROLE OF WRITING IN LITERATURE EDUCATION. SIG ROLE INVITED SYMPOSIUM (2/2)
SIG-invited symposium: The role of writing in literature education Special Interest Group: Research on Literature Education (ROLE)
Organizers/convenors: Tanja Janssen (University of Amsterdam, The Netherlands) & Irene Pieper (University of Hildesheim, Germany)
Discussant: Brenton Doecke
Traditionally, writing plays an important role in the literature classroom: it is one of the most frequently used activities. Students’ writing may take different forms, varying from answering short answer questions, to writing essays, book reports, personal responses, reflective reports, or imaginative texts, such as stories, poems
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or rap texts. Writing may fulfil different purposes. One function is that of assessment. Student writings are used by the teacher to determine how much students have understood of a literary text or a literary phenomenon and/or how much students have progressed as literature readers. Secondly, writing may also serve as an instrument for learning. Writing assignments may become ways of exploring and forming new ideas and experiences. The assumption is that students become more engaged and reach deeper levels of understanding, by writing in response to literary texts. Writing, then, is not just a way for students to display what they have learned, but also a tool for acquiring knowledge, developing understanding, and improving thinking skills. The tasks can be analytical or closer to literary modes, i.e. transform a narrative into a scene, respond via a poem or imitate the author’s style. Thirdly, writing may be enacted as a literary praxis: students’ creative writing can be considered as a way of exploring the literary not only via reception but also via production, possibly inspired by other literary texts and patterns. However, writing is a very complex, cognitively demanding activity. It seems counterintuitive that students may learn the complex skill of reading and responding to literature, through a complex activity like writing. What and how much students learn through writing may depend on the particular writing task being used, and on the writing instruction they receive. This two-part symposium aims at bringing together various perspectives on writing in the literature classroom, in order to further explore its potentials in different educational and (multi)cultural contexts. The theme will also be at the centre of the SIG-strand following the symposium.
Keywords: literature education, literary reading, learning to write, writing-to-learn
Symposium session 1 Chair: Irene Pieper
Adolescent reading and the production of literary judgement Authors: Andrea Bertschi-Kaufmann* & Tanja Graber** *School of Education University of Applied Sciences and Arts Northwestern Switzerland **German Department University of Basel
The paper discusses the learning objective ‘Reading and understanding literature’ for the 7th till 9th school years. It focuses on the tension between, on the one hand, the competences of literary understanding as modelled by literature didactics and, on the other hand, the practices and reading judgements of adolescent readers in dealing with self-selected youth literature. The investigation is based on analyses of 13-15-year-old learners’ book reviews through which they reproduce their reading experiences and pronounce their literary judgements. Three sets of questions are explored and answers illustrated with this corpus: Which qualities of fictional texts do young readers perceive and identify; in other words which aesthetic qualities are they able to communicate? To what extent do these readers’ accounts express closeness to characters and processes of taking on characters’ perspectives? What indications are there of young readers’ artefact-related observations in their dealings with self-selected books? And how do young readers take up those observations in their evaluations? One implication emerging from the results is that some adolescent readers are able to discern aesthetic qualities of texts even if their reading and understanding of literature are not externally directed.
Keywords: Adolescent reading, Literary education, Reading judgements, Book reviews
Writing about literature in Australia Author: Wayne Sawyer University of Western Sydney, Australia
This paper will specifically address that area of the symposium concerned with writing cultures in different literature classrooms. At the 2013 IAIMTE conference, I discussed the role that imaginative re-creation had
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played in the recent history of literature teaching in Australia, conceptualising this as a conversation with texts, based on Stephen Greenblatt’s provocation that literary criticism begins in ‘a desire to speak with the dead’ and reflecting what Ian Reid has called the ‘Workshop model’ of response to literature. In this symposium, I will discuss the tensions in the recent history of the secondary literature curriculum in Australia between a conceptualisation of writing such as this and writing as manifested in Syllabuses, in public examinations, in popular textbooks and across the stages of secondary schooling. However, this is not to set up a set of tensions in which an ‘ideal’ of writing about literature is opposed to an essay-driven ‘reality’ in a hidden curriculum particularly driven by examinations and textbooks. Rather, key tensions exist even within particular traditions – attempts to implement broader opportunities for written response in examinations beyond the analytical essay, for example, can make public examinations even more problematic in a number of ways as suitable contexts for eliciting writing in response to literature. How ‘studying literature’ itself is conceptualised has, of course, been driven partly by curriculum and examinations, though these same curriculum and examinations can drive the study seemingly contradictory directions because of the forms of writing being demanded.
Learning about oneself and others in the literature classroom: An analysis of students’ written learner reports Author: Marloes Schrijvers*, Tanja Janssen* & Olivia Fialho** * University of Amsterdam, The Netherlands ** Utrecht University, The Netherlands
Reading literary fiction may change how we think of ourselves (self-perceptions) and others (social perceptions): it may lead to deepened self-understandings (Sikora, Miall & Kuiken, 2011; Fialho, 2012), increased Theory of Mind (Kidd & Castano, 2013), empathy (Bal & Veltkamp, 2013) and moral competence (Hakemulder, 2000). Literature education might foster such experiences of change, but this claim has never been investigated. Therefore, this study aims at exploring whether Dutch students (grades 10-12, N=350) report any experiences of change in self-perceptions and social perceptions as a result of literature education.
To this purpose, participants complete a reflective writing assignment: the learner report. This instrument explicates learning experiences that remain implicit in other measures and was found to be valid and reliable in previous research (Van Kesteren, 1993; Janssen, 1998). Participants are asked to write down what they have learned (noticed, discovered, found out) about others and themselves through class activities in literature education and through reading literary fiction for school.
Since Lexical Basis for Numerically-Aided Phenomenology (or LEX-NAP; Fialho, 2012) is demonstrably effective in grasping self-transformative experiences, it is used as method of data analysis. It enables inductive examination of students’ experiences, focusing not only on what experiences of change students report, as is done in traditional content analysis, but also on how they report them. For instance, use of personal pronouns, intensifiers, vague language and metaphors may indicate specific experiences of change. To assess inter-rater reliability, part of the learner reports will be analyzed by a second rater.
Data analysis is currently in progress and results will be presented at the conference.
Keywords: Literature education, self-perceptions, social perceptions, content analysis, lexical analysis.
Symposium session 2 Chair: Tanja Janssen
My home and your home: A reading of Kafka Authors: Ilana Elkad-Lehman* & Yael Poyas** *Levinsky College of Education Tel Aviv, Israël **Oranim-College of Education, Israël
How can a learning situation allow an in-depth reading of a complex text, even in a language that is not the native language of all readers? What happens in the learning process, in discourse between learners, and in group and individual writing products following this reading? We will present a phenomenological study conducted in a multi-lingual environment. Participants were some
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50 graduate students, all Hebrew speakers. Some are native speakers, for others Hebrew is a second or third language, and their first language is Arabic, English, Russian, or French. The study was designed to learn about use of Hebrew in reading literature in a multi-lingual, multi-religious, and multi-cultural group. We wish to examine our hypotheses as well as findings from our previous research about minor literature reading and minor literature writing (Deleuze, & Guattari, 1975), and learn more about learning literature in a multi-cultural context. We asked: 1. What characterizes the processes that take place within the multi-cultural and multi-lingual in reading literary texts in Hebrew and in the reactions to these texts in oral group discourse and in written group products? 2. What characterizes the processes that students undergo when reading literary texts in Hebrew and their reaction in individual writing, as manifested in their written and spoken reactions? 3. How do the concepts of minor writing and reading illuminate these processes? Research tools: Two short stories by Frank Kafka to be read and discussed, recordings of group discourse, written group products, individual written response following the reading and discussion, and researchers’ observations of group work. In out lecture we will present examples of students’ response in during the discussion as well as in group writing and individual writing. Initial findings reveal that reading the literary text invited oral and written group discourse with expressions of openness and sharing of personal experiences, in addition to relating to the literary aspects of the text. In some groups, political aspects were also raised. The participants were amazed at the way group work allowed them to speak openly with students they knew, yet had not spoken to in the past, and who the group discourse transcended boundaries of culture and origin. They were also amazed by the sense of efficacy in dealing with Kafka’s writing and were awed by the power of the literary work. The written reactions – group and individual – point to the importance of the discussion following the reading, as a bridge to formulating literary comprehension and interpretation through personal written reactions.
Reflecting on literary reading via writing: group discussions with students in teacher education Authors: Dana Krätzsch & Irene Pieper University of Hildesheim, Germany
While studying literature teacher students in Germany are expected to extend their knowledge about literature and broaden their scope of reading. It is considered to be part of their profile that they have a sound knowledge about literature including canonical works and that a certain professionalism in dealing with literature forms part of the teaching profession. The professionalism of the advanced student does not only cover declarative knowledge about canonical texts or procedural know-how. Rather, university lecturers may assume that students and teachers-to-be have a positive attitude and a general interest in literature which can be further differentiated. In order to encourage students’ readings some departments offer reading lists. Furthermore, we developed a portfolio-approach where students demonstrate how they worked with some of the titles and how they respond to them. Students choose from a variety of tasks or develop formats themselves. It is assumed that writing intensifies their readings and that the variety of options is appreciated. The portfolio is handed in at the end of their first and at the end of their third year. Informal discussions about the portfolio show that the instrument triggers reflections about the role of writing and reading but also about concepts of students/teachers as readers. In order to reconstruct the way students conceive of the portfolio work and the possible functions of writing two group discussions will be carried out: with students at the beginning and end of their Bachelor Degree.
Keywords: Literary reading, writing, teacher students, canon. Ilana Elkad-Lehman & Yael Poyas
Presenting authors: Ilana Elkad-Lehman* & Yael Poyas** *Levinsky College of Education Tel Aviv, Israël **Oranim-College of Education, Israël
How can a learning situation allow an in-depth reading of a complex text, even in a language that is not the native language of all readers? What happens in the learning process, in discourse between
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learners, and in group and individual writing products following this reading? We will present a phenomenological study conducted in a multi-lingual environment. Participants were some 50 graduate students, all Hebrew speakers. Some are native speakers, for others Hebrew is a second or third language, and their first language is Arabic, English, Russian, or French. The study was designed to learn about use of Hebrew in reading literature in a multi-lingual, multi-religious, and multi-cultural group. We wish to examine our hypotheses as well as findings from our previous research about minor literature reading and minor literature writing (Deleuze, & Guattari, 1975), and learn more about learning literature in a multi-cultural context. We asked: 1. What characterizes the processes that take place within the multi-cultural and multi-lingual in reading literary texts in Hebrew and in the reactions to these texts in oral group discourse and in written group products? 2. What characterizes the processes that students undergo when reading literary texts in Hebrew and their reaction in individual writing, as manifested in their written and spoken reactions? 3. How do the concepts of minor writing and reading illuminate these processes? Research tools: Two short stories by Frank Kafka to be read and discussed, recordings of group discourse, written group products, individual written response following the reading and discussion, and researchers’ observations of group work. In our lecture we will present examples of students’ response in during the discussion as well as in group writing and individual writing. Initial findings reveal that reading the literary text invited oral and written group discourse with expressions of openness and sharing of personal experiences, in addition to relating to the literary aspects of the text. In some groups, political aspects were also raised. The participants were amazed at the way group work allowed them to speak openly with students they knew, yet had not spoken to in the past, and who the group discourse transcended boundaries of culture and origin. They were also amazed by the sense of efficacy in dealing with Kafka’s writing and were awed by the power of the literary work. The written reactions – group and individual – point to the importance of the discussion following the reading, as a bridge to formulating literary comprehension and interpretation through personal written reactions.
Keywords: Minor literature reading, minor literature writing, learning literature in a multi-cultural context, literary comprehension and interpretation
References: Deleuze G., & Guattari F. (1975). Kafka. Pour une littérature mineure, Paris: Les éditions de Minuit (coll. « Critique »), / Deleuze G., & Guattari F. (1986). Kafka, toward a minor literature. Translated by D. Polan. Theory and History of Literature, 30, Minneapolis: University of Minnesota Press.
Dana Krätzsch & Irene PieperPresenting authors: Dana Krätzsch & Irene Pieper, University of Hildesheim, Germany
While studying literature teacher students in Germany are expected to extend their knowledge about literature and broaden their scope of reading. It is considered to be part of their profile that they have a sound knowledge about literature including canonical works and that a certain professionalism in dealing with literature forms part of the teaching profession. The professionalism of the advanced student does not only cover declarative knowledge about canonical texts or procedural know-how. Rather, university lecturers may assume that students and teachers-to-be have a positive attitude and a general interest in literature which can be further differentiated. In order to encourage students’ readings some departments offer reading lists. Furthermore, we developed a portfolio-approach where students demonstrate how they worked with some of the titles and how they respond to them. Students choose from a variety of tasks or develop formats themselves. It is assumed that writing intensifies their readings and that the variety of options is appreciated. The portfolio is handed in at the end of their first and at the end of their third year. Informal discussions about the portfolio show that the instrument triggers reflections about the role
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of writing and reading but also about concepts of students/teachers as readers. In order to reconstruct the way students conceive of the portfolio work and the possible functions of writing two group discussions (cf. Bohnsack 2008) will be carried out: with students at the beginning and end of their Bachelor Degree.
Key words: literary reading, writing, teacher students, canon
References: Bohnsack, Ralf: Rekonstruktive Sozialforschung.Einführung in qualitative Methoden. Opladen, Farmington Hills 2008.
Janus-Sitarz, Anna (Polska (Poland)) LITERARY HISTORY CLOSER TO CONTEMPORARY REALITY
The curriculum of literary history in secondary education in Poland has been the subject of ardent disputes since 1880 when for the first time P. Chmielowski came out against teaching literary history and against neglecting the close reading of chosen books. Since then both the changes in school canon and the traditionally historical perspective of analysing literature have often provoked deep controversy, not only among people responsible for teaching, but also politicians, journalists, artist and writers (resulting even in changes in Polish government). In 2015 for the first time secondary students will take the final exams after introducing the new National Curriculum (NC) that had distinctly limited the number of books of the Polish historical canon and suggested that students should interpret the old literature from the contemporary point of view. The paper will focus on showing the results of an empirical research conducted by the author (as the coordinator of educational projects 2012-2014 and reviewers of others) among a large number of students (analysis of students’ essays on reading literature and questionnaires of over 5 000 students of the age 13-15 and about 600 of the age 16-18) and their L1 teachers. I will attempt to answer the questions: What determines the pupils’ attitude to the books of school canon? Is the choice of obligatory books in NC the real impediment discouraging students from reading? What are approvable ways of modifying the historical perspectives in teaching literature? What are effective methods of refreshing reading old books? Results show that the choice of books is less determinant with regard to motivation for reading than ways of talking about them so the author attempts to draw attention to those aspects of educational implications which demand a change in the approach to both the literary work and to the university pre-service teacher training. I present some opportunities to reconcile the necessity of transmitting the cultural heritage with the needs to motivate pupils to read. I will show the examples of new approach to cultural heritage offered in new Polish literature workbooks for secondary education. I will also present that to some extent the new virtual creativity of youngsters based on canon literature can be valuable in the pedagogy of teaching literary history.
Keywords: teaching literature, literary history, school canon, motivation for reading
References: Attridge D. (2004) The Singularity of Literature, Polish edition: Jednostkowość literatury, translated by P. Mościcki, Kraków 2007. Booth W.C. (1988) The Company We Keep. An Ethics of Fiction, Berkeley. Bortnowski S. (2007) Kanon literacki: między potrzebą a buntem, in: Szkolne spotkania z literaturą, ed. A. Janus-Sitarz, Kraków. Czapliński P. (2013), Piracka akademia pisania. Wywiad G. Giedrysa z P. Czaplińskim.„Polityka”19 – 20 stycznia. R. Chymkowski, (2013) Społeczny zasięg książki w Polsce w 2012 r, http://www.bn.org.pl/aktualnosci/501-czytelnictwo-polakow-w-2012-r.-%E2%80%93-wyniki-badan.html Doświadczenie lektury. Krytyka literacka i dydaktyka literatury wobec wyzwań interpretacji (2012), ed. K. Biedrzycki i A. Janus-Sitarz, Kraków. Janus-Sitarz A.,( 2009) Dialogue and the teaching of literature in search of the lost reader, “Critical and Reflective Practice in Education” nr 1. Janus-Sitarz A. (2009), Przyjemność i odpowiedzialność w lekturze. O praktykach czytania literatury w szkole, Kraków. Nowe odsłony klasyki w szkole. Literatura XIX wieku (2013), Ed. E. Jaskółowa, K. Jędrych, Katowice. Polonistyka dziś – kształcenie dla jutra (2014), ed. K. Biedrzycki, W. Bobiński, A. Janus-Sitarz i R. Przybylska,
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Kraków. Report (2014) Teaching Polish Language and Literature in secondary school in the light of the new Core Curriculum commissioned by the Educational Research Institute and carried out by the John Paul II Catholic Univerity of Lublin and Jagiellonian University in Kraków (unpublished). Zasacka Z. (2008), Nastoletni czytelnicy, Warszawa. Zasacka Z. (2014) Streszczenie raportu z końcowego badania „Czytelnictwo dzieci i młodzieży”, Warszawa [online] http://eduentuzjasci.pl/images/stories/publikacje/ibe-raport-badanie-czytelnictwo-streszczenie.pdf
Jeong, Hyeon-Seon, Kim, Jong-Yun & Kim, Jeong-Ja (Korea (The Republic Of)) THE ROLES OF PARENTS IN KOREAN CHILDREN’S LITERACY PRACTICES AND ATTITUDES
Background and Theoretical Framework Research in the areas of emergent and family literacy has identified important roles of parents and family members in children’s literacy development (Morrow, 1995). These studies have shown that parents’ supports help students develop as independent and motivated readers (and writers) in schools (Lonigan & Whitehurst, 1998). However, due to the rapid increase of dual-income families, the traditional roles of Korean parents, particularly mothers, have been seemingly decreased to take care of their children in out-of-school time (Song et al., 2010). Additionally, the prevalence of smartphone use raises a new concern because Korean children are exposed to excessive media use, including Internet and/or game addiction (MSIP & NIA, 2014). Considering these issues in the Korean context, this study explores the roles parents play in children’s literacy practices and attitudes.
Research Questions and Methods As a second-year study in the Korean out-of-school literacy project, we used the Korean Out-of-School Literacy Questionnaires (KOLQ; Chung et al., 2013) developed in 2013. The KOLQ investigated overall literacy practices and attitudes of the Korean elementary students (8 to 11 years old) and their parents on a 5-point Likert scales. A total of 3,660 students and 3,460 parents completed the questionnaires in May 2014. We analyzed the KOLQ according to two research questions. The first asked about whether parents’ absence or presence in children’s out-of-school time related to the children’s literacy practices and attitudes. We examined differential impacts on the children’s literacy practices and attitudes by comparing three groups based on who they spent time with outside school: (a) parent group (i.e., mother, father), (b) tutor group (e.g., private tutor, cram school teacher), and (c) peer group (e.g., child alone, friend). The second question focused on parents’ control of children’s media use in association with the children’s literacy practices and attitudes. In order to answer the research questions, participants’ responses in the KOLQ were reanalyzed by using MANOVAs and ANOVAs.
Results There are two findings in this study. First, the parent presence group showed higher literacy practices and attitudes than the other two groups (i.e., tutor and peer groups). However, this pattern was reversed in terms of the children’s media practices and attitudes: The parent group showed lower media practices and attitudes than the other groups. Second, about three-fourths of parents controlled their children’s media use at a moderate high to very high level. Nevertheless, parental control did not appear to have a strong impact on the children’s overall literacy practices and attitudes. The detailed results, their significance, and limitations of the study are also discussed.
Keywords Roles of parents, out-of-school literacies, literacy practices, literacy attitudes
References: Chung, H-S., Min, B-G., Sohn, W-S., Jeong, H-S., & Kim, J-J. (2013). Frequency of South Korean elementary school students’ out-of-school literacy practices, reasons for them, and their self-evaluation [Published in Korean]. The Education of Korean Language, 32, 225-272. Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13(2), 263-290. Morrow, L. M. (1995). Family literacy: Connections in schools and communities. Newark, DE: International Reading Association.
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Ministry of Science, ICT and Future Planning [MSIP] & National Information Society Agency [NIA] (2014). Internet addiction in Korea: A 2013 survey. Retrieved from http://www.nipa.kr/know/policyView.it?identifier=02-008-140512-000002&menuNo=27&page=10 Song, H-L., Cho, Y-H., Jung, Y-K., Ko, S-K., & Kim, Y-K. (2010). A study on the demand and development of child care policy for work-family balance. Korean Ministry of Gender Equity and Family Research Report 2010-16. Seoul, Korea.
Johansson, Maritha (Sweden) LITERARY SOCIALIZATION AND LITERATURE RECEPTION - A COMPARATIVE STUDY OF SWEDISH AND FRENCH UPPER SECONDARY SCHOOL STUDENTS’ READINGS OF A LITERARY TEXT
Keywords: literary socialization, literature reception, interpretation, literary concepts, upper secondary school
My paper is a summary of the most important results of my thesis (scheduled autumn 2015). The aim of the dissertation is to study how upper secondary school students in two different countries with different school systems react to a literary text and to discuss this in terms of the influence of literary socialization on their reception of the text. The empirical material consists of 223 texts – a commentary on a short story – written by students from eight upper secondary schools in five different cities in Sweden and in France. Two main factors are taken into consideration in the discussion: the potential effect of literary socialization through education and the importance of the structures of the literary text as a condition for the reception. The thesis will present three different angles, with a different theoretical framework. Literary socialization is related to sociocultural theories of learning (Vygotsky 1978, Säljö 2010). Literature reception is related to theories about interaction between the reader and the text and interpretation (Iser 1978; Eco 1984; Culler 1975; Ricœur 1981; Gervais 2001; Tauveron 2001; Agrell 2009). The set of literary conceptual tools is discussed in relation to both sociocultural and cognitive aspects but also inspired by studies about concepts in natural sciences (Lemke 1990; Wyndham 2002; Halldén 2002).
The analysis of the students' texts shows that there are differences between the two nations, which can be explained by literary socialization. Different school systems socialize the students into different ways of handling the meeting with the literary text. Swedish students have a more personal and open way of interacting with the literary text, while French students are more technical and use literary concepts to a higher extent. Both ways can however lead to misunderstanding and it seems that a combination of a personal and an analytic reading is the most efficient way of dealing with the literary text. These results will be more profoundly discussed in the presentation.
Johansson, Victoria (Sweden) HANDWRITING AND TYPING: A COMPARISON BETWEEN WRITTEN PRODUCT AND WRITING PROCESSES
Today, when many of us are alternating between writing texts on a computer and by hand there is a need to know more about how the written product (i.e. the final text) and writing processes differ between typing and handwriting. Few previous studies have compared this (but cf. van Waes & Schellens, 2003). In this experimental study we have systematically compared adult university students writing by hand and typing on a computer.
We recruited 20 adults with at least two years of university studies, all with Swedish as their first language. They were experienced typists, who mainly looked at the screen during typing, and used their right-hand during handwriting. Every participant wrote two expository texts, on similar, but different topics, one in handwriting and one in typing. The experiment was balanced for topic and writing mode. The writing processes were captured with keystroke logging (ScriptLog; Strömqvist & Karlsson 2002) in typing, and Eye & Pen on a writing tablet in handwriting (Alamargot et al. 2006). In addition, eye-tracking was used to investigate the gaze behaviour during writing in both conditions.
In the final texts we analysed text length, syntactic complexity and lexical variation. The writing processes were analysed concerning pauses, revision and reading (cf. Spelman Miller 2006). Overall results showed that the typed texts were longer and that more time was spent on these texts, furthermore the typed texts were read
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and edited more than the handwritten texts. However, compared on an individual level, the writers seemed to keep their personal characteristics independent of which text they wrote, e.g. a writer who wrote a long text in typing with a varied lexicon kept the same style in handwriting.
One conclusion is that experienced writers have a plan for their final text, and they aim for that outcome independent of writing mode. They adapt their writing processes to the medium, e.g. with more extensive editing during typing. During handwriting they instead have longer pauses between clauses, indicating that the decreased possibilities in editing during handwriting is compensated by longer planning time. In this study we looked at adults, experienced in both typing and handwriting. A future step is find out how learning writers do when they type and write by hand.
Keywords: Handwriting, typing, writing processes
References: Alamargot, D., Chestnet, D., Dansac, C., and Ros, C. (2006). Eye and pen: A new device for studying reading during writing. Behavior Research Methods, Instruments & Computers, 38:287–299. Spelman Miller, K. (2006). ”The pausological study of written language production”. In Sullivan, K. P. H. and Lindgren, E., editors, Computer Keystroke Logging and Writing, Studies in writing, pages 11–30. Elsevier, Amsterdam. Strömqvist, S. and Karlsson, H. (2002). Scriptlog for windows – user’s manual. Technical report, Department of Linguistics, Lund University and Centre for Reading Research, University College of Stavanger. Van Waes, L. and Schellens, P. (2003). Writing profiles: the effect of the writing mode on pausing and revision patterns of experiences writers. Journal of Prag- matics, 35:829–853.
Juvonen, Riitta (Finland) THE ESSAY AND AUTHORIAL VOICE: ANALYSING INTERACTION IN FINNISH MATRICULATION ESSAYS
The mother tongue test of Finnish matriculation examination has two parts: a textual skills section and an essay. In the essay, the candidate should discuss the topic given in the assignment question and maintain her subjective viewpoint in the text.
This paper examines the intersubjective positioning of the writer in Finnish matriculation essays from the point of view of the framing clause complexes (e.g. Luulen / on selvää että kissat tarvitsevat paljon unta ‘I think / it’s clear that cats need a lot of sleep’). The analysis focuses on how students use these complexes to position themselves in respect to prior texts and to the putative reader: allowing for alternative positions (dialogic expansion) or restricting the dialogic space (dialogic contraction) (see Martin & White 2005). The paper is based on the results of my PhD study (Juvonen 2014).
Theoretically and methodologically the paper draws on linguistically oriented discourse analysis, especially the appraisal theory (Martin & White 2005) and the study of textual interaction (e.g. Hoey 2001). The study is based on a corpus of matriculation essays given either high or low grades.
The paper shows how framing clause complexes can form rhetorical patterns involving dialogic expansion or contraction within the text. The most clear-cut patterns relate to e.g. concession, explicating reasoning processes and topic shifting, and the patterns consist of sequential actions that stretch over clause boundaries. One of the key observations is that the cohesive function of a pattern is related to intersubjective positioning: to the ways the reader is expected to respond to the claims that are being made and to their relations as presented in the text.
However, the form and functions of the rhetorical patterns vary according to how predictable they are within the genre of the matriculation essay. The paper illustrates how the expected interaction between the author and the putative reader can be defined in Finnish school essays.
Key words: rhetorical patterns, textual interaction, student writing, the appraisal framework
References:
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Hoey, M. (2001). Textual interaction: An introduction to written discourse analysis. London: Routledge.
Juvonen, R. (2014). Kirjoitelma ja tekijän ääni. Kehystämisen yhdyslauseet suomenkielisen ylioppilasaineen dialogisuuden hallinnassa. [The essay and authorial voice: Framing clause complexes in dialogic positioning in Finnish-language matriculation essays]. Doctoral thesis. Finnish language, Faculty of Arts. University of Helsinki.
Martin, J.R. & White, P.R.R. (2005). The language of evaluation: Appraisal in English. Hampshire: Palgrave Macmillan.
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Kabel, Kristine & Brok, Lene Storgaard (Denmark) LIBERATING LITERACIES: L1-STUDENTS’ RESOURCES FOR STANCE-TAKING AND THEIR STRATEGIES FOR NEGOTIATION IN LOWER SECONDARY SCHOO
Making aspects of privileged ways of participating visible is central to supporting students’ literacy development within different disciplines. However, educational linguistics and literacy studies on students’ meaning-making resources in lower secondary school indicate that some significant resources within L1 at this stage of schooling are often part of an invisible curriculum (Christie, 2012; Folkeryd, 2007; Macken-Horarik,1996,2006; Penne, 2006). Suggesting that L1 emphasizes a knower code, and thus students’ attitudes and dispositions, more than a knowledge code (Maton, 2010), this paper is based on two different and ongoing Danish studies which investigate students’ resources for stance-taking in their literary response texts (Year 8) and their resources for negotiation and collaboration (Year 5). The purpose of both studies is to develop a metalanguage adequate to characterize interpersonal aspects of students’ actual meaning-making resources, a metalanguage that can support discussions of privileged ways of participating and of co-constructing L1, and thereby support the lower secondary teacher in a visible pedagogic.
The central questions are: How can students’ critical, reflexive literacy in lower secondary school be characterized? Which pedagogical approaches support students’ critical, reflexive literacy?
The studies are inspired by approaches to the importance of explorative meaning-making processes in the classroom (Flower, 1994; Aadahl et al., 2010) and by social semiotic notions of reflection literacy (Hasan, 1996, 2011) as well as critical literacy (Gee, 2012; Gibbons, 2006;), which emphasize students’ meta knowledge and agency as central elements in a liberating learning process. The dynamic interrelationship between students’ meaning-making resources and the pedagogical context is an integral part of this theoretical framework. The sampled data involve participant observation throughout one school year (three Year 8 and five Year 5 classes) and consist of students’ written texts, student interviews, video recorded classroom observations and field notes. Preliminary results show a variety in students’ resources for stance-taking, specifically in regard to what extent other voices are integrated in texts, and they show a pattern in students’ linguistic choices in the literature classroom and their metadiscourses. Moreover, privileged ways of participating in group work about text production involve strategies that enhance students’ development of an independent voice and of resources for stance-taking. Such strategies can be supported by the L1 teacher.
Keywords: Reflection literacy, students’ meaning-making resources, literature education, lower secondary school, qualitative case studies.
References: Aadahl, E.E., T. Hicks, National Writing Project and D.N. Devoss (2010): Because digital writing matters. John Wiley and Sons Inc. Christie, F. (2012). Language education throughout the school years: A functional perspective. West Sussex:
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Wiley-Blackwell. Folkeryd, J. W. (2007). Writing with an attitude: Appraisal and student texts in the school subject of Swedish. Uppsala University, Uppsala, Sweden. Flower, L. (1994): The Construction of Negotiated Meaning. A Social Cognitive Theory of Writing. Southern Illinois University Press. Gee, J. P. (2012). Social linguistics and literacies. Ideology in discourses (4 ed.). New York: Routledge. Gibbons, P. (2006). Bridging discourses in the ESL Classroom. Students, teachers and researchers. New York: Continuum. Hasan, R. (1996). Literacy, everyday talk and society. In R. Hasan & G. Williams (Eds.), Literacy in Society. Harlow, UK: Addison Wesley Publishing Company. Hasan, R. (2011). Literacy pedagogy and social change: directions from Bernsteins sociology [2007]. In J. J. Webster (Ed.), Language and Education. Learning and Teaching in Society. The collected works of Ruqaiya Hasan (Vol. 3). London: equinox. Macken-Horarik, M. (1996). Literacy and learning across the curriculum: towards a model of register for secondary school teachers. In H. Ruqaiya & G. Williams (Eds.), Literacy in Society. Harlow, UK: Addison Wesley Publishing Company. Macken-Horarik, M. (2006). Hierarchies in Diversities: What students’ examined responses tell us about literacy practices in contemporary school English. Australian Journal of Language and Literacy, 29(1), 52-78. Maton, K. (2010). Canons and Progress in the Arts and Humanities: Knowers and Gazes. In K. Maton & R. Moore (Eds.), Social Realism, Knowledge and the Sociology of Education. New York: Continuum. Penne, S. (2006). Profesjonsfaget norsk i en endringstid : norsk på ungdomstrinnet : å konstruere mening, selvforståelse og identitet gjennom språk og tekster : fagets rolle i et identitetsperspektiv, i et likhet- og ulighetsperspektiv. Oslo: Det utdanningsvitenskapelige fakultet, Universitetet i Oslo.
Kam, Tse Shek (China) COMPREHENSIVE AND INTEGRATED LEARNING OF CHINESE CHARACTERS FOR WRITING AND READING
For centuries, the traditional ways teachers have been using to teach Chinese Language include the following: repeated copying of Chinese characters; and rote memorization of character strokes and elements. In contrast with such ‘bottom-up’ ways learning without understanding, this study seeks to address with a ‘top-down’ approach by having learners integrate an understanding between oracy and writing.
Children are first introduced to nursery rhymes, watching clips of the meaning portrayed, listening to the words used and how they are employed and spoken in context. Sentence syntax is introduced without any special emphasis as part of how the meaning and sense of the words are presented. How the words correspond with the written characters and how they are written is then taught to the children. This approach differs markedly from the traditional approach, and focuses on teaching learners to recognize and write the words they are able to articulate orally (Tse, 2006). A learner’s mental lexicon is gradually acquired as clusters of commonly-used and encountered words are learnt and verbalized. As network clusters in their mental lexicon accumulate, young learners increasingly discover how to recognize and write the actual characters involved, in meaningful context, making learning a unitary and integrated process.
The present study looked at the learning of Chinese characters by Hong Kong Primary 1-2 students, aged 6-8, presented with characters within semantic networks that illustrate and emphasize the meaning of the words featured. Multiple sources of evidence about the impact of this approach on children’s learning were systematically collected. The analysis involved comparing pre-and post-test scores to examine the children’s knowledge and skills before and after learning. Interviews with teachers and lesson observations were conducted.
It is found that all learners had improved their interest in learning Chinese characters. Comprehensive and integrated learning of Chinese characters led to active learning of reading and writing. Children became more efficient language learners and knew much more about the semantics, phonology and graphics of Chinese characters than did peers taught in control classes by conventional methods. They also proved to be able to start writing earlier than their peers in control groups. This effective method can be applied to other languages.
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Keywords: Chinese character learning; instruction of Chinese character learning; language teaching for preschooler; semantic network; mental lexicon
Kang, Hyokyung (Korea (The Republic Of)) A DIRECTION OF LANGUAGE EDUCATION IN RELATION TO NEW EDUCATION POLICY IN KOREA EMPHASIZING CHARACTER EDUCATION
In social and cultural context of Confucianism, Korean society has traditionally emphasized ‘education’. This has contributed to achievement of rapid economic development. On the other hand, the excessive enthusiasm for education is one of major causes of serious social troubles(Lee, 2013). In this atmosphere, the new Korean education policy(2011 revised curriculum) claims to stand for 'character' as one of core competencies in future society. The Korean education policy recognizes and highlights that core competencies required in the 21st century are competencies to develop relationships with others, to understand and recognize the differences among one another and to live together. Ethnic and linguistic diversity in the classrooms and society has increased interest in understanding and embracing the differences with one another. In this case, the essential thing is ‘language’. The places in all of life are involved with language. Korea traditionally has regarded a language use as one of the most important thing to form people’s character. This tradition is reflected in the new Korean education policy. And many Korean education researchers consider that ‘Sang-saeng(相生:to live together) communication’ is alternative vision in Korean language education(Choe, 2004; Yeong Hwan Choi, 2006; Choi In-Ja, 2006; Min, 2008, Park, 2012). The conception of ‘Sang-Saeng communication’ utility is similar with a win-win in language utility(Choe, 2004). One of these contents is about Korean adolescents’ cant and slang. The goal of this study is to establish the directions of language education about this, especially in the perspective of grammar education. In order to draw a conclusion, firstly this study analyzes the effect and limitation of this recent trend of researches in Korean language education. Secondly, it analyzes the educational effectiveness and validity by comparing the foregoing educational researches and the actual state and needs of the adolescents about language. Firstly, The concept of language awareness has been discussed for a long time. However, the grammar education of the prescriptive approaches about language use is still performed. For example, you should do like this or you are supposed to do something. The grammar education should cover why they choose those expressions and how they are able to satisfy their needs of expression by more socially acceptable language use. Secondly, the instrumental viewpoint of languages makes education focus on teaching how ‘the tool (language)’ is used more efficiently and effectively in order to be able to achieve their goal. However, language is about more than the tool. Learners ultimately need to be aware of the power of language and the world to be created by language. Through these analyses, two directions of language education in relation to adolescents’ language use are the following. First, language education should deal with grammar education as a principle rather than as a rule like normative grammar. Second, language education should organize the tasks with the self-reflexive activities through language rather than the activities to analyze or to apply the language rule. People use language in every moment of life. Therefore, the new flow of Korean language education that focuses on the language use to live together with our neighbors is valuable and worthy of development.
Keywords: Korean language education, character education, adolescents’ language characteristic, self-reflexive activities, grammar education as a principle.
References: Choe, Hyeon Seob(2004), A Study on the Sang-Saeng Language Utility Theory as an Introduction, Journal of Korean Language Education 113, pp.27-78. Choi, In-Ja(2006), A Study on the multi-layered Mechanism of Communication for the 'Sang-saeng' Communication Education, Journal of the Society of Korean Language and Literature 144, pp.393-418. Lee, Woo Jin(2013), Confucianism, is it a Sinner or a Savior? - Education Fever and Cultivation Passion, journal of The Korean Society for History of Education 35(2), pp.19-39. Min, Hyun Sik(2008), Application of Result of Korean Linguistics to the Future of Korean Language Education, Journal of Korean Language Education 126, pp.185-220. Park, In Gee(2012), Seeking Educational and Cultural Assessment and Countermeasures for ‘A Phenomenon of Abusive Language’, Journal of Korean Speech Association 20, pp.101-139.
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Bolitho, Rod et al.(2003), Ten questions about language awareness, ELT Journal 57(3), pp.251-259. Yeong Hwan Choi(2006), The Research Focuses of Sang-Saeng Language, Journal of Korean Language Education 120, pp.249-285.
Kara, Mujgan Buyuktas & Rijlaarsdam, Gert (Turkey & the Netherlands) EFFECTS OF VIDEO BASED PEER OBSERVATION ON SUMMARIZING FROM MULTIPLE SOURCES
Previous research indicated that explicit strategy instruction and observational learning has positive effects on students’ writing skills. In this study we tested the effects of peer observation in writing summaries from multiple sources in EFL context. We hypothesized that observational learning has an added benefit on strategy instruction in teaching students L2 writing skills and that it would improve students’ textual quality, writing processes and motivational orientation. We created a set of strategies, i.e., TRAMPOLINE strategies for writing a summary from multiple sources. 48 pre-faculty level English preparatory school students participated in an experiment with a pre and post-test design. Participants were randomly assigned to three conditions: observational learning, direct strategy instruction and regular curriculum instruction (control group). In the observational learning condition participants observed a peer doing the task while thinking aloud. In the direct strategy instruction condition, the teacher directly taught the TRAMPOLINE strategies to the students. In the regular curriculum instruction condition teachers taught the task without providing strategy instruction. Results indicated that students in the observational learning condition produced higher quality texts by improving source use and finding the main idea, supporting details and relevant examples in the sources. They also improved their task value and self-efficacy compared to other conditions. Students in the direct strategy instruction condition performed better in the delayed post-test in finding the main-ideas. Students in both of the experimental conditions engaged in more divergent activities than writing thus adopted a more process-oriented approach to writing.
Karasma, Katri (Finland) HOW DID THE FINNISH LANGUAGE BECOME A SCHOOL SUBJECT?
When Latin was the language of educated people, it was forbidden to speak mother tongue in the school. This was the principle in the 17th century. Not earlier than in the 19th century the prestige of the mother tongue began to rise. The mother tongue was practical. It began to displace the Latin language. The nationalistic romanticism directid the attention to the history and poetry of one´s own country. In the beginning of the 19th century there were several attempts to get the Finnish language as a school subject. A movement called Fennofiilit (A. I. Arwidssonin, J. G. Linsén and E. K. Ehrström) wrote articles in the newspapers Mnemosyne and Åbo Morgonblad. They explained that the language and the nation are unseparably combined together. The students left a petition where they requested the grand duke for a post of a teacher in the Finnish language at the university. It was not approved. Nikolai I accepted the Finnish language as a school subject 1841 in the boy schools of Hamina and Viipuri. Finland´s Senate hesitated two years, so the whole country got new school regulations (Gymnaasi- ja koulujärjestys) 1843. The Finnish language got two hours in a week. The decision was pleasant to Nikolai I, because the Russian language got more lessons (4-8 hours) and the Swedish language was dropped out. The Finnish language was thought as a second language. The grammars were in Swedish and one in German. As a text book the pupils used Kalevala and they translated it into Swedish. In the year 1856 the Finnish language became the language of instruction. Alexander II accepted new school regulations. J. V. Snellman had written in newspapers that the Finnish children cannot understand the instruction in secondary schools because it was given in a language they do not understand. The number of Finnish lessons varied in different grades 2-4 hours in a week. Since this time the Finnish lessons were like the instruction in the mother tongue. In school regulations since 1872 the name mother tongue (äidinkieli) was used. Methodology is historical research, which considers curriculum changes. During the Russian rule Swedish language was dropped out when renewing but it was resumed later.
Keywords: Curriculum (school order) research, language politics, a new scool subject
References:
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Hanho, T. J. 1955. Suomen oppikoululaitoksen historia 2. 1809-1872. (The history of Finlands secondary school 2. 1809-1872.) Helsinki: WSOY. Karasma, Katri. 2013. Miten oppiaineeksi tulo mahdollistui? (How was it possible to become a school subject?) Aikakauskirja Äidinkielen opetustiede (Journal of Mother tongue Education), 42, 2-4. www.aidinkielenopetustieteenseurary.com Karasma, Katri. 2014. Aapisesta ylioppilaskokeeseen. Äidinkielen opetuksen historia. (From ABCbook to matriculation examination. The history of mother tongue.) Äidinkielen Opetustieteen Seuran tutkimuksia. (Publications from the Society of the Teaching Science of Mother Tongue.) Keisariillisen Majesteetin Armollinen Gymnaasi- ja Koulu-järjestys Suomen Ssoruhtinaanmaalle. Annettu Helsinginkaupungissa 6 p Marraskuuta 1843. 1844. Helsinki: J. Simeliuksen Perillisten tykönä. Thavenius, Jan. 1981. Modersmål och fadersarv. Svenskämnets traditioner i historien och nuet. Stockholm:Symposion Bokförlag. van de Ven, Piet-Hein. 1989. Modersmålsundervisningen i Västeuropa. Några historiska översikter. Tidskrift för litteraturvetenskap 18, 4, 19-35.
Katsarou, Eleni & Tsafos, Vassilis (Greece) STUDYING STUDENTS’ DIALOGIC PRACTICES FOR DEVELOPING THEIR CRITICAL LITERACY: A CASE STUDY
The research started the last school-year (2013-14) when the L1 teachers of an Experimental Junior High-school in Crete observed certain dysfunctions in group projects, when the students had to work as a team. In their group discussions, they could not collaborate, as they could not organize a full argument nor make use of an idea of a peer-student to develop it further and co-construct collective knowledge. The teachers with two university researchers formed a research-group to study the present students’ dialogic practices (in what degree do they display quality in dialogue: are difference and disagreement viewed as opportunities, do they challenge/ problematize the answers, are they open to new understandings), and then plan and implement teaching interventions that could improve their dialogic practices. The ultimate goal of the research is to formulate a teaching proposal for developing students’ critical literacy through improving their dialogic practices. Critical literacy is seen here as social practice and is socio-culturally situated (Barton, Hamilton & Ivanic 2000; Baynham 1995), as a set of socially organised practices in which basic skills for decoding and encoding connect to all aspects of an individual’s and community’s sense of social identity and capacity (Fairclough 1989; Gee 1996; Muspratt, Luke & Freebody 1997). The improvement of students’ dialogic practices presupposes the development of their “critical language awareness” (Fairclough, 1992) which could be achieved through focusing on the political, historical and social nature of language, as a necessary condition for students’ emancipation. For this purpose, and after students’ deficits in discussion are detected (through their transcribed dialogues in groups), we test in practice new ways that give students opportunity to challenge the dominant representations which are very common in their discussions, to get rid of the domination of the “good student” who simply reproduces the dominant school patterns, to stand critically against the meanings of the social world constructed during L1 teaching and to create an argument that can enhance their collective thinking and develop further their collective knowledge. The implementation of the interventions in the classroom is monitored by the researchers and the participant teachers through observation and transcription of the students’ dialogues that then will be analysed and give certain results.
Keywords: students’ dialogic practices, critical literacy, students’ team-work.
References: Barton, D., Hamilton, M., & Ivanic, R. (Eds.). (2000). Situated literacies: Reading and writing in context. London: Routledge. Baynham, M. (1995). Literacy Practices. London: Longman. Fairclough, N. (1989). Language and Power. London: Longman. Fairclough, N. (1992). Discourse and Social Change. London: Polity Press. Gee, J.P. (1996). Social Linguistics and Literacies: Ideology in discourses. London: Taylor Francis. Muspratt, S., Luke, A., & Freebody, P. (1997). Constructing critical literacies. Sydney: Allen & Unwin.
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Kauppinen, Merja (Finland) RENEWING THE AIMS AND THE CONTENTS OF LITERACY INSTRUCTION IN L1 – COEDUCATION BETWEEN TEACHER STUDENTS OF MOTHER TONGUE AND ICT IN FINLAND
The use of ICT is not especially widespread in Finnish schools despite the campaigns, projects and in-service teacher education programmes which aim to increase the utilization of ICT in instruction (Ilomäki 2008; Taalas et al. 2008). The significant changes in textual spaces, e.g., in digital literacy practices, require teachers and teacher educators to update their literacy beliefs, values, and classroom practices (Miller 2007). Experiences of the pedagogical use of ICT already during teacher studies are crucial because they can strengthen motivation (Schunck & Usher 2011) and generate technology-integrating collaborative working (Llewellynn-Jones, Agombar & Deane 2011). In Finland, we have rethought the academic literacies, especially digital and innovative literacy skills, in teacher education (Kiili, Kauppinen & Laurinen 2013) and developed a model of coeducation by means of which L1 teacher students can develop their technological-pedagogical knowledge during their studies. Within just four academic years (2011–15) L1 teacher students have reformed L1 instruction with the support of ICT students. These teacher students have together planned, carried out and evaluated learning projects in different school forms as part of their teaching practices. This study covers 20 ICT-supported L1 learning projects. The data consist of the reports teacher students have produced on completion of their projects and subsequent evaluative group discussions. The data are analyzed using qualitative content analyses. The research questions are as follows: - Which aims or content areas of L1 do the teacher students support via ICT? Why just these areas? - What kind of technological resources is used in L1 instruction? - What are the purposes of ICT-based literacy learning? - What, on the one hand, are the benefits and, on the other, the disadvantages of using ICT in L1 instruction according to the teacher students? - What kind of demands does ICT and L1 coeducation produce?
The preliminary findings show that L1 teacher students are willing to create technology-supported learning practices in diverse content areas of mother tongue and literature. The main purpose of ICT use is to increase the agency of pupils in their learning processes. Also, according to teacher students, creativity and innovative literacy skills in learning are crucial.
Keywords: literacy instruction, ICT-based learning, coeducation, teacher education, L1 instruction
References: Ilomäki, L. 2008. The effects of ICT in school. Teachers’ and students’ perspectives. Ann. Univ. Turkuensis B 314. University of Turku. Kiili, C., Kauppinen, M. & Laurinen, L. 2013. University students as composers of a digital video. In T. Ley, M. Ruohonen, M. Laanpere, & A. Tatnall (eds.) Open and Social Technologies for Networked Learning. IFIP WG 3.4 International conference, OST 2012, Tallinn, Estonia, July/August 2012. Heidelberg: Springer, 131–140. Llewellynn-Jones, C., Agombar, M. & Deane, M. 2011. Writing in the disciplines and learning technologists: Towards effective collaboration. In M. Deane & P. O’Neill (eds.) Writing in the disciplines. New York: Palgrave, 237–249. Miller, S. M. 2007. English teacher learning for new times: Digital video composing as multimodal literacy practice. English Education 40 (1) 2007, 61–83. Schunck, D. H & Usher, E. L. 2011. Assessing self-efficacy for self-regulated learning. In B. J. Zimmerman & D. H. Schunk (eds.) Handbook of Self- Regulation of Learning and Performance. NY: Routledge. Taalas, P., Tarnanen, M., Kauppinen, M. & Pöyhönen, S. 2008. Media landscapes in school and in free time – two parallel realities? Nordic Journal of Digital Literacy 3 (4), 240–256.
Kim, Hyeyoun & Min, Byeonggon (Korea (The Republic Of)) COGNITIVE PROCESSES OF OUTLINE-BASED WRITING AND ITS EDUCATIONAL IMPLICATIONS
1) Context & Aims There have been two different perspectives with regard to managing outlines during writing. One perspective relates to a series of research that investigated the effectiveness of making an outline before text production
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(Kellogg, 1988, 1994; Piolat & Roussey, 1996; Ransdell & Levy, 1996; Olive & Kellogg, 2002). On the other hand, the second perspective questioned the effectiveness of an outline (Galbraith, 1996; Galbraith & Torrance, 2004) and proposed a dual-process hypothesis (Galbraith, 2009; Baaijen et al., 2014) to explain that not only explicit planning processes but also implicit text production processes can be effective for better writing. Based on these prepositions, this study aims to investigate the various aspects of so-called 'outline-based writing', which both perspectives have regarded as a homogeneous process. Thus, the research questions are as follows: How do writers think about making an outline before text production? How do writers change an outline into the main text?
2) Methods The research design was mainly based on the qualitative research methodology, since this study has the intention of investigating and categorising the various outlining activities. 26 university students were engaged in this study and were charged with a writing task: writing an expository text after outlining for 30 minutes. They were also asked to write a questionnaire to compare their knowledge on outlining and their actual practice. Their writing processes were recorded as a video capture for the purpose of analysing the aspects of transition from the outline to the main text. Analysis was conducted by ATLAS.ti.
3) Issues to Discuss The reason why this study is focussed on outlining is in line with the second perspective mentioned above, by both Galbraith (2009) and Baaijen et al. (2014). However, many student writers tended not to use their own outlines as expected, even in the case of an explicit request. This requires analysis for two reasons: for an investigation of the actual execution from outlining to text production, and for its educational practices.
Keywords: Writing, Outline, Preplanning, Cognitive processes in writing, Writing education
Knipe, John, Dalton, Kelly & Hinshaw, Sarah (United States) DON’T LET THE HORSE IN THE SCHOOL!: INDIGENOUS TEACHERS’ PERSPECTIVES OF MOTHER TONGUE LITERACIES IN RURAL GUATEMALA
In Guatemala, a variety of language policies that have supported or outlawed Mayan language use and mother tongue education in classrooms have gone through cycles of being implemented, overturned, and abolished for the past 500 years. Currently, language rights for the indigenous Mayans have been an important component in the fight to prevent language loss. Intercultural bilingual education (IBE) and the concept of interculturality originated in Latin America around the 1970’s. Interculturality “points to the radical restructuring of the historically pronounced uneven relations of wealth and power that have existed between Europeans and their descendants and indigenous and other subordinated groups during the last half millennium” (Medina-Lopez-Portillo & Sinnigen, 2009, p .25). Interculturality aims at both strengthening indigenous ethnic cultural identity while questioning relations between majority and minority, indigenous cultures (Tubino, 2013). Situated in the rural Highland region of Guatemala lies a school whose mission is the propagation of Ixil, an endangered indigenous Mayan language, through an additive bilingual system that employs mother tongue instruction. This includes the use of Ixil books written by the teachers themselves.
In order to gain a better understanding of the indigenous teachers’ perspectives of language, culture, and interculturality, three researchers conducted a qualitative case study guided by the following research questions: (1) How do teachers perceive their own understanding of attitudes and beliefs about language and culture? (2) How do they perceive their role in intercultural bilingual education? (3) In what ways do teachers teach culture and language in the classroom? Data collection consisted primarily of in-depth, semi-structured and informal interviews; supplemented by observations conducted by the researchers who served the dual role of participant/observer. Interviews were analyzed using constant comparative method (Charmaz, 2006). Major themes that emerged across the participants included: (1) the role of formal education and mother tongue education in language revitalization, and (2) teachers expressed their agency through the collaborative process of creating books representing the Ixil language and culture.
Keywords: language revitalization, literacy, Guatemala
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Koçmar, Yonca & Soğuksu, A. Fulya (Turkey) GIRLS IN BETWEEN: BECOMING A GIRL THROUGH MASCULINE LANGUAGE USE
The current research with post-structuralist tendencies concerning gender and education underscores that the gender construction process is based on not only social structures, but also multiple gender discourses in schools. This means that girls can construct their gender identity through positioning themselves within available gender discourses that can differ considerably in peculiar school settings, which makes them active agents in the gender construction process (Davies, 1989; Walkerdine, 1997; Jones, 2006). The literature includes research investigating how multiple feminine identities like tough girls, girly girls, nice girls, tomboys, etc. are constructed in schools (Sayılan & Özkazanç, 2008; Reay, 2010). Our study attempts to explore the way in which girls in high schools construct a masculinised femininity, i.e. “girls in between”, through the use of a masculine language. In the relevant literature, these girls may be named “tomboys”, but we prefer “girls in between” because “tomboys” may be used pejoratively in schools. We focus on girls in between because they being in between feminine and masculine identities can let us better understand the gender construction process. Girls in between aspire to be masculine, and their masculine actions, outfit and language can be considered as the tools that they utilize to construct their feminine identity. Through an ethnographic study (Creswell, 2013), we focus on their language use and aim to see how they construct their gender identity using a masculine language. The participants are selected utilizing extreme case sampling (Patton, 2002) and composed of 10 girls attending high schools in Ankara, Turkey. The data is constructed through semi-structured, face-to-face qualitative interviews (Mason, 2002). We ask the participants questions to reveal the distinguishing attributions of a masculine language use in the school context; the reasons behind talking like a boy; the reactions these girls receive from women and men in their family and school environment; and the relationship they establish between constructing a masculinised femininity and talking like a boy. We expect that the possible findings of this research can contribute to our understanding of the role of language use in the construction of gender identities and particularly masculinised femininity in the school context.
Keywords: Gender, girls in between, language use. References: Davies, B. (1989). The discursive production of male/female dualism in school settings. Oxford Review of Education, 15(3), 229-241. Creswell, J. W. (2013). Qualitative Inquiry and research design, 3rd edition. Los Angeles: SAGE Publications. Jones, A. (2006). Becoming a ‘girl’: Post-structuralist suggestions for educational research. Gender and Education, 5(2), 157-166. Mason, J. (2002). Qualitative researching. London: SAGE Publications. Patton, M. Q. (2002). Qualitative research and evaluation methods, 3rd edition. Thousand Oaks, CA: SAGE Publications. Reay, D. (2010). Spice girls, nice girls, girlies and tomboys: Gender discourses, girls’ cultures and femininities in the primary classroom. Gender and Education, 13(2), 153-166. Sayılan, F., & Özkazanç, A. (2008). Gendered power relations in the school: Construction of schoolgirl femininities in a Turkish high school. International Journal of Social Sciences, 3(1), 1-12. Walkerdine, V. (1997). Daddy’s girl: Young girls and popular culture. London: MacMillan.
Koek, Martijn, Rijlaarsdam, Gert, Janssen, Tanja & Hakemulder, Frank (Netherlands (the)) DEVELOPING A TEST TO ASSESS CRITICAL THINKING IN THE LITERATURE CLASSROOM
Background: Recent studies indicate that reading literary fiction might foster thinking skills and dispositions that contribute to critical thinking (CT), defined by Ennis (1997) as ‘reasonable reflective thinking, focused on deciding what to believe or do’. Research Aims: The aims of the study are 1) to determine which CT skills could be evoked by literary assignments; 2) to develop a test to assess CT in a literary context (CTLC) Sample: Participants are students of one secondary school in the Netherlands (N=550, grades 10-12, pre-university
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education) who followed a program structured around reading literary novels thematically and interpreting them in differentiated reading groups. Methods: Based upon a literature review we developed and administered a test to assess critical thinking in response to literature. This test consists of eight assignments in which students are asked to make judgments, for instance about the appropriateness of a poem for a particular occasion. The test was examined for reliability in a pilot study. Second, two other tests were administered: 1) a thinking disposition test, consisting of three scales: Need for Cognition, Actively Open-minded Thinking (AOT) and Tolerance for Ambiguity (TFA); 2) the Cornell Critical Thinking Test level X (CCTT) to assess CT skills. Results: Preliminary results (N=72) show high interrater reliability (r=.97, p<0.01) and acceptable internal reliability for the CTLC (Cronbach’s Alpha .64), as well as an indication of validity (r=.62, p<0.01) between the CTLC and the CCTT. Grade 12 students scored higher on the CTLC (mean 14.7; SD 2.7) than students in grade 10 (mean 9.7; SD 2.7) and 11 (mean 6.8; SD 3.9).
Keywords: Literature education, Critical Thinking, Assessment
References: Cacioppo, J. T., & Petty, R. E. (1982). The need for cognition. Journal of Personality and Social Psychology, 42(1), 116-131. Djikic, M., Oatley, K. & Moldeveanu, M.C. (2013). Opening the closed mind: the effect of exposure to literature on the need for closure. Creativity research journal , 25(2), 149-154. Ennis, R. H. (1993). Critical thinking assessment. Theory into Practice, 32(3), 179-186. Ennis, R. H., Millman, J., & Tomko, T. N. (1985). Cornell critical thinking tests level X & level Z: Manual. Pacific Grove, CA: Midwest Publications. Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Millibrae, CA: The California Academic Press. Garcia, T. & Pintrich, P.R. (1992). Critical Thinking and Its Relationship to Motivation, Learning Strategies, and Classroom Experience. Paper presented at the Annual Meeting of the American Psychological Association (100th, Washington, DC, August 14-18, 1992). Hakemulder, J. (2000). The moral laboratory: experiments examining the effects of reading literature on social perception and moral self-knowledge. Amsterdam: John Benjamins. Kahneman, D. (2011). Thinking, fast and slow. New York: Farrar, Straus and Giroux Kaufman, G. F., & Libby, L. K. (2012). Changing beliefs and behavior through experience-taking. Journal of Personality and Social Psychology, 103(1), 1-19. Kidd, D.C. & Castano, E. (2013). Reading literary fiction improves theory of mind. Science 342 (6156), 377-380. Kohlberg, L. (1963). The development of children’s orientations toward a moral order. I. Sequence in the development of human thought. Vita Humana (Human development), 6, 11-33. Nussbaum, M. (2012). Not for Profit: Why Democracy Needs the Humanities. Princeton, NJ: Princeton University Press. Schulhauser, C.E. (1990) The effect of literary discussion groups on students' critical thinking ability and attitude toward reading. PhD Diss. Pullman: Washington State University, 1990. Stanovich, K. E., & West, R. F. (2007). Natural myside bias is independent of cognitive ability. Thinking & Reasoning, 13(3), 225-247. Wass, Harland en Mercer (2011). Scaffolding critical thinking in the zone of proximal development. Higher Education Research & Development, 30 (3), 317-328. Webster, D. M., & Kruglanski, A. W. (1994). Individual differences in need for cognitive closure. Journal of Personality and Social Psychology, 67(6), 1049-1062 Witte, T. (2008). Het oog van de meester: een onderzoek naar de literaire ontwikkeling van HAVO- en VWO-scholieren in de tweede fase van het voortgezet onderwijs. [The eye of the master: a research of the literary development of secondary school students in grade 10-12] Delft: Eburon.
Koo, Bon Gwan & Kim, Hyejin (Korea) THE STUDY ON KOREAN EDUCATION CONTENTS FOR CRITICAL READING - USING CHARACTERISTICS OF A GENRE, THEMATICALLY EXPRESSED IN NEWSPAPER TEXT
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In light of genre, the generic nature is created based on sociocultural interaction. If the reader knows each genre’s linguistic characteristics and its background of sociocultural contexts, their critical literacy can be improved. In particular, I have focused on news media. A description invariably expresses writer’s subjective judgment based on objective facts. Since each topic’s intention is different, articles have different genre-factors from its topic. For example, an economy section in the newspaper may place importance on conveying facts, and focus on objectivity. In contrast, an editorial section may place importance on conveying a writer’s individual opinion which implies personal subjectivity. Therefore, the goal of this study is to analyze the linguistic characteristics of genres by examining an article’s topic-section, and to make an educational contents for improving reader’s critical literacy. To accomplish this goal, I have established a hypothesis that articles have linguistic characteristics of genre, which appear with high frequency in texts. Also, I have collected research materials by using Korean-indigenous Texts Archive, Sejong Morph Analysis Corpora. I verified the aforementioned hypothesis using the following process. Firstly, I chose five typical topics, mainly found in newspapers. These are economy, society, culture, sports, and editorial sections. Secondly, I found lexical and syntactic characteristics in each topic by using Morphological Analyzer Hanmaru 2.1. which is a also Korean-indigenous quantitative statistical evaluation program. Thirdly, I measured the frequency of words that signify tone-related grammatical feature like active or passive expression, as well as the frequency of words that suggest a complex sentence, like connective endings and compound sentences. Finally, based on the results drawn from the aforementioned three statistical analysis, I examined sociocultural background meanings, and finally described genre factors which are derived from linguistic characteristics and sociocultural background. So far, the result of this study would be one of instructional contents in Korean Language Education. Through this kind of educational contents, students could understand that texts generally reflect genre factors by using linguistic characteristics, and it would be useful material for critical language awareness.
Key words: critical reading, language awareness, newspaper text, genre, linguistic characteristics
Krätzsch, Dana & Pieper, Irene (Germany) (SIG "RESEARCH ON LITERATURE TEACHING") REFLECTING ON LITERARY READING VIA WRITING: GROUP DISCUSSIONS WITH STUDENTS IN TEACHER EDUCATION
While studying literature teacher students in Germany are expected to extend their knowledge about literature and broaden their scope of reading. It is considered to be part of their profile that they have a sound knowledge about literature including canonical works and that a certain professionalism in dealing with literature forms part of the teaching profession. The professionalism of the advanced student does not only cover declarative knowledge about canonical texts or procedural know-how. Rather, university lecturers may assume that students and teachers-to-be have a positive attitude and a general interest in literature which can be further differentiated. In order to encourage students’ readings some departments offer reading lists. Furthermore, we developed a portfolio-approach where students demonstrate how they worked with some of the titles and how they respond to them. Students choose from a variety of tasks or develop formats themselves. It is assumed that writing intensifies their readings and that the variety of options is appreciated. The portfolio is handed in at the end of their first and at the end of their third year. Informal discussions about the portfolio show that the instrument triggers reflections about the role of writing and reading but also about concepts of students/teachers as readers. In order to reconstruct the way students conceive of the portfolio work and the possible functions of writing two group discussions will be carried out: with students at the beginning and end of their Bachelor Degree.
key words: literary reading, writing, teacher students
Krogh, Ellen & Piekut, Anke (Denmark) VOICE AND NARRATIVE IN L1 WRITING, 1
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This double presentation aims at discussing processes of ‘voicing’ viewed as agentive endeavours in writing through which students struggle to manifest discoursal authority and ownership. We argue that this research is particularly important with regard to L1 writing as the metaphor of ‘voice’ or ‘voicing’ may capture fundamental Bildung aims of the L1 subject. The theoretical framework includes theory of narrative as a ‘mode of thought’ and as interactional positioning (cp. Bamberg, 2005; Bruner, 1986; Wortham, 2001), theory of voice and identity (Ivanič 1998) and theory of Bildung perspectives in L1 writing (Krogh, 2003, 2012a, 2012b; Smidt, 2011). The background of the study is the general educational focus on literacy and writing skills in the wake of global knowledge competition as instantiated in PISA and PIRLS. In the Scandinavian L1 context the new focus on literacy in the disciplines has raised questions about the specific task of L1 in the teaching of writing (Krogh, 2012 a, b). In the Danish context, a critical issue in this regard concerns the value of voicing as tied to personal narratives in L1 writing. The transition from secondary to upper secondary school is marked by a change in the attitude to narrative approaches in writing. Whereas in secondary school, narrative writing is treasured and trained, in upper secondary school, narrative reasoning is not accepted as part of the L1 register. The two presentations include a theoretical framing, findings from two empirical studies, and a concluding discussion. This opening presentation will contribute the theoretical framing and findings from a longitudinal, ethnographic study of one student’s reflections on her L1 writing in a range of interviews through grades 9 to 12, bridging the divide between lower and upper secondary school. The study documents a successful but complicated writer trajectory which indicates that voice and narrative are crucial Bildung aspects of L1 writing although the transformation from personal to academic writing was not without costs.
Keywords: voicing, identity, narrative, discoursal authority and ownership, Bildung.
References: Bamberg, M. (ed.). (2005). Narrative Discourse and Identities. Berlin New York: Walter de Gruyter. Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge, Mass.: Harvard University Press. Ivanič, R. (1998). Writing and identity. Amsterdam: John Benjamins. Krogh, E. (2012a). Writing in the literacy era: Scandinavian teachers’ notions of writing in mother tongue education. L1-Educational Studies in Language and Literature, vol. 12, 1-28 Krogh, E. (2012b). Literacy og stemme – et spændingsfelt i modersmålsfaglig skrivning. S. Ongstad (ed.).Nordisk modersmålsdidaktik. Forskning, felt og fag. S. 260-289. Oslo: Novus Forlag. Krogh, E. (2003). Et fag i moderniteten. Danskfagets didaktiske diskurser. Ph.d.-afhandling. Det humanistiske fakultet, Syddansk Universitet. Piekut, A. (2012). Genreskrivning i de fire gymnasiers danskfag – en undersøgelse af genrekompetence i elevbesvarelser fra de fire ungdomsuddannelser. PhD thesis. The University of Southern Denmark. Smidt, J. (2011). Finding Voices in a Changing World: Standard Language Education as a Site for Developing Critical Literacies. Scandinavian Journal of Educational Research, Vol. 55, No. 6, December 2011, 655-669. Wortham, S. E. F. (2001). Narratives in action : a strategy for research and analysis. New York: Teachers College Press.
KUO, CHING-I & Ying, Zhang (Singapore) IMPROVING LEXICAL AND SYNTAX USE IN CHINESE COMPOSITION BY IMPLEMENTING PORTFOLIO ASSESSMENT: AN ACTION RESEARCH STUDY IN SINGAPORE SECONDARY SCHOOL CONTEXT.
Repetition of the same syntax and lexical errors in writing bewilders Mother Tongue teachers. Students are not able to produce desired writing pieces regardless of the frequency of practices or through teachers’ corrective feedback. The current teaching practice in writing assessment is made up of two components: a quantifiable score and teacher comments. The Portfolio Assessment aims to assess students' learning outcome by evaluating the learning progress, rather than a single piece of assignment. It empowers students' learning by providing them with the opportunity to assess and reflect on their own learning. This action research aims to investigate the effectiveness of adopting Portfolio Assessment in writing lessons: Does teaching with Portfolio Assessment improve students’ lexical and syntax use in Chinese? How does Portfolio Assessment benefit students’ learning in writing lessons?
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56 secondary school students in Mother Tongue classes were selected and divided into 2 groups: 1 control group and 1 experimental group. The experimental group adopted Portfolio Assessment in the writing lessons for 2 months. The control group continued with the current teaching and assessment practice. Both groups wrote on 3 topics from the school syllabus. The writing pieces were then checked in terms of content ideas and language use. Both peer review and teacher’s review were given to the experimental group while only teacher’s review and comments were given to the control group. The experimental group was also given the second chance to submit a revised assignment, whereas the control group was not requested to hand in the revised assignment. The experimental group was also requested to file the writing pieces they wrote on in a separate file while the control group was not requested to do so. Pre-test and post-test writing is conducted in order to evaluate the students’ writing ability in terms of their lexical and syntax use for both groups. Both topics were from the school syllabus. A T-test was used to compare the results and the growth in lexical and syntax use of both groups in the pre-test and post-test phase. A questionnaire comprising of students’ self-assessment in writing and personal perspectives towards learning writing and Portfolio Assessment was also conducted to collect students’ feedback.
Keywords: teaching writing, Portfolio Assessment, peer review
Reference List: Brophy, J. E. (2013). Motivating students to learn. Routledge. Burner, T. (2014). The potential formative benefits of portfolio assessment in second and foreign language writing contexts: A review of the literature. Studies in Educational Evaluation, 43, 139-149. Dias, P., Freedman, A., Medway, P., & Par, A. (2013). Worlds apart: Acting and writing in academic and workplace contexts. Routledge. Guénette, D. (2013). The pedagogy of error correction: Surviving the written corrective feedback challenge. TESL Canada Journal, 30(1), 117. Hyland, F. (2011). The language learning potential of form-focused feedback on writing. Learning-to-write and writing-to-learn in an additional language, 31, 159. James, C. (2013). Errors in language learning and use: Exploring error analysis. Routledge. Kim, Y., & Yazdian, L. S. (2014). Portfolio Assessment and Quality Teaching.Theory Into Practice, 53(3), 220-227. Lam, R. (2014). Promoting self-regulated learning through portfolio assessment: testimony and recommendations. Assessment & Evaluation in Higher Education, 39(6), 699-714. Lam, R. (2015). Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom. Studies in Higher Education, (ahead-of-print), 1-18. Tahriri, A., Sabet, M. K., & Aeineh, A. (2014). The Effect of Portfolio Assessment on Learning Idioms in Writing. International Journal of Education and Literacy Studies, 2(2), 53-57. Tierney, R. J. (1991) Portfolio Assessement in the Reading-Writing Classroom. Washinton, DC: Christopher-Gordon Publishers, Inc. Walker, K. H. (2014). Reflective assessment: Using reflection and portfolios to assess student learning in a writing center (Doctoral dissertation, University of Arkansas at Little Rock). Xeni, E. (2014). Preparing to teach writing: research, theory, and practice.Educational Media International, 51(3), 256-257.
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Lauridsen, Else & Hansen, Jens Jørgen (Denmark) EDUCATIONAL AFFORDANCES OF IPADS: HOW IPADS CAN SUPPORT FIRST LANGUAGE TEACHING
During the last couple of years many Danish schools have invested much money in buying iPads for educational use. But research is needed on if and how iPads can support the students’ learning process. Therefore, the aim of this project is to study the affordances of iPads and how iPads can support students in primary and lower secondary school in achieving the objectives of teaching Danish in Denmark.
The study is conducted within the framework of affordances as a concept for describing the possible uses of an
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artefact. Based on Bærentsen and Trettvik’s (2002) approach to affordances we aim to identify the operational, the instrumental and the need related affordances of iPads in relation to the learning objectives of teaching Danish. The paper therefore contributes to the contemporary international discussion on the educational affordances of iPads (Miller and Doering 2014, Karsenti and Fievez 2013, Burden et al. 2012, Jahnke 2013).
The paper is based on a case study of a Danish 6th grade class where the students are equipped with iPads. Data is gathered through observations of the Danish lessons, interviews with students and their teacher, questionnaires answered by the students and study of teaching materials as well as the students' own products. The data is analysed in relation to the four primary learning objectives of first language teaching: understanding texts, producing texts, understanding communication and establishing basic reading and writing skills (Hansen 2012). The study shows practical examples of how iPads can afford support to reaching the four objectives of teaching first languages and the general objective of teaching students study techniques. Based on the findings we develop a model that can be used by first language teachers as a pedagogical tool for inspiration, planning and reflection, by policymakers who consider investing in iPads for teaching purposes, and by researchers as an analytical tool. The model is centred around the learning objectives of first language teaching and it identifies subsidiary objectives that can be achieved with support of iPads.
Keywords: First language teaching, case study, iPads, affordances.
References: Burden, K., Hopkins, P., Male, T., Martin, S., Trala, S. (2012): iPad Scotland Evaluation, Faculty of Education, The University of Hull Bærentsen, K. B. and Trettvik, J. (2002): An activity theory approach to affordances, NordiCHI '02 Proceedings of the second Nordic conference on Human-computer interaction, ACM, 51 – 60 Hansen, J.J. (2012): Dansk som undervisningsfag - perspektiver på didaktik og design, Dansklærerforeningens Forlag. Jahnke, I (2013): Teaching Practices in iPad-Classrooms: Alignment of Didactical Designs, Mobile Devices and Creativity, International Journal of Mobile and Blended Learning, 5(3), 1-16 Karsenti, T. and Fievez, A. (2013). The iPad in education: uses, benefits, and challenges – A survey of 6,057 students and 302 teachers in Quebec (Canada). Montreal, QC: CRIFPE. Miller, C. and Doering, A. (ed.) (2014): The New Landscape of Mobile Learning: Redesigning Education in an App-based World, Routledge
Lepajoe, Kersti & Grünthal, Satu E. M. (Estonia) "CALL TO TEACH" OF ESTONIAN AND FINNISH TEACHER STUDENTS OF MOTHER TONGUE AND LITERATURE
The aim of our paper is to investigate the motivation of career choice and career orientation of Finnish and Estonian subject teacher students of mother tongue and literature. The research data was collected through an e-survey in the spring term of 2014 amongst Finnish students from the University of Helsinki and Estonian students from the University of Tartu. The data is analyzed as well quantitatively as qualitatively. Results of Finnish and Estonian student groups are discussed in comparison to each other and, respectively, in the context of national subject teacher education curricula and teachers’ socio-economic situation. The research is theoretically anchored to D. T. Hansen’s concept of ‘call to teach’ (1995), and it takes into account the recent research on beliefs about teaching and career choice (e.g. Löfström, E. & Poom-Valickis, K., 2013; Rots, I. & al, 2010) and the sociological context of teacher’s profession (Darling-Hammond, L. & Bransford, J., 2013). The research data is analyzed in the framework of different dimensions of teacher’s vocation, such as the social and ethical aspects of teaching, teacher’s constant professional development, and the emotional rewardingness of teaching. Also, the very concept of vocation in comparison to career choice is questioned in the analysis. The weight students gave to the importance of subject knowledge, research-based teacher orientation and multicultural aspects in mother tongue and literature education are also scrutinized in the paper. In this respect, Higgins’ (2005) suggestion of seeing professions as ways of interacting with the world turns out useful. First results of the data analysis reveal remarkable differences in, for example, the social status of teacher’s profession in Finland and Estonia. Despite of this, the ‘call to teach’ of Estonian mother tongue and literature students seems to be even stronger than that of Finnish students. In both countries the students’ inner
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motivation to become teachers is clear, and, therefore, the challenge of teacher education is to foster this career choice and to evoke awareness of the social orientation and social dimensions of teacher’s profession.
Keywords: career choice, vocation, motivation
References: Darling-Hammond, Linda & Bransford, John (Eds.). 2013. Preparing Teachers for a Changing World. San Francisco: Jossey-Bass. Dewey, John. 1916. Democracy and Education: An Introduction to the Philosophy of Education, Hansen, David. 1995. The Call to Teach. New York: Teachers’ College Press. Higgins, Christopher. 2005. Dewey’s conception of vocation. – Journal of Curriculum Studies vol 37, nr 4, 441–464 Löfström, Erika and Poom-Valickis, Katrin. 2013, Beliefs about teaching: Persistent or malleable? – Teaching and Teacher Education 35/2013. Rots, Isabel & al. 2010, Teacher education and the choice to enter the teaching profession – Teaching and Teacher Education 26/2010.
Leung, Wai H (Hong Kong) LANGUAGE TEACHERS' PERSPECTIVES ON MOTHER TONGUE LANGUAGE EDUCATION IN A MULTILINGUAL POST-COLONIAL REGION
Language learning is more than acquisition of linguistic skills but also a social, psychological and cultural process (e.g. Lin, 2012; Ochs, 2002; Vygotsky, 1987). Mother tongue language (MTL) is a core subject in most countries/regions' school curriculum. Usually, the language is both the tool with which knowledge and skills are taught and learned, and the vehicle for students to learn about the traditions of the countries' literature and culture (e.g. Australian Curriculum, Assessment and Reporting Authority, 2013; Department of Education, UK, 2013a, 2013b; Department of Elementary Education, 2011; Ministry of Education of the People's Republic of China, 2011; Ministry of Education, Culture, Sports, Science and Technology, 2011). However, MTL education in Hong Kong is complicated by the colonial history. Traditionally, Chinese language education was a mixture of education on philosophy, history, politics and literacy. On the other hand, as a British colony, the previous Hong Kong MTL curriculum emphasized more on linguistics skills instead of transmission of Chinese cultural, literary and ethical values. With the sovereignty of Hong Kong returned to China in 1997, the new Chinese language curriculum seems to reflect a shift to a more all-rounded model. This study looks at the role of culture in MTL education in postcolonial Hong Kong. It takes a critical perspective on the ways in which a language teacher views the aims and objectives of the language subject he/she is teaching as immediately affecting both the design and pedagogies in the curriculum.
So what are Hong Kong language teachers' perspectives on mother tongue language education in the post-colonial period? Interviews were administrated to explore how language teachers view the aims and objectives of MTL education as well as their current practice. Results of the interview on seventeen teachers indicate that although teachers agreed that culture is an important element in MTL education, their practice contrasted this view in focusing on linguistic skills and knowledge. This points to a strong influence of the previous colonial skills-based language curriculum on their modern day pedagogical practices. Attempts will be made to identify implications for culturally transformative teacher education in post-colonial Hong Kong.
References: Australian Curriculum, Assessment and Reporting Authority. (2013). The Australian curriculum English. Retrieved from http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf Department for Education, UK. (2013a). National curriculum in England. English programmes of study: key stages 1 and 2. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/260491/PRIMARY_national_curriculum_-_English_RS2.pdf Department for Education, UK. (2013b). National curriculum in England. English programmes of study: key stage 3. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/244215/SECONDARY_national_curriculum_-_English2.pdf Department of Elementary Education. (2011). 國民中小學九年一貫課程綱要語文學習領域(國語文) [Elementary Secondary and Primary Education Grades 1-9 Curriculum Guidelines Language Learning Area
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(National Language)]. Retrieved from http://140.111.34.54/files/site_content/B0055/國語文課綱1000406.doc Lin, W.C. (2012). Language competition and challenges in plurilingual education: the case of a Hakka school in Taiwan. L1-Educational Studies in Language and Literature, 12, 1-19. Ministry of Education of the People's Republic of China. (2011). 義務教育語文課程標準 [Basic Education Language Curriculum Guide]. Retrieved from http://www.pep.com.cn/xiaoyu/jiaoshi/tbjx/kbjd/kb2011/201202/t20120206_1099058.htm Ministry of Education, Culture, Sports, Science and Technology. (2011). The revisions of the Courses of Study for elementary and secondary schools. Retrieved from http://www.mext.go.jp/english/elsec/__icsFiles/afieldfile/2011/03/28/1303755_001.pdf Ochs, E. (2002). Becoming a speaker of culture. In C. Kramsch (Ed.), Language acquisition and language socialization (pp99-120). London: Continuum. Vygotsky, L.S. (1987). The collected works of L.S. Vygotsky. New York: Plenum Press.
Leung, Pamela P.W. (China) THE EFFICACY OF USING DIGITAL LECTURE IN LANGUAGE LEARNING CONTEXTS
To cater for the learning needs of students who have been intensively exposed to computer-based technology, the use of Information and Communication Technology (ICT) in the higher education sector is becoming increasingly popular in the 21st century (Shivetts, 2011). Apart from the use of Learning Management System (LMS), such as Moodle and Mahara, a team of nine lecturers in a higher education institute in Hong Kong have attempted to explore innovative means of e-learning for the "Net Generation". The focus of exploration was on the development of digital lectures (DL). The attempt was based on the positive experiences that students wished to develop online DL libraries for their flexible access of course materials at anytime and anywhere (Demetriadis & Pombortsis, 2007) and for catching up on face-to-face lectures that had been missed (Boffey, Gerrans & Kennedy, 2010). Working in a non-ICT background, the team has adopted a "start from small" approach and completed a teaching development project which sought answers to two questions: 1. What are the effects of DLs in facilitating students to learn in the respective course contexts? 2. What lessons have the lecturers learned in the attempt to adopt DLs as an additional resource to augment conventional face-to-face lectures? By a “one course one digital lecture” principle, a total of nine DLs were produced for various courses, ranging from language studies, literature to language teaching methods. These DLs were uploaded to a LMS of each course for students’ reference. After the semester finished, a voluntary online survey was conducted to solicit students’ feedback. A total of 58 students (16%) responded. In addition, two focus groups, each involved five and seven students, were organised to invite elaborated comments. Reflections of the lecturers were collected through in-depth interviews on an individual basis. Overall, the students involved agreed that the DLs were conducive to their learning in various aspects but they disagreed that these could replace the face-to-face lectures. The lecturers regarded the process as a valuable opportunity for reflection on quality learning and teaching rather than personal advancement in ICT competency.
Keywords: digital lecture; blended learning; e-learning in higher education
References: Boffey, R., Gerrans, P., & Kennedy, S. (2010). Using digital lectures to assist student learning. eCULTURE, 3, 169-186. Demetriadis, S., & Pombortsis, A. (2007). E-lectures for flexible learning: A study on their learning efficiency. Educational Technology & Society, 10 (2), 147-157. Shivetts, C. (2011). E-Learning and blended learning: The importance of the learner a research literature review. International Journal on E-Learning, 10(3), 331-337.
Liberg, Caroline (Sweden) NARRATIVE IMAGINATION AND NARRATIVE VOICE IN NARRATIVE TEXTS WRITTEN BY STUDENTS IN EARLY SCHOOL YEARS
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In curriculum studies more extended ways of teaching and learning in different subject areas have been discussed in terms of fostering citizens who are able to give voice to a critical and reflecting position (1). The purpose of this study is to investigate students’ writing of narrative texts in early school years (grade 1 to 3) in order to see in what way this writing could contribute to students’ development of such a citizenship.
The study is based on the perspective of Bakhtin’s dialogism in order to identify students’ voices (2). In this perspective students’ writings, their utterances, is viewed as a voicing and also a re-voicing of earlier utterances. Furthermore a narrative voice in a text will be interpreted in terms of the use of narrative imagination as discussed in Nussbaum´s work (3). The question in focus is thereby to what degree the texts give the possibilities to take the perspective of the other and to cultivate one’s “inner eye” that will e.g. promote a respect for the voices and rights of others, and/or challenge our conventional wisdom and values. In order to describe how these voices are expressed in language a social semiotic perspective as developed in Systemic Functional Linguistics (SFL; 4) is used. In SFL the semiotic systems are considered to form a meaning resource from which we choose when we articulate ourselves. By these choices, certain aspects are put in the background while others are foregrounded. The selected language forms are thus highly significant and colored with ideology.
Four hundred texts written on eighteen occasions are examined. Preliminary results indicate that these texts can be placed on a scale from texts realizing a plain narrative voice to texts realizing a combination of narrative voices. Such combinations contribute many times to a more or less complex thematic rhythm in the text.
In the presentation critical examples of students’ texts will be described concerning the narrative voices they realize, and language characteristics of these voices. The results will be discussed concerning what writer positions the texts could be said to realize and what reader positions they could be said to invite to.
Keywords: narrative texts, narrative imagination, narrative voice, writing, early school years
References: (1) - Englund, T. (1986). Curriculum as a Political Problem. Changing Educational Conceptions with special reference to Citizenship Education. Lund: Studentlitteratur. - Liberg, C., Wiksten Folkeryd, J., af Geijerstam, Å. (2012). Swedish - An updated school subject? Education Inquiry, 3(4), 471-493. - Roberts, D. (2011). Competing Visions of Scientific Literacy: The Influence of a Science Curriculum Policy Image. In C. Linder, L. Östman, D.A. Roberts, P-O. Wickman, G. Erickson & A. MacKinnon (Eds.), Exploring the Landscape of Scientific Literacy (pp. 11-27). New York: Routledge.
(2) - Bakhtin, M.M. (1986). Speech genres and other late essays. Austin, TX: University of Texas Press. - Smidt, J. (2011). Finding Voices in a Changing World: Standard Language Education as a Site for Developing Critical Literacies. Scandinavian Journal of Educational Research, 55(6), 655-669.
(3) - Nussbaum, Martha (1997). Cultivating Humanity. A classical defenseof reform in liberal education. Cambridge: Harvard University Press.
(4) - Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). An introduction to functional grammar (3. ed.). London: Arnold.
Liptakova, Ludmila (Slovakia) ENCYCLOPAEDIA OF LANGUAGE FOR CHILDREN OF JUNIOR SCHOOL AGE
In this paper, I am going to present the project of Encyclopaedia of Language for Children, which was implemented by the team of linguists, educators and teachers from the Faculty of Education, University of Prešov, Slovakia. I am focusing on the characteristics of the publication titled Encyclopaedia of Language for Children (Liptakova & Klimovic, eds. 2014). It is a textbook of encyclopaedic nature, which is a complementary instructional resource for teaching Slovak Language in primary education. Encyclopaedia of Language for Children was conceived on the basis of the results of the qualitative lingua-didactic research which was implemented in the following stages: Research on the relationship of language and
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cognitive processes in developing reading comprehension in primary school pupils. Analysis of the Slovak Language curriculum according to the categories of knowledge dimension of the cognitive taxonomy. Research on children's preconceptions of linguistic and metalinguistic concepts. The theoretical framework for the conception of the encyclopaedia is a psychologically oriented approach to mother tongue pedagogy. This concept is based on a constructivist approach to language education, which is based both on cognitive constructivism of J. Piaget, as well as on social constructivism of L.S. Vygotsky. For this reason the entries in the encyclopaedia are organized thematically. The structure of individual entries with the method of their presentation support child's proactive approach to thinking about the topic and facilities own constructing of knowledge. Interactive approach to the entries’ design supports the child’s metacognitive processes and triggers the formation of self-regulatory mechanisms when learning from text. The content of the encyclopaedia and treatment of linguistic and metalinguistic notions is based on the integration of knowledge from system-structural, communicative-pragmatic and cognitive linguistics. The knowledge from developmental linguistics is also applied in individual entries. The presentation has the following structure: National education context and intentions for designing encyclopaedia of language for children. Linguistic and educational background. Concept of encyclopaedia: thematic areas, structure of entries, processes of developing child’s explicit linguistic knowledge and his/her metalinguistic awareness. Utilization of encyclopaedia in school and out-of school reading as a tool for the developing reading literacy of the child.
Key words: encyclopaedia, linguistic knowledge, metalinguistic awareness, reading literacy, junior school age children
Reference list: Anderson, L. & Krathwohl, D.A. (Eds.) (2001). A Taxonomy for Learning, Teaching and Assessing. A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman. Cibakova, D. (2012). Jazyk a kognícia v rozvíjaní porozumenia textu u žiaka primárnej školy [Language and Cognition in Text Comprehension Development of Pupil at the Primary School]. Prešov: Prešovská univerzita. Clarke, S., Dickinson, P. & Westbrook, J. (Eds.) (2010). The Complete Guide to Becoming an English Teacher. 2nd edition. London: SAGE Publications. Gavora, P. (1992). Žiak a text [The Pupil and the Text]. Bratislava: SPN. Klimovic, M. (2013). Teoretické a empirické východiská encyklopedického spracovania pojmov komunikačno-slohovej výchovy [Theoretical and Empirical Background for the Articles on Composition and Communicative Education in Encyclopaedia of Language for Children]. O dieťati, jazyku, literatúre [On Child, Language and Literature], 2 (2), 61-75. ISSN 1339-3200. Larkin, S. (2010). Metacognition in Young Children. New York: Routledge, Taylor & Francis group. Liptakova, L. et al. (2011). Integrovaná didaktika slovenského jazyka a literatúry pre primárne vzdelávanie [Integrative Didactics of Slovak Language and Literature for Primary Education]. Prešov: Prešovská univerzita, Pedagogická fakulta. Liptakova, L. (2012). Kognitívne aspekty vyučovania materinského jazyka v primárnej edukácii [Cognitive Aspects of Mother Tongue Education in Primary School]. Prešov: Prešovská univerzita, Pedagogická fakulta. Liptakova, L. (2013). O vzťahu a štruktúre implicitných a explicitných jazykových znalostí dieťaťa mladšieho školského veku [On the Relationship between and the Structure of Implicit and Explicit Linguistic Knowledge in Junior School Age Child]. O dieťati, jazyku, literatúre [On Child, Language and Literature], 2 (2), 15-30. ISSN 1339-3200. Liptakova, L. & Klimovic, M. (Eds.) (2014). Encyklopédia jazyka pre deti [Encyclopaedia of Language for Children]. Prešov: Prešovská univerzita, Pedagogická fakulta. Piaget, J. & Inhelder, B. (1997). Psychologie dítěte [Psychology of the Child]. Praha: Portál. Sampson, M.B., Rasinski, T.V. & Sampson, M. (2003). Total Literacy. Third edition. Canada: Thomson – Wadsworth. Vygotskij, L.S. (1970). Myšlení a řeč [Thought and Language]. Praha: SPN.children
Lissi, María Rosa (Chile) “READING IS HARD AND NOT FUN”. DEAF ADOLESCENTS’ EXPERIENCES WITH LITERACY.
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Authors: María Rosa Lissi, Christian Sebastián, Catalina Henríquez, Cristián Iturriaga, Martín Vergara.
Research on literacy and deaf students, has consistently shown the difficulties they have with written language (Albertini & Mayer, 2011; Luckner & Handley, 2008; Marscharck, 2009). Limited language development is associated with deaf readers’ difficulties, because it involves reduced vocabulary and limited knowledge of syntax, text structure, and content (Luckner & Handley, 2008; Paul, 2003). Studies based on classroom observation show that teachers of deaf students tend to focus on vocabulary instruction more than other factors (Lissi et al., 2010). Other studies show limited print exposure in classrooms of deaf students (Donne & Zigmond, 2008). On the other hand, there is a lack of information concerning deaf students reading practices and experiences (Chow, 2003; Marschark et al., 2012). In this context, it becomes relevant to analyze deaf students’ subjective experiences with reading, with a focus on each individual’s particular trajectory. This study aimed to characterize the literacy experiences of Chilean deaf adolescents, considering early experiences and their present situation. Participants were 51 deaf students (7th grade-12th grade). Semi structured interviews were conducted, using Chilean Sign Language. Questions involved early experiences with books, preferred types of reading material, and perceptions of themselves as readers, among others. The interviews were analyzed using qualitative content analysis. Results show that for students reading is a very hard process, something that they do not enjoy much, and a task circumscribed to the school context. A small group reports enjoying some reading activities, especially when texts include pictures (comics, magazines, internet pages). Reading difficulties faced in their early school years are still present; they tend to ask for help from teachers and parents in order to understand text. Students tend to relate their difficulties to their limited vocabulary, or the fact that the texts they face contain many unknown words. Deaf students’ poor knowledge of written Spanish and lack of effective strategies make reading such a difficult task that they try to avoid it as much as possible. Most of them are not independent readers, and having to rely on somebody else to understand text also perpetuates their view of themselves as not readers.
Keywords: deaf students, reading, experience, motivation.
References: Albertini, J. & Mayer, C. (2011). Using miscue analysis to assess comprehension in deaf readers. Journal of Deaf Studies and Deaf Education, 16(1), 35-46. Chow, D. L. (2003). The reading experience through deaf eyes: A case study signing deaf high school students. Master Thesis Submitted at The University of british Columbia. Donne, V. & Zigmond, N. (2008). Engagement during reading instruction for students who are deaf or hard of hearing in public schools. American Annals of the Deaf, 153(3), 294- 303. Lissi, M. R., Salinas, M., Acuña, X., Adamo, D., Cabrera, I. y González, M. (2010). Using Sign Language to teach written language: An analysis of the strategies used by teachers of deaf children in a bilingual context. L1: Educational Studies in Language and Literature, 10(1), 57-69. Luckner, J. L & Handley, C. M. (2008). A summary of the reading comprehension research undertaken with students who are deaf or hard of hearing. American Annnals of the Deaf, 153(1), 6-36. Marschark, M., Sapere, P., Convertino C., Mayer, C. (2009). Are deaf students reading challenges really about reading? American Annals of the Deaf, 154(4), 357-370. Marschark, M., Sarchet, T., Convertino, C., Borgna, G. Morrison, C. & Remelt, S. (2012). Print exposure, reading habits, and reading achievement among deaf and hard of hearing students. Journal of Deaf Studies and Deaf Education, 17 (1), 61-74.
This study was funded by Fondecyt (Spanish acronym for National Fund for Science and Technology), through Project N° 1130966.
All authors work at Pontificia Universidad Católica de Chile.
LIU, DAN (France) POETRY: AN IMPLICIT WAY TO LANGUAGE BEGINNERS
The marginalization of poetry in French didactics has gone through nearly forty years since its last prosperity during the seventies. It was once considered as the only cited genre of literature when youth literature hasn’t
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massively entered the primary school (Favriaud, M 2007a). In recent years, poetry, as "the bridge to others, to the world and to oneself" (<la poésie à l'école>, 2004), tends to be brought back to the stage. As a perfect combination of two domains: language learning and artistic education, poetry is meant to be an original way to teach, especially for language beginners (5-8 years old).
Modern poetry has all the magic, what Gombert (2003) calls "epilinguistic care" and the “metalinguistic care”, to initiate pupils’ imagination, to train their memory ability, to encode the syntax...even to repair the self-image (Favriaud, M 2009) for less advanced learners. This magic lies mostly in its nature: rich vocabulary, hierarchical syntax, various punctuations… all these enrich pupils’ language skills and finally make these skills their own language knowledge.
A pre-experiment (for the serial experiments 12/2014 -06/2015) has been conducted with four pupils of CP (first year of primary school) in Toulouse, France. A questionnaire of four axes has been made including the family/social background, self image, literature/poetry knowledge and the basic language skills to probe into the relationship between poetry and pupils’ overall learning environment. Qualitative method has been adopted to analyze these questionnaires.
Although obviously as the appendices learners, the pupils have very limited knowledge about the literature, about the poetry, there’re still some interesting observations in this experiment, such as the impact of family educational backgrounds, their psychological preparations, auto-evaluations (self image), attitudes towards poetry etc. Their instant creative interpretations of poetry and spontaneous memory of poetry verses have added the charm of poetry learning and teaching.
In this paper, we will figure out how the modern poetry facilitates the mother language learning, both psychologically and pedagogically, for pupils in CP. More importantly, in what way it can be taught effectively according to results of the pre-experiment.
Key words: poetry; méta, self image, didactic
Key reference: Gombert, J-E (2003) <l’apprentissage des codes graphophonologique et graphosémantique en lecture> in L’apprentissage de la lecture, édit. Romdhane, M-N., Gombert, J-E. et Belajouza, M., Rennes-Tunis: PUR Marilyn Jager Adams(1994), Beginning to Read: Thinking and Learning about Print (Learning, Development, and Conceptual Change), MIT press. Favriaud, M. (2006) <interpréter la poésie> in Argos, CRDP Académie de Créteil. N 39. Gérard Chauveau(2011), Comment l’enfant devient lecteur, Paris : RETS.
Longo, Giuseppe (country unknown) REALITY AND SIMULATION: COGNITIVE NEUROSCIENCE OF EMPATHY FROM HUMAN RELATIONSHIPS TO READERS’ RESPONSE IN LITERARY READING
As far as literary studies are concerned, teachers must promote both cognitive and psychosocial competencies. Literary competencies allow students to comprehend, to analyze, to contextualize, and to interpret literary texts. Psychosocial competencies are based on “the teaching of life skills in a supportive learning environment” (World Health Organization, 1994). Life skills particularly connected to the teaching of literature are the capacity to feel empathy, and the ability to handle emotions and cope with them. This theoretical paper highlights how and why these skills concern the teaching of literature, by taking into consideration the connections between education and cognitive neuroscience research (Ansari et al., 2011), and the neural correlates of empathy (Baron-Cohen, 2011, Rameson et al., 2011) involved in reader’s response to literature (Keen, 2006; Oatley, 2011). Empathy may be initiated by a variety of situations and also by reading fiction (Decety, 2005), when empathy requires one to adopt more or less consciously the subjective point of view of the characters. Can this perspective-taking help the reader to learn, by reading fiction, how to better empathize, and is this assumption based on the cognitive neuroscience? Is this experience-taking a sort of “mechanism by which narratives can function to expand readers’ scope of experience and, thereby, change beliefs and behaviors?” (Kaufman and Libby, 2012). The current data demonstrate that increased exposure to storybooks predict better ToM ability (Dodell-Feder et al., 2013), even because it was found that the more
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fiction people read, the better are their empathy and understanding of others (Oatley and Johnson-Laird, 2014), as the experiments conducted by Corner Kidd and Castano confirmed (2013). Mar (2011) highlighted also that the neural areas activated by the reader when he/she empathizes with literary characters are in a remarkable measure the same implied in real human empathetic relationships. From this viewpoint this sort of emotional training by reading fiction could be considered a basic educational methodology.
Keywords: empathy, neuroscience, literature, education.
Selected references: Ansari, D., Coch, D. & De Smedt, B. (2011). Connecting education and cognitive neuroscience: Where will the journey take us? Educational Philosophy and Theory, 43: 37-42. Baron-Cohen, 2011, Zero Degrees of Empathy: A New Theory of Human Cruelty. Penguin/Allen Lane. 2011. Kidd DC, Castano E. Reading Literary Fiction Improves Theory of Mind. Science. 2013 Oct 18; 342(6156): 377-80. Decety, J., Jackson, P. L. (2004). The functional architecture of human empathy. Behavioral and Cognitive Neuroscience Reviews, 3, 71-100. Decety, 2005 Decety, J. (2005). Perspective taking as the royal avenue to empathy. In B.F. Malle and S. D. Hodges (Eds.), Other Minds: How Humans Bridge the Divide between Self and Others, (pp. 135-149). New York: Guilford Publishers. Dodell-Feder, D., Lincoln, S. H., Coulson, J. P., & Hooker, C. I. (2013). Using fiction to assess mental state understanding: A new task for assessing theory of mind in adults. PLoS ONE, 8(11), e81279. Gallese, V. (2003). The roots of empathy: The shared manifold hypothesis and the neural basis of intersubjectivity. Psychopatology, 36, 4: 171-180. Iacoboni, M. (2005). Understanding others: imitation, language and empathy. In S.Hurley, N. Chater (Eds.), Perspectives on imitation: from neuroscience to social science(vol. 1): Mechanisms of imitation and imitation in animals. Cambridge (MA): MIT Press. Kaufman, G. & Libby, L. (2012) “Changing beliefs and behavior through experience-taking.” The Journal of Personality and Social Psychology 103.1 (Jul): 1-19. Keen, S. (2006). A Theory of Narrative Empathy. Narrative (Fall, 2006): 207-36. Mar, R. A. (2011). The neural bases of social cognition and story comprehension. Annual Review of Psychology, 62: 103-134. Oatley, K. (2011). Such stuff as dreams: The psychology of fiction. Oxford: Wiley-Blackwell. Oatley, K. & Johnson-Laird P. N. (2014). Cognitive Approaches to Emotions. Trends in Cognitive Sciences 18 (3): 134-140. Pfeifer, J.H., Dapretto, M. (2009). “Mirror, mirror in my Mind”: Empathy, Inter- 411 personal Competence, and the Mirror Neuron System. In J. Decety, W. Ickes (Eds.). The Social Neuroscience of Empathy. Cambridge (MA): MIT U.P. Rameson, L.T., Morelli, S.A., & Lieberman, M.D. (2012). The neural correlates of empathy: Experience, automaticity, and prosocial behavior. Journal of Cognitive Neuroscience, 24(1): 235-245. Rizzolatti, G. (2005). The mirror neuron system and imitation. In S. Hurley, N.Chater (Eds.), Perspectives on imitation: from neuroscience to social science (vol. 1): Mechanisms of imitation and imitation in animals. Cambridge (MA): MIT Press. WHO (World Health Organisation) (Ed.). (1994). Life Skills Education in schools. Genf, Switzerland: WHO.
López-Gutiérrez, Paula, Fidalgo, Raquel & Torrance, Mark (Spain) COMPARISON OF TWO COMPONENTS OF THE STRATEGY-FOCUSED INSTRUCTION FOR IMPROVING WRITING SKILLS
Strategy-focused instruction has in recent years been a major focus of research in the area of instruction in written composition (Pressley & Harris, 2006; Graham, McKeown, Kiuhara, & Harris, 2012). It has been demonstrated to be more effective than other approaches (Graham & Harris, 2014). Strategy-focused instruction combines at least five basic elements: teacher modeling of effective strategies, direct instruction aimed at developing metacognitive, strategy knowledge, teaching of mnemonics, and collaborative and independent practice (De La Paz, 2007). The multi-component nature of this kind of intervention has two drawbacks: It makes implementation challenging for the amount of time and training required to perform each steps, and it is difficult to determine the underlying mechanisms or components that are responsible for its
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effectiveness (Rijlaarsdam et al., 2008). As a contribution to unpacking why strategy-focused instruction is effective we explored the role and effects of two key components: direct teaching of writing strategies and observing a mastery model of strategy use. Our sample comprised 133 Spanish students in 5th and 6th of primary education divided into 6 classes within the same school. Four classes received instruction aimed at developing effective strategies for planning and drafting. In two classes this was taught directly with the aim of giving student direct, declarative strategy knowledge. The other two classes did not receive direct instruction but instead observed the teacher accurately modeling these strategies (a mastery model). The remaining two classes received traditional, product-focused instruction. The study followed a pretest-postest-follow up design. Students wrote using Anoto-based Livescribe pens that provide a digitized, real-time trace of their written production. Writing performance was assessed by holistic and text-analytic measures of product quality (Spencer y Fiztgerald, 1993), by process measures derived from analysis of notes made during planning and from drafting, recording of bursts and executions during the writing process (Olive, 2009), and measures of thinking aloud to analyze the processes carried out by the student during the writing task (Beauvais, Olive, y Passerault, 2011). The analyses are not completed yet, but preliminary results suggest that both interventions were equally effective in developing the quality of students’ texts and both are better than control.
Keywords: writing composition, strategy-focused instruction, writing skills, writing strategies, text quality
REFERENCES: Beauvais, C., Olive, T., & Passerault, J.M. (2011). Why are some texts good and other not? Relationship between text quality and management of the writing processes. Journal of Educational Psychology, 103(2), 415-428. doi: 10.1037/a0022545 De la Paz, S. (2007). Managing cognitive demands for writing: comparing the effects of instructional components in strategy instruction. Reading & Writing Quartely, 23, 249-266. doi: 10.1080/10573560701277609 Graham, S., & Harris, K. (2014). Evidence-Based Writing Practices: A Meta-Analysis of Existing Meta-Analyses. En R. Fidalgo, K. R. Harris, y M. Braaksma (Eds.). Design Principles for teaching effective writing. Theoretical and empirical grounded principles. Brill Editions. Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104, 879-896. Olive, T. (2009). Methods, techniques, and tools for the on-line study of the writing process. En N. L. Mertens, Writing: Processes, tools and techniques (1-18). New York: NOVA. Presley, M. & Harris, K.R. (2006). Cognitive strategies instruction: From basic research to classroom application. En P. A. Alexander y P. Winne (Eds.), Handbook of educational psychology (2ª ed., pp. 256-286). New York: Jac Millan. Rijlaarsdam, G., Braaksma, M., Couzijn, M., Janssen, T., Raedts, M., Steendam, E., & Van den Berg, H. (2008). Observation of peers in learning to write. Practice and research. Journal of Writing Research, 1(1), 53-83. Spencer, S. L., & Fitzgerald, J. (1993). Validity and structure, coherence and quality measures in writing. Journal of Reading Behavior, 25(2), 209-231.
Lundström, Stefan (Sweden) GAMIFYING SHAKESPEARE? THE TEACHING OF LITERATURE IN NEW MEDIA ECOLOGY
This presentation departs from a study concerning the demands and values of leisure time fiction use among youths and ends in a discussion of a theoretical framework for including game play (e.g. Juul 2005) in the teaching of literature. The data consists of texts, and observations of the use of them, from so-called multimodal text universes (novels, comics, games, art etc.) (e.g. Lundström & Olin-Scheller 2010). In the presentation I intend to answer some of the questions included in the research project; How do youths use multimodal text universes and what are the competencies needed to participate in the communities of practice that they form (Wenger 1998, Olin-Scheller & Wikström 2010)? What implications does leisure time use of fictions have for institutionalized mother tongue education? The presentation thus adds important perspectives to the research field of media ecology as well as the educational field.
The theoretical and methodological approach is partly narratological, particularly as narratology has developed in relation to the study of new media forms (e.g. Murray 1997; Aarseth 1997; Ryan 2006), where, for example,
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interactivity is significant for understanding the plot in games and knowledge how to remediate and transform textual structures in multimodal text universe emerges (e.g. Lundström 2013). This text analytical approach is complemented by a model of didactic design as developed by Selander and Kress (2010). According to their model, a learning sequence comprises two transformation cycles, where students transform knowledge into a representation that can be discussed, assessed and graded.
The presentation thus shows the similarities between old and new texts and readings of them, but also focuses new aspects of literacy required for using fictional texts in new media. This requires a broadening of the traditional literacy field, where both sociological (e.g. Goffman 1974) and socio-rhetorical (e.g. Burke 1967 and Brummett 1991) perspectives contributes with valuable aspects. An overall ambition with the project, and the presentation, is to try to take a step forward from the dichotomy that still seems to exist between school and leisure time texts and readings.
Keywords: teaching of literature, fiction, gamification, multimodality, didactic design
References: Aarseth, E (1997). Cybertext. Perspectives on ergodic literature. Baltimore, Md: Johns Hopkins University Press Brummett, B (1991). Rhetorical dimensions of popular culture. Tuscaloosa: University of Alabama Press Burke, K (1967). The philosophy of literary form. Studies in symbolic action. Baton Rouge Goffman, E (1974). Frame analysis. An essay on the organization of experience. New York: Harper & Row Juul, J (2005). Half-real. Video games between real rules and fictional worlds. Cambridge, Mass: MIT Press Lundström, S (2013). ”Turist i fantasin. Om virtuella resor i rollspelsuniversum”. Resor i tid och rum. Festskrift till Margareta Petersson. Göteborg: Makadam förlag Lundström, S & Olin-Scheller, C (2010). ”Narrativ kompetens: En förutsättning i multimodala textuniversum?”. Tidskrift för litteraturvetenskap, nr 3-4/2010. Murray, J (1997). Hamlet on the holodeck . The future of narrative in cyberspace. New York: Free Press Olin-Scheller, C & Wikström, P (2010). Författande fans. Om fanfiction och elevers literacyutveckling. Lund: Studentlitteratur Ryan, M-L (2005). Avatars of story. Minneapolis, Minn: University of Minnesota Press Selander, S and Kress, G (2010). Design för lärande - ett multimodalt perspektiv. Stockholm: Norstedt Wenger, E (1998). Communities of practice. Learning, meaning, and identity. Cambridge: Cambridge University Press
Luong, Trang (France) A TOOL TO EVALUATE FRENCH GRAMMATICAL SPELLING SKILLS FOR NATIVE ADULTS
Written French is known for causing much trouble, even to native speakers. As students start university to gain professional and academic knowledge, more and more have to attend Written French classes to improve their spelling skills. Most of the written French inflectional morphology is silent (Dubois, 1965 ; Catach, 1986), making mistakes difficult to get rid of. In order to correct those young adults’ grammatical spelling skills, teachers won’t teach everything again, but rather need to know what went wrong. Various types of knowledge lead to a successful agreement. One can access their declarative knowledge (Anderson, 1983) to apply the rule, implying one understands it and its metalinguistic words. One can also trigger procedural knowledge which is more automatic but which sometimes lead to mistakes. Researchs in psychology show that such mistake can be explained by the attraction of another word to make an agreement (proximity agreement : Largy, 2001; Negro, Chanquoy, 2000) or by the frequency of a word with of without the ending flexion, or even by the existence of a homophonic word belonging to a different grammatical category. Those mistakes are considered as « experts’ mistakes » as they are triggered to avoid a working memory overload, not because they reflect a lack of linguistic knowledge (Fayol, Pacton, 2005; Baddeley 1986). This paper aims at presenting an evaluating tool able to spot the reasons why French students make agreement mistakes. Those reasons range from serious lack of acquisition to punctual mistakes caused by specific linguistic features of the word or specific attentional features of the writing situation. Our study case focuses on two classes of 20 students each. One class is taught Agronomic Engineering while the other French Modern Literature, 1st year of Bachelor degree. Their evaluation shows that it would be more relevant to establish a scale of expertise according to the type of errors they make, rather than according to their level of education
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and even to the type of curriculum they experience. The results also confirm that it is possible for one to make a correct agreement without being able to verbalise the rule, and vice-versa (Gaux, Gombert, 1999), a fact that should be considered when teaching to this specific public.
Keywords: French spelling skills, evaluating tool, French agreement
References: Anderson, J. R., 1983, The architecture of cognition, Cambridge: Harvard University Press. Baddeley A. D. — (1986) Working memory, Londres, Oxford University Press. Catach N., 1986, L'orthographe française, Paris, Nathan. Dubois J., 1965, Grammaire structurale du Français : Nom et pronom, Paris : Larousse. Fayol M., Pacton S., 2005, « L’accord du participe passé : entre compétition de procédures et récupération en mémoire », Langue française, vol. 151, pp. 59-73. Gaux C., Gombert J.-E., 1999, « La conscience syntaxique chez les préadolescents : question de méthodes », L'année psychologique, vol. 99, n°1, p. 45-74. Largy P., 2001, « La révision des accords nominal et verbal chez l’enfant », L’année psychologie, vol. 101, n°2, p.221-245. Negro I., Chanquoy L., 2000, « Étude des erreurs d'accord sujet-verbe au présent et à l’imparfait. Analyse comparative entre des collégiens et des adultes », L’année psychologique, vol. 100, n°2, p. 209-240.
Lyngfelt, Anna & Hashemi, Sylvana Sofkova (Sweden) PRODUCING AND READING DIGITAL TEXTS: PATTERNS OF COMMUNICATION IN LITERACY CLASSROOM
The presentation addresses the issues of homogeneity and heterogeneity in L1 research and education in early years of schooling, by focusing on how digital communication media changes patterns of communication as well as notions of ‘language’ and linguistic diversity in classrooms. Present day literacies involve more than reading and writing skills engaging students in multimodal meaning-making practices. Images, sound and writing appear in the same format and require abilities to understand and manage this great diversity of expressions, which in turn raises questions about pedagogies and assessment in literacy education.
In the DILS project (Digital Arenas in Literacy Practices in Early Primary School) the literacies of reading, writing and textual competence are discussed by the presentation of situational choices and interpretation of semiotic resources by 7-9 year-old students in the context of three assignments: digital composing of a narrative story, a cross-border assignment on instructional texts and the reading of a webpage. Analysing these practices from a sociosemiotic standpoint (Kress and van Leeuwen, 1996; Cope and Kalantzis, 2000), the result of the study shows that verbal (written) language is experienced as a strong resource, and that the students are not educated to use or interpret different resources complementary. Often the same information is mediated by different resources. However, the study reveals also examples of students with a not very developed verbal language, making use of other semiotic resources than written language to communicate. The consequences of digital communication in the classroom will therefore be discussed from a language developing perspective. We present also a model for multimodal text analysis, based on the students´ semiotic choices and text-internal patterns, stressing communicative aspects between teachers and students working with multimodal texts in the classroom.
Keywords: digital media, literacy practices, multimodality
References: Cope, B. & Kalantzis, M. (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge.Kress, G. & van Leeuwen, T. (1996). Reading images: The grammar of visual design. London: Routledge.
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Maak, Diana (Germany) “WHERE DOES BLOOD COME FROM?” – AN ANALYSIS OF LINGUISTIC CHARACTERISTICS OF THE INPUT IN BIOLOGY LESSONS BASED ON A CONCEPT-ORIENTED APPROACH
School subjects such as biology represent a specific form of L1-acquisition. Though Basic Interpersonal Skills (BICS, Cummins 1984) have been acquired, pupils are faced with specific forms of language use, including, but not limited to, technical terms, which provide them with first insights into languages used for specific purposes and their characteristics. Research points to the fact that pupils, and especially those with German as a Second Language or/and from families of a lower economic status, struggle in these contexts (see for PISA for example Stanat 2003). Though overall descriptions of the “language of schooling” (Schleppegrell 2004) or “Bildungssprache” as it is generally referred to in Germany already exist, there are, to date, no extensive descriptions, and what descriptions do exist neither include the distinction between oral and written language use in specific subjects (Morek/Heller 2012), nor do they examine subject-specific characteristics. Due to this perspective and as part of a larger research project (Fachunterricht und Deutsch als Zweitsprache), the study to be presented examines how content is conveyed in language. Seven hours of videotaped 8th grade biology lessons on the subject of the circulation of blood are analyzed based on a concept-oriented approach (Stutterheim/Klein 1987) focusing on the encoding of motion events and the overall input pupils receive, herein distinguishing between oral and written input. The results show subject- and topic-specific forms of language use and give first indications of how didactic and pedagogic reduction in language use might be counterproductive to content learning. Furthermore the results contain clues on how to conduct language-sensitive instruction in subjects such as biology in a way that supports content learning as well as how L1-teaching might support this process.
Literature: Cummins, Jim (1984): Wanted: A theoretical framework for relating language proficiency to academic achievement among bilingual studentIn: Charlene Rivera (Hrsg.): Language proficiency and academic achievement. Clevedon, Avon, England: Multilingual Matters (Multilingual matters, 10), 2–19. Morek, Miriam; Heller, Vivien (2012): Bildungssprache – Kommunikative, epistemische, soziale und interaktive Aspekte ihres GebrauchIn: Zeitschrift für angewandte Linguistik, 67–101. Schleppegrell, Mary (2004): The language of schooling. A functional linguistics perspective. Mahwah: Lawrence Erlbaum. Stanat, Petra (2003): Schulleistungen von Jugendlichen mit Migrationshintergrund: Differenzierung deskriptiver Befunde aus PISA und PISA-E. In: Jürgen Baumert, Cordula Artelt, Eckhard Klieme, Michael Neubrand, Manfred Prenzel, Ulrich Schiefele et al. (Hrsg.): PISA 2000. Ein differenzierter Blick auf die Länder der Bundesrepublik Deutschland ; Zusammenfassung zentraler Befunde. Opladen: Leske und Budrich, 243–260. Stutterheim, Christiane von; Klein, Wolfgang (1987): A Concept-Oriented Approach to Second Language Studies. In: Carol Wollman Pfaff (Hrsg.): First and second language acquisition processes (proceedings of the Second European-North American Workshop on Cross Linguistic Second Language Research, EUNAM II, held at Jagdschloss Göhrde, West Germany, August 22-28, 1982). Boston, Mass.: Heinle & Heinle, 191–205.
Maat, Paul J.M. de & Rietdijk, Saskia (Netherlands (the)) DESIGNING AND USING LESSON PLANS FOR TEACHING WRITING SKILLS
Background Within the Dutch primary school language curriculum relatively little time is spent on teaching children to write. This might be due to the labour-intensive nature of writing education, especially of planning writing lessons and providing feedback to students, but also to a poor quality of existing lesson plans. In 2011 we started designing grade 3-6 writing lesson plans. Every week a new writing lesson was designed and digitally published. In 2013 the lesson plans were incorporated into the Better Writing research project, by University of Amsterdam and CED-Groep Rotterdam. We sought teacher feedback and experiences to improve the lesson plans several times.
Teacher needs We started in 2011 by asking 46 teachers what they wanted in a new writing curriculum. Many of them mentioned variation, meaning that students and teachers experienced writing lessons as boring: not
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meaningful, monotonous, with few opportunities for providing feedback. Subsequently 30 pilot teachers tried new writing lesson plans. Using their feedback, we revised these lesson plans in several respects. From January 2012 on teachers used our lesson plans and again we adapted these for the school year 2012-2013. Most adaptations occurred for reasons of practicability.
Research project Better writing In the Better Writing project, after studying literature and consulting several writing experts on designing writing lessons, we (1) incorporated writing strategies into the process writing lessons (Harris et al., 2008), (2) structured the curriculum via five genres, and (3) incorporated a within genre sequence: experience, instruction, and practice lessons. We also got feedback through discussions in teacher training sessions and classrooms observations and analyzed logbooks from 40 teachers to see how they adopted the lessons plans in everyday teaching practice.
In this session I will: • show the principles for a lesson plan, and a lesson plan example. • show data from teacher meetings, classroom observations, and teacher logs. • discuss the effects of these data on lesson designs • show which principles changed (if any), what differences in lesson plans occurred. • discuss the advantages of continuous design with direct users feedback.
MacArthur, Charles A. & Philiippakos, Zoi A. (United States) COLLEGE STUDENTS’ USE AND MODIFICATION OF PLANNING AND REVISION STRATEGIES AFTER A SEMESTER OF INSTRUCTION
Presenting author: Charles A. MacArthur
The purpose of this case study was to investigate how basic college writers used and adapted cognitive strategies that they had learned in semester course that was based on self-regulated strategy instruction. Theories of strategy instruction propose that learning is constructive process in which learners adapt strategies as they internalize them (MacArthur, 2011; Zimmerman, 2000). Strategies are not formulaic procedures but rather problem-solving heuristics that writers adjust to different tasks. Research has demonstrated the positive effects of strategy instruction on writing quality, but little research has investigated the modifications and adaptations that students make to strategies as they learn them.
This study was part of a larger project that developed and evaluated a writing curriculum based on self-regulated strategy instruction (Authors, 2013, in press). The participants were ten male community-college students who had completed a basic writing course using the project curriculum that taught strategies for planning and revising along with self-regulation strategies. Analysis of writing samples for these students from the larger study found large positive gains in quality, grammar, and inclusion of persuasive elements (e.g., thesis).
Two weeks after the end of the course, the ten students participated in a think-aloud session in which they planned and began to draft a persuasive essay and then revised an essay written by an unknown student. Video of the think-aloud sessions was analyzed to understand how students used and modified the strategies they had learned. Transcripts were systematically coded with a reliability check of 30% of the sessions by a second coder.
Students applied the planning strategies with some adjustments; for example, they simplified the graphic organizer. Two students had difficulty recalling the genre elements that were part of the strategy and one had difficulty generating ideas that would be convincing to the audience. Students used self-regulation strategies throughout the process. Preliminary analysis indicates that students made more significant adjustments to the revision strategies. A frequent problem was that students were not always able to identify breaks in meaning, suggesting interference from reading comprehension problems.
Keywords: think aloud, strategy instruction, writing, self-regulation
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Magnusson, Petra (Sweden) MEANING-MAKING FROM DIFFERENT MODES AND MEDIA
Background: the presentation is part of a Ph. D project concluded in October 2014 with the overall aims to investigate and conceptualize meaning-making in school in the frame of multimodal theory. It describes and analyzes meaning-making and design in learning with meaning-offerings from different modes and media from the students’ perspective. Research question: What similarities and differences can be made visible in meaning-making from different modes and media when using analytical tools inspired by a multimodal theoretical framework? Theoretical framework: From a socio-cultural perspective, multimodal theory formation is used to find suitable tools and concepts for developing teaching and learning. Meaning-making is seen as multimodal, non-hierarchical and ecological drawing on Kress and van Leeuwen (2001), Kress (2010), Jewitt (ed. 2014), McLuhan (1999). Analytical tools: the Learning Design Sequence developed by Selander (2008), the wheel of multimodality inspired by the New London Group (2000), and the pedagogy of multiliteracies developed by Kalantzis and Cope (2012). Methodology: The study is a design study combined with an ethnographic inspired approach. In cooperation with the teacher the groups, tasks, instructions and timings were set in order to get data that will show meaning-making through different modes and media. In order to widen the base for explanation data was collected and documented through observations and audio and video recordings. Recordings were transcribed both verbally and multimodally and analyzed using the analytical tools mentioned above. Data: Audio and video recordings from lessons over three days in in an upper secondary school in a class taking social sciences and media courses. Results: The study shows that it is possible to use multimodal theory formation in order to describe and analyze the students’ meaning-making. Both similarities and differences are made visible. When discussions are described as multiliteracies processes and are looked upon as a learning sequence it is obvious that lack of clarity and lack of guidance are obstacles for learning. The tools make it possible to explain and to systemize the data which can be interpreted in a multimodal frame. The multimodal data collection gives a wide understanding of what is going on during the discussions.
Keywords: multimodality, multiliteracies, meaning-making, meaning-offering
References: Jewitt, C (ed.) (2014). The Routledge handbook of multimodal analysis. 2:nd ed. London: Routledge. Kalantzis, M & Cope, B (2012). Literacies. Port Melbourne, Vic: Cambridge University Press. Kress, G & Van Leeuwen, T (2001). Multimodal discourse, the modes and media of contemporary communication. London: Arnold. Kress, G (2010). Multimodality, A social semiotic approach to contemporary communication. London: Routledge. New London Group (2000). A pedagogy of multiliteracies. In Cope, B & Kalantzis, M (ed.), Multiliteracies. Literacy learning and the design of social futures. London: Routledge. McLuhan, M. (1994). Understanding media: the extensions of man. New ed. Cambridge Ma: MIT press. Selander, S (2008). Tecken för lärande – tecken på lärande. Ett designteoretiskt perspektiv. In Rostvall, A-L & Selander, S (ed.), Design för lärande. Stockholm: Norstedts.
Marin, Brigitte (France) LEARNING HOW TO WRITE AT KINDERGARTEN: EFFECTS OF COMPUTER USING ON LITERACY SKILLS
Literacy skills are required to succeed at school and early success with writing is a key factor in literacy development. The increase of computers at kindergarten has launched an evolution in the role of teachers and instructional methods related to computer use in the classrooms. So, to better prepare early childhood teachers for computer use, more information is needed about their current skills and classroom practices, as far as it is also needed to know their impact on the development of students literacy skills. This explanatory study aims at exploring different ways of upgrading literacy skills in connection with computer use at kindergarten and showing their effect on learning. It surveyed 30 kindergarten teachers of the Parisian suburb who have been interviewed about their classroom practices concerning literacy and digital tools with
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students aged 5-6. So, in this study we analyze the effect of computer use on first writing activities, as this effect is observed by teachers. Promising results about children learning, difficulties like word segmentation, interactions and problem solving strategies are reported. The results do point out the favorable effect of this use on the apprenticeship, especially of slow learners, when this use is congruent with their learning disabilities. The study also provides proposals for the design of future research.
Keywords: computer – digital tools - learning - literacy - skills
References: Coker, D. L., Jr. & Ritchey, K. D. (2014). Screening for Writing Risk in Kindergarten. Assessment for Effective Intervention, v. 39, n° 4, p. 245-256.
Fessakis, G.; Gouli, E. & Mavroudi, E. (2013). Problem Solving by 5-6 Years Old Kindergarten Children in a Computer Programming Environment: A Case Study. Computers & Education, n° 63, p. 87-97.
Weiland, Ch. & Yoshikawa, H. (2013). Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills. Child Development, v. 84, n° 6, p. 2112-2130.
Matos, Isabel A., Silva, Ana Isabel, Melão, Dulce, Amante, Susana & Castelo, Adelina (Portugal) ASSESSMENT OF THE IMPACT OF THE COMMON CORE STATE STANDARDS ON PRIMARY SCHOOL TEXTBOOKS OF PORTUGUESE
In Portugal, the last few years have been marked by continuous and rapid changes in the curriculum guidelines of Portuguese in Elementary Education. As a result of these changes, didactic resources have been produced in order to keep up with the fast developments that have been taking place. Bearing in mind that the lifecycle of textbooks is six years in Portugal, analysing the impact of the above-mentioned changes on these resources becomes of utmost importance. Thus, this paper aims at examining and discussing the changes that the Common Core State Standards for Portuguese (CCSSP), enacted in August 2012, produce in the adaptation of Primary School textbooks of Portuguese. Six Primary School textbooks of Portuguese, published by four different publishing houses, were analysed, according to the following criteria: (i) the overall structure of the textbook, its division into units and didactic sequences; (ii) operationalisation of the performance descriptors of the CCSSP in textbooks; (iii) texts within textbooks that are proposed as part of the domain of Literary Education (LE). It is possible to observe that there are minor differences between textbooks that have been adapted to the CCSSP and those non-adapted in terms of the global structure, of the organisation of didactic units, of the structure of didactic sequences and of most aspects at a micro level. However, we can note that the CCSSP define the literary corpus to be explored and, given the central role played by the text in textbooks (in which the reading, writing, grammar and speaking tasks depend on the text), the lack of the prescribed texts is difficult to overcome. It is in this light that we will study the real impact of the changes in the curriculum guidelines on the production of didactic resources for mother tongue education and we will also reflect on what truly forms the basis of mother tongue textbooks.
Keywords: Common Core State Standards for Portuguese; Textbooks; Evaluation of educational resources; Teaching and learning of Portuguese.
Matthiesen, Christina (country unknown) STUDENT-DRIVEN IMITATION IN UPPER SECONDARY SCHOOL: REVEALING TRAITS OF REFLEXIVE PROCESS AND RHETORICAL AGENCY IN ARGUMENTATIVE TEXTS
In classical as well as modern rhetorical education there is a strong tradition of imitation as a means to becoming a rhetor, a rhetorical active citizen. Especially Quintilian is praised for his notion of imitation. He highlights critical reading within a broad variety of genres, including poetry and historical accounts, along with attunement to the individual talent and temper of the rhetor in spe. The goal is not for the student to mirror
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the traits of the texts, but to learn from rhetorical strategies bound to context. Nevertheless, attunement to the individual tends to be downplayed in the practice of text-based imitation throughout history. Intrigued by this, I have developed the concept student-driven imitation, which impels Quintilian’s ideas into productive knowledge. Student-driven imitation is characterized by encouraging students to find texts themselves, that they are fascinated by as readers and willing to learn from as writers, as well as valuing process over mirroring, working across genres, and strengthening rhetorical agency. This does not only involve strengthening rhetorical skills, but also the ability to find or create rhetorical opportunities. Until now, student-driven imitation has been examined in two settings; in higher education within the field of rhetoric and outside the educational system in a shelter for young homeless people. But what is the potential of student-driven imitation in the framework of the curriculum of Danish? This poster will reveal findings from comparative action-oriented case studies carried out in February 2015 in two classrooms in upper secondary school. The study will focus on argumentative texts, and the data will consist of class room observations, the students’ written assignments, including the students individual choice of text, and interviews with teachers. What kinds of argumentative texts will the students bring forth in terms of subject matter, rhetorical situation, media, genre, types of writers, and strategies of argumentation? With what reason? And in what ways can the reflexive process of working with student-driven imitation be traced in the students own production of a new argumentative text? The poster will show numeric data as well as examples and quotes.
Meulen, Dirk van der (Netherlands (the)) LISTENING TO THE ORACLE. RESULTS FROM A HYBRID DELPHI PROCEDURE ON REVITALIZING THE LITERARY HISTORY CLASSROOM
In Dutch literary education several pervasive problems are present in secondary education. First of all, teachers find it difficult to individually advice students in reading historical literature. Furthermore, time is a crucial factor: throughout the decades a decrease is shown in lesson time devoted to literary history. Finally, pre-service education does not provide language teachers a relevant pedagogical basis of support for literary history education.
Solutions for these problems will be addressed in a focus group of various experts. The purpose of this focus group is to infer/formulate design principles that can be used to develop a model lesson series for the literary history classroom. A hybrid Delphi procedure will be used to generate design principles in order to develop a model lesson series for the literary history classroom.
In the first round 11 experts from the domains of teaching literature in secondary education, the pedagogy of history, educational science, literary history and literary studies, will discuss the three questions in a focus group. Their response will be generated by answering the following questions: 1. What are the most important learning objectives in secondary education for literary history? 2. How can these objectives be achieved in secondary education? 3. How can students be more motived for literary history in secondary education? In the second round the acquired design principles will be supplemented by other principles that will be derived from a literature study. These design principles will be sent in a questionnaire to a wider panel of 30 experts, who will prioritize the design principles based on criteria of relevance, feasibility and effectiveness.
Results of the final output after the two Delphi rounds will be discussed during the round table. These results will indicate which design principles are paramount for developing a model lesson series for the literary history classroom.
Meulen, Dirk van der, Brüggemann, Jörn, Meier, Christel, Frederking, Volker & Fontich, Xavier (Netherlands (the)) SYMPOSIUM ON LITERARY HISTORY (1/2): EMPIRICAL STUDIES IN TEACHING LITERARY HISTORY
Organizers: Jörn Brüggemann and Dirk van der Meulen.
The pedagogy of literary history in secondary education is a domain of research that has been seriously neglected in social studies in the past decades (Bonset & Braaksma, 2008; Van der Meulen, 2015; in
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preparation). This is a missed opportunity because literary history can help students achieve important learning objectives specifically for historical literature (and history), such as historical consciousness, historical thinking, historical reasoning, and gaining respect for historical actors in other periods and contexts of our civilization. This symposium brings together recent, international studies from England and Germany that aim to enhance the learning of historical literature through various interventions. The first contribution by Fontich reports an innovative lesson series on the Spanish, romantic poem ‘La Pàtria’ (1833). The poem is explored in groups and this collaborative work results in an oral exposition on the poem and, subsequently, material is written by students for the final product: a video report. Meier and colleagues aim in the second contribution at testing the effects of the methods of rational-analytic (RA) and action- and production-oriented (AP) tasks on understanding literature. The effects of these tasks were studied on three German, literary texts (two epic texts and one poem) in a group of German secondary students. Results showed that students working with the RA-tasks performed better on form-related literary understanding, whereas students working with AP-tasks scored better on situational interest and situational empathy. Finally, Frederking and Brüggemann report on a research design and findings from the research project ‘Aesthetic Communication in literature classes' (ÄSKIL). They have made an attempt to model theoretically and empirically different learning-settings (teacher-centred versus pupil-centred) on the poem “Aus!” (1930) bei Kurt Tucholsky and to investigate them systematically.
Xavier FontichMany studies have brought evidence of epistemic strength of writing. However, writing to learn History of Literature (HL) is still an approach scarcely explored, despite classroom practice mainly based in rote learning and knowledge-telling use of writing, which results in a poor understanding. We present an action-research intervention that intends to make it overlap both writing and learning processes through different problem-proposal-result cycles. Teacher’s notes and students’ outcomes serve now to describe and interpret the whole experience, in the form of a case study and through the lens of qualitative research. The intervention takes place in a natural setting (ten 50-minute sessions in Subject Catalan at secondary level, with thirty 15/16 year-old pupils, in Spain). It develops in three-cycles. Cycle-1: (a) proposal: to approach HL chronology through a cultural perspective (reading a seminal Romantic poem) and to adopt a knowledge-transforming approach to writing based in synthesizing source texts; (b) results: while the poem allows interpretative discussion on literary periods, students fail in writing clear texts, which mimic structure and phraseology of source texts. Cycle-2: (a) proposal: to amplify source texts to push students into paraphrasing information anew; (b) results: unstructured texts with a lack of hierarchy in the information. Cycle-3: (a) proposal: to identify two addressees, five-graders (10/11 years old) and teachers other than theirs; to adapt the texts to the five-graders after exploring previous knowledge and basic grammar features of five-grader books, with a final synthesis in the form of a poster for an oral exposition; to write a video script (e.g. http://leer.es/web/leer/-/historia-de-la-literatura-1-explicacion-de-la-propuesta, English subtitles available). Albeit some problems in all writing outcomes, Cycle-1&2 texts compare poorly with those of Cycle-3, which embrace less information but expose it in a much more structured way, using a wider repertoire of grammar tools and specific terminology. This suggests a better understanding of the HL content. The experience shows that writing-for-learning has only been set off in Cycle-3, where a repertoire of different actions (grammar observation, small group writing, synthesizing, poster elaboration, etc.) has been triggered. We consider that focusing on the addressee has been the reason of this, shifting from a sole content perspective on writing to a linguistic-communicative one. This seems to resonate with sociocultural research which highlights the effects of the addressee upon the writing process. This also suggests that action-research procedure, albeit conceived as a bottom-up approach to theory building, ought to take into account a communicative framework when introducing writing for learning.
Christel Meier & Sofie Henschel & Thorsten RoickIn educational research two different types of tasks for fostering the understanding of literature are discussed. Rational-analytic tasks (RA) reflect explicit learning that is often teacher-centred, deductive and knowledge-based. Action-and production-oriented tasks (AP) are based on implicit learning that is student-centered, inductive, less dependent on prior knowledge, and aims to engage the reader emotionally and motivationally by aesthetic experiences (Haas, et al. 1994). Although these methods
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are widely discussed in literary didactics, little is known about their effects on understanding literature. In our experimental study we investigated short-term effects of these tasks on content- and form-related understanding of literary texts, motivational, and affective factors. Overall, 226 9th graders from lower school tracks were randomly assigned to one of three groups within each class. After presenting each text (contemporary epic and lyric texts), students completed RA or AP tasks followed by a test of literary text comprehension (Frederking, et al. 2012). Students in the control condition performed the reading test without tasks. First, we applied an analysis of variance that revealed no group differences in content-related understanding of literary texts (ɳ²=.01, p=.26). However, students with RA tasks achieved better performances in form-related literary text comprehension than students with AP tasks or in the control group (ɳ²=.08, p<.01). A t-Test was used to compare both experimental groups showing that AP students reported a higher situational interest in the tasks (d=0.45, p<.01). Additionally, an ANOVA of repeated measures revealed no main group effect (η²<.01, p=.70) but an interaction effect (η²=.03, p=.02), indicating that the situational empathy slightly increased during the intervention in the AP group and slightly decreased in the RA group. Although this study does not primarily focus on teaching literary history it could serve as a model for investigating effects of different tasks on learning outcomes in the literary history classroom.
Volker Frederking & Jörn BrüggemannSince the eighties of the last century literature-historical aspects unfortunately have become specialist discourse within literature education. Only bit by bit they are increasingly getting attention again. Because of a lack of reliable test instruments, the educational challenges have until now, however, hardly been empirically investigated. Special desiderata exist in relation to the question whether and to what extent the acquisition of historical context knowledge helps or hinders a) literary understanding and b) subject-specific motivation and willingness.
In our talk we will first present how different learning-settings have been examined in the context of a videotaped comparative study with experimental and control groups (N = 700 schoolgirls and schoolboys in 34 high school classes of 10th grade interpreting a text of the historical canon). All pupils read and discussed a poem called "Aus!" (1930) by Kurt Tucholsky. In the second step, significant findings should be presented (as well in terms of cognitive as of motivational effects), demonstrating the resilience of the research design. In the second step, significant findings should be presented (as well in terms of cognitive as of motivational effects), demonstrating the resilience of the research design. Finally, we will outline how the research design can be used for the research of more desiderata in the field of historical literature education.
The research framework and findings are from the research project ‘Aesthetic Communication in literature classes' (ÄSKIL) which has been sponsored by the Friedrich Foundation. Here we have made the attempt to model theoretically and empirically different learning-settings and to investigate them systematically with quantitative and qualitative methods. Type A follows the idea of teacher-centred learning-settings and schema-based knowledge acquisition to educate adolescents in the practice of text interpretation. In this context, the need for (scaffolded) instruction by learning tasks and the (partial) steering by professional teachers is accepted in the knowledge that the aspired autonomy of interpretation is in tension to the guarantee of an adequate understanding levels and the mediation of knowledge assets. The second learning-setting, type B, however, follows the idea of pupil-centred learning-settings with the aim to strengthen the personal dimension of literary understanding as well as the increase of motivation and the expansion of specialized willingness. The influence of Type A and B on literary literacy was assessed in a multi-matrix-design using IRT-models. The statistical analyses were conducted with ConQuest and Mplus 7.1.
References: Volker Frederking/Volker Gerner/Jörn Brüggemann/Christian Albrecht/Sofie Henschel/Thorsten Roick/Christel Meier/Adelheid Rieder (2013). Literarästhetische Kommunikation im Deutschunterricht. In: Becker-Mrotzek, Michael/Schramm, Karen/Thürmann, Eike/Vollmer, Helmut J. (Hrsg.): Sprache im Fach – Sprachlichkeit und fachliches Lernen. Münster: Waxmann 2013, S. 131-147.
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Jörn Brüggemann/Volker Frederking (2015). Literarische Interpretations- und Kommunikationskulturen im Blick empirischer Forschung. In: Wieser, Dorothee/Lessing-Sattari, Marie/Löhden, Maike/Meißner, Almut (Hrsg.): Interpretationskulturen: Literaturdidaktik und Literaturwissenschaft im Dialog über Theorie und Praxis des Interpretierens. Frankfurt/M.: Peter Lang (2015). (im Druck).
Meulen, Dirk van der, Farkas, David K. & Hirsch, Matthias (Netherlands (the)) SYMPOSIUM ON LITERARY HISTORY (2/2): LITERARY-HISTORICAL COMPETENCE IN EDUCATION FROM AN EMPIRICAL AND THEORETICAL PERSPECTIVE
Organizers: Jörn Brüggemann and Dirk van der Meulen.
A striking problem in conceptualizing and teaching literary competence is the role of historical reading because it is situated at the level of advance literary competence. Witte (2008) assumes that a cognitive emphasis on teaching literary history impedes the growth of general literary competence. In addition, historical reading is not differentiated amongst the different levels of the hierarchy of literary competence. Finally, from a pedagogical perspective we need an developmental trajectory that requires aspects of historical reading to be situated at lower levels of literary competence that allows beginning readers to grow within their zone of proximal development (Vygotsky, 1983) towards (semi-)academic literary-historical competence.
This symposium aims at investigating this kind of historical reading or literary-historical competence from a theoretical and empirical perspective and makes a first attempt to investigate both theoretical and practical issues (educational implications). The first contribution is a theoretical investigation of the hypothesis that the knowledge domain of literary history could impede the growth of literary competence of secondary students (Witte, 2008). However, Hirsch urges us to consider how the competence of historical reading supports rather that impedes the development of literary competence. As such it is seen as a skill or domain-specific way of reading that can be taught to students in order to better understand and appreciate literary-historical works of art. The second contribution by Farkas introduces Quikscan, an online method that can be used to quickly read, summarize and understanding difficult historical texts that beginning readers cannot understand without the proper aid. Since students lack exactly such a competence of historical reading, Quikscan provides a scaffolded reading environment that helps students to read and interpret historical texts in an effective and easier way, avoiding the traditional reading experience of ‘old, dull and boring’ books. Finally, results of a think-aloud study by Van der Meulen are reported. Various groups of secondary students and semi-experts read four literary-historical Dutch texts. Results indicate that a development in reading activities can be distinguished between the groups, e.g. less paraphrase in the semi-experts group. However, most reading activities that might indicate an acquired critical acumen are relatively rare, including interpretation and analysis. Educational implications are discussed.
Dirk van der MeulenIn this study, think-aloud protocols were analyzed of Dutch secondary students (10th and 12th grade; novice readers) and university students (semi-experts) while reading four, short literary-historical texts. We examined which literary reading activities could occur within and between the groups and whether the presented order/chronology of the texts and the type of literary text influenced reading processes.
16 Dutch students (8 males and 8 females) participated, belonging to three groups: i) four 10th grade, ii) four 12th grade and iii) six university BA level students reading Dutch. All students were selected for their good reading skills and knowledge of history. Each student read four historical literary stories on paper under think aloud conditions. Students’ responses were transcribed, segmented and coded. A Pearson correlation analysis was conducted to test for positive and negative correlations between the reading activities. A multiple analysis of variance (Manova) was conducted to examine the effect of the type of text, the presented order of texts and the differences in reading activities between the groups.
The following reading activities were observed in the protocols: Retelling, Making inferences,
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Detecting problems, Asking questions, Making associations, Analyzing, Evaluative responses, Emotional responses, Responding metacognitively and Other Activity. Furthermore, strong correlations were observed between the reading activities, for instance a negative correlation between making associations and retelling. Moreover, significant differences between the groups were observed: for instance, Group 3 (the academic students) retold significantly less than Group 1 and 2 (the secondary students). Finally, the interaction between the factors group and presented chronology of the text showed a significant effect on the reading strategies Analyzing, Responding metacognitively, and Evaluating. In addition, the separate factor of the chronology of text affects Retelling, Analyzing, Evaluating, Detecting Problems, Making associations and Asking Questions. These results suggest a development in critical reading skill between the groups of novices and the group of semi-experts. Educational implications are discussed.
Matthias HirschBased on the hypothesis from the „Call for contributions“, according to which “historical knowledge might not be helpful with regard to the development of literary competence, which might be impeded by an overdose of context knowledge”, it is argued that the subject-specific ‘Competence of historical reading’ does not hinder the development of a literary competence. It rather (1) functions as a method of interlocking between the literary content of an opus and historical knowledge connected to it, (2) takes the text as a basis for a possible impulse for generating and further exploring necessary context knowledge, and (3) further supports breaking the boundaries of the fictitious/fictional worlds of literary works by providing students with insights into their conditionality. The ‘Competence of historical reading’ is understood as a theoretical construct describing a domain-specific way of reading, which does not primarily originate from the quality of historical texts but puts a focus on a historical way of receiving a broad variety of different kinds of texts (HUMMELSBERGER, 2003). The presenter suggests dividing this competence into two hierarchically structured sub-levels, which are the mode of historical reading and the concrete historical reading operations conducted. Hereby, the mode functions as an element of initiating and controlling the respective reading operations, two of which, for instance, are the identification of concrete historical facts represented in the text on the hand, and of interpretations and contextualizations on the other. Due to the concentration on historical ways of reception, this conceptualization includes the possibility of reading literary texts historically and, thus, the partial treatment of literary texts as historical sources. Furthermore, a close relationship of literary and historical texts (WHITE, 1986; RÜSEN, 2013) and the respective domain-specific ways of dealing with them (FREDERKING et al., 2011, MEIER et al. 2012) – for instance, the identification of represented norms and values within a text is crucial for both domains – provides students with an easy access to a different way of reading literature. Nevertheless, both ways of handling literature do not compete with each other. The results of these different kinds of analyses can support each other in achieving a more profound understanding of a literary text.
Keywords: Historical Reading; Literary Competence; Relationship; Theory.
References: Frederking, Volker; Meier, Christel; Brüggemann, Jörn; Gerner, Volker und Friedrich, Marcus. Literarästhetische Verstehenskompetenz – theoretische Modellierung und empirische Erforschung. In: Zeitschrift für Germanistik XXI (2011), S. 131–144. Hummelsberger, Siegfried. ‚Sachtext-Leser’ oder‚ Sach-Bearbeiter’? Wie sachdienlich ist die Rede von Sachtexten in eigener Sache?. In: Abraham, Ulf; Bremerich-Vos, Albert; Frederking, Volker und Wieler, Petra (Hrsg.): Deutschdidaktik und Deutschunterricht nach PISA. Freiburg im Breisgau 2003, S. 330-346. Meier, Christel; Henschel, Sofie; Roick, Thorsten und Frederking, Volker. Literästhetische Textverstehenskompetenz und fachliches Wissen. Möglichkeiten und Probleme domänenspezifischer Kompetenzförderung. In: Pieper, Irene (Hrsg.): Fachliches Wissen und literarisches Verstehen. Studien zu einer brisanten Relation. Frankfurt am Main 2012, S. 237–258. Rüsen, Jörn. Historik. Theorie der Geschichtswissenschaft. Köln 2013.
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White, Hayden. Auch Klio dichtet – oder die Fiktion der Faktischen. Studien zur Tropologie des historischen Diskurses. Stuttgart 1986.
David K. FarkasIn this presentation Quikscan is introduced as an online method that can be used to quickly read, summarize and understanding difficult historical texts that beginning readers cannot understand without the proper aid. Since students lack exactly such a competence of historical reading, Quikscan provides a scaffolded reading environment that helps students to read and interpret historical texts in an effective and easier way, avoiding the traditional reading experience of ‘old, dull and boring’ books.
QuikScan holds promise as a means to make widely accessible literary texts that today’s students find both challenging to read and “old, dull, and boring.” When a student understands the gist of each section of a text, reading and comprehending that section is much easier and less frustrating. Traditional alternatives are a critical introduction or annotations explaining specific stumbling blocks, but these do not fulfill the role of systematic summarization closely integrated with the full text. Freed from having to explain the literal meaning of texts, instructors can make more meaningful contributions in class.
The benefits of QuikScan to literary study can be seen in a newly completed QuikScan edition of John Ruskin’s Unto This Last, a highly influential call for social reform, first published in 1860 (quikscan.org/UTL/welcome.html). I will also demonstrate a newly created QuikScan edition of a short work of historical fiction.
The question arises whether students may read QuikScan summaries instead of the text. But QuikScan differs from SparkNotes and similar student aids insofar as it continuously invites students into the text. Furthermore, an important role of the instructor is to design instruction and evaluation that require students to carefully read the text rather than just the summaries.
QuikScan, then, is an intervention that can make literary texts accessible to a diverse body of students. Although significant effort and basic HTML skills are required to write summaries and build the QuikScan text, an authoring template saves a great deal of time. (A non-interactive version of QuikScan, suited for print or PDF, requires no technical skill.) QuikScan is an academic project, entirely in the public domain, and project members will work with authors, instructors, and researchers interested in the use of QuikScan to make literary works more accessible to students and general readers.
Finally, QuikScan is an information design strategy that employs strategically placed summaries with close integration (e.g., corresponding numbers and hyperlinking) between the summaries and the text. It was originally developed for use with professional texts, but its applicability appears to be broad. A significant body of experimental research has established that QuikScan significantly increases text recall and information-seeking within a text. In addition, QuikScan is well accepted by readers and is greatly appreciated by blind and low-vision readers (www.QuikScan.org/research).
Min, Byeonggon, Jeong, Hyeon-Seon, Kim, Jeong-Ja, Sohn, Wonsook & Chung, Hyeseung (Korea (The Republic Of)) A QUALITATIVE REVIEW ON A MODEL OF THE OUT-OF-SCHOOL LITERACY PRACTICES OF KOREAN PRIMARY SCHOOL STUDENTS: EFFECTS OF PARENTS, TEACHERS, AND STUDENTS’ CHARACTERISTICS
Context The purpose of this study is to review a model of the out-of-school literacy practices of Korean primary school students focusing on the effects of parents, teachers, and students’ characteristics. It will be helpful to gain an understanding of children’s language development and practices as well as to determine the implications of the connections between in- and out-of-school literacy practices. This purpose has been pursued for two years
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throughout our three-year research project, funded by the National Research Foundation of Korea, which began two years ago and will end in 2015. The paper would cover an overview of the first-year results of the three years of research and the model which would be dealt with in our forthcoming paper including analysis of scripts of focus group and individual interviews with research participants.
Aims and research questions The aim of the three-year research project is threefold. First, to survey cross-sectionally out-of-school literacy practices of Korean primary school students. Second, to gain an understanding of their language development and literacy practices. Finally, to investigate the implications of the connections between in- and out-of-school literacy practices. Research questions in this study are as follows: First, what are the concrete aspects of parents, teachers, and students’ characteristics as influencing factors on primary school students’ out-of-school literacy practices? Second, how do the home factors be mediated by the students’ attitudes toward literacy practices? Third, how the teacher factor makes indirect effects on students' out-of-school literacy practices by way of students' attitudes? Last but not least, what are the implications of the research results in terms of supporting primary school students’ out-of-school literacy practices?
Main theoretical backgrounds Literacy is a kind of socio-cultural practice in which people perform their identities and reflect their values and beliefs, not only the cognitive skills to read and write texts. We think that literacy is constantly changing, and is acquired through both formal and informal learning and through experiences of meaning-construction in various socio-cultural contexts. In this view, teachers need to ‘start where the child is’ and meet the child’s needs by fostering both in- and out-of-class literacy practices. Out-of-school literacy practices, the core concept of this research, can be defined as all kinds of practices in which students read, view, or write texts out of school, like at home, in the community, and among their peers. (Street, 1995; Lankshere, 1997; Barton & Hamilton, 1998; Moje, 2001, 2010; New London Group, 1996; O'Brien, 2006) In the forthcoming paper (Sohn, et al., 2015), we are going to show that the home and students' factors have statistically significant positive effects on school happiness in either direct or indirect ways, while the teacher factor has only significant indirect effects on students' out-of-school literacy in terms of students' attitudes. Also, the mediating effects of students' attitudes toward literacy are relatively stronger than the direct effects between home or teacher factors and students' out-of-school literacy. Finally, the results reveal that the home, teacher and student factors can contribute to students' out-of-school literacy regardless of students' grade, or gender.
Methodology: participants, corpus, data gathering and analysis In the first year of the study, we surveyed about 6,000 primary students, their parents, and their homeroom teachers in 13 schools which were selected considering the population. After that, we had some group focus or individual interviews with some students, their parents, and their homeroom teachers respectively. This paper would apply mainly qualitative methods to the scripts of the interviews while the full research methods used in the study include both quantitative and qualitative methods, that is, a mixed method. The qualitative approach would be implemented through content analysis by N-vivo program.
Expected main findings The results of the study would be as follows: First, family members’ and teachers’ literacy practices and interactions with the students would really make effects on the primary students’ out-of-school literacy practices. Second, the effects of the factors on the students’ out-of-school literacy practices would be mediated differently by the students’ attitude toward literacy practices? Third, teacher factor that teachers think might be different from one their student evaluate it? Last but not least, this research results would imply some directions to support primary school students’ out-of-school literacy practices?
Mokgwathi, Tsaona S. (Botswana) CODE-SWITCHING AND HOME LANGUAGE – IS THERE A LINK? A CASE OF FOUR SENIOR SECONDARY SCHOOLS IN BOTSWANA.
This paper discusses whether the teachers’ and learners’ home language has any effect on views about code-switching use in the classroom. The paper is based on a quantitative study conducted at four senior secondary
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schools in the north-eastern Botswana whose teachers and learners have diverse home languages. Their views were solicited about the use of CS in the classroom and its effect on teaching and learning. The theoretical framework of the study was derived from the Markedness Model (Myers-Scotton, 1993), the Matrix Language Frame (Myers-Scotton, 1995) and the Matrix Language Principle (Kamwangamalu, 1999) because of their interactional nature. The results were analyzed quantitatively using exploratory statistics in the form of statistical programme known as SAS version 8.2. The results showed that the teachers and learners, irrespective of home language, code-switched in the classroom yet Botswana’s Language in Education Policy states that English is the sole official Language of Instruction from the second year of primary school and throughout the entire education system. The results also showed that the teachers for whom Setswana is a home language code-switched the most, oblivious that the practice may be discriminatory to the learners for whom Setswana is not a home language. However, for the learners, home language had no significant effect on their attitude towards and use of code-switching. The study concluded that both the teachers and learners found code-switching a useful teaching and learning strategy that facilitated communication in the classroom even though it violated the Language in education policy of Botswana. One of the recommendations is that it should be appreciated that code-switching exists in the classrooms of senior secondary schools in Botswana. Therefore, ways of utilizing it should be explored bearing in mind the language diversity that exists in the school environment. Furthermore, in using it, teachers as facilitators of learning should not lose focus that the aim is to assist learners to become proficient in the target language (English) which is the official Language of Instruction.
Key words: code-switching, language of instruction, home language
References:Kamwangamalu, N. M. 1999. The state of code-switching research at the dawn of the new millennium: Focus on the global context. In: The South African Journal of Linguistics, Vol. 17 (4), pp. 256-277.
Myers-Scotton, C. 1993a. Social motivations for code-switching: Evidence from Africa. Oxford: Clarendon Press.
Myers-Scotton, C. 1993b. Duelling languages: Grammatical structure in code switching. Oxford: Clarendon Press.
Mokibelo, Eureka, B. (Botswana) MULTILINGUALISM AND MULTICULTURALISM IN THE EDUCATION SYSTEM AND SOCIETY OF BOTSWANA
This paper examines how Botswana recognises and celebrates her linguistic and cultural diversity in society as well as in the education system. At various National Celebrations such as President’s Day, National Cultural Day and National Language Day, Botswana celebrates her linguistic and cultural diversity by inviting ethnic groups from almost all regions of the society to perform cultural dances, poetry and music while the same dispensation is denied primary school learners from ethnic minority groups (Republic of Botswana, 2013). Learners are introduced to Setswana medium of instruction only which comes along with its culture and leaves out the learners’ cultures, languages and identities (Republic of Botswana, 1994). The paper uses the multiculturalism theory to benchmark teachers’ classroom practices (Kymlicka, 1995). Teachers, school management were the key participants in the study while learners’ artefacts were examined. Data were collected through open ended questionnaires and interviews and analysing documents/programmes from the Ministry of Sports, Youth and Culture responsible for National Celebrations. The findings indicate that learners are denied this linguistic and cultural diversity of their languages and cultures in the classrooms while there is evidence of celebrating culture and linguistic diversity in society. This calls for a change in perspective and attitude to extend linguistic and cultural diversity to the classrooms so that learners can become capable of shouldering responsibility of their lives and participate in the development of their country.
Keywords: multilingualism, multiculturalism, ethnic minority groups, National Celebrations.
References: Kymlicka, W. (1995). Multicultural citizenship. A liberal theory of minority rights: Oxford. Clarendon Press. Republic of Botswana, (1994). The Revised National Policy on Education. Gaborone. Government Printers.
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Republic of Botswana, (2013). The National Day Speech. Botswana Sports Youth and Culture: Gaborone.
Mokibelo, Eureka, B. & Mokgwathi, Tsaona S. (Botswana) CODE-SWITCHING: A STRATEGY FOR TEACHING AND LEARNING OR A PROBLEM?
This article discusses code-switching in selected Botswana primary schools as used as a strategy for teaching and learning. Code-switching from English (official language), to Setswana (Botswana’s national language) and vice versa, was observed in both rural and urban primary school classrooms where the language of instruction is supposed to be English in standard two and subsequent primary school levels (Republic of Botswana, 1994). Teachers are the key participants observed at different times and teaching different lessons. The Constructivism Learning Theory is used in this paper as bedrock to position both the teachers and learners practices in the theory (Hein, 1991). Data were collected using open ended questionnaires, classroom observations and interviews. The findings indicate that code-switching to Setswana to English or English to Setswana in this study was used where it was not necessary with ethnic minority learners who did not speak Setswana as a first language and where most learners were proficient and competent in English. The findings are significant in that they could help the teachers to reflect on the code switching practices they do unnecessarily and see if they benefit the learners or not and probably refrain from such. The conclusion was that code-switching becomes a problem because teachers used it to their own advantage while it disadvantaged the learners.
Keywords: code-switching, languages of instruction, rural, urban.
References: Hein, G. (1991). Constructivism Learning Theory: The museum and the needs of people. Paper presented at the CECA conference in Jerusalem. Israel. Republic of Botswana, (1994). The Revised National Policy on Education. Gaborone. Government Printers.
Molnar, Pal & Pinter, Henriett (Hungary) EVALUATING THE QUALITY OF WRITTEN KNOWLEDGE BASED ON LITERATURE IN COLLABORATIVE, INQUIRY BASED BLOG-SUPPORTED ENVIRONMENT BY THE SOLO TAXONOMY
This study investigate the quality of the knowledge created in written texts (N=81) of an undergraduate learning community in higher education context. The quality of written texts is determined by the cognitive process of written composition (Galbraith, 1999). In written compositions we can evaluate the outcome of the observed learning and the quality of the knowledge with the SOLO taxonomy (Biggs and Collis, 1982; Biggs and Tang, 2007). At schools, by using networked tools the learning communities could act as connected classes (Richardson and Mancabelli, 2011). In blog based learning environments with blogging-to-learn (Burgess, 2006) approach the learning communities could act as communities of inquiry (Garrison, Anderson, and Archer, 2000). In this context writing could be inquiry (Emig, 1977) and discovery (Galbraith, 1999;2009) process, where learners use existing resources to construct new knowledge based on the information of these resources. The students of this study are undergraduate BA university students. Most of the time they learn in traditional lectures, where they are passive listeners, and at the end of the semester they take exams by the given literature. On the contrary, in this treatment, they worked collaboratively, in writing centered, blog based learning environment. The aim of the course is to familiarize themself with the literature of the field, by active, collaborative knowledge building approach. The main research question is that what will be the quality of the texts the students wrote in blg based collaborative, technology intensive learning situation in formal university context? We evaluated the quality of the knowledge represented in the written texts with levels of the SOLO taxonomy. According to the results, the students used only up to five sources max, on average two (82%). Significant number of the authors used online texts without mention the author (74%). Small amount of the students indicated literature relevant to the main topic of the course (9%). Also, in the texts appeared mixed sources (textbooks, articles and blog posts, online texts) without the mention of the authors (15%). The quality of the literature elaboration process showed significant multistructural level (62%). There was connections between the information items of the literature, but without associations. Small amount of the texts was unistructural
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(18%). In this level the elaboration of the literature was limited only to the reproduction of the literature. Few students have completed the relational level (11%). There was some explanations of new knowledge and appeared viewpoints without change of perspectives. The texts of extended abstract level was minimal (8%), where preconceptions are embedded in the texts. The results showed that without relevant support the students struggle compositing texts based on the literature. It seems that text composition in online learning environment is difficult for undergraduate students, but students need higher order cognitive operations to elaborate the literature.
Keywords: writing to learn, CSCL, SOLO taxonomy, blogging to learning, networked learning
References: Biggs, J., and Collis, K. (1982): Evaluating the quality of learning – the SOLO Taxonomy. New York. Academic Press. Biggs, J., and Tang, C. (2007). Teaching for Quality Learning at University (Third Edition). Open University Press. Burgess, J. E. (2006). Blogging to learn, learning to blog. In Bruns, A. and Jacobs, J. S. (Eds.), Uses of Blogs. New York: Peter Lang. Emig, J. (1977). Writing as a mode of learning. College Composition and Communication, 28(2), 122–128. Galbraith, D., and Rijlaarsdam, G. (1999). Effective strategies for the teaching and learning of writing. Learning and Instruction, 9(2), 93-108. Gailbraith, D. (2009): Writing about what we know: Generating ideas in writing. In: Beard, R., Myhill, D., Riley, J. and Nystrand, M. (Eds.): The SAGE Handbook of writing development. London, Sage Publicatoins, London. 48–67. Garrison, D. R., Anderson, T., and Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. Richardson, W., and Mancabelli, R. (2011): Personal Learning Networks: Using the Power of Connections to Transform Education. Solution Tree.
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Nadel, Tammi G. (Sweden) READING MULTICULTURAL FICTION WITH UPPER SECONDARY STUDENTS: SHIFT IN PERSPECTIVE AND AESTETHIC CHALLENGES
Literature education in Sweden today faces new challenges due to a shift in curriculum (2011) as well as the fact that the students reflect an increasingly globalized world. However, teachers in Sweden rarely, if ever, introduce literature in the classroom that moves beyond the Western canon (Statens kulturråd 2004). One of the aims of literature education is to give the students opportunity to develop a deeper understanding of themselves, as well as others, through fiction (Lgr 11, Gy 11). However, previous research show that since students tend to read and interpret fiction from their own perspective and personal experience, making connections to texts from cultures very different from their own proves to be difficult (Beach 1998, Beach, Heartling & Parks 2008, Cruz, Jordan et.al. 2010, Dong 2005, Louie 2006). This on going study aims to explore and describe what strategies and tools Swedish upper secondary students need in order to read and interpret short stories from Kenya and South Africa on different levels; as windows to the world and as fictional aesthetic texts.
The study is set up with a transformative agenda as an intervention study based on a synthesis of theory (Barab and Squire 2004). A qualitative case study design was adopted with the features of being interventionist (a design set up as part of everyday school practise with the aim of improving it), collaborative (the teachers are included in the discussion of the design) and iterative. By its design the study will hopefully contribute with some insights into the teaching of multicultural fiction and possibly on a small-scale decrease the theory-practice gap in education (Degerman 2013, Reichenberg 2012). During the first cycle (spring 2014) the group of students was homogeneous, highly motivated students with similar socioeconomic and ethnic backgrounds, with a special interest in global issues, which was their school’s profile. In contrast, the students during the second cycle (autumn 2014) were from a different school, heterogeneous in all aspects and many had a
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documented reluctance to reading fiction.
The fiction chosen for the study originated from cultures that were unfamiliar for most of the students, as well as having a challenging literary form. Different short stories where used for cycle one (Kenya) and cycle two (South Africa) as a result of the practising teacher’s belief that the first text was too long and would discourage the students even before reading. The focus of analysis is the students written texts, but data includes field notes, recorded group conversations and a survey.
Preliminary results indicate that in order to connect to the texts, the students are helped by pre-reading information about the history and society of the texts they read. Also, reading strategies, such as asking questions to the text, particularly help students who are unfamiliar with reading complex fiction. The study also implies a need for the students to practise a shift in perspectives and be made aware that they, as individuals, as well as the fictional characters, are affected by their surrounding society and circumstances which in turn can explain norms, believes and actions in a specific context.
Keywords: reading, multicultural literature, interpretation, intervention study
Barab, S., & Squire, K. (2004). Design-Based Research: Putting a Stake in the Ground. (S. Barab & K. Squire, Eds.) The Journal of the Learning Sciences, 13(1), 1-14.
Beach, R. (1998). Constructing real and text worlds in responding to literature, Theory Into Practice, 37:3, 176-185. doi: 10.1080/00405849809543803
Beach, R., Thein, A.H. & Parks, D. (2007). High school students' competing social worlds: negotiating identities and allegiances in response to multicultural literature. New York, NY: Lawrence Erlbaum Associates.
Cobb, P. Confrey, J, diSessa, A., Lehrer, R and Schauble, L. (2003). Design Experiments in Educational Research, Educational Researcher, (32:1),9-13.
Cruz, G., Jordan, S. et.al. (2010). Beyond the Culture Tours. Studies in Teaching and Learning with Culturally Diverse Texts. Routledge:New York.
Degerman, P. (2012). Litteraturen, det är vad man undervisar om: det svenska litteraturdidaktiska fältet i förvandling. Diss. Åbo : Åbo Akademi, 2013. Åbo.
Dong, Ren. (2005) Taking a Cultural response approach to teaching mulitcultural literature. The English Journal, (94:3) 55-60.
Lgr 11. Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. Stockholm: Skolverket.
Gy 11. Läroplan för gymnasieskolan 2011. Stockholm: Skolverket.
Louie, Belinda Y., (2006). Simply exposing children to multicultural literature may lead to indifference, lack of understanding and even resistence. The Reading Teacher, (59:5), 438–448.
Reichenberg, M. (2012). Texter, läsförståelse och läsundervisning i Norge och Sverige - en översikt. Acta Didactica Norge, 6(3), 1-24. Retrieved from http://adno.no/index.php/adno/article/download/187/216
Statens Kulturråd (2004). Världslitteraturen i skolan - ett uppdrag från Statens Kulturråd till Barnängens världsbibliotek (Dnr 804/02-224).
Nestlog, Ewa Bergh (Sweden) CRITICAL LITERACY IN TEXT AND PRACTICE
This paper presents a secondary analysis of a classroom study conducted in two teaching practices in years 4 to 6 of compulsory school (Bergh Nestlog, in press). The aim of the classroom study was to understand pupils’ and
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teachers’ meaning making in teaching practice and in pupils’ texts. The results of that study are the basis for the secondary analysis, in which the aim is to understand the opportunities for a critical perspective on literacy that the teaching practices in the classroom study give teachers and students. There is a dearth of studies of writing practices in years 4 to 6 of Swedish compulsory school, drawing on critical literacy (Lundgren 2013a & b), which warrants further research.
The material of the classroom study consists of pupils’ written texts, and data is also collected by observations and by interviews of teachers and pupils. The classroom study draws on systemic functional linguistics (Halliday 1978) and critical discourse theory (Fairclough 1992), whereas the theoretical framework here is based on the critical literacy research approach (Street 2003). This perspective sees writing as related to social practices rather than to people’s individual abilities. Thus, Hilary Janks’ (2010) analytical model is applied, with the concepts of dominance, access, diversity and design. The secondary analysis is further discussed on the basis of Roz Ivanič’s (2004) theory of writing discourses, to deepen the understanding of how beliefs about writing and learning to write can be related to text, writing practice and critical literacy perspectives.
The main findings of the secondary analysis are that the critical literacy perspectives are manifested differently in the two classrooms. In one classroom critical literacy appears in pupils’ meaning making in the texts and in the teaching practice; the pupils take control of the texts and the teacher of the teaching practice. In the other classroom critical literacy emerges in particular when the teacher stimulates students to become active and enthusiastic participants in literacy practices in and out of school.
Keywords: critical literacy, writing discourses, upper primary school
References: Bergh Nestlog, Ewa (in press). Kritisk litteracitet i text och praktik. Meningsskapande i de mellersta skolåren. In: Ulla Damber & Berit Lundgren (ed.). Critical literacy i svensk klassrumskontext. Fairclough, Norman (1992). Discourse and Social Change. Cambridge & Oxford: Polity Press. Halliday, Michael A.K. (1978). Language as Social Semiotics. The Social Interpretation of Language and Meaning. London: Edward Arnold. Ivanič, Roz (2004). Discourses of Writing and Learning to Write. In: Language and Education 18(3). S. 220–246. Janks, Hilary (2010). Literacy and Power. London: Routledge. Lundgren, Berit (2013a). Bridging discourses in a writing classroom. In: Education Inquiry 4(2). S. 315–332. Lundgren, Berit (2013b). Exploring critical literacy in Swedish education – Introductory notes. In: Education Inquiry 4(2). S. 215–223. Street, Brian (2003). What’s “new” in New Literacy Studies? Critical approaches to literacy in theory and practice. In: Current Issues in Comparative Education 5 (2): 77–91.
Neumann, Astrid, Harjunen, Elina, Kouki, Elina, Haskel-Shaham, Irit & Alisaari, Jenni (Germany; Finland; Israel) DOES PEDAGOGY HAVE ANY IMPACT ON ORAL AND WRITING COMPETENCIES? (1/2)
SIG Research on Writing, Reading & Oracies (ROWRO) Organized by Astrid Neumann – Leuphana University of Lüneburg ([email protected]), Irit Haskel-Shaham – University of ([email protected]), Elina Harjunen – University of Helsinki ([email protected]).
This symposium focuses on written-based skills (reading and writing) and on oral-based skills (listening and speaking), and on their relationship in L1 or L2 or both. The pedagogy of oral and writing competencies in multicodal and multimodal contexts (Elbow, 2012) has a great impact on interrelationship of opportunities to learn because of support the right pedagogical codes (Bernstein, 1984). All these skills have to be acquired up to a certain ability to manage and solve real communication problems in the complex modern society in 21th century. This is shown in educational settings by the concepts of literacy, in schools by OECD definitions in worldwide PISA testing (OECD, 2001). Nevertheless, we need more research, spatially to explain how to get better results in all literate skills (Graham & Harris, 2014) and meta-analyses (Hattie, 2009) in order to bridge the gap between research and praxis. Mother tongue and culture are acquired together through anticipating in significant activities, which are
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language mediated (Snow, 1984; Tomasello, 2003). Therefor the main role of school is to strengthen students' language knowledge as well as their communicational competencies, spoken and written (Blum-Kulka, 2008). Today, teaching good writing emphasizes not only skills, but also styles and genres. Teachers and educators provide their students with tools for examining the different qualities of the language, helping them to adjust their language to a specific purpose and, most of all, to express their own voice. Language education points out the mutual relationship between speaking and writing and seeks the social-cultural source of the unique voice of each one of us. The participants will present topics, such as cognitive abilities that improve writing competence; assessment in the service of improving literacies; pedagogical and technological activities that enhance competencies; and, the writer's voice and academic writing. We will discuss how pedagogy impacts literacy and the ways by which the findings or results of our studies may be translated to pedagogical language practis in specific mother tongues. Setting The symposium includes two sessions of ninety minutes each: "language skills in praxises" and "effectiveness in language learning". Each of the four presenters will talk fifteen minutes, followed by a general discussion. Maybe, at the end we shall participate in "hands-on" workshop.
Program:
Session1: Introduction by organizers: presentation of themes and work forms Presentations by: • Chimirala & Sarigala, • Haskel-Shaham • Yagelski & Wilder
Session 2: Presentations by: • Grabowski, Becker-Mrotzek, Brinkhaus & Knopp • Phillip • Peled-Elhanan • Kouki & Alisaari • Discussion of central theses of both sessions.
Keywords: To be added.
References: Bernstein, B. & Diaz, M. (1984). Towards a theory of predagogic discource. University of London: Isnstitute of Education. Blum-Kulka, S. (2008). Developing Curriculum in L1 and L2. In: N. Nevo, & E. Olshtain, (Eds.) Hebrew in the globalization era. Jerusalem: Magnes Elbow, P. (2012). Vernacular eloquence. What Speech Can Bring to Writing. Oxford: University Press. Graham, S. & Harris, K. (2014). Conducting high quality writing intervention reseach: Twelve recommendations. Journal of Writing Research, 6(2), 89-123. Hattie, J. (2009). Visible learning. A Sythesis of over 800 meta-analyses relating to achievement. London/New York: Rotledge. OECD (2001). Knowledge and skills for life. Paris: OECD. Snow, C. E. (1984). Parent-child interaction and the development of communicative ability. In: R. Schiefelbush, & J. Pickar (Eds.), Communicative competence: Acquisition and intervention (pp. 69-107). Baltimore: University Park Press. Tomasello, M. (2003). Constructing a language. Cambridge, MA: Harvard University Press.
Uma Maheshwari ChimiralaBrief Can engaging in anticipatory listening initiate noticing and learning of task-specific features? Can
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noticing task-specific aspects enable developmental changes in oral task performance? This research paper will discuss the findings of a study that aimed at investigating the two questions and then shares strategies to build conscious listening abilities in ESL contexts.
Detailed Research into listening skills posits that listening as a source of input, input processing and output enabling skill requires the learners to psycho-linguistically navigate unidirectional, bidirectional and autodirectional modes of listening in order to engage in reflective thinking and problem-solving activities. Such studies also implicate the dire need to create instructional programmes that would enable learners develop listening as a skill to notice linguistic aspects and engage in concept learning. Consequently, researching the relationship between conscious language learning processes and the dynamic listening skills (and productive skills) has been an intriguing yet challenging. The need to explore and exploit this relationship appears pertinent in an academic context, since learners would have to engage in listening to concept-based talks in technical subjects and subsequently apply the concepts in pedagogically simulated problem-solving contexts. Subsequently, this paper explores whether learner engagement in ‘anticipatory listening’ can impact concept-learning and task specific language learning. Seventy-eight technical students participated in the study which required them to present three topic-based oral presentations. In each presentation they had to engage in pre-peer presentation anticipatory listening activity and then provide feedback and suggestions to peers in the post-peer presentation stage. After the three presentation sessions, all the participants participated in an open-ended survey and in focus group discussions. Based on the data collected through the responses on the anticipatory listening activity, the survey, the discussions and the ppts presented, the study claims that engaging in anticipatory listening can induce a relative degree of reflection and evaluation of the task expectations and task response i.e. oral presentations. Key words: Noticing, anticipatory listening, concept-learning, task-specific features
References: Wolvin, A., and C. G. Coakely (1996). Listening (5th ed.). Dubuque IA: Brown and Benchmark Publishers. Mendelsohn, David (1995). Applying learning strategies in the second/ foreign language listening comprehension. In David Mendelsohn and Joan Rubin (eds.), A Guide for the Teaching of Second Language Listening. San Diego, CA: Dominie Press, pp. 132–150. Goh, C., and T. Yusnita (2006). Metacognitive instruction in listening for young learners. ELT Journal 60(3):222–232.
Irit Haskel-ShahamMastering mother tongue is essential for any learning in all subject matters. Mastering mother tongue means being capable of using all skills (listening, speaking, reading and writing) in an appropriate way in all circumstances. In Israel (and in the world, see PISA & PIRLS) the focus is on reading comprehension and writing is a usualy neglected. Writing is a process of problem solving, and as such, it requires high order thinking competence (Elbow, 1973, 2000; Emig, 1971). In my college, students who soon will be teachers should enhance their own writing skill while preparing themselves to teach it to young children. In order to "seduce" them to confront their hesitation to write and to bring them to incorporate with the obstacles of doing it and teaching it, I developed an online course in class based on PBL (problem based learning). The changing demands of the modern world demands skills such as abstraction competence, holistic thinking, technological attitude and ability to find information, classify it, retrieve it when needed and use it. These competences cannot be taught by the traditional teaching. An active teaching-learning attitude is required, one that enable experiencing functioning in different situations. PBL teaching enables students to use knowledge in relevant and complicated situations that echo the world outside school. It brings up the importance of learning in many ways and with variance tools, like internet, interviews etc. In this course they pretend to be decision makers in a school that emphasize writing. Through the process of founding the school, interviewing children and writing a curriculum they experience the writing process, and meet different genres in their assignments as well as experiencing peer assessment and expert assessment. At the end of the course, most students' stance towards writing
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is changed, and their self-confidence is strengthened. In my lecture, I will present the course sight, the activities and will explain its variance advantages.
Elbow, P. (1973). Writing without teachers. London: Oxford U. Press. Elbow, P. (2000) Everyone Can Write. New York: Oxford U. Emig, J. (1971). The Composition Process of Twelfth Graders. IL: Urbana, NCTE
Laura Wilder & Robert P YagelskiRequired first-year writing courses in U.S. universities are intended to prepare students to write effectively across the curriculum and in other settings. These programs are sometimes also used to enhance student retention rates (White, 2001). However, whether such writing programs achieve these goals is contested (Russell, 1995; Smit, 2004). As a result, many programs collect and analyze various kinds of data to determine the impact of the instruction students receive. But few programs integrate research and professional development focused on pedagogical practices into their assessment efforts as a way to improve learning outcomes. In this session we will describe one such effort at a large public university.
In a new required first-year writing program at the State University of New York at Albany, we set out to assess the students’ writing and also to study the analytical thinking evident in the students’ texts. A random stratified sample of 10% of the 880 final papers written for the course during the 2013-2014 academic year was analyzed for the use of six cross-disciplinary analytical strategies adapted from Wolfe, Olson, and Wilder (forthcoming), such as using a theoretical framework. Results suggest that some of these strategies, which represent significant challenges for first-year students, seem to be developmental. These findings have implications for understanding the extent to which analytic skills taught in first-year courses transfer to other contexts. In this presentation, we will discuss how the results of this research informed the ongoing effort to assess student learning and improve instruction, and we will examine how the study informed instructors’ pedagogical practices.
References: Russell, D. R. (1995). Activity theory and its implications for writing instruction. In. J. Petraglia (Ed.), Reconceiving writing, rethinking writing instruction (pp. 51-77). Mahwah, NJ: Lawrence Erlbaum.
Smit, D. W. (2004). The end of composition studies. Carbondale, IL: Southern Illinois University Press.
White, E. M. (2001). Revisiting the importance of placement and basic studies. In G. McNenny and S. A. Fitzgerald (Eds.), Mainstreaming basic writers: Politics and pedagogies of assessment (pp. 19-29). Mahwah, NJ: Lawrence Erlbaum.
Wolfe, J., Olson, B., and Wilder, L. (forthcoming). Knowing what we know about writing in the disciplines: A new approach to teaching for transfer in FYC. The WAC Journal.
Neumann, Astrid, Harjunen, Elina, Kouki, Elina, Haskel-Shaham, Irit & Alisaari, Jenni (Germany; Finland; Israel) DOES PEDAGOGY HAVE ANY IMPACT ON ORAL AND WRITING COMPETENCIES? (2/2)
SIG Research on Writing, Reading & Oracies (ROWRO) Organized by Astrid Neumann – Leuphana University of Lüneburg ([email protected]), Irit Haskel-Shaham – University of Yellin ([email protected]), Elina Harjunen – University of Helsinki ([email protected]).
This symposium focuses on written-based skills (reading and writing) and on oral-based skills (listening and speaking), and on their relationship in L1 or L2 or both. The pedagogy of oral and writing competencies in multicodal and multimodal contexts (Elbow, 2012) has a great impact on interrelationship of opportunities to learn because of support the right pedagogical codes (Bernstein, 1984). All these skills have to be acquired up to a certain ability to manage and solve real communication problems in the complex modern society in 21th
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century. This is shown in educational settings by the concepts of literacy, in schools by OECD definitions in worldwide PISA testing (OECD, 2001). Nevertheless, we need more research, spatially to explain how to get better results in all literate skills (Graham & Harris, 2014) and meta-analyses (Hattie, 2009) in order to bridge the gap between research and praxis. Mother tongue and culture are acquired together through anticipating in significant activities, which are language mediated (Snow, 1984; Tomasello, 2003). Therefor the main role of school is to strengthen students' language knowledge as well as their communicational competencies, spoken and written (Blum-Kulka, 2008). Today, teaching good writing emphasizes not only skills, but also styles and genres. Teachers and educators provide their students with tools for examining the different qualities of the language, helping them to adjust their language to a specific purpose and, most of all, to express their own voice. Language education points out the mutual relationship between speaking and writing and seeks the social-cultural source of the unique voice of each one of us. The participants will present topics, such as cognitive abilities that improve writing competence; assessment in the service of improving literacies; pedagogical and technological activities that enhance competencies; and, the writer's voice and academic writing. We will discuss how pedagogy impacts literacy and the ways by which the findings or results of our studies may be translated to pedagogical language practis in specific mother tongues. Setting The symposium includes two sessions of ninety minutes each: "language skills in praxises" and "effectiveness in language learning". Each of the four presenters will talk fifteen minutes, followed by a general discussion. Maybe, at the end we shall participate in "hands-on" workshop.
Program:
Session1: Introduction by organizers: presentation of themes and work forms Presentations by: • Chimirala & Sarigala, • Haskel-Shaham • Yagelski & Wilder
Session 2: Presentations by: • Grabowski, Becker-Mrotzek, Brinkhaus & Knopp • Phillip • Peled-Elhanan • Kouki & Alisaari • Discussion of central theses of both sessions.
Keywords: To be added.
References: Bernstein, B. & Diaz, M. (1984). Towards a theory of predagogic discource. University of London: Isnstitute of Education. Blum-Kulka, S. (2008). Developing Curriculum in L1 and L2. In: N. Nevo, & E. Olshtain, (Eds.) Hebrew in the globalization era. Jerusalem: Magnes Elbow, P. (2012). Vernacular eloquence. What Speech Can Bring to Writing. Oxford: University Press. Graham, S. & Harris, K. (2014). Conducting high quality writing intervention reseach: Twelve recommendations. Journal of Writing Research, 6(2), 89-123. Hattie, J. (2009). Visible learning. A Sythesis of over 800 meta-analyses relating to achievement. London/New York: Rotledge. OECD (2001). Knowledge and skills for life. Paris: OECD. Snow, C. E. (1984). Parent-child interaction and the development of communicative ability. In: R. Schiefelbush, & J. Pickar (Eds.), Communicative competence: Acquisition and intervention (pp. 69-107). Baltimore: University Park Press. Tomasello, M. (2003). Constructing a language. Cambridge, MA: Harvard University Press.
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Elina Kouki & Jenni AlisaariPresenting authors: Elina Kouki & Jenni Alisaari, Department of Teacher Education, University of Turku, Finland
The aim of this study is to discuss the controversial concept of voice (Stapleton, 2002; Zhao 2012) by investigating the role of informal writing on an academic second language (L2) writing course conducted for migrant postgraduate student teachers’ (n=13) through e-mail. As a hypothesis, we assumed that the informal nature of e-mail correspondence and the supervisors’ (n=2) possibility to give focused individual written feedback by e-mail motivated the students to express their own voice (own thoughts and opinions) overtly in their writing tasks during the course and in their academic essays in the end of the course. In the beginning of the correspondence, the students discussed everyday topics with their supervisors, e.g. their background and own experiences of learning in their home countries and later in Finland. Step by step, the students were guided to study specific outlines and conventions of academic writing through multifaceted academic texts and writing tasks. In the end of the correspondence, they were supposed to write an academic essay. In data-analysis of the e-mail correspondence, the Voice Intensity Rate Scale by Helms-Park and Stapleton (2003) was used to investigate the four components of student teachers’ own voice: assertiveness (intensifiers and hedges); self-identification; reiteration of central points; and authorial presence (autonomy of thought). In this study, these components were scaled to four categories (strong; mediocre; weak; non-existent) in accordance to their incidences. According to the data, the authorial presence and the usage of intensifiers and self-identifications were strong or mediocre in all those writing tasks which were composed before the final essays. The first-person expressions (Ivanič & Camps, 2001) as the articulation of self-identification were strong or mediocre in 96.5% of the tasks. In 58.3% of the final essays, self-identifications were in explicit relation to the amount of intensifiers. The incidences of intensifiers were still strong or mediocre in 76.9%, and first-person expressions strong in 30.8%, mediocre in 46.2% and weak in 23.1% of those essays. Reiteration of central points was indicated strong in 84.6% and authorial presence in 46.2% of the essays. In 30.8% of the essays, the amount of linguistic intensifiers and hedges was at the same level. The usage of intensifiers, first-person expressions, reiterations of central points and the articulation of authorial presence seemed to be in relation to the given grades of the essays: the best grades were given to those essays which articulated strong personal engagement. These findings suggest that the L2 students are capable to convincing academic argumentation in a supportive learning environment, even though they are not yet accustomed to the conventions and tradition of Finnish academic writing which often tends to appreciate objectivity, e.g. avoiding of intensifiers and first person expressions. Informal e-mail correspondence as a possibility to articulate own voice motivated the L2 students to make their own arguments and to develop their academic L2 writing skills. Consequently, the concept of voice seems still to be productive in creating motivating learning environments and reasonable assessment outlines, also in multifaceted digital contexts.
Keywords: second language learning, academic L2 writing, voice
References: Helms-Park, R. & Stapleton, P. (2003). Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications. Journal of Second Language Writing, 12, 245–265, Ivanič, R. & Camps, D. (2001) I am how I sound. Voice as self-representation in L2 writing. Journal of Second Language Writing, 10(1–2), 3–33. Stapleton, P. (2002). Critiquing voice as a viable pedagogical tool in L2 writing: Returning the spotlight to ideas. Journal of Second Language Writing, 11(3), 177–190. Zhao, C. G. (2012). Measuring authorial voice strength in L2 argumentative writing: The development and validation of an analytic rubric. Language Testing, 30(2), 201–230.
Joachim Grabowski & Moti BrinkhausAuthors: Joachim Grabowski: 1, Michael Becker-Mrotzek: 2, Moti Brinkhaus: 1 & Matthias Knopp: 2 1) Leibniz University Hanover 2) University of Cologne
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We will report on the sequential steps, and the respective results, of an interdisciplinary six-year research project aimed at studying the role of cognitive and linguistic subcomponents of writing competence. From a theoretical review, the abilities of perspective taking, establishing coherence, and having good vocabulary turned out to be good candidates for the prediction of text quality (assessed across three different genres). In a first correlational study (n = 277) on 5th and 9th graders of three different school types, we showed that text quality can be predicted up to some 50 per cent of explained variance by perspective taking and coherence abilites (while vocabulary appears to play a more complicated role). Based on these empirical interrelations, we developed the teaching materials (11 didactical units) for an intervention program for German classes in 5th and 9th grade in which writing competence is trained by the regular teachers. The corresponding intervention study comprises 24 classes (intervention and control; some 600 students) with competence assessments before, after, and half a year after the intervention. Given the topic of the symposium, we will describe and discuss our research under the following aspects: (a) What do cognitive (i.e. pre-linguistic) and linguistic skills contribute to writing competence, and which tasks allow good indications of the respective abilities? (b) What is the methodological rationale behind the succession of a correlational and an intervention study? (c) How can writing competence, particularly for students with linguistic migration background, be improved through a training of the relevant cognitive abilities? (d) And finally: Does writing competence improve at all? The focus of the presentation will be on the methodological and strategical aspects of the research program. Moreover, results for 5th grade intervention will be available at the time of the conference.
Becker-Mrotzek, M., Grabowski, J., Jost, J., Knopp, M. & Linnemann, M. (2014). Adressatenorientierung und Kohärenzherstellung im Text. Zum Zusammenhang kognitiver und schriftlich realisierter Teilkomponenten von Schreibkompetenz. Didaktik Deutsch, 37, 21–43. Grabowski, J., Becker-Mrotzek, M., Knopp, M., Jost, J. & Weinzierl, C. (2014). Comparing and combining different approaches to the assessment of text quality. In D. Knorr, C. Heine & J. Engberg (Eds.), Methods in writing process research (pp. 147–165). Frankfurt/M.: Lang. Graham, S. E. & Harris, K. R. (2014). Conduction high quality writing intervention research: Twelve recommendations. Journal of Writing Research, 6, 89–123.
Maik PhilippSince Hattie’s seminal book “Visible Learning” has been published, nowadays researchers from all over the world are interested in effective instruction more than ever. Unfortunately, research on effective writing instruction is not as prominent as research in other domains like reading. However, there are so many single interventions published, that even in a less prominent research area like writing research it becomes hard to get an overview of what really works and how well it works. One way to deal with so many existing data is conducting meta-analyses. Such analyses aim for finding original studies and calculating mean effect sizes in order to clarify the evidence or effectiveness of writing instruction approaches. Especially a research team around Steve Graham has conducted several meta-analyses (about two dozen until today, e. g. Graham, Harris & Santangelo, in press; Graham, Hebert & Harris, in press; Graham & Perin, 2007), which can serve as clues for writing classroom activities. The meta-analyses clearly show that some practices (e. g. strategy instruction) are more effective than others (e. g. study of text models). That is, there are hints for more or less effective impacts on the text quality of texts written by students. It is important to know what works, because this knowledge enables teachers and teacher educators to choose wisely what they do and instruct. The aim of the talk is to provide an overview about current meta-analytical evidence. This overview will be accompanied by a systematic framing of instructional practices that either address transcription or demanding processes like planning and revising or help to relieve the writing processes.
References:Graham, S., Harris, K. R. & Santangelo, T. (in press). Research-Based Writing Practices and the Common Core: Meta-Analysis and Meta-Synthesis. The Elementary School Journal. Graham, S., Hebert, M. & Harris, K. R. (in press). Formative Assessment and Writing: A Meta-Analysis. The Elementary School Journal.
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Graham, S. & Perin, D. (2007). A Meta-Analysis of Writing Instruction for Adolescent Students. Journal of Educational Psychology, 99 (3), 445-476.
nurit elhanan-peledTwo distinct pedagogies are active in education today: learning as design and learning as competence. Because learning as competence is the dominant one, we shall explore the other possibility - learning as design - and its products. In learning as design the proof of learning is a text designed by the learner and constructed with all the semiotic means she has at her disposal. This text is the proof of her interests, her focus and the interpretation she makes of school-prompts. The result is usually a multimodal text in mixed-genres. The paper examines multimodal texts produced by children from pre-school to 6th grade, who were given the freedom to design their own texts. It studies the different modes children use both in free writing and in school assignments, both in literacy and in science. The texts are all part of the regular class work and were collected from various pre-school and school classes over the last four years (2010-2014). Some of the scientific texts were taken from a similar study completed in 2002, which observed the regular work of a 6th grade science class for a period of three months. Texts that are part of the routine class work shed light on the nature of prompts given at school and the pedagogy behind them, and on children's interpretation of these prompts, which attests to their interests, their semiotic decisions and their learning. The chapter focuses on three main issues in children's multimodal texts: 1. the division of labor between the verbal and the visual parts. 2. Children's multimodal paths to scientific literacy 3. The question of assessment and teachers' recognition of children's semiotic work. The paper shows that when given a chance to design their texts, children’s literacy develops multimodality. It argues that multimodal texts must be read as whole semiotic units in order to grasp their full meaning, and suggests that curtailing the multimodal development of text production by requiring verbal texts only may weaken children's capacity to express their ideas fully and engagingly. It also argues that in this pedagogy new ways of reading children's texts and assessing them is needed. Teacher must look at children's text though multimodal "lenses" and assess each text according to what it reveals of the child's interest, focus and interpretation through semiotic means.
References:Kress Gunther 2013. Recognizing learning: a perspective from a social semiotic theory of multimodality . in: de Saint-Georges, I. and Weber, J. eds Multilingualism and Multimodality. Current challenges for Educational Studies. Rotterdam: Sense Publishers, pp 119-132. Kress Gunther: ‘Design: the rhetorical work of shaping the semiotic world’ Pre-print of chapter to appear in Archer, A. and Newfield, D. (in press) Multimodal Approaches to Research and Pedagogy: Recognition, Resources, and Access. London: Routledge Peled-Elhanan Nurit (in Press): Writing as Design – multimodal writing of children from pre-school to 6th grade. To be published in: Archer, Arlene, and Esther Breuer (eds.) 2015, to appear. Multimodality in Higher Education. In Gert Rijlaarsdam (Series Ed.), Studies in Writing. Leiden, The Netherlands: Brill.
Niesporek-Szamburska, Bernadeta (Poland) FROM MOTIVATION TO TEXT-CREATING COMPETENCE OF 9- AND 10-YEAR-OLDS WHEN WRITING FAIRY TALES
This research refers to those studies of the school discourse, where it is considered that the shape of the school/classroom discourse (context, interactions in which knowledge and skills are constructed, and above all motivational situation) has an impact on the student's language skills, including its text-creating competence. The study, which confirmed the existence of such compounds, was held in the 4 groups of 9–10-year-olds (including 111 children, whose competence in writing teachers identified as „weak” and „medium”). Description and conclusions of the research are the content of the study. I made an attempt to determine the children’s level of text-creating competence according to fairy tales texts which were written by them. I considered the genre itself as appealing to a child audience: the construction of the world presented and the main character make the reception easier, stimulate the imagination, and at the
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same time allow students to refer described events to their own experience. Using neurodydactic achievments I assumed that the method I used for examining – when the children acted as writers – was also motivating. That was the writing practice method of Dyduchowa, based on the free text technique of Freinet. While studying children text-creating competence I analysed the ways of implementation of fairy tales’ text pattern (the children were already familiar with the distinguishing features of fairy tale mainly thanks to their reading experiences). During analysis I considered implementation of: 1. the structure of texts (the composition, signals of the delimitation, elements of the frame – the beginning and the ending, the text segmentation, metatext). 2. pragmatic background, that is: the purpose of the text, the sender, the recipient and the transmitting-receiving relations; 3. the cognitive aspect: thematic cohesion, a system of values (in relation to the value system in fairy tales). 4. chosen linguistic and stylistic features of the text. Finally, according to the results of studies the research shows, how does the creative writing, anchored in a circle of well-known and attractive species and interesting technique, help to overcome barriers of metaliterariness of text and its stylistic determinants.
Keywords: text-creating competence, motivation, writing practice method, creative writing, a fairy tale.
References: Adamczykowa Z., 2004: Literatura dla dzieci. Funkcje – kategorie – gatunki. [Literature for children. Function – categories – genres.] Warszawa. Duszak A., 1998: Tekst, dyskurs, komunikacja międzykulturowa. [Text, discourse, intercultural communication].Warszawa. Dyduchowa A., 1988: Metody kształcenia sprawności językowej uczniów. [Methods of students’ language skills training]. Kraków. Ługowska J., 1981: Ludowa bajka magiczna jako tworzywo literatury. [Folk fairy tale as a material of literature]. Wrocław. MacLusky J., Cox R., 2011: Teaching creative writing in the primary school. Open University Press. Nystrand M., Wu L., Gamoran A., Zeiser S., Long D., 2003: Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. “Discourse Processes, no 35, p. 135-196. Spitzer M., 2007: Jak się uczy mózg? [How the brain learns?] Warszawa. Tabisz A., 2006: Kompetencja tekstotwórcza uczniów na przykładzie rozprawki. [Text-creating competence of students on the example of essay]. Opole. van Dijk T.A., 1997: Discourse as structure and process. Discourse studies: A multidisciplinary introduction. V. 1. London. van Dijk T.A., Kintsch W., 1983: Strategies of discourse comprehension. New York. Żylińska M., 2013: Neurodydaktyka. Nauczanie i uczenie się przyjazne mózgowi. [Neurodidactics. Brain friendly teaching and learning]. Toruń.
Nilson, Eva I (Sweden) LITERARY READING AND IDENTITY IN NATIONAL EXAMINATIONS
My thesis is about reading and writing as a forum for displaying identity within the school subject of Swedish. Identity is a central concept in the curriculum, which states that the student will strengthen his/her individual and cultural identity through language and different media (Skolverket 1994, 2011). In my licentiate thesis from 2012 I examined how the student writes about himself/herself in national examinations (Nilson 2012). The study focused on how the students build their stories dramaturgically (Labov 1972) and what kind of self-categorization they use (Benwell & Stokoe 2006), in order to satisfy the school context. The second part of my dissertation project will focus on literary reading. The study analyses the assessment of literary reading through a historical perspective on national examinations, from 1968 and onward. What constancies can we see in the examinations and what has changed over time? The project is situated within a discourse analytical framework (Foucault 1971/1993). The licentiate thesis used methods mainly from narrative analysis with the life story in focus (Linde 1993), and established links to a social and historical context (Cameron 2000, Giddens 1997/2008, Foucault 1974/1987). The continuation of the study has the same framework, but literary reading here is analysed primarily on how reading literature and literary skills are requested in the national examinations. Also, how the assignments invite the student to enter into
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dialogues with different subject positions (Skei 1997, Davies & Harré 1990, Harré & Van Langenhove 1991), is analysed. The preliminary results from my second study indicate that the reading of literary texts requires a technical analytical reading (Mehrstam 2009), focusing on the idea that the student must enter into dialogue with the author's subject, especially in the tests from the 1970’s and 1980’s. Also, as the tests are organised thematically, the theme provides a guideline in how both the texts and the world can be understood through reading literature, by way of the presentation of the assignment. In the later tests, from the 1990’s and 2000’s, what is required is mainly a valuation of the literary text. In the more recent tests, from 2011 and onwards, reading of literature is tested with a clear focus on technical analytical readings again, but this time as a test of reading comprehension.
Keywords: identity construction, subject positions, literary reading
References: Cameron, Deborah. 2000. Good to talk? London: Sage Publication. Davies, Bronwyn & Harré, Rom. 1990. ”Positioning: The Discursive Production of Selves” In Journal for the Theory of Social Behaviour 20, 43-63. Foucault, Michel. 1971/1993. Diskursens ordning. (The Order of Things). Stockholm/Stehag: Brutus Östlings Bokförlag. Foucault, Michel. 1974/1987. Övervakning och straff. (Discipline and Punish). Stockholm/Stehag: Brutus Östlings Bokförlag. Giddens, Anthony. 1997/2008. Modernitet och självidentitet. Självet och samhället i den senmoderna epoken. (Modernity and Self-Identity: Self and Society in the Late Modern Age). Göteborg: Daidalos. Harré, Rom & Van Langenhove, Luk. 1991. ”Varieties of Positioning” In Journal of the Theory of Social Behaviour 21, 393-407. Labov, William. 1972. Language in the Inner City. Studies in the Black English Vernacular. Philadelphia: University of Pennsylvania Press. Linde, Charlotte. 1993. Life stories. The creation of coherence. New York: Oxford University Press. Mehrstam, Christian. 2009. Textteori för läsforskare. Göteborg: Göteborgs Universitet. Institutionen för Litteratur, Idéhistoria och Religion. Nilson, Eva. 2012. Skrivande som identitetsskapande aktivitet i skolan- innehåll och begränsningar. (Students’ writing as identity construction in a school context- content and limitations). Institutionen för språkdidaktik. Stockholms universitet. Skei,H Hans. 1997. Subjekt i skrift In Den moderna litteraturteorin. (Subject in Writing In The modern literary Theory). Ed. Melberg Arne. u.o: Dejavu. Skolverket, Läroplaner i svenska. 1994, 2011. (The National Agency for Education, Curriculum for the upper secondary school.
Noh, Jayeon & Ko, Jeong Hee (country unknown) CRITICAL LITERACY: AN APPROACH TO NATIONAL IDENTITY AND LITERARY EDUCATION
Critical literacy: An approach to national identity and literary education
Traditionally, Korean literary education has emphasized uniqueness and national unity. However, as national unity dissolves, the logic of nationalism loses its legitimacy and can no longer resolve students’identity problems. The purpose of this article isto propose a new paths for L1 literary education in this context. Alternatives to the logic of nationalism include education on multiculturalism and global citizenship. However, the problem in Korea eludes a simple solution. Korea has been in a state of truce since 1953, continuously preparing for unification. The logic of nationalism cannot simply be erased, as it emphasizes the duty of unification.
Indeed, this situation is not limited to Korea. The notions of difference and unity are not dichotomous but have wide spectra. Categories of people in such societies include diaspora, immigrants, migrants, and naturalized citizens. Such variety makes it difficult to find a means of literary education appropriate for every student in public education, a problem in many countries seeking to integrate the nation and simultaneously cultivate global citizens.
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Critical literacy may offer a viable alternative, as it brings the issue to students’ attention, making literacy a matter of ideology. This allows students to develop their own objective and independent point of view. Critical literacy education here by acts as a medium to realize the ideals of multiculturalism and cosmopolitanism, avoiding treating matters like ‘nation’ and ‘race’ by rote.
Two issues require investigation, the first being the matter of the literary canon. The boundaries of ‘race’have blurred as members of the nation become more varied. The position of the traditional literary canon promoting national identity has faltered, and new principles for its composition are required. The second issue concerns students’ intersubjective points of view on literary works. Students need to see literary works as cultural phenomena, and to approach them with an individual and contemporary perspective. When individual perspectives are guaranteed and valued, literary experiences feed back to students’ own reflections on identity. Both of these issues may be resolved within a critical literacy approach to literary education.
To address these matters, this research will investigate the theories of nationalism and multiculturalism. Though conflict seems to exist between these ideologies, they have various subtypes. The possibility of harmonizing them depends on what kinds of nationalism or multiculturalism we consider. Therefore, this research will review the content of high school literary textbooks from recent curriculums(2011). There have been critical discussions on the work-oriented literary cannon of Korean writers. Thus, there are not only 'traditional' Korean writers’ works now, but also the works of immigrants, migrants and naturalised citizens. Through this review, we will determine the significance and limitations of this new material according to former theoretical investigations. Lastly, this research will design a class and acquire critical reviews written by high school students. In particular, this research will observe students’ reactions to the literary work and how they link the results to national identity formation. This study will employ an inductive research method to classify the reactions and a qualitative research method, such as individual interviews, to examine the process of students’ identity formation.
Key word: critical literacy, national identity, literary cannon, multiculturalism, nationalism
References: Antony D. Smith, Nationalism, polity Press: Cambidge, 2010. Apple, M., Education and Power, 2nd edn. New York: Routledge, 1995. Apple, M.,Education the "Right" Way: Markets, Standards, God, and Inequality. New York. Routledge Falmer, 2001. Bourdieu, P., Language and Symbolic Power, Oxford University Press, 1991. David Brown, Contemporary nationalism: Civic, Ethnocultural, and Multicultural Politics, Routledge, 2000. ElieKedourie, nationalism, Oxford and Cambridge, 2012. Freire, P. and MAcedo, D., Literacy: Reading the Word and the World, Bergin and Garvey. 1987. Gee, J. P. Social Linguistics and Literacies:ideology in Discourses, Falmer Press, 1990. Giroux, Henry, Teachers as Intellectuals: Toward a Critical Pedagogy of Learning, Granby, MA:Birgen&Garvey Publishers, Inc., 1988. Gustavo Guerra, Identity, aesthetics, object, The Journal of Aesthetic Education, Volume 40, Number 4, Winter 2006. Gutierrez, K. D., Baquedano P., & Tejeda, C., Rethinking diversity - Hybridity and hybrid language practices in the third space, (Online source) 1999. Gutiérrez, K. D., Developing a sociocritical literacy in the third space, (Online source) 2008. Harris &Hodges(eds), The Literacy Dictionary, NCTE, 1995. Harry S.Broudy, Cultural literacy and general education, Journal of Aesthetic Education, Vol. 24, No. 1, Special Issue: Cultural Literacy andArts Education (Spring, 1990 Hirsch, E.D.,Cultural Literacy: What Every American Needs to Know. New York: Vintage Books, 1988. Ian Barnard, The Difficulties of Teaching Non-Western Literature in the United States, Radical Teacher, Number 87, Spring 2010. Lankshear, Conlin, Changing literacies, Open University Press, 1990. Lankshear, Conlin, Changing literacies, Open University Press, 1990. MNathan Glazer, We are all Multiculturalists Now, Harvard University Press, 1998 Provenzo, Eugene F. Jr, Critical Literacy: What Every American Ought to Know, Paradigm Publishers, 2005. Provenzo, Eugene F. Jr, Critical Literacy: What Every American Ought to Know, Paradigm Publishers, 2005.
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Purves, Alan C., Encyclopedia of English Studies and Language Arts, New York : Scholastic, 1994 Unesco, The Plurality of Literacy and its Implications for Policies and Programmers, UNESCO Education Sector, 2004. Walter H. Clark, Jr., Literature, Education, and Cultural literacy, Journal of Aesthetic Education, Vol. 24, No. 1, Special Issue: Cultural Literacy andArts Education, Spring, 1990. Will Kymlicka, Contemporary political Philosophy,Oxford University Press, 2002. Will Kymlicka, Multicultural citizenship, Oxford University press Inc., 1995
Nordlund, Anna (Sweden) LITERARY ANALYSIS AS A TOOL TO SUPPORT CHILDREN’S TEXT MAKING IN EARLY SCHOOL YEARS
In my contribution I will argue that education in different literary modes deriving from the main literary genres poetry, fiction and plays should be more prominent in mother tongue primary education in writing, both as tools to support young children’s own text production, and as means to develop a meta-language about text-production and interpretation focusing on how function, form and content interact. By close readings of children’s writing development my research paper will show how literary analysis of children’s texts could contribute to ways of extending children’s repertoire of text production in early school years, and also help teachers develop a meta-language that enables discussion with children on how function, form and content interact in text production, and form a reader’s understanding of a text. My research derives from a belief that young children need to get access to literary competence to be able to share a meaningful language about reading and writing. The prerequisite for this is that teachers are part of an interpretive community and thus share a meta-language to discuss literary modes in texts. The empirical material of primary school text production presented in my paper derive from a corpus of approximately 700 texts written in primary school in Sweden and collected in the ongoing research project “Function, content, and form in interaction. Student’s text making in early school years” at Uppsala university.
Keywords: Primary education, close reading, text production
References: Culler, J. (2002). Structuralist Poetics: Structuralism, Linguistics, and the Study of Literature. London: Routledge. Hedeboe, B. (2009). "Emergence of evaluative stance. Tracing primary school children's development in story writing. Journal of Applied Linguistics. Vol. 6.1, 2009, pp. 23-44. Hellspong, L. & Ledin, P. (1997). Vägar genom texten: handbok i brukstextanalys. Lund: Studentlitteratur Liberg, C., Espmark, L. Wiksten, J. & Bütler, I. (1997) Upplevelsepresenterande, händelsetecknande, berättande och språkinlärning. RUUL (Reports from Uppsala University Linguistics) 31. Uppsala university: Department of Linguistics. Pramling Samuelsson, I. Niklas Pramling. (2010). Stockholm: Norstedts. Skoog, M. (2012) Skriftspråkande i förskoleklass och årskurs 1. Örebro Studies in Education 33. Örebro University. Wolf, L. (2004). Till dig en blå tussilago. Att läsa och skriva lyrik i skolan. Lund: Studentlitteratur.
Norlund, Anita (Sweden) FOUR WAYS OF EXPRESSING DIFFERENCES OF OPINION INSIDE THE CLASSROOM
Keywords: classroom discourse, debate, agonism
Although much research has previously addressed elements of classroom discourse and the practices of pupils’ debate and discussion, I argue there is a need to expand the framework for analysing the forms of such oral classroom activities, particularly regarding expressions of differences in opinion. Commonly applied analytical tools generally recognize just two forms, adversarial and deliberative (see Durkin, 2008; Jerome & Algarra, 2005). By operationalising a conceptual set of categories defining how differences in opinion are expressed within the classroom, I show that this is too narrow. A third form (agonistic) can be recognized based on Chantal Mouffe’s theory of democracy and politics, and another relativistic form that I call poststructuralist. Thus, in my presentation I propose an analytical framework with a set of four forms to address the nature of
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debate. Each form encompasses a particular view of conflicts, relations between the participants and probably linguistic characteristics.
In order to operationalise and discriminate between the three Mouffeian analytical categories, I give empirically grounded examples from authentic debates. Some of this material was collected as part of my own research project. These are recordings of debates I was invited to observe as a researcher after an initial teacher survey. The data output includes audio recorded debates and teacher interviews conducted in connection with the debates. All audio recordings were gathered from schools in communities lacking an academic tradition, whose members have historically had industrial jobs, for example in the textile industry. Additional material is a classroom extract, gathered from a doctoral thesis, recorded in an urban vocationally-oriented upper secondary school, attracting mainly boys.
I address the variety of expressions of differences of opinions, and their operationalisation and juxtaposition. A further step is to accommodate criticism that has been directed towards concepts of the forms, not only as expressed by Mouffe, but also as they have been expressed in my own previous didactically and sociologically oriented research (see for instance Norlund, 2013).
Throughout my presentation I will operationalise and juxtapose a conceptual set of forms or categories of debates, their representations in the classroom, and their potential pros and cons. My presentation hopefully offers new perspectives and a theoretical approach for addressing oral classroom practices by extending the spectrum of recognized forms to four and identifying the characteristics of each form.
Durkin. Kathy. (2008). The Middle Way: East Asian Master’s Students’ Perceptions of Critical Argumentation in U. K. Universities. Journal of Studies in International Education. 12(1), 38-55.
Jerome, Lee & Algarra, Bhavini. (2005). Debating debating: a reflection on the place of debate within secondary schools. The Curriculum Journal 16(4), 493-508.
Mouffe, Chantal. (2005). On the Political. Thinking in Action. Routledge. Abingdon, UK.
Norlund, Anita. (2013).”Varför tycker du man ska ha dödsstraff, då?” Ett sociologisk-didaktiskt redskap för studier av klassrumsdebatter. Educare. 2013:1, 41-67.
Nygard, Arne Olav, Husebø, Dag & Igland, Mari-Ann (Norway) GOING DIGITAL: TRANSITIONAL LITERACY PRACTICES IN SECONDARY SCHOOL CLASSROOMS
What will digitalisation of schools bring about? Finding an answer to this question preoccupies agents at all educational levels at a point in time when many schools are at a technological crossroads.
Response in digitalised classrooms is an ethnographically oriented research project funded by the Norwegian Research Council´s educational program FINNUT. It is carried out in cooperation with a Norwegian municipality, which has decided that all pupils in lower secondary schools (grades 8–10) are to have their own laptops over an implementation period of two years, starting with the new eight graders in August 2014. This decision is motivated by a firm optimistic belief that new technology will contribute positively towards the further enhancement of central school values. In the municipality´s draft for an ICT-strategy this is explicitly formulated as an ambition to shift the focus of classroom practices from reproduction to more active production of meaning. This is in accordance with the Knowledge Promotion Reform in Norwegian schools, which underscores the importance of learners´ active engagement and participation in relation to five key competencies in and across all school subjects.
In the proposed symposium the researchers - Mari-Ann Igland, Dag Husebø, Atle Skaftun, Arne Olav Nygard, Sture Nome, Ingrid Nielsen, Toril F. Hoem - will present and discuss four successive papers: 1) The overarching theoretical and methodological frame of the Response-project, and 2)–4) Findings from each of the three schools during the first year of study, based on analyses of field notes from classroom observations, interviews with teachers (and school owners), and texts used, talked about, read or written during teaching processes. Special attention will be paid to literacy events that are clearly related to the new digital classroom reality.
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Examples of such events will be described and discussed, and we will suggest transitional practices as a useful category, both for the understanding of observed events, and for the planning of further digitalization of everyday life in schools.
Discussant: Nikolaj F. Elf
Keywords: response, dialogue, digitalisation, literacy practices, lower secondary school.
Mari-Ann IglandTo study digitalisation as a process of change at school- and classroom level, the project´s researchers will follow all classes starting at the cooperating municipality´s three schools in August 2014 through lower secondary school. The project´s short name – Response – is on the one hand hinting at text based literacy practices as the main focus of the field work, where literacy events, including oral communication, writing, reading and the use of digital tools, are studied with a keen eye for the interplay between subject orientation and technology. On the other hand, Response is a name that points at dialogism as a theoretical foundation and framework for understanding educational core values like in-depth learning, and student engagement. Response and dialogue in this sense is not a tecnical issue, but rather a matter of the context sensitive eventness in meetings between teachers and pupils. The first paper will present this theoretical framework in greater detail and outline the case design of the Response project.
Arne Olav NygardThe City Centre School is the largest of the three schools in the study, with 700 students from grades 1 to 10, with between three and five parallel classes. The City Centre School has an important role in the municipality as a pioneer school when it comes to systematically implementing one portable computer per student, and much of what has become the municipality’s ICT strategy comes from initiatives from this school. A team of three researches are split across the tree parallel 8th grade classes, studying literacy practices in the classrooms by observing and taking pictures across most lessons during the day. In one of the classes we are starting to observe more closely a particular project in the discipline Religious and Ethical Education, where the teacher implements the computer game Minecraft, a “sandbox” or “open world” type computer game allowing users to construct and interact within worlds, in conjunction with mind mapping software. The class does not use a textbook in this discipline; they gather and organize sources digitally. The paper will focus on how the students use technologies such as Minecraft and mindmapping software to organize and present knowledge in the discipline.
Dag HusebøThe North East School is a 1-10 grade school with approximately 600 pupils and two classes on every grade level. The school has a clear policy keeping all pupils together in all lessons despite potential special need issues. The consequence of this inclusive pedagogical policy for the eighth grade investigated here, is that most of the time at least two teachers are collaborating in planning, conducting and evaluating the teaching going on. There has been a recent change in the leadership at the school and there is also a generation shift going on among the teacher staff. The teachers in the eight grade are in their late twenties, mostly women. They have had few previous experiences of thinking and practicing along with the use of digital tools. At the outset of the field work (autumn 2014) the research team rarely observed incidents where digital tools were consciously used while working with response neither to texts nor in classroom events. Searching for new ways of practicing has, however, lead the teachers to develop new creative ways of working, also collaborating with the pupils in this respect. Findings indicate that the pupils’ discursive response has influenced the teachers practice in this respect, vice versa, that trying out new ways of teaching has influenced the way the pupils study.
Mari-Ann IglandThe South East School is a rather small school with approximately 30 pupils at every grade level (grade 1-10), divided into two small classes. There was neither any active ICT-strategy at school level, nor any single digital pioneers before the decision of going digital was made. In the process of recruiting a new principal, this background story was an important factor. The principal is in his
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thirties, with a background partly from teaching and partly from ICT-work in a neighbouring municipality. In this context two researchers are exploring the literacy practices in two 8th grade classrooms as participant observers. The team has started out with a broad and detached approach sitting in with the class through whole school days, and are currently progressing towards more in-depth study of specific subjects and projects. Preliminary results suggest that transitional practices is a perspective that sheds meaningful light on events related to infrastructure as well as the use of digital tools in meaning making processes. The paper will present examples of such events and focus on the use of digital commentary functionality for teacher-and-peer response to pupils' texts.
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Oja, Outi K., Ahonen, Eeva Kaarina & Vaittinen, Pirjo Helena (Finland) LOCAL AND GLOBAL ACTS OF READING MULTICULTURAL FICTION
Think globally, act locally is a slogan of the Nordic Countries of Scandinavia, including Iceland and Finland. The concept of ‘multicultural’ is used covering both ‘the ethnic’ and the cultural and language issues in the world of the fiction, and in the production and reception of the books. The multitude of intersecting ethnic, cultural, political and gendered identities is a phenomenon of today. And the concept used, is ‘the cultural diversity’.
The minorities in Sweden and Finland, however, have their historical roots from the 16th century on, and the relations can be seen through the theories of Postcolonialism, the uses of power and knowledge. The attitudes and atmospheres, and relating frames for the interpretations of literature, change slowly. It is important to explore how ‘ethnic’ identities are constructed and reconstructed, internally and externally.
A selection of multicultural books was listed for 9th-graders in a school-class in Tampere, Finland, and one Finnish school-class in Stockholm, Sweden. During the discussions in a mutual virtual learning environment via the Internet, the participants made a presentation of their choice, an analysis of the novel, and of their literary reading process. Later on, they wrote about how important it would be in the future to have contacts with young people in other countries via the Internet in the school environment. The statements are explored in this paper in the frame of the fiction reading process as negotiations for meaning, especially with the contribution given by peer readers in the other country. The focus is on the documentation and discussion of the sensitivity to the cultural and language problems of the fictitious persons in the frame of text comprehension and interpretation.
The difference of the situations of pupils is mirroring in their readings, and in the conversation. Better tools for learners and instructors may be found in the strategies of negotiations, uses of background material, and the stories of the young participants, too, to advance towards treasuring up the global and local cultural and linguistic diversity.
Keywords: literary reading; multicultural literature; cultural diversity; integration in instruction
References: Bennett, Milton J, Towards ethnorelativism: A developmental model of intercultural sensitivity (revised). In R. M. Paige (Ed.), Education for the Intercultural Experience. Yarmouth, Me: Intercultural Press 1993. Dressel, Janice Hartwick, Personal response and social responsibility: Responses of middle school students to multicultural literature. The Reading Teacher, vol 58, no.8, May 2005, 750–764. Dressel, Janice Hartwick, Teaching and Learning About Multicultural Literature. Students Reading Outside Their Culture in a Middle School Classroom. Newark, Delaware: International Reading Association 2003. Glazier, Jocelyn and Seo, Jung-A, Multicultural literature and discussion as mirror and window? Journal of Adolescent & Adult LiteracyVolume 48, Issue 8, 2003. Article first published online: 9 NOV 2011 http://onlinelibrary.wiley.com/doi/10.1598/JAAL.48.8.6/pdf Gröndahl, Satu, Inledning. Från ”mångkulturell” till ”mångspråkig” litteratur? In Gröndahl, Satu (ed.), Litteraturens gränsland. Invandrar- och moniritetslitteratur i nordisk perspective. Uppsala Universitet. Centrum för multietnisk forskning 2002, 11–34.
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Poyas, Yael, Exploring the Horizons of the Literature Classroom – Reader Response, Reception Theories and Classroom Discourse. L1-Educational Studies in Language and Literature 2004, Volume 4, Issue 1, pp 63-84. Rantonen, Eila, Maahanmuuttajat ja kirjallisuus Suomessa ja Ruotsissa (Immigrants and literature n Finland and in Sweden). In Rantonen, Eila (ed.), Vähemmistöt ja monikulttuurisuus kirjallisuudessa (Minorities and multiculturalism in literature), Tampere: Tampere University Press 2011, 163–191). Rantonen, Eila and Savolainen, Matti, Postcolonial end ethnic studies in the context of Nordic minority literatures. In Gröndahl, Satu (ed.), Litteraturens gränsland. Invandrar- och moniritetslitteratur i nordisk perspective. Uppsala Universitet. Centrum för multietnisk forskning 2002, 71–94.
Olin-Scheller, Christina & Nordenstam, Anna (Sweden) EASY READING? LITERARY INSTRUCTION AND LITERARY DEVELOPMENT IN RELATION TO EASY READING BOOKS FOR YOUNG ADULTS IN SWEDEN
Today many people are worried about the reading abilities among young people and the position of literature is sometimes said to be threatened. In Sweden one solution more often advocated, is to offer children and teenagers that are considered demotivated and poor readers so called easy reading books. The market for this kind of books is increasing rapidly and the books are today widely spread in libraries and ordinary schools all over the country. Established authors of easy readers make numerous visits to schools, presenting and implementing ideas of reading and fiction to students, teachers and school librarians. Also these easy reading books are often followed by material with questions and task aimed at guiding the reading in and out of the classroom.
In our presentation we problematize the question of literary instruction and literary development in relation to the genre of easy readers. We discuss results from an ongoing study where 15 established authors of new written easy reading books have been interviewed and text analyses of books typical of the genre – and the questions that goes with that book - have been conducted. By taking Eco’s perspective of the model reader, we argue that the books have a very stereotypical view, especially when it comes to intersectional perspectives of the target group’s abilities and wish for interpretive and aesthetic readings. By using examples of books representing the genre, we give examples of model readers that show that it is obvious that the narratives are based on the idea of sameness and identification as well as a static and undifferentiated notion of the present reader’s childhood. This result corresponds well with result from the study about the authors’ intentions with their books as well as their views of the target reader. In a critical discussion about this increasing genre we ask what the implication easy reading books for young people might have for young people’s literary development as well as for didactic implications on literary instruction at school.
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Palmér, Anne, Ulfgard, Maria & Blückert, Ann (Sweden) SWEDISH – A SUBJECT WITH THE TIMES? LITERACY AND DIGITALISATION IN TEACHING MATERIALS AFTER THE 2011 SWEDISH SCHOOL REFORM
Swedish – a subject with the times? Literacy and digitalisation in teaching materials after the 2011 Swedish school reform
In 2011 a national curriculum reform was implemented in Sweden. The reform can be seen as part of a broader pedagogical shift in which the focus of education has moved from values to knowledge. In the teaching of Swedish as a subject, there is an emphasis on concepts, metalanguage and analysis and a somewhat clearer monitoring of content than before.
The digital transformation of the society is also manifested in teaching materials. In the teaching materials market both traditional textbooks with digital teaching resources and teaching materials that are solely web-based are available. The multimodality in digitised teaching materials leads to new possibilities in the interactivity with the subject content. The research group has conducted a small pilot study of more than 50
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teachers of Swedish in a number of upper secondary school. The study shows that 86 per cent of the teachers use teaching materials produced by publishers and 21 per cent use the online resources in the teaching materials.
In this project in progress the aim is to study teaching materials produced by publishers in the teaching of Swedish as a subject in upper secondary school subsequent to the national curriculum reform. The general question is how this modified task of conveying knowledge is realised through teaching materials, both analogue and digital. What constructions of literacies and the subject of Swedish can be discerned? What is the relation between analogue and digital teaching materials?
Linked to curriculum theory (Apple 2012, Englund 1986, 2007) as well as socio-cultural theory focused on literacy research (Barton 2006, Kress 2003), the project is cross-disciplinary and takes a comprehensive approach to teaching materials based on the science of education, literary studies, linguistics and information technology.
The methodological approach is different kinds of discourse analysis, e.g. Ivanič 2004, (Bergström & Boréus 2012). Four sub-studies will each use different kinds of discourse analytical notions which include analyses of different semiotic expressions (printed and digital text, spoken language, sound, still pictures and moving pictures). In all sub-studies the relation between analogue and digital representations is taken into consideration.
One aim with the presentation is to get input on the methodological design of the project.
References: Apple, Michael, 2012: Knowledge, power and education: The selected works of Michael W. Apple. New York: Routledge.
Barton, David, 2006: Significance of a social practice view of language, literacy and numeracy. In: Adult literacy, numeracy and language: Policy, practice and research, ed. Lynn Tett, Mary Hamilton & Yvonne Hillier. Maidenhead: Open University Press. Pp. 21–30.
Bergström, Göran & Boréus, Kristina, 2012: Diskursanalys. In: Textens mening och makt. Metodbok i samhällsvetenskaplig text- och diskursanalys, ed. Göran Bergström & Kristina Boréus. Lund: Studentlitteratur. Pp.. 353–415.
Englund, Tomas, 1986: Curriculum as a political problem: Changing educational conceptions, with special reference to citizenship education. Diss. Uppsala: Uppsala University.
Englund, Tomas, 2007: Om relevansen av begreppet didaktik. Acta Didactica Norge. Vol. 1 no 1.
Ivanič, Roz, 2004: Discourses of writing and learning to write. Language and Education 18:3. Pp. 220–245.
Kress, Gunther, 2003: Literacy in the new media age. London: Routledge.
Keywords: Curriculum, Literacy, Teaching materials, Swedish as a school subject
Palo, Annbritt, Manderstedt, Lena & Lindberg, Ylva (Sweden) EXPERIENCING AND READING VIRTUAL SPACES THROUGH AMOR AND EROS
In today’s digitalized world, text is no longer bound to a book, nor social activities to the actual world. This context, where virtual and real spaces are blurred, transforms reading and writing activities, as well as views on personal relationships (Buckingham Shum & Ferguson, 2012:8: Murray 2011; Turkle, 2005; 2011). Literary narration is perceived as more closer to fiction and distant from reality, since readers are more passive in the part-taking of the story. However, in digital environments, especially those distributed in three dimensions, readers merges with the author since participants have to invent and live the story at the same time. Thus, the created narrative becomes real and the participant’s feeling of risking oneself is augmented.
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Since multimodal features of the virtual environments activate several senses creating an immersive experience, the present study perceive virtual spaces as an important complement to reading and writing, with the potential to enhance motivation and learning about narrative features. The curricula for compulsory and secondary school in Sweden state that reading and writing in different media are part of the subject of Swedish (Skolverket, 2011a, 2011b). Both activities are linked to the development of identity, knowledge and understanding of the surrounding world. Reading and writing embrace cognitive and emotional development and offer tools to interpret and critically analyse different types of genres and content. This study focuses the theme of love and erotic love, related to avatars in social games like Second Life and World of Warcraft (See Lindberg 2013), asking questions about plot, environment, characters and other narrative features that literary and virtual experiences have in common. The in-world observations and analysis are carried out with netnographic methodology (Kozinets 2010), focusing on environment, interaction, activities and communication at different levels, as well as on identities appearing in the observed material. The results consist of a critical study of the theme in virtual communicative contexts and provide tools for teachers to make use of virtual environments in order to help pupils achieve the curricular objectives. The latter part is further problematizing and deepening results of previous studies (Manderstedt & Palo 2009; Palo & Manderstedt, 2011).
Keywords: Narrative features, Identity, L1-language Teaching, Teaching literature, Virtual worlds, Learning
References:Buckingham, D, Shum, S., & Ferguson, R. (2012). Social Learning Analytics. Educational Technology & Society, 15 (3), 3–26. Kozinets, R.V. (2010). Netnography: doing ethnographic research online. Los Angeles, Calif.: SAGE. Lindberg, Y. (2013). De la Belle époque à Second life. Paris : Éditions Publibook. Manderstedt, L & Palo, A. (2009). Världar att besöka eller bebo: Fan-gemenskaper som litterära mötesplatser. Tidskrift för litteraturvetenskap, Vol. 39. Nr 3-4, 39-50. Murray, J. H. (2011). Inventing the Medium: Principles of Interaction Design as a Cultural Practice. MIT Press. Palo, A. & Manderstedt, L. (2011). Negotiating norms of gender and sexuality online. Interdisciplinary approaches to Twilight : studies in fiction, media and a contemporary cultural experience. (S. 143-158). Skolverket (2011a). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. www.skolverket.se Skolverket (2011b). Läroplan och ämnesplaner för gymnasieutbildning. www. skolverket.se Turkle, S. (2005). The second self: computers & the human spirit. 20th anniversary ed., 1st MIT Press ed. Cambridge, Mass.: MIT Press. Turkle, S. (2011). Alone together: why we expect more from technology & less from each other. New York: Basic Books.
Palo, Annbritt, Manderstedt, Lena, Lindberg, Ylva & Nordenstam, Anna (Sweden) ‛SWEET SIXTEEN’: ROLE MODELS, INITIATION AND THE SELF
The presentation is part of an interdisciplinary project examining and describing how teenagers make use of spaces in the 21st century. This study focus on the construction of role models in literature for young adults and in virtual communities. Several contemporary novels put on center stage a young female’s way to adulthood. These novels are also examples of media convergence, with the same content narrated in different media platforms, like fan forums and films (Jenkins 2006a; 2006b). As previously observed, interacting readers negotiate and renegotiate concepts of selves through reading and writing practices, like posts in fan forums and blogs (Manderstedt & Palo, 2009; Palo & Manderstedt, 2011). This study aims to identify and analyze the construction of behaviour and identity formation, represented in literature, and virtual communities devoted to these literary worlds. The specific objective is to contribute with knowledge about young adults’ perception and use of role models affecting their comprehension of self. In Sweden, where the L1 teaching includes multimodal texts and non-Swedish texts (Skolverket, 2011a, 2011b),
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this knowledge can help L1 teachers and teacher educators design the teaching of literature. The material consists of the first novels from Suzanne Collins’ The Hunger Games series and Veronica Roth’s Divergent series, the filmed versions thereof and data from four fan communities, discussing the literary works or films. The choice of collecting data from both contemporary popular literature/texts and fan communities draws on Swedish perspectives on literary studies and reading (Olin-Scheller & Wikström, 2010; Persson, 2012; Lindgren Leavenworth & Isaksson, 2013). Textual and visual analysis methods are applied on the material as well as an intersectional approach (de los Reyes & Mulinari, 2014). Concept of gender performance and the gaze are used analytically (Butler, (2006[1999]); de Lauretis, 2007), as well as theory on social semiotic (Kress, 2010; Kress & Selander, 2012). Findings suggest that in these novels and their converged media, the choices made by the female protagonist during her transition into adulthood marks the beginning of a personal development for the fictive character, but also of a change of the fictive universe.
Keywords: Female protagonists, Adulthood, Media convergence, Fan communities, Literary meeting places
References: Butler, J. (2006[1999]). Gender trouble: feminism & the subversion of identity. New York: Routledge. Collins, S. (2009). The hunger games. New York: Scholastic. De Lauretis, T. & White, P. (2007). Figures of Resistance: Essays in Feminist Theory. University of Illinois Press. De los Reyes, P. & Mulinari, D. (2005). Intersektionalitet: kritiska reflektioner över (o)jämlikhetens landskap. (1. ed.) Malmö: Liber. Jenkins, H. (2006a). Convergence culture. Where old & new media collide. New York: New York University Press. Jenkins, H. (2006b). Fans, bloggers & gamers: exploring participatory culture. New York: New York University Press. Kress, G. & Selander, S. (2012). Multimodal Design, Learning & Cultures of Kress, G. (2010). Multimodality. A social semiotic approach to contemporary communication. London: Routledge. Lindgren Leavenworth, M. & Isaksson, M. (2013). Fanged fan fiction: variations on Twilight, True blood and The vampire diaries. Jefferson, North Carolina: McFarland & Company. Manderstedt, L & Palo, A. (2009). Världar att besöka eller bebo: Fan-gemenskaper som litterära mötesplatser. Tidskrift för litteraturvetenskap, Vol. 39. Nr 3-4, 39-50. Olin-Scheller, C. & Wikström, P. (2010). Författande fans. Lund: Studentlitteratur. Palo, A. & Manderstedt, L. (2011). Negotiating norms of gender & sexuality online Interdisciplinary Approaches to Twilight: Studies in Fiction, Media & a Contemporary Cultural Experience. Larsson, M. & Steiner, A. (eds.). Lund: Nordic Academic Press, ch. 8, 143-158. Persson, M. (2012). Den goda boken: samtida föreställningar om litteratur och läsning. (1. uppl.) Lund: Studentlitteratur. Roth, V. (2014). Divergent. ([New ed.]). London: Harper Collins. Skolverket (2011a). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. www.skolverket.se Skolverket (2011b). Läroplan och ämnesplaner för gymnasieutbildning. www. skolverket.se
Park, Seongseog (Korea (The Republic Of)) EMPATHIC RESPONSE STYLE IN PEER GROUP’S TROUBLES-TALK
Empathic communication has been considered as an important part of L1 Korean education for the last 15 years, but its concept and definition are still confused among the researchers. They sometimes subjectively or arbitarily define empathic communication as a synonym of moral or interpersonal communication. To prevent excessive generalization and make some meaningful results, this article defines ‘empathic communication’ as higher empathic people’s communication style. People often feel difficulties when they have to respond to conversation counterparts who say their problems in troubles-talk, because they are uncertain about whether the counterparts need advices, emotional supports or both of two. This article examined 102 undergraduate students’ response style in a hypothetical situation of troubles-talk, and analyzed their utterances with the independent variable of empathy scale, using binary logistic regression. And I found that there are two distinctive styles that participants with higher empathy use
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more often; one is ‘Don’t worry‘ which is included as an emotional support, and the other is that ’I think you are right’ which is included as an advice.Based on the result, this article claims that the following two points should be considered in educational research and education itself. One is that it should be avoided to suggest some contents for education of empathic communication, which are chosen just by researchers’ intuition. not by empirical findings. The other is that education for empathic communication needs reflection to enhance not only empathic communication skills, but also student’s inherent empathy.
Keywords: Empathic communication, L1 Korean Listening & Speaking education, Everyday conversation, Trobles Talk, Logistic Regression Analysis.
References:Barrett-Lennard, G. T.(1962), Dimensions of therapist response as causal factors in therapeutic change, Psychological Monographs: General and Applied, 76(43), 1.Barrett-Lennard, G. T.(1981), The empathy cycle: Refinement of a nuclear concept, Journal of counseling psychology 28(2), 91.Basow, S. A., & Rubenfeld, K.(2003), “Troubles talk”: Effects of gender and gender-typing. Sex roles 48(3/4), 183-187.Brown, P., & Levinson, S. C.(1987), Politeness: Some universals in language usage. Vol. 4., UK: Cambridge University Press.Davis, M. H.(1980), A multidimensional approach to individual differences in empathy, JSAS Catalog of Selected Documents in Psychology, 10, 85.Feng, B., & Lee, K. J.(2010), The influence of thinking styles on responses to supportive messages, Communication Studies, 61(2), 224-238.Feshbach, N. D.(1975), Empathy in children: Some theoretical and empirical considerations, The Counseling Psychologist. 5(2), 25-30.Goldsmith, D. J.(1999), Content-based resources for giving face sensitive advice in troubles talk episodes, Research on Language and Social Interaction 32(4), 303-336.Jefferson, G.(1988), On the sequential organization of troubles-talk in ordinary conversation, Social problems 35(4), 418-441.Mehrabian, A. & Epstein, M.(1972), A measure of emotional empathy1, Journal of personality, 40(4), 525-543.Michaud, S. L., & Rebecca M. W.(1997), Gender differences in self-reported response to troubles talk., Sex roles 37(7/8), 527-540.
Patmon, Denise S. (United States) THE MULTIPLE FACES AND VOICES OF THE HETEROGENEOUS WRITING CLASSROOM IN THE U.S.
The purpose of this session is to engage the audience in the examination of a yearlong inquiry based research project sponsored by the Calderwood Writing Initiative. Dr. Patmon is the Principal Investigator for this project and will present her research born out of the literature of Endo Shusaku, late Japanese author, linked to writing and teacher inquiry research. In her program, educators from public and private schools in the Greater Boston area study their own practice in teaching language and literacy through creating their own inquiry studies in order to develop solutions to the challenges that matter most in classrooms and schools (Patmon, 2011). Dr. Patmon will be joined by up to 3 other American educators who will provide a descriptive analysis of their school-based inquiry study and share initial findings. Relationships are at the core of effective teaching and learning. Examining those relationships through the lens of diverse perspectives as outlined through the use of Face Theory provides teachers with opportunities for professional development in a collaborative intellectual community (Cochran-Smith & Lytle, 2009; Samaras, 2011). Classroom based protocol for teachers developed in the U.S. based on Japanese literary theory reflects the worldwide scope of education in today's times. The adaptation of Face Theory locates professional development for teachers in Japanese literary tradition - a shift in thinking.
Keywords: teacher-based inquiry, diversity, teaching writing
References: Cochran-Smith, M. & S. Lytle. 2009. Inquiry as Stance: Practitioner Research for the Next Generation. NY: Teachers College Press.
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Patmon, D. 2011 “Pedagogy for the Professoriate: The Personal Meets the Political” IN Dallalfar, Kingston-Mann, & Sieber. Transforming Classroom Culture: Inclusive Pedagogical Practices. NY: Palgrave Macmillan Samaras, A. 2011. Self-Study Teacher Research: Improving Your Practice Through Collaborative Inquiry. Thousand Oaks, CA: SAGE Publications
Pelgrims, Greta, Lavoie, Natalie & Bauquis, Celine (Switzerland) COPY TASKS IN FRENCH SPEAKING ELEMENTARY SCHOOLS: TEACHERS’ CONCEPTIONS AND PRACTICES
School learning and task achievement require a large set of knowledge and skills. Although most of these skills are stipulated within official school curricula and are taught at school, some are not. Such implicit required knowledge whose teaching is not guaranteed, induce learning difficulties for many students (Bautier & Rochex, 1997). Copy tasks seem to be an example of implicit knowledge whenever students do regularly have to copy sentences and texts, although official curricula or teachers do not set copy skills as a didactical goal to be mastered. Yet to reproduce a sentence or a text is a relative complex task, requiring activation and coordination of different skills (Grabowski, Weinzierl & Schmitt, 2010; Renard, 2009), generating difficulties and multiple error types for many students (Balas, 2010). The official status of copying skills (implicit versus formal required knowledge) varies according to different French speaking school systems (i. e. France, French speaking cantons of Switzerland, Québec) whose corresponding official curricular stipulations related to copying skills vary from implicit (i. e. Quebec) to very explicit (i. e. France). But the status within classroom teaching practices remains unclear. The purpose of our research is to examine to what extend copy tasks are actually assigned during different teaching matters in different French speaking elementary schools, how teachers conceive copying tasks and skills, and to what extend they actually teach the required skills. We hypothesize the status of copying within classroom practices, as well as the teachers’ conceptions to vary according to the different level of official curriculum stipulations related to copying skills. Self-reported data are collected by means of an on-line questionnaire completed by 400 2nd to 6th grade teachers. Overall results show copy tasks to be frequent, mainly during French instruction; most teachers think it is a complex task requiring skills that should be taught, although most do not or do not know how. Correlation analyses identifying profiles of classroom copy tasks practices and teachers’ conceptions in relation to the levels of formal curricular stipulations are currently carried out. Results will be presented and discussed with respect to curricular prescriptions, teaching and learning difficulties.
Keywords: Implicit knowledge, copy task, copy skills, teaching practices, teachers’ conceptions
References:Balas, B. (2010). Les représentations de l’écrit par l’adulte apprenant lecteur-scripteur: l’exemple de la copie d’écrit. Éducation et didactique, 4(1), 79-95. Bautier, E. & Rochex, J.-Y. (1997). Apprendre: des malentendus qui font la différence. In J.-P. Terrail (Éd.), La Scolarisation de la France : critique de l’état des lieux (pp. 105-122). Paris: La dispute. Grabowski, J., Weinzierl, C. & Schmitt, M. (2010). Second and fourth graders' copying ability: From graphical to linguistic processing. Journal of Research in Reading, 45(1), 28-39. Renard, M. (2009). Du graphème lu au graphème transcrit, y a-t-il une bonne stratégie pour copier un texte? Enfance, 2, 191-206.
Penne, Sylvi J. & Nergård, Mette Elisabeth (Norway) L1, NORWEGIAN – A DISAPPEARING SUBJECT?
Mette Nergård and Sylvi Penne (a joint presentation) Key words: Globalisation, PISA, L1, Low achievers and Student identity Global developments, as well as international assessments, such as PISA, have constructed new educational requirements: "Through PISA the OECD is poised to assume a new institutional role as arbiter of global institutional governance" (Kamens, 2013, p. 9). The Norwegian curriculum (2006) can be read as an adaptation to this test system. Focus on subjects is attenuated in favor of more testable focus on basic skills: reading, writing, orality and digital skills. In line with the same global institutionalization, we find increasingly focus on the individual in school management programs and discourses. The former Scandinavian emphasis on the common community has been subdued in favor of pervasive focus on the individual (Foros & Vetlesen, 2012).
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On this background we ask the following research question: How do students construct meaning in a school subject – and in this specific context, a humanistic and hermeneutic L1-subject? Our theoretical framework is phenomenological, constructivistic and sociocultural where identity is an important aspect (Bruner 1986, 1996, Gee 2012, Olson, 1996, Wertsch,1998, Ziehe, 2007).We will refer two qualitative studies - both based on interviews with 10th graders about learning in L1. Data in the first study was collected during the previous curriculum (52 interviews) (Penne 2006). Data in the other under current curriculum (49 interviews)(Penne 2014). A central question in both studies was: "How do the most able pupils describe their L1-learning and how do the weaker students describe the same?"
Lastly we will present some results from an ongoing joint study about how learning aspects of the L1-subject Norwegian for the time being is conveyed in writing assignments by teacher training students (Nergård & Penne, in press).
A question there are reasons to ask on the basis of the presented data (2006, 2014, an ongoing research) is whether the hermeneutical L1-subject Norwegian is a disappearing subject. And according to our data, who will lose and who will be the winners?
Literature: Foros & Vetlesen (2012). Angsten for oppdragelse. Et samfunnsetisk perspektiv på dannelse. Oslo: Universitetsforlaget Meyer, H-D, Benavot, A.(ed). (2013). Pisa, Power, and Policy. The Emergence of Global Educational Governance. Oxford: Symposium Books Kamens, D. H. (2013). "Globalisation and the Emergence of an Audit Culture. PISA and the search for "best practices" and magic bulletts" in Meyer, H-D, Benavot, A.(ed). (2013). Penne, S. (2006): Profesjonsfaget norsk i endringstid. Å konstruere mening, selvforståelse og identitet gjennom språk og tekster. Oslo: Universitetet i Oslo Penne, S. (2014). "Hvorfor er Salima så flink på skolen, og hvorfor har Mats bare lyst til å gi opp? Diskursive ulikheter med utgangspunkt i identitet og medierende språk" in Kleve, B. et al (ed.) (2014).
Pentikäinen, Johanna K. (country unknown) DRAMA AS A METHOD IN LITERATURE AND WRITING EDUCATION
This study explores how using drama as a learning method can bring experientality and sense of authenticity in literature and creative writing education (for authenticity in students’ writing, see Kohnen 2013). The study is based on experiment in a Finnish 8th class where the pupils study literature genres like fantasy, science fiction, or detective stories by using drama and creative writing as learning methods. The data consists of observation, survey, and creative writing texts, like stories. The analysis of the texts and other data aims to discuss how writing assignments can be considered as a way of exploring the literary not only via reception but also via production, and how the use of drama may consolidate the experiences certain literary genres aim to stimulate in readers’ minds (like horror, exciment, or sense of the supernatural). When compared to literature analysis that emphasizes cognitive attempt, drama as a method presupposes also bodily working, and therefore it is often considered to be more intuitive and comprehensive (for the use of drama in writing, see Anderson 2012, Cremin et.al. 2006, Crumpler 2005, McKean & Sudol 2002; for somaesthetics in writing, see Wilson 2015). When applied to literature reception and creative writing, drama methods can promote deeper understanding and more experiential production.
Keywords: creative writing, drama methods, literature education, somaesthetics
References: Anderson, Alida 2012. The Influence of Process Drama on Elementary Students’ Written Language. Urban Education 47(5) 959–982. Cremin, Teresa, Goouch, Kathy, Blakemore, Louise, Goff, Emma & Macdonald, Roger 2006. Connecting drama and writing: seizing the moment to write. Research in Drama Education: The Journal of Applied Theatre and Performance, 11:3, 273-291 Crumpler, Thomas P. 2005. The role of educational drama in the composing processes of young writers, Research in Drama Education: The Journal of Applied Theatre and Performance, 10:3, 357-363.
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McKean, Barbara & Sudol, Peg 2002. Drama and Language Arts: Will Drama Improve Student Writing?, Youth Theatre Journal, 16:1, 28-37 Kohnen, Angela M. 2013. The Authenticity Spectrum: The Case of a Science Journalism Writing Project. English Journal 102 (5), 28–34. Wilson, Joel 2015. Somaesthetics, Composition, and the Ritual of Writing. Pedagogy 15 (1), 173–182.
Pentikäinen, Johanna K. (country unknown) DRAMA AS A METHOD IN LITERATURE AND WRITING EDUCATIO
This study explores how using drama as a learning method can bring sense of authenticity in literature and creative writing education. The study is based on experiment in a Finnish 8th grade class where the pupils study literature genres like fantasy, science fiction, or detective stories by using drama and creative writing as learning methods. The data consists of observation, survey, and creative writing texts, like stories. The analysis of the texts and other data aims to discuss how writing assignments can be considered as a way of exploring the literary not only via reception but also via production, and how the use of drama may consolidate the experiences certain literary genres aim to stimulate in readers’ minds (like horror, excitement, or sense of the supernatural), and the findings are compared with relevant theories of authenticity of language. When compared to literature analysis that emphasizes cognitive attempt, drama as a method presupposes also bodily working, and therefore it is often considered to be more intuitive and comprehensive. When applied to literature reception and creative writing, it can promote deeper understanding and more experiential production, that can be compared to the immersive fictional world.
Keywords: creative writing, drama methods, authenticity of language
Pereira, Luísa A., Graca, Luciana & Cardoso, Inês (Portugal) THE DEVELOPMENT OF WRITING PRODUCTION WITH «TEACHING SEQUENCES»
Didactical devices are necessary in order to promote a better teaching and learning of writing (Pereira, Aleixo, Cardoso, & Graça, 2010, Graca, 2010). This is a major goal of the “PROTEXTS - Teaching of texts production in Compulsory Education” (PTDC-CPE-CED/101009/2008; 2010-2013) project, through which teachers have been trained in creating and implementing teaching sequences (Pereira & Cardoso, 2013) about writing in different text genres (Dolz & Schneuwly, 2004). Contributions from domains within Writing Research are particularly important to build knowledge about procedural models (Chanquoy, 2009; Chenoweth & Hayes, 2001; Hayes, 2012), text theories (Adam, 2001; Bronckart, 1997; Coutinho & Miranda, 2009) and what is already known about the relationship between subject and writing (Barré-De Miniac, 2000; Cardoso, 2009). Data collected from one “Protexts” training, focusing the development of students’ competence in writing of one particular genre – the fable, will be presented. Initial texts, lacking guidance, shall be compared to texts written months after, by the end of the school year, and after a didactic intervention prepared during the training action on the teaching of this particular genre. Applying instruments of analysis in accordance with the text genre and the teaching programs (as officially designed and implemented), 297 initial productions of students from the 4th, 6th and 9th levels (10, 12 and 15 years old) will be analyzed, leading to the characterization of the students’ profile per school cycle (1st, 2nd and 3rd respectively). The analysis will focus on the characteristic parameters of the textual genre 'fable' (such as an open formula, the presence of a moral). This will provide an in-depth diagnosis of what the students ‘can’ and ‘cannot do’ – without overlooking what the training action accomplished – in respect to the defining parameters of the fable. Confronting initial and final texts, without overlooking other factors, will provide elements to question what the possible and direct outcomes from a “teaching sequence” are.
Keywords: writing instruction, fable, development
References: Bronckart, J.-P. (1997). Activité langagière, textes et discours. Pour un interactionnisme socio-discursif . Neuchâtel et Paris : Delachaux et Niestlé. Chanquoy, L. (2009). Revision processes. In R. Beard, D. Myhill, M. Nystrand, & J. Riley (Eds.), The SAGE
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handbook of writing development. (pp. 80-98). London: SAGE Publications Ltd. Chenoweth, Ann; Hayes, John (2001) Fluency in writing: Generating text in L1 and L2. Written Communication 18, 80-98. Coutinho, M. A. & Miranda, F. (2009). To describe textual genres: problems and strategies. In Bazerman, Ch., Figueiredo, D. & Bonini, A. (orgs). Genre in a Changing World. Perspectives on Writing (pp. 35-55). Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press. Dolz, J. e Schneuwly, B. (2004). Gêneros Orais e escritos na escola. Campinas: Mercado de Letras. Graça, L. (2010). O papel das ferramentas didácticas nas práticas docentes de escrita. A análise do objecto ensinado numa sequência didáctica do texto de opinião no Ensino Básico. Tese de Doutoramento. Aveiro: Universidade de Aveiro. Hayes, J. R. (2012). Modeling and Remodeling Writing. Written Communication July 29, 369-388. J.-M. Adam (2001): Les textes: types et prototypes. Récit, description, argumentation, explication et dialogue. Quatrième édition. Paris, Nathan: HER. Pereira, L. Á., & Cardoso, I. (Coord.). (2013). Reflexão sobre a escrita. O ensino de diferentes géneros de textos. Aveiro: UA Editora. [ISBN: 978-972-789-358-4). Pereira, L. Á., Aleixo, C., Cardoso, I., & Graça, L. (2010). The teaching and learning of writing in Portugal: the case of a research group. In C. Bazerman, R. Krut, K. Lunsford, S. McLeod, S. Null, P. M. Rogers, & A. Stansell (eds.), Traditions of Writing Research (pp. 58-70). UK, Oxford: Routledge.
Philiippakos, Zoi A. & MacArthur, Charles A. (United States) WRITING MOTIVATION: VALIDATION OF A MEASURE FOR COLLEGE WRITERS
Presenting author: Charles A. MacArthur
The purpose of the study was to develop and validate a measure of motivation for first-year college writers that would measure multiple constructs: self-efficacy, goal orientation, beliefs, and affect. The measure was initially developed and validated with basic writers as part of a larger project (Authors, 2012). The purpose of the current study was to refine and validate the measure for use with first-year college writers across a broad range of achievement. Three approaches were used to validate the measure. First, factor analysis was used to identify motivation constructs. Second, motivational factors were correlated with each other and with writing achievement. Third, differences between basic writers and normally achieving writers were examined.
The study included 371 participants from three colleges, including 142 students in basic writing (BW) classes and 229 in first-year composition (FYC) classes; 59% were female and 44% were from ethnic minorities. At the beginning of the semester, students completed the motivation questionnaire and wrote persuasive essays that were scored for overall quality.
The factor analysis found the anticipated factors: For goals, factors were found for mastery, performance-approach, and performance-avoidance goals. For beliefs, factors were identified for substance and mechanics beliefs. For self-efficacy, factors were found for tasks/processes, grammar, and self-regulation. A single factor was found for affect. Correlations among the motivation factors were consistent with theoretical expectations.
The quality of written essays was correlated with self-efficacy for tasks/processes and grammar (both p < .001). Comparisons between BW and FYC students found that BW students scored lower on self-efficacy for grammar and tasks/processes (both p < .001). BW students scored higher on belief in the importance of mechanics (p < .001). Interestingly, BW students scored higher on affect (p < .01).
The study confirms the importance of self-efficacy and adds information about the importance of beliefs about mechanics for basic writers. Practically, the measure of multiple motivation constructs may prove useful in research on the effects of instruction.
Keywords: writing, motivation, self-efficacy, college basic writers
Piekut, Anke & Krogh, Ellen (Danmark) VOICE AND NARRATIVE IN L1 WRITING, PART 2
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Authors: Anke Piekut and Ellen Krogh
This double presentation aims at discussing processes of ‘voicing’ viewed as agentive endeavours in writing through which students struggle to manifest discoursal authority and ownership. We argue that this research is particularly important with regard to L1 writing as the metaphor of ‘voice’ or ‘voicing’ may capture fundamental Bildung aims of the L1 subject. The theoretical framework includes theory of narrative as a ‘mode of thought’ and as interactional positioning (cp. Bamberg, 2005; Bruner, 1986; Wortham, 2001), theory of voice and identity (Ivanič 1998) and theory of Bildung perspectives in L1 writing (Krogh, 2003, 2012a, 2012b; Smidt, 2011). The two presentations include a theoretical framing, findings from two empirical studies, and a concluding discussion. In this second presentation, we want to focus on selected parts of students’ exam texts in upper secondary L1 (Piekut 2012) where voices and narratives seem vital for students’ identity and positioning processes in an L1 context. The significance of narratives (Bamberg, 2005, 2011, Bamberg & Georgakopoulou, 2008) is of special interest since narrative reasoning is not a part of the L1 register in upper secondary. In the presentation we substantiate that narrative and personal voice provide resources for identity work and Bildung processes which need to be part of any teaching of writing in L1 subjects. The two sets of empirical data in this study highlight students’ construals of writer identities in their L1 writing. By combining the two sets of data, we are able to put forward more generalizing statements concerning the issue of voice and narrative as resources for L1 writing. Thus, in the concluding part of our presentation, we shall discuss curricular consequences of the findings as well as the value of narrative and voice in students’ L1 writing viewed in a Bildung perspective.
Keywords: voicing, identity work, narrative, Bildung.
References: Bamberg, M. (ed.). (2005). Narrative Discourse and Identities. Berlin New York: Walter de Gruyter. Bamberg, M., & Georgakopoulou, A. (2008). Small stories as a new perspective in narrative and identity analysis. Text & Talk, 28(3), 377-396 Bamberg, M. (2011). Who am I? Narration and its contribution to self and identity. Theory and Psychology 21 (1). 1-22 Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge, Mass.: Harvard University Press. Ivanič, R. (1998). Writing and identity. Amsterdam: John Benjamins. Krogh, E. (2012a). Writing in the literacy era: Scandinavian teachers’ notions of writing in mother tongue education. L1-Educational Studies in Language and Literature, vol. 12, 1-28 Krogh, E. (2012b). Literacy og stemme – et spændingsfelt i modersmålsfaglig skrivning. S. Ongstad (ed.).Nordisk modersmålsdidaktik. Forskning, felt og fag. S. 260-289. Oslo: Novus Forlag. Krogh, E. (2003). Et fag i moderniteten. Danskfagets didaktiske diskurser. Ph.d.-afhandling. Det humanistiske fakultet, Syddansk Universitet. Piekut, A. (2012). Genreskrivning i de fire gymnasiers danskfag – en undersøgelse af genrekompetence i elevbesvarelser fra de fire ungdomsuddannelser. PhD thesis. The University of Southern Denmark. Smidt, J. (2011). Finding Voices in a Changing World: Standard Language Education as a Site for Developing Critical Literacies. Scandinavian Journal of Educational Research, Vol. 55, No. 6, December 2011, 655-669. Wortham, S. E. F. (2001). Narratives in action : a strategy for research and analysis. New York: Teachers College Press.
Pinsonneault, Reine, Fryer, Maude & Boivin, Marie-Claude (Canada) THE MASTERY OF VERB AGREEMENT IN FRENCH AND ITS LINK TO THE COMPLEXITY OF NOUN PHRASES IN STUDENTS’ WRITING
The subject verb agreement represents a persistent difficulty in written texts (Brissaud, C., & Cogis, D. 2004; Fayol, M. & al. 1993; Hupet, M. & al 1996). In this talk, we will present a part of the results of a study on syntactic errors, grammatical errors and lexical errors identified in Quebec students’ written texts (100 texts). We will focus on results related to verb agreement errors committed by students aged 10-11 vs those aged 13-14. Our point of departure is the following observation: the older students make almost as many verb agreement
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errors as the younger students despite the fact that their average number of words per text is nearly identical. We had hypothesized that this result could be linked to the syntactic complexity of the subject Noun Phrase (NP) in the written productions of the older students (Largy, P. & al 2004, Negro, I. & al 2005). Our study adopts the theoretical framework known as modern grammar (Gobbe & Tordoir, 1986; Genevay, 1994), that is a grammatical description based on a linguistic approach. Firstly, we will describe the differences in syntactic contexts associated with the internal structure of an NP subject between the two types of students. This allows us to validate our hyphothesis of performance differences in verb agreement. We will also show that the syntactic complexity of these contexts affects the success of verb agreement by age. Secondly, we will explore the possible correlation between the mastery of determiner/adjective agreement and verb agreement. The results obtained for determiner/adjective agreement are similar for the 11-12 year olds and the 13-14 year olds. In other words, these two groups commit similar number of errors. In order to explain the differences observed between verbal and nominal agreement, we further present the results of a logistic regression including relative syntactic complexity of a given constituent as a factor and the success of agreement as the dependent variable. Our results contribute to a better understanding of the difficulties linked to verb agreement in relation to determiner/adjective agreement, and adds a new perspective: the complexity of NPs produced in students’ writing.
Keywords: subject-verb agreement, syntactic approach References: Brissaud, C., & Cogis, D. (2004). Pour un réexamen des relations entre grammaire et orthographe : l’exemple de la notion de sujet. Dans C. Vargas (dir.), Langue et études de la langue : approches linguistiques et didactiques (p.247-256). Aix-en-Provence : Publications de l’Université de Provence. Fayol, M., & Got, C. (1991). Automatisme et contrôle dans la production écrite : les erreurs d’accord sujet-verbe chez l’enfant et l’adulte. L’année psychologique, 91(2), 187-205. Fayol, M., Largy, P., & Totereau, C. (1993). Apprentissage et mise en œuvre de l’accord sujet-verbe chez les enfants de sept à quatorze ans. Dans J. P. Jaffré, L. Sprenger-Charolles & M. Fayol, Les actes de la Villette, lecture-écriture : acquisition (p. 193-202). Paris : Nathan. Genevay, E. (1994). Ouvrir la grammaire. Lausanne : Loisirs et pédagogie. Gobbe, R., & Tordoir, M. (1986). Grammaire française. Saint-Laurent : Trécarré. Hupet, M., Schelstraete, M. A., Demaeght, N., & Fayol, M. (1996). Les erreurs d'accord sujet-verbe en production écrite. L'année psychologique, 587-610. Largy, P., Chanquoy, L., & Dédéyan, A. (2004). Orthographic Revision : The Case of Subject-Verb Agreement in French. Dans L. Allal, L. Chanquoy et P. Largy (dir.), Revision: Cognitive and Instructional Processes (p.39-62). Dordrecht: Kluwer Academic Publishers. Negro, I., Chanquoy, L., Fayol, M., & Louis-Sidney, M. (2005). Subject-Verb Agreement in Children and Adults:Serial or Hierarchial Processing? Journal of Psycholinguistic Research, 34(3).
Pocinho, Margarida & Capelo, Regina (Portugal) IMPROVING WRITING SKILLS IN DEAF CHILDREN FROM 2ND GRADE: AN INTERVENTION PROGRAM
In recent years, the number of studies on deaf children has increased (Fernandes, 2007; Skliar, 1998, 1999). Nonethless, the research on writing skills programs for deaf children is scarce (Afonso, 2008; Almeida, Cabral, Filipe, & Morgado, 2009; Baalbaki, & Caldas, 2011; Grabe, & Kaplan, 1996; Sacristan, 2001). This study aims to evaluate the efficacy of a Writing skills program for deaf children (2nd graders - aged 7 to 8) with Portuguese Sign Language as mother tongue (L1). They attend a bilingual school with Portuguese mother tongue (L1) and Portuguese Sign Language (L2). After implementing a Writing intervention program (action-research methodological approach, O’Brian, 1998) with a total of 12 sessions from January to May 2015, a session per week one hour each, with a group of six deaf children, a significant improvement of their writing skills is excepted.
Keywords: Writing Intervention Program; deaf children; 2nd grade; action-research
References:
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Afonso, C. (2008). Reflexões sobre a surdez: A problemática específica da surdez. Vila Nova de Gaia: Gailivro. Almeida, D., Cabral, E., Filipe, I., & Morgado, M. (2009). Educação bilingue de alunos surdos: Manual de apoio à prática. Lisboa: Direcção-Geral de Inovação e de Desenvolvimento Curricular. Direcção de Serviços da Educação Especial e do Apoio Sócio-Educativo. Skliar, C. (1999). Revista Actualidad de la educación bilingüe para sordos. Volumen I, Porto Alegre, Brasil. O’Brian, R. (1998). An Overview of the Methodological Approach of Action Research, retrieded http://www.web.net/~robrien/papers/arfinal.html. Baalbaki, A. & Caldas, B. (2011). Impacto do congresso de Milão sobre a língua dos sinais. Anais do XV Congresso Nacional de Linguística e Filologia. Cadernos do CNLF, Vol. XV, Nº 5, t. 2. Rio de Janeiro: CiFEFiL, retrieved http://www.filologia.org.br/xv_cnlf/tomo_2/156.pdf Fernandes, E. (2007). Surdez e bilinguismo. São Paulo: Mediação. Grabe, W. & Kaplan, R. B. (1996). Theory and practice of writing: an applied linguistic perspective. Retrieved http://books.google.pt/books/about/Theory_and_practice_of_writing.html?id=tCJ5AAAAIAAJ&redir_esc=y Morais, J. (1997). A Arte de Ler. Psicologia cognitiva da leitura. Sacristan, J. G. (2001). A Educação Obrigatória: Seu sentido educativo e social. Porto Alegre: ArtMed Editora. Sacristan, J. G. (2003). Educar e Conviver na cultura global. Porto: Asa Editores, S. A. Skliar, C. B. (Org.) (1998). A Surdez: Um olhar sobre as diferenças. Porto Alegre: Mediação. Skliar, C. B. (Org.) (1999). Atualidade da Educação Bilingue para Surdos. Porto Alegre: Mediação.
Pocinho, Margarida, Andrade, Márcia & Bazenga, Aline (Portugal) THE INFLUENCE OF PHONOLOGICAL AWARENESS AND GENERAL INTELLIGENCE ON WRITING SKILLS IN CHILDREN WITH LEARNING DISABILITIES: AN ONGOING STUDY
Data from PIRLS-Progress in International Reading Literacy Study (2012) show that success in writing is linked to the knowledge of the sound of letters of the alphabet, which is provided by phonological awareness. Also, studies showed that phonological awareness is a good predictor in writing skills, moderated by general intelligence. Metalinguistic ability related to the awareness of the segmental aspect of oral language in different units (words, syllables and phonemes) is called phonological awareness. This ability can be understood as the capacity to analyze and manipulate speech in its phonological components regardless of the message content (Cupples & Iacono, 2000; Lemons & Fuchs, 2010). Cognitive deficit is not homogeneous, with losses particularly evident in some areas, such as expressive language and working memory, more specifically the phonological component (Kennedy, & Flynn, 2003; Verucci, Menghini, & Vicari, 2006). Some researchers argue in favor of the reciprocal relationship, with some phonological awareness skills giving support to written language learning and others, mainly at the phoneme awareness level, developing together with the literacy process. In a study of Brazilian Portuguese speakers with Down syndrome, significant positive correlations were found between phonological awareness and writing in children with special needs (Lavra-Pinto & Lamprecht, 2010). This study aims to analyze the relationship between phonological awareness, the general intelligence and the writing skills in Portuguese children with learning disabilities. A sample of about 50 children from 3rd and 4th grades with learning disabilities, from public elementary schools, and with special education support will be assessed using a set of tests: phonological awareness evaluation test, Raven's progressive colored matrices and writing tasks (dictation and composition). This is an ongoing study and the results will be collected between December 2014 and May 2015. We will discuss the results according to our general hypothesis: children with writing problems have low phonological awareness, and this relationship is moderated by intelligence.
Keywords: phonological awareness; general intelligence; writing skills; children with learning disabilities
References: Cupples L, Iacono T. (2000). Phonological awareness and oral reading skills in children with Down syndrome. J Speech Lang Hear Res. 43(3), 595-608. Kennedy EJ, Flynn MC. (2003). Training phonological awareness skills in children with Down syndrome. Res Dev Disabil., 24(1), 44-57. Lavra-Pinto B, Lamprecht RR. (2010). Consciência fonológica e habilidades de escrita em crianças com síndrome de Down. Pró-Fono R. Atual. Cient., 22(3), 287-92. Available from: http://dx.doi. org/10.1590/S0104-56872010000300022 Lemons CJ, Fuchs D. (2010). Phonological awareness of children with Down syndrome: Its role in learning to
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read and the effectiveness of related interventions. Res Dev Disabil., 31,316-30 PIRLS-Progress in International Reading Literacy Study (2012). PIRLS 2011: Desempenho em Leitura. ProjAVI Avaliação Internacional de Alunos, Dez 2012. Verucci L, Menghini D, Vicari S. (2006). Reading skills and phonological awareness acquisition in Down syndrome. J Intellect Disabil Res. 2006;50(7), 477-91.
Poyas, Yael (Israel) SELF-STUDY AND CLASSROOM DISCOURSE INQUIRY AS TOOLS FOR COMPREHENDING PROCESSES IN TEACHING LITERATURE IN MULTI-CULTURAL CLASSROOMS
When the hegemonic language is the language of reading and discourse, and the class includes learners of different cultures and languages, we need to ask whether the spoken and/or written words bear a similar meaning for all participants (Anderberg, Svensson, Alvegård, & Johansson, 2008). Self-study of the teacher’s considerations and actions is a tool through which the teacher can uncover elements and processes in the complex and dynamic teaching-learning situations taking place in class (Akinbode, 2013; Koster & van den Berg, 2014). In my courses dealing with world literature novels taken by a population of Arab and Jewish teachers in Israel, participants attributed different meanings to terminology significant to comprehension of the discussed novel. The departure point of this study was unsettling incidents requiring discussion and study (Ellis & Bochner, 2000; Koster & van den Berg, 2014). I have decided to enter upon a research process including: (a) analysis of the lesson discourse, the voices and terms found in it; (b) analysis of the contexts where terms and concepts significant to the study appear in participants’ written responses; (c) interviews with the participants in an attempt to understand their world and perceptions; (d) discussion with colleagues of the findings and insights; and (e) return to the theory regarding the reading of literature in multi-cultural spaces and reading groups. The presentation will provide two examples: An investigation of the tension among course participants regarding the meaning of the term ‘honor’ while discussing the novel Chronicle of a Death Foretold by Marquez (1982), and the term ‘occupation’ while reading the novel West to the Jordan by Halaby (2003). Through this study, I learned of the strength and influence of the course’s socio-cultural-political context on its participants, the students and myself, and our interpretation of the text under study as well as of reality (Spry, 2011). My inquiry testifies to the significance of self-study assisted by the documentation of teaching-learning situations for raising the teacher’s awareness while teaching literary pieces containing situations and terminology that are culturally, socially and/or politically problematic, and carry different meanings for different participants in the course.
Keywords: self-inquiry, teachers' development, interpreting literature, multi-cultural classroom, higher education
References: Akinbode, A. (2013). Teaching as a lived experience: The value of exploring the hidden and emotional side of teaching through reflective narratives. Studying Teacher Education, 9(1), 62-73. Anderberg, E., Svensson, L., Alvegård, C., Johansson, T. (2008). The epistemological role of language use in learning: A phenomenographic intentional-expressive approach Educational Research Review: 3(1), 14-29. Ellis, C., & Bochner A. P. (2000) Autoethnography, personal narrative, reflexivity. In: Denzin, N. K., & Lincoln, Y. S. (Eds.). Handbook of qualitative research, 2nd ed. (pp. 733-768). Thousand Oaks: Sage Publication, Inc. Halaby, L. (2003). West to the Jordan. Boston: Beacon Press. Koster, B. & van den Berg, B. (2014). Increasing professional self-understanding: Self-dtudy research by teachers with the help of biography, core reflection and dialogue. Studying Teacher Education,10(1), 86-100. Marquez, G. G. (1982). Chronicle of a Death Foretold. Translation to English: G. Rabassa. New York: Vintage Books. Spry, T. (2011). Performative autoethnography – Critical embodiments and possibilities. The sage handbook of qualitative research, 4th ed. (pp. 497-511). Thousand Oaks: Sage Publication, Inc.
Prata, Maria, Festas, Isabel, Damião, Helena & Ferreira, Sara (Portugal) EFFECTS OF INSERVICE TEACHER TRAINING ON STRATEGY INSTRUCTION IN WRITING
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A large number of students from school A in Portugal are raised under underprivileged educational background, including children from ethnic minority groups with lower educational achievement, and a nomad life experience. Moreover even the 9th graders still reveal a lack of written language generation skills that prevent them from transforming ideas into grammatically correct sentences, as their performance in national writing assessments is at the lowest level. The Portuguese language art teachers haven’t learnt to deal with a variety of hindering factors, like structural deficits in oral expression in L1 that restricts the written language skills, neither in the context of initial education nor in the in-service professional development trainings. Usually, the writing instructions given by teachers, focus only on the elaboration of written products (Harris & Graham, 1996). A comprehensive research of the SRSD model establishes, that strategy-based instruction for sentence writing, and self-regulation delivered by teachers to an intact class in the regular classroom, improves the students’ awareness of the cognitive processes of writing and develops their writing skills (De La Paz & Graham, 2002; Graham & Perin, 2007; Limpo & Alves, 2013). The aim of the present study is to examine the effectiveness of a professional in-service training program based on the SRSD. This program covers the instructions about the cognitive processes of composing, planning and sentence construction as well as the self-regulation strategies. The participants include 27 teachers from Grade 3 to Grade 9, of whom 17 are in the experimental and 10 in the control condition, randomly assigned to one of the conditions. This study follows a pre and post-test both for teachers and students, where teachers’ methodology used for planning the writing lessons and the students’ writing performance focusing on the grammatical correctness of the sentence structure is being assessed. The teachers from the experimental condition undergo 25 sessions, each lasting 90 minutes. The professional development of the teachers from both conditions will be documented by questionnaires. The results are expected at the end of the year 2015.
Keywords: In-service training; SRSD; sentence writing instruction
References: Almeida, T. (2012). Desafios ao desenvolvimento profissional: do trabalho cooperativo ao nível da escola a um grupo sobre a escrita [Challenges to professional development: From school cooperative work to a writing group work]. Doctoral thesis not published. Lisboa: Faculdade de Psicologia e de Ciências da Educação da Universidade de Lisboa. De La Paz, S., & Graham, S. (2002). Explicit teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94, 687-698. http://dx.doi.org/10.1037//0022-0663.94.4.687. Festas, I., Oliveira, A., Rebelo, J. A., Damião, H., Harris, K., Graham, S. (2014). Professional development in Self-Regulated Strategy Development: Effects on the writing performance of eighth grade Portuguese students. Contemporary Educational Psychology, DOI: 10.1016/j.cedpsych.2014.05.004. Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 99, 445-476. http://dx.doi.org/10.1037/0022-0663.99.3.445. Harris, K. R., & Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation. Brookline MA: Brookline Books. Limpo, T., & Alves, R. A. (2013). Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition. Contemporary Educational Psychology, 38 (2013), 328-341. http://dx.doi.org/10.1016/j.cedpsych.2013.07.004.
Protassova, Ekaterina & Korneev, Aleksei (Finland) FINNISH-RUSSIAN BILINGUALS ACQUIRING BILITERACY
This research determines how the family language and bilingual surroundings influence the abilities to read and write in both languages, as well as whether and how the skills are interrelated. It is based on research upon bilingual literacy (Parke et al. 2002; Bialystok et al. 2005; Schwellnus et al. 2012), computer-based studies of writing movement (Tucha et al. 2006; Falk et al. 2011). The study aimed to measure written language proficiency of bilingual children at the first stage of literacy, after the alphabetization has been completed, and again one year later. Finnish and Russian, being typologically different and using different script systems (Roman vs. Cyrillic) and writing books (manuscript vs. cursive) in addition to various transcription principles,
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impose certain difficulties. Participants (33) came from Finnish- or Russian-speaking or bilingual families and may have attended bilingual kindergartens before entering school (and the control groups from Finnish and Russian homes). At school, they were exposed to both languages as vehicles for literacy. The speed of reading and the quality of writing were examined through computer-based techniques. The results mirror the variability in the amount of language input students have received and in the use of either language in families and society. There were fewer errors in the Finnish than in the Russian texts; the Russian orthography is more opaque than the Finnish writing rules. The accuracy rate of the writing is higher in Russian cursive than in Finnish hand printing letters. In the first year, bilinguals lag behind monolinguals, later, they catch up both in reading and writing. Proficiency in the dominant language of surroundings develops faster. The family literacy practices were studied through questionnaires. Results show that the differences in attitudes of Russian vs. Finnish parents might influence the double-literacy acquisition: Russian parents start to show letters to their children quite early and often think that it is the family’s duty to encourage them to read and write before they go to school. The Finnish parents usually transpose this process until children go to school and trust teachers for the methods they employ.
Keywords: bilingual Finnish-Russian children, biliteracy, cursive vs. printing writing, Cyrillic vs. Roman alphabet
References: Bialystok, E.; Luk, G.; Kwan, E. (2005) Bilingualism, Biliteracy, and Learning to Read: Interactions Among Languages and Writing Systems. Scientific Studies of Reading 9(1), 2005. 43–61. Falk, T.H.; Tam, C.; Schwellnus, H.; Chau, T. (2011) On the development of a computer-based handwriting assessment tool to objectively quantify handwriting proficiency in children. Computer methods and programs in biomedicine 104(3), 102 111. Parke, T.; Drury, R.; Kenner, C.; Helavaara Robertson, L. (2002) Revealing invisible worlds: connecting the mainstream with bilingual children’s home and community learning. Journal of Early Childhood Literacy 2, 195–220. Schwellnus, H.; Cameron, D.; Carnahan, H. (2012) Which to Choose: Manuscript or Cursive Handwriting? A Review of the Literature. Journal of Occupational Therapy, Schools, & Early Intervention 5(3 4), 248 258. Tucha, O., Mecklinger, L., Walitza, S., & Lange, K.W. (2006). Attention and movement execution during handwriting. Human Movement Science 25, 536–552.
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Rättyä, Kaisu (Finland) THE USE OF VISUAL TOOLS IN GRAMMAR TEACHING
In this paper, I present the use of visualisations as a method for grammar teaching. I discuss the theoretical foundation for the use of different visual representations of metalinguistic concepts and their relationships. The theoretical base for this paper is based on meaningful learning (Ausubel 1963; Mayer 2002; Novak 1998), conceptual change theory (Posner & al. 1982; Chi & Roscoe 2002) and multirepresentational learning (Ainsworth 1999). I focus on the conceptual knowledge and teacher's metacognitive knowledge and reflection as well as student's metacognitive knowledge (Pintrich 2002; Myhill et al. 2012).
In my earlier studies, I have analysed how teacher students use languaging and visualisations and what these methods reveal of their metalinguistic knowledge and awareness. Along these studies I have used different exercises with my class teacher and subject teacher students as well as with 8th grade pupils. My research and experiments show what benefit visualisations may have for students and for teacher: The teacher gets concrete picture and more accurate understanding of student's factual or conceptual knowledge and can use this for planning his/her own teaching. Students understand their knowledge level and may reflect their answers with metaknowledge.
The point of view for this paper is teacher's pedagogical content knowledge (Shulman 1986). My aim is to provide theoretical information of visualisation as a method for grammar teaching. The developing of teaching methods is closely connected to the curricular content, learning objectives and achievements. In this paper, the
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learning objectives are related to the taxonomy table (Andersen & Krathwohl): especially to some areas of the division of knowledge (conceptual, strategic knowledge and metaknowledge) and cognitive process dimension (understanding, applying, analysing and creating). When teaching grammatical concepts, they should be related to other linguistic concepts and the meanings of knowledge of grammar.
In the end of the paper, I will discuss the different kinds of visualisations (hierarchies, diagrams, concept maps), which could figure as tools for learning grammatical concepts.
Keywords: grammar teaching, teaching methods, visualisations, conceptual change theory, meaningful learning
References: Ainsworth, S. 1999 The functions of multiple representations. Computers & Education 33. Anderson, L. A. & R. Krathwohl (eds.) 2001/2014. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Essex: Pearson. Ausubel, D. 1963 The psychology of meaningful verbal learning. New York: Grune & Stratton. Chi, M. T.H. & Roscoe, R. D. (2002). The processes and challenges of conceptual change. In Margarita Limón & Lucia Mason (Eds.), Reconsidering Conceptual Change: Issues in Theory and Practice (pp. 33-27). Springer Netherlands. Mayer, R. 2002 Rote versus meaningful learning. Theory into Practice, 41 (4), 226–232. Myhill, D., Jones, S., Lines, H. & Watson, A. 2012. Re-thinking grammar: The impact of embedded grammar teaching on students' writing and students' metalinguistic understanding. Research Papers in Education 27(2), 139–166. Novak, J. 1998 Learning, creating, and using knowledge: concept maps as facilitative tools in schools and corporations. Pintrich, P. 2002. The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41 (4), 219–225. Posner, George J. , Strike, Kenneth A., Hewson, Peter W. & Gertzog, William A. 1982 Accommodation of scientific conception: Toward a theory of conceptual change. Science Education 66 (2). 211–227. Shulman, L. 1986. Those who understand. Knowledge growth in teaching. Educational Researcher (15)2, 4-14.
Reissig-Vasile, Celia (United States) A STUDY OF COLLABORATIVE LEARNING IN A COLLEGE LITERATURE CLASSROOM
Research in fields such as literacy acquisition, cognitive psychology, psycholinguistics, reading theory, literary criticism, and the sociology of classroom interaction has offered new insights into how readers construct meaning with texts and point to the need for change in the patterns of discourse in literature classrooms, based on a different conception of knowledge as continuously regenerated and co-constructed among teachers and learners and their peers (Vacca & Newton, 1995). Researchers who have focused on ways of addressing these challenges have found that small-group discussions of literary texts can be effective vehicles for nurturing these transactional relationships and that they help create richer interpretive communities which elicit deeper analysis and enhance the development of meaning-making processes (Barnes, 1992; Langer, 1993; Petrosky, 1985; Pradl, 1996, Smith, 1988).. The present study was conducted to contribute to theory building related to the nature of small group discussions of literature and ultimately to increase knowledge in the field of literature instruction as well as to improve the quality of literature instruction. The research project began as a dissertation study and then was further developed as part of a teacher research project for the Mercy College Faculty Center for Teaching and Learning. This study generated important findings regarding the patterns of discourse, which facilitate, impede, or limit meaning making, as well as how task design contributes to these processes,
This research project was a teacher researcher ethnographic study where four of the twelve undergraduate college students in an intact college literature class were audiotaped discussing literary texts in small groups over the course of four months. Their utterances were then coded according to the communicative functions (e.g. competing for a turn, offering assistance, requesting assistance and clarification) and the cognitive functions (e.g. speculating about character motive, assuming character persona, inferring) and it was found that a variety of communicative and cognitive strategies were utilized and that they impacted meaning making
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processes in important ways. The role of the group tasks designed to elicit and scaffold discussion were also examined in this study. Analyses of the effects of task design identified the types of prompts that are most effective for eliciting discussion aimed at exploration and deepening of meaning.
Keywords: Collaborative Learning; Discourse Analysis; Literature Instruction; Small-group discussions of literature; Patterns of Discourse
References: Barnes, D. (1992). From communication to curriculum (2nd ed.). Portsmouth, NH: Heinemann. Langer, J. (1993). Discussion as exploration: Literature and the horizon of possibilities. In G. E. Newell & R. K. Durst (Eds.), Exploring texts: The role of discussion and writing in the teaching and learning of literature (pp. 23-43). Norwood, MA: Christopher-Gordon. Petrosky, A. R. (1985). Response: A way of knowing. In C. R. Cooper (Ed.), Researching response to literature and the teaching of literature (pp. 70-83). Norwood, NJ: Ablex. Pradl, G. (1996). Literature for democracy: Reading as a social act. Montclair, NJ.: Boynton/Cook. Smith, F. (1988). Joining the literacy club. Portsmouth, NH: Heinemann.
Rietdijk, Saskia (Netherlands (the)) STRATEGY FOCUSED WRITING INTERVENTIONS IN PRIMARY EDUCATION
Discussant: Charles MacArthur, [email protected] Chairperson: Tanja Janssen, [email protected] Organizer: Saskia Rietdijk, [email protected] Presenters: Saskia Rietdijk Daphen van Weijen, [email protected] Renske Bouwer, [email protected] Monica Koster, [email protected] Raquel Fidalgo, [email protected]
Many children do not learn to write well despite the fact that educational research has identified effective approaches. Meta-analyses indicate that strategy instruction, in particular, is highly effective.
The aim of this symposium is to discuss research into strategy focused writing programs. Three intervention studies will be discussed, two from the Netherlands and one from Spain, all focused on primary education. Bouwer, Koster and van den Bergh tested the effectivity of a writing program that combined strategy instruction with goal setting, text structure instruction, peer interaction and feedback in a large-scale intervention study. They found that the quality of students’ writing improved significantly after participation in the program. Rietdijk, van Weijen, Janssen, Rijlaarsdam and de Jong studied the effects of a strategy focused writing intervention on students’ writing performance, teacher variables and the quality of writing lessons. They distinguished two intervention groups: both groups taught strategy-focused lessons, in one group teachers were also trained. The expectation is that both interventions groups will outperform the control group, and that the training group will outperform the other intervention group. Why is strategy-focused instruction effective? Fidalgo, Torrance and López-Campelo tried to answer this question. They studied which components of strategy-focused instruction are essential in developing students’ writing skills by comparing two types of strategy-focused conditions, a program that: 1) taught students about what constitutes a good text (declarative knowledge) 2) added strategies of planning and drafting to this (procedural metacognitive knowledge) Direct teaching and teacher modeling were also used and applied in different orders in the different classes. Preliminary results suggest that both interventions were successful in developing the writing quality and that teaching planning and drafting strategies provides no additional benefit over giving students explicit declarative metacognitive knowledge of written products.
Keywords: writing, strategy-instruction, intervention, primary education, L1
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Renske Bouwer & Monica P. KosterIt has been established that, in the Netherlands, a majority of students does not attain the desired level of writing skills at the end of elementary school, and that the way writing is taught must be improved. To identify effective interventions to improve students’ writing performance, we conducted a meta-analysis of 32 (quasi-) experimental writing intervention studies, specifically targeted at students grade 4 to 6. Our analysis identified five instructional practices that significantly improved students’ writing performance: goal setting, strategy instruction, text structure instruction, peer interaction, and feedback. Based on the results of this meta-analysis, we developed a program for the teaching of writing in grade 4 to 6, of which we tested the effectivity in a large-scale intervention study, involving 1186 students, using a cross lagged panel design with two conditions. Multilevel analyses revealed that in both conditions the quality of students’ writing improved significantly after the program. Averaged over the two conditions, the writing proficiency of students improved by almost half a grade. Moreover, we found that two months after the intervention, the increased level of students’ writing scores was retained for students in the first condition. These findings indicate that evidence-based practices combined into one program for teaching writing are effective in improving the writing performance of upper elementary students.
Saskia Rietdijk & Daphne van Weijen & Tanja Janssen & Gert RijlaarsdamAccording to the national inspectorate the quality of writing education in Dutch primary schools is poor, and national assessment research indicates students’ writing level is insufficient at the end of primary education. Meta-analyses of educational research have identified effective approaches for writing instruction, however. Strategy instruction, in particular, is highly effective.
Background The present study is part of ongoing research in primary schools, aimed at the improvement of writing education in grades 4 to 6. The design is experimental, with three conditions: two intervention groups and a control group. In both intervention groups writing is taught through lessons that focus on the acquisition of strategies. In one group teachers are also trained. We hypothesize that both interventions groups will outperform the control group, and that the training group will outperform the other intervention group. Data are collected three times a year for two years, regarding teacher variables, the quality of writing lessons and students’ writing performance.
<Insert Figure 1 Overview of variables>
Methodology In 2013-2014 data were collected from forty-three teachers and their students, using a mixed-methods approach. Teacher variables were measured through a questionnaire and an interview. Information on the quality of writing lessons was obtained from these interviews and lesson observations. Students’ writing was measured in four different genres. Research questions In this presentation the effects of the first intervention year are discussed. The following research questions will be answered: 1) Do the teacher variables (cognitions, attitudes, skills) in the intervention groups change more than the teacher variables in the control group? 2) Does the students’ writing performance in the intervention groups improve more than the students’ writing performance in the control group? 3) Is there an additional effect of teacher training? The pre-test data have been analysed. The remaining data will be analysed before June.
Relevance This study demonstrates whether a strategy focussed writing intervention is effective in a Dutch context and whether it is wise to add a training component. This is important to know, if one wants to improve writing education.
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Raquel Fidalgo & Mark TorranceStrategy-focused interventions such as the Self-Regulated Strategy Development program (Harris and Graham, 1996) and the Cognitive Self-Regulation Intervention used in our own research (see a review in Fidalgo & Torrance, 2015) are necessarily multifaceted. Their content aims to promote students' metacognitive knowledge of writing about not only how to plan/revise (procedural knowledge) but also about what to plan/revise (declarative knowledge). Metacognitive knowledge of writing is taught through a combination of several instructional components which typically include: direct teaching of writing strategies supported by the use of mnemonics, modelling of these strategies, and finally, different kind of students’ writing practice supported by different materials and feedbacks that are withdrawn progressively until disappear. So, the global nature of the strategy-focused instruction raises research questions about the reasons for its effectiveness: What contents and/or instructional components of the strategy-focused instruction are most crucial or essential to develop students’ writing skills? The present study explores this question. The sample comprised 146 Spanish sixth grade students distributed across six mixed-ability classes within the same school. Four classes received strategy-focused instruction: two classes received a strategy-focused program aimed at developing declarative metacognitive knowledge about what constitutes good quality text, and the other two received a strategy-focused program that also included the development of procedural metacognitive knowledge about effective writing process, specifically strategies for planning and drafting. Both programs included two other instructional components: direct teaching about the specific cognitive strategies and teacher modelling, which were applied in different order in the different classes of each condition. These experimental groups were compared with other two practice-matched control groups. We took pretest, mid-test and postest measures of holistic and text-analytic measures of product-quality, process measures from probed self-reports and from the analyses of contents of the draft and final sheets in the writing tasks, metacognitive knowledge and students’ writing styles. Preliminary results suggest that, consistent with findings of previous research (a) both interventions were successful in developing the quality of students’ texts and (b) that teaching specific procedural metacognitive knowledge (planning and drafting strategies) provides no additional benefit over giving students explicit declarative metacognitive knowledge of written products.
Riga, Fran, Vrikki, Maria, Brindley, Sue & Abedin, Manzoorul (United Kingdom (The)) DIALOGIC TEACHING IN THE SECONDARY SCHOOL: A CRITICAL ENGAGEMENT WITH ISSUES USING A CASE STUDY APPROACH
Symposium coordinator/organizer: Dr Sue Brindley
The symposium draws on a funded research project (Esmee Fairbairn) which sought to investigate the reasons underpinning the low take up of dialogic practices in the secondary classroom, and to devise and offer an online PPD course that remediates that situation. The papers represent perspectives of secondary teachers who followed the PPD training course and demonstrates the results in their classrooms.
Discussant: Dr Sue Brindley, University of Cambridge
1. A comparison of discourse characteristics of student-student interaction in secondary school English and RE lessons. Author: Dr Manzoor Abedin, University of Cambridge. Dr Abedin is not able to participate. His paper is presented by Fran Riga and Maria Vrikki.
The study investigates classroom talk of students while working in groups within English and RE. Using information from audiotaped classroom activities, the study makes a comparative analysis of the content of talk (Rymes, 2003), the functions of language in use (Doecke et al, 2009; Purnell et al, 2004), and the evidence of comprehension and collaborative learning (Schuh, 2003). The analysis reveals the underlying intellectual and cognitive structure of the group discussions including hypothesising, generalising, analysing, and synthesising. Analysis also identifies subtle nuances in the conversational patterns leading to different forms of knowledge development. Keywords: classroom talk; dialogic learning; knowledge development
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2. Conceptualizations of Dialogic Teaching by Secondary School Teachers Dr Maria Vrikki, University of Cambridge
The paper examines the perceptions of secondary school teachers about dialogic teaching. Specifically, data derived from semi-structured interviews conducted in schools in England with five teachers of different subjects: two Religious Education teachers, an English teacher, a Maths teacher and a Geography teacher. Each teacher provides their perspective on the characteristics of dialogic teaching and its impact, as this is operationalized in each context. By comparing these views, a comprehensive understanding of the nature and place of dialogic teaching in secondary education is proposed.
Keywords: Dialogic teaching; Secondary school teachers; Teacher conceptualizations
References: Alexander, R. (2004). Towards dialogic teaching. Rethinking classroom talk. Cambridge, U.K.: Dialogos. Lehesvuori, S., Viiri, J. & Rasku-Puttonen, H. (2011). Introducing Dialogic Teaching to Science Student Teachers. Journal of Science Teacher Education, 22(8), 705-727. Higham, R.J.E., Brindley, S. & Van de Pol, J. (2014). Shifting the primary focus: assessing the case for dialogic education in secondary classrooms. Language and Education, 28(1), 86-99.
3. A comparative account of the dialogic teaching strategies enacted by teachers of four secondary school subjects Dr Fran Riga, University of Cambridge
This paper investigates and compares dialogic teaching strategies enacted by four secondary teachers in their specialist subject. Data from video-recorded lessons taught along dialogic principles (Alexander, 2004; Barnes, 2008; Mercer, 2000), and data from semi-structured interviews with teachers are used to compare the DT strategies. Preliminary findings indicate that, while some DT strategies were common to all 4 subjects, other strategies seemed more suited to particular subjects. Moreover, it appears that certain conditions need to be met before dialogic approaches can be enacted. As a consequence, we propose a 7-stage process leading to successful dialogic teaching.
Keywords: Dialogic teaching strategies – Exploratory talk – secondary school subjects – Comparing dialogic strategies
References: Alexander, R. (2004). Towards dialogic teaching. Rethinking classroom talk. Cambridge, U.K.: Dialogos. Barnes, D. (2008). Exploratory Talk for Learning. In N. Mercer & S. Hodgkinson (Eds.), Exploring Talk in School (pp. 1–15). London: Sage. Mercer, N. (2000). Words and Minds. London: Routledge.
Manzoorul Abedin & Fran Riga & Maria VrikkiThe study investigates classroom talk of students while working in groups within English and RE. Using information from audiotaped classroom activities, the study makes a comparative analysis of the content of talk (Rymes, 2003), the functions of language in use (Doecke et al, 2009; Purnell et al, 2004), and the evidence of comprehension and collaborative learning (Schuh, 2003). The analysis reveals the underlying intellectual and cognitive structure of the group discussions including hypothesising, generalising, analysing, and synthesising. Analysis also identifies subtle nuances in the conversational patterns leading to different forms of knowledge development.
Keywords: classroom talk; dialogic learning; knowledge development
References:Doecke, B., Gill, P., Illesca, B. & Van de Ven, P.-H. (2009). The literature classroom: Spaces for dialogue. L1-Educational Studies in Language and Literature, 9, 5–33. Purnell, K., Callan, J. & Whymark, G. (2004). Managing learner interactivity: A precursor to knowledge
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exchange. Studies in Learning, Evaluation, Innovation and Development, 1, 32–44. Rymes, B. (2003). Eliciting narratives: Drawing attention to the margins of classroom talk. Research in the Teaching of English, 37, 380–407. Schuh, K.L. (2003). Knowledge construction in the learner-centered classroom. Journal of Educational Psychology, 95, 426–442.
Maria VrikkiThe paper examines the perceptions of secondary school teachers about dialogic teaching. Specifically, data derived from semi-structured interviews conducted in schools in England with five teachers of different subjects: two Religious Education teachers, an English teacher, a Maths teacher and a Geography teacher. Each teacher provides their perspective on the characteristics of dialogic teaching and its impact, as this is operationalized in each context. By comparing these views, a comprehensive understanding of the nature and place of dialogic teaching in secondary education is proposed.
Keywords: Dialogic teaching; Secondary school teachers; Teacher conceptualizations
References: Alexander, R. (2004). Towards dialogic teaching. Rethinking classroom talk. Cambridge, U.K.: Dialogos. Lehesvuori, S., Viiri, J. & Rasku-Puttonen, H. (2011). Introducing Dialogic Teaching to Science Student Teachers. Journal of Science Teacher Education, 22(8), 705-727. Higham, R.J.E., Brindley, S. & Van de Pol, J. (2014). Shifting the primary focus: assessing the case for dialogic education in secondary classrooms. Language and Education, 28(1), 86-99.
Fran RigaThis paper investigates and compares dialogic teaching strategies enacted by four secondary teachers in their specialist subject. Data from video-recorded lessons taught along dialogic principles (Alexander, 2004; Barnes, 2008; Mercer, 2000), and data from semi-structured interviews with teachers are used to compare the DT strategies. Preliminary findings indicate that, while some DT strategies were common to all 4 subjects, other strategies seemed more suited to particular subjects. Moreover, it appears that certain conditions need to be met before dialogic approaches can be enacted. As a consequence, we propose a 7-stage process leading to successful dialogic teaching.
Keywords: Dialogic teaching strategies – Exploratory talk – secondary school subjects – Comparing dialogic strategies
References: Alexander, R. (2004). Towards dialogic teaching. Rethinking classroom talk. Cambridge, U.K.: Dialogos.
Rijlaarsdam, Gert & Braaksma, Martine (Netherlands (the)) SMALL CHANGES IN THE INSTRUCTIONAL SETTING DO WORK: DIFFERENTIATION IN THE WRITING CURRICULUM
The presentation provides an overview of effective differentiation in writing and literature lessons in secondary school. The overview is based on various studies of the Research Team in Language, Literature & Arts Education of the University of Amsterdam (www.rtle.nl). In these intervention studies, various interactions were observed between learner characteristics and learning conditions, pair composition, instruction mode, mode of communication (oral versus written). Each interaction between two factors point to a differential effect of the learning conditions for different groups of learners. We shall present the findings from four published studies, and discuss the practical consequences.
References:Braaksma, M. A. H., Rijlaarsdam, G., & Van den Bergh, H., (2002). Observational Learning and the Effects of
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Model-Observer Similarity. Journal of Educational Psychology, 94, 2, 405-415 Braaksma, M., Rijlaarsdam, G., & Van den Bergh, H. (2012). Hypertext writing: Learning and transfer effects. In: M. Torrance, D. Alamargot, M. Castelló, F. Ganier, O. Kruse et al. (Eds.), Learning to write effectively: Current trends in European research (pp. 127-131). Studies in Writing, vol. 25. Bedfordshire/Connecticut: Emerald Bookstore. Groenendijk, T., Janssen, T., Rijlaarsdam, G.,& Van den Bergh, H. (2013).Learning to be creative. The effects of observational learning on students’ design products and processes. Learning and Instruction), pp. 35-47 DOI information: 10.1016/j.learninstruc.2013.05.001 Kieft, M., Rijlaarsdam, G., & Van den Bergh, H. (2006). Writing as a learning tool: Testing the role of student’s writing strategies. European Journal of Psychology of Education, 21(1), 17-34. Kieft, M., Rijlaarsdam, G., & Van den Bergh, H. (2008). An aptitude-treatment interaction approach to writing-to-learn. Learning and Instruction, 18, 379-390 Kieft, M., Rijlaarsdam, G., Galbraith, D. & Van den Bergh, H. (2007). The effects of adapting a writing course to students writing strategies. British Journal of Educational Psychology, 77, 565-578. Van Steendam, E., Rijlaarsdam, G., Sercu. L. & Van den Bergh, H. (2010). The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL. Learning & Instruction, 20, p 316-327.
Routarinne, Sara (Finland) SOMETHING NEW, SOMETHING BORROWED. HOW DO FIFTH GRADERS GO ABOUT COMPOSING INFORMATIVE TEXTS?
Despite high performance in reading assessment tests (PISA; PIRLS), Finnish schoolchildren are often reported to have difficulty with writing. Similar concern regarding writing literacy is also reported across nations (Beard & Burrel 2010; Kimmel 2010). In this presentation I will approach the problem in the context of fifth graders’ attempts to write informative texts in literature education.
The data come from a project focusing on the development of writing literacy, writing self-efficacy and the effect of encouragement and peer feedback on writing. In here, I will focus on the set of texts (N 67) that represent the informative genre family (Langer 1985; Rose & Martin 2012). The method of analysis is qualitative content analysis informed by Sydney school genre analysis (Martin & Rose 2008; Rose & Martin 2012).
The results indicate that in average, fifth graders are less experienced in writing informative texts than narrative texts. In contrast to their narrative texts, they make use of specific textual phases to manifest their understanding of informative genre. Their use of linguistic resources in informative texts contrasts to other assignments as they produce syntactic and morphological complexity. In doing so they borrow syntax and lexicon from their sources. This practice is interpreted here as scaffolding in the Vygotskian sense. The students make use of the texts they read in the process of learning to write as an expert. Writing has a twofold role: For one, it is the instrument of learning. For two, it is the target of learning.
Keywords: genre, writing literacy, scaffolding, textual phases, lexicon
References: Beard, R. & Burrel, A. (2010). Investigating Narrative Writing by 9–11-Year-Olds’. Journal of Research in Reading 33: 77–93. DOI: 10.1111/j.1467-9817.2009.01433. Kimmel, M. (2010). Boys and School: A Background Paper on the "Boy Crisis. Stockholm: Swedish Government Official Reports SOU 2010: 53. Viewed 4 January 2014. http://www.government.se/sb/d/9150/a/149169. Langer, J. (1985). ‘Children's Sense of Genre: A Study of Performance on Parallel Reading and Writing Tasks’. Written Communication 2: 157–187. Martin, J. & Rose, D. (2008). Genre relations: Mapping culture. London: Equinox. Rose, D. & Martin, J. (2012). Learning to Write/Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School: Scaffolding Democracy in Literacy Classrooms. London: Equinox Publishing.
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Sanchez, Mabel Encinas (United Kingdom (The)) EMOTIONS IN THE MOTHER TONGUE CLASSROOM
This paper discusses how Vygotsky’s (1997 and 1999) work supports the understanding of the role of emotions in mother tongue teaching and learning practices in the classroom. The question addressed is: How does a perspective built on a Vygotskian tradition help to understand emotions in the mother tongue classroom? In the paper, examples of the analysis of emotions as part of the pedagogic practices that take place in classrooms are presented through drawings and texts. Emotions are shown as situated in the classroom context, where pedagogic practices take place in microhistorical time. The empirical analysis offers the basis to sustain that teachers accompany, encourage and contain or regulate emotions while they are engaged in mother tongue teaching practices. As a consequence, teachers ‘teach’ how to deal with emotions, and this process is basic to support their practices within the discipline, in this case Spanish. Throughout the paper, the sociocultural underpinnings of the study of emotions with an all-embracing historical psychological approach are discussed (Engeström, 1996; Cole, and Gajdamashko, 2008). In relation to emotions, this approach allows overcoming the dichotomy of their physiological and cultural aspects, as much as the separation of their individual and social aspects. Also, the way in which learning curricular contents and emotions and intertwined is addressed. With this approach, the study of emotions becomes an investigation of what emotions ‘do’ in social contexts and interactions in the classroom, rather than the study of what emotions ‘are’. Two sources of data are used in order to construct microsituations: video recorded interactions in the classroom and field notes. Videos and notes were recorded during the observation of lessons of four Spanish teachers, working in a Mexican secondary school (12 to 15 year-olds). Each of the teachers was working with one of their groups. Microsituations are short video excerpts (within half a minute and three minutes), which have a beginning and an end that are identifiable during a lesson. The microsituations present classroom interactions in great detail. The field notes had a complementary role, offering information that supported interpretative descriptions and explanations that helped to make sense of the situations presented in the videos. All in all, this paper discusses how students learn how to deal with emotions such as enjoyment, embarrassment, anger or fear, among others, while they work in the curricular content. Consequences of this approach are discussed in terms of teaching practices in mother tongue classrooms, and future research.
Keywords: Secondary school (12 to 15 year-olds), emotions, history, psychology, adolescent development.
References: Cole, M. and Gajdamashko, N. (2008). 'The concept of development in culturalhistorical activity theory: Vertical and horizontal'. Learning and expanding with activity theory, 129-143. Engeström, Y. (1996). 'Development as breaking away and opening up: A challenge to Vygotsky and Piaget'. Swiss Journal of Psychology, 55, 126-132 Vygotsky, L. S. (1997). 'Chapter 15. The historical meaning of the crisis in psychology: a methodological investigation', The collected works of L.S. Vygotsky. Volume 3. Problems of the theory and history of psychology. London: Plenum Press. Vygotsky, L. S. (1999). 'The teaching about emotions. Historical-Psychological Studies'. In L. S. Vygotsky and R. W. Rieber (Eds), The collected works of L.S. Vygotsky. Vol. 6, Scientific legacy. (pp. 69-235). New York ; London: Kluwer Academic/Plenum Publishers - Electronic version pp. 1-139.
Sano, Aiko & Nakajima, Kazuko (Japan) PRE-WRITING STRATEGY BILINGUAL WRITERS EMPLOY: ITS CROSS-LINGUAL RELATIONSHIPS AND THE BILITERACY DEVELOPMENT AMONG JAPANESE-ENGLISH BILINGUAL STUDENTS
Cummins’ (1981) proposal that the linguistic abilities of bilinguals develop interdependently supported by a common underlying proficiency permits us to expect that academic writing skills in both languages will develop hand in hand. Situated in this framework, we observed the degree in which the writers employ similar pre-writing strategies (PWS) across languages and how such cross-lingual use of PWS contribute to the overall
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quality of writing. 240 compositions each written in English and Japanese on the same topic were collected from Japanese-English bilingual students attending a Japanese Saturday school in Toronto (G1-9) for a larger study, of which 70 written by students in G7-G9 will be the focus of the present study. The students were instructed to spend approximately 5 minutes to generate and organise ideas and thoughts on a sheet of paper prior to writing their compositions. They were allowed to use language of their choice in doing so, while wrote compositions in the language assigned. Some drew pictures, some wrote list of words, and some started drafting the compositions right away. These various pre-writing strategies (PWS) employed by the students were classified into 5 major categories according to their features and functions. Two questions guided this research: one is if there is any cross-lingual relationships in the use of PWS, while the other is to describe features of PWS employed by five types of bilinguals, which was determined in our previous study (Authors, 2014). These bilingual types were; 1)highly proficient in both of the languages, 2)possessing strong writing abilities in Japanese only, 3)possessing strong writing abilities in English only, 4)struggling to acquire writing skills in both of the languages, and 5)possessing moderate levels of writing skills in both of the languages. The findings from the present study is hoped to shed light in improving educational practices in writing by presenting evidence that linguistic elements as deeply rooted in the learners’ cognition as prewriting strategies can transfer across languages typologically and orthographically distant such as Japanese and English. These findings thus call for bilingual instructional approach in writing, as has been proposed by Cummins (2005, 4).
Sawyer, Wayne (Australia) ASSESSMENT INSIDERS : PEER AND SELF-ASSESSMENT IN ENGLISH CLASSROOMS IN AUSTRALIA
Context: This paper is set in the state of New South Wales (NSW), Australia and reports on the work of two (L1) English teachers who were part of a larger research project on the classroom engagement of students from low socio-economic status (SES) communities. English classrooms in one other project will also be referred to for purposes of comparison. Aims: The aim of the central project was to analyse the work of 28 teachers in NSW who were regarded by their peers as highly successful at engaging students from low SES communities with their education. Methods: The central project used extended case studies of teacher practice. Results: The research produced analyses of exemplary practice in terms of a) classroom experiences b) classroom processes and c) the support which teachers gave to individual students. Discussion: Global competition between nation states in literacy achievement that is represented by international assessment regimes such as PISA can be seen as in some tension with the reality of global policy travel. A particular instance of such global policy travel is the drive towards, and almost universal agreement about, so-called 21st century skills. These almost invariably include: creativity, innovation, critical thinking, problem solving, decision-making, metacognition, information literacy, ICT literacy, communication, collaboration, local and global citizenship, personal and social responsibility – to quote a typical list (ATC21S). In terms of classroom assessment practices, one could easily argue that developing such skills in students would preclude assessment practice as being something which students simply have done to them. This paper reports on the work of two English teachers in terms of an aspect of their work which we call ‘ insider classroom’ processes. Central to our notion of the insider classroom is student self-assessment. The ways in which these teachers created opportunities for student self- (and peer-) assessment are explored in this paper. The possibilities of self- (and peer-) assessment for a students’ sophisticated understanding of their own development in English is also explored in the second, related, project in which students became researchers of self- and peer- assessment practices in classrooms.
KEYWORDS: self-assessment, peer-assessment, writing pedagogy
REFERENCES: Sawyer, W. (2014) 'Polic(y)ing creativity', in B.Doecke, G.Parr & W.Sawyer, Language and creativity, Putney: Phoenix Education. Assessment and Teaching of 21st century skills (ATC21S) (2009-2014) What are 21st century skills? http://atc21s.org/index.php/about/what-are-21st-century-skills/ Munns, G., Sawyer, W., Cole, B. & The Fair Go Team (2013) Exemplary teachers of students in poverty, London & New York: Routledge.
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Schmidt, Frederike (Germany) FOSTERING FILM RELATED COMPETENCES – WHAT IS THE STARTING POINT? AN EMPIRICAL STUDY ON STUDENTS’ INFORMAL FILM KNOWLEDGE
There is a common sense in German Literature education that it is necessary to foster students’ film related competences (e. g. Abraham 2009). Despite the importance of this field, empirical studies in German Didaktik on learners’ film comprehension processes are rare. Especially there is a lack of empirical research on so-called informal knowledge (e. g. Overwien 2005). Informal film knowledge is here defined as knowledge about films that learners acquire casually in out-of-school contexts. It has to be considered as starting point for fostering film related competences at school. Due to this perspective the poster presents empirical results of a qualitative study (Schmidt/Winkler, in press) that explores the film comprehension processes of learners after their first viewing of the movie “Krabat” (D, 2008, Marco Kreuzpaintner). As main method of data collection we conducted group discussions about the movie with 6th and 7th grade students of German “Gymnasium” (N = 18). The key aspect of data analysis was how learners use their informal knowledge for film analysis and film interpretation during group discussions. The results point to the fact that students are able to access quite remarkable informal knowledge about cinematic representations and their effects (e. g. lighting control, use of sound, differences book – film). Furthermore, all learners in our study were able to evaluate independently characteristics of the film and to give reasons for their film-related evaluations. All these competences are vital for the interpretation and reflection of movies, even if they have to be furthered didactically. Clearly, our study is based on small data, this means that the extent to which we can generalize these findings is limited. However, the results can be seen as an important starting point for the development of didactical concepts that use informal film knowledge as an essential basis for fostering film related competences in formal learning contexts.
Keywords: film comprehension, film literacy, informal knowledge, L1-development and teaching
References: • Abraham, Ulf (2009): Filme im Deutschunterricht. Seelze: Klett/Kallmeyer. • Overwien, Bernd (2005): Stichwort: Informelles Lernen. In: Zeitschrift für Erziehungswissenschaft 8. H. 3. S. 337-353. • Schmidt, Frederike/Winkler, Iris (in press): An informelles Filmwissen anknüpfen! Empirische Befunde zum Spielfilmverstehen von Schülerinnen und Schülern. In: Didaktik Deutsch.
Schrijvers, Marloes, Janssen, Tanja & Fialho, Olivia (Netherlands (the)) LEARNING ABOUT ONESELF AND OTHERS IN THE LITERATURE CLASSROOM: AN ANALYSIS OF STUDENTS’ WRITTEN LEARNER REPORTS
Reading literary fiction may change how we think of ourselves (self-perceptions) and others (social perceptions): it may lead to deepened self-understandings (Sikora, Miall & Kuiken, 2011; Fialho, 2012), increased Theory of Mind (Kidd & Castano, 2013), empathy (Bal & Veltkamp, 2013) and moral competence (Hakemulder, 2000). Literature education might foster such experiences of change, but this claim has never been investigated. Therefore, this study aims at exploring whether Dutch students (grades 10-12, N=350) report any experiences of change in self-perceptions and social perceptions as a result of literature education.
To this purpose, participants complete a reflective writing assignment: the learner report. This instrument explicates learning experiences that remain implicit in other measures and was found to be valid and reliable in previous research (Van Kesteren, 1993; Janssen, 1998). Participants are asked to write down what they have learned (noticed, discovered, found out) about others and themselves through class activities in literature education and through reading literary fiction for school.
Since Lexical Basis for Numerically-Aided Phenomenology (or LEX-NAP; Fialho, 2012) is demonstrably effective in grasping self-transformative experiences, it is used as method of data analysis. It enables inductive examination of students’ experiences, focusing not only on what experiences of change students report, as is done in traditional content analysis, but also on how they report them. For instance, use of personal pronouns,
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intensifiers, vague language and metaphors may indicate specific experiences of change. To assess inter-rater reliability, part of the learner reports will be analyzed by a second rater.
Data analysis is currently in progress and results will be presented at the conference.
Keywords: Literature education, self-perceptions, social perceptions, content analysis, lexical analysis.
References: Bal, M., & Veltkamp, M. (2013). How does fiction reading influence empathy? An experimental investigation on the role of emotional transportation. Plos One, 8, 1-12. Fialho, O. (2012). Self-modifying experiences in literary reading: A model for reader response. (PhD, University of Alberta). Hakemulder, F. (2000). The moral laboratory: Experiments examining the effects of reading literature on social perception and moral self-knowledge. Amsterdam: John Benjamins. Janssen, T. (1998). Literatuuronderwijs bij benadering. [Approaches of literature education.] (PhD, Universiteit Utrecht). Kidd, D. C., & Castano, E. (2013). Reading literary fiction improves theory of mind. Science (New York, N.Y.), 342, 377-380. doi:10.1126/science.1239918 Sikora, S., Kuiken, D., & Miall, D. (2011). Expressive reading: A phenomenological study of readers' experience of Coleridge's 'The rime of the ancient mariner'. Psychology of Aesthetics, Creativity, and the Arts, 5(3), 258-268. Van Kesteren, B.J. (1993). Applications of De Groot's 'learner report': A tool to identify educational objectives and learning experiences. Studies in Educational Evaluation, 19, 65-86.
Sebastião, Isabel (Portugal) TEACHER’S KNOWLEDGE IN AND FOR THE TEACHING OF WRITING: THE CASE OF EPISTOLARY GENRE
Genre is considered an important tool in language teaching, particularly in the teaching of writing (Schnewly & Dolz, 2004 Marcuschi, 2010). The epistolary is one of the genres referred to in the Portuguese programs in the various stages of education. It is also one of the genres in which students have difficulties - mainly because of the lack of an explicit model for its production (Sebastião, 2013). These students' difficulties in understanding some of the production aspects of the epistolary genre may reflect the teacher's knowledge (Ribeiro & Jakobsen, 2012) and may result from the fact of this genre not being addressed in an explicit manner and not being the focus in teacher's training. The knowledge of the teacher of Portuguese is seen, therefore, as extremely important so that he can set up tasks allowing students to develop a knowledge of and about the language. This knowledge of the teacher of Portuguese is here intrinsically associated with one of conceptualizations of teacher's knowledge (Ball, Thames & Phelps, 2008) which considers the starting and finishing points, the practice and learning of the student. The students' results in all stages of their education, make it essential that the training of teachers be more focused on the knowledge of teachers and the tasks of teaching. This current study is part of the interpretative paradigm. In an initial phase, based on the discursive-textual model of the epistolary genre (Sebastião, 2013), we will discuss and reflect on some results concerning the knowledge of students in year 4 (10 years old) such as the management of textual and discursive elements to build cohesion and textual coherence in epistolary discursive. The texts that make up the corpus are part of a doctoral research and were collected in schools in a region of Portugal. In a second phase, starting from the critical situations identified in the analysis and compared with the model of gender, we will discuss some aspects we consider to be essential to the professional knowledge of the teacher of Portuguese to teach the textual genre under study, that is, from the data of the students it is intended to create a representative picture of the professional knowledge of the teacher in relation to this genre.
Keywords: Teacher knowledge, writing, teaching and learning, epistolary genre
References: Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: what makes it special? Journal of Teacher Education, 59(5), 389-407. Marcuschi, L. A. (2010). “Gêneros textuais: definição e funcionalidade”. A. Dionísio, et al. (orgs.). Gêneros
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textuais e ensino. Rio de Janeiro: Lucerna. pp. 19-36. Sebastião, I. (2012). Interatividade entre práticas e aprendizagens de estruturas discursivo-textuais ao longo do Ensino Básico: o discurso epistolar. Tese apresentada à Faculdade de Ciências Sociais e Humanas da Universidade Nova de Lisboa para obtenção do grau de doutor. Ribeiro, C. M., & Jakobsen, A. (2012). Prospective teachers’ mathematical knowledge of fractions and their interpretation of the part-whole representation. In B. Maj-Tatsis & K. Tatsis (Eds.), Generalization in mathematics at all educational levels (pp. 289-298). Reszów, Poland: Wydawnictwo Uniwersytetu Rzeszowskiego. Schnewly, B. & Dolz, J. (2004). Gêneros Orais e Escritos na Escola. Campinas: Mercado das Letras.
Skarstein, Dag (Norway) NORWEGIAN L1 EDUCATION - DEMOCRATIC POLICY WITH UNDEMOCRATIC EFFECTS?
The idea of an open and inclusive school for all has been both a trademark and source of pride for the Scandinavian countries. In spite of democratic measures aimed at reducing social differences, quantitative studies show that the Norwegian school system is reproducing and reinforcing such differences (Bakken 2003, 2007, 2009, Bakken & Elstad 2012). However, these quantitative studies are not able to reveal the nature of the diversity between academically strong and weak student. This talk will present two recent qualitative studies that may provide new and more relevant didactic answers to the questions to why the school system maintains such differences than qualitative data can convey (Penne, 2014, Skarstein, 2013). The research data consist of transcribed recorded interviews with 40 students in both lower and upper secondary school. The approach is sociocultural and phenomenological (Wertsch 2002, Lakoff & Johnson 1999), and the data are examined by discourse analyses (Gee 2012). Penne’s study examines the distinctions between five academically strong and 15 weaker preforming students in lower secondary school, describing what the most striking differences in specific learning contexts are. Skarstein examines 21 upper secondary students’ discourses regarding fictional texts presented to them in the L1-classroom. The study highlights prominent differences in weak and strong students’ approach to fictional texts. The two studies show the exact same tendency; what might be referred to as two different identity discourses (Gee 2000-2001, Twenge 2005). The studies reveal how being an active student and a learner, is a matter of identity and a “matter of discourse”. The talk will present examples of these discourse levels, and discuss the individualized, democratic and highly student-oriented system as a possible explanation for why the Norwegian school is reproducing and reinforcing social differences.
References: Bakken, Anders (2003): Minoritetsspråklig ungdom i skolen : reproduksjon av ulikhet eller sosial mobilitet? Oslo: Norsk institutt for forskning om oppvekst, velferd og aldring. ——— (2007): Virkninger av tilpasset språkopplæring for minoritetsspråklige elever: en kunnskapsoversikt. Oslo: Norsk institutt for forskning om oppvekst, velferd og aldring. ——— (2009): Ulikhet på tvers: har foreldres utdanning, kjønn og minoritetsstatus like stor betydning for elevers karakterer på alle skoler? Oslo: Norsk institutt for forskning om oppvekst, velferd og aldring. Bakken, Anders og Jon Ivar Elstad (2012): For store forventninger?: kunnskapsløftet og ulikhetene i grunnskolekarakterer. Oslo: Norsk institutt for forskning om oppvekst, velferd og aldring. Gee, J. P. (2012). Social Linguistics and Literacies. Ideology in Discourse London, N.Y.: Routledge Falmer. Gee, J. P. (2000-2001). Identity as an Analytic Lens for Research in Education. Review of Research in Education 25 Lakoff, George og Mark Johnson (1999): Philosophy in the flesh. New York: Basic Books Penne, S. (2014). Hvorfor er Salima så flink på skolen, og hvorfor har Mats bare lyst til å gi opp? Diskursive ulikheter med utgangspunkt i identitet og medierende språk. I Kleve, Penne, Skaar (2014). Literacy og fagdidaktikk i skole og lærerutdanning. Oslo: Novus forlag Skarstein, D. (2013) Meningsdannelse og diversitet. En didaktisk undersøkelse av elevers lesninger av norskfagets litterære tekster (Meaning making and diversity – a didactic study of students’ reading of fictional texts.) PhD-thesis. University of Bergen, Department of Linguistic, Literary and Aesthetic Studies Twenge, J. M. (Ed.). (2006). Generation Me. Why Today´s Young Americans are More Confident, Assertive, Entitled - and More Miserable Than Ever Before. N. Y.: Free Press.
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Wertsch, J. V. (2002). The need for action in sociocultural research. In J. V. Wertsch, del Rio, P., Alvarez, A. (Ed.), Sociocultural Studies of Mind. N.Y.: Cambridge University Press.
Skyggebjerg, Anna Karlskov & Rørbech, Helle (Denmark) TEXT AND READER, TEACHER AND STUDENT IN THE LITERATURE CLASSROOM
Moderator: Professor Vibeke Hetmar, University of Aarhus
The complexity of the literature classroom may be understood and described in many different ways, depending on the perspectives on which the descriptions are based. We may observe the same classrooms, the same activities and interactions and yet reach different understandings of what actually took place. The framework of the symposium will be as follows: One or two short incidents from literature classrooms will be presented. These incidents will be discussed in the three presentations based on the different perspectives represented by the members of the panel. All three presentations will include reflections on classroom interactions and interplays but from different angles and with different foci: 1. The interplay between reader positions that become available through the teacher’s framing of classroom interaction on the one hand, and on the other hand, the reader identities that are actually enacted by the students. 2. The interplay between teacher’s choice of texts and the students’ possibilities for enacting different kinds of reader positioning and envisionment building. 3. Teacher-student and student-student interactions from a comparative perspective, with focus on different approaches to the notion of dialogic classroom discussion based on observations in Danish and Chinese high school classrooms.
All three presentations will include critical discussions of what often is understood as a double bind in literature education. This notion of double bind may be seen as a result of a common and recognizable situation in literature classrooms – a situation that is established through the interplay between two opposite kinds of expectation, which the teacher must address: the obligation to address the disciplinary goals and content, and a theoretically-based orientation towards the reader as a co-producer of the literary text. This double bind is also reflected in the framing of teacher-student and student-student interaction in many classrooms where the teacher’s intentions may be to invite students to participate in dialogical discussions but in reality may prove to be less dialogic than intended.
Anna Karlskov SkyggebjergAssociate Professor Anna Karlskov Skyggebjerg: Choices of texts for literary education Keywords: Teaching literature, literary education, young readers, choices of texts and genres, reader identities, double bind. This paper charts the general implications of the choice of texts for literature teaching in the Danish school system, especially in Grades 8 and 9. It will analyze and discuss the premises of the choice of texts, and the possibilities of a certain choice of text in a concrete classroom situation. The teaching of literature has a double bind. On the one hand, there is a subject (Danish) and a curriculum with a certain type of texts with cultural and even national connotations, and the limits of the choice of texts and curriculum are decided by the state. On the other hand, there are some concrete readers with literary interests, competences, possibilities, needs, etc. Generally speaking the criteria for the choice of texts for teaching literature in Danish schools have been dominated by considerations for the subject and Literature in itself. The predominant view of literature comes from literature studies at universities, where criteria concerning language and form are often more valued than criteria concerning character and content. This tendency to celebrate the formal aspects and the literariness of literature is recognized in governmental documents, teaching materials, and in the registration of texts for examinations. Genres such as poetry and short stories, periods such as avant-garde and modernism, and acknowledged and well-known authorships are often included, whereas, representations of popular fiction and such genres as fantasy, sci-fi, and biography are rare. Often, pupils are only exposed to these genres through reading in their leisure time. The gap between reading culture inside and outside the school system is not new, but still very interesting to reflect on. Both Louise Rosenblatt (The reader, the text, the poem, 1978) and Judith Langer (Envisioning Literature, 1995; Envisioning Knowledge, 2010) spoke about different reading
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strategies and developing engaged readers. While they aimed at combining objective and subjective reader positions, neither of them was very concerned about the choice of texts. The key questions of this paper are: How does the choice of texts affect the possibility for positioning pupils/young adults? What does the choice of texts mean for pupils’/young adults’ possibilities as readers and individual interpreters? How are the pupils’ potentials for envisioning and engaging in literature with certain choices of texts?
Helle RørbechAssistant Professor Helle Rørbech: Literature, Culture and Reader Identities in Literature Classrooms Keywords: double bind, reader identities, culture in literature education The aim of reading and teaching literature is a much-debated question within the field of literature education. Different theoretical approaches point to different ideals and goals for the reading and teaching of literature: The development of global citizens (Nussbaum, 1997); of ethics and responsibility towards the other/otherness (Attridge, 2004); of narrative imagination and democratic citizenship (Persson, 2007); and of literacy and democratic citizenship (Skaftung, 2009) to mention some. In the Danish national curriculum for primary and lower secondary school, literature teaching is connected with the development of the personal and cultural identity of the student. But how can literature teaching contribute to this disciplinary goal? Within literature studies and literature education studies, the question of culture is often linked with the national identity of the author; the social, ethnical or religious background of the student; and with the literary text seen as a cultural artifact. But the underlying concept of culture, which forms the curriculum and the research field, seems too static in the complex context of the literature classroom, where different cultural practices and contexts of understanding meet and interact. This paper suggests an alternative perspective on culture in the literature classroom. Inspired by the dynamic and performative concepts of culture in poststructuralist (Blackledge & Pavlenko, 2004) and social semiotic (Gee, 2005; Kramsch, 1998) approaches, the paper will investigate the interplay between reader positions that become available through the teacher’s framing of classroom interaction on the one hand, and on the other hand, the reader identities that are actually enacted by the students. On that basis the paper will reflect on how the connection between cultural identities and reader identities can be understood from within a classroom perspective. With the analysis of short incidents from a literature classroom as the starting point, the paper will discuss the potentials and challenges of basing literature teaching on a performative and dynamic concept of culture and it will discuss how this concept of culture might impact the disciplinary goals.
Vibeke HetmarPh.D.-student Ting Ting Liu: Discussions of framing dialogues in literature classroom Keywords: The ways of framing interactions, dialogical teaching, literature teaching, comparative perspective Following Bakhtin’s (year) perspective, the importance of a multi-voiced classroom is increasingly emphasized by educators and researchers. Considering the emphasis on students’ voices, the ways of framing interactions in literature classrooms might become rather complex because they include interactions between the teacher and students as well as student-student and student-text interactions. Many teachers are concerned with the level of students’ interest in learning literature, and therefore, they make efforts to create some variation in their ways of framing interactions in their classrooms in order to encourage students to participate actively in different kinds of classroom and group discussions. However, the effectiveness of these various approaches is controversial. This paper uses description and analysis of selected episodes from observations in Danish high school literature classrooms, which show different ways of framing classrooms, as a basis for discussion of the concept of dialogical teaching embedded in the context of literature teaching. The paper will also apply a comparative perspective, focused on similarities and distinctions with Chinese high school literature classrooms, to draw a comprehensive map of dialogues in literature classrooms rooted in these different contexts. Overall, the goal is to conceptualize dialogical teaching in literature classrooms, with discussions and analysis of cases in different cultural contexts.
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Smidt, Jon K. (Norway) LANGUAGES, LITERATURES AND LITERACIES - A NORDIC PERSPECTIVE
Keynote day 3
This presentation will deliver the closing IAIMTE 2015 lecture, conveying his impressions of themes and patterns in the research presented during the conference and discussing perspectives and future challenges for L1 research and education.
Solheim, Randi & Matre, Synnøve (Norway) TEACHERS’ DIALOGUES ABOUT STUDENTS’ TEXTS: DEVELOPING A SHARED UNDERSTANDING AS A BASIS FOR FORMATIVE ASSESSMENT
Assessment plays an important part in all writing education. However, teachers’ feedback on students’ texts may be of varying types and qualities, often indicating a shallow understanding of the complexity of both writing and assessment. This paper deals with how teachers through collegial discussions about students’ texts develop a knowledge basis for formative assessment of writing. The theoretical foundation for the study is a construct of writing, the Wheel of Writing, representing a functional approach, focusing on writing acts and purposes of writing (Berge, Evensen & Thygesen, forthcoming). This study also draws on social theory on learning and communities of practice (Wenger 1998).
More precisely we seek answer to how a sample of teachers from Norwegian upper primary school develops assessment competence through collaborative assessment of students’ texts, supported by assessment resources derived from the writing construct, including specific norms of expected writing proficiency – and how they use this competence to decide what feedback to give on students’ L1 texts. The empirical data is collected from sessions during an explorative intervention study (Developing national standards for the assessment of writing) where teachers assessed texts together in small groups, and from feedback given to students on their L1 texts. By analysing the teachers’ assessment dialogues, a rather complex picture of their approaches is revealed. We identify two extreme points in a continuum: A rather instrumental and ritualized use of the norm of expectation against a more flexible and functional understanding of the resources. None of the groups used just one or the other of these ways of assessing, and between the two extremes we see clear signs that the teachers’ discussions and collaborate work are bringing them into a learning process that deals with internalizing a more complex understanding of writing. The analyses of the feedback on the students’ texts indicate that the teachers find it hard to transform analytical assessment into appropriate response. The findings will be elaborated on and discussed in light of the theoretical basis for the study.
Keywords: writing, assessment, collegial discussions
Stokke, Ruth I. Seierstad (Norway) CHILDREN’S RESPONSES TO LITERATURE IN THE CLASSROOM SEEN IN THE LIGHT OF THEORY OF MIND AND THE CONCEPT OF MENTALIZATION.
Cognitive literary theory, coupled with recent cognitive research based on Theory of Mind (ToM), has for a long time focused on the study of literary texts intended for adults. ToM is in these studies often described as the skill of attributing mental states to other beings based on observed or described behaviour, or as the ability to interpret and perceive one’s own and other’s feelings and intentions (e.g. Zunshine 2006). Kidd and Castano’s (2013) research on adults reading literary fiction, presents evidence as to how literary fiction temporarily can improve the reader’s ToM. Recently, cognitive literary theory and ToM has gained attention among scholars studying children’s literature (for an overview, see Nicolajeva 2014).
However, there has been little interest in examining children’s explicit utterances about literature in the classroom with regard to ToM. In the present paper, this will be the main object. In addition to research defined in the tradition of ToM/simulation theory (Baron-Cohen 1995; Goldman 2006), the paper draws upon related research on mentalization in the psychoanalytical tradition (Allen & Fonagy 2006).
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Data in the study consists of two reception studies of Norwegian pupils in the first and third grade (ten 6-year olds and eight 8/9-year olds) reading and talking about picturebooks during a classroom read-aloud, and also of subsequent interviews with eight of the children. Audiotapes, transcripts and field notes have been thematically analyzed. The reception studies show how the children use the encounter with the picturebooks to talk about and investigate the drawing of the characters’ eyes, shape of mouth and body language in relation to the characters’ possible emotions and intentions.
The paper seeks to examine whether the children’s utterances about the picturebooks can be understood in the light of ongoing reseach on ToM and mentalization. The bodily aspects of implicit and explicit forms of ToM and mentalization are discussed and seen in relation with Rosenblatt’s (1995, xviii) emphasis on literature reading as an organic process. Finally, the paper discusses the relationship between the concept of mentalization and empathy, and suggests possible consequences for the teaching of literature in mother tongue education.
Keywords: Theory of Mind, mentalization, literature and body, empathy, literature in mother tongue education
Literature: Allen, J. G. and Fonagy, P. (red.) (2006). Handbook of mentalization-based treatment. Chishester: Wiley and Sons Ltd. Baron-Cohen, S. (1995). Mindblindness - An Essay on Autism and Theory of Mind. Cambridge, Massachusetts: The MIT Press. Goldman, A. I. (2006). Simulating minds – the Philosophy, Psychology, and Neuroscience of Mindreading. NY: Oxford University Press. Kidd, D. C and Castano, E. (2013). Reading Literary Fiction Improves Theory of Mind. Science 2013, 342, 377; DOI: 10.1126/science.1239918 Nikolajeva, M. (2014). Reading for learning. Cognitive approaches to children’s literature. Amsterdam: John Benjamins Rosenblatt, L. M. (1995). Literature as Exploration. NY: The Modern Language Association of America. Zunshine, L. (2006). Why we read fiction. Theory of Mind and the Novel. Columbus: The Ohio State University Press.
Stokmans, Mia W.J. & Aissati, Abderrahman El (Netherlands (the)) EXPLORING TEXT AND ATTITUDE EFFECTS IN THE INTERPRETATION OF STORIES
In this paper, we regard a text as a written expression about an extraordinary experience in which the socio-economic, cultural and historical background of an author affects the way this experience is translated into a text that tells the story (McCarthy et al., 2004; Welty, 2002). From this perspective, a text consists of four aspects (Snow, 2002): the fable, the socio-economic, cultural and historical setting of the fable, genre characteristics commonly used to tell stories (which differ between cultures), and the language used in the text. It is the task of motivated readers to recreate a story embedded in the written text by dynamic, interactive, cognitive processes using all sorts of knowledge (Grabe & Stoller, 2002; Kintsch, 1998; Snow, 2002; Verhoeven & Perfetti, 2008). In original L1 stories all aspects of a text are familiar to readers (Oller, 1995). In general, familiarity has a positive impact on text comprehension (Alptekin, 2006). But, if available books are not appealing, familiarity could have a negative effect due to the negative connotations associated with these stories. We will test these suggestions by manipulating familiarity and connotation of texts.We conducted two studies (mixture of an experiment with random assignment of text and a survey study) in higher secondary education. All data were analyzed by means of ANCOVA, to reveal effects of text, motivation, and knowledge next to the controls age and gender. The first study focusses on familiarity and is a cross-cultural study in the Netherlands (n=113), Russia (n=145), and Morocco (n=111). Students read one of three short World War II stories that originate from The Netherlands, Russia, and Morocco. All texts were presented in the dominant language. This study showed some remarkable results that suggest a negative predisposition of Moroccan students toward stories of Moroccan origin. To explore this suggestion, we concentrated on Morocco (n=112) and altered also names and locations in the Dutch and Moroccan story (4 versions: 2 original and 2 altered) to manipulate familiarity and perceived origin. We will report on this study during the presentation.
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Keywords: text comprehension, background knowledge, cultural schema, reading motivation
References: Alptekin, C. (2006). Cultural familiarity in inferential and literal comprehension in L2 reading. System, 34, 494-508. McCarthy, K. F., Ondaatje, E.H., Zakaras, L. & Brooks, A. (2004). Gifts of the Muse. Santa Monica, CA: RAND Corporation. Oller, J.W. (1995). Adding abstract to formal content schema: Results of recent work in Peircean semiotics. Applied Linguistics, 16, 273-306. Snow, C. (2002). Reading for understanding: Toward an R&D Program in reading comprehension. Santa Monica, CA: RAND Corporation. http://www.rand.org/pubs/monograph_reports/MR1465. Oller, J.W. (1995). Adding abstract to formal content schema: Results of recent work in Peircean semiotics. Applied Linguistics, 16, 273-306. Grabe, W. & Stoller, L.F. (2002). Teaching and researching reading. Howlow, England: Pearson Education. Kintsch, W. (1998; ). The use of knowledge in discourse processing: A construction-integration model. Psychological Review, 95, 163-182. Verhoeven. L. & Perfetti, C.A. (2008). Introduction. Advances in text comprehension: Model, process and development. Applied cognitive psychology, 22, 2930301.
Svensson, Gudrun & Torpsten, Ann-Christin (Sweden) WORKING WITH TRANSLANGUAGING IN SWEDISH CLASSROOMS
The aim of this study is to reveal teachers’ strategies for making use of multilingual pupils’ linguistic repertoire and allowing multilingual competence to be a resource in the classroom. The term translanguaging was coined by Williams (1996), who studied strategic interaction in order to apply pupils’ multiple linguistic resources in the classroom. His studies showed that simultaneous multilinguistic practice not only led to improvement of pupils’ languages but also enhanced subject knowledge. Creese & Blackledge (2010), Garcia (2012), and Cummins & Persad (2014) also show that development of identity and knowledge is promoted when educating takes advantage of pupils’ previous linguistic experiences. However, according to Cummins (2007), teachers in L2 instruction apply linguistic strategies based on the view that use of L1 and L2 in the classroom does not further the development of the target language. This study proceeds from an action research (Denscombe 2009) sub-project within a multi-year research project, Interaction for the Development of Language and Identity in Multilingual Classrooms. The sub-project has special focus on linguistic resources and strategies, and spotlights in this study two teachers in elementary school who have started to work strategically to utilize 12 years old pupils’ linguistic resources. Our study analyses the concrete ways in which the teachers apply varied linguistic strategies according to Garcia (2012) when teaching. The material consists of 25 pupils’ written texts that are analyzed as per textual analysis. The material also consists of recorded conversations, observations of lessons and semi structural interviews which are analyzed with qualitative methods. The result shows that when teachers take advantage of the pupils’ linguistic repertoires by encouraging them to work together and apply all their linguistic knowledge when doing tasks the pupils create knowledge about concepts and forms of expression in both L1 and L2. The result also shows that pupils get a better understanding of L2-texts and improved writing as well as more confidence in their own capability. When the pupils’ diverse languages are regarded as a natural part of education also parents get involved which contributes to positive development of pupils’ identity by empowering both pupils and parents. Keywords: translanguaging, teacher strategies, multilinguistic resources, developing of identity and knowledge
References:Creese, A. & Blackledge, A. (2010). Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching. The Modern Language Journal, 94 (1), pp.103–115. Cummins, J. (2007). Rethinking Monolingual Instructional Strategies in Multilingual Classrooms. Canadian Journal of Applied Linguistics, 10 (i), pp. 221–240. Cummins, J. & Persad, R. (2014). Teaching through a Multilingual Lens: The Evolution of EAL Policy and Practice in Canada. Education Matters, 2 (1,) pp. 3–40. Denscombe, M. (2009). Forskningshandboken – för småskaliga forskningsprojekt inom
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samhällsvetenskaperna. Lund: Studentlitteratur. García, O. (2012). Theorizing Translanguaging for Educators. In C. Celic & K. Seltzer (ed). Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching? Modern Language Journal. 94(1), pp.103–115. Williams, E. (1996). Reading in two languages at Year 5 in African primary school. Applied Linguistics 17, pp. 183–209.
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Tainio, Liisa (Finland) CLASSROOM DISCOURSE AND THE USE OF TEXTS AS A RESOURCE FOR TEACHING AND LEARNING
The effectiveness of certain pedagogical methods and the impact of classroom discourses on learning reading literacy have been widely studied by the researchers of literacy education (see Nystrand 2006). Researchers inspired by Bakhtin have discussed particularly two patterns of discourse, namely, the monological (authoritative) and the dialogical (internally persuasive) discourse (Bakhtin 1981; Skidmore 2000). In contrast to monological discourse, in the dialogically-organized instruction the students have more opportunities to display verbally and non-verbally their agency as learners (Nystrand 2006; Lipponen & Kumpulainen 2011). Engaging in initiative, agentive activities, encouraged by teachers, is often considered as central to student learning (van Lier 2008; Waring 2011; Garton 2012).
Treating this as my reference point, I will analyze two video-recorded mother tongue lessons where teaching is oriented to learning literacy through L1-grammar in Finnish basic education, and ask what the role of (pedagogical) texts is for the creation of classroom discourse and the opportunities for learning. The analyses of classroom interaction are deepened with the analyses of participant interviews. As the method I use conversation analysis (e.g. Sidnell & Stivers 2013), a promising method for analyzing literacy education but a “methodological road less travelled” (Davidson 2012). This study is part of the research project Textmix where conversation analysis is used to examine the practices of L1 teaching and learning (http://blogs.helsinki.fi/textmixblogi/).
The focus of the analysis is the use of different texts during the instruction. I will show how the teachers’ practices of treating the text as the fundamental source of information and instruction versus a possible source of pedagogic tasks have consequences, first, on the ways in which classroom interaction is organized as monological or dialogical, second, on how pupils are motivated in learning, and, third, on how the emotional relationship between the teacher and the pupils is realized and evaluated by the participants. I conclude by discussing the role of different textual practices for the organization of classroom interaction and for creating opportunities for learning.
References: Bakhtin, M. (1981). The dialogic imagination. Austin: University of Texas Press. Davidson, C. (2012). Ethnomethodology and literacy research: A methodological “road less travelled”. English Teaching: practice and Critique, 11 (1), 26-42. Garton, S. (2012). Speaking out of turn? Taking the initiative in teacher-fronted classroom interaction. Classroom Discourse 3(1), 29-45. Lier, Leo van (2008). Agency in the classroom. In James P. Lantolf and Matthew E. Poehner (eds.), Sociocultural theory and the teaching of second languages, 163–186. London: Equinox. Lipponen, L. & Kumpulainen, K. (2011). Acting as accountable authors: Creating interactional spaces for agency work in teacher education. Teaching and Teacher Education 27(5), 812–819. Nystrand, M. (2006). Research on the role of classroom discourse as it effects reading comprehension. Research in the teaching of English 40, 392-412. Sidnell, J. & Stivers, T. (Eds.) (2013).The handbook of conversation analysis. Chichester, UK: Wiley-Blackwell. Skidmore, D. (2000). From pedagogical dialogue to dialogical pedagogy. Language and Education 14(4), 283–296. Waring, H. Z. (2011). Learner initiatives and learning opportunities. Classroom Discourse 2(2), 201–218.
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Tamaian, Ioana & Pamfil, Alina (Romania) LANGUAGE STUDY IN ROMANIAN SCHOOL
Context During the 20th in Romania, language teaching focused by turns on rhetoric, language system, and pragmatics. Those paradigms echoed the ideology of educational policy of the time. By analysing them, we raise not only practical questions about what types of theory and practices we should include in language teaching, but also ideological questions related to the critical consciousness of the speakers. In the first decades of the 20th century the teaching approach followed the tradition of trivium (grammar, rhetoric and logic) common to Western European School. In the following decades language study took a turn towards the theory of structuralism while the teaching approach favoured descriptive grammar. Over the last two decades the national curriculum has strongly supported a pragmatic turn in language teaching, prescriptive aspects of grammar being combined with communication, now envisioned as the main skill by the curriculum. The new Grammar of Romanian Language produced under the auspices of The Romanian Academy (2008) illustrates that pragmatic direction.
Aims Our paper aims to diachronically illustrate the three aforementioned paradigms and the subsequent conceptions about language teaching. Our main goal is to argue that the language teaching approach, mainly the pragmatic one, fails to completely capture the stakes of L1 practice in lack of language awareness. Thus we believe language awareness is a compulsory factor in the pragmatic model that teachers nowadays work with. We aim to outline some new appropriate language teaching models exploring this fundamental assumption and discuss them in relation to the grammar learning experience reported by students enrolled in the teacher training programme.
Theoretical framework The theoretical framework of the discussion is shaped by the concept of ”critical language awareness”, as defined by Norman Fairclough (1992), on the one hand, and, on the other one, it is based upon our research in the history of teaching Romanian language and literature (2005).
Results and discussion We mean to review some relevant issues in language teaching in Romania and to report on a series of teaching experiments carried out by the authors during the teacher training program organized at the “Babeş-Bolyai” University of Cluj-Napoca.
Keywords: language awareness, Romanian context, teaching grammar.
References: Fairclough, Norman, Critical Discourse Analysis: the critical study of language, London: Longman, 1995. Pamfil Alina, Ioana Tămăian, Romanian Language and Literature Study in the 20th century: teaching paradigms, Cluj-Napoca: Casa Cărţii de Ştiinţă, 2005 (in Romanian). The Grammar of Romanian, Bucharest: Romanian Academy Press, 2005 (in Romanian).
Tengberg, Michael & Olin-Scheller, Christina (Sweden) IDENTIFYING AND EVALUATING WRITTEN ARGUMENTATION. EFFECTS OF A COMPREHENSION STRATEGY INTERVENTION IN 9TH GRADE AIMED AT IMPROVING STUDENTS’ CRITICAL READING.
Recent curriculum reforms in several countries emphasize that a major challenge for future schooling of adolescents’ literacy is to improve their ability to deal with argumentative texts. Research demonstrates that critical reading ability is important both for a rich involvement in modern social and cultural life and for the large variety of text-based challenge awaiting students across the educational system. Empirical research on the reading of argumentative texts also indicate that explicit instruction is rare, that students at both secondary and college level are generally not very skilled at identifying key components of argumentative structures in texts, and that students often conflate provided arguments with cases they build themselves while reading.
In this presentation, we report from an intervention study designed to improve critical reading proficiency
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among adolescents. Critical reading in the study includes i) being able to identify written argumentative structure (author’s claim, supporting arguments, evidence, and counter arguments); ii) being able to analyze arguments in terms of relevance and sustainability; and iii) being able to evaluate argumentation through written, critical response.
A multiple strategy approach for critical reading instruction was implemented over the course of six weeks (15 lessons) in four classes in Swedish 9th grade. Teachers were provided with professional preparation and continual guidance during the intervention. Classroom activities included reading of argumentative texts, teachers’ modeling of three strategies (identifying, analyzing, and evaluating), discussions in pairs, groups and whole class, at times arranged as classroom debates, and response writing to argumentative texts followed by peer response and whole class evaluation.
Students’ ability to identify, analyze, and critically respond to written argumentation was tested before and after the intervention using two versions of a researcher-developed test. Results indicated a significant (p<0.001) and large (η=0.27) improvement from pre- to posttest. Closer analysis revealed i) that low-achieving readers made the largest improvement, and ii) that analysis of argument accounted for the largest proportion of improvement. Results on Swedish national reading tests conducted three months later revealed that students in the intervention classes scored significantly better (p=0.01) than comparable classes at the same schools on items that tested critical reading.
Timm, Maile & Uibu, Krista (Estonia) TEACHING STRATEGIES FOR STUDENTS’ TEXT COMPREHENSION AND WORD SEMANTICS ACQUISITION IN PRIMARY SCHOOL
The students’ text comprehension skills and word semantics acquisition are related to the teachers’ teaching strategies (Byrd, 2014). There are several strategies suggested in this field to support the development of text comprehension skills and word semantics in primary school. First, transformational teaching strategies (Slavich & Zimbardo, 2012) are suggested to broaden the students’ vocabulary at different types and levels of the text (Cruse, 2004; Eason et al., 2012). Second, reciprocal teaching strategies (Spörera, Brunsteina, & Kieschkeb, 2009) are useful for intentsive collaboration between teacher and student to support text comprehension. Combined strategies comprise elements of aforementioned strategies and they are used to enhance the students’ skills of drawing conclusions from the whole text and finding the main idea of the text (Elosúa et al., 2013; Mckeown, Beck & Blake, 2009). The aim of the current study was to find out effective teaching strategies that Estonian L1-teachers use to improve the students’ text comprehension skills and word semantics acquisition. Seventy five Estonian language teachers from 25 schools responded to the questionnaire. The questions were divided into three parts: 1) strategies supporting the students’ reading comprehension skills, 2) strategies developing text comprehension competences and 3) practices enhancing word semantics knowledge. In addition, 10 background questions were asked from the teachers (e.g. type of school, teachers’ age and work experience). According to the results, many teachers frequently used combined teaching strategies to improve their students’ text comprehension as well as word semantics acquisition skills. The study also revealed that to improve text comprehension skills teachers used different types of texts and taught students to draw conclusions from the text and grasp new vocabulary. The teachers’ teaching strategies are related Byrdto the students’ academic success. They also have a major influence on supporting the students’ text comprehension and word semantics in primary school, therefore it is necessary to find out what kind of strategies the teachers are using.
Keywords: teaching strategies, text comprehension, word semantics, primary school
References:Byrd, D. (2014). Learning to Teach Culture in the L2 Methods Course. Electronic Journal of Foreign Language Teaching, 11(1), 76–89. Retrieved from http://e-flt.nus.edu.sg/v11n12014/byrd.pdf
Cruse, A. D. (2004). Meaning in Language: An Introduction to Semantics and Pragmatics. Oxford: Oxford University Press.
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Eason, S. H., Goldberg, L. F., Young, K. M., Geist, M. C., & Cutting, M. C. (2012). Reader–text interactions: How differential text and question types influence cognitive skills needed for reading comprehension. Journal of Educational Psychology, 104(3), 515–528. doi: 10.1037/a0027182
Elosúa, M.R., García-Madruga, J.A., Vila, J.O., Gómez-Veiga, I., & Gil, L. (2013). Improving reading comprehension: From metacognitive intervention on strategies to the intervention on working memory executive processes. Ciencia Cognitiva, 12(5), 1425–1438.
McKeown, M. G., Beck, I. L., & Blake, R. G. K. (2009). Rethinking reading comprehension instruction: A comparison of instruction for strategies and content approaches. Reading Research Quarterly, 44(3), 218–253.
Slavich, G. M. & Zimbardo, P. G. (2012). Transformational Teaching: Theoretical Underpinnings, Basic Principles and Core Methods. Educational Psychology Review, 24(4),569–608. doi: 10.1007/s10648-012-9199-6.
Spörera, N., Brunsteina, J. C., & Kieschkeb, U. (2009). Improving students’ reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19(3), 272–286.
Tretter, Tanja (Germany) THE SIGNIFICANCE OF (BI)LITERACY FOR THE IDENTITY OF MULTILINGUAL ADOLESCENTS
The abstract presents a part of the interdisciplinary Ph.D. project „Biliteracy in the context of personal identity and the politics of institutional minority language teaching“.
Identity through language opens up a multidimensional field between individuals and institutions. This leads to two key issues: one is the significance of the official language and the first language (L1), respectively, for identity and integration. The other is the way a political system deals with its citizens’ plurality in language and culture.
The academic discussion is still controversial regarding bilingualism, e. g. by an utilitarian perspective for L2 learners. (see Gogolin 2009; Reich 2000; Cummins 2000; Baker 1993; Portes & Rumbaut 2001 vs. Esser 2006; Limbird & Stanat 2006; Söhn 2005; for a critical perspective on the term itself see Sia & Dewaele 2006) To put this discussion aside, it is widely accepted that language plays an important role for identity. (see Auer& Wei 2007; Erfurt 2003; Tabouret-Keller 2000) Therefore, the space accorded to it by society and individuals has an impact on access to cultural heritage, identity construction and integration. Access to cultural heritage requires literacy competence (Günther & Ludwig 2008; Kazzazi 2009) including the necessary cognitive abilities (Gerrig & Zimbardo 2008). Language is seen not only as interpersonal communication but also as important for identity construction. Therefore, this project will focus on the significance of biliteracy (for a terminological overview see García & Kleifgen & Bartlett 2007) for identity (for a critical discussion on the different identity concepts in psychology and sociology see Haller & Müller 2006; for a selection of the most prominent modern identity theories see Jörissen & Zirfas 2010; for a sociolinguistic introduction see Krappmann 2004; see Joseph 2010 for an overview of the concepts of linguistic identity which mainly focus on language in use/ interaction, e.g. code-mixing etc. which are therefore not suitable for this study. This project concentrates on the answers of the pupils about their personal identity concepts and tries to link them to theoretical approaches) in adolescence (see Oerter & Montada 2008).
An increasingly heterogeneous L1 situation is observable in German classrooms, due to a growing number of pupils with a migratory descent, who have a different or an additional L1 besides German. Statistically, one third of all children under the age of five had a migration background in 2013. (BAMF 2015) For this account three questions will be answered in this paper. First, in an introductory way, what is the situation regarding “minority language” teaching in the current institutional education system in Germany? Second, how significant is biliteracy for the identity of adolescents who have another/additional L1 besides German? Third, what consequences can be deduced from the answers to these questions?
Methodologically, the first question can be answered briefly by summarizing the current minority language teaching policies in Germany, which differ from state to state due to various factors. The institutional education system has mainly accepted multilingualism as a fact but this does not entail an encouragement of becoming
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biliterate in (often less prestigious) minority languages. Currently 10 out of 16 states offer minority language teaching.
Second, the significance of biliteracy for identity will be investigated by qualitative empirical case studies following the methods of linguistic biography (see Adamzik & Roos 2002; Franceschini & Miecznikowski 2004; Fix 2010). The data collection includes results gained by questionnaires and guided interviews in four federal states, which have different minority language teaching policies.
Finally the consequences of these findings will be presented at the conference.
Keywords: multiliteracy, adolescence, identity, education, language of origin.
References: Adamzik, Kirsten & Roos, Eva (eds.) (2002) Biographie linguistiche – Biographies langagières – Biographias linguisticas – Sprachbiographien (Bulletin suisse de linguistique appliquée 76), Neuchatel. [online] Available from: https://doc.rero.ch/record/11876/files/bulletin_vals_asla_2002_076.pdf [Accessed: 27th January 2015]. Auer, Peter & Wei, Li (eds.) (2007): Handbook of multilingualism and multilingual communication. Berlin, New York: Mouton de Gruyter. Baker, Colin (1993) Foundations of bilingual education and bilingualism. Clevedon, Philadelphia: Multilingual Matters. Deutschland. Bundesamt für Migration und Flüchtlinge (ed.) (2015) Migrationsbericht 2013. [online] Available from: http://www.bamf.de/SharedDocs/Anlagen/DE/Publikationen/Migrationsberichte/migrationsbericht-2013.html?nn=1663558 [Accessed: 27th January 2015] Cummins, Jim (2000): Language, power and pedagogy. Bilingual children in the crossfire. Clevedon England, Buffalo N.Y.: Multilingual Matters. Erfurt, Jürgen (ed.) (2003): 'Multisprech': Hybridität, Variation, Identität. Duisburg u.a.: Red. OBST. Esser, Hartmut (2006) Ethnische Ressourcen: Das Beispiel der Bilingualität. Berliner Journal für Soziologie. 4. p.525–543. Franceschini, Rita & Miecznikowski, Johanna (2004) Wie bin ich zu meinen verschiedenen Sprachen gekommen? In Franceschini, Rita & Miecznikowski, Johanna (eds.) Leben mit mehreren Sprachen. Vivre avec plusieurs langues. Sprachbiographien. Biographies langagières. Bern u.a.: Peter Lang. p. VII-XIX. Fix, Ulla (2010) Sprachbiographien als Zeugnisse von Sprachgebrauch und Sprachgebrauchsgeschichte. Rückblick und Versuch einer Standortbestimmung. In Francescini, Rita & Bethge, Katrin (eds.) Sprache und Biographie. Zeitschrift für Literaturwissenschaft und Linguistik. Stuttgart: Metzler. p. 10-28. García, Ofelia & Bartlett, Lesley & Kleifgen, JoAnne (2007) From Biliteracy to Pluriliteracies. In: Auer, Peter & Wei, Li (eds.) Handbook of multilingualism and multilingual communication. Berlin, New York: Mouton de Gruyter. p. 207-228. Gerrig, Richard & Zimbardo, Philip (2008) Psychologie. 18. Edition. Gogolin, Ingrid (ed.) (2009) Streitfall Zweisprachigkeit. Wiesbaden: VS Verlag. Günther, Hartmut & Ludwig, Otto (2008) Vorwort. In Günther, Hartmut (ed.) Schrift und Schriftlichkeit. Ein interdisziplinäres Handbuch internationaler Forschung = Writing and its use: an interdisciplinary handbook of international research. 2 volumes. Berlin: De Gruyter Reference Global. p. V-XXXIX. Jörissen, Benjamin & Zirfas, Jörg (eds.) (2010) Schlüsselwerke der Identitätsforschung. Wiesbaden: VS. Joseph, John (2010) Identity. In Llamas, Carmen (ed.) Language and Identities. p.9-18. Kazzazi, Kerstin (2009) Mehrsprachige Biographien – Versuch einer Typologie. In Ronneberger-Sibold, Elke & Nate, Richard (eds.) Europäische Sprachenvielfalt und Globalisierungsprozess. Würzburg: Königshausen & Neumann. p. 77-104. Krappmann, Lothar (2004) Identität / Identity. In Ammon, Ulrich (ed.) Sociolinguistics. 1. 2. Edition. Berlin: De Gruyter. p. 405–412. Limbird, C. & Stanat, P. (2006) Sprachförderung bei Schülerinnen und Schülern mit Migrationshintergrund: Ansätze und ihre Wirksamkeit. In Baumert, J. & Stanat, P. & Watermann R. (eds.) Herkunftsbedingte Disparitäten im Bildungswesen: Differenzielle Bildungsprozesse und Probleme der Verteilungsgerechtigkeit. Wiesbaden: VS Verlag für Sozialwissenschaften. p. 257‐307. Oerter, Rolf & Dreher, Eva (2008) Jugendalter. In Oerter, Rolf & Montada, Leo (eds.) Entwicklungspsychologie. Weihnheim: BeltzPVU, p. 271-332. Portes, Alejandro & Rumbaut, Rubén G. (2001) Legacies. The story of the immigrant second generation.
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Berkeley, New York: University of California Press. Reich, Hans H. (2000) Die Gegner des Herkunftssprachen-Unterrichts und ihr Argumente. Deutsch lernen. 25(2). p. 112-126. Sia, Jennifer & Dewaele, Jean-Marc (2006) Are you bilingual? Birkbeck Studies in Applied Linguistics. 1. [online] p.1-19. Available from: http://www.bisal.bbk.ac.uk/publications/volume1/pdf/Jenny_Sia_pdf [Accessed: 27th January 2015] Söhn, Janina (2005) Zweisprachiger Schulunterricht für Migrantenkinder. AKI-Forschungsbilanz. Berlin. [online] Available from: http://bibliothek.wzb.eu/pdf/2005/iv05-akibilanz2.pdf [Accessed: 27th January 2015] Tabouret-Keller, Andrée (2000) Language and identity. In Coulmas, Florian (ed.) The Handbook of Sociolinguistics. Oxford : Blackwell.
Tummers, Jose, Deveneyns, Annelies & Speelman, Dirk (Belgium) L1 VARIETIES IN FLEMISH SECONDARY EDUCATION: TEACHERS’ ATTITUDES TOWARD STANDARD AND SUBSTANDARD COLLOQUIAL BELGIAN DUTCH
Flemish society exhibits a dynamic sociolinguistic variation between two varieties of colloquial Belgian Dutch: an exogenous formal variety derived from Netherlandic Dutch and an endogenous informal variety resulting from an ongoing (sub)standardization process based on Flemish regiolects and dialects (Geeraerts 2011). There is an ongoing discussion on the societal role of both varieties as well as their respective positions in education (Delarue 2011), given the prominent role of school (staff) in the (socio)linguistic formation of youngsters. In this contribution, we will analyze the status of both varieties of colloquial Belgian Dutch in Flemish secondary education. The results can support a (more) realistic L1 policy in education which corresponds to teachers’ attitudes. The following research questions will be addressed: • Where do teachers situate both language varieties on a stylistic cline (formal/informal)? • What are teachers’ attitudes toward both language varieties? • With what (in)formal school contexts do teachers associate both language varieties? A field experiment was set up (random sample: 42 schools, 322 teachers). Respondents – secondary education language and other teachers – were presented 4 authentic stimuli (Grondelaers et al. 2009), 2 featuring the standard variety and 2 featuring the substandard variety (male speakers, approximately 20 seconds duration). Using the indirect technique of speaker evaluation (Lambert et al. 1960), the respondents were asked to rate the speakers on various socio-psychological scales (prestige/competence, dynamism, social status, personal integrity), their ability to act in (in)formal school situations as well as in very formal situations traditionally reserved to the standard variety. In an exploratory factor analysis (varimax rotation), a 3 factor solution emerged: • F1: respondent’s norm sensitivity (0.42 variance explained; EV = 8.32) • F2: combination of social status and personal integrity (0.18 variance explained; EV = 3.69) • F3: combination of status/competence and dynamism (0.05 variance explained; EV = 1.27) Gaussian GLMs revealed that the scores on all factors are conditioned by the teacher’s age and education level. In addition, the F2 scores are constrained by the respondent being a vocational teacher or a L1 Dutch teacher. The teachers’ region as well as the (formality) of the language variety they use in class constrain the F3 scores.
Key words: language attitudes, colloquial Belgian Dutch, secondary education
References: Delarue, S. 2011. Standaardtaal of tussentaal op school? De paradoxale dubbele kloof tussen taalbeleid en taalgebruik. Studies van de Belgisch Kring voor Linguïstiek 6. Url: http://webh01.ua.ac.be/linguist/SBKL/Vol6.htm. Geeraerts, D. 2011. Colloquial Belgian Dutch. In: D. da Silva, A. S.; Torres, A. & M. Gonçalves (Eds) Pluricentric Languages: Linguistic Variation and Sociocognitive Dimensions, 61-74. Braga: Aletheia, Grondelaers, S., R. van Hout & M. Steegs. 2009. Evaluating Regional Accent Variation in Standard Dutch. Journal of Language and Social Psychology 29(1). 101-116. Lambert, W.E., R. Hodgson, R.C. Gardner & S. Fillenbaum. 1960. Evaluation reactions to spoken languages. Journal of Abnormal and Social Psychology 60. 44-51.
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Tummers, Jose & Deveneyns, Annelies (Belgium) LEVELS OF AGGREGATION: IDENTIFICATION OF SOCIOLINGUISTIC DETERMINANTS OF WRITTEN L1 PROFICIENCY IN HIGHER EDUCATION
Key words: native written language proficiency, socio-economic determinants, academic writing
We will investigate sociolinguistic determinants of written L1 proficiency of students in higher education in Flanders. Firstly, higher education institutions set up various support initiatives to improve the academic writing skills of incoming students (Peters & Van Houtven 2010). Secondly, research identified a correlation between first year students’ language proficiency and their study progress (De Wacher et al. 2013). To support evidence-based language policy, the following research question will be addressed: to what extent is the academic native writing proficiency constrained by sociolinguistic determinants?At University College Leuven, 348 first year bachelor students wrote an academic argumentative text of 500 words in Dutch (L1) at the end of the first year. The participants were invited to convince government officials of their opinion on social media. They had one hour to complete that task on a computer and were allowed to use all sources deemed useful. The participants were sampled from 13 bachelor programs, ranging from laboratory analysis and business management over nursery to teacher training and social work. The texts were analytically rated on four symmetrical 4-point scales for language, structure, argumentation and persuasion (Hawkey & Baker 2004). The formal requirements of each scale level were explicitly described (Knoch 2011). An analytical evaluation criterion is considered sufficiently realized, when it corresponds to level B2 of the Common European Framework of Languages, which is generally considered the minimal proficiency level to enter higher education (CNaVT). The impact of the following sociolinguistic variables was tested: the student’s socio-economical profile, his/her study choice in higher education and his/her secondary education history. First a Multiple Correspondence Analysis (Greenacre 1984) was carried out reducing the four analytical criteria to two latent dimensions identifying a cline from (very) well written to (very) poorly written texts. Next, a hierarchical linear model was fitted (Gelman & Hill 2007), with student properties modeled at level-1 and school/program properties modeled at level-2. A major impact of the study program emerged, which can largely – but not entirely – be related to the embedment of L1 language modules in the curriculum. Furthermore, secondary education predetermines to a certain extent the level of writing proficiency in higher education.
References: CNaVT. sd. Profiel Academische Taalvaardigheid – Profiel Taalvaardigheid Hoger Onderwijs. http://www.cnatv.org/main.asp. De Wachter, L., Heeren, J., Marx, S. & Huyghe, S. 2013. “Taal: noodzakelijke, maar niet enige voorwaarde tot studiesucces. Correlatie tussen resultaten van een taalvaardigheidstoets en slaagcijfers bij eerstejaarsstudenten aan de KU Leuven”. Levende Talen Tijdschrift, 13(3), 28-36. Greenacre, M. 1984. Theory and Applications of Correspondence Analysis. London: Academic Press. Gelman, A. & Hill, J. 2007. Data Analysis using Regression and Multilevel/Hierarchical Models. Cambridge: CUP. Hawkey, R. & Baker, F. 2004. “Developing a common scale for the assessment of writing”. Assessing Writing, 9, 122-159. Knoch, U. 2011. “Rating scales for diagnostic assessment of writing: What should they look like and where should the criteria come from?”. Assessing Writing, 16, 81-96. Peters, E. & Van Houtven, T. 2010. Taalbeleid in het hoger onderwijs: de hype voorbij? Leuven: Acco.
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Uusen, Anne & Puksand, Helin (Estonia) LITERACY DEVELOPMENT
About teaching literacy during primary school age in Estonia in the light of the data of European Literacy Policy Network ELINET member countries
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One in five 15-year-old Europeans, lack basic reading and writing skills. Not only does this make it hard for them to find a job in the future, it also increases their risk of poverty and social exclusion. The European Literacy Policy Network ELINET was initiated to gather and analyze policy information; exchange policy approaches, good practice, and initiatives and raise awareness of the importance of acting now to reduce the number of children, young people and adults with low literacy skills by 2020. ELINET is formed of 79 partner organizations from 28 countries. All organizations have certain role and tasks within ELINET and all of them belong to some sub-team. Tallinn University is involved in team number two and our task is to describe the situation about literacy development during primary school age in 30 European countries, included Estonia. At present there are three important sources of information about literacy education policies, literacy curricula and teacher training on the one hand, and reading performance on the other: Eurydice (2011): Teaching Reading in Europe: Contexts, Policies and Practices; PIRLS 2011 Encyclopedia: Education Policy and Curriculum in Reading (Volumes 1 and 2); PIRLS 2011, International Results in Reading (Mullis et al. 2011). The information provided by these publications is the main basis for country reports, what our team is writing. We will address the various aspects of literacy at primary school age within the three key issues, which the HLG-Report claimed all EU Member States should focus on as they work on their own literacy solutions: 1. Creating a literate environment 2. Improving the quality of teaching 3. Increasing participation, inclusion and equity. As Estonia did not participate in PIRLS 2011, there is no needed data for above mentioned country report about Estonia. In our poster presentation we will present main aspects or national benchmarks about reading instructions and strategies teachers use, assessment standards and methods etc. in Mother Tongue Curriculum in Estonia and compare the data with other ELINET member countries. We also introduce ELINET-project in detail and the results of work done so far.
Keywords: literacy, literacy development, literacy education policy, basic reading and writing skills.
References: ELINET project website: http://eli-net.eu/ European Commission/EACEA/Eurydice (2011). Teaching Reading in Europe: Contexts, Policies and Practices. Luxembourg: Publications Office of the European Union. http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/130en.pdf Mullis, I.V.S., Martin, M.O., Minnich, C.A., Drucker, K.T., and Ragan, M.A. (Eds.) (2012), PIRLS 2011 Encyclopedia: Education Policy and Curriculum in Reading (Volumes 1 and 2), TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College http://timssandPIRLS.bc.edu/PIRLS2011/downloads/PIRLS2011_Enc-v1.pdf Mullis, I.V.S., Martin, M.O., Foy, P. and K.T. Ducker. (2011). PIRLS 2011, International Results in Reading. Lunch School of Education, Boston College. http://timssandPIRLS.bc.edu/PIRLS2011/downloads/P11_IR_FullBook.pdf
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Vaittinen, Pirjo Helena (country unknown) STUDENT TEACHERS AS RESEARCHERS: CLASSROOM PROJECTS AND THEORETICAL BACKGROUNDS
This article is based on a research and development project of pre-service student teachers of Mother Tongue (Finnish) and Literature during the academic years 2012–2014 at the University of Tampere. The research-based approach in subject-specific teacher education in Finland is guided by the notion of the teacher as an expert in both educational science and their subject field of teaching.
The objective of the study unit Teacher as Researcher is to provide student teachers with the ability to develop their teachership and act as teachers who can already research and develop their work during their pre-service academic studies. The study unit is combined with the units of Subject Didactics (seminar, workshops), Subject Didactic Research (lectures and seminar) and Advanced Teaching Practice (in training school).
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The student teachers carried out teaching experiments in classrooms, and gave presentations of their projects in an exhibition by the university training school. They also wrote papers based on the data collected from the teaching experiments, experiences and discussions included. Then they wrote a reflective essay for their portfolio of the year of the pedagogic studies of the academic year. This material is examined in the theoretical frame of conversation analysis and multimodal interaction analysis. The focus is on the development of the teachership of the student-teachers, emphasizing the portfolio texts, presentations of the projects, and the observational data from multimodal classroom interaction with the pupils. The research problems were based on the technology used at school, especially iPads. The research questions, however, focused on either discussing a shared theatre performance blogging, writing an analysis of poems, or creative writing using the iPads combining theories of writing and theories of texts with theories of learning. A team of three student-teachers focused on fantasy writing using the theory and model of the collaborative writing method introduced in Subject Didactics; they also reflected the shared experience of working simultaneously in the classroom.
Keywords: teachership, teacher as researcher; dialogical instruction; multimodal interaction, multimodal interaction analysis
References: Goffman, Erving, Vuorovaikutuksen sosiologia. (Esseys On face work, 1955, The arrangement between the sexes, 1977, Keys and keying, in Frame analysis, 1974, The vulnerabilities of experience, in Frame analysis, 1974, Conclusions, in Frame analysis, 1974, Footing, 1979, The interaction order, 1983.) Translation into Finnish by Kaisa Koskinen. Tampere: Vastapaino 2012. Kääntä, Leila and Haddington, Pentti, Johdanto multimodaaliseen vuorovaikutukseen. (Introduction into the multimodal interaction. In Haddington, Pentti and Kääntä, Leila (eds.), Kieli, keho ja vuorovaikutus. Multimodaalinen näkökulma sosiaaliseen toimintaan. (Language, Body, and Interaction. Multimodal perspective into social action.) Helsinki: SKS 2011, 11–45. Tainio, Liisa, Miten tutkia luokkahuoneen vuorovaikutusta keskustelunanalyysin keinoin? (How to do research in the classroom by the means of the conversation analysis?). In Tainio, Liisa (ed.), Vuorovaikutusta luokkahuoneessa: näkökulmana keskustelunanalyysi (Interaction in the classroom: point-of-view in the conversation analysis). Helsinki: Gaudeamus 2007, 15–44. Vaittinen, Pirjo, Tampereella ilonaiheena integroiva tutkimus (Rejoicing integrative research [in subject teacher studies] in Tampere Research integrating . Virke [The Journal of the Federation of Finnish Mother Tongue Teachers in Finland], 3/2013, 46–47.
Vega, Fàtima & Gracia, Marta (Spain) COLLABORATIVE WORK WITH TEACHERS TO PROMOTE CHANGES IN THEIR DAILY PRACTICES TO IMPROVE CHILDREN'S COMMUNICATIVE AND LINGUISTIC SKILLS WITH INTELLECTUAL DISABILITIES
The proposal is related to the SIG Teacher Education
When interacting with children, adults communicate through oral language and this helps children learn about the world and to talk (del Rio & Gràcia, 1996; Gràcia, 2003). When adults communicate to a child with intellectual disabilities (ID) often their communicative style and strategies change, resulting to a less fluid interaction, with gaps and misunderstandings. Given the importance of language as a vehicle of communication and as a tool for learning new knowledge (Sánchez-Cano, 2009), it is essential to focus on how communication and language works in special education classrooms to detect aspects that can be improved to enhance children’s communication skills (Casey & McWilliam, 2011).
The aim of the study is to introduce some changes in daily activities at classroom to help children with ID to improve their communicative skills through collaborative work.
Participants were 8 children with ID, 2 teachers, 1 speech therapist and 2 researchers. An action research study with two progressive phases was developed (Borg, 2015; Cohen, Manion & Morrison, 2007; Sagor, 2000). First phase consisted of the observation and video register of the three professionals interacting with children during daily activities at classroom. Second phase included two simultaneous activities. The first one consisted
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of a collaborative reflection process between researchers and professionals through some meetings focused on discussing: 1) the role of the professionals in special education schools; 2) the relation between organization of activities and the development of children communicative competences and; 3) the use of some educative strategies during daily activities to promote children production and comprehension of communicative intentions. The second type of activities consisted of the progressive introduction of some changes in daily practices at classroom.
Results show changes in the methodology and classroom organization during second phase: children were grouped small groups, with one professional in each group; adults gave individual and adjusted help during daily activities and were more sensitive to children’s communicative intentions; the length of adults’ sentences was adjusted to the children’s level and they increase the use of educational strategies. We can conclude that collaborative work promoted changes into daily classroom activities that enhanced children's communicative competence.
Key words: action research, intellectual disabilities, communicative and linguistic skills, collaborative work, teachers, speech therapist.
References: Borg, S. (2015). Teacher research. In C. Coombe & J.D. Brown (Eds.), The Cambridge guide to research in language learning and teaching. Cambridge: Cambridge University Press. Casey, A.M. & McWilliam, R.A. (2011). The Characteristics and Effectiveness of Feedback Interventions Applied in Early Childhood Settings. Topics in Early Childhood Special Education, 31(2), 68-77. Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education (6th ed.). London: RoutledgeFalmer. del Río, M. J. & Gràcia, M. (1996). Una aproximación al análisis: de los intercambios comunicativos y lingüísticos entre niños pequeños y adultos. Infancia y Aprendizaje, 75, 3-20. Gràcia, M. (2003). Comunicación y lenguaje en primeras edades: intervención con familias. Lleida: Milenio. Sagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: Association for Supervision and Curriculum Development. Sánchez-Cano, M. (2009). L’assessorament a l’alumnat amb dificultats de llenguatge. Àmbits de Psicopedagogia, 27, 6-9.
Vooren, Valerie Van & Mottart, André (Belgium) IMPROVING UNIVERSITY STUDENTS' ABSTRACTS THROUGH REVISION INSTRUCTION
Pupils often encounter problems when starting their higher education writing career. However, their recent graduation from secondary school entails their mastery of the subject-related attainment targets for Dutch (L1) writing. In addition, several scholars note pupils' inadequate grammatical and spelling skills (Daems, as cited in Nederlandse Taalunie, 2011, p. 15) and lacking writing skills in general (Bonset, 2010). Given the potential of revision instruction as a means of improving text quality (Wallace and Hayes, 1996), this study focusses on the potential of explicit revision instruction as a means of improving the quality of student abstracts in the first year of university. In a between-subjects design study (control and instruction group), students' (n=68) cognitive overload during revision was mediated by offering an explicit revision instruction. During the delayed post-test, students were asked what they had paid attention to while revising their text. There was a significant between-group difference for the mentioning of the concepts IMRD (introduction, method, results, and discussion) and transitional phrases, which were mentioned more by the instruction group. There was, however, no between-group difference for the mentioning of spelling, text structure or sentence structure. An in-depth analysis of students' texts shows that the instruction group not only mentioned transitional phrases more, they also used significantly more transitional phrases in their abstracts during the delayed post-test. This study shows that an explicit revision instruction can alter both students' global revision task definition as well as their application thereof.
Keywords: Higher Education, Explicit Revision Instruction, Abstract Writing
Reference list: Bonset, H. (2010). Deel1: Nederlands in het voorgezet en hoger onderwijs: Hoe sluit dat aan? [Part 1: Dutch in
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secondary and higher education: How does it match?] Levende Talen Magazine, 97(3), 16-20. Nederlandse Taalunie (2011). Ze kunnen niet meer spellen. [They can no longer spell.]. Spellingsrapport Nederlandse Taalunie. Wallace, D. L., Hayes, J. R., Hatch, J. A., Miller, W., Moser, G., & Silk, C. M. (1996). Better Revision in Eight Minutes ? Prompting First-Year College Writers to Revise Globally. Journal of Educational Psychology, 88(4), 682–688.
Vollmer, Johannes (Germany) EXTENDED NOTIONS OF SUBJECT LITERACY
The notion of 'literacy' was originally used to designate the ability to read and write, but its meaning was gradually extended. For example, UNESCO used a wider definition and the concept was later redefined by the PISA Consortium (2006, focusing on scientific literacy) to introduce the idea of knowledge use and transfer, of applying it to life situations, trying to solve problems with the help of that knowledge and to influence decision-making processes as an indispensable part of subject competence. This knowledge application is not limited to subject-internal questions and not even to school-related issues, but extends to any future problem in life and any new learning situation. In terms of text and task understanding, it thus includes certain operational aspects like reading between the lines, drawing the necessary inferences or dealing with hidden implications, just like in real life demands. In 2006 the understanding of (scientific) literacy was once more widened, now also including attitudes, e.g. the readiness to get interested in subject-matter issues and to question positions, to engage critically in the development of a specific field and to follow it life-long: 'Scientific literacy is an evolving combination of the science-related attitudes, skills, and knowledge students need to develop inquiry, problem-solving, and decision-making abilities, to become lifelong learners, and to maintain a sense of wonder about the world around them.' (Canadian definition, based on PISA 2006; cf. OECD, 2007, also PISA-Konsortium Deutschland, 2007).
Thus the modern versions of this concept can be interpreted as a path towards preparing for social participation. In concrete terms, subject literacy is comprised of at least three different levels of competences, namely 1) knowledge (linked to language and epistemological competence), 2) action (in terms of learning competence, procedural, communicative and social competence) and 3) reflection/evaluation (aesthetic and ethical/moral competence). In that perspective, different subject literacies become part of an individual’s identity and can be drawn upon in nourishing what is called “Bildung” of a person: subject literacies and what is acquired alongside with them (e.g. general thinking skills) are the basis for further knowledge building and personal development, they can be linked, applied and used in many different ways (Abraham et al., in preparation).
The specific role of L1 as the dominant language of schooling and as a school subject of its own is to lay the ground for the unfolding of cognitive-linguistic tools needed by each learner (some call this academic language use and proficiency). It also has to foster an understanding of genre(s) and functions, to prepare for varieties in human expression, that is for different types of discourse in speaking and writing and it should support the linguistic as well as mental repertoires needed for dealing with different subject matter in a flexible way. This does not mean simply to serve other purposes only (e.g. those of subject learning and teaching), but indeed to accompany the acquisition and mastery of content in linguistic and cognitive terms. L1 teachers also have an exquisite responsibility in bringing (subject) teachers together and reflecting on or even trying to coordinate the language development of different groups of learners (if possible, as much as possible; cf. Vollmer, 2015).
The generalized notion of subject literacies can help us understand the wide scope of what is meant by 'quality education' and particularly the role of language as a constitutive part of learner identity and of subject competence. Subject literacy is both functional and general, it is a useful concept for describing the broader goals of education and the role of L1, L2 or L3 as well as other language repertoires in it. It means to get acquainted with and feel at home in ways of thinking and communicating within the respective discourse communities, to become members and social participants in them (e.g. as a young physicist, biologist, artist, musician, historian, foreign language expert etc.). But is also means to become more and more secure and autonomous (as life-long learners) as one engages into socio-scientific debates and learns to find one’s own stance in handling public issues (like gene manipulation or other forms of economic dominance, bureaucratic
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patterns of behavior, misuse of power or money etc.), at least to some extent.
Keywords: Understanding, talking, writing (a) subject; "Science"-related attitudes, skills, forms of communication; Initiation into discourse communities; Supporting role of L1; Socio-scientific engagement (as future citizens); Personal human development.
References: Abraham, U./Bayrhuber, H./Frederking, V./Jank, W./Rothgangel, M. & Vollmer, H. J. (in preparation). Auf dem Wege zu einer Allgemeinen Fachdidaktik. [Towards a general notion of teaching and learning in subjects]. Münster: Waxmann. To appear. OECD (2007). PISA 2006. Science Competencies for Tomorrow’s World. Volume 1 & 2. Paris: OECD. PISA-Konsortium Deutschland (eds.) (2007). PISA 2006. Die Ergebnisse der dritten internationalen Vergleichsstudie. Münster: Waxmann. Vollmer, H. J. (co-author) (2015). Language Education in all Subjects. A Handbook. Strasbourg: Council of Europe.
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Westerlund, Anders, Hilli, Charlotta, Kaihovirta, Hannah, Heilä-Ylikallio, Ria & Ekholm, Sigrid (Finland) STEPPING INTO AND OUT OF DIGITAL SPACES - A WAY OF DESIGNING NEW LEARNING ENVIRONMENTS. (DIDIDI.FI/ENGLISH)
The overall aim of the project Didactical Dimensions in Digital learning is to study, discover and distribute the learning potentials which new and modern digital technology can imply for teaching and methodological development in school, teacher training, research and in-service training. It has a range of subprojects and during the poster presentation we will present some of them. DiDiDi is part of Åbo Akademi University (Finland) and led by professor Ria Heilä-Ylikallio.
Charlotta Hilli’s doctoral thesis is a hermeneutical study of high school students’ perspectives on a distance course in Social studies where a constructivist course design was adopted. Virtual tools such as Second Life, Google+ and Wikibooks were used to support collaborative learning and synchronous dialogue online. Key concepts in Hilli's analysis are self-regulated learning, dialogue and learning through collaborative writing. The aim is to gain deeper understanding about learning and motivation in virtual learning environments. Sigrid Ekholm is in the early stages of her doctoral thesis with an etnographic research study on changes in learning environments from teachers’ perspective. Her study focuses on teaching processes in general and literacy teaching in particular. Anders Westerlund’s research interest is digital resources in literature education.
Hannah Kaihovirta presents results from a research and development project (2014) where 1/1-touch pads have been embedded in classroom practice as a tool for art based and multimodal learning on students belonging and identity performances in primary school context. The study reveals that 1/1-touch pads as tools in art-based classroom practice generate possibilities for students to work with identity and belonging within several modes simultaneously. The modes are often cohesive and synchronous. This implicates possibilities for students to play with layered expression of identities and belonging instead of linear. This layered learning in school context indicates possible new strategies for multi-literacies in education and curriculum planning in the future.
Keywords: digital learning, collaborative writing, virtual learning environments, literacy teaching, multimodal learning, art based learning
Wileczek, Anna, Baranska, Paulina & Barczewska, Shala (Poland) “SCHOOL? YOU GO BECAUSE YOU HAVE TO”. THE CONCEPTUALIZATION OF SCHOOL IN POLISH AND AMERICAN YOUTH SPEECH: COGNITIVE AND EDUCATIONAL PERSPECTIVES
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This project analyzes the unofficial linguistic register of youth speech (a variety of native language, L1) in Poland and the United States as evidenced by online, internet communication with the aim of identifying and comparing the students’ discursive construal of school. This is in part motivated by the results of two recent surveys. In Poland, 73% of students claimed they did not see any sense in school (despite Polish schools being rated best in the European Union and 14th in the world, PISA 2012). This is in sharp contrast to the United States (ranked 24 worldwide by PISA) in which 55% of fifth to twelfth graders identify themselves as actively engaged in school (Gallup, 2014). While neither statistic is particularly positive, the discrepancy between Polish and American students is significant. According to the Contemporary Theory of Metaphor (CMT) and approaches in Cognitive Linguistics (cf. Lakoff & Johnson 1980, Langacker, 2001, Kövecses, 2000), as well as theories of social linguistics (cf. Grabias 2003, Skudrzyk &Warchala 2012), language can be viewed as an expression of conceptualiztion (Langacker 2008) and metaphors as expressions of conceptual mappings which influence and even guide the way in which we reason about and respond to a wide variety of concepts (Lakoff 1991). Thus, there is reason to expect the metaphoric expressions used by students from the two countries in talking about school to differ in ways that would signal different conceptual mappings. It is from this theoretical basis that we approach examples of youth speech made available through online blogs and forums and supplemented by online dictionaries of youth slang (cf. Chaciński 2007). Previous analysis of Polish youth speech in L1 (Wileczek, 2011) has identified conceptual metaphors such as: SCHOOL IS A BATTLEGROUND, SCHOOL IS A DEPERSONALIZED PLACE, SCHOOL IS A CAGE, PRISION, SCHOOL IS A COMMUNITY OF “COOL” PEOPLE.
These perceptions disqualify school as an educational institution, construing it rather as a place of force. However, school can be a positive experience if taken outside its educational purpose and construed as a social group of amiable classmates and teachers. There is good reason to believe that comparison of these conceptualizations of school among Polish youth with the ways in which Americans from the same age group describe their experience will not only provide insight into the many ways in which young people can perceive and reason about school, but also may help to understand the discrepancies between the two nations. Thus, we hope to achieve three main aims: to increase understanding of the ways in which youth view their time in the classroom, to provide a comparative analysis that will shed light on cultural differences in the conceptualization of school and its linguistic expression, and to highlight examples of metaphors that value school and the educational process so that these conceptual mappings can receive more emphasis in both countries.
Keywords: Polish and American Youth Speech;The conceptualization of school; Cognitive metaphor
References: Chaciński B. (2007). Totalny słownik najmłodszej polszczyzny. Kraków: Znak. Gallup. (2014, April 10). Not Enough Students Are Success-Ready. (B. Journal, Ed.) Retrieved from www.gallup.com/businessjournal/168242/not-enough-students-success-ready.aspx Grabias, S. (2003). Język w zachowaniach społecznych. Lublin: UMCS. Kövecses, Z. (2000). Metaphor and Emotion: Language, Culture, and Body in Human Feeling. Cambridge: Cambridge University Press. Lakoff, G. ([1992] 2006). “The Contemporary Theory of Metaphor”. In D. Geeraerts (Ed.), Cognitive Linguistics: Basic Readings. Berlin: Mouton de Gruyter, pp. 185-238. Lakoff, G. & Johnson, M. (1980). Metaphors We Live By. Chicago: University of Chicago Press. Langacker, R. W. (2001). “Discourse in Cognitive Grammar”. Cognitive Linguistics, 12(2), pp. 143-188. PISA 2012. Results in Focus. What 15-year-olds know and what they can do with what they know, [online:], http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf. Skudrzyk A. & Warchala J. (2012). Literacy of the Young generation in a diglossing environment. Katowice: US. Wileczek (2011). „Czy szkoła „zdanża”? Językowy obraz szkoły w socjolekcie młodzieżowym”. In: M. Bajan, S. J. Żurek (ed), Etyka nauczyciela. Lublin: KUL, pp. 153-169.
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Witte, Theo (Netherlands (the)) IN SEARCH OF EXCELLENCE IN LITERATURE TEACHING: TEACHER AND STUDENT PERCEPTIONS OF THE QUALITIES OF AN EXCELLENT LITERATURE TEACHER
Keywords: teaching standards, professional development, literature teaching
Meta-analyses, for example that by Hattie (2009), reveal that the teacher is the decisive factor in the education process. As a result, teacher quality is high on the political agenda. Since the 1990s, governments all over the world have sought, but with little success, to promote the continuous professional development of teachers and monitor their quality through a register programme based on general teaching standards. Kennedy (2014), Day and Sachs (2004) and many other specialists believe that the failure of governmental regulation is linked to the low level of teacher control and participation. Sachs (2011) advocated a shift away from governmental direction and control of teaching standards towards development and management by the profession itself. Against this background, we developed domain-specific teaching standards for the teaching of literature in upper secondary school (grades 10-12). To ensure that teachers would be able to identify with the standards, we decided to give them a say in determining which key competences an excellent literature teacher should possess. Six fields of competences in literature teaching that could be measured using reliable scales were identified. There was a moderate to high correlation between all the scales and all correlations are significant (p<.01), indicating that the dimensions are strongly related and are likely to point to an underlying concept of what constitutes an excellent literature teacher. We agree with Hattie (2009) that teachers need to be aware of the visibility of learning from the student perspective in order to better understand the students’ experience of learning. Therefore, we also investigated the pupil perception of what constitutes an excellent literature teacher. Here we also found six reliable scales which correlated strongly with each other. The twelve scales correspond to and complement each other. This allows us to develop domain-specific standards for literature teaching. Our eventual goal is to develop a model for teacher-organized professional development. By bringing together individual scores on the standards from across the country, it is possible to identify developmental benchmarks and to gain insight into teacher needs regarding professionalization. Teacher training institutes can use these to tailor their programmes. With this approach, we hope to create new momentum in the professional development of teachers.
References: Day, C. & Sachs, J. (2004). Professionalism, performativity and empowerment: Discourses in the politics, policies and purposes of continuing professional development. In: C. Day & J. Sachs (eds) (2004). International Handbook on the Continuing Professional Development of Teachers (pp. 3-32). Maidenhead: Open University Press, McCraw-Hill International. Hattie, J. (2009). Visible Learning. A Synthesis of over 800 Meta-analyses Relating to Achievement. London and New York: Routledge. Kennedy (2014). Models of Continuing Professional Development: a framework for analysis. Professional Development in Education, 40, 3, 336-351. Sachs, J. (2011). Accountability, standards and teacher activism: an unholy trinity or the way for the profession to shape the future. Paper presented at the Post Primary Teachers Association (PPTA) Conference. April 18‐20, 2011. Wellington, New Zealand.
Witte, Theo (Netherlands (the))
IMEN REVISITED: COMPARING MOTHER TONGUE EDUCATION IN PRE-ACADEMIC EDUCATION (GRADES 10-12)
Abstract: Since their foundation in 1983 the IMEN (International Mother Tongue Education Network) carries out international comparative research on mother tongue education (e.g. Herlitz, Ongstad, Van de Ven, 2007). Comparing mother tongue teaching will enable educationalists to break through the limitation imposed on their judgement by national traditions and political interests, to look to their own, familiar, culture-specific mother tongue education system from a distance. This distance is required during the development or revision of the curriculum. At this time, in the Netherlands, the minister of education started a national debate about the curriculum of
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the future: #Education 2032. This of course also includes, a new curriculum for mother tongue education. We1) are closely involved in this discussion. Key discussion points include the function of grammar and literature in the curriculum, the need for more Bildung, language awareness, the connection between the school subject and academic discipline, etc. However, our debate and reflections on our experiences hardly crosses the borders of our boundaries. An international discussion will enable educationalists to consider and evaluate developments and innovations abroad within their cultural and institutional context. An international discussion could create also insight into the interdependence of the teaching of the mother tongue, and in general tendencies. The IAIMTE-website is proposed to monitor on a global scale (ca 1000 words) the debate, contents and variation within the secondary school subject of mother tongue education. In this round table we will discuss a format by which we can describe and compare curricula of the mother tongue for a certain school type. We will start with upper secondary, pre-academic education (grades 10-12 in the Netherlands) and are looking for participants.
References: Herlitz, W., Ongstadt, S. & Van de Ven, P-H (Eds.) (2007). Research on mother tongue education in a comparative international perspective. Theoretical and methodological issues. Utrecht Studies in Language and Communication 20. Amsterdam, New York: Rodopi B.V. 1) Peter-Arno Coppen (Radboud University, Nijmegen), Kees de Glopper (University of Groningen), Erwin Mantingh (University Utrecht), Jaap van Marle (Open University, Heerlen), Anneke Neijt (Radboud University, Nijmegen), Jan Oosterholt (Open University, Heerlen), Theo Witte (University of Groningen).
Witte, Theo (Netherlands (the)) MEMO: MOTHER TONGUE EDUCATION MONITOR
A website is proposed to monitor on a global scale the contents and variation within the secondary school subject of mother tongue education. The idea is to develop a website (IAIMTE-portal), where representatives of each country have writing permission to enter and edit the information for their countries. We will start with pre-academic education (± grades 10-12). Information is structured in 6 à 8 main categories, with Vision as a central categorie. The idea is to develop a website with these categories, where representatives of each countries have writing permission to enter the information for their countries.itte, Theo (Netherlands (the))
WONG, Wing Yee, Cheung, Wai Ming & Ki, Wing Wah (Hong Kong) UNDERSTANDING LANGUAGE TEACHER’S CULTURALLY RESPONSIVE TEACHING SELF-EFFICACY AND ITS ENHANCEMENT THROUGH LEARNING STUDY WITH YOUNG CHINESE LANGUAGE LEARNERS
Background: Chinese language learners (CLLs) in Hong Kong mainly came from ethnic minorities (EMs) of South Asia. To preclude marginalization, education for EMs became a controversial issue. Frontline Chinese language teachers often encounter difficulties in teaching due to inadequate training. Though teachers play an important role in young CLL’s learning of Chinese as a L2, their self-efficacy in engaging EM students was under-investigated. Research Questions: The first part explored the development and validation of the Culturally Responsive Teaching Self-Efficacy (CRTSE) of Hong Kong teachers. The second part investigated the effectiveness of Learning Study on teaching Chinese as a L2 to young CLLs Theoretical Framework: The Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale developed by Siwatu was modified and validated to provide a reliable assessment measuring teacher’s self-efficacy on teaching in a culturally diverse classroom in Hong Kong. Learning Study was employed with the Culturally Responsive Teaching Approach to facilitate the learning and teaching of Chinese as a L2 to young CLLs. Variation Theory underlying Learning Study offered a theoretical framework on how lesson was planned, taught and reviewed. Methodology: 128 Chinese language teachers were recruited for the validation of scale. Further data collection from 166 teachers revealed the current phenomenon faced by teachers in Hong Kong. The changes on CRTSE of two teacher participants were explored in-depth through Learning Study. Discussion and reflection during meetings of collaborative lesson planning, lesson structure and teacher interview were analyzed qualitatively.
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The Structured Test was developed according to the objects of learning to assess students’ learning outcomes. Results: The internal reliability was 0.969 and a 5-factor solution with Varimax Rotation was found. Teachers scored the lowest on factor “Awareness of cultural difference” (Mean= 48.98; S.D.=18.87) and the highest on factor “Development of positive and trusting relationship” (Mean= 68.90; S.D.=11.90). Measured by the Chinese CRTSE Scale and the Structured Test, both teachers and young CLLs have showed improvement on their teaching and learning after the Learning Study. Significance: This study was a pioneering research on the enhancement of teacher’s CRTSE through Learning Study. This Learning Study showed positive outcomes of CLLs and professional growth of teachers.
Keywords: Teaching Self-efficacy, Second Language Teaching, Learning Study, Variation Theory, Culturally Responsive Teaching Approach
Z
ZAID, Hassan & Allame, Yamina El Kirat El (Morocco) THE PLACE OF CULTURE IN THE AMAZIGH LANGUAGE TEXTBOOKS IN MOROCCO
After decades of exclusion and marginalization, Amazigh has been introduced at the level of primary school in 2003 primarily with the aim of developing the learners’ communicative skills in Amazigh (Ministry of Education 2003, 2006). The introduction of Amazigh in education required a curriculum development and a syllabus design for a minority or “minoritized” oral language. The Royal Institute for Amazigh Culture’s (IRCAM) evaluation of the project revealed a number of weaknesses among which is the place of the Amazigh native culture in the textbooks. El Kirat & Bennis (2010) and El Kirat (2008 argue for the need to reconsider the teaching of Amazigh, and Boukous (2011) claims that the Amazigh textbooks should be evaluated in terms of their objectives, content, and methodology. The present study investigates the cultural content of the Amazigh textbooks using content analysis as the main method to process data drawn from the first, third, and fifth level textbooks. The analytical categories for approaching Amazigh textbook were adopted from the work of other foreign language textbook researchers (Damen, 1987; Dechert & Kastner, 1989; Feng, 2004; and Joiner, 1974).
The data analysis reveals an over-representation of mainly two aspects of the Amazigh culture, namely the articulation of the value system and the language of social interaction. Some key aspects are not explicitly explained or dealt with in any depth, as they are presented as simple topics of narratives (reading texts, reading corner, fables, and songs) instead of being topics of communication. The presentation of the cultural information is done through drawings and narratives at the expense of photos and dialogues reporting real life contexts and experiences. Besides, the drawings do not illustrate the Amazigh native culture but rather report a type of global culture. Therefore, the presentation of culture in the Amazigh textbooks is more geared toward transmitting knowledge about cultural themes, patterns, and behaviour than the practical application of that knowledge and the cultivation of the learners’ aptitude for their appropriate use, which is one of the aims of the teaching of Amazigh. Key terms: Amazigh teaching; native culture; Amazigh textbooks.
Keywords: Amazigh culture; Amazigh teaching; Amazigh textbooks.
References:- Boukous, A. (2011). Revitalizing the Amazigh Language: Stakes, Challenges, and Strategies. (K. Bensoukas, Trans.). Rabat: Publication of IRCAM. - Damen, L. (1987). Culture Learning: The Fifth Dimension in the Language Classroom. Reading, Mass.: Addison-Wesley Pub. Co. - Dechert, C. & Kastner, P. (1989). Undergraduate Student Interests and the Cultural Content of Textbooks for German. The Modern Language Journal, 37 (2), 178-191. - El Kirat El Allame, Y. (2008). Bilingualism, Language Teaching, Language Transmission and language Endangerment: The case of Amazigh in Morocco. Yamina EL KIRAT, Faculté des Lettres et des Sciences Humaines, UM5-Agdal. In Endangered Languages and Language Learning, Fryske Academy, It Aljemint, Ljouwert/Leeuwarden, The Netherlands, 2008, pp. 123-130. http://www.ogmios.org/conferences/2008/proceed 2008.htm
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- El Kirat El Allame, Y. & Bennis Said (2010). L’Enseignement de la langue Amazighe entre Dialectologie et Standardization, Déperdition, Maintien et/ou Revitalisation. Revue: Langues et Littératures. Volume 20, pp. 13-41. - Feng, J. (2004). Bridging the Language and Culture Gap: A Study of Cultural Content and Manner of Presentation of Integrated Chinese I. Unpublished doctoral dissertation- University of Kansas. - Joiner, E. G. (1974). Evaluating the Cultural Content of Foreign-Language Texts. The Modern Language Journal, 58(5/6), 242-244. - Ministry of Education. (2003). 108 رقم المدكرة. الدراسية المسارات في األمازيغية تدريس إدماج . - Ministry of Education. (2006). 130 رقم المدكرة. أساتدتها تكوين و األمازيغية اللغة تدريس تنظيم حول
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LIST OF PARTICIPANTS
Alphabetical order following surname.
See program schedules, detailed program, and abstracts ordered alphabetically above or on IAIMTE conference platform for further information.
Adelmann, Kent Malmö University Sweden (S) [email protected]
Aerila, Juli-Anna University of Turku Finland (FIN)
Aharonian, Nikki Ofakim School Israel (IL)[email protected]
Ailhaud, Emilie University Lyon France (F)[email protected]
Alisaari, Jenni University of Turku Finland (FIN)
Amante, Susana Polytechnic Institute of Viseu Portugal (P)[email protected]
Amir, Alisa Achva College Israel (IL) [email protected]
Anctil, Dominic University of Montreal Canada (CDN)
Angelova, Tatyana G. Sofia University Bulgaria
(BG)
Araujo, Luisa William Paterson University Portugal (P) [email protected]
Arias-Gundín, Olga University of Leon Spain (E)[email protected]
Arregi, Ana University of the Basque Country Spain (E) [email protected]
Atkinm, Hilla Oranim College of Education Israel (IL) [email protected]
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Aw, Guat Poh Singapore University Singapore (SGP)
Awramiuk, Elżbieta University of Bialystok Poland (PL)[email protected]
Azevedo, Flora R. Portugal (P) [email protected]
Bachore, Mebratu Hawassa University Ethiopia (ETH)
Balula, João Paulo Escola Superior de Educacâo de Viseu Portugal (P) [email protected]
Baranska, Paulina AQQ Spolka z o. o. Poland (PL)[email protected]
Batalha, Joana Universidade Nova de Lisboa Portugal (P)[email protected]
Bauquis, Celine Université de Genève Switzerland (CH)
Bertschi-Kaufmann, Andrea Pädagogische Hochschule FHNW Switzerland
(CH)
Blückert, Ann Uppsala University Sweden (S)[email protected]
Bobinski, Witold Jagiellonian University Poland (PL) [email protected]
Boivin, Marie-Claude Universite de Montreal Canada
(CDN)
Borgfeldt, Eva University of Gothenburg Sweden (S) [email protected]
Bourdages, Rosalie Canada (CDN)
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Bouwer, Renske Utrecht University Netherlands (NL)
Brandt, Deborah University of Wisconsin, Madison Usa (USA) [email protected]
Bremholm, Jesper Aarhus University Denmark (DK)
Brindley, Sue University of CambridgeUnited Kingdom (UK)
Brinkhaus, Moti Leibniz Universität Hannover Germany (D)
Brok, Lene Storgaard Professionshøjskolen UCC Denmark
Brüggemann, Jörn University of Oldenburg Germany (D)
Bulfin, Scott Monash University Australia (AUS)
Bundsgaard, Jeppe Aarhus University Denmark (DK)
Byrman, Gunilla Linneaus University Sweden (S) [email protected]
Calil, Eduardo Brazil [email protected]
Capelo, Regina Madeira University Portugal (P)[email protected]
Carl, Mark-Oliver University of Siegen Germany (D)
Carlsen, Dorthe Denmark (DK)
Cassany i Comas, Daniel Universitat Pompeu Fabra Spain (E)
Caviglia, Francesco Aarhus University Denmark [email protected]
274
(DK)
Cheung, Wai Ming The University of Hong Kong Hong Kong (HK)
Chimirala, Uma Maheshwari
English and Foreign Languages University India (IND)
Coker, David University of Delaware Usn (USA) [email protected]
Dalton, Kelly Usa (USA) [email protected]
Davies, Larissa J McLean The University of Melbourne Australia
(AUS)
Davies, Laura University at AlbanyUnited States (USA)
de Maat, Paul J.M. CED-Groep Netherlands (NL)
Deveneyns, Annelies Belgium (B)
Doecke, Brenton G Deakin University Australia (AUS)
Doil-Hartmann, Christa Landesinstitut für Schule in Bremen Germany
(D)
Doktar, Caroline Åbo Akademi University Finland (FIN)
Donhauser, Carolin University of Regensburg Germany (D)
Dryselius, Victoria Linnaeus University Sweden (S)[email protected]
Ekholm, Sigrid Åbo Akademi University Finland (FIN)
275
El Aissati, Abderrahman Tilburg University Netherland
s (NL)
El Allame, Yamina El Kirat Mohammed V University-Rabat Morocco
Elf, Nikolaj F. University of Southern Denmark Denmark (DK)
Elhanan-Peled, Nurit Hebrew University Israel (IL) [email protected]
Elkad-Lehman, Ilana Levinsky College of Education Israel (IL) [email protected]
Erixon, Per-Olof Umeå University Sweden (S) [email protected]
Fabrin, Liv Aarhus University Denmark (DK)
Fang, Li-Na National Kaohsiung Normal University
Taiwan (RC)
Farkas, David K. University of Washington Washington (USA)
Faulkner, Julie Monash University Australia (AUS)
Ferraz, Inês Patrícia Rodrigues University of Minho Portugal (P) [email protected]
Feytor-Pinto, Paulo Universidade Aberta Portugal (P)
Fidalgo, Raquel University of Leon Spain (E) [email protected]
Folkeryd, Jenny W. Uppsala University Sweden (S)[email protected]
Fontich, Xavier University of Exeter Uk (UK) [email protected]
Franck, Orianna University of Geneva Switzerland (CH)
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h
Frederking, Volker University of Erlangen-Nuernberg Germany (D)
Freed, Richard L. Boston Latin AcademyUnited States (USA)
Fristedt, Desirée Linnaeus University Sweden (S) [email protected]
Fryer, Maude Canada (CDN)
Funke, Reinold Pädagogische Hochschule Heidelberg Germany (D)
Garcia, Sara S. Santa Clara UniversityUnited States (USA)
Gascon, Aina Reig Universitat de València Spain (E) [email protected]
Gauvin, Isabelle Université du Québec à Montréal Canada (CDN)
Geijersta, Åsa af Uppsala University Sweden (S)[email protected]
Godhe, Anna-Lena Malmö Högskola Sweden (S)[email protected]
González-Lamas, Jara Universidad Autónoma de Madrid Spain (E) [email protected]
Goodwyn, Andrew University of Reading Uk (UK)[email protected]
Graber, Tanja University of Applied Sciences and Arts
Switzerland (CH)
Gracia, Marta University of Barcelona Spain (E) [email protected]
277
Grenner, Emily Lund University Sweden (S)[email protected]
Groeneweg, Wilma De Interfacultaire Lerarenopleidingen
The Netherlands (NL)
Grünthal, Satu E. M. Federal University of Alagoas Finland
(FIN)
Hammarbäck, Solveig Linnaeus University Sweden (S)
Hanghøj, Thorkild University of Aalborg Denmark (DK)
Hankala, Mari University of Jyväskylä Finland (FIN)
Hansen, Jens Jørgen University of Southern Denmark Denmark
Hansen, Rune University College South Denmark Denmark (DK)
Hansen, Thomas I. University College Lillebælt Denmark (DK)
Harjunen, Elina Finnish Education Evaluation Centre Finland (FIN)
Harren, Inga University of Education Heidelberg Germany (D)
Hashemi, Sylvana Sofkova University West Sweden (S)
Haskel-Shaham, Irit
David Yellin College for Teacher Education Israel (IL) [email protected]
Heilä-Ylikallio, Ria Åbo Akademi University Finland (FIN)
Herder, Britta Linnaeus University Sweden (S) [email protected]
Hermansson, Carina
Malmö Högskola Sweden (S) carina.hermansson@um
278
u.se
Hetmar, Vibeke University of Aarhus Denmark (DK)
Hilli, Charlotta Åbo Akademi University Finland (FIN)
Hirsch, Matthias Germany (D)
Hoem, Toril Frafjord
National center for reading education and research Norway (N) [email protected]
Hultin, Eva Dalarna University Sweden (S) [email protected]
Husebø, Dag Stavanger University Norway (N) [email protected]
Höegh, Tina University of Southern Denmark Denmark (DK)
Igland, Mari-Ann Sør-Trøndelag University College Norway (N) [email protected]
Illesca, Bella Deakin University School of Education
Australia (AUS)
Ineichen, Gabriela Pädagogische Hochschule FHNW Switzerland (CH)
Ingemansson, L Mary C Högskolan Väst Sweden (S)
Isler, Dieter Fachhochschule Nordwestschweiz Switzerland (CH)
Jablonski, Slawomir Adam Mickiewicz University Poland (PL) [email protected]
Janssen, Tanja University of Amsterdam Netherlands (NL)
Janus-Sitarz, Anna Jagiellonian University Poland (PL) [email protected]
Jeong, Hyeon-Seon Gyeongin National University of Education
Korea (ROK)
279
Jeong, Hyeseung Gyeongin National University of Education
Korea (ROK)
Jeong, Hyesun Korea University Korea (ROK)
Jers, Cecilia Olsson Malmö university Sweden (S)[email protected]
Johansson, Maritha University of Linköping Sweden (S)
Johansson, Victoria Lund university Sweden (S)
Juvonen, Riitta University of Helsinki Finland (FIN)
Jönsson, Karin Malmo University Sweden (S) [email protected]
Kabel, Kristine Aarhus University Denmark (DK)
Kaihovirta, Hannah Åbo Akademi University Finland (FIN)
Kang, Hyokyung Seoul National University Korea (ROK)
Karasma, Katri University of Turku Finland (FIN)
Karlsson, Erik Malmö University Sweden (S) [email protected]
Karsenti, Patrick Kwantlen Polytechnic University Canada (CDN)
Katsarou, Eleni University of Crete Greece (GR)
Katzman, Josh Charlestown High SchoolUnited States (USA)
Kauppinen, Merja University of Jyväskylä Finland (FIN)
merja.a.kauppinen@jyu.
280
fi
Kerge, Krista Tallinn University Estonia (EE) [email protected]
Kim, Hyejin Seoul National University Korea (ROK)
Kim, Hyeyoun Seoul National University Korea (ROK)
Kim, Jeong-Ja Gyeongin National University of Education
Korea (ROK)
Kim, Jong-Yun Korea University Korea (ROK)
Klementsson, Marie-Helene University of Linköping Sweden (S)
Knipe, John George Mason University Usa (USA) [email protected]
Ko, Jeong Hee Seoul National UniversityRep. Of Korea (ROK)
Koçmar, Yonca Ankara University Turkey (TR)[email protected]
Koek, Martijn University of Amsterdam Netherlands (NL)
Koo, Bon Gwan Seoul National University Korea (ROK)
Korneev, Aleksei Lomonosov Moscow State University Russia (RUS)
Koster, Monica P. Utrecht University Netherlands (NL)
Kouki, Elina University of Turku Finland (FIN)
Koutsogiannis, Dimitrios School Of Philosophy Greece
Kristiansen, Bente University of Southern Denmark Denmark [email protected]
281
(DK)
Krogh, Ellen University of Southern Denmark Denmark (DK)
Krätzsch, Dana Stiftung Universität Hildesheim Germany (D)
Kuo, Ching-I Raffles Institution Singapore (SGP)
Ladegaard, Uffe Aarhus University Denmark (DK)
Laflotte, Lara University of Geneva Switzerland (CH)
Larsen, SL University of Copenhagen Denmark (DK)
Lauridsen, Else University of Southern Denmark Denmark (DK)
Laursen, Katja Årosin University of Copenhagen Denmark
Le Cordeur, Michael L. A. University Stellenbosch South
Africa (ZA)[email protected]
Lehndorf, Helen Universität Hildesheim Deutschland (D)
Lepajoe, Kersti University of Tartu Estonia (EE) [email protected]
Lépine, François Université Laval Canada (CDN)
Leung, Pamela P.W. Honk Kong Institute of Education China
(CHN)[email protected]
Leung, Wai H The Hong Kong Institute of Education Hong Kong (HK)
Liberg, Caroline Uppsala University Sweden (S)[email protected]
Lindberg, Ylva Jönköping University Sweden (S) [email protected]
282
Lindgren, Maria Linnaeus University Sweden (S) [email protected]
Lindh, Christina Malmö Högskola Sweden (S)[email protected]
Liptakova, Ludmila University of PresovSlovak Republic (SK)
Lissi, María Rosa Pontificia Universidad Chile (RCH) [email protected]
Liu, Dan Universite de Toulouse France (F)[email protected]
Liu, Tingting Aarhus University Denmark (DK)
Longo, Giuseppe University of Venice and University of Verona Italy [email protected]
López-Gutiérrez, Paula University of Leon Spain (E) [email protected]
Lundström, Stefan Luleå University Sweden (S) [email protected]
Luong, Trang Laboratoire Modyco France (F)[email protected]
Luong, Tse Shek The Hong Kong University China (CHN)
Lupsa, Manuela Linnaeus University Sweden (S) [email protected]
Lyngfelt, Anna University of Gothenburg Sweden (S)[email protected]
MacArthur, Charles A. University of Delaware Usa (USA) [email protected]
Magnusson, Petra Kristianstad kommun Sweden (S) magnussonpetra63@gm
283
ail.com
Marin, Brigitte Académie de Créteil France (F) [email protected]
Matre, Synnøve Sør-Tøndelag University College Norway (N) [email protected]
Matthiesen, Christina Aarhus University Denmark
Meier, Christel Lehrstuhl für Didaktik der deutschen Sprache und Literatur
Germany (D)
Meulen, Dirk van der Herbert Vissers College
The Netherlands (NL)
Min, Byeonggon Seoul National University Korea (ROK)
Mokibelo, Eureka B. University of Botswana Botswana
(RB)
Molbæk, Louise University College Cork Denmark (DK)
Molnar, Pal Károli Gáspár University Hungary (H)
Mottart, André Ghent University Belgium (B)[email protected]
Murillo, Audrey European Network of Fibromyalgia Associates France (F)
Mörnsjö, Maria Studentlitteratur Sweden (S)[email protected]
Maak, Diana Europa-Universität Flensburg Germany (D)
Nadel, Tammi G. Stockholm University Sweden (S) [email protected]
Nakajima, Kazuko University of Toronto Canada (CDN)
284
Nergård, Mette Elisabeth
Oslo and Akershus University College of Applied Sciences Norway (N)
Nestlog, Ewa Bergh Linnéuniversity Sweden (S)
Neumann, Astrid Leuphana University of Lüneburg Germany (D)
Niesporek-Szamburska, Bernadeta
University of Silesia in Katowice Poland (PL)[email protected]
Nilson, Eva I. Stockholm University Sweden (S) [email protected]
Noh, Jayeon Seoul National University Korea (ROK)
Nome, Sture University of Stavanger Norway (N) [email protected]
Nordenstam, Anna Luleå University of Technology Sweden (S)[email protected]
Nordlund, Anna Uppsala University Sweden (S)[email protected]
Norlund, Anita Academy for library, information, education and IT Sweden (S) [email protected]
Nygard, Arne Olav University of Stavanger Norway (N) [email protected]
Oker-Blom, Gun Utbildningsstyrelsen Finland (FIN)
Ólavsstovu, Vár í Frodskaparsetur Føroya Faroe Islands
Olin-Scheller, Christina Karlstad University Sweden (S)
Palmér, Anne Uppsala University Sweden (S)[email protected]
285
Palo, Annbritt Luleå University of Technology Sweden (S) [email protected]
Park, Seongseog Seoul National University Korea (ROK)
Parr, Graham B. Monash University Australia (AUS)
Patmon, Denise S. University of Massachusetts BostonUnited States (USA)
Pelgrims, Greta University of Geneva Switzerland (CH)
Penne, Sylvi J. Oslo and Akershus University College Norway (N) [email protected]
Pentikäinen, Johanna K. University of Helsinki Finland
(FIN)[email protected]
Pereira, Iris Susana University of Minho Portugal (P) [email protected]
Pereira, Luísa A. Universidade de Aveiro Portugal (P) [email protected]
Persson, Gunnel Linnaeus University Sweden (S) [email protected]
Petersen, Bjarne Købmand Linnaeus University Sweden (S)
Piekut, Anke University of Southern Denmark Danmark (DK)
Pieper, Irene University of Hildesheim Germany (D)
Pinsonneault, Reine Université du Québec à Montréal Canada
(CDN)
Poyas, Yael Oranim, College of Education Israel (IL) [email protected]
Protassova, Ekaterina
University of Tartu Finland (FIN)
ekaterina.protassova@h
286
elsinki.fi
Puksand, Helin Tallinn University Estonia (EE) [email protected]
Rasmussen, Marie Dahl Læreruddannelsen UCC, Zahle Denmark
Reissig-Vasile, Celia Mercy College
United States (USA)
Rietdijk, Saskia University of Amsterdam Netherlands (NL)
Riga, Fran University of CambridgeUnited Kingdom (UK)
Rijlaarsdam, Gert Research Institute of Child Development & Education
The Netherlands (NL)
Roth, Ann-Charlotte Rohman Linnaeus University Sweden (S)
Routarinne, Sara University of Helsinki Finland (FIN)
Rättyä, Kaisu University of Eastern Finland Finland (FIN)
Rørbech, Helle University of Aarhus Denmark (DK)
Sanchez, Mabel Encinas University Campus Suffolk
United Kingdom (UK)
Sano, Aiko Hokkaido Bunkyo University Japan (J)[email protected]
Sawyer, Wayne University of Western Sydney Australia (AUS)
Schmidt, Frederike Friedrich-Schiller-University Germany (D)
287
Schrijvers, Marloes Netherlands (NL)
Sebastião, Isabel Universidade Nova de Lisboa Portugal (P)[email protected]
Silva, Ana Isabel Escola Superior de Educação de Viseu Portugal (P) [email protected]
Skarstein, Dag Oslo and Akershus University College of Applied Sciences Norway (N) [email protected]
Skyggebjerg, Anna Karlskov University of Aarhus Denmark
Skaar, Håvard Oslo and Akershus University College Norway (N) [email protected]
Slot, Marie Falkesgaard University College Lillebælt Denmark
Smidt, Jon K. Sør-Trøndelag University College Norway (N) [email protected]
Smit, Anne-Marie CED-Groep Netherlands (NL)
Soğuksu, A. Fulya Ankara University Türkiye (TR)
Steffensen, Tom Roskilde University Denmark (DK)
Stokke, Ruth I. Seierstad
Oslo and Akershus University College of Applied Sciences Education Norway (N)
Stokmansm, Mia W.J. Tilburg University Netherland
s (NL)
Strutz, Bianca Universität Hildesheim Germany (D)
Ståhl, Matilda Åbo Akademi University Finland (FIN)
Svensson, Gudrun Linneaus University Sweden (S) [email protected]
288
e
Svensson, Peter Linnaeus University Sweden (S) [email protected]
Svensson, Sofia Linnaeus University Sweden (S) [email protected]
Söderberg, Gunilla Linnaeus University Sweden (S)[email protected]
Tainio, Liisa University of Helsinki Finland (FIN)
Tamaian, Ioana Babes-Bolyai University Romania (RO)
Tengberg, Michael Karlstad University Sweden (S)[email protected]
Thavenius, Marie C. Malmö University Sweden (S)
Timm, Maile University of Tartu Estonia (EE) [email protected]
Torpsten, Ann-Christin Linnaeus University Sverige (S)
Tretter, Tanja Catholic University of Eichstätt-Ingolstadt
Germany (D)
Tsafos, Vassilis University of Athens Greece (GR)
Tummers, Jose University College Leuven Belgium (B)[email protected]
Uibu, Krista University of Tartu Estonia (EE) [email protected]
Ulfgard, Maria Uppsala University Sweden (S)[email protected]
Uusen, Anne Tallinn University Estonia (EE) [email protected]
289
Vaittinen, Pirjo Helena University of Tampere Finland
(FIN)[email protected]
van de Ven, Piet-Hein
Netherlands (NL)
van Weijen, Daphne University of Amsterdam Netherland
s (NL)[email protected]
Vega, Fàtima Ramon Llull University Spain (E) [email protected]
Vollmer, Johannes University of Osnabrück Germany (D)
Vrikki, MariaUnited Kingdom (UK)
Västerdal, Ida Linnaeus University Sweden (S) [email protected]
Westerlund, Anders Åbo Akademi University Finland
(FIN)
Westman, Maria Uppsala University Sweden (S)[email protected]
Wileczek, Anna Jan Kochanowski University Poland (PL) [email protected]
Witte, Theo University of Groningen Netherlands (NL)
Yagelski, Robert P State University of New York at Albany
United States (USA)
Ying, Zhang Raffles Institution Singapore (SGP)
Schilling, Hanne University College UCC Denmark (DK)
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CONFERENCE PUBLICATION
10TH IAIMTE CONFERENCE 2015: LANGUAGES, LITERATURES, AND LITERACIES
3-5 JUNE, 2015
UNIVERSITY OF SOUTHERN DENMARK, ODENSE
Edited and published by Ellen Krogh, Nikolaj Elf, Tina Høegh, and Anke Piekut, University of Southern Denmark
Odense, June 2015.
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