Pub Date : 2023-06-12DOI: 10.21248/l1esll.2023.23.1.478
Lisbeth Elvebakk, Dag Skarstein
This study investigates Norwegian L1 teacher students’ legitimation language as they retrospectively reflect on internship experiences during their first two years of teacher education. We aim to describe the teacher students’ legitimation of teaching activities within the framework of the specialization dimension of Legitimation Code Theory. Drawing particularly on Bernstein’s ideas on different knowledge structures and on teaching and acquisition of humanistic subjects, we critically discuss why the interviewees’ legitimation language only to a small degree works to classify L1 as a distinct school subject. By investigating the legitimation language used by teacher students in their second year of teacher education, our study aims to highlight the educational pathway to the L1 teacher profession. Using policy ideals as a backdrop for discussing the implications of our findings, we describe possible measures to assist teacher students’ development toward professional subject didactic reasoning and legitimation.
{"title":"Teacher students’ legitimation of teaching activities in the L1 classroom","authors":"Lisbeth Elvebakk, Dag Skarstein","doi":"10.21248/l1esll.2023.23.1.478","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.478","url":null,"abstract":"This study investigates Norwegian L1 teacher students’ legitimation language as they retrospectively reflect on internship experiences during their first two years of teacher education. We aim to describe the teacher students’ legitimation of teaching activities within the framework of the specialization dimension of Legitimation Code Theory. Drawing particularly on Bernstein’s ideas on different knowledge structures and on teaching and acquisition of humanistic subjects, we critically discuss why the interviewees’ legitimation language only to a small degree works to classify L1 as a distinct school subject. By investigating the legitimation language used by teacher students in their second year of teacher education, our study aims to highlight the educational pathway to the L1 teacher profession. Using policy ideals as a backdrop for discussing the implications of our findings, we describe possible measures to assist teacher students’ development toward professional subject didactic reasoning and legitimation.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89607680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-21DOI: 10.21248/l1esll.2023.23.1.381
Orna Levin, Yael Segev
Clinical simulations have been developed as a tool for coping with complex professional situations. In recent decades, clinical simulation has been integrated into teacher education for pedagogical training. Amidst the COVID-19 pandemic, an online clinical simulation model was developed, given the need to adapt the human-based clinical simulations to an online platform. This study examined the learning and teaching processes experienced during online clinical simulations applied in the context of discipline-specific training. Specifically, these processes were investigated by collecting data representing the perceptions of 98 preservice literature teachers. The analyzed data yielded three themes, describing the participants’ perceived gains from the online teaching-learning processes: (1) The strengthening of preservice teachers’ discipline-specific involvement (2) The formulation of a professional understanding of discipline-specific teaching processes (3) Ways to promote meaningful discussions in literature lessons. The study expands the field of clinical simulation use in teacher training to include discipline-specific gains, in this case by demonstrating the interplay between the world of simulation and the world of literature.
{"title":"Learning-Teaching Processes in Online Clinical Simulation within Disciplinary Training of Literature","authors":"Orna Levin, Yael Segev","doi":"10.21248/l1esll.2023.23.1.381","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.381","url":null,"abstract":"Clinical simulations have been developed as a tool for coping with complex professional situations. In recent decades, clinical simulation has been integrated into teacher education for pedagogical training. Amidst the COVID-19 pandemic, an online clinical simulation model was developed, given the need to adapt the human-based clinical simulations to an online platform. This study examined the learning and teaching processes experienced during online clinical simulations applied in the context of discipline-specific training. Specifically, these processes were investigated by collecting data representing the perceptions of 98 preservice literature teachers. The analyzed data yielded three themes, describing the participants’ perceived gains from the online teaching-learning processes: (1) The strengthening of preservice teachers’ discipline-specific involvement (2) The formulation of a professional understanding of discipline-specific teaching processes (3) Ways to promote meaningful discussions in literature lessons. The study expands the field of clinical simulation use in teacher training to include discipline-specific gains, in this case by demonstrating the interplay between the world of simulation and the world of literature.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83906990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.21248/l1esll.2023.23.1.411
Heidi Brøseth, M. Nygård
Despite protracted concerns about Norwegian students’ decline in grammar knowledge, the issue is poorly researched empirically. This article presents and the results from a grammar survey distributed to first-year student teachers (N=235). Our aim is to provide an empirical analysis of the level of Norwegian students’ grammar knowledge as they enter teacher education. We seek to answer the following research questions: RQ1: What characterizes the knowledge of grammar of Norwegian student teachers as they enter teacher education? RQ2: Are there grammatical topics and structures that they master more or less? If so, what characterizes these topics? The results show that the grammar knowledge of student teachers, is rather poor. The students know the word classes verb, noun, adjective and pronoun, as well as the SC subject. Their knowledge is founded on semantics, while the structural features of language seem to be a blind spot. The study contributes to the international research on Knowledge of Language (KaL) from a Norwegian perspective. Due to the two written standards of Norwegian, our study will be the first to report student teachers’ grammar knowledge from such a context.
{"title":"First-year student teachers’ knowledge of L1 grammar","authors":"Heidi Brøseth, M. Nygård","doi":"10.21248/l1esll.2023.23.1.411","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.411","url":null,"abstract":"Despite protracted concerns about Norwegian students’ decline in grammar knowledge, the issue is poorly researched empirically. This article presents and the results from a grammar survey distributed to first-year student teachers (N=235). Our aim is to provide an empirical analysis of the level of Norwegian students’ grammar knowledge as they enter teacher education. We seek to answer the following research questions: \u0000RQ1: What characterizes the knowledge of grammar of Norwegian student teachers as they enter teacher education? \u0000RQ2: Are there grammatical topics and structures that they master more or less? If so, what characterizes these topics? \u0000 \u0000The results show that the grammar knowledge of student teachers, is rather poor. The students know the word classes verb, noun, adjective and pronoun, as well as the SC subject. Their knowledge is founded on semantics, while the structural features of language seem to be a blind spot. The study contributes to the international research on Knowledge of Language (KaL) from a Norwegian perspective. Due to the two written standards of Norwegian, our study will be the first to report student teachers’ grammar knowledge from such a context.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79641746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.21248/l1esll.2023.23.1.460
Katinka Mangelschots, S. Ugen, Constanze Weth
This study investigated how fourth graders with different proficiency levels (1st and 4th quartile, 192 and 195 pupils respectively) produce and detect German noun capitalization in relation to two factors, lexical-semantic characteristics of the noun and the structure of the noun phrase (NP). The first factor includes concrete and abstract nouns, and nominalized verbs and adjectives, the second factor the syntactic context of the NP (with or without determiner and/or adjective, including bare noun). The two proficiency groups showed different patterns in the production and detection of capitalization in relation to these two factors after three years of instruction in noun capitalization. The low-proficiency group performed on chance level only for concrete nouns in the context with precedent determiner, the context highlighted at school. The high-proficiency group seemed to make use systematically of the expanded NP in order to recognize and capitalize the noun but still had difficulties with most bare nouns. The paper discusses the type of information low- and high-achieving pupils seem to use in noun capitalization and detection.
{"title":"Profiles of poor and good spellers in German noun capitalization","authors":"Katinka Mangelschots, S. Ugen, Constanze Weth","doi":"10.21248/l1esll.2023.23.1.460","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.460","url":null,"abstract":"This study investigated how fourth graders with different proficiency levels (1st and 4th quartile, 192 and 195 pupils respectively) produce and detect German noun capitalization in relation to two factors, lexical-semantic characteristics of the noun and the structure of the noun phrase (NP). The first factor includes concrete and abstract nouns, and nominalized verbs and adjectives, the second factor the syntactic context of the NP (with or without determiner and/or adjective, including bare noun). The two proficiency groups showed different patterns in the production and detection of capitalization in relation to these two factors after three years of instruction in noun capitalization. The low-proficiency group performed on chance level only for concrete nouns in the context with precedent determiner, the context highlighted at school. The high-proficiency group seemed to make use systematically of the expanded NP in order to recognize and capitalize the noun but still had difficulties with most bare nouns. The paper discusses the type of information low- and high-achieving pupils seem to use in noun capitalization and detection.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80253714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-06DOI: 10.21248/l1esll.2023.23.1.447
Annie Nissen
In this study, the concept cognitive activation is used to assess and discuss teaching quality in Swedish and Norwegian lower secondary literature instruction. Drawing on video data from 54 classrooms, it investigates the cognitive activation potential (CAP) of tasks and reading activities. It also investigates how and to what extent teachers, through their instructional support, increase or decrease the CAP of these tasks. The objective CAP of 280 tasks was estimated, ranging from low to high on a four-point scale. As tasks are not always carried out in the way teachers initially intended, the realised CAP of all the tasks was also estimated. In one third of all the sampled tasks, literary texts were read. During more active work with texts, the objective CAP was mostly of a medium-high level. However, students were seldom required to analyse, compare, and interpret literary texts. The realised CAP often remained unchanged by teachers’ instructional support. This suggests that there is room for teachers to improve and increase their interaction with students in ways that may enhance the latter’s literary competence. Implications for students’ learning and development of literary understanding are discussed.
{"title":"Cognitive Activation as an Aspect of Literature Instruction","authors":"Annie Nissen","doi":"10.21248/l1esll.2023.23.1.447","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.447","url":null,"abstract":"In this study, the concept cognitive activation is used to assess and discuss teaching quality in Swedish and Norwegian lower secondary literature instruction. Drawing on video data from 54 classrooms, it investigates the cognitive activation potential (CAP) of tasks and reading activities. It also investigates how and to what extent teachers, through their instructional support, increase or decrease the CAP of these tasks. The objective CAP of 280 tasks was estimated, ranging from low to high on a four-point scale. As tasks are not always carried out in the way teachers initially intended, the realised CAP of all the tasks was also estimated. In one third of all the sampled tasks, literary texts were read. During more active work with texts, the objective CAP was mostly of a medium-high level. However, students were seldom required to analyse, compare, and interpret literary texts. The realised CAP often remained unchanged by teachers’ instructional support. This suggests that there is room for teachers to improve and increase their interaction with students in ways that may enhance the latter’s literary competence. Implications for students’ learning and development of literary understanding are discussed.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89375594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.21248/l1esll.2023.23.1.446
Miji Song, Hyelin Lee, Jeonghee Ko
The Zoom platform provided students in recent online classes, which had been necessitated by COVID-19, with opportunities for active expression using digital annotations. This study explores the experience of elementary students reading poetry using digital annotations and its usefulness as social constructivist reading. As such, we conducted a case study of an out-of-school literature class that used Zoom annotations, and collected data through participatory observation, activity materials, and interviews from 16 participating students. The data were analyzed by coding and categorizing common themes in two processes—annotation generating and sharing. We found that the digital annotations facilitated students’ comprehension of challenging texts. They shared their thoughts and reflected on each other’s opinions while generating and sharing annotations and socially constructing their appreciation. Digital annotations are significant in that they reveal the cooperative reading processes of students transparently, and they allow social annotations in literature classes in accordance with the interests and needs of the elementary students.
{"title":"How do elementary students read poetry together? Elementary students’ reading practices using digital annotations","authors":"Miji Song, Hyelin Lee, Jeonghee Ko","doi":"10.21248/l1esll.2023.23.1.446","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.446","url":null,"abstract":"The Zoom platform provided students in recent online classes, which had been necessitated by COVID-19, with opportunities for active expression using digital annotations. This study explores the experience of elementary students reading poetry using digital annotations and its usefulness as social constructivist reading. As such, we conducted a case study of an out-of-school literature class that used Zoom annotations, and collected data through participatory observation, activity materials, and interviews from 16 participating students. The data were analyzed by coding and categorizing common themes in two processes—annotation generating and sharing. We found that the digital annotations facilitated students’ comprehension of challenging texts. They shared their thoughts and reflected on each other’s opinions while generating and sharing annotations and socially constructing their appreciation. Digital annotations are significant in that they reveal the cooperative reading processes of students transparently, and they allow social annotations in literature classes in accordance with the interests and needs of the elementary students.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89950921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-02DOI: 10.21248/l1esll.2023.23.1.372
Evangelos Malmen
In the ESL/EFL bibliography it is suggested that teaching topical structure analysis helps students improve coherence in writing. This paper aims at presenting an integrated thematic structure teaching model for Greek secondary education and arguing for its impact on student argumentative text writing in terms of cohesion and coherence. The research methodology followed was design-based, involving four pre- and four post-tests student writing samples, field notes derived mainly from three non-participant observers and the teacher-researcher, and four focus group student interviews, along with two observer interviews. The findings indicate that student writing significantly improved following this intervention. In addition, student post-test performance was closely related to the explicit and systematic teaching of thematic structure. These results suggest that the new model can further be used in developing the writing skills of secondary education students.
{"title":"Teaching Thematic Structure in Greek through Design-Based Research","authors":"Evangelos Malmen","doi":"10.21248/l1esll.2023.23.1.372","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.372","url":null,"abstract":"In the ESL/EFL bibliography it is suggested that teaching topical structure analysis helps students improve coherence in writing. This paper aims at presenting an integrated thematic structure teaching model for Greek secondary education and arguing for its impact on student argumentative text writing in terms of cohesion and coherence. The research methodology followed was design-based, involving four pre- and four post-tests student writing samples, field notes derived mainly from three non-participant observers and the teacher-researcher, and four focus group student interviews, along with two observer interviews. The findings indicate that student writing significantly improved following this intervention. In addition, student post-test performance was closely related to the explicit and systematic teaching of thematic structure. These results suggest that the new model can further be used in developing the writing skills of secondary education students.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73927169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-14DOI: 10.21248/l1esll.2023.23.1.448
Christian Dawidowski, J. Witte
In a literary didactical and educational sociological way, this empirical examination attempts to answer the question how students in senior classes of academic high schools (16–19 years) acquire and maintain notions and beliefs concerning literature. We assume that advanced-level German teaching at school has a huge impact on the realisation of these notions with regards to literature. Thus, this study focuses on how beliefs are alternatingly co-constructed. Our results underline the great influence of teachers in forming the beliefs about reading and literature of their students. They show the strong interdependence between teachers’ beliefs regarding reading and literature, the way teachers conduct class-talks in literature lessons and the emergence of students’ beliefs regarding literature in a decisive phase of growing up.
{"title":"Co-Construction of beliefs regarding literature during the senior class – a project report","authors":"Christian Dawidowski, J. Witte","doi":"10.21248/l1esll.2023.23.1.448","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.448","url":null,"abstract":"In a literary didactical and educational sociological way, this empirical examination attempts to answer the question how students in senior classes of academic high schools (16–19 years) acquire and maintain notions and beliefs concerning literature. We assume that advanced-level German teaching at school has a huge impact on the realisation of these notions with regards to literature. Thus, this study focuses on how beliefs are alternatingly co-constructed. Our results underline the great influence of teachers in forming the beliefs about reading and literature of their students. They show the strong interdependence between teachers’ beliefs regarding reading and literature, the way teachers conduct class-talks in literature lessons and the emergence of students’ beliefs regarding literature in a decisive phase of growing up.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73511911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-14DOI: 10.21248/l1esll.2023.23.1.382
T. Hansen
What does it mean to be inquiry-based and to explore literature in a teaching context? Based on phenomenological and pragmatic traditions, this theory-developing article is based on a perception of literature as an aesthetic exploration of existence, in that the aesthetic design is used to express and articulate ways of sensing, understanding, approaching, existing in, and exploring the world (Ingarden, 1931; Richard, 1964; Poulet, 1969). Therefore, exploring literature has a dual character in an inquiry-based approach to teaching literature. It becomes a pedagogical design for exploration of the aesthetic and existential exploration embedded in literature. This article offers a framework for a phenomenological-hermeneutic inquiry-based approach to literature education substantiated by empirical research (Elf et al., 2017) and elaborated in dialogue with cognitive and socio-cognitive studies (Zwann, 1993; Olson & Land, 2007; McCarthy, 2015). The focal point is a model for scaffolding teachers’ and students' analysis and interpretation of literary texts in order to practice a dialogical and exploratory approach in the classroom. This model will be conceived as theory-driven and empirically derived, as it has been tested in a large-scale RCT-study with positive statistically significant effects on students' competencies to interpret aesthetic texts (N = 86 schools, 265 classes, 5531 students).
{"title":"PHENOMENOLOGICAL EXPLORATION IN LITERATURE EDUCATION","authors":"T. Hansen","doi":"10.21248/l1esll.2023.23.1.382","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.382","url":null,"abstract":"What does it mean to be inquiry-based and to explore literature in a teaching context? Based on phenomenological and pragmatic traditions, this theory-developing article is based on a perception of literature as an aesthetic exploration of existence, in that the aesthetic design is used to express and articulate ways of sensing, understanding, approaching, existing in, and exploring the world (Ingarden, 1931; Richard, 1964; Poulet, 1969). Therefore, exploring literature has a dual character in an inquiry-based approach to teaching literature. It becomes a pedagogical design for exploration of the aesthetic and existential exploration embedded in literature. This article offers a framework for a phenomenological-hermeneutic inquiry-based approach to literature education substantiated by empirical research (Elf et al., 2017) and elaborated in dialogue with cognitive and socio-cognitive studies (Zwann, 1993; Olson & Land, 2007; McCarthy, 2015). The focal point is a model for scaffolding teachers’ and students' analysis and interpretation of literary texts in order to practice a dialogical and exploratory approach in the classroom. This model will be conceived as theory-driven and empirically derived, as it has been tested in a large-scale RCT-study with positive statistically significant effects on students' competencies to interpret aesthetic texts (N = 86 schools, 265 classes, 5531 students).","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83616546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-14DOI: 10.21248/l1esll.2023.23.1.374
Baran Johansson, Gert Rijlaarsdam
Abstract Literacy acquisition in children’s L1 and L2 contributes to academic success, and embraces and supports children’s backgrounds and identity formation. However, limited education can prevent bilingual children from developing their writing fluency on the same level in L1 and L2. An analysis of writing fluency can show aspects that require more or less effort in children’s L1 and L2 writing. Thus, it is important to examine writing fluency and the related reading, linguistic and cognitive skills across children’s languages. Our knowledge is limited regarding the skills that could influence children’s writing fluency. Previous studies have mainly focused on Latin scripts and/or one alphabetic and one non-alphabetic script. Furthermore, English has been the writers’ L1 or L2. This paper investigated reading, linguistic and cognitive skills related to the writing fluency of bilingual biscriptal children in two different alphabetic scripts: Persian (L1) and Swedish (L2) across two different genres: narrative and descriptive. 23 children in years 4–9 (aged 10–15) produced four texts each using the Eye and Pen tool. Standardised tests across both languages were used to explore the participants’ reading, linguistic and cognitive skills. Analyses showed that they were more fluent writers across both genres in L2. Word reading appears to contribute to writing fluency across both languages, whereas vocabulary knowledge only related to writing fluency in L1. No significant relationship was found between working memory and writing fluency in either L1 or L2. Keywords: Handwriting, Eye and Pen, word comprehension, working memory, vocabulary, word reading
儿童第一语言和第二语言的读写能力习得有助于学业成功，并包含和支持儿童的背景和身份形成。然而，有限的教育可能会阻碍双语儿童在第一语言和第二语言的同一水平上发展他们的写作流畅性。对写作流畅性的分析可以显示出儿童在第一语言和第二语言写作中需要更多或更少努力的方面。因此，检查儿童语言的写作流畅性以及相关的阅读、语言和认知技能是很重要的。关于影响儿童写作流畅性的技巧，我们的知识有限。以往的研究主要集中在拉丁文字和/或一个字母和一个非字母的文字。此外，英语一直是作家的第一或第二语言。本文研究了两种不同字母文字:波斯语(L1)和瑞典语(L2)的双语儿童的阅读、语言和认知技能与写作流畅性的关系，两种不同体裁:叙述性和描述性。23名4-9年级(10-15岁)的儿童使用Eye and Pen工具制作了四篇课文。采用两种语言的标准化测试来探索参与者的阅读、语言和认知技能。分析表明，他们在第二语言中两种文体的写作都更加流畅。单词阅读似乎有助于两种语言的写作流畅性，而词汇知识只与第一语言的写作流畅性有关。在第一语言和第二语言中，工作记忆和写作流畅性之间没有发现显著的关系。关键词:手写，眼笔，单词理解，工作记忆，词汇，单词阅读
{"title":"Writing fluency predicted by reading, linguistic and cognitive skills in L1 and L2 in the writing of bilingual biscriptal Persian-Swedish children","authors":"Baran Johansson, Gert Rijlaarsdam","doi":"10.21248/l1esll.2023.23.1.374","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.374","url":null,"abstract":"Abstract \u0000Literacy acquisition in children’s L1 and L2 contributes to academic success, and embraces and supports children’s backgrounds and identity formation. However, limited education can prevent bilingual children from developing their writing fluency on the same level in L1 and L2. An analysis of writing fluency can show aspects that require more or less effort in children’s L1 and L2 writing. Thus, it is important to examine writing fluency and the related reading, linguistic and cognitive skills across children’s languages. Our knowledge is limited regarding the skills that could influence children’s writing fluency. Previous studies have mainly focused on Latin scripts and/or one alphabetic and one non-alphabetic script. Furthermore, English has been the writers’ L1 or L2. This paper investigated reading, linguistic and cognitive skills related to the writing fluency of bilingual biscriptal children in two different alphabetic scripts: Persian (L1) and Swedish (L2) across two different genres: narrative and descriptive. 23 children in years 4–9 (aged 10–15) produced four texts each using the Eye and Pen tool. Standardised tests across both languages were used to explore the participants’ reading, linguistic and cognitive skills. Analyses showed that they were more fluent writers across both genres in L2. Word reading appears to contribute to writing fluency across both languages, whereas vocabulary knowledge only related to writing fluency in L1. No significant relationship was found between working memory and writing fluency in either L1 or L2. \u0000 \u0000Keywords: Handwriting, Eye and Pen, word comprehension, working memory, vocabulary, word reading \u0000 ","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76490258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：