Pub Date : 2022-04-08DOI: 10.21248/l1esll.2022.22.1.393
Luísa Araújo, Sara de Almeida Leite, Rita Brito, Sandrina Esteves
This study shows how the language in translated picturebooks is enriched by the use of rare words. We document how the translation of picturebooks from English to Portuguese results in the use of rare words in Portuguese. Evidence indicates that children learn new vocabulary through readings of picturebooks (Noble et al., 2019) and that translators make choices that contribute to the use of rare words (Ketola, 2018). The sample of 86 picturebooks was selected from a list recommended by the Portuguese national reading plan for 3-5-year-olds. The identification of rare words was done using a frequency analysis in both Portuguese, using ESCOLEX, and English, using the ChildFreq tool. Findings indicate that translated picturebooks use rich and varied lexicon and include an average of 6.6 rare words. Twenty-two percent of these words originate from literal and non-literal translations and are not rare in the original texts. This indicates that the process of translation contributes to increasing children's exposure to rare words.
这项研究表明，翻译绘本中的语言是如何通过使用生僻词汇而丰富的。我们记录了从英语到葡萄牙语的绘本翻译如何导致葡萄牙语中使用罕见的单词。有证据表明，儿童通过阅读绘本来学习新词汇(Noble et al.， 2019)，译者做出的选择有助于使用生僻词汇(Ketola, 2018)。86本绘本样本是从葡萄牙3-5岁儿童国家阅读计划推荐的清单中挑选出来的。使用ESCOLEX对葡萄牙语和使用ChildFreq工具的英语进行频率分析，对罕见词进行识别。研究结果表明，翻译后的绘本词汇丰富多样，平均包含6.6个生僻词汇。这些单词中有22%来自字面和非字面翻译，在原文中并不罕见。这表明翻译过程有助于增加儿童接触生僻词汇的机会。
{"title":"The new words kids hear from translated picturebooks.","authors":"Luísa Araújo, Sara de Almeida Leite, Rita Brito, Sandrina Esteves","doi":"10.21248/l1esll.2022.22.1.393","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.393","url":null,"abstract":"This study shows how the language in translated picturebooks is enriched by the use of rare words. We document how the translation of picturebooks from English to Portuguese results in the use of rare words in Portuguese. Evidence indicates that children learn new vocabulary through readings of picturebooks (Noble et al., 2019) and that translators make choices that contribute to the use of rare words (Ketola, 2018). The sample of 86 picturebooks was selected from a list recommended by the Portuguese national reading plan for 3-5-year-olds. The identification of rare words was done using a frequency analysis in both Portuguese, using ESCOLEX, and English, using the ChildFreq tool. Findings indicate that translated picturebooks use rich and varied lexicon and include an average of 6.6 rare words. Twenty-two percent of these words originate from literal and non-literal translations and are not rare in the original texts. This indicates that the process of translation contributes to increasing children's exposure to rare words.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"69 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86807582","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 : 2022-02-18DOI: 10.21248/l1esll.2022.22.1.379
Robert Chamalaun, A. Bosman, M. Ernestus
Homophonous verb forms are notoriously difficult to spell. Two intervention studies - one with secondary-school students and one with university students - compared the effectiveness of an Explicit Direct Instruction (EDI) teaching approach that was very interactive with traditional instruction (TI) on Dutch homophonous verb spelling. The two approaches differ in the attention dedicated to the identification of the grammatical functions of verb forms and in the teacher’s guidance of the students, which affects the interactivity during the classes. Students were pre-tested and post-tested on their knowledge of grammar and spelling of homophonous verb forms embedded in sentences. Both the EDI and the TI courses consisted of 4.5 hours of training. Secondary-school students’ verb-spelling performance improved, irrespective of the type of instruction. University students’ verb-spelling performance increased after both interventions, probably resulting from their improved grammatical knowledge. Importantly, the EDI students’ performance increased more than the TI students’ performance because the EDI students had learnt to rely more on their grammatical knowledge or make better use of their increased grammatical mastery. These results are in line with our hypothesis that the explicit interactivity that is inherent to EDI is beneficial for teaching verb spelling to students beyond primary-school level, who already possess some grammatical knowledge.
{"title":"Teaching verb spelling through explicit direct instruction","authors":"Robert Chamalaun, A. Bosman, M. Ernestus","doi":"10.21248/l1esll.2022.22.1.379","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.379","url":null,"abstract":"Homophonous verb forms are notoriously difficult to spell. Two intervention studies - one with secondary-school students and one with university students - compared the effectiveness of an Explicit Direct Instruction (EDI) teaching approach that was very interactive with traditional instruction (TI) on Dutch homophonous verb spelling. The two approaches differ in the attention dedicated to the identification of the grammatical functions of verb forms and in the teacher’s guidance of the students, which affects the interactivity during the classes. Students were pre-tested and post-tested on their knowledge of grammar and spelling of homophonous verb forms embedded in sentences. Both the EDI and the TI courses consisted of 4.5 hours of training. Secondary-school students’ verb-spelling performance improved, irrespective of the type of instruction. University students’ verb-spelling performance increased after both interventions, probably resulting from their improved grammatical knowledge. Importantly, the EDI students’ performance increased more than the TI students’ performance because the EDI students had learnt to rely more on their grammatical knowledge or make better use of their increased grammatical mastery. These results are in line with our hypothesis that the explicit interactivity that is inherent to EDI is beneficial for teaching verb spelling to students beyond primary-school level, who already possess some grammatical knowledge.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"3 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88874872","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 : 2022-02-18DOI: 10.21248/l1esll.2022.22.1.376
Anneke Wurth, Dineke E. H. Tigelaar, H. Hulshof, J. D. de Jong, W. Admiraal
Little is known about contemporary L1-oral language lesson practices in secondary education. In The Netherlands experts work on an upcoming L1-educational reform. In this study, we investigate teachers’ and students’ perceptions of contemporary L1-oral language lesson practices as well as the underlying rationales of these lessons. Eleven L1-teachers were interviewed and 212 of their students completed a digital questionnaire. Both teachers and their students mentioned L1-oral language education is important, even though in most cases it forms a rather small part of the L1-curriculum. In general, both groups reported that in L1-oral language lessons attention is paid to cognitive (such as rhetoric and argumentation theory), linguistic and presentational content elements. Teachers also reported that they teach their students how to use feedback and how to give constructive peer feedback. Both teachers and students considered practising and receiving feedback as mutually reinforcing for developing oral language skills. However, due to shortage of time in the lessons, teachers and students in particular, expressed concerns about having insufficient opportunity to practise oral language skills. The teachers reported two other hindrances for good L1-oral language teaching: difficulties with organizing a safe learning environment and valid assessment procedures. These barriers have to be taken into account when designing educational innovations for L1-oral language lessons.
{"title":"Teacher and student perceptions of L1-oral language lessons in Dutch secondary education","authors":"Anneke Wurth, Dineke E. H. Tigelaar, H. Hulshof, J. D. de Jong, W. Admiraal","doi":"10.21248/l1esll.2022.22.1.376","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.376","url":null,"abstract":"Little is known about contemporary L1-oral language lesson practices in secondary education. In The Netherlands experts work on an upcoming L1-educational reform. In this study, we investigate teachers’ and students’ perceptions of contemporary L1-oral language lesson practices as well as the underlying rationales of these lessons. Eleven L1-teachers were interviewed and 212 of their students completed a digital questionnaire. Both teachers and their students mentioned L1-oral language education is important, even though in most cases it forms a rather small part of the L1-curriculum. In general, both groups reported that in L1-oral language lessons attention is paid to cognitive (such as rhetoric and argumentation theory), linguistic and presentational content elements. Teachers also reported that they teach their students how to use feedback and how to give constructive peer feedback. Both teachers and students considered practising and receiving feedback as mutually reinforcing for developing oral language skills. However, due to shortage of time in the lessons, teachers and students in particular, expressed concerns about having insufficient opportunity to practise oral language skills. The teachers reported two other hindrances for good L1-oral language teaching: difficulties with organizing a safe learning environment and valid assessment procedures. These barriers have to be taken into account when designing educational innovations for L1-oral language lessons.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"61 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79878894","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 : 2022-02-08DOI: 10.21248/l1esll.2022.22.1.362
A. Wijnands, J. V. van Rijt, P. Coppen
In current educational reform much attention is paid to the development of awareness, reflective thinking, and higher order thinking. In language education, the importance of reflectivity for stimulating linguistic awareness and higher order thinking has been emphasized. Crucial for reflective thinking are the underlying assumptions individuals have regarding the nature of knowledge and knowing, so-called epistemic beliefs. Measuring these beliefs is problematic in the domain of language education, where little is known about students’ epistemic beliefs about grammar. This study aims to develop an instrument for measuring students’ epistemic beliefs in the L1 grammar domain. We therefore transposed a questionnaire for measuring beliefs about history into the domain of grammar. Seven linguistic experts and 300 pre-university students from the Netherlands and Belgium completed this questionnaire about grammar. Exploratory factor analysis extracted two factors, which we argue reflect convergent and divergent thinking. This study shows that students’ scores on convergent thinking are higher than the experts’ scores, and that students’ scores on divergent thinking are lower than the experts’ scores. The results also show that students’ scores on epistemic beliefs on divergent thinking are higher than their scores on epistemic beliefs on convergent thinking. Possible explanations for these observations are discussed.
{"title":"Measuring epistemic beliefs about grammar","authors":"A. Wijnands, J. V. van Rijt, P. Coppen","doi":"10.21248/l1esll.2022.22.1.362","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.362","url":null,"abstract":"In current educational reform much attention is paid to the development of awareness, reflective thinking, and higher order thinking. In language education, the importance of reflectivity for stimulating linguistic awareness and higher order thinking has been emphasized. Crucial for reflective thinking are the underlying assumptions individuals have regarding the nature of knowledge and knowing, so-called epistemic beliefs. Measuring these beliefs is problematic in the domain of language education, where little is known about students’ epistemic beliefs about grammar. This study aims to develop an instrument for measuring students’ epistemic beliefs in the L1 grammar domain. We therefore transposed a questionnaire for measuring beliefs about history into the domain of grammar. Seven linguistic experts and 300 pre-university students from the Netherlands and Belgium completed this questionnaire about grammar. Exploratory factor analysis extracted two factors, which we argue reflect convergent and divergent thinking. This study shows that students’ scores on convergent thinking are higher than the experts’ scores, and that students’ scores on divergent thinking are lower than the experts’ scores. The results also show that students’ scores on epistemic beliefs on divergent thinking are higher than their scores on epistemic beliefs on convergent thinking. Possible explanations for these observations are discussed.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"56 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86766118","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 : 2022-02-08DOI: 10.21248/l1esll.2022.22.1.361
Petra Magnusson
In Sweden, The Swedish national strategy for the digitalisation of the educational system has led to a vast number of projects. This study builds on material from a continuing professional development project among L1 and L2 teachers in Swedish on a local school level. The aim is to contribute to the understanding of how the teachers perceive the integration of digital technology in the educational practice by deconstructing their discussions in a Critical discourse analysis perspective. Research questions: 1) What perceptions about the integration of digital technology in the educational practice can be discerned? 2) How are these perceptions related to the teaching profession and the teaching of Swedish? and 3) How do the teachers build their understanding through the discussions? The study shows how a discourse of challenges dominates the teachers’ discussions and that the integration of digital technology in the educational practice is partly perceived as a threat to the teaching profession and, to some extent, the teaching of Swedish. A key finding is that in the way the discussions are enacted, ‘digitalisation’ becomes the reason for what happens. Consequently, the abstraction of ‘digitalisation’ seems to be a hindrance to the development work.
{"title":"Understanding L1 and L2 teachers’ talk about ‘digitalisation’","authors":"Petra Magnusson","doi":"10.21248/l1esll.2022.22.1.361","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.361","url":null,"abstract":"In Sweden, The Swedish national strategy for the digitalisation of the educational system has led to a vast number of projects. This study builds on material from a continuing professional development project among L1 and L2 teachers in Swedish on a local school level. The aim is to contribute to the understanding of how the teachers perceive the integration of digital technology in the educational practice by deconstructing their discussions in a Critical discourse analysis perspective. Research questions: 1) What perceptions about the integration of digital technology in the educational practice can be discerned? 2) How are these perceptions related to the teaching profession and the teaching of Swedish? and 3) How do the teachers build their understanding through the discussions? The study shows how a discourse of challenges dominates the teachers’ discussions and that the integration of digital technology in the educational practice is partly perceived as a threat to the teaching profession and, to some extent, the teaching of Swedish. A key finding is that in the way the discussions are enacted, ‘digitalisation’ becomes the reason for what happens. Consequently, the abstraction of ‘digitalisation’ seems to be a hindrance to the development work.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"57 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80497361","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 : 2021-12-01DOI: 10.17239/l1esll-2021.21.01.16
Alisa Amir, Hilla Atkin, Gert Rijlaarsdam
The current experimental study replicates and expands on the Yummy Yummy intervention study focusing on the role of observation in learning-to-write (Rijlaarsdam et al., 2008, 2009) that included 210 grade-7 students in seven classes from seven schools who were randomly assigned to one of two intervention roles: “readers” (tasked with text selection and discussion) or “observers” (tasked with observing readers to distill criteria they employ in their discussion). Effects of role condition were assessed by comparing the revisions students made in their texts, and with a questionnaire designed to assess students’ perceived learning experiences, particularly the extent of their learning during the intervention program and their explanations for their assertions. The results were consistent with the original study: revised writing products showed that observers outperformed readers, particularly in the domain of rhetoric. Additionally, observers self-reported higher levels of procedural knowledge acquisition compared to readers, while readers self-reported higher levels of declarative knowledge acquisition. The Yummy Yummy – observational learning replicated intervention program resulted in higher quality writing and had a differential impact on students' perceived learning.
当前的实验研究复制并扩展了关注观察在学习写作中的作用的Yummy Yummy干预研究(Rijlaarsdam et al.， 2008,2009)，该研究包括来自七所学校七个班级的210名七年级学生，他们被随机分配到两个干预角色中的一个:“读者”(负责文本选择和讨论)或“观察者”(负责观察读者，提炼他们在讨论中使用的标准)。角色条件的影响是通过比较学生对课文的修改，以及一份旨在评估学生感知学习经历的问卷来评估的，特别是他们在干预计划期间的学习程度和他们对自己主张的解释。结果与最初的研究一致:修改后的写作产品表明，观察者的表现优于读者，尤其是在修辞领域。此外，观察者自述的程序性知识习得水平高于阅读者，而阅读者自述的陈述性知识习得水平更高。Yummy Yummy -观察学习复制干预方案提高了学生的写作质量，并对学生的感知学习产生了不同的影响。
{"title":"The case of 'Yummy Yummy' - a replication of an intervention program","authors":"Alisa Amir, Hilla Atkin, Gert Rijlaarsdam","doi":"10.17239/l1esll-2021.21.01.16","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.01.16","url":null,"abstract":"The current experimental study replicates and expands on the Yummy Yummy intervention study focusing on the role of observation in learning-to-write (Rijlaarsdam et al., 2008, 2009) that included 210 grade-7 students in seven classes from seven schools who were randomly assigned to one of two intervention roles: “readers” (tasked with text selection and discussion) or “observers” (tasked with observing readers to distill criteria they employ in their discussion). Effects of role condition were assessed by comparing the revisions students made in their texts, and with a questionnaire designed to assess students’ perceived learning experiences, particularly the extent of their learning during the intervention program and their explanations for their assertions. The results were consistent with the original study: revised writing products showed that observers outperformed readers, particularly in the domain of rhetoric. Additionally, observers self-reported higher levels of procedural knowledge acquisition compared to readers, while readers self-reported higher levels of declarative knowledge acquisition. The Yummy Yummy – observational learning replicated intervention program resulted in higher quality writing and had a differential impact on students' perceived learning.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86949921","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 : 2021-12-01DOI: 10.17239/l1esll-2021.21.02.10
Anna Nissen, Michael Tengberg, B. Birnamaría, Svanbjörnsdóttir, Ida L. Gabrielsen, Marte Blikstad-Balas, Kirsti Klette
In this comparative study, naturally occurring literature instruction in Nordic lower secondary school is investigated in order to find out how lessons are organized, to what extent different genres are read and worked upon, and for what subject-specific functions and purposes literary texts are used. Implications for text selection by teachers are discussed. The study relies on four consecutive video-recorded language arts lessons from 102 classrooms in Finland, Iceland, Norway, and Sweden. The function and use of literary texts were investigated by means of video-analysis and statistical comparisons. The analysis clearly indi- cates that literature plays an important part in Nordic language arts education. In all four countries, narrative fiction texts were favored above other genres. When the aim was to give students joint reading experiences, short stories and excerpts from novels were normally used. Reading literature for the sake of developing comprehension appears to be a dominant function of using literary texts in Nordic lower secondary arts classrooms. The present study also suggests that it is important for Nordic teachers to provide their students with positive reading experiences.
{"title":"Function and use of literary texts in Nordic schools","authors":"Anna Nissen, Michael Tengberg, B. Birnamaría, Svanbjörnsdóttir, Ida L. Gabrielsen, Marte Blikstad-Balas, Kirsti Klette","doi":"10.17239/l1esll-2021.21.02.10","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.02.10","url":null,"abstract":"In this comparative study, naturally occurring literature instruction in Nordic lower secondary school is investigated in order to find out how lessons are organized, to what extent different genres are read and worked upon, and for what subject-specific functions and purposes literary texts are used. Implications for text selection by teachers are discussed. The study relies on four consecutive video-recorded language arts lessons from 102 classrooms in Finland, Iceland, Norway, and Sweden. The function and use of literary texts were investigated by means of video-analysis and statistical comparisons. The analysis clearly indi- cates that literature plays an important part in Nordic language arts education. In all four countries, narrative fiction texts were favored above other genres. When the aim was to give students joint reading experiences, short stories and excerpts from novels were normally used. Reading literature for the sake of developing comprehension appears to be a dominant function of using literary texts in Nordic lower secondary arts classrooms. The present study also suggests that it is important for Nordic teachers to provide their students with positive reading experiences.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"827 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75240634","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 : 2021-12-01DOI: 10.17239/l1esll-2021.21.02.08
A. F. Gourvennec, Heidi Höglund, Marit Johansson, Kristine Kabel, Sara Kähkölä, Kaisu Rättyä
This article aims to address the need for research on a collective response to poetry reading and the need for research on poetry pedagogy. Our goal is to develop a teaching method called: the languaging approach. Languaging is understood as a socio-culturally applied and embedded practice that has the potential to improve students’ metacognitive understanding. The article examines the differences between dialogue-based student discussions and teacher-led conversation and whether the languaging approach and collaborative dialogue can offer new teaching approaches for literature education. The context of our study is Finnish teacher education. The data were collected during a teaching experiment that was conducted as a part of student teachers’ pedagogical st udies. The data were collected from two groups of 13-year-old students (n = 31) during their L1 lessons. The structures of the lessons differed from each other: A) the teacher led the discussion, or B) a languaging approach was used in a group discussion. Eighty minutes of video data were analysed using a directed content analysis. The study revealed that several students who were encouraged for languaging were able to describe their thoughts to each other and build meaningful analytical discussions together. The languaging approach encouraged students to communicate their own thinking processes and present argumented representations of poems, but also express their hesitations and doubts about their readings. With the languaging approach, students’ various orientations to interpret the poem were made visible. Student’s discussions also give an insight that facility with terminology can help students describe their thoughts more accurately.
{"title":"Experimenting with the languaging approach in teaching poetry","authors":"A. F. Gourvennec, Heidi Höglund, Marit Johansson, Kristine Kabel, Sara Kähkölä, Kaisu Rättyä","doi":"10.17239/l1esll-2021.21.02.08","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.02.08","url":null,"abstract":"This article aims to address the need for research on a collective response to poetry reading and the need for research on poetry pedagogy. Our goal is to develop a teaching method called: the languaging approach. Languaging is understood as a socio-culturally applied and embedded practice that has the potential to improve students’ metacognitive understanding. The article examines the differences between dialogue-based student discussions and teacher-led conversation and whether the languaging approach and collaborative dialogue can offer new teaching approaches for literature education. The context of our study is Finnish teacher education. The data were collected during a teaching experiment that was conducted as a part of student teachers’ pedagogical st udies. The data were collected from two groups of 13-year-old students (n = 31) during their L1 lessons. The structures of the lessons differed from each other: A) the teacher led the discussion, or B) a languaging approach was used in a group discussion. Eighty minutes of video data were analysed using a directed content analysis. The study revealed that several students who were encouraged for languaging were able to describe their thoughts to each other and build meaningful analytical discussions together. The languaging approach encouraged students to communicate their own thinking processes and present argumented representations of poems, but also express their hesitations and doubts about their readings. With the languaging approach, students’ various orientations to interpret the poem were made visible. Student’s discussions also give an insight that facility with terminology can help students describe their thoughts more accurately.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"22 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86940556","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 : 2021-12-01DOI: 10.17239/l1esll-2021.21.02.03
M. Johansson
{"title":"Literary socialisation through education. A comparative study of Swedish and French upper secondary school students’ reception of a narrative text","authors":"M. Johansson","doi":"10.17239/l1esll-2021.21.02.03","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.02.03","url":null,"abstract":"","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":" 90","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72380312","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}
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