Pub Date : 2021-12-01DOI: 10.17239/l1esll-2021.21.02.02
Atle Skaftun, Margrethe Sønneland
In this article we will explore group conversations at lower-secondary school about literary texts perceived as subject specific problems. We will focus on cases interpreted as borderline cases concerning student engagement, i.e., conversations where it is not unambiguously clear whether the students are on-task or off-task. These cases represent pedagogical, interpretative and methodological challenges in that it is not obvious (to either teachers or researchers) how to judge what is going on in the conversations. We will give short descriptive analyses of four conversations before more closely analysing the one that we find the most challenging. Alongside laughter, a prominent feature of all four conversations is a register of what Mikhail Bakhtin calls “double - voiced discourse”. Our research question is, “How can we grasp and understand nuances of a double- voiced discourse in student conversations about literature?” Our main framework will be Bakhtin’s approach to literary discourse (Bakhtin, 1981; 1984a; 1986), conceived of as dialogic discourse analysis (cf. Skaftun, 2019). We suggest that this approach can make both teachers and educational researchers more sensitive to productive aspects of playfulness in the classroom.
{"title":"Cool kids' carnival: Double-voiced discourse in student conversations about literature","authors":"Atle Skaftun, Margrethe Sønneland","doi":"10.17239/l1esll-2021.21.02.02","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.02.02","url":null,"abstract":"In this article we will explore group conversations at lower-secondary school about literary texts perceived as subject specific problems. We will focus on cases interpreted as borderline cases concerning student engagement, i.e., conversations where it is not unambiguously clear whether the students are on-task or off-task. These cases represent pedagogical, interpretative and methodological challenges in that it is not obvious (to either teachers or researchers) how to judge what is going on in the conversations. We will give short descriptive analyses of four conversations before more closely analysing the one that we find the most challenging. Alongside laughter, a prominent feature of all four conversations is a register of what Mikhail Bakhtin calls “double - voiced discourse”. Our research question is, “How can we grasp and understand nuances of a double- voiced discourse in student conversations about literature?” Our main framework will be Bakhtin’s approach to literary discourse (Bakhtin, 1981; 1984a; 1986), conceived of as dialogic discourse analysis (cf. Skaftun, 2019). We suggest that this approach can make both teachers and educational researchers more sensitive to productive aspects of playfulness in the classroom.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72668065","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-2021.21.01.17
A. Menti, M.P. Paolantonio, S. Carignano, M.P. Dutari
This paper st udies the organization of teachers’ utterances taking into account whether they belong to academic or social discourse, and the pragmatic function that teachers’ utterances play within each dis- course modality. The data consist of four class hours of video-recorded material obtained during obser-vations of teaching situations in two five-year-old kindergarten groups. One kindergarten belongs to a rural school and the other one, to an urban school. We used qualitative and quantitative data analysis. The results showed that both teachers generated similar discursive contexts in Science lessons. Teachers used more utterances during the development of academic discourse than during social discourse. Within social discourse, the teachers used most of their utterances to issue directives. Within academic discourse, they used most utterances to request information from kindergartners. In this case, the rural teacher and the urban teacher produced similar percentages of utterances for commenting on and evaluating chil- dren's responses. Results suggest that it is important to continue studying the pedagogical implications of teaching practices in Science lessons as well as detecting teachers’ training opportunities in classroom dialogue and practices that promote the development of scientific thinking in kindergarteners.
{"title":"Teachers' discourse in kindergarten: An analysis of teachers' utterances in science lessons","authors":"A. Menti, M.P. Paolantonio, S. Carignano, M.P. Dutari","doi":"10.17239/l1esll-2021.21.01.17","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.01.17","url":null,"abstract":"This paper st udies the organization of teachers’ utterances taking into account whether they belong to academic or social discourse, and the pragmatic function that teachers’ utterances play within each dis- course modality. The data consist of four class hours of video-recorded material obtained during obser-vations of teaching situations in two five-year-old kindergarten groups. One kindergarten belongs to a rural school and the other one, to an urban school. We used qualitative and quantitative data analysis. The results showed that both teachers generated similar discursive contexts in Science lessons. Teachers used more utterances during the development of academic discourse than during social discourse. Within social discourse, the teachers used most of their utterances to issue directives. Within academic discourse, they used most utterances to request information from kindergartners. In this case, the rural teacher and the urban teacher produced similar percentages of utterances for commenting on and evaluating chil- dren's responses. Results suggest that it is important to continue studying the pedagogical implications of teaching practices in Science lessons as well as detecting teachers’ training opportunities in classroom dialogue and practices that promote the development of scientific thinking in kindergarteners.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91076658","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-2021.21.01.18
R. Juvonen, M. Nilsberth
This article explores students’ learning trajectories in digitalized classrooms as they work with literary concepts in first language (L1) education. Using a multimodal conversation analysis approach, we investigate the emerging activities and epistemic stances that students take when attempting to explain and apply the concepts. Departing from socio-cultural understandings of learning as constituted in interaction, we analyze how students display their understandings with a specific interest in the role of digital resources in the evolving learning trajectories. This research data consists of video-recorded interactions from Swedish and Finnish upper-secondary school classrooms, including the students’ work on their computers and/or smartphones. We demonstrate how digital resources support students in finding suitable explanations for concepts that from a pragmatic view help them solve given tasks. However, it seems that digital resources do not help students develop their everyday understanding of concepts into an academic understanding, which would enable them to apply these concepts in literary analysis.
{"title":"Students' work with literary concepts in digitally rich L1 classrooms","authors":"R. Juvonen, M. Nilsberth","doi":"10.17239/l1esll-2021.21.01.18","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.01.18","url":null,"abstract":"This article explores students’ learning trajectories in digitalized classrooms as they work with literary concepts in first language (L1) education. Using a multimodal conversation analysis approach, we investigate the emerging activities and epistemic stances that students take when attempting to explain and apply the concepts. Departing from socio-cultural understandings of learning as constituted in interaction, we analyze how students display their understandings with a specific interest in the role of digital resources in the evolving learning trajectories. This research data consists of video-recorded interactions from Swedish and Finnish upper-secondary school classrooms, including the students’ work on their computers and/or smartphones. We demonstrate how digital resources support students in finding suitable explanations for concepts that from a pragmatic view help them solve given tasks. However, it seems that digital resources do not help students develop their everyday understanding of concepts into an academic understanding, which would enable them to apply these concepts in literary analysis.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91122802","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-2021.21.02.04
Ayoe Quist Henkel, Sarah Mygind, Helle Bundgaard, Svendsen
The conditions for literary reading in schools are changing as young readers increasingly have the option of alternating between media, hereby encountering medium-specific expressions. Different media offer different sensory appeals and therefore provide distinct experiences. This article addresses these changes in reading conditions in a school context by investigating reading experience based on an empirical, phenomenological qualitative study of 8th grade students’ reading of a specific work of literatur e, Nord by Camilla Hübbe and Rasmus Meisler, in three media versions: as a digital audiobook, as a born-digital narrative, and as an illustrated printed book. It analyses the qualitative data focusing on students’ experiences of and reflections on the various literary media works and on how they, individually, integrate sensory appeals and vary in these appeals. The study shows how different material embodiments of literary works involve a distinct reading experience understood as a necessary interplay between cognitive and sensory activities, and how the type of media influences the reading experience. Based on our findings, we propose a model for understanding the reading experience that consists of the three dimensions: experience, materiality and comprehension. We argue that reading comprehension is necessary for a reading experience to even take place.
学校文学阅读的条件正在发生变化，年轻读者越来越多地在媒介之间进行选择，从而遇到媒介特定的表达。不同的媒体提供不同的感官吸引力，因此提供不同的体验。本文通过对八年级学生阅读卡米拉·赫伯(Camilla h bbe)和拉斯穆斯·梅斯勒(Rasmus Meisler)的一部特定文学作品《诺德》(Nord)的实证、现象学定性研究，探讨了学校背景下阅读条件的这些变化。《诺德》有三种媒体版本:数字有声书、原生数字叙事书和插图印刷书。它分析了定性数据，重点是学生对各种文学媒介作品的体验和思考，以及他们如何单独地整合感官诉求和这些诉求的变化。研究表明，文学作品的不同物质体现如何涉及到不同的阅读体验，这被理解为认知和感官活动之间的必要相互作用，以及媒体类型如何影响阅读体验。在此基础上，我们提出了一个理解阅读体验的模型，该模型包括三个维度:体验、物质性和理解性。我们认为阅读理解是阅读体验发生的必要条件。
{"title":"Exploring reading experiences of three media versions: Danish 8th grade students reading the story Nord","authors":"Ayoe Quist Henkel, Sarah Mygind, Helle Bundgaard, Svendsen","doi":"10.17239/l1esll-2021.21.02.04","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.02.04","url":null,"abstract":"The conditions for literary reading in schools are changing as young readers increasingly have the option of alternating between media, hereby encountering medium-specific expressions. Different media offer different sensory appeals and therefore provide distinct experiences. This article addresses these changes in reading conditions in a school context by investigating reading experience based on an empirical, phenomenological qualitative study of 8th grade students’ reading of a specific work of literatur e, Nord by Camilla Hübbe and Rasmus Meisler, in three media versions: as a digital audiobook, as a born-digital narrative, and as an illustrated printed book. It analyses the qualitative data focusing on students’ experiences of and reflections on the various literary media works and on how they, individually, integrate sensory appeals and vary in these appeals. The study shows how different material embodiments of literary works involve a distinct reading experience understood as a necessary interplay between cognitive and sensory activities, and how the type of media influences the reading experience. Based on our findings, we propose a model for understanding the reading experience that consists of the three dimensions: experience, materiality and comprehension. We argue that reading comprehension is necessary for a reading experience to even take place.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83815961","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-2021.21.02.06
L. Fodstad, G. B. Husabø
{"title":"Planning for progression? Norwegian L1 teachers’ conception of literature teaching and literary competence throughout lower secondary education","authors":"L. Fodstad, G. B. Husabø","doi":"10.17239/l1esll-2021.21.02.06","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.02.06","url":null,"abstract":"","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86095987","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-2021.21.02.05
Stig-Börje Asplund, C. Olin-Scheller
Various reading projects aimed at stimulating students’ reading are carried out on a regular basis in Swedish schools. Beyond L1, a common structure is also to include other subjects and teachers in these projects. By focusing on norms and values connected to the reading and teaching of literature, this article aims to deepen the knowledge about a reading practice project conducted in other subjects than L1, aiming to stimulate, develop and strengthen students’ reading. The analysis is based on ethnographic video material, where the students’ interactions and activities in the classroom are documented through video recording and screen mirroring of their computers and mobile phones. The analysis reveals challenges in relation to reading activities performed in classrooms where different digital devices are available. Results show that reading practice in the connected classroom is characterised by a print-based mindset that the students resist to varying degrees. This leads to situations where the printed book is given contradictory roles in relation to the reading activity in school, providing students with a cover behind which they can engage in alternative reading activities on their digital devices. Here, we highlight the access paradox as well as issues related to the issue of what texts, and what types of reading are sanctioned in reading activities at school, and not least what this means for male students in terms of their chances to join a reading community and identify as readers in the educational setting to which they belong.
{"title":"Reading practices in transformation. Re-designing print-based literacy mindsets in the Swedish digital classroom","authors":"Stig-Börje Asplund, C. Olin-Scheller","doi":"10.17239/l1esll-2021.21.02.05","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.02.05","url":null,"abstract":"Various reading projects aimed at stimulating students’ reading are carried out on a regular basis in Swedish schools. Beyond L1, a common structure is also to include other subjects and teachers in these projects. By focusing on norms and values connected to the reading and teaching of literature, this article aims to deepen the knowledge about a reading practice project conducted in other subjects than L1, aiming to stimulate, develop and strengthen students’ reading. The analysis is based on ethnographic video material, where the students’ interactions and activities in the classroom are documented through video recording and screen mirroring of their computers and mobile phones. The analysis reveals challenges in relation to reading activities performed in classrooms where different digital devices are available. Results show that reading practice in the connected classroom is characterised by a print-based mindset that the students resist to varying degrees. This leads to situations where the printed book is given contradictory roles in relation to the reading activity in school, providing students with a cover behind which they can engage in alternative reading activities on their digital devices. Here, we highlight the access paradox as well as issues related to the issue of what texts, and what types of reading are sanctioned in reading activities at school, and not least what this means for male students in terms of their chances to join a reading community and identify as readers in the educational setting to which they belong.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86715669","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 : 2021-10-01DOI: 10.17239/l1esll-2021.21.01.15
S. Jones
Drawing on writing conversations with L1 writers, writing in UK primary and secondary English language classrooms, this paper considers evidence for how ‘learning to mean’ develops: a term coined by Halliday emphasising language awareness as a semiotic resource. The research was undertaken in classrooms adopting a pedagogy previously shown to be effective (Myhill et al 2012) that explicitly highlights the effect of linguistic choices, thus is faithful to the Hallidayan intention to foreground meaning. The examples of young writers ‘learning to mean’ reported here are often unconscious, fleeting and partial: indicating the complexity for young writers in articulating this understanding and for teachers in supporting it. Nevertheless there is evidence that young writers are using language choices purposefully to create meaning. The study was longitudinal with data collected over a three year period, enabling the exploration of changing patterns of student talk about their own writing. Key themes that emerged from the qualitative data analysis are that 1) rhetorical choices are being articulated; often in relation to word choice, 2) there was a growing awareness of the reader, 3) there is an emerging consciousness that their own choices as a writer can create a literary ‘effect’ and 4) an increasingly visible ability to articulate this effect. The paper will argue that the discourses of the classroom can shape, limit and enable the move from dependence to independence, as young writers learn how to use linguistic resources to express personal writing intentions. The article aims to contribute to a theoretical understanding of how an awareness of how language shapes meaning develops and a pedagogic understanding of how best to support this development.
{"title":"Young writers ‘learning to mean’: from classroom discourse to personal intentions","authors":"S. Jones","doi":"10.17239/l1esll-2021.21.01.15","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.01.15","url":null,"abstract":"Drawing on writing conversations with L1 writers, writing in UK primary and secondary English language classrooms, this paper considers evidence for how ‘learning to mean’ develops: a term coined by Halliday emphasising language awareness as a semiotic resource. The research was undertaken in classrooms adopting a pedagogy previously shown to be effective (Myhill et al 2012) that explicitly highlights the effect of linguistic choices, thus is faithful to the Hallidayan intention to foreground meaning. The examples of young writers ‘learning to mean’ reported here are often unconscious, fleeting and partial: indicating the complexity for young writers in articulating this understanding and for teachers in supporting it. Nevertheless there is evidence that young writers are using language choices purposefully to create meaning. The study was longitudinal with data collected over a three year period, enabling the exploration of changing patterns of student talk about their own writing. Key themes that emerged from the qualitative data analysis are that 1) rhetorical choices are being articulated; often in relation to word choice, 2) there was a growing awareness of the reader, 3) there is an emerging consciousness that their own choices as a writer can create a literary ‘effect’ and 4) an increasingly visible ability to articulate this effect. The paper will argue that the discourses of the classroom can shape, limit and enable the move from dependence to independence, as young writers learn how to use linguistic resources to express personal writing intentions. The article aims to contribute to a theoretical understanding of how an awareness of how language shapes meaning develops and a pedagogic understanding of how best to support this development.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80577725","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 : 2021-09-01DOI: 10.17239/l1esll-2021.21.01.14
Marianthi Oikonomakou, E. Papakitsos
The approach of the critical literacy principles in the L1 Language Curriculum (CL_L1C) in Greek primary education is strictly related to the study of social practices that focuses on the elimination of social inequalities and on the formation of critically thinking and socially active individuals. In the frame of this analysis, the development of new semiotic modes of communication is examined through the evaluation of the activities presented by the curriculum, in order to underline the significance of multiliteracies pedagogy in the critical understanding of forthcoming sociocultural changes. Through the presentation of basic teaching practices promoted in the context of critical literacy, the study of the contribution of the curriculum (CL_L1C) is pursued to change the way language is treated as a subject of teaching. For this reason, the documentary analysis is comparatively built by incorporating references into the older cross-thematic curriculum (CT_L1C) that focused more on the development of pupils’ communication— and less critical — skills. The differentiation brought about by the newer curriculum, however, is mainly realized via the experience accumulated in schools, alongside the difficulties and perspectives it presents in the formation of a modern and innovative educational discourse.
{"title":"Language teaching and critical literacy curriculum in Greek primary education: implementation and perspectives","authors":"Marianthi Oikonomakou, E. Papakitsos","doi":"10.17239/l1esll-2021.21.01.14","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.01.14","url":null,"abstract":"The approach of the critical literacy principles in the L1 Language Curriculum (CL_L1C) in Greek primary education is strictly related to the study of social practices that focuses on the elimination of social inequalities and on the formation of critically thinking and socially active individuals. In the frame of this analysis, the development of new semiotic modes of communication is examined through the evaluation of the activities presented by the curriculum, in order to underline the significance of multiliteracies pedagogy in the critical understanding of forthcoming sociocultural changes. Through the presentation of basic teaching practices promoted in the context of critical literacy, the study of the contribution of the curriculum (CL_L1C) is pursued to change the way language is treated as a subject of teaching. For this reason, the documentary analysis is comparatively built by incorporating references into the older cross-thematic curriculum (CT_L1C) that focused more on the development of pupils’ communication— and less critical — skills. The differentiation brought about by the newer curriculum, however, is mainly realized via the experience accumulated in schools, alongside the difficulties and perspectives it presents in the formation of a modern and innovative educational discourse.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82616247","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 : 2021-08-01DOI: 10.17239/l1esll-2021.21.04.01
Luis Araujo, C. Cheong, J. Gordon, J.H.M. van Rijt, A. F. Gourvennec
{"title":"Twenty years of L1","authors":"Luis Araujo, C. Cheong, J. Gordon, J.H.M. van Rijt, A. F. Gourvennec","doi":"10.17239/l1esll-2021.21.04.01","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.04.01","url":null,"abstract":"","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88354922","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 : 2021-08-01DOI: 10.17239/l1esll-2021.21.04.03
I. Pieper
{"title":"The challenge of plurality. A comment on the occasion of the journal L1-Educational Studies in Language and Literature being 20","authors":"I. Pieper","doi":"10.17239/l1esll-2021.21.04.03","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.04.03","url":null,"abstract":"","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90175478","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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