Pub Date : 2021-04-01DOI: 10.17239/L1ESLL-2021.21.01.05
M. Reichenberg
{"title":"Book review: Robust comprehension instruction with questioning the author: 15 years smarter","authors":"M. Reichenberg","doi":"10.17239/L1ESLL-2021.21.01.05","DOIUrl":"https://doi.org/10.17239/L1ESLL-2021.21.01.05","url":null,"abstract":"","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"17 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74012818","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 : 2021-03-01DOI: 10.17239/L1ESLL-2021.21.01.03
O. Björk, J. Folkeryd
Research on early school writing has focused primarily on formal aspects of writing, such as spelling, punc-tuation and various aspects of text structure. Less attention has been given to what distinguishes the content of these early texts and how particular disciplinary content is developed and identified. This study endeavours to examine the subject specific content in early school writing of literary texts with the fol- lowing research questions: (1) What content is construed in narrative texts written by students in early school years (grades 2-3)? (2) What linguistic resources are used to construe this content? This study offers a model for addressing content aspects of early school writing, giving empirical example of analysis of early narrative writing in primary school. The data consists of two groups of narrative texts written by the same children in school years 2 and 3, in relation to two comparable tasks. Our analytical framework is inspired by Systemic Functional Linguistics and in particular the analytical tool set provided by cohesion and transitivity analyses. We conclude that narrative writing in primary school can mean both to explore a diverse textual world and a more uniform one. We further claim that signs of emerging literary literacy may be detected throughout the analysed data sets by using the text analytic method sug- gested.
{"title":"Emergent literary literacy","authors":"O. Björk, J. Folkeryd","doi":"10.17239/L1ESLL-2021.21.01.03","DOIUrl":"https://doi.org/10.17239/L1ESLL-2021.21.01.03","url":null,"abstract":"Research on early school writing has focused primarily on formal aspects of writing, such as spelling, punc-tuation and various aspects of text structure. Less attention has been given to what distinguishes the content of these early texts and how particular disciplinary content is developed and identified. This study endeavours to examine the subject specific content in early school writing of literary texts with the fol- lowing research questions: (1) What content is construed in narrative texts written by students in early school years (grades 2-3)? (2) What linguistic resources are used to construe this content? This study offers a model for addressing content aspects of early school writing, giving empirical example of analysis of early narrative writing in primary school. The data consists of two groups of narrative texts written by the same children in school years 2 and 3, in relation to two comparable tasks. Our analytical framework is inspired by Systemic Functional Linguistics and in particular the analytical tool set provided by cohesion and transitivity analyses. We conclude that narrative writing in primary school can mean both to explore a diverse textual world and a more uniform one. We further claim that signs of emerging literary literacy may be detected throughout the analysed data sets by using the text analytic method sug- gested.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"58 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85972423","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 : 2021-01-20DOI: 10.17239/L1ESLL-2021.21.01.01
E. Awramiuk, Jana Vlcková-Mejvaldová, Ľ. Liptáková
{"title":"Sound form signalization in L1 Polish, Czech and Slovak textbooks: In search of best practices","authors":"E. Awramiuk, Jana Vlcková-Mejvaldová, Ľ. Liptáková","doi":"10.17239/L1ESLL-2021.21.01.01","DOIUrl":"https://doi.org/10.17239/L1ESLL-2021.21.01.01","url":null,"abstract":"","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"16 1","pages":"1-27"},"PeriodicalIF":0.5,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90682618","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 : 2021-01-01DOI: 10.17239/L1ESLL-2021.21.01.02
Anne Håland, Å. K. H. Wagner, Erin M. McTigue
This paper documents how teachers use guided reading practices in Norwegian second-grade classrooms. In a two- part study consisting of teachers’ self -reports (Study 1) and video-observations of guided reading sessions (Study 2), we analyzed the frequency and characteristics of guided reading practices. Findings from Study 1 indicate that guided reading is a common practice of Norwegian second-grade teachers and that discussing word meaning, text, and pictures are the most frequently addressed literacy components. Findings from Study 2 illustrate that the teachers regularly make optimal use of the before-reading phase, while the after-reading phase is relatively lacking. The observational data also indicate that teachers are more likely to simply check studen ts’ understanding of word meaning rather than to work in -depth with vocabulary. Likewise, teachers were more likely to supply help in the decoding process rather than scaffold students’ decoding with strategies. In sum, the data indicate that teachers may not fully use the ben- efits that guided reading instruction can afford. We discuss how to help educators use more of the potential of guided reading, arguing that the benefits of guided reading can be strengthened by (1) more in- depth planning, (2) greater use of strategies, and (3) routines for observing and assessing.
{"title":"How do Norwegian second-grade teachers use guided reading? The quantity and quality of practices","authors":"Anne Håland, Å. K. H. Wagner, Erin M. McTigue","doi":"10.17239/L1ESLL-2021.21.01.02","DOIUrl":"https://doi.org/10.17239/L1ESLL-2021.21.01.02","url":null,"abstract":"This paper documents how teachers use guided reading practices in Norwegian second-grade classrooms. In a two- part study consisting of teachers’ self -reports (Study 1) and video-observations of guided reading sessions (Study 2), we analyzed the frequency and characteristics of guided reading practices. Findings from Study 1 indicate that guided reading is a common practice of Norwegian second-grade teachers and that discussing word meaning, text, and pictures are the most frequently addressed literacy components. Findings from Study 2 illustrate that the teachers regularly make optimal use of the before-reading phase, while the after-reading phase is relatively lacking. The observational data also indicate that teachers are more likely to simply check studen ts’ understanding of word meaning rather than to work in -depth with vocabulary. Likewise, teachers were more likely to supply help in the decoding process rather than scaffold students’ decoding with strategies. In sum, the data indicate that teachers may not fully use the ben- efits that guided reading instruction can afford. We discuss how to help educators use more of the potential of guided reading, arguing that the benefits of guided reading can be strengthened by (1) more in- depth planning, (2) greater use of strategies, and (3) routines for observing and assessing.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"8 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82101730","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}
{"title":"'There is no writing that is writing without teachers'—Teachers' role in the writing process of a seminar paper","authors":"Irit Haskel-Shaham, Etty Cohen-Sayag, Revital Heimann","doi":"10.17239/l1esll-2020.20.01.13","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.01.13","url":null,"abstract":"","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"61 1","pages":"1-27"},"PeriodicalIF":0.5,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80292829","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 : 2020-12-22DOI: 10.17239/l1esll-2020.20.01.18
C. Magnusson
{"title":"Examining the polestar of reading comprehension: one teacher's instruction in one L1 class-room and students' metacognitive knowledge of reading","authors":"C. Magnusson","doi":"10.17239/l1esll-2020.20.01.18","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.01.18","url":null,"abstract":"","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"136 1","pages":"1-35"},"PeriodicalIF":0.5,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77454897","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 : 2020-12-01DOI: 10.17239/l1esll-2020.20.01.15
R. Henkin
As the official and predominant public language in Israel, Hebrew is taught in Arab minority schools, mostly by L1 Arabic-speaking teachers. Active acquisition of Hebrew accelerates in the immersion condi- tions of high education. I explore the persistence of very common interference errors in various linguistic domains, as established by teachers’ written corrective feedback, and the correlation between persis- tence, error salience and a general learner effect. From a corpus of 56 Hebrew essays written by 9th graders, 11th graders and undergraduate students in southern Israel, the 14 most frequent interference errors were isolated and incorporated in a compiled test essay, which was then given to 13 L1 Arabic-speaking teachers of Hebrew to correct. The salience of each item was established by the percentage of teachers correcting it; each was also gra ded for its status as a general learners’ error. Statistical analysis showed a significant correlation between each of these two measures and persistence over the time pe- riod studied. This corroborates a multiple effect approach to persistence. Localized errors of phonology, orthography, and morphology generally declined faster than syntactic errors, which persisted especially in structures that occur in L1 Hebrew, marked for discourse-pragmatic effects.
{"title":"Persistence of interference from L1 Arabic in written Hebrew","authors":"R. Henkin","doi":"10.17239/l1esll-2020.20.01.15","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.01.15","url":null,"abstract":"As the official and predominant public language in Israel, Hebrew is taught in Arab minority schools, mostly by L1 Arabic-speaking teachers. Active acquisition of Hebrew accelerates in the immersion condi- tions of high education. I explore the persistence of very common interference errors in various linguistic domains, as established by teachers’ written corrective feedback, and the correlation between persis- tence, error salience and a general learner effect. From a corpus of 56 Hebrew essays written by 9th graders, 11th graders and undergraduate students in southern Israel, the 14 most frequent interference errors were isolated and incorporated in a compiled test essay, which was then given to 13 L1 Arabic-speaking teachers of Hebrew to correct. The salience of each item was established by the percentage of teachers correcting it; each was also gra ded for its status as a general learners’ error. Statistical analysis showed a significant correlation between each of these two measures and persistence over the time pe- riod studied. This corroborates a multiple effect approach to persistence. Localized errors of phonology, orthography, and morphology generally declined faster than syntactic errors, which persisted especially in structures that occur in L1 Hebrew, marked for discourse-pragmatic effects.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"60 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86964473","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 : 2020-12-01DOI: 10.17239/l1esll-2020.20.01.17
R. Walldén
This article aims to contribute knowledge of how literacy practices are actively shaped in the teaching of history. One teacher and her two groups of Grade 6 students were followed during a content area spanning 12 weeks that focused on the Vasa era in Swedish history. The collected material consists of field notes, transcripts of peer group and whole- class interaction, samples of students’ writing, and documented teaching material. Based on theoretical frameworks of literacy and classroom interaction, the analysis of the findings shows how the teacher, using resources such as texts, images, and one episode of a documentary series, facilitated the students’ initial immersion in the historical period and supported their developed understanding. The teacher is shown to employ a dialogic communicative approach while also introducing more abstract and content-relevant perspectives. Although the teacher positioned the students to consider representations of key historical figures, opportunities to critically analyze texts as historical sources were limited. The implications for shaping literacy practices in ways which promote Grade 6 students’ development of disciplinary literacy in history are discussed.
{"title":"Envisioning history: Shaping literacy practices in the teaching of the early modern period in grade 6","authors":"R. Walldén","doi":"10.17239/l1esll-2020.20.01.17","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.01.17","url":null,"abstract":"This article aims to contribute knowledge of how literacy practices are actively shaped in the teaching of history. One teacher and her two groups of Grade 6 students were followed during a content area spanning 12 weeks that focused on the Vasa era in Swedish history. The collected material consists of field notes, transcripts of peer group and whole- class interaction, samples of students’ writing, and documented teaching material. Based on theoretical frameworks of literacy and classroom interaction, the analysis of the findings shows how the teacher, using resources such as texts, images, and one episode of a documentary series, facilitated the students’ initial immersion in the historical period and supported their developed understanding. The teacher is shown to employ a dialogic communicative approach while also introducing more abstract and content-relevant perspectives. Although the teacher positioned the students to consider representations of key historical figures, opportunities to critically analyze texts as historical sources were limited. The implications for shaping literacy practices in ways which promote Grade 6 students’ development of disciplinary literacy in history are discussed.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"42 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91364524","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 : 2020-12-01DOI: 10.17239/l1esll-2020.20.01.16
R. Walldén
In this article, I highlight how two teachers seek to scaffold second language learners’ use of language and engagement with texts in Grade 1 and 6. The aim is to explore the communication of metaknowledge in classroom discourse, more specifically, the communication of knowledge about language and metacognitive reading strategies. Two teachers participated in the study, and data were gathered through observa- tions, voice recordings, and the collection of teaching materials. Bernstein’s sociology of education is operationalized to reveal different aspects of framing during teaching activities in second language teaching and geography. Drawing upon systemic-functional linguistics, I show how metaknowledge was foregrounded by the teacher in ways that sometimes de-emphasized the subject-related texts and concepts expected to be at the center of the teaching. An important empirical finding is that the foregrounding of metaknowledge such as features of the language and cognitive reading strategies in teaching can result in a pseudo-visible modality of pedagogy that provides insufficient scaffolding for dealing with subject-related texts and participating substantially in classroom discourse. Implications for teaching are dis- cussed.
{"title":"Communicating metaknowledge to L2 learners: A fragile scaffold for participation in subject-related discourse?","authors":"R. Walldén","doi":"10.17239/l1esll-2020.20.01.16","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.01.16","url":null,"abstract":"In this article, I highlight how two teachers seek to scaffold second language learners’ use of language and engagement with texts in Grade 1 and 6. The aim is to explore the communication of metaknowledge in classroom discourse, more specifically, the communication of knowledge about language and metacognitive reading strategies. Two teachers participated in the study, and data were gathered through observa- tions, voice recordings, and the collection of teaching materials. Bernstein’s sociology of education is operationalized to reveal different aspects of framing during teaching activities in second language teaching and geography. Drawing upon systemic-functional linguistics, I show how metaknowledge was foregrounded by the teacher in ways that sometimes de-emphasized the subject-related texts and concepts expected to be at the center of the teaching. An important empirical finding is that the foregrounding of metaknowledge such as features of the language and cognitive reading strategies in teaching can result in a pseudo-visible modality of pedagogy that provides insufficient scaffolding for dealing with subject-related texts and participating substantially in classroom discourse. Implications for teaching are dis- cussed.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"10 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81758904","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 : 2020-11-01DOI: 10.17239/l1esll-2020.20.03.05
Mary-Jo Nadeau, Claude Quevillon Lacasse, Marie-Hélène Giguère, R. Arseneau, Carole Fisher
The notion of sentence may seem clear to many, but in French L1 writing, students at the end of elementary school or at the beginning of secondary school experience some difficulties in punctuation, and their sentences often lack syntactic complexity. These areas of writing production are particularly important for students to gain control over sentence construction. During the first phase of a research project, we developed new teaching devices to address this problem through collaborative work with teachers and teacher consultants, which led to the creation of a sequence for students aged 10 to 14. In this paper, we will first explain why the notions of phrase syntaxique (literally ‘syntactic sentence’) and phrase graphique (literally ‘graphic sentence’) were chosen as key grammar concepts to talk about and justify syntactic and punctuation phenomena in French L1 writing. We will then demonstrate how these two notions were introduced to students in the sequence, through a first teaching device, and how they were mobilised to support whole-group metalinguistic discussions within two other teaching devices, which focused on punctuation and syntax.
{"title":"Teaching syntax and punctuation in French L1: How the notion of sentence was operationalized in innovative didactic devices","authors":"Mary-Jo Nadeau, Claude Quevillon Lacasse, Marie-Hélène Giguère, R. Arseneau, Carole Fisher","doi":"10.17239/l1esll-2020.20.03.05","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.03.05","url":null,"abstract":"The notion of sentence may seem clear to many, but in French L1 writing, students at the end of elementary school or at the beginning of secondary school experience some difficulties in punctuation, and their sentences often lack syntactic complexity. These areas of writing production are particularly important for students to gain control over sentence construction. During the first phase of a research project, we developed new teaching devices to address this problem through collaborative work with teachers and teacher consultants, which led to the creation of a sequence for students aged 10 to 14. In this paper, we will first explain why the notions of phrase syntaxique (literally ‘syntactic sentence’) and phrase graphique (literally ‘graphic sentence’) were chosen as key grammar concepts to talk about and justify syntactic and punctuation phenomena in French L1 writing. We will then demonstrate how these two notions were introduced to students in the sequence, through a first teaching device, and how they were mobilised to support whole-group metalinguistic discussions within two other teaching devices, which focused on punctuation and syntax.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"78 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80862760","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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