Pub Date : 2020-11-01DOI: 10.17239/l1esll-2020.20.03.02
K. Denham
{"title":"Positioning students as linguistic and social experts: Teaching grammar and linguistics in the United States","authors":"K. Denham","doi":"10.17239/l1esll-2020.20.03.02","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.03.02","url":null,"abstract":"","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87847404","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-2020.20.01.14
Zoi T. Apostolou, Nektarios Stellakis, Gerasimos S. Koustourakis
{"title":"Pre-primary and first grade primary school teachers’ perceptions on the integration of pre-primary and first grade primary school curricula in Greece","authors":"Zoi T. Apostolou, Nektarios Stellakis, Gerasimos S. Koustourakis","doi":"10.17239/l1esll-2020.20.01.14","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.01.14","url":null,"abstract":"","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77297940","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-2020.20.03.06
Ecaterina Bulea Bronckart, Véronique Marmy Cusin, Roxane Gagnon, Florence Aubert, Daniel Bain, Rosalie Bourdages, Jean-François de Pietro, Serge Erard, Christopher Laenzlinger, Matthieu Merhan, Martine Panchout-Dubois, Bulea Bronckart
Over and above the theoretical questions it raises, the interaction between grammar and text is a particularly open problem, constituting a real challenge for language teaching and teacher training. In this arti- cle, we will first examine the origins and characteristics of this problem, as it emerged several decades ago and as it appears today in the cantons of French-speaking Switzerland. We will then examine theo- retical and pedagogical conceptions of the status of grammars and texts, and present the goals of grammar teaching so as to understand how the teaching problem that articulates grammar and texts is an- chored in it. Then we will describe elements of a research program on this type of articulation which we are conducting in French-speaking Switzerland with the GRAFE ’ MAIRE group. This program, called Principles of a fundamental didactics of grammar 1 , is particularly focused on the function of noun phrase complements and the values of past tenses . The experimental part of our research is ongoing, but as we will indicate in the conclusion, preparatory analyses of these experiments have revealed the need for a serious re-examination of the very status of these grammatical objects, and the efficient pedagogical approaches they require.
{"title":"Reflections on teaching devices articulating grammar and text","authors":"Ecaterina Bulea Bronckart, Véronique Marmy Cusin, Roxane Gagnon, Florence Aubert, Daniel Bain, Rosalie Bourdages, Jean-François de Pietro, Serge Erard, Christopher Laenzlinger, Matthieu Merhan, Martine Panchout-Dubois, Bulea Bronckart","doi":"10.17239/l1esll-2020.20.03.06","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.03.06","url":null,"abstract":"Over and above the theoretical questions it raises, the interaction between grammar and text is a particularly open problem, constituting a real challenge for language teaching and teacher training. In this arti- cle, we will first examine the origins and characteristics of this problem, as it emerged several decades ago and as it appears today in the cantons of French-speaking Switzerland. We will then examine theo- retical and pedagogical conceptions of the status of grammars and texts, and present the goals of grammar teaching so as to understand how the teaching problem that articulates grammar and texts is an- chored in it. Then we will describe elements of a research program on this type of articulation which we are conducting in French-speaking Switzerland with the GRAFE ’ MAIRE group. This program, called Principles of a fundamental didactics of grammar 1 , is particularly focused on the function of noun phrase complements and the values of past tenses . The experimental part of our research is ongoing, but as we will indicate in the conclusion, preparatory analyses of these experiments have revealed the need for a serious re-examination of the very status of these grammatical objects, and the efficient pedagogical approaches they require.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90292763","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-2020.20.01.12
Maile Käsper, Krista Uibu, Jaan Mikk
Teaching text comprehension in primary school aims to develop long-lasting skills. This study assessed the direct and indirect effects of teaching strategies on students’ reading and interest in reading in primary school. Two hundred and twenty Estonian primary school students and their 18 native language teachers participated in the study. Correlation analysis indicated that students who achieved better results in read- ing and who were interested in reading in grade 1 had better results in vocabulary, text comprehension and reading interest in grade 3. Moreover, students’ vocabular y acquisition and text comprehension in grades 1 and 3 were associated with the promotion of students’ reading interest by teachers in grade 3. A structural equation model revealed that the frequent use of teaching strategies by teachers in grade 1 had a small positive longitudinal effect on students’ reading outcomes and interest in reading in grade 3. Knowledge of the different effects of teaching strategies on students’ reading outcomes and interest in reading would optimally promote students’ text compr ehension.
{"title":"The effects of teaching strategies on primary school students’ reading outcomes and interest in reading","authors":"Maile Käsper, Krista Uibu, Jaan Mikk","doi":"10.17239/l1esll-2020.20.01.12","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.01.12","url":null,"abstract":"Teaching text comprehension in primary school aims to develop long-lasting skills. This study assessed the direct and indirect effects of teaching strategies on students’ reading and interest in reading in primary school. Two hundred and twenty Estonian primary school students and their 18 native language teachers participated in the study. Correlation analysis indicated that students who achieved better results in read- ing and who were interested in reading in grade 1 had better results in vocabulary, text comprehension and reading interest in grade 3. Moreover, students’ vocabular y acquisition and text comprehension in grades 1 and 3 were associated with the promotion of students’ reading interest by teachers in grade 3. A structural equation model revealed that the frequent use of teaching strategies by teachers in grade 1 had a small positive longitudinal effect on students’ reading outcomes and interest in reading in grade 3. Knowledge of the different effects of teaching strategies on students’ reading outcomes and interest in reading would optimally promote students’ text compr ehension.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77505455","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-2020.20.03.04
M. Casas, Llorenç Comajoan, Alícia Santolària
This paper presents the results of a study on the beliefs of eight primary-education teachers in Catalonia (Spain) regarding writing instruction and its relationship with grammar instruction. The declared practices of four second-grade primary teachers and four fourth-grade primary teachers from six different educational centers of the Barcelona metropolitan area were analyzed through a semi-structured interview, which was analyzed following a mixed-method approach. The results of the analysis show that teachers’ beliefs about teaching writing revolve around how to manage the writing tasks in the classroom and that their beliefs about the relationship between teaching writing and grammar are based on sentence grammar (as opposed to textual grammar). These beliefs are considered evidence of epistemological and meth- odological obstacles to teaching writing and grammar in an integrated way.
{"title":"The beliefs of primary education teachers regarding writing and grammar instruction","authors":"M. Casas, Llorenç Comajoan, Alícia Santolària","doi":"10.17239/l1esll-2020.20.03.04","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.03.04","url":null,"abstract":"This paper presents the results of a study on the beliefs of eight primary-education teachers in Catalonia (Spain) regarding writing instruction and its relationship with grammar instruction. The declared practices of four second-grade primary teachers and four fourth-grade primary teachers from six different educational centers of the Barcelona metropolitan area were analyzed through a semi-structured interview, which was analyzed following a mixed-method approach. The results of the analysis show that teachers’ beliefs about teaching writing revolve around how to manage the writing tasks in the classroom and that their beliefs about the relationship between teaching writing and grammar are based on sentence grammar (as opposed to textual grammar). These beliefs are considered evidence of epistemological and meth- odological obstacles to teaching writing and grammar in an integrated way.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79291296","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-2020.20.03.03
Ana Costa
{"title":"Grammar teaching 91-19: an analysis of the Portugese curricula","authors":"Ana Costa","doi":"10.17239/l1esll-2020.20.03.03","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.03.03","url":null,"abstract":"","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72795862","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 : 2020-09-01DOI: 10.17239/l1esll-2020.20.01.11
M. Ligos
The study focuses on the basic dimensions of the teaching of mother tongue (L1) in relation to new challenges and prospects in the European context. The introductory part of the paper highlights some stimuli and inspirations from Polish professional provenance in the second half of the 20th century. The core of the paper focuses on four basic dimensions in L1 teaching set against the background of a variety of rele- vant educational documents and decrees, current scientific knowledge, the author’s research an d authentic pedagogical practice. The dimensions are: 1. A reference framework for education in the EU focusing on the competences a person requires to function in the 21st century. 2. The training and lifelong education of an L1 teachers, including the evaluation of the results of their work. 3. Educational programmes and standards for the teaching of L1, including the output measurement tools. 4. Comprehensive cognition, diagnostics and pupil’s personality development which respects the pupil’s learning a bilities and uti- lises the influence of the educational system and the overall circumstances of the pupil’s life.
{"title":"Continuity of traditional and new tendencies in L1 teaching: A scientific essay on the challenges and projections","authors":"M. Ligos","doi":"10.17239/l1esll-2020.20.01.11","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.01.11","url":null,"abstract":"The study focuses on the basic dimensions of the teaching of mother tongue (L1) in relation to new challenges and prospects in the European context. The introductory part of the paper highlights some stimuli and inspirations from Polish professional provenance in the second half of the 20th century. The core of the paper focuses on four basic dimensions in L1 teaching set against the background of a variety of rele- vant educational documents and decrees, current scientific knowledge, the author’s research an d authentic pedagogical practice. The dimensions are: 1. A reference framework for education in the EU focusing on the competences a person requires to function in the 21st century. 2. The training and lifelong education of an L1 teachers, including the evaluation of the results of their work. 3. Educational programmes and standards for the teaching of L1, including the output measurement tools. 4. Comprehensive cognition, diagnostics and pupil’s personality development which respects the pupil’s learning a bilities and uti- lises the influence of the educational system and the overall circumstances of the pupil’s life.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82810938","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 : 2020-07-07DOI: 10.17239/l1esll-2020.20.01.09
Marlon Ruwette, E. Schooten, K. D. Glopper
The purpose of this study is to determine which different forms of reading promotion activities teachers perform in fifth and sixth grade in The Netherlands and whether different forms of reading promotion activities are acted out independently or cluster into meaningful categories of reading promotion behavior. A survey was administered to 194 teachers and data was analyzed using Principal Component Analyses (PCA). Based on the results of the PCA thirteen different types of reading promotion behavior can be distinguished. Specific teacher and class characteristics are connected with the different types of reading promotion activities teachers perform. Teachers seem to be mainly focusing on promoting the reading of fictional texts. Free reading happens most often, and teachers frequently use comics and short stories in class. Most daily activities take little or no preparation. Correlations are small but do suggest that teachers act out more different forms of reading promotion activities when there are more girls are in class than boys. Also, classes with more girls act out more activities concerning new media and nonfiction.
{"title":"Teachers’ reading promotion activities: variation, structure and correlates","authors":"Marlon Ruwette, E. Schooten, K. D. Glopper","doi":"10.17239/l1esll-2020.20.01.09","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.01.09","url":null,"abstract":"The purpose of this study is to determine which different forms of reading promotion activities teachers perform in fifth and sixth grade in The Netherlands and whether different forms of reading promotion activities are acted out independently or cluster into meaningful categories of reading promotion behavior. A survey was administered to 194 teachers and data was analyzed using Principal Component Analyses (PCA). Based on the results of the PCA thirteen different types of reading promotion behavior can be distinguished. Specific teacher and class characteristics are connected with the different types of reading promotion activities teachers perform. Teachers seem to be mainly focusing on promoting the reading of fictional texts. Free reading happens most often, and teachers frequently use comics and short stories in class. Most daily activities take little or no preparation. Correlations are small but do suggest that teachers act out more different forms of reading promotion activities when there are more girls are in class than boys. Also, classes with more girls act out more activities concerning new media and nonfiction.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90453571","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 : 2020-07-01DOI: 10.17239/l1esll-2020.20.02.06
Helle Rørbech, Anna Karlskov Skyggebjerg
{"title":"Concepts of literature in Danish L1-textbooks and their framing of students’ reading","authors":"Helle Rørbech, Anna Karlskov Skyggebjerg","doi":"10.17239/l1esll-2020.20.02.06","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.02.06","url":null,"abstract":"","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73967049","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 : 2020-07-01DOI: 10.17239/l1esll-2020.20.01.10
I. Elkad-Lehman, Y. Poyas
{"title":"Emotions while reading literature in multicultural groups","authors":"I. Elkad-Lehman, Y. Poyas","doi":"10.17239/l1esll-2020.20.01.10","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.01.10","url":null,"abstract":"","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88438608","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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