Experimenting with the languaging approach in teaching poetry

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
A. F. Gourvennec, Heidi Höglund, Marit Johansson, Kristine Kabel, Sara Kähkölä, Kaisu Rättyä
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引用次数: 2

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.
诗歌教学中语言教学法的实验
本文旨在探讨诗歌阅读集体反应研究的必要性和诗歌教育学研究的必要性。我们的目标是开发一种叫做语言教学法的教学方法。语言被理解为一种社会文化应用和嵌入式实践,具有提高学生元认知理解的潜力。本文探讨了以对话为基础的学生讨论与以教师为主导的对话之间的差异,以及语言方法和协作对话是否能为文学教育提供新的教学方法。我们研究的背景是芬兰的教师教育。这些数据是在教学实验中收集的,该实验是作为学生教师教学研究的一部分进行的。数据来自两组13岁的学生(n = 31),他们正在上L1课。课程的结构各不相同:A)老师引导讨论,或者B)在小组讨论中使用语言方法。使用定向内容分析分析了80分钟的视频数据。研究显示,几个被鼓励学习语言的学生能够向彼此描述自己的想法,并一起进行有意义的分析讨论。语言教学方法鼓励学生交流自己的思维过程,对诗歌进行论证,但也表达他们对阅读的犹豫和怀疑。通过语言的方法,学生对诗歌的不同解读取向得以显现。学生的讨论也让我们认识到,熟练使用术语可以帮助学生更准确地描述他们的想法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
L1 Educational Studies in Language and Literature
L1 Educational Studies in Language and Literature EDUCATION & EDUCATIONAL RESEARCH-
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