L1 Educational Studies in Language and Literature最新文献_第3页

JUSTIFICATIONS FOR TEACHING LITERATURE 教文学的理由

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L1 Educational Studies in Language and Literature Pub Date : 2022-12-17 DOI: 10.21248/l1esll.2022.22.1.494

P. Myren-Svelstad, Ruth Gruters

{"title":"JUSTIFICATIONS FOR TEACHING LITERATURE","authors":"P. Myren-Svelstad, Ruth Gruters","doi":"10.21248/l1esll.2022.22.1.494","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.494","url":null,"abstract":"The role and importance of imaginative literature in L1 education is a topic of continuous debate. In Norway, working with imaginative literature in several genres, and from various linguistic origins, is only one of several components in the L1 subject. In this article, we present the results of a survey aiming to investigate what literature can and should do in school, according to teachers. Using a qualitative hermeneutic content analysis, we analyze and categorize the survey results. We are guided by an affirmative approach to teachers’ competences, discussing the extent to which respondents demonstrate subject matter content knowledge. \u0000Our analysis enables us to isolate eight categories of justification, many of which show significant overlap with central tenets in literary theory, the curriculum, and L1 scholarship. However, we also find indications that critical literacy is undervalued. Furthermore, the Norwegian curriculum arguably motivates an instrumental use of literature as a way of developing general literacy or adding perspectives to topics addressed in other subjects. \u0000We propose visualizing the justifications teachers express in a model taking into account two dimensions: 1) whether they imply a primary focus on the text, the reader, or the context including the author; and 2) whether their goal is benefitting the student (e.g., in terms of skills) or promoting societal change. This model is intended to provide a flexible typology which literary educators at any level can use in order to critically assess their practice.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"83 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76121094","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}

引用次数: 0

THE ONLINE STUDY OF LITERATURE IN ISRAELI TEACHER-EDUCATION COLLEGES: FRAMEWORK AND GUIDELINES 以色列师范院校文学在线研究:框架与指导

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L1 Educational Studies in Language and Literature Pub Date : 2022-09-30 DOI: 10.21248/l1esll.2022.22.1.456

Yael Segev, Orna Levin

引用次数: 0

How relevant is it? Public Elementary School Teachers Encounter Ancient Jewish Texts 相关程度如何?公立小学教师遇到古犹太文本

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L1 Educational Studies in Language and Literature Pub Date : 2022-09-30 DOI: 10.21248/l1esll.2022.22.1.375

Esty Teomim-Ben Menachem, I. Elkad-Lehman

{"title":"How relevant is it? Public Elementary School Teachers Encounter Ancient Jewish Texts","authors":"Esty Teomim-Ben Menachem, I. Elkad-Lehman","doi":"10.21248/l1esll.2022.22.1.375","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.375","url":null,"abstract":"This study deals with a learning encounter in a havruta (pair) setting of teachers of public elementary schools in Israel with an ancient legend (Aggadah) drawn from sixth-century Jewish culture. The objective of this study is to examine the teacher’s attitude to the text through a study of the dialogue created in the encounter with the text in the havruta setting. Participants in the study included two groups of mostly women teachers of Hebrew language (L-1): 15 teachers in Group 1, and 14 teachers in Group 2. The groups came from two large and demographically different cities in Israel. The teachers were asked to study the story in pairs and to consider its suitability for teaching in their class. After the legend was studied, semi-structured in-depth interviews were conducted with the teachers. The study corpus included 12 recordings of havruta learning, nine semi-structured interviews and ten lesson plans for teaching the legend in the class. The findings of the study point to different attitudes to the teaching of the text in the class between the groups and to differences in the perception of the relevance of the text for the teachers themselves and for their students. The discussion is based on the definition of relevance (Sperber & Wilson, 1995; Dascal, 1977) as a relative function of efficiency: the maximum contexts and meaning that the listener can extract with minimum effort. This definition explains the sense of relevance or irrelevance of the text as perceived by the participants in the study.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"96 9 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89852416","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}

引用次数: 0

Complex characters of many kinds? 多种复杂的角色?

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L1 Educational Studies in Language and Literature Pub Date : 2022-09-25 DOI: 10.21248/l1esll.2022.22.1.406

Jana Segi Lukavská, Anežka Kuzmičová

{"title":"Complex characters of many kinds?","authors":"Jana Segi Lukavská, Anežka Kuzmičová","doi":"10.21248/l1esll.2022.22.1.406","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.406","url":null,"abstract":"L1 literacy instruction in Czechia largely relies on reading anthologies, i.e., textbooks containing short excerpts of literary texts from the 19th to 21st century. Focusing on current Year 3 anthologies (N = 13), we have developed a simple, scalable and transferable analytical procedure examining what types of characters (male, female, animal, other) are represented in the narratives included (N = 530), what experience dimensions (cognition, emotions, bodily engagement) these characters are attributed, and on what levels of complexity. We found that female characters overall are strongly underrepresented in the anthologies, including excerpts from the most recent children’s literature which is predominantly authored by women. Further, female characters show lower complexity than male characters in emotions, bodily engagement, and especially cognition. In a concluding case study of one particular text, we demonstrate how even excerpts with relatively complex characters of both genders may tend to perpetuate deeper imbalances. Our approach provides an experientially nuanced alternative to traditional content analysis yet its more basic steps remain easy to use for practitioners in selecting literary texts for teaching. It can be applied in research anywhere but also in designing classroom activities exploring diversity in stories, whether the focus is gender, ethnicity, or other.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79913472","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}

引用次数: 0

“The stone from another mountain can help to polish jade” “他山之石，可磨玉”

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L1 Educational Studies in Language and Literature Pub Date : 2022-09-02 DOI: 10.21248/l1esll.2022.22.1.389

Yongyan Li, Qianshan Chen, Meng Ge, Simon Wang

{"title":"“The stone from another mountain can help to polish jade”","authors":"Yongyan Li, Qianshan Chen, Meng Ge, Simon Wang","doi":"10.21248/l1esll.2022.22.1.389","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.389","url":null,"abstract":"In L1 writing instruction, imitation pedagogy is potentially practiced in different parts of the world, yet there has been very little communication among practitioners and researchers on this topic. In the study to be reported in this paper, we aimed to answer the question “How is imitation recommended as a writing pedagogy in a sample of books on Chinese L1 composition?” Discussions of how to use imitation as a writing pedagogy were extracted from a sample of 41 books on Chinese L1 composition to form a dataset of 68,700 Chinese characters. Qualitative content analysis was applied to the dataset in NVivo 12 using a data-driven approach and resulted in a coding structure. In the paper we focus on elaborating two dimensions of our coding structure that addressed the research question in a practical light: “Implementing the imitation pedagogy” and “Going beyond imitation to achieve innovation.” Our findings point to similarities between Chinese and Western practices in using imitation as a writing pedagogy, and highlight a distinction between imitation and plagiarism made in the dataset as well a range of strategies recommended for going beyond imitation to achieve innovation. It is hoped that our paper would contribute to exchanges on L1 writing education between China and the rest of the world.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"21 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90583160","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}

引用次数: 1

Layering literacies and metagaming in Counter Strike: Global Offensive 《反恐精英:全球攻势》中的分层文化和元游戏

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L1 Educational Studies in Language and Literature Pub Date : 2022-07-13 DOI: 10.21248/l1esll.2022.22.2.367

Elisavet Kiourti

{"title":"Layering literacies and metagaming in Counter Strike: Global Offensive","authors":"Elisavet Kiourti","doi":"10.21248/l1esll.2022.22.2.367","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.2.367","url":null,"abstract":"The primary purpose of this ethnographic research is to explore what literacy practices unfold through and beyond gaming, how metagaming is conceptualized and how metagaming shapes the players' view and relation to their literacy practices with a particular focus on the first-person shooter Counter-Strike: Global Offensive (CS:GO). Data from this study were drawn from ethnographic research of four young males within and around CS:GO in the context of Cyprus. Findings indicate that players go through a cycle of layering literacies in order to evolve their metagaming. Metagaming is about creating fluid forms of optimal or unexpected tactics and strategies during game play that go beyond the rules of the game to counter the opponent(s) by using pre-existing, current, and new knowledge from past game plays, as well knowledge and information from online and offline literacy practices. These layered literacies are multidirectional, interest-based and are part of learning related to high-level making decisions. The results contribute to the body of literature suggesting ways videogames and more specifically metagaming, could support literacy in L1 classrooms.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"82 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88240540","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}

引用次数: 3

Digital games, literacy and language learning in L1 and L2 数字游戏，读写能力和语言学习在L1和L2

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L1 Educational Studies in Language and Literature Pub Date : 2022-07-13 DOI: 10.21248/l1esll.2022.22.2.363

Thorkild Hanghøj, K. Kabel, S. Jensen

引用次数: 0

The literacies of a competitive esports team 竞技电子竞技团队的素养

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L1 Educational Studies in Language and Literature Pub Date : 2022-07-13 DOI: 10.21248/l1esll.2022.22.2.365

Hannah R. Gerber

{"title":"The literacies of a competitive esports team","authors":"Hannah R. Gerber","doi":"10.21248/l1esll.2022.22.2.365","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.2.365","url":null,"abstract":"This article explores a variety of literacy practices that exist with competitive esports, namely livestreaming, moderating/Mods, and VODs/VODcasting. Nearly two decades of research have indicated that videogaming provides rich experiences for developing multifarious and diverse literacy practices, but, to-date, little research examines the literacies born out of the rapidly growing and evolving videogaming market of esports. This study provides insight into the way a team functions to provide meaning-making experiences surrounding livestreaming, moderating, and VODcasting within the burgeoning esports culture. Drawing from a two-year snapshot of a larger five-year ethnographic examination of a competitive collegiate esports team, this study is guided by the theoretical perspective of distributed cognition. Data that inform this study stem from interviews, observations, and artifacts in both face-to-face and digital spaces. Findings indicate that the esports-related literacies of livestreaming, moderating, and VODs/VODcasting, transcend and overlap meaning-making experiences—in-the-moment and in reflectivity—suggesting that the role of the team is vital to the literacies found within the esports ecosystem.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"24 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85066852","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}

引用次数: 0

A critical review of digital game literacies in the English classroom 对英语课堂中数字游戏素养的批判性回顾

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L1 Educational Studies in Language and Literature Pub Date : 2022-07-13 DOI: 10.21248/l1esll.2022.22.2.370

Alexander Bacalja

引用次数: 2

Game-informed meaning making in U.S. math class 美国数学课上的游戏意义生成

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L1 Educational Studies in Language and Literature Pub Date : 2022-07-13 DOI: 10.21248/l1esll.2022.22.2.368

S. Abrams

引用次数: 0