L1 Educational Studies in Language and Literature最新文献_第4页

Videogames and (language) education 电子游戏和(语言)教育

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L1 Educational Studies in Language and Literature Pub Date : 2022-07-13 DOI: 10.21248/l1esll.2022.22.2.366

D. Koutsogiannis, Vasiliki Adampa

{"title":"Videogames and (language) education","authors":"D. Koutsogiannis, Vasiliki Adampa","doi":"10.21248/l1esll.2022.22.2.366","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.2.366","url":null,"abstract":"There is a productive discussion concerning the use of videogames in (literacy) education, focusing on their unique pedagogic potentials and on their interconnection with contemporary developments in textual and semiotic issues. Our main aim is to extend this discussion towards a more critical post-videogaming perspective, in the sense that videogames have to be considered as part and parcel of the contemporary, complex socio-cultural and historical context. Therefore, we focus on highlighting indicative aspects of this complexity, and we adopt concepts from the field of critical sociolinguistics, such as scales, strategies, and orders of literacy. We analyze a combination of quantitative (1.185 questionnaires) and qualitative data (6 ethnographic case studies) originating from children 11-15 years old. Our analysis reveals that, although videogaming tends to be a common youth practice, the other important differences/inequalities permeating parenting strategies, school practices, and children’s literate identities remain unchanged, posing serious questions in terms of the promising educational use of videogames. We propose a historically sensitive perspective in order to connect videogames with schooling and especially L1 teaching.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91392426","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

Teachers’ framing and dialogic facilitation of Minecraft in the L1 classroom 教师在第一语言课堂上对《我的世界》的框架和对话促进

IF 0.5

L1 Educational Studies in Language and Literature Pub Date : 2022-07-13 DOI: 10.21248/l1esll.2022.22.2.364

Thorkild Hanghøj

{"title":"Teachers’ framing and dialogic facilitation of Minecraft in the L1 classroom","authors":"Thorkild Hanghøj","doi":"10.21248/l1esll.2022.22.2.364","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.2.364","url":null,"abstract":"A fairly large body of research has documented how digital games can be used in L1 education. However, there is still a lack of detailed studies on how literacy teachers go about teaching with games as multimodal texts in the classroom. Revisiting earlier empirical work on the use of the sandbox game Minecraft in primary school, the aim of this paper is to explore how a specific game challenge is enacted in practice as seen from a dialogic perspective. Drawing on theories on games and literacies, dialogic education, and teachers as professional practitioners, the paper presents the Game as Educational Challenge (GEC) model in order to understand how L1 teachers frame specific game challenges and facilitate dialogue with the students in relation to their game experiences. The model is used to reanalyse empirical examples of how teachers from three primary schools adopted a teaching unit with Minecraft through different pedagogical approaches. The findings show not only how the teachers’ framing of the game challenges reflected their familiarity with the game, but also how they taught and related the game challenges to curricular aims in different ways. Moreover, it is found that the teachers negotiated authorial positions quite differently when facilitating classroom discussions with students about their game experiences.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80542080","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

Stardust and statistics 星尘与统计

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L1 Educational Studies in Language and Literature Pub Date : 2022-07-13 DOI: 10.21248/l1esll.2022.22.2.369

Kelly Tran

引用次数: 0

Videogames in and beyond the L1 classroom 第一课堂内外的电子游戏

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L1 Educational Studies in Language and Literature Pub Date : 2022-07-13 DOI: 10.21248/l1esll.2022.22.2.433

S. Abrams, Thorkild Hanghøj

引用次数: 1

No, an oral presentation is not just something you prepare at home! Elementary teachers’ practices supporting preparation of oral presentations 不，口头报告不只是你在家准备的东西!小学教师支持口头报告准备的实践

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L1 Educational Studies in Language and Literature Pub Date : 2022-06-04 DOI: 10.21248/l1esll.2022.22.1.417

Marie-France Stordeur, F. Nils, S. Colognesi

{"title":"No, an oral presentation is not just something you prepare at home! Elementary teachers’ practices supporting preparation of oral presentations","authors":"Marie-France Stordeur, F. Nils, S. Colognesi","doi":"10.21248/l1esll.2022.22.1.417","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.417","url":null,"abstract":"In elementary school, oral presentations are among teachers’ favorite activities. From the pupil’s perspective, this activity can have a major impact, as the skills it calls for will prove useful later throughout his/her career and life. While instruction for the presentation generally happens in class, the same is not true for the preparatory work, which is mostly carried out at home with or without parental support, thus creating inequalities between students (Sénéchal, 2017). However, teacher support is essential to help elementary school students prepare their oral presentation. \u0000Our research question is: what kinds of support do teachers offer to students to help them prepare oral presentations? To answer this question, we interviewed 16 teachers from the French-speaking part of Belgium who ask their students to make oral presentations and who say they offer support before the presentation. Their declared practices show a wide variety of types of accompanying support. The practical implications of our study relate to progressive teaching of a complex task, rebalance between time devoted to oral and to written preparation, attention to the speaker and the audience, collection of artifacts, introduction of training modules for teachers, and best practices to be highlighted.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76932907","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: 2

Reported Evidence-Based Writing Practices and Teachers’ Beliefs in Catalonia, Spain: An Exploratory Study 西班牙加泰罗尼亚报告的循证写作实践与教师信念:一项探索性研究

IF 0.5

L1 Educational Studies in Language and Literature Pub Date : 2022-05-19 DOI: 10.21248/l1esll.2022.22.1.410

Marilisa Birello, Llorenç Comajoan-Colomé, Natxo Sorolla

{"title":"Reported Evidence-Based Writing Practices and Teachers’ Beliefs in Catalonia, Spain: An Exploratory Study","authors":"Marilisa Birello, Llorenç Comajoan-Colomé, Natxo Sorolla","doi":"10.21248/l1esll.2022.22.1.410","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.410","url":null,"abstract":"This paper investigates the reported frequency of the use of evidence-based writing practices (EBWPs) by teachers (N = 51) in primary and secondary school classrooms in a sample of schools in the Barcelona metropolitan area (Spain), and how teacher beliefs contribute to the reported use of EBWPs. The results showed that the teachers declared to implement most of the EBWPs from previous studies. The three most frequent declared practices were 1) give praise individually for writing, 2) teaching writing strategies for planning and writing skills, and 3) using text assessment as a guide to shape instructions. Regarding teachers’ beliefs about teaching writing, the study focused on teachers’ attitudes and teacher efficacy. The results on attitude showed that teachers had a positive attitude toward writing. Results regarding teacher efficacy showed that teachers felt quite efficacious, especially when they were required to determine the level of difficulty in written assignments. A factor analysis of the EBWPs showed that the two main factors for the frequency of reported use of EBWPS were strategy teaching for evidence-based writing and writing practices based on text assessment. PLS regression analyses showed that the reported frequency of use of EBWPs was highly predicted by the feeling of efficacy of teachers.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83182046","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

Literature—a high risk implementation route to literacy? 文学——通往识字的高风险实施途径?

IF 0.5

L1 Educational Studies in Language and Literature Pub Date : 2022-05-10 DOI: 10.21248/l1esll.2022.22.1.409

M. Löfgren, P. Erixon

{"title":"Literature—a high risk implementation route to literacy?","authors":"M. Löfgren, P. Erixon","doi":"10.21248/l1esll.2022.22.1.409","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.409","url":null,"abstract":"This article is about the implementation of a literary module in a large scale Swedish professional development programme for teachers called the Reading Lift, which was introduced in 2014 in response to alarming PISA results. While the government-assigned preparatory work stressed the importance of literature and literary didactic methods, this area was reduced significantly in the hands of the National Agency for Education. For upper secondary school, the Agency did not initially plan for any literary content. This article examines what happened when L1 teachers demanded a literary module. Specifically, we study how the module was implemented and how literature is viewed. The study is based on interviews with researchers who contributed with content on behalf of the Agency and qualitative content analysis of the literature module. Results show that the module represents a focus on knowledge and art, unlike the instrumental and skills focused perspectives on literature for compulsory school, explored in an earlier study. One explanation for this, is that the influence of street-level agency bureaucrats was reduced due to various circumstances. The result was to the benefit of literary education but at the same time a high-risk route for the Agency’s requirements for measurability.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81740748","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: 2

Swedish (L1) and English (L2) Argumentative Writing of Upper Secondary Students with Reading Difficulties 阅读困难高中生的瑞典语(L1)和英语(L2)议论文写作

IF 0.5

L1 Educational Studies in Language and Literature Pub Date : 2022-05-01 DOI: 10.21248/l1esll.2022.22.1.405

Pär Sehlström, Christian Waldmann, Anders Steinvall, Maria Levlin

{"title":"Swedish (L1) and English (L2) Argumentative Writing of Upper Secondary Students with Reading Difficulties","authors":"Pär Sehlström, Christian Waldmann, Anders Steinvall, Maria Levlin","doi":"10.21248/l1esll.2022.22.1.405","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.405","url":null,"abstract":"Writing has been identified as a challenge for students with reading difficulties. This study contributes to previous research by exploring argumentative writing in L1 (Swedish) and L2 (English) in a group of students with reading difficulties in upper secondary school. Participants were 19 students with typical reading, 19 students with poor decoding, and 9 students with poor comprehension. A majority of students attended vocational programmes. Written text quality was assessed by using an adapted version of Jacobs et al.’s (1981) analytic scoring scheme including content, organisation, cohesion, vocabulary, language use, spelling, and punctuation. Students with reading difficulties (regardless of reader subgroup) were found to perform poorly in all categories in both L1 and L2, with spelling being particularly challenging in L1, and cohesion, language use, spelling, and punctuation in L2. Significant differences were found between students with poor comprehension and students with typical reading in cohesion, language use and spelling in L2. Few other significant differences were identified possibly due to an overall poor writing outcome also for students with typical reading. This general poor outcome in writing is discussed in relation to previous studies on writing among students with reading difficulties and writing in vocational programmes.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91111464","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: 2

Going off the rails with Sally Jones: Promoting literary understanding in character-focused read-aloud discussions 与莎莉·琼斯一起脱轨:在以角色为中心的朗读讨论中促进文学理解

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L1 Educational Studies in Language and Literature Pub Date : 2022-04-08 DOI: 10.21248/l1esll.2022.22.1.391

R. Walldén

{"title":"Going off the rails with Sally Jones: Promoting literary understanding in character-focused read-aloud discussions","authors":"R. Walldén","doi":"10.21248/l1esll.2022.22.1.391","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.391","url":null,"abstract":"Although discussion-based approaches to literature have been researched extensively, there has been little qualitative research on read-aloud discussions focusing on specific aspects of literature. Moreover, considering the current bias towards comprehension and analytical skills in language arts curricula, an on-going discussion about different dimensions of literary understanding in classroom practice is necessary. Therefore, the present study seeks to contribute knowledge about possibilities for literary understanding in character-focused classroom discussions. Data, comprised of field notes and transcribed audio recordings, were collected throughout 12 lessons in a Swedish Grade 4 during the reading aloud of the picture book Legenden om Sally Jones (The Legend of Sally Jones). The analysis was guided by thematic content analysis and reader-response theories, enabling a broad view of literary understanding. The result shows that character-focused discussions promoted evaluating the characters, making inferences, and considering important events. Occasionally, the students made analytical remarks about how the story worked. In addition, the students were encouraged to empathise with the characters while making connections between the text and their lives. Furthermore, the students drew on intertextual knowledge to use the text in creative expressions involving pleasurable narrative deaths. Implications for teaching and language arts curricula are discussed. \u0000 ","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85639800","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

Effects of a visual literacy programme for the improvement of reading comprehension in primary and secondary school students. 视觉识字计划对提高中小学生阅读理解能力的效果。

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L1 Educational Studies in Language and Literature Pub Date : 2022-04-08 DOI: 10.21248/l1esll.2022.22.1.394

Dimitrinka G Níkleva, Francisco J. Rodríguez-Muñoz

引用次数: 0