L1-Educational Studies in Language and Literature最新文献

L1-Didactics and the global pressure from Anglo-Saxon New Literacies L1-Didactics 和来自盎格鲁-撒克逊新文学的全球压力

L1-Educational Studies in Language and Literature Pub Date : 2024-05-20 DOI: 10.21248/l1esll.2024.24.2.610

S. Ongstad

{"title":"L1-Didactics and the global pressure from Anglo-Saxon New Literacies","authors":"S. Ongstad","doi":"10.21248/l1esll.2024.24.2.610","DOIUrl":"https://doi.org/10.21248/l1esll.2024.24.2.610","url":null,"abstract":"Within Scandinavian teacher education L1-didactics and literacy have, since the 1990s, developed from delimited areas of knowledge to full academic disciplines. This scientific essay asks whether achieved L1-didactic disciplinarity is at risk encountering increased influence of New Literacies. Historical roots and further development of L1 and L1-didactics in Norway and Scandinavia, are outlined, extracted from other resources. Further relevant disciplinary concepts are problematised, in two ways, firstly facing the challenge of mediating between languages and secondly searching possible epistemological processes behind increased academisation of L1-didactics in teacher education. Four processes are discussed in detail: Literacification, referring to increased political dissemination of and research on literacies. Disciplinarisation, concerning processes of generating school subjects and academic disciplines. Didactisation, integrating knowledge of both learners and subject matter. Internationalisation, referring to application of international political, linguistic, and academic policies, pedagogies, and practices. Finally epistemological and methodological challenges are discussed in light of a possible tension between L1-didactics and New Literacies, especially whether competence-based (new) literacies may obstruct Bildung-oriented L1 and L1-didactics. In case, clarification of curricular means-and-ends are disrupted and both L1-didactics and New Literacy research challenged. Although final answers are not given, the study has offered extended epistemological contexts for further discussions.","PeriodicalId":511964,"journal":{"name":"L1-Educational Studies in Language and Literature","volume":"13 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120015","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

Exploratory talk in times of globalisation and digitalisation: a narrative review 全球化和数字化时代的探索性谈话：叙事回顾

L1-Educational Studies in Language and Literature Pub Date : 2024-05-20 DOI: 10.21248/l1esll.2024.24.2.609

Jan T’Sas, Frans Daems

{"title":"Exploratory talk in times of globalisation and digitalisation: a narrative review","authors":"Jan T’Sas, Frans Daems","doi":"10.21248/l1esll.2024.24.2.609","DOIUrl":"https://doi.org/10.21248/l1esll.2024.24.2.609","url":null,"abstract":"Over the last decades researchers and educators have promoted the use of language in collaborative activities in the classroom. Accordingly, there is considerable support for the sociocultural idea that knowledge is the result of a co-constructed activity of students, and that exploratory talk can support them to develop higher-order thinking, high-level understanding, the voicing of personal opinions and ideas, and argumentation skills. Positive learning effects of exploratory talk have inspired researchers all over the world to replicate, refine or elaborate on these early studies, using both quantitative and qualitative methods and often finding similar positive linguistic, cognitive, social, psychological, and pedagogical effects. In this study we present a narrative review into the definition, measurement, and effects of exploratory talk. The review is both a part and an extension of a PhD study on the use of exploratory talk in primary schools in Flanders, the Dutch speaking part of Belgium. Based on this review we will highlight the relevancy of exploratory talk and associated challenges for L1 education in a globalising, diversifying and digitalising context. We will argue that exploratory talk can meet these challenges, but its potential can only be realized fully by a shift towards dialogic teaching as opposed to the IRF/IRE-pattern which still seems to dominate classroom practice.","PeriodicalId":511964,"journal":{"name":"L1-Educational Studies in Language and Literature","volume":"80 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141123161","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

Afterword - L1 Education between von Humboldt and Chat GTP 后记--冯-洪堡与 Chat GTP 之间的 L1 教育

L1-Educational Studies in Language and Literature Pub Date : 2024-05-20 DOI: 10.21248/l1esll.2024.24.2.749

Sander Bax, Sjaak Kroon, M. Spotti

{"title":"Afterword - L1 Education between von Humboldt and Chat GTP","authors":"Sander Bax, Sjaak Kroon, M. Spotti","doi":"10.21248/l1esll.2024.24.2.749","DOIUrl":"https://doi.org/10.21248/l1esll.2024.24.2.749","url":null,"abstract":"L1 education has its main foundation in von Humboldt's concept of Bildung integrating the study of language and literature as a contribution to personal growth. Since this perspective gets less attention nowadays, it is argued that we need to re-invent L1 education as meaning-making in which not only offline texts but also all sorts of online products need to be taken as a starting point for learning to reason as an antidote to recent societal developments that in the long run might cause a potential threat to democracy as we know it. In addition, contemporary L1 education is also facing the challenges of globalization and digitalization. Globalization-induced mobility and immigration lead to, among other things, super-diverse classrooms that include a gamut of languages, cultures, and religions. In reaction, L1 education tends to take a rather narrow focus on national, or even nationalistic, contents in the field of language, literature, and culture, potentially leading to the exclusion of certain categories of students. Digitalization, booming business in educational contexts due to the COVID-19 pandemic, also poses challenges to L1 education. Students need to become digitally literate citizens to survive in the post-digital world they inhabit, and L1 education has both the tools and the means to help them acquire digital literacy skills and awareness. To shape L1 education in such a way that it can cope with these challenges, we need to base the L1 curriculum, its subject contents, and its didactic approach on research that starts where the teachers and students are, that is, in the classroom, and that takes their practical experiences seriously. The qualitative research methodologies developed within the International Mother Tongues Education Network can play a role in formulating a timely and successful L1 research program.","PeriodicalId":511964,"journal":{"name":"L1-Educational Studies in Language and Literature","volume":"16 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141121027","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 Manuals in Times of New Mediacy in Sweden 瑞典新媒体时代的文学手册

L1-Educational Studies in Language and Literature Pub Date : 2024-05-20 DOI: 10.21248/l1esll.2024.24.2.614

Maria Löfgren, P. Erixon

{"title":"Literature Manuals in Times of New Mediacy in Sweden","authors":"Maria Löfgren, P. Erixon","doi":"10.21248/l1esll.2024.24.2.614","DOIUrl":"https://doi.org/10.21248/l1esll.2024.24.2.614","url":null,"abstract":"The present article focuses on the role of the teaching and learning of literature in a large-scale Swedish, professional development programme for teachers called the Reading Lift. More specifically this study, using qualitative content analysis, examines the educational function of the most prominently referred to literary didactic theory and method developers in the program: Judith Langer, Aidan Chambers, Louise M. Rosenblatt, and Rita Felski, but also the relationship between literary didactics, literacy, and fiction. The results show a strong domination of Langer-inspired manual and strategy-based approaches, primarily promoting efferent reading stances. More holistic hermeneutic and dialogic approaches in support of aesthetic reading, represented by Chambers, Rosenblatt and Felski, are less common. Further, there is a strong alliance between the literacy concept and the systematic and manual-based literary didactic approaches. Also, in the literacy discourse, literary works of art have become not just texts amongst other texts, and foreign, but are also framed as hypermediacy. Based on our results we tentatively suggest that a shift in paradigms of literature education has taken place, from literature pedagogy, grounded in print culture, to literature didactics, situated in new mediacy and the digital.","PeriodicalId":511964,"journal":{"name":"L1-Educational Studies in Language and Literature","volume":"16 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141119557","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 value of comparative research in an era of standards-based reforms 比较研究在基于标准的改革时代的价值

L1-Educational Studies in Language and Literature Pub Date : 2024-05-20 DOI: 10.21248/l1esll.2024.24.2.613

B. Doecke, Graham Parr, Ceridwen Owen

{"title":"The value of comparative research in an era of standards-based reforms","authors":"B. Doecke, Graham Parr, Ceridwen Owen","doi":"10.21248/l1esll.2024.24.2.613","DOIUrl":"https://doi.org/10.21248/l1esll.2024.24.2.613","url":null,"abstract":"The impact of standards-based reforms on the professional practice of English teachers in Anglophone settings has been well documented. Such reforms typically foreground the importance of a particular form of English and standardised formulations of curriculum, pedagogy, and assessment, which facilitate easy measurement and comparisons between educational settings. In Australia, the impact has intensified to such an extent that traditional framings of English teacher practice, which emphasize responsiveness to the cultural and linguistic diversity of students, begin to look like a discourse of a bygone era. From an historical perspective, how has this come about? And what does English teacher practice look like in the current policy environment? Can comparative inquiry into language education, such as has been conducted under the auspices of the International Mother Tongue Education Network (IMEN) over the past four decades, provide intellectual resources to resist relentless pressures towards standardisation and measurement? The collaborative inquiry into the professional practice of one author at the heart of this essay arises out of our attempts to explore the potential of IMEN protocols to render the familiar strange and to see her practice with new eyes. In this way we seek to resist the ways standards-based reforms are radically reshaping the praxis of English educators in Australia.","PeriodicalId":511964,"journal":{"name":"L1-Educational Studies in Language and Literature","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141123428","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

What happens when students engage in learning how to reason about Dutch historical literature in a digital game? 当学生在数字游戏中学习如何推理荷兰历史文献时，会发生什么？

L1-Educational Studies in Language and Literature Pub Date : 2024-05-20 DOI: 10.21248/l1esll.2024.24.2.691

Renate Van Keulen, M. Spotti

{"title":"What happens when students engage in learning how to reason about Dutch historical literature in a digital game?","authors":"Renate Van Keulen, M. Spotti","doi":"10.21248/l1esll.2024.24.2.691","DOIUrl":"https://doi.org/10.21248/l1esll.2024.24.2.691","url":null,"abstract":"L1 teachers expect quite a lot from their students when dealing with L1 literature. It is therefore important that teachers adequately equip them in developing their skills in reading, understanding, and reflecting on literature. But what happens when a digital method is used to achieve this all? As part of her PhD-research, Renate van Keulen developed a digital game to teach students how to reason about and with historical literature. Looking at the implementation of this game, this contribution tackles two main issues at hand in her class. First, we examine the effects of digitalization of literature teaching based on students’ assignments and evaluations. Second, based on an ethnographic interpretive inquiry focused on the teaching of literature via this digital method, we advance some considerations on what is gained and what is lost by these students when approaching reasoning about literature at the online-offline nexus. We conclude by reflecting on the current position of L1 teaching and the implications that digitalization and game-based learning platforms may have for students’ ownership of how to reason about literature.","PeriodicalId":511964,"journal":{"name":"L1-Educational Studies in Language and Literature","volume":"49 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141118512","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

Old Problems, New Challenges 老问题，新挑战

L1-Educational Studies in Language and Literature Pub Date : 2024-05-20 DOI: 10.21248/l1esll.2024.24.2.619

Eduard Haueis

{"title":"Old Problems, New Challenges","authors":"Eduard Haueis","doi":"10.21248/l1esll.2024.24.2.619","DOIUrl":"https://doi.org/10.21248/l1esll.2024.24.2.619","url":null,"abstract":"Although comparative studies on L1 education are facing many new challenges today, two ‘old’ issues should not be forgotten: the professional qualification of teachers as part of their academic training, and elementary language education in primary schools. These issues need a theoretical foundation to make L1 education part of the professional practical knowledge of teachers.\u0000In Germany, there is a gap between the subject-related qualification of prospective teachers on the one hand, and their didactic qualification for their professional field of action in schools on the other. What is perceived today as L1 German teaching from school year 1 to 12/13 goes back to two different traditions for which, until a few decades ago, educational institutions of varying prestige were responsible: the Volksschulen (elementary education for the lower classes) initially focusing on \"mother-tongue\" monolingualism, and the Latin schools (grammar schools for the higher classes) focusing on multilingual education, preparing for academic careers. It was not until the Weimar Constitution in 1919 that Germany also introduced academic qualifications for teachers in elementary education. However, also seminars, pedagogical academies, and colleges that focused on teaching didactics mainly, were established to circumvent university qualifications.\u0000What was developed in the last third of the 20th century in the context of a scientific foundation for the didactics of L1 German has since fallen into oblivion. This contribution aims at presenting a critically reflected continuation of these developments.\u0000 \u0000 ","PeriodicalId":511964,"journal":{"name":"L1-Educational Studies in Language and Literature","volume":"18 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141119456","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

L1 Education in Times of Globalization, Digitalization and Super-Diversity 全球化、数字化和超级多样化时代的 L1 教育

L1-Educational Studies in Language and Literature Pub Date : 2024-05-20 DOI: 10.21248/l1esll.2024.24.2.673

Sjaak Kroon, M. Spotti

{"title":"L1 Education in Times of Globalization, Digitalization and Super-Diversity","authors":"Sjaak Kroon, M. Spotti","doi":"10.21248/l1esll.2024.24.2.673","DOIUrl":"https://doi.org/10.21248/l1esll.2024.24.2.673","url":null,"abstract":"This introduction first briefly sketches the (history of the) International Mother Tongue Education Network (IMEN). IMEN was founded in 1981 as an information and research network that over the years initiated an empirical-interpretive research program focusing on comparative analyses of the rhetoric and practices of L1 education across a dozen of European countries. Main elements of IMEN’s methodology that will be discussed below were the development of different types of research collaboration, a theoretical framework for comparative analysis, and a method for international triangulation. It then describes how, at the turn of the century, IMEN’s way of doing slow science became increasingly threatened by the requirements of publish or perish mainstream research, and how its research program was confronted with the challenges posed to L1 education by processes of globalization, digitalization, and super-diversity, becoming manifest in the superdiverse nature of student bodies, their sociolinguistic and ethnocultural doings, and the increasingly digitalized modes of teaching and learning they are exposed to. All these elements, in one way or another, also have an impact on the teaching-learning practices in mainstream L1 education and consequently must be addressed by IMEN-like studies. Finally this contribution briefly introduces the contributions to this special issue and suggests that they are a strong argument for a renewed interest in international comparative discussion on and around L1 education and a plea to further collaborative research from an empirical interpretive ethnographic perspective on teachers’ professional practical knowledge and classroom practices that can guide our understanding of the ubiquitous school subject L1 education that aims at preparing students for a global, digital, and super-diverse society.","PeriodicalId":511964,"journal":{"name":"L1-Educational Studies in Language and Literature","volume":"40 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141122162","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

Whose Story? Competing versions of English in a London school 谁的故事？伦敦一所学校中相互竞争的英语版本

L1-Educational Studies in Language and Literature Pub Date : 2024-05-20 DOI: 10.21248/l1esll.2024.24.2.608

John Yandell, John Hardcastle

引用次数: 0

“She doesn’t consider it to be real literature” "她不认为那是真实的文学"

L1-Educational Studies in Language and Literature Pub Date : 2024-04-15 DOI: 10.21248/l1esll.2024.24.1.611

Jeroen Dera

{"title":"“She doesn’t consider it to be real literature”","authors":"Jeroen Dera","doi":"10.21248/l1esll.2024.24.1.611","DOIUrl":"https://doi.org/10.21248/l1esll.2024.24.1.611","url":null,"abstract":"Starting from the premise that there may be a discrepancy between how teachers and students understand the term ‘literature’, this article explores the ability of 10th grade students to define the concept of ‘literature’. It argues that such an undertaking is relevant in light of a similar discrepancy between literary studies and literature: while the first adopts an increasingly inclusive definition of ‘literature’, publications on the concept of literary competence still employ a strongly normative view of literature.\u0000Drawing on empirical observations from a Dutch research project in which students discussed the literary quality of text fragments in jury groups, the article demonstrates that students hold highly heterogeneous ideas about the definition of literature. The analysis of survey responses, transcribed student conversations and jury posters reveals that a minority of students are able to provide a reasoned definition of ‘literature’, while a significant portion equates literary texts with books in general or stories amenable to narratological analysis. Based on these observations, the article suggests expanding the operationalization of literary competence in Alter & Ratheiser’s recent model to include the concept of ‘taxonomic competence’, which encompasses students’ ability to differentiate between literary and non-literary texts through reasoned argumentation.","PeriodicalId":511964,"journal":{"name":"L1-Educational Studies in Language and Literature","volume":"337 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140703017","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