ARLE 2017
Abstracts for 'Conference participation ARLE 2017'

Katrin Aava Halliki Põlda	Construction of a changed learning approach
Jochem E. J. Aben Nina Vandermeulen Brenda van den Broek Elke Van Steendam Gert Rijlaarsdam	The design of a feedback report on students' writing processes
Juli-Anna Aerila Marja-Leena Rönkkö	Creative stories inspired by humor and by a self-made character – Child-centeredness creates room for differentiating
Juli-Anna Aerila Martha M. Decker Eeva-Maija Niinistö	The power of choice - Child-centred approach for finding motivating reading
Ana Albuquerque Margarida Alves Martins	Invented Spelling Group Activities and Reading and Writing Acquisition: a 2-Year Follow-Up Study from Preschool to First Grade
Dominic Anctil Mylène Tardif Mélissa Singcaster	How do we teach vocabulary in the French-speaking province of Québec, Canada?
Luis Araujo Geir OTTESTAD Patricia Costa	Digital Reading in PISA 2012 in Portugal: How do VET and General Education Students Perform?
Merilin Aruvee	Text instruction in Estonian secondary schools
Hilla Atkin Alisa Amir	The development of audience perspective in argumentative writing of mid-school students – linguistic aspects
Elżbieta Awramiuk	Phonetics in Polish Textbooks
Carien H.W. Bakker	Understanding pedagogical subject knowledge of student and experienced teachers Dutch as a First Language: zooming in on teachers professional conversations during a Lesson Study Cycle
Catherine Beavis	Literacy, learning and digital games: Taking seriously Serious Play.
Kristina Belancic Eva Lindgren	Functional bilingualism and Indigenous language discourse in the syllabi of Swedish Sami
Andrea Bertschi-Kaufmann Irene Pieper	Assessing Literature and Reading Education in German-speaking Lower Secondary Schools via a Mixed-Methods Design: Teacher priorities and objectives, student motivations, and classroom practices
Katharina Böhnert	Verbal representations of language awareness in inclusive learning groups
Raffaele Brahe-Orlandi	8th graders text production in authentic learning settings
Jesper Bremholm	A reading textbook and balanced reading instruction: a (im)possible match?
Lene Storgaard Brok Hanne Møller	Figured Worlds as an analytic and methodological tool in professional teacher development
Andrew Burn	Playful literacies: children’s designs of play from playground to videogame
Adriana Bus	Toward decisive principles for digital storytelling
Eduardo Calil Luísa A. Pereira	Early recognition of spelling problems in invented stories: analysis of the writing processes of a dyad of newly literate students
Jordi Casteleyn	Playing with improv theatre to battle public speaking anxiety
Francesco Caviglia Alex Young Pedersen	Educational patterns for bringing value conflicts to the classroom
Kyungmi Cha Bon Gwan Koo	Concept Learning Method in Convergence Education: Focusing on the study of scientific terminology based on word representation
Wai Ming Cheung Stephanie W.Y. Chan Yuen Mee Fung	Integrating multicultural variations and graphic organizers in enhancing Chinese story writing in Grade Four students in Hong Kong
Wei Ling Chloe Chu	Building a model of video dubbing learning process for Chinese language students
Paulo Costa	(Im)possibilities of literary education in Portuguese basic and secondary education
Hans Das Barend P. van Heusden Theo Witte	What a beautiful phrase, too bad it’s not in rhyme
Monica Egelström	Same teachers – different practices? Literacy in early mathematics and history instruction
Martin Ehala	The effects of teaching methods on the state examination results
Yamina El Kirat El Allame Souhaila Khamlichi	The Integration of Darija in Media Communication: The case of Outdoor Advertising
Yamina El Kirat El Allame	THE STATUS OF DARIJA IN MOROCCO BETWEEN OFFICIAL DISCOURSE AND CLASSROOM PRACTICES
Yamina El Kirat El Allame	Some Structural Changes in the Beni Iznassen Amazigh as a Consequence of Loss and Endangerment
Yamina El Kirat El Allame Abdellah Idhssaine	Moroccan Language Policy and Amazigh Language Revitalization
Yamina El Kirat El Allame Yassine Boussagui	Towards a Multilingual Education Policy In Morocco The challenges of an Amazigh language-in-education Policy
Nikolaj Elf Peter W. Kaspersen Stig T Gissel Thomas I. Hansen Thorkild Hanghøj Tina Høegh	Improving the Quality of Teaching Literature in Danish Secondary Education: Towards an Inquiry-based Model for Interventions. Part I/II: Background, research design, and findings from the mapping of practice
Nikolaj Elf Dimitrios Koutsogiannis Scott Bulfin	Metadiscourses in technology and literacy education
Ilana Elkad-Lehman Irene Pieper	On either side of the fence: A second- and third-generation view of the Shoah
Per-Olof Erixon	Mother-Tongue Education (MTE) and reading technologies in the new media landscape
Hanna Ezer Ilana Elkad-Lehman Rachel Hitin-Mashiah	Identity of the scholar writer: Writing workspace and behavior as writers
Marie Falkesgaard Slot	Language 1, 21st century skills and students' digital production
Jinghua Fan	L1 Text in a Bilingual Educational System: Language-Intensive or Literariness-Focused?
Julie Faulkner Graham B. Parr Jane Kirkby	English literacy teachers’ identities and judgments in Australia: The shaping effects of policy in a particular national context
Cristina Felipeto Eduardo Calil	WRITING IN THE CLASSROOM: A COMPARATIVE STUDY BETWEEN COLLABORATIVE AND INDIVIDUAL WRITING SITUATIONS WITH BOYS AND GIRLS
Simon S. Fougt Jeppe Bundsgaard Bettina Buch	Quantitative characteristics of teaching materials in Danish L1-teaching
Stig T Gissel	Designing and Measuring the Impact of Using a Digital Learning Material for Scaffolding Students’ Independent Decoding and Comprehension of Unfamiliar Text
Anna-Lena Godhe	When does "Läslyftet" become an infrastructure for learning?
Andy Goodwyn	Is it ‘Critical Literacy’ or ‘Personal Growth’ or a bit of both? What do English teachers in England believe in about the purpose of English as a mother tongue?
Andy Goodwyn	Darwinian literary theory and Critical Realism: a new paradigm for developing adolescents' engagements with literature
Marta Gràcia Maria-Josep Jarque Sonia Jarque Daniela Bitencourt Santos Fàtima Vega	Decision Support Systems (DSS) for teachers and the development of linguistic competence
Bill Green	Rhetoric, Textuality and Cultural Change: Rethinking L1 Education in a Global Era
Satu Grünthal Kersti Lepajoe Kaisa Pyykkö	Literature education in Estonian and Finnish upper secondary schools: a comparative study of the role of literature in national curricula and school practice
Mari Hankala Hyeon-Seon Jeong Merja Kauppinen	Finnish and Korean primary teachers’ perceptions of themselves as media users and media literacy educators
Thomas I. Hansen Stig T Gissel Peter W. Kaspersen Nikolaj Elf Tina Høegh	Part II. Principles of an inquiry-based approach to the teaching of literature
Irit Haskel-Shaham Aharon (Roni) Klaus Rivka Riki Tamir	Discourse - yes, Grammar - no -- The influence of L1 on Arab students writing in Hebrew
Irit Haskel-Shaham Esther Cohen-Sayag Revital Heimann Hanna Kurland	The seminar courses in teacher education - Teachers' presence in the writing process*
Tina Høegh	Classroom dialogue and oracy as L1-topic
Ria Heilä-Ylikallio Siv Björklund	Can Emancipatory Writing Be Seen as a Way to Strengthen Communication, Equity and Equality?
Revital Heimann Irit Haskel-Shaham Esther Cohen-Sayag Hanna Kurland	The seminar courses in teacher education - Teachers' Perceptions and Implications for Instruction
Heidi Höglund	Video Poetry: Performative Space for Negotiating Interpretations
Hampus Holm carina hermansson Eva Lindgren	L1 Writing Performance in Swedish Upper Secondary School: Explanatory Variables with a focus on media affordances
Vár í Ólavsstovu	How modern pupils tell their identity connections in the context of legends
Kevin H. Isaac Iris D. Kleinbub	Considering Multilingualism in German L1 Language Lessons
Anna Janus-Sitarz Witold Bobinski	Promoting creative reading of literature
Baran Johansson	Language, literacy and cognitive abilities of bilingual biscriptal children with and without reading and writing difficulties (dyslexia)
Sofia Jusslin	Exploring multimodal texts in three educational text environments
Riitta Juvonen Marie Nilsberth Christina Olin-Scheller Liisa Tainio	Before writing. Prewriting practices in digitally rich Finnish and Swedish upper secondary school classrooms
Kristine Kabel	Students’ stance-taking in the literature classroom
Katri Karasma	Estonian and Finnish language and literature in textbooks
Triinu Kärbla Krista Uibu	Students’ Higher-level Text Comprehension Skills and their Teachers’ Preferences for Teaching Methods
Merja Kauppinen Johanna Kainulainen	Phenomenon-based learning in in-service teachers’ education on L1 and literature
Krista Kerge	Lexicogrammar and speech acts of the Estonian SMS-communication
Hyeyoun Kim	Profiles of students' prewriting strategies: Information seeking behavior and outlining during digital writing
Martin Klimovič	Cognitive demands on the process of narrative writing in Slovak children
Martijn Koek Tanja Janssen Frank Hakemulder Gert Rijlaarsdam	Critical Thinking in the Literature Classroom
Dimitrios Koutsogiannis	Digital classroom analysis and teaching schemas
Renáta Kovács Edit Katali Molnar	Effects of socio-economic status on reading and writing science texts
Grażyna M. Krasowicz - Kupis Katarzyna Wiejak	Metaphonological skills and working memory in the first grade Polish students
Ellen Krogh	The research field of L1 didactics
Idit Lajos Yael Segev	Religious Influences as a Critical Factor on the Selection of Children’s Books by Religious Preschool Teachers
Eun Ju Lee Hojung Kim	A case study on literacy environment of culturally and linguistically diverse elementary students with reading underachievement in Korea
Marie Lessing-Sattari Dorothee Wieser Irene Pieper Bianca Strutz	Teachers’ epistemic beliefs about literature and literature education
Wai H Leung	Development of mother tongue language course at tertiary level in Hong Kong
Anne Lind	Peer Gynt in the secondary school classroom.
Ingrid A M Lindell Christer Ekholm	The Use of Literature in a Beautifully Riskful Education
Ludmila Liptakova Eva Gogova	Linguistic Strategies for Comprehending the Instructional Text
DAN LIU	The role and effect of poetry in reading acquisition for children from 6 to 8 years old
Elizabeth Ka Yee Loh CHAN Sing Pui Tikky Che Ying Kwan	Start from the Beginning - Dynamic Enrichment Learning Mode (DELM) for Kindergarteners Who Learn Chinese as a Second Language in Hong Kong
Gerli Lokk Kadri Sormus Maigi Vija	Using audiovisual and digital tools for teaching Estonian and literature
Minna-Riitta Luukka	Multi-literacy
Diana Maak Frederike Schmidt	Language across the curriculum – An Empirical Study on Pre-service Teachers’ Knowledge in Fostering Reading Comprehension
Charles A. MacArthur Zoi A. Traga Philippakos	Which Linguistic Features Predict Writing Quality, and Which Change with Instruction?
Marco Magirius	Between The Cultures - How German teacher training students integrate academic and school cultures of interpreting literary texts
Nadia Mansour	A study of the potentials of multicultural literature in the Danish public school
Ana Isabel Mata	Teaching oracy to adolescent students in L1: trainee teachers’ approaches
Christina Matthiesen	When Students Choose their Own Sponsor of Literacy – a Critical Perspective
Larissa McLean Davies	Reading a literary education: sociability and disciplinary knowledge in subject English
Larissa McLean Davies Susan Martin	Teaching Australia: The role of literature in (re)forming the nation
Larissa McLean Davies Andy Goodwyn Wayne Sawyer	What forces shape us? Exploring English teachers’ knowledge and implications for practice: An international perspective
Byeonggon Min Hyeseung Chung Eunsun Kwon	The influence of parents’ and teachers’ interests and student variables on students’ participation in classroom conversations
Inger Synnøve Moi	When visions meet reality in the teaching of the two Norwegian L1s. Content, ideology and consequences of the newly revised national curriculum
Lisa Molin Anna-Lena Godhe	Critical literacy practices in digitalised classrooms
Rohini Nag	'Mind in Praxis': A Perspective Based Study of Multilingual Education
Bernadeta Niesporek-Szamburska Anna Guzy	At the interface between hardcopy and screen – reading and understanding the text
Anita Norlund	The literature classroom in a mainstreaming organisation – the case of reading Selma Lagerlöf
Miina Norvik Renate Pajusalu	From linguists to L1 education: the case of the Estonian Linguistics Olympiad
Elisabeth Ohlsson	Visualizing Vocabulary, an investigation of student assignments in CLIL and non-CLIL context
Christina Olin-Scheller Anna Nordenstam	A tool for democracy and successful integration? Intersectional perspectives on easy reading novels in Swedish classrooms
Christina Olin-Scheller Ann-Christin Randahl	The extended staff room. Facebook as a professional learning community for L1-teachers
Andrus Org	The Conception of Literature-Teaching in the National Curriculum of Estonian Comprehensive Schools
Marek Oziewicz	Graphic Novels in Theory and Educational Practice
Nadine Pairis	Observing and supporting pupils through a children’s literature mediation
Seongseog Park Byeonggon Min	Development of a Questionnaire to Measure Reflective Attitude in/on Conversation
Ju Hyeong Park Jeong Hee Ko	The Communication between Literature and Art through the Medium of Linguistic-Visual Literacy - focusing on the Interpretation of "A Crow's-eye-view Poem Number Four" -
Greta Pelgrims Carla Messias Ribeiro Silva-Hardmeyer Joaquim Dolz	Oral language teaching within regular and special education classrooms : Comparison of instructional planning and regulation interventions CANCELLED
Helin Puksand	Paper exam vs. e-assessment
Kaisu Rättyä Ana Luísa Costa Xavier Fontich	Metalinguistic Education in the 21st Century
Helle Rørbech	Encountering literature in textbooks
Glais Sales Cordeiro Bernard Schneuwly	Text genres as basic units for L1 curricula
Wayne Sawyer	Dartmouth: Literature, knowledge and experience (in Australia)
Bernard Schneuwly Christophe Ronveaux	The construction of readers of literature by school
Marloes Schrijvers Tanja Janssen Irene Pieper	Changing perspectives on self and others in the literature classroom
Isabel Sebastião	The argumentative writing in the textbooks of Portuguese mother tongue - 9 year case
Isabel Sebastião	The linguistic knowledge of the mother tongue teacher in the accomplishment of the argumentative writing tasks of ​textbooks
Anna Sigvardsson	Upper secondary Swedish teachers on teaching poetry
Håvard Skaar Lisbeth Elvebakk Jannike Hegdal Nilssen	Literature in decline? Differences in pre-service and in-service primary school teachers' reading experiences
Dag Skarstein	The teenage TV series Skam – a Norwegian melodrama with international appeal
Anna Karlskov Skyggebjerg	Changing Concepts of Literature and Pedagogical Methods in Textbooks for Literature Teaching
Sylvana Sofkova Hashemi	“Should you read the text?” Semiotic Focus in Multimodal Meaning-Making
Shelley Stagg Peterson Christine Portier Nicola Friedrich	Multimodal Communication During Play in Rural Northern Canadian Kindergarten Classrooms
Bianca Strutz Irene Pieper Dorothee Wieser Marie Lessing-Sattari	Students’ strategies of understanding metaphors
Erika Sturk Eva Lindgren	Discourses of writing among teachers of L1 Swedish in Swedish compulsory education
Liisa Tainio Anna Slotte Astrid Roe Christina Olin-Scheller	Searching for new pedagogies: Literacy practices and interaction around digital texts
Anouk ten Peze Tanja Janssen Gert Rijlaarsdam	The effect of creative writing on students’ writing processes and text quality
Stina Thunberg	Didactic design, reading in the eyes of the avatar
Stanislav Štěpáník	Future teachers´ writing skills matter
Zoi A. Traga Philippakos Charles A. MacArthur	Design Research in Grades K-2: Responses to Reading and Opinion Writing through Strategy Instruction
Shek Kam Tse	The Influence of Progress in International Reading Literacy Study on Chinese Reading Education Reform in Hong Kong
Anne Uusen Taisi Pihel	Differences of oral speech between third grade boys and girls on the basis of role play
Brenda van den Broek Elke Van Steendam Gert Rijlaarsdam Nina Vandermeulen	The relation between source use during the writing process and text quality in synthesis writing of (pre-)university students
Brenda van den Broek Elke Van Steendam Gert Rijlaarsdam Nina Vandermeulen	The design and the effects of a course in writing on research and synthesis texts: the power of observation and analysis
Liselore van Ockenburg Daphne van Weijen Gert Rijlaarsdam	Designing an evidence-based online module for synthesis writing in secondary education
Daphne van Weijen Gert Rijlaarsdam	Source use in argumentative writing in L1 and L2
Boris Vazquez-Calvo Daniel Cassany i Comas	Learning language through language technologies: teachers’ discourse versus students’ practices
Janina Miriam Vernal Schmidt	“Follow-up Group Conversations about a Film in Intercultural Spanish as a Foreign Language Lessons of a German High School”
Filomena B. Viegas Luís Ramos Maria Vitória Sousa Sofia Reis	Text, grammar and Portuguese teaching: a teacher training project (Cancelled)
Johannes Vollmer	Academic Language Proficiency: basis for all language and literary education
Maria Westman Eva Hultin	L1-teachers´ didactic deliberations in digitalised classrooms
Iris Winkler	Cognitive activation in literature classes. Conceptualization and operationalisation
Elfriede Witschel	ReadingWritingReading. The close link between teaching literature and teaching writing as a vital step to managing literacy.
Kimberly Wolbers Hannah Dostal	A focus on L1 linguistic competence and metalinguistic awareness during writing
Justine Po-Sau Woo	A study of using Stanislavski’s system on learning and teaching narrative writing in Chinese as a second language
Anneke J.G.R. Wurth Hans Hulshof	Feedback in Dutch L1-spoken language education
Felix Zühlsdorf	Student teachers beliefs about the integration of literary studies and literature didactics through a cooperating seminar

Katrin Aava & Halliki Põlda (Estonia)
CONSTRUCTION OF A CHANGED LEARNING APPROACH

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Sky-room Mare-648

Chair: Puksand, Helin

According to the Estonian Lifelong Learning Strategy 2020 of the Ministry of Education and Research, a changed learning approach is an approach supporting the individual and social development, learning skills, creativity and enterprisingness of a learner. The aim of the study is to describe which discourses are associated with the changed learning approach and whether they coincide with the indicators created in the official discourse. Also, the aim is to determine, based on language use, how the education stakeholders themselves relate to the education innovation (Fullan, 2006).

The study based on the theoretical background that the physical world constructed with the help of language acquires a meaning through discourse (Jorgenson & Phillips, 2002) Five focus groups were studied as education stakeholders: teacher training faculty researchers, officials from education support bodies, education officials from local governments, school headmasters and teachers. The data collected from the interviews with focus groups were analysed by using the critical discourse analysis method (Fairclough, 2001).

As the result, it appeared that the changed learning approach is connected with discourses formulated in educational documents and professional literature (discourse of the changed teacher-student relationship, changed learning environment discourse etc.), however, the descriptions of the stakeholders often do not refer to these changes. Almost all stakeholders formulated the need for cooperation but did not so much list the other stakeholders as a contributing factor. Therefore, it appeared that stakeholders saw other stakeholders more as preventive factors. The results of the study indicated that there are several contradictions between the descriptions of changed learning approach and an opposition is created where the participants handle the meanings of changed learning approach in the context of their own work. The new meanings of the changed learning approach are discussed but not used in practice.

Keywords: text linguistics, critical discourse analysis, changed learning approach,
stakeholder, social innovation

References
Estonian Lifleong Learning Strategy 2020. 2014. https://www.hm.ee/sites/default/files/strateegia2020.pdf
Fairclough, N. (2001). Language and Power. (2.ed.). NY: Longman.
Fullan, M.. (2006). The New Meaning of Educational Change. (4th ed). New York: Teachers College Press.
Jorgensen, M., & Phillips, L. (2002). Discourse analysis as theory and method. London: Thousand Oaks.


Jochem E. J. Aben & Nina Vandermeulen & Brenda van den Broek & Elke Van Steendam & Gert Rijlaarsdam (Netherlands (the))
THE DESIGN OF A FEEDBACK REPORT ON STUDENTS' WRITING PROCESSES

Paper session ARLE 2017

Friday, 16:00-17:30

Room Sky-room Mare-648

Chair: Mattheus, Ave

To improve students’ writing skills, teachers often give feedback on text quality (Ferris, 2014). However, not only the writing products, but also the writing processes could be organized in a more efficient way (Mateos & Solé, 2009). However, feedback on the writing process is currently rather uncommon as feedback tools are lacking. Therefore, the goal of this study was to develop a feedback tool to give feedback on students' writing processes. Different types of information about writing processes were incorporated in a feedback report. Firstly, characteristics of an effective writing process are described, based on state-of-the-art findings and insights into the writing process. Secondly, keystroke logging data (InputLog) are presented, providing an insight into various dimensions of the writing process, such as pausing behaviour, revision behaviour and source use (Leijten & Van Waes, 2013). Finally, the students are encouraged to reflect on their own writing process to determine its effectiveness. Via guided questions students have to compare their own process to that of an advanced writer to help them gain insight into the possibilities of self-improvement. A small-scaled test gave insight into the way in which students process the feedback and what they learn from it. Results indicated that they understood the information in the report completely, were able to apply it on their own writing processes and were able to make concrete suggestions to improve their future writing processes. This report will ultimately serve as a feedback instrument in large-scale experimental studies on the effectiveness of various types of feedback on writing.

References
Ferris, D. R. (2014). Responding to student writing: Teachers’ philosophies and practices. Assessing Writing, 19, p. 6-23.
Leijten, M., & Van Waes, L. (2013). Keystroke Logging in Writing Research. Using Inputlog to Analyze and Visualize Writing Processes. Written Communication, 30(3), p. 358-392.
Mateos, M., & Solé, I. (2009). Synthesising information from various texts: A study of procedures and products at different educational levels. European Journal of Psychology of Education, 4, p. 435-451.


Juli-Anna Aerila & Marja-Leena Rönkkö (Finland)
CREATIVE STORIES INSPIRED BY HUMOR AND BY A SELF-MADE CHARACTER – CHILD-CENTEREDNESS CREATES ROOM FOR DIFFERENTIATING
Teaching/aquiring languages & cultures (pre-/primary ed.)

Paper session ARLE 2017

Thursday, 12:25-13:55

Room White-room Mare-225

Chair: Argus, Reili

In this study we present a holistic learning process implemented in Finnish pre-school groups. During the process children produce stories motivated by humorous drawings and self-made characters. The central theme in this study is humor. Humor is used widely in teaching settings, but mostly from the adult’s perspective. In this study, children are encouraged to produce their own perceptions of humor as an inspiration for telling a story. This is in accordance to the studies of Roger Piret (1941) who constructed a research model aiming at child-centered and individual information on humor. The stories are produced trough story crafting method since the children participating to the study are not literate. The storytelling is supported with collaborative activities and making a personal character using craft techniques. The data of this study consists of children´s humorous stories supported by drawings, verbal explanations and soft toys all made by children themselves. The data is analyzed using qualitative content analysis supported by Piret´s categories of children’s humor. The study aims at evaluating children’s stories from the perspective of children’s humor and their literacy skills. The stories could be categorized in three: portrayals, traditional stories and combinations of portrayals and traditional stories. These categories highlight how giving children an inspiring starting point and letting them to express themselves freely, allows children to differentiate their learning themselves. The preliminary results show that different activities and enhancing humor prior storytelling give children ideas to their stories and help them get their voices heard. It seems that children’s humorous stories reveal something about children’s sense of humor and differences of humor between different genders.
Aerila, J.-A., Laes, T., & Laes, T. (2015). Tulkintoja alkuopetusikäisten lasten humoristisista piirroksista. [Interpretations of humorous drawings in early childhood education]Kielikukko, 1–2/2015.
Loizou, E., Kyriakides, E., & Hadjicharalambous, M. (2011). Constructing stories in kindergarten: Children’s knowledge of genre. European Early Childhood Education Research Journal, 19(1), 63–77.
Piret, R. (1941). Recherces genetiques sur le comique. Acta Psychologica, 5, B103–B142.


Juli-Anna Aerila & Martha M. Decker & Eeva-Maija Niinistö (Finland)
THE POWER OF CHOICE - CHILD-CENTRED APPROACH FOR FINDING MOTIVATING READING
Teaching/aquiring languages & cultures (pre-/primary ed.)

Paper session ARLE 2017

Thursday, 12:25-13:55

Room White-room Mare-225

Chair: Argus, Reili

Current studies show that giving children choice of what they read is the key to good reading skills and active reading. Young children with little experience of reading and children with difficulties in reading are not always able to find reading material to correspond with their reading interest and skills. There is research on the effects of choice on adolescent and young adult reading (Morgan and Wagner, 2013), however, studies with young readers is limited (Harsin, 2012). It is important to develop and test methods which help educators utilize suitable reading material for all kinds of readers and still give children choice in the reading material themselves. In this study, the "Bookpass" (Scholastic, 2016), in which students are provided choice and direct experience with high quality books, is tested in a second grade class (N=40) in Finland and in the United States. In the study the Bookpass-method is implement several times in both classes during four months. One circle of Bookpass lasted approximately for three hours and children worked in small groups. The cirlces followed the same procedure in both countries and children got acquintred with similar books. What kind of reading choices do the second graders make? What are differences in book choices of Finnish and American children? What is the value of the bookpass in making children read more? The data consists of children's notes, reading experiences, the lists of books used and observations of the researchers. All of the activity hours were videotaped. Data was analyzed with qualitative content analysis, and the study represents child-centred qualitative research. Preliminary results show an increase in motivation and reading success in the U.S. and Finland classes. The activity also increased the time spent in reading during the school day, as activity itself requires and stimulates individual reading.


Allington RL, Gabriel RE (2012) Every child, every day. Reading: The Core Skills 69(6): 10–15.

Harsin, A. (2012). Student reading motivation and student choice/self-selection of reading materials. Proquest, UMI Dissertation Publishing.

Morgan, D.N. and Wagner, C.W. (2013). "What's the catch?": Providing reading chose in a high school classroom. Journal of Adolescent & Adult Literacy, Vol.56(8), p. 659-667.


Ana Albuquerque & Margarida Alves Martins (Portugal)
INVENTED SPELLING GROUP ACTIVITIES AND READING AND WRITING ACQUISITION: A 2-YEAR FOLLOW-UP STUDY FROM PRESCHOOL TO FIRST GRADE
Teaching/aquiring languages & cultures (pre-/primary ed.)

Paper session ARLE 2017

Thursday, 15:00-16:30

Room White-room Mare-225

Chair: Argus, Reili

Introduction: Recent studies have presented significant evidence on the connections between early childhood literacy experiences and reading and writing acquisition. Several researchers have brought up the advantages of spelling programmes to preschool children’s emergent literacy skills (Ouellette et al, 2008, 2013; Sénéchal et al., 2012). Aim: To broaden these studies to a larger scope and examine the impact of invented spelling activities with preschool-age children after the onset of primary education. Method: The participants were 90 Portuguese five-year-olds that were randomly allocated into two groups (experimental/ control). Cognitive abilities, phonological awareness, letter knowledge, reading and writing were controlled. The experimental group participated in a 10-session invented spelling programme and the control group in storytelling activities (similar on length and frequency). Both programmes were conducted in small groups and were mediated by the researcher. In each experimental session, children had to spell different words. They were encouraged to discuss the letters of the words until they reached an agreement. Then they were asked to compare their writing with a correct one produced by another group of children. Reading and writing were tested before and after the training programme and at the end of first grade (standardised test). Results: The experimental group outperformed the control group in reading and writing (statistically significant differences). Additional qualitative analyses were performed to study the adult’s guidance and scaffolding interventions. Conclusion: This research provides significant educational support for the promotion of invented spelling activities in preschool seeking children’s initial success in learning to read and write.

References:
Ouellette, G., & Sénéchal, M. (2008). Pathways to literacy: A study of invented spelling and its role in learning to read. Child Development, 79, 899–913. doi:10.1111/j.1467- 8624.2008.01164.x.
Ouellette, G., Sénéchal, M., & Haley, A. (2013). Guiding children’s invented spellings: A gateway into literacy learning. The Journal of Experimental Education, 81, 261–279. doi:10.1080/00220973.2012.699903.
Sénéchal, M., Ouellette, G., Pagan, S., & Lever, R. (2012). The role of invented spelling on learning to read in low-phoneme awareness kindergartners: A randomized-control-trial study. Reading and Writing, 25, 917–934. doi:10.1007/s11145-011-9310-2.


Dominic Anctil & Mylène Tardif & Mélissa Singcaster (Canada)
HOW DO WE TEACH VOCABULARY IN THE FRENCH-SPEAKING PROVINCE OF QUÉBEC, CANADA?
Teaching/aquiring languages & cultures (pre-/primary ed.)

Paper session ARLE 2017

Friday, 14:00-15:30

Room White-room Mare-225

Chair: Uusen, Anne

Vocabulary highly correlates with reading comprehension and need for a robust vocabulary instruction in primary school (Beck, McKeown & Kucan, 2013) has been clearly established by research (Biemiller, 2004). Studies in France have shown that primary school teachers spend little time on vocabulary instruction and that words are mainly discussed orally through incidental conversations (Dreyfus, 2004), which does not foster words retention. For the French-speaking province of Québec, though, we didn’t have any information about how vocabulary instruction takes place and how teachers respond to official educational programs. This question is particularly important in the multicultural region of Montréal, where a large proportion of students don’t speak French as a first language.

We conducted a research on vocabulary teaching practices with 30 primary school teachers from 1st to 6th grade. Our methodology included interviews with participants about their conceptions on lexical acquisition and vocabulary teaching, their teaching and evaluation practices and their students’ lexical difficulties. Declared practices related to vocabulary were collected during two periods of two weeks at different moments of the school year. The data collected is now being analyzed with QDA Miner to establish teaching profiles.

Preliminary results show an unplanned and unsystematic vocabulary teaching, not in line with the recommendations put forward by vocabulary researchers (Beck et al., 2013; Stahl & Nagy, 2006). Lexical discussions occur most of the time during shared-reading sessions and are seldom subjected to any kind of follow-up that would encourage kids to reuse the words in different contexts and help them to memorize new words. Teachers often explain explicitly meaning of unknown words and little attention is put on lexical strategies such as context use, morphological analysis of use of dictionaries. In writing, lexical work usually consists in making themed word lists prior to writing, but little effort is put in improving lexical richness in revision. Evaluation focuses on repetition as an indicator of lexical quality. Most teachers feel that their training didn’t prepare them to effectively teach vocabulary and that pedagogical material doesn’t support them in that matter.


Luis Araujo & Geir OTTESTAD & Patricia Costa (Portugal)
DIGITAL READING IN PISA 2012 IN PORTUGAL: HOW DO VET AND GENERAL EDUCATION STUDENTS PERFORM?
Translating cultures and teaching arts

Paper session ARLE 2017

Saturday, 11:15-12:35

Room White-room Mare-225

Chair: Aruvee, Merilin

The use of Information and Communication Technologies (ICT) tools in teaching and learning and the development of digital literacy can enhance students’ learning (European Commission, 2012; Wosseman, 2014). The Organization for Economic Co-operation (OECD) reports that 15-year-old students who browse the internet for school work score above those that never engage in this activity on the PISA digital reading scale (OECD, 2015). The use of technology and its role in enhancing L1 curriculum delivery has been discussed in terms of its theoretical and practical implications. One problem is that often ICT in education is not well integrated in teaching or used to develop students' L1 skills (Elf, HsnghOj, Skaar & Erixon (2015). We explore the variation in ICT use between students in general programmes and students attending vocational education (VET). Using PISA 2012 data for Portugal it addresses how ICT use by these two groups of students is related to their achievement in digital reading. First, we tabulated frequency statistics about students’ ICT uses in general and VET programmes. Second, we ran a multilevel model (2 levels: students and schools) to measure the proportion of variance in students' digital reading performance between schools and to identify the relationship between students’ ICT use and their digital reading scores by programme of study. Results indicate that in Portugal VET students engage more frequently in browsing of the internet at school and in task-oriented browsing than students in general programmes. The same is true for ICT for entertainment. These ICT activities are positively related to the digital reading achievement of both general and VET students, but ICT use for entertainment is only associated with higher achievement for VET students. The association between students’ navigation behaviour in digital reading skills is higher for VET than for students in general programmes, which reveals the great importance of this behaviour for vocational students in Portugal. Our findings indicate that 49% of variance is due to school characteristics and suggest that using digital supports at school will help VET students develop the reading skills necessary for their successful integration in society.

Keywords: Digital Skills, Reading Literacy, Information and Communication Technologies (ICT)

Elf, HsnghOj, Skaar & Erixon (2015). Technology in L1. Contribution to a special issue Paradoxes and Negotiations in Scandinavian L1 Research in Languages, Literatures and
Literacies, edited by Ellen Krogh and Sylvi Penne. L1 - Educational Studies in Language and Literature,15, p. 1-88.http://dx.doi.org/10.17239/L1ESLL

European Commission. (2012a) Rethinking Education: investing in skills for better socio-economic outcomes. Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of Regions. COM(2012) 669 final (Strasbourg).(http:// www.cedefop.europa.eu/EN/Files/com669_en.pdf)

OECD (2015). Students, Computers and Learning: Making the Connection, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/9789264239555-en

Woessmann, Ludger and Fuchs, Thomas, Computers and Student Learning: Bivariate and Multivariate Evidence on the Availability and Use of Computers at Home and at School (November 2004). CESifo Working Paper Series No. 1321. Available at SSRN: http://ssrn.com/abstract=619101
 


Merilin Aruvee (Estonia)
TEXT INSTRUCTION IN ESTONIAN SECONDARY SCHOOLS
Integrating texts in aquiring communication proficiency

Short presentations and extensive discussion ARLE 2017

Thursday, 16:45-17:45

Room Red-Room Mare-340

Chair: Põlda, Halliki

Keywords: MTE, L1, literacy, text instruction
The 21st century’s literacy era arises many questions in the matter of methods and approaches in the L1 classroom. If literacy is a common competence among all of school subjects, what are the specialities of the L1 classroom? Which texts are taught in L1 classrooms and which in the classrooms of other subjects?
To answer those questions, an inquiry was conducted among 178 Estonian secondary school teachers of all subjects. In my presentation, I shall analyse the results of this survey both qualitatively and quantitatively. The results indicate that besides L1 classrooms, many kinds of authentic texts are used in all the other classes, such as science, history, handicraft, etc. Results confirm the approaches and understandings towards literacy where rich textual environment is seen as the guarantee of both linguistic literacy (Ravid, Tolchinsky 2002) and literacy in general (see e.g., Kerge, Uusen 2010).
This emerges questions of methods, teaching principals, and approaches: what is the main focus of text instruction in L1 classrooms versus other subjects (e.g., see Krogh 2012)? If the texts are used and taught simultaneously, what methodological differences are met? My qualitative ethnographic research investigates the methods and goals of text instruction in Estonian secondary schools. Preliminary data enlightens the background of text instruction approaches.

Krogh, Ellen (2012). Writing in the literacy era: Scandinavian teachers’ notions of writing in mother tongue education. - L1-Educational Studies in Language and Literature, 12, 1-28.
Ravid, Dorit, Tolchinsky, Liliana (2002). Developing linguistic literacy: A Comprehensive Model. - Journal of Child Language, 29, 417-447.
Kerge, Krista, Uusen, Anne (2010). Toimingu- ja tekstikeskne maailm. -K. Kerge (ed.), Tekstid ja taustad VI. Tekstiuurimus ja kool. (Emakeeleõpetuse Infokeskuse toimetised, 6.) Tallinn: TLÜ, 95-111.


Hilla Atkin & Alisa Amir (Israel)
THE DEVELOPMENT OF AUDIENCE PERSPECTIVE IN ARGUMENTATIVE WRITING OF MID-SCHOOL STUDENTS – LINGUISTIC ASPECTS
Teaching/aquiring languages & cultures (secondary ed.)

Paper session ARLE 2017

Thursday, 12:25-13:55

Room Sun Room Silva-240

Chair: Ehala, Martin

The writing process is a cognitive-interactive process, which is directed towards both the reader and the reading process, and presumes the active role of the readers and the dialogic aspect of writing (Amir & Atkin, 2016). Hence, it is rather important that writers will develop their reader's perspective. The dialogic approach does not view the writers as acting in solitary in a private and closed discourse environment, but rather interacting socially and communicatively with their audiences, being oriented toward them (Livnat, 2012, p. 18). The writers correspond with themselves and with their internal world due to the image of the addressees, which they form in their mind (Thompson, 2001). Even more so when writing a persuasive text, as Perelman and Olbrechts-Tyteca put it: "Whereas speech is conceived in terms of audience […], the text is always conditioned, whether consciously or unconsciously, by those persons he wishes to address" (Perelman and Olbrechts-Tyteca, 1958, p. 7).
One of the ways of developing a reader's perspective is observational learning (Rijlaarsdam et al., 2008, 2009; Fidalgo et al., 2015). Observing other students who read aloud texts written by other students, enables the observing students to understand the dialogic aspect of writing, including reader's perspective.
In this contribution, we shall present qualitative findings, which are part of a larger intervention study based on Rijlaarsdam et al. (2008, 2009) concerning the promotion of writing by observational learning. In addition to the systematic, quantitative analysis, we utilized fine-grained discourse analysis of selected writing products in resolution, which could not be achieved by the quantitative method. We shall focus on writing products of 7th grade students pre and post intervention, and follow the development of audience perspective by the analysis of marked and unmarked linguistic devices, which characterize this perspective.

Bibliography
Amir, A. and H. Atkin (2016). Dialogicity in secondary school students' argumentative writing A comparative study. Helkat Lashon, 49. (In Hebrew)
Fidalgo, R., Torrance, M., Rijlaarsdam, G., van den Bergh, H., & Álvarez, M. L. (2015). Strategy-focused writing instruction: Just observing and reflecting on a model benefits 6th grade students. Contemporary Educational Psychology, 41, 37-50.
Livnat, Z. (2012). Dialogue, Science and Academic Writing, John Benjamins.
Rijlaarsdam, G. C. W., Braaksma, M. A. H., Couzijn, M. J., Janssen, T. M., Raedts, M., van Steendam, E., & van den Bergh, H. (2008). Observation of peers in learning to write: Practice and research. Journal of writing research, 1, 53-83.
Rijlaarsdam, G., Braaksma, M., Couzijn, M., Janssen, T., Kieft, M., Raedts, M., ... & Van den Bergh, H. (2009). The role of readers in writing development: Writing students bringing their texts to the test. In: (Eds.) The Sage handbook of writing development, 436-452.‏


Elżbieta Awramiuk ()
PHONETICS IN POLISH TEXTBOOKS
Teaching/aquiring languages & cultures (pre-/primary ed.)

Paper session ARLE 2017

Thursday, 15:00-16:30

Room White-room Mare-225

Chair: Argus, Reili

Current theoretical views of grammar for L1 underline the place of grammatical knowledge in supporting language communication (Unsworth, 2002; Fontich, Camps, 2014). However, many researchers report inconsistencies between theory, curricular expectations and pedagogical practice. Applying the knowledge about phonetics is also an important element in successful communication: it helps in reading and writing at the first level of education, serves to better understand different kinds of texts (especially literary texts) at later stages, and helps in speaking at all levels (National Early Literacy Panel, 2008). There is a strong emphasis on language, communication, literature and culture education, grammar functionalization and text oriented approach in L1 education in Polish core curriculum (Bartmiński, 2009). This study describes the phonetic knowledge present in best-selling textbooks at the primary level in Poland and examine which aspects of phonetics are mentioned in textbook activities, and what is their function.
Method. Based on the information about the frequency of use in Poland, three most commonly used primary-level textbooks were selected for analysis. Primary school is divided into two cycles of three years. The first cycle (grade: one to three, age: seven to nine) offers integrated teaching. In the second cycle (grade: four to six, age: ten to twelve), teaching is subject-based. The analyzed textbooks come from the second cycle. The books were analyzed in order to select the theoretical knowledge about phonetics and grammatical metalanguage, as well as other activities thanks to which learners could gain this kind of grammatical knowledge (e.g. exercises in phonetic analysis or declamation).
Results. The results show that some primary-level Polish textbooks are still overwhelmingly theoretical and promote non-functional knowledge (which is evidenced by the number of exercises in mechanical counting of graphemes/phonemes), while ignoring other aspects, such culture of verbal expression (which is evidenced by a few functionally oriented activities). The observations identify also some problems with presenting this type of grammatical knowledge in textbooks because its medium – written code – is a fundamental barrier to presentation of sound material. A pedagogical approach that takes the phonetics in use into account is suggested.

Keyword: primary education, textbooks analysis, grammar exercises

References
Bartmiński, J. (2009). Nauka o języku w podstawie programowej. In: Podstawa programowa z komentarzami. Język polski w szkole podstawowej, gimnazjum i liceum, t. 2. Warszawa, p. 60-62.
Fontich, X., Camps, A. (2014). Towards a rationale for research into grammar teaching in schools. Research Papers in Education, 29(5), 598-625.
National Early Literacy Panel (2008). Developing Early Literacy: Report of the National Early Literacy Panel. Washington, D.C.: National Institute for Literacy. Retrieved from lincs.ed.gov/publications/pdf/NELPReport09.pdf (27.06.2014).
Unsworth, L. (2002). Reading grammatically: Exploring the 'constructiveness' of literary texts. L1 - Educational Studies in Language and Literature, 2 (2), 121-140.


Carien H.W. Bakker (Netherlands (the))
UNDERSTANDING PEDAGOGICAL SUBJECT KNOWLEDGE OF STUDENT AND EXPERIENCED TEACHERS DUTCH AS A FIRST LANGUAGE: ZOOMING IN ON TEACHERS PROFESSIONAL CONVERSATIONS DURING A LESSON STUDY CYCLE
Teacher Education

Paper session ARLE 2017

Friday, 14:00-15:30

Room Green Room Mare-214

Chair: Puksand, Helin

Lesson Study (LS) is a teacher professional development approach to build professional knowledge about learning and teaching. LS is a cycle of instructional improvement in which teachers work together through joint planning, observing, evaluating and refining lessons. The central focus in LS is to gain insight in and improve pupil learning is. Principal ingredients of LS are the professional conversations that participants carry on during the joint planning and evaluating of lessons. LS invites teachers to explore their mutual ‘pedagogic blackbox’ which consists of knowledge and beliefs about how to enhance pupil learning.
In the Initial Teacher Education of the University of Groningen, enhancing student teachers’ subject pedagogics skills is an important goal. For this purpose, student teachers of Dutch as a first language participate in a Lesson Study Education Team (LSET). They form a LSET together with their mentor – a teacher of Dutch as a first language who coaches the student teacher at teaching practice - and another colleague teacher at their teaching practice. LSET is an opportunity for student teachers to explore the ‘pedagogic blackbox’ of their more experienced teachers. Mapping out which pedagogical subject knowledge is articulated by both student and experienced teachers during a LS-cycle will help understand and optimize LSET.
Data of all professional conversations during the LS-cycle of two LSETs of Dutch as a first language have been analyzed. Goals and subject matter of both LSETs concerned enhancing pupils’ perspective taking - the cognitive capacity to consider the world from another individual’s viewpoint. The main question answered is ‘Which pedagogical subject knowledge and beliefs about pupil learning of perspective taking is articulated in the professional conversations during a Lesson Study Cycle by beginning and experienced teachers of Dutch as a first language?‘ Data have been transcribed and entered into Atlas-Tii afterwhich relevant fragments have been classified, structured and defined through processes of open and axial coding. Analysis is both data and theory driven.

References

Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK. In: Berry, A., Friedrichsen, P, Loughran, J. Re-examining Pedagogical Content Knowledge in Science Education, 28-42.

Warwick, P., Vrikki, M., Vermunt, J. D., Mercer, N., & van Halem, N. (2016). Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics. ZDM, 48(4), 555-569.


Catherine Beavis (Australia)
LITERACY, LEARNING AND DIGITAL GAMES: TAKING SERIOUSLY SERIOUS PLAY.
Verbal and digital arts

Paper session ARLE 2017

Friday, 14:00-15:30

Room Red-Room Mare-340

Chair: Kruus, Priit

Key words: digital games, multimodality, literacy, pedagogy, learning.

There is increasing interest in the possibilities of digital games to support learning, and in the mix of new and traditional literacies, literacy practices and dispositions towards learning fostered by digital games (Gee 2007; Carr et al. 2006, Gerber & Abrams 2014). However, sustained, on-the-ground research in everyday classrooms is limited. This paper presents findings from a three-year project funded by the Australian Research Council: Serious Play: Using digital games in school to promote literacy and learning in the twenty first century, conducted across two states in ten Australian primary and secondary schools.
The study investigated ways in which learners and teachers approached games, how working with digital games supported both new and traditional forms of literacy and learning, and the implications for curriculum, pedagogy and assessment when digital games were introduced into school contexts to support teaching and learning.
Within a broadly sociocultural paradigm, and digital media/new literacies framework, the study used a mixed methods approach, including quantitative and case study, and related analytic methodologies. Data included student surveys from the first and last years of the project, teacher and student interviews across the three years, field notes from both home and school, teacher and researcher reflections, conference presentations from teachers and researchers, student artefacts, blogs, films. The study found that digital games did have the capacity to foster a wide range of ‘21st century skills’, creativity, traditional and new literacies and literacy practices, insider knowledge of curriculum areas, and to reshape familiar forms of pedagogy and curriculum. A crucial factor in all this, however, is the role of the teacher, in working skillfully with digital games to promote critical and reflective engagement, productivity and deep learning for the students in their care.

References
Carr, D., Buckingham, D., Burn, A. and Schott, G. (2006) Computer Games: text, narrative, play. Cambridge: Polity.
Gee, J. (2007) What videogames have to teach us about learning and literacy 2nd Edition
Gerber, H.R. & Abrams, S.S. (Eds.). (2014). Bridging literacies with videogames. Rotterdam, the Netherlands: Sense Publishers


Kristina Belancic & Eva Lindgren (Sweden)
FUNCTIONAL BILINGUALISM AND INDIGENOUS LANGUAGE DISCOURSE IN THE SYLLABI OF SWEDISH SAMI
Translating cultures and teaching arts

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Night-Room Mare-213

Chair: Lepajoe, Kersti

The Indigenous Sami people inhabit the northern most areas of Scandinavia and Russia and have suffered a colonial history with language loss as one of its severe consequences. In Sweden, in order to revitalize endangered Sami languages, there are five Sami schools. The schools follow a national Sami curriculum in which Sami and Swedish are two of the school subjects. The main goal of the curriculum is to strive for developing functional bilingualism. We examine the learning outcomes in the syllabi for L1 Sami and L1 Swedish. In order to find the discourses of language/s in the curriculum we couple linguistic analysis of themes and content, using Bloom's revised taxonomy of knowledge types and processes (Anderson et al, 2001) and Bernstein's concepts of vertical and horizontal discourse (Bernstein 1999). We show that the learning outcomes for L1 Sami are stronger focussed on oracy than literacy as opposed to L1 Swedish. There are more evaluation and analysis knowledge types, and more procedural and metacognitive knowledge processes in the L1 Swedish than in the L1 Sami learning outcomes. This reveals an underlying discourse of Sami as an oral language and Swedish as a language in which argumentation, criticality and strategies are important. We discuss how these results can be understood from the perspective of vertical and horizontal discourses. We argue that the curriculum does not provide a balanced distribution of and access to the vertical discourse in the two languages and therefore does not enable to develop functional bilingualism that is equal across languages.

Reference list:
Anderson, L., Krathwohl, D., Airasian, P., & Bloom, B. (2001). A taxonomy for learning, teaching, and assessing : A revision of Bloom's taxonomy of educational objectives. New York: Longman.

Bernstein, B. (1999). Vertical and Horizontal Discourse: An essay. British Journal of Sociology of Education, 20(2), 157-173.


Andrea Bertschi-Kaufmann & Irene Pieper (Switzerland)
ASSESSING LITERATURE AND READING EDUCATION IN GERMAN-SPEAKING LOWER SECONDARY SCHOOLS VIA A MIXED-METHODS DESIGN: TEACHER PRIORITIES AND OBJECTIVES, STUDENT MOTIVATIONS, AND CLASSROOM PRACTICES
Research on literature education

Paper session ARLE 2017

Saturday, 11:15-12:35

Room Sun Room Silva-240

Chair: Elkad-Lehman, Ilana

Following the 2000 PISA study, curriculum development in reading and literature education has seen considerable shifts in Swiss and German schools: reading has come to be assessed and conceptualized in terms of its cognitive dimensions and in terms of reading skills. Additionally, a turn towards outcome orientation can be observed in the education systems of the German-speaking countries and beyond. (Pieper 2015). However, common concepts of literary education cannot easily accommodate these shifts.
Teachers’ objectives and priorities are not well researched for the different types of secondary schools. Also, there is little understanding of how they relate to students’ perceptions and motivations, as well as to actual classroom practices.

Those interconnections are in the focus of our binational Swiss and German research project TAMoLi – Texts, Activities and Motivations in Literature Education. We use a mixed-methods design (Ivankova et al. 2006) to assess the perspectives of teachers and students (60 classes from five German-speaking cantons of Switzerland and 60 classes from Lower Saxony/Germany, approximately 1200 students per country, 8th grade). The design includes questionnaires (based on a model of paradigms in literature education; Witte & Sâmihăian, 2013), standardised assessment tests, reading protocols, video recordings, and interviews.

We use questionnaires to gather information about teachers’ objectives and priorities in their teaching of literature and reading, their choice of texts, their teaching activities, and their perception of students’ motivation. Additionally, the teachers are requested to track their use of texts in the classroom over a period of 5 months. On the side of the students, we assess self-concept in reading, reading motivation, and reading for leisure via questionnaire. Based on our quantitative data, we select a sub-sample of 9 teachers for a qualitative in-depth video study plus interview.
Quantitative data collection will be complete in January (Switzerland) and March (Germany) 2017, qualitative data collection in June 2017.
Our paper is going to present first results, related to the quantitative study. The scope and limits for comparing our data on an international scale will be discussed.

References:
Ivankova, N. V., Creswell, J., & Stick, S. (2006). Using Mixed-Methods Sequential Explanatory Design: From Theory To Practice. Field Methods, 18, 3–20.
Pieper, Irene (2015): Literature and the Curriculum. In: The Routledge International Handbook of the Arts and Education/M. Fleming, L. Bresler, John O’Toole (ed.s). London, New York: Routledge, 194-202.
Witte, T., & Sâmihăian, F. (2013). Is Europe Open to a Student-Oriented Framework for Literature? A Comparative Analysis of the Formal Literature Curriculum in Six European Countries. L1-Educational Studies in Language and Literature, (13), 1–22.

Project Team: Andrea Bertschi-Kaufmann, Katrin Boehme, Nora Kernen, Steffen Siebenhuener, Cornelia Stress (CH)
Irene Pieper, Simone Depner, Sascha Fennekold, Maren Reder, Renate Soellner, Jana Zegenhagen (D)


Katharina Böhnert (Germany)
VERBAL REPRESENTATIONS OF LANGUAGE AWARENESS IN INCLUSIVE LEARNING GROUPS
Teaching/aquiring languages & cultures (secondary ed.)

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Sun Room Silva-240

Chair: van Rijt, Jimmy H.M.

Inclusive learning-teaching situations challenge teachers and students in multiple ways: Learning together in either one common subject or in only one common situation has to be planned thoroughly considering the wide range of the students’ individual capacities. Therefore, an important challenge of inclusive pedagogics is to combine the curricular content with special demands. As stated by Hennies & Ritter (2014, p. 7), inclusive pedagogics are in the process of being established as a research field in Germany. Pilot studies have recently been conducted aiming at detecting learning conditions of inclusive settings to further define adaptive learning-teaching concepts.

The study presented in this submission deals with language awareness of inclusive learning groups, i. e. classes in which students with and without disabilities are learning together. For that purpose, 31 lessons in inclusive learning groups have been recorded and analyzed to give evidence for language awareness such as comments on linguistic forms and funtions. In contrast to the beliefs of the teachers examined that mentally disabled students do not handle meta-reflexive activities well, one major finding of this ongoing study is that most students of special needs are able to reflect on linguistic forms and functions. This ability is predominantly shown in oral interactions and less in written elaborations. Furthermore, mentally handicapped students are rather prone to comment on the phenomenon itself than to refer to grammatical categories. Hence, it can be concluded that reflecting on linguistic forms and functions can be presented to all students and only the level of elaboration has to be suited to the students’ individual abilities. In conclusion to this finding, a model of differentiated language instruction has been developed. Recognizing all students’ capacity of language awareness – even if it occurs at different rates and to different degrees– provides a basis for collaborative learning in inclusive learning groups. The model of differentiated language instruction aims at supporting each student in L1 education individually and thus ensures a feasible inclusion in many social and cultural fields (Hart et. al. 2004).

References

Hart, S. / Dixon, A. / Drummond, M. J. & McIntyre, D. (2004). Learning without Limits. London et. al.

Hennies, J., & Ritter, M. (2014). Zur Einführung: Deutschunterricht in der Inklusion. In: Hennies, J. (Eds.). Deutschunterricht in der Inklusion. Auf dem Weg zu einer inklusiven Deutschdidaktik (pp. 7-17). Stuttgart.


Raffaele Brahe-Orlandi (Denmark)
8TH GRADERS TEXT PRODUCTION IN AUTHENTIC LEARNING SETTINGS
Integrating texts in aquiring communication proficiency

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Orange Silva-116

Chair: Auli,

Key-words: Enterprise Education, Communicative Competences, Authentic L1-Learning, Design Based Research, Case-study.

The research question I will answer at the conference is; how does student´s initial selection of meaningful partners to work with, in entrepreneurial instructional designs in Danish elementary school, support or hinder their development of communicative competences related to the curriculum of Danish (DME, 2013) as L1?

I will argue for the following finding drawn from the analysis of the data so far collected: Students, who select a - for them - meaningful costumer to work with and for, achieve better results when it comes to communicative competences related to the curriculum of Danish. I will further argue that support from instructional material and the teacher in this phase are important. The arguments will be made by comparing two extreme cases, one telling about a group of students who did select a - for them - meaningful costumer, and the other one telling about students who did not.

The presentation argues for and discusses preliminary findings drawn up from an ongoing empirical Ph.D. study. The study is a qualitative exploration of potentials and challenges in connection to instructional designs that aim at the development of student´s entrepreneurial competences and their competences connected to text production (spoken, written and multimodal).

Theoretically, the design builds on learning theory such as Enterprise Education (Pepin, 2012) and theories focusing on learning through “thickly” authentic situations (Schaffer & Resnick, 1999).
Hence, students work as a communications office for 4 weeks. Their “job” is to find costumers by looking into their network, identify the costumers need for communication through research, come up with a communication strategy and produce relevant text material for the costumer.

Methodologically, the study draws upon Design Based Research (Barab, 2015) and Case Study as method. A design is iteratively developed and tested in different contexts. During the iterations, the researcher collects data in the form of interviews, video, field notes and student produced texts. The data material is analyzed focusing on the different design elements and their potentials to enhance or not enhance the desired communicative competences.

The two cases underlying the findings in this presentation, are constructed by combining and triangulating different pieces of data, such as observations of students and teachers sayings and doings, texts produced by students and signs of learning observed through the students` body language.


References:
The Danish Ministry of Education (DME)(2013), Forenklede Fælles Mål for dansk: http://www.emu.dk/omraade/gsk-l%C3%A6rer/ffm/dansk

Barab, S. (2015), "Design Based Research - A methodological toolkit for the learning scientist", In: The Cambridge Handbook of the Learning Sciences, 2nd Edition.

Pepin, M.(2012),"Enterprise education: a Deweyan perspective", Education + Training, Vol. 54 Issue 8/9, pp. 801 - 812.

Shaffer, W & Resnick, M. (1999), "Thick Authenticity: New media and authentic learning", Interactive Learning Research 10(2), pp. 195-215.


Jesper Bremholm (Denmark)
A READING TEXTBOOK AND BALANCED READING INSTRUCTION: A (IM)POSSIBLE MATCH?
Curriculum, objectives & learning media

Paper session ARLE 2017

Thursday, 12:25-13:55

Room Green Room Mare-214

Chair: Kruus, Priit

This paper is based on a mixed methods study about textbooks and other learning materials for L1 teaching in Denmark (primary and lower secondary). Other participants in the project submitting papers are Simon Skov Fougt, Anna Skyggebjerg and Helle Rørbech.

According to the quantitative part of this study (Bundsgaard, Buch & Fougt, forthcoming) the single most commonly used learning material among L1-teachers is Den første læsning (Borstrøm & Petersen, 1999), a reading textbook for the primary grades. Den første læsning (Dfl) is presented by its authors and publisher as a learning material that covers all aspects of reading instruction, and that is based on recent research knowledge about reading instruction and reading development.

It follows from these results that for a large proportion of Danish children Dfl forms the basis of their early encounter with in-school literacy learning and literacy practices. It is therefore highly relevant to ask if this basis is actually research based and thus recommendable as claimed by the material itself. This paper presents a qualitative study of Dfl with the purpose of answering this question.

The study is conducted as a criterion-based in-depth analysis of Dfl. The criteria are generated from an overview of recent research studies on reading development and effective reading instruction (e.g. Foorman & Connor, 2011).

The most important finding in the overview is that a balanced approach to reading instruction seems to be the most successful (i.e. instruction that balances code- and meaning-oriented elements).
The analysis shows that Dfl complies with several, both code- and meaning-oriented, criteria for balanced instruction, but that the meanings-oriented elements are only so on a surface level – more closely examined they turn out to be overridingly drill- and skill-based.

In the light of these results, the paper discusses the challenges the balanced approach presents to (authors of) reading textbooks and to teachers striving to integrate the use of reading textbooks and the balanced approach, and it proposes a trifocal model of literacy as heuristic for dealing with these challenges.

References
Borstrøm, I., & Petersen, D. K. (1999). Den første læsning, Læsebogen. København: Alinea.
Bundsgaard, J. Buch, B. and Fougt, S.S. (forthcoming). Danskfagets læremidler. En karakteristik af anvendte læremidler og deres indhold, didaktik og pædagogik. In: Bremholm, J., Bundsgaard, J., Skyggebjerg, A.K. & Fougt, S.S. (red.): Læremidler i dansk. Aarhus: Aarhus Universitetsforlag.
Foorman, B. R., & Connor, C. M. (2011). Primary Grade Reading. In M. L. Kamil, D. P. Pearson, E. B. Moje, & P. P. Afflerbach (ed.), Handbook of Reading Research IV. New York: Routledge.


Lene Storgaard Brok & Hanne Møller (Denmark)
FIGURED WORLDS AS AN ANALYTIC AND METHODOLOGICAL TOOL IN PROFESSIONAL TEACHER DEVELOPMENT
Teaching/aquiring languages & cultures (secondary ed.)

Paper session ARLE 2017

Friday, 16:00-17:30

Room Green Room Mare-214

Chair: Ehala, Martin

How to understand learning processes of pre-school teachers and teachers?

We raise a methodological discussion drawing upon Holland et. al.´s. theoretical term Figured Worlds. Our interest is to investigate the potentials of the term in relation to development and research focused on how pre-school teachers and teachers can be supported to change their own practice.
Hasse 2015 and Holland 1998, inspires our study, i.e. learning is conceptualized as a social phenomenon, implying that contexts of learning are decisive for learner identity. The concept Figured worlds is used to understand the development and the social constitution of emergent interactions in intervention projects from the pre-school teachers and teachers´ perspectives.
Figured worlds is ‘‘socially and culturally constructed realm[s] of interpretation in which particular characters and actors are recognized, significance is assigned to certain acts, and particular outcomes are valued over others.’(Holland et al. 1998, p. 52), and gives a framework for understanding meaning making in particular pedagogical settings.
We exemplify our use of the term Figured Worlds, both as an analytic and methodological tool in empirical studies in kindergarten and schools. Based on data sources, such as field notes, photos and transcripts of teachers interactions, we sketch results that help us to understand the importance of teachers´ and pre-school teachers´ identifications with specific and new worlds, and how ´blendings´ of worlds can change their practices.

Referencer:
Bartlett L. and Holland D. (2002): Theorizing the space of literacy practices. Ways of Knowing Journal 2, 1, 10-22.
Dagenais D, Day E. and Toohey K (2008). A Multilingual Child's Literacy Practices and Contrasting Identities in the Figured Worlds of French Immersion Classrooms. International Journal of Bilingual Education and Bilingualism, 9:2, 205-218
Hasse, Cathrine (2015): An Antropology of Learning. Springer.
Holland, D., Lachiotte, W., Skinner, D. Vain, C. (1998). Identity and Agency in Cultural Worlds. Harvard University Press.


Andrew Burn (United Kingdom)
PLAYFUL LITERACIES: CHILDREN’S DESIGNS OF PLAY FROM PLAYGROUND TO VIDEOGAME
Aesthetically oriented texts as means of pedagogy

Keynote

Thursday, 11:15-12:15

Room Tallinn Hall

Chair: Kerge, Krista

Play is central to children’s cultural and social lives. We also know that it respects no boundaries, but incorporates diverse sources and resources, including both traditional games, rhymes and rituals passed down through generations and across peer groups, and the game structures of contemporary media culture, particularly the ludic procedures of videogames. Regardless of adult anxieties that ‘traditional’ play is threatened by digital play, children synthesise their landscapes and narratives of play, from console to playground (Willett et al, 2013; Burn & Richards, 2014).
Furthermore, children do not simply inherit or passively repeat such forms of play. WE know that they adapt and ceaselessly transform them. In some instances, we can observe imaginative devising of new games: children designing play, in effect (Burn, 2014). In addition to the diversity of generative practice in song, socio-drama, dance and other activities on the playground, then, we can add a kind of proto-media literacy: design practices informed by popular cultural narratives and by the procedural patterns of videogame play.
As with other areas of the curriculum, it makes good sense to build on the informal arts curriculum of the playground. The music curriculum is typically less ambitious than young children’s musical play (Marsh, 2008); while the wordplay of playground games is often sophisticated and complex (Widdowson, 2001). The same can be argued of media literacy. If imaginative game design is apparent on the playground, there is a good argument for following this up in educational practice. Such followup would involve an attention to ludic narratives, to popular cultural experience, to children’s early engagement with virtual worlds and avatar-based play (Marsh, 2006). Subsequently, it would involve aspects of media education, including the literal design of children’s own videogames, making connections not only between narrative and game design, but also with the new literacies of coding, a connection demanding that educators challenge definitively the old arts-science divide.
This talk will chart the development from examples of game-play and design in playground cultures to children’s design of animation, machinima and videogame in classrooms. It will draw on a variety of recent research projects which observe and analyse these phenomena in schools and playgrounds. It will argue that the models of literacy we need to apply to such phenomena need to be multimodal, ranging from language and music to embodied modes and code as mode. It will also emphasise the need to connect folkloric, developmental and media-based conceptions of play, not only to promote necessary interdisciplinary inquiry, but to do justice to the border-crossing nature of children’s on communicative and cultural lives.

Burn, A (2014) ‘Role-Playing’. In Wolf, M and Perron, B (eds) The Routledge Companion to Videogame Studies. London: Routledge.
Burn, A and Richards, C (ed) (2014) Children’s games in the new media age: Childlore, Media and the Playground. Farnham: Ashgate
Marsh, J. (2006) Global, local/ public, private: Young children’s engagement in digital literacy practices in the home. In Rowsell, J. and Pahl, K. (eds) Travel Notes from the New Literacy Studies: Case Studies in Practice. Clevedon: Multilingual Matters. pp19-38
Marsh, Kathryn. 2008. The Musical Playground: Global Tradition and Change in Children’s Songs and Games. New York: Oxford University Press.
Widdowson, J. D. A. 2001. “Rhythm, Repetition, and Rhetoric: Learning Language in the School Playground.” In Play Today in the Primary School Playground, J. Bishop and M. Curtis, eds., Philadelphia: Open U. Press, pp. 135-51.
Willett, R, Bishop, J, Jackie Marsh, M, Richards, R & Burn, A (2013) Children, Media And Playground Cultures: Ethnographic studies of school playtimes. Basingstoke: Palgrave Macmillan.


Adriana Bus (Netherlands (the))
TOWARD DECISIVE PRINCIPLES FOR DIGITAL STORYTELLING
Aesthetically oriented texts as means of pedagogy

Keynote

Friday, 10:00-11:00

Room Tallinn Hall

Chair: Kerge, Krista

When I saw the first digitized picture storybooks I found them to be extremely promising. Now, almost 20 years later, storybook reading with young children has yet to realize this promise, although it is quite clear that due to new devices book reading will will become more digital in the near future. Tablets have started to find their ways into young children’s daily life more and more. The American Academy of Pediatrics advises parents to discourage their young children from interaction with digital devices. It is my opinion that it does not make sense to warn parents that young children have nothing to gain and lots to lose from spending time in front of screens, as long as parents themselves model continuous interaction with phones and tablets in the presence of their children. Instead of banning devices, we should be demanding better apps built on solid research.
The aim of my research is to define digital story telling techniques: How can we use technology to immerse children in stories and thus increase enjoyment and story understanding? This is a brand-new field different from the research in the eighties that aimed at understanding children’s processing of television or video. In my presentation, I will discuss what designers of digital picture storybooks should not do and what are promising storytelling techniques. The first generation of digital storybooks, such as “Grandma and me” and “P.B. Bear’s Birthday Party”, typically included lots of games and gimmicks. The designer’s underlying conception of how children learn was that such additions might help children to engage in stories. The outcomes of the research were negative: instead of immersing young children in stories, children were rather distracted from the story, because the games and gimmicks as parts of the digitized storybooks caused cognitive overload.
In close collaboration with app developers, I have begun to explore digital storytelling techniques that may immerse children in stories and support story comprehension and vocabulary growth. In my presentation, I will show various examples of second-generation digitized picture storybooks to demonstrate digital storytelling techniques. Apart from a definition of digital storytelling techniques, I will offer a rationale for these techniques by explaining our conception of how the human brain works. For instance, one of the techniques is based on the temporal contiguity principle: We created animated pictures that enable visual information to closely match the narrative. I will present experiments to show the efficacy of this technique and other digital storytelling techniques.
Based on recent research, I will also argue that the new generation of digitized storybooks enriched with digital storytelling techniques may even be more profitable to young children than regular storybook reading, contrary to what The American Academy of Pediatrics recommends. For the purpose of learning early literacy skills, technology-enhanced books may be as helpful as scaffolding by an adult and for some children even more helpful. Especially distractible children seem to benefit more from digital storybooks than from traditional book sharing.
As researchers, it is incumbent upon us to provide these kind of data as technology may open up new opportunities for vulnerable children and turn putative “risk” groups into successful groups. Educators must be open to the new possibilities of technology-enhanced books and turn them into new a new essential in their classrooms.



Eduardo Calil & Luísa A. Pereira (Brazil)
EARLY RECOGNITION OF SPELLING PROBLEMS IN INVENTED STORIES: ANALYSIS OF THE WRITING PROCESSES OF A DYAD OF NEWLY LITERATE STUDENTS
Teaching/aquiring languages & cultures (pre-/primary ed.)

Paper session ARLE 2017

Thursday, 15:00-16:30

Room White-room Mare-225

Chair: Argus, Reili

Assuming that Early Recognition (ER) for Spelling Problems (SP) identified by newly literate students can be an indicator of metalinguistic ability, this study aims to analyse when and what are the SP recognized in advance in collaborative writing processes. We understand the ER when there is SP identification before a certain letter or word to be placed on paper. Based on Textual Genetics, within an enunciative approach, we used the Ramos System (Multimodal capture system for writing processes in real classroom context) method to collect data. We have recorded 6 proposals of textual production from the same dyad of students (B. and L., age 7) of a primary school in Vagos, Portugal. The teacher asked each pair of students to invent and write a story. Alternately, one student was responsible for writing and the other should dictate. The unit of analysis was the dialogue between the students while they were writing. 633 words have been entered in 6 textual productions. We identified 56 anticipations of SP distributed evenly by the students (B. anticipated 30, while L. 26). The SPs were recognized both in terms of lexical order (mechanical forms: spelling and capitalization) and grammatical order (grammar forms: verbs, articles). However, we highlight two aspects: the high incidence of types of Lexical SP, but also a significant interference of homonymy (homography and homophonic) in cases of Grammatical SP. These results of the case study suggest that educational proposals of collaborative writing favour spontaneous ER from SP thus contributing to the meta-linguistic reflection of the two students involved.
Key-words: Primary school, Metalinguistic knowledge, Ongoing text.
References:
CALIL, Eduardo. (2016) O sentido das palavras e como eles se relacionam como texto em curso:estudo sobre comentários semânticos feitos por uma díade de alunas de 7 anos de idade. Revista ALFA, 60 (3).
Gillies, R. (2015) “Dialogic Interactions in the Cooperative Classroom.” International Journal of Educational Research. Elsevier. Accessed 04.12.15. http://dx.doi.org/10.1016/j.ijer.2015.02.009
Gombert, E. J. (1992) Metalinguistic Development. Hemel Hempstead: Harvester Wheatsheaf.
Myhill, D. A., and S. M. Jones (2015) “Conceptualising Metalinguistic Understanding.” Cultura y Educacion 27 (4), pp. 839-867.


Jordi Casteleyn (Belgium)
PLAYING WITH IMPROV THEATRE TO BATTLE PUBLIC SPEAKING ANXIETY
Verbal and digital arts

Paper session ARLE 2017

Friday, 14:00-15:30

Room Red-Room Mare-340

Chair: Kruus, Priit

In psychology studies, public speaking anxiety (PSA) is widely recognized as a distinct subtype of social phobia (Blöte et al, 2009), but L1 education and research seem to largely ignore this trait when referring to public speaking, although giving a presentation is a common sight in education. Psychology studies also show that cognitive modification, systematic desensitization and skills training are all successful treatments of PSA. This study aims at lowering PSA via an innovative intervention program, which combines all three aforementioned treatments into a well-defined learning environment. More specifically, we adopted the principles of improv(isational) theatre training (conquering anxiety, accepting failure, etc.) and introduced them into a unique setting within a L1 classroom in Flanders (Belgium): two classes in secondary education, and an optional course at university. In this respect we were inspired by the research design in the study on the teaching of charisma by Antonakis, et al (2011). In a mixed-design intervention study we assessed the impact of our program with a control group with a pre- and posttest of the personal report of confidence as a speaker (Hook et al., 2008) and videos of a public speaking exercise. This paper discusses the results of this study which was conducted in February 2017, and comments on the future potential of improv theatre in L1 education research.


References

Antonakis, Fenley, & Liechti (2011). Can charisma be taught? Tests of two interventions. Academy of Management Learning & Education, 10(3), 374-396.
Blöte, Kint, Miers, & Westenberg (2009). The relation between public speaking anxiety and social anxiety: A review. Journal of Anxiety Disorders, 23, 305-313 .
Hook, Smith, & Valentiner (2008). A short-form of the personal report of confidence as a speaker. Personality and Individual Differences, 44, 1306-1313.


Francesco Caviglia & Alex Young Pedersen (Denmark)
EDUCATIONAL PATTERNS FOR BRINGING VALUE CONFLICTS TO THE CLASSROOM
Curriculum, objectives & learning media

Paper session ARLE 2017

Friday, 16:00-17:30

Room Sun Room Silva-240

Chair: van Rijt, Jimmy H.M.

This theory-developing, empirically-grounded paper is part of a research project for fostering ‘dialogic literacy’ with upper-secondary and university students as part of their ‘epistemic fluency’ (Markauskaite & Goodyear, 2016) and, more generally, as a requirement for constructive participation in an increasingly polarised public space. Dialogic literacy has been identified as consisting of an epistemological dimension as “the ability to engage productively in discourse whose purpose is to generate new knowledge and understanding” (Bereiter & Scardamalia, 2005:756) and a relational dimension as “literacy which is responsive relationship to others and to otherness” (Wegerif, 2016:19). This paper aims at identifying ‘emerging dialogue’ in a public debate and reflecting on the factors that make it possible, with the goal of incorporating these factors into educational patterns for bringing value controversies to the classroom through oral discussion or online discussion spaces.

The authors monitored the debate that followed Copenhagen Zoo’s decision in 2015 of killing, carrying out a public autopsy and feeding to lions a healthy, young giraffe, with the argument of its lacking of genetic diversity (Parker, 2017) and chose as their empirical basis the overall remarkably dialogic comments to a YouTube video showing a TV-debate between the director of Copenhagen Zoo and an English journalist aired by BBC’s Channel Four.
Building on Tannen’s (1997) notion of dialogue as involvement, we performed a thematic analysis (Boyatzis 1995) of the about 600 comments by trying to identify participants’ efforts with a) creating, refining and discussing knowledge; and b) building and strengthening relationships with other participants. We then reflected on the conditions that made these dialogic moments possible.
Analysis and discussion suggest that dialogue emerged in conjunction with a) a process of ‘joint fact finding’ (Innes & Booher, 2010), which was possible due to the manageable complexity of the case and easy access to relevant information; b) explicit acknowledgment of the moral legitimacy of others’ viewpoints or the level of competence of other interlocutors.
Such conditions may be unusual for online debates, to the point that a participant humorously commented on the overall politeness: “Don’t you guys know this is YouTube?” And yet, dialogue emerged in the unsupervised space of that online debate. In conclusion, the case shows how value controversies and even online debate within a ‘community of those who have nothing in common’ (Biesta, 2004) ‘unrelated others’ can turn into an opportunity for growth, but only under circumstances that educational intervention may not always be able to influence.

References

Bereiter, C., & Scardamalia, M. (2005). Technology and Literacies: From Print Literacy to Dialogic Literacy. In N. Bascia, A. Cumming, A. Datnow, K. Leithwood, & D. Livingstone (Eds.), International Handbook of Educational Policy (pp. 749–762). Dordrecht: Springer.

Biesta, G. (2004). The community of those who have nothing in common: Education and the language of responsibility. Interchange, 35(3):307-324.

Boyatzis, R. E.(1995) Transforming qualitative information: Thematic analysis and code development. London: SAGE

Innes, J. E., & Booher, D. E. (2010). Planning with complexity: An introduction to collaborative rationality for public policy. London and New York: Routledge.

Markauskaite, L., & Goodyear, P. (2016). Epistemic fluency and professional education: innovation, knowledgeable action and actionable knowledge. Dordrecht: Springer.

Parker, J. (2017). “Killing animals at the Zoo”. The New Yorker, January 16th.
Online: http://www.newyorker.com/magazine/2017/01/16/killing-animals-at-the-zoo.

Tannen, D. (1997). Involvement as dialogue: Linguistic theory and the relation between conversational and literary discourse. In M. Macovski (Ed.), Dialogue and critical discourse (pp. 137–157). New York/Oxford: Oxford University Press.

Wegerif, R. (2016). Applying dialogic theory to illuminate the relationship between literacy education and teaching thinking in the context of the Internet Age. L1-Educational Studies in Language and Literature, 16, p. 1–21. http://dx.doi.org/10.17239/L1ESLL–2016.16.02.07


Kyungmi Cha & Bon Gwan Koo (China)
CONCEPT LEARNING METHOD IN CONVERGENCE EDUCATION: FOCUSING ON THE STUDY OF SCIENTIFIC TERMINOLOGY BASED ON WORD REPRESENTATION
New pedagogies, motivating & testing

Paper session ARLE 2017

Friday, 14:00-15:30

Room Sun Room Silva-240

Chair: Paldanius, Hilkka

It is necessary to introduce a common concept learning method that can be used in individual subject-matter education in the implementation of convergence education. Recently, some education researcher has been criticizing the convergence education based on STEAM. This is because it is still centered in science and engineering. They are discussing the necessity of convergence education centering on humanities or languages(Cha Kyung-mi & Koo, bon kwan, 2015).
Therefore, in this study, we aim to propose a concept learning method focusing on the language which plays a core role in the subject learning. More specifically, we would like to discuss the concept learning of the science based on the word representation.
Research questions are as follows. First, how has the discussion of concept learning methods been done so far? Second, what is the concept learning method based on word representation and how should it be structured? Third, do concept learning methods based on word representation have a meaningful effect on concept learning in practice?
The following is a description of the research method. First, explore the discussion of concept learning methods. Second, analyze vocabulary learning methods. And also analyze teacher recognition about concept learning method centered on word representation. We will conduct a contrast experiment between concept learning based on existing concept learning methods and concept learning based on word representation. Third, after concept learning centering on word representation, we measure conceptual understanding of learners.
Expected conclusions and discussions are as follows. Concept learning method based on word representation will have a meaningful effect on learners who enter the learning science concept for the first time. Concept learning based on word representation will have a significant effect on learners with low interest in science. The effectiveness of the concept learning method based on word representation will be correlated with the learner's language ability

Key words: Convergence education, Science concept learning method, Vocabulary learning method, Word representation

[References]
Eun Su Han(2011), 「A Study on Teaching and Learning Methods for the Vocabulary in Subjects」, 『journal of Chinese literature』, Vol.33 No.-.
Cha Kyung-mi & Koo, bon kwan(2015), 「Korean Language Educational Approach to the Language of Science - A Study for the Orientation of Convergence Education of Korean Language and Science -」, 『Korean Language Education Research』, Vol.58 No.-.


Wai Ming Cheung & Stephanie W.Y. Chan & Yuen Mee Fung (Hong Kong)
INTEGRATING MULTICULTURAL VARIATIONS AND GRAPHIC ORGANIZERS IN ENHANCING CHINESE STORY WRITING IN GRADE FOUR STUDENTS IN HONG KONG
Integrating texts in aquiring communication proficiency

Paper session ARLE 2017	Thursday, 12:25-13:55	Room Orange Silva-116	Chair: Auli,
Paper session ARLE 2017	Friday, 16:00-17:30	Room Orange Silva-116	Chair: Lepajoe, Kersti

Graphic organizers have been adopted in the teaching of reading and writing as they facilitate students’ comprehension and the structuring and organization of information and texts. Four teachers and two university researchers formed a team to conduct a Learning Study (Marton & Tsui, 2004) to enhance story writing in 130 Grade Four students in Hong Kong. Learning Study is a research method that integrates Lesson Study and designed experiments. The team explored the use of multicultural variations and graphic organizers, particularly Freytag’s Pyramid (Lapp, Wolsey, Wood, & Johnson, 2015) in the teaching of synoptic texts (Dole, et al., 2014) and systematically evaluated students' learning against the intended object of learning. The team selected a single story, with two versions, one with the Chinese culture and the other with English versions. The teachers guided the students to read across these two versions and made use of Freytag’s Pyramid (Lapp et al., 2015) to illustrate the structure of the story with different cultures. By comparing the stories with different cultural elements, students were guided to discern the critical features of story writing. This is followed by a group writing sessions, where students developed and wrote their own stories rooted in different cultures with the help of Freytag’s Pyramid. The paper discussed the design and enactment of the lessons using Variation Theory (Marton & Booth, 1997). The interviews and works of story writing of students of different abilities were analyzed to evaluate the effectiveness of the intervention. This study brings insights on the critical features of story writing and also the integration of culture and graphics in teaching and learning of writing.

References
Dole, J.A., Donaldson, B.E., & Donaldson, R. S. (2014). Reading across multiple texts in the common core classroom, K-5.
Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah NJ: Lawrence Erlbaum Associates.
Marton, F., & Tsui, A. (2004). Classroom discourse and the space of learning. Mahwah NJ: Lawrence Erlbaum Associates.
Lapp, D., Wolsey, T. D., Wood, K., & Johnson, K. (2015). Mining complex text, Grade 6 to 12. Thousand Oaks CA: Corwin.


Wei Ling Chloe Chu (China)
BUILDING A MODEL OF VIDEO DUBBING LEARNING PROCESS FOR CHINESE LANGUAGE STUDENTS
Verbal and digital arts

ARLE PhD Preconference plenary	Wednesday, 16:00-17:30	Room Mare-227	Chair: Mattheus, Ave	Discussants: Mattheus (Estonia); Janssen (Netherlands (the))
Paper session ARLE 2017	Friday, 14:00-15:30	Room Red-Room Mare-340	Chair: Kruus, Priit

Aims:
Learning language through films has been widely practiced by people in different parts of the world for ages but education researchers believe that films and video should contribute more effectively and systematically in the formal curriculum. The Curriculum Development Council of the Hong Kong Education Bureau (CDC) recommends using audio visual productions in Chinese language learning. This paper will discuss an ongoing research which aims at building an effective model of implementing video dubbing pedagogy in a Chinese language class.

Research questions
How video dubbing activities enhance speaking skills?
What positive effects can be found in language classroom using video dubbing pedagogy?

Design
The research is a multiple-case study. The researcher first found out the process of professional video dubbing artists being trained and directed to produce accurate and effective speeches, base on which a model of teaching and learning language through video dubbing activities was built after an in-depth analysis of the process with educational theories. The model was then tested in the studio with 10 voluntary 14-16 year old students. The model was then put into a one month practice in three groups of 14-16year old students in their normal Chinese classes.

Analysis
The recorded sound tracks of the students were analyzed by two raters, in order to find out the change of the speaking skills after each step of the learning process.
Questionnaires are statistically analyzed and interviews are transcribed to find keywords showing the evaluation and comments of students and teachers on the learning process.

Results
Speaking skills enhanced by 1. Using appropriate and effective tones to express particular communication needs and contexts; 2. producing appropriate speeches for designated characters in particular contexts.
Students are motivated to learn speaking skills with dubbing activities and pay more effort to improve their speaking skills.
Teachers participated can carry out the pedagogy and positively comment on its effects on students’ speaking skills and learning attitude.


Reference:
Danan, M. (2010). Dubbing projects for the language learner a framework for integrating audiovisual translation into task-based instruction. Computer Assisted Language Learning, 23:5, 441-456.
Burston, J. (2005). Video Dubbin Projects in the Foreign Languag Curriculum. CALICO Journal Vol. 23 (1).
Tschirner, E. (2001). Language Acquisition in the Classroom: The Role of Digital Video. Computer Assisted Language Learning, Vol. 14, No.3-4, pp.305-319.


Paulo Costa (Portugal)
(IM)POSSIBILITIES OF LITERARY EDUCATION IN PORTUGUESE BASIC AND SECONDARY EDUCATION
Aesthetically oriented texts as means of pedagogy

Paper session ARLE 2017

Thursday, 12:25-13:55

Room Wine Room Silva-333

Chair: Mattheus, Ave

The Portuguese national curriculum went through considerable changes, in the last five years, in what concerns official/normative discourse and assessment practices. We will focus on the first ones, considering that both the form and the content of the curriculum matter. On one side, prescriptions were simplified but, as a set of broader principles and methodological suggestions, focusing on the learning process, was replaced by a set of basic performance descriptors, focusing on obtaining quantifiable results, a test-driven policy was being implemented. On the other side, new official documents integrated a new specific and autonomous domain literary education, which could work as a powerful predictor of a new and more consistent role for literature in education. As the form of the curriculum narrows down its scope, the content, in a way, broadens its possibilities. The space for hope in this changing times is not much since teachers soon understand that assessment practices, especially national exams, become a priority. Thus, the concern of possible bad results in internal and external assessments obliterates the possibilities for an effective and inspiring work on the artistic value of literature and on the empathic power of literary text.
Through document analysis we will provide some data on the official pedagogical discourse for Portuguese in basic and secondary education, both in synchronic and in diachronic level. We will present some data on the form and content of the curriculum. We will also present some result of an exploratory study: adopting an interpretative approach, we conducted semi-structured interviews on basic and secondary education teachers concerning the way they perceive: the changes on official pedagogical discourse, the role literature can perform on the building of aesthetic experiences and on empathic capacity. Assessment, quantification, and the fear of low scores can be strong inhibitory factors for a real (literary) education and, through it, a humanizing education
References:
Luke, A. (2012) “After the testing. Talking and reading and writing the world.” Journal of Adolescent & Adult Literacy. v. 56, n. 1, p. 8-13.
Luke, A., Woods, A., Weir, K. (2013). Curriculum, syllabus design and equity. A Primer and Model. New York, NY: Routledge.
Nussbaum, M. (1998). Cultivating Humanity: A Classical Defense of Reform in Liberal Education. Cambridge, MA: Harvard University Press.


Hans Das & Barend P. van Heusden & Theo Witte (Netherlands (the))
WHAT A BEAUTIFUL PHRASE, TOO BAD IT’S NOT IN RHYME
Aesthetically oriented texts as means of pedagogy

ARLE PhD Preconference plenary	Wednesday, 13:20-15:20	Room Mare-226	Chair: Mattheus, Ave	Discussants: Mattheus (Estonia); Pieper (Germany)
Short presentations and extensive discussion ARLE 2017	Thursday, 16:45-17:45	Room Sky-room Mare-648	Chair: Mattheus, Ave

Most L1-teachers would agree that poetry is an important part of literary education. It provides them with an opportunity for their students to gain insight in the way poets perceive the world around them. It also is a chance of introducing students to often ambiguous, complex and condensed language.
However, a survey among 225 L1-teachers in secondary education in the Netherlands (Vekobo project, s.d.) shows that there is dissatisfaction about the curriculum structure. Moreover, only few teachers feel they are capable of dealing with the differences in lyrical proficiency.

This could hardly surprising given that poetry in education still remains an almost undeveloped field of research. In this research I focus on the perspective of how students in secondary education read, interpret and appreciate poetry. There are two main research questions: What levels of students’ lyrical abilities do expert-teachers distinguish? And: How do students in secondary education read and understand poetry and what are their preferences?

The starting point for my research are two studies which focus on how students read literary prose. In the first one Witte (2012) described levels of development for reading and understanding literature. Janssen et al (2006) researched the reading activities applied by strong and weak readers of short stories. I would like to extend these theories to poetry.

During the first stage of this research, I worked with two focus groups (5 and 6 teachers). I described the levels of the students' lyrical abilities, based on the pedagogical content knowledge of expert teachers. The teachers assumed there are five levels for students from lower and four for students from upper secondary education. These teachers also distinguished what sorts of poems are representative and indicative for each level.

In the second stage, which I just started, the students’ preferences and the strategies they use to interpret poetry are examined by means of interviews and thinking aloud protocols. These results will be validated (spring 2018) by a survey among a random group of students (N=1000) from several schools all over the country.

If possible, the results of the stages will be combined by developing a frame of reference in which the characteristics of the readers and the features of the texts will be described in relation to each other, so teachers will be able to take the differences between students into account and to improve the curriculum of their poetry education.


References:
Janssen, T., Braaksma, M & Rijlaarsdam, G. (2006). Literary reading activities of good and weak students: A think aloud study. European Journal of Psychology of Education, 21(1), 35-52

Vekobo project (s.d.). Legitimacy, status and practical problems of teaching poetry in secondary education in the Netherlands. Groningen: Teacher Education Centre RUG (to be published).

Witte, T., Rijlaarsdam, G., & Schram, D. (2012). An empirically grounded theory of literary development: Teachers' pedagogical content knowledge on literary development in upper secondary education. L1-Educational Studies in Language and Literature, 12, 1-30

research area:
poetry in secondary education

key words:
poetry, lower and upper secondary education, levels of development, focus groups, interviews and thinking aloud
 


Monica Egelström (Sweden)
SAME TEACHERS – DIFFERENT PRACTICES? LITERACY IN EARLY MATHEMATICS AND HISTORY INSTRUCTION
Language & digital skills in subject teaching

Paper session ARLE 2017

Friday, 14:00-15:30

Room Sun Room Silva-240

Chair: Paldanius, Hilkka

The present study aims to contribute to understandings of literacy as an aspect of subject area instruction. It conceptualizes literacy as situated and ideological, differently used in different historically and culturally formed contexts (Street & Lefstein, 2010). Previous studies indicate both differences and similarities between school subjects in instructional and literacy practices (Moje et al., 2011; Stodolsky, 1988). Since how instruction is arranged create different opportunities to learn (Hiebert, 2003; Moje & Lewis, 2007), this study seeks to illuminate and discuss differences and/or similarities between school subjects in relation to students’ opportunities of literacy development.
The study is based on observational data from instruction by the same teachers teaching two school subjects, mathematics and history. Four Swedish upper elementary classes (grade 5, students typically 11 years old) and their teachers serve as participants. In analysis an activity theoretical approach is used (Engeström, 2015; Leontiev, 1986). Three activity theoretical concepts are applied to illuminate structural aspects of how instruction is arranged; actions, division of labour, and tools. Each concept is analysed into different categories and calculated to describe proportion of lesson time for each category.
The results show some similarities between school subjects in the observed classes, for instance in a big proportion of written language used. However, differences in practices can perhaps more easily be identified. While mathematics instruction show more homogeneous patterns in how instruction is structured, history instruction shows a more diverse pattern. Consequences from such differences are discussed from Engeström’s (2015) theories on learning.
Keywords: Literacy, practices, subject area instruction, activity systems

Rererences
Engeström, Y. (2015). Learning by expanding. An activity-theoretical approach to developmental research. Helsinki; Orienta-Konsultit.
Leontiev, A. N. (1986). Verksamhet, Medvetande, Personlighet [Activity, Consciousness, and Personality] (Translation by Irene Goodridge). Göteborg: Fram förlag.
Moje, E.B. & Lewis, C. (2007). Examining Opportunities to Learn Literacy: The Role of Critical Sociocultural Research. In C. Lewis, P. Enciso, and E.B. Moje (Eds.) Reframing Sociocultural Research on Literacy. Identity, Agency, and Power (15-48). New York: Routledge.
Stodolsky, S. S. (1988). The subject matters : classroom activity in math and social studies. Chicago: University of Chicago Press.
Street, B. & Lefstein, A. (2007). Literacy. An Advanced Resource Book. London: Routledge


Martin Ehala (Estonia)
THE EFFECTS OF TEACHING METHODS ON THE STATE EXAMINATION RESULTS
Teaching/aquiring languages & cultures (secondary ed.)

Paper session ARLE 2017

Saturday, 11:15-12:35

Room Red-Room Mare-340

Chair: Krogh, Ellen

In 2011, a new version of the state curriculum for Estonian secondary schools was adopted for gymnasium. In the new curriculum, half of the compulsory L1 courses, titled “Practical Estonian” were conceptually new, being directly dedicated to teaching functional literacy. They are based on the framework of New Learning developed by Mary Kalantzis and Bill Cope (2008). Compared to previous curriculum, this change can be characterised as paradigm shift in Estonian L1 education. In 2012, a new state examination standard was adopted for assessing L1 competency at the exit of the secondary school. The new standard is also focussed on measuring functional literacy skills.
The current paper addresses the question how much effect do the teaching methods of the L1 teachers have on the state examination results. The courses of “Practical Estonian” were introduced to the curriculum in order to shift the focus of L1 to functional literacy. As the new state examination standard also focus on measuring functional literacy, it is hypothesised that the teachers that have successfully adopted the “Practical Estonian” approach are able to prepare their students better to the final examination.
The paper presents the results of a large scale online survey of L1 teachers about their general orientation toward teaching L1 and the methods they use. The survey data are compared to the state examination results in order to find which teaching methods and approaches are related to better state examination results. The paper also addresses various contextual factors that may mediate the effect of teaching methods on the state examination results.

References
Kalantzis, Mary, and Bill Cope (2008). New learning: Elements of a science of education. Cambridge University Press.


Yamina El Kirat El Allame & Souhaila Khamlichi (Morocco)
THE INTEGRATION OF DARIJA IN MEDIA COMMUNICATION: THE CASE OF OUTDOOR ADVERTISING

Short presentations and extensive discussion ARLE 2017

Thursday, 16:45-17:45

Room Sky-room Mare-648

Chair: Mattheus, Ave

Linguistic and cultural diversity is a defining characteristic of the Moroccan linguistic landscape as a wide range of national, official, and foreign languages are used. The use of these languages varies from one domain to another depending on various factors. Darija, one of the two mother tongues in Morocco next to Amazigh, has marked significant strides since the 2000s in various domains. In fact, Mexican and Turkish series have been recently dubbed into Darija instead of Modern Standard Arabic; and new radio stations have started to host talk shows entirely in Darija. In addition to that, Darija is also widely used in TV talk shows, online media, songs, and even advertising, inter alia. Modern Morocco recognizes the emergence of Darija in the context of the media sector, in general and advertising, in particular. Though the language is still officially viewed negatively and is considered a “dialect” with not much value, its use in such an exposed domain, namely advertising, together with Modern standard Arabic, the official language, and French, one of the most prestigious languages in Modern Morocco, can be viewed as a step toward the recognition of the value of this language.

The study aims at revealing one of the new domains where Darija is being used extensively following Landry and Bourhis’(1997) framework which is based on distinguishing between symbolic and informative functions of signs. The study is based on exhaustive fieldwork research relying on triangulation so as to ensure the reliability of the findings. Indeed, the study adopts a research design that combines various research tools including observation, interviews, and billboards’ photographs. The main hypothesis underlying this research assumes that the use of Darija in advertising, besides the two prestigious languages in Morocco, namely Modern Standard Arabic and French is an evidence for the value the language is acquiring. The study addresses and tries to answer the ensuing research questions:
1. To what extent is Darija used in advertising and Billboards, how, why and for what purposes?
2. What are Moroccans’ attitudes towards the use of Darija on billboards and what are the motivating factors for such attitudes?
The answers to all these questions are meant to highlight the status of Darija in the light of the changes the Moroccan linguistic market is undergoing.

Keywords: Darija; Language Attitudes; Advertising; Billborads.
References:
1. Belghiti, K. (2010). “Attitudes towards Mother Tongue Use in EFL Classrooms: The Case of LCI Module Students and Teachers of English at FLHS-Rabat”, In Yamina EL KIRAT, (Editrice) Globalization and Mother Tongues in Africa: Between Exclusion, Threat of Loss or Death and Revival and Maintenance Measures Rabat: Bouregreg, Maroc. 2010, pp.35-52. Serie Colloque et Séminaire N° 166. Pages 211-231.
2. Blommaert, J. (2013). Ethnography, super diversity and linguistic landscapes. Bristol: Multilingual Matters.
3. Cenoz, J & Gorter, D. (2006). “linguistic landscape and Minority Languages” in International Journal of Multilingualism Vol 3 N1, 67-80.
4. Rodrigue, L & Bourhis, R. Y. (1997). “Linguistic landscape and ethnographic vitality: An empirical study” in Journal of Language and Social Psychology 16, 23-49.
5. Shohamy, E, Ben-Rafael, E & Barni, M. (2010). Linguistic Landscape in the city. Multilingual Matters.


Yamina El Kirat El Allame (Morocco)
THE STATUS OF DARIJA IN MOROCCO BETWEEN OFFICIAL DISCOURSE AND CLASSROOM PRACTICES
Language awareness & communcative skills

Paper session ARLE 2017

Friday, 14:00-15:30

Room Night-Room Mare-213

Chair: Tinits, Peeter

THE STATUS OF DARIJA IN MOROCCO BETWEEN OFFICIAL DISCOURSE AND CLASSROOM PRACTICES


Yamina EL KIRAT EL ALLAME- Mohammed V University in Rabat. MOROCCO (yelkirat@gmail.com).

Karima BELGHITI - Sidi Mohammed Ben Abdellah University.Fes MOROCCO (bel.lallakarima@gmail.com).

Abstract
At the era of Globalization, the call for maintaining and developing mother tongues is facing a number of challenges. Although UNESCO and many linguistic rights’ advocates highly recommend the promotion and use of the mother tongues as a linguistic right, the reality in most developing countries reveal that these languages are still suppressed by the high varieties existing in the communities. In Morocco, Darija is one of the three mother tongues used by the large majority of Moroccans besides Amazigh and Hassaniya. Recently, the use of Darija has expanded to many domains that were once exclusively restricted to the high variety- Modern Standard Arabic (MSA) - and foreign languages. It is present on TV, the radio, and even on many Moroccan magazines and newspapers. Foreign series which used to be dubbed in MSA are now dubbed in Darija. More interestingly, Darija is also unofficially present in the Moroccan classrooms (El Kirat et al, 2010; El Kirat & Belghiti, 2012). It is used by both teachers and students in classroom discussions and instructions. Unlike Amazigh which has been recognized as the second official language in the 2011 new constitution, Darija has no legal status, and is not mentioned at all in the constitution. This situation motivates the rejection of the use of Darija as a language of instruction, especially by the authorities (Tomašik, 2010). Since the success of any language policy depends on the attitudes of the people concerned, the aim of this study is to investigate the status of Darija in Morocco and Moroccans’ attitudes towards its use as a medium of instruction in the light of the official discourse and the classroom practices. The study is based on exhaustive fieldwork research making use of both qualitative and quantitative research instruments and involving a representative population sample so as to gain a deeper insight into the topic. The study reveals that the majority of Moroccans still have negative attitudes towards the use of Darija in instruction. These negative attitudes are motivated by the low status of Darija, primarily, due to the authorities’ unwillingness to promote the language, and to the social representations attached to it. Indeed, it is considered a /lahja/ “dialect” and a low variety. It is also perceived as a corrupt version of Modern Standard Arabic and a threat to its holiness and symbolism. The study also uncovers that the use of Darija in the classroom is an undisputed reality that the authorities cannot keep ignoring in their educational plans. Darija should be promoted to guarantee the linguistic rights of its speakers.
Key words: Mother Tongue (Darija); Educational Policy; Language Attitudes; Linguistic Rights; Meduim of Instruction.

El Kirat El Allame,Y. & Belghiti, K. Moroccans’ Attitudes towards the Use of Mother Tongues as the Language of Instruction. Paper presented at International Conference on African languages, WOCAL 7, University of Buea, August 20th – 24th , 2012.

El Kirat,Y., M. Hajjam & S. Blila. Students’ Attitudes towards the Languages in Use in Morocco: The Case of the Faculty of Letters. In EL KIRAT, Faculté des Lettres et des Sciences Humaines, UM5- Agdal (Editrice). Rabat: Bouregreg, Maroc. 2010, pp.333-349. Serie Colloque et Séminaire N° 166.

Tomašik, K. (2010). Language Policy in the Kingdom of Morocco: Arabic, Tamazight and French in Interaction. The Annual of Language & Politics andPolitics of Identity, Vol. IV. p. 101-116.


Yamina El Kirat El Allame (Morocco)
SOME STRUCTURAL CHANGES IN THE BENI IZNASSEN AMAZIGH AS A CONSEQUENCE OF LOSS AND ENDANGERMENT

Paper session ARLE 2017

Friday, 16:00-17:30

Room Orange Silva-116

Chair: Lepajoe, Kersti

Some Structural Changes in the Beni Iznassen Amazigh as a Consequence of Loss and Endangerment

EL KIRAT EL ALLAME Yamina, Faculty of Letters and Human Sciences,
Mohammed V University in Rabat. MOROCCO
(yelkirat@gmail.com)

Abstract

The loss of a minority language does not only involve the loss of the domains of use, the reduction and erosion of the language proficiency of the speakers, the development of negative attitudes and representations among the members of the community but also the reduction and loss of forms and functions in the structural system of the language itself. The changes in the structure of the language are a clear indicator of language shift and a sign of language endangerment.
The aim of this study is to investigate the changes that the Beni Iznassen Amazigh language has undergone at the level of its structure. The study addresses the following research questions:
(i) What are the factors leading to the structural changes in Beni Iznassen Amazigh?
(ii) What are the language components most concerned by loss?
(iii) What are the consequences of these structural changes for the revitalization and/or maintenance of the language?
The study is based on exhaustive fieldwork research in the Beni Iznassen community. A set of tests have been conceived for the analysis of the structural loss. These include paradigm elicitation, translation and lexical tests. The different structural aspects of language loss in the speech of the speakers are also addressed.
The kinds of loss reported for the Beni Iznassen Amazigh language speech forms concerns all the language components. The reductions vary and can range from a total loss of a form, a construction, and a category to the reduction in the types or number used in the language as claimed by Dorian (1986).
The Beni Iznassen Amazigh grammar is subject to externally and internally induced changes. The externally induced changes include: rule generalization, meaning extension, loan translation or calquing, simplification, regularization, naturalness, intra-linguistic effects. The internally induced changes concern the modification of linguistic forms under the motivation of universal principles or by some fact in the particular grammar of the language itself. The internally induced loss in Beni Iznassen Amazigh structures manifests itself in morphology and morphophonemic areas where such process manifests itself most profoundly according to Seliger & Vago (1991).
The analysis of all the data and its interpretation are done in the light of the recent changes in the status of the Amazigh language in Morocco. The study addresses the impact of the structural loss on the officialization and standardization of the language and its revitalization and /or maintenance.

Key words: Language loss/endangerment; lexical loss; internally/externally induced loss; language revitalization/maintenance.


Yamina El Kirat El Allame & Abdellah Idhssaine (Morocco)
MOROCCAN LANGUAGE POLICY AND AMAZIGH LANGUAGE REVITALIZATION

Short presentations and extensive discussion ARLE 2017

Thursday, 16:45-17:45

Room Sun Room Silva-240

Chair: Tinits, Peeter

The Moroccan Language Policy and Amazigh Language Revitalization

Abstract
Due to the decades of stigmatization and marginalization the Amazigh language has been subject to in Morocco, the transmission of the language has been abandoned in favor of the second mother tongue, namely colloquial Arabic, known as Darija. As a result, some Amazigh varieties have lost their vitality in favor of Darija. Recently, however, with the change in the attitudes of the authorities, the establishment of the Royal Institute of the Amazigh Culture, the introduction of Amazigh in the Moroccan educational fabric as well as the constitutional recognition of the language as the second official language of Morocco, the status of Amazigh has somehow improved and new prospects for its revitalization have been launched, as it is evident in the provisions of article five of the 2011 constitution.
The aim of the present study is to investigate the extent to which the changes in the Moroccan language policy have contributed to the revitalization of Amazigh at the level of education, language use and media landscape. It also purports to find out whether such changes in the language policy have influenced peoples’ attitudes and awareness of the Amazigh issue. The study makes use of triangulation where of both quantitative and qualitative paradigms are used. A sample consisting of 200 participants from the region of Rabat - Sale has been considered on grounds of convenience. The sample represents different age groups, gender, educational background as well as mother tongues. The study puts forward the premise that the state’s language policy has not really contributed to a change in peoples’ attitudes towards Amazigh due to The State’s lack of will to implement the provisions of article five of the 201 Constitution. In order to meet the objectives set for the research, the study addresses three research questions
(i) To what extent have the changes in the Moroccan language policy contributed to the revitalization of Amazigh? (ii) What is the impact of the Moroccan language policy on peoples’ attitudes towards Amazigh? (iii) To what extent have such changes influenced peoples’ awareness of the Amazigh issue?
The data analysis and interpretation will shed light on the revitalization issue and the process of loss the Amazigh language has been undergoing.

Key words: Language Policy, Amazigh language Revitalization, Amazigh Officialization, Language Attitudes.

References:
Boukous, A. (2012), Revitalisation de l’amazighe. Défis, enjeux et stratégies, Rabat, Publications de l’IRCAM.
EL KIRAT. Y. (2008b). Bilingualism, Language Teaching, Language Transmission and Language Endangerment: The Case of Amazigh in Morocco. In Endangered Languages and Language Learning. Frysky Academy, It Aljemint, Ljouwert/Leeuwarden, the Netherlands.
Errihani, M. (2008). 'Language attitudes and language use in Morocco: effects of attitudes on 'Berberlanguage policy'', The Journal of North African Studies, 13: 4, 411 — 428


Yamina El Kirat El Allame & Yassine Boussagui (Morocco)
TOWARDS A MULTILINGUAL EDUCATION POLICY IN MOROCCO THE CHALLENGES OF AN AMAZIGH LANGUAGE-IN-EDUCATION POLICY

Paper session ARLE 2017

Friday, 16:00-17:30

Room Wine Room Silva-333

Chair: Tinits, Peeter

Given the diaglossic situation in Morocco and the status of French, the language of instruction of science has engendered passionate and controversial debates among sociolinguists, political leaders and the public alike. The use of mother tongue in education is still contested despite UNESCO highlighting of the advantages of receiving early education in the child’s mother tongue (UNESCO, 1953; Cummins, 2000; Skutnabb-Kangas, 2000). A sizeable body of literature has demonstrated, on the grounds of solid educational evidence, the importance of using mother tongues in the early years of education (UNESCO, 1953; Spolsky, 1986; Pattanayak, 1986; Landers, 2002). Fasold (1992), on the other hand, has raised legitimate concerns about its application. The aim of the present research is to investigate the use of mother tongues in education in Morocco and the issues and difficulties encountered in light of the calls advocating mother tongue based learning using Amazigh, the heritage language of Morocco. The paper aims at revealing the challenges facing an Amazigh language-in-education policy. It addresses three main research questions, namely (i) what place for mother tongues in the Moroccan school? (ii) To what extent is Amazigh used as languages of instruction in Morocco? (iii) What are the main challenges facing the use of Amazigh as language of instruction? The research adopts a qualitative approach making use of interviews, focus groups, and research findings. The paper argues for a multilingual education policy whose objectives are to improve the quality of education in Morocco, make of the school a rather friendly environment and guarantee a smoother transition for the child. The data analysis will shed light on the situation of Amazigh in the system of education and reveal the challenges the language is facing.
Key words: Language in-education – mother tongue education - Amazigh language – multilingual education – Amazigh teaching

Cummins, J. (2000). Language, Power and Pedagogy. Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.

EL KIRAT. Y. (2008b). Bilingualism, Language Teaching, Language Transmission and Language Endangerment: The Case of Amazigh in Morocco. In Endangered Languages and Language Learning. Frysky Academy, It Aljemint, Ljouwert/Leeuwarden, the Netherlands.

Skutnabb-Kangas, T. (2000) Linguistic Genocide in Education—or Worldwide Diversity and Human Rights? Mahwah NJ: Lawrence Erlbaum.


Nikolaj Elf & Peter W. Kaspersen & Stig T Gissel & Thomas I. Hansen & Thorkild Hanghøj & Tina Høegh (Denmark)
IMPROVING THE QUALITY OF TEACHING LITERATURE IN DANISH SECONDARY EDUCATION: TOWARDS AN INQUIRY-BASED MODEL FOR INTERVENTIONS. PART I/II: BACKGROUND, RESEARCH DESIGN, AND FINDINGS FROM THE MAPPING OF PRACTICE
Translating cultures and teaching arts

Paper session ARLE 2017

Thursday, 12:25-13:55

Room Night-Room Mare-213

Chair: Das, Hans

Context:
This study comprises two papers* that present findings from a large research and development project entitled “Improving the Quality of Danish and Math in Danish lower Secondary education” made possible by the Danish Ministry of Education (2016-2018).
Focusing on Danish as a subject, the aim is to develop an inquiry-based approach to the teaching of literature in Danish secondary education (grade 7-8) drawing on an initial theory of inquiry-based teaching indebted to the work of John Dewey and Louise Rosenblatt (Dewey 2005 [1934]; Rosenblatt 1938; see also Faust, 2011).
In the first of two presentation, we focus on the project’s pre-study reporting findings from the mapping of practice; part II establishes principles of an inquiry-based approach to the teaching of literature based on the pre-study and a systematic review.

Research question:
Through the pre-study’s systematic review and mapping of practice, we ask:
• What characteristizes an inquiry-based approach to the teaching of literature and to what extent is the teaching of literature in Denmark currently inquiry-based?
• How could such an approach inform interventions in practice in Danish secondary education and principles of inquiry-based course designs?

Design:
The project is designed as a multiple intervention research program (Edwards et al., 2004; Pawson & Tilley, 1997) and comprises: I) A pre-study including a mapping of contemporary practice and a review with the aim of revising an initial ‘program theory’. II) small-scale interventions; III) a pilot study, and IV) a randomized controlled trial (RCT) study.
The mapping of practice is based on triangulating analyses of interviews conducted 2016, systematic analyses of learning resources (Gissel & Skovmand 2016), and ethnographic field work (Christensen, 2014).

Results:
Data suggest that the teaching of literature is dominated by a non-inquiry-based approach amongst teachers. When prompted, teachers express uncertainty as to what an inquiry-based approach means in practice. Teachers emphasize a text-and-transmission oriented approach informed by new criticism and reader-response theory.

Discussion:
Findings imply that an intervention would have to take into consideration that teachers are not accustomed to an inquiry-based approach. Discussions, on a local school basis, of what inquiry based teaching implies should be integrated in the intervention as a ‘didactic framing’.

References:

Christensen, T. S., Elf, N. F., & Krogh, E. (2014). Skrivekulturer i folkeskolens niende klasse. [Writing Cultures in secondary education's grade 9]. Odense: Syddansk Universitetsforlag.

Dewey, J. (2005 [1934]). Art as Experience. London: Penguin.

Edwards, N., Mill, J. & Kothari, A.R. (2004). Multiple intervention research programs in community health. CJNR 36; 1: 40-54.

Faust, M. (2011). Reconstructing Familiar Metaphors: "John Dewey and Louise Rosenblatt on Literary Art as Experience". Research in the Teaching of English, 35(1), 9-34.

Gissel, S.T. & Skovmand, K. (2016). Kategorisering af digitale læremidler. En undersøgelse af det digitale læremiddellandskab. [Categorization of digital learning resources. A study of the digital landscape of learning resources.] Læremiddel.dk: AUUC Konsortiet. Retrieved from https://demoskolesky.au.dk/index.php/s/MSDespn94Eq1hvj 10 December 2016.

Pawson, Ray og Tilley, Nick (1997): Realistic Evaluation, SAGE Publications ltd.

Rosenblatt, L. M. (1938). Literature as exploration. New York: D. Appleton-Century Co.

*This presentation is related to a second presentation: Part II/II: Principles of an inquiry-based approach to the teaching of literature. Authors: Thomas Illum Hansen, Peter Kaspersen, Stig Toke Gissel, Nikolaj Elf, Tina Høegh


Nikolaj Elf & Dimitrios Koutsogiannis & Scott Bulfin (Denmark)
METADISCOURSES IN TECHNOLOGY AND LITERACY EDUCATION
Translating cultures and teaching arts

Symposium and Invited Panels ARLE 2017

Saturday, 13:30-15:00

Room Sky-room Mare-648

Discussants: Elf (Denmark)

Invited Round Table/Special event, ARLE 2017.
Organised within SIG TALE (Technology and Literacy Education).
Chairs of Round Table: Scott Bulfin, Nikolaj Elf, Dimitrios Koutsοgiannis, co-coordinators of SIG TALE.

General abstract:

Within the context of SIG TALE (Special Interest Group on Technology and Literacy Education), the purpose of this round table is to offer the opportunity to develop indicative aspects of a “yet to be thought” (Bernstein 1996) metadiscursive perspective related to technology and literacy education. This requires exploring crucial aspects that are not yet discussed or researched, or which have so far been poorly discussed. The backdrop for the round table is a recognition of the importance and usefulness of an historical perspective on technology and literacy. During the last three decades, a rich literature has developed regarding the use of digital technologies in literacy education, including more or less expanded notions of reading and writing. The content of this research contributes, inter alia, to understanding digital media: as dynamic pedagogic environments (e.g. internet and social media); as communication and authoring media with particularities in the representation of meanings (e.g. multimodality) and as new literacy practice environments (e.g. digital literacies, multiliteracies); as children’s literacy practice environments incorporating learning by playing (e.g. video games) and as environments leading us to rethink learning (e.g. learning by design).

Presentations:

Dimitrios Koutsogiannis (Aristotle University of Thessaloniki) & Scott Bulfin (Monash University): Thinking back as a way of seeing forward: Revising digital literacy in and around school settings

Andrew Burn (University of London): Digital Lit/oracies and the media arts

Katarina Cederlund (University West), Anna-Lena Godhe (University of Gothenburg) & Sylvana Sofkova Hashemi (University of Gothenburg): Subject Culture in Motion: Competing discourses in literacy education

Boris Vazquez-Calvo (presenting co-author) & Daniel Cassany (both Universitat Pompeu Fabra): How do secondary education students and teachers construe the use of online language resources?

Discussant: Nikolaj Elf (University of Southern Denmark)

• Dimitrios Koutsogiannis & Scott Bulfin
  After almost four decades of research and theorizing in the area of ‘new’ and digital literacies, and after many initiatives in educational policy and curricula designed at implementing digital technologies into everyday teaching in L1 classrooms, the field seems to be stagnating and researchers have begun to examine alternative ways forward for the study of digital literacies. Over its history, this research tradition has concentrated mainly on the idea that a ‘new literate reality’, related to the widespread use of digital technologies in everyday life, has led to dramatic changes in how L1 is used and understood. This argument has become commonplace and relatively uncontentious. Within this frame the notion of giving a strong emphasis to digital literacies, both in and outside of L1 classrooms has become a dominant argument (e.g. Kalantzis & Cope 2012). In this presentation we discuss and develop a critical reading of the dominant aspects of these arguments. This critical reading aims to develop a more multidimensional and complicated picture of the contemporary communicative reality. We focus on the fact that the notion of literacy and also the content of L1 teaching is interrelated strongly with history (Collins & Blot 2003, Koutsogiannis 2011). Within this context we also discuss several other aspects of the past and the present historical conjecture that help to make the notion of digital literacy and literacy education more multivariate and complex.
• Andrew Burn
  While literacy continues to work as a convenient umbrella term for semiosis across and between many modes and media, it always requires some qualification. I offer two such qualifications here in respect of the relationship between literacy and the technologies of inscription.
  Many instances of digital inscription are writing-like, so that the print-oriented term 'literacy' functions well enough. Examples might be the strings of signs on the timeline of a digital video editing software; or (differently-arranged spatially) in a Photoshop composition. However, other processes seem more like oral events: improvisatory, performed in real time, spontaneous. Examples might be Drama or spoken roleplay for film; or avatar-based interaction in games and virtual worlds. For these reasons I prefer the compound 'lit-oracy'.
  We have become accustomed to the multimodal nature of digital literacies - in the media arts, the integration of audio, visual and other modes such as the grammars of film and game. Video games however incorporate a new mode - code as mode - requiring a further extension of our notion of literacy, and interdisciplinary work both in research and in the curriculum.
• Katarina Cederlund & Anna-Lena Godhe & Sylvana Sofkova Hashemi
  In this paper we examine competing discourses of established and emerging practices in literacy education in relation to technology. Our intention is to highlight contextual and relational aspects, which are largely absent in discussion concerning education when the aim is to find effective, best practice solutions. Grounded on empirical research findings, we strive to expand the current discussion by problematizing the relation between technology and literacy in a subject culture in motion.
  
  As classroom practices are made up of many different and often competing discourses this paper attends to the historical development of L1 and discusses tensions at classroom and system levels (Bernstein, 2000; Engeström, 2009). We demonstrate how the conditions and role of technology in the classroom tends to move from a focus on the effective use of technology, which separates the digital from L1-education, towards discourses including social practices and socio-political aspects (Ivanic, 2004). Moreover, the need for a meta-awareness addressing the multiplicity and diversity of communication channels and media will be problematized in regard to teachers’ professional development, changes in curricula and the boundary between the L1-subject and aesthetics.
• Boris Vazquez-Calvo & Daniel Cassany i Comas
  Online language resources are a set of technologies—dictionaries, automated translation software, spell and grammar checkers, and others—, serving as “scaffolding tools” in reading and writing online (Warschauer, 2010). When observing such technologies in literacy education in schools, particular metadiscourses emerge, with perceivable differences between teacher and student practices. From previous studies (Cassany, 2016; Vazquez-Calvo, 2016), we identify 4 categories of analysis: a) L1 versus L2 perceived applicability; b) type of resource and perceived potential, c) perceptions on translation, d) perceptions on learning through and on the screen. Concerning (a), L1 teachers consider these resources as more of a disruptive item than a tool for learning, as opposed to L2 counterparts. This has implications for the type of resources (b) they choose: while L1 teachers are inclined toward official dictionaries and spell checkers for the sake of language ‘correctness’, L2 teachers accept multilingual and collaborative dictionaries, as they offer more practical usage of language items. Teachers prohibit the use of translation software –seen as a source for lexical calques, rather than valid (or ideal) structures (Pym, Malmkjaer, & Gutiérrez-Colón Plana, 2013). The instruction is ‘Do not translate’. This leads us to reflect on teachers’ misconception of translation (c), ignoring its pragmatic nature (Nord, 2009), valuable for intercultural mediation in schools (Canagarajah, 2013), online and offline. These aspects surface language teachers’ limited discourses regarding teaching with technologies: (a) teachers’ potential loss of power vis-à-vis language technologies, (b) the naïve and widespread idea that technologies improve teachers’ methodology (Marquès & Prats, 2013), or (c) the fact that they accept less disruptive technologies (e.g. interactive whiteboards) and PDF-like textbooks (Merino & Cassany, 2016). Such a discourse underpins traditional teacher-centered practices and disregards technologies (translation software) and practices (online critical reading) representing a student-centered approach. Also, translation software and others questions the very notion of how teachers see and implement a communicative approach –with the goal of the “native (monolingual) speaker” in mind (Davies, 2003). Instead, students apply more resources, including translation software, with multiple affordances, showing a divide between learners who can handle language technologies to foster literacy skills and those who cannot.

Ilana Elkad-Lehman & Irene Pieper (Israel)
ON EITHER SIDE OF THE FENCE: A SECOND- AND THIRD-GENERATION VIEW OF THE SHOAH
Aesthetically oriented texts as means of pedagogy

Paper session ARLE 2017

Thursday, 12:25-13:55

Room Wine Room Silva-333

Chair: Mattheus, Ave

This paper will present phenomenological research based on a seminar held in two higher education institutes, one in Germany and one in Israel, as part of an initiative to develop cooperation on literature education. In this project, literature served as a source for discourse and forging a relationship between Israeli and German students who constitute the third generation since the events of World War II or the Shoah. Participants in the study were 14 Israeli students, 31 students in the German class (including two guest students from France and Italy), and the two researchers, both second-generation descendants of Shoah and World War II.
The goals of the seminar were: To facilitate a discourse between Jewish and German students about the Shoah and about memory, using literature on the subject; To create an awareness of the differences and commonalities in perspectives on memory; To enhance awareness of issues such as prejudice, racism, anti-Semitism, and attitudes toward minorities; To encourage thinking about the meanings of testimony (Felman & Laub, 1992), memory (Erll, 2011), memory and history (Nora, 1989; Friedländer, 1979), empathy, and forgiveness; To create a real situation in which reading literature is part of life – emerging from questions of the learner’s identity, moving on to the literary space, and back to the learner’s identity; To develop critical thinking.
The literary corpus included works by German and Israeli writers: Jenny Erpenbeck's Heimsuchung [Homecoming], autobiographical texts by Lizzie Doron, stories by Etgar Keret, picturebooks by Tomi Ungerer, Iwona Chmielewska, Uri Orlev, an essay by Amos Oz, and others.
Data collection is based on students' portfolios, researchers' electronic dialogue via e-mail, and researchers' journals The texts are analyzed using mixed approaches from qualitative research (Lieblich, Tuval-Mashiach, & Zilber, 1998), and content analysis.
Findings indicate possibilities and challenges for inter-cultural Israeli-German dialogue about the Shoah.

Erll, A. (2011). Memory in culture. New York: Palgrave Macmillan.
Felman, S., Laub, D. (1992). Crises of Witnessing in Literature, Psychoanalysis, and History. New York and London: Routledge.
Friedländer, S. (1979). When Memory Comes. New York: Farrar, Straus, Giroux.
Lieblich, A., Tuval-Mashiach,R., & Zilber, T. (1998). Narrative research - reading, analysis and interpretation (Vol. 47). California: Sage Publications, Inc.
Nora, P. (1989). Between Memory and History: Les Lieux de Mémoire. Representations, 26/ 4, 7-24.


Per-Olof Erixon (Sweden)
MOTHER-TONGUE EDUCATION (MTE) AND READING TECHNOLOGIES IN THE NEW MEDIA LANDSCAPE
Translating cultures and teaching arts

Paper session ARLE 2017	Thursday, 12:25-13:55	Room Sky-room Mare-648	Chair: Aava, Katrin
Paper session ARLE 2017	Thursday, 15:00-16:30	Room Sky-room Mare-648	Chair: Puksand, Helin

This presentation is about how teachers of Mother-Tongue Education in Swedish lower secondary schools look upon and relate to the screen and the book, respectively, as technologies for reading linear texts in the context of MTE. It is part of the research project “School subject paradigms and teaching practice in the screen culture – art, music and Swedish under the influence” (Swedish Research Council, 2010–2012). In this presentation, the focus is on the technology and mother-tongue culture, regarding what and how to read in a school context, as important facets of both the screen and the book, and thus what influence the screen has on the identity of the school subject of Swedish. This study was conducted in 2010 and 2011, i.e. when the iPad was still a relatively new technological device. The result shows that reading on the screen offers resistance, while reading in a book is associated with relaxation for the body and a solid object. Pupils and teachers see advantages of the screen regarding the reading of short (factual) texts, so-called “efferent reading”, but disadvantages concerning the reading of fiction, “aesthetic reading” (Rosenblatt, 1995/1938). The conclusion is that the new screen technology is challenging historically established individual reading rituals like silent reading in MTE since it has not yet been appropriated neither cognitively, bodily or culturally.

Rosenblatt, Louise, M. (1995[1938]) Literature as Exploration. New York: The Modern Language Association of America.


Hanna Ezer & Ilana Elkad-Lehman & Rachel Hitin-Mashiah (Israel)
IDENTITY OF THE SCHOLAR WRITER: WRITING WORKSPACE AND BEHAVIOR AS WRITERS

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Sun Room Silva-240

Chair: van Rijt, Jimmy H.M.

This qualitative narrative study examines the writing workspace of academic scholars as well as their behavior as writers and its relation to their identity as writers in the academic community.
Identity theory highlights an hyphenated identity that varies according to context (Pennington & Richards, 2016). This concept is relevant to writing because language is one of the means of conveying social identities (Burgess & Ivanic, 2010).
To open the presentation, the principal researcher describes the study, the qualitative narrative methodology, main findings and its implications to the teaching of writing.
The main findings (Ezer, 2016) reveal that the writing environment is both a physical and a metaphysical space that nourish one another. In this space the writer's behavior is primarily rhizomatic for it moves in different directions in space and is non-linear, simultaneous and full of deflections, mainly of daily life that become integrated with the writer's life.
Then, two of the 23 interviewees in this study present their personal narratives that inwardly examine their own behavior as writers and their writing workspace.
The first interviewee presents her concept of workspace. This concept challenges feminist ideas about writing by means of an intertextual journey through her personal life as reflected in personal photos, places she has lived and books and papers she has written.
In a linguistic analysis of a text she produced, the second interviewee tells about her academic writing in her writing workspace. she deals with the coherence between language and content by demonstrating how linguistic forms serve subjective aspects/components of the story.

Key words: writer’s identity; the writing self; the scholar writer; writing workspace; writer's behavior

Burgess, A., & Ivanic, R. (2010). Writing and being written: Issues of identity across timescales. Written Communication, 27 (2), 228-255.
Ezer, H. (2016). Sense and sensitivity: The identity of the scholar writer in academia. Rotterdam/Taipei/Boston: Sense Publishers.
Pennington, M.C., & Richards, J.C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal (A journal of Language Teaching and Research ), 47(1), 5-23.


Marie Falkesgaard Slot (Denmark)
LANGUAGE 1, 21ST CENTURY SKILLS AND STUDENTS' DIGITAL PRODUCTION

Paper session ARLE 2017

Friday, 14:00-15:30

Room Sun Room Silva-240

Chair: Paldanius, Hilkka

*L1 *mixed methods study * Student production *21st century skills 

This paper presents the results from our mixed methods research project on the connection between task-based instruction and students’ production in 14 primary and secondary schools in Denmark. The background is a large-scale Danish school development project based on connections between the national Danish curriculum and the framework of 21st century skills (Kølsen 2014, Binkley et al., 2012). Theoretically, the project is rooted in theories on multimodality and forms of representations in meaning-making processes, subject matter knowledge and theories of scaffolding (Jewitt 2008, Kress 2010). From this foundation, we define a student production as a realised signs of learning.

The quantitative data was collected in three school subjects: L1, mathematics and science, in March 2014 - April 2015. The data consisted of some multimodal productions with functional load and use of ICT, for example screencasts of modelling in mathematics, and an simulation of cells in science. However, the majority of the collected data was written products without active knowledge production or use of ICT. In total, the coding of 750 student-collected productions reveals that the students’ productions often reproduce narrow school knowledge and display very limited multimodal communication (Hansen Slot, Bremholm 2016). The student’s production is, furthermore, only minimally connected to the development of 21st century skills as a framework for broader competencies in a digitalised society.

The presentation offers examples of different kinds of student production in L1, discusses the potentials and gaps between the Danish curriculum L1 and 21st century skills and, finally, draws upon perspectives of student production carried out in mathematics and science

References

Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining Twenty-First Century Skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and Teaching of 21st Century Skills (pp. 17-66): Springer Netherlands.
Hansen, R., Slot, M.F., Bremholm, J. (2016). Elevopgaver og elevproduktion i det 21. århundrede: Kvantitativ analyse af elevproduktion i matematik, dansk og naturfag (Endline). Rapport, AUUC.demonstrationsskoler. Odense: Læremiddel.dk.
Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of research in education, 32(1), 241-267.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London: Routledge.
Kølsen, C., Hansen, T. I., & Bundsgaard, J. (2014). Metoderapport i relation til baseline for demonstrationsskoleforsøg. from http://auuc.demonstrationsskoler.dk/sites/default/files/metoderapport_juni_2014- _offentlig_0.pdf


Jinghua Fan (Singapore)
L1 TEXT IN A BILINGUAL EDUCATIONAL SYSTEM: LANGUAGE-INTENSIVE OR LITERARINESS-FOCUSED?
Translating cultures and teaching arts

Paper session ARLE 2017

Friday, 16:00-17:30

Room Wine Room Silva-333

Chair: Tinits, Peeter

Singapore is a country with multiple ethnic groups, cultures and mother tongues, but English was designated as the first language and the primary medium of instruction in schools, while mother tongue languages of different ethnic groups are used in mother tongue language and literature subjects. With the increasing proliferation of bilingual education services (public and private) under globalization, L1-L2 has increasingly become a continuum instead of a distinction, and the same applies to Singapore where L1 and L2 distinction is harder to make within and across ethnic groups, which make Singapore a unique case to inspire reflections for contemporary language education. In reference to Singapore, the paper tries to re-examine the following questions: 1) What are the defining features of L1 in bilingualism? In particular, what defines the essential focus of L1 and L2 education, language intensive or literariness focused? This issue is raised on the assumption that L1 education is often literature-focused and culture-oriented and culture while L2 teaching is form-focused and skill-oriented. 2) What implications does the L1-L2 continuum have for language acquisition and education? When English as a universal lingua franca has become a dominant language (L1) in Singapore, how should mother tongue education be designed to keep a balanced bilingualism, and what aspects should be emphasized to ensure the cultural transmission, especially when the mother tongue culture is increasingly not embodied in students' L1 language? The present paper will delineate and discuss the issues with reference to a few research projects which have been conducted in my research centre on language background (through questionnaire), language proficiency (through questionnaire) and mother tongue textbooks (through environmental scanning and documentary analysis) in Singapore. When analysing the different considerations in the syllabus design of language-culture education in the context of bi- and multi-lingualism, the paper highlights the underlying higher-order questions concerning cultural identity in multi-ethnic nation-state, fairness in education, multiculturalism and other related issues. The paper hopes to illuminate the reflection of worldwide L1-L2 education with the case analysis of Singapore.

Selected Bibliography

Garcia. O. and Li, W. (2014) Translanguaging: Language, Bilingualism and Education.
Hornberger, N. H. ed.(2003) Continua of Biliteracy: An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings.
MOE, Singapore (2011)2010 Mother Tongue Languages Review Committee Report: Nurturing Active Learners and Proficient Users.
Schmid,M.S., Kopke, B, Keijzer, M, and Weilemar, L. eds. (2004) First Language Attrition.

• Jinghua Fan
  Singapore is a country with multiple ethnic groups, cultures and mother tongues, but English was designated as the first language and the primary medium of instruction in schools, while mother tongue languages of different ethnic groups are used in mother tongue language and literature subjects. The L1 and L2 distinction is hard to make within and across ethnic groups, which make Singapore a unique case to inspire reflections for contemporary language education. Given the increasing proliferation of bilingual education services (public and private) under globalization, the paper tries to re-examine the defining features of L1 through educational practices including the objectives of mother tongue education. In particular, what defines the essential focus of L1 and L2 education, language intensive or literariness focused? What implications does the L1-L2 continuum have for language acquisition and education? When English as a universal lingua franca has become a dominant language (L1) in Singapore, how should mother tongue education be designed to keep a balanced bilingualism, and what aspects should be emphasized to ensure the cultural transmission, especially when the mother tongue culture is increasingly not embodied in students' L1 language? The present paper will delineate and discuss the issues with reference to a few research projects which have been conducted in my research centre on language background, language proficiency and mother tongue textbooks in Singapore. Different considerations are taken in the syllabus design of language-culture education in the context of bi- and multi-lingualism, and many of these considerations underlie higher-order questions concerning cultural identity in multi-ethnic nation-state, fairness in education, multiculturalism and other politically sensitive issues. The paper hopes to illuminate the reflection of worldwide L1-L2 education with the case analysis of Singapore.
  
  Selected Bibliography
  
  Garcia. O. and Li, W. (2014) Translanguaging: Language, Bilingualism and Education.
  Hornberger, N. H. ed.(2003) Continua of Biliteracy: An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings.
  MOE, Singapore (2011)2010 Mother Tongue Languages Review Committee Report: Nurturing Active Learners and Proficient Users.
  Schmid,M.S., Kopke, B, Keijzer, M, and Weilemar, L. eds. (2004) First Language Attrition.

Julie Faulkner & Graham B. Parr & Jane Kirkby (Australia)
ENGLISH LITERACY TEACHERS’ IDENTITIES AND JUDGMENTS IN AUSTRALIA: THE SHAPING EFFECTS OF POLICY IN A PARTICULAR NATIONAL CONTEXT
Integrating texts in aquiring communication proficiency

Symposium and Invited Panels ARLE 2017

Saturday, 13:30-15:00

Room Orange Silva-116

Chair: Parr, Graham B.

Discussants: Goodwyn (United Kingdom (The))

As education policy makers engage in more and more fervent expressions of nationalist rhetoric about the distinct education offered in their country, they also clamour to outdo each other in aligning educational practice in their country with global education standards (as evidenced by performance in international tests such as PISA, PIRLS and TIMMS) (Rizvi & Lingard, 2009). This paradox is no more keenly felt than in the areas of English language, literacy and literature teaching, where globally standardised tests of literacy are now clearly mediating practices in primary and secondary schools and teacher education institutions (Kostogriz, Doecke & Illesca, 2010; Meyer & Benavot 2013; Nichols, Glass & Berliner, 2006). Across the world, English/literacy teaching communities are struggling to deal with the combination of standardised curricula, one-size-fits-all professional standards and accountability regimes that discourage independent professional judgement and instead encourage a compliance mindset with respect to prescriptive directives of what and how to teach (Allard & Doecke, 2014; Brass, 2015; Sahlberg, 2011/15; Smith & Kovacs, 2011).

Some accounts of teachers’ practice suggest a disturbing trend toward de-professionalisation of English and literacy teachers across all educational sectors, as teachers feel less agency and autonomy in their everyday work. Elsewhere, there is emerging evidence that, because of a range of complex and embedded factors which can be mandated as policy, even wholesale changes in policy and curriculum do not necessarily penetrate deeply into teachers’ practice or sense of themselves as professionals. Even more encouraging, there is evidence of educators engaged in ongoing praxis projects that strategically speak back to these reforms, promoting teacher learning and collaboration but also authorising the voice of English educators in policy and curriculum debates.

This symposium takes up these themes through papers that examine sites in three different sectors of English and literacy education in Australia - early years, primary schooling and secondary teacher education. The authors examine the ways that teachers and preservice teachers are positioned by a range of policy and government mandated curriculum, and the ways they negotiate the various tensions around professional identity, English literacy knowledge and pedagogy.

• Julie Faulkner & Jane Kirkby & Graham B. Parr
  As education policy makers engage in more and more fervent expressions of nationalist rhetoric about the distinct education offered in their country, they also clamour to outdo each other in aligning educational practice in their country with global education standards (as evidenced by performance in international tests such as PISA, PIRLS and TIMMS) (Rizvi & Lingard, 2009). This paradox is no more keenly felt than in the areas of English language, literacy and literature teaching, where globally standardised tests of literacy are now clearly mediating practices in primary and secondary schools and teacher education institutions (Kostogriz, Doecke & Illesca, 2010; Meyer & Benavot 2013; Nichols, Glass & Berliner, 2006). Across the world, English/literacy teaching communities are struggling to deal with the combination of standardised curricula, one-size-fits-all professional standards and accountability regimes that discourage independent professional judgement and instead encourage a compliance mindset with respect to prescriptive directives of what and how to teach (Allard & Doecke, 2014; Brass, 2015; Sahlberg, 2011/15; Smith & Kovacs, 2011).
  
  Some accounts of teachers’ practice suggest a disturbing trend toward de-professionalisation of English and literacy teachers across all educational sectors, as teachers feel less agency and autonomy in their everyday work. Elsewhere, there is emerging evidence that, because of a range of complex and embedded factors which can be mandated as policy, even wholesale changes in policy and curriculum do not necessarily penetrate deeply into teachers’ practice or sense of themselves as professionals. Even more encouraging, there is evidence of educators engaged in ongoing praxis projects that strategically speak back to these reforms, promoting teacher learning and collaboration but also authorising the voice of English educators in policy and curriculum debates.
  
  This symposium takes up these themes through papers that examine sites in three different sectors of English and literacy education in Australia - early years, primary schooling and secondary teacher education. The authors examine the ways that teachers and preservice teachers are positioned by a range of policy and government mandated curriculum, and the ways they negotiate the various tensions around professional identity, English literacy knowledge and pedagogy.
• Jane Kirkby & Anne T Keary
  This paper presents insights into how Early Childhood teachers engaged with and responded to the identified language needs of children in a vulnerable community. In Australia, the introduction of the ‘Early Years Curriculum Framework: Belonging, Being and Becoming’ (Department of Education, Employment and Workplace Relations for the Council of Australian Governments [DEEWR], 2009) and its corollary the ‘Victorian Early Years Learning and Development Framework’ (State of Victoria, Department of Education and Training [DET]), 2011 provided policy direction for Early Childhood teachers’ practice. These policies foreground five learning outcomes to support the holistic development of the child: children have a strong sense of identity; children are connected with and contribute to their world; children have a strong sense of wellbeing; children are confident and involved learners and children are effective communicators. In addition, both policies identify that intentional teaching is a key factor in promoting young children’s learning (DEEWR, 2009, DET, 2016).
  Language development in early childhood is critical to later transition to formal schooling (Dickinson et al., 2003; Scull, 2013). In a move to address transition concerns raised by local primary schools, and supported by Australian Early Development Census data (2015) for the local area, a screening agenda was initiated in 2015 by the Early Childhood management in 3 kindergartens located in disadvantaged areas. This exercise involved Allied Health Early Childhood professionals and produced results that showed a significant number of children were developmentally vulnerable in the communication domain.
  We collected interview data and planning documents from 7 teachers across 12 months to examine how participating teachers reflected on their current practices in light of the screening results and the curriculum frameworks. Their data, along with interview data from another setting that followed a similar screening process, enabled us to examine the tensions teachers feel when trying to incorporate new understandings into existing interpretations of curriculum policy.
  In this study, teachers’ interpretation of the frameworks is strongly focussed on identity and well-being with less confidence shown in using intentional teaching (Epstein, 2014) to support and extend oral language (communication).
  Intentional teaching requires ‘a blended approach’ (Epstein, 2014). In the Victorian context, teachers are expected to “plan for opportunities for intentional teaching and knowledge building.” (DEEWR, 2009, p. 15), further guided by the implementation of an ‘integrated approach’ (DET, 2016, p.17, see Diagram 1.). These three approaches to fostering learning in the early years -child directed play and learning, guided play and learning and adult-led learning – provide opportunity for teachers to become intentional in their planning and implementation of learning experiences through careful monitoring and documenting of children’s learning (DEEWR, 2009,p.15). This study identified that teachers were uncertain about how to support children’s language development through intentional teaching.
  
  References
  Australian Early Development Census (2015). 2015 AECD National Report. Retrieved from https://www.aedc.gov.au/resources/detail/2015-aedc-national-report
  Dickinson, D., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, E. & Poe, M. (2003). The Comprehensive Language Approach to Early Literacy: The Interrelationships Among Vocabulary, Phonological Sensitivity, and Print Knowledge Among Preschool-Aged Children. Journal of Educational Psychology , 95 (3), pp. 465–481.
  Department of Education and Training (2011, 2016). Victorian Early Years Learning and Development Framework. Retrieved from http://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf
  Department of Education, Employment and Workplace Relations and Council of Australian Governments. (2009). Belonging Being Becoming: The Early Years Framework for Australia. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
  Epstein, A. (2014) The intentional teacher: choosing the best strategies for young children’s learning. Washington D.C.: National Association for the Education of Young Children.
  Scull, J. (2013). Assessing Language for Literacy: A Microanalysis of Children's Vocabulary, Syntax and Narrative Grammar. International Education Studies, 6 (1), pp.142-152.
• Julie Faulkner & Jane Kirkby
  The second paper asks questions in relation to the place of engagement and skill development in young writers, and how teachers might be best positioned to encourage rich language practice in primary classrooms. The introduction of the language strand in the Australian curriculum represents an imposed curriculum change. It is also exemplifies a significant shift for teachers who have little or no prior experience of grammar (Harper & Rennie, 2009). The weight of curriculum and professional expectation exerts its own pressure on the teachers’ engagement with language and writing. In turn, this impacts on their sense of teacher identity and capacity to engage primary-aged students with the practices of writing (Myhill, Jones & Watson, 2013).
  We explore, as a case in point of this process, the trajectory of our collaboration with a primary school teaching cohort around language and writing pedagogies. Our study investigates the role of planning and support for teachers taking on elements of curriculum and pedagogical change. While their students’ standardised test results in reading, writing and language conventions were relatively strong, school leaders were concerned that the teachers, many of whom were recent graduates, were developing a technicist approach to teaching writing. Our study surveyed teachers’ existing language knowledge, borrowing from Love, Macken-Horarik and Horarik (2014). We aimed to discover if these teachers felt confident in their understanding of the structures and functions of sentence and word level grammar. Moreover, an overarching aim was to encourage these teachers to emphasise the pleasures of writing as a meaning-making process and not just an accumulation of technical skills.
  Using a range of professional learning processes, we worked alongside teachers to critique existing approaches to teaching, build their own linguistic content knowledge and examine a range of pedagogical practices to enhance learning opportunities for students. Positioning the teachers as writers we explored, amongst other resources, the role of mentor texts, writer choice and agency, the curriculum cycle and targeted feedback. Working in year level teams with researchers, teachers evaluated the affordances of approaches implemented for their particular students, in addition to their own professional learning as early career language and literacy teachers.
  
  References
  Harper, H. & Rennie, J. (2009). 'I had to go out and get myself a book on grammar': a study of pre-service teachers' knowledge about language. [online]. Australian Journal of Language and Literacy; 32(1), pp. 22-37.
  Love, K., Macken-Horarick, M. & Horarik, S. (2014). Language knowledge and its application: A snapshot of Australian teachers’ views. Australian Journal of Language and Literacy 38(3), pp. 171-182.
  Myhill, D., Jones, S. & Watson, A. (2013). Grammar matters: How teachers’ grammatical knowledge impacts on the teaching of writing, Teaching and Teacher Education 36, pp.77- 91
• Graham B. Parr & Scott Bulfin
  Standards-based education reforms have been powerfully mediating the work of school-based English teachers for more than a decade, with varying consequences (e.g., Allard & Doecke, 2014; Brass, 2015; Sahlberg, 2011/15; Smith & Kovacs, 2011). The teacher education sector initially appeared to be insulated from more prescriptive reforms, while teaching practices in the schooling sector were increasingly shaped by standardised testing regimes and globally derivative professional standards (Diamond, Parr & Bulfin, in press; Nichols, Glass, & Berliner, 2006). In recent years, though, governments have turned their focus on standardising initial teacher education (ITE) programs as well. In Europe, this standardisation was initially encouraged through the adoption of the Bologna protocols which institutions used to audit their curriculum and assessment offerings (van der Wende, 2008). The influence of these Protocols quickly spread internationally (Higher Education Ministers in the European Higher Education Area, 2010), paving the way for the globalised standardisation of curriculum and practice in ITE that has followed. Government policies have accelerated the standardisation of ITE curriculums and practices through a range of accreditation protocols and accountability regimes.
  However, many teacher education institutions across the world are speaking back to this standardising imperative in ITE in ways that challenge the logic underpinning standards-based reforms and yet still prepare future teachers for the intellectual and professional challenges of working in this standards-saturated world. This paper reports on a secondary English pre-service teacher education program in Australia that is creatively speaking back to these mandated reforms, through a range of praxis-based strategies, including online forums, digital video cases and critical autobiographical writing. Using Bakhtin’s (1981) and Cavarero’s (2000) conceptions of language, narrative and identity, we present and critically inquire into samples of students’ writing generated in this English methods program and online dialogues between students and lecturers promoted by the production by the pre-service students of digital video cases about their teaching practicum experiences. The research advocates for such praxis-based strategies. It is argued such praxis-based strategies can help prepare pre-service students to strategically negotiate their classroom practices and professional identities and continue to grow as professionals throughout their career, or else face the prospect of a professional life characterised by compliance and conformity to existing norms.
  
  REFERENCES
  Allard, A., & Doecke, B. (2014). Professional knowledge and standards-based reforms: Learning from the experiences of early career teachers, English Teaching: Practice and Critique, 13(1), 39-54.
  Bakhtin, M. (1981). The dialogic imagination: Four essays (C. Emerson & M. Holquist, Trans.). Austin: University of Texas Press.
  Brass, J. (2015). Standards-based governance of English teaching: Past, present, and future? English Teaching Practice and Critique, 14(3), 241–259.
  Cavarero, A. (2000). Relating narratives: Story and selfhood. London: Routledge.
  Diamond, F., Parr, G., & Bulfin, S. (in press). University-school partnerships in English pre-service teacher education: A dialogic inquiry into a co-teaching initiative. Changing English.
  Nichols, S., Glass, G., & Berliner, D. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved from http://epaa.asu.edu/epaa/v14n1/.
  Sahlberg, P. (2011/2015). Finnish lessons 2.0: What can the world learn from educational change in Finland? Second Edition. New York and London: Teachers College Press.
  Smith, J. & Kovacs, P. (2011). The impact of standards-based reform on teachers: the case of ‘No Child Left Behind’. Teachers and Teaching: Theory and Practice, 17(1), 201-225.
  Van der Wende, M. (2008). Rankings and classifications in higher education: A European perspective. In J. Smart (Ed.), Higher Education (pp. 49–71). New York: Springer.

Cristina Felipeto & Eduardo Calil (Brazil)
WRITING IN THE CLASSROOM: A COMPARATIVE STUDY BETWEEN COLLABORATIVE AND INDIVIDUAL WRITING SITUATIONS WITH BOYS AND GIRLS
Integrating texts in aquiring communication proficiency

Short presentations and extensive discussion ARLE 2017

Thursday, 16:45-17:45

Room Red-Room Mare-340

Chair: Põlda, Halliki

Collaborative writing for classroom dyads is a didactic situation that places students dialoguing to build a single text through negotiation, unlike individual writing, where one usually writes alone and in silence. Affiliated to the studies proposed by Textual Genetics (Grésillon, 1994), based on an enunciative approach (Benveniste, 1988, 2006), the objective of this work was to develop a comparative study between texts produced individually and collaboratively by the same students. The study sample was defined by convenience and comprises 8 manuscripts, 4 of which are individually produced and 4 are produced in pairs. The students are in the 2nd year of elementary school in Brazil, with ages between 7 and 8 years, being a pair of boys and another pair of girls. The data were collected respecting the ecological conditions of the school context. Three categories served as analytical parameters: A - the number of words, to verify in which situation larger texts are produced; B - the incidence of orthographic errors, crossing it with the presence / absence of the collaborator's eye; C- the gender variable. Analyzes have shown that, collaboratively, students write, on average, texts 55% longer than individually. If the dialogue is inherent in collaborative writing and if students spend much of the time talking to write, why are the texts bigger when written collaboratively? We also found significant differences between female and male writing: girls write texts 41% longer than boys. However, in an individual situation, girls write texts about 12% longer than boys. Would the generation of ideas be more productive in pairs, what would lead students to write more in this situation?

References:
BENVENISTE, Émile. Problemas de Linguística Geral I. Campinas: Pontes, 1988. Edição original: 1966.
BOUCHARD, Robert; MONDADA, Lorenza (éds). Les processus de la rédaction collaborative. Paris: L’Harmattan, 2005.
GRÉSILLON, Almuth. Eléments de Critique Génétique: lire les manuscrits modernes. Paris: Presses Universitaires de France (PUF), 1994.
JAKOBS, Eva-Maria ; Perrin, Daniel (eds.) Handbook of Writing and Text Production. De Gruyter, Mouton, Göttingen Germany, 2014.


Simon S. Fougt & Jeppe Bundsgaard & Bettina Buch (Denmark)
QUANTITATIVE CHARACTERISTICS OF TEACHING MATERIALS IN DANISH L1-TEACHING
Curriculum, objectives & learning media

Paper session ARLE 2017

Thursday, 12:25-13:55

Room Green Room Mare-214

Chair: Kruus, Priit

Key words: Digital and analogue learning materials in L1, quantitative data

Researchers around the L1-group at the University of Aarhus decided to create knowledge of the content of teaching materials in L1 through quantitative and qualitative analysis. Other participants in the project presenting qualitative analysis at the conference are Anna Karlskov Skyggebjerg, Jesper Bremholm and Helle Rørbech.
This paper presents the quantitative results, based on the following research question: What characterizes teaching material used in Danish L1? What does it say about the teaching in Danish L1? How does this correspond with the Danish teaching standards?

In a nationally representative quantitative survey, 639 Danish L1 teachers were asked which (up to five) teaching materials they had used the previous two months. 315 unique materials were identified. A framework for characterizing their content and pedagogical approaches was developed data driven and used to score all materials.

Results show a L1-subject highly focused on spelling (spelling comprises 29% of the content in grades 1-3, 16-20% in grade 4-10). In grade 1-3 reading make up a large part (34%), while literature, especially analysis, has a strong presence in later grades (19-22%). Communication and media education take up very small amounts of the teaching material, as does the other Nordic languages.

Spearman’s rank correlations show that teaching of spelling and grammar typically is isolated from teaching of other contents.

Digital material has gained ground, especially in grade 7-10 (50% of the material is digital).

Pedagogical approaches are dominated by repetitive teaching especially in grade 1-3, whereas instructivist and scaffolding approaches are more prevalent in grade 7-10. Practice scaffolding approaches are almost non-existent.

The content in Danish L1 teaching materials are characterized as thus traditional and not corresponding well with either the teaching standards or commonly accepted learning theories (Blumenfeld et al., 2006). The digital material seems to be slightly more on par with teaching standards and progressive learning theories, suggesting a positive development.

References
Blumenfeld, P. C., Kempler, T. M., Krajcik, J. S. & Blumenfeld, P. (2006). Motivation and Cognitive Engagement in Learning Environments. In: Sawyer, R. K. (ed.), The Cambridge Handbook of the Learning Sciences (pp 475-488). New York: Cambridge University Press.

Bundsgaard, J. Buch, B. and Fougt, S.S. (forthcoming a): Danskfagets læremidler. En karakteristik af anvendte læremidler og deres indhold, didaktik og pædagogik. In: Bremholm, J., Bundsgaard, J., Skyggebjerg, A.K. & Fougt, S.S. (eds.), Læremidler i dansk. Aarhus Universitetsforlag.

Bundsgaard, J. Buch, B. and Fougt, S.S. (forthcoming b): Viden om danskfagets læremidler. Begrundelse, baggrund og metode i en kvantitativ undersøgelse. In: Bremholm, J., Bundsgaard, J., Skyggebjerg, A.K. & Fougt, S.S. (eds.), Læremidler i dansk. Aarhus Universitetsforlag.


Stig T Gissel (Denmark)
DESIGNING AND MEASURING THE IMPACT OF USING A DIGITAL LEARNING MATERIAL FOR SCAFFOLDING STUDENTS’ INDEPENDENT DECODING AND COMPREHENSION OF UNFAMILIAR TEXT
Verbal and digital arts

Paper session ARLE 2017

Friday, 14:00-15:30

Room Red-Room Mare-340

Chair: Kruus, Priit

Keywords: Digital learning material; reading instruction; connectionism; text-to-speech; scaffolding

Using design based research as methodological base, I designed a prototype of a digital learning material, evaluated and refined it iteratively to find out if it is possible to digitally scaffold second grade students’ independent reading of unfamiliar text without controlled vocabulary while at the same time strengthening decoding and comprehension skills.

The learning material is theoretically based on connectionist models of reading and reading acquisition (Seidenberg, 2007) and theory of scaffolding (Wood, Bruner & Ross, 1976). The learning material scaffolds the students’ independent reading of unfamiliar text using text-to-speech, graded support in the form of syllabification and rhyme analogy and various other scaffolding functions. The word material in the learning material is divided into different categories based on the frequency and regularity of the word or its constituent parts. Students are supported in mapping between orthography and phonology, in identifying the relevant spelling patterns and generalizing.

In the formative evaluations, students’ interaction with the learning material was recorded using screen recording software.

The next step was to determine the effect of students using the learning material in a randomized experimental design. In the RCT the control group used the most widely used analogue learning system in Denmark, which has a systematic, phonological approach to reading instruction. Results showed, that using the digital material showed no statistically significant difference on decoding measures between the control and treatment group. However, a substantial, statistically significant advantage was found in the treatment group on measures of reading comprehension.

References
Seidenberg, M. S. (2007). Connectionist models of reading. In G. Gaskell (Ed.), Oxford handbook of psycholinguistics (pp. 235–250). Oxford: Oxford University Press.

Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89–100.


Anna-Lena Godhe (Sweden)
WHEN DOES "LÄSLYFTET" BECOME AN INFRASTRUCTURE FOR LEARNING?
Teaching/aquiring languages & cultures (secondary ed.)

Paper session ARLE 2017

Saturday, 11:15-12:35

Room Red-Room Mare-340

Chair: Krogh, Ellen

This presentation analyses a governmental project in Sweden called "Läslyftet", or in English "Boost for Reading". The project aims at improving all teachers’ ability to develop students’ language skills in connection to the subject they teach. From an online platform, teachers are provided with texts and suggested activities to do with their students in the classroom. Teams of teachers meet on a regular basis to discuss the texts they have read, prepare lessons and evaluate the activities that they have tried out with their students. Each team has a supervisor, usually a colleague, who assists them and organizes the meetings. "Läslyftet" is directed towards both primary and secondary level education but this presentation focuses on upper secondary school level.

The questions posed in this presentation concern when and under which circumstances “Läslyftet” becomes an infrastructure for learning. Guribye (2015) argues for an infrastructural approach when researching learning environments, and claims that Star and Ruhleder (1996) notion of infrastructure can inform studies of learning practices. An infrastructural approach aim to answer questions of when “Läslyftet” becomes a meaningful learning environment, as well as under which circumstances different groups of participants are able to productively utilize the infrastructure for learning.

Group meetings with upper secondary school level teachers have been recorded. The material will be analysed in three steps where the first concerns mediated action, the second is an activity theoretical analysis (Engeström, 1998). Finally, the material will be analyzed in order to determine when, and under which circumstances, that “Läslyftet” becomes a meaningful learning environment for the teachers and what facilitates and inhibits this for different participants.

References;
Engeström, Y. (1998). Reorganizing the motivational sphere of classroom culture: An activity theoretical analysis of planning in a teacher team. In F. Seeger, J. Voight & U. Waschescio (Eds.), The nature of the mathematics classroom (pp. 76-103). New York: Cambridge University Press.

Guribye, F. (2015). From Artifacts to Infrastructure in Studies of Learning Practices, Mind, Culture, and Activity, 22:2, 184-198.

Star, S.L., & Ruhleder, K. (1996). Steps towards an ecology of infrastructure: Design and access for large information spaces. Information Systems Research, 7, 111-134.


Andy Goodwyn (United Kingdom (The))
IS IT ‘CRITICAL LITERACY’ OR ‘PERSONAL GROWTH’ OR A BIT OF BOTH? WHAT DO ENGLISH TEACHERS IN ENGLAND BELIEVE IN ABOUT THE PURPOSE OF ENGLISH AS A MOTHER TONGUE?
Teacher Education

Paper session ARLE 2017

Friday, 14:00-15:30

Room Green Room Mare-214

Chair: Puksand, Helin

Key words: English/mother tongue teaching, teacher identity, teacher beliefs, theories of English
As 2016 marks the 50th anniversary of the Dartmouth seminar and of ‘Growth Through English’, John Dixon’s extraordinarily influential report about the UK’s reflections on the purpose of English based on the seminar, it is timely to consider what lasting influence there has been of so called ‘Growth pedagogy’. Based on research in England and the USA over 25 years, this paper argues that PG has remained central to English teachers in the UK and also has been highly influential in the USA. In both those countries neither the term ‘Literacy’ nor ‘Critical Literacy’ have become accepted within the professional discourse of teachers. This seems something of a paradox given the emancipatory beliefs of teachers in both countries. What does all this say about those teachers and what comparisons, contrasts or commonalities might be found with mother tongue teachers across the world?

Dixon, J. [1975 revised edition] Growth Through English, Oxford/NATE, Oxford

Goodwyn, A. 2017 ‘From Personal Growth [1966] to Personal Growth and Social Agency [2016] – proposing an invigorated model for the 21st Century, English in Australia, Issue ?,. accepted, final revisions November 2016]

Goodwyn, A. 2016, Still growing after all these years? The Resilience of the ‘Personal Growth model of English’ in England and also internationally
English Teaching, practice and critique, Vol 15. Issue 2, pp. 7-21

Misson,R and Morgan. W. [2011] Critical literacy and the aesthetic; transforming the English Classrooom, NCTE, Urbana


Andy Goodwyn (United Kingdom (The))
DARWINIAN LITERARY THEORY AND CRITICAL REALISM: A NEW PARADIGM FOR DEVELOPING ADOLESCENTS' ENGAGEMENTS WITH LITERATURE
Aesthetically oriented texts as means of pedagogy

Paper session ARLE 2017

Thursday, 12:25-13:55

Room Wine Room Silva-333

Chair: Mattheus, Ave

Key words: Reader response, literary pedagogy, Darwinian literary theory, Critical Realism
This paper is based on documentary analysis of the state's [in this case England] justifications for teaching literature. These might be classified as partly traditional humanist arguments and partly nationalistic ideology; they also tend to position the student as a passive appreciator of 'Great works'. This paper combines contemporary Darwinian conceptualisations of the origins and importance of literature with the concepts from Critical Realism of 'structure' and 'agency'. Darwinian literary theory explains why literature matters to us as a species and as individuals, being fundamentally a depiction of human motivation and behaviour. Critical Realist analysis of the role of literature in society reveals how the state uses 'great' literature as part of stratifying society through mis-educating the young to believe that literature is essentially part of the nationalist structure, a fixed element that cements state ideology. Literature teachers are focused on the agency of the student and the author, offering literature as an emancipatory experience. The state wants readers to passively appreciate, the teacher wants student to actively and critically respond. Therefore this paper argues for a reinvigorated rationale for teaching literature to adolescents predicated on the fundamental premise that literature is partly a store of human knowledge and for each individual reader a specialised form of experience that creates new and personally powerful understandings and meanings; part of these meanings is a shared view of all humanity that can lead to a challenge to simplistic notions of national identity. Some implications for the pedagogy of literature teaching will be explored and for the potentially emancipatory opportunities for literature teachers, linking back to John Dewey and Louise Rosenblatt's seminal work on reader response.

Dewey, J. [2016] Democracy and Education: An Introduction to the Philosophy of Education. New York: Macmillan

Goodwyn, A. 2017 ‘From Personal Growth [1966] to Personal Growth and Social Agency [2016] – proposing an invigorated model for the 21st Century, English in Australia, Issue . accepted, final revisions November 2016]

Goodwyn, A. 2017, ‘A new paradigm for literature teaching in schools: how Darwinian literary theory can revitalise our work’ The Use of English, Issue 68 [accepted – final revisions December 2016]

Goodwyn, A. 2016, Still growing after all these years? The Resilience of the ‘Personal Growth model of English’ in England and also internationally
English Teaching, practice and critique, Vol 15. Issue 2, pp. 7-21

Rosenblatt, L. [1938] Literature as Exploration . New York: Appleton-Century


Marta Gràcia & Maria-Josep Jarque & Sonia Jarque & Daniela Bitencourt Santos & Fàtima Vega (Spain)
DECISION SUPPORT SYSTEMS (DSS) FOR TEACHERS AND THE DEVELOPMENT OF LINGUISTIC COMPETENCE

Short presentations and extensive discussion ARLE 2017

Thursday, 16:45-17:45

Room Sun Room Silva-240

Chair: Tinits, Peeter

Problem statement: School is an essential context that contributes to children’s communicative competence (Marinac, Woodyatt & Ozanne, 2008). In-class interactions between children and teacher and among children themselves have been assessed with different type of instruments (Gràcia et al., 2015). Decision Support Systems (DSS) are tools that can help teachers to assess their own practice and to take decisions to improve it (Eom & Kim, 2006).
Research question: It is possible to construct and implement a Decision Support System conceived as a teacher empowerment tool aimed at self-improving their practice concerning children's language competence?
Method: Participants are 24 teachers and 700 children from schools in Spain, Brazil and Ecuador. Data collection phases are: (1) design and development of an DSS to assess discursive strategies, communication management and context adequacy that teachers use in the classroom to teach language; (2) assessment of children initial linguistic competence; (3) classroom observation and recording while teacher and children are working on different subjects (maths, sciences, language, arts…); (4) teachers’ training to use a DSS, enabling them to make teaching self-assessments of their classes and make changes depending on children’s response, while researchers also conduct external assessments of some of the same classes; (5) verification of the changes in teaching practices and in children linguistic competence; (6) validation of DSS use and introduction of the necessary adjustments based on the obtained results.
Results: Our results show that our DSS helps teachers to make decisions about their teaching practice and the use of discourse strategies for communication management in order to contribute to the development of language skills of pupils enrolled in schools that are socially, geographically and linguistically diverse.
Discussion: The use of a DSS can contribute to improve teachers’ competence to reflect and take decisions about their practice and to detect the conditions and strategies that allow pupils be more linguistically active, participative, critical and self-regulated while they were carrying on class activities.

Eom, S. and Kim, E. (2006). A survey of Decision Support System Applications (1995-2001). The Journal of the operational Research Society, 57(11), 1264-1278.

Gràcia, M. (coord) (2015). EVALOE. Escala de valoración de la enseñanza de la lengua oral en contexto escolar. Análisis de las interacciones comunicativas entre docentes y alumnos en el aula [Assessment scale of oral language teaching. Analysis of communicative interactions between teachers and students in the classroom. (ASOLT)]. Barcelona: Graó.

Marinac, J.V., Woodyatt, G.C. and Ozanne, A.E. (2008). Investigating adult language input and young children’s responses in naturalistic environments: An observational framework. Child Language Teaching and Therapy 24, 265–84.


Bill Green (Australia)
RHETORIC, TEXTUALITY AND CULTURAL CHANGE: RETHINKING L1 EDUCATION IN A GLOBAL ERA

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Sky-room Mare-648

Chair: Puksand, Helin

What are the changing prospects for L1 education in an era now increasingly organised in terms of globalisation and transnationalism? What are the challenges facing L1 education now, and in the future, given that the classical national(ist) project is no longer viable, or at least in the ways it has been for the past few centuries? This paper takes the newly installed national curriculum in Australia – the Australian Curriculum – as both its reference- and its starting-point, in reconsidering more broadly the relationship between curriculum history and language education. Hitherto called ‘mother-tongue education’, this field is now known as L1 education, with its current-traditional focus being on education in language and literature. That focus, especially with regard to the emergence and consolidation of nation-states within modernity, was centrally concerned with national language and literatures, albeit sometimes framed by empire. Now clearly there are new global and trans-national imperatives and agendas to take into account, in rethinking the project of L1 education.

The paper is organised in two parts. The first is addressed to a contextual account of English teaching and L1 education more generally, highlighting the role and significance of written language (‘writing’) with regard to curriculum and schooling. The second focuses on what has been called a paradigmatic media-shift, from ‘print’ to ‘digital-electronics’, with its various implications and challenges in terms of changing forms of culture and knowledge. Of particular concern here is the issue what comes after ‘literacy’ and ‘writing’? After the historical projects of English teaching and L1 education? This paper provides one such account, focusing on reformulated notions of rhetoric and textuality, and the emergence of a new global-cultural dominant. Working methodologically from a theoretical-philosophical perspective, it asks: What role might L1 education play in nation-(re)building in the current conjuncture, given the increasingly significance of digital cultures and multimodal-communicative practices in an increasingly hyper-semiotic lifeworld?

References
Vilém Flusser (2011). Does Writing Have a Future?, Minneapolis & London: University of Minnesota Press.
Bill Green (2017). “English as Rhetoric? – Once More, with Feeling...”, English in Australia, Vol 52, No. 1, [forthcoming].
Bill Green & Catherine Beavis (2013). “Literacy Education in the Age of New Media”, in Kathy Hall, Teresa Cremin, Barbara Comber & Luis Moll (Eds.), International Handbook of Research on Children’s Literacy, Learning and Culture, Wiley-Blackwell, pp. 42-53.
Ellen Krogh & Sylvi Penne (2015). “Languages, Literacies, Literatures: Researching Paradoxes and Negotiations in Scandinavian L1 Subjects”, L1 – Educational Studies in Language and Literature, Vol. 15, pp. 1-16 [http://dx.doi.org/10.17239/L1ESLL-2015.15.01.12].


Satu Grünthal & Kersti Lepajoe & Kaisa Pyykkö (Finland)
LITERATURE EDUCATION IN ESTONIAN AND FINNISH UPPER SECONDARY SCHOOLS: A COMPARATIVE STUDY OF THE ROLE OF LITERATURE IN NATIONAL CURRICULA AND SCHOOL PRACTICE

Paper session ARLE 2017

Thursday, 12:25-13:55

Room Night-Room Mare-213

Chair: Das, Hans

The aim of the study is, first, to conduct a comparative analysis of the role of literature and literature education in Estonian and Finnish national curricula. We focus on curricula for upper secondary schools, meaning grades 10–12 (gymnasiums). In Estonia, the present national curriculum for secondary and upper secondary education dates from 2011 (https://www.riigiteataja.ee/akt/129082014021 ), whereas in Finland, new curricula were implemented in August, 2016 (http://oph.fi/download/177312_ordering_core_curricula_2014.pdf) .

Following questions will be scrutinized: What is the role of literature in Estonian and Finnish curricula? How is literature seen and defined in the contemporary multimodal textual universe? What kind of ideological or pragmatic functions does literature have in school education, and what is the role of literature in educational discourse as a whole? Can hidden or explicit literary canons be found in curricula? How does the Estonian and the Finnish curriculum relate to the questions outlined above, and what kind of similarities and differences can be found in the equivalent curricula?

Both curricula will be analyzed using methods of text criticism and curriculum research.

Second, the analysis of literature curricula is followed by an analysis of a research survey, which will be conducted in both countries in spring, 2017. In the survey, teachers will be asked how the outlines defined in the curricula are put into practice in schools. How large is the compulsory amount of books read during the upper secondary education? What is the role of national and world literature? Which genres are present in school practice? Do students read books of their own choice or out of a compulsory list, and can a national ’school canon’ be defined? What are the differencies and similarities of Estonian and Finnish results in comparison to each other?

The survey will be conducted in the form of an e-questionnaire, which will be sent out to a relevant number of schools / teachers in different parts of Estonia and Finland. Questionnaires consist of both multiple choice and open questions, and results will be analyzed using quantitative as well as qualitative methods.

Key words: curriculum research, literature education, choice and variety of books in upper secondary schools

Bibliography

Cornbleth, Catherine (2000). Curriculum politics, policy, practice: cases in comparative context. New York: State University of New York Press.

Gardiner, Michael (2012). The return of England in English literature. Basingstoke: Palgrave Macmillan.

Schiro, Michael (2007). Curriculum theory: conflicting visions and enduring concerns. London: Sage Publishers.


Mari Hankala & Hyeon-Seon Jeong & Merja Kauppinen (Finland)
FINNISH AND KOREAN PRIMARY TEACHERS’ PERCEPTIONS OF THEMSELVES AS MEDIA USERS AND MEDIA LITERACY EDUCATORS
Verbal and digital arts

Paper session ARLE 2017

Friday, 16:00-17:30

Room Red-Room Mare-340

Chair: Kruus, Priit

Media texts and media literacy skills are crucial resources for learning in all school subjects. The teacher decides how media is used and how media skills are practiced in the classroom. Teacher’s educational beliefs (Hermans, Tondeur, van Braak & Valcke 2008), literacy attitudes (McCoss-Yergian & Krepps 2010), their media use, and attitudes towards media (Hankala 2011) can impact their teaching. Pupils should have equal opportunities to access media and develop media literacy skills. Therefore, it is important to study teachers’ perceptions.

The aim of the research is to study primary teachers’ perceptions of themselves as media users and media educators and to determine how they think these two aspects are related. The data consists of 35 Finnish primary teachers’ and 16 Korean primary teachers’ essays that include elements of their autobiographical reflections about themselves as media users and media literacy educators.

Finland and South Korea recently revised their national curricula, and media literacy is reflected in the core competence of ‘multiliteracies’ (in Finland) and of ‘communication’ (in South Korea). Implementation of the pedagogy of multiliteracies and communication, of which media literacy is a part, has cultural roots, and like educational choices, depends on society. Therefore, it is worthwhile to compare teachers’ perceptions in the two countries.

The preliminary results of a content analysis of the teachers’ essays show that most teachers felt they have positive relationships with the media as media users, and they use different kinds of media texts and technology actively in their teaching for a variety of purposes. Attitudes towards media education were positive in general, and teachers were aware of their values and awareness in media education. However, teachers’ media literacy skills and knowledge varied greatly. The paper will also discuss similarities and differences in teachers’ perceptions and uses of media in the classroom in the two countries, considering the historical and sociocultural contexts of (media) literacy education.

References

Hankala M. 2011. Sanomalehdellä aktiiviseksi kansalaiseksi? Näkökulmia nuorten sanomalehtien lukijuuteen ja koulun sanomalehtiopetukseen. [Active citizenship through newspapers? Perspectives on young people’s newspaper readership and on the use of newspapers in education]. University of Jyväskylä. Studies in Humanities 148.

Hermans, R. Tondeur, J. van Braak J. & Valcke M. 2008. The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education 51 (4), 1499-1509.

McCoss-Yergian & Krepps 2010, Do teacher attitudes impact literacy strategy implementation in content area classrooms? Journal of Instructional Pedagogies 4. http://www.aabri.com/manuscripts/10519.pdf


Thomas I. Hansen & Stig T Gissel & Peter W. Kaspersen & Nikolaj Elf & Tina Høegh (Denmark)
PART II. PRINCIPLES OF AN INQUIRY-BASED APPROACH TO THE TEACHING OF LITERATURE
Aesthetically oriented texts as means of pedagogy

Paper session ARLE 2017

Thursday, 12:25-13:55

Room Night-Room Mare-213

Chair: Das, Hans

This paper presents a model of literary and aesthetic-analytical interpretation.*

Through a systematic review and a mapping of practice, we aim to answer the following research questions:

• What characteristics could an inquiry-based approach to the teaching of literature have and to what extent is the teaching of literature in Denmark currently inquiry-based?

• How could such an approach inform interventions in practice in Danish secondary education and principles of inquiry-based course designs?

General reading comprehension strategies are not suitable for aesthetic texts, because they are characterized by their unique aesthetic form, hence requiring a particular process of semiosis and production of meaning on the part of the reader.

The systematic review provides a preliminary answer to the research questions drawing on cognitive, socio-cognitive and sociocultural studies. A set of empirically substantiated, cognitive strategies that show a positive effect on students' literary reading comprehension have been identified (Langer, 1995; Applebee et al, 2003; Olson & Land, 2007). Furthermore, research in literary inferencing and non-literal interpretation points towards a bottom-up approach involving online inferencing where the reader continually constructs local coherence and meaning (Zwaan, 1993; Graesser, Singer & Trabasso, 1994; Buch-Iversen, 2010). In turn, readers are rarely involved in the construction of global coherence and meaning context in their online inferencing. These processes generally come into play when readers metacognitively rise above the continuous activation of cognitive schemata and make inferences in continuation of the immediate reading, i.e. offline inferencing. The strategies and knowledge of literary comprehension are the base of our proposed model of designing literary comprehension in education.

References

Applebee, A.N., Langer, J-A., Nystrand, M., & Gamoran, A. ((2003). Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English. American Educational Research Journal, fall 2003, Vol. 40, No. 3, pp. 685-730.

Buch-Iversen, I. (2010). Betydningen av inferens for leseforståelse. Effekter av inferenstrening (Unpublished doctoral dissertation). Universitetet i Stavanger, Nasjonalt senter for leseopplæring og leseforskning, Humanistisk fakultet.

Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing Inferences During Narrative Text Comprehension. Psychological Review, 101(3), 371-395.

Langer, J.A. (1995). Envisioning Literature: Literary Understanding and Literature Instruction. Teachers College Press, New York.

Olson, C.B. & Land, R. (2007). A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School. Research in the Teaching of English, Vol. 31, No. 3.

Zwaan, R. A. (1993). Aspects of Literary Comprehension: A Cognitive Approach. Amsterdam: John Benjamins Publishing Company.

* The presentation is related to another presentation: Improving the Quality of Teaching Literature in Danish Secondary Education: Towards an Inquiry-based Model for Interventions. Part I/II: Background, research design, and findings from the mapping of practice.


Irit Haskel-Shaham & Aharon (Roni) Klaus & Rivka Riki Tamir (Israel)
DISCOURSE - YES, GRAMMAR - NO -- THE INFLUENCE OF L1 ON ARAB STUDENTS WRITING IN HEBREW
Integrating texts in aquiring communication proficiency

Paper session ARLE 2017

Thursday, 12:25-13:55

Room Orange Silva-116

Chair: Auli,

The study of Hebrew among L1 Arabic speakers living in East Jerusalem has gained momentum. One explanation for this increased interest relates to the need for integration into the Israeli economy and society. Being fluent in the language of the majority contributes to socioeconomic mobility and inclusion. To satisfy this demand, the David Yellin Academic College of Education in collaboration with the Israeli Ministry of Education established a special Hebrew studies program for East Jerusalem Arabic speaking teachers.
One of the main challenges L2 learners face is writing, specifically expository and argumentative composition. Writing products of native speakers of Arabic (L1) in Hebrew (L2) reveal cross-linguistic influences including language transfer from the L1 (Abu-Baker, 2012-2013; Abed al-Rahman, 2013).
This L1 interference is strengthened by the strong resemblance and relatedness of these two Semitic languages. This interference of the L1 on the L2 can be categorized into morphology; syntax; vocabulary; semantics and rhetorical structures (Abu-Baker, 2012-2013; Shatil, 2008; Shehade, 1998). L1 Arabic speakers’ Hebrew interlanguage indicates a heavy reliance on L1 (Song, 2012).
This study examines the interlanguage of L1 Arabic speaking students taking part in the above mentioned study program. It uses qualitative, textual analysis based on 26 writing products of the students in the program. Our research focused on the following questions: A. what are the principal characteristics of L1 Arabic speaking students’ writing products in Hebrew? B. what types of changes and shifts are evident in their writing samples after completing two years of study?
In order to characterize students’ writing, study participants completed the same argumentative writing assignment on the first day of the program and towards the end of their fourth semester of study. All three researchers analyzed the pre and post samples according to different linguistic categories (discourse; morphology; syntax; vocabulary). Our findings suggest A. a strong interference of mother tongue, Arabic, on writing in Hebrew in different language categories: B. a noticeable improvement in discourse, but much less so in grammar (syntax and morphology). It seems that special attention and tactics must be given to support these students in their second language acquisition, especially in writing.
References:
Abu-Baker, R. (2012-2013). Hebrew and Arabic in the border line, Helkat Lashon 45, 133-158.
Abed al-Rahman, M. (2013). Walla Beseder – Linguistic portrait of Arabic in Israel. Tel Aviv; Keter Pub.
Song, l. (2012). On the Variability of Interlanguage. Language Studies, Vol 2, pp 778-783.
Shehadeh, H. (1998). The Hebrew of Arabs in Israel. Leshonenu-La'am, 49, 168-180.
Shatil, N. (2006). Arabs in Israel: language influence and the ways to acquire Hebrew – classification of grammatical problems of Hebrew learners from the Arab sector. Hed Haulpan Hechadash, 93


Irit Haskel-Shaham & Esther Cohen-Sayag & Revital Heimann & Hanna Kurland (Israel)
THE SEMINAR COURSES IN TEACHER EDUCATION - TEACHERS' PRESENCE IN THE WRITING PROCESS*
Integrating texts in aquiring communication proficiency

Paper session ARLE 2017

Friday, 16:00-17:30

Room Green Room Mare-214

Chair: Ehala, Martin

Academic writing plays an essential role in the seminar course. The seminar course is the arena in which the presence of teachers in the writing process meets the students’ academic writing abilities. Novice writers need the assistance of a skilled writer throughout the process, starting with choosing and framing the research topic, retrieving information, generating, organizing and elaborating on ideas, and drafting, revising and editing their text. Managing such a course requires “juggler teachers”. Not only do they have to be experts in their subject matter and lead the inquiry process logically and coherently, but they have to accompany their students in the writing process to the end goal of an academic paper.
The research aim was to portray models of teachers’ presence along the writing process. Our questions were: A. What is the nature of seminar teachers’ presence in their students’ writing/inquiry process? B. Are there particular aspects of the writing process where the teacher’s presence is more intense or emphasized?
26 teachers were interviewed on the seminar course, in a semi-structured interview including 18 questions. The interviews were recorded and transcribed. The analysis of their presence (involvement) was based on an “octopus model” which we created based on principles from Garison and Arbaugh model of COI (2007) and on Rickards and Hawes (2004). Our findings reveal different roles that seminar teachers play: as planners, as consultants, as coaches, as assessors and as models. It is interesting to see the special mixture of each teacher.
These findings mirror the place of the teachers in the seminar course and can also illuminate points of weaknesses in order to allow the teachers to reconsider their involvement in the seminar course.

* This research is supported by Mofet Institute

References:
Garison, D.R. and Arbaugh, J.B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet and Higher Education 10, 157–172.
Rickards, D. and Hawes, S. (2004). Raising writers: the teacher’s role. Educational leadership. Association for leadership and curriculum. 68-71.
Yagelski, R.P. (2009). A thousand writers writing: Seeking change through the radical practice of writing as a way of being. English Education, 42(1), 6–28.


Tina Høegh (Denmark)
CLASSROOM DIALOGUE AND ORACY AS L1-TOPIC

Paper session ARLE 2017

Thursday, 12:25-13:55

Room Sun Room Silva-240

Chair: Ehala, Martin

Classroom dialogue and oracy as L1-topic

Tina Höegh, Associate Professor, University of Southern Denmark

A teacher has different choices as to how to distribute the classroom dialogue and make the school subject and the academic language in the school subject clear to the students. Research since the 1970s (Barnes 1976) have strived to describe how the classroom dialogue can be dialogical, with explorative talk between the students and with less teacher centered (Sulzer 2015) IRE-triadic form: Initiative (teacher asks a question), Response (student), and Evaluation of the response (teacher). This is a criticized and well-debated triadic pattern (Appleby et al. 2003; Cazden 2001).
Despite a lot of development work (Lyle 2008; Horowitz 2007) the IRE and dialogue patterns alike are still very deep-rooted when a class examines texts and material with their teacher (Reznitskaya 2012). Why is the IRE-form so ingrained in the classroom’s oral settings? What is its contributions since its strong survival and despite many teachers’ intention to make explorative, dialogic teaching instead?
This paper presents a case study: An L1-subject teacher in upper secondary school and his way through IRE-patterned talk to build knowledge and subject specific language with the students. The theme of this particular L1-lesson is face to face interaction in everyday life, and the teacher introduces to Erwing Goffman’s term facework and show it in action by making a short performance with one of the students, unprepared for the student, but as an illustrative situation to talk about with the class. In my presentation I’ll discus the way this teacher – by the form of the dialogue, his illustrative performance, his use of the room and space, and his timing – displays the disciplinary path for the students to follow as a subject specific path: How can we speak about speech and “where” is the topic in oral L1?
The case is from a larger research project to describe and compare oral academic language in different school subjects. The method is observation, video- and sound-recordings of classroom dialogue, student group-dialogue, and interviews with teachers and students. The analysis is being carried out through micro studies and ad hoc-transcriptions (Höegh 2009; in press a and b).

Keywords: Oracy, classrooms dialogue, subject specific language, oracy as topic in L1.

References:
Applebee, A. N., Langer, J. A., Nystrand, M. & Gamoran, A. (2003). Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English. American Educational Research Journal, 40(3), 685-730.
Barnes, J.R. (1976) From Communication to Curriculum. Hamondsworth: Penguin.
Cazden, C. B. (2001). Classroom Discourse. The language of teaching and learning. Portsmouth, NH.: Heinemann.
Horowitz, R. (ed.) (2007). Talking Texts: How Speech and writing Interact in School Learning. New York: Routledge.
Höegh, T. (2009). Poetisk pædagogik: sprogrytme og mundtlig fremførelse som litterær fortolkning: forslag til ny tekstteori og til pædagogisk refleksion (ph.d.-afhandling). Köbenhavn: Köbenhavns Universitet.
Höegh, T. (in press a) Methodological Issues in Analysing Human Communication: The Complexities of Multimodality. In Creativity and Continuity – Perspectives on the Dynamics of Language Conventionalisation. Dorthe Duncker & Bettina Perregaard (Eds.). Copenhagen: U Press. Page 81-126.
Höegh, T. (in press b) Observation and Analysis Through Textmaking. in Creativity and Continuity – Perspectives on the Dynamics of Language Conventionalisation. Dorthe Duncker & Bettina Perregaard (Eds.). Copenhagen: U Press. Page 329-352
Lyle, S. (2008). Dialogic Teaching: Discussing Theoretical Contexts and Reviewing Evidence from Classroom Practice. Language & Education: An International Journal, 22(3), 222-240.
Reznitskaya, A. (2012). Dialogic teaching: Rethinking Language Use During Literature Discussions. The Reading Teacher, 65(7), 446–456.
Sulzer, M.A. (2015) Exploring Dialogic teaching with middle and secondary English language art teachers: a reflexive phenomenology. PhD thesis, University of Iowa: http://ir.uiowa.edu/etd/1912 (visited Oct. 29, 2016)


Ria Heilä-Ylikallio & Siv Björklund (Finland)
CAN EMANCIPATORY WRITING BE SEEN AS A WAY TO STRENGTHEN COMMUNICATION, EQUITY AND EQUALITY?
Language & digital skills in subject teaching

Symposium and Invited Panels ARLE 2017

Friday, 11:30-13:00

Room Sky-room Mare-648

Discussants: Björklund (Finland)

Within this round table there are two projects collaborating: The Writing Proficiency Project in Finland and Sweden and The Boston Writing Project. Among other things, strength based pedagogy is emphasized as a pedagogical tool, which can be used within emancipatory writing. Further on, there are different perspectives on how emancipatory writing can be perceived. We find these aspects especially intriguing. One aspect is our geographical contexts, which are Finland, Sweden and the USA. Within these contexts we are looking at the languages Swedish, English and Spanish, mainly as L1 but also as L2 to complement our linguistic overview. Other aspects we recognize are gender differences, different ages, digital and paper based writing, diversity of genres as well as various language backgrounds and ethnicities.

Democracy and global citizenship are important in schools and educational contexts. To be a part of the society as democracy, writing skills are essential. Furthermore, writing occurs in a social context and provides the opportunity to participate in the society. In order to reach equity and equality within the society and educational frames, writing should be taught by acknowledging the individual and his/her personal needs. This makes us raise a new question when viewing educational writing culture as emancipatory writing to strengthen verbal communication.

By considering these aspects the purpose of this roundtable discussion is focused on the question: What is emancipatory writing?

Based on this question, we will take an inquiry stance and gladly invite other thoughts to be discussed. Different views on emancipatory writing contribute to L1-Education which connects us all within different educational contexts. If we learn from each other, we become united. In addition to verbal communication, emancipation also affects both arts and culture. Furthermore, within different cultures writing can be considered as an emancipatory function. We need to learn these functions in order to sustain democracy and citizenship in our global society. Hence, writing is the 21st century’s bridge into the future.

• Anders Westerlund
  The emancipatory power of literature is often associated with reading books. This can, for instance, make the reader aware of thoughts and feelings, or inspire the reader to act. However, these emancipatory dimensions are also central aspects of the writing of literature. This presentation deals with the literary essay. Essential for the literary essay as a genre, is reflection on experience (Atkins, 2005). The essayist uses writing as a way towards understanding and the esthetic form strengthens the message.
  
  References
  Atkins, G. D. 2005. Tracing the essay. Through experience to truth. Athens: University of Georgia Press.
• Ria Heilä-Ylikallio & Siv Björklund & Katarina Rejman & Sofia Jusslin & Sigrid Ducander
  The aim of the project is to identify what texts and types of multimodal texts are produced today by 11-18-year old students in different classroom contexts, and, to analyze different evaluation criteria for students' written texts. A comparison between students with Swedish as L1 and L2 in schools in Finland and in Sweden is done to identify potential textual and genre related features related to individual linguistic competence and the local and classroom didactical environment. From a sociocultural perspective, where learning is seen as a dialogue and a social action in interaction with culture, environment and surroundings, the different linguistic environments in the project provide excellent conditions to study the significance of the classroom context in writing in Swedish and the emancipatory potential of writing events and writing processes in individual classrooms. The project brings together researchers from the University of Vaasa, Åbo Akademi University and Stockholm University.
  
  References
  Björklund S., Rejman, K., Magnusson, U. & Heilä-Ylikallio, R. (2016). Elevtextens många uttryck – mot en multimodal analys. [Many expressions of students’ texts – towards a multimodal analysis.] In P. Hirvonen, D. Rellstab & N. Siponkoski (ed.) Teksti ja tekstuaalisuus, Text och textualitet, Text and Textuality, Text und Textualität. VAKKI-symposiumi XXXVI 11.–12.2.2016. VAKKI Publications 7. Vaasa.
  
  Rejman, K., Magnusson, U., Björklund, S. & Heilä-Ylikallio, R. (2016). Elever i årskurs 5 skriver narrativer. [Students in grade 5 write narratives.] In H.Höglund & R. Heilä-Ylikallio (ed.). Framtida berättelser. Perspektiv på modersmålsdidaktisk forskning och praktik. [Future stories. Perspectives on research and practice in L1 education.] Rapport nr 39/2016. Åbo Akademi.
• Caroline Doktar
  Usually when talking about grammar we need to decide whether to be or not to be. Nowadays there are three “modern” contentions due to the Scandinavian tradition (Teleman, 1987, p. 8) whereof one is that it gives us insight and knowledge about ourselves as language creatures, this is also called The Humanistic Contention (Boström & Josefsson, 2006, s. 27) and can be seen as the emancipatory contention. Further there are two contentions that kind of works as tools to reach other goals one of them is The Metalanguage Contention and the other one is The Language Crossways Contention (Hertzberg, 1995). Of these two it is The Metalanguage Contention which most of the three has a connection to writing. More about these contentions are discussed during the round table.
  
  References
  Boström, L. & Josefsson, G. (2006). Vägar till grammatik. [Paths towards grammar.] Lund: Studentlitteratur.
  
  Hertzberg, F. (1995). Norsk grammatikkdebatt i historisk lys. [Norwegian grammar debate in historical light.] Oslo: Novus forlag.
  
  Teleman, U. (1987). ”Det skolgrammatiska arvet. En inledning.” [The legacy of school grammar. An introduction.] In: Teleman, U. (Ed.) Grammatik på villovägar. [Grammar gone astray.] pp. 7–11. Stockholm: Svenska språknämnden & Esselte Studium.

Revital Heimann & Irit Haskel-Shaham & Esther Cohen-Sayag & Hanna Kurland (Israel)
THE SEMINAR COURSES IN TEACHER EDUCATION - TEACHERS' PERCEPTIONS AND IMPLICATIONS FOR INSTRUCTION
Language & digital skills in subject teaching

Paper session ARLE 2017

Friday, 16:00-17:30

Room Green Room Mare-214

Chair: Ehala, Martin

The seminar course taught in all academic institutions is the summit of the bachelor's degree studies in which academic writing plays an essential role. The uniqueness of the seminar from the teacher's point of view is the focus on inquiry methods, and the efforts needed to accompany each student thoroughly through the research process towards the end goal of writing an academic paper.
The perceptions of the teachers explicitly or implicitly shape the course plan and affect the instruction methods in higher education (Zhu, 2004; Kane, Sandretto, & Heath, 2014; Solbrekke & Helstad, 2016). Few studies have explored these perceptions in higher education, specifically the role of academic writing in teacher education (Kane, Sandretto, and Heath, 2014).
Our research aim was to expose teachers' perceptions and teaching methods of the seminar course. As teacher educators our interest was to understand the perceptions of the teachers on the seminar course and how teachers act in order to overcome the difficulties of their students.
A semi-structured interview (18 questions) with 26 teachers on the seminar course was conducted and recorded. All records were transcribed and content analysis was undertaken. The analysis revealed six perceptions that were either explicitly stated or indirectly extracted from their descriptions of course activity. These perceptions of the roles of seminar course pertained to the aims of the seminar course: gaining knowledge in the subject matter; enhancing general academic skills; developing personal and professional identity; generating connections between theoretical and practical knowledge in teaching; contributing to the academic community and nurturing involvement in the civic community and effecting change.
These perceptions partially concur with approaches to teaching academic writing mentioned in the literature (Björk et al., 2003; Rienecker & Jörgensen, 2003;) as well as to approaches in teacher education (Beck, 2012).
In our presentation, we will share the teacher's perceptions in the seminar course and demonstrate how these were applied to course instruction and link these perceptions to theories of both academic writing and teacher education.

Bibliography
Beck, S. (2012) Ways of Learning to Teach. A Philosophically Inspired Analysis of Teacher Education Programs. Netherland, Sense Publishers.
Kane, R., Sandretto, S. & Heath, C. (2002). Telling Half the Story: A Critical Review of Research on the Teaching Beliefs and Practices of University Academics Review of Educational Research 72(2), 177–228.


Heidi Höglund (Finland)
VIDEO POETRY: PERFORMATIVE SPACE FOR NEGOTIATING INTERPRETATIONS
Verbal and digital arts

Paper session ARLE 2017

Friday, 16:00-17:30

Room Red-Room Mare-340

Chair: Kruus, Priit

There is a growing scholarly and educational interest in the potentials of multimodal and digital approaches to literature education. Researchers have begun to understand youths’ multimodal composing in various media settings, including digital video and filmmaking. However, there is not much research on students’ multimodal designing in response to literature.

In the presentation, I discuss findings and implications from my PhD study on students’ multimodal designing in response to literature, in which I explore how a process of digital video making in response to literature influences the negotiations of a piece of poetry among a group of students in lower secondary education. Data is produced at a Swedish-speaking school in Finland and consists of (a) video recordings of a collective video making process among a group of four students in 8th grade and (b) the digital video they produced.

Grounded in a performative approach to literary interpretation, referring to interpretation as something one do and actively negotiate, the research design builds on an analytical framework based in social semiotic theory of multimodality (Burn & Parker, 2003; Kress & van Leeuwen, 2006). Analytically focus is on how the students make use of semiotic resources in representing their interpretation of the text during a multimodal designing process, focusing on both the process of the students’ collective work and the digital video that they produce.

The findings indicate that the semiotic resources available and in use can be a key factor in students’ interpretative work of literary texts; what to represent is closely and continuously connected to how. Based on the findings, the students’ process of transmediating poetry to digital video was a multilayered process that continuously requested, encouraged, and urged negotiation, not always a straightforward walk facilitated by a multiplicity of available modes and semiotic resources. However, the resistances and potentials are what offer and accommodate spaces for negotiation. Thus, this study argues that negotiations of the literary text are interrelated with the negotiations of semiotic resources in representational practices, suggesting a performative approach to literary interpretation as spaces for negotiations.

If literary interpretation is promoted through the ability of negotiation, then the process of creating spaces for negotiation, and extending the means through which students represent their understanding, should be among the main concerns of educators – and researchers.

References:
Burn, A. & Parker, D (2003). Tiger’s Big Plan: Multimodality and the moving image. In Jewitt, C. & Kress, G. (Eds.). Multimodal literacy (pp. 56–72). New York: Peter Lang Publishing.
Kress, G. & van Leeuwen, T. (2006). Reading Images: The Grammar of Visual Design (2nd ed.). London: Routledge.

Keywords: literature education; performative approach to interpretation; negotiations of interpretations; multimodality


Hampus Holm & carina hermansson & Eva Lindgren (Sweden)
L1 WRITING PERFORMANCE IN SWEDISH UPPER SECONDARY SCHOOL: EXPLANATORY VARIABLES WITH A FOCUS ON MEDIA AFFORDANCES
Integrating texts in aquiring communication proficiency

Paper session ARLE 2017

Thursday, 12:25-13:55

Room Orange Silva-116

Chair: Auli,

For the last twenty years, media habits have changed dramatically and with them the ways that we produce and receive text. In addition to printed orthographic text, new multimodal and digital text, where interaction and modal transfer is central has often become included in text definitions.

Bringing an experience of great text variety, both in production and reception, young people of today face a school system where the ability to write well and in specific ways is important. A symbol for the genre- and style normative writing canon of schools is the national test system and its effect on teaching and on grading. Many recent studies have been investigating how new media habits affect learning processes and writing development (e.g. Erixon et.al. 2012, Kress & Selander 2012, Svensson 2014).

This study explores which factors, media and other, that may influence results on national tests in L1 writing in Swedish Upper Secondary Schools. In order to do so results from national tests were acquired from schools and students (16-17 years old) were asked to fill in a digital questionnaire. The questionnaire included background (gender, parents education) questions about their media habits, language and writing experiences, and writing self-efficacy.

The specific media the students mentioned (software, games, book titles, film titles) were analysed in relation to their affordances for writing (e.g. what genre they represent, if they include watching/reading/writing/speaking) and these new codes were used as variables in the analysis. The other variables include previous grades in language subjects, gender, parents´ highest educational level, writing self-efficacy, and media use frequency.

Preliminary results indicate that reading books frequently is positively correlated with high marks and a high frequency of playing console games correlates with low marks. The media used by the participants are in both English and Swedish, predominantly multimodal and offer written texts that are close to spoken language. The relationship between media affordances, other factors and writing performance will be presented and discussed from a pedagogical perspective.

References

Erixon, P., Marner, A., Scheid, M., Strandberg, T., Örtegren, H. (2012). School Subject Paradigms and Teaching Practice in the Screen Culture: Art, Music and Mother Tongue (Swedish) under Pressure.
European Educational Research Journal (online), 11 (2), 255-273.
Kress, G. , Selander, S. (2012). Multimodal Design, Learning and Cultures of Recognition. Internet and Higher Education, 15 (4), 265-268.
Svensson, A. (2014). The media habits of young people in Sweden: The use of fictional texts in school and recreational contexts. Education Inquiry, 
3 (5), 337-357 .

Keywords: L1 writing, Upper Secondary School, media habits


Vár í Ólavsstovu (Faroe Islands (The))
HOW MODERN PUPILS TELL THEIR IDENTITY CONNECTIONS IN THE CONTEXT OF LEGENDS
Translating cultures and teaching arts

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Night-Room Mare-213

Chair: Lepajoe, Kersti

Digital storytelling where today’s students express their identity in the context of legends
The Faroese society has a long tradition for oral handed stories and myths. The traditional situated oral storytelling is a milestone in the Faroese nation building and the ground for language, culture, and folklore. The scientist and psychologist Jerome Bruner points out that: “A system of education must help those growing up in a culture find an identity within that culture. Without it, they stumble in their effort after meaning. It is only in the narrative mode that one can construct an identity and find a place in one’s culture.” (Bruner, J. 1996: 42).

The educational materials for the action research are the two legends, Kópakona (the Seal woman) and Nykur (The Nyx/Nixie); they are still well known in the corpus of Faroese traditional stories and they are still represented in different artistic expressions in the cultural environment. The teaching design will be digital storytelling, flipped and mastery learning and blended learning. The students are going to develop stories on behalf of the teaching and inspired by their own collection of stories in their immediate environment.
The research analysis will include video observations of the teaching (which includes a teacher’s trainer program as well), the student’s process and progress to their self-situated stories in the context of the collected stories and the two earlier mentioned legends. The research will look at how the students transform legends into modern expressions with multimodal skills and productions.
The research ground will be 7th and 8th grades classes (20 students) in a small public school in a peripheral environment. The students have a personal iPad as teaching tool and their digital productions will be produced with tools that work well with their pads. The educational goal is that the students are going to produce multimodal self-situated “stories” with their iPads.
The research starts in medio February 2017.
Bruner, Jerome. (1996). The Culture of Education. Harvard University Press.
Dr. K. Plunkett. (2014). The Flipped Classroom – A Teacher’s Complete Guide. JIBB Publishing (Kindle version).
Jason B. Ohler. (2013). Digital Storytelling in the Classroom. New Media Pathways to Literacy, Learning, and Creativity. Corwin. www.corwin.com (Kindle version).


Kevin H. Isaac & Iris D. Kleinbub (Germany)
CONSIDERING MULTILINGUALISM IN GERMAN L1 LANGUAGE LESSONS
Teaching/aquiring languages & cultures (pre-/primary ed.)

Paper session ARLE 2017

Friday, 14:00-15:30

Room Night-Room Mare-213

Chair: Tinits, Peeter

School is a social environment which reflects the multilingualism of society. A German L1 education which considers individual learning conditions needs to respond to the students’ language biographies. By questioning primary school teachers in five German federal states, the study BeLmeR investigates how teachers consider multilingualism of students while teaching L1 language lessons. The aims of the survey are to learn more about the methodological composition of L1 language lessons under multilingual conditions. Of further interest is whether teachers need support by using multilingualism as a resource to cultivate language awareness.
Different approaches exist in German education whereby conceptional as well as practical strategies are in most instances rooted in the language awareness concept (Luchtenberg, 2014). Far-reaching attention is paid to Oomen-Welkes Vielsprachigkeitsdidaktik (2014) and to Rothsteins Sprachintegrativer Grammatikunterricht (2010). Both are based on the assumption, that the reflection of own and foreign languages may lead to better language learning, self-confidence and integration of the students (Andresen & Funke, 2003).
Little is known about the realization in L1 language lessons and empirical studies are a desideratum. To close this gap the explorative study uses a questionnaire consisting of open and closed formats. The data is analyzed by using qualitative and quantitative methods.
First descriptive results show that teachers recognize the potential of language comparison for language awareness. In their own classroom however they prefer activities focusing the encounter of languages and cultures (e.g. foreign songs, food). Getting an insight into structures of foreign languages seems to be less important for teachers in whose classes are more multilingual students than for those in which are less. The latter rather prefer a situational, spontaneous approach to grammar whereas the first seem to experiment less with language. Means of individual support are offered more frequently in classes in which are less multilingual students than in those in which are more.
In further analyses correlations between the implication of multilingualism in teaching and personal teaching experiences of the teachers will be investigated. For a partial sample it will be analyzed how the methodological conception of L1 language lessons effect students‘ achievements in grammar tests.


Bibliography:
Andresen, H.; Funke, R. (2003): Entwicklung sprachlichen Wissens und sprachlicher Bewusstheit. In: U. Bredel, H. Günther, P. Klotz, J. Ossner, G. Siebert-Ott (Hg.): Didaktik der deutschen Sprache. Band 1. Paderborn: Schöningh, S. 438–451.
Luchtenberg, S. (2014): Language Awareness. In: B. Ahrenholz, I. Oomen-Welke (Hg.): Deutsch als Zweitsprache. 3. korr. Aufl., Baltmannsweiler: Schneider Hohengehren, S. 107–117.
Oomen-Welke, I. (2014): Didaktik der Sprachenvielfalt. In: B. Ahrenholz, I. Oomen-Welke (Hg.): Deutsch als Zweitsprache. 3. korr. Aufl., Baltmannsweiler: Schneider Hohengehren, S. 479-492.
Rothstein, B. (2010): Sprachintegrative Grammatikvermittlung. Tübingen: Stauffenburg.


Anna Janus-Sitarz & Witold Bobinski (Poland)
PROMOTING CREATIVE READING OF LITERATURE
Translating cultures and teaching arts

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Wine Room Silva-333

Chair: Kruus, Priit

Teaching literature requires specific methods and tools, especially in Poland where daily amount of time spent reading a book is decreasing, what can be backed by various research (Janus-Sitarz, 2015; Zasacka, 2014). In 2015 the Polish Ministry of Science and Higher Education offered a grant to develop and verify creative and engaging methods of teaching literature. A team of researchers from Jagiellonian University in Krakow conducted a didactic project that engaged 200 students from primary, junior and senior high schools.
The experimental study was focused on producing a specific list of books recommended to read by students in each of the schools. We aimed at finding possible ways to diversify encouragements to read literature according to the age and interests of the “web generation”. We also wanted to answer the following challenges: how to overcome boys’ reluctance to read books? How to change students’ attitudes to reading as an uncreative activity in comparison with playing computer games? How to broaden teachers’ competences in motivating pupils to read? Another purpose of the project was to develop different ways to use social media and multimedia when discussing and analysing books read by children. In general, the project was focused on generating maximum possible readers-response.
The project conducted in 10 classes by preservice teachers included 7 stages: 1) carrying out research (e.g. complex questionnaire survey) and observations in classrooms so as to recognise pupils’ individual interests and reading experiences, 2) working with experts to select titles tailored for individual needs and expectations, 3) creating series of events aimed at motivating each child to read the chosen books, 4) sustaining interests in books by online monitoring of the progress in reading, 5) delivering activities around the text promoting literature (Persson 2015), 6) designing pupils’ activities inspired by chosen books and encouraging creative approach to reading with the use of digital tools, 7) organising closing events enabling young people to present the effects of their creative reading.
We got the encouraging feedback. We succeeded to encourage 100% of students from primary and junior schools and 90 % from secondary schools to read chosen books. The project showed the particular usefulness of such activities as: diversifying motivation methods considering gender differences (McGeown, 2012), involving students in curriculum design (Bron, Weugelers 2014) and creative reading with the use of social media and multimedia.

Keywords: literary education, motivation to reading, creative reading.
References:
Bron J., Weugelers W. (2014). Why we need to involve our students in Curriculum design. Five arguments for student voice. „Curriculum and Teaching Dialogue”, 16 1–2.
Janus-Sitarz A. (2015). “Reading does not bite, but…” – secondary school pupil attitudes to literature. „Edukacja” nr 1.
Creative Polish language and literature traineeships (2015). Ed. A. Janus-Sitarz, Kraków: Universitas.
McGeown S., Goodwin H., Henderson N., Wright P. (2012). Gender differences in reading motivation: does sex or gender identity provide a better account?. „Journal of Research in Reading”.
Persson M. (2015). Reading around the text: On the diversity of reading practices in the new popular literary culture. Contribution to a special issue „Paradoxes and Negotiations in Scandinavian L1 Research in Languages, Literatures and Literacies”, ed. by E. Krogh and S. Penne, „L1 – Educational Studies in Language and Literature”. 15, http://dx.doi.org/10.17239/L1ESLL-2015.15.01.11.
Zasacka Z. (2014). Readership of children and teenagers. Warszawa: Instytut Badań Edukacyjnych.


Baran Johansson (Sweden)
LANGUAGE, LITERACY AND COGNITIVE ABILITIES OF BILINGUAL BISCRIPTAL CHILDREN WITH AND WITHOUT READING AND WRITING DIFFICULTIES (DYSLEXIA)
Integrating texts in aquiring communication proficiency

Short presentations and extensive discussion ARLE 2017

Thursday, 16:45-17:45

Room Red-Room Mare-340

Chair: Põlda, Halliki

Research has shown that bilingual children with reading and writing difficulties (dyslexia) are both over- and under-represented (Hedman 2009; Salameh et al., 2002). In order to understand reading and writing processes of bilingual children, we need to analyze both languages. This knowledge would help us understand if the weaknesses and strengths of these children in languages are due to bilingualism or they can be a sign of reading and writing problems.
In my project, I have worked with 5 Persian-Swedish bilingual children with and 20 without dyslexia. I have used standardized tests in Persian (Kormi-Nouri & Moradi, 2009) and Swedish (Høien, 2011). The students’ linguistic, cognitive and writing skills have been tested in both languages. For example, the students’ language competences have been investigated by word- and listening comprehension tests. The students’ working memory skills have also been analyzed by a test where the students are required to repeat some numbers backwards (Wechsler, 2003). The students have also been asked to write two texts in each language. Two frog stories; “frog where are you” and a “boy, a dog and a frog”, had been chosen for two of these assignments. They have also written about their dream houses and dream presents. In order to study the students’ pauses and editing strategies, I have used handwriting logging techniques (Alamargot et al., 2006).
The methods of investigation and a small analysis of the challenges found by two bilingual children with and without dyslexia will be presented at the conference.

The analyses of the participants' tasks would help us gain an insight about which parts of language these children struggle with and how we can help them to overcome these difficulties at school.


Sofia Jusslin (Finland)
EXPLORING MULTIMODAL TEXTS IN THREE EDUCATIONAL TEXT ENVIRONMENTS
Integrating texts in aquiring communication proficiency

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Orange Silva-116

Chair: Auli,

The text environment’s appearance varies depending on who you are, where you are and what you do. Furthermore, the text environments are often associated with reading and writing; more specifically literacy. Since literacy consists of more than only the technical ability to read and write, it needs to be supplemented with concepts of multimodality in order to describe our contemporary communication (Kress 2003; Lankshear & Knobel 2011). The use of different modes offers several opportunities when writing a text and is a pedagogical tool when it comes to students’ learning and their ability to work with multimodal texts in educational contexts. Students use different modes when writing, because of various reasons. Some writing assignments demand the use of several modes, while others do not. The aim of this ongoing study is to interpret and identify what kind of modes students use when writing texts in different text environments, in order to gain a deeper understanding of how modes shape the text environment. The data consist of 273 texts that are written by 5th graders in three schools in Sweden and Finland. These students attend classes with Swedish as a first (L1) or second language (L2) in a Swedish school in Sweden, a Swedish school in Finland or a Swedish immersion school in Finland. Using concepts from social semiotic theory, the data are analyzed with a qualitative content analysis, using a mixed strategy that is part concept-driven and part data-driven. Preliminary results indicate that in addition to written text, students use images, colors, typography, layout and 3D-objects to, for instance, add meaning to the text or to decorate it. Modes can also be used as visual learning techniques.

References:
Kress, G. (2003). Literacy in the New Media Age. London: Routledge.
Lankshear, C. & Knobel, M. (2011). New Literacies: Changing Knowledge and Classroom Learning. Maidenhead: McGraw-Hill Education.


Riitta Juvonen & Marie Nilsberth & Christina Olin-Scheller & Liisa Tainio (Finland)
BEFORE WRITING. PREWRITING PRACTICES IN DIGITALLY RICH FINNISH AND SWEDISH UPPER SECONDARY SCHOOL CLASSROOMS
Integrating texts in aquiring communication proficiency
Producing shorter or longer texts is a common practice within teacher-initiated tasks in classrooms. It requires preparation and planning, as prewriting activities are considered an essential part of the writing process (cf. Torrance 2015). When writing is studied as part of the ongoing interaction in the classroom, all activities that precede the actual producing of visible text can be seen as relevant to writing process. In digitally rich classrooms where the students use digital devices, e.g. laptops, tablets or smartphones, the scope of prewriting practices is even wider: students seek and select information, tackle technological problems and interact with peers in and out of classroom. Moreover, since digital devices are usually connected to Internet, students may conduct their own literacy events during the lessons (cf. Blikstad-Balas 2012).

This paper explores teacher initiated writing tasks and prewriting practices in Finnish and Swedish upper secondary schools. We approach writing as part of formal and informal interaction and literacy practices in classrooms. We concentrate on activities where digital devices are involved, and explore the ways in which prewriting practices are connected to the ongoing interaction, and how they shape interaction and are shaped by interaction. The data consist of video-recorded face-to-face interaction and students’ texts written during the lessons, with assistance of smartphones and/or laptops, from two larger corpuses of video-recorded interaction collected for the projects Textmöten (Finland) and Connected Classrooms (Sweden). As a method, we apply conversation analysis with a multimodal approach (Mondada & Svinhufvud 2016).

Keywords: digital literacy practices, prewriting, upper secondary school

References
Blikstad-Balas, M. (2012). Digital Literacy in Upper Secondary School – What Does Students use Their Laptops for during Teachers Instruction? Nordic Journal of Digital Literacy 2(7), 122-137.

Mondada, L. & Svinhufvud, K. (2016). Writing-in-interaction: Studying writing as multimodal phenomenon in social interaction. Language and Dialogue 6:1, pp. 1–53.

Torrance, M. (2015). Understanding Planning in Text Production. In C. MacArthur, S. Graham & J. Fitzgerald (eds.), Handbook of writing research (pp. 72-87). Second Edition. New York: The Guildford Press.


Kristine Kabel (Denmark)
STUDENTS’ STANCE-TAKING IN THE LITERATURE CLASSROOM
Integrating texts in aquiring communication proficiency

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Orange Silva-116

Chair: Auli,

Key words: Literature studies, lower secondary school, disciplinary literacy, interpersonal meaning-making resources, sociological knowledge theory.

In this paper, I present and discuss two key findings from a recent study on disciplinary literacy in the literature classroom in L1 Danish (Kabel, 2016). The study addresses a national research gap. In particular, I explore students’ choices of resources for stance-taking in their written interpretations of literature and I relate these choices to students’ reflections on the discipline and to aspects of the pedagogical context, namely which resources the students are encouraged to apply in writing.

I employ a qualitative and multiple case study research strategy. The case study comprises three cases, which in turn comprise units of work on short stories in three Year 8 classes (13-14 year-old students) in three different schools. Data includes 43 written student interpretations of short stories, 51 interviews of pairs of students, and video observations of and field notes from 41 lessons.

I explore stance-taking with tools from APPRAISAL, a social semiotic system that I re-model to suit the present study (Macken-Horarik & Isaac, 2014). I also incorporate concepts from new literacy studies and sociological knowledge theory into the theoretical framework (Maton, Hood and Shay, 2016).

The first key finding is that all the participating students choose the same combination of resources for stance-taking in their written interpretations. I call this repeated pattern subtle commitment, which I use to describe a marked meaning-making practice in L1 Danish in lower secondary school.

The second key finding is that the participating students choose different resources in regards to literary terms and in regards to how explicitly they convey their own values in their written interpretations. I explain this difference by distinguishing between a knowledge-orientation and a knower-orientation, and I suggest that the presence of these two distinct orientations highlights a vagueness in what is considered valuable in the discipline of literature studies at lower secondary school.

By adopting a social semiotic perspective on disciplinary literacy, this study can contribute to supporting students’ access to learning and knowledge production in the L1 literature classroom and to supporting students’ transitions between different school subjects and between different stages of school.

Kabel, K. (2016): Danskfagets litteraturundervisning. Et casestudie af elevers skriftsproglige måder at skabe
stillingtagen på i udskolingen [Literature studies in the school subject Danish: A case study of lower secondary students’ resources for stance-taking in their written interpretations of literature]. Aarhus Universitet. Ph.d.-thesis.

Macken-Horarik, M., & Isaac, A. (2014). Appraising Appraisal. In G. Thompson & L. Alba-Juez (Eds.),
Evaluation in Context. Amsterdam: John Benjamins.

Maton, K., Hood, S., & Shay, S. (Eds.). (2016). Knowledge-building: Educational Studies in Legitimation Code Theory. London: Routledge.


Katri Karasma (Finland)
ESTONIAN AND FINNISH LANGUAGE AND LITERATURE IN TEXTBOOKS
Curriculum, objectives & learning media

Short presentations and extensive discussion ARLE 2017

Thursday, 16:45-17:45

Room Sky-room Mare-648

Chair: Mattheus, Ave

In the curriculum of the Finnish comprehensive school there is an aim to know the languages of Uralic and Fenno-ugric families. I want to investigate what the Finnish textbooks tell about Estonian langugae and literature and the same about the Estonian textbooks, what they tell about the Finnish language and literature. In the grade 9 there is a section about the relationships between Fenno-ugric languages.

Research questions:
How much do the Finnish mother tongue textbooks tell about the Estonian language and literature and vice versa? What are the contents of the section?

The Finnish textbooks: Aleksis 9, Loitsu 9, Särmä 9 and Tekstitaituri 9.
The Estonian textbooks: Eesti keele õpik 9. klassile, 9. klassi Eesti keele õpik and Kahekõne 9. klassi kirjandusõpik.

Some results: In the Finnish textbooks there is about the relative languages 2-5 pages. The language kinship is represented in every book. Estonian and Finnish are Baltic-Finnic languages and very near each other. The number of speakers is in every book. Often there is a family tree. Aleksis 9 represents some characteristics about the Estonian language (differences in vowels and consonants, negation, possessive suffixes). About the literature only one book mentions a writer and tells a little about her book. One book gives a poem in Estonian and as a translation. Exercises are few. A tourist guide is in two books.

In the Estonian textbooks there is about the Finnish language to a lesser degree. In Eesti keele õpik there is a map about languages in Europ and as an example the word tere — terve in all uralic languages. In the next page there are five lines about the Finnish language. In 9. klassi Eesti keele õpik there is about the Finnish pronunciation. The Finnish literature is not mentioned in the textbooks.

References
Karasma, Katri. 2012. Oppikirjatutkimuksen hengenpelastusta. (Lifesaving of textbook research.) Aikakauskirja Äidinkielen opetustiede 41, 8-19. www.aidinkielenopetustieteenseurary.com
Koskinen, Katri. 2012. Suomalais-ugrilaiset kielet yhdeksännen luokan oppikirjoissa.
(The Fenno-ugric languages in the textbooks of grade 9.) Aikakauskirja Äidinkielen opetustiede 41, 86-100.
Lewis, Richard D. 2012. When cultures collide. Leading across cultures. Third edition.
Bookwell.


Triinu Kärbla & Krista Uibu (Estonia)
STUDENTS’ HIGHER-LEVEL TEXT COMPREHENSION SKILLS AND THEIR TEACHERS’ PREFERENCES FOR TEACHING METHODS

Paper session ARLE 2017

Friday, 16:00-17:30

Room Sky-room Mare-648

Chair: Mattheus, Ave

Text comprehension is a process that is influenced by several factors, as students’ reading and cognitive skills (Angosto, Sánchez, Álvarez, Cuevas, & León, 2013), as well as teachers’ teaching methods (Mayer, 2002). The aim of current longitudinal study was to examine students’ analysing and evaluative skills and their change with teachers’ preferences for instructional methods. Six-hundred-and-six students and their Estonian language teachers (N = 39) were tested in Grade 4 and in Grade 5. Variable- and person-oriented approaches were employed to discover differences in the whole sample and patterns of individual level groups (Cohen, Manion, & Morrison, 2007; von Eye, 1990 ). On the variable level, students can analyse the text better than evaluate it in both grades. On the individual level, students with varying comprehension growth were found. There were students whose evaluative skills were even better than analysing skills. Thus, lower level skills do not always have to precede the higher level comprehension skills. More precisely, students’ evaluative skills were better if their teachers combined traditional methods with constructivist. To enhance students’ evaluative skills, more conscious choices are expected from teachers.

References
Angosto, A., Sánchez, P., Álvarez, M., Cuevas, I., & León, J. A. (2013). Evidence for top-down processing in reading comprehension of children. Psicologia Educativa, 19, 83–88.
Cohen, L., Manion, L., & Morrison K. (2007). Research metods in education. 6th ed London:Routledge.
Mayer, R. E. (2002). Traditional versus meaningful learning. Theory into Practice, 41(4), 226–232.
von Eye, A. (2000). Introduction to Configural Frequency Analysis. The Search for Types and Antitypes in Cross-Classifications. Cambridge: Cambridge University Press.


Merja Kauppinen & Johanna Kainulainen (Finland)
PHENOMENON-BASED LEARNING IN IN-SERVICE TEACHERS’ EDUCATION ON L1 AND LITERATURE

Round table ARLE 2017

Friday, 09:00-09:55

Room Sun Room Silva-240

Chair: Kerge, Krista

Discussants: Kerge (Estonia)

The scope of L1 and literature instruction is being renewed. The aims of multi-literacy and the cross-curricular aspects of teaching affect the aims, content and methodological choices in L1 and literature instruction (Fogarty & Brian 2009; Vollmer 2006). In addition, L1 learning environments are multiple because of the use of technology in teaching. Furthermore, there is also a pedagogical turn in instruction (c.f. Holm & Pitkänen-Huhta 2012) that effects pressure to enhance pedagogical professionalism among L1 teachers.

In line this renewed pedagogy, the model of a year-long in-service education program for primary school teachers in the mother tongue (Finnish) and literature was created in 2011 and has been implemented at the University of Jyväskylä. The program emphasizes phenomenon-based learning instead of restricting itself to L1 and literature content. Since 2011, 61 teachers and graduating teaching students have completed the program.

The present study investigated teachers’ phenomenon-based learning as a resource for renewing pedagogy. The study’s research questions included the following.

1. What type of phenomenon-based learning does the in-service education program support according to the teachers’ experience?
2. How do the participants use the possibilities of phenomenon-based learning to develop content and methods for teaching L1 and literature?

The data consisted of the activities planned, implemented and assessed in the program, as well as the answers to a feedback questionnaire (n = 61) administered at the end of the program. The program consisted of five modules, founded on such pedagogical bases as right-time peer- and self-reflection of action, practical and virtual support of peers and educators and guided testing in each teacher’s class. The questionnaire asked teachers what they had learned in various content areas and their level of satisfaction with the program’s educational practices. The data were analyzed by data-driven content analysis (categorical analysis). The results showed that teachers used real-world literacy situations as a learning resource in their instruction. Teachers especially cited the effects of their classroom interventions and thematic, problem-based learning programs.

References

Fogarty, R. J. & Brian, M. P. 2009. How to integrate the curricula. 3rd edition. California: SAGE.
Holm, L. & Pitkänen-Huhta, A. 2012. Literacy practices in transition: setting the scene. In L. Holm & A. Pitkänen-Huhta 2012. Literacy practices in transition. Perspectives from the Nordic countries. Bristol: Multilingual Matters, 1–23.
Vollmer, H. J. 2006. Intergovernmental Conference Languages of Schooling: towards a Framework for Europe. Strasbourg: Language Policy Division.

• 
  The scope of L1 and literature instruction is being renewed. The aims of multi-literacy and the cross-curricular aspects of teaching affect the aims, content and methodological choices in L1 and literature instruction (Fogarty & Brian 2009; Vollmer 2006). In addition, L1 learning environments are multiple because of the use of technology in teaching. Furthermore, there is also a pedagogical turn in instruction (c.f. Holm & Pitkänen-Huhta 2012) that effects pressure to enhance pedagogical professionalism among L1 teachers.
  In line this renewed pedagogy, the model of a year-long in-service education program for primary school teachers in the mother tongue (Finnish) and literature was created in 2011 and has been implemented at the University of Jyväskylä. The program emphasizes phenomenon-based learning instead of restricting itself to L1 and literature content. Since 2011, 61 teachers and graduating teaching students have completed the program.
  
  The present study investigated teachers’ phenomenon-based learning as a resource for renewing pedagogy. The study’s research questions included the following.
  
  1. What type of phenomenon-based learning does the in-service education program support according to the teachers’ experience?
  2. How do the participants use the possibilities of phenomenon-based learning to develop content and methods for teaching L1 and literature?
  The data consisted of the activities planned, implemented and assessed in the program, as well as the answers to a feedback questionnaire (n = 61) administered at the end of the program. The program consisted of five modules, founded on such pedagogical bases as right-time peer- and self-reflection of action, practical and virtual support of peers and educators and guided testing in each teacher’s class. The questionnaire asked teachers what they had learned in various content areas and their level of satisfaction with the program’s educational practices. The data were analyzed by data-driven content analysis (categorical analysis). The results showed that teachers used real-world literacy situations as a learning resource in their instruction. Teachers especially cited the effects of their classroom interventions and thematic, problem-based learning programs.
  
  

Krista Kerge (Estonia)
LEXICOGRAMMAR AND SPEECH ACTS OF THE ESTONIAN SMS-COMMUNICATION
Integrating texts in aquiring communication proficiency

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Orange Silva-116

Chair: Auli,

One of the L1-teaching objectives is style, its recognition and use. Stylistics deals with explaining particular linguistic choices or interpretation of them by individuals and social groups in their use of language. This concerns both production and reception of authentic texts by their genre which defines language-specific choices (see Halliday & Hasan, 1985, p. 108). For example, the balance of parts of speech and characteristics of readability, contextuality-formality, and density based on this balance are highly different in the Estonian genres (see e.g., Kerge, Pajupuu 2010), and in genres of any language (see e.g., Heylighen and Dewaele, 2002). On the other hand, word-choices and their interpretations are always qualitative.

My research question is what is typical of texting as a relatively new electronic genre, i.e., in what extent are the means of private SMS-communication genre-specific and in what extent do they rely on knowledge of the standard Estonian language. This gives a possibility to define modern informal computer mediated communication—CMC, or more widely, smart-equipment-communication—which is a part of the basis of defining everyday style vs demanding stylistic standards. Describing it gives the students wider knowledge of language (genres and styles) and helps them to avoid everyday-means of the language use in demanding public pragmatically oriented texts taught at school.

Based on that, the presentation deals with private SMS-s of young adults grouped as bundles of 1-12 units of one continuous dialogue (262 messages in 59 bundles), analysing their parameters, such as composition, communicative functions (speech acts), specific lexicogrammatical choices, specific means of text shortening, etc. Private texting mainly occurring as dialogue is compared to 150 Estonian SMS advertisements (monologues) studied in parallel. As compared to Crystal (2008), the study shows that texting in highly language- and function specific.

References
Crystal, David (2008). Txtng: The Gr8 Dbt. New York: Oxford University Press Inc.
Halliday, Michael; Hasan, Ruqaiya (1985). Language, context, and text: Aspects of language in a social-semiotic perspective. Oxford: Oxford University Press.
Jeffries, Lesley; McIntyre, Daniel (2010). Stylistics. Cambridge, NY, etc.: Cambridge University Press.
Kerge, Krista; Pajupuu, Hille (2010). Text-types in speech technology and language teaching. In Bueno Alonso, Jorge L., Dolores Gonzalez Alvarez, Ursula Kirsten Torrado, Ana E. Martinez Insua jt (toim.). Analizar datos > Describir variación / Analysing data > Describing variation (pp. 380–390). Vigo: Universidad de Vigo (Servizo de Publicacións). [Accessable via ResearchGate]


Hyeyoun Kim (Korea (The Republic Of))
PROFILES OF STUDENTS' PREWRITING STRATEGIES: INFORMATION SEEKING BEHAVIOR AND OUTLINING DURING DIGITAL WRITING

Paper session ARLE 2017

Friday, 16:00-17:30

Room Sky-room Mare-648

Chair: Mattheus, Ave

Prewriting activities have been emphasized as one of the most important and effective strategies during writing by many researchers and practitioners (Harris et al., 2008; Hayes & Nash, 1996; Kellogg, 1990). However, the detailed features and processes of digital prewriting have not been well investigated comparing to those of handwriting. The purpose of the study is to classify students’ prewriting strategies into an adequate number of profiles that reflects their actual use during digital writing and to draw educational implications from the analysis and result. For this, the whole digital writing processes of 105 undergraduate students were recorded and analyzed using both quantitative and qualitative coding, and latent profile analysis (LPA). In particular, the current study mainly focused on information seeking behavior (i.e., internet searching) and outlining, two representative digital prewriting strategies, to verify students’ strategies in actual use. As for information seeking behaviors, 7 pre-defined patterns via 3 different criteria were coded in terms of Likert-scales. Quantity of information seeking behaviors was also measured, by checking time to complete the task, number of steps and queries, and number of search terms per query. As for outlining behaviors, coding by Likert-scales was also conducted in terms of two criteria on the basis of Kellogg (1990): the extent of clustering and hierarchy. Mixture regression of prewriting profiles on text quality was also conducted to confirm the impact of each prewriting profile and to obtain instructional implications. As a result, five profiles were extracted as patterns of prewriting strategies with regard to information seeking and outlining behaviors. The detailed discussion on each profile and their influence on text quality will offer some instructional suggestions.

Keywords: Prewriting, Writing strategies, Digital writing, Information seeking, Outlining

References
Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore, MD: Paul H. Brookes.
Hayes, J. R., & Nash, J. G. (1996). On the nature of planning in writing. In C. M. Levy & S. Ransdell (Eds.), The Science of Writing: Theories, Methods, individual differences, and Applications (pp. 29-56). Mahwah, NJ: Lawrence Erlbaum Associates.
Kellogg, R. T. (1990). Effectiveness of Prewriting Strategies as a Function of Task Demands. The American Journal of Psychology, 103(3), 327-342.


Martin Klimovič (Slovakia)
COGNITIVE DEMANDS ON THE PROCESS OF NARRATIVE WRITING IN SLOVAK CHILDREN
Teaching/aquiring languages & cultures (pre-/primary ed.)

Paper session ARLE 2017

Thursday, 15:00-16:30

Room White-room Mare-225

Chair: Argus, Reili

When writing a story, children aged from 9 to 11 differ in the quality of narrative as well as in the way they write. The quality of narrative depends on maturation, cognition and linguistic/text knowledge of the writer (Flower, Hayes 1981; Kellogg 1994). The paper focuses on some cognitive aspects (working memory, writing fluency, verbal fluency) and their role in the process of writing. In Slovakia, there is a minimum scientific verification of their importance in relation to cognitive processes of planning, translating and reviewing. In the study, twenty-three 4th graders (aged 9 – 11) were asked to write a story based on the picture. The process of story writing was divided into three stages. First, the writers were asked to answer the questions about the picture and write their reactions into the notepads (planning stage). Then, children wrote stories and could use their ideas from their notepads (translating stage). After finishing, they were asked to revise their texts using a pen with different color of ink (reviewing stage). Before writing, cognitive aspects of the writers were tested by relevant measurement tools (working memory complex span, handwriting speed test, D-KEFS Verbal Fluency Test). The comparison of the results showed that the writers with different cognitive features (higher/lower working memory capacity, higher/lower writing fluency, higher/lower verbal fluency) used different approaches when writing a story. The research also revealed the tendency of children to search for proper solutions for narrative components (e. g. plot, character) in the process of translating. The research saw support from APVV grant agency (No. APVV-15-0273).

References
Flower, L. & J. R. Hayes (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32 (4): 365–387.
Kellogg, R. T. (1994). The Psychology of Writing. New York: Oxford University Press.


Martijn Koek & Tanja Janssen & Frank Hakemulder & Gert Rijlaarsdam (Netherlands (the))
CRITICAL THINKING IN THE LITERATURE CLASSROOM
Aesthetically oriented texts as means of pedagogy

ARLE PhD Preconference plenary	Wednesday, 13:20-15:20	Room Mare-226	Chair: Mattheus, Ave	Discussants: Mattheus (Estonia); Pieper (Germany)
Paper session ARLE 2017	Friday, 14:00-15:30	Room Wine Room Silva-333	Chair: Mattheus, Ave

Critical thinking has been advocated as a primary goal of secondary education (e.g. Nussbaum, 2011). It can be perceived as a two stage process: 1) de-automatized thinking; 2) (re)construction of meaning (Koek et al., 2016). Previous research suggests that the literature classroom is a suitable environment to foster secondary students’ critical thinking. However, little is known about whether and if so, under what conditions, students experience both stages of critical thinking when they read to interpret literary texts at school. Therefore, we ask:
1) Do students experience de-automatized thinking and (re)construction of meaning when they interpret literary texts?
2) What are the parameters of the conditions in which these experiences occur?
Participants were 21 students (grades 10-12) of one secondary school in The Netherlands. They were interviewed by the first author and a second interviewer, both teachers at this school. A literature portfolio that students had composed during the school year was used as a recall stimulus. The interviews were semi-structured, and lasted 63 minutes on average. All interviews were audio-recorded and transcribed.

Data-analysis of the interviews, guided by sensitizing concepts derived from critical thinking theory, is in progress. Results will be presented at the conference

Koek, M., Janssen, T., Hakemulder, F, & Rijlaarsdam, G. (2016). Literary Reading and Crtical Thinking: Measuring Students’ Critical Literary Understanding in Secondary Education. Scientific Study of Literature, 6(2), 243-278.
Nussbaum, M. C. (2012). Not for profit: Why democracy needs the humanities. Princeton, N.J.: Princeton University Press.


Dimitrios Koutsogiannis (Greece)
DIGITAL CLASSROOM ANALYSIS AND TEACHING SCHEMAS
Verbal and digital arts

Paper session ARLE 2017

Friday, 16:00-17:30

Room Red-Room Mare-340

Chair: Kruus, Priit

There is a rich scientific tradition concerning the use of digital technologies in language education and an even richer tradition in classroom discourse analysis (e.g. Rymes 2016). However, a classroom analytic perspective incorporating the pedagogic use of digital technologies has not yet been developed.

The aim of this paper is to contribute to the development of a digital classroom analytic perspective, using ethnographic data (field notes, recording of lessons, teachers’ interviews) from eleven teachers of Greek as L1 in primary and secondary schools, who extensively used digital technologies in their lessons.

Combining traditions from sociolinguistics of globalization (e.g. Blommaert 2010), Social Semiotics (Kress 2010), and classroom discourse analysis (e.g. Rymes 2016), I propose a nexus analysis theory and method, articulated in three interconnected levels: a micro level focusing on the teaching events; a meso-level focusing on the teaching schemas, a kind of teaching “mental models” (van Dijk 2008) that can be recognized in and mainly across the teaching events and behind the well known as IRE/F classroom discourse sequence; and a macro level focusing on the context which is interwoven with the other two levels.

Following a social semiotic principle, that the social is prior (Kress 2010), in this paper I will concentrate on the following: 1. Indicating some of the dominant teaching schemas, 2. analyzing how digital technologies shape and are shaped by these schemas, and 3. showing how multiple contextual levels related to local and global traditions in teaching L1 and teachers’ agency are encapsulated in these schemas.

References

Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.

Kress, G. (2010). Multimodality: a social semiotic approach to contemporary communication. London & New York: Routledge.

Rymes, B. (2016). Classroom discourse analysis: A tool for critical reflection (2nd ed). New Jersey: Hampton Press INC.

van Dijk, Th. (2008). Discourse and context. A sociocognitive approach. Cambridge: Cambridge University Press.


Renáta Kovács & Edit Katali Molnar (Hungary)
EFFECTS OF SOCIO-ECONOMIC STATUS ON READING AND WRITING SCIENCE TEXTS
Teaching/aquiring languages & cultures (secondary ed.)

Paper session ARLE 2017

Friday, 16:00-17:30

Room Orange Silva-116

Chair: Lepajoe, Kersti

The relationships between the learning of reading and writing skills have been demonstrated (e.g. Parodi, 2006, Abbott et al., 2010). However, because these skills are cultural, the traditions and methods of their instruction may result in variations in their relationships. Also, research has shown the effects of the family background on learning these skills (Fejes & Józsa, 2005). One area affected could be e.g. the language of school subjects (Brevik et al., 2014).This study aims to identify relationships between non/disadvantaged status and the reading and writing performance of 4th grade Hungarian students’ (N=135) on science texts.

Background data (e.g. disadvantaged status and estimation of academic ability levels) regarding students were collected from their teachers. The test administered to students had three subtests, each related to the topic of nutrition, a common element of their curriculum: (1) knowledge of related science vocabulary, (2) comprehension of a reading passage, and (3) composing a short expository text.

The results confirmed that disadvantaged students had significantly lower performances. However, in the regression model tested for the total score as dependent variable, the writing ability levels as estimated by teachers explained the largest percentage of the variance, not family background (total explained variance: 60.91%). Students’ reading and writing performances correlated significantly, but weakly (r=.212; p<.05). The vocabulary subtest correlated strongly with reading, but weakly and not significantly with writing performance.

The findings show that at this grade, the effects of family background are tangible, but teachers seem to contribute them to individual abilities.

Keywords: primary education; disadvantage; reading skills; writing skills; science vocabulary

References:
Abbott, R. D., Berninger, V. W. & Fayol, M. (2010). Longitudinal Relationships of Levels of Language in Writing and Between Writing and Reading in Grades 1 to 7. Journal of Educational Psychology (102) 2. 281-298.
Brevik, L.M., Fosse, B. O., Rødnes, K. A. (2014). Language, learning, and teacher professionalism: An investigation of specialized language use among pupils, teachers, and student teachers. International Journal of Educational Research (68) 46–56.
J. B., Fejes & K., Józsa (2005). A tanulási motiváció jellegzetességei hátrányos helyzetű tanulók körében [The characteristics of the learning motivation of disadvantaged students]. Magyar Pedagógia (105) 2. 185–205.
Parodi, G. (2006). Reading-writing connections: Discourse-oriented research. Reading & Writing Interdisciplinary Journal, 20, 225-250.


Grażyna M. Krasowicz - Kupis & Katarzyna Wiejak (Poland)
METAPHONOLOGICAL SKILLS AND WORKING MEMORY IN THE FIRST GRADE POLISH STUDENTS

Short presentations and extensive discussion ARLE 2017

Thursday, 16:45-17:45

Room Sun Room Silva-240

Chair: Tinits, Peeter

The poster presents relation between metaphonological skills (mainly phoneme and syllable deletion) and working memory on the early stage of literacy acquisition. The theoretical base is the Oberauer’s model of working memory (Oberauer 2000, 2003) and Krasowicz-Kupis’s model of phonological skills structure (Krasowicz-Kupis, Wiejak, Bogdanowicz 2015). The model of phonological skills includes subsyllable, syllable and phoneme simple skills as well as phonological awareness. Oberauer pointed out tree functional factors in the context of processing - simultanieous storage and processing, coordination and supervision.
The presented study involved 494 first grade students aged 6;6 – 8;5. Phonology was assed by the one part (Metalingusitic Scale) of the Phonological Test Battery (in Polish: Bateria Testów Fonologicznych IBE) (Krasowicz-Kupis i in. 2015), which detailed scores for individual assessed skills and score for whole metalinguistic scale. Interactive Working Memory Test (In Polish: Test Pamięci Roboczej TPR) (Sędek et al. 2016) consists of 3 tasks solved by the child on the touch screen (tablet): (1)counting span, (2) set switching, (3) spatial short term memory. Counting span is the measure of processing in Oberauer’s model, set switching of coordination and spatial short term memory is the measure of supervision.
All test were administered during individual sessions with children in standardised sequence.
The presented study results confirmed relationship between EFs measures concerning working memory and metaphonological test results, but they are moderate and weak. The strongest relations was observed for counting span and set switching and the weakest one for spatial short term memory. It means that in phonological processing the simultaneous storage and processing as well as supervision factors are more important that coordination one. Gender and age are significant moderators of the observed relationship. The differences also appear when taking into account the type of phonological elements (phonemes or syllables).
The results can be used in the therapy and special reading instruction planning. They can indicate the type of phonological elements and operations which have to be develop during therapy. For reading instruction the assessment results will suggest the most effective strategies of reading and the individual limitations.

References:
1.Oberauer, K., Süß, H. M., Wilhelm, O., Wittman, W. W. (2003). The multiple faces of working memory: storage, processing, supervision, and coordination. Intelligence, 31(2), 167–193.

2. Krasowicz-Kupis G., Wiejak K. , Bogdanowicz K.M., (2015). Bateria Testów Fonologicznych BTF IBE. Podręcznik. Warszawa: IBE.

3. Sędek, G., Krejtz, I., Rydzewska, K., Kaczan, R., Rycielski, P. (2016). Three functional aspects of working memory as strong predictors of early school achievements: The review and illustrative evidence. Polish Psychological Bulletin, 47(1), 103-111, https://doi.org/10.1515/ppb-2016-0011.


Ellen Krogh (Denmark)
THE RESEARCH FIELD OF L1 DIDACTICS

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Sky-room Mare-648

Chair: Puksand, Helin

The research field of L1 education – or L1 didactics – is young in the Nordic countries. Since the turn of the century, we have however, seen the emergence of national and Nordic research networks, conference and publication series, research programs, and the designation of positions as professors and associate professors (Ongstad, 2012). Studies of Nordic L1 research have taken stock of the disciplinary sub fields (see chapters in Ongstad, 2012 for salient contributions), but empirical studies of L1 didactics as a unitary field are in demand. The present study is part of a Nordic project, aiming at investigating the emergence of Nordic L1 research and its present profile(s) through PhD research within the field. Taking its point of departure in the design and findings of Holmberg & Nordenstam (2016), the present study examines the abstracts of Danish L1 didactic PhD dissertations defended between 2000 and 2016. Drawing on Bernstein’s (2003) distinctions, Holmberg & Nordenstam discuss whether in Sweden the disciplinary singularities of e.g. literature science, linguistics and didactics, have transformed into a region, catering for the needs of a knowledge base for the education and practices of the L1 teaching profession. On a backdrop of comparison with the Swedish study, the presentation will map the history of changing disciplinary focuses in Danish PhD research, and discuss the degree of transformation into a new territory or a region.
References
Bernstein, B. (2003). Education, symbolic control, and social practices. In Bernstein, B., Pedagogy, Symbolic Control and Identity, 2nd ed. (pp 133-164). Oxford: Rowman & Littlefield Publishers.
Holmberg, P. & Nordenstam, A. (2016). Svenska med didaktisk inriktning. Ett forskningsområde i rörelse [Swedish as L1 didactics. A research field on the move]. In: Höglund, H. & Heilä-Ylikallio, R. (eds.) (2016). Framtida berättelser [Future narratives] (pp 47-62). Vasa: Åbo Akademi.
Ongstad, S. (2012) (ed.). Nordisk modersmålsdidaktik. Forskning, felt og fag [Nordic L1 didactics. Research, field and subject]. Oslo: Novus.


Idit Lajos & Yael Segev (Israel)
RELIGIOUS INFLUENCES AS A CRITICAL FACTOR ON THE SELECTION OF CHILDREN’S BOOKS BY RELIGIOUS PRESCHOOL TEACHERS

Paper session ARLE 2017

Friday, 16:00-17:30

Room Wine Room Silva-333

Chair: Tinits, Peeter

The goal of the study was to examine the criteria according to which a religious
preschool teacher chooses books to read to her pupils. The study was conducted using questionnaires distributed to preschool teachers in the public-religious educational system, in various towns across Israel. The study employed a mixed methodology: combining qualitative and quantitative research(Plano, Huddleston-Casas, O’neil Green, 2008). Semi structured questionnaires developed specifically for the purpose of the study were the research tool.
Books are read to preschoolers on a daily basis, by teachers of all education tracks (Aram, 2005).
Public-religious schooling in israel, is considered public for all intents and purposes, and as such is committed to the cultural and moral values delineated by the Israeli Ministry of Education. The nature of its educational themes and material, however, is religious. The hypothesis of this study was that often, when choosing books to be read out loud, the preschool teacher will experience a conflict between aesthetic-poetic criteria and moral-didactic ones. When such a clash occurs, the religious teacher is likely to choose the book that corresponds with the didactic-moral criteria, that is, correlating with the values of the class and the teacher, even if it is inferior, from a literary perspective.
Findings revealed that children’s literature is perceived by all teachers as a readily-available source for teaching religious topics, for instilling values and as a means of introducing Hebrew culture (Lehman-Elkad 2009). The study data was collected through the questionnaires and the links between them were examined (Nachmias and Nachmias, 1998).
Processing of the data was made in three parts:
Part 1: Referred to the analysis of the open questions by sorting and categorization of statements according to the criteria listed in the literature ( Poyas, De malach, 2006).
Part 2: Referred to the analysis of question number 5. The processing was made according to rating the importance of all of the criteria between 1 - 3, where 1 is most important, 2 is Medium important and - 3 indicates a low level of importance.
Part 3: referring to question 6, in which the subjects had to refer to the rating criteria from 1 to 5 - with 5 representing the most important and - 1 representing not important at all .The averages were calculated according to the Likert scale.


Eun Ju Lee & Hojung Kim (Korea (the Democratic People's Republic of))
A CASE STUDY ON LITERACY ENVIRONMENT OF CULTURALLY AND LINGUISTICALLY DIVERSE ELEMENTARY STUDENTS WITH READING UNDERACHIEVEMENT IN KOREA
Teaching/aquiring languages & cultures (pre-/primary ed.)

Paper session ARLE 2017

Thursday, 12:25-13:55

Room White-room Mare-225

Chair: Argus, Reili

This study aims to analyze the reading literacy environment factors of CLD students and to provide educational advices for schools, parents and community to stimulate students’ literacy learning.
Cambourne(1995) showed when seven good conditions of literacy learning is provided, students can do well on literacy learning. Quiroz, Snow, and Zhao(2010) figured out even immigrant parents who have low SES(Socioeconomic status) and bad pronunciations can stimulate children’s language development when they participate in literacy activities with their children well. These all emphasize the importance of literacy environment. Research on students from multi-cultural families usually focused on checking language abilities and finding the reasons such as parents’ SES and age. However, not many research has conducted which focuses on literacy environment factors of the students who has multi-cultural backgrounds in Korea.
According to the National Center for Multi-cultural Education in Korea, last 5 years, the amount of CLD students are over 20% of the whole students. Even students have multi-cultural backgrounds, they usually achieve like others in schools when they have lived in Korea a period of time. Some of them, however, still remain as underachievers and suffer from learning in schools due to their difficulties on reading caused by their poor literacy environment.
Subjects are divided into two groups based on their Korean language usage status; two Chinese-background(raised in China) immigrant students who use Korean as a second language and two students from international marriage families who were born and raised in Korea using Korean as a primary language. All of them can do basic communication in Korean with peers and teachers but they have difficulty in studying in normal classes.
We studied multidirectional case research giving paper interviews and face-to-face interviews with the teachers, students and parents to analyze the literacy environment. We researched school environment, out of school environment, family environment and students’ individual traits. Each environment factors are mainly divided into cognitive and non-cognitive.
This study shows that more delicate educational treatment is need for CLD students by checking their various environments. Furthermore, education for non-Korean fosterers adjusting in Korea should include children literacy education.

Key words: Culturally and Linguistically Diverse(CLD) students, Reading literacy environment, Underachievement in reading, Elementary students, Case study

References: Cambourne(1995) "Toward An Educationally Relevant Theory Of Literacy Learning: Twenty Years Of Inquiry". The Reading Teacher, Vol. 49, No. 3.
Quiroz, Snow, & Zhao(2010). Vocabulary skills of Spanish–English bilinguals: impact of mother–child language interactions and home language and literacy support. International Journal of Bilingualism, 14(4), 379-399.


Marie Lessing-Sattari & Dorothee Wieser & Irene Pieper & Bianca Strutz (Germany)
TEACHERS’ EPISTEMIC BELIEFS ABOUT LITERATURE AND LITERATURE EDUCATION
Research on literature education

Paper session ARLE 2017

Friday, 14:00-15:30

Room Orange Silva-116

Chair: Janssen, Tanja

Teachers’ epistemic beliefs are related to teachers’ professional behaviour and practice as they serve as filters or guides for the perception and interpretation of information plus experience and thereby may influence decision-making processes in education. We assume that epistemic beliefs are organized in integrated systems, are implicit and explicit. They are activated by context demands and have individual as well as collective values, shared by teachers as stakeholders in a specific profession-based and organizationally framed space of experience (cf. Fives/Buehl 2012). In our research project Literary Understanding and Metaphor (LiMet) we have carried out interviews with teachers that are analyzed from the theoretical background just sketched. We aim at the identification of domain specific personal epistemologies, e.g. object-related poetological beliefs and beliefs about teaching and learning in the field of literature education in lower secondary education.
The purpose of the submitted paper is to present results of our research on beliefs about literature and literature education in interview data. The problem-centered interview focusses on metaphor as an exemplary literary phenomenon as well as a common subject in literature education and stimulates a decision-making and preparation process. Interview data of sixteen teachers, teaching German language and literature in a sixth or ninth grade (‘Gymnasium’ [higher academic track] and middle schools) have been collected. The assumptions about beliefs mentioned above led us to the documentary method as method for investigation. Framed by the sociology of knowledge this method offers an approach to investigate implicit and explicit as well as individual and socially shared orientations and beliefs (cf. Bohnsack et al. 2010). In the paper presentation we differentiate components of belief systems about literature and literature education. We aim at presenting characteristic combinations together with underlying orientations (i.e. pedagogical or content/object-related orientation) and relate these insights to spaces of experience with regard to different forms of schooling and grades.
The paper is part of the project Literary Understanding and Metaphor (LiMet), funded by the German Research Foundation (WI 4237/2-1), TU Dresden and University of Hildesheim/Germany, Dorothee Wieser, Irene Pieper, Bianca Strutz, Marie Lessing-Sattari.

Bohnsack, Ralf et al. (Hg.) (2010): Qualitative analysis and documentary method in international education research. Opladen: Barbara Budrich.
Fives, Helenrose; Buehl, Michelle M. (2012): Spring Cleaning for the “Messy” Construct of Teachers’ Beliefs. What are they? Which have been examined? What can they tell us? In: Karen R. Harris et al. (Hg.): Educational Psychology Handbook. Vol. 2 Individual differences and cultural and contextual factors. Washington, DC: American Psychological Association, S. 471-499.


Wai H Leung (Hong Kong)
DEVELOPMENT OF MOTHER TONGUE LANGUAGE COURSE AT TERTIARY LEVEL IN HONG KONG
Curriculum, objectives & learning media

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Green Room Mare-214

Chair: Ehala, Martin

Mother tongue has been a core subject in school in many countries. Many studies confirm that there is a deep relationship between language, culture and identity (see Edwards, 2009; Kramsch, 1993, 1998). The mission of mother tongue language education is to develop cultural identity and to encourage pursuing heritage culture in students (see You & N. Liu, 2011). Chinese is the mother tongue of the majority of the population in Hong Kong. However, Chinese teaching and learning in school seem to be language skills oriented instead of culturally based. With less emphasis on culture and literature in school, there is comment that in general Hong Kong students' Chinese language proficiency is becoming weaker. For example, in recent years' Diploma of Secondary Education Examination, only about half of the candidates could achieve the minimum requirement of university admission. To better develop tertiary students' mother tongue language proficiency, the Centre for Language in Education of The Education University of Hong Kong revised the Chinese enhancement course for all non-Chinese major students to build in a larger element of literature and culture. With the objective of developing culturally and socially through learning of the language, a new course was piloted in 2015/16. Students' performance in assessment showed improvement in language proficiency. Students' feedback in questionnaire survey and group interviews was positive. They commented the course has developed their awareness of Chinese culture and morals. The results may have implications on future development of mother tongue language curriculum at school and tertiary levels.

Reference
Edwards, J. (2009). Language and identity: An introduction. Cambridge, England: Cambridge University Press.
Kramsch, C. (1993). Context and culture in language teaching. Oxford, England: Oxford University Press.
Kramsch, C. (1998). Language and Culture. Oxford, England: Oxford University Press.
You, B.K., & Liu, N. (2011). Stakeholder views on the roles, challenges, and future prospects of Korean and Chinese heritage language-community language schools in Phoenix: a comparative study. Heritage Language Journal, 8(3), 67-92.


Anne Lind (Norway)
PEER GYNT IN THE SECONDARY SCHOOL CLASSROOM.
Aesthetically oriented texts as means of pedagogy

Short presentations and extensive discussion ARLE 2017

Thursday, 16:45-17:45

Room Sky-room Mare-648

Chair: Mattheus, Ave

Revised abstract for ARLE Conference in Tallin, Estland 15-17.06.2017.
Peer Gynt in the secondary school classroom.
How classical texts can be revived through dramapedagogical methods.
Anne Lind, førsteamanuensis anne.lind@hioa.no
Høgskolen i Oslo og Akershus, Norway.
The last Education reform in Norway removed the list of canon authors from the curriculum, and left it to teachers to choose which authors and texts they would emphasize in their classroom (Kunnskapsdepartementet 2006/2013). Some teachers, set aside classical texts of for instance Henrik Ibsen. This has raised a debate in Norwegian medias about restoring literary canon, but also how classical texts could be approached in the classroom of today.
My project was undertaken in 2014 when I was teaching Norwegian to a group of young people of 17-18 years, in their last year of high school. I invited a teacher of dramapedagogics into the classroom. Two texts of Ibsen were chosen to work with, and a text of Shakespeare.
The class was led through different drama methods over a period of five weeks. Teacher in role as exposition, for instance as Peer Gynt’s mother Åse, with pupils in collective roles as tourists passing by her farm. Pupils in frozen positions (statues of freezing frames) were used to explore relations and emotions (Ilsaas, 1991, 2013). The frames were also put together in collages with “voice over”narratives to tell a story. All which led to the class’s desire for playing out orally a full scene of Peer Gynt (Ibsen 2008).
After the performance a survey was held in the form of a questionnaire of closed and some open questions, in three categories: 1) Age and gender. 2) A rating of seven different parts of the drama work. 3) What they had learnt, also compared to national goals. The questions were designed to encourage aesthetic reading and respons (Rosenblatt 1982).The answers in category 2 revealed that identification with characters and themes in Peer Gynt led to their choice of acting out a particular scene. The answers in category 3 showed that they had become more familiar with Ibsens’ texts and characters, and in addition that they had discovered their own classmates, and how surprisingly resourceful they were.
These findings, in what can be characterised in retrospect as action research, (Ulvik, Riese & Roness, 2016) has led to reconsidering “difficult” classical texts, their actuality can be rediscovered through transactional reading and dramapedagogical methods allowing young people to identify with timeless human issues, breaking old language barriers (Sæbø 1998, 2010, 2012). As it turns out the sociocultural benefits seem to be the pupils’ better knowledge and respect for each other.
On this background I will discuss two main questions at the ARLE conference. One concerning literary canon, and whether classical texts should be kept in the school curriculum. The other question deals with teaching methods and the reviving of old texts in the classroom.
Bibliography
Ibsen, Henrik (2008). Peer Gynt i Henrik Ibsens skrifter (red.) Vigdis Ystad og Asbjørn Aarseth. Oslo: Aschehoug.
Ilsaas, T. (2013) Drama as basic knowledge. In Drama, 2013. Årg. 50, nr. 1, pp.40-41.
Ilsaas, T. (1991). Teater i undervisningen (TIU) – Profesjonell teaterkunst som læringsverktøy. In H. Reistad (red.), Regikunst (s. 156- 167). Oslo: Tell forlag a.s.
Kunnskapsdepartementet (2006/2013) Læreplanverket for kunnskapsløftet. Oslo: Kunnskapsdepartementet.
Rosenblatt, L. (1982) The Literary transaction: Evocation and respons. In Theory into Practice 21:4, 268-277.
Sæbø, A.B. (1998). Drama –et kunstfag. Den kunstfaglige dramaprosessen i undervisning, læring og erkjennelse. Oslo: Tano-Aschehoug
Sæbø, A.B (2010) Drama som estetisk læringsform for å utvikle leseforståelse. In FoU i praksis, 4(1), pp. 9-25.
Sæbø, A.B. (2012) LDS' rolle i IDEA. In Drama, 2012, Årg. 49, nr. 1, pp.24-25
Ulvik, M. Riese, H. & Roness, D. (2016). Å forske på egen praksis. Aksjonsforskning og andre tilnærminger til profesjonell utvikling i utdanningsfeltet. Bergen: fagbokforlaget.


Ingrid A M Lindell & Christer Ekholm (Sweden)
THE USE OF LITERATURE IN A BEAUTIFULLY RISKFUL EDUCATION
Aesthetically oriented texts as means of pedagogy

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Wine Room Silva-333

Chair: Kruus, Priit

In The Beautiful Risk of Education (2013) Gert J. J. Biesta describes contemporary Western educational systems as a landscape of control and assessment produced by "a desire to make education strong, secure, predictable, and risk-free”. Against this ”strong” view, Biesta argues for a ”weak” one, focusing on the unpredictable, the unknown – i.e. the risk – as a primary feature of an education worthy of its name. Education, says Biesta, isn’t just qualification and socialisation, but also subjectification, which is a social event of recognition and responsibility. Such events, which according to Biesta are crucial to a democratic society, are suppressed in the dominant, strong views and practices of today’s learning industry, but can be promoted by a weaker attitude, where the risk of education is embraced as a beautiful one.

What part, then, can the reading of literature in education play if we accept Biesta’s argument? Or, to put it in another way, what is the use of literature in a beautifully riskful education? In our paper we will discuss this question in dialogue with Rita Felski’s much debated manifesto Uses of Literature (2008), which – on the basis of a problematizing description of how literature is commonly conceptualised in literary studies and education, with a suspicious, critical eye – focuses on how and why literature ’actually’ is read. What can be said about the uses of literature put to the fore by Felski (recognition, enchantment, knowledge, shock) in relation to “weak” education and subjectification? And what more needs to be said to counter the instrumentalisation of literature studies?

References:
Biesta, Giert J.J. (2013). The Beautiful Risk of Education. Boulder & London: Paradigm
Felski, Rita (2008). Uses of Literature. Malden & Oxford: Blackwell


Ludmila Liptakova & Eva Gogova (Slovakia)
LINGUISTIC STRATEGIES FOR COMPREHENDING THE INSTRUCTIONAL TEXT
Teaching/aquiring languages & cultures (pre-/primary ed.)

Paper session ARLE 2017

Thursday, 12:25-13:55

Room White-room Mare-225

Chair: Argus, Reili

The aim of this paper is to present the empirical results of qualitative research, which dealt with the role of language in comprehending the instructional text by pupils of 4th and 5th grade. In the research we used cross-curricular links between teaching L1 and teaching the other subjects.
The reasons for this research were the identified problems of Slovak pupils to learn from instructional text in the period of transition from primary to secondary education (in Slovakia the primary education ends in the 4th grade). Other reasons were the unsatisfying results of Slovak pupils in measuring the reading literacy in PIRLS, especially in comprehension of factual texts. For these reasons we focused on developing the strategies that facilitate the process of factual text comprehension and learning from text.
Our research is qualitative, exploratory, therefore we do not formulate hypotheses, but we use an inductive approach. We focus on word-formation categories (grouping of derivatives and compounds) as a strategy in the process of constructing the meaning of terms in instructional text. We rely on the theories of Slovak derivational morphology and the relevant researches from psychology of text comprehension (e.g. Cain, 2010; Kintsch, 1988; Oakhill et al., 2015).
The research sample consists of both a set of textbooks and the pupils of two classes (4th and 5th grade). The research was provided in four phases: 1) Content analysis of instructional texts from Science Study, Biology and Geography aimed at the presence of derivatives and compounds. 2) Linguistic analysis of word-formation categories to which derivatives and compounds can be grouped. 3) Designing the educational units of Slovak language with focus on linguistic categorization of terms. 4) Implementation during the L1 lessons and observation of the learning process. 5) Observing the transfer of linguistic strategies to instructional text comprehension at the lessons of Science Study, Biology and Geography.
Analysis and interpretation of empirical data showed the positive role of word-formation categorization of terms as a strategy for comprehending the instructional text. During the L1 lessons the pupils acquired the corresponding learning strategies which were helpful in comprehending the instructional text in other subjects.

Key words: Reading literacy, Text comprehension, Instructional text, Word-formation, Primary education, Learning strategies.

References
CAIN, K. (2010). Reading Development and Difficulties. Oxford: John Wiley & Sons – BPS Blackwell.
KINTSCH, W. (1988). A Role of Knowledge in Discourse Comprehension: A Construction-Integration Model. Psychological Review, 95(2), 163–182.
OAKHILL, J., CAIN, K., & ELBRO, C. (2015). Understanding and Teaching Reading Comprehension. A handbook. Abingdon, Oxon: Routledge


DAN LIU (France)
THE ROLE AND EFFECT OF POETRY IN READING ACQUISITION FOR CHILDREN FROM 6 TO 8 YEARS OLD
Aesthetically oriented texts as means of pedagogy

Paper session ARLE 2017

Friday, 14:00-15:30

Room Wine Room Silva-333

Chair: Mattheus, Ave

Faced with a marginalized role and pedagogy of poetry in language learning according to the I.O.s (1972 - present) of French government, we believe that instead of classifying poetry as a particular genre of literature or as a mnemonics instrument, it should be considered as where really lets us dwell as Hölderlin does.

Poetry is supposed to establish a multi-facet space by activating our emotion, stimulating our imagination, and constructing our own imaginary (imaginaire in French). Most Children could therefore benefit from this space as their transitional area (Winnicott, 1971) before getting access to reading. Through poetry, these facets of language nurture rediscover their expressivity in visual, acoustic, or reflective manners.

Our paper aims at describing how young learners from 6 to 8 years old could benefit from the these potentialities in poetry, especially during their initiating stage of learning to read. Discussions will also be launched on the hierarchized correspondences between linguistic elements in poetry and those in reading. Thirdly, we will subsequently focus on how professional gestures (interventions) during this process could eventually make the potentialities in poetry come true.

9 cases of pupils (6-8 years old) and 6 cases of teachers (two teachers of each level) have been collected in the form of face-to-face interview from several kindergartens and primary schools in France. By analyzing the cases (content analysis), we have outlined a rather detailed and varying role of poetry, constructed three schemas to facilitate poetry-reading connections, and probed into the actual effect in young readers on their encounter with poetry. A definition of ecopoetry would also be put forward to discuss and hopefully contributed to the existing researches.

References:

Bryant, P. E., Bradley, L., Maclean, M., & Crossland, J. (1989). Nursery rhymes, phonological skills and reading. Journal of Child Language, 16(02).
Martin, S. (2010). Présentation. Les poèmes au cœur de l'enseignement du français. Le français aujourd'hui, 169(2), 3-3. doi:10.3917/lfa.169.0003
Winnicott, D. W. (1971). Playing and reality (Vol. 21). London and New York: Routledge Classics.
Sharan B, M. (2009). Qualitative Research - A guide to design and implementation. United States of America: Jossey-Bass.
Sprenger-Charolles, L. (1996). Lire. Paris: Puf.


Elizabeth Ka Yee Loh & CHAN Sing Pui Tikky & Che Ying Kwan (China)
START FROM THE BEGINNING - DYNAMIC ENRICHMENT LEARNING MODE (DELM) FOR KINDERGARTENERS WHO LEARN CHINESE AS A SECOND LANGUAGE IN HONG KONG
Translating cultures and teaching arts

Paper session ARLE 2017

Friday, 14:00-15:30

Room White-room Mare-225

Chair: Uusen, Anne

There are about 17,000 kindergarteners (i.e. young kids aged 3 to 6 years old) learning Chinese as a second language (CSL) in Hong Kong (HK). Previous research shows that these children’s Chinese language (CL) ability is at least 3 years behind their native Chinese counterparts while encountering difficulties in learning. It is also a challenge for the teachers to cater for such huge learning diversity, as HK kindergartens (for 3- to 6-year-olds) mainly use the theme-based approach without deliberate consideration of CL curriculum (HKEDB, 2006). Without professional training in CSL teaching, teachers have little knowledge of how to provide these students with adequate support.

The present study aims to examine the possibility and effectiveness of implementing a CSL curriculum for CSL students, and how well it works with the existing theme-based curriculum. “Dynamic Enrichment Learning Mode” (DELM) was developed and implemented in six kindergartens with 131 CSL learners. This CSL-focused DELM was designed based on the Second Language Acquisition (Krashen, 1982) and CL orthographic (Leong et al., 2011) theories and comprises the following: (1) tailor-made individual (one 30-minute session every fortnight) and group (two 30-minute sessions every week) enrichment learning activities; (2) using both CSL and mainstream theme-based curricula; (3) authentic learning materials (e.g. picture books and specially written children’s songs based on the learning objectives of each unit); (4) diversified learning activities (e.g. interactive language games, matching games, free writing games etc.). CSL students learn together during the enrichment activities, and then return to their ordinary classes to learn with their native Chinese classmates to benefit from both the CSL and theme-based curricula. This enables them to immerse in a safe, comfortable environment with rich target language input while not having to separate from their Chinese counterparts.

Quasi-experiments, classroom observations, teacher and parent focus group interviews were conducted in this study. Compared with the control group, the results show that students who adopted the DELM for one year made significant improvements in CSL performance (effect sizes ranging from 1.47 to 1.98), motivation, and self-confidence, as evidenced by their willingness to participate in CL learning activities and use Chinese for communicating with their native Chinese counterparts.

Keywords: young children; Chinese as a second language; curriculum design; effective pedagogies

References:
Hong Kong Education Bureau. (2006). Guide to pre-primary curriculum. Hong Kong: Hong Kong SAR Government.
Krashen, S. D. (1982). Principles and practice in second language acquisition. New York: MacMillan.
Leong, C. K., Tse, S. K., Loh, E. K. Y., & Ki, W. W. (2011). Orthographic knowledge important in comprehending elementary Chinese text by users of alphasyllabaries. Reading Psychology, 32(3), 237-271.


Gerli Lokk & Kadri Sormus & Maigi Vija (Estonia)
USING AUDIOVISUAL AND DIGITAL TOOLS FOR TEACHING ESTONIAN AND LITERATURE
Translating cultures and teaching arts

Paper session ARLE 2017

Friday, 14:00-15:30

Room Night-Room Mare-213

Chair: Tinits, Peeter

The understanding of literacy has expanded a lot in the 21st century. Living in the digital landscape does not mean just writing, reading, speaking or listening. 21st-century literacies include computer literacy, visual literacy, performative literacy, Internet literacy, digital literacies, new media literacies, multiliteracies and ICT literacies (Lapp, Rowsell 2011). Nowadays students prefer to gain new information from multiple multimedia sources and have the access to hyperlinked multimedia information, process pictures, sounds, colour and video before text (Jukes et al 2010). These developments have major influence on methods and tools that can be implemented in school lessons.
The presentation analyzes the usage of audiovisual and digital tools in teaching Estonian language and literature. The data is based on two focus group interviews, six basic school teachers from different schools participated in both of them. In these interviews the researchers focused on teachers’ experiences of teaching Estonian and literature.
Questions asked were as following:
• How much do teachers use different kind of audiovisual and digital tools in their language and literature lessons and what are their goals in these kinds of lessons?
• What kind of support is offered to teachers who are interested in using audiovisual and digital tools? What kind of support they need or seek for themselves?
• What makes it difficult for teachers to use audiovisual and digital tools in their lessons?
• What are teachers´ attitudes towards using and not using audiovisual and digital tools?
• What have been the best practices in developing students´ skills in multiliteracy?

References
Jukes et al = Jukes, Ian, Ted McCain, Lee Crockett 2010. Understanding the Digital Generation. Canada: Sage.
Lapp, Diane, Jennifer Rowsell 2011. New Literacies in Literacy Instruction. – Best Practices in Literacy Instruction, pp 395 – 409.


Minna-Riitta Luukka (Finland)
MULTI-LITERACY

Keynote

Saturday, 10:00-11:00

Room Tallinn Hall

Chair: Kerge, Krista

Prof Dr MINNA-RIITTA LUUKKA will focus on multi-literacy as a broad objective of the national core curriculum recently designed for Finland, the country known for its innovative high-quality education and deep implementation of equality principle typical of Nordic cultures. In this curriculum, multi-literacy is defined as an ability to use, evaluate, and produce knowledge and texts in different forms, environments, and situations. The concept combines notions of multimodal and disciplinary literacy, emphasizing linguistic and textual tools typical of experts who participate in the work of a special field. Therefore, teachers of all subjects are responsible for teaching and expanding multi-literacy practices in their classrooms. In her talk, professor Luukka will discuss the opportunities and challenges of implementing that idea in her country.


Diana Maak & Frederike Schmidt (Germany)
LANGUAGE ACROSS THE CURRICULUM – AN EMPIRICAL STUDY ON PRE-SERVICE TEACHERS’ KNOWLEDGE IN FOSTERING READING COMPREHENSION
Translating cultures and teaching arts

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Night-Room Mare-213

Chair: Lepajoe, Kersti

Pupils are required to read, understand and deal with texts thoroughly in all subjects. Reading comprehension is therefore a key competence which all teachers should be able to foster. This suggests the need to be able to choose (authentic) texts, adapt these for teaching and stimulate the reflexive use of reading strategies by their pupils (McKeown, Beck & Blake 2009) to access texts, especially for low achieving students with low language proficiency. Part of that is applying the 3-phase-model of text understanding, which includes giving appropriate tasks prior to whilst and after reading (Nuttall 1996). Furthermore teachers should be able to differentiate according to their students’ achievement levels and to account for students’ diversity. Especially important – due to the latest migration trends – is differentiation regarding the language competence (Byrd 2014) in German which is a not fully acquired second language for more and more pupils in German schools; especially immigrant pupils are underperforming (i.a. PISA see for instance Stanat 2003).

The aim of our study was to find out whether pre-service teachers are competent in that matter after they have been trained in that issue. We approach this question by an explorative study with a mixed method design in order to assess both, competence and beliefs: First of all our data is based on a qualitative content analysis of written exams from pre-service teachers (n≈70). The pre-service teachers were required to independently choose a text for a reading lesson and adapt the selected text for the classroom, for example by generating tasks. The underlying category system for the qualitative content analysis consists of both: a priori categories, deducted from the theoretical framework (e.g. implementation of the 3-phase-model of text understanding) and a posteriori categories (e.g. variation in task format). In addition an ongoing qualitative in-depth analysis will focus on group discussions with some pre-service teachers of the sample. In our presentation we will present our results as well as discuss the scope and limits for our data. According to our first results pre-service teachers favor content questions which rather test reading comprehension instead of further pupils’ ability to access texts independently. Furthermore the pre-service teachers have difficulties in integrating reading strategy use into their teaching scenarios. Instead of teaching or rather fostering reading comprehension the pre-service teachers test reading comprehension.

Byrd, D. (2014): Learning to Teach Culture in the L2 Methods Course. Electronic Journal of Foreign Language Teaching, 11(1), 76–89. Retrieved from http://e-flt.nus.edu.sg/v11n12014/byrd.pdf .
McKeown, M. G., Beck, I. L., & Blake, R. G. K. (2009): Rethinking reading comprehension instruction: A comparison of instruction for strategies and content approaches. Reading Research Quarterly, 44 (3), 218–253.
Nuttall, C. (1996): Teaching Reading Skills in a Foreign Language. Macmillan Education; Auflage: 2nd edition.
Stanat, Petra (2003): Schulleistungen von Jugendlichen mit Migrationshintergrund: Differenzierung deskriptiver Befunde aus PISA und PISA-E. In: Jürgen Baumert, Cordula Artelt, Eckhard Klieme, Michael Neubrand, Manfred Prenzel, Ulrich Schiefele et al. (Hrsg.): PISA 2000. Ein differenzierter Blick auf die Länder der Bundesrepublik Deutschland ; Zusammenfassung zentraler Befunde. Opladen: Leske und Budrich, 243–260.


Charles A. MacArthur & Zoi A. Traga Philippakos ()
WHICH LINGUISTIC FEATURES PREDICT WRITING QUALITY, AND WHICH CHANGE WITH INSTRUCTION?

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Sun Room Silva-240

Chair: van Rijt, Jimmy H.M.

Writing is complex process requiring discourse knowledge, linguistic skills, transcription skills, cognitive and metacognitive strategies, and social awareness. Research on linguistic development shows changes with time and expertise in syntactic complexity, vocabulary sophistication, content elaboration, and coherence. Research also identifies linguistic features that predict overall quality, including length, syntactic complexity, and vocabulary (e.g., Uccelli, Dobbs, & Scott, 2013). Automated linguistic analysis tools (McNamara, Graesser, McCarthy, & Cai, 2014) have made linguistic analysis feasible as an assessment tool for formative evaluation and assessment of the effects of instruction. Information on which linguistic features predict quality and how they change over time could have value for formative assessment and instructional design.
The current study used data from an experimental study of a curriculum for college basic writers (Authors, 2015) with 252 students, which found large positive effects on writing quality. The current analysis asked: 1) Which linguistic features predicted quality on the pretest and posttest? 2) Which of those features changed following instruction? Analysis was conducted using Coh-Metrix (McNamara et al., 2014) indices of productivity, syntactic complexity, vocabulary, and cohesion. Confirmatory factor analysis and structural equation modeling were used to develop models predicting quality of pretest and postest essays.
Length was highly predictive of quality on pretests (r=.71) but less so on the posttest (r=.56). Posttest quality was also predicted by cohesion measures of semantic overlap, syntactic complexity, and vocabulary, even after controlling for length. On the pretest, quality was predicted by vocabulary but not by cohesion or syntactic complexity. Following instruction, changes were found in semantic overlap, syntactic complexity, and vocabulary. Results for vocabulary and syntax are consistent with prior research, but prior studies have not found that cohesion measure predict quality (e.g., McNamara, Crossley, & McCarthy, 2010). Implications for further research and for instruction will be considered.

McNamara, D. S., Crossley, S. A., & McCarthy, P. M. (2010). Linguistic features of writing quality. Written Communication, 27, 57-86.
McNamara, D.S., Graesser, A.C., McCarthy, P., & Cai, Z. (2014). Automated evaluation of text and discourse with Coh-Metrix. Cambridge: Cambridge University Press.
Uccelli, P., Dobbs, C. L., & Scott, J. (2013). Mastering academic language: Organization and stance in the persuasive writing of high school students. Written Communication, 30, 36-62.


Marco Magirius (Germany)
BETWEEN THE CULTURES - HOW GERMAN TEACHER TRAINING STUDENTS INTEGRATE ACADEMIC AND SCHOOL CULTURES OF INTERPRETING LITERARY TEXTS
Teaching/aquiring languages & cultures (secondary ed.)

ARLE Preconference short presentations with extended discussion	Wednesday, 13:20-15:20	Room Mare-133	Chair: Lepajoe, Kersti	Discussants: Puksand (Estonia); Ehala (Estonia)
Paper session ARLE 2017	Friday, 14:00-15:30	Room Green Room Mare-214	Chair: Puksand, Helin

keywords: beliefs of teacher training students, literary theory, pedagogical content beliefs, mixed methods

In my presentation I want to give empirical insights on the beliefs of German teacher training students about the characteristics of the process of interpreting literary texts and their concepts of literary education.
Enrolled at a university students are confronted with a diversity of methods and positions in part differing clearly from school practices of interpretation. In order to forge their own concept of literature education in school they integrate those different cultures of interpreting literary texts. I am interested in their according beliefs at the end of their studies and I am going to show how their attempts of integration do not lead to viable bridges between those cultures but rather to subjectively blurred reductions from academic positions. Those reductions seem neither appropriate to the specific qualities of literary texts, e.g. ambiguity, nor are likely to induce literary learning. Before any tailor-made intervention can be planned, I had to collect and analyse data on those beliefs. This was done within the scope of my mixed methods PhD. thesis.

I began by adapting resp. constructing questionnaires to ask 467 students about their beliefs on the characteristics of interpreting literature, employing i.a. latent class analyses, and pedagogical content beliefs in literature education, i.e. cognitive constructivism versus direct-transmission view of learning (Staub & Stern 2002). Subsequently I used these results to choose 22 students for 60 minute guided interviews, examined mainly with qualitative content analysis. I acquired reasons for their decisions when filling in the questionnaire and remarks on differences between school and university interpretations, for example regarding the role of the author's intention, the reader's subjectivity or criteria for appropriateness of interpretations (Hermerén 1983). Furthermore I asked them to evaluate 5 worksheets for use in class, which were systematically constructed along the oppositions: usage of poetic versus discursive language and overly objective versus overly subjective approaches to the literary text.

Hermerén, G. (1983). Interpretation: Types and Criteria. Grazer Philosophische Studien, 19, 131-161. DOI: https://doi.org/10.1163/18756735-90000195

Staub, F. C. & Stern, E. (2002). The nature of teachers’ pedagogical content beliefs matters for students’ achievement gains: Quasi-experimental evidence from elementary mathematics. Journal of Educational Psychology, 94, 344-355. DOI: http://dx.doi.org/10.1037/0022-0663.94.2.344

Zabka, Th. (2012). Analyserituale und Lehrerüberzeugungen. Theoretische Untersuchung vermuteter Zusammenhänge. (=Rituals of text analysis and teachers' beliefs. Theoretical inquiry of suspected interrelationships.) In: Pieper, I. & Wieser, D. (ed.): Fachliches Wissen und literarisches Verstehen. Studien zu einer brisanten Relation (S. 35–52). Peter Lang.


Nadia Mansour (Denmark)
A STUDY OF THE POTENTIALS OF MULTICULTURAL LITERATURE IN THE DANISH PUBLIC SCHOOL
Translating cultures and teaching arts

Paper session ARLE 2017

Friday, 14:00-15:30

Room Night-Room Mare-213

Chair: Tinits, Peeter

Context: The use of multicultural literature is seen as a necessity to help students from diverse ethnic groups see themselves valued and equal in the school setting, an is seen as an advantage for academic and social success for the students from ethnic minorities. This paper is a study on how the Danish public school can cope with and acknowledge ethnic diversity in the Danish society. The study investigates the use of multicultural literature and focuses on which possibilities for positioning (Blackledge & Pavlenko 2004) the students have, when this literature is used in classrooms.
Aim: This paper is both an empirical study and a theory based study. In the empirical study the focus is on how students negotiate meaning, identities and culture through the dialogues about literature. In this empirical study the aim is to develop a design for reading multicultural literature, where teachers in the subject Danish are able to choose literature where minority students are mirrored in order to acknowledge diversity in the society, and at the same time use instructional strategies in the classroom without connecting specific literature to individuals.
This study is also a theory based study where the aim is to contribute to the existing definition of multicultural literature, formulated by Mingshui Cai and Rudine Sims Bishop (1994), where multicultural literature is defined as literature written by minorities with an insider perspective. In order to develop a new definition of multicultural literature, where culture and identity is seen as fluid, dynamic and changing notions depending on the context in which they appear, this study presents five thematic categories and three stylistic categories that are relevant for multicultural literature.
Key questions: What kind of literature can be defined as multicultural literature in a national context? How could it be possible to create a model/design for reading multicultural literature in the subject Danish?
Theoretical framework: Using the existing definition of multicultural literature (Cai & Bishop 1994), and migration theory (Frank 2008), selected literature are analyzed to categorize and develop a new theoretical definition of multicultural literature.

References:
Blackledge, Adrian and Pavlenko, Aneta (Ed.) (2004): Negotiation of Identities in Multilingual Contexts. Clevedon, Buffalo, Toronto, Sydney: Multilingual Matters LTD.

Cai, M. Bishop, R, S. (1994): Multicultural Literature for Children: Towards Clarification of the concept. In: Dyson, A, H. (eds) The need for story. Cultural Diversity in Classroom and community. (pg 57-72) 1994 by the National Council of Teachers of English.

Frank, S. (2008): Migration and Literature. Günter Grass, Milan Kundera, Salman Rushdie, and Jan
Kjærstad. Palgrave Macmillan.


Ana Isabel Mata (Portugal)
TEACHING ORACY TO ADOLESCENT STUDENTS IN L1: TRAINEE TEACHERS’ APPROACHES
Integrating texts in aquiring communication proficiency

Paper session ARLE 2017

Thursday, 12:25-13:55

Room Sun Room Silva-240

Chair: Ehala, Martin

In the last decades, the development of oracy has gained increasing interest in projects, programs and publications aimed at training L1 teachers in several countries. Nowadays, spoken language knowledge and skills are seen as one of the key components of language learning in the area of L1 education. In practice, however, this remains in general one of the most neglected components of classroom instruction. In European Portuguese (e.g. Mata, 2006), despite the place given to orality in the national curriculum and in the explicit set of goals for learning Portuguese as L1, it has been difficult to integrate spoken language skill development into the body of knowledge and competences which form the basis of language teaching, along with reading, writing and grammar.
In this presentation I will focus on the initial training of Portuguese language teachers for developing adolescents’ skills in oracy, based on research results and on supervised teaching practice experiences. Research on oral presentations (e.g. Mata et al., 2014) shows how students adapt to speaking styles required at school. Supervised teaching practice suggests that using oracy as a key component of the process can have positive effects on students' speaking and writing skills (e.g., Alves, 2012, on differences in argumentative speech between target and control classes; Alves, 2014, on classroom practice results in the teaching of imitative writing to adolescents). Examples of trainees’ design, selection and use of teaching materials will be analyzed. Results of trainees’ classroom practice in one secondary school in Lisbon will be discussed.

Keywords: oracy, adolescent students, European Portuguese, initial teacher training

References:
Mata, A. I. (2006). Impressões digitais: linhas de identificação de um professor de língua portuguesa. In I. Duarte & P. Morão (org.), Ensino do Português para o Século XXI. FLUL/Ed. Colibri, Lisboa: 83-97.
Mata, A. I., H. Moniz, F. Batista, J. Hirschberg (2014). Teenage and adult speech in school context: building and processing a corpus of European Portuguese. Proceedings 9th International Conference on Language Resources and Evaluation - LREC 2014, European Language Resources Association (ELRA): 3914-3919.
Alves, M. (2014). O oral como estratégia para o desenvolvimento da escrita na disciplina de Literatura Portuguesa. Master in Portuguese and Spanish Teaching, University of Lisbon.
Alves, P. (2012). Argumentação Oral em Contexto de Debate: uma Proposta de Intervenção Didática no Ensino Secundário. Master in Portuguese and Classical Languages Teaching, University of Lisbon.


Christina Matthiesen (Denmark)
WHEN STUDENTS CHOOSE THEIR OWN SPONSOR OF LITERACY – A CRITICAL PERSPECTIVE
Translating cultures and teaching arts

Paper session ARLE 2017

Friday, 16:00-17:30

Room Wine Room Silva-333

Chair: Tinits, Peeter

Fundamental to critical literacy is not only a focus on ideology critique, but also a commitment to the inclusion of culturel and linguistic minorities as well as an engagement with discourse in the construction of social and materiale relations, everyday culture and political life (Luke, p. 6). In addition, Ira Shor highlights values such as ”participatory”, ”affective”, ”situated”, ”multicultural”, ”dialogic”, ”desocializing” and ”democratic” (Shor, p. 17). The literate practice of student-driven imitation indeed holds these values (Matthiesen) – for instance by asking the student to find and select a textual model herself which she would like to learn from, that is, in other words her own sponsor of literacy (Brandt). Yet, the literate practice of student-driven imitation does not necessarily imply a focus on ideology critique or desocializing. Actually, the literate practice of student-driven imitation may forster unconscious repitition. In this paper I analyze and discuss the practice of student-driven imitation in terms of its possibilities and limits in the perspective of critical literacy. I will present a case study based on 28 written assignments from a first-year composition class among students of rhetoric in higher education. I will present examples with respectively a high level of exemplary qualities as well as examples characterized by unconscious repetition and examine their relation to ideology and desocializing in order to point to possible cultural, political, and pedagogical implications.



Brandt, D. (1998). Sponsors of Literacy. College Composition and Communication, 49(2), 165–
185.

Luke, A. (2012). Critical Literacy: Foundational Notes. Theory Into Practice, 51:4–11.

Matthiesen, C. (2016). Student-Driven Imitation as a Means to Strengthening Rhetorical Agency—
Or, Propelling Quintilian’s Chapter on Imitation into Today’s Teaching. Advances in the History of
Rhetoric, 19(2), 208–224.

Shor, I (1992). Empowering Education. Critical Teaching for Social Change. The University of Chicago Press


Larissa McLean Davies (Australia)
READING A LITERARY EDUCATION: SOCIABILITY AND DISCIPLINARY KNOWLEDGE IN SUBJECT ENGLISH
Translating cultures and teaching arts

Symposium and Invited Panels ARLE 2017

Friday, 11:30-13:00

Room Orange Silva-116

Discussants: McLean Davies (Australia)

While the value of English is generally agreed, the subject content, the knowledge that English teachers should have, and pedagogical approaches they should use are highly contested. Both in the academic literature and in curriculum reforms and debates surrounding the Australian Curriculum a number of different positions have been taken on a number of key issues that are now the focus of a new ARC DP project, now in its early stages, from which papers for this symposium are drawn: ‘Investigating Literary Knowledge in the Making of English Teachers’ (DP160101084). Such questions include: What are the relationships between disciplinary knowledge and teachers’ pedagogical practices in secondary English? What constitutes literary knowledge for teachers of English in the 21st century? What its value is in the classroom and how does it contribute to English teachers’ professional identity? How does literary knowledge mediate English teachers’ professional practice? What kind of value can literary education have in relation to the social and educational contingencies which teachers encounter in schools?

In this symposium we discuss initial work towards this project, which aims to produce a new empirical study of the role of literary knowledge in the making of English teachers, focusing specifically on understanding the experiences and approaches of Early Career English Teachers (ECETs) as they make the transition, via teacher education programs, from university student to school teacher. International research shows that experience of literary study remains a key driver for those wishing to become English teachers and in Australia, knowledge about literature is mandated by state teacher accrediting bodies. This requirement, though, belies the unstable and contested nature of ‘Literature’ as a category destabilising from the outset the content knowledge that English teachers are expected to develop. Papers will address the conceptual underpinnings of the project and the curriculum issues concerning disciplinarity (1); provide an analysis of literary knowledge as it is manifest tin curriculum documents (2); and explore the methodology of the project, which draws on the concept of ‘literary sociability’, a framework that is being appropriated from the field of literary studies (3).

Presenters at this symposium session are:
Larissa Mclean Davies: l.mcleandavies@unimelb.edu.au
Lyn Yates: l.yates@unimelb.edu.au
Brenton Doecke: Brenton.doecke@deakin.edu.au
Philip Mead: philip.mead@uwa.edu.au
Wayne Sawyer: w.sawyer@westernsydney.edu.au

• Larissa McLean Davies & Brenton Doecke & Lyn Yates
  This paper will review some conceptual debates about the purpose and form of English literary studies in the curriculum, both from within perspectives and changing views of those working in English, and from debates about knowledge, disciplines and curriculum purposes more generally. The first half of the paper will take up the issues as seen from within the literature and history of English. Traditionally subject English cultivated sensitivity towards language and a capacity for critical and imaginative engagement with literary works (Hunter 1988; Mathieson 1975). This understanding of English has come under severe critique from those challenging the privileging of a literature-centered English as an educational and ‘moral technology’ (Eagleton 1985) and of a select body of texts as ‘literature’ (Beavis 2013; Morgan 2007). These critiques of such ideas of ‘literature’ typically advocate a more inclusive focus on cultural expression through media forms and non-traditional ‘literary’ texts (e.g. Buckingham & Sefton-Green 1994), thus expanding and reformulating the literary field. This has prompted debate about the purpose of subject English, and the relationship of literary study to literacy teaching (Frow 2001; Green 2008). While literature remains a component of English in Australian schools, questions about what constitutes literature and the purpose of literary study–whether it is essentially an aesthetic pursuit, an instrument for personal growth, a vehicle for instilling social justice dispositions, a component of national cultural heritage, or an elite pursuit that distracts English teachers from a proper focus on basic literacy (Peel 2000, McLean Davies 2008, 2011) - contest any assumption of a homogeneous educational field. The second half of the paper will discuss the kinds of questions about the specificity of English suggested by recent sociological arguments about knowledge and curriculum and as an extension of a recent project whose focus was history and science (Yates, Woelert, Millar & O’Connor 2016).
• Larissa McLean Davies & Wayne Sawyer
  The paper explores the ways in which understandings of literature at the secondary level are conceived and mediated through policy and curriculum documents and, in relation to Australia, makes an argument for the importance of bringing historical knowledge to bear on current practice. Analysis will focus on statements and positions on/assumptions about/silences on aspects of an education in literature. Specifically, this paper will analyse the ways in which knowledge is presented in the Australian Curriculum: English will then offer a comparative mapping of the terrain of secondary English teaching in New South Wales and Victorian documents, and consider the characteristic practices that arise from written curricula in each jurisdiction. Of key interest to this discourse analysis is they ways in which conceptions of literary knowledge are positioned, contested and renegotiated in and through these documents. Consequently, the paper will take particular theoretical approaches to analysing those curricula – it will explore the way that knowledge is represented in the notion of ‘literature as conversation’, in the relationship between literature and ideas, and/or the understanding of literature as textuality. The work of Peel on English teacher identity, of Green, Scholes and Milner on textuality and the literature/cultural studies debate, and Pope and McCallum on creativity are also important theoretical drivers.
• Larissa McLean Davies & Brenton Doecke & Wayne Sawyer & Philip Mead
  The concept of ‘literary sociability’ (Kirkpatrick & Dixon 2012) reflects a move on the part of literary scholars and critics away from a traditional focus on ‘individual writers and great books’ to an investigation of the contexts and interactions that ‘facilitate and sustain writing and reading, and also the kinds of communal identities that are formed by the practices of writing and reading. The concept challenges the traditional preoccupation of literary scholars with locating the work of an individual writer within a literary canon that exists outside the social and historical conditions in which that work is produced and valued. Attention is given, rather, to the variegated social relationships and institutional settings in which reading and writing occur. Such scholarship emphasises the intensely social character of the production and reception of literary works. While recent literary scholarship includes schools as sites that generate literary sociability (Kirkpatrick & Dixon, 2012, vi), teachers and schools have not generally been the focus of sustained research from this perspective. This is symptomatic of the gap that exists between literary scholarship and Educational research (Doecke, McLean Davies & Mead 2011).
  
  In this paper, presenters will explore the ways in which this theoretical approach, which sees literary study (involving understandings of the nature of reading and the uses of literature) as positioned in inter-personal, social and institutionally mediated practice (Guillory 1993, viii) can be appropriated to investigate the dynamic nature of English teachers’ knowledge. Drawing of data from a pilot project which investigated the ways in which mid-career English teachers’ articulated disciplinary knowledge, this paper will offer a language-sensitive analysis of the links between sociability, discipline knowledge and professional identity-formation.

Larissa McLean Davies & Susan Martin (Australia)
TEACHING AUSTRALIA: THE ROLE OF LITERATURE IN (RE)FORMING THE NATION
Translating cultures and teaching arts

Paper session ARLE 2017

Saturday, 11:15-12:35

Room Night-Room Mare-213

Chair: Das, Hans

Historically, national literatures have played a vital role in defining a citizenry’s sense of local and global identities and imaginations (Anderson, 1983). While, in some nations, the national literature functions like an undisputed moral technology (Eagleton, 1983) Australian literature, in some school and university curricula, is contested and maligned. Indeed, the teaching of Australian literature, particularly Aboriginal and Torres Strait Islander literature, and literature by women, is generally underrepresented. Responding to the often cursory or monochromatic presentation of Australian literature in schools, in 2008 with the introduction of Australian’s first national school curricula, the Federal Australian Government mandated the teaching of Australian literature from Foundation (five year olds) to Year 10 (sixteen year olds) in the newly created Australian English Curriculum, and drew particular attention the teaching of indigenous and Asian Australian texts.
This paper reports on a project motivated by this directive to Australian primary and secondary teachers and the resourcing issues that accompany this curriculum mandate. With the support of funding from the Australian Copyright Agency (CA), in 2016 the presenters undertook, a pilot study exploring what version of Australia was being taught in schools. This project involved a nation-wide survey, the establishment of a website and illustrations of classroom practice. The presenters will offer key findings from this data, and offer both an analysis of the way Australia is being ‘taught’ across the country, and suggest some of the challenges faced by teachers and their students as they seek to expand definitions and understandings of Australian literature.

-Literature, nation, education, identity, English

References:
Anderson, B. (1983) Imagined Communities: Reflections on the Origin and Spread of Nationalism. New Left Books, London
Eagleton, T. (1983). Literary theory: an Introduction. Minneapolis: University of Minnesota press.


Larissa McLean Davies & Andy Goodwyn & Wayne Sawyer (Australia)
WHAT FORCES SHAPE US? EXPLORING ENGLISH TEACHERS’ KNOWLEDGE AND IMPLICATIONS FOR PRACTICE: AN INTERNATIONAL PERSPECTIVE
Aesthetically oriented texts as means of pedagogy

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Wine Room Silva-333

Chair: Kruus, Priit

Interest in teacher quality, and teachers’ disciplinary knowledge, particularly within a secondary education context, continues to draw international attention (Ramsey 2000; Watson, 2005). Within this field of debate, English disciplinary knowledge remains a key area of contention (Eagleton 2013). The development of National Curricula in the United Kingdom and Australia, reflects a policy intention to reaffirm the value of literature in subject English, and can be understood as a response to the instability of the English disciplinary field (Mead 2011). These documents presuppose a particular kind of literary education, yet what constitutes literary study internationally, at a tertiary level , and what knowledge teachers draw on in order to meaningful engage students in classrooms, is not necessarily reflected in the rendering of knowledge presented in curriculum and policy documents. In response to these issues, this paper reports on a qualitative, international study that explores English teachers’ understandings of knowledge, particularly with regard to how this relates to their classroom practices. It is concerned with the ways in which English teachers negotiate national curriculum and assessment imperatives, and the kinds of literary knowledges they draw on when working with students from diverse backgrounds, who are negotiating gendered, cultural and geographical identifies through textual study in the secondary years of schooling.

The participants in this project were sixteen mid-career secondary English teachers in different geographical and social contexts in England and Australia. Semi-structured interview questions focussed on participants’ views on what constitutes literary knowledge, and on the personal and institutional experiences that initially shaped and then reshaped these understandings. In conversation, participants discussed the ways their understandings of the value and purpose of literature in English inform their approaches to designing/working with the English curriculum within their respective institutional contexts.

This paper will explore the ways in which the participants’ experiences of texts and literature in their own literary educations and through their teaching experiences impact on their conceptions of the purposes of English, and what constitutes valuable knowledge for students. Analysis draws attention to the ways in which participants negotiate mandated curriculum from the standpoint of their own knowledge, and their experiences as teachers of English. Drawing on the conceptual framework of ‘literary sociability’, appropriated from the field of literary studies (McLean Davies, Doecke & Mead 2013; Rubin 2012), this paper explores the implications of these negotiations for questions about disciplinary knowledge in the field of English education.

Accordingly, analysis of the data from this project provides foundational evidence and insights into the current understanding of literary knowledge by a sample of English teachers in diverse contexts and what this means for their practice in the United Kingdom and Australia. In this way, this project is not only important for the field of English teaching, but for the broader scholarly discourse that addresses the scope and role of school curricula in the 21st century (e.g. Yates and Collins 2010; Yates and Grumet 2011).

References:
Eagleton, T. (2013). How to Teach Literature. New Haven & London: Yale University Press.

McLean Davies, L., Doecke, B., and Mead, P. (2013). Reading the local and global: Teaching literature in secondary schools in Australia, Changing English: Studies in Culture and Education, 20:3, 224-40.

Mead, P. (2011). What we have to work with: Teaching Australian literature in the contemporary context. In B. Doecke, L. McLean Davies & P. Mead (Eds.), Teaching Australian literature (pp. 52-69). Kent Town, SA: Wakefield.

Ramsey, G. (2000). Quality Matters: Report of the Review of Teacher Education, NSW, Sydney: Government of NSW.

Rubin, J. (2012). Literary community, cultural hierarchy, and twentieth- century readers. In P. Kirkpatrick & R. Dixon (Eds.), Republics of Letters. Sydney: Sydney UP

Watson, L. (2005). Quality teaching and school leadership : A scan of research findings - Final report, University of Canberra: Lifelong Learning Network.
Yates, L., & Collins, C. (2010). The absence of knowledge in Australian curriculum reforms, European Journal of Education, 45:1, 89-102

Yates, L. & Grumet, M. (Eds.) (2011). Curriculum in Today’s World: Configuring Knowledge, Identities, Work and Politics. World Yearbook of Education. London: Routledge.


Byeonggon Min & Hyeseung Chung & Eunsun Kwon ()
THE INFLUENCE OF PARENTS’ AND TEACHERS’ INTERESTS AND STUDENT VARIABLES ON STUDENTS’ PARTICIPATION IN CLASSROOM CONVERSATIONS
Teaching/aquiring languages & cultures (secondary ed.)

Paper session ARLE 2017

Saturday, 11:15-12:35

Room Red-Room Mare-340

Chair: Krogh, Ellen

In a sociocultural approach, verbal interactions are crucial to learning and development (Vygotsky, 1978; Mercer & Littleton, 2007). Very few studies have been conducted on examining what causes the differences in the degree of verbal interactions in classrooms. This study aims to investigate the factors influencing students’ participation in classroom conversations. Quantitative data were collected from 3,429 primary and secondary students using questionnaires, and qualitative data were collected from 26 students using semi-structured interviews to obtain an in-depth understanding of the results of the quantitative research.
With the quantitative data, we explored the structural relationship between parents, teachers, and student factors with students’ participation in classroom conversations including questioning, presentation, and a small group discussion. Specifically, we examined the mediating effects of students’ communication attitudes—communication efficacy and enjoyment in school talk. Self-efficacy and enjoyment have been regarded as a direct/indirect determinant of an individual's behavior (Bandura, 1997; Clark & De Zoysa, 2011; Davis, Bagozzi, & Warshaw, 1992). We hypothesized a structural model wherein perceived parents’ interest in children’s oral communication and perceived teacher’s interest in students’ oral communication and in turn, students’ communication attitudes influences their participation in classroom conversation.
The results showed that both communication efficacy and enjoyment had significant positive effects on participation in classroom conversation and the direct effect was .45 and .26 respectively. Communication efficacy had the highest total effect on students’ participation in classroom conversations. The indirect effect of the interest of mothers, fathers, and teachers in oral communication was .10, .09, .32, respectively.
Following the quantitative data analysis, individual interviews were conducted with 16 active participants and 10 passive participants classified on the basis of the survey results. The findings of this study show that there were differences between active and passive participants in terms of the opportunity for personal talk with teachers, nature of parents’ interest in oral communication, perception of peer responses, and experience with public speaking.
These results imply that in an L1 classroom, teachers should use diverse approaches rather than focusing on just the communication skills to help students positively perceive their communication capacities. Additional suggestions to enhance students’ participation in classroom conversation have been discussed: showing a positive interest in children’s speaking at home, creating a safe and supportive classroom, providing ample opportunities for public speaking in the community, and developing a dialogic communication culture in school.


References

Bandura , A. (1997). Self-efficacy: The exercise of control . New York , NY : Freeman.
Mercer, N. and Littleton, K. (2007) Dialogue and the development of children’s thinking: a sociocultural approach. London: Routledge.
Sohn W., Chung H., Jeong H., Kim J. & Min B. (2015). A Model of out-of-school literacy practices of Korean elementary students - effects of parents, teachers, and students` characteristics -. Korean Language Education, 148(-), 263-298.


Inger Synnøve Moi (Norway)
WHEN VISIONS MEET REALITY IN THE TEACHING OF THE TWO NORWEGIAN L1S. CONTENT, IDEOLOGY AND CONSEQUENCES OF THE NEWLY REVISED NATIONAL CURRICULUM

Paper session ARLE 2017

Thursday, 12:25-13:55

Room Sun Room Silva-240

Chair: Ehala, Martin

Written Norwegian, L1, comes in two varieties, Dano-Norwegian (Bokmål) and Norwegian (Nynorsk). Bokmål is the majority language, Nynorsk is the lesser used language. From a sociolinguistic perspective, one could also say Nynorsk is considered a lesser language. However, both are official Norwegian varieties and both varieties are taught in all schools, although each school teaches one of the two as its main L1-variety.

One of the visions behind a revision of the national curriculum in 2013 was to make Norwegian children equally skilled in both varieties by encouraging an early start with the L1-variety that is not the pupil’s main variety. The advantages of early start has been a well-known fact for years, and it has been proven by a number of researchers (e.g. Traavik & Jansson 2011) The advantages of mastering both varieties of written Norwegian is discussed in "The Norwegian language situation with Nynorsk and Bokmål - cognitive advantages?" (Vulchanova 2013).

Closing the gap between oral and written language has traditionally been part of the national curriculum, but the benchmarks were strengthened in the latest revision. Making an early start with the other L1-variety is also more than ever clearly stated in the current curriculum, although this intention has been expressed in management document for years (e.g. St.meld. nr 23 2007- 2008, St.meld.nr. 35 2007 -2008).

As a revision of the national curriculum happens relatively often in Norway, research reports on the practical impact of reforms in schools are prolific. An example of this is the research report "Kunnskaplsløftet - tung bør å bære", which deals with the overall impact of the latest school reform (NIFU STEP 2009-42). The purpose of my study, however, was not to study the general impact of the latest revision, but more specifically I wanted to find out: Did the curriculum revision lead to any changes in the teaching of the two varieties of written Norwegian? If so, were there any differences between teaching Nynorsk and teaching Bokmål as main L1?

Twenty teachers in six schools answered my questionnaire. Three schools teach Bokmål as their main L1- variety and the other three Nynorsk. The schools involved are close geographically, and oral Norwegian in the area is largely the same when it comes to morphology, syntax and vocabulary. The questionnaire held both open and closed questions as I wanted to obtain both quantitative and qualitative data. A preliminary analysis of the data shows that teachers in the schools teaching Bokmål seem partly ignorant of the revised benchmarks, partly in denial - which means the revision is not implemented. Pupils that are taught Bokmål as their first L1-variety, are not introduced to Nynorsk in their early years at school as was the overall intention of the revised curriculum. Teachers in the schools teaching Nynorsk are mainly well aware of the revision but give both linguistic and sociolinguistic reasons for not changing classroom activities. Pupils that are taught Nynorsk, the lesser used language, have an early start with Bokmål, and are equally skilled in both varieties because they meet the majority language both early and everywhere - both inside and outside school.

The ideology behind the revision was the fact that written Norwegian is based on oral Norwegian and to make sure that pupils should be equally skilled in both L1-varieties, pupils should benefit from meeting both varieties in the early years of learning to read and write. My study implies that the ideology behind the revised curriculum has met with Norwegian sociolinguistic reality, i.e. the notion of Nynorsk being a lesser language. The three schools teaching Bokmål were ignoring and/or denying the revised benchmarks, which in turn means they fail to implement the revised curriculum in order to fulfill the vision to make Norwegian children equally skilled in both varieties by encouraging an early start with the L1-variety that is not the pupil’s main variety.

Literature
Jansson, B.K & Traavik, H.: 2011 "Tidleg start med skriving på begge målformene"
NIFU STEP rapport;2009-42. https://brage.bibsys.no/xmlui/handle/11250/279950
St.meld. nr 23 (2007- 2008) Språk bygger broer
St.meld.nr. 35 (2007 -2008) Mål og meining
Vulchanova,M. D. 2013. "The Norwegian language situation witn Nynorsk and Bokmål - cognitive advantages?" https://www.cristin.no/as/WebObjects/cristin.woa/wo/6.Profil.29.25.2.3.15.1.2.3


Lisa Molin & Anna-Lena Godhe (Sweden)
CRITICAL LITERACY PRACTICES IN DIGITALISED CLASSROOMS
Verbal and digital arts

Paper session ARLE 2017

Friday, 16:00-17:30

Room Red-Room Mare-340

Chair: Kruus, Priit

Critical literacy practices in digitalized classrooms

The rapid development of digital technologies has expanded the traditional notion of text and what it means to read and write. Apart from traditional reading- and writing skills, one must master an extensive amount of texts of many different modalities. This increases the need to take a critical stance towards texts, i.e. critical literacy, which becomes an important challenge for schools.
In ongoing ethnographic, qualitative studies, Swedish lower secondary students’ use of tablets is observed and video recorded. The focus of the studies is students’ activities and their opportunities to engage in cross curriculum critical literacy practices. The students’ activities are framed and categorized in relation to Janks’ Interdependent model of critical literacy (2010), and uses the four interdependent conceptual critical dimensions described in the model: power, access, diversity and design/redesign as analytical tools. Freebody & Luke’s (2003) Four Resources Model is also used in order to categorize the reading and writing practices that the students engage in.
The findings from the first part of the study suggest that digital technologies may contribute to critical literacy work in classrooms, e.g. extended access to texts, diverse perspectives and multiple opportunities to design and redesign texts. This becomes particularly obvious when the students’ experiences become resources in the activities. However, since tasks and end products designed by the teachers in this study, rarely explicitly focus on critical aspects, students’ critical literacy remains largely invisible and limits the potential for engaging in critical literacy work. A conclusion is that the design of tasks and end products explicitly need to address critical literacy aspects in order to develop critical literacy perspectives in the classroom.
By drawing on previous results, a further study will involve an intervention where the classroom task has an explicit focus on critical literacy. Tentative findings of the data from this study, conducted during the spring 2017, will be addressed in the presentation.

References
Janks, H. (2010). Literacy and power. London and New York: Routledge.
Freebody, P., & Luke, A. (2003). Literacy as engaging with new forms of life: “The four roles” model. In G, Bull and M. Anstey (Red.). The literacy lexicon, 2nd, s. 51-66. Frenchs Forest, NSW: Pearson Education.


Rohini Nag (India)
'MIND IN PRAXIS': A PERSPECTIVE BASED STUDY OF MULTILINGUAL EDUCATION
Integrating texts in aquiring communication proficiency

ARLE Preconference short presentations with extended discussion	Wednesday, 16:00-17:30	Room Mare-226	Chair: Uusen, Anne	Discussants: Uusen (Estonia); Feytor Pinto (Portugal)
Paper session ARLE 2017	Thursday, 12:25-13:55	Room Sky-room Mare-648	Chair: Aava, Katrin

Keywords: dialogic pedagogy, multilingual education, mediated mind

Apropos the title, Multilingual Education (MLE) is the site for this study that can be contemplated through the question of having one’s own Theory of Mind (ToM) across cultures that lead to the ‘roots of knowledge transmission through linguistic communication’ (Tomasello, 1999) erstwhile manifested in bridging the classroom and (indigenous) community knowledge systems in MLE pedagogy. Therefore an increasing importance for dialogical practices in education has been long-incumbent into a multi-language education system. Scientific literature now moves towards cultural and social origins of human cognition, defines human sociality and brings forth the importance of a communicative, interactionist and intersubjective approach in the fields of education (teaching-learning practices) in which ‘dialogism’ (Bakhtin, 1981) becomes an instrument for a democratic process of education. True to this proposition, language use in the form of mother-tongue based pedagogy in teaching-learning interactions, linguistic heterogeneity in the form of cultural and community interventions as recommended in the MLE paradigm ties both the ‘language use’ and ‘dialogue’ towards an information society (Rancionero and Padròs, 2010).

Theoretically this paper takes the Vygotskian (1934) approach to the mediated mind or the ‘mind in praxis’ that negotiates with the social intercourses of the human life; explores the Bakhtinian dialogic potential(s) in the multilingual education paradigm as the two broad themes unfolding its way through the multilingual education paradigm. It is then that the MLE schoolscape in India, in its naturally multilingual classrooms attempts an inclusive form of pedagogical practice in five Indian states bridging the community and formal education together. To support dialogical interventions and translanguaging abilities of children, this paper undertakes a mixed-methodological approach, in a way to elucidate on the current practices and how they can be formalized for a possible instructional design to column the theoretical viewpoint.


With that purpose, examples will include data from categorical picture cue cards of relative situations shown to children from ages 6-9 of multi-grades to identify action verbs and complex sentences for them to maintain taught syntactic structures portraying a psycholinguistic space in the event of translanguaging. Additionally, teacher-interviews were questionnaire sought and a content analysis of their adaptive pedagogical techniques will be presented. It is to see whether syntactic and semantic coherency increases in dialogic practices, fosters critical thinking, empathy and conviviality amongst peers to stretch it a little further.The arch of this paper is theoretical with a few empirical projections that are a part of ongoing research and is divided in four sub-themes.



References
Bakhtin, M.M. (1981). The Dialogical Imagination. M Holquist Ed. Austin: University of Texas Press
Rancionero, S. and Padròs, M. (2010). ‘The Dialogic Turn in Educational Psychology’ Revista de Psicodidáctica, vol. 15, num. 2, 2010, pp. 143-162
Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, M.A Harvard
Vygotsky, L.S. (1934). Thought and Language. E. Hanfmann and G. Vakar (Eds.). Cambridge, MA: The MIT Press


Bernadeta Niesporek-Szamburska & Anna Guzy (Poland)
AT THE INTERFACE BETWEEN HARDCOPY AND SCREEN – READING AND UNDERSTANDING THE TEXT
Translating cultures and teaching arts

Paper session ARLE 2017

Friday, 16:00-17:30

Room White-room Mare-225

Chair: Awramiuk, Elżbieta

The main object of the study was to determine the impact of the reading modality for understanding content. There was measured reading comprehension: children (aged 8-9 and 10-12 years old) responded to questions related to the text of a modern fairy tale, created the plan events, etc., as well as they defined the emotional states, which accompanied them during reading (the stimulation of their imagination and the depth of the emotional experience was also measured – the quality and intensity of emotions). The reading comprehension was tested by copyright test of reading comprehension (Cronbach's alpha = 0.81), whereas emotions were tested by using Scale of Six Emotions by Wojciszke and Baryła (Cronbach's alpha = 0.86).
Respondents (N = 160, divided into younger (aged 8-9) and older (aged 10-12) students) were randomized into 2 groups. The first group received a piece of text (numbering about 700 words) in paper form. The second group read the same text in electronic form (they were reading it from the screen of an electronic device – the computer).
By analysis of variance we compared the results of the reading comprehension test and emotional arousal in both tested groups.
The results:
The research results indicate that students who read the text in the classic, printed version, scored significantly better results in the test of reading comprehension than students who read the text on the computer screen (Baron 2015). Children that read in the traditional way experienced a deeper emotion. Furthermore, their ideas were richer and more plastic (not just imagined text, but felt smells and tastes there) (Carr 2010). The results (in respect to the genre of literary fiction for children) confirm the results of the world research, showing that the traditional book promotes a deeper reading, concentration and improves the way in which the recipient is experiencing the text (Baron 2015; Hayles 2010).
The implications arising from the results may be relevant for all the teachers that teach children how to read.

Keywords: reading modality, deep reading, digital device for reading, reading comprehension.

References:
Baron N., 2015, Words On screen. The Fate of Reading in a Digital World, Oxford.
Carr N., 2010, What the Internet Is Doing to Our Brains. The Shallow, New York.
Hayles N.K., 2010, How We Read. Close, Hyper, Machine, „ADE Bulletin” 150 (2010), s. 62-79.


Anita Norlund (Sweden)
THE LITERATURE CLASSROOM IN A MAINSTREAMING ORGANISATION – THE CASE OF READING SELMA LAGERLÖF
Research on literature education

Paper session ARLE 2017

Friday, 14:00-15:30

Room Orange Silva-116

Chair: Janssen, Tanja

This presentation is the result of a joint project including both a teacher group at an upper secondary school and its regional university. The project refers to a transformation of the practice from an organisation where the two subjects Swedish (L1) and Swedish as a second language (L2) were separated to an alternative organisation where L2 students were mainstreamed in L1 education. The main reason for the project was the teachers’ dissatisfaction with the fact that students enrolled in the Swedish as a second language subject felt excluded. Already in the start a crucial issue emerged; i. e. how to deal with literature education (see Hammond, 2006). The two subjects had since long been characterised by two different literature traditions. Now, the L1 tradition of giving priority to classic novels, and of giving the students access to the common cultural heritage, was found to collide with the L2 tradition where priority had rather been given to identity building for young people from ethnic origin other than the mainstream and which had relied on contemporary novels. Given this the aim of the presentation is to report the analysis of what happened when the L1 and L2 literature education was conducted in a new organisational form. The novel given space by the teachers was The Emperor of Portugallia by the Swedish author Selma Lagerlöf.

The empirical material consists of focus group interviews with students, observations of lessons and formal meetings, as well as of background documents. The theoretical approach guiding the research is found within the theory of practice architecture (Kemmis et al. 2014), an approach which has previously proved fruitful in similar studies of transformation. The theory facilitates the capturing of three arrangements; cultural-discursive (how the project and activities are understood by teachers and students), economic-material (what is being done) and socio-political (how the involved teachers and students relate to each other and how they relate to artefacts such as the chosen novel and the two curricula). The theory helps drawing conclusions in terms of how the arrangements enables or constraints the students’ success.

Hammond, J. (2006). High challenge, high support: Integrating language and content instruction for diverse learners in an English literature classroom. Journal of English for Academic Purposes, 5(4), 269-283.

Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P. & Bristol, L. (2014): Changing Practices, Changing Education. Springer Verlag, Singapore.



Miina Norvik & Renate Pajusalu (Estonia)
FROM LINGUISTS TO L1 EDUCATION: THE CASE OF THE ESTONIAN LINGUISTICS OLYMPIAD
Language awareness & communcative skills

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Sun Room Silva-240

Chair: van Rijt, Jimmy H.M.

The only insight Estonian students get about linguistics is in native or foreign language classes, linguistics is not taught as a compulsory subject in schools. Still, 9th to 12th grade students in Estonia can take part in the Linguistics Olympiad where they have the possibility to test their skills in solving linguistic problems and, as a result, broaden their knowledge of world’s languages (Pajusalu 2010). High school students can also take the course Basics of Linguistics offered by the Science School of the University of Tartu.

In 2017, the Estonian Linguistics Olympiad (likewise the International Linguistics Olympiad) takes place already for the 15th time (see IOL). Although there is research on talented students, more precisely on the factors that determine their achievement (e.g. Sepp 2008), there are no studies that would focus particularly on analysing the outcomes of the participation in the Linguistics Olympiads. Thus, the aims of the paper are (i) to study how the Estonian students find their way to the Linguistics Olympiad, (ii) whether and how taking part in the Linguistics Olympiad influences their professional choices, (iii) whether and how participation has a (positive) effect on native and foreign language learning. In order to answer these questions we composed a questionnaire to be completed by the students who have participated in the previous Linguistics Olympiads.

The hypothesis is that taking part in the Linguistics Olympiad does not necessarily result in pursuing studies in linguistics but it increases the prestige of one’s native language and gives an understanding of the world’s linguistic diversity.

References
IOL = International Linguistics Olympiad. http://www.ioling.org/ (Accessed on 14 December 2016).
Pajusalu, R. (2010). Kielitiede olympialajina. Virittäjä, 114 (4), 563−566.
Sepp, V. (2008). Estonian Olympiads: their psycho-educational function in supporting talented students. (Doctoral dissertation). Radboud University Nijmegen.


Elisabeth Ohlsson (Sweden)
VISUALIZING VOCABULARY, AN INVESTIGATION OF STUDENT ASSIGNMENTS IN CLIL AND NON-CLIL CONTEXT

Paper session ARLE 2017

Friday, 14:00-15:30

Room Sun Room Silva-240

Chair: Paldanius, Hilkka

The study describes the investigation of students’ texts written in L1, by the CLIL and the non-CLIL students participating in the CLISS-project during their three-year Upper Secondary School period, 2011-2014. The focus is on the academic language proficiency in Swedish, where the practices of certain linguistic features characterizing academic texts are reported (Halliday & Matthiessen 2014, Lindberg 2007).
520 texts are examined and the aim is to visualize and examine students’ productive vocabulary in argumentative and expository texts, designed and collected within the project, by using quantitative measures. For this purpose, corpus linguistic methods have been applied to identify the usage of nominalizations and verbs in the passive tense, which are two features in academic prose (Schleppegrell 2004). In addition, lexical profiling (Nation & Anthony 2016), identifying some of the most frequent words in Swedish, was carried out to visualize the general vocabulary and to explore to what degree the students´ vocabulary contains the most frequent and common words or if, and to what extent, they use low- frequency words. Combining these two methods will be beneficial examining the vocabulary in the students´ texts. The results are reported as the means of the two student groups and analyzed using SPSS, version 22. The main results do not show any statistically significant differences between the CLIL and the non-CLIL students regarding the linguistic features investigated.
The two groups of students involved in the study are those who have Swedish as the main language of instruction, the non-CLIL-group, and those who have English as the main language of instruction, the CLIL-group. Both groups follow the Swedish National Curriculum for the Upper Secondary School (Lgy11, 2011) and in learning Swedish both groups have had this subject as mandatory.

References
Halliday, M.A.K. & Matthiessen, Christian M.I.M. (2014). An Introduction to Functional Grammar. Fourth Edition.
Lindberg, I. (2007). Forskning om läromedelsspråk och ordförrådsutveckling. In: Lindberg, I., & Johansson Kokkinakis, S. (Ed.). OrdiL. En korpusbaserad kartläggning för grundskolans senare år. ROSA-rapport 8. Institutet för svenska som andraspråk, Göteborgs universitet. (pp. 13-60).
Nation, P. & Anthony, L. (2016 - forthcoming). Measuring vocabulary size. In Handbook of Research in Second Language Teaching and Learning, Volume III, E. Hinkel (Ed.) New York: Routledge.
Schleppegrell, M. J. (2004). The Language of Schooling. A Functional Linguistics Perspective. Mahawa, New Jersey & London: Lawrence Erlbaum Associates, Publishers.


Christina Olin-Scheller & Anna Nordenstam (Sweden)
A TOOL FOR DEMOCRACY AND SUCCESSFUL INTEGRATION? INTERSECTIONAL PERSPECTIVES ON EASY READING NOVELS IN SWEDISH CLASSROOMS
Aesthetically oriented texts as means of pedagogy

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Night-Room Mare-213

Chair: Lepajoe, Kersti

In Sweden today, an often discussed question is causes to the declining results on national and international test in relation to reading abilities among students. One solution advocated, is to offer children and teenagers that are considered demotivated and poor readers so called easy reading novels that recently have become a vital classroom resource in literary instruction and the teaching of literacy. Easy reading novels in our selection are books particularly aimed at young readers who face difficulties in reading – cognitively as well as lack of motivation and interest in reading. These books have had a rapid spread in Swedish classrooms the last five years. Questions regarding linguistic aspects of the texts and cognitive issues regarding the reader are not in focus in this presentation. The dissemination and publication of easy reading novels is increasing rapidly, which, not the least, is evident in relation to the target group of young readers who newly have arrived to Sweden as refugees. The publishers, authors and other actors promote the books by referring to the assumption that the reading of fiction and language development is closely linked. Another argument is that the books serve as an educational tool for integration since they deal with themes relating to experiences of being a refugee. By focusing the books aimed at this target group of readers, our presentation takes on an intersectional perspective and highlights about 20 books published in 2015 and 2016 from three publishers. In order to study views of the “Other”, whiteness, ethnicity and gender, we have conducted interviews with school librarians and teachers and analyzed the books and the instructional material that goes with the novels intended to be used by the teacher as well as the students. Taking literary instruction as a point of departure, we discuss what challenges and possibilities the use of easy reading novels have for issues of democracy and integration in the L1 classroom.

References
Ahmed, S. (2010). The Promise of Happiness. London: Duke University Press.

Cho, S., Crenshaw, K. W., & McCall, L. (2013). Toward a field of intersectionality studies:
Theory, applications, and praxis. Signs, 38(4), 785-810.

Langer, J.A. 2011. Envisioning Literature: Literary Understanding and Literature
Instruction. New York and London: Teachers College, Columbia University.

Lovat, T. (2011). “Values education and holistic learning: Updated research perspectives.” International Journal of Educational Research, 50 (2011): 148–152.


Christina Olin-Scheller & Ann-Christin Randahl (Sweden)
THE EXTENDED STAFF ROOM. FACEBOOK AS A PROFESSIONAL LEARNING COMMUNITY FOR L1-TEACHERS
Translating cultures and teaching arts

Paper session ARLE 2017

Saturday, 11:15-12:35

Room Night-Room Mare-213

Chair: Das, Hans

The recent rapid development of forums on social media where groups of people gather and easily discuss common concerns, have created more informal learning environments for teachers - initiated, designed and entirely driven by the teachers themselves (see e.g. Talbert, 2010). In our study, we have a specific focus on Facebook groups for teachers and our interest is aimed issues related to teachers' continuing professional development of knowledge after completion of teacher training. More specifically we are interested in examining how public subject specific knowledge in an informal learning environment might look like without control from the school management, school boards or school authorities. In our presentation we take 3 Facebook groups directed to L1-teachers as a point of departure and describe the activity within these groups during the period of one year (2015). The empirical material has been analyzed in relation to the theoretical framework of PCK (Shulman, 1987). Our results show that more than half of the contributions to the Facebook groups are made outside regular working hours and that 20% of posts takes place during weekends. 60% of the topics introduced can be categorized as focusing pedagogical content knowledge, mainly by posing questions or offering lesson plans (see speech function Halliday & Matthiessen, 2013). Moreover, 85% of the number of questions posted, get respons. Therefore, Facebook can be regarded as a professional learning community.

Keywords: professional development, Facebook, pedagocical content knowledge, speech functions

Halliday, M.A.K. och Matthiessen, C. (2013). Introduction to Functional Grammar. 4th ed. London & New York: Routledge.
Shulman, L. S. (1987). Knowledge and Teaching. Foundations of the New Reform. Harvard Educational Review, Vol 57/1, p. 1-21.
Talbert, J. E. (2010). Professional learning communities at the crossroads: How systems hinder or engender change. I: Hargreaves, A. et al (red.), Second International Handbook of Educational Change. London: Springer International Handbooks of Education 23, p. 555-571.


Andrus Org (Estonia)
THE CONCEPTION OF LITERATURE-TEACHING IN THE NATIONAL CURRICULUM OF ESTONIAN COMPREHENSIVE SCHOOLS
Aesthetically oriented texts as means of pedagogy

Round table ARLE 2017

Friday, 09:00-09:55

Room Sun Room Silva-240

Chair: Kerge, Krista

Discussants: Kerge (Estonia)

In this paper, I analyse the change in conceptual approach in teaching of literature, which took place in Estonian comprehensive schools after the Basic Schools and Upper Secondary Schools Act took force in 2011. Literature has a somewhat unique position in Estonian schools since it is taught as an independent subject starting from Grade 5 of Basic Schools. According to the new subject-curricula (syllabus), teaching literature as an independent subject, requires a conceptual rethinking, a change in methodological emphases, and a paradigmatic turn in the didactic of literature as a whole.

At first, I examine comparatively the conceptual changes of teaching literature according to both the old (2002) and new (2011) national curriculum of the Basic Schools and Upper Secondary Schools.

TRADITIONAL APPROACH TO LITERATURE-TEACHING

Literary-historic (positivistic) principle
Linear and chronological approach
Author-centered view-point
Isolated view-point (Estonian and World literature are divided)
Focused on classical literature
Rational aims
Equable teaching methods

INNOVATIVE APPROACH TO LITERATURE-TEACHING

Text-centered (poetic) principle
Concentric and integrated approach
Reader-centered view-point
Comparative view-point (Estonian and World literature are joined together)
Focused on contemporary literature
Cognitive aims
Different teaching methods

Literature has a twofold position in the National Curriculum of Estonian comprehensive schools. Firstly, literature belongs to the realm of subjects of arts, teaching figurative (metaphoric) thinking and language-use. Secondly, literature also belongs to the realm of subjects of humanities and, as such, is a part of something more general such as culture, language, history and ethics. This two above understandings also comprising two traditional functions of teaching literature – aesthetic (poetic) and ethical (value education).

The general theoretical discussion is supported by the collected written opinions and comments from the teachers of Estonian language and literature explaining how and what way the new curriculum has changed their teaching practices.

References

McMahon, Robert 2002. Thinking About Literature: New Ideas for High School Teachers.
Portsmouth, NH: Heinemann.
Showalter, Elaine 2002. Teaching Literature. Oxford: Blackwell.
Thompson, Linda (Ed.) 1996. The Teaching of Poetry: European Perspectives. London: Cassell.


Marek Oziewicz (United States)
GRAPHIC NOVELS IN THEORY AND EDUCATIONAL PRACTICE
Aesthetically oriented texts as means of pedagogy

Symposium and Invited Panels ARLE 2017

Friday, 11:30-13:00

Room Sun Room Silva-240

Discussants: Oziewicz (United States)

This panel will address a number of questions related to the graphic novel format, its overlaps and differences from other visual narrative formats, and the pedagogical implications of using graphic novels across subject areas. Is reading a graphic novel “real” reading, and if so what demands it places on the audience that distinguish graphic novel reading from reading a novel, a comic, or a picturebook? Are graphic novels a new form of transitional books that help engage reluctant readers and introduce them to “real” literature? Is it helpful, and in what ways, to approach heavily multimodal chapter books as graphic novels? The panel will include three presentations, each addressing the theoretical and educational implications of how we construe the graphic novel format across its many genres, topics, and age-group appeal:

Björn Sundmark (Malmö University, Sweden), "The Dynamics of Text-Picture Interaction in The Legend of Sally Jones"
Jeanette Hoffmann (Technische Universität Dresden, Germany), "Challenges to the Primary School Children’s Reception of My Mommy Is in America and She Met Buffalo Bill"
Marek Oziewicz (University of Minnesota, USA) "Chapter Books as Graphic Novels? The Curious Case of A Year Without Mom, Julius Zebra, and The Lord of the Hat"

• Björn N. O. Sundmark
  When discussing the nature of the graphic novel in relation picturebooks and/or comic books, critics tend to focus on the visual content. Picturebook scholars refer to picturebook codes and make use of the concept of the iconotext (Hallberg; Nikolajeva & Scott), in which the relationship between verbal and visual text on single pages or spreads is explored. In practice, if not in theory, such iconotext analyses often overlook the dynamic interplay between pictures. Research into comics (or the bande dessinée, to use the more solidly critical French term), on the other hand, is more concerned with the idea of seriality, that is, the spatial organization of panels and strips, as well as the arrangement and repetition of visual motifs over and across pages. What is regularly missed in research into comic books, however, is the verbal aspect of the narrative, and how it relates to the visual representation. Through association with the picturebook and the comic book formats, the “graphic novel” is regularly caught up in a discourse of the visual, whether “iconic” or “serial.” Now, obviously, “graphic” refers to the visual domain, but as I see it, and just as importantly, it is also, and maybe primarily, a novel. The reason why this matters is that it takes somewhat different skills to read a graphic novel than a picturebook, or a comic book. It is in this context that it becomes interesting to consider Jakob Wegelius’ Legenden om Sally Jones (2008). While The Legend of Sally Jones has not yet been translated into English, the Swedish novel won the most prestigious children’s book prize in Sweden that year, the August Prize. The sequel, Mördarens apa—The Murderer’s Ape, not yet available in English—was also awarded the August Prize (2014), and additionally received the Nordic Council Prize in the same year. In this presentation I focus on the qualities and properties that make The Legend of Sally Jones and, by extension, its sequel graphic novels. Methodologically I seek inspiration in Ian Watt’s historical and critical account of the genre in his seminal The Rise of the Novel (1957). The underlying educational assumption I make is that by engaging with the graphic novel, young readers are not only given the tools to handle complex visual-verbal narratives, but are likewise introduced to the rich tradition of novel writing in prose.
• Jeanette Hoffmann
  Stories told through images, like those in graphic novels, awaken great fascination particularly in young readers. Boys and girls, readers and nonreaders alike are invited to dive in a story told through various combinations of pictures and text. Reading, seeing, and imagining are fundamental actions during this reception-process. Contrary to perspectives of a pragmatically oriented approach of ‘reading literacy’, which emanates from the competent reader, this paper will examine the reception-processes and social practices from the perspective of an ‘emergent literacy’. It is based on our current study “Narrating in Images und Texts – Graphic Novels in German Lessons” in the course of which second grade students in an elementary school read Jean Regnaud and Émile Bravo’s My Mommy Is in America and She Met Buffalo Bill (2009). We use video records, transcripts of discussions, and text-picture activities the students completed as well as the Key incidents (Kroon/Sturm 2007) methodology to collect, analyze, and compare data. Out of our observations of interactions during lessons, of the students’ conversations, written assignments, and responses to pictures we reconstruct the linguistic, literary and aesthetic experiences of children reading graphic novels. In this paper I discuss the children’s individual appropriations of graphically related stories during the reading process in an open, educational context and reconstruct the intermodal, typographical, symbolical and pictoral challenges of the Graphic Novel for the emergent readers. The processes of (appreciative, intensive, and sociable) reading, seeing, and imagining thereby shift into focus.
  
  References
  Kroon, S.; Sturm, J. (2007): International comparative case study research in education: Key incident analysis and international triangulation. In: Herrlitz, W.; Ongstad, S.;/van de Ven, P.-H. (2007): Research on mother tongue education in a comparative international perspective. Theoretical and methodological issues. Amsterdam/New York: Rodopi, pp. 99-118.
  Regnaud, J. & Bravo, É (2009): My Mommy is in America and she met Buffalo Bill. Doddington/UK: Fanfare - Ponent Mon.
  
  Key Words
  Graphic Novels, Interplay between Text and Picture, Emergent Literacy, Reading Process, Recosntructive Research, Classroom Interaction
• Marek Oziewicz
  Despite its supposedly widespread use in literary critical and literacy scholarship, “graphic novel” remains a highly contested term. A number of mainstream comics studies scholars have repeatedly dismissed it as a euphemistic and distinctly apologetic term that seeks cultural legitimacy for comics or a purely marketing phenomenon. Other scholars have recognized graphic novels as a separate category of “long-form comics” that accommodate genres of the self-contained story, the novel, or the memoir. Yet, build on the notion that graphic novels are comics, derive from comics, and should be discussed as comics, is a normative assumption that the graphic novel must necessarily be written in the comic or cartoon style—that is, featuring multiple panels per page, gutters, speech and thought bubbles, motion lines, and other structural conventions characteristic of the comic page layout. This definition of graphic novels overlooks a large body of literature that heavily relies on the pictorial narrative to support and complement the textual one. In these works, graphic narration is an essential part of their appeal, but they are not, by any account, comics, picturebooks, or illustrated books. The works of Brian Selznick would be one obvious example. Their novelistic scope and length radically challenges the statistically normative conventions of a comic or a picturebook. But even if Selznick is taken to be an exception, one is still faced with a large group of works predicated on the skillful integration of the pictorial and the textual, many among them belonging in the category that teachers, librarians, and booksellers commonly refer to as chapter books. This presentation suggests that the definition of the graphic novel could be expanded to include these works. The implications of this broadened formulation are then explored by looking at examples of three recent chapter books: Dasha Tolstikova’s A Year Without Mom (2015), Gary Northfield’s Julius Zebra: Rumble with the Romans (2015), and Obert Skye’s The Lord of the Hat: The Creature from My Closet (2015). I argue that to appreciate these works fully, young readers engage their multimodal literacy skills, effectively decoding them as graphic novels.

Nadine Pairis (France)
OBSERVING AND SUPPORTING PUPILS THROUGH A CHILDREN’S LITERATURE MEDIATION
Aesthetically oriented texts as means of pedagogy

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Wine Room Silva-333

Chair: Kruus, Priit

Observing and supporting pupils through a children’s literature mediation

This communication focuses on a mediation in an experimental class of arts (within writing and reading text-mediation, children's literature with visual arts) and cultural education developed as a strategy allowing « early school leaving » pupils to re-engage. We studied pupils aged 7 to 9 in a school of a difficult district. This study concerns pupils' activity operated from the theoretical and methodological framework of data analysis of the "process of experience" [1] supporting on activity tracks and video recordings proceeded with individual interviews questioning the actors about their work [2] : creation of albums. The analysis of pupils’ activity puts into perspective the impact of artistic and cultural practices on learnings and the movement as means of expression and cultural fact [3].
The qualitative methodology analyses the creation of four albums in children's literature and highlights the results of our educational mediation. Specifically, our study sets out to observe and support underachieving pupils in a school within a socio-economically disadvantaged area. We were able to identify, within writing and visual arts workshops, how pupils became engaged in activities, in order to learn by doing and creating. So, the study focused on whether this increased engagement was due to taking part in activities with an author-illustrator.
The study hypothesis argues that increased pupil engagement was as a result of the creative process involved in the creation of albums. In addition these pupils were inspired to see their own real-life experience being used as the basis of a work of fiction. Creative process helped pupils to get involved thanks to a leverage between play and work in a workshop as a new temporal space. The understanding of pupil’s activity answers the hypothesis of getting to work and overcoming challenges through creativity [4].


References

[1] Theureau, J. (2004) Le cours d'action «méthode élémentaire».
Toulouse : Octarès.

[2] Andrieu, B. (2013). Le corps en première personne : une écologie pré-motrice.
Movement & Sport Sciences – Science & Motricité.

[3] Dewey, J. ([1934] 2005). L’art comme expérience (« Art as experience »).
Université de Pau : Editions Farrago.

[4] Vygotsky, L.S. ([1934] - 1997). Pensée et langage. Paris : La Dispute


Seongseog Park & Byeonggon Min (Korea (The Republic Of))
DEVELOPMENT OF A QUESTIONNAIRE TO MEASURE REFLECTIVE ATTITUDE IN/ON CONVERSATION

Paper session ARLE 2017

Thursday, 12:25-13:55

Room Sky-room Mare-648

Chair: Aava, Katrin

Reflection (reflective thought) has been identified as a key competency for the 21st century. Some education theorists (e.g., in teacher education and adult education) have argued that educators must consider students’ reflective thought in education. Oral communication is a practice that needs the communicators’ reflection. Everyday conversation takes place more often than any other oral communication mode (e.g., debating, giving a presentation, etc.). Thus, language-art teachers should help students engage in continuous reflective thought in/on conversation. However, reflection is difficult to observe or measure, and define elaborately. Therefore, this study attempted to define reflection in/on conversation and develop a self-reported questionnaire to measure Reflective Attitude in/on Conversation (RAC). Based on the work of notable theorists, including Dewey (1933), Schön (1983), and Mezirow (1990), we defined reflection in/on conversation with three constructs: (a) Thoughtful Action (TA), (b) Reflection (Re), and (c) Critical Reflection (CR). These constructs represent levels (TA < Re < CR) and psychological constructs. First, we examined the construct validity. Second, we investigated the degree difference among these three levels. In the preliminary stage, we created 26 items based on our theoretical hypothesis with 5 specialists examining the content validity. In the exploratory stage, for the construct validity, we sampled 485 first- and second-year high-school students using the 26-item survey. A common factor analysis (i.e., promax rotation; maximum likelihood method) revealed that each of the 12 remaining items had a good factor loading to one's hypothesized construct after excluding 14 items. Moreover, a 3-factor model rejected the alternative hypothesis that there are more than 3 constructs (x^2 = 45.09, df = 33, p = .08), and the goodness-of-fit Tucker-Lewis Index satisfied the statistical standard (>.95). In the confirmatory stage, we sampled another 475 second-year high-school students using the 12-item survey. A structural equation analysis revealed that the previously explored 3-factor model had good model fitness. In the final stage, for the degree difference among these levels, we analyzed 475 samples from the confirmatory stage by repeated measures ANOVA. Accordingly, we identified the significance of the intra-subject difference (p < .05). Specifically, the mean for TA was the highest, Re was intermediate, and CR was the smallest.

Dewey, J. (1933). How we think: A restatement of the reflective thinking to the educative process. Boston: Heath.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Mezirow, J. (1990). Fostering critical reflection in adulthood: a guide to transformative and emancipatory learning. San Francisco: Jossey-Bass.


Ju Hyeong Park & Jeong Hee Ko (Korea (the Democratic People's Republic of))
THE COMMUNICATION BETWEEN LITERATURE AND ART THROUGH THE MEDIUM OF LINGUISTIC-VISUAL LITERACY - FOCUSING ON THE INTERPRETATION OF "A CROW'S-EYE-VIEW POEM NUMBER FOUR" -
Aesthetically oriented texts as means of pedagogy

Paper session ARLE 2017

Friday, 14:00-15:30

Room Wine Room Silva-333

Chair: Mattheus, Ave

This study aims to reveal the aspect of interaction between linguistic and visual literacy of learned readers in the process of interpreting Sang Lee’s poems and to suggest a way of integrated communication between literature education and art education.
Sang Lee was a representative modernist poet of Korea in the 1930s and introduced figurative elements to poetry. His avant-garde poems were ignored by readers of the day and only limitedly educated due to the complexity until recently. But these days they are reevaluated in a sense that they captured the real aspect of multi-layered modern colony in an original way. And their educational significance is also being newly recognized.
Sang Lee’s works suggest a problematic situation that cannot be explained just by language or just by visual image. Especially "A Crow's-eye-view Poem" series embodied the reality of modern colony by introducing the unique image, paradoxical language and image-text that was made through the arrangement of mathematical signs and visual inversion.
When approaching Sang Lee’s works just with linguistic literacy, learned readers cannot understand as something more than fragmentary meaning. On the other hand, when approaching his works just with visual literacy, they can neglect the awareness about the reality of modern colony. Through the interpretation that goes between linguistic and visual literacy, learned readers can find that such image and language shows the ambivalent awareness of the poet to be afraid of the modern order of the colony but want to overcome it.
Therefore, in order for learned readers to understand and internalize Sang Lee’s work, a convergent of literary education and art education is needed. Based on studies on the relationship between verbal and visual thinking, this study tried to show that the common language of literary education and art education such as 'viewpoint', 'form' and 'abstraction' would be a mediator of such convergence, and to show its utility in examining the interpretation report about Sang Lee’s "A Crow's-eye-view Poem" series of high school learned readers.

Reference

Yoonkyung, Cho, "On Verbovisual Literacy - With a focus on Calligrammes written by Apollinaire", STUDIES IN FOREIGN LITERAURE, No.34, INSTITUTE OF FOREIGN LITERATURE HANKUK UNIVERSITY OF FOREIGN STUDIES, 2009.
Arnheim, Rudolf, translated by Kim Jung Oh, Visual Thinking, Ehwa Univ., 2004.
Young Min, Kwon, The Birth of Crow's-eye-view, Taehaksa, 2014.


Greta Pelgrims & Carla Messias Ribeiro Silva-Hardmeyer & Joaquim Dolz (Switzerland)
ORAL LANGUAGE TEACHING WITHIN REGULAR AND SPECIAL EDUCATION CLASSROOMS : COMPARISON OF INSTRUCTIONAL PLANNING AND REGULATION INTERVENTIONS CANCELLED
Teaching/aquiring languages & cultures (pre-/primary ed.)

Paper session ARLE 2017

Friday, 16:00-17:30

Room White-room Mare-225

Chair: Awramiuk, Elżbieta

Oral expression and comprehension are fundamental within all school learning situations (Nonnon, 2000). Moreover, oral language difficulties contribute to explain reading and writing difficulties (Schmitt, Justice & Pentimonti, 2013). Teaching of oral language skills therefor appears to be crucial, especially within special education teaching settings for students presenting learning disabilities in reading and writing. Although different instructional strategies to improve oral language skills are suggested, little attention yet is given to understand how teaching of oral language skills actually unfolds within special education classrooms. Our research contributes to examine oral language teaching and learning situations in regular and special education classrooms. Comparisons focus on the tasks regular and special education teachers provide their students with, instructional goals and knowledge content, the way teachers plan their instruction, anticipate obstacles and interventions to regulate the students’ learning and struggling activity.
Our study has been carried out within 10 elementary classrooms (5 regular and 5 special education). Ongoing oral language teaching and learning situations have been observed, and teachers have been interviewed in order to grasp their planning and anticipation process. Analysis of didactic interactions yields complementary data on obstacles and regulatory interventions. Results show differences between regular and special education oral language instruction. These are discussed with respect to didactic principles related to socio-constructivist interactionism theory (Dolz & Schneuwly, 1998) on the one hand, to specific situational framefactors constraining teaching and learning activity within special education teaching settings (Pelgrims, 2009) on the other hand.

Références
Dolz, J. & Schneuwly, B. (1998). Pour un enseignement de l'oral : initiation aux genres formels à l'école. Paris : ESF.
Nonnon, E. (2000). La parole en classe et l’enseignement de l’oral : champs de référence, problématiques, questions à la formation. Recherches, 33, 75-90.
Pelgrims, G. (2009). Contraintes et libertés d’action en classe spécialisée : leurs traces dans la motivation des élèves à apprendre des mathématiques. Formation et pratiques d’enseignement en questions, 9, 135-158.
Schmitt, M. B., Justice, L. M. & Pentimonti, J. M. (2013). Language processes : Characterization and prevention of language-learning disabilities. In H. L. Swanson, K. R. Harris & S. Graham (Ed.), Handbook of learning disabilities (pp. 256-277). New York : Guilford.


Helin Puksand (Estonia)
PAPER EXAM VS. E-ASSESSMENT

Paper session ARLE 2017

Thursday, 12:25-13:55

Room Sky-room Mare-648

Chair: Aava, Katrin

The graduation from upper secondary school in Estonia requires the student passing the state exams consisting of the Estonian language or Estonian as a second language, mathematics and a foreign language exam. The Estonian language as L1 exam is a written one and it consists of two parts: reading and writing. Estonian Ministry of education wants to change the format of the exam and use e-assessment instead of paper exam.

The working group of the Estonian language exam development began work in autumn 2015. The aim of this group is to work up new exam and find out the advantages and disadvantages of the new examination form. There are many advantages and disadvantages of computer-based exam, for example this allows more interactive and engaging item types (Jordan, 2013, Kyllonen, 2009), but we must take account if large numbers of students take an assessment simultaneously, issues of scale must be addressed, such as network and server congestion, fluctuations in speed, and possible disruptions in service (Kyllonen, 2009). It is also important to realize that computer-based and paper-based tests will not produce equivalent measures of student learning (Clariana, Wallace, 2002).

The state exam in Estonian is very important exam for young people therefore it is necessary to remove majority of cons. The first test of computer-based writing task will be done in spring 2017. Students and teachers will fill questionnaire after writing the test. This presentation will analyze the students’ and teachers’ answers what they think about doing the electronic examination, is the computer-based exam better or worse than writing exam to the paper.

References

Clariana, R., & Wallace, P. (2002). Paper-based versus computer-based assessment: key factors associated with the test mode effect. British Journal of Educational Technology.33(5) pp. 593-602.

Jordan, Sally (2013). E-assessment: past, present and future. New Directions, 9(1) pp. 87-106.

Kyllonen, P.C. (2009). New Constructs, Methods, & Directions for Computer-Based Assessment. In F. Scheuermann & J. Bjórnsson (Eds.). The Transition to Computer-Based Assessment: New Approaches to Skills Assessment and Implications for Large-Scale Testing, pp. 151-156.


Kaisu Rättyä & Ana Luísa Costa & Xavier Fontich (Finland)
METALINGUISTIC EDUCATION IN THE 21ST CENTURY
Language awareness & communcative skills

Symposium and Invited Panels ARLE 2017

Saturday, 13:30-15:00

Room Red-Room Mare-340

Discussants: Doktar (Finland)

In this Symposium for the Special Interest Group Educational Linguistics within the International Association for Research in L1 Education (ARLE) we are exploring metalinguistic teaching in different settings. Those settings we are shedding light on this time are Finland, Portugal and Spain. This we are doing through the eyes of Kaisu Rättyä, Ana Costa and Xavier Fontich, who each get 20 minutes for presentation and 10 minutes for discussion.

• Kaisu Rättyä
  My aim in this presentation is to present a model of teacher’s knowledge in grammar teaching (GraT). The model combines different perspectives of knowledge which teachers need in teaching situations, which concern metalinguistic awareness and activities. The theoretical orientation is drawn from subject matter didactics (Fachdidaktik) and pedagogical content knowledge. I apply Pamela Grossman’s (1990) model of teacher’s pedagogical content knowledge, which is developed from Lee Shulman’s (1987) concept pedagogical content knowledge. I look at Grossman’s model with ideas of meaningful learning and effective learning (Novak, 2010) in which the requirements for meaningful learning are following: relevant prior knowledge, meaningful material and learners' willingness to learn meaningfully.
  
  The main parts of GraT-knowledge are a) teacher’s knowledge of student’s knowledge and beliefs of grammatical structures and metalanguage, b) teacher's curricular knowledge and critical reading of learning materials and c) teacher’s knowledge of teaching and evaluation methods and learning theories behind them. These knowledge areas are connected with content knowledge of languages and metalanguage as well as didactic knowledge on learning and students. These parts are described in my presentation with examples.
  
  References
  Grossman, P. (1990). The making of a teacher. Teacher knowledge and teacher education. New York: Teachers College Press.
  Novak, J. D. (2010). Learning, creating, and using knowledge: concept maps as facilitative tools in schools and corporations (2nd edition). New York: Routledge.
  Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review 57(1), 1–22.
• Ana Luísa Costa
  The aim of this study on early argumentative writing is to contribute with some empirical evidence to the characterization of linguistic knowledge (and linguistic awareness) mobilized during the writing process. Further, the development of argumentative writing in the first years of formal education will be brought into discussion.
  Although some literature on writing development conceives argumentative writing as a late skill, some research supports the importance of promoting argumentative writing since the beginning of writing composition (Brassart, 1990; Leal &Morais, 2006) in order to improve «linguistic literacy» (Berman, 2004).
  
  In the beginning of orthographic writing, it is possible to distinguish a stage focused on graphic and orthographic skills and a second stage of expansion in the compositional dimension of writing, in which the ability to structure language in textual units emerges. The empirical study includes 49 texts written by 37 children from the 2nd grade and 24 texts written by 24 children from the 4th grade. Linguistic and textual features required to argumentative writing were analyzed (for instance, in the macrostructure, the presence of an explicit point of view, the number of arguments and the adequacy of the conclusion; and in the microstructure, grammar cohesion strategies, complex sentences, as well as orthographic and punctuation uses).
  
  Curricular documents and Portuguese syllabi over the past 30 years have neglected argumentative writing in the 1st cycle of Basic Education. The results of this study seem to point towards a different curricular path, where writing skills may constitute a challenge for linguistic development.
  
  References
  Berman, R. (2004). Between emergence and mastery. The long development route of language acquisition. In R. Berman (ed.). Language development across childhood and adolescence.Amsterdam, Philadelphia: John Benjamins, pp. 9-34.
  Brassart, D. (1990). Le développement des capacités discursives chez l’enfant de 8 à 12 ans. Revue Française de Pédagogie, n.º 90, pp. 31-41.
  Leal, T. & Morais, A. (2006). A argumentação em textos escritos: a criança e a escola. Belo Horizonte: Autêntica.
• Xavier Fontich
  Studies have described pupils’ grammar concepts as an unstructured conglomerate of procedural and declarative knowledge, with scarce operationality in the writing process. They suggest ways to better articulate grammar instruction, under the assumption that it will make concepts retrievable within the context of writing; for this to happen, interaction plays a major role (cf. Fontich & García-Folgado in evaluation).
  
  Here, teachers’ beliefs are approached as the fundamental puzzle to disentangle how to support teachers into developing interaction-based interventions, underpinned by academic-practitioner collaboration (Lantolf & Poehner 2014). A questionnaire designed to explore teachers’ beliefs allows, through a conglomerate analysis, for grouping teachers (n=94) in different tendencies, further explored with semi-structured interviews (n=6). Teachers share in different degrees a tendency to see grammar instruction as stuck within the explicit/implicit grammar dichotomy, which can be overcome through classroom interaction. This idea becomes more robust throughout a cycle of seminars, in which instructional sequences are designed. Nonetheless, analysis of the dialogues within the classroom show the obstacles teachers encounter (e.g., unanticipated pupils’ difficulties when reflecting upon certain structures used in their writings).
  
  Results suggest that making teachers’ beliefs explicit allow for re-examining the role of interaction and for locating it as the backbone of the grammar-writing interplay. Also, beyond a research methodology, interaction stands as a teacher education procedure. Last, accessing interaction within the classroom appears as the crux of the matter to better understand the difficulties in learning and to discuss and introduce changes in the instructional sequences, meant to be put anew under scrutiny.
  
  References
  Fontich, X. and García-Folgado, M.J. In evaluation. Grammar instruction in the Hispanic area with a special focus in Spain: A contribution towards a “state-of-the-art”. L1-Educational Studies in Language and Literature.
  Lantolf, J.P. and Poehner, M.E. 2014. Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian Praxis and the Research/Practice Divide. London: Routledge.

Helle Rørbech (Denmark)
ENCOUNTERING LITERATURE IN TEXTBOOKS
Verbal and digital arts

Paper session ARLE 2017

Thursday, 12:25-13:55

Room Green Room Mare-214

Chair: Kruus, Priit

Encountering Literature in textbooks?
A study of the framings of literature encounters in L1 textbooks for 9th grade students
Helle Rørbech, Ph.D., assistant professor, The Danish Department of Pedagogy and Education, University of Aarhus, Denmark
This paper is based on a mixed methods study about textbooks and other learning materials for L1 teaching in Denmark (primary and lower secondary). Other participants in the project submitting papers are Simon Skov Fougt, Anna Skyggebjerg and Jesper Bremholm.
To study how frequently used textbooks might impact literature teaching in Danish L1 classrooms, the paper will discuss excerpt from two textbooks (including tasks and work-sheets) where different learning designs shape students encounters with literature and scaffold the process of interpretation in different ways and with different aims. Through an analysis of the underlying concepts of text, understandings of meaning making and of appreciated contexts of interpretation, the paper will discuss how and to which extent the different designs on the one hand give the students access to literature reading as a cultural community (Kramsch 1998) and to become skilled literature readers, and on the other hand give them opportunity to be co-constructors of the subject matter (Slot 2012) and reflect on diverse perspectives in the process of interpretation.
The study focuses on the interplay between text, student, classroom and contexts of understanding (Rørbech 2016) in the textbooks. Analytical concepts from research in the evaluation of learning material respectively expression, intentions and the activities (Bundsgaard and Hansen 2011) will be used to explore how the textbooks scaffold students’ experience and understanding of the text and organize individual and mutual work processes.
The aim of the textual analysis in the study is to explore the learning potentials of the textbooks (Bundsgaard and Hansen 2011), to describe their approach to literature teaching and discuss how this approach might impact the actual learning processes in literature classrooms.
References
Bundsgaard, Jeppe and Hansen, Thomas Illum (2011).Evaluation of Learning Materials: A Holistic Framework. Journal of Learning Design, vol. 4 (4):31-45.
Kramsch, Claire (1998). Language and Culture.Oxford: Oxford University Press.
Rørbech, Helle (2016). Mellem tekster – kultur og identitet i klasserummet. Frederiksberg: Samfundslitteratur.
Slot, Marie Falkesgaard (2013). ”Opgavedidaktik i dansk”. Cursiv nr. 12 (4): 61-77.


Glais Sales Cordeiro & Bernard Schneuwly (Switzerland)
TEXT GENRES AS BASIC UNITS FOR L1 CURRICULA
Curriculum, objectives & learning media

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Green Room Mare-214

Chair: Ehala, Martin

In several countries, text genres have become basic units of L1 curriculum construction (Rose & Martin, 2012; Schneuwly & Cordeiro, 2016). In our communication, we will present a systematic comparison of the curricula of four countries or regions where this is the case:
- Brazil: Parâmetros Curriculares Nacionais - Língua Portuguesa - 5ª a 8ª séries do Ensino Fundamental ; and their realization in the state of São Paulo ;
- Québec: Progression dans l’enseignement du français langue première au secondaire : Répartition des genres textuels, des notions, des stratégies et des procédures à enseigner de la 1re à la 5e secondaire ; Progression des apprentissages au secondaire. Français langue d’enseignement.
- French Speaking Switzerland: Plan d’études romand; Enseignement / Apprentissage du français en Suisse romande. Orientations.
- North South Wales: English K-6 Syllabus ; English Years 7-10 Syllabus
For each curriculum we answer the following questions:
1. What parts of the L1 curriculum are organized following the unit of text genres?
2. Are there links between different parts where text genres are the construction units
3. How are text genres defined?
4. What are the underlying theoretical constructs of text genre?
There are common features, among the necessary didactic transposition that is realized in “didactic models of genre” one finds in all approaches. The choice of genres also is quite convergent. But the unit itself of “genre”, depending in the reference theory, is not defined on the same level: it is more general in the Australian approach as it is in the three others. This leads to partially different ways of defining the aspects of genres that are mentioned in the curricula.

References
Schneuwly, B. & Sales Cordeiro, G. (2015). Le genre de texte comme objet d’enseignement – Comparaison de deux approches didactiques. In D. Vrijdag & G. Sales Cordeiro (Ed.), Genres de textes. Namur : Presses universitaires de Namur.

Rose, D. & Martin, J.R. (2012). Learning to write, reading to learn. Genre, knowledge and pedagogy in the Sydney School. Sheffield : Equinox.


Wayne Sawyer (Australia)
DARTMOUTH: LITERATURE, KNOWLEDGE AND EXPERIENCE (IN AUSTRALIA)
Aesthetically oriented texts as means of pedagogy

Paper session ARLE 2017

Friday, 14:00-15:30

Room Wine Room Silva-333

Chair: Mattheus, Ave

Context: The presenter is currently part of a research team investigating the role of literary knowledge in the making of English (L1) teachers. The implementation of Australia’s first national curriculum is part of the context of this project. In 1966, one of the seminal moments of curriculum development in (L1) English occurred when British and American delegates met at Dartmouth College in the US to attempt to define the subject ‘English’. 2016 was the 50th anniversary of that conference which, for the UK and Australia, was so influential in defining and underpinning the so-called 'growth' model of English. The ARLE conference’s nearness to this anniversary and the contexts described above make a re-visiting of Dartmouth of interest.
Aims/Issues: The most famous books coming out of Dartmouth were Dixon’s Growth Through English (British) and Muller’s The Uses of English (American). The focus here will be on the place of literature in these texts – literature having been a particular focus for critique of the ‘growth model’, of Dixon and of Dartmouth. Literature is almost the defining element in what Muller sees as the differences between the then American and British views of English. This paper address these differences in terms of the role of knowledge in literature, the relationship of literature to ‘experience’ and ‘response’ in these contexts.
Method: A close analysis will be conducted of these books in terms of this positioning of literature through an examination of their discourse, in particular, ‘literature’, ‘experience’, ‘response’ and ‘knowledge’.


Bernard Schneuwly & Christophe Ronveaux (Switzerland)
THE CONSTRUCTION OF READERS OF LITERATURE BY SCHOOL
Research on literature education

Paper session ARLE 2017

Friday, 14:00-15:30

Room Orange Silva-116

Chair: Janssen, Tanja

One main purpose of school is to allow students to read literary texts in a “literary” way. What this means is heterogeneous (see for instance the classification by Janssen & Rijlarsdam, 2006). In our study, we try to understand the genesis of the construction of the capacity to read literary texts in a literary way, to look how students are “disciplined” (Hofstetter and Schneuwly, 2014), are introduced in a school “discipline”. At the same time we were interested to see what “to read in a literary way” means in real teaching practices. To give elements of answer to this general question we videotaped 10 teachers of three school levels ((primary – 11 years old; secondary I – 14 years old; secondary II – 17 years old) studying two maximally contrasted texts (a most known and studied fable by La Fontaine; a contemporary short story by a Swiss author never studied yet in school; Gabathuler & Ronveaux, 2016): 60 teaching sequences of 1 to 4 lessons.
We will present the results of three of thirteen analyses conducted on the data.
1. The role and place of questionnaires in teaching literature
2. The emotional reactions of teachers and students
3. The finishing of the teaching sequences
The analyses show a complex pattern, each showing a different, complementary aspect of the process of “disciplinarisation” by school. Questionnaires play a different role in function of levels, but include from the beginning on aspects of text interpretation; difference between texts is marginal. The emotional reactions differ profoundly in function of the texts, differences between school levels being less important. Finishing a text is different from the point of view of text as of level.
This allows more generally to say: constructing the capacity of reading a literary text in a literary way begins very in primary school and leads to a quite high level of autonomous reading. The nature of text influences heavily what “reading in a literary text” means in opening more or less possibilities of the reader to interpret the text, independently of school level.
References:

Gabathuler, C., & Ronveaux, C. (2016). La généricité au travail dans la lecture de textes littéraires. In G. Sales Cordeiro & D. Vrydaghs (Ed.), Statuts des genres en didactique du français (pp. 173-191)

Hofstetter, R., & Schneuwly, B. (2014). Disciplinarisation et disciplination consubstantiellement liées. Deux exemples prototypiques sous la loupe: Les sciences de l'éducation et les didactiques des disciplines. In B. Engler (Ed.), Disziplin - discipline (pp. 27-46). Fribourg: Academic Press.

Janssen, G., & Rijlaarsman, G. (2006, april). Describing the Dutch literature curriculum : a theoretical and empirical approach. Paper presented at the Council of Europe conference “Towards a Common European Framework of Reference for Languages of School Education?” Kraków, Poland, April 27-29, 2006


Marloes Schrijvers & Tanja Janssen & Irene Pieper (Netherlands (the))
CHANGING PERSPECTIVES ON SELF AND OTHERS IN THE LITERATURE CLASSROOM
Curriculum, objectives & learning media

Symposium and Invited Panels ARLE 2017

Saturday, 13:30-15:00

Room Sun Room Silva-240

Discussants: Pieper (Germany)

Researchers and philosophers alike suggest that reading literature may change us for the better. It may have moral benefits (Hakemulder, 2000; Nussbaum, 1990), enhance and deepen our sense of self (Sikora, Kuiken & Miall, 2011), make us think about who we would (not) want to become in the future (Richardson & Eccles, 2007), foster our empathy (Bal & Veltkamp, 2013), and reduce prejudices toward others (Johnson, 2013).

While in educational settings the areas of philosophy and citizenship education may traditionally attend to these topics, literature teaching may do so as well. Reader response theorists (e.g., Rosenblatt, 1978) have argued that during literary reading, readers may vividly experience what happens to characters, imagining their thoughts and emotions in a particular situation. This ‘simulation of social experience’ (Mar & Oatley, 2008) may result in enhanced understandings of both ourselves and others.

Despite a large body of research on reader response practices and the literature classroom as an authentic social space, relatively little attention has been paid to what students take away from literary reading for their lives beyond the book and beyond the classroom. Current pressing questions concern how reader response instruction and other pedagogical approaches may connect ‘literary objectives’ (e.g., interpretative skills, literary competence, literary-historical knowledge) to personally and socially oriented objectives, in particular in a time when testing and assessment may partly determine the curricula in language arts classrooms (Applebee & Langer, 2011).

In this symposium, the SIG ROLE aims at exploring how the literature classroom may offer students, through literary reading and developing their literary skills and competencies, the opportunity to experience and reflect on personal and social changes that literary reading may bring about.

References
Applebee, A. N., & Langer, J. A. (2011). "EJ" Extra: A Snapshot of Writing Instruction in Middle Schools and High Schools. The English Journal, 100(6), 14-27.
Bal, M., & Veltkamp, M. (2013). How does Fiction Reading Influence Empathy? An Experimental Investigation on the Role of Emotional Transportation. Plos One, 8, 1-12.
Hakemulder, F. (2000). The Moral Laboratory: Experiments Examining the Effects of Reading Literature on Social Perception and Moral Self-knowledge. Amsterdam: John Benjamins.
Johnson, D.R. (2013). Transportation Into Literary Fiction Reduces Prejudice Against and Increases Empathy for Arab-Muslims. Scientific Study of Literature, 3(1), 77-92.
Mar, R. A., & Oatley, K. (2008). The Function of Fiction is the Abstraction and Simulation of Social Experience. Perspectives on Psychological Science, 3(3), 173-192.
Nussbaum, M. C. (1990). Love’s Knowledge. Essays on Philosophy and Literature. New York, NY: Oxford University Press.
Richardson, P.W., & Eccles, J.S. (2007). Rewards of Reading: Toward the Development of Possible Selves and Identities. International Journal of Educational Research, 46(6), 341-356
Rosenblatt, L. M. (1978). The Reader, the Text, the Poem. Carbondale: Southern Illinois University Press.
Sikora, S., Kuiken, D., & Miall, D. S. (2011). Expressive Reading: A Phenomenological Study of Readers’ Experience of Coleridge’s ‘The Rime of the Ancient Mariner’. Psychology of Aesthetics, Creativity, and the Arts, 5(3), 258-268.

• Marloes Schrijvers & Tanja Janssen & Olivia Fialho & Gert Rijlaarsdam
  Marloes Schrijvers (University of Amsterdam), Tanja Janssen (University of Amsterdam), Olivia Fialho (Utrecht University) and Gert Rijlaarsdam (University of Amsterdam / University of Antwerp)
  
  Studies have indicated that adolescents may gain personal and social insights from reading literary texts in the literature classroom (e.g., Malo-Juvera, 2014; Schrijvers, Janssen, Fialho & Rijlaarsdam, 2016a, White, 1995). While research suggests that dialogic literature teaching (Nystrand, 1997) may facilitate this kind of learning, empirical evidence for this claim is scarce. Our aim was therefore to assess the effects of a dialogic learning intervention in the literature classroom on Dutch upper secondary school students’ personal and social insights. The intervention was designed collaboratively with teachers and was based on both an empirical multi-phase model of transformative reading experiences (Fialho, 2016) and a model of educational design principles, based on the research literature (Schrijvers, Janssen, Fialho & Rijlaarsdam, 2016b).
  
  The intervention consists of four units, centering around literary short stories involving moral or social themes. In each unit, a pre-reading task and a reading instruction asks students to attend to previous experiences and/or affective responses triggered by the story or its theme. After reading, they exchange reading experiences in small-group dialogues. Each group presents the outcomes of the dialogue (e.g., a diagram, a moodboard, an advize to the main character) in class. Students then reflect on whether their ideas about themselves and the social or moral issue have changed.
  
  In March 2017, twelve 10th grade classes (N≈300 students, 15-16 years old) will participate in the study. A quasi-experimental pretest-posttest switching replications design (with control condition) and mixed-models data-analysis will be applied. A questionnaire and qualitative tasks on transformative reading experiences that impact personal and social insights, as well as implementation fidelity measures, are currently being developed. Results and implications will be presented at the conference.
  
  References
  Fialho, O. (2016). Walking along the paths of transformative reading experiences: A theoretical-empirical model. Manuscript in preparation.
  Malo-Juvera, V. (2014). Speak: The Effect of Literary Instruction on Adolescents’ Rape Myth Acceptance. Research in the Teaching of English, 48(4), 407-427.
  Nystrand, M. (1997). Opening Dialogue. Understanding the Dynamics of Language and Learning in the English Classroom. New York, NY / London: Teachers College Press.
  Schrijvers, M., Janssen, T., Fialho, O. & Rijlaarsdam, G. (2016a). The impact of literature education on students’ perceptions of self and others: Exploring personal and social learning experiences in relation to teacher approach. L1 – Educational Studies in Language and Literature, 17, 1-37.
  Schrijvers, M., Janssen, T., Fialho, O. & Rijlaardam, G. (2016b). Fostering Personal and Social Insights in the Literature Classroom: A Review of Intervention Studies. Manuscript submitted for publication.
  White, B. F. (1995). Effects of Autobiographical Writing Before Reading on Students’ Responses to Short Stories. The Journal of Educational Research, 88(3), 173-184.
• Marloes Schrijvers
  Pernille Damm Mønsted Pjedsted (University of Aarhus & University Collage Lillebælt)
  
  What happens with student’s experiences with and understanding of literary interpretation if the places of relevance to the main character are involved in the reading and interpretation process? This paper will outline a new didactic and pedagogical approach for the literature classroom. Place-based literary interpretation (PLI) fosters learning about identity, self and others by involving places of relevance to the protagonist in the students’ reading and interpretation processes. The PLI approach is based on a curriculum, or a didactic design, which was preliminarily tested by a teacher and students (age 14) in one eighth grade class for a period of 8 weeks in Danish secondary school. The didactic design includes reading and interpretation of three young adult fiction books about identity and involves the students’ experiences in a forest, prison, auto repair shop, and stadium.
  
  The data used for this paper is based on a thematic analysis involving three semantic themes (Braun and Clarke, 2006). Two of the themes demonstrate that the PLI approach in the literature classroom enhances high student involvement and participation, as well as an empathetic analysis of the books whereby the students put themselves in the protagonist’s place in the interpretation process.
  
  The paper draws primarily on research based on experiential education (Roberts, 2012), theory of place (Casey, 2010 & Cresswell, 2015), and theory including perspectives on narratives (Bruner, 2006). In addition the paper will consider Gadamer’s theory of Bildung which emphasizes that when we return from the other, we develop ourselves (Gadamer, 2004) – in this context the alienation process through place and literature.
  
  References
  Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  Casey, E. S. (2010). The fate of place: a philosophical history (first published 1997). London: University of California Press.
  Cresswell, T. (2015). Space, Place, and the Triumph of the Humanities. GeoHumanities, 1(1), 4-9.
  Roberts, J. W. (2012). Beyond learning by doing: Theoretical currents in experiential education. Oxford: Routledge.
• Richard Power & Ilana Elkad-Lehman
  Yael Poyas (Oranim College of Education) and Ilana Elkad-Lehman (Levinsky College of Education)
  
  According to research, encounters with literature contribute to students’ social, moral and self-understanding. The official curriculum in Israel gives Literature a unique status and it is taught separately from other language-related subjects, due to its perception as a powerful tool for cultural, moral and social education.
  
  However, the literary encounter may stem from different theoretical grounds, following which the educational intervention will be different as well. (1) The therapeutic encounter based on the work of Winnicott (1971), viewing the literary encounter as an in-between safe space allowing for self-searching and emotional experiences; (2) the moral encounter based on Buber's premise of existence as encounter (1937) and the hermeneutic theory of Levinas (1972), in which the interpretive process pursues a sense of moral responsibility towards the ‘other’; (3) the ethical-critical encounter based on critical pedagogy principles (Giroux & McLaren, 1992), placing the power relations in the literary text and its different contexts at the heart of the interpretive process, in an effort to foster awareness of social justice and equality issues.
  
  Recorded and written products from seven encounters of teachers from different cultures, religions and languages in Israel with literary texts, given no directions towards a particular interpretive approach, were analyzed using a phenomenological approach. The analysis demonstrated that the readers mostly tended to use the therapeutic approach, searching for the self through encounters with the text. The ethical-critical approach was very rare, and its few appearances were met with silencing responses. We did find evidence of attempts to have a moral encounter which includes a feeling of responsibility to the ‘other’, but mostly when looking inside the reader’s national group, not the confronting one.
  
  The research findings have implications concerning the nature of classroom interventions and language teachers' education. These will be discussed in our presentation.
  
  References
  Buber, M. (1937). I and Thou. Tras. By R. G. Smith. London & New York: Continuum.
  Giroux, H. A. & Mclaren, P. (1992). Writing from the margins: geographies of identity, pedagogy, and power. Journal of Education, 174(1), 7-30.
  Levinas, E. (1972). Humanisme de l'autre Homme. Paris: Fata morgana.
  Winnicott, D. W. (1971). Playing and reality. London: Tavistock.

Isabel Sebastião (Portugal)
THE ARGUMENTATIVE WRITING IN THE TEXTBOOKS OF PORTUGUESE MOTHER TONGUE - 9 YEAR CASE
Teaching/aquiring languages & cultures (secondary ed.)

Paper session ARLE 2017

Saturday, 11:15-12:35

Room Orange Silva-116

Chair: Lepajoe, Kersti

The textbook as a teaching tool with a prominent place in the classroom has to be perceived from different perspectives according to the uses that underlie it (Castro & Sousa, 1998). The detailed analysis of school textbooks, according to these authors, allows the understanding of fundamental dimensions of the production and transmission of discourses that take place in the pedagogical field, enabling the identification of some principles that structure his field. Through the analysis of the manuals we have access to information on how the process of transmission and acquisition of knowledge is structured and organized. The discursive forms and methodologies adopted as well as the instructions related to the exercises are a reflection of the concepts underlying the teaching and learning of the mother tongue, whether they come from the official texts or from the authors.
This analysis becomes relevant, since the manual is an ambivalent teaching/learning aid: it serves the student, but especially the teacher. For the student, the manual is the vehicle of the knowledge that has to be learnt as per the stipulations in the official curriculum, for the teacher, it is a/the pedagogical tool that assists him in his practice.
The present work is inserted in the field of linguistics applied to teaching, specifically in the skill of writing. In this case, the analysis focuses on exercises that call for knowledge related to discursive genres related to argument (Adam, 1999; Schneuwly & Dolz, 2004) and intends to contrast the discursive heterogeneity linked to the methodological approach of the manual.
The research that is presented, an extract from a larger project, offers the results of the discursive analysis of a corpus constituted by the 9th grade textbooks that cover a greater number of schools in Portugal (3 textbooks and all the material that comes together: exercices books, CD’s, ...), and, therefore, a greater number of students. The study follows a methodology from the Discourse Analysis perspective, in a descriptive and interpretative analysis, more specifically, a pragmatic-discursive theoretical framework. So, will be analyzed the instructions of the writing (the levels of lexicon, syntax, semantics) exercises and linguistic, textual and discursive contents of expository and argumentative genres.

Keywords: mother tangue textbooks, teaching and learning of writing, discourse analysis.


References

Adam, J-M. (1999). Linguistique Textuelle – des genres de discours aux textes. Paris: Nathan.

Castro, R. V. & Sousa, M. L. (1998). Práticas de Comunicação verbal em Manuais Escolares de Língua Portuguesa. In Rui Vieira de Castro & Maria de Lurdes Sousa (orgs.), Linguística e Educação. Lisboa: APL/ Ed. Colibri. pp. 43-68.

Schneuwly, B. & Dolz, J. (2004). Gêneros Orais e Escritos na Escola. Campinas: Mercado das Letras.


Isabel Sebastião (Portugal)
THE LINGUISTIC KNOWLEDGE OF THE MOTHER TONGUE TEACHER IN THE ACCOMPLISHMENT OF THE ARGUMENTATIVE WRITING TASKS OF ​TEXTBOOKS
Teaching/aquiring languages & cultures (secondary ed.)

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Red-Room Mare-340

Chair: Aruvee, Merilin

Writing corresponds to the construction of an object - the text - with the characteristics which turn it into an object of communication. The teaching of this process is usually done through stages known as planning, textualization and correction (Flower & Hayes, 1980; 1981) to which we associated to the pragmatic-discursive issues related to the communication situation and the elaboration and handling of thematic contents (Dolz , Gagnon & Decâncio, 2011).
In this process of teaching and learning, the manual, as a teaching tool with a prominent place in the classroom, is assumed to be ambivalent: on the one hand, it is the vehicle of the knowledge that students have to learn and, on the other hand, it helps the teacher's performance. In the case of writing, this instrument offers proposals for activities promoting the development and improvement of this competence of the students, however, these activities of textual production do not always closely reflect the established guidelines nor do they reveal a systematic and sequential programming regarding the learning textual production competence (Sebastião, 2013).
This presentation, based on the results of a larger project, is intended to discuss and reflect, through a methodology from the perspective of Discourse Analysis, more specifically, in a pragmatic-discursive theoretical framework, the knowledge that the teacher of Portuguese has to possess to teach argumentative writing through the Portuguese textbooks of the 9th grade (15 years old) in Portugal.
The comparative analysis between the teaching of writing presented by the Portuguese textbooks, which is incomplete as the studies have revealed (Sebastião, 2013), and the linguistic theory underlying the textual genres of the order of argument, becomes relevant to perceive the role of the knowledge of the teacher when he or she is completing the shortcomings in the Portuguese textbooks.

Keywords: linguistic knowledge of the Portuguese teacher, teaching and learning of writing, argumentative genres, Portuguese textbooks.

References:
Dolz, J., Gagnon, R., & Decâncio, F. (2011). Produção escrita e dificuldades de aprendizagem. São Paulo: Mercado das Letras.

Flower, L. & Hayes, J. R. (1980). “The dynamics of composing: Making plans and juggling constraints”. L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing. Hillsdale, NJ: Lawrence Erlbaum, pp. 31-50.

Flower, L. & Hayes, J. R. (1981). “A Cognitive process Theory of Writing”. College Composition and Communication, 32, pp. 365 – 387.

Sebastião, I., (2013). Interactividade entre práticas e aprendizagens de estruturas discursivo-textuais no ensino básico - o discurso epistolar. Tese de Doutoramento, Universidade Nova de Lisboa.


Anna Sigvardsson (Sweden)
UPPER SECONDARY SWEDISH TEACHERS ON TEACHING POETRY
Aesthetically oriented texts as means of pedagogy

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Red-Room Mare-340

Chair: Aruvee, Merilin

The aim of this study is to investigate secondary teachers’ views on current challenges and opportunities for poetry pedagogy. Poetry reading is since the introduction of the new national curriculum in 2011 “key content” in the Swedish curricula and is to be taught throughout year 1–12. However, to date there is little research on poetry pedagogy in Sweden and especially teachers at the secondary level lack guidance from research (Erixon, 2004; Sigvardsson, 2016; Wolf, 2004). Even if one turns to international research, the teaching of poetry reading in secondary education is understudied (Hanauer, 2001; Peskin, 2007; Sigvardsson, 2016). Therefore, this study investigates secondary teachers’ perspectives on teaching poetry to develop knowledge that may help teachers to reflect on their practise.
The empirical material consists of transcripts of 15 semi-structured online interviews in which teachers with a keen interest in poetry discuss their teaching. Research questions are: How do the teachers describe the conditions for poetry teaching? Do they describe any challenges? How do they work with poetry reading? Do their private uses of poetry influence their teaching?
The transcripts have been coded (Gibbs, 2007) and analysed thematically (Braun & Clarke, 2006) in an inductive manner. Preliminary results show that, according to the teachers, they have been given little preparation for teaching poetry during their degree in education and they are not supported in their work by the present curricula. To develop poetry pedagogy the teachers ask for possibilities to collaborate with colleagues.


Keywords: poetry pedagogy, poetry reading, secondary teachers, Sweden

References

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77.
Erixon, P. (2004). Drömmen om den rena kommunikationen: Diktskrivning som pedagogiskt arbete i gymnasieskolan. Lund:Studentlitteratur.
Gibbs, G. (2007). Analysing qualitative data; London: Los Angeles, Calif:SAGE.
Hanauer, D. (2001). What we know about reading poetry - theoretical positions and empirical research. In D. H. Schram, & G. Steen (Eds.), The psychology and sociology of literature in honor of Elrud Ibsch. Amsterdam; Philadelphia: J. Benjamins.
Peskin, J. (2007). The genre of poetry: Secondary school students' conventional expectations and interpretive operations. English in Education, 41(3), 20-36. doi:10.1111/j.1754-8845.2007.tb01162.x
Sigvardsson, A. (2016). Teaching poetry reading in secondary education - findings from a systematic literature review. Scandinavian Journal of Educational Research, epub ahead of print 7 jun. 2016 doi:http://dx.doi.org/10.1080/00313831.2016.1172503
Wolf, L. (2004). Till dig en blå tussilago: Att läsa och skriva lyrik i skolan (2, [utök] uppl ed.). Lund:Studentlitteratur.


Håvard Skaar & Lisbeth Elvebakk & Jannike Hegdal Nilssen (Norway)
LITERATURE IN DECLINE? DIFFERENCES IN PRE-SERVICE AND IN-SERVICE PRIMARY SCHOOL TEACHERS' READING EXPERIENCES
Research on literature education

Paper session ARLE 2017

Saturday, 11:15-12:35

Room Sun Room Silva-240

Chair: Elkad-Lehman, Ilana

How do teachers relate to literature? This article explores the situation at primary school level in Norway. The total material consists of 249 narratives in which pre-service and in-service teachers describe themselves at literature readers. In Skaar, Elvebakk & Nilssen (2016) we determined the characteristics of the pre-service teacher narratives in a qualitative investigation informed by phenomenological hermeneutics. In the present study, typical tendencies in the pre-service teachers’ narratives are compared with the in-service teachers’ narratives. The study shows how Norwegian primary school teachers´ experiences of literature have developed from one generation to the next. Generally, the in-service teachers have read more than the pre-service teachers, not only in their adult life, but also in childhood and adolescence. The pre-service teachers’ literature reading is more dependent on time, place and social relations and the books they read are restricted to a few popular genres. The comparison indicates a development in which genuine readers, defined as teachers who “unconditionally appreciate” literature, are about to disappear. Instead, literature reading is experienced as something which is practically hard to cope with, and therefore ever more often opted out or not prioritized. In the final section, we discuss how to uphold the status and function of literature in school if the weakening of teachers’ literary interests continues. In our view, this requires an educational policy in defence of literature, stated in the curriculum at all educational levels. Teacher education must also be revised in a situation where many teachers no longer are readers of literature themselves.


References:
Brink, L. (2009). Skönlitteraturens väg til klassrummet. Läsarkarriär, skolkanon och verklighetsanpassning hos lärare i grundskolan. I L. Kåreland (red.). Läsa bör man ...?- den skönlitterära texten i skola och lärarutbildning (s. 38-65). Stockholm: Liber.

Maxwell, J. (2010).Using numbers in qualitative research. Qualitative Inquiry 16(6),
475-482.

Skaar, H.,Elvebakk, L. & Nilssen J.H.(2016). Lærerstudenten som frafallen leser-
Om litteraturens fremtid i norsk skole, Acta Didactica, 10(3).

Wicklund, B., Larsen, A.S. og Vikbrant, G. (2016). Lærerstudenten som leser – en undersøkelse av litterære erfaringer hos en gruppe norske og svenske lærerstudenter. Nordisk tidsskrift for pedagogikk og kritikk, 2(1), 119-132.


Dag Skarstein (Norway)
THE TEENAGE TV SERIES SKAM – A NORWEGIAN MELODRAMA WITH INTERNATIONAL APPEAL
Translating cultures and teaching arts

Paper session ARLE 2017

Saturday, 11:15-12:35

Room White-room Mare-225

Chair: Aruvee, Merilin

Quite mysteriously, a TV and online-series has become Norway’s biggest international drama success since Ibsen’s realistic plays. In spite of dialogs in Norwegian, with no available subtitles, the TV series Skam (Shame) has reached and touched a global teenage audience from all parts of the world; Italy, Russia, Mexico, Philippines, Turkey, Saudi Arabia, Angola and many more. How can such an unexpected success be explained, and do the explanations concern the L1-subject?
This presentation will address two possible explanations for the series’ global success. First it will focus on the innovative online distribution without traditional marketing. Instead, the series has been distributed by young viewers through social medias and thus created a ‘secret room’ hidden from adult interference. Skam is launched not in episodes but in short clips, where each has a cliffhanger. The clips are launched in uneven intervals at an unannounced time, leaving the viewer in suspense for a short, but still indefinite time. If a clip is launched during school time, it will portray a school situation. The young viewers will then probably be in school themselves. Thus, the innovative distribution works to keep the viewer in the fictional world at the same time as it blurs the distinction between fiction and non-fiction. The second aspect of this talk will focus on how Skams’ melodramatic narrative is particularly fit to describe young people’s lives, choices, and destinies. This part of the presentation will show the striking similarities concerning dramatic construction between Skam and Ibsens’ modern plays, a narrative and thematic pattern well known from current Hollywood-blockbusters.
The presentation will argue that both these aspects involve key elements in L1-literature teaching; new medias’ possibilities blurring fiction and non-fiction, and how certain forms of dramaturgic arcs seem to affect human feelings more than others. These aspects increase the need for fictional prior understanding and awareness of dramaturgic structure.
The theoretical approach in this talk is cognitive narratology (Hogan 2003), a conceptual framework for interpreting the melodramatic film (Evans 2006; Harms Larsen 2005) and melodramatic literature (Brooks 1985), as well as narrative didactics (Bruner 1996), and youth cultures and media (Drotner 1995).

Brooks, P. (1985). The Melodramatic Imagination: Balzac, Henry James, melodrama, and the mode of excess. New York, Columbia University Press.
Bruner, J. S. (1996). Frames of thinking. In Modes of thought : explorations in culture and cognition. D. R. Olson and N. Torrance. Cambridge, Cambridge University Press.
Drotner, K. (1995). At skabe sig selv : ungdom, æstetik, pædagogik. København, Gyldendal.
Evans, M. (2006). Innføring i dramaturgi : teater, film, fjernsyn. Oslo, Cappelen akademisk forl.
Harms Larsen, P. and P. Harms Larsen (2005). De levende billeders dramaturgi : Bind 1 : Fiktionsfilm. København, Danmarks Radio.
Hogan, P. C. (2003). The Mind and it's Stories: Narrative Universals and Human Emotion. Cambridge, Cambridge University Press


Anna Karlskov Skyggebjerg (Denmark)
CHANGING CONCEPTS OF LITERATURE AND PEDAGOGICAL METHODS IN TEXTBOOKS FOR LITERATURE TEACHING
Curriculum, objectives & learning media

Paper session ARLE 2017

Thursday, 12:25-13:55

Room Green Room Mare-214

Chair: Kruus, Priit

Obs! This paper is a part of a qualitative research project about textbooks and resources for learning in general. Other participants in this project (and possible research meeting at ARLE) are Simon Skov Fougt, Jesper Bremholm and Helle Rørbech.

This particular paper represents an interest in textbooks as an educational tool in literature teaching in lower secondary school in Denmark through the last 40 years.

Premises: Textbooks have the intentions to facilitate the teacher and the teaching through a preoccupied curriculum and some relatively precise descriptions of literature lessons. Of course, textbooks are not always used as they are intended to be, but a textbook indicates certain considerations about literature, pedagogy and pupil that will be explored in the paper.

The empirical material of the paper is five popular textbooks for the teaching of literature in grade four from the late 1970’s until today. The criteria for selecting the analyzed books (and serial concepts) have been distribution.

Theoretical framework: The selected textbooks are analyzed with concepts from literary (genre) studies, discourse analysis (Gee 2015), and theory about envisioning literature (Langer 2011).

Key questions: Which types of literature and genres do the textbooks include? How do they address the pupils as readers and interpreters? How are the pupils’ potentials for envisioning and engaging in literature supported by these materials? What is the remarkable development in the view on literature and teaching?

Results (development): The instructional parts of the textbooks have grown bigger whereas the choice of literature has become more limited during the period. In Denmark, literature teaching has recently become an academic discipline where pupils in grade four (10-11 years old children) have to use concepts from literary studies. The paper will conclude with a critical discussion of this development.

References
Gee, James P. (2015). Literacy and Education. London: Routledge
Langer, Judith (1995/2011). Envisioning literature. New York: Teachers College Press


Sylvana Sofkova Hashemi (Sweden)
“SHOULD YOU READ THE TEXT?” SEMIOTIC FOCUS IN MULTIMODAL MEANING-MAKING
Verbal and digital arts

Paper session ARLE 2017

Friday, 16:00-17:30

Room Orange Silva-116

Chair: Lepajoe, Kersti

The socio-technological changes in the communication and representation of meaning provide opportunities for more hybrid, intertextual and creative texts that go beyond traditional modes, conventions and genres. This paper explores what the presence of digital and mediating resources means in the literacy classroom. The current study in particular focuses on the semiotic choices that eight-year-old students make when interpreting digital instructional text composed by peers and how they make meaning from the text: where the students direct their semiotic attention and how does the text design influence their reading.

The cross-class work was followed on two separate occasions using ethnographic techniques for the collection of data that include video-observations of students’ work, field notes, photographs and semi-structured follow-up interviews. The study is informed by the theoretical perspectives of social semiotics assuming that the relation of form and meaning is motivated by the interest of the sign-maker and the social context (Kress, 2010; Bezemer & Kress, 2016). The study uses the multiliteracies (New London Group, 1996) and grammar of visual design (Kress & van Leeuwen, 1996/2006) frameworks as meta-tools to examine the overt purposes and intentions (i.e. semiotic functions) of the digital texts the students interpret and what in the meaning of the text captures their attention.

The study demonstrates the complexity of reading digitally mediated multimodal texts in regard to the hybridity and blend of semiotic resources that affords the students a wide range of available designs as a mix of genres. These young students predominantly interacted with the visual modes influenced by their prior experience as novice readers as well as the text design. The findings imply a need for a holistic approach to literacy teaching that involves an understanding of the multimodal design and hybridity of texts as well as semiotics of technology.

Bezemer, J. & Kress, G. (2016). Multimodality, Learning and Communication: a social semiotic frame. London: Routledge.

Kress, G. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication. London: Routledge.

Kress, G. & van Leeuwen, T. (1996/2006). Reading images: The grammar of visual design. London: Routledge.

New London Group (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60-92.



Shelley Stagg Peterson & Christine Portier & Nicola Friedrich (Canada)
MULTIMODAL COMMUNICATION DURING PLAY IN RURAL NORTHERN CANADIAN KINDERGARTEN CLASSROOMS
Teaching/aquiring languages & cultures (pre-/primary ed.)

Paper session ARLE 2017

Friday, 16:00-17:30

Room White-room Mare-225

Chair: Awramiuk, Elżbieta

Key words: multimodal communication, play contexts, kindergarten contexts
Language is an important semiotic tool, as shown by many researchers and theorists (Mercer & Littleton, 2008), yet, to fully understand how children construct and communicate meaning in their classroom interactions, it is important to consider other modes, such as gesture, facial expressions, postures, positions and body movements (Kendon, 2004). This involves offering counter arguments to the “increasing focus on orality and a tendency to ‘pathologise’ the absence of talk” (Flewitt, 2005, p. 208). Children’s multimodal communication with others is motivated by a need to get something done. Through their participation in everyday activities, whether in school, or beyond, children learn language and the cultural expectations for using language and other modes of communication to achieve specific social intentions, including positioning themselves in desired ways within their social worlds.
Our research is conducted in kindergarten (children are five years of age at entry) and grade one classrooms in rural northern communities in two Canadian provinces. We examine language and other semiotic modalities in these young children’s play interactions, guided by two research questions:
(1) How do participating children use multimodal communication to achieve their social intentions in dramatic and construction play contexts?
(2) How do children use multimodal communication to enact gender and other social roles in their play?
Data sources are participating teachers’ video-recordings of their students’ interactions while involved in play. Inductive analysis of the social functions that children achieve using language and other modes of communication (Halliday, 1975) shows that children used blocks and dramatic play objects to enact gender stereotypes (e.g., girls gesturing the act of applying make-up using blocks and boys gesturing and using language to invite peers to add blocks in the building of a tower). Preliminary analysis shows that children used nonverbal modes primarily for the purposes of expressing emotion and interest in each other’s play and for collaborating. Those verbalized during their play tended to use language to direct others’ behaviour, to ask questions and to explain what they were doing and to make sound effects that accompanied their actions.

References
Flewitt, R. (2005). Is every child’s voice heard? Researching the different ways 3-year-old children communicate and make meaning at home and in a pre-school playgroup. Early Years, 25(3), 207-222.
Halliday, M.A.K. (1975). Learning how to mean. London: Edward Arnold.
Kendon, A. (2004). Gesture: Visible action as utterance. Cambridge: Cambridge University Press.
Mercer, N. & Littleton, K. (2007) Dialogue and the development of children's thinking: a sociocultural approach. London: Routledge.


Bianca Strutz & Irene Pieper & Dorothee Wieser & Marie Lessing-Sattari (Germany)
STUDENTS’ STRATEGIES OF UNDERSTANDING METAPHORS
Research on literature education

Paper session ARLE 2017

Saturday, 11:15-12:35

Room Sun Room Silva-240

Chair: Elkad-Lehman, Ilana

Dealing with poetic texts is an important part of literature education. The ways students deal with metaphors not only influence their level of understanding poetic texts in general, but also their perception of text structures. Our approach to metaphor is based on interaction theory of metaphor (Christmann & Scheele, 2001; Eco, 1984). Therefore, the student-based substudy associated with the research project Literary Understanding and Metaphor (LiMet) focusses on the following questions:
- Which procedures of dealing with metaphors can be reconstructed in different age groups/grades?
- Are there specific strategies related to different levels of understanding and/or are there equally adequate but different ways of accessing metaphorical understanding?
- Is it possible to compare ways of interpretation across different poetic texts? In which way could the text’s structure and the metaphor’s demands be described in detail?
- Is there a possibility to connect strategies and learner profiles so that they also include attitudes towards literature and specific experiences of dealing with literature in school?
The study is based on three German poems that were presented to ninth- and sixth-grade-students (“Gymnasium” [higher academic track] and middle schools). We adopted the think aloud method to the aims of our study. Students were asked to think aloud while reading the poems in four steps: 1) presented in small parts, 2) presented as entire text, 3) with a focus on three or four metaphors and 4) with a focus on global coherence.
The collected data are analysed by using a coding system that was first presented by Pieper/Wieser (2012) and is now further developed to describe different operations of dealing with metaphors. To reconstruct strategies of understanding, we also select some cases by coding and then analyse them by using sequential analysis.
In the paper presentation, we present the coding system and first results of the analysis including strategies of understanding metaphors.
The paper is part of the project Literary Understanding and Metaphor (LiMet), funded by the German Research Foundation (WI 4237/2-1), TU Dresden and University of Hildesheim/Germany, Dorothee Wieser, Irene Pieper, Marie Lessing-Sattari, Bianca Strutz.
Christmann, U., & Scheele, B. (2001). Kognitive Konstruktivität am Beispiel Ironie und Metapher [Cognitive constructivity. The case of irony and metaphor]. In Groeben, N. (Ed.), Zur Programmatik einer sozialwissenschaftlichen Psychologie. Bd. 2: Objektwissenschaftliche Perspektiven. 1. Halbband: Sozialität, Geschlechtlichkeit, Erlebnisqualitäten, kognitive Konstruktivität (pp. 261-326). Münster: Aschendorff.
Eco, U. (1984). Semiotics and the philosophy of language. Bloomington: Indiana University Press.
Pieper, Irene / Wieser, Dorothee (2012): Understanding Metaphors in poetic Texts: Towards a Determination of interpretative Operations in Secondary School Students’ Engagement with Imagery. (Special issue guest edited by Irene Pieper & Tanja Janssen). L1-Educational Studies in Language and Literature, 12, S. 1-26.
Keywords: understanding metaphor, strategies, think aloud, sequential analysis, coding system


Erika Sturk & Eva Lindgren (Sweden)
DISCOURSES OF WRITING AMONG TEACHERS OF L1 SWEDISH IN SWEDISH COMPULSORY EDUCATION
Teaching/aquiring languages & cultures (secondary ed.)

Paper session ARLE 2017

Friday, 16:00-17:30

Room Sun Room Silva-240

Chair: van Rijt, Jimmy H.M.

In this paper we explore what views, or discourses, of writing are currently active in among Swedish as L1 teachers in Swedish compulsory education, ages 7–15. Gee defines a discourse as ”a socially accepted association among ways of using language, other symbolic expressions, and ‘artefacts’ of thinking, feeling, believing, valuing, and of acting which can be used to identify oneself as a member of a socially meaningful group” (Gee 1996, 131). Thus, we acknowledge that discourses of writing, similarly to any other discourse, become visible in the language we use to talk about writing (c.f. Fairclough, 1989), and through the actions we undertake, for example in the classroom. Our starting point is Ivanic (2004) six discourses of writing and writing education: writing as a skill, as creativity, as a process, as genre, as part of a social context or as sociopolitical act. Ivanic concludes that a holistic perspective on writing, encompassing a multi layered view of text as well as different views of what wiring is, can contribute to writing education and that “teachers of writing can benefit from being aware of the existence of all six views of writing and learning to write and the pedagogic practices associated with them, and from recognising which discourse(s) of writing they are inhabiting” (p. 242). Based on these six discourses we developed a questionnaire including 17 questions with a focus on teaching Swedish as L1. The questionnaire was distributed among teachers in compulsory education in one region and in total 60 teachers responded. A thematic content analysis was used to categorise every teachers replies into a main discourse or main discourses and secondary discourse/s. Results show that the most common discourse among the teachers was the process discourse, both as a single discourse and in combination with another discourse (e.g. creativity, skill or genre). The two discourses of writing as part of a social context or as a sociopolitical act were absent in the form of main discourse/s but occurred in some cases as a secondary discourse. The results will be discussed from a pedagogical perspective and from the perspective of citizenship and the goal of the curriculum to foster democratic citizens.

Fairclough, N. (1989). Language and Power. London: Longman
Gee, J.P. (1996). Sociolinguistics and literacies: Ideology in discourses (2nd ed.). London: Taylor & Francis.
Ivanic, R. (2004). Discourses of writing and learning to write. Language and Education, 18 (3): 220-245.


Liisa Tainio & Anna Slotte & Astrid Roe & Christina Olin-Scheller (Finland)
SEARCHING FOR NEW PEDAGOGIES: LITERACY PRACTICES AND INTERACTION AROUND DIGITAL TEXTS
Translating cultures and teaching arts

Symposium and Invited Panels ARLE 2017

Friday, 11:30-13:00

Room Red-Room Mare-340

Discussants: Routarinne (Finland)

Today, pupils and students in classroom are often equipped with laptops, iPads, smart phones, or other devices for reading, creating and producing different kinds of digital texts. Even if these digital resources for reading and writing texts are everyday life at schools, and teachers are encouraged to use them in their teaching, knowledge about digital events and practices, processes of reading and writing digital texts, and the consequences for digitalization of literacy practices for learning remains sporadic. We know, for example, that writing with a laptop is more motivating than writing with pen or pencil (Keengwe, Schnellert, & Mills 2012); searching for information in the internet for the purposes of writing is both too easy and too demanding for students (Skaar 2015); students’ reading comprehension is deeper when they read printed texts than when they read digital texts (Mangen, Walgermo & Brønnick 2013); different kinds of tactile activities when writing with pen or with keyboard have different consequences for remembering and understanding the contents (Mangen & Balsvik 2016); students may be tempted to do other than task-oriented activities during the lesson when they have access to internet and social media (Blikstad-Balas 2013). 

In this round table researchers of literacy introduce their results on digital literacy practices and reflect the consequences of the results for the purposes of understanding the possibilities and problems of digital literacy practices in classroom interaction and for developing the most effective and motivating literacy pedagogies. 

• Christina Olin-Scheller & Marie Nilsberth
  Recently, many schools and municipalities in Sweden have invested heavily in digital tools. Students of secondary schools have been provided with their own tablets or laptops − often with the expectation that this will affect the teaching and learning positively. In parallel with these efforts, the classroom − through the students' own smart phones − have become connected from the inside. The aim with this paper is to describe ways in which digitality has affected traditionally paper-based literacy practices in classrooms, and how these new literacy practices can be studied empirically. We describe the flow of different literacy events during selected lessons, from the perspective of New Literacy Studies (Barton, 2007). As a second step, we take a specific focus on one of the resources used, students’ uses of smartphones, and investigates from a media ecologic perspective (Erixon, 2012; Lum, 2006) how use of smart-phones co-occur and compete with other resources such as laptops, books, pen and paper during the lesson. The empirical material consists of 30 hours of recorded classroom interaction. Two cameras have been used, one that focuses on the focus students interactions with peers and teachers and one that documents the students’ uses of laptops. Also the students’ smartphones have been recorded through use of screen sharing. Overall, our study shows that the paper-based resources are placed in the classroom periphery. A preliminary conclusion is that digitalization in one perspective has altered traditional patterns of reading and writing in Swedish upper secondary school.
  
  References:
  Barton, D. (2007). Literacy: An introduction to the ecology of written language (2nd ed.). Malden, MA: Blackwell Publishing Gee, J.P. (2011)
  Erixon, P-O. (2012). Skola och skrivundervisning i ett medieekologiskt perspektiv. In A-C. Edlund (Eds.), Att läsa och skriva: Två vågor av vardagligt skriftbruk i Norden 1800-2000., (pp. 179-195). Umeå: Nordliga studier.
  Lum, C. M. K., (ed.) (2006). Perspectives on Culture, Technology and Communication. The Media Ecology Tradition. Cresskill, NJ: Hampton Press Inc.
• Astrid Roe
  The Norwegian national reading test has been paper based since it was introduced in 2004, but in 2016 students completed it on screen for the first time. The framework for the test has not been changed, only the mode. Assuming that mode might influence students’ reading comprehension, the current study is based on the field trial for the national reading test for 8th grade for 2016 at 9 schools providing a sample size of 973 students. Two different test booklets with 7 texts and 45 -47 items were completed on paper and on screen, and each student did one test on either paper or screen. The students were randomly selected from 7 schools to the different tests. The results showed that the change in mode seemed to have an impact on gender difference. Gender differences favoring girls increased on screen, girls performed better and boys performed poorer (Jensen & Roe, forthcoming). These results are in opposition to findings from PISA 2012, when the reading test was transferred from paper to screen, and gender differences did not seem to be influenced by mode (Kjærnsli and Olsen, 2013). It was argued that fixed ‘print’ texts on screen in an assessment situation are no longer a violation of authenticity (OECD 2013:15). We will discuss whether differences between the national reading test and the PISA reading test as they appear on screen may explain the increase in gender difference on screen on the national reading test.
  
  References
  Jensen, R. & Roe, A. (forthcoming). You read on screen, I read on paper – are we reading the same text?
  Kjærnsli, M. & Olsen, R. V. (2023). Fortsatt en vei å gå. Norske elevers kompetanse i matematikk, natrfag og lesing i PISA 2012. Oslo: Universitetsforlaget.
  OECD (2013). PISA 2015 Draft Reading Literacy Framework. URL: http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Reading%20Framework%20.pdf 23.05.15.
• Anna Slotte & Liisa Tainio & Riitta Juvonen
  Smartphones, and the software they entail, afford various, potentially useful writing resources: e.g. dictionaries and text editors as well as an access to Internet and to virtual interaction. Still, when writing takes place in classrooms, students’ digital practices with their smartphones may not always be congruent with literacy events conducted by the teacher (cf. Blikstad-Balas 2015). This paper examines how smartphones are used as part of the teacher initiated writing tasks that take place in two Finnish upper secondary schools during lessons on e.g. history and mother tongue (Swedish).
  
  Our study draws on socio-cultural approach to writing, and we see writing as part of the ongoing interaction in classroom (e.g. Barton & Papen 2010). The data consist of video-recorded face-to-face interaction during the lessons when students are performing writing tasks with their smartphones. The data comes from a larger corpus of video-recorded interaction collected for the project Textmöten (www.textmoten.com). As a method, we apply multimodal conversation analysis (Mondada & Svinhufvud 2016).
  
  In this paper, we will illustrate when and how smartphones and their resources are employed during the writing tasks. We pay attention to emergent practices and analyze the ways in which the use of smartphones relates to students’ individual and collaborative writing processes with peers in and out of the classroom setting. In our data, smartphones are frequently used in various problem-solving processes during writing but less actively in actual text production. Our results implicate that students need support for integrating digital practices in their writing processes.
  Keywords: digital literacy practices, smartphones, upper secondary school
  
  References
  Barton, D. & Papen, U. (2010). What is the anthropology of writing? In D. Barton & U. Papen (eds.) Anthropology of writing. Understanding textually mediated worlds (pp. 3-32). London: Continuum.
  Blikstad-Balas, M. (2015) Digital Literacy in Upper Secondary School – What Do Students Use Their Laptops for During Teacher Instruction? Nordic Journal of Digital Literacy, pp. 122–137.
  Mondada, L. & Svinhufvud, K. (2016). Writing-in-interaction: Studying writing as multimodal phenomenon in social interaction. Language and Dialogue 6:1, pp. 1–53.

Anouk ten Peze & Tanja Janssen & Gert Rijlaarsdam (Netherlands (the))
THE EFFECT OF CREATIVE WRITING ON STUDENTS’ WRITING PROCESSES AND TEXT QUALITY

ARLE Preconference short presentations with extended discussion	Wednesday, 13:20-15:20	Room Mare-133	Chair: Lepajoe, Kersti	Discussants: Puksand (Estonia); Ehala (Estonia)
Paper session ARLE 2017	Friday, 16:00-17:30	Room Sun Room Silva-240	Chair: van Rijt, Jimmy H.M.

Although creativity is one of the ‘21st century skills’, creative writing is no longer part of the secondary school curriculum in the Netherlands. Students are seldomly required to write fictional, imaginative or expressive texts, as opposed to expository texts. Instead, only functional writing and some academic genres (essay, argumentation) are being taught. However, instruction in creative writing might be an effective way to improve secondary school students' writing skills. A meta-analyse by Graham et al. (2012) shows four studies in which the quality of the texts improved if students received instruction in creativity. Most studies were undertaken in primary schools and focused on poetry writing.

Writing process research shows that students’ distribution of cognitive activities during the writing process influences the quality of their text (Rijlaarsdam et al., 2005). This research focuses on argumentative writing. However, for creative writing we know far less about the relation between the writing process and the quality of the resulting text.

In this study we examine whether adolescent students distribute sub processes of their writing process (e.g. planning, formulating, revising) differently when writing creative texts compared to expository texts. Twenty-one students (aged 15-18, 11th-12th grade) wrote 4 expository and 4 creative texts. Students' writing processes were recorded using a keystroke logging program and by making screen recordings. We expect a difference between the organization of the sub processes when students write creative tasks compared to expository tasks. We also assume that differences in the quality of the creative stories are a result of the different ways students organize the sub processes of the creative writing process. The data analysis is in progress and will be finished before the spring of 2017.
Keywords: Writing process, creative writing, secondary education

References
Rijlaarsdam, G. Braaksma, M., Couzijn, M., Janssen, T., Kieft, M., Broekkamp, H., & Van den Bergh, H. (2005). Psychology and the teaching of writing in 8000 and some words. In P. Tomlinson, J. Dockrell & P. Winne (Eds.), Pedagogy–Teaching for Learning. British Journal of Educational Psychology Monograph Series II, 3 (pp. 127-153). Leicester: The British Psychological Society. doi; 10.1348/000709905X62156

Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879-896. doi: 10.1037/a0029185


Stina Thunberg (Sweden)
DIDACTIC DESIGN, READING IN THE EYES OF THE AVATAR
Translating cultures and teaching arts

ARLE PhD Preconference plenary	Wednesday, 16:00-17:30	Room Mare-227	Chair: Mattheus, Ave	Discussants: Mattheus (Estonia); Janssen (Netherlands (the))
Paper session ARLE 2017	Thursday, 12:25-13:55	Room Night-Room Mare-213	Chair: Das, Hans

Didactic design, reading through the eyes of the avatar
The purpose of this paper is discuss and analyze a recent pilot study which aimed to develop and test a series of carefully chosen approaches to reading in the classroom in order to improve pupils´ reading skills. The aim was stimulate readings that were both engaging and critical as well as to develop advanced reading and interpretation skills and the ability to express these skills (Vischer Bruns 2011). Using Design-based-research (Barab & Squire, 2004), the study used elements from fan-fiction and gamification in order to engage the students in the fictional universe of a novel (Gee & Hayes 2011). Twenty-five pupils in a Swedish secondary school read a classic novel in the form of a printed book and followed the designed digital learning environment created for the novel in combination with curriculum standards with the aim of developing the students’ reading over a two month period. Whilst reading, they created an avatar based on one of the characters in the novel, and this fictional persona was the supposed author of a blog (Coleman 2011). The analysis of the plans, observations of the lessons, the pupils’ blogs and interviews with the pupils yielded two major findings. Firstly, the combination of reading and writing through an avatar challenges the pupils to read more deeply and to express themselves creatively. The difficulties the pupils experienced in reading the classic novel was partially overcome through the use of an avatar. In order to understand the novel, the pupils had to struggle and read some parts several times. Their engagement with their own story maintained their motivation whilst they read a challenging novel.

References
Barab, S., & Squire, K. (2004). Design-Based Research: Putting a Stake in the Ground. The Journal of Learning Sciences, 1-14.
Coleman, B. (2011). Hello Avatar : Rise of the Networked Generation. Cambridge, Mass : The MIT Press.
Gee, J. P., & Hayes, E. R. (2011). Language and Learning in the Digital Age. New York: Routledge.
Vischer Bruns, C. (2011). Why Literature? The Value of Literary Reading and What it Means for Teaching. i C. Vischer Bruns, Why Literature? The Value of Literary Reading and What it Means for Teaching (ss. 1-36). New York: Continuum.


Stanislav Štěpáník (Czech Republic (The))
FUTURE TEACHERS´ WRITING SKILLS MATTER
Integrating texts in aquiring communication proficiency

Paper session ARLE 2017

Friday, 16:00-17:30

Room Green Room Mare-214

Chair: Ehala, Martin

The aim of the paper is to evaluate the level of language and communication skills of future Czech language teachers, manifested in their writing. There are two basic principles underlying the study: (i) The teacher is the fundamental determinant of the education process; the teacher’s knowledge and skills in the field are one of the crucial parts of the teacher’s professional competency (e.g. Goodwyn, 2011, or Vašutová, 2007); (ii) Writing is one of the most complex activities that students perform in school as it involves various cognitive processes and a range of language knowledge and skills (e.g. Myhill et al., 2012a, b, or Šebesta, 2005).
The first part of the paper introduces the underlying principles and the methodological backgroud of the study. With standardised criteria we analysed and evaluated essays written by students at the Czech Language Department at the Faculty of Education of Charles University in Prague in their final year of the Master’s teacher training programme. The second part of the paper describes the results of the research structured according to the evaluation criteria: (i) the formal fulfilment of the task, (ii) spelling, morphology and lexis, (iii) syntax and composition (cohesion and coherence of the text), (iv) the level of originality, creativity, inventiveness. The third part analyses the teacher training programmes at the schools of education in the Czech Republic through the perspective of communication skills development. The last part binds the results together and drafts recommendations for improvement as the results suggest (i) unsatisfactory language and communication skills of future Czech language teachers, and (ii) high degree of theorization and low amount of practice in the Czech language teacher training programmes in the Czech Republic.

References
Goodwyn, A. (2011). The expert teacher of English. Oxon: Routledge.
Myhill, D. et al. (2012a). Grammar for writing? The impact of contextualised grammar teaching on pupils’ writing and pupils’ metalinguistic understanding. End of Grant Report. Available online: <http://www.researchcatalogue.esrc.ac.uk/grants/RES-062-23-0775/outputs/read/c5bff83b-28d3-4945-8b8c-eb4b4c8406ae>, cit. 6. 2. 2017.
Myhill, D. et al. (2012b). Re-thinking grammar: the impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education, 27(2), p. 139–166.
Šebesta, K. (2005). Od jazyka ke komunikaci. Praha: Karolinum.
Vašutová, J. (2007). Být učitelem: co by měl učitel vědět o své profesi. Praha: PedF UK.


Zoi A. Traga Philippakos & Charles A. MacArthur (United States)
DESIGN RESEARCH IN GRADES K-2: RESPONSES TO READING AND OPINION WRITING THROUGH STRATEGY INSTRUCTION
Integrating texts in aquiring communication proficiency

Paper session ARLE 2017

Saturday, 11:15-12:35

Room Orange Silva-116

Chair: Lepajoe, Kersti

Design Research in Grades K-2: Responses to Reading and Opinion Writing through Strategy Instruction

Philippakos, Zoi A., UNC Charlotte,
MacArthur, Charles, A. University of Delaware

The purpose of this study was (1) To develop an instructional approach to persuasive writing for primary grades and a PD model, (2) examine their feasibility, and (3) evaluate their effectiveness. Persuasive writing is a challenging type of writing for young students. These challenges may be due to developmental reasons (Coirier & Goldier, 1993) as the involvement of participants in a discourse of disagreement may not be perceived as valuable by younger students who think it may cost them in their interpersonal relationships (Kuhn, Wang, & Li, 2011). In addition, challenges may be due to the lack of an immediate audience that will challenge students to develop reasons.
An intervention was designed that was based on the principles of strategy instruction (Graham, 2006), connected reading and writing through the use of read alouds and employed collaborative reasoning (Anderson et al., 2001), emphasized evaluation for revision, and connected planning and evaluation through the use of text-structure elements (Englert et al., 1991). Teachers modeled how to retell a story using the genre elements and how to respond to questions that asked students’ opinion about the read aloud. Gradually, though collaborative practice students were able to perform independently. Then teachers transitioned to writing opinion essays.
This work methodologically draws on formative research methods with quantitative examination of writing performance and qualitative measures of student and teacher understanding (Reinking & Bradley, 2008). Two cycles of implementation were completed and revisions were made on both the instructional resources and the PD model from cycle 1 to cycle 2. Cycle 1 included 10 K-1 teachers and 168 students. Results showed statistically significant results from pretest to posttest on quality, on Opinion, and on the Restatement of Opinion. Revisions were made to Cycle 2 that included 12 K-2 teachers and 229 students. Data were collected three times across the intervention. Results found statistically significant effects on quality, and on all elements of persuasion. Implications on the use of formative experiments, on the format of the lessons, and on teachers’ PD will be discussed.

Anderson, R., Nguyen-Jahiel, K., McNurlen, B., Archodidou, A., Kim, S., Reznitskaya, A. (2001). The snowball phenomenon: Spread of ways of talking and ways of thinking across groups of children. Cognition and Instruction, 19(1): 1–46.
Coirier, P., & Golder, C. (1993). Writing argumentative text: A developmental study of the acquisition of supporting structures. European Journal of Psychology of Education, 8, 2, 169.
Englert, C. S., Raphael, T. E., Anderson, L. M., Anthony, H. M., & Stevens, D. D. (1991). Making strategies and self-talk visible: Writing instruction in regular and special education classrooms. American Educational Research Journal, 28, 337-372.
Graham, S. (2006). Strategy instruction and the teaching of writing: A meta-analysis. In MacArthur, C. A., Graham, S., & Fitzgerald, J. (Eds), Handbook of Writing Research (pp. 187-207). New York: Guilford Press.
Kuhn, D., Wang, Y., & Li, H. 2011. Why argue? Developing understanding of the purposes and value of argumentive discourse. Discourse Processes, 48, 26-4
Reinking, D., & Bradley, B. (2008). On formative and design experiments. New York: Teachers College Press.



Shek Kam Tse (Hong Kong)
THE INFLUENCE OF PROGRESS IN INTERNATIONAL READING LITERACY STUDY ON CHINESE READING EDUCATION REFORM IN HONG KONG
Teaching/aquiring languages & cultures (pre-/primary ed.)

Paper session ARLE 2017

Friday, 16:00-17:30

Room White-room Mare-225

Chair: Awramiuk, Elżbieta

Abstract
This paper examines factors prompting the dramatic rise in the literacy standards of Hong Kong primary school students in the Progress in International Reading Literacy Study (PIRLS) from 2001 to 2011 (Mullis, Martian, Kennedy, Trong & Sainsbury, 2009). The writers explore the impact of participation in the PIRLS research on education policies and practices in primary school classrooms, and how improved performance triggered improved teaching in schools (Tse & Xiao, 2014). Initial concern about standards in 2001 was raised in the media, putting pressure on the Government to take steps to bring about improvements. Media coverage and Government responses stimulated public awareness of the importance of reading literacy and led to cooperation between families, schools and the community to improve children’s learning. Dramatically improved performance over the years changed the reading climate in Hong Kong, teaching approaches and the reading curriculum, and the mindsets, beliefs and attitudes of parents and teachers. The paper discusses variables and processes that helped bring about the improved performance.

Keywords: PIRLS, Assessment, Impact, Chinese reading literacy

Mullis, I. V., Martin, M. O., Kennedy, A. M., Trong, K. L., & Sainsbury, M. (2009). PIRLS 2011 Assessment framework. International Association for the Evaluation of Educational Achievement. Chestnut Hill, MA: TIMSS & PIRLS International Study Center.

Tse, S. K., & Xiao, X. Y. (2014). Differential influences of affective factors and contextual factors on high-proficiency readers and low-proficiency readers: a multilevel analysis of PIRLS data from Hong Kong. Large-scale Assessments in Education, 2(1), 6.


Anne Uusen & Taisi Pihel (Estonia)
DIFFERENCES OF ORAL SPEECH BETWEEN THIRD GRADE BOYS AND GIRLS ON THE BASIS OF ROLE PLAY
Teaching/aquiring languages & cultures (secondary ed.)

Short presentations and extensive discussion ARLE 2017

Thursday, 16:45-17:45

Room Red-Room Mare-340

Chair: Põlda, Halliki

Nowadays, there is a lot of discussion around apparent backlog in the speech of boys compared to girls from an early age (Garton & Pratt, 2002, 64). The topic of this presentation was inspired by theoretical positions and research results confirming that the oral linguistic performance and vocabulary of boys is poor (Schults, Tulviste, Kaljumäe, 2013; 146; Gurian & Ballew, 2004, 34.) Hence, the objective of the research which will be described in this presentation was to ascertain, whether and to what extent does the oral linguistic performance of boys differ from that of girls.
The sample of this study includes third grade students with 21 boys and 21 girls. The research method implemented for data collection comprised of observation and video recordings. Pupils were given a task to draw a topic (nature, hobbies, illnesses), and to prepare a role play that was recorded on video. The videos were transcribed, in order to facilitate analysis. Data analysis was implemented by qualitative content analysis that studies language in detail, as well as by quantitative analysis, which concentrates on the frequency of data and results. Research results were presented by subjects.
The study revealed that linguistic performance of boys and girls is different. Girls used more words in each subject field than boys, which, supported by theoretical evidence, derives from differences in brain construction and the way parents communicate with their children. In every subject, girls formed more sentences and the percentage of complete sentences compared to incomplete sentences was higher. The reason why language use of boys is grammatically less correct, is due to the fact that boys are talked to less frequently, in shorter speech turns, and in simpler language. It was found that in oral speech both boys and girls used pronouns, verbs and adverbs the most, these being the characteristic and most frequently used parts of speech that are employed in oral speech. The vocabulary of boys is poorer and that of girls, because boys are offered fewer linguistically different communication situations that would diversify and increase their vocabulary.
Gurian, M., Ballew, A. C. (2004). Poisid ja tüdrukud õpivad erinevalt: käsiraamat õpetajale [Boys and Girls Learn Differently: the Handbook for Teachers]. Tartu: El Paradiso.
Garton, A., Pratt, C. (Eds.). (2002). Learning to be literate: the development of spoken and written language. (2nd. ed.). Oxford: Blackwell.
Schults, A., Tulviste, T., Kaljumäe, K. (2013). Eesti laste esimesed sõnad: MacArthuriBatesi suhtlemise arengu testi tulemused [The first words of Estonian children: the results of the MacArthurBates`s test of the development of communication]. [2014, veebruar, 13]. http://www.eestiarst.ee/static/files/032/ea1301lk21-27.pdf


Brenda van den Broek & Elke Van Steendam & Gert Rijlaarsdam & Nina Vandermeulen (Belgium)
THE RELATION BETWEEN SOURCE USE DURING THE WRITING PROCESS AND TEXT QUALITY IN SYNTHESIS WRITING OF (PRE-)UNIVERSITY STUDENTS
Language & digital skills in subject teaching

Paper session ARLE 2017

Thursday, 12:25-13:55

Room Orange Silva-116

Chair: Auli,

The ability to synthesize information from different sources into a new text, a synthesis text, is an important skill in upper secondary and higher education. However, many students find writing synthesis texts challenging. This is not surprising giving the hybrid, cognitively demanding nature of this task, which requires students to switch between the role of reader/ comprehender (when reading the source texts) and the role of writer/ communicator (when writing their own text) (Mateos & Solé, 2009).
In order to gain more insight into the composing processes and writing skills of students writing synthesis texts, we conducted a national baseline study among 800 Dutch students ranging from grade 10 to the second year of the academic bachelor. Each student wrote four synthesis texts varying in complexity and content. Writing processes were registered using keystroke logging software Inputlog (Leijten & Van Waes, 2013), providing information on source use (timing and frequency) during writing. Text quality was rated by means of rating scales with benchmark texts (Blok, 1986), which were constructed on the basis of comparative judgement (Van Daal, Lesterhuis, Coertjens, Donche & De Maeyer, 2016). Information on students’ writing styles was collected using validated questionnaires.
We present results on the relation between the use of source texts during the writing process and text quality for students from different grades and with different writing styles. Results will provide us with valuable information for the realisation of a feedback and instruction programme on synthesis writing to be used in secondary education.

References
Blok, H. (1986). Essay rating by the comparison method. Tijdschrift voor onderwijsresearch, 11, 169-176.
Leijten, M., & Van Waes, L. (2013). Keystroke Logging in Writing Research. Using Inputlog to
Analyze and Visualize Writing Processes. Written Communication, 30(3), 358-392.
Mateos, M., & Solé, I. (2009). Synthesising information from various texts: A study of
procedures and products at different educational levels. European Journal of Psychology of Education, 4, 435-451.
Van Daal, T., Lesterhuis, M., Coertjens, L., Donche, V., & De Maeyer, S. (2016). Validity of comparative judgement to assess academic writing: examining implications of its holistic character and building on a shared consensus. Assessment in Education: Principles, Policy & Practice, 1-16.


Brenda van den Broek & Elke Van Steendam & Gert Rijlaarsdam & Nina Vandermeulen (Belgium)
THE DESIGN AND THE EFFECTS OF A COURSE IN WRITING ON RESEARCH AND SYNTHESIS TEXTS: THE POWER OF OBSERVATION AND ANALYSIS
Language & digital skills in subject teaching

Paper session ARLE 2017

Saturday, 11:15-12:35

Room Orange Silva-116

Chair: Lepajoe, Kersti

In this presentation we will present the design principles for the 6 credit blended learning course on Academic Writing for pre-master students in Multilingual Professional Communication.
The course design is research based, that is to say that the principles are based on research (Rijlaarsdam et al., 2005, 2008, 2010, 2015): process, strategy and genre oriented, with multiple opportunities for feed forward feedback, based on process data (screen films, and/or keylogging), product data (three times during the course of 12 weeks, relative feedback with essay scale information) and self-reports (questionnaires on writing process style, self-efficacy, writing apprehension)
At the other hand, the course it self provides data for students as well as for researchers: the data used for process and product feedback are also used for our writing process studies. Students participate in all kinds of writing process tasks, that provided them with data about their process, which they use to write short 'research like' texts. In addition, at three moment (start, mid, end) they write a synthesis text, a research text based on written sources, to provide information about the text quality and the writing process at that moment in the development. They also fill in questionnaires about their self-efficacy, their writing processes, beliefs and attitudes.
After we have presented the key-learning activities in the course, we will present some of the analyses to demonstrate what kind of research questions can be answered based on course data: (1) is there a specific writing process style related to better quality of texts? (2) is there a specific writing process style related to learning gain during the course? (3) is self-efficacy related to the way students plan their synthesis texts?

References
Rijlaarsdam, G., Braaksma, M., Couzijn, M., Janssen, T., Raedts, M., Van Steendam, E., Toorenaar, A., & Van den Bergh, H. (2008). Observation of peers in learning to write. Practise and research. Journal of Writing Research, 1(1), pp. 53-83.
Rijlaarsdam, G. Braaksma, M., Couzijn, M., Janssen, T., Kieft, M., Broekkamp, H. & van den Bergh, H. ( 2005). Psychology and The teaching of writing in 8000 and some words. In Pedagogy – Learning for Teaching. BJEP Monograph series II(3), 127-153.
Rijlaarsdam, G., Van den Bergh, H., Couzijn, M., Janssen, T., Braaksma, M., Tillema, M., Van Steendam, E., Raedts, M. (2010). Writing. In Graham, S., Bus, A., Major, S., & Swanson, L. (Eds.). Application of Educational Psychology to Learning and Teaching. APA Handbook Volume 3, 189-228.
Rijlaarsdam, G., Van den Bergh, H., & Van Steendam, E. (2015). Writing process theory: A functional dynamic approach. In C.A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research. Second edition. [57-71]. New York/London: The Guilford Press.


Liselore van Ockenburg & Daphne van Weijen & Gert Rijlaarsdam (Netherlands (the))
DESIGNING AN EVIDENCE-BASED ONLINE MODULE FOR SYNTHESIS WRITING IN SECONDARY EDUCATION
Teaching/aquiring languages & cultures (secondary ed.)

Round table ARLE 2017

Friday, 09:00-09:55

Room Wine Room Silva-333

Chair: Rijlaarsdam, Gert

Discussants: van Ockenburg (Netherlands (the))

Thanks to modern media, information sources are becoming more numerous and more accessible. As a result, it is essential, but cognitively demanding, for students to learn how to find, analyze and process such sources. These skills come together in writing a synthesis text, a task that can help students acquire and practice these skills and bridge the gap between secondary and higher education (Bonset, 2010). Therefore the aim of this study is to create an online learning module for students in upper secondary education.

Requirements for the online module are that:

• it is based on evidence based design principles. Therefore a systematic review of writing intervention studies in source-based writing is carried out, to determine what the most effective interventions in this subject area are
• it is equally effective for writers with different preferred writing strategies (planning/revising) (Kieft, Rijlaarsdam, Galbraith & Van den Bergh, 2007)
• it meets the requirements for the effective teaching of complex skills (Braaksma, Van den Bergh, Rijlaarsdam & Couzijn, 2001)
• it meets the requirements of effective online educational strategies (Opdenacker, Stassen, Vaes, Waes & Jacobs, 2010)

The module will consist of learning materials for students, and an assessment instrument, including a training component for teachers.

The discussion in this round table research meeting, will focus on which educational design principles can be formulated based on the conclusions of the systematic review, taking into account the four points mentioned above. The results from the systematic review study will be the starting point for the discussion.

References

Bonset, H. (2010). Nederlands in het voortgezet en hoger onderwijs: Hoe sluit dat aan? Deel 1. Levende talen magazine, 97(3), 16-20.

Braaksma, M., Van den Bergh, H., Rijlaarsdam, G., & Couzijn, M. (2001). Effective learning activities in observation tasks when learning to write and read argumentative texts. European Journal of Psychology of Education, 16(1), 33-48. Retrieved from http://www.jstor.org/stable/23420413

Kieft, M., Rijlaarsdam, G., Galbraith, D., & Bergh, H. (2007). The effects of adapting a writing course to students' writing strategies. British Journal of Educational Psychology, 77(3), 565-578.

Opdenacker, L., Stassen, I., Vaes, S., Waes, L. V., & Jacobs, G. (2010). Quadem: Manual for the quality assessment of digital educational material Antwerpen: Universiteit Antwerpen.


Daphne van Weijen & Gert Rijlaarsdam (Netherlands (the))
SOURCE USE IN ARGUMENTATIVE WRITING IN L1 AND L2
Translating cultures and teaching arts

Paper session ARLE 2017

Saturday, 11:15-12:35

Room Night-Room Mare-213

Chair: Das, Hans

Source use is an important element of synthesis writing, and thus an essential skill for academic writing. Teaching students appropriate source use skills might help them learn how to avoid plagiarism and reduce cognitive overload while writing (Van Weijen, 2009). Effective source use might be a language-independent skill, at least to some extent (Cumming, 1989). If so, then teaching students this skill in one language (L1 or L2) might well help them improve their synthesis writing skills in both languages. The aim of this study was to determine whether source use in an argumentative task is a language- or learner-specific skill. Earlier research on synthesis writing often focused on L2 writing only (e.g. Plakans & Gebril, 2013) , or on comparing L1 to L2 writers (e.g. Shi, 2004). However to determine whether source use is a learner-specific skill requires a within-writer comparison of L1 and L2 writing.

Method
Twenty students wrote 8 short argumentative essays each, 4 in their L1 (Dutch) and 4 in their L2 (English) using 6 short sources. Students’ texts were analysed, using a plagiarism detection tool, to determine the extent to which they integrated information from the sources in their essays, and whether how they did so varied between tasks and languages.

Results
The results suggest that source use skill might be a learner-specific skill, while the extent to which students’ vary their source use across tasks within L1 or L2 seems to some extent language dependent. Finally, L2 proficiency seems to act as moderator variable as well.

References
Cumming, A. (1989). Writing expertise and second language proficiency. Language Learning, 39(1), 81 - 141.
Plakans, L. & Gebril, A. (2013) Using multiple texts in an integrated writing assessment: Source text use as a predictor of score, Journal of Second Language Writing 22 (2013) 217–230.
Shi, L. (2004) Textual Borrowing in Second-Language Writing. Written Communication 2004; 21; 171.
Van Weijen, D., Van den Bergh, H., Rijlaarsdam, G.C.W., & Sanders, T.J.M. (2009). L1 use during L2 writing: An empirical study of a complex phenomenon. Journal of Second Language Writing, 18 (4), p. 235 – 250.


Boris Vazquez-Calvo & Daniel Cassany i Comas (Denmark)
LEARNING LANGUAGE THROUGH LANGUAGE TECHNOLOGIES: TEACHERS’ DISCOURSE VERSUS STUDENTS’ PRACTICES
Teaching/aquiring languages & cultures (secondary ed.)

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Red-Room Mare-340

Chair: Aruvee, Merilin

Language learning practices are challenged because new ways of reading and writing come to play through and with technologies (Gillen, 2014). One particular feature epitomizing this challenge is language technologies –such as dictionaries, checkers and translation software, seen as “scaffolding tools” in reading and writing (Warschauer, 2010). Our objective is to ascertain whether such technologies are actually used to enhance literacy skills and how. This is a qualitative, multi-sited case study in the context of 1x1 (one-laptop-per-child) secondary schools in Catalonia. We build a corpus based on 11 interviews with language teachers, 37 interviews with students, 17 classroom observation sessions and 17 screencast videos of students’ writing online. Applying content analysis to verbal and observed data, and a functionalist approach to text production (Beaugrande and Dressler 1997) and translation (Nord, 2009), we are able to determine teachers’ discourse and students’ practices. Teachers prefer official and monolingual lexicographical and spelling resources, with a focus on linguistic form and univocality. They limit their teaching to introducing the resources to the students while offering recommendations on which resources are never to be used (Google Translate). Students offer a wider selection of resources –covering sociocultural, pragmatic, syntactical, lexical and morphological information. Students’ resources are frequently collaborative, multifunctional and multilingual, such as WordReference and Google Translate. However, students display varying degrees of competence, which calls for further training on how to benefit from language technologies. A starting point can be a yardstick of analysis covering both the technical aspect of the technology at play (potential and limitations) and language awareness regarding the search, the input and the output within the resource as well as the pragmatic adequacy of what the student intends to communicate.

Keywords: language technologies, digital literacy, teacher discourse, student practice

References

Beaugrande, R. y W. Dressler. (1997). Introducción a la lingüística del texto. Barcelona: Ariel
Gillen, J. (2014). Digital Literacies. New York: Routledge.
Nord, C. (2009). El funcionalismo en la enseñanza de traducción. Mutatis Mutandis: Revista Latinoamericana de Traducción, 2, 209–243. Retrieved from http://aprendeenlinea.udea.edu.co/revistas/index.php/mutatismutandis/article/view/2397/2080
Warschauer, M. (2010). Learning to Write in the Laptop Classroom. Writing & Pedagogy, 1(1), 101–112. http://doi.org/10.1558/wap.v1i1.101


Janina Miriam Vernal Schmidt (Germany)
“FOLLOW-UP GROUP CONVERSATIONS ABOUT A FILM IN INTERCULTURAL SPANISH AS A FOREIGN LANGUAGE LESSONS OF A GERMAN HIGH SCHOOL”
Translating cultures and teaching arts

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Red-Room Mare-340

Chair: Aruvee, Merilin

This proposal presents findings of a qualitative study, which was undertaken in a 12th grade of a German high school. The study setting involves film as a cultural resource and makes use of the task-based approach for intercultural learning. The analysis tool used is the documentary method, which allows to reconstruct the patterns of orientation in everyday (school) practice from data material such as group discussions/conversations.
The study seeks to work out different social practices in pupils’ follow-up group conversations about film sequences in a Spanish as a foreign language lesson. The conversations are meant to be initiated by intercultural tasks (e. g. change of perspectives). The aspects reconstructed so far include for instance institutional/school practices, language use practices in different interactional contexts, pupils’ translation practices, film interpretation practices as well as pupils’ cultural orientations and concepts.
Based on empirical outcome, this study may give useful insights into the interpretation practices of pupils which de facto take place when they are confronted with film and tasks typically used for intercultural learning in foreign language teaching.

Literature
BYRAM, Michael (1997): Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.
KEPSER, Matthis (2015): „Transkulturelle Bildung mit Film im Deutschunterricht. Eine kulturwissenschaftliche Ergründung des Handlungsfelds“. In: DAWIDOWSKI, Christian / HOFFMANN, Anna Rebecca / WALTER, Benjamin (Hrsg.): Inter-/ Transkulturalität in Drama und Film. Frankfurt a.M. [u.a.]: Peter Lang, 77–106.
PRZYBORSKI, Aglaja /& WOHLRAB-SAHR, Monika (2014): Qualitative Sozialforschung. Ein Arbeitsbuch. München: Oldenbourg.
VERNAL SCHMIDT, Janina (2015): „Kulturwissenschaftliche Zugänge zu Filmanalysen. Ein Beitrag zum Spanischunterricht in der Sekundarstufe II“. In: KÜSTER, Lutz / LÜTGE, Christiane / WIELAND, Katharina (Hrsg.): Literarisch-ästhetisches Lernen im Fremdsprachenunterricht. Frankfurt a.M.: Lang, 143–162.


Filomena B. Viegas & Luís Ramos & Maria Vitória Sousa & Sofia Reis (Portugal)
TEXT, GRAMMAR AND PORTUGUESE TEACHING: A TEACHER TRAINING PROJECT (CANCELLED)
Verbal and digital arts

Paper session ARLE 2017

Saturday, 11:15-12:35

Room White-room Mare-225

Chair: Aruvee, Merilin

Keywords: teacher training; language teaching; textual linguistics.

This is a project from Associação de Professores de Português (APP), based on the theoretical framework of language teaching, semantics and textual linguistics applied to literary texts. Beginning in 2014, it was developed as a training course for Portuguese teachers with an action research methodology using communication and information technologies. The project integrated teachers with classes belonging to basic education (three cycles), from which resulted the publication of an e-book, (http://appform.pt/initium/tgep), including a training support manual.

Through teachers training, the project aims to respond to students' difficulties in issues of textual cohesion and coherence, explicitly assessed by the criteria for classifying written expression of Portuguese exams.

There will be a presentation of students results based on experimental and control groups, in a set of five semi-structured exercises (Rosenshine, B. & Stevens, R. 1986) about reading tasks included in two diagnostic tests comprising of specific aspects of textual cohesion and coherence, namely anaphoric processes, use of sentence connectors and principles of non-contradiction, non-tautology and relevance, (Fonseca, J. 1992; Lopes, AC & Carapinha, C. 2013).

It seeks to relate the results obtained in diagnostic tests with the new phase of the project, to be started in January 2017, which will mainly include classroom supervision, with the application of quantitative and qualitative instruments, designed around the actors, process, products and results (Roldão, M.C. 2003; Korthagen, F.A.J. 2010).


Johannes Vollmer (Germany)
ACADEMIC LANGUAGE PROFICIENCY: BASIS FOR ALL LANGUAGE AND LITERARY EDUCATION
Translating cultures and teaching arts

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Green Room Mare-214

Chair: Ehala, Martin

The paper will first demonstrate and explain why academic language proficiency is of such importance for subject learning and success in school. It will look at the different approaches and dimensions of describing academic language underlying all comprehension and production across the curriculum, not just in the teaching and learning of L1 (e.g. Beacco et al. 2105; Thürmann/Vollmer, 2017). In particular, it will focus on the use and the teachability of Cognitive Discourse Functions (CDF) as a central part of thinking and meaning-making and of building up overall genre competence in the L1 and L2 classroom – empowering students as active participants and future democratic citizens.

The research presented will deal with the issue of how relevant the handling of discourse functions for success in school is. In trying to answer this question, basic types of CDFs will be illustrated that have been identified, naming the specific functions they serve (such as Explaining, Evaluating or Hypothesizing; cf. Vollmer 2011, Dalton-Puffer 2016). Based on data from L1 or L2 classes in Germany/Austria, we will argue that CDFs are the major tools for structuring and acquiring new knowledge on the part of the learner (be that knowledge literary or non-literary, be it subject matter based or (meta)linguistic in nature). They also serve to organize exchange about specific aspects of knowledge in meaningful terms.

Finally, we will show that CDFs can best be comprehended and acquired by students when the specific content of a lesson is made very clear and can be followed by everyone. It can be empirically supported that the spontaneous use of some types of CDFs is inherent in all L1 classes, whereas others (more complex types of CDFs) will have to be explicitly addressed and taught within courses of L1, especially in writing.

Beacco, J.-C., Fleming, M., Goullier, F., Thürmann, E. & Vollmer, H. J. (2015). The Language Dimension in all Subjects. A Handbook for Curriculum Development and Teacher Training. Strasbourg: Council of Europe. See http://www.coe.int/t/dg4/linguistic/Source/The%20Language%20Dimension%20in%20all%20Subjects.pdf (15.2.2017).
Dalton-Puffer, Christiane (2016). Cognitive Discourse Functions: Specifying an Integrative Interdisciplinary Construct. In Tarja Nikula et al. (eds.), Conceptualising Integration in CLIL and Multilingual Education (pp. 29-54). Bristol: Multilingual Matters.
Thürmann, Eike & Vollmer, Johannes (2017). Sprachliche Dimensionen fachlichen Lernens. In: Becker-Mrotzek, Michael & Roth, Hans-Joachim (Hrsg.) (2016), Sprachliche Bildung – Grundlagen und Handlungsfelder (pp. 299-320). Köln: Mercator-Institut für Sprachförderung und Deutsch als Zweitsprache/Münster: Waxmann.
Vollmer, Helmut Johannes (2011). Schulsprachliche Kompetenzen: Zentrale Diskursfunktionen. http://www.home.uni-osnabrueck.de/hvollmer/VollmerDF-Kurzdefinitionen.pdf [15.12.2016].


Maria Westman & Eva Hultin (Sweden)
L1-TEACHERS´ DIDACTIC DELIBERATIONS IN DIGITALISED CLASSROOMS

Paper session ARLE 2017

Friday, 16:00-17:30

Room Sky-room Mare-648

Chair: Mattheus, Ave

The ongoing digitalisation of society is now pervasive. There is no longer a matter of if but how and to what extent also schools will be digitalised. The aim of this study is to investigate how Swedish L1-teachers communicate their didactical deliberations on writing education and writing development in relation to digitalisation and digital tools. Thus, we want to contribute within the research field focusing on the impact digitalisation may have on subject content knowledge as well as new teaching methods. (Hillman, 2001; Hultin & Westman, 2013, 2014; ed. Lantz-Andersson & Säljö, 2014; Kempe & Selander, 2008).

The study has a qualitative approach. Ten Swedish teachers teaching Swedish as L1 from primary school up to lower secondary school participated in four “didactical platforms” organised by researchers. The aim of the didactical platforms was to create meeting areas for the teachers to focus and discuss didactical questions. The teachers were requested to individually present the didactical deliberations, considerations and choices made when working with writing development specifically, using digital tools in their teaching. After that, a didactical discussion took place in the group. Four two hour-long didactical platforms where videotaped and transcribed. The material was then analysed with focus on communicative discourses.

The preliminary results disclose two dominating themes in the teachers´ communication on didactical deliberations, considerations and choices concerning writing education in relation to digital tools, here construed as communicative discourses: 1) assessment (particularly formative assessment) and 2) organisational factors (temporal and spatial). Another salient theme, when talking about writing education and writing development, was teaching content, (the what-question). However, this theme was not related neither to didactical choices, nor digital tools, and seemed to be subordinate to the discourses of assessment and organisation.

However, the communicative discourses are not formulated either within a societal, political or within a historical subject matter vacuum. The teachers’ didactical choices can be understood in relation to national educational discourses, in terms of policy documents and curricula; didactical trends in terms of popular methods (e.g. genre school) as well as educational and subject related traditions (e.g. progressivism, skill discourse).

Keywords: didactics, digital tools; didactic choices; writing education; teacher discourses; L1 education

References
Hillman, Thomas (2001). Re:design for Learning: A study of the co-construction of a technological tool for mathematical learning. Doktorsavhandling. Ottawa, Canada: University of Ottawa.
Hultin, Eva & Westman, Maria (2013) Literacy Teaching, Genres, and Power, Educational Enquiry, 2013, Vol. 04, No. 02, 279-300.
Hultin, Eva & Westman, Maria (ed.) (2014). Att skriva sig till läsning: erfarenheter och analyser av det digitaliserade klassrummet. Malmö: Gleerups.
Lantz-Andersson, Annika & Säljö, Roger (ed.) (2014). Lärare i den uppkopplade skolan. 1. uppl. Malmö: Gleerup.
Kempe, Anna-Lena & Selander, Staffan (ed.) (2008). Design för lärande. Stockholm: Norstedts akademiska förlag.


Iris Winkler (Germany)
COGNITIVE ACTIVATION IN LITERATURE CLASSES. CONCEPTUALIZATION AND OPERATIONALISATION
Aesthetically oriented texts as means of pedagogy

Paper session ARLE 2017

Friday, 14:00-15:30

Room Orange Silva-116

Chair: Janssen, Tanja

Cognitive activation is one of three basic dimensions of teaching quality (Klieme et al. 2009). From a view that stresses subject teaching, cognitive activation is the most interesting of these dimensions because of two reasons. First it allows the description of domain specific characteristics of teaching. Furthermore it very probably supports the pupils’ learning outcome (Kunter et al. 2013). However, most existing studies about cognitive activation focus on mathematics and sciences classes. For L1 classes there are only few suggestions how to investigate cognitive activation, especially in the field of reading instruction. To apply the concept of cognitive activation to L1 literature classes it has to be specified for this domain that includes reading but still more than reading.

Against this background the paper proposes how to conceptualize and operationalise the general construct of cognitive activation for L1 literature classes (Winkler 2015). This approach is based on theoretical positions in the fields of literary studies and teaching literature. Additionally, it adapts findings of empirical classroom research concerning other subjects. The theoretical conceptualization is empirically underlaid with data of a pilot study for the research project KoALa (“Cognitive Activation by Tasks in Literature Lessons”). For the pilot study, six literature lessons about the same short story with different teachers and classes (grade 8, German “Gymnasium”) were videotaped. In the analysis of the pilot data tasks are regarded as indicators for the potential of cognitive activation (choice of tasks, implementation of tasks).

The paper proves that the general construct of cognitive activation offers fruitful connections to domain specific research about teaching quality in literature lessons.

Klieme, E., Pauli, C. & Reusser, K. (2009). The Pythagoras Study. Investigating Effects of Teaching and Learning in Swiss and German Mathematics Classrooms. In T. Janik & T. Seidel (Eds.), The Power of Video Studies in Investigating Teaching and Learning in the Classroom (pp. 137-160). Münster et al.: Waxmann.
Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S. & Neubrand, M. (Eds.) (2013). Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers. Results from the COACTIV Project. New York: Springer Science+Business Media.
Winkler, I. (2015). “Subjektive Involviertheit und genaue Wahrnehmung miteinander ins Spiel bringen”. Überlegungen zur Spezifikation eines zentralen Konzepts für den Literaturunterricht. Leseräume, 2, 155-168.


Elfriede Witschel (Austria)
READINGWRITINGREADING. THE CLOSE LINK BETWEEN TEACHING LITERATURE AND TEACHING WRITING AS A VITAL STEP TO MANAGING LITERACY.
Integrating texts in aquiring communication proficiency

Paper session ARLE 2017

Friday, 16:00-17:30

Room Sun Room Silva-240

Chair: van Rijt, Jimmy H.M.

One of the basic goals when teaching literature is literary education, whereas the predominant question still seems to be how to enhance understanding of literature as such. Peter Elbow suggests that if reading and writing in academic or school culture “work productively together as equals”, both reading and writing will benefit (2000, p. 281).
This connection between reading and writing in special arrangements of tasks is focused upon in a qualitative study carried out with upper secondary students between 2013 and 2014. It is based on a multi-method design consisting of interviews with students (n = 29) and their teachers (n = 4), an intervention in four classes with an arrangement of tasks each, a questionnaire (n =83) and a linguistic text analysis of students’ text products (n=40) in contrast to a comparison group (n = 40).
The following research questions, among others, served as predominant starting points:
• What is the relevance of intertwining reading - writing - reading when teaching reading and when teaching writing as Abraham (2013) suggests?
• What are the effects of oral and written subtasks when reading literary texts in students’ reception and production processes?
• To what extent are students’ textual skills empowered by writing short texts, „Hilfstexte“, as they are called by Bräuer and Schindler (2011, p. 14)?
• What is the effect of this way of working with literature on students’ approaches to literature in general and their ability to write their own texts? Is it possible to combine literature and learning and thus achieve what Spinner calls “literary competence” (2006, p. 7)?
The theoretical model developed for this intervention study is based on the assumption that the connection between reading, speaking and writing not only facilitates both the reading and the writing process, but also improves the written products.
The talk is going to introduce some selected results gleaned from the completed study carried out with secondary students. It will focus on task arrangements for literary texts and the resulting text products, an interpretation and a text analysis. It will look at the effects on the processes (questionnaire) and the text products (linguistic analyses) that can be traced back to the tasks in which reading, writing and speaking have been intertwined.
With the help of some selected results it can be shown that reading and writing processes have been facilitated with regard to
• students’ understanding of the texts,
• students’ ability to formulate their ideas and
• students’ meta-cognitive understanding.
The text analyses on the other hand show that – in comparison to texts produced without arrangements of tasks – the text products were of a better quality in three respects: with regard to content and understanding of the original text, coherence, language and intertextual reference.

Works Cited
Abraham, U. (2013). Textkompetenz. Texte verstehen, nutzen und erstellen können. Informationen zur Deutschdidaktik 4/37. Jg, 12–21.
Bräuer, G. & Schindler K. (2011). Authentische Schreibaufgaben – ein Konzept. In Bräuer, G., & Schindler K. (Eds.). Schreibarrangements für Schule, Hochschule, Beruf, (pp. 12-63). Freiburg im Breisgau: Fillibach.
Elbow, P. (2000). Everyone can write. Oxford, New York: Oxford University Press.
Spinner, K. H. (2006). Literarisches Lernen. Praxis Deutsch 200, 6-16.


Kimberly Wolbers & Hannah Dostal (United States)
A FOCUS ON L1 LINGUISTIC COMPETENCE AND METALINGUISTIC AWARENESS DURING WRITING
Curriculum, objectives & learning media

Paper session ARLE 2017

Thursday, 15:00-16:30

Room Green Room Mare-214

Chair: Ehala, Martin

Background of the study: We present on a project focused on developing Strategic and Interactive Writing Instruction (SIWI) for deaf 3-5 graders. Studies have shown SIWI has a statistically significant impact on American Sign Language (L1) complexity, as well as written language outcomes in English (L2).

The purpose of the current study was to further develop and describe instruction occurring in the language zone during SIWI. The language zone is a space where teachers and students converse in and about L1 and L2. Students, for example, are involved in: (1) problem solving conversations in their L1 using dialogic inquiry, (2) explicit L1 and L2 contrastive procedures, and (3) L2 enrichment activities.

Research question: When and how do teachers use the language zone to give focus to L1?

Theoretical framework: SIWI is a framework for writing instruction guided by three major principles: strategy instruction, interactive instruction, and linguistic competence/ metalinguistic knowledge. The last principle draws upon theories in language acquisition and second language research.

Methodology: We provided six teachers with professional development regarding linguistic competence and metalinguistic development, and then engaged in discussion on how to implement ideas in their instruction. We used a collaborative iterative process to create, implement, and refine SIWI instructional approaches.

Data: We reviewed classroom footage to examine when and how teachers gave focus to L1. We categorized the teachers’ instructional moves based on students’ language contributions and needs (e.g., L1 delayed, L1 to L2 translation, L2 enrichment) during the writing process.

Results: Instructional approaches were organized into a flow chart. This along with video clips and vignettes illustrate language zone strategies. Additionally, we constructed a fidelity instrument with principles specific to linguistic competence and metalinguistic knowledge.


Justine Po-Sau Woo (Hong Kong)
A STUDY OF USING STANISLAVSKI’S SYSTEM ON LEARNING AND TEACHING NARRATIVE WRITING IN CHINESE AS A SECOND LANGUAGE
Aesthetically oriented texts as means of pedagogy

ARLE Preconference short presentations with extended discussion	Wednesday, 16:00-17:30	Room Mare-226	Chair: Uusen, Anne	Discussants: Uusen (Estonia); Feytor Pinto (Portugal)
Paper session ARLE 2017	Thursday, 12:25-13:55	Room Wine Room Silva-333	Chair: Mattheus, Ave

In Hong Kong, there is a growing need of learning Chinese as a second language after the change in language policy in 1997. The research study intends to fill in the research gap by investigating the implication of the Stanislavski’s acting system in Chinese narrative writing as second language.
The theoretical framework of the present study consists of three main pillars:
1. The first pillar comprises the second language acquisition theories and the Input Hypothesis Model of Krashen (1985) and the Interactive Hypothesis of Long (1996);
2. The second pillar is Stanislavski (2008)’s Acting System;
3. The third pillar is the genre theories of narrative writing based on Halliday’s Systemic Functional Grammar (1994).
In the study, the researcher as practitioner examined the Stanislavski’s Acting System in two different levels of the Chinese narrative writing classes. Lesson studies and pre-experimental research design were used to evaluate the effect on the enhancement of the students' writing performances with different levels of Chinese proficiency. Furthermore, qualitative research methods were used; two teacher-collaborators and students were interviewed. All sorts of research data will be triangulated to enhance the reliability of the study.
Results showed improvements in the overall writing performance after the intervention. Their ability of expressing feelings through Chinese writing was also improved as more emotive lexicons were found. Positive improvements on the students’ learning motivation are found from the interviews. All teachers indicated that combination of Stanislavski’s Acting System and Systemic Functional Grammar not only helped to enhance the students' writing ability but also the other Chinese language skills such as: listening, speaking, reading, thinking, affection and confidence.

References:
Halliday, M.A.K. (1994). An introduction to functional grammar. Second edition. London: Edward Arnold.
Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman.
Long, M.H. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W.C. and Bhatia, T.K. (eds) Handbook of second language acquisition. San Diego: Academic Press, 413-68.
Stanislavski, K. (2008) An actor’s work. London and New York: Routledge.


Anneke J.G.R. Wurth & Hans Hulshof (Netherlands (the))
FEEDBACK IN DUTCH L1-SPOKEN LANGUAGE EDUCATION
Language & digital skills in subject teaching

Short presentations and extensive discussion ARLE 2017

Thursday, 16:45-17:45

Room Sun Room Silva-240

Chair: Tinits, Peeter

Anneke Wurth, Dineke Tigelaar, Hans Hulshof, Jaap de Jong, Wilfried Admiraal

Standards for the examination program are described for various domains of Dutch mother tongue education in secondary schools. Spoken language is one of these domains including arguing, discussing and debating. The standards provide information of what students should strive for, but do not give information on how teachers can support their students to achieve these goals.

Hardly any empirical evidence is provided on how students’ development of Dutch spoken language can be supported. A field consultation of expert L1-teachers in the Netherlands (Neijt et al., 2016) showed that teachers want their students to become conscious language learners. Feedback (self-evaluation, teacher and peer feedback ) can have a catalyst function in becoming more language aware by focusing learners’ attention to language in use and to let them experience what they need for their further development to proficiency (Bolitho et al., 2003).

This Phd-study can be characterized as educational design research. It focuses on the relationship between feedback and the development of oral language skills in the context of argumentative speech in upper secondary education (students aged 15-18). The research questions refer to what role feedback is playing in current classroom practice and in what ways feedback can strengthen the development of students’ presentation skills.

In the presentation, based on the results of a systematic literature review and an analysis of current teaching methods, an overview is provided of the way in which teaching methods in spoken language education address feedback . Additionally, implications are presented on how to work with feedback in classrooms in order to stimulate students’ language awareness and, ultimately, their oral presentation skills. We invite the audience to discuss these guidelines from both the literature research and research of teaching methods. How can they inspire teachers to improve practice with regard to developing students presentation skills?

The results may inspire L1 teachers, scientists who study feedback and language in education and policy makers who are interested in Language Awareness and (spoken) language education .

References:
Bolitho, R., Carter R., Hughes, R., Ivanic, R., Hitomi, M., Tomlinson, B. (2003). Ten questions about language awareness. ELT Journal Volume, 57/3.
Neijt, A. Mantingh,E., Coppen,P-A., Oosterholt, J., De Glopper K., Witte,T. (2016). Manifest voor het Schoolvak Nederlands. Bewust geletterd’ als nieuwe koers voor het schoolvak Nederlands. Levende Talen Magazine, 1, 28-29.


Felix Zühlsdorf (Germany)
STUDENT TEACHERS BELIEFS ABOUT THE INTEGRATION OF LITERARY STUDIES AND LITERATURE DIDACTICS THROUGH A COOPERATING SEMINAR
Teaching/aquiring languages & cultures (secondary ed.)

Paper session ARLE 2017

Friday, 14:00-15:30

Room Green Room Mare-214

Chair: Puksand, Helin

The two-phase-system of German teacher education does not provide sufficient preconditions to integrate different areas of professional knowledge such as content knowledge (CK) or pedagogical content knowledge (PCK) (Cortina/ Thames 2013).
Consequently, the Department of German Literature at the University of Jena has introduced a seminar concept designed for student teachers to connect literary studies and literature didactics by allowing for two lecturers from those areas to teach together. The aim is to develop Topic-Specific professional knowledge to show that there are specific didactic concepts to teach certain topics and structures (Gess-Newsome 2015).
The qualitative study investigates the ability of future teachers to see the necessity of integrating these two domains having attended such a seminar.
The study is designed as a pre-post-study using guided interviews as a form of semi-structured interview.
The framework of themes to be explored consists of two elements:
1. What do students think that CK and PCK, as taught at university, can achieve in their formation as L1-teachers?
2. Ball (2000) identified analysing tasks as “opportunities to learn content that are situated in the contexts in which subject matter is used”. As a result, students analyse tasks from textbooks on literary text to see if they are able to identify the importance of using criteria from both domains.
Students’ statements from before (t1) and after the seminar (t2) are analysed using qualitative content analysis to see if there is any development. An initial pilot of t1 (n=30) shows that the way students see CK and PCK in teacher education affects their expectations of such a seminar. In relation to the analysis of tasks, it was observed that student teachers focus on the methods used in class and see the demands of tasks but are not able to identify whether the tasks fit the special text. If the aim of the seminar is to emphasize the importance of content knowledge, student teachers should learn to see the connection between tasks and content.
The presentation will cover the results of t2 to demonstrate this development.

Ball, Deborah L. (2000): Bridging Practices. Intertwining content and pedagogy in teaching and learning to teach. In: Journal of Teacher Education 51 (3), p. 241-247.
Cortina, Kai S.; Thames, Mark Hoover (2013): Teacher Education in Germany. In: Mareike Kunter, Jürgen Baumert, Werner Blum, Uta Klusmann, Stefan Krauss und Michael Neubrand (ed.): Cognitive activation in the mathematics classroom and professional competence of teachers. Results from the COACTIV project. New York: Springer (Mathematics teacher education, 8), p. 49–62.
Gess-Newsome, Julie (2015): A Model of teacher professional knowledge and skill including PCK. Results of the thinking from the PCK Summit. In: Amanda Berry, Patricia Friedrichsen und John Loughran (ed.): Re-examining pedagogical content knowledge in science education. New York: Routledge (Teaching and learning in science series), p. 28–42.

Keywords: teacher education, teaching literature, pedagogical content knowledge, tasks