Text instruction in Estonian secondary schools
Submitted by:
Merilin Aruvee
Abstract:
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.