Using Multicultural Literature as a Tool for Multicultural Education in Teacher Education Juli-Anna Aerila
Copy tasks in French speaking elementary schools: Teachers’ conceptions and practices
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- L1, Norwegian – a disappearing subject Sylvi J. Penne
- Drama as a method in literature and writing education Johanna K. Pentikäinen
- The development of writing production with «teaching sequences» Luísa A. Pereira
- Writing Motivation: Validation of a Measure for College Writers Zoi A. Philiippakos
- Voice and narrative in L1 writing, part 2 Anke Piekut and Ellen Krogh
- The mastery of verb agreement in French and its link to the complexity of Noun Phrases in students’ writing Reine Pinsonneault
- Self-study and classroom discourse inquiry as tools for comprehending processes in teaching Literature in multi-cultural classrooms Yael Poyas
Copy tasks in French speaking elementary schools: Teachers’ conceptions and practices Greta Pelgrims Abstract: School learning and task achievement require a large set of knowledge and skills. Although most of these skills are stipulated within official school curricula and are taught at school, some are not. Such implicit required knowledge whose teaching is not guaranteed, induce learning difficulties for many students (Bautier & Rochex, 1997). Copy tasks seem to be an example of implicit knowledge whenever students do regularly have to copy sentences and texts, although official curricula or teachers do not set copy skills as a didactical goal to be mastered. Yet to reproduce a sentence or a text is a relative complex task, requiring activation and coordination of different skills (Grabowski, Weinzierl & Schmitt, 2010; Renard, 2009), generating difficulties and multiple error types for many students (Balas, 2010). The official status of copying skills (implicit versus formal required knowledge) varies according to different French speaking school systems (i. e. France, French speaking cantons of Switzerland, Québec) whose corresponding official curricular stipulations related to copying skills vary from implicit (i. e. Quebec) to very explicit (i. e. France). But the status within classroom teaching practices remains unclear. The purpose of our research is to examine to what extend copy tasks are actually assigned during different teaching matters in different French speaking elementary schools, how teachers conceive copying tasks and skills, and to what extend they actually teach the required skills. We hypothesize the status of copying within classroom practices, as well as the teachers’ conceptions to vary according to the different level of official curriculum stipulations related to copying skills. Self-reported data are collected by means of an on-line questionnaire completed by 400 2nd to 6th grade teachers. Overall results show copy tasks to be frequent, mainly during French instruction; most teachers think it is a complex task requiring skills that should be taught, although most do not or do not know how. Correlation analyses identifying profiles of classroom copy tasks practices and teachers’ conceptions in relation to the levels of formal curricular stipulations are currently carried out. Results will be presented and discussed with respect to curricular prescriptions, teaching and learning difficulties. Keywords: Implicit knowledge, copy task, copy skills, teaching practices, teachers’ conceptions References Balas, B. (2010). Les représentations de l’écrit par l’adulte apprenant lecteur-scripteur: l’exemple de la copie d’écrit. Éducation et didactique, 4(1), 79-95. Bautier, E. & Rochex, J.-Y. (1997). Apprendre: des malentendus qui font la différence. In J.-P. Terrail (Éd.), La Scolarisation de la France : critique de l’état des lieux (pp. 105-122). Paris: La dispute. Grabowski, J., Weinzierl, C. & Schmitt, M. (2010). Second and fourth graders' copying ability: From graphical to linguistic processing. Journal of Research in Reading, 45(1), 28-39. Renard, M. (2009). Du graphème lu au graphème transcrit, y a-t-il une bonne stratégie pour copier un texte? Enfance, 2, 191-206.
Key words: Globalisation, PISA, L1, Low achievers and Student identity Global developments, as well as international assessments, such as PISA, have constructed new educational requirements: "Through PISA the OECD is poised to assume a new institutional role as arbiter of global institutional governance" (Kamens, 2013, p. 9). The Norwegian curriculum (2006) can be read as an adaptation to this test system. Focus on subjects is attenuated in favor of more testable focus on basic skills: reading, writing, orality and digital skills. In line with the same global institutionalization, we find increasingly focus on the individual in school management programs and discourses. The former Scandinavian emphasis on the common community has been subdued in favor of pervasive focus on the individual (Foros & Vetlesen, 2012).
Foros & Vetlesen (2012). Angsten for oppdragelse. Et samfunnsetisk perspektiv på dannelse. Oslo: Universitetsforlaget Meyer, H-D, Benavot, A.(ed). (2013). Pisa, Power, and Policy. The Emergence of Global Educational Governance. Oxford: Symposium Books Kamens, D. H. (2013). "Globalisation and the Emergence of an Audit Culture. PISA and the search for "best practices" and magic bulletts" in Meyer, H-D, Benavot, A.(ed). (2013). Penne, S. (2006): Profesjonsfaget norsk i endringstid. Å konstruere mening, selvforståelse og identitet gjennom språk og tekster. Oslo: Universitetet i Oslo Penne, S. (2014). "Hvorfor er Salima så flink på skolen, og hvorfor har Mats bare lyst til å gi opp? Diskursive ulikheter med utgangspunkt i identitet og medierende språk" in Kleve, B. et al (ed.) (2014). Drama as a method in literature and writing education Johanna K. Pentikäinen Abstract: This study explores how using drama as a learning method can bring experientality and sense of authenticity in literature and creative writing education (for authenticity in students’ writing, see Kohnen 2013). The study is based on experiment in a Finnish 8th class where the pupils study literature genres like fantasy, science fiction, or detective stories by using drama and creative writing as learning methods. The data consists of observation, survey, and creative writing texts, like stories. The analysis of the texts and other data aims to discuss how writing assignments can be considered as a way of exploring the literary not only via reception but also via production, and how the use of drama may consolidate the experiences certain literary genres aim to stimulate in readers’ minds (like horror, exciment, or sense of the supernatural). When compared to literature analysis that emphasizes cognitive attempt, drama as a method presupposes also bodily working, and therefore it is often considered to be more intuitive and comprehensive (for the use of drama in writing, see Anderson 2012, Cremin et.al. 2006, Crumpler 2005, McKean & Sudol 2002; for somaesthetics in writing, see Wilson 2015). When applied to literature reception and creative writing, drama methods can promote deeper understanding and more experiential production. Keywords: creative writing, drama methods, literature education, somaesthetics References: Anderson, Alida 2012. The Influence of Process Drama on Elementary Students’ Written Language. Urban Education 47(5) 959–982. Cremin, Teresa, Goouch, Kathy, Blakemore, Louise, Goff, Emma & Macdonald, Roger 2006. Connecting drama and writing: seizing the moment to write. Research in Drama Education: The Journal of Applied Theatre and Performance, 11:3, 273-291 Crumpler, Thomas P. 2005. The role of educational drama in the composing processes of young writers, Research in Drama Education: The Journal of Applied Theatre and Performance, 10:3, 357-363. McKean, Barbara & Sudol, Peg 2002. Drama and Language Arts: Will Drama Improve Student Writing?, Youth Theatre Journal, 16:1, 28-37 Kohnen, Angela M. 2013. The Authenticity Spectrum: The Case of a Science Journalism Writing Project. English Journal 102 (5), 28–34. Wilson, Joel 2015. Somaesthetics, Composition, and the Ritual of Writing. Pedagogy 15 (1), 173–182.
This is a major goal of the “PROTEXTS - Teaching of texts production in Compulsory Education” (PTDC-CPE-CED/101009/2008; 2010-2013) project, through which teachers have been trained in creating and implementing teaching sequences (Pereira & Cardoso, 2013) about writing in different text genres (Dolz & Schneuwly, 2004). Contributions from domains within Writing Research are particularly important to build knowledge about procedural models (Chanquoy, 2009; Chenoweth & Hayes, 2001; Hayes, 2012), text theories (Adam, 2001; Bronckart, 1997; Coutinho & Miranda, 2009) and what is already known about the relationship between subject and writing (Barré-De Miniac, 2000; Cardoso, 2009). Data collected from one “Protexts” training, focusing the development of students’ competence in writing of one particular genre – the fable, will be presented. Initial texts, lacking guidance, shall be compared to texts written months after, by the end of the school year, and after a didactic intervention prepared during the training action on the teaching of this particular genre. Applying instruments of analysis in accordance with the text genre and the teaching programs (as officially designed and implemented), 297 initial productions of students from the 4th, 6th and 9th levels (10, 12 and 15 years old) will be analyzed, leading to the characterization of the students’ profile per school cycle (1st, 2nd and 3rd respectively). The analysis will focus on the characteristic parameters of the textual genre 'fable' (such as an open formula, the presence of a moral). This will provide an in-depth diagnosis of what the students ‘can’ and ‘cannot do’ – without overlooking what the training action accomplished – in respect to the defining parameters of the fable. Confronting initial and final texts, without overlooking other factors, will provide elements to question what the possible and direct outcomes from a “teaching sequence” are.
Chanquoy, L. (2009). Revision processes. In R. Beard, D. Myhill, M. Nystrand, & J. Riley (Eds.), The SAGE handbook of writing development. (pp. 80-98). London: SAGE Publications Ltd. Chenoweth, Ann; Hayes, John (2001) Fluency in writing: Generating text in L1 and L2. Written Communication 18, 80-98. Coutinho, M. A. & Miranda, F. (2009). To describe textual genres: problems and strategies. In Bazerman, Ch., Figueiredo, D. & Bonini, A. (orgs). Genre in a Changing World. Perspectives on Writing (pp. 35-55). Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press. Dolz, J. e Schneuwly, B. (2004). Gêneros Orais e escritos na escola. Campinas: Mercado de Letras. Graça, L. (2010). O papel das ferramentas didácticas nas práticas docentes de escrita. A análise do objecto ensinado numa sequência didáctica do texto de opinião no Ensino Básico. Tese de Doutoramento. Aveiro: Universidade de Aveiro. Hayes, J. R. (2012). Modeling and Remodeling Writing. Written Communication July 29, 369-388. J.-M. Adam (2001): Les textes: types et prototypes. Récit, description, argumentation, explication et dialogue. Quatrième édition. Paris, Nathan: HER. Pereira, L. Á., & Cardoso, I. (Coord.). (2013). Reflexão sobre a escrita. O ensino de diferentes géneros de textos. Aveiro: UA Editora. [ISBN: 978-972-789-358-4). Pereira, L. Á., Aleixo, C., Cardoso, I., & Graça, L. (2010). The teaching and learning of writing in Portugal: the case of a research group. In C. Bazerman, R. Krut, K. Lunsford, S. McLeod, S. Null, P. M. Rogers, & A. Stansell (eds.), Traditions of Writing Research (pp. 58-70). UK, Oxford: Routledge. Writing Motivation: Validation of a Measure for College Writers Zoi A. Philiippakos Abstract: Presenting author: Charles A. MacArthur The purpose of the study was to develop and validate a measure of motivation for first-year college writers that would measure multiple constructs: self-efficacy, goal orientation, beliefs, and affect. The measure was initially developed and validated with basic writers as part of a larger project (Authors, 2012). The purpose of the current study was to refine and validate the measure for use with first-year college writers across a broad range of achievement. Three approaches were used to validate the measure. First, factor analysis was used to identify motivation constructs. Second, motivational factors were correlated with each other and with writing achievement. Third, differences between basic writers and normally achieving writers were examined. The study included 371 participants from three colleges, including 142 students in basic writing (BW) classes and 229 in first-year composition (FYC) classes; 59% were female and 44% were from ethnic minorities. At the beginning of the semester, students completed the motivation questionnaire and wrote persuasive essays that were scored for overall quality. The factor analysis found the anticipated factors: For goals, factors were found for mastery, performance-approach, and performance-avoidance goals. For beliefs, factors were identified for substance and mechanics beliefs. For self-efficacy, factors were found for tasks/processes, grammar, and self-regulation. A single factor was found for affect. Correlations among the motivation factors were consistent with theoretical expectations. The quality of written essays was correlated with self-efficacy for tasks/processes and grammar (both p < .001). Comparisons between BW and FYC students found that BW students scored lower on self-efficacy for grammar and tasks/processes (both p < .001). BW students scored higher on belief in the importance of mechanics (p < .001). Interestingly, BW students scored higher on affect (p < .01). The study confirms the importance of self-efficacy and adds information about the importance of beliefs about mechanics for basic writers. Practically, the measure of multiple motivation constructs may prove useful in research on the effects of instruction. Keywords: writing, motivation, self-efficacy, college basic writers Voice and narrative in L1 writing, part 2 Anke Piekut and Ellen Krogh This double presentation aims at discussing processes of ‘voicing’ viewed as agentive endeavours in writing through which students struggle to manifest discoursal authority and ownership. We argue that this research is particularly important with regard to L1 writing as the metaphor of ‘voice’ or ‘voicing’ may capture fundamental Bildung aims of the L1 subject. The theoretical framework includes theory of narrative as a ‘mode of thought’ and as interactional positioning (cp. Bamberg, 2005; Bruner, 1986; Wortham, 2001), theory of voice and identity (Ivanič 1998) and theory of Bildung perspectives in L1 writing (Krogh, 2003, 2012a, 2012b; Smidt, 2011). The two presentations include a theoretical framing, findings from two empirical studies, and a concluding discussion. In this second presentation, we want to focus on selected parts of students’ exam texts in upper secondary L1 (Piekut 2012) where voices and narratives seem vital for students’ identity and positioning processes in an L1 context. The significance of narratives (Bamberg, 2005, 2011, Bamberg & Georgakopoulou, 2008) is of special interest since narrative reasoning is not a part of the L1 register in upper secondary. In the presentation we substantiate that narrative and personal voice provide resources for identity work and Bildung processes which need to be part of any teaching of writing in L1 subjects. The two sets of empirical data in this study highlight students’ construals of writer identities in their L1 writing. By combining the two sets of data, we are able to put forward more generalizing statements concerning the issue of voice and narrative as resources for L1 writing. Thus, in the concluding part of our presentation, we shall discuss curricular consequences of the findings as well as the value of narrative and voice in students’ L1 writing viewed in a Bildung perspective.
Bamberg, M. (ed.). (2005). Narrative Discourse and Identities. Berlin New York: Walter de Gruyter. Bamberg, M., & Georgakopoulou, A. (2008). Small stories as a new perspective in narrative and identity analysis. Text & Talk, 28(3), 377-396 Bamberg, M. (2011). Who am I? Narration and its contribution to self and identity. Theory and Psychology 21 (1). 1-22 Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge, Mass.: Harvard University Press. Ivanič, R. (1998). Writing and identity. Amsterdam: John Benjamins. Krogh, E. (2012a). Writing in the literacy era: Scandinavian teachers’ notions of writing in mother tongue education. L1-Educational Studies in Language and Literature, vol. 12, 1-28 Krogh, E. (2012b). Literacy og stemme – et spændingsfelt i modersmålsfaglig skrivning. S. Ongstad (ed.).Nordisk modersmålsdidaktik. Forskning, felt og fag. S. 260-289. Oslo: Novus Forlag. Krogh, E. (2003). Et fag i moderniteten. Danskfagets didaktiske diskurser. Ph.d.-afhandling. Det humanistiske fakultet, Syddansk Universitet. Piekut, A. (2012). Genreskrivning i de fire gymnasiers danskfag – en undersøgelse af genrekompetence i elevbesvarelser fra de fire ungdomsuddannelser. PhD thesis. The University of Southern Denmark. Smidt, J. (2011). Finding Voices in a Changing World: Standard Language Education as a Site for Developing Critical Literacies. Scandinavian Journal of Educational Research, Vol. 55, No. 6, December 2011, 655-669. Wortham, S. E. F. (2001). Narratives in action : a strategy for research and analysis. New York: Teachers College Press. The mastery of verb agreement in French and its link to the complexity of Noun Phrases in students’ writing Reine Pinsonneault Abstract: The subject verb agreement represents a persistent difficulty in written texts (Brissaud, C., & Cogis, D. 2004; Fayol, M. & al. 1993; Hupet, M. & al 1996). In this talk, we will present a part of the results of a study on syntactic errors, grammatical errors and lexical errors identified in Quebec students’ written texts (100 texts). We will focus on results related to verb agreement errors committed by students aged 10-11 vs those aged 13-14. Our point of departure is the following observation: the older students make almost as many verb agreement errors as the younger students despite the fact that their average number of words per text is nearly identical. We had hypothesized that this result could be linked to the syntactic complexity of the subject Noun Phrase (NP) in the written productions of the older students (Largy, P. & al 2004, Negro, I. & al 2005). Our study adopts the theoretical framework known as modern grammar (Gobbe & Tordoir, 1986; Genevay, 1994), that is a grammatical description based on a linguistic approach. Firstly, we will describe the differences in syntactic contexts associated with the internal structure of an NP subject between the two types of students. This allows us to validate our hyphothesis of performance differences in verb agreement. We will also show that the syntactic complexity of these contexts affects the success of verb agreement by age. Secondly, we will explore the possible correlation between the mastery of determiner/adjective agreement and verb agreement. The results obtained for determiner/adjective agreement are similar for the 11-12 year olds and the 13-14 year olds. In other words, these two groups commit similar number of errors. In order to explain the differences observed between verbal and nominal agreement, we further present the results of a logistic regression including relative syntactic complexity of a given constituent as a factor and the success of agreement as the dependent variable. Our results contribute to a better understanding of the difficulties linked to verb agreement in relation to determiner/adjective agreement, and adds a new perspective: the complexity of NPs produced in students’ writing. Keywords: subject-verb agreement, syntactic approach
References Brissaud, C., & Cogis, D. (2004). Pour un réexamen des relations entre grammaire et orthographe : l’exemple de la notion de sujet. Dans C. Vargas (dir.), Langue et études de la langue : approches linguistiques et didactiques (p.247-256). Aix-en-Provence : Publications de l’Université de Provence. Fayol, M., & Got, C. (1991). Automatisme et contrôle dans la production écrite : les erreurs d’accord sujet-verbe chez l’enfant et l’adulte. L’année psychologique, 91(2), 187-205. Fayol, M., Largy, P., & Totereau, C. (1993). Apprentissage et mise en œuvre de l’accord sujet-verbe chez les enfants de sept à quatorze ans. Dans J. P. Jaffré, L. Sprenger-Charolles & M. Fayol, Les actes de la Villette, lecture-écriture : acquisition (p. 193-202). Paris : Nathan. Genevay, E. (1994). Ouvrir la grammaire. Lausanne : Loisirs et pédagogie. Gobbe, R., & Tordoir, M. (1986). Grammaire française. Saint-Laurent : Trécarré. Hupet, M., Schelstraete, M. A., Demaeght, N., & Fayol, M. (1996). Les erreurs d'accord sujet-verbe en production écrite. L'année psychologique, 587-610. Largy, P., Chanquoy, L., & Dédéyan, A. (2004). Orthographic Revision : The Case of Subject-Verb Agreement in French. Dans L. Allal, L. Chanquoy et P. Largy (dir.), Revision: Cognitive and Instructional Processes (p.39-62). Dordrecht: Kluwer Academic Publishers. Negro, I., Chanquoy, L., Fayol, M., & Louis-Sidney, M. (2005). Subject-Verb Agreement in Children and Adults:Serial or Hierarchial Processing? Journal of Psycholinguistic Research, 34(3). Self-study and classroom discourse inquiry as tools for comprehending processes in teaching Literature in multi-cultural classrooms Yael Poyas Abstract: When the hegemonic language is the language of reading and discourse, and the class includes learners of different cultures and languages, we need to ask whether the spoken and/or written words bear a similar meaning for all participants (Anderberg, Svensson, Alvegård, & Johansson, 2008). Self-study of the teacher’s considerations and actions is a tool through which the teacher can uncover elements and processes in the complex and dynamic teaching-learning situations taking place in class (Akinbode, 2013; Koster & van den Berg, 2014). In my courses dealing with world literature novels taken by a population of Arab and Jewish teachers in Israel, participants attributed different meanings to terminology significant to comprehension of the discussed novel. The departure point of this study was unsettling incidents requiring discussion and study (Ellis & Bochner, 2000; Koster & van den Berg, 2014). I have decided to enter upon a research process including: (a) analysis of the lesson discourse, the voices and terms found in it; (b) analysis of the contexts where terms and concepts significant to the study appear in participants’ written responses; (c) interviews with the participants in an attempt to understand their world and perceptions; (d) discussion with colleagues of the findings and insights; and (e) return to the theory regarding the reading of literature in multi-cultural spaces and reading groups. The presentation will provide two examples: An investigation of the tension among course participants regarding the meaning of the term ‘honor’ while discussing the novel Chronicle of a Death Foretold by Marquez (1982), and the term ‘occupation’ while reading the novel West to the Jordan by Halaby (2003). Through this study, I learned of the strength and influence of the course’s socio-cultural-political context on its participants, the students and myself, and our interpretation of the text under study as well as of reality (Spry, 2011). My inquiry testifies to the significance of self-study assisted by the documentation of teaching-learning situations for raising the teacher’s awareness while teaching literary pieces containing situations and terminology that are culturally, socially and/or politically problematic, and carry different meanings for different participants in the course.
Akinbode, A. (2013). Teaching as a lived experience: The value of exploring the hidden and emotional side of teaching through reflective narratives. Studying Teacher Education, 9(1), 62-73. Anderberg, E., Svensson, L., Alvegård, C., Johansson, T. (2008). The epistemological role of language use in learning: A phenomenographic intentional-expressive approach Educational Research Review: 3(1), 14-29. Ellis, C., & Bochner A. P. (2000) Autoethnography, personal narrative, reflexivity. In: Denzin, N. K., & Lincoln, Y. S. (Eds.). Handbook of qualitative research, 2nd ed. (pp. 733-768). Thousand Oaks: Sage Publication, Inc. Halaby, L. (2003). West to the Jordan. Boston: Beacon Press. Koster, B. & van den Berg, B. (2014). Increasing professional self-understanding: Self-dtudy research by teachers with the help of biography, core reflection and dialogue. Studying Teacher Education,10(1), 86-100. Marquez, G. G. (1982). Chronicle of a Death Foretold. Translation to English: G. Rabassa. New York: Vintage Books. Spry, T. (2011). Performative autoethnography – Critical embodiments and possibilities. The sage handbook of qualitative research, 4th ed. (pp. 497-511). Thousand Oaks: Sage Publication, Inc. Directory: files -> aidinkielenopetustieteenseurary.kotisivukone.com files -> Integer programming and game theory files -> 4 Integer Programming files -> Bpa vehicle Window Repair Scenario #1 task: Procure vehicle window relacement. Objective files -> Pop Warner History files -> North Carolina Inclusion Initiative Mapping Where Children with ieps are Being Served Purpose files -> Fall 2013 Spring 2014 Program Data: Standard 1 Exhibit 4d files -> Hanban – asia society confucius classrooms network 2010 request for proposal files -> Northern England’s set-jetting locations aidinkielenopetustieteenseurary.kotisivukone.com -> American Visitors Download 1.19 Mb. Share with your friends:
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