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The writing program at Cornell University involves professors from across the disciplines teaching writing courses at each level of students' undergraduate careers. This program undertook an assessment of its effectiveness in the years 2002-2004. The process of creating and carrying out an assessment developed by professors involved in the program is reported, and the assessment results are presented. These results lead the writer to argue for the assessment process itself as a key experience in developing the disciplinary awareness of participating professors, who became involved in deep questioning of what 'good' student writing might be in higher education, and in what relationship to the language practices of each discipline. The assessment project's challenges and benefits support the value of assessment of students' work across disciplines as fundamentally owned by each discipline.
This paper describes the current approach to the instruction of Hebrew as a mother-tongue (L1) language based on technological developments and on the relationship between technology and pedagogy. As such, we rely on well-known models of integrating computerized tools and distance learning in the educational system, while emphasizing the potential contribution of these environments to L1 education. At the core of this paper is the combination of linguistic and didactic approaches to L1 teaching that bring together both theoretical and functional aspects of learning and teaching language via a computer. The focus here is on technologically-based L1 learning environments that combine different types of computerized tools within a comprehensive language-learning/teaching system that is designed for facilitating and improving language skills. This system is cognitively motivated, and is modeled on a combination of elements, such as principles of constructivist, social, and active learning. The structural-conceptual framework of this environment complies with principles of both local and global connectivity and hierarchy. For example, at the local level, learning materials are connected through a hypertext structure; at the global level, the entire system is inter-connected, with assignments linked to dictionaries and relevant websites, and the learners themselves connected through email and forums. The teaching/learning processes that take place within this L1 environment are illustrated by examples of both online and offline computerized courses.
This article presents a research project conducted in a class of secondary school (first year) which linked reading, writing and acting. In this project, the teacher attempted to provide a support system for both first and second language acquisition. The idea was to use Greek tales published in a simplified version to look for ideas, vocabulary, routines, in other words what students were able to use when they acted then wrote the text of their own play. This constant back and forth between the oral and written format under the guidance of the expert formed the backbone of the system designed to help them discover a language beyond the daily contacts and a deep displeasure at school. With the help of the adults and of the mediating tools such as literature and acting they were able to collectively write a play that integrated many aspects of written French. In books they discovered worlds beyond their own that they can access when they open and use them. These crucial lessons, not only for students who are considered unable to study with a standard curriculum but also for teachers who are to work with them or similar students, serve to question notions such as creative drama and literacy.
This study conducted in Hong Kong used multiple regression procedures to investigate the relationship between primary school children's reading test scores and the frequency with which forty-two instructional practices were used by their literacy teachers. Analyses were conducted separately for reading in English language and in Chinese (Modern Standard Written Chinese). Subjects comprised 4,329 Cantonese-speaking students (2,157 girls; 2,172 boys) aged approximately 9+ years, and their 256 teachers (129 teachers of English; 127 teachers of Chinese). Results suggest that no single instructional practice was highly correlated with students' reading achievement in English or Chinese, and in fact some practices demonstrated a negative association. However, certain practices, particularly related to the use and nature of resource materials and to assessment strategies, did demonstrate a positive association with reading performance. Similarities and differences between Chinese and English data are discussed.
In this paper we propose that hypertext writing at school could have beneficial effects on the acquisition of content knowledge and the acquisition of writing skills compared to linear writing. We view the effects of hypertext writing on writing skills from the perspective of "shared" cognitive activities in writing linear texts and hypertexts. In a pilot study we examined the effects of hypertext writing on writing processes and we related the occurrence of writing processes to the quality of the resulting writing products. We set up this study to identify students' cognitive activities during hypertext and linear writing. We also tried to determine whether hypertext writing could facilitate linear writing. We focused on the most central, distinctive features of linear and hypertext writing. For linear writing, this is a linearization process: i.e., transforming elements of content into linear text. For hypertext writing, this is a hierarchicalization process: converting a linearly presented line of thought into a hierarchical structure. Students (N = 123) from Grades 8 and 9 performed two linearization tasks and two hierarchicalization tasks under think aloud conditions Results showed that Planning and Analyzing activities contributed to the final quality of hypertexts and linear texts, and that these activities were more often elicited in hypertext tasks than in linear writing. We argue that writing hypertexts stimulates the use of writing activities that are positively related to writing proficiency. Moreover, we speculate that creating hypertext writing conditions and optimizing these conditions for different writer/learner styles might be a theoretical and practical challenge for mother tongue teaching.
In their out-of-school lives, young people are immersed in rich and complex digital worlds, characterised by image and multimodality. Computer games in particular present young people with specific narrative genres and textual forms: contexts in which meaning is constructed interactively and drawing explicitly on a wide range of design elements including sound, image, gesture, symbol, colour and so on. As English curriculum seeks to address the changing nature of literacy, challenges are raised, particularly with respect to the ways in which multimodal texts might be incorporated alongside print based forms of literacy. Questions focus both on the ways in which such texts might be created, studied and assessed, and on the implications of the introduction of such texts for print based literacies. This paper explores intersections between writing and computer games within the English classroom, from a number of junior secondary examples. In particular it considers tensions that arise when young people use writing to recreate or respond to multimodal forms. It explores ways in which writing is stretched and challenged by enterprises such as these, ways in which students utilise and adapt print based modes to represent multimodal forms of narrative, and how teachers and curriculum might respond. Consideration is given to the challenges posed to teaching and assessment by bringing writing to bear as the medium of analysis of, and response to, multimodal texts.
This article considers the impact on the teaching of writing and the curriculum, of changes in culture associated with mass media and new means of communication such as the internet. It specifically focuses on the implications these changes might have for the ways in which writing is taught and practised in schooling today. The article is based on interviews with three Swedish upper-secondary school mother-tongue teachers and presents their views on how the writing situation has changed for their students. According to the teachers, the curriculum faces challenges from students' access to and use of mass media culture and computer-mediated communications. For example, the teachers reported that students currently are less interested in grammar and spelling, and more interested in images and layout. Students also use what teachers consider to be plagiarism in their methods of communication. The article draws on media ecology to understand these reported changes in the sense that students are seen to develop new media practices involving several media-specific competences (Mackey, 2002) which gives them access to new ways of meaning-making in their acts of reading or writing. It is tentatively claimed that students may thus develop alternative notions of authors as well as texts, which affect their own view of text production in school. Other theoretical frameworks drawn on in the article include Habermas' discussion of how the public and private sphere fuse and Ziehe's (1989) perceptions of teachers as 'relation workers' in increasingly intimate school environments.
This special issue of L1–Educational Studies in Language and Literature focuses on what it means to teach writing in secondary schools in the age of new media. We approach this topic from the understanding hat people worldwide are now operating within a 'changing semiotic landscape' (Kress & van Leeuwen, 1996) that is associated with social, economic and technological change. This changing landscape of communication is affecting not only how we read and write, but also is expanding the range of semiotic modes and media with we habitually engage in order to make meaning, communicate and get things done in the world. Now, for example, in order to be fully literate, people need not only to be able to read and write using language and the technology of pen and paper; they also need to be able to comprehend, design, compose and disseminate multimodal meanings using digital multimedia. The new digital media in turn are dominated by the representation space of the screen (rather than the page), the meaning-making mode of the image, and the multiple and non-linear affordances of electronic hypertext. These developments pose significant challenges for teachers charged with the responsibility of teaching language, literature and communication, and it is to precisely to these challenges that the authors in this special issue turn their attention.
This paper discusses recent developments in policies and practices of immigrant minority language teaching in the Netherlands. It focuses on the realisation of this provision as 'language support'. Within this arrangement, an immigrant minority language is used as a medium of instruction for parts of the regular primary school curriculum. Following Goodlad et al. (1979), we identify different versions of the language support curriculum on the basis of in-depth analyses of policy documents from the national and local government (the formal curriculum), and the National Educational Innovation Centre for Primary Education and the Inspectorate of Education (the ideological curriculum). In addition, we analyse policies and practices with respect to language support at a multicultural primary school on the basis of observations, interviews, and school documents (the perceived, operational and experiential curriculum). The analyses reveal how policy makers, practitioners, and pupils differ in their understanding of the notion of language support. They also show how inaccurate assumptions with respect to the pupils' relative command in Dutch and the minority language impact on actual practices of language support.
This review of research in college composition divides the field into research focused on the student writer, the teacher of college composition, and the contexts of writing. The period under review is characterized by the "social turn," an effort to situate the writer within social, political, and other contexts in which teaching and writing take place. The author finds that, early in the 21st century, the field of college composition lacks the sort of monolith—such as the "current rhetorical" tradition that has now been largely abandoned—that galvanized teachers and researchers of college composition in the past. As a consequence, the field presently lacks a clear focus or direction.
This review covers what is known in the U.S. as "secondary school," generally encompassing grades 7-12. The author frames the review by looking at the broader assessment context, particularly state-wide writing tests that often trivialize writing by requiring writing within severe time restraints on topics that may be of little interest to students and that may benefit students with from privileged social backgrounds. Further, these assessments reduce writing to limited forms such as the five-paragraph theme, even when the genre called for (e.g., narrative) may not be amenable to such forms. The review finds that assessment mandates in turn affect classroom writing instruction in what the author characterizes as negative ways, emphasizing the mastery of a generic form over the generation of ideas. The review concludes that, in spite all of the attention given to writing instruction, writing is not necessarily improving, in large part because of mandates for how writing is assessed.
The focus of this article is the research literature in written composition from early childhood through the elementary years, typically the end of sixth grade. Some research prior to 1984 is discussed, particularly in topics that were not included in Hillocks (1986), such as emergent writing. The definition of "composition" has expanded over the last decade; thus, while focusing primarily on writing, this article pays attention to other modalities (e.g., relations between drawing and writing) and includes not only writing but also other mediating tools (e.g., drawing, talking, computers) that are used in or for composition.
In 1963 the National Council of Teachers of English (NCTE) published Braddock, Lloyd-Jones, and Schoer's Research in Written Composition, a review of writing research covering the first writing studies in the early part of the century through 1962. In 1986 the National Conference on Research in English (NCRE) and the Educational Resources Information Center (ERIC) copublished George Hillocks's Research on Written Composition: New Directions for Teaching, a volume that reviewed writing research from 1963-1983. The articles included in this special theme issue of L1-Educational Studies of Language and Literature on Writing in School Contexts report the findings of Marilyn Chapman, George Hillocks, and Russel Durst on composition in school settings covering 1984-2003 (for an expanded review of composition studies during this period, see the contributions to Smagorinsky, 2006).
Storytelling and read-alouds have long been integral components of the preschool and kindergarten programs. Indeed, these practices are supposed 1) to demonstrate to children the value of literature and reading through enjoyable experiences; 2) to prepare children to learn to read through the development of linguistic and cognitive skills. These practices, however, have recently been the subject of controversies highlighting their limits. It has been argued, for instance, that storytime is not a « magical silver bullet »: simply immersing children in good literature will not turn them into readers. On the other hand, the use of literature as a teaching tool is often confined to the simplest aspects of narrative comprehension and seldom gives its due to its symbolic and aesthetic dimensions. It will be shown how these limits can be overcome within a literature-based framework where high-quality, demanding literary works provide the basis for an interactive storyreading program including different kinds of activities.
Collaboration between the International Association for the Improvement of Mother Tongue Education (IAIMTE) and the Education Department of the University of Toulouse II has existed for several years now. Such collaboration has resulted in a desire for face to face contact: the IAIMTE was intent on increasing its French audience,while the French team was able to grasp the opportunity to exchange their French-speaking studies in a broad international context. Thus, the IAIMTE requested the team from Toulouse organise the fifth conference in France (Albi) in 2005. For this conference, we invited specialists from French-speaking countries to present their research and reflections on the role of literature both inside and outside school. This issue presents the corresponding papers.
Idiome sind entscheidend für das Verstehen und Kommunizieren im Chinesischen, die aber wegen der großen Masse, der Kulturunterschiede und ihres relativ späten Einsatzes im Chinesischunterricht eine der größten Barrieren für europäische ChaF-Lerner darstellen. In dieser Arbeit wird ein Konzept von den auf Deutsch verfassten Selbstlernmaterialien mit geschichtlichen Idiomen vorgestellt, die sich an erwachsenen ChaF-Lernern auf Anfängerniveau im D-A-CH-Gebiet orientieren. Die Lernmaterialien dienen den Lernenden dazu, in entspannter Atmosphäre ihre Sprachkompetenz zu steigern und die Kenntnisse für Sprache, Kultur, Philosophie und Geschichte des Chinesischen zu vertiefen. In der vorliegenden Arbeit wird erforscht, welche Vorteile die geschichtlichen Idiome beim Chinesischlernen haben und warum sie als Selbstlernmaterialien auf Anfangsniveau geeignet sind. Am Ende stelle ein auf Grundlage meiner Forschungsergebnisse und Lehrerfahrungen selbstentworfenes Konzept vor.
Mit Hilfe der Sprache verstehen wir einander, kommunizieren wir mit den Menschen um uns herum, denken wir über Dinge und Vorgänge nach; die Sprache hilft uns die Welt und die Menschen um uns zu erfassen. Die Sprachen, die sich gleichzeitig mit den menschlichen Gemeinschaften entwickeln, eignen wir uns nicht nur an und benutzen sie, sondern wir erforschen sie auch. Die Erforschung der Sprachen hat auf allgemeiner Ebene weltweit eine sehr lange Tradition. Auf ihre Entwicklung haben einen bedeutenden Einfluss nicht nur die „traditionellen“ Wissenschaftsdisziplinen wie zum Beispiel die Linguistik, die Literaturwissenschaft, die Pädagogik oder die Geschichtswissenschaften, sondern auch sich stetig etablierende neuere Wissenschaften, zu denen etwa die Soziolinguistik, die Psycholinguistik, die Kontakt- oder Areallinguistik oder die Fremdsprachendidaktik gehören. Wie zum Teil bereits durch einige soeben genannte wissenschaftliche Disziplinen angedeutet, wird die Erforschung der Sprachen durch die gesellschaftspolitische Entwicklung eines konkreten soziokulturellen und regional eingeschränkten Umfelds während einer bestimmten zeitlich begrenzten Epoche beeinflusst. Eine der wichtigsten Herausforderungen für die heutige Gesellschaft ist neben der Entwicklung einer funktionellen Mehrsprachigkeit des Einzelnen auch die Respektierung sprachlicher wie kultureller Vielfalt, die Wahrnehmung der Sprache als identitätsbestimmendes und identitätsentwickelndes Phänomen sowie als wichtiger Bestandteil unseres gemeinsamen kulturellen Erbes.
In diesem Verständnis wurde die Konferenz Deutsch ohne Grenzen zum Anlass für eine internationale wissenschaftliche Diskussion über die aktuelle Entwicklung im Bereich der multidimensional und transnational aufgefassten germanistischen Linguistik und Literaturwissenschaft, ausgewählter Gesellschaftswissenschaften sowie der Didaktik im Fach Deutsch als Fremdsprache im europäischen Kontext.
Der vierteilige Sammelband beinhaltet den Großteil der im Verlauf dieser Konferenz präsentierten theoretischen und empirischen Beiträge, die im September 2014 an der Pädagogischen und an der Philosophischen Fakultät der Südböhmischen Universität in České Budějovice stattgefunden hat. Ihr Hauptorganisator war der Germanistenverband der Tschechischen Republik. An der Konferenz nahmen 142 Fachleute aus elf Ländern teil. [...]
Der vorliegende Teil des Konferenzbandes enthält Beiträge aus der Sektion Didaktik Deutsch als Fremdsprache. Diese Beiträge harmonisieren mit der aktuellen Entwicklung im Bereich des Fremdsprachenunterrichts, der durch eine Reihe von Faktoren beeinflusst wird, u. a. durch die neuesten Befunde der Wissenschaften, die sich mit der Erforschung der Lernprozesse und des Sprachenunterrichts befassen, ebenso wie durch politische, sprachpolitische oder wirtschaftliche Faktoren. In Europa gewinnen die Fremdsprachenkenntnisse in den letzten Jahrzehnten zunehmend an Bedeutung. Das hat zur Folge, dass neue Sichtweisen auf den Fremdsprachenunterricht und dessen Erforschung gesucht werden und sich etablieren.
Die einzelnen Studien reflektieren den aktuellen Stand der theoretischen und der empirischen Forschung auf dem Gebiet der Fremdsprachendidaktik in ihrem breiten Forschungsspektrum sowie die Implikationen von deren Ergebnissen für den Fremdsprachenunterricht. Sie fokussieren nicht nur auf Lern- und Lehrprozesse bei Fremdsprachen auf allgemeiner Ebene, sondern akzentuieren im Hinblick auf den Konferenzschwerpunkt auch Fragen des Deutschunterrichts. Deutsch wird in letzter Zeit im gesamteuropäischen Kontext zu einer typischen zweiten Fremdsprache (L3) auf Primar- wie Sekundarstufe. Der Band enthält aber auch Studien, die hemen wie Deutschunterricht für Vorschulkinder oder aber für tschechische Germanistik- oder DaF-Studierende bearbeiten. Des Weiteren werden hier Studien zu folgenden hemen präsentiert: früher Fremdsprachenunterricht, Mehrsprachigkeit, Professionalisierung der FremdsprachenlehrerInnen, Entwicklung von sprachlichen Fertigkeiten, Aussprache und Grammatik im Deutschunterricht, Motivation, Analyse von Fremdsprachenlehrwerken, (inter)kulturelle Aspekte des Deutschunterrichts, literarische Texte und bildende Kunst im Deutschunterricht, Arbeit mit Fehlern und kontrastive Linguistik.
Die Sprichwortdidaktik wird in der Fachliteratur gewöhnlich im Rahmen der Phraseodidaktik thematisiert. Die Problematik der Sprichwortdidaktik wird dabei meist nicht von allgemeinen Problemen der Didaktik der Phraseologismen getrennt. Der von Kühn (1992) für die Vermittlung von Phraseologismen erarbeitete phraseologische Dreischritt, den auch Ettinger (2007) in seinem Beitrag über die „Phraseme im Fremdsprachenunterricht” thematisiert, kann jedoch auch auf Sprichwörter angewandt werden. Nach diesem didaktischen Dreischritt sollten das Erkennen, das Verstehen und das Verwenden bei der Vermittlung und Aneignung der Phraseologismen einzeln berücksichtigt werden. Lüger (1997) betont allerdings, dass die aktive Beherrschung der Sprichwörter – im Gegensatz zu den Routineformeln – unangebracht sei. Dementsprechend sollten das Erkennen und das Verstehen bei der Vermittlung von Sprichwörtern im Vordergrund stehen. Auch Baur/Chlosta (1996b) heben die rezeptive Kompetenz in Bezug auf Sprichwörter hervor, während sie den Fremdsprachenlernern von der Verwendung von Sprichwörtern in der mündlichen Kommunikation abraten. Den phraseologischen Dreischritt hat Lüger (1997) durch einen vierten wichtigen Schritt ergänzt - die Festigungsphase. Auch auf der SprichWort-Plattform wird dieser Vierschritt (Erkennen – Verstehen – Festigen – Anwenden) beachtet und die Aufgaben werden nach diesen vier Phasen gruppiert bzw. einer der vier Phasen zugeordnet.
Der vorliegende Artikel befasst sich mit der Problematik der Informationsvermittlung im Un-terricht und präsentiert die Ergebnisse meiner Forschungstätigkeit, die ich im Rahmen meiner zukünftigen Dissertation durchgeführt habe. Den Ausgangspunkt bildet eine Korpusanalyse, die die empirischen Daten liefert und im Zusammenhang mit dem entsprechenden theoretischen Hintergrund ihre Interpretation ermöglicht. Dies führt zur Aufstellung einer Typologie von Texten gegebener Art, deren Schwerpunkte auf den kognitiven und didaktischen Aspekten liegen und auf diese Weise mehr Licht in die Prozesse der Informations-vermittlung rücken. Die Betrachtungsperspektive, die dabei im Forschungsinteresse steht, bildet die Beziehung Textverfasser – Text ab. Die Stellungnahme zu der oben angeführten Problematik ist mit der Bestimmung der Zielsetzung der Forschungstätigkeit und zugleich mit der Festlegung des entsprechenden theoretischen Hintergrundes und methodischen Vorgehens verbunden.
Der Begriff "interkulturelle Kompetenz" scheint allgegenwärtig zu sein. Politiker, Forscher und Manager führen interkulturelle Kompetenz als Modewort im Munde, für Lehrer ist es der "letzte Schrei" der Fremdsprachendidaktik. Dabei ist er nicht so neu, wie es auf den ersten Blick erscheint. Die ersten Überlegungen hinsichtlich der interkulturellen Kompetenz tauchten in den 50-er Jahren (E.T. Hall) auf und entstanden oft aus ganz pragmatischen Gründen; man merkte, dass für den Erfolg in internationalen Transaktionen etwas viel wichtiger ist als nur geklärte Sachaspekte und Professionalität der Verhandlungspartner. Anthropologen, Philologen, Ethnologen, Soziologen, Psychologen, Pädagogen, Kommunikations- und Wirtschafts-wissenschaftler machten sich auf die Suche nach dem gewissen Etwas, das ein effektives und angemessenes Interagieren zwischen Angehörigen verschiedener Kulturen ermöglicht. Das Gesuchte wurde vorerst nur vage umrissen und getauft auf "interkulturelle Kompetenz."