400 Sprache
Refine
Year of publication
Document Type
- Article (654)
- Conference Proceeding (592)
- Part of a Book (357)
- Preprint (115)
- Book (68)
- Review (56)
- Report (52)
- Working Paper (46)
- Part of Periodical (33)
- Doctoral Thesis (29)
Language
- English (1286)
- German (593)
- Croatian (84)
- Portuguese (19)
- French (15)
- Multiple languages (15)
- Turkish (14)
- mis (7)
- Spanish (2)
- Danish (1)
Keywords
- Deutsch (88)
- Linguistik (63)
- Rezension (56)
- Spracherwerb (55)
- Syntax (44)
- Semantik (40)
- Informationsstruktur (37)
- Sprachtest (36)
- Sprache (34)
- Japanisch (33)
Institute
- Extern (267)
- Neuere Philologien (75)
- Sprachwissenschaften (47)
- Präsidium (12)
- Sprach- und Kulturwissenschaften (6)
- Informatik (5)
- Universitätsbibliothek (3)
- Gesellschaftswissenschaften (2)
- Informatik und Mathematik (2)
- Medizin (2)
Based on a comparison between 11 year old students who are monolingual French and bilingual French and Kabyle (one of the Berber languages) our research aims at showing how two specific factors influence understanding narratives: the first is the mode of presentation (oral vs written). It is combined with cultural aspects of the 1st language (from now on L1) in which children have been socialized; the task was a written recall of a Kabyle text. Our results show facilitating effects of the oral mode to access meaning and the positive role played by culture in mediating understanding, hence founding potential solutions to improve literacy in standard French in areas where the cultural diversity in the school population is very often associated with difficulties in learning the school language. Teaching should switch from an ethno-centered model to a multicultural one since to build knowledge requires explaining the symbolic systemic relations languages and cultures have with one another.
In recent years, certain political changes have occurred in the Turkish Cypriot community with the accession of Cyprus to the European Union. Policies and parties in favor of this accession accepted the idea of a united Cyprus; the majority of the Turkish Cypriots (65%) voted in favor of a Cypriot identity. Such political transformations affected education as well. As one of the results of these new policies, a course entitled "Turkish Cypriot Literature" was introduced in schools. In this article we report a study on the ideology, content and instruction of the TCL course. In this study a questionnaire was given to high school teachers and students in order to find out their views about the ideology, content and instruction of the course. In addition, the authors of the TCL literary history were interviewed to gather their views on the content and ideology of the course. This study shows that a new ideology has been accepted by teachers, students and the authors of literary history. According to them the TCL course helps to contribute to the Turkish Cypriot culture and its values. In regard to the content of the TCL course it can be noted that the content of TCL is accepted by both the teachers and the students. However, the authors of the TCL literary history point to the fact that there are deficiencies and irrelevant subjects in the content of the TCL courses. The other research question of the study is to determine the views of the teachers and the students on the way TCL is taught. The teachers and the students are hesitant about the effectiveness of such instruction.
In 1991, the newly elected National Government of New Zealand set in train a major reform of the New Zealand national curriculum and, a little later, a major reform of the New Zealand qualifications system. These reforms have had a major impact on the construction of English as a subject in New Zealand secondary schools, and the work and professional identity of teachers. This article uses as a basis for analysis a framework which posits four paradigms for subject English and proceeds to examine the current national English curriculum in New Zealand for its underlying discourses. In specific terms, it explores questions of partition and progression, and terminology. In respect of progression, it argues that the current curriculum has imposed a flawed model on teachers and students, in part because of its commitment to the assignment of decontextualised outcomes statements ('achievement objects') to staged levels of student development (levels). It also argues that much of the terminology used by the document has had a negative impact on metalinguistic classroom practice. Finally, while it views the national English curriculum as a discursively mixed bag, it notes an absence of critical discourses and a tendency, in recent qualifications reforms, to construct English teachers as technicians and the subject as skills-based.
This issue of L1 – Educational Studies in Language and Literature is the largest single issue we have produced since our introduction in 2000. Containing seven articles, it covers a range of L1 issues: reform movements, the role of literature, culture and multiculturalism in L1, literacy, technology, reading comprehension and the role of oral and written language in L1 Teacher Education. Authors represent a similar diverse national scope: New Zealand, North Cyprus, France, USA, Hong Kong and Israel. The issue reflects the sentiments expressed in our IAIMTE Conference 2007 theme in Exeter, UK: "Crossing Cultural Boundaries." It represents both the diversity in the field and the simultaneous opportunity to speak to a wide range of critical L1 issues between the covers of a single copy of the journal.
In France, literature has been for a long time the basis for the teaching of French as mother tongue. Today, however, its role and position are being questioned because of both empirical difficulties linked with its daily teaching and disciplinary changes in French didactics. Its formerly obvious use is now giving way to doubts. While some firmly stick to their old positions, as expressed in press pamphlets and media discussions (« C'est la littérature qu'on assassine rue de Grenelle », Le Monde, 4 March, 2000), others try to « remodel » the teaching of French in redefining the functions of its various components (literature ranging at the top) and in finding new ways to link them. These are the issues at stake in the current debate that we hope to clarify through an analysis of the Education Ministry's new instructions on secondary teaching.
In Portugal, the last decade has been characterised by important reforms in the educational system particularly of secondary education. The Portuguese Language Area, comprising different subjects, was submitted to deep changes concerning its aims, content, methodologies, and assessment. In this paper, it is my purpose to analyse some of those changes, focusing on their underlying principles, their main features and their impact both in the pedagogic field and in the public sphere. I consider firstly the political and educational circumstances in which the reconfiguration of the Portuguese Language Area in secondary education took place. Then, I proceed to describe the main features of the official pedagogic discourse that gives expression to such reconfiguration through an examination of the Portuguese Language Syllabus. After that, school textbooks are focused on, in order to understand how they interpret the official discourse and how they conceive pedagogic practice. Subsequently, as a means to capture continuities and discrepancies between pedagogic and public spheres, the analysis deals with a corpus of texts from the media that give voice to positions concerning the teaching of Portuguese. In the last section, according to the analysis previously developed, I discuss the tensions that lie across the Portuguese Language Area and that will probably regulate the directions of its development.
This article reports on some commonalities among the eight education systems in Australia in terms of mother-tongue education. It discusses the context in which mother-tongue education is conducted in Australia, in particular the "competition" to English-as-discipline that comes from "literacy" and from a growing trend towards inter-disciplinary, cross-curricular education.
The new high school Chinese language curriculum in Hong Kong (2002) calls for the integration of literature after more than two decades of emphasis on language skills learning. However, many language teachers do not really know how to incorporate literature instruction into a language class and rely heavily on textbooks. The textbook becomes the "hidden teacher", guiding the content of learning, the sequence of teaching and the approaches to learning. Few teachers investigate the learning tasks designed by material writer(s) and question the nature of these tasks, or the underpinning pedagogy. This article reports on a survey of three sets of commonly used Chinese language textbooks in terms of the structure of learning units and the design of learning tasks for literary texts.
Considered as both the salvation of the educational system and the main agent in the failure of the schooling process, mother tongue education in Brazil is a battlefield between the traditional or grammatical paradigm and the socio-interactionist paradigm. The battle occurs on several fronts from academy to textbook to law, and those who defend the socio-interactionist paradigm are winning most of them. However, the imminent victory of this paradigm can be problematic. The new paradigm needs to consider its excessive pragmatism and utilitarianism, among other difficulties, beyond the classroom. The socio-interactionist paradigm also needs to prove that it is capable of success in an area in which failure seems to be the rule, as shown by institutional evaluations of mother tongue education.
This contribution attempts a partial synthesis of a large international study (Collès, Dufays & Maeder 2003), which explores the teaching and learning of Romance languages in France, French Belgium, French Switzerland and Quebec. Each author analysed in their country or region the official instructions related to primary and secondary school and the plans of action related to teachers' training. All dealt with the same questions. Considering those data, the analysis here focuses particularly on the section of the report concerning the teaching and learning of literature in French mother tongue lessons. Specifically, I address three questions:
1. Over the last 50 years, what place and value has been given to literature in the official programs for primary and secondary schools in the 4 countries or regions, compared to the other subjects considered as part of teaching French?
2. What are today's prescriptions as far as literature is concerned? In relation to the contemporary debate between different paradigms, is literature first handled in terms of skills or in terms of knowledge? Which values are these knowledges and skills bound to?
3. What about the teachers' literature training? Are there important changes in this field which might be similar to the changes in the official prescriptions? Where were and are the teachers trained? What were and are the nature of, the level required and the relative weight given to this particular training?
Mother-tongue education curriculum is in a constant state of debate. Indeed, the field may be accurately characterised as polyparadigmatic. We use three specific sets of analyses to discuss the curriculum variety of the field: ten Brinke's classification of dimensions, Matthijssen's rationality theory and Englund's concept of competing meta-discourses. We then conceptualise the field in terms of paradigm competition, specifically discussing academic, developmental, communicative and utilitarian paradigms. We finish with a case study of the historiography of curriculum paradigms in English.
This edition of L1 is devoted to discussion of debates around paradigms of mother tongue education. In this special issue we have sampled contributions from Belgium, Brazil, Hong Kong and Australia that each take up the kinds of arguments which we have tried to capture in our own chapteron paradigm conflict. Each contribution deals with the polyparadigmatic character of mother tongue education and answers the main question of this issue: MTE paradigms – common? competing? coexisting? In editing this edition, what struck us was the remarkable consistency of the debates across a range of cultures, nationalities and languages.
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.
This paper argues that new digital genres clash with notions of a 'traditional' version of English, as represented in post-16 Advanced Level Literature exam courses in England. This argument is set within the context of an ongoing political imperative to integrate ICT into the school curriculum together with general optimism amongst many English teachers regarding the potential of particular uses of ICT to enhance teaching and learning in aspects of English (Andrews, 2001; Stevens & McGuinn, 2004). The paper focuses on hypertext which has been the subject of some exciting theoretical claims about its value for literary study, ranging from access to searchable databases, texts and research, to democratising the publishing process and changing the relationship between reader, writer and text (Delany & Landow, 1991; Landow, 1994; Joyce, 1996). The paper draws on a case study of an Advanced Level Literature classroom 'design' within the ESRC InterActive Education Project. The class experimented with the use of hypertext as a tool for researching and writing about literature. This revealed the dissonance between the subject culture of English Literature and the subject culture of ICT. Students attempted to negotiate altered reading and writing practices which were not readily compatible with the assessment demands and classroom practices of Advanced Level English Literature. This negotiation involved different levels of student resistance and compliance with the project of integrating technology into English literature study. The paper ends with some speculations about which aspects of 'traditional' English should be retained and valued in an age of information saturation and multimedia hype.
This article presents a case study of the authoring of computer games by two secondary school pupils (a girl and a boy) in an English comprehensive school. The students' work is analysed as examples of multimodal literacy, in which both narrative and ludic aspects of their games are taken into account. The analysis is set in the context of recent debates about media literacy, proposing that game-literacy can be seen as a subset of media literacy; and that full realisation of it will involve game design as well as game-play. The final section of the article considers a written proposal by a 12 year-old boy for a game based on 'The Odyssey', concluding that the conceptual apparatus of game-design offers new ways to approach narrative in schools.
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 article is the synthesis of research focused on the history of the Romanian mother tongue language and literature curricula of the second half of the 19th century and the 20th century. The curricula I analysed comprise a history with complex syncopated rhythms, periods of re-constitution and recrystallisation alternating with periods of deconstruction and repression. The changes of rhythm are the result of the dialogue between the institutional policies of the Ministry of Education and the language, literature and education sciences. This dialogue was a positive and constructive one in the periods of socio-cultural and economic evolution of the country and absent or extremely tense during the communist period. The article presents a history of the curricular projects for the study of the Romanian mother tongue language and literature by middle and secondary school pupils.
Many studies note the difficulties experienced by young children in learning deep writing systems (such as English and French) compared to those for which the link between the spoken and the written is shallower (e.g., Spanish and Italian). A large percentage of these studies are focused on English. As such, more research needs to be conducted with other first languages such as French. The present exploratory study seeks to understand the effects of these kinds of linguistic variable, along with the impact (which has received little attention) of instructional factors, on the competencies of first-grade, Frenchlanguage writers. Two kinds of instructional context are examined (integrated approach vs code-oriented approach) in two countries (France and Quebec, Canada). The main findings for invented spelling situations within an integrated-approach framework reveal that French and Quebec pupils construct a more complete view of the writing system. This construction includes both units involving the transcription of phonemes by phonograms and units involving the treatment of inaudible, semiographic information by morphograms.