IAIM T e - ILO
IAIM T e - ILO
IAIM T e - ILO
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<strong>IAIM</strong>Te<br />
InTernATIonAl AssoCIATIon for The IMProveMenT of MoTher Tongue eduCATIon<br />
Conference chair Irene PIePer<br />
8 th Bi-Annual ConferenCe<br />
15–17 June 2011<br />
Phd-Pre-Conference, June 14<br />
Fostering literacies<br />
TeAChIng And leArnIng In heTerogeneous envIronMenTs<br />
university of hIldesheIM | germany<br />
Institut für deuTsChe sPrAChe und lITerATur | Bühler-Campus
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Conference chair: Irene Pieper, Hildesheim/Germany<br />
Chair: Gert Rijlaarsdam, Amsterdam/The Netherlands<br />
International Scientific Committee:<br />
Luisa Araujo, Minho/Portugal Ilana Elkad-Lehmann/Israel<br />
Mike Fleming, Durham/GB Tanja Janssen, Amsterdam/The Netherlands<br />
Ellen Krogh/Denmark Thomas Lindauer, Aarau/Switzerland<br />
Irene Pieper, Hildesheim/Germany Gert Rijlaarsdam, Amsterdam/The Netherlands<br />
Peter Smagorinsky, Georgia/USA Shek Tse Kam, Hong Kong/China<br />
Dominique Ulma, Lyon/France Iris Winkler, Oldenburg/Germany<br />
Cover design: Laura Haas
WelCoMe to HIldeSHeIM<br />
The University of Hildesheim organizes the eighth international conference<br />
<strong>IAIM</strong>TE – International Association for the Improvement of Mother Tongue Education.<br />
It’s a pleasure to welcome all participants from around the world in the City of<br />
Hildesheim!<br />
Taking place from the 14 th to 17 th of June 2011 the congress deals with the subject of<br />
”Fostering literacies: teaching and learning in heterogeneous environments“. Numerous<br />
people aspire to be best educated, highly professional and often multilingual. Considering<br />
about 6500 spoken languages worldwide as well as many different national teaching<br />
methods linguists and other experts have good reasons meeting and raising this contemporary<br />
issue. We can only improve the quality of our own teaching and learning<br />
techniques by comparing ideas and exchange experience.<br />
By choosing Hildesheim as your first venue in Germany the University of Hildesheim<br />
is being much appreciated. The University has a remarkable Institute for German Language and Literature since<br />
its founding in 2003, which enjoys an excellent reputation in Germany and great popularity among its students.<br />
I wish all participants a successful conference and a comfortable and enjoyable stay in the City of Hildesheim.<br />
Kind Regards,<br />
Kurt Machens, Mayor of Hildesheim
8<br />
Ladies and Gentleman,<br />
I am pleased to welcome you at the University of Hildesheim.<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
The University of Hildesheim is a Foundation University, one of the first of its kind in<br />
Germany. We receive most of our funding from the state, but we have a wide range of<br />
autonomous rights, e. g. hiring professors, establishing new chairs, managing our facilities<br />
and last but not least elect our own board. The range of subjects covers study courses<br />
in Educational Science and the Social Sciences; Arts and Cultural Studies; Linguistics<br />
and Information Science; Mathematics; the Natural Sciences and Economics and Informatics.<br />
In cooperation with more than 250 partner schools, Teacher Education students<br />
are able to relate basic theory to practical experience from an early stage of their studies<br />
onwards. The University of Hildesheim cooperates with more than 160 universities or<br />
institutions of tertiary education in 38 countries and makes more than 400 student exchange<br />
places available annually. The students appreciate the compact campus with approx. 5.700 students and 400<br />
staff. There is a very personal atmosphere of learning with first-class tutoring and theory and practice are closely<br />
combined.<br />
This year’s international conference of <strong>IAIM</strong>TE – International Association for the Improvement of Mothertongue<br />
Education at the University of Hildesheim sets the focus on teaching and learning in heterogeneous environments.<br />
The conference is particularly important from the perspective of educational integration. Creating suitable learning<br />
environments for all children and young people is a demanding task – for teachers, students and institutions. Our<br />
country has been shaped by decades of immigration. The University of Hildesheim has included the focus on ”educational<br />
integration“ in its mission statement to consistently develop educational opportunities for people from<br />
immigrant families to promote their integration.<br />
I wish you a successful conference.<br />
Yours sincerely,<br />
Prof. dr. Wolfgang-Uwe friedrich, President of the University of Hildesheim
WelCoMe to HIldeSHeIM 9<br />
Dear Colleagues,<br />
it’s a great pleasure for our team to host the 8 th <strong>IAIM</strong>TE-conference at Hildesheim<br />
university. Our university has developed a strong focus on educational research and<br />
Fachdidaktik over the years and thus we feel that hosting the <strong>IAIM</strong>TE in 2011 fits our<br />
profile extremely well. Three institutions combined their efforts in arranging the conference:<br />
The Institut für deutsche Sprache und Literatur, the Centrum für Bildungs- und<br />
Unterrichtsforschung (Centre for Educational Research) and the Forum Fachdidaktische<br />
Forschung (Centre for Subject Specific Educational Research) welcome you at the<br />
university’s Bühler-Campus.<br />
We trust we will experience three days of inspiring dialogue around our common concerns<br />
in the field of language and literature education. More than 100 researchers and<br />
experts in teacher education from various continents (Asia, Australia, North America,<br />
Europe) and countries (among others: Cyprus, Israel, Portugal, The Netherlands, Greece, France, Spain, Sweden,<br />
Norway, Finland, Denmark, Poland, Korea, China, USA, Switzerland) are contributing to the event and will be<br />
sharing their knowledge and experience with each other. The scene which is going to emerge will be shaped by<br />
different academic and educational cultures and by a multitude of languages. The plurality of perspectives is a fascinating<br />
value in itself. We hope that you will enjoy engaging again in the vivid academic dialogue that has been so<br />
characteristic for the previous <strong>IAIM</strong>TE-conferences.<br />
In setting up the conference and making it possible we have received considerable support. We are grateful to the<br />
University of Hildesheim Foundation which sponsored the conference with a remarkable fund. Besides, we thank<br />
the Council of Europe and its Language Policy Division/Strasbourg for a considerable contribution to the symposium<br />
on plurilingual and intercultural education.<br />
We thank the International Sceintific Committee for providing broad expertise in the various fields of L1 and – more<br />
precisely – for reviewing the abstracts and providing helpful comments. Special thanks go to Prof. Dr. Gert Rijlaarsdam/Chair<br />
of the <strong>IAIM</strong>TE who, together with his Dutch colleagues, supported us all the way from first plans to<br />
the actual event and whose patience and cooperative spirit I greatly admire. This spirit, humour and energy is also<br />
what I am grateful for in working with Annette Farkas, Dr. Silke Kubik, Marco Prestel, Johannes Reinert, Gesa<br />
Reitze, Dr. Britta Schmidt and Jana Zegenhagen. Thank you, Laura Haas, for engaging in a dialogue with Pieter<br />
Bruegel’s Babel and doing the cover-drawing.<br />
Ihnen, Euch und uns eine anregende Konferenz!<br />
Prof. dr. Irene Pieper, Conference chair
Content<br />
Welcome to Hildesheim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 7<br />
General information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 13<br />
Schedule Tuesday, June 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 15<br />
Schedule Wednesday, June 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 16<br />
Schedule Thursday, June 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 18<br />
Schedule Friday, June 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 20<br />
Keynotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 23<br />
Abstract overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 25<br />
Session formats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 31<br />
Abstracts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 33<br />
Conference participant e-mail list . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 81<br />
Notes and reminders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 85
GenerAl InforMAtIon<br />
Internet ACCeSS<br />
As an <strong>IAIM</strong>TE conference registrant you can use the free Wi-Fi-Access. Please, proceed in the following way. First<br />
look for the wireless network “gast”“ and use the password “gastwelcome” to connect (mind the spelling!). Afterwards<br />
open your browser and any website you want. Confirm the certificate request. You will be forwarded to a<br />
site that asks for a “Benutzername“ (= username) and a “Zugangskennung” (= password). Type in “<strong>IAIM</strong>TE” as<br />
“Benutzername” and “L4cs6T7P” as “Zugangskennung”. Now you are connected to the internet. Please, note<br />
that you can only use the internet protocols “http” and “https” (= surfing the net with your browser). Your email<br />
clients (= Outlook, Thunderbird …) will not work. If you have any further questions visit our conference office.<br />
If you do not bring your own laptop your are welcome to use a computer with an internet access in the Lese- und<br />
Schreibzentrum in room LN226.<br />
trAnSPortAtIon<br />
The conference takes place at the Bühler-Campus, Lübecker Str. 3, D–31134 Hildesheim. The bus lines 3 (Marienburger<br />
Höhe) and 4 (Itzum) run towards the Bühler-Campus (between 5 and 10 minutes from the city centre). Take<br />
the bus-stop ”Silberfundstrasse.“ Turn left when leaving the bus. Turn right into Quedlinburger Straße, turn left<br />
into Lüneburger Straße. You will find the Campus on your right hand side.<br />
All hotels are in the city centre. You might consider walking (between 20 and 30 minutes).<br />
trAvel dIreCtIonS froM BüHler-CAMPUS to MICHAelISKIrCHe<br />
The reception will take place at the Michaelis church, Michaelisplatz 2, 31134 Hildesheim. You can get there by car<br />
(10 minutes), by bus (25 minutes) or by walk (45 minutes, please ask the conference participants from Hildesheim).<br />
By car: Turn right into the Lüneburgerstraße. Turn left into the Soltaustraße. Turn left into the Marienburgerstraße/<br />
L491 and go straight on. Keep left and follow the sign to the “Zentrum“ (the city) and merge into the Goslarsche<br />
Landstraße. Follow the Goslarsche Straße, Schuhstraße and Pfaffenstieg till to the sign “Michaeliskirche“ and turn<br />
right into Burgstraße. Follow the Burgstraße until you can see the Michaelis church.<br />
By bus: Turn right into the Lübeckerstraße. Go straight on and follow the Quedlinburgerstraße till you reach the<br />
Marienburgerstraße. Cross the road and go left just to the bus stop “Silberfundstraße“. Take the bus line 4 (direction<br />
“Bockfeld“ or “Im Koken-Hof“). Leave the bus at the bus stop “Museum“. Follow the Pfaffenstieg towards the<br />
Burgstraße. Turn right into the Burgstraße. Here you can already see the Michaelis church.<br />
reStAUrAntS<br />
In the city centre you can find some nice restaurants and bars at mid-price level. If you like Italian food, visit “La<br />
Gondola” next to the old market square in the “Ostertorpassage” (Osterstraße 41–44). Chinese food you can find<br />
at “Restaurant Lotus Blume” near the old market square (Am Ratsbauhof 2). Right at the market square you could<br />
find typical german food in the famous “Knochenhauer Amtshaus” (Markt 7). If you like to get a light meal you<br />
could go to “Amadeus” near the market square (Marktstraße 17). For those who like Greek food, go to “Paris” next<br />
to the “Gästehaus Klocke” (Lucienvörder Straße 11).<br />
AtM<br />
You can find some cash machines next to the Bühler-Campus (Volksbank, Sparkasse, Postbank). Perhaps some of<br />
you are looking for the “Deutsche Bank”, you can find it in the city near the central station (Angoulêmeplatz 1).
14<br />
PHArMACy And eMerGenCy doCtor<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
Just 2 minutes by walk from the Bühler-Campus there is the “Silberfund Apotheke” (Marienburger Straße 128). In<br />
the backyard of that pharmacy you can find a doctor (Ursula Wirries).<br />
floor PlAn<br />
registration/<br />
conference<br />
office<br />
LN 304<br />
3rd floor<br />
L 061<br />
cafeteria<br />
LN 005<br />
LN 014<br />
LN 004<br />
LN 003<br />
L 057<br />
Building L<br />
Building LN<br />
L 047<br />
L 131<br />
auditorium<br />
1st floor<br />
Stairs to the<br />
auditorium<br />
L 046<br />
entrances
SCHedUle tUeSdAy, JUne 14<br />
14.00–18.30 Workshop<br />
PhD Pre-Conference<br />
17.00–19.00 Room: LN005<br />
groups Professionalism, self-concept of teachers and<br />
counselors<br />
Registration<br />
Room: LN014<br />
Experts: Piet-Hein van de Veen & Karl-Heinz<br />
Arnold<br />
Lea; Gaitas; Zegenhagen<br />
20.00 Conference dinner for the International Committee<br />
About linguistics/domain of languages<br />
Room: LN003<br />
Expert: Gert Rijlarsdaam<br />
Mata Pereira; Cheong; Zwanzig<br />
About reading and working with literature<br />
Room: LN004<br />
Experts: Tanja Janssen & Irene Pieper<br />
Martinez; Reinert; Puksand; Prestel;<br />
Höglund; Rørbech
SCHedUle WedneSdAy, JUne 15<br />
08.30–09.00 Room: LN005<br />
Registration<br />
09.00–10.00 Plenary<br />
Room: AULA<br />
Conference Opening and Keynote ”Interactions and the teaching and learning of literacies“<br />
Fijalkow<br />
10.00–10.30 Plenary<br />
Room: LN304<br />
Coffee break<br />
all themes l1/Mte: Multilingual &<br />
Multicultural<br />
Chairs: Mike Fleming, Shek<br />
Kam Tse, Peter Broeder &<br />
Mia Stokmans<br />
10.30–12.00 Paper session<br />
Room: L46<br />
Literacies in heterogeneous<br />
classrooms<br />
Cheong; Le Cordeur;<br />
Lievens<br />
12.00–13.00 Room: LN304<br />
Lunch<br />
language awareness<br />
Chairs: Hans Hulshof &<br />
Maria van der Aalsvoort<br />
Paper session<br />
Room: LN003<br />
Language awareness<br />
Kerge; Marin<br />
SIG l1 teacher education<br />
Chairs: Brenton Doecke &<br />
Iris Susanna Pereira<br />
Paper session<br />
Room: LN 014<br />
Professional Competences<br />
& Identities I<br />
Krogh; Medway;<br />
Vandermeersche<br />
SIG research on<br />
literature education<br />
Chairs: Tanja Janssen, Irene<br />
Pieper & Piet-Hein van de<br />
Ven<br />
Symposium<br />
Room: LN004<br />
Interpretation-key concept<br />
in literature education<br />
Frederking, Henschel<br />
& Meier; Gabathuler<br />
LaFleur; Kleinbub<br />
SIG the learning and<br />
teaching of reading,<br />
writing and oracies<br />
Chairs: Martine Braaksma,<br />
Luisa Araujo & Gert<br />
Rijlaarsdam<br />
Paper session<br />
Room: L47<br />
Literacies: Writing &<br />
Reading<br />
Haskel-Shaham; Nagy;<br />
Puksand
13.00–14.30 Structured poster session<br />
Room: L46<br />
Literacies<br />
14.30–15.00 Room: LN304<br />
Araujo; Braaksma & Rijlaarsdam;<br />
Erixon; Gaitas; Knechtel;<br />
Martinez, Martín & Mateos;<br />
Mottart & Vanhooren; Patmon<br />
& Gordon; Pereira; Pocinho,<br />
Ferraz, Correia & Pereira; Siqués<br />
& Vila; Tse & Loh; van Wijk &<br />
Broeder; Vasconcelos Horta &<br />
Alves Martins; Zhu<br />
Coffee & Tea break<br />
15.00–16.30 Paper session<br />
Room: LN003<br />
Language Awareness<br />
Coppen; Hulshof<br />
Paper session<br />
Room: LN 014<br />
Professional<br />
Competences &<br />
Identities<br />
17.30–18.30 Room: Michaeliskirche/Michaelisplatz<br />
Structured poster session<br />
Room: L47<br />
Goodwyn; Penne &<br />
Ulfgard; Ulfgard &<br />
Penne<br />
Michaeliskirche UNESCO World Heritage guided tour<br />
18.30–19.30 Room: Gemeindesaal at Michaeliskirche<br />
Reception<br />
Plurilingual and intercutlrual classrooms<br />
Aalto; Amir & atkin; Awramiuk;<br />
Broeder, Stokmans & van Wijk; Byram,<br />
Fleming & Vollmer; Cheong; Cheung;<br />
Coppen; Evers & Blankesteijn;<br />
Gagnon; Helten-Pacher & Langer;<br />
Hulshof; Kerge; Le Cordeur;<br />
Lievens; Linneweber-Lammerskitten;<br />
Marin; Rivard; Sarmavuori & Maunu;<br />
Schwenk; van der Aalsvoort;<br />
Verheyden & Bogaert; Wong &<br />
Cheung; Xeni;<br />
Symposium<br />
Room: LN004<br />
Interpretation – key<br />
concept in literature<br />
education<br />
Abraham; Elkad-<br />
Lehman; Longo<br />
Structured poster<br />
session<br />
Room: LN014<br />
Professional competences<br />
-Professional identities<br />
Goodwyn; HO, Lee &<br />
Tse; Kaartinen; Krogh;<br />
Medway; Pauw & van de<br />
Ven; Penne & Ulfgard;<br />
Pinter; Vandermeersche;<br />
Xeni<br />
Paper session<br />
Room: L47<br />
Literacies; Writing<br />
and Reading<br />
Padmos;<br />
Reichenberg;<br />
Rijlaarsdam<br />
Paper session<br />
Room: L46<br />
Literacies in<br />
heterogeneous<br />
classrooms<br />
Schwenk; Wong &<br />
Cheung; Zhu<br />
Structured poster session<br />
Room: LN004<br />
Research on Literature Education<br />
Abraham; Bache-Wiig; Balca<br />
& Tomé; Doecke & van de Ven;<br />
Elkad-Lehman; Frederking,<br />
Henschel & Meier; Gabathuler<br />
LaFleur; Hoffmann; Höglund;<br />
Kleinbub; Knopf; Lee; Longo;<br />
Mohammadzadeh; Rørbech;<br />
Sarmavuori; Sawyer; Tainio;<br />
Ulma; Uzun; Vaittinen; Witte;<br />
Witte; Woo & Woo<br />
Paper session<br />
Room: L57<br />
[Literacies:] Early<br />
reading/writing<br />
Martinez, Martín<br />
& Mateos; Mata<br />
Pereira, Fijalkow<br />
& Alves Martins;<br />
Gaitas
SCHedUle tHUrSdAy, JUne 16<br />
all themes l1/Mte: Multilingual &<br />
Multicultural<br />
09.00–10.30 Symposium<br />
Chairs: Mike Fleming, Shek<br />
Kam Tse, Peter Broeder &<br />
Mia Stokmans<br />
Room: L47<br />
Plurilingual and intercultural<br />
education.<br />
10.30–11.00 Room: LN304<br />
Byram, Fleming & Vollmer<br />
Coffee Break<br />
11.00–12.30 Paper session<br />
Room: L57<br />
Language Awareness<br />
Awramiuk;<br />
Sarmavuori & Maunu<br />
12.30–13.00 Room: LN304<br />
language awareness<br />
Chairs: Hans Hulshof &<br />
Maria van der Aalsvoort<br />
Symposium<br />
Room: L47<br />
Plurilingual and<br />
intercultural<br />
education<br />
Linneweber-<br />
Lammerskitten;<br />
Rivard<br />
Paper session<br />
Room: L46<br />
Literacies in heterogeneous<br />
classrooms<br />
Packed Lunch (Busses will leave from Campus at 13.00)<br />
13.00–20.00 Excursion to Goslar and conference dinner<br />
Broeder, Stokmans & van Wijk;<br />
Cheung<br />
round table<br />
Room: LN 014<br />
Professional<br />
Competences &<br />
Identities<br />
HO, Lee & Tse;<br />
Kaartinen; Lea<br />
SIG l1 teacher education<br />
Chairs: Brenton Doecke &<br />
Iris Susanna Pereira<br />
Paper session<br />
Room: LN 014<br />
SIG research on<br />
literature education<br />
Professional Competences &<br />
Identities<br />
Pereira; Xeni<br />
Paper session<br />
Room: LN003<br />
Literature & Fiction<br />
Höglund;<br />
Sarmavuori;<br />
Vaittinen<br />
Chairs: Tanja Janssen, Irene<br />
Pieper & Piet-Hein van de<br />
Ven<br />
Symposium<br />
Room: LN004<br />
SIG the learning and<br />
teaching of reading,<br />
writing and oracies<br />
Chairs: Martine Braaksma,<br />
Luisa Araujo & Gert<br />
Rijlaarsdam<br />
Paper session<br />
Room: LN003<br />
Interpretation: key<br />
concept in literature<br />
teaching<br />
Balca & Tomé;<br />
Costa; Knopf<br />
Literature & Fiction<br />
Rørbech; Sawyer; Uzun<br />
Paper session<br />
Room: L46<br />
[Literacies:] Early<br />
reading/writing<br />
Knechtel; Siqués &<br />
Vila; Vasconcelos<br />
Horta & Alves<br />
Martins
SCHedUle frIdAy, JUne 17<br />
09.00–10.00 Keynote<br />
Room: AULA<br />
10.00–10.30 Plenary<br />
Keynote ”Learning to teach german“<br />
Blömeke & Bremerich-Vos<br />
Room: LN304<br />
Coffee break<br />
all themes l1/Mte: Multilingual &<br />
Multicultural<br />
Chairs: Mike Fleming, Shek<br />
Kam Tse, Peter Broeder &<br />
Mia Stokmans<br />
10.30–12.00 demonstration<br />
Room: L47<br />
Plurilingual and<br />
intercultural education<br />
Aalto; Xeni<br />
language awareness<br />
Chairs: Hans Hulshof &<br />
Maria van der Aalsvoort<br />
Paper session<br />
Room: L014<br />
Language classrooms<br />
as sites for language<br />
learning<br />
Amir & atkin;<br />
Gagnon; Tam & Law<br />
Paper session<br />
Room: LN003<br />
SIG l1 teacher education<br />
Chairs: Brenton Doecke &<br />
Iris Susanna Pereira<br />
Literature & Fiction<br />
Bache-Wiig; Tainio;<br />
Woo & Woo<br />
Workshop<br />
Room: LN004<br />
Literary praxis<br />
Doecke & van de<br />
Ven<br />
SIG research on<br />
literature education<br />
Chairs: Tanja Janssen, Irene<br />
Pieper & Piet-Hein van de<br />
Ven<br />
Paper session<br />
Room: L46<br />
[Literacies:] Early<br />
reading/writing<br />
Pocinho, Ferraz,<br />
Correia & Pereira;<br />
Stokmans &<br />
Broeder; Verheyden<br />
& Bogaert<br />
SIG the learning and<br />
teaching of reading,<br />
writing and oracies<br />
Chairs: Martine Braaksma,<br />
Luisa Araujo & Gert<br />
Rijlaarsdam<br />
round table<br />
Room: L57<br />
Language Awareness<br />
and Literacies<br />
Pinter; van der<br />
Aalsvoort
12.00–13.00 Room: LN304<br />
Lunch<br />
13.00–14.30 Workshop<br />
Room: L47<br />
Plurilingual and intercultural<br />
education<br />
Helten-Pacher & Langer<br />
14.30–15.00 Room: LN304<br />
Coffee & Tea break<br />
15.00–16.30 Workshop<br />
Room: LN46<br />
16.30–18.00 Plenary<br />
L1 teachers and teaching L1<br />
as content based<br />
Evers & Blankesteijn<br />
Room: AULA<br />
Workshop<br />
Room: LN 014<br />
Professional Competences<br />
& Identities<br />
Pauw & van de Ven<br />
Symposium<br />
Room: LN004<br />
Interpretation: key concept<br />
in literature teaching<br />
Duarte & Vieira de<br />
Castro; Wieser<br />
Awards, Publishing, Reflection, Farewell Reception<br />
Symposium<br />
Room: LN004<br />
Interpretation: key concept<br />
in literature teaching<br />
Hoffmann; Ulma; Witte<br />
Paper session<br />
Room: LN003<br />
Literacies: New<br />
Technologies<br />
Mohammadzadeh;<br />
Mottart & Vanhooren<br />
Paper session<br />
Room: LN003<br />
Literature & Fiction<br />
Lee; Erixon<br />
Workshop<br />
Room: LN 226 (Lese- und<br />
Schreibzentrum)<br />
Writing & Literacy<br />
Patmon & Gordon<br />
Paper session<br />
Room: L46<br />
[Literacies] Reading &<br />
Writing<br />
Araujo; Tse & Loh<br />
Workshop<br />
Room: L47<br />
[Literacies] Reading &<br />
Writing<br />
Braaksma & Rijlaarsdam
KeynoteS<br />
InterACtIonS And tHe teACHInG And leArnInG of lIterACIeS<br />
Keynote on Wednesday | Jacques Fijalkow | France<br />
The first part is a chronological introduction intended to explain why and how this subject was chosen, the fundamental<br />
positions about the difficulties of learning to read, different types of research on reading, with a special<br />
development on the action research conducted during 30 years. A second part is devoted to the actual state of this<br />
action-research: theoretical principles, pedagogical and didactical aspects. The final part presents three formal evaluations<br />
on three different fields. The main results are synthesized in the conclusion, and the discussion opens to<br />
the possible explanations of these results and to some political questions.<br />
Jacques Fijalkow is professor emeritus in psycholinguistiques at the University Toulouse le Mirail.<br />
leArnInG to teACH GerMAn<br />
Keynote on Friday | Sigrid Blömeke & Albert Bremerich-Vos | Germany<br />
This talk reports about a large-scale study in Germany which examined the competencies of future German, English<br />
and Mathematics teachers. The study was funded by the Federal Ministry of Education and Research. It was<br />
the first approach of its kind in lowly structured domains of teacher knowledge. Previous attempts had only been<br />
made in the field of mathematics.<br />
We will present the theoretical framework of our study, the tests developed measuring content knowledge, pedagogical<br />
content knowledge and general pedagogical knowledge of German teachers as well as first results about<br />
the knowledge of second- and third year teacher candidates. Besides item statistics, we examine to what extent<br />
individual and institutional characteristics influenced the knowledge acquisition. A special focus will be on the<br />
future teachers’ demographic and cognitive background as we assume that these are signficant predictors of teacher<br />
knowledge.<br />
Tentative policy recommendations with respect to the configuration of teacher education in German as the first<br />
language will be drawn.<br />
Sigrid Bloemeke is full professor of systematic didactics and instructional research at the Humboldt Universität zu Berlin.<br />
Albert Bremerich-Vos is full professor for language education (L1) st the Universität Duisburg Essen.
ABStrACt overvIeW<br />
Aalto, eija Promoting Plurilingualism in the ”Mother Tongue” Classroom<br />
Abraham, Ulf Interpretation as a result of “joint attention” in the classroom<br />
Amir, Aliza<br />
Atkin, Hilla<br />
Discussion skills (oral literacy) in Hebrew as a mother tongue – initial findings<br />
Araujo, luisa Are Differences in Reading Achievement in PIRLS related to Curriculum<br />
and Instructional Practices?<br />
Awramiuk, elzbieta New dimension of phraseology in Polish language education<br />
Bache-Wiig, Harald Transformation of a Swiss children´s literature heroine into a Norwegian<br />
heroine of today<br />
Balca, Angela C. P.<br />
tomé, Anabela v. v.<br />
Blömeke, Sigrid<br />
Bremerich-vos, Albert<br />
Braaksma, Martine<br />
rijlaarsdam, Gert<br />
Broeder, Peter<br />
Stokmans, Mia J.W.<br />
van Wijk, Carel H.<br />
Byram, Michael S.<br />
fleming, Mike<br />
vollmer, Johannes<br />
Teaching literature in Mother Tongue classroom<br />
Learning to teach German<br />
Inquiry learning, hypertext writing and observational learning as supplementary<br />
teaching<br />
Differences in reading of migrant and native residents of the Netherlands<br />
Plurilingual and intercultural education<br />
Cheong, Choo Mui Chinese language teaching and learning in Singapore<br />
Cheung, Wai Ming Fostering Students’ Reading Literacy in Two Cultures: Hong Kong and<br />
Sweden<br />
Coppen, Peter-Arno JM What is this thing called Grammar?<br />
Costa, Paulo J. The literary experience of the classics: the possible misleading art of making<br />
it easier and faster<br />
doecke, Brenton<br />
van de ven, Piet-Hein<br />
duarte, regina M. S.<br />
vieira de Castro, rui<br />
Literary Praxis<br />
Literature in school – teachers in tension<br />
elkad-lehman, Ilana Reading and interpretation processes among three types of adult readers<br />
erixon, Per-olof Mother tongue education in screen culture<br />
evers, IWM, Ingrid<br />
Blankesteijn, erik<br />
The role of L1 education and educators in the content-based approach<br />
fijalkow, Jacques Interactions and the teaching and learning of literacies
26<br />
frederking, volker<br />
Henschel, Sofie<br />
Meier, Christel<br />
Literary-aesthetic judgement competence<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
Gabathuler lafleur, Chloé A „difficult“ literary text submitted to four secondaryI classes<br />
Gagnon, roxane Teaching public debate: from teacher training to the taught object in the<br />
classroom<br />
Gaitas, Sérgio Reading and writing practices of Portuguese first grade teachers<br />
Goodwyn, Andrew Literature or Literacy??<br />
Haskel-Shaham, Irit Students’ knowledge about writing and their writing performance: An intervention<br />
research<br />
Helten-Pacher, Maria-rita<br />
langer, elisabeth<br />
Ho, Shun-yee<br />
lee, vivien Man-Wai<br />
tse, Shek Kam<br />
Models and lesson concepts for the integrated teaching and learning of content<br />
and language for L2, L1 and FL learners<br />
The effect of an interdisciplinary program of reading and service learning<br />
Hoffmann, Jeanette The historical youth novel Malka Mai by Mirjam Pressler and its reception<br />
by pupils in Germany and in Poland<br />
Hulshof, Hans Linguistics at school in the Netherlands 1971-2011: A struggle for recognition<br />
Höglund, Heidi Students’ representations of literature – how to capture interpretations as a<br />
researcher<br />
Kaartinen, vuokko Teachers of Finnish L1 as teachers of Finnish L2: challenges of multicultural<br />
competence<br />
Kerge, Krista Natural Models of the Estonian language use<br />
Kleinbub, Iris d. (How) Does Interpretation take place in Elementary School? – Results of a<br />
Video Study in German L1 Classrooms<br />
Knechtel, nora Fostering literacy development in age-mixed classes<br />
Knopf, Julia The Development of Interpretation Skills in Kindergarden, Primary School<br />
and Secondary School – Results of an Empirical Study<br />
Krogh, ellen Nordic teachers’ understanding of writing as part of MTE<br />
le Cordeur, Michael l. A. A Mother Tongue based language-in-education policy will improve literacy<br />
and numeracy in South Africa<br />
lea, Kjersti Mother tongue teachers need wisdom - An Aristotelian view on the professional<br />
knowledge and identity of L1 teachers in upper secondary school.<br />
lee, In Wha A Study on the Uniqueness of the Interpretative Act in Literary Works
ABStrACt overvIeW 27<br />
lievens, Jeroen If it Ain’t Broke, Don’t Fix it: Remedial L1 teaching in Flemish Higher<br />
Education<br />
linneweber-lammerskitten,<br />
Helmut<br />
How to describe lingusitictic competence for education in mathematics<br />
longo, Guiseppe Reading literary texts and emotional education: a neurocognitive approach<br />
to the teaching of literature<br />
lópez-Bonilla, Guadalupe the notion of „figured worlds“ as an analytical tool<br />
Marin, Brigitte Lexical resources and school knowledge<br />
Martinez, Isabel<br />
Martín, elena<br />
Mateos, María del Mar<br />
Mata Pereira, Miguel<br />
fijalkow, Jacques<br />
Alves Martins, Margarida<br />
The processes of reading and writing as learning tools in the Primary school<br />
Syllabic spellings: One letter per syllable?<br />
Medway, Peter Speech and writing in a 1950s school: lessons for today<br />
Mohammadzadeh,<br />
Behbood<br />
Mottart, André<br />
vanhooren, Steven<br />
Podcasts: Teacher and Student Friendly Technology to Enhance Literacy in<br />
L1<br />
Using blogs in mother tongue education. Possibilities and challenges<br />
nagy, Zsuzsanna Writing ability and knowledge about texts: A study of Hungarian students<br />
Padmos, tineke The power of embedding literacy training in vocational education<br />
Patmon, denise S.<br />
Gordon, Stephen<br />
Pauw, Ietje<br />
van de ven, Piet-Hein<br />
Penne, Sylvi<br />
Ulfgard, Maria<br />
Writing centers at high school<br />
Writing narrative reflections in teacher education<br />
Literature and literacies: How do Teachers Teach Literature in two Scandinavian<br />
Countries? Norway<br />
Pereira, Iris Susana An in-service program for early childhood educators: first research results<br />
Pinter, Henriett Development of writing composition skills of 8th-grade students with cerebral<br />
palsy<br />
Pocinho, Margarida<br />
ferraz, Inês<br />
Correia, rosaria<br />
Pereira, Alexandra<br />
Improving pre-reading children metalinguistic competences: evaluation of a<br />
longitudinal intervention program<br />
Puksand, Helin Estonian adolescents’ reading habits
28<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
reichenberg, Monica Learning to read expository texts outside the classroom: An experimental<br />
study<br />
rijlaarsdam, Gert The Observation-Participation model for L1-lessons<br />
rivard, léonard P. The Impact of a Professional Development Programme on Transforming<br />
Literacy Practices in Minority-Language Science Classrooms<br />
rørbech, Helle Literature, Culture and Identity in the School Subject Danish<br />
Sarmavuori, Katri Reading as a phenomenon of instructional science of mother tongue<br />
Sarmavuori, Katri<br />
Maunu, nina K.<br />
To make grammar interesting with action methods<br />
Sawyer, Wayne From response to content: Australian curriculum analysis<br />
Schwenk, Barbara Cultural background knowledge; an influential factor of basic reading development<br />
Siqués, Carina<br />
vila, Ignasi<br />
The use of discursive strategies and the learning of the written language<br />
tainio, liisa Mother tongue text books and gender in Finnish classrooms<br />
tam, Wing yee, Zoe<br />
law, yin-kum<br />
tse, Shek Kam<br />
loh, Ka yee elizabeth<br />
Ulfgard, Maria<br />
Penne, Sylvi<br />
Using drama as a learning and assessment tool to improve Hong Kong ninth<br />
graders’ reading comprehension<br />
The Importance of After-School Private Tutoring for the Chinese Reading<br />
Attainment of Grade 4 Primary Students in Hong Kong<br />
Literature and literacies: How do Teachers Teach Literature in two Scandinavian<br />
Countries? Sweden<br />
Ulma, dominique Literature teaching cross nations compared<br />
Uzun, yasemin Turkish Literature Curriculum of Secondary School: A Critical Overwiew<br />
vaittinen, Pirjo Helena Literary circles in Finland<br />
van der Aalsvoort, Maria J. Linguistics in upper secondary education (in the Netherlands): genesis and<br />
practice<br />
Stokmans, Mia J. W.,<br />
Broeder, Peter<br />
Interpretation governed by literacy competences; Conceptual and methodological<br />
issues<br />
vandermeersche, Geert The Teacher as Storyteller: The Narrative Turn in Language Education<br />
vasconcelos Horta, Inês<br />
Alves Martins, Margarida<br />
verheyden, lieve<br />
Bogaert, nora G.A.<br />
Invented spelling programmes: factors that lead to phonetization<br />
„Booted and Spurred“ Academic literacies in compulsory education Academic<br />
reading and writing competencies in the final years of compulsory<br />
education<br />
Wieser, dorothee On teaching literary knowledge
ABStrACt overvIeW 29<br />
Witte, theo Towards a Literary Framework for European Teachers in Secondary Education<br />
(2009-2012)<br />
Witte, theo Interpretation of a literary text in a developmental perspective<br />
Wong, Wing yee<br />
Cheung, Wai Ming<br />
Woo, Shinyoung<br />
Woo, Han yong<br />
Fostering Chinese Language Literacy: The Family Capital and the Challenges<br />
in a Heterogeneous Classroom of Grade 7 South Asian Girls<br />
Comparative Research on The Novel Experience of Learning Readers in<br />
Male and Female<br />
Xeni, elena Exploring the Multilingual Identities of Multilingual Students<br />
Xeni, elena Effective Teaching Practices of Teaching Literature in Language Teaching<br />
and Learning Settings<br />
Zhu, Xinhua Chinese Language Integrated Skills Learning of Hong Kong Secondary Four<br />
Students: Analysis and Implications
SeSSIon forMAtS<br />
Paper session (grouped by the Local Committee): three 20 minute papers on a related theme are presented and<br />
discussed with the audience.<br />
Symposium (organised by contributors): a maximum of three scholars each present a short paper, proposed by an<br />
organiser, who usually proposes a discussant and a chair. If the theme is very extensive organisers might consider<br />
covering more than one session.<br />
Round table (grouped by the Local Committee): in a round table session a small group discussion is centred<br />
about the research or practice problem the proposer wants to discuss. After a short introduction (with a handout)<br />
an extended dialogue among participants follows.<br />
Workshop: contains learning by doing (hands on activity) followed by discussion.<br />
Demonstration: focus is on an educational tool. The presenters demonstrate the process or strategy and provide<br />
time to discuss its pros and cons (two demonstrations per session).<br />
SIG’s Symposium: <strong>IAIM</strong>TE Special Interest Groups are invited to propose an invited SIG symposium; the SIG<br />
coordinators send out a SIG call and hand in abstracts for a symposium.<br />
Structured poster sessions (grouped by the Local Committee) consist of several poster presentations with short<br />
oral introductions (5 minutes) and in-depth discussion introduced by a discussant. To give participants access to as<br />
many presentations as possible, all presenters prepare a poster.
ABStrACtS<br />
Aalto, eija (finland)<br />
ProMotInG PlUrIlInGUAlISM In tHe ”MotHer tonGUe” ClASSrooM<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
Demonstration Friday 10:30-12:00 Room L47<br />
Today, learners bring many different languages to school. This means that the concept of teaching the “mother<br />
tongue” has to move away from L1 teaching and has to integrate elements of L2 teaching for the benefit of those<br />
whose first language is different from the language of instruction. Mother tongue -teaching has to be integrated into<br />
plurilingual education concepts like language across the curriculum and language awareness.<br />
In the MARILLE project (Majority Language Instruction as basis for Plurilingual Education - Diversifying „Mother<br />
Tongue“ Teaching in Multilingual Contexts) we have been concerned with the mother tongue -teaching in<br />
secondary schools. Our aim has been to outline principles for promoting plurilingualism in the majority language<br />
classroom, both at the classroom and school level in secondary education. We have also explored successful strategies<br />
and examples of effective practice which support teachers in multilingual classrooms and empower them in<br />
the field to develop their practice beyond the area of expertise they were initially trained in. Find out more of the<br />
project at http://marille.ecml.at/.<br />
In my paper I will describe and discuss the effective practices for fostering plurilingualism identified in the project.<br />
References<br />
· Boeckmann, K-B., E. Aalto, A. Abel, T. Atanassoska, T. Lamb (forthcoming 2011). Promoting plurilingualism.<br />
Majority language in multilingual settings. Graz: European Centre for Modern Languages / Council of Europe.<br />
· Gravelle, M. (Ed.) 2000. Planning for bilingual learners – an inclusive curriculum. Stoke on Trent. Trentham<br />
Books.<br />
Abraham, Ulf (Germany)<br />
InterPretAtIon AS A reSUlt of “JoInt AttentIon” In tHe ClASSrooM<br />
SIG Research On Literature Education<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Symposium Wednesday 15:00-16:30 Room LN004<br />
“Interpretation”, in the German educational system, has always been a philological concept: How to interpret a<br />
literary text is basically being taught and discussed by academic teachers of German Literature: My contribution<br />
deals with the (German) institutional setting of and the difficulty in teaching interpretation as a cultural practice,<br />
in an educational system which has adjusted itself to international standards of procuring “reading literacy”. Just<br />
like achievements in this, interpretation is being considered an individual learner´s performance, to be assessed as<br />
such, with whatever means available.<br />
However, as the German literary critic Klaus Weimar says, interpreting is a job you should not do alone if you can<br />
help it. So, the view described above may be necessary, but it will not suffice. I would like to describe the idea of<br />
interpreting texts in a broader way and along the lines drawn by evolutionary anthropology (Michael Tomasello,<br />
The Cultural Origins of Human Cognition, 2001), according to which the main difference between man and animal<br />
is not the faculty of speech but the faculty of creating culture by “joint attention”: sharing what individuals<br />
have found, achieved or created.
34<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
Thus, the act of interpretation can be understood as the culture-creating sharing of ideas in a group and the culturemaintaining<br />
act of “negotiating” meaning making, with orality (discussion), literacy (writing assignments) or the<br />
media (e.g. poetry clips) as a communicative basis.<br />
This anthropological rather than philological concept of learning and teaching interpretation requires the reconsidera¬tion<br />
of traditional evaluation criteria for learners´ achievement in interpretation at school, and it calls<br />
for new methods of teaching literature as a communicative practice.<br />
The contribution will not be based on empirical results but on the analyses of current debates in the field of literary<br />
education as well as personal teaching experiences in secondary school and university settings.<br />
Among the challenges suggested in the Call, the following will be most relevant:<br />
- Language classrooms as sites for diverse and multiple oracies<br />
- Literature – for children and other readers – and learners’ reading choices<br />
- Addressing literacy cultures of new technologies (media; texting; multimodality)<br />
Ulf Abraham holds a chair for literary and language pedagogy at the German Department (Institut fuer Germanistik,<br />
Didaktik der deutschen Sprache und Literatur) of Otto-Friedrich-Universitaet Bamberg, Germany. Among<br />
his books, the most relevant is an introduction to the pedagogy of German literature (U. Abraham/ M. Kepser:<br />
Literaturdidaktik Deutsch. Berlin, 3rd ed. 2009).<br />
Amir, Aliza & Atkin, Hilla (Israel)<br />
dISCUSSIon SKIllS (orAl lIterACy) In HeBreW AS A MotHer tonGUe – InItIAl fIndInGS<br />
L1/MTE: Multilingual & Multicultural<br />
Workshop Tuesday 14:00-18:30 Room unknown<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
Paper session Friday 10:30-12:00 Room L014<br />
Language can form reality and has the ability to influence overt and covert ways of peoples‘ thinking, their actions<br />
and the world that surrounds them (Tanen, 1999: 19).<br />
This study aims to construct discursive skills among teachers and pupils and to change their discursive behavior<br />
so that it will gradually become their natural discourse. It is based on the theoretical distinction presented by us<br />
in <strong>IAIM</strong>TE 2009 between two discursive environments: one is a discourse framework where issues are discussed<br />
collaboratively from different points of view (hereinafter discussion), and the other is more belligerent and carries<br />
debating argumentative features (hereinafter argument).<br />
The study included 500 pupils in the seventh grade and 120 teachers of mother tongue. The pupils come from diverse<br />
geographical areas, various socio-economic backgrounds and from the religious and the secular sectors. The study<br />
is both qualitative and quantitative; it is based on multiple choice questions, open ended questionnaires, interviews,<br />
observations and analysis of writing processes.<br />
Two questions are posed by our paper: 1) how do teachers and pupils comprehend discussion skills in comparison<br />
with argument? 2) To what extent are these skills common in the classroom discourse?<br />
The students‘ and teachers‘ perceptions of discussion and argument were examined, as well as the influence of these<br />
perceptions on their views about their home environment, school climate and media. We believe that due to the<br />
dominance of the argumentative discourse and the power of words to construct social-cultural reality, the results of<br />
this research and its implications will be valuable for educators and media people.<br />
· Andriessen, J. ( 2006). Arguing to Learn in: K. Sayer (ed.) Handbook of learning Sciences, Cambridge: Cambridge<br />
University press, pp. 443–459.
ABStrACtS 35<br />
· Tannen, D.(1986). That’s not what I meant! How conversational style makes or breaks your relations with<br />
others, New York: William Morrow.<br />
· Scollon, R., & Scollon, S.W. (1995). Intercultural communication: a discourse approach, Bazil Blackwell: Oxford.<br />
· Van Eemeren, H. F. & Grootendorst, R. (2004). A systematic theory of argumentation: the pragma-dialectical<br />
approach, Cambridge: Cambridge University Press.<br />
Araujo, luisa (Portugal)<br />
Are dIfferenCeS In reAdInG ACHIeveMent In PIrlS relAted to CUrrICUlUM And<br />
InStrUCtIonAl PrACtICeS?<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room L46<br />
Paper session Friday 13:00-14:30 Room L46<br />
Mullins et al. (2006) claim that „PIRLS will provide a wealth of information that can be used not only to improve<br />
the reading curriculum and instruction for younger students, but also help in interpreting the results for 15-year-olds<br />
in PISA“ (p. 102). However, because there is no evidence that students´performance in PIRLS is related to literacy<br />
instruction (Shiel & Eivers, 2009), we investigated the following: What is the relationship between students´scores<br />
on the Purposes and Processes of reading and related curriculum and instructional coverage in PIRLS participating<br />
countries? Secondary analysis of PIRLS 2006 data, using correlation and regression, indicates that there is no significant<br />
relationship between achievement and curriculum and instructional emphasis. The discussion will center<br />
on the limitations inherent in the PIRLS curriculum database and suggestions for improving PIRLS information<br />
regarding curriculum and instruction are presented.<br />
Awramiuk, elzbieta (Poland)<br />
neW dIMenSIon of PHrASeoloGy In PolISH lAnGUAGe edUCAtIon<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
Paper session Thursday 11:00-12:30 Room L57<br />
In the contemporary Polish language education phraseology encompasses three aspects: communicative, cognitive<br />
and cultural. The communicative aspect refers to the education focused on the development of productivereceptive<br />
skills, connected with reception and creation of texts. The cognitive aspect concerns linguistic knowledge<br />
transmitted to students. The cultural aspect consists in introducing students to culture through phraseology. The<br />
two first aspects constitute the traditional core of language education in Poland, the third is relatively new. A change<br />
has occurred in the education regarding phraseology in the last twenty years in Poland consists in shifting from<br />
language education, communication- and cognition-oriented, to linguo-cultural communication, in which the<br />
communicative and cultural components dominate.<br />
The new dimension of phraseology (the cultural aspect) means the introduction into the past world, as well as the<br />
contemporary world. It can be the presentation of historical origins of some groups of phraseological units, reconstructions<br />
of the world image reinforced in phraseology (ways of thinking, judging, cultural stereotypes etc.) or in<br />
contemporary texts (such as attractive slogans, journal headings or youth jargon). Phraseological repertoire is also<br />
an excellent way to introducing cultural diversity and contrastive analyses of chosen elements in different languages<br />
or to training intercultural competence.
36<br />
Bache-Wiig, Harald (norway)<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
trAnSforMAtIon of A SWISS CHIldren´S lIterAtUre HeroIne Into A norWeGIAn HeroIne of<br />
todAy<br />
SIG Research On Literature Education<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Paper session Friday 10:30-12:00 Room LN003<br />
In her children´s novel Tonje Glimmerdal (2009) Maria Parr makes many obvious references to one of the children´s<br />
book classics, Johanna Spyris Heidi (1880). The paper shall investigate the intertextual relationship between those<br />
two books, proposing that this relationship can be read as a case of adaptation. According to Linda Hutcheon (A<br />
Theory of Adaptation, 2006), an adaptation is a process of both changing and replicating the adapted work. In this<br />
case the story of little Heidi from the Swiss Alps is adapted and given strong resonance in the story told about Tonje<br />
Glimmerdal, who lives in a Norwegian, rural community located in a Norwegian Fjord. The old story of a child´s<br />
seclusion from loving care and from nature is both retold and given a twist. In Parr´s novel a similar seclusion also<br />
is threatening the nine year old girl Tonje. In some respects Tonje and her story is closely related to the story of<br />
Heidi, but the Norwegian girl has been transformed into another kind of a heroine, more apt to reflect the modern<br />
problems of children´s welfare and freedom. Finally in my paper I shall give some reflections on the pedagogical<br />
value of the engaging interplay between these two children´s books.<br />
Balca, Angela C. P. & tomé, Anabela v. v. (Portugal)<br />
teACHInG lIterAtUre In MotHer tonGUe ClASSrooM<br />
SIG Research On Literature Education<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Symposium Thursday 11:00-12:30 Room LN004<br />
The teaching of literature in Mother Tongue classrooms in Portugal is often too focused on the suggestions outlined<br />
by the textbooks and on the proposals for correction they contain, especially, the guidelines provided by the<br />
teacher‘s guide, which limit the possibilities of interpretation both of teacher and of students. The teachers often<br />
see no need to invest in a more subjective analysis which could expand the horizon of the students or even allow<br />
them to upgrade the process of interpretation with their personal experiences, becoming an obstacle to the valuing<br />
of the aesthetic experience offered by literary texts.<br />
This study departed from the following question: can we work with the literary text in Mother Tongue class, without<br />
the aid of the textbook? We designed a case study research, in order to study a class of 9th grade, applying<br />
the Literature-Based Reading Activities by Hallie Kay Yopp and Ruth Helen Yopp (2001); we wanted to study a<br />
short story of a nineteenth-century Portuguese writer, Eça de Queirós, one of the texts included on the official<br />
programmatic texts.<br />
The study results indicate a high level of identification of students with the referred text; lots of very interesting<br />
works were produced, a fact that we interpreted as an evidence of the gradually increasing degree of emotional involvement<br />
with the text. These results allowed us to see in students a progressive development of skills related to an<br />
increase of metacognition, to production of creative writing, to their ability to construct hypotheses and make inferences,<br />
and to develop their reading comprehension. The results also point to the gradual construction of inferences,<br />
namely the development of skills related to the capacity of associating/relating new knowledge with knowledge<br />
and information previously conveyed. At the same time, it was noted that students, sharing their observations and<br />
opinions, not only sharpened their ability to reason but also developed their argumentation abilities as well as their<br />
speaking skills, something we consider as crucial in the process of learning any language, native or not. Although in
ABStrACtS 37<br />
some activities it has been noticed some initial difficulty, as the involvement with the text became more effective, it<br />
was noticed that students began to develop expertise in order to reactivate strategies of understanding the text itself,<br />
focusing its attention on the language used by the author. This fact shows very clearly the importance of studying<br />
literature in the process of learning a mother tongue, meaning that the stimulus of reading comprehension abilities<br />
increases the reflection on the literary language. Through the different writing activities that were performed we<br />
realized that students were taking a greater awareness of the writing process and a noticeable improvement in the<br />
quality of texts produced in what concerns its cohesion.<br />
Braaksma, Martine & rijlaarsdam, Gert (the netherlands)<br />
InQUIry leArnInG, HyPerteXt WrItInG And oBServAtIonAl leArnInG AS SUPPleMentAry<br />
teACHInG<br />
SIG The learning and teaching of reading, writing and oracies<br />
Structured poster session Wednesday 13:00-14:30 Room L46<br />
Workshop Friday 15:00-16:30 Room L47<br />
Hypertext writing and observational learning are assumed to have beneficial effects on writing skills. To study this<br />
assumption, we set up an experiment in which students (eleventh grade, pre-university level) followed at school a<br />
lesson series in argumentative writing in three different conditions: two experimental conditions (Hypertext writing<br />
and Observational learning) and a control condition (Linear writing). The three versions of the lesson series<br />
were similar in many aspects: same text type (argumentative text), theme, documentation materials, instruction<br />
time, etc. Only the writing format differed between the conditions. In the experimental condition HYP students<br />
wrote an essay in hypertext form; in the experimental condition OBS students observed (on video) peer writers<br />
writing their essay; in the control group LIN students wrote an essay in linear form.<br />
The theme of the lesson series is “good charities”. Students did not start with writing their argumentative text immediately.<br />
Instead, they spent much time on practicing argumentation skills and on exploring the subject “good<br />
charities”. For this exploration, we adopted the inquiry strategy (Hillocks, 1982, 1995).With this strategy, students<br />
investigated the subject by using basic strategies such as careful observation, questioning, comparison and contrast<br />
of the subject with prior knowledge.<br />
In our workshop we will present and discuss the outline and the effects of our lessons series. Participants will play<br />
an active role and will perform inquiry and observational learning activities.<br />
Broeder, Peter & Stokmans, Mia J. W. & van Wijk, Carel H. (netherlands)<br />
dIfferenCeS In reAdInG of MIGrAnt And nAtIve reSIdentS of tHe netHerlAndS<br />
SIG The learning and teaching of reading, writing and oracies<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
Paper session Thursday 09:00-10:30 Room L46<br />
Research indicates that differences in reading habits go with differences in background (ethnicity, education, age,<br />
gender). In a Dutch survey study (n= 620 native Dutch and n=620 first and second generation migrants) we explore<br />
these differences in leisure book reading more extensively by relate them to the antecedents of reading: attitudes,<br />
norms of reference groups, and opportunities to read. Analyses of variance showed the expected differences in<br />
reading: higher educated, older, natives, and women read more. These differences also emerge for opportunities to<br />
read (time available, reading proficiency, suitable location, and interesting books) and the hedonic reading attitude.<br />
However, for other antecedents other differences emerged. Concerning the utilitarian reading attitude first genera-
38<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
tion migrants score highest. Regarding the norms of reference groups, age differences are most pronounced (older<br />
score higher), while ethnic origin, education, and gender show successively less differences. In the paper we will go<br />
over these differences from a theoretical and empirical perspective.<br />
Byram, Michael S & fleming, Mike & vollmer, Johannes<br />
PlUrIlInGUAl And InterCUltUrAl edUCAtIon<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
Symposium Thursday 09:00-10:30 Room L47<br />
Perhaps best known for its Common European Framework of Reference the purpose of which is to create a<br />
common and transparent language and understanding of foreign language teaching, learning and assessment, the<br />
Council of Europe is developing a similar approach for all languages in the curriculum. Under the title ‘Languages<br />
in Education, Languages for Education’ the current project uses a web ‘platform’ where statements concerning all<br />
languages in education, their interrelations, purposes and modes of teaching, learning and assessment are described<br />
in ways which create a common conceptual basis for all European education systems without imposing any specific<br />
curricula or levels of assessment.<br />
The platform provides guidelines for policy development at multiple levels from national to individual school, where<br />
the common purpose is to ensure that all the languages present in a school – whether taught or simply present<br />
through the pupils speaking them – are acknowledged as important and introduced into curriculum planning. The<br />
platform also provides a space where statements concerning expected levels of achievement in language competences<br />
in member States’ education systems can be found for reference. The platform, thirdly, is a location where tools<br />
for the analysis of the language demands made of learners in all subjects – including those which are non-language<br />
subjects such as history, mathematics, physics etc – are available for use in curriculum planning.<br />
The title of the platform – a Platform of References and Resources for Plurilingual and Intercultural Education –<br />
refers both to the dual nature of ‘references and resources’ and to the focus on plurilingualism and interculturalism<br />
as crucial educational purposes for learners in Europe’s schools.<br />
The symposium offers insights into the current Council of Europe project and links this to research and curriculum<br />
development in the field of languages. The first focus is on the general aims and challenges of the project and its<br />
current state.<br />
In the first session the project is described along some of its major themes:<br />
Mike Byram: General Frame,<br />
Mike Fleming: Language As a Subject,<br />
Helmut Johannes Vollmer: Languages In Other Subjects.<br />
Discussants: Laila Aase, Piet-Hein van de Ven.<br />
The second focus is on research on language and subject-learning and on issues related to plurilingualism – in<br />
dialogue with experts who are not all yet involved with the project (Léonard P. Rivard, Helmuth Linneweber-Lammerskitten,<br />
discussant: Helmut Johannes Vollmer; Elena Xeni). The third focus draws on practical implications and<br />
offers room to discuss methods and tools which can be implemented in the classroom in order to ensure learners’<br />
entitlement for plurilingual and intercultural education (workshops and demonstrations: Aalto, Helten-Pacher/<br />
Langer, Evers).
ABStrACtS 39<br />
Cheong, Choo Mui (Singapore)<br />
CHIneSe lAnGUAGe teACHInG And leArnInG In SInGAPore<br />
L1/MTE: Multilingual & Multicultural<br />
Paper session Wednesday 10:30-12:00 Room L46<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
Chinese language teaching and learning in Singapore faced difficulties as students come from different home language<br />
background, with some speaking English dominantly, while the rest use more Chinese in daily life. With the<br />
aim of identifying the differences in their language competence, this research investigates on the syntactic productions<br />
and its development, of the students through their primary school years.<br />
The pilot study of this research analyses the 332 sentences produced by 59 primary-one students. A dominant language<br />
questionnaire is used to classify students into 3 groups: high, medium and low Chinese Dominant Index<br />
(CDI). Triangulated analysis of the sentences includes syntactic maturity analysis, sentence type analysis and interlanguage<br />
[1] analysis.<br />
Preliminary findings of the pilot study show that: Firstly, there is indication that the sentences produced by students<br />
with higher CDI possess higher syntactic maturity as compared to students with lower CDI, in all the three parameters<br />
(Fluency ratio [r=.516, p
40<br />
Coppen, Peter-Arno JM (the netherlands)<br />
WHAt IS tHIS tHInG CAlled GrAMMAr?<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
Paper session Wednesday 15:00-16:30 Room LN003<br />
In mother tongue education, traditional grammar teaching often consists in exercises in determining parts of speech<br />
and parts of sentence in example sentences. Instruction is limited to sloppy syntactic operations and rules of thumb.<br />
Since most teachers have little or no affinity with traditional grammar (if they are interested in grammar at all, it is<br />
likely to be some sort of modern grammar), they lack sufficient background to go beyond superficial prescriptivism.<br />
Usually, the first real life utterance encountered outside the classroom poses insurmountable problems.<br />
These observations identify grammatical analysis as a „messy problem,“ calling for a critical thinking approach to<br />
teaching. Moreover, what seems to be needed is a reflection on the conceptual basis of grammatical terms like „copular<br />
verb“ or „prepositional object.“ What are they really about?<br />
I will show that the application of teaching methods inspired by thinking skills approaches to mother tongue<br />
grammar education, in combination with a linguistically based conceptual framework, can be an enrichment of traditional<br />
teaching methods, offering possibilities for differentiation in the classroom, and perspectives on continual<br />
learning in the school curriculum.<br />
Costa, Paulo J. (Portugal)<br />
tHe lIterAry eXPerIenCe of tHe ClASSICS: tHe PoSSIBle MISleAdInG Art of MAKInG It eASIer<br />
And fASter<br />
SIG Research On Literature Education<br />
Symposium Thursday 11:00-12:30 Room LN004<br />
Several editorial initiatives have focused on the process of adapting classical texts, part of what we could categorize<br />
as the school canon, mostly for middle and secondary education, in order to make them readable by children. It<br />
is not in fact a brand new process: adapting literary texts, both national and international texts for children, has<br />
always been a reality.<br />
We would like to focus on a particular collection, embraced by one of the best selling editorial groups in Portugal<br />
conceived with the goal of, as stated from the first volume, “[...] telling [stories] to children in a simple and funny<br />
way, [...] a first approach to Portuguese classics, which will later be a part of programmatic content of school.”<br />
By using a comparative analysis of the four issued volumes, covering theatre, narrative and argumentative text, from<br />
the 16th to the 19th century, we intend to discuss the legitimacy and effectiveness of specific textual strategies and<br />
theoretical principles that are used in the making of these textual objects and whether they really bring such classics<br />
closer to a deep and meaningful experience for children.<br />
Is it a different version of the same text or is the classic lost in this process? What patterns do the authors follow in<br />
order to ‘make it easier’? What are the advantages, in terms of literary education, of this specific early contact with<br />
certain texts? These are some of the questions we would like to critically discuss.
ABStrACtS 41<br />
doecke, Brenton & van de ven, Piet-Hein (Australia)<br />
lIterAry PrAXIS<br />
SIG Research On Literature Education<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Workshop Friday 10:30-12:00 Room LN004<br />
In 2011 the book ‘Literary Praxis’ will be published. The books opens with a theoretical exploration of the field<br />
of comparative literature education. Thereafter two case studies on literature education are presented; one from a<br />
secondary school in Australia and one from a secondary school in The Netherlands. The cases are presented by the<br />
teachers involved, in close collaboration with ‘critical friends’. After that experts from Australia, Canada, Germany,<br />
the Netherlands, New-Zealand, Norway, UK and USA comment in different chapters these case studies. The authors<br />
have arrived at rather different interpretations of the Australian and Dutch cases, their reflections grounded<br />
on their individual and situational frames of references, theoretical as well as empirical ones. Thus the book shows<br />
the deeply situated nature of literature teaching, rather than arriving at some simple and clear picture of ‚best<br />
practices‘.<br />
Our workshop will be structured as follows:<br />
1) a presentation of the case studies<br />
2) situating the cases in their national educational context<br />
3) some comments by some of the authors.<br />
In each phase the participants are invited to discuss data and interpretations.<br />
The aim of the workshop is to further exploring the situatedness of literature education.<br />
duarte, regina M. S. & vieira de Castro, rui (Portugal)<br />
lIterAtUre In SCHool – teACHerS In tenSIon<br />
SIG Research On Literature Education<br />
Symposium Friday 15:00-16:30 Room LN004<br />
The teaching of literature has been a subject of strong tensions. Its mandate in the individual’s formation, along<br />
with the transmission of the cultural capital, gives literature a central role in the curriculum, over the time. This<br />
unquestionable role is, nevertheless, among a constant conflict. The fields that contribute to form this domain - the<br />
academic, the pedagogical and the cultural fields – are frequently in disagreement within themselves. Literature is<br />
studied to know literature (assuming that what is literature is common grounds), to know how to read and to love<br />
reading.<br />
Interviewing lower and upper secondary Portuguese language teachers, we tried to understand what tensions are<br />
present in their classrooms, while teaching literature. Do the teacher and the school share the same goal to the<br />
teaching of literature? What is the relationship between their perception of their role as teachers and the way they<br />
teach literature? What do they consider to be legitimate practices? Is the text subordinated to the reader or is it the<br />
opposite? The text is the centre or just another element in the classroom? To what extent does the external assessment<br />
affect the way texts are read?<br />
The interviews were held in the context of the research for a PhD Thesis on The Teaching of Literature, with the<br />
main research questions: 1.Which are, and were in the past, the main assumptions of official guidelines towards<br />
the teaching of literature? 2. Which are the main features of teachers’ conceptions about the teaching of literature?
42<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
Results indicate strong tensions between official discourses and teachers’ voices. These voices indicate different<br />
appropriations of curricular discourse, namely in literature teaching goals and strategies.<br />
elkad-lehman, Ilana (Israel)<br />
reAdInG And InterPretAtIon ProCeSSeS AMonG tHree tyPeS of AdUlt reAderS<br />
SIG Research On Literature Education<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Symposium Wednesday 15:00-16:30 Room LN004<br />
This proposal will present a qualitative, phenomenological-hermeneutic study conducted as a collaborative research<br />
with vertical collaboration (Bond & Thompson, 1996) between the researcher and eight graduate students.<br />
The study employed various perspectives and qualitative research tools. The research tools are complementary –<br />
interviews with two types or readers (expert and dilettante), observations of book club meeting for a full academic<br />
year, the researchers’ reflective journals, and exercises of a hermeneutic nature that the students hand in to the<br />
researcher during the year they participated in the book club.<br />
These were used to study reading processes and processes of constructing literary interpretation, as they are manifested<br />
in a book club in an academic institution that focuses on presenting a hermeneutic approach to contemporary<br />
literature, especially Hebrew literature.<br />
We hope to understand the manner in which different types of readers (lecturer in literature, graduate student,<br />
and an adult reading for leisure) describe reading processes and processes of constructing literary interpretation.<br />
A year-long follow-up of students’ processes of reading and interpretation will enable an examination of the way<br />
interaction in an environment where there is discourse on reading shapes processes of reading and interpretation.<br />
erixon, Per-olof (Sweden)<br />
MotHer tonGUe edUCAtIon In SCreen CUltUre<br />
Structured poster session Wednesday 13:00-14:30 Room L46<br />
Paper session Friday 13:00-14:30 Room LN003<br />
Like many other countries, Sweden has invested heavily in new technologies and new media in school. An advanced<br />
ICT use is assumed to lead to an educational change and improve teaching. But, the incorporation of ICT<br />
differs from subject to subject (Hennesy, 2005). Such aspects have been essentially neglected in research on ICT in<br />
a pedagogical discourse. School subjects have their own characteristic structures, which may be of great importance<br />
for how ICT can be integrated(McEachron, 2003).In that sense school subjects are in varying degrees in accordance<br />
with ICT (Goodson et al, 2002). This paper, which takes its point of departure in the school subject Swedish, is<br />
based on a pilot study in a bigger research project called “School subject paradigms and teaching practices in the<br />
screen culture”, financed by the Swedish Research Council, puts the question of what this may entail for the (1)<br />
content and (2) teaching methods in the school subject Swedish. The study is based on a media ecology perspective<br />
(Meyrowitz, 1985/1986; Mackey, 2002) and Bernstein’s concepts of what might be called “the sacred” and “the profane”<br />
in a subject (Bernstein, 1996). The results, based on interviews with a mother tongue teacher and a student,<br />
show that new technology may destabilize the subject paradigm and challenge the pedagogical discourse, which<br />
may lead to a „paradigmatic“ change.<br />
The presentation is built on a pilot study (a case) and precedes a big research project financed by The Swedish Research<br />
Council, and called “School subject paradigms and teaching practices in screen culture”, which also involves<br />
Art and Music. Level: secondary school; year 7-9.
ABStrACtS 43<br />
Key words: ICT, screen culture, mother tongue education, paradigm<br />
References<br />
· Bernstein, Basil (2000). Pedagogy, symbolic control and identity: theory, research and critique (revised edn).<br />
London: Lanham, Rowman and Littlefield.<br />
· Goodson, I F, M Knobel, C Lankshear & J M Mangan (2002). Cyber spaces/ social spaces. Culture Clash in<br />
Computerized Classrooms. New York: Palgrave Macmillan.<br />
· Hennessy, Sara, Kenneth Ruthven and Sue Brindley (2005). ”Teacher perspectives on integrating ICT into<br />
subject teaching: commitment, constraints, caution, and change. Curriculum Studies, Vol. 37, No. 2, 155-192<br />
· McEachron, Gail, Colin Baker and Bruce A. Bracken (2003). ”What Classroom Environments Tell About the<br />
Pedagogical Aspects of Subject Matter”. School Psychology International, Vol. 24(4): 462-476.<br />
· Mackey, Margaret (2002). Literacies Across Media. Playing the text. London & New York: Routledge Falmer.<br />
· Meyrowitz, Joshua (1985/1986). No Sense of Place: the impact of electronic media in social behavior. New York:<br />
Oxford University Press.<br />
evers, IWM, Ingrid & Blankesteijn, erik (the netherlands)<br />
tHe role of l1 edUCAtIon And edUCAtorS In tHe Content-BASed APProACH<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
Workshop Friday 15:00-16:30 Room LN46<br />
Dutch policy documents postulate that every teacher is a language teacher. In teaching-learning situations the focus<br />
should be on the relationship between content and language, the so-called content-based approach. This is true for<br />
teachers in every school subject. The L1 teacher has a special position however. He can guide his colleagues from<br />
other school subjects, but he should also teach his own lessons based on this perspective.<br />
Neither theory nor policy are very successful in entering daily classroom practice. In my workshop I will deal with<br />
this problem via three different steps:<br />
1. I will present the problem of the LI teacher who tries to teach a literature lesson with this content-based approach.<br />
2. I will present the problem of a teacher of another subject, who also wants to contribute to the language development<br />
of his students.<br />
3. I will present the problem of a L1 teacher educator, who wants to raise awareness for this problem with his student<br />
teachers.<br />
Every problem will be illustrated by a practical example. I will challenge the participants to ‘solve the problems’,<br />
telling their own experiences and ideas. After each discussion I will present some Dutch practices that deal with<br />
the problems presented. These practices come from the curriculum of a graduate school of education in Nijmegen<br />
and from the LEONED website. This website connects data on primary and secondary education and on teacher<br />
education (video clips, transcripts) with theory concerning language, language development and language education.<br />
LEONED (Landelijk Expertisecentrum Opleidingen Nederlands en Diversiteit: National Expertise Centre<br />
Education Dutch and Diversity) is a Dutch centre that collects data on the role of language in education in order<br />
to improve teacher education.
44<br />
frederking, volker & Henschel, Sofie & Meier, Christel (Germany)<br />
lIterAry-AeStHetIC JUdGeMent CoMPetenCe<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
SIG Research On Literature Education<br />
Symposium Wednesday 10:30-12:00 Room LN004<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
The research project “Literary-aesthetic judgement competence” is funded by the German Science Foundation<br />
within a Priority Programme on „Competence models for assessment of individual learning outcomes and the<br />
evaluation of educational processes.“ The focus of this research project is the theoretical modeling and empirical<br />
analyses of literary text comprehension competence. Thus far, very little attention has been paid to the specific<br />
characteristics of this competence (Zwaan, 1992; Kintsch, 1994; Janssen et al., 2006). Neither a precise theoretical<br />
definition nor a reliable instrument for its measurement exist. Analyses of the German PISA data, however, indicate<br />
that the comprehension of literary texts constitutes a distinct aspect of reading literacy (Artelt & Schlagmüller,<br />
2004). Therefore, a theoretically grounded and empirically tested model of literary text comprehension competence<br />
is needed to explore its determinants as well as teaching and learning processes related to this construct.<br />
Our theoretical model starts from Umberto Eco‘s semiotic aesthetics (1962; 1992) as a foundation to differentiate<br />
three dimensions of literary text comprehension competence (LTCC): Semantic LRC refers to the ability to understand<br />
the content of a literary text in order to derive a coherent situation model of its meaning. Idiolectal LRC<br />
represents the ability to analyze the formal characteristics of literary texts and their aesthetic functions. Contextual<br />
LRC, finally, is the ability to recognize implications associated with historical contexts, literary motives, epochs,<br />
genres, etc. relevant for a given text.<br />
The present study explores two questions: First, can literary reading competence be assessed and modelled as a<br />
three-dimensional construct? Second, is it distinguishable from general reading competence?<br />
IRT analyses revealed that the three-dimensional model of literary reading competence fits the empirical data better<br />
than a one-dimensional model. Even more appropriate is a two-dimensional model distinguishing semantic and<br />
idiolectal literary judgments after the contextual items were allocated a priori to one of these two dimensions. As<br />
expected, the results of the CFA showed a significant correlation between general reading comprehension and the<br />
literary text comprehension competence. However, both constructs are empirically separable and represent partly<br />
distinct competences. Moreover, the data suggest that we were able to construct a reliable and valid measure of<br />
literary text comprehension competence which can be used in assessment studies as well as in studies exploring<br />
teaching and learning processes relevant to the development of this competence.<br />
Gabathuler lafleur, Chloé (Suisse)<br />
A „dIffICUlt“ lIterAry teXt SUBMItted to foUr SeCondAryI ClASSeS<br />
L1/MTE: Multilingual & Multicultural<br />
Symposium Wednesday 10:30-12:00 Room LN004<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
This contribution is part of a large survey on literary reading that focuses on the influence of the student’s level and<br />
the nature of the literary texts on the way a literary object is constructed in the classroom. In this particular contribution,<br />
we will observe the influence of contrasted student audiences on the actual teaching of reading litterature<br />
in four 8th grade classes (14 years old students), all of them working on the same text of the Swiss author Jean-Marc<br />
Lovay, La Négresse et le chef des avalanches. Two of these classes are high school preparatory classes (A level) and<br />
the two others are small classes with lower achievement students (B level). The main questions of our research are
ABStrACtS 45<br />
the following : what are the literary constants from a class to another ? What are the differences ? Are they bound<br />
to the class formats ? Or are they directly related to the specificity of each class ?<br />
We analyze the transcriptions of videotaped lessons in focussing on the school tasks submitted by the professors<br />
and on the student’s types of interpretation. We will show the limits of the boundary between ordinary and literary<br />
reading such as it is proposed by Canvat (1999) and Dufays, Gemenne and Ledur (1996) in showing the complex<br />
interrelationship between these types of reading, different in function of the classes observed.<br />
Gagnon, roxane (Switzerland)<br />
teACHInG PUBlIC deBAte: froM teACHer trAInInG to tHe tAUGHt oBJeCt In tHe ClASSrooM<br />
L1/MTE: Multilingual & Multicultural<br />
Workshop Tuesday 14:00-18:30 Room unknown<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
Paper session Friday 10:30-12:00 Room L014<br />
This contribution is a part of our doctoral thesis (Gagnon, 2010) concerned about transformations of a textual<br />
genre, the public debate, during its passage from the teacher training to the classroom. In other words, we study<br />
the impact of a continuing teacher training device regarding oral argumentation on the teachers’ effective practices.<br />
Which contents, which activities, which tasks do trained teachers take from the teacher training context? Which<br />
transformations occur when the objet ‚public debate‘ is taught in the trained teachers’ classrooms?<br />
Using methodological tools normally applied to analyse class interactions (transcriptions of the training session and<br />
lessons in classrooms (Schneuwly & Dolz, 2009), sequences scripts and content analysis), we highlight and compare<br />
the contents, the activities and the didactic devices regarding the object of knowledge public debate in both<br />
contexts. Focusing on the way the components of oral argumentation are highlighted in both contexts, we describe<br />
and analyse the trainer’s and the teacher’s language processes in action. On which contents of knowledge related<br />
to oral argumentation do trainers and teachers insist? How, in both contexts, is the language used to emphasize<br />
contents considered important ?<br />
Our results show that contents to be learn and components to be taught related to public debate are negotiated in<br />
the continuing training session. In the classroom, the signalisations of the contents to be learnt are the teachers’<br />
responsibility. If the trainers focused their attention on creating didactic engineering in order to sustain the progression<br />
of argumentative skills of the students, teachers give their attention to the documentation of the debate<br />
subjects and keeping the participation of the students.<br />
Gaitas, Sérgio (Portugal)<br />
reAdInG And WrItInG PrACtICeS of PortUGUeSe fIrSt GrAde teACHerS<br />
L1/MTE: Multilingual & Multicultural<br />
Workshop Tuesday 14:00-18:30 Room unknown<br />
Structured poster session Wednesday 13:00-14:30 Room L46<br />
Paper session Wednesday 15:00-16:30 Room L57<br />
There has been considerable debate on how written language should be taught. A reoccurring source of contention<br />
has involved the role of instruction emphasizing the systematic teaching of skills, versus an approach emphasizing<br />
incidental and informal methods of learning (e.g. Baumann et al., 2000; Cutler & Graham, 2009; Fijalkow, 2003;<br />
Treiman, 2001). Our aim is to characterize first grade Portuguese teachers’ perceptions concerning their reading
46<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
and writing practices. The participants were 115 first grade teachers from thirty-nine schools of Lisbon metropolitan<br />
area. We used a questionnaire, adapted from Fijalkow (2003), with five parts (methodological aspects of the<br />
teaching of reading; aspects of the teaching of reading materials; use of children‘s books; evaluation of pupil’s reading<br />
and writing skills; specific issues of teaching writing). All the teachers answered the questionnaire individually<br />
in the presence of the researcher. A hierarchical clusters analysis showed 3 groups: G1N = 44; G2N = 18; G3N = 53.<br />
These groups differ in their teaching approaches and in the socioeconomic status of their pupils. G1 and G3 are<br />
more focused on decoding (G3 doing more often most activities than G1) and G2 is more focused on meaning. G3<br />
pupils have a lower socioeconomic status.<br />
Goodwyn, Andrew (england)<br />
lIterAtUre or lIterACy??<br />
SIG Research On Literature Education<br />
Structured poster session Wednesday 13:00-14:30 Room LN014<br />
Paper session Wednesday 15:00-16:30 Room LN 014<br />
All subject teachers have highly determined subject identities and English teachers [in England]are very well known<br />
for their passionate commitment to their subject. What are the potential identities of English teachers? Why in<br />
England do English teachers reject adding ‘Literacy’ to their title whilst in other countries [US and Australia] they<br />
are happy to do so? This paper will report on ongoing research into the professional identities of English teachers<br />
and offer an overview of current issues with special attention to the persistent conceptualisation of literature as<br />
central to English teaching.<br />
The research base for this paper comes from over twenty years [1991 -2011] of studying English teachers in England<br />
and other countries, the populations have been student teachers, beginning teachers and the full range of experienced<br />
teachers – the studies have included a number of national surveys, several qualitative, interview based projects,<br />
several studies using classroom observation, plus documentary analysis at key points of curriculum change.<br />
Haskel-Shaham, Irit (Israel)<br />
StUdentS’ KnoWledGe ABoUt WrItInG And tHeIr WrItInG PerforMAnCe: An InterventIon<br />
reSeArCH<br />
L1/MTE: Multilingual & Multicultural<br />
Paper session Wednesday 10:30-12:00 Room L47<br />
“Write logically even if it‘s boring, because this is what the evaluators expect.”[1]<br />
Scholars have explored the difficulties involved in the teaching of argumentative writing, which explains the relatively<br />
poor performance of high school students.<br />
In the current research which seeks to find effective ways for improving students‘ writing, I have developed a writing<br />
assessment tool[2] that serves also as a tutor for students.<br />
Three dimensions of students‘ writing were examined: writing performance, knowledge about writing, and the<br />
writer‘s self-esteem as well as the relationship between these three. Differences between students from different<br />
learning levels and between writers with various self-esteem levels were considered. In order to compare between<br />
students who were part of the intervention group and those who followed the formal syllabus pre- and post-tests<br />
were conducted.
ABStrACtS 47<br />
The research population consisted of entire groups of 12th graders in different schools. Out of 309 students, 196<br />
were included in the experimental group and 113 were randomly picked for the comparison group.<br />
The intervention program, lasting for a full academic year, included materials from the formal curriculum, as well<br />
as contents derived from the Assessment Tool, i.e. theories in discourse analysis, pragmatics, and assumptions about<br />
the potential addressees‘ knowledge.<br />
In my presentation, I discuss the significant differences found between the experimental and the control groups in<br />
terms of writing performance and knowledge about writing. My findings show significant main effects for time,<br />
treatment [F(4,300)=16.26, p
48<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
Both concepts aim at an enhancement of linguistic competence in content based subjects by introducing tasks<br />
dealing with text analysis and text writing. They are suited to help students of lower and higher secondary levels<br />
gain cognitive insight and communicative skills in the respective areas.<br />
Literal didactics focuse on second language learners, but both models proposed are equally suited for enhancing<br />
CALP with L1 students and can easily be adapted to foreign language education.<br />
Specific lesson concepts – both subject related and cross curricular – will be presented, and participants will be<br />
invited to work with the material in order to check the adequacy of the models for their own contexts.<br />
The target audience are teachers of all subjects and teachers‘ trainers as well as experts in L2 didactics.<br />
The speakers are teachers and teachers‘ trainers with a linguistic and scientific backgroud, respectively. This work<br />
contributes also to „Plurilingual and intercultural education“ – a project by the language policy division of the<br />
Council of Europe.<br />
Literature<br />
· Bruner, Jerome (1983). Child‘s Talk: Learning to Use Language. Oxford: Oxford University Press<br />
· Kubli, Fritz (2005) Mit Geschichten und Erzählungen motivieren. Beispiele für den mathematisch-naturwissenschaftlichen<br />
Unterricht. Köln: Aulis.<br />
· Schmölzer-Eibinger, Sabine (2009). Lernen in der Zweitsprache. Grundlagen und Verfahren der Förderung von<br />
Textkompetenz in mehrsprachigen Klassen. Tübingen: Narr<br />
Ho, Shun-yee & lee, vivien Man-Wai & tse, Shek Kam (Hong Kong)<br />
tHe effeCt of An InterdISCIPlInAry ProGrAM of reAdInG And ServICe leArnInG<br />
Structured poster session Wednesday 13:00-14:30 Room LN014<br />
Round table Thursday 11:00-12:30 Room LN 014<br />
This study examines the effect of an interdisciplinary program of reading and service learning on the cognitive and<br />
affective development of university students in Hong Kong. As Nussbaum (1997) stated, literature plays a vital role<br />
in educating citizens of the world through its narrative imagination and its power of promoting understanding and<br />
empathy towards the life of other. Halstead and Pike (2006) also emphasized that art can foster reflection upon<br />
action and bring about change in behavior as a result of perspective change. In a study conducted on the students<br />
of the University of Hong Kong, twenty-four freshmen read literary works under the theme of children’s welfare.<br />
With the aid of other nonfiction materials, they also explored issues related to the welfare of children worldwide.<br />
Their reflections on these materials were expressed in writing and in a presentation. In the following semester, the<br />
students participated in voluntary services within and outside Hong Kong.<br />
All students completed a questionnaire on their humanistic concerns and sense of global citizenship at the beginning<br />
and the end of the project. Results from the pre-post t-test analysis suggest that students have made significant<br />
improvement in the following areas: 1. their engagement in reading literary and nonfiction works on the topic of<br />
social responsibility; 2. their attitude in serving others, especially in their personal and social values such as compassion,<br />
awareness, cross-cultural empathy, participation, and social justice; 3. their attention to world affairs; 4.<br />
their concern for the underprivileged; 5. awareness of their potential in helping the poor. To conclude, the students<br />
showed cognitive and affective growth in understanding themselves, society, and the world by internalizing what<br />
they learned about citizenship through the interdisciplinary program of reading and service learning.
ABStrACtS 49<br />
Hoffmann, Jeanette (Germany)<br />
tHe HIStorICAl yoUtH novel MAlKA MAI By MIrJAM PreSSler And ItS reCePtIon By PUPIlS In<br />
GerMAny And In PolAnd<br />
SIG Research On Literature Education<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Symposium Friday 13:00-14:30 Room LN004<br />
In the Netherlands, linguistics has remained largely confined to the university, and is largely absent in secondary L1<br />
education and consequently in educational research. This is in general the state of the art during the past 40 years<br />
after the communicative turn in language education. A continuous syllabus from traditional grammar to linguistics<br />
teaching has been a long way with many roadblocks. However, the tide is starting to turn. An atmosphere of indifference<br />
has made room for cautious involvement, with a call for action.<br />
Since 2007 in Dutch secondary L1 education linguistics can be integrated into the school examination, in addition<br />
to the compulsory components. If schools use this opportunity, students will presumably be familiarized with topics<br />
from the field of linguistics. But how can linguistics in and of itself develop into an obligatory subject? How<br />
can the international context serve as a model?<br />
The present paper deals with an account of attempts to introduce modern linguistics into the Dutch school curriculum<br />
so far, compared with the situation in some other countries. That includes the development and the implementation<br />
of a linguistics curriculum, like the A-level course English Language in the UK and the VCE English<br />
Language in Australia.<br />
Höglund, Heidi (finland)<br />
StUdentS’ rePreSentAtIonS of lIterAtUre – HoW to CAPtUre InterPretAtIonS AS A<br />
reSeArCHer<br />
SIG Research On Literature Education<br />
Workshop Tuesday 14:00-18:30 Room unknown<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Paper session Thursday 11:00-12:30 Room LN003<br />
The aim of this presentation is to discuss methodological aspects from my ongoing PhD research project. The focus<br />
of the research project is students’ negotiations of interpretations and their representations of literature. The interest<br />
partly emanates from the insight that the empirical research on students´ reading of literature mainly has focused<br />
on students´ verbal and written statements (Arfwedson, 2006). Other representations of students´ encounters with<br />
literature are still a relatively unexplored area of study.<br />
The main purpose of the thesis is to study students´ negotiations of interpretations and representations of poetry.<br />
The theoretical framework for the thesis is based on reader response theory (Iser 1980, 1985; Fish 1980) and multimodal<br />
social semiotic theory (Kress 2003; Kress, 2010, Kress & van Leeuwen 2001). The empirical data consist of<br />
video observations of three collective film making processes in 8th grade and the three films that were made by the<br />
students. The presentation will focus on what this methodological and theoretical approach can highlight concerning<br />
students´ negotiations of interpretations and representations of poetry.<br />
References<br />
· Arfwedson, G.B. (2006). Litteraturdidaktik från gymnasium till förskola. En analys av litteraturundervisningens<br />
hur-fråga med utgångspunkt från svenska didaktiska undersökningar i ett internationellt perspektiv. Vetenskapsrådets<br />
rapportserie 11:2006
50<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
· Fish, S. (1980). Is there a text in this class? The authority of interpretive communities. Cambridge MA: Harvard<br />
University Press.<br />
· Iser, W. (1980). The Act of Reading. A Theory of Aesthetic Response. Baltimore: The John Hopkins University<br />
Press.<br />
· Iser, W. (1985). Textens appellstruktur I Thavenius, J. & Thavenius, B. (Red.) Läsningar: om litteraturen och<br />
läsaren. Stockholm: Akademilitteratur.<br />
· Kress, G. (2003). Literacy in the New Media Age. London: Routledge.<br />
· Kress, G. (2010). Multimodality. A social semiotic approach to contemporary communication. London: Routledge.<br />
· Kress, G., & van Leeuwen, T. (Red.). (2001). Multimodal discourse. The modes and media of contemporary<br />
communication. New York: Oxford University Press.<br />
Kaartinen, vuokko (finland)<br />
teACHerS of fInnISH l1 AS teACHerS of fInnISH l2: CHAllenGeS of MUltICUltUrAl<br />
CoMPetenCe<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room LN014<br />
Round table Thursday 11:00-12:30 Room LN 014<br />
During the last decade, the Finnish school has witnessed a surge in the numbers of immigrant students. Some<br />
30 – 40 % of students in some classrooms in southwestern Finland are immigrant students. The University of Turku<br />
Teacher Training School has a specialty in the Finnish teacher education system; student teachers have the opportunity<br />
of doing their teaching practice in multicultural classes at the university’s teacher training school.<br />
This presentation focuses on prospective L1 teachers at secondary level. What kind of language issues do they consider<br />
during their teacher education year? The data consist of essays concerning teaching experiences in multicultural<br />
classrooms written by four student groups during four academic years (n= 86). The reflections are analyzed using<br />
the Common European Framework.<br />
The analysis of the students’ reflections showed that their primary focus was on linguistic issues: words and concepts,<br />
reading comprehension, and some special features of the Finnish language and its grammar. They did not<br />
deal with issues related to language learning or teaching. The conclusion for teacher training is that more emphasis<br />
should be placed on how to teach the second language.<br />
Keywords: multiculturalism, teacher education, Finnish as L1, mother tongue, Finnish as L2<br />
Kerge, Krista (estonia)<br />
nAtUrAl ModelS of tHe eStonIAn lAnGUAGe USe<br />
L1/MTE: Multilingual & Multicultural<br />
Paper session Wednesday 10:30-12:00 Room LN003<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
In Estonia, standard (normative) language use is considered one of the most important targets in L1 teaching.<br />
On the other hand, increasing concern has recently been expressed over assessment of language proficiency from<br />
the standpoint of standardized or normative use, as that need not be attained by an L1-philologist even (see Tay-
ABStrACtS 51<br />
lor 2006). Therefore, we attempt to describe such usage that is considered acceptable or natural by the Estonian<br />
community. We presume that L1 usage fit for a benchmark of performance, composition and style quality assessment<br />
is manifested in the spontaneous speech and self-controlled writing by a highly educated non-philologist.<br />
Many parameters of situated language use are measured differing one genre from another. Our results may affect<br />
acceptability or well-formedness analysis and assessment of text as an example of situated genre both in everyday<br />
classes and in L1 compulsory national exam. This exam should be seen as high-stakes test where the testers have a<br />
high responsibility both in task selection and in fair assessment of the performance (Abu-Alhija, Nasser 2007; Shohamy<br />
2001). In the presentation, the results found for the Estonian language by now will be presented and some<br />
general or more specific conclusions for language teaching will be made. Acknowledgements to ESF8605-grant.<br />
Kleinbub, Iris d. (Germany)<br />
(HoW) doeS InterPretAtIon tAKe PlACe In eleMentAry SCHool? – reSUltS of A vIdeo StUdy In<br />
GerMAn l1 ClASSrooMS<br />
SIG Research On Literature Education<br />
Symposium Wednesday 10:30-12:00 Room LN004<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
The underlying project is the first comprehensive video study realized in German elementary schools and covering<br />
the topic of reading. It is related to the evaluation project “VERA” (comparative assignments in elementary schools,<br />
designed and supervised by Prof. Dr. A. Helmke and Prof. Dr. I. Hosenfeld, University of Koblenz-Landau, Germany)<br />
that focuses – among other aspects – on children‘s reading competence. The analysis of video taped German<br />
lessons in 42 classrooms which serve as the main source of information offers interesting insights into the process<br />
of teaching and learning.<br />
One goal of the study is to develop instruments for detailed description of teaching procedures and learning processes.<br />
In the proposed lecture a rating scale consisting of a set of criteria related to interpretive approaches will be<br />
presented. By covering descriptive as well as evaluative aspects the rating scale allows raters to analyze what is taking<br />
place in reading lessons and how it is performed.<br />
From a descriptive point of view it is investigated whether teachers offer content based or language based approaches<br />
to interpretation. It also gives information about topics discussed after reading a text (e.g. functional text features,<br />
prototypical genre features, differentiation of reality and fiction). A special point of interest is the methodology<br />
used by teachers such as productive techniques (text production, role play, acoustic production, visual production).<br />
From an evaluative point of view these interpretive approaches are rated in terms of qualitative characteristics.<br />
In the proposed lecture the empirical results of the descriptive and evaluative investigation are presented.<br />
Knechtel, nora (Switzerland)<br />
foSterInG lIterACy develoPMent In AGe-MIXed ClASSeS<br />
L1/MTE: Multilingual & Multicultural<br />
Workshop Tuesday 14:00-18:30 Room unknown<br />
Structured poster session Wednesday 13:00-14:30 Room L46<br />
Paper session Thursday 11:00-12:30 Room L46<br />
Context and description: Currently a pilot project of mixed-age classes of 4- to 8-year-old pupils is conducted in<br />
Switzerland. Age-mixing has consequences for instruction in the first school years. However, specialized didactic
52<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
standards for the early promotion of reading and writing abilities are still missing. A three-year project (Mai 2008<br />
until Mai 2011), conducted by the Zentrum Lesen (Literacy Centre) in Switzerland, analyzes the conditions of<br />
training and instruction of reading and writing in 14 mixed-age classes. How is age-mixing – concerning reading<br />
and writing activities in class –put into practice? And which conditions, concerning especially measures of individualisation<br />
and age-mixing, seem to lead to good reading and writing abilities in mixed-age classes? To answer these<br />
questions, we focused our analyses on 6 classes. We used quantitative and qualitative methods: interviews with 25<br />
children, their parents and 6 of the participating teachers, reading tests and video recordings.<br />
Due to the fact that we focus on a small subsample of 6 classes, results can only be very tentative ones. Nevertheless,<br />
our first results lead to the conclusion, that age-mixing in these classes so far is not so much used to foster the development<br />
of reading and writing competences but rather for the development of social and personal competences. In<br />
these classes where age-mixing is practiced, arrangements of individualization and coaching seem to lead to better<br />
learning outcomes than instructional designs that focus larger groups of children.<br />
Knopf, Julia (Germany)<br />
tHe develoPMent of InterPretAtIon SKIllS In KInderGArden, PrIMAry SCHool And<br />
SeCondAry SCHool – reSUltS of An eMPIrICAl StUdy<br />
SIG Research On Literature Education<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Symposium Thursday 11:00-12:30 Room LN004<br />
The presentation addresses the findings of an empirical study that investigates the ability to comprehend and<br />
interpret literary texts in kindergarden, primary school and secondary school. The study involved a total of 680<br />
participants between the ages of three and nine-teen who commented on two literary texts, which were Josef von<br />
Eichendorff‘s poem Wünschelrute (The Dowsing Rod) and one of Bertolt Brecht‘s stories of Mr. Keuner enti-tled<br />
Gerechtigkeitsgefühl (Sense of Justice) (cf. Eichendorff 1838/2009 as well as Brecht 1935/1971). The participants‘<br />
comments on the two literary texts were analysed with re-gard to content, form, language, functionalisation of<br />
form, functionalisation of language, and interpretation and presented graphically in reception-determined profiles.<br />
Based on these results, a process of development from kindergarden to secondary school can be out-lined which<br />
shows meaningful information about the strengths and weaknesses of children, youth and young adults.<br />
The results show that, with respect to interpretation for example, kindergarden children and primary school children<br />
already begin to interpret literary texts. However, with age, the number of interpreting pupils clearly decreases.<br />
The findings even create the impression that literature instruction in school does not only develop but frequently<br />
can even negatively affect the development of interpretation skills (cf. Knopf 2009). This will be illustrated in the<br />
presentation by the use of examples.<br />
In looking for explanations, the focal point is the institutional debate about literature. An analysis of lessons demonstrates<br />
that processes in primary school are oriented towards nar-rative and production, whereas in secondary<br />
school, these are outweighed by cognitive and analytical processes. This calls for a discussion of the extent to which<br />
an integrating ap-proach, consolidating cognitive-analytical, narrative-oriented and production-oriented processes,<br />
can foster conscious formal and linguistic reception of literary texts.<br />
References<br />
· Brecht, Bertolt (1935/1971): Gerechtigkeitsgefühl, in: Ders. (Hrsg.): Geschichten vom Herrn Keuner, Ulm, 67.<br />
· Eichendorff, Josef von (1838/1987): Wünschelrute, in: Chamisso, A. von; Schwab, G. (Hrsg.): Deutscher Musenalmanach<br />
für das Jahr 1838, Leipzig, 287.
ABStrACtS 53<br />
· Knopf, Julia (2009): Literaturbegegnung in der Schule – Eine kritisch-empirische Studie zu literarisch-ästhetischen<br />
Rezeptionsweisen in Kindergarten, Grundschule und Gymnasium. Studien Deutsch. Band 40, München:<br />
Iudicium.<br />
Krogh, ellen (denmark)<br />
nordIC teACHerS’ UnderStAndInG of WrItInG AS PArt of Mte<br />
SIG L1 Teacher Education<br />
Paper session Wednesday 10:30-12:00 Room LN 014<br />
Structured poster session Wednesday 13:00-14:30 Room LN014<br />
The study is part of a larger Nordic research project, Nordfag.net, investigating Nordic mother tongue teachers’<br />
didactic profiles and conceptions of the MTE subject. The project data are teaching diaries and interviews with 26<br />
Danish, Norwegian and Swedish upper secondary teachers.<br />
The background of the present study is the general educational focus on literacy and language across the curriculum,<br />
changing traditional ‘divisions of labour’ among disciplines and especially raising questions as to the role of<br />
the MTE discipline in the teaching of writing. The present study addresses this question, examining teacher diaries<br />
and interviews to find possible patterns in Nordic teachers’ understanding of writing as part of their MTE teaching<br />
practice. The analysis of data is still in progress (Dec. 2010).<br />
The theoretical underpinning is research in MTE as a discipline (Sawyer & van de Ven, van de Ven 2004, Krogh<br />
2003) and in general discourses of writing (Ivanic 2004). The methodological approach is discourse analysis (Ivanic<br />
1998, Gee 2005).<br />
References<br />
· Gee, J.P. (2005). An Introduction to Discourse Analysis. Theory and Method. Oxford: Routledge.<br />
· Ivanič, R. (1998). Writing and Identity. The discoursal construction of identity in academic writing. John<br />
Benjamins Ivanič, R. (2004). Discourses of Writing and Learning to Write. Language and Education,<br />
Vol. 18, No. 3, 2004.<br />
· Krogh, E. (2004). Et fag i moderniteten. (A discipline in modernity). Odense: University of Southern Denmark<br />
Sawyer, W. & Van de Ven, P.-H. (2007). Starting Points. Paradigms in Mother Tongue Education. L1 Educational<br />
Studies in Language and Literature Vol. 7 Issue 1.<br />
· van de Ven, P.-H. (2004). Writing in MTE. Ongstad et al. (eds.). Mother Tongue Didaktik. Universitätsverlag<br />
Rudolf Trauner.<br />
le Cordeur, Michael l. A. (South Africa)<br />
A MotHer tonGUe BASed lAnGUAGe-In-edUCAtIon PolICy WIll IMProve lIterACy And<br />
nUMerACy In SoUtH AfrICA<br />
L1/MTE: Multilingual & Multicultural<br />
Paper session Wednesday 10:30-12:00 Room L46<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
In this presentation lan guage policy will be discussed on a philosophical level and political level. Recently empirical<br />
evidence/research has pointed to the fact that the literacy and numeracy skills of South African learners are far<br />
below the international accepted standard, mainly because the government still believes that the acquisition of basic
54<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
knowledge is synonymous with learning English as language of instruction. According to researchers, the problem<br />
starts in the foundation phase where learners fail to acquire the basic literacy and numeracy skills due to the fact<br />
that very few learners are taught in their mother tongue. Despite research across the globe (Heugh 2010, Alexander<br />
2010) which showed that mother-tongue education provide the best opportunity for learners to perform optimally,<br />
the SA government has been reluctant to execute its duty to implement a language policy. This has caused huge<br />
concern and led to various court cases. In this paper I ask the research question whether the implementation of a<br />
language - in - education policy for South Africa will promote mother tongue education, and subsequently lead to<br />
better performance by learners. I will argue from a constitutional point of view that failure to implement the new<br />
language-in-education policy, has created a situation where South Africa’s indigenous languages are increasingly<br />
being downgraded and marginalized with catastrophic consequences for learners’ performance in literacy and numeracy.<br />
lea, Kjersti (norway)<br />
MotHer tonGUe teACHerS need WISdoM - An ArIStotelIAn vIeW on tHe ProfeSSIonAl<br />
KnoWledGe And IdentIty of l1 teACHerS In UPPer SeCondAry SCHool.<br />
SIG L1 Teacher Education<br />
Workshop Tuesday 14:00-18:30 Room unknown<br />
Round table Thursday 11:00-12:30 Room LN 014<br />
This presentation will discuss L1 teachers’ professional self-concept and knowledge in an Aristotelian view. The<br />
presentation’s point of departure will be a study of seven Icelandic L1 upper secondary school teachers, based on interviews<br />
and the teachers’ written reports from their classes. The study is a work in progress, based on the presumption<br />
that the position of the L1-subject is a particularly complex one, given that it has not only an academic agenda,<br />
but also is closely related to cultural and ethnic traditions and values, not least in Iceland. In addition the subject<br />
is, according to the teachers themselves, connected to the pupils’ development both as individuals and citizens.<br />
The working hypothesis is that this complexity plays a part in teachers’ professional self-concept, and furthermore<br />
that a consequence of the complexity is that teachers’ knowledge must cover more than academic and didactic<br />
skills, such as morality and ethical awareness. Consequently the study aims to analyze and discuss the concept of<br />
knowledge in the teachers’ professional self-image, in which the Aristotelian concept of knowledge seems to be a<br />
fruitful approach. It will raise questions such as: What kind of knowledge do the teachers actually possess and value?<br />
Does their knowledge cover the needs of their profession?<br />
lee, In Wha (Korea)<br />
A StUdy on tHe UnIQUeneSS of tHe InterPretAtIve ACt In lIterAry WorKS<br />
L1/MTE: Multilingual & Multicultural<br />
Workshop Tuesday 14:00-18:30 Room unknown<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Paper session Friday 13:00-14:30 Room LN003<br />
The aim of this study is to describe the process of the student-readers formation of interpretative logic. The notion<br />
of „interpretation“ is most important in the education of literary works. In reality, researchers assess and design<br />
interpretative acts for student-readers according to critics’ acts. There is however a qualitative difference between<br />
the interpretative acts of the student-readers and the critical acts by critics.
ABStrACtS 55<br />
Interpretative text is distinct from critical writing, so it has different attitudes depending on the narrator and genre.<br />
In critical writing narrator the narrator focuses on criticizing literary works, defending one’s own judgment and<br />
seeking to persuade their audience.<br />
Conversely, in interpretative text, the narrator focuses on one’s own experience widening ones’ mental vision and<br />
self-reflection. Though it has been a simple hypothesis at least for now, self-reflections is a prime trait of interpretative<br />
text. Nevertheless most researchers insist that student-readers’ interpretation be developed into critical acts by<br />
critics without considering the uniqueness of interpretative act.<br />
As the case stands I aim to make a distinction between critical and interpretative acts and then seek the various<br />
elements have an effect on interpreting acts. This approach will reveal the mechanism in the interpretative act by<br />
student-readers’.<br />
lievens, Jeroen (Belgium)<br />
If It AIn’t BroKe, don’t fIX It: reMedIAl l1 teACHInG In fleMISH HIGHer edUCAtIon<br />
L1/MTE: Multilingual & Multicultural<br />
Paper session Wednesday 10:30-12:00 Room L46<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
When the 2006 PISA report showed that nowhere in Europe the socio-economic status of students influenced<br />
school results as dramatically as in Flanders, the Flemish Ministry of Education put forward that it was their lack<br />
of L1 competencies that most hindered students with a lower SES in their formal learning trajectories. In order to<br />
ensure equal learning opportunities, the Ministry urged schools of all levels to develop and implement “language<br />
action plans” for assessing L1 deficits and providing remedial trajectories. The paradoxical result has been that, in<br />
the name of social diversity and inclusion, most institutions of higher education in Flanders have put in place a<br />
normative and narrowly linguistic model of L1 teaching, focusing almost exclusively on one language variety out of<br />
many, i.e. on the language of higher education itself. In this paper, I will argue that, first, the current approach fails<br />
to meet its objectives of social inclusion and that, more generally, it fails to confront the complex socio-linguistic<br />
and textual realities of a century characterized by globalization, digitalization and mediatization. I will proceed to<br />
outline an alternative approach based on the Anglo-Saxon notion of “Multiliteracies”, which offers a way to view<br />
difference as diversity rather than deficit.<br />
linneweber-lammerskitten, Helmut (Switzerland)<br />
HoW to deSCrIBe lInGUSItICtIC CoMPetenCe for edUCAtIon In MAtHeMAtICS<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
Symposium Thursday 11:00-12:30 Room L47
56<br />
longo, Guiseppe (Italy)<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
reAdInG lIterAry teXtS And eMotIonAl edUCAtIon: A neUroCoGnItIve APProACH to tHe<br />
teACHInG of lIterAtUre<br />
SIG Research On Literature Education<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Symposium Wednesday 15:00-16:30 Room LN004<br />
The three major jobs of the reading brain are recognizing patterns, planning strategy, and feeling (Wolf, 2007).<br />
When we read fiction, we expect to experience emotion (Johnson Laird, Oatley, 2008), and literature is probably<br />
the first home of the emotional intelligences (Mayer, Salovey, 1997).<br />
In this particular sense teaching literature means to answer the following preliminary questions: if there is an emotional<br />
response in reading literature, what elements are involved in determining it? Perhaps are they determined by<br />
constructing the meaning on the base of previous knowledge emotionally characterized? Is the problem of the inferences<br />
in comprehending texts connected also with a sort of emotional inferences, that condition and determine<br />
the comprehension, making it an interpretation? Is the interpretation the highest form of comprehension (Perkins,<br />
2006), because it is enhanced by emotions?<br />
According to these assumptions, this paper examines the connection between cognitive neurosciences and reading<br />
literature to verify whether the literary text can be used in the field of emotional education. The brain-based interaction<br />
between text and reader as an “immersed experiencer” (Zwaan, 2004), and therefore also the processes of<br />
comprehension will be synthetically analyzed in the light of recent neuroimaging research. How emotion, metaphor,<br />
and mental imagery are connected within the process of interpretation will be particularly investigated. The<br />
cognitive approach of embodiment and the emotional state of empathy are also involved in the analysis, because<br />
their neurocognitive role allows us to explain why the literary text can become a useful tool to enhance students’<br />
emotional competence.<br />
Marin, Brigitte (france)<br />
leXICAl reSoUrCeS And SCHool KnoWledGe<br />
L1/MTE: Multilingual & Multicultural<br />
Paper session Wednesday 10:30-12:00 Room LN003<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
Using Bernstein’s code theory (1975) – as it has been re-examined at a recent congress (Frandi & Vitale, 2008) – and<br />
the distinction between ‘public language’ and ‘formal language’, later redefined as ‘restricted code’ and ‘elaborated<br />
code’, this paper makes the case for the use of a formal language helping to develop skills in French pupils aged<br />
11 to 13. The results of this research show how the lexical approach facilitates access to meaning. The paper also<br />
demonstrates the positive role of the explanation of vocabulary in mediating understanding. In doing so it suggests<br />
potential solutions for improving oral and writing skills in standard French in areas where social diversity in the<br />
school population is frequently associated with difficulties in learning the school language.<br />
Keywords: vocabulary, knowledge, school, difficulties in learning, code theory.<br />
· Bernstein, Basil (1975). Langage et classes sociales. Codes socio-linguistiques et contrôle social. (Language and<br />
social class. Sociolinguistic codes and social control.). Paris: Les éditions de Minuit.<br />
· Frandji, Daniel & Vitale, Philippe (dir.) (2008). Actualité de Basil Bernstein. Savoir, pédagogie et société. (Actuality<br />
of Basil Bernstein, Knowledge, Pedagogy and Society.), Rennes: PUR.
ABStrACtS 57<br />
Martinez, Isabel & Martín, elena & Mateos, María del Mar (Spain)<br />
tHe ProCeSSeS of reAdInG And WrItInG AS leArnInG toolS In tHe PrIMAry SCHool<br />
SIG The learning and teaching of reading, writing and oracies<br />
Structured poster session Wednesday 13:00-14:30 Room L46<br />
Paper session Wednesday 15:00-16:30 Room L57<br />
The present study is placed inside a research group interested in the study of reading and writing as learning tools<br />
in the different levels of education. Our interest is focused on the study of the “hybrid tasks” which involve the<br />
processes of reading and writing to learn contents and their influence on the students’ learning.<br />
Following this research line, in this study we have evaluated the efficacy of an intervention program which is focused<br />
on perform synthesis task using complementary pairs of texts with 6th grade students on the area of Social Sciences.<br />
The processes we taught during the implementation of this programme were: organising contents, selecting relevant<br />
ideas from the texts, integrating prior knowledge with new knowledge and integrating information from both texts.<br />
All these processes were worked on through modelling by the class teacher, and joint activity, guided activity and<br />
individual activity by the pupils. Each session began with the activation of prior ideas to do with the contents on<br />
which work was to be done in that session and reinforcing the knowledge acquired in previous sessions.<br />
A quasi-experimental pre-post design with a control group was used and qualitative and quantitative analyses were<br />
carried out. Eighty-six students from 6th grade participated in this study showing the results that the ones in the<br />
experimental group wrote better products. A latter analysis of a subsample of 32 students showed that the ones from<br />
the experimental group followed more recursive patterns while performing the synthesis task. Furthermore, results<br />
related to students´ learning will be presented.<br />
Keywords: Learning, primary education, reading, synthesis, writing.<br />
Mata Pereira, Miguel & fijalkow, Jacques & Alves Martins, Margarida (Portugal)<br />
SyllABIC SPellInGS: one letter Per SyllABle?<br />
SIG The learning and teaching of reading, writing and oracies<br />
Paper session Wednesday 15:00-16.30 Room L57<br />
Traditionally, syllabic spellings have been interpreted has one of the first attempts put forward by children when<br />
trying to establish linguistic correspondences between speech and print. In these spelling productions they usually<br />
match oral syllables and letters in a one-to-one relationship (Ferreiro, 1988). Nevertheless, recent research have<br />
shown that these productions are not equally salient across languages (Fijalkow, 2007), and secondly, that when<br />
children represent one letter per each syllabic segment that doesn’t necessarily correspond to a syllabic spelling,<br />
hence children could be attempting to represent other linguistic units besides the syllable (Fijalkow, Pomel, & Hannouz,<br />
2010). Bearing this in mind, we hypothesize that syllabic spellings are mediated by children’s level of phonological<br />
awareness. For that matter, we conducted an experimental study with 84 five-year-old Portuguese children.<br />
After assessing their intellectual level, knowledge of the alphabet, and phonological we asked them to write a set<br />
of 18 words and pseudo-words. Later we analyzed the spellings where a one-to-one match between letters and oral<br />
segments emerged. Results show that when children produced this type of spellings, they are not always aiming at<br />
the syllabic units. Sometimes they seem to focus on other relevant sound units, depending on their discriminatory<br />
capacity based upon their level of phonological awareness. Some guidelines for educational contexts will also be<br />
discussed.
58<br />
Medway, Peter (Uk)<br />
SPeeCH And WrItInG In A 1950S SCHool: leSSonS for todAy<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
SIG The learning and teaching of reading, writing and oracies<br />
Paper session Wednesday 10:30-12:00 Room LN 014<br />
Structured poster session Wednesday 13:00-14:30 Room LN014<br />
This paper, drawing on the current research project ‘Social Change and English: A Study of Three English Departments<br />
1945-1965’ (funded by the Leverhulme Trust), describes reforms that were implemented in the teaching of<br />
English in a post-war ‘experimental’ London comprehensive school to which teachers had moved from selective<br />
schools out of a commitment to a democratic and non-selective education for an entire local population. Over<br />
a seven year period and with little existing practice to draw on, the teachers devised approaches that successfully<br />
engaged the majority, underpinned by two principles: first, that the continuities between spoken and written language<br />
needed to be exploited in a managed transition -- thus, spoken anecdote was coaxed into written narrative<br />
and discussion into written argumentation; and second, that motivation to communicate was central: students<br />
needed (a) topics they felt impelled to communicate about (such as local and family experience, curr ent social<br />
issues) and (b) audiences, and especially teacher audiences, that received their communications precisely as such<br />
and not as school performances for evaluation. Examples of practice and of student work will illustrate how these<br />
principles were enacted.<br />
Mohammadzadeh, Behbood (Cyprus)<br />
PodCAStS: teACHer And StUdent frIendly teCHnoloGy to enHAnCe lIterACy In l1<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Paper session Friday 15:00-16:30 Room LN003<br />
Technology Enhanced Learning, as part and parcel of today’s educational world, should be considered as a significant<br />
issue by every educator. Technology is an increasing part of the social and academic lives of our students<br />
in recent years. Podcast and podcasting is a modern digital technology that can be used effectively for language<br />
teaching and learning purposes. The term podcast is a combination of two words: the name of popular MP3 player,<br />
iPod and the word broadcast. A podcast is a series of audio or video files on web which can be freely downloaded to<br />
a computer. The effective ways of using this new technology within and out of the classroom should be examined<br />
in order to enhance the learning and teaching of L1. Regarding the potential linguistic and learning benefits of<br />
podcasts, it is believed that this new technology can have a positive impact on L1 learners. The techniques and the<br />
difficulties of adopting and adapting podcasts into L1 teaching and learning will b e the focus of this paper.<br />
Mottart, André & vanhooren, Steven (Belgium)<br />
USInG BloGS In MotHer tonGUe edUCAtIon. PoSSIBIlItIeS And CHAllenGeS<br />
SIG Research On Literature Education<br />
Structured poster session Wednesday 13:00-14:30 Room L46<br />
Paper session Friday 15:00-16:30 Room LN003<br />
Survey research in teacher education courses at Ghent University showed that teachers-in-training are not familiar<br />
with the possibilities of weblogs in education and – as a result of that – are not willing to use blogs in their future
ABStrACtS 59<br />
teaching activities in mother tongue education. This is problematic, as recent research has shown that education<br />
can benefit from blogs.<br />
As a result of these findings, the Flemish government and the Ghent University Association asked us to design an<br />
educational project which is centred around how teachers-in-training can be prepared to deal with blogs in their<br />
future teaching activities.<br />
In our project, based on ethnographical research, we introduced our students in the ‘blogosphere’, gave them the<br />
opportunity to work with blogs in their teaching practise, asked them to reflect upon their actions in a critical<br />
paper and invited them to discuss their experience with peers in digital focus groups. The papers and discussions<br />
were analyzed by means of dilemma analysis. The data revealed that deepening our student’s understanding of blogs<br />
correlates with their interest in blogs and their willingness to work with blogs in mother tongue education.<br />
nagy, Zsuzsanna (Hungary)<br />
WrItInG ABIlIty And KnoWledGe ABoUt teXtS: A StUdy of HUnGArIAn StUdentS<br />
L1/MTE: Multilingual & Multicultural<br />
Workshop Tuesday 14:00-18:30 Room unknown<br />
Paper session Wednesday 10:30-12:00 Room L47<br />
Applying knowledge about effective texts is an important element in successful communication, yet the literature<br />
is scarce on what this knowledge is and how it can be utilised. This study aimed to explore how textual features are<br />
judged by students at different levels of writing ability.<br />
128 Hungarian students in grade 11 wrote a motivation letter, which was rated to characterise writing ability, using<br />
criteria from the IEA written composition study. Subjects also rated two motivation letters, written by their peers,<br />
by the same criteria.<br />
The sample proved heterogeneous regarding writing performance. No significant relationships emerged between<br />
ratings and writing performance. There was homogeneity regarding style, correctness of language use and spelling<br />
in the texts evaluated (Kendall’s W=.884–.938). Lower unanimity was found for conceptual aspects (Kendall’s<br />
W=.584–.718).<br />
It appears that students’ ratings converged in areas targeted by explicit instruction. Poor and skilled writers were<br />
similar in their knowledge on grammatical and stylistic features of good texts, but the former were more ignorant<br />
regarding content and organisation and could not draw on their knowledge of texts when writing. Mother tongue<br />
education should address these issues.<br />
Padmos, tineke (Belgium)<br />
tHe PoWer of eMBeddInG lIterACy trAInInG In voCAtIonAl edUCAtIon<br />
L1/MTE: Multilingual & Multicultural<br />
Paper session Wednesday 15:00-16:30 Room L47<br />
Research carried out in 2007 by the Centre for Language and Education (CLE) of the University of Leuven shows<br />
that more than half of the students graduating from Flemish vocational education lack basic literacy skills. The<br />
study also shows that there is barely progress between age 15 and 18. These results convinced both the CLE and the<br />
Flemish government to start the coaching trajectory L-force which aims to improve the instruction for reading and<br />
writing across the curriculum in vocational education.
60<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
The coaching trajectory underlines the significance of functional literacy for vocational schools and their teachers.<br />
At school, students should have the opportunity to practice reading and writing tasks closely related to literacy tasks<br />
they will meet in adult life. However, the motivation of students in vocational education for explicit instruction on<br />
reading and writing is generally low, having faced plenty of failures in their schooling history. For them, reading and<br />
writing activities need to be experienced as meaningful, motivating and relevant. The choice for embedding literacy<br />
learning within vocational training appears to be an efficient and motivating approach.<br />
This session will present the practices, challenges, achievements and preliminary outcomes of this project, carried<br />
out in 10 classes in 10 vocational schools. First, success factors in implementation will be screened. The impact of<br />
theoretical input and basic tips, but also of the introduction of task-based tasks and tests, observation and feedback,<br />
.... will be demonstrated. Finally, the effect of the coaching’s trajectory on both teachers’ perceptions and actions<br />
and students’ literacy skills will be illustrated.<br />
Patmon, denise S. & Gordon, Stephen (United States)<br />
WrItInG CenterS At HIGH SCHool<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room L46<br />
Workshop Friday 15:00-16:30 Room LN 226 (Lese- und Schreibzentrum)<br />
The purpose of this one hour session is to provide research, lessons learned, and inquiries about an innovative<br />
project that was headed by Dr. Denise Patmon at the University of Massachusetts/Boston. She and her colleague,<br />
a retired Boston Public High School teacher – Dr. Stephen Gordon, wrote a grant to establish writing centers at 2<br />
high schools in the Boston Public School system. High Schools had to compete to be selected to participate in this<br />
initiative. An outside foundation supports this initiative.<br />
The Calderwood Foundation financially supports expository writing at the high school level in the Boston Public<br />
Schools. Shared vision of a triad including a writing center at 2 selected high schools, university trained tutors for<br />
the writing center, and professional development around a unified approach to the teaching of expository writing is<br />
the framework for Dr. Patmon’s research and practice in this new initiative. Considering the work needed to create<br />
change in writing and its instruction at secondary urban schools in the United States, such transformation includes:<br />
1. Writing Centers – A recent (2009) national survey of the teaching of writing in high school English, Social<br />
Studies and Science classes found that the writing tasks most frequently assigned required little analysis or interpretation.<br />
The survey also found that most teachers did not believe their college program adequately prepared them<br />
to teach writing, and that a sizable minority of language arts and social studies teachers, and more than 60% of<br />
science teachers, felt their in-service preparation was inadequate as well. There are a number of writing centers in<br />
high schools around the U.S. as well as a consortium of writing centers nationwide, but little research exists on the<br />
impact of a writing center on urban secondary students and their teachers – especially when urban schools tend to<br />
have larger percentages of high school students who are English language learners.<br />
2. Professional Development Components – Teachers from each of the selected schools are involved in graduate<br />
level courses taught by Dr. Stephen Gordon.<br />
3. Pre-service Tutors Trained to work in the Writing Centers – Professor Denise Patmon recruited, trained and<br />
placed university tutors. Monthly seminars are held where we reviewed such topics as: Gathering Data Concerning<br />
Writing Improvement, Expository Writing Processes, Effective Strategies for Responding to Student Writing,<br />
Teaching Expository Writing to Urban Students, Writing and Real Life Issues, etc.)<br />
For the <strong>IAIM</strong>TE conference in Hildesheim, we propose to present the following:<br />
Dr. Denise Patmon – The Principal Investigator for this grant will give the context and overview for the 2 established<br />
writing centers. She will provide an overview of Tutor Training and its relationship to Pre-service Teacher
ABStrACtS 61<br />
Licensing. Finally she will provide an overview of the Scope of the work related to the Writing Centers and the<br />
private Foundation Support<br />
Mr. Bobby Keefe – Writing Center Tutor who will talk about his experience as a white male UMASS alum tutoring<br />
predominantly students of color at one urban high school writing center. He will also talk about how the<br />
writing center tutoring helps him prepare to be a teacher. Finally he will present in case study format how he had<br />
to “remove the religious blinders of students to improve their thinking and writing to foster literacy development.”<br />
Ms. Octavia Nixon – Writing Center Tutor who will talk about her experience as an African American female undergraduate<br />
student tutoring at the school from where she graduated. She understands the culture of the school<br />
since she is familiar with many of the teachers at the school, the students at the school, and the impact of contemporary<br />
pop culture on teaching writing. She will talk about how the writing center tutoring experience helps<br />
her prepare to be a teacher. She will present in case study format how she works one-on-one with students at the<br />
school’s writing center to foster literacy development.<br />
HIGH SCHOOL STUDENT – to be determined – will discuss the impact the writing center has had on his/her<br />
language use, writing, and life skills. 2 students have already identified their interest in presenting at <strong>IAIM</strong>TE.<br />
Dr. Stephen Gordon – will provide an overview of the professional development graduate courses he has co-taught<br />
and its impact on classroom practice through the lens of writing centers and whole school change.<br />
PAPER PRESENTATION Panelists:<br />
Dr. Denise Patmon, Associate Professor<br />
Mr. Bobby Keefe, Writing Center Tutor<br />
Ms. Octavia Nixon, Writing Center Tutor<br />
HIGH SCHOOL STUDENT, Boston Public Schools<br />
Dr. Stephen Gordon, Retired Boston Public High School English Teacher<br />
Pauw, Ietje & van de ven, Piet-Hein (the netherlands)<br />
WrItInG nArrAtIve refleCtIonS In teACHer edUCAtIon<br />
SIG L1 Teacher Education<br />
Structured poster session Wednesday 13:00-14:30 Room LN014<br />
Workshop Friday 13:00-14:30 Room LN 014<br />
Since the nineties teacher education in the Netherlands has been dominated by ‘reflective learning’, especially by<br />
writing reflective texts. Students are supposed to learn from their own practice. Mastering reflective competences<br />
is supposed to be the key for lifelong professional development. Nevertheless, there are strong indications that the<br />
common practice of reflective learning does hardly lead to learning.<br />
In our workshop we explore this problem and we present our own ‘narrative reflection’ approach.<br />
We start by presenting fragments of a ‘traditional’ reflective text written by a student teacher, reflecting on her activities<br />
in primary school. We will, together with the participants, analyse this text. Thereafter we present some new<br />
fragments, written by students guided by our new ‘narrative reflection’ approach. We will challenge the participants<br />
to discover some aspects of our new approach. Based on this exploration we will present our approach, its theoretical<br />
and pedagogical points of departure. Key words are: writing narratives, analysing narratives, writing a scenario<br />
for future activities, and using forms of writing conferences. We present some first results of an explorative research<br />
on this new approach. At last we discuss with the participants the strengths and weaknesses of our approach.
62<br />
Penne, Sylvi & Ulfgard, Maria (norway)<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
lIterAtUre And lIterACIeS: HoW do teACHerS teACH lIterAtUre In tWo SCAndInAvIAn<br />
CoUntrIeS<br />
L1/MTE: Multilingual & Multicultural<br />
Workshop Tuesday 14:00-18:30 Room unknown<br />
Structured poster session Wednesday 13:00-14:30 Room LN014<br />
Paper session Wednesday 15:00-16:30 Room LN 014<br />
The teaching of literature in the Scandinavian countries has for many years been associated with reader-response<br />
theories and the construction of active and individualized students. Over the last few years research has indicated<br />
that this may have had some negative effects. Recent studies from Denmark, Sweden and Norway indicate that<br />
many students leave primary school not being able to distinguish fiction from factual texts. Also their prior understanding<br />
of fiction and fictional reading is not established (Olin-Scheller 2006, Penne 2006, Schüllerqvist 2008,<br />
Steffensen 2005, Ulfgard 2002, Årheim 2007).<br />
These two papers will pursue this subject from two Scandinavian countries: “How do teachers teach literature?”.<br />
Penne will present Norwegian data and Ulfgard corresponding data from Sweden. The question is: Are there<br />
striking differences/similarities between the two countries’ didactical traditions when it comes to reading fiction in<br />
school?<br />
We will both focus on secondary schools and present empirical data from three sources:<br />
· Observations from classrooms in Norway and Sweden.<br />
· Interviews with teachers from the Scandinavian countries (www.nordfag.net).<br />
· Representative textbooks from the two countries.<br />
We will finally discuss our results in a literacy-perspective.<br />
Literature<br />
Gee, J. P. (2003). Social Linguistics and Literacies. Ideology in Discourse. London, New York: RoutledgeFalmer.<br />
· Iser, W. (1993). The Fictive and the Imaginary .Charting Literary Anthropology. London: Baltimore University<br />
Press<br />
· Mossberg Schüllerqvist, I. (2008). Läsa texten eller ”verkligheten”. Tolkningsgemenskaper på en litteraturdidaktisk<br />
bro. Stockholm: Stockholms universitet.<br />
· Penne, Sylvi (2006). Norsk på ungdomstrinnet. Å konstruere mening, selvforståelse og identitet gjennom språk<br />
og tekster. UV-fakultetet, Universitetet i Oslo<br />
· Ulfgard, M. (2002). För att bli kvinna-och av lust. En studie af tonårsflickors läsning.Lund: B. Wahlstöms<br />
· Olin-Scheller, C. (2006).Mellan Dante och Big Brother. Gymnasieelevars textvärlar. Karlstad:Karlstad University<br />
Press<br />
· Årheim, A. (2007). När realismen blir orealistisk.Litteraturens ”sanna” historier” och unga läsares tolkningsstrategier.<br />
Växjö: Växjö University Press
ABStrACtS 63<br />
Pereira, Iris Susana (Portugal)<br />
An In-ServICe ProGrAM for eArly CHIldHood edUCAtorS: fIrSt reSeArCH reSUltS<br />
L1/MTE: Multilingual & Multicultural<br />
Workshop Tuesday 14:00-18:30 Room unknown<br />
Structured poster session Wednesday 13:00-14:30 Room L46<br />
Paper session Thursday 09:00-10:30 Room LN 014<br />
Recently, a wide ministerial in-service program was carried out in Portugal in order to improve primary teachers<br />
knowledge on language and literacy with the aim of improving Portuguese students literacy competence. Universities<br />
and other teacher training institutions were responsible for its implementation. In each institution, a group of<br />
primary teachers was specially trained in language and literacy education so that they could do ‚peer training‘. In<br />
the meantime, a challenge was also made so that universities autonomously developed an in-service training program<br />
for early childhood teachers due to the lack of actualized professional knowledge on language and emergent<br />
literacy. At the University of Minho, I developed both programs. This paper presents the results of a research that<br />
was carried throughout the in-service program for early childhood educators.<br />
The aim of this research was to study the impact of the program on early childhood educators’ conceptions and<br />
practices about language and emergent literacy in pre-school contexts. The program was organized in three modules,<br />
covering issues such as oral language development, language awareness and emergent literacy. It was implemented<br />
by the same primary teachers back in their school centers.<br />
The data were collected through (i) an individual portfolio, structured in the modules of the program, the educators<br />
being asked to register a reflection on each theme previous to its study as well as a reflection on the impact of the<br />
study of each theme on their conceptions and practices; (ii) a final on-line questionnaire. More than 350 educators<br />
answered to both requests.<br />
Besides presenting the program in some detail, I present the results of the analysis of the questionnaire. Preliminary<br />
results show that most of the participants affirm to have developed professionally in some way or another. A deep<br />
statistical analysis, now in progress, will be presented.<br />
Pinter, Henriett (Hungary)<br />
develoPMent of WrItInG CoMPoSItIon SKIllS of 8tH-GrAde StUdentS WItH CereBrAl PAlSy<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room LN014<br />
Round table Friday 10:30-12:00 Room LN57<br />
Acquirement of writing composition is a serious problem due to cognitive disfunctionalities. My goal is to present<br />
the development level of writing composition skills of 8th-grade children with cerebral palsy.<br />
The results were processed and evaluated (1) an analysis of their discussion records which focused on whether arguments<br />
and counter arguments were brought up during the discussion or not, and (2) an analysis of the compositions<br />
which was based on four aspects: relevanvance, logical characteristics, style and general impression. There were<br />
significant differences between the speaking and writing skills of students with cerebral palsy: they could clearly<br />
speak about a topic verbally and bring up arguments but had difficulties when they had to write about. Relevance<br />
and logical characteristics were serious problems,when it came to writing. Some compositions were not finished<br />
probably because the students handwriting was very slow which hindered the flows of their thoughts.<br />
The results showed that writing should be more intensely practiced in the case of children so that they could compose<br />
their own thoughts in a logical way because writing composition can help them develop coherent thinking.
64<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
Pocinho, Margarida & ferraz, Inês & Correia, rosaria & Pereira, Alexandra (Portugal)<br />
IMProvInG Pre-reAdInG CHIldren MetAlInGUIStIC CoMPetenCeS: evAlUAtIon of A<br />
lonGItUdInAl InterventIon ProGrAM<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room L46<br />
Paper session Friday 10:30-12:00 Room L46<br />
The main goals of this study are: to diagnose phonological awareness levels in 4, 5 and 6 year-old children, attending<br />
Preschool, to prepare Preschool teachers for the development of an early intervention in the reading learning<br />
difficulties, mainly in the diagnosis and implementation of specific programs for the development of phonological<br />
awareness (Hogan, Catts, & Little, 2005); to implement a phonological awareness training program during a year<br />
school and to study the effects of such a program in 1st and 4th grade elementary school (Portuguese Language<br />
national assessment) (longitudinal study).<br />
Objectives: Testing the effectiveness of a phonological awareness program in children aged 4-6 years old.<br />
Method: The pre-test of the children’s phonological awareness was done through an Portuguese adaptation of the<br />
Linguistic Segmentation Test. The attained results led to the establishment of two homogeneous groups (experimental<br />
and control).A phonological training was applied to the experimental group. Scores assessed with the PSL<br />
indicate a growth of the phonological awareness levels after the post-test. Results: Tests indicate significant differences<br />
in the experimental group (t=4,69; p
ABStrACtS 65<br />
reichenberg, Monica (Sweden)<br />
leArnInG to reAd eXPoSItory teXtS oUtSIde tHe ClASSrooM: An eXPerIMentAl StUdy<br />
SIG The learning and teaching of reading, writing and oracies<br />
Paper session Wednesday 15:00-16:30 Room L47<br />
This paper deals with the fostering of literacy practice outside of school. The study investigated the everyday learning<br />
challenges that readers encounter when exposed to expository texts. The overall aim was to investigate adult<br />
readers´ comprehension of authentic and easy-to-read versions of the authentic texts.<br />
Framework: The theoretical foundation of this paper is based in a general sense upon a socio-cultural cognitive<br />
perspective (cf. Tomasello,1999 ). However more specifically, it investigates concepts such as health literacy and<br />
inclusive literacy practice through expository texts.<br />
Method: There were sixty adult participants between 17 and 60 years old in the study. The sample included a diverse<br />
range of readers from varying social and cultural backgrounds. Half of them were either dyslexics or were very poor<br />
decoders. The other half had no problems with their decoding.<br />
The study had an experimental design. Half of the participants read authentic expository texts and half of them<br />
read easy to read versions of the authentic texts . Each of the participants were exposed to six texts (N=6). The participants´<br />
comprehension were tested orally in semi structured interviews to avoid being unfair to those who had<br />
difficulties expressing themselves in writing. In the interviews the participants were also asked about their opinions<br />
of the texts and how to increase the degree of readability.<br />
The actual outcome: Since previous studies (Reichenberg, 2003) have demonstrated that easy to read texts do not<br />
promote comprehension for young dyslexics a hypothesis is that the adult dyslexics/ poor decoders´ comprehension<br />
will not be promoted when reading the simplified texts in this current study.<br />
Relevance: Promoting literacy and language awareness beyond schooling is crucial in a knowledge society (Stehr,<br />
1986). Expository texts is not just part of schooling, rather literacy socialization is part of everyday life (cf. Lundberg,<br />
1998).<br />
Bibliography<br />
Stehr, N. (1994). Knowledge societies. London: Sage.<br />
· Lundberg, I. (1998), Why is learning to read a hard task for some children?. Scandinavian Journal of Psychology,<br />
39: 155–157.<br />
· Reichenberg, M. (2003). ). Är lättlästa texter verkligen lättlästa? [Are easy to read texts always that easy? ] I:<br />
Språk och lärande. Rapport från ASLA:s höstsymposium Karlstad, 7-8 november 2002.<br />
· Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, Mass.: Harvard University Press.<br />
rijlaarsdam, Gert (the netherlands)<br />
tHe oBServAtIon-PArtICIPAtIon Model for l1-leSSonS<br />
SIG The learning and teaching of reading, writing and oracies<br />
Paper session Wednesday 15:00-16:30 Room L47<br />
This paper aims at presenting a theoretical account, based on empirical studies, varying from design research to<br />
educational experiments, of the principles of effective L1-teaching arrangements in upper primary and in secondary<br />
education. The arrangements are based on the premise that classrooms are rich sources of data that students can<br />
use for further exploration and inquiry to abstract and generalize: to build representations of what a good commu-
66<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
nication/text entails, and how to contribute to effective communication. The theoretical model based upon these<br />
studies serves as an heuristic for designing effective and lively language classrooms.<br />
rivard, léonard P. (Canada)<br />
tHe IMPACt of A ProfeSSIonAl develoPMent ProGrAMMe on trAnSforMInG lIterACy<br />
PrACtICeS In MInorIty-lAnGUAGe SCIenCe ClASSrooMS<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
Symposium Thursday 11:00-12:30 Room L47<br />
Literacy in the Science Classroom is a multi-year professional development programme for supporting science<br />
teachers in Canadian minority-language schools. This project is important because international and national assessments<br />
of science, reading, and writing have all reported significant differences between mainstream English-language<br />
schools and minority French-language schools across the country. Our research team has been working with<br />
teachers in one province-wide minority-language school district to support their use of effective language-based<br />
instructional strategies in the science classroom. The objective of our research study is to determine how teaching<br />
practices changed as a result of the programme and how these were enacted in different classrooms. We also wanted<br />
to identify the successes and challenges associated with appropriating these strategies and practices at the classroom,<br />
school, and district-wide levels. Data collection involved both qualitative and qu antitative methodologies. Interim<br />
results related to changes in teachers’ beliefs and practices as well as obstacles to the use of reading and writing<br />
in the science classroom will be presented. The findings should therefore inform researchers studying the use of<br />
language-based activities for enhancing science teaching and learning, as well as educators who are presently faced<br />
with disparities between learners based on the language of instruction.<br />
rørbech, Helle (denmark)<br />
lIterAtUre, CUltUre And IdentIty In tHe SCHool SUBJeCt dAnISH<br />
L1/MTE: Multilingual & Multicultural<br />
Workshop Tuesday 14:00-18:30 Room unknown<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Paper session Thursday 09:00-10:30 Room LN003<br />
Reading and teaching literature are narrowly tied to the concepts of culture and identity in Fælles Mål, Dansk,<br />
2009: Common Goals, Danish 2009 (guidelines for the school subject Danish). But the questions of how literature<br />
develops the cultures and identities of the students in heterogeneous classrooms and which kind of identities and<br />
cultures it potentially develops are seldom posed in a Danish educational context.<br />
In my PhD project I study the construction of cultures and identities in the school subject Danish from a poststructuralist<br />
perspective (Butler 1997, Popkewitz 2009, Kramsch 1993 and 1997). I focus on the shaping or construction<br />
of identities and on processes of abjection in the discourses of the curriculum and classrooms. Discourse analysis<br />
is used to investigate the following questions: Which are the possibilities and limitations for inhabiting a position<br />
as a recognizable subject in the literature curriculum and in classroom dialogues about literature? Which subject<br />
positions do teachers’ discursive praxis make possible and how do students react on these possibilities for subjectification?<br />
In the paper I will briefly present the conceptual framework of my thesis and discuss how processes of subjectification<br />
are related to processes of interpretation.
ABStrACtS 67<br />
Sarmavuori, Katri (finland)<br />
reAdInG AS A PHenoMenon of InStrUCtIonAl SCIenCe of MotHer tonGUe<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Paper session Thursday 11:00-12:30 Room LN003<br />
Reading is central in many research areas. Everybody needs reading. In some universities you can study master’s<br />
degrees in reading. Reading science is not as known as writing science. Writing education programs for becoming<br />
writers are popular. There is, however, no similar profession for readers. Reading will be conceptualized as reading<br />
behavior. I shall present significant dimensions of a reading concept.<br />
Reading begins during the lessons of mother tongue, so it belongs to the gist of the instructional science of mother<br />
tongue. When we make research on reading we have to ask: What is reading? What is its definition? What are the<br />
dimensions of reading? I do not study reading from the viewpoint of literature. My point of view is reading educationand<br />
reading instruction. What do teachers need to know about reading? What is important from the view<br />
of general culture?<br />
I analyze the aim of reading, its goal(s), skills and metaphors. Reading for studying, general culture or entertainment<br />
are different. Reading is dependent on the physiology of the body, so the brain and eyes have effect on it.<br />
Reading comprehension depends on life experiences, early knowledge, age and motivation. There are several<br />
theories to explain (schema theory, transactional theory, interactional theory and envisioning theory). Explanations<br />
in literary studies are often not useful in the instructional science of mother tongue, because they do not help the<br />
teacher. They do not tell what the teacher can do for understanding or helping pupils to read.<br />
In the instructional science of mother tongue one dimension of reading consists of reading instruction methods:<br />
synthetic, analytic and mixed methods. Also, reading strategies can be isolated. One dimension is the type of the<br />
reader. There are many typologies about reader’s personality. New views make a connection with reading interest:<br />
Does the reader use computer or not, does he/she avoid books? Etc.<br />
Medium and genre is one dimension of reading. To this belongs faction or fiction (novel, short story, poem, fairy<br />
tail, play), newspaper (column, opinion) or internet. Reading circles (face to face or web) are nowadays popular<br />
also as an object for researching. What to choose for reading with the whole class is a common problem for the<br />
teacher. He/she wants to share impressive literature, so classics are his/her favorites. One research question in my<br />
presentation is the question of the canon.<br />
· Sarmavuori, K. (2011): Learn and lead reading. Helsinki: Avain.<br />
· www.aidinkielenopetustieteenseurary.com<br />
Sarmavuori, Katri & Maunu, nina K. (finland)<br />
to MAKe GrAMMAr IntereStInG WItH ACtIon MetHodS<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
Paper session Thursday 11:00-12:30 Room L57<br />
We have tried to find the pedagogical grammar over about a hundred years. The researchers have believed that they<br />
can develop it on the worktable. Scarcely ever did the grammar makers go into the classroom. We arranged an<br />
empirical design with experimental and control groups on the seventh grade of ground school. The experimental<br />
groups used expressions and drama methods. The control groups had usual workbook and booklet working. One<br />
class had no grammar during the fall term. Other classes learnt parts of speech and conjugation of verbs. The classes
68<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
had pre- and post-tests. In the control groups the grammar was experienced boring and dull. In the experimental<br />
groups, where the drama methods were used, the grammar became nice. The pupils asked already in the beginning<br />
of the lesson: ”Do we have expression?” They waited for it and asked for some exercises again. In the experimental<br />
groups the learning was pleasant and social. The learning experiences by pupils were manysided. They learnt the<br />
parts of speech but also to improvise and to be in the group.<br />
In action grammar the pupils search for human characters as well as types in Commedia dell´arte from cases, word<br />
classes and parts of speech. Further on, the characteristics they find may appear to have both positive and negative<br />
sides: i.e. the nominative is always true and therefore serious, but knows a lot of things. Other methods to keep the<br />
pupils active and interested include storytelling, improvisation, playing, dancing, writing plays and poems, making<br />
music, drawing comic strips. The activating methods derive mostly from drama education but also from media,<br />
literature and creative writing. The main goals are collaborative learning, learning by doing and using one’s body as<br />
well as imagination and thinking skills in conversation.<br />
Action grammar has been used in experimental classes in teaching and learning of parts of speech, cases (the Finnish<br />
language has 14 cases), verb conjugation and in syntax (predicate, subject, object etc.). Action grammar is linked to<br />
these concepts. Pupils’ attitudes have been measured. They have assessed the desirability and usefulness of different<br />
exercises. Also the desirability of grammar among other areas of mother tongue (reading. writing, literature, drama<br />
etc.) have been evaluated.<br />
Keywords: pedagogical grammar, action grammar, traditional method<br />
References<br />
· Maunu, N. 2010. Sijamuodot draamallisin ja toiminnallisin menetelmin. (Cases with drama and action methods.)<br />
Journal of Mother Tongue Education 39, 25—52.<br />
· Sarmavuori, K. 2009. Kieliopista hauskaa toiminnallisin menetelmin. (Grammar nice with action methods.)<br />
Journal of Mother Tongue Education 38, 43—88.<br />
· Sarmavuori, K. 2010. Kielioppitunnit kiinnostavammiksi ja hauskemmiksi toiminnallisten harjoitusten avulla.<br />
(How to make grammar lessons more interesting and nicer with action exercises.) Journal of Mother Tongue<br />
Education 39, 9—18.<br />
Sawyer, Wayne (Australia)<br />
froM reSPonSe to Content: AUStrAlIAn CUrrICUlUM AnAlySIS<br />
SIG Research On Literature Education<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Paper session Thursday 09:00-10:30 Room LN003<br />
Australia is on the cusp of its first national curriculum replacing previous state-based curricula in English. The national<br />
curriculum is organised around three strands: Language, Literature and Literacy. This presentation will focus<br />
on the study of literature in the document, particularly in terms of its contradictions and dis-integrating binaries.<br />
Examples include its privileging ‘informed appreciation’ and ‘systematic program(s) of study’ over previous curricular<br />
emphasis on ‘response’, the latter itself now differentiated from ‘analysis’. Some definitions of literature in the<br />
curriculum include the multimodal, while others exclude non-traditional print literature. Canonicity is at once a<br />
given and yet a problematic in the document. Aesthetic craftwork does and does not include the work of students.<br />
A nationalising intent in the document runs up against human capital discourse which stresses engagement with<br />
Asia, presumably to be reflected in text selection. ‘Systematic study’ involves ‘content’, which at times seems to be<br />
as low level as ‘ literary terms’, but ‘systematic study’ also involves transcendent effects such as ‘enlarging the scope<br />
of experience’. What does all of this mean in terms of paradigm shift, especially in moving approaches to literature
ABStrACtS 69<br />
from ‘response’ to ‘content’? The presentation will concentrate on the curriculum for secondary education/ Years<br />
7-10 (ages c. 12-16)<br />
Schwenk, Barbara (USA)<br />
CUltUrAl BACKGroUnd KnoWledGe; An InflUentIAl fACtor of BASIC reAdInG develoPMent<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
Paper session Wednesday 15:00-16:30 Room L46<br />
Reading in schools, decoding and comprehension processes have been given a lot of attention in recent years.<br />
Both native speakers of English (ENS) as well as non-native speakers (NNS) are to benefit from the numerous<br />
reading-intervention, -discovery, and –recovery programs implemented throughout public and private schools in<br />
the United States. However, despite nationwide efforts, statistical numbers still point to a gap of reading proficiency<br />
achievements between ENS and NNS children. NNS children bring a lot to the reading table, e.g. varying experience<br />
with print, varying phonetic systems along with the awareness thereof, and a variety of cultural background<br />
knowledge.<br />
This presentation will report on the impact of cultural background knowledge on reading performance as well as<br />
content comprehension for students struggling with lower-and higher-level reading processes. For this purpose,<br />
past and current research on cultural background knowledge in relation to reading development and comprehension<br />
will be discussed and practical conclusions will be drawn.<br />
Siqués, Carina & vila, Ignasi (Spain)<br />
tHe USe of dISCUrSIve StrAteGIeS And tHe leArnInG of tHe WrItten lAnGUAGe<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room L46<br />
Paper session Thursday 11:00-12:30 Room L46<br />
The production of a written text assumes the existence of intentions that have to be recognised by an interlocutor<br />
who is not present. During the initial stages of literacy learning, it is important to establish relationships between<br />
oral and written language so that learners can construct knowledge about the communicative function of the written<br />
text.<br />
This paper presents the development of a didactic unit in a primary school classroom with a high linguistic diversity<br />
in which students have to write what the different characters say in a comic given to them by the teacher. The<br />
characters’ speaking bubbles are empty and at the end of the activity students are supposed to fill in the bubbles.<br />
The pictures depict a situation in which one of the characters is holding a tray full of pastries who slips and falls<br />
over and the other characters make commentaries about the situation. The development of the activity consists in<br />
negotiating through the dialogue teacher-students what they see in the pictures and what each of the characters<br />
could be saying about the situation. The different discursive strategies used as well as the texts produced by students<br />
will be presented.
70<br />
Stokmans, Mia J. W. & Broeder, Peter (the netherlands)<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
InterPretAtIon Governed By lIterACy CoMPetenCeS; ConCePtUAl And MetHodoloGICAl<br />
ISSUeS<br />
SIG The learning and teaching of reading, writing and oracies<br />
Structured poster session Wednesday 13:00-14:30 Room L46<br />
Paper session Friday 10:30-12:00 Room L46<br />
In reading, interpretation is the most important process to understand the meaning of a text. However, meaning<br />
is not necessarily expressed directly in a text, it is often derived from a text. The information processing processes<br />
that link a text (as a product) to an interpretation of a text make use of procedural knowledge that can be conceptualized<br />
as literacy competences. In this study, we distinguish several literacy competences that can be ranged<br />
from shallow meaning analysis of specific and tangible parts of a text, via straightforward inferences to profound<br />
processing that integrates extra textual ideas and knowledge with the contents of a text. According to cognitive<br />
response models, the depth of processing achieved, and therewith the interpretation derived by a reader depends<br />
on several factors, such as intrinsic characteristics of a text (formal complexity and topic), competences of a reader<br />
(literacy competences and familiarity, knowledge about the topic), and motivation to read the text.<br />
In the paper, we will dwell upon cognitive response models as a framework to study literacy competences. As can<br />
be expected on the bases of this model, preliminary empirical studies indicate that the relation between self assessment<br />
and formative assessment of literacy competences is rather low. In a follow-up study that is also reported in<br />
the paper, we compare a self-assessment index (based on portfolio) with a formative assessment index (based on<br />
the PIRLS study) and look how these indices are related when taken the familiarity with the topic as well as the<br />
motivation of the reader into account.<br />
tainio, liisa (finland)<br />
MotHer tonGUe teXt BooKS And Gender In fInnISH ClASSrooMS<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Paper session Friday 10:30-12:00 Room LN003<br />
Since human rights, democracy and equality are mentioned among the most important underlying values in National<br />
core curriculum for basic education (2004) in Finland, one of the main issues also in mother tongue lessons is to<br />
promote gender equality. However, gender makes a difference in the everyday life of Finnish schools. For example,<br />
boys/male students are according to various evaluations far behind girls in their learning results in Finnish schools.<br />
In my paper I will analyse the representation of gender in Finnish text books for mother tongue and literature and<br />
explore the ways text books are used in teaching literacy. In my analysis I will apply the methods of discourse analysis<br />
and conversation analysis. In addition, to find out the ways how mother tongue teachers see gender and other<br />
aspects of the text books. Naturally occurring classroom interaction in explored in order to find out what is the<br />
role of text books in mother tongue and literature education in Finnish classrooms and what is the role of gender<br />
in this process.
ABStrACtS 71<br />
tam, Wing yee, Zoe & law, yin-kum (Hong Kong)<br />
USInG drAMA AS A leArnInG And ASSeSSMent tool to IMProve HonG KonG nIntH GrAderS’<br />
reAdInG CoMPreHenSIon<br />
L1/MTE: Multilingual & Multicultural<br />
Paper session Friday 10:30-12:00 Room L014<br />
The aims of this research are to investigate the approach of using drama to enhance students’ reading comprehension<br />
and to assess students’ deep understanding of a Chinese text. The significance of this study is to reflect the practicability<br />
of applying drama in a reading classroom for learning a text and assessing students’ reading comprehension.<br />
The research questions are as follows: (1) How to use drama as a teaching technique to promote students’ reading<br />
comprehension? (2) How to use drama as an assessment tool to assess students’ reading comprehension? The participants<br />
were 30 secondary school students (mean age = 15 years) in Hong Kong.<br />
The first author, also the teaching artist, used two drama techniques, i.e., still image and thought tracking, to study<br />
a classical Chinese text with the students. They have completed a pre-test before the lessons. The artist spent six lessons<br />
to study a text with the students by giving lecture, using hot seating and carrying out the two drama techniques.<br />
Students were required to discuss how to use drama to present the main ideas of the text in groups. Finally, students<br />
from each group performed in front of the whole class and shared their views about the texts from different perspectives.<br />
After the lessons, students completed a post-test and a reflection questionnaire. The researcher interviewed the<br />
participated teacher and the students. Students’ reflection journals were also collected for further analyzed.<br />
The students‘ drama performance and the pre and post reading comprehension tests were analyzed based on Bigg‘s<br />
taxonomy of “Structure of Observed Learning Outcome” (Biggs& Collis, 1982), the model of “Responsive Assessment<br />
of Reading observation” (Harrison, Bailey & Foster, 1998) and the “Test Understanding Scale” (Law, 2008).<br />
The findings of this study indicated that students‘ understanding of a text could be accessed through their drama<br />
performance. The findings also showed that the students obtained deep meaning of the text they learned after they<br />
have received the reading instruction programme.<br />
tse, Shek Kam & loh, Ka yee elizabeth (China)<br />
tHe IMPortAnCe of After-SCHool PrIvAte tUtorInG for tHe CHIneSe reAdInG AttAInMent of<br />
GrAde 4 PrIMAry StUdentS In HonG KonG<br />
SIG The learning and teaching of reading, writing and oracies<br />
Structured poster session Wednesday 13:00-14:30 Room L46<br />
Paper session Friday 13:00-14:30 Room L46<br />
Students receiving private tutoring after-school is a very prevailing phenomena in East-Asian countries, where very<br />
strongly competitive education system and performance-based open examinations are highly advocated. This study<br />
utilized the survey data of 4700 sampled Primary 4 students and their reading comprehension score of the Hong<br />
Kong section in Progress in International Reading Literacy Study at 2006 (PIRLS 2006) to look into the situation<br />
of tutoring in Hong Kong, including the participation rate, the tutored subjects, the activities in tutorials, students’<br />
attitude towards the tutoring they received, how the choices of tutored subject linked to parents’ background and<br />
others. Further analysis on how the difference in tutoring issues related to students reading comprehension score<br />
will also be provided in this paper. The study found that students’ tutored subjects were in a certain extent subject<br />
to parents’ education attainment, especially in the fathers’ side, and no significant difference in the reading comprehension<br />
score existed between tutored and untutored students.
72<br />
Ulfgard, Maria & Penne, Sylvi (Sweden)<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
lIterAtUre And lIterACIeS: HoW do teACHerS teACH lIterAtUre In tWo SCAndInAvIAn<br />
CoUntrIeS?<br />
L1/MTE: Multilingual & Multicultural<br />
Paper session Wednesday 15:00-16:30 Room LN 014<br />
The teaching of literature in the Scandinavian countries has for many years been associated with reader-response<br />
theories and the construction of active and individualized students. Over the last few years research has indicated<br />
that this may have had some negative effects. Recent studies from Denmark, Sweden and Norway indicate that<br />
many students leave primary school not being able to distinguish fiction from factual texts. Also their prior understanding<br />
of fiction and fictional reading is not established (Olin-Scheller 2006, Penne 2006, Schüllerqvist 2008,<br />
Steffensen 2005, Ulfgard 2002, Årheim 2007).<br />
These two papers will pursue this subject from two Scandinavian countries: “How do teachers teach literature?”.<br />
Penne will present Norwegian data and Ulfgard corresponding data from Sweden. The question is: Are there<br />
striking differences/similarities between the two countries’ didactical traditions when it comes to reading fiction in<br />
school?<br />
We will both focus on secondary schools and present empirical data from three sources:<br />
· Observations from classrooms in Norway and Sweden.<br />
· Interviews with teachers from the Scandinavian countries (www.nordfag.net).<br />
· Representative textbooks from the two countries.<br />
We will finally discuss our results in a literacy-perspective.<br />
Literature<br />
Gee, J. P. (2003). Social Linguistics and Literacies. Ideology in Discourse. London, New York: RoutledgeFalmer.<br />
· Iser, W. (1993). The Fictive and the Imaginary .Charting Literary Anthropology. London: Baltimore University<br />
Press<br />
· Mossberg Schüllerqvist, I. (2008). Läsa texten eller ”verkligheten”. Tolkningsgemenskaper på en litteraturdidaktisk<br />
bro. Stockholm: Stockholms universitet.<br />
· Penne, Sylvi (2006). Norsk på ungdomstrinnet. Å konstruere mening, selvforståelse og identitet gjennom språk<br />
og tekster. UV-fakultetet, Universitetet i Oslo<br />
· Ulfgard, M. (2002). För att bli kvinna-och av lust. En studie af tonårsflickors läsning.Lund: B. Wahlstöms<br />
· Olin-Scheller, C. (2006).Mellan Dante och Big Brother. Gymnasieelevars textvärlar. Karlstad:Karlstad University<br />
Press<br />
· Årheim, A. (2007). När realismen blir orealistisk.Litteraturens ”sanna” historier” och unga läsares tolkningsstrategier.<br />
Växjö: Växjö University Press<br />
Ulma, dominique (france)<br />
lIterAtUre teACHInG CroSS nAtIonS CoMPAred<br />
SIG Research On Literature Education<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Symposium Friday 13:00-14:30 Room LN004
ABStrACtS 73<br />
Uzun, yasemin (turkey)<br />
tUrKISH lIterAtUre CUrrICUlUM of SeCondAry SCHool: A CrItICAl overWIeW<br />
SIG Research On Literature Education<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Paper session Thursday 09:00-10:30 Room LN003<br />
Goals of literature education in secondary schools have long been subject to debates. The method aimed at learning<br />
the authors, periods and texts gave way to the student-centred approach since 2005. With this new approach, it<br />
has been aimed at introducing texts and methods for text analysis to students. By means of that , students will be<br />
able to do research as well as perform critical thinking and interpretation. The purpose of this study is to compare<br />
the knowledge and skills which are the targets of the 2005 Turkish Literature curriculum with the requirements for<br />
higher education in between 2006 and 2010. This study has been based on the document analysis. It will evaluate<br />
the compatibility of the targets in the Turkish Literature curriculum with 127 questions prepared by OSYM in<br />
between 2006 and 2010.<br />
At the end of the study, two important results are reached. Firstly, it was understood that OSYM had been aimed<br />
only at measuring generally Turkish literature knowledge by 2009. Secondly, in addition to Turkish literature<br />
knowledge, OSYM seems to have measured the skills of the students in interpreting of text.<br />
Key words: Turkish Literature curriculum for secondary school, teaching literature, requirements of higher education<br />
for Turkish Literature.<br />
vaittinen, Pirjo Helena (finland)<br />
lIterAry CIrCleS In fInlAnd<br />
SIG Research On Literature Education<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Paper session Thursday 11:00-12:30 Room LN003<br />
The research project of the development of the literary discussions of a school-class as a reading community from<br />
the 7th to the 9th grade at the University Training School in Tampere gives material for ethnography-based description<br />
and analysis of interactions. This paper focuses on the collaborative meaning-construction and the types<br />
of interaction in the peer-groups’ discussions.<br />
The research material consists mainly of the transcripts of video-taped peer-led literary circle discussions, and the<br />
material in the Moodle; also the tasks given to the students and support planned and applied with the individuals<br />
and groups in the class.<br />
The analysis of data is based on conversation analysis, and the episodes of the texts were classified following the<br />
model of collaboration types of interaction created by Manon Hébert (2007).<br />
The results show that socialization and metacognition are well performed in the discussions of these groups of pupils<br />
of elementary school. Literature circles integrate general goals of literacy and learning with specific objectives<br />
of the subject mother tongue and literature.<br />
· National Core Curriculum for Basic Education 2004. Finnish National Board of Education. Helsinki 2004.<br />
http://www.oph.fi/english/publications/2009/national_core_curricula_for_basic_education<br />
· Hébert, Manon 2007, Co-elaboration of meaning in peer-led literature circles in secondary school. The interplay<br />
between reading modes, quality of talk and collaboration modes. L1 – Educational Studies in Language<br />
and Literature, 8<br />
· http://l1.publication-archive.com/public?fn=enter&repository=1&article=245
74<br />
van der Aalsvoort, Maria J. (Holland)<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
lInGUIStICS In UPPer SeCondAry edUCAtIon (In tHe netHerlAndS): GeneSIS And PrACtICe<br />
L1/MTE: Multilingual & Multicultural<br />
Round table Friday 10:30-12:00 Room LN57<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
My historical research project studies the genesis, practice and justification of a school subject linguistics (not<br />
grammar) in secondary education. Linguistics for the sake of this study is described as teaching and learning about<br />
general language and culture subjects such as language variation, language acquisition, language change, language<br />
history. This research is done against the background of the historically changing emphasis on linguistics in Dutch<br />
as a school subject in the last twenty years and the fact that it is allowed to incorporate it as a subject in the upper<br />
phase of secondary education since 2007.<br />
My study can be defined as a form of reconstructive ethnography based on an analysis and interpretation of oral<br />
history data (interviews with key-players) and documents (archives, journals and school books).<br />
The central research question is: Who decided (at what moment, with which arguments and against which educational-political<br />
background) about incorporating linguistics as a subject in the secondary school curriculum?<br />
The scientific goal of my research is to get (for the first time) data about incorporating linguistics in the school subject<br />
of Dutch as L1 and because of the ever-returning discussions about this subject. This includes questions such as:<br />
Why is it possible to teach linguistics now in schools, whereas this has never been possible before in history? What<br />
are criteria for the selection and inclusion of linguistic knowledge? Why does some specific scientific knowledge<br />
get the status of a school subject, whereas other knowledge does not get this type of recognition? My research will<br />
provide new knowledge and perspectives regarding the content of the school subject of Dutch in particular and<br />
curriculum change in general. The practical goal of my research for society and education is to contribute to a better<br />
understanding and development of the content and didactics of Dutch L1 education.<br />
vandermeersche, Geert (Belgium)<br />
tHe teACHer AS Storyteller: tHe nArrAtIve tUrn In lAnGUAGe edUCAtIon<br />
SIG Research On Literature Education<br />
Workshop Tuesday 14:00-18:30 Room unknown<br />
Paper session Wednesday 10:30-12:00 Room LN 014<br />
Structured poster session Wednesday 13:00-14:30 Room LN014<br />
Inspired by what the narrative turn could mean for language teaching and teacher education, there are two possibilities<br />
to introduce stories. Firstly, we can teach fictional stories as tools to study how meaning is constructed.<br />
Secondly, Kieran Egan (1986) proposed seeing lessons “as good stories to be told rather than sets of objectives to be<br />
attained” (2). The teacher, “as a key-figure in planning and arranging the learning process”, becomes a storyteller,<br />
which emphasizes “creating favourable environments” by being aware of the affective reactions of the narrative<br />
audience to the story/lesson and our shared narrative intelligence.<br />
We will illustrate our cases with qualitative research of how students in our teacher education programme (Ghent<br />
University) construct meaning through and with narratives. For instance, we asked them to experiment with Egan’s<br />
method: a series of questions resulting in a narrative lesson preparation. Students pointed to difficulties (curriculum<br />
areas with low narrativity (e.g. grammar); their unfamiliarity with the method; attainment of educational objectives,<br />
…) and possible improvements. Concluding, we will amend the method through insights from narratology
ABStrACtS 75<br />
(e.g. the Bildungsroman or the (scholarly) quest) and present a framework to (re)describe language and literature<br />
teaching through the lens of narrative theory.<br />
vasconcelos Horta, Inês & Alves Martins, Margarida (Portugal)<br />
Invented SPellInG ProGrAMMeS: fACtorS tHAt leAd to PHonetIZAtIon<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room L46<br />
Paper session Thursday 11:00-12:30 Room L46<br />
This study aims to analyse child/adult interactions during an invented spelling programme and to understand the<br />
factors that lead to spelling development.<br />
The participants were 38 pre-syllabic five-year-old children. Their age, intelligence, phonological awareness and<br />
letter knowledge were controlled.<br />
The invented spelling programme was organised in four individual sessions, in which the children were invited to<br />
spell twelve words. If a child did not know the name of a letter used, its name was taught previously. After spelling<br />
each word, the experimenter asked the child to point and read it aloud, showing afterwards to the child a more<br />
sophisticated spelling of that word. The child was asked to name the letters used in both spellings. Then the experimenter<br />
would ask the child which one was better and why. The feedback given by the experimenter lead the<br />
children to consider the letters used and their relation with the sound of the initial syllable of the dictated word.<br />
The results indicate that the higher number of phonetizations corresponds to the children who knew more letters<br />
in the pretest. During the interactions, these children were more aware of letter to sound relations, which lead to a<br />
more explicit feedback from the experimenter.<br />
verheyden, lieve & Bogaert, nora G.A. (Belgium)<br />
„Booted And SPUrred“ ACAdeMIC lIterACIeS In CoMPUlSory edUCAtIon ACAdeMIC reAdInG<br />
And WrItInG CoMPetenCIeS In tHe fInAl yeArS of CoMPUlSory edUCAtIon<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
Paper session Friday 10:30-12:00 Room L46<br />
For a successful career in higher education students need elaborated academic literacy skills enabling them to process<br />
decontextualized and cognitively demanding texts in which new subject content is presented, or demonstrate<br />
newly acquired competencies in written documents (e.g. papers, exams). How do students get well-equipped at the<br />
outset of higher education as far as academic literacy is concerned?<br />
The teaching package „Booted and Spurred“ for L1 academic reading and writing education provides the teachers<br />
with a task-based syllabus in which motivating pedagogical tasks require the 16-18 year old language learners to<br />
‚stretch their muscles‘ towards the academic level. The syllabus contains eight teacher-proof packages − to be<br />
realised in 4 to 5 lessons − each dealing with a theme related to civic and citizenship education.<br />
In the presentation we will go into the building blocks of the package: we will demonstrate (1) how it meets the<br />
official attainment targets, issued by the Ministry of Education, (2) how the principles of task-based language<br />
teaching are implemented, and (3) which recent insights in language education and reflective/lifelong learning are<br />
integrated.
76<br />
Wieser, dorothee (Germany)<br />
on teACHInG lIterAry KnoWledGe<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
SIG Research On Literature Education<br />
Symposium Friday 15:00-16:30 Room LN004<br />
Studies, that compare novices with literary experts, seem to show clear results: experts possess rich and well structured<br />
domain specific knowledge (Peskin 1998, Winkler 2007). But crucial questions about the acquisition and the<br />
dimensions of literary knowledge have yet remained unanswered (Hanauer 1999 and 2007). And furthermore, does<br />
it even make sense to concentrate on the construct of domain specific knowledge – which is even more diffuse - or<br />
is a broader approach required? Therefore the presentation will critically review present studies on domain specific<br />
knowledge in literary comprehension.<br />
Teachers in school are confronted with these questions in a different form. They must fulfil administrative provisions<br />
and react on individual problems, to mention a few examples. However “the wisdom of practice” (Shulman<br />
2004) in this special field – like in many other areas of literary education - is rather undiscovered. Thus, in my<br />
presentation I can only present first insights based on eight qualitative interviews with secondary school teachers.<br />
Central questions for the analysis of this data are:<br />
· How do teacher perceive the teaching of literary knowledge?<br />
· What problems are prior for them?<br />
· Which connections to other aspects of the pedagogical content knowledge can be observed?<br />
· Is it at all possible to reconstruct beliefs of knowledge acquisition processes?<br />
These preliminary observations will lead to further perspectives and questions in following empirical studies not<br />
only in relation to teacher’s beliefs but also in relation to acquisition models or expert-novice studies.<br />
Literature<br />
· Hanauer, David Ian (1999): Attention and Literary Education: A Model of Literary Knowledge Development.<br />
In: Language Awareness, Jg. 8, H. 1, S. 15–29.<br />
· Hanauer, David Ian (2007): Attention-Directed Literary Education: An Empirical Investigation. In: Watson,<br />
Greg; Zyngier, Sonja (Hg.): Literature and stylistics for language learners. Theory and practice. Basingstoke:<br />
Palgrave Macmillan, S. 169–180.<br />
· Peskin, Joan (1998): Constructing Meaning When Reading Poetry: An Expert-Novice Study. In: Cognition and<br />
Instruction, Jg. 16, H. 3, S. 235–263.<br />
· Shulman, Lee S. (2004): Knowledge and Teaching. Foundations of the new reform. In: ders.: Teaching as community<br />
property. Essays on higher education. Herausgegeben von Pat Hutchings. San Francisco: Jossey-Bass<br />
(The Jossey-Bass higher and adult education series), S. 84–113.<br />
· Winkler, Iris (2007): Welches Wissen fördert das Verstehen literarischer Texte? Zur Frage der Modellierung<br />
literarischen Wissens für den Deutschunterricht. In: Didaktik Deutsch, H. 22, S. 71–88.
ABStrACtS 77<br />
Witte, theo (the netherlands)<br />
toWArdS A lIterAry frAMeWorK for eUroPeAn teACHerS In SeCondAry edUCAtIon (2009-<br />
2012)<br />
SIG Research On Literature Education<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
This project aims to improve the reading of literature by youngsters (12-18) and to give teachers more tools and<br />
possibilities to motivate learners to read literature and to improve their level of literature reading. The focus of<br />
this project is to develop a literary framework for European teachers in secondary education. This project will be<br />
interlinked to the project “Towards a common framework for the languages of education” of the language policy<br />
division of the Council of Europe.<br />
The development of literary competence is related to several factors, like the adolescence state of the student, the<br />
experience with literature and the literature education program. Research show that when teachers provide literature<br />
that fits to the ‘zone of proximal development’ of the student, students can be much better motivated to read<br />
literature and are much more motivated to go to higher levels (Witte, 2008; Hattie, 2009; O’Brien, Stewart &<br />
Beach, 2009; Beach, Appleman, Hynds & Wilhelm, 2011).<br />
In The Netherlands Witte (2008) investigated ‘pedagogical content knowledge’ among teachers of literature with<br />
regard to the relationship between the student as reader, text complexity and task complexity at different levels of literary<br />
competence for students aged 15 to 18 years. Witte’s study is replicated in six European countries for students<br />
aged 12 to 18 years. In this poster we will present the procedure and the results of the first phase of the project: the<br />
investigation of the relationship between the student as reader and text complexity in six countries from a teachers<br />
point of view.<br />
Witte, theo (the netherlands)<br />
InterPretAtIon of A lIterAry teXt In A develoPMentAl PerSPeCtIve<br />
SIG Research On Literature Education<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Symposium Friday 13:00-14:30 Room LN004<br />
This project aims to improve the reading of literature by youngsters (12-18) and to give teachers more tools and<br />
possibilities to motivate learners to read literature and to improve their level of literature reading. The focus of<br />
this project is to develop a literary framework for European teachers in secondary education. This project will be<br />
interlinked to the project “Towards a common framework for the languages of education” of the language policy<br />
division of the Council of Europe.<br />
The development of literary competence is related to several factors, like the adolescence state of the student, the<br />
experience with literature and the literature education program. Research show that when teachers provide literature<br />
that fits to the ‘zone of proximal development’ of the student, students can be much better motivated to read<br />
literature and are much more motivated to go to higher levels (Witte, 2008; Hattie, 2009; O’Brien, Stewart &<br />
Beach, 2009; Beach, Appleman, Hynds & Wilhelm, 2011).<br />
In The Netherlands Witte (2008) investigated ‘pedagogical content knowledge’ among teachers of literature with<br />
regard to the relationship between the student as reader, text complexity and task complexity at different levels of literary<br />
competence for students aged 15 to 18 years. Witte’s study is replicated in six European countries for students<br />
aged 12 to 18 years. In this poster we will present the procedure and the results of the first phase of the project: the<br />
investigation of the relationship between the student as reader and text complexity in six countries from a teachers<br />
point of view.
78<br />
Wong, Wing yee & Cheung, Wai Ming (China)<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
foSterInG CHIneSe lAnGUAGe lIterACy: tHe fAMIly CAPItAl And tHe CHAllenGeS In A<br />
HeteroGeneoUS ClASSrooM of GrAde 7 SoUtH ASIAn GIrlS<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
Paper session Wednesday 15:00-16:30 Room L46<br />
Purpose: Hong Kong classrooms are more heterogeneous with the increasing population from ethnic minorities.<br />
Studies found that L2 students’ L1 and family background have great impact on L2 acquisition. Female EM students<br />
were chosen in this study since tradition often downplays their role, imposing barrier on their L2 learning.<br />
This study explores the language uses and family capital of female EM students. Research questions include how<br />
language background and family capital influence Chinese learning of EM students.<br />
Methodology: 49 students were recruited. Language Map was conducted to obtain information on students’ family<br />
composition and languages used at home. The Knowing You Questionnaire was administrated to understand<br />
students’ attitude towards learning Chinese and their parents’ involvement in their literacy learning. The Chinese<br />
Word Test was administrated as pre-test and post-test to assess students’ Chinese learning. Three students were then<br />
selected as case study to allow deeper exploration.<br />
Significance: It was found that L2 girls have a more complicated language setting at home. This paper provides a<br />
deep and comparative perspective for understanding immigrant language characteristics and achievement of L2<br />
females. This is increasingly important for designing pedagogy, as it becomes clear that immigrant’s success in learning<br />
Chinese is an important contributor to immigrants’ long-term personal success.<br />
Woo, Shinyoung & Woo, Han yong (republic of Korea)<br />
CoMPArAtIve reSeArCH on tHe novel eXPerIenCe of leArnInG reAderS In MAle And feMAle<br />
L1/MTE: Multilingual & Multicultural<br />
Workshop Tuesday 14:00-18:30 Room unknown<br />
Structured poster session Wednesday 13:00-14:30 Room LN004<br />
Paper session Friday 10:30-12:00 Room LN003<br />
The purpose of this study is to analyze practical aspects of learning readers and their interpretation of fiction in<br />
heterogeneous classroom. A number of researchers have agreed that students have ability to generate various and<br />
multilayered meaning. However, those studies insufficiently considered the relationship between literature interpretation<br />
and the interpreter’s socio-cultural environment. Their studies on the process of reading are still theoretical.<br />
We will concentrate with real readers. There are many factors which affect the reading process: gender, religion,<br />
educational level, economic situation and so on. From among these, we will focus especially on the difference of<br />
interpretation by gender. We will analyze various critics and interpretative texts about Lee Mun Yeol’s disputatious<br />
fiction that is closely linked with a transitional gender role conflict in Korean society. And we expect to<br />
get to know the relationship between fiction interpretation and the interpreter’s gender role identity.
ABStrACtS 79<br />
Xeni, elena (Cyprus)<br />
eXPlorInG tHe MUltIlInGUAl IdentItIeS of MUltIlInGUAl StUdentS<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room L47<br />
Demonstration Friday 10:30-12:00 Room L47<br />
This study investigates aspects of the multilingual identity of 18 multilingual undergraduate students studying for<br />
a BA degree in educational sciences in Luxembourg. More specifically, the study focuses on 18 narrative stories the<br />
students provided about their multilingual identities and discusses the following:<br />
1. What do the students’ narrative stories reveal about their families attitudes towards multilingualism?<br />
2. How do the students report on their multilingualism and their oral and written skills in the four languages they<br />
master?<br />
3. What is revealed through the narrative stories about language as a communication system, the values put in languages<br />
and the process of language learning?<br />
4. What do the narrative stories point out concerning students’ multilingual identity?<br />
The main findings of the study are presented and concluding thoughts with regards to major and minor aspects of<br />
multilingualism are highlighted.<br />
Xeni, elena (Cyprus)<br />
effeCtIve teACHInG PrACtICeS of teACHInG lIterAtUre In lAnGUAGe teACHInG And leArnInG<br />
SettInGS<br />
L1/MTE: Multilingual & Multicultural<br />
Structured poster session Wednesday 13:00-14:30 Room LN014<br />
Paper session Thursday 09:00-10:30 Room LN 014<br />
This paper attempts to present the outcomes of a recent study that investigated effective teaching practices of<br />
teaching literature in a language teaching and learning (LTL) setting. Two hundred second and third year undergraduate<br />
students enrolled in a language pedagogy module at an educational department plan for their LTL lesson<br />
choosing methodologies, strategies and activities that from their point of view are the best practices in LTL. Following<br />
an overview on how the content of best practices in LTL has changed through the years, effective teaching<br />
practices of LTL in the context of critical literacy is discussed as this is the theoretical framework of the present<br />
study. Then, the methodology of the study is explained and the main findings are presented and discussed. On a<br />
concluding note, implications of the study are noted and suggestions for further research are provided.
80<br />
Zhu, Xinhua (Hong Kong)<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
CHIneSe lAnGUAGe InteGrAted SKIllS leArnInG of HonG KonG SeCondAry foUr StUdentS:<br />
AnAlySIS And IMPlICAtIonS<br />
SIG The learning and teaching of reading, writing and oracies<br />
Structured poster session Wednesday 13:00-14:30 Room L46<br />
Paper session Wednesday 15:00-16:30 Room: L46<br />
In order to promote the principles of integrated, authentic and ability-oriented assessment, Hong Kong introduced<br />
an ‘Integrated Assessment Paper’ in the Chinese language assessment in territory-wide secondary school examination<br />
since 2007. The paper requires students to first synthesize information from aural and text sources, then write<br />
an essay according to instructions. This new paper requires students to use language in an integrative manner, and<br />
it brings new challenges to teaching and learning of Chinese.<br />
With the aim of analyzing the difficulties faced by students, 7 teachers were interviewed and 780 students were surveyed,<br />
all of which come from 11 schools. These schools are sampled and classified according to their performance in<br />
the territory-wide examination results: with 3 first-category schools, 5 second-category schools and 3 third-category<br />
schools.<br />
Findings of the research show the following. (1) Comparing with other papers, the Integrated Assessment Paper was<br />
reported as the most difficult by most students (44.23%). (2) Within the integrated assessment paper, the following<br />
were ranked according to the level of difficulty by the students: ‘viewpoint and its elaboration’ (31.62%), ‘synthesizing<br />
the main points’ (27.99%), ‘writing skills’ (24.91%). (3) The causes of the difficulties were reported as ‘lack of<br />
ability in extracting the correct information from the aural and text sources’, ‘poor organization of thoughts’, ‘poor<br />
time management’, ‘lack of creativity or viewpoint’.<br />
From this study, we propose to place focus on teaching synthesizing skills as well as design a curriculum according<br />
to students’ developmental needs.<br />
Keywords: Chinese language assessment, Integrated Assessment Paper
ConferenCe PArtICIPAnt e-MAIl lISt<br />
eija Aalto eija.aalto@jyu.fi<br />
laila Aase Laila.Aase@nor.uib.no<br />
Ulf Abraham ulf.abraham@uni-bamberg.de<br />
Aliza Amir amirliz@inter.net.il<br />
luisa Araujo luisa_araujo@hotmail.<br />
com<br />
Hilla Atkin hillatk@netvision.net.il<br />
elzbieta Awramiuk awramiuk@hum.uwb.<br />
edu.pl<br />
Harald Bache-Wiig harald.bache-wiig@iln.<br />
uio.no<br />
Angela Balca apb@uevora.pt<br />
erik Blankesteijn e.blankesteijn@ils.ru.nl<br />
Sigrid Blömeke sigrid.bloemeke@staff.<br />
hu-berlin.de<br />
nora Bogaert nora.bogaert@arts.<br />
kuleuven.be<br />
Martine Braaksma braaksma@uva.nl<br />
Albert Bremerich-vos Albert.Bremerich-Vos@<br />
uni-due.de<br />
Peter Broeder peter@broeder.com<br />
Michael S. Byram m.s.byram@durham.<br />
ac.uk<br />
Choo Mui Cheong choomui@hku.hk<br />
Wai Ming Cheung cwming@hkucc.hku.hk<br />
Peter-Arno Coppen P.A.Coppen@let.ru.nl<br />
Paulo J. Costa plc@uevora.pt<br />
Brenton doecke brenton.doecke@deakin.<br />
edu.au<br />
regina M.S. duarte regina.duarte@gmail.<br />
com<br />
Ilana elkad-lehman elkahal@macam.ac.il<br />
Per-olof erixon per-olof.erixon@estet.<br />
umu.se<br />
Ingrid evers i.evers@ils.ru.nl<br />
Inês ferraz inesferraz@netmadeira.<br />
com<br />
Jacques fijalkow jfijalko@univ-tlse2.fr<br />
Mike fleming m.p.fleming@durham.<br />
ac.uk<br />
volker frederking vrfreder@ewf.uni-erlangen.de<br />
Chloé Gabathuler<br />
lafleur<br />
Chloe.Gabathuler@<br />
unige.ch<br />
roxane Gagnon roxane.gagnon@unige.<br />
ch<br />
Sérgio Gaitas uipcde@ispa.pt<br />
Peter Gansen gansen@uni-koblenz.de<br />
Andrew Goodwyn A.C.Goodwyn@reading.<br />
ac.uk<br />
Stephen Gordon swingordon@rcn.com<br />
ramon Groenendijk rgroenendijk@zwijsencollege.nl<br />
Irit Haskel-Shaham irit-hs@bezeqint.net<br />
ria Heilä-ylikallio rheila@abo.fi<br />
Maria-rita Helten-<br />
Pacher<br />
maria-rita.helten-pacher@kphvie.at<br />
Petra Heyer P.Heyer@em.uni-frankfurt.de<br />
Shun-yee Ho hosya@hkucc.hku.hk<br />
Jeanette Hoffmann jeanette.hoffmann@fuberlin.de<br />
Hans Hulshof hulshof@iclon.leidenuniv.nl<br />
Heidi Höglund heidi.hoglund@abo.fi<br />
tanja Janssen tanja@ilo.uva.nl
82<br />
vuokko Kaartinen vuokaar@utu.fi<br />
Krista Kerge krista.kerge@tlu.ee<br />
Iris d. Kleinbub kleinbub@uni-landau.de<br />
nora Knechtel nora.knechtel@fhnw.ch<br />
Julia Knopf julia.knopf@uni-bamberg.de<br />
ellen Krogh ekr@ifpr.sdu.dk<br />
Silke Kubik kubiks@uni-hildesheim.<br />
de<br />
elisabeth langer elisabeth.l.langer@univie.ac.at<br />
Michael le Cordeur mlecorde@sun.ac.za<br />
Kjersti lea Kjersti.Lea@hib.no<br />
In Wha lee yiinwha@hanmail.net<br />
Jeroen lievens jeroen.lievens@khlim.be<br />
Helmut linneweberlammerskitten<br />
helmut.linneweber@<br />
fhnw.ch<br />
Guiseppe longo rhipeus@tin.it<br />
Brigitte Marin brigitte-marin@wanadoo.fr<br />
Isabel Martinez isabel.martinezalvarez@<br />
uam.es<br />
Miguel Mata Pereira mmp@ispa.pt<br />
nina K. Maunu nina.maunu@espoo.<br />
opit.fi<br />
Peter Medway peter.medway@mac.com<br />
Christel Meier Clmeier@ewf.uni-erlangen.de<br />
Behbood Mohammadzadeh<br />
behbudm@ciu.edu.tr<br />
André Mottart Andre.Mottart@UGent.<br />
be<br />
Zsuzsanna nagy nagyzsu@edpsy.u-szeged.<br />
hu<br />
<strong>IAIM</strong>te 2011 ConferenCe HIldeSHeIM<br />
tineke Padmos tineke.padmos@arts.<br />
kuleuven.be<br />
Graham Parr Graham.Parr@monash.<br />
edu<br />
denise S. Patmon denise.patmon@umb.<br />
edu<br />
Ietje Pauw i.pauw@kpz.nl<br />
Sylvi Penne Sylvi.Penne@lui.hio.no<br />
Iris Susana Pereira iris@ie.uminho.pt<br />
Alexandra Pereira zuriburi_@hotmail.com<br />
Irene Pieper irene.pieper@uni-hildesheim.de<br />
Henriett Pinter pinterh@mail.datanet.hu<br />
Margarida Pocinho mpocinho@uma.pt<br />
Marco Prestel prestel@uni-hildesheim.<br />
de<br />
Helin Puksand helin.puksand@tlu.ee<br />
Monica reichenberg opdmonre@ped.gu.se<br />
Johannes reinert johannes.reinert@unihildesheim.de<br />
Gert rijlaarsdam rijlaars@ilo.uva.nl<br />
léonard P. rivard lrivard@ustboniface.<br />
mb.ca<br />
Helle rørbech hero@dpu.dk<br />
Katri Sarmavuori katsar@utu.fi<br />
Wayne Sawyer w.sawyer@uws.edu.au<br />
Barbara Schwenk justus2and@yahoo.com<br />
Carina Siqués carina.siques@udg.es<br />
Mia J.W. Stokmans m.j.w.stokmans@uvt.nl<br />
liisa tainio liisa.tainio@helsinki.fi<br />
Wing yee, Zoe tam h9915631@hkusua.hku.<br />
hk<br />
Anabela v.v. tomé belatome@gmail.com
ConferenCe PArtICIPAnt e-MAIl lISt 83<br />
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Maria Ulfgard maria.ulfgard@littvet.<br />
uu.se<br />
dominique Ulma dominique.ulma@univangers.fr<br />
yasemin Uzun yaseminuzun@hotmail.<br />
com<br />
Pirjo Helena vaittinen topiva@uta.fi<br />
Piet-Hein van de ven P.vandeVen@ils.kun.nl<br />
Maria J. van der Aalsvoort<br />
Geert vandermeersche<br />
m.vanderaalsvoort@ils.<br />
ru.nl<br />
Geert.Vandermeersche@<br />
UGent.be<br />
Steven vanhooren steven.vanhooren@<br />
ugent.be<br />
Inês vasconcelos<br />
Horta<br />
ivhorta@isec.universitas.<br />
pt<br />
Ignasi vila ignasi.vila@udg.es<br />
dorothee Wieser dorothee.wieser@tuberlin.de<br />
Iris Winkler Iris.Winkler@uni-oldenburg.de<br />
theo Witte t.c.h.witte@uclo.rug.nl<br />
Wing yee Wong samanwong@gmail.com<br />
Han yong Woo wookong@snu.ac.kr<br />
Shin young Woo fox11@snu.ac.kr<br />
elena Xeni elenax@ucy.ac.cy<br />
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Xinhua Zhu ctxhzhu@polyu.edu.hk<br />
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