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Abstract. [authors]. Mother-tongue education curriculum is in a constant state of debate. Indeed, the field may be accurately characterised as polyparadigmatic. We use three specific sets of analyses to discuss the curriculum variety of the field: ten Brinke's classification of dimensions, Matthijssen's rationality theory and Englund's concept of competing meta-discourses. We then conceptualise the field in terms of paradigm competition, specifically discussing academic, developmental, communicative and utilitarian paradigms. We finish with a case study of the historiography of curriculum paradigms in English. Dutch. Samenvatting [translation Tanja Janssen]Het moedertaalonderwijs staat voortdurend ter discussie. Het terrein kan waarschijnlijk nog het beste gekarakteriseerd worden als 'poly-paradigmatisch'. In onze bespreking van variatie binnen het moedertaalcurriculum gebruiken we drie specifieke bronnen: de indeling in dimensies van Ten Brinke, de rationaliteiten theorie van Matthijssen en de met elkaar wedijverende meta-gesprekken van Englund. Vervolgens beschrijven wij het terrein als een strijd tussen paradigma's, waarbij we met name ingaan op academische, ontwikkelingsgerichte, communicatieve en utilitaire paradigma's. We besluiten met een gevalsstudie van geschiedschrijving van paradigma's binnen het curriculum Engels. Polish. Streszczenie [translation Elżbieta Awramiuk]Program nauczania języka ojczystego stanowi nieustanny przedmiot dyskusji. Obszar ten najcelniej charakteryzuje określenie 'poliparadygmatyczny'. Aby zaprezentować zróżnicowanie programów nauczania na tym polu, omawiamy trzy specyficzne teorie: klasyfikację wymiarów ten Brinke'a, teorię racjonalności Matthijssena i koncepcję rywalizacji metadyskursów Englunda. Następnie definiujemy ten obszar jako paradygmat rywalizacji, w szczególności dyskutując paradygmaty: akademicki, rozwojowy, komunikacyjny i utylitarny. Na zakończenie prezentujemy studium przypadku historiografii paradygmatów programów nauczania w Anglii. [Translation Poulo Feytor Pinto] O currículo de língua materna está em permanente debate. Com efeito, esta área pode ser claramente caracterizada como poliparadigmática. Nós utilizamos três conjuntos de análises para abordar a variedade curricular desta área: a classificação de dimensões, de ten Brinke, a teoria da racionalidade, de Matthijssen, e o conceito de metadiscursos em competição, de Englund. Conceptualizamos depois a área em termos de competição entre paradigmas, abordando especificamente os paradigmas académico, desenvolvimentista, comunicativo e utilitarista. Concluímos com um estudo de caso sobre a historiografia dos paradigmas curriculares em Inglês. Portuguese. Resumo

This article focuses on a small group of teachers as they reflect on the strategies they use to support their students in their efforts to interpret literary texts. We argue that the interpretation of literary texts within classroom settings is mediated in complex ways: by the social context of the classroom, the institutional setting of the school (including its curriculum and organization), as well as mandated educational policies. These dimensions shape the relationships between teachers and students as they engage in the 'social exchange of meanings ' (Reid, 1984) that is prompted by the texts chosen for study. Students bring their own biographies to this exchange, drawing on their experiences outside school in order to make meanings from the texts they are required to read. Teachers, on the other hand, also bring their biographies with them into classrooms, including their beliefs about the value of a literary education. By exploring the reflections in which a small group of teachers of literature engage about their work, we ask questions about the value of a literary education, reaffirming its significance in the contemporary world.

'…all languages of heteroglossia, whatever the principle underlying them and making each unique, are specific points of view on the world, forms for conceptualizing the world in words, specific world views, each characterized by its own objects, meaning, and values. As such they all may be juxtaposed to one another, mutually supplement one another, contradict one another and be interrelated dialogically. As such they encounter one another and co-exist in the consciousness of real people…these languages live a real life, they struggle and evolve in an environment of social heteroglossia.' (Bakhtin, 1981, pp.291-292) Abstract: The following article constructs an account of the pedagogy of a teacher of literature in an Australian secondary school. It provides a small window on her professional practice, and draws on a range of data, including notes made by a 'critical friend' as she observed the teacher giving lessons over several days. The participating teacher shared her lesson plans and engaged in conversations with her critical friend, as well as writing reflections about her teaching. In addition to recording classroom observations, the critical friend wrote extended reflections about what she had observed, sometimes in response to the teacher's ensuing reflections about the success of the lessons. The study thus arises out of a professional dialogue between the teacher and her critical friend, and it attempts to convey a sense of their continuing conversation, as they reflect on what they have learnt from their collaboration. The article captures not only the professional learning which the teacher and her critical friend experienced through their ongoing dialogue, but the exchanges that occurred in this teacher's classroom, as her students engaged in interpretive discussions in response to the text they were studying. The very best literature classroomsso this article maintains -enable students to engage in exploratory talk (Barnes, 1978), where the very notion of 'literature', as an esteemed body of texts, is open to interrogation. The students in this classroom appropriate the language of literary analysis in a dialogical way (Bakhtin, 1981), making this language their own through their discussions of the work of a distinguished Australian writer. The protocols for classroom observation that were followed derive from the International Mother Tongue Education Network (IMEN), which positions teachers and academics as collaborators in research on the 6 B. DOECKE, P. GILL, B. ILLESCA, & P.-H. VAN DE VEN teaching of L-1, with the aim of facilitating comparative research on mother tongue education in various national settings. Rather than judging the work of individual teachers, the aim is to create opportunities for them to reflect on their teaching and to articulate their views and values in dialogue with educators in other countries. The goal of the following article is not simply to present the results of a research project, but to prompt readers to enact the interpretive activities at the heart of this i...

In this article, I report on an action research project aimed at facilitating competent readings for pupils (11)(12)(13). I anticipated that these pupils would be able to compare the reality of a literary work with their own construction of reality, ascertain how they construct their own reality, and determine what the literary work contributes to this construction of knowledge. The project is based upon the assumption that Ôliterature' is broad, and reaches beyond the traditional notions of canon. The teacher facilitates the reading/learning/construction processes through varied instructional methods that appear to be productive. The results suggest that in carrying out their tasks, the pupils often showed more interest in aspects of performing assignments than in dealing with content topics. Gender affects the ways pupils read: boys* appear to read and (re)construct differently from girls.