Crossing geographies of language learning – the case of ‘a successful pupil’

Koivistoinen, Hilkka

doi:10.1080/19463014.2014.893895

Cited by 4 publications

(5 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For their part, pupils may be more comfortable with the text-book-driven teaching with which they have become familiar rather than experimenting with something new (Koivisto 2013). Language teachers' solutions may also be affected by pressure from homes foregrounded in parents' variable understandings of what is considered proper language education (Koivistoinen 2015(Koivistoinen , 2016.…”

Section: New Understandings and Practicesmentioning

confidence: 99%

See 1 more Smart Citation

Towards a shared vision of language, language learning, and a school project in emergence

Tumelius

Kuure

2020

Classroom Discourse

View full text Add to dashboard Cite

Riikka Tumelius is a language teacher educator, language teacher, and doctoral candidate. Her research interests include the complexity of multimodal interaction in language learning and language pedagogies in the light of our technologically changing everyday life. She applies nexus analytical methodologies in her research. https://orcid.org/0000-0002-6909-8339 Leena Kuure is an adjunct professor with an interest in mediated discourse theory and nexus analysis, which focus on social action and invite multidisciplinary collaboration. Her research fields include multimodal and networked literacy practices in technology-rich environments and participation in constructing the future school.

show abstract

Section: New Understandings and Practicesmentioning

confidence: 99%

“…In the process of meaning making, people shape their environment on multiple scales of time and space (van Lier 2004;Scollon and Scollon 2004). Learning languages is not only situated in institutional settings, such as classrooms or in free-time environments beyond school (Koivistoinen 2015(Koivistoinen , 2016.…”

Section: Introductionmentioning

confidence: 99%

Towards a shared vision of language, language learning, and a school project in emergence

Tumelius

Kuure

2020

Classroom Discourse

View full text Add to dashboard Cite

show abstract

“…Out of the studies, the first shed light on the children's views of participating in the project (Koivistoinen 2008). Koivistoinen (2014Koivistoinen ( , 2016b focused on the perspectives of two pupils in particular. Visits to the pupils' homes shed light on the resources of the home environment for language learning and also on the roles of the parents as important language educators drawing on their own historical bodies as language learners.…”

Section: Redesign Of Language Pedagogymentioning

confidence: 99%

Nexus analysis in the study of the changing field of language learning, language pedagogy and language teacher education

Kuure¹,

Riekki²,

Tumelius³

2018

AFinLA

View full text Add to dashboard Cite

Nexus analysis is becoming increasingly employed in a variety of research fields. It is seen to be particularly suited to exploring complex and changing phenomena. It entails a mediated discourse perspective to social action and interaction. In discourse studies, this involves switching the perspective from language to social semiotic meaning making in its full spectrum not only here and now but at the same time reaching across more distant spatial and temporal orientations. As the tradition of nexus analysis is still young there are no established interpretations of how to conduct research with an interest in such complexities in flux. This paper presents a review of studies in which nexus analysis or mediated discourse analysis has been applied in research related to language pedagogy and language teacher education. The review shows how research in the field is in emergence and the interpretations concerning the theoretical-methodological underpinnings vary to some extent.

show abstract

“…During this project the researcher, as the teacher of the group, observed how her participating fifth-graders seemed to be acting in ways that deserved further examination. The first pupil was characterized as 'successful', judged on the basis of his active participation and interactional skills during the project ( Koivistoinen, 2015). The second was 'suspicious and reserved' 2 towards unfamiliar situations the project activities might be about (Koivistoinen, Kuure & Tapio, in progress).…”

Section: Navigating Change Through Nexus Analysismentioning

confidence: 99%

“…1 See Koivistoinen (2015) and (2012) for analyses of two other visits by the teacher to the homes of Elli's classmates. 2 These characterizations are not meant to be stable labels for individuals but heuristic terms referring to how the pupils were typically coping with the activities in question.…”

Section: Endnotementioning

confidence: 99%

Negotiating understandings of language learning with Elli and her parents in their home

Koivistoinen¹

2016

Apples

View full text Add to dashboard Cite

show abstract

Crossing geographies of language learning – the case of ‘a successful pupil’

Cited by 4 publications

References 17 publications

Towards a shared vision of language, language learning, and a school project in emergence

Towards a shared vision of language, language learning, and a school project in emergence

Nexus analysis in the study of the changing field of language learning, language pedagogy and language teacher education

Negotiating understandings of language learning with Elli and her parents in their home

Contact Info

Product

Resources

About