Form and Function in Introducing Narrative and Expository Texts: A Developmental Perspective

Berman, Ruth A.; Katzenberger, Irit

doi:10.1207/s15326950dp3801_3

Cited by 86 publications

(57 citation statements)

References 34 publications

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“…This lead me to research that suggested that two demographic features may influence familiarity and educational benefit of narratives: socio-economic background (Arya and Maul 2012) and age (Berman and Katzenberger 2004). If the demographics of the audience have an impact on how beneficial narratives are for education, then this will also have implications for the previous section where we discussed the need to create good story content.…”

Section: Demographics and Audiencementioning

confidence: 99%

Without foundation or neutral standpoint: using immanent critique to guide a literature review

Isaksen¹

2018

Journal of Critical Realism

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Literature reviews have traditionally been a simple exercise in reporting the current relevant research, both to provide an overview of the current status of the field, and perhaps to draw attention to controversies. From the perspective of positivist research traditions, it was important to neutrally report all the relevant research, which was assumed to be foundational. In this article, written for the Applied Critical Realism special issue of Journal of Critical Realism, I use my own research to illustrate how a literature review might look if it were non-foundational and guided by the principles of immanent critique. Immanent critique is central to Bhaskar's philosophical methodology but has not been much applied in critical realist empirical research. Following a brief introduction to immanent critique, its history and relation to other ways of grounding knowledge, an excerpt from a literature review is used as backdrop for an extended discussion about various potential applications, and implications, of immanent critique in social research. Immanent critique as method can take the form of noting theory-theory, theorypractice, and/or theory-data inconsistencies. Immanent critique as grounds for knowledge provides the possibility for knowledge and rational theory choice despite a rejection of foundationalism and of neutral standpoints. As a method by which to structure a literature review, immanent critique provides an excellent way to better understand the relevant literature, to formulate justifiable opinions about it, and to guide research questions. KEYWORDSImmanent critique; critical realist research; methodology; standpoint; foundation; rational theory choice Immanent critiqueWhen Roy Bhaskar first introduced his philosophical methodology, it was as a form of transcendental argument (Bhaskar 1975a;Bhaskar [1975bBhaskar [ ] 2008. Later he came to situate this form of argument within the confines of an immanent critique (Bhaskar [1986(Bhaskar [ ] 2009Laclau and Bhaskar 1998;Bhaskar and Callinicos 2003) and most recently immanent critique has taken stage front and centre as his methodology of choice (Bhaskar 2016). Immanent critique is seen as the most effective way to persuade someone of a competing perspective because you are arguing from their stated or implicit

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Section: Demographics and Audiencementioning

confidence: 99%

Without foundation or neutral standpoint: using immanent critique to guide a literature review

Isaksen¹

2018

Journal of Critical Realism

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“…Tomasello (2000) plantea que explicar el desarrollo del lenguaje desde un modelo de tipo pragmático o del uso implica partir desde eventos comunicativos en los cuales los sujetos aprenden y usan el lenguaje. Por lo tanto, de sumo interés resulta estudiar las estructuras lingüísticas en cuanto repertorios disponibles que posibilitan a los sujetos responder a diferentes necesidades comunicativas (Berman & Katzenberger, 2004;Nir & Berman, 2010;Tomasello, 2000). En esta línea, los estudios funcionalistas dentro del marco del proyecto de descripción lingüística de diferentes lenguas liderado por Berman (Berman & Katzenberger, 2004;Berman, 2008;Berman & Nir, 2007;Nir & Berman, 2010) han establecido una serie de dispositivos analíticos para describir la arquitectura intraclausular como intradiscursiva estableciendo categorías que permiten establecer vínculos entre sintaxis y retórica; asimismo, dichos estudios han emprendido la tarea de describir la complejidad sintáctica en diferentes modalidad de comunicación (oral y escrita), diferente tipo de discurso (narrativo y expositivo) y en diferentes edades (9-10, 12-13, 16-17 y universitarios adultos).…”

Section: Didáctica Lengua Y Literaturaunclassified

Género discursivo, sintaxis y lenguaje académico: Dimensiones comunicativas y cognitivas del desarrollo tardío del lenguaje

Arévalo

González

2012

Didáctica (Madr.)

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RESUMENEl desarrollo sintáctico tardío ha sido estudiado preferentemente desde una visión estructuralista del lenguaje, describiendo el surgimiento de distintos tipos de estructuras sintácticas a lo largo de la escolaridad. La escuela por su parte, dependiendo de las tradiciones instruccionales ha desplazado la enseñanza de una gramática explícita para dar paso a un enfoque comunicativo en el que el papel de esta aún no se logra afianzar. En este artículo se realiza una revisión crítica de los distintos supuestos sobre los que se fundamentan las investigaciones sobre desarrollo de la sintaxis para realizar una propuesta teórica de articulación entre discurso y sintaxis desde un enfoque socio-discursivo. Basándose en la visión de Bajtín (1982) del lenguaje como actividad social y su propuesta sobre géneros discursivos, se aborda la escuela como un marco de interacción con exigencias comunicativas y cognitivas propias. De esta manera, la escuela se caracteriza por exponer a los estudiantes a 'géneros discursivos secundarios' y a un nuevo tipo de conocimiento: 'los conceptos científicos'. Por tanto, el concebir el lenguaje como actividad social no implica solo poner en el centro de la reflexión la dimensión comunicativa del lenguaje sino también el vínculo con la actividad cognitiva. Palabras clave: Géneros discursivos secundarios, desarrollo sintáctico, lenguaje académico, conceptos científicos.

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“…Linguisticallymotivated comparisons of such features across different text-types reveal parts of speech to be highly diagnostic of developing literacy. A series of independent examinations of expository versus narrative texts produced in Hebrew indicate, for example, that expository texts are lexically denser -that is, they contain a higher proportion of content words (nouns, verbs, adjectives) as compared to narratives; they are more nominal in character, as they typically contain more nouns (Ravid, 2004) -and thus represent a more topic-oriented discourse stance (Berman & Katzenberger, 2004); and they also reflect a higher level of linguistic register (NirSagiv, Shternau, Berman & Ravid, in press). As demonstrated below, such usagebased patterns are ideal candidates for examination through using open, offline computerized tools.…”

Section: Learning Basic Concepts In Linguistics Using Computerized Toolsmentioning

confidence: 99%

Integrating Technology Into Mother-Tongue Education: Examples from Hebrew

Shalom¹,

Nir-Sagiv²

2007

L1 Educational Studies in Language and Literature

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This paper describes the current approach to the instruction of Hebrew as a mother-tongue (L1) language based on technological developments and on the relationship between technology and pedagogy. As such, we rely on well-known models of integrating computerized tools and distance learning in the educational system, while emphasizing the potential contribution of these environments to L1 education. At the core of this paper is the combination of linguistic and didactic approaches to L1 teaching that bring together both theoretical and functional aspects of learning and teaching language via a computer.The focus here is on technologically-based L1 learning environments that combine different types of computerized tools within a comprehensive language-learning/teaching system that is designed for facilitating and improving language skills. This system is cognitively motivated, and is modeled on a combination of elements, such as principles of constructivist, social, and active learning. The structural-conceptual framework of this environment complies with principles of both local and global connectivity and hierarchy. For example, at the local level, learning materials are connected through a hypertext structure; at the global level, the entire system is inter-connected, with assignments linked to dictionaries and relevant websites, and the learners themselves connected through email and forums.The teaching/learning processes that take place within this L1 environment are illustrated by examples of both online and offline computerized courses.Keywords: L1, technology, computer, development, learning environments, teacher training Dutch. Samenvatting. [Translation Tanja Janssen] In deze bijdrage wordt een benadering beschreven van het onderwijs in het Hebreeuws als moedertaal (L1), die gebaseerd is op technologische ontwikkelingen en op de relatie tussen technologie en onderwijskunde. We steunen op welbekende modellen voor het integrereren van computertools en afstandsleren in het onderwijssysteem, waarbij we de nadruk leggen op de mogelijke bijdrage van deze leeromgevingen aan het moedertaalonderwijs. Centraal in deze bijdrage staat de combinatie van linguïstische en didactische benaderingen van het L1-onderwijs waarin zowel theoretische als functionele aspecten van taal leren en onderwijzen via de computer worden samengebracht. SHALOM & NIR-SAGIVDe aandacht is hier gericht op technologisch-gebaseerde L1 leeromgevingen waarin verschillende typen computer tools worden gecombineerd met een veelomvattend taal-leer/onderwijs systeem, ontworpen om taalvaardigheden te ondersteunen en te verbeteren. Dit systeem is cognitief georiënteerd, en gemodelleerd op een combinatie van elementen, zoals principes van constructivistisch, sociaal en actief leren. Het conceptuele kader van deze omgeving berust op principes van zowel lokale als globale connectiviteit en hierarchie. Op het lokale niveau, bijvoorbeeld, worden leermaterialen met elkaar verbonden door middel van een hypertekststructuur; op het globale niveau is ...

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Form and Function in Introducing Narrative and Expository Texts: A Developmental Perspective

Cited by 86 publications

References 34 publications

Without foundation or neutral standpoint: using immanent critique to guide a literature review

Without foundation or neutral standpoint: using immanent critique to guide a literature review

Género discursivo, sintaxis y lenguaje académico: Dimensiones comunicativas y cognitivas del desarrollo tardío del lenguaje

Integrating Technology Into Mother-Tongue Education: Examples from Hebrew

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