Formal and informal metalanguage in primary teachers’ talk about informational student texts

Folkeryd, Jenny Wiksten; Geijerstam, Åsa af

doi:10.23865/njlr.v5.2020

Cited by 2 publications

(2 citation statements)

References 13 publications

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“…The studies fall into three subgroups: one group investigated teacher perspectives on instruction in general (Graham et al, 2021;Hertzberg & Roe, 2016), with a specific focus on multimodal aspects of instruction (Tjernberg et al, 2017) or on ways of promoting early writing development (Anderson et al, 2019;Sandberg & Norling, 2020). Another group explored discourses about writing (Krogh, 2012;Sturk & Lindgren, 2019;Sturk et al, 2021), whereas the third group focused on teacher competences and practices; that is, teachers' metalanguage in talks about students' written texts (Folkeryd & Geijerstam, 2019;Liberg & Nordlund, 2019) and their documentation practices of students' reading and writing difficulties (Reichenberg 2016). Due to its scale, Graham et al (2021) is regarded as a key study within this group.…”

Section: Writing Instructionmentioning

confidence: 99%

“…Following Krogh (2012), only the communicative discourse meets Bildung aims by layering and integrating strategic and ritual aims within an overall intent to establish communicative meaning for students. The two other studies on discourses (Sturk & Lindgren, 2019;Sturk et al, 2021) also took inspiration in Ivanič (2004), whereas the studies on teachers' metalanguage about student texts were grounded in functional linguistics and emphasised the benefits of developing a metalanguage in order to support students' writing (Folkeryd & Geijerstam, 2019;Liberg & Nordlund, 2019).…”

Section: Writing Instructionmentioning

confidence: 99%

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A review of Scandinavian writing research between 2010 and 2020

Bremholm¹,

Kabel²,

Liberg³

et al. 2022

Writing & Pedagogy

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Scandinavian writing research forms a relatively new field, with an increased number of studies conducted in the last two decades. In this qualitative synthesis review of 87 peer reviewed journal articles from Denmark, Norway, and Sweden published between 2010 and 2020, the aim was to outline the landscape of current educational writing research from the region. The sample included research articles published in both Scandinavian and international journals. Our analysis focused on the articles’ research approaches and main themes regarding the object of investigation. The main themes identified were Writing Instruction, Writing Assessment, and Students’ Text. We found a predominance of studies conducted in the context of language arts/first language (L1) education, concerning either disciplinary or general aspects of writing. We also found a predominance of approaches based on either sociocultural or social semiotic theory. Furthermore, a majority of the reviewed studies were explorative and small-scale, and, for the Writing Assessment studies in particular, directed at the secondary stages of school. The results suggest a call for future studies focusing on writing interventions and studies deploying a wide range of methodological approaches, as well as studies based on inter-Scandinavian collaborations across Denmark, Norway, and Sweden.

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Section: Writing Instructionmentioning

confidence: 99%

Section: Writing Instructionmentioning

confidence: 99%

A review of Scandinavian writing research between 2010 and 2020

Bremholm¹,

Kabel²,

Liberg³

et al. 2022

Writing & Pedagogy

View full text Add to dashboard Cite

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”Står det liksom huller om buller, ja, men hur ska jag kunna bedöma den här texten då?” – Lågstadielärares konstruktion av diskursiva regler för narrativt skrivande

Ridell,

Walldén

2024

FORSKUL

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I svensk skrivforskning finns konsensus om att tidig skrivundervisning utmärker sig genom fokus på formalia på olika textnivåer. Metaspråksbruket för berättande texter varierar mellan studier som betonar olika textelement och deras funktioner. Denna metaspråkliga glidning utgör en central utgångspunkt i denna artikel. Vi har undersökt tre grundlärares konstruktioner av textförväntningar på narrativt skrivande genom textnära återkoppling med den grafiska modellen Berättelseansiktet och lärarnas reflektioner. Vi analyserade lärarnas syn på narrativt skrivande och vilka utsnitt ur elevernas texter som lärarna anser representerar olika berättelseelement. Resultatet visar att lärarna tillämpar metaspråkliga metaforer som åsyftar olika textsegment och kommunikativa funktioner. Begrepp ur svenska styrdokument som ”händelser”, ”beskrivningar” och ”röd tråd” används av lärarna med skiftande fokus mellan olika textnivåer i elevernas berättelser. Vidare visar resultatet att lärarnas reflektioner präglas av ett underliggande funktionellt perspektiv på skrivande som inte fullt ut blir synligt i deras formaliafokuserade återkoppling till eleverna. “If it’s all higgledy-piggledy, well, then how am I supposed to assess the text?” – Early primary school teachers’ construction of discursive rules for narrative writing Swedish writing research reaches a consensus that early focuses on formal aspects at different text levels. Studies show that the meta-language for stories varies, emphasizing text elements and functions. This meta-linguistic slide is the starting point of our article.We investigate how three primary school teachers construct text expectations for narrative writing through text-close feedback and the Story Face model and their reflections. We analyze how the teachers view narrative writing and which parts of the students' texts are considered to represent different story elements. The results show that the teachers apply meta-linguistic metaphors which refer to different text segments and communicative functions. Terms from Swedish governing documents, such as "events", "descriptions" and "red thread" are used to shift focus between different text levels in the students’ stories. The results reveal that the teachers’ reflections carry an underlying functional perspective on writing, which is not fully evident in their formality-focused feedback.

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Formal and informal metalanguage in primary teachers’ talk about informational student texts

Cited by 2 publications

References 13 publications

A review of Scandinavian writing research between 2010 and 2020

A review of Scandinavian writing research between 2010 and 2020

”Står det liksom huller om buller, ja, men hur ska jag kunna bedöma den här texten då?” – Lågstadielärares konstruktion av diskursiva regler för narrativt skrivande

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