Student work and the multimodal challenge: A mixed methods study of students’ productive work in L1, science and mathematics

Bremholm, Jesper; Hansen, Rune; Slot, Marie Falkesgaard

doi:10.17239/l1esll-2018.18.01.12

Cited by 4 publications

(4 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is a commonly accepted notion that language teaching and learning benefit from TALL. TALL offers students, most of whom are "born digital," opportunities to move beyond traditional and rigid barriers of traditional face-to-face teaching and learning (Bremholm, Hansen, & Slot, 2018). Equitable access to multiple learning modes evens the learning grounds for each student who might otherwise have less contact with the target language from traditional classes.…”

Section: Impact Of Technology On Language Teaching and On Teachersmentioning

confidence: 99%

From Face-to-Face to Screen-to-Screen: CFL Teachers' Beliefs about Digital Teaching Competence during the Pandemic

2020

International Journal of Chinese Language Teaching

View full text Add to dashboard Cite

As coronavirus lockdowns have moved many face-to-face language teaching activities online, the use of virtual classrooms has quickly escalated. The drastic shift in venue calls for massive changes in methods and approaches to teaching languages. This study concerns the beliefs held by language teachers about modes of online language teaching and self-assessment of digital competence. The study investigates seven teachers teaching Chinese as a foreign language (CFL) in a higher education context in Denmark. The study aims to go beyond the current prevailing research on the predicaments of teachers by making their endeavors and contributions visible and meaningful during the Covid-19 pandemic. The study employs a discovery-oriented qualitative approach, largely drawn from personal narrative and ethnographic research from a sociological perspective. The aim of this study is twofold: firstly, we provide a clear picture of what expertise is available for teaching CFL online; secondly, we investigate pedagogical competence that CFL teachers need to acquire when digital teaching modes override and replace traditional teaching modes. The findings indicate that beliefs held by teachers matter in terms of the digital tools and tasks they choose to utilize. The extent to which teachers acquire digital competence depends on whether the teachers have been allocated ample institutional time to upgrade their existing pedagogical competence and how they exert their degree of teacher agency. The results of this study are expected to provide insights into redefining overarching standards of CFL pedagogy and teacher education in an era of post-Covid-19 language education.

show abstract

Section: Impact Of Technology On Language Teaching and On Teachersmentioning

confidence: 99%

From Face-to-Face to Screen-to-Screen: CFL Teachers' Beliefs about Digital Teaching Competence during the Pandemic

2020

International Journal of Chinese Language Teaching

View full text Add to dashboard Cite

show abstract

“…Only a few studies have been undertaken of Danish L1 writing at lower secondary level, and for the most part those did not focus particularly on writing in the literature classroom (Bremholm et al, 2018;Christensen et al, 2014). One notable exception is the work of Krogh and Piekut (2015), who suggested that personal experiences are valued alongside more creative text formats or "productive analysis" in the year 9 Danish L1 literature classroom.…”

Section: Writing In the L1 Literature Classroommentioning

confidence: 99%

Year 8 students’ interpretations of short stories in the Danish L1 literature classroom: Distinct ways of writing and knowing

Kabel¹

2021

L1 Educational Studies in Language and Literature

View full text Add to dashboard Cite

Lower secondary students' written responses to literature in the first-language (L1) classroom have received only limited scholarly attention in Denmark. To develop a greater understanding of this form of text participation, this article examines how year 8 students (age 13-14) use literary terms and construct evaluative stances in interpretations of contemporary short stories. The article introduces a functional linguistic and sociological framework which enables the identification of fine-grained meaning-making patterns and their subsequent translation into broader knowledge tendencies. The principal finding is the presence of three distinct and, to a certain extent, contending knowledge tendencies reflected and cocreated in the students' written language use. The detected differences in ways of writing and knowing render visible challenges associated with using literary terms and expressing the appropriate degree of subjectivity at the lower secondary level. Additionally, the identified differences also render visible the transitional nature of the L1 literature classroom at this educational level in Denmark. Taken together, the findings indicate the need for intensified discussions among teachers and researchers regarding what is important, and why, when students are required to engage in interpretive writing tasks in the L1 literature classroom.

show abstract

“…The result of this focus has been that sociolinguistic and ethnographic approaches have dominated the field. However, forwarded particularly, of course, by the appearance of new digital methods, but also by the fact that written language still remains the main mode of non-verbal communication in both school and everyday life (Biber & Egbert, 2018;Brandt, 2014;Bremholm et al, 2018), we are now slowly seeing a resurgence of written language itself as an important object of study in writing research.…”

Section: Educational Writing Researchmentioning

confidence: 99%

Computing Numerical Images of Student Writing

Tannert

2021

Scanstudlang

View full text Add to dashboard Cite

With the rapid increase in the number of available digital texts in schools, new methodological approaches to studying writing development in education are now emerging. However, with new methodological approaches follow new epistemological challenges. In this article, I examine some of these challenges and discuss how they affect the role of computational linguistics within the field of educational writing research. The article is structured around three main sections. First, I position computational linguistics within the wider field of educational writing research with particular focus on L1 writing and K12 education. Second, I discuss to what extent methods from computational linguistics can provide us with new insights into different aspects of educational writing. Third, I discuss the potential of the concept of affordance to bridge between technology-centered and human-centered methodological approaches, and I relate this idea to recent theoretical developments in the digital humanities. Based on this discussion, I conclude the article with suggestions for possible directions in future writing research.

show abstract

Student work and the multimodal challenge: A mixed methods study of students’ productive work in L1, science and mathematics

Cited by 4 publications

References 26 publications

From Face-to-Face to Screen-to-Screen: CFL Teachers' Beliefs about Digital Teaching Competence during the Pandemic

From Face-to-Face to Screen-to-Screen: CFL Teachers' Beliefs about Digital Teaching Competence during the Pandemic

Year 8 students’ interpretations of short stories in the Danish L1 literature classroom: Distinct ways of writing and knowing

Computing Numerical Images of Student Writing

Contact Info

Product

Resources

About