Text, talk and thinking together – Using action research to improve third grade children’s talking, reading and identity construction

Abstract

There is a great need for more knowledge on the relationships between the linguistic and conversational activities of pupils and their academic and personal growth processes. This kind of insight is particularly important when we bear in mind that exploratory activities are an important way of working in schools today. Looking for new insight, children will always enter into various types of dialogic interaction. For children, play is an important element here, as is also talk -and thinking together (cf. Mercer, 2000). Most curricula in Western countries emphasize that schools should offer environments where all pupils face challenges that are adapted to their aptitudes and backgrounds, that they enjoy going to school, are academically stimulated, and feel appreciated and socially included. The aim of our research is to find out whether and to what extent language may function as a tool for attaining these objectives. In this study we use examples from a Norwegian classroom. 1

Key factors for teaching and learning – Teachers´ experiences and reflections

“…Here, the teacher plays a decisive role when teaching and assessing the students' learning (Wiliam, 2019). According to Matre and Fottland (2010), when the students are given plenty of opportunities to write for a range of recipients and with varying content, they discover how a text can be written for different purposes, and that the various aspects are dependent on each other.…”

“…When the students are involved in their own learning, this develops their ability to acquire knowledge and produce their own texts for different purposes and contexts. Many researchers emphasise writing as an activity that creates identity; they claim that creative writing promotes the development of a positive self-identity (Matre & Fottland, 2010;Rose & Martin, 2014;Wedin, 2019).…”

Key factors for teaching and learning - Teachers’ experiences and reflections on literacy teaching

“…Here, the teacher plays a decisive role when teaching and assessing the student's learning (Wiliam, 2019). According to Matre and Fottland (2010), when the students are given plenty of opportunities to write for a range of recipients and with varying content, they discover how a text can be written for different purposes, and that the various aspects are dependent on each other.…”

“…When the students are involved in their own learning, this develops their ability to acquire knowledge and produce their own texts for different purposes and contexts. Many researchers emphasise writing as an activity that creates identity; they claim that creative writing promotes the development of a positive self-identity (Cummins, 2021;Matre & Fottland, 2010;Rose & Martin, 2014;Wedin, 2019).…”

12. “Argh, even my kid is digitalised!” Commercial apps’ effect on parent– teacher communication

“…Til tross for dette har elevperspektivet tidligere vaert lite belyst i samtaledidaktisk forskning. I nordisk morsmålsdidaktisk forskning er det gjort få studier om eksplisitt undervisning i samtale generelt (viktige unntak her er Matre & Fottland, 2011;Rasmussen, 2020), og av elevperspektiver på slik undervisning spesielt. I forskning på samtaleintervensjoner har en gjerne studert forekomst av bestemte samtaletrekk for å undersøke om gruppesamtalene blir mer laeringseffektive over tid (f.eks.…”