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‘It’s insanely useful!’ Students use of instructional concepts in group work and individual writing / Kari Anne Rodnes
// Language and education 2012, Vol26, N.5 2012p. 183-199 This study investigates students’ work on analyzing a literary text, a cartoon strip, with focus on their use of instructional, analytical concepts. Excerpts from a group conversation and from individually written texts are analyzed from a sociocultural, dialogical perspective. The analysis of the conversation shows how such concepts help the students to study the text more closely and maintain an analytical focus. The use of concepts thus helps the students understand the text and what text analysis is about. The students’ written texts show that they build on the understanding developed in the group discussion. The analytical focus in the discussion helps them maintain the understanding developed in group when they write individually. Thus, the use of analytical concepts contributes to mediating between group reasoning and individual writing
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Enacting dialogue: the impact of promoting Philosophy for Children on the literate thinking of identified poor readers, aged 10 / Philip Jenkins and Sue Lyle
// Language and education 2010, Vol 24, N.6 2010p. 459 - 472 The Philosophy for Children in Schools Project (P4CISP) is a research project to moni¬tor and evaluate the impact of Philosophy for Children (P4C) on classroom practices. In this paper the impact of P4C on the thinking skills of four children aged 10 is examined. Standardised tests indicated the children had below-average reading ages. The pupils were video recorded while engaged in discussion of questions they formulated them¬selves in response to a series of texts in preparation for a community of philosophical enquiry. Group discussions were analysed, paying attention to verbal and non-verbal communication. We argue that reading scores do not necessarily indicate inability tc engage in literate thinking. When dialogic approaches are used and pupils are givei opportunities to work in small groups to formulate their own questions and evaluat their potential for generating enquiry, they demonstrate their ability to use higher-orde language skills. Dialogic approaches can challenge the hegemonic impact of standarc ised testing that dominates modem schooling. A dialogic approach to teaching lister to pupil voice and has the potential to change how adults view children and contribu to an epistemological paradigm shift away from positivism towards dialogism
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