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‘Nothing too major’ : how poor revision of writing may be an adaptive response to school tasks / Lucy Oliver
// Language and education Vol. 33-No 4/2019 2019p. 363-378 This multicase study explores students’ understandings about revision in the light of successive findings that they typically revise their texts little and at superficial levels. Students’ limited revising has been variously explained, both in terms of cognitive-metacognitive factors and restrictive school models. Few studies, however, have examined students’ thinking about revision. This investigation considers the impact students’ concepts of purpose have on their revising and the extent to which perceived expectations and school routines inform the scope of their achievement. One-to-one observations of writing, post hoc interviews and analyses of students’ texts were repeated over the course of an extended classroom writing task. Findings suggest that whilst students’ definitions of revision were narrow and their text changes primarily superficial, they did not necessarily lack the understanding or skill to revise more effectively. Able writers explicitly chose an instrumental approach, attributing limited revision to tightly-prescribed and time-controlled tasks. They perceived a dichotomy between school purposes and more authentic possibilities. The study highlights the contextualised nature of students’ decision-making and argues that poor revision may be an adaptive response to school requirements rather than an innate limitation.
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Connecting multiliteracies and engagement of students from low socio-economic backgrounds: using Bernstein’s pedagogic discourse as a bridge / Katina Penklis Zammit
// Language and education 2011, Vol25, N.3 2011p. 203-220 Many students in Australia from low socio-economic status (SES) backgrounds have historically been alienated from learning and education because of the narrow definition of literacy and of what counts as legitimate texts. Consequently, traditional pedagogy, curriculum and assessment practices disengage many students. To address this issue, we embedded multiliteracies utilising information and communication technologies (ICTs) into three low SES classroom programmes and found that the associated classroom messages greatly enhanced the students’ engagement in learning and their view of themselves as learners. This approach worked better than the traditional approaches because students created multimodal texts that changed what was seen as legitimate school texts and thus credited them as literate individuals. This paper discusses students as co-constructors of knowledge, who used ICTs for an authentic purpose. It considers changes in students’ engagement and achievement as the result of shifts in the pedagogic discourse and the way that the discourses of power played out in the classrooms, via the messages students received about their knowledge, ability, control, voice and place.The multiliteracies-based unit of work utilising ICTs provided spaces for students to develop new literacy practices and to view school as a place for them
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Developing students’ awareness of Global Englishes / Fan (Gabriel) Fang, Wei Ren.
// ELT Journal 2018, Volume 72, No. 4 2018.p. 384–394. Although research on Global Englishes (GE) has demonstrated the potential for a new perspective of ELT, studies of GE in an Asian ELT context are relatively rare. As current mainstream ELT practice in China still largely emphasizes ‘native English’, university courses related to GE are scarce. This paper aims to unpack the influence of a course on English as a World Language in Chinese university students’ awareness of their own English and GE. Data were collected from students taking the optional course at a university in southeast China. After reporting the findings, the paper further discusses the pedagogical implications of integrating GE into English learning and teaching. It also argues for raising students’ GE awareness and applying critical pedagogy in ELT for GE-oriented instruction.
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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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Engaging learners: conversation- or dialogic-driven pedagogy? / Philip Chappell.
// ELT journal. 2014, Vol. 68, No. 1. 2014.tr. 1-11. ‘Conversation-driven’ ELT privileges classroom talk as a primary source of language learning, yet it is often unclear to what the term ‘conversation’ is referring. This article reports on an investigation responding to this problem in which a substantial database of language classroom recordings was analysed for the types of talk that were taking place. Activities in language lessons that were driven by conversation were analysed using classroom discourse techniques. Opportunities for language learning through the language emerging from these activities were identified, and a type of talk was specified in which learners were engaged more in exploring issues and possibilities, and less in transacting information and opinions. This study demonstrates the importance of teachers being aware of the types of talk occurring in their lessons, which they should be strategically managing. It provides teachers with a platform from which they can begin to analyse the talk in their own classrooms.
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