Communicating metaknowledge to L2 learners: A fragile scaffold for participation in subject-related discourse?

Walldén, Robert

doi:10.17239/l1esll-2020.20.01.16

Cited by 10 publications

(18 citation statements)

References 21 publications

(30 reference statements)

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“…This would not have been possible had the teachers employed a decontextualizing approach, explaining the words and expression out of context of the novels (cf. Walldén, 2020c;Walldén & Nygård Larsson, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…In the study of classroom discourse, it is also important to consider how the negotiation of words and expressions relate to the text they appear in. Previous classroom studies (Walldén, 2020c;Walldén & Nygård Larsson, 2021, submitted) have problematized teachers explaining key disciplinary out of context of the disciplinary texts they appear in, in classroom activities separated from the joint and active process of interpreting subject-related discourse. As pointed out by Martin (2013), key disciplinary terms interplay with resources of abstract language and recurring, genrespecific ways of composing texts.…”

Section: Grammatical and Lexical Metaphors In Previous Researchmentioning

confidence: 99%

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Negotiating figurative language from literary texts: second-language instruction as a dual literacy practice

Walldén¹,

Larsson²

2021

L1 Educational Studies in Language and Literature

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The aim of this article is to contribute knowledge about how figurative language from literary texts is negotiated through oral interaction in second-language instruction. The material consists of transcriptions of recordings from a classroom study of basic adult second-language instruction involving two teachers and their two student groups. Theories of semantic waves and discursive mobility are used to explore and visualize discursive shifts between concrete and condensed abstract meanings. The results show a varied use of linguistic resources, where students' contributions often serve as a bridge between the teachers' concrete examples and abstract paraphrases in which lexical metaphors interplayed with grammatical metaphors. In some exchanges, characters and events in the literary texts were significantly expanded upon in the interaction as they were used as contextual resources. The study sheds light on second-language instruction as a dual disciplinary literacy practice, involving both language learning and the study of literary texts.

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Section: Discussionmentioning

confidence: 99%

Section: Grammatical and Lexical Metaphors In Previous Researchmentioning

confidence: 99%

Negotiating figurative language from literary texts: second-language instruction as a dual literacy practice

Walldén¹,

Larsson²

2021

L1 Educational Studies in Language and Literature

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“…Given that students encounter and process abstract knowledge of different kinds even in the early years of schooling (cf. Walldén, 2019Walldén, , 2020, there seems to be a great potential for enriching their understanding relating to the internet and the information which can be found there, thereby laying a foundation for critical literacy (Janks, 2013). We argue that the theoretical lens used in this study shows a possible step forward.…”

Section: Discussionmentioning

confidence: 88%

“…This includes the use of logical connections to explain what the internet is and the use of evaluative resources of language to describe attitudes towards the internet (cf. Martin & Rose, 2007;Walldén, 2020).…”

Section: Discussionmentioning

confidence: 99%

“Internet? That’s an app you can download”. First-graders use linguistic resources to describe internet and digital information

Brante

Walldén

2021

Education Inquiry

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Given young children's frequent use of the internet and the expectations formulated in policy documents such as the Swedish national curriculum, teachers need to promote critical awareness about information found online, even in the earliest years of schooling. Responding to the need for more information about how firstgraders understand the internet, we report on findings from focus group interviews concerning what students in Grade 1 think the internet is and what kind of experiences and linguistic resources they draw upon to express their understanding. Based on thematic and systemic-functional linguistic analysis, the results show that the children mostly express an understanding of the internet as something concrete, such as an app, as something encapsulated in apps or hardware and, more generally, as an enabler for the use of different apps. Students connections to using YouTube and games are prevalent, and their understanding of the internet is shaped by experiences of screen interactions when using these apps. On rare occasions, students hesitantly tried to formulate abstract perspectives concerning what the internet is or what it means. Possible directions for promoting and researching a more abstract understanding in pedagogical practice are discussed.

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“…This involved how the teacher directed students' attention to text features by asking questions and following up on their responses according to the triadic exchanges typical of classroom discourse (e.g., Mehan, 1979;Sinclair & Coulthard, 1975), alongside other interpersonal resources for engaging the students, such as the use of imperatives, exclamations, and evaluative resources of language (cf. Martin & Rose, 2007;Martin & White, 2005;Walldén, 2020b).…”

Section: Analytical Approachmentioning

confidence: 99%

Accepting or Challenging the Given? Critical Perspectives on Whole-class Readings of Texts in Social Studies

Walldén

2021

Journal of Language, Identity & Education

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Exploring how the information flow of social studies textbook spreads is negotiated in teacher-led interaction, the concern of this study is the conscious and critical use of teaching material in diverse student groups. The study involved a teacher and her Grade 6 students in a school with many migrant language learners. The data was gathered by observations, field notes, voice recordings, and the collection of teaching materials. Using social semiotic theory of visual design, the analysis of the textbook used in instruction shows that the layout perpetuated a Western-centric view of a divided world, along with an individualistic and anthropocentric view of environmental sustainability. The oral interaction, highlighting different text elements, largely reinforced the meaning perspectives promoted in the textbook. However, on occasion, the students were positioned to take a more analytical stance. Implications for using knowledge about information flow in textbooks to promote critical literacy practices in teaching are discussed.

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Communicating metaknowledge to L2 learners: A fragile scaffold for participation in subject-related discourse?

Cited by 10 publications

References 21 publications

Negotiating figurative language from literary texts: second-language instruction as a dual literacy practice

Negotiating figurative language from literary texts: second-language instruction as a dual literacy practice

“Internet? That’s an app you can download”. First-graders use linguistic resources to describe internet and digital information

Accepting or Challenging the Given? Critical Perspectives on Whole-class Readings of Texts in Social Studies

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