Nationalt Videncenter for Læsning udvikler i samarbejde med pædagoger, lærere, forskere og andre viden om literacy til gavn for den enkelte og samfundet.

Nationalt Videncenter for Læsning
Humletorvet 3
1799 København V
+45 41 89 90 90
info@videnomlaesning.dk

EAN 5798009882882, att. sted 2210
CVR 30891732

Kalender

Studiekreds med Erika Matruglio

Erika Matruglio, Senior Lecturer ved University of Wollongong, School of Education, forsker i forbindelser mellem sprog, viden og holdninger i forskellige fag. Erika Matruglio gæster Skandinavien, og Nationalt Videncenter for Læsning inviterer til en studiekreds, hvor hun fortæller om sin seneste forskning i forbindelse med et større forskningsprojekt om udvikling af literacy fra 5. til 10. klasse i australske skoler.

Med øget fokus på literacy fra officiel side har projektets forskere undersøgt, hvordan literacypraksisser fremtræder i henholdsvis matematik-, science- og engelskundervisningen. Med udgangspunkt i klasserumsobservationer, undervisningsmaterialer og interviews med lærere og elever sættes der i dette oplæg fokus på literacy-udviklingen i engelskfaget.

Gennem anvendelse af systemisk funktionel lingvistik vises, hvordan en række problematiske aspekter ved engelskundervisningen henover skoleårene kan gøres synlige for lærere og elever, sådan at overgangene for eleverne bliver lettere.

Som forberedelse til studiekredsen udsendes artikler efter tilmeldingsfristen.

Program

Kl. 14.00: Velkommen med kaffe, te og kage
v. Lene Storgaard Brok, centerleder, Nationalt Videncenter for Læsning

Kl. 14.05: Freedom, constraint, clarity: what does progress in literacy mean?
Dr Erika Matruglio, Senior Lecturer in TESOL, School of Education, University of Wollongong, Australia
In this paper I draw together several different aspects from a larger research project to consider what progress in literacy from year 5 to year 10 means. The concept of cumulative progression in learning, and what this looks like in various disciplines, including in Mathematics, Science, and English and for different capabilities, including literacy and critical thinking, is becoming an increasing focus both in Australia and internationally. In the context of international and national performance reporting (such as PISA and TIMSS) and the resulting pressure for continual improved performance and growth, there is an urgent need to provide a research base upon which ‘learning progressions’ which might measure this growth can be developed.

In this paper I focus on the discipline of English across schooling years from year 5 to year 10 to investigate the conception of 'progress’ in that subject. Drawing on research data including observations of classroom teaching, work samples and teaching artefacts, and interviews with students and teachers, I focus on several disjunctions observed in students’ literacy ‘journey’ in subject English in Australia: tensions between freedom and constraint in self-expression, scaffolding and clarity of expectations and differential teaching and assessment focuses on speaking, reading and writing. In focusing on these disjunctions I draw attention to points of transition which may prove problematic for some students. I also suggest how insights gained from analysis using tools from Systemic Functional Linguistics can make problematic aspects in the teaching and learning of subject English across the schooling years more visible to teachers and learners so that student transitions might be ‘smoothed’. While these data are based in the Australian educational context, the disjunctions I raise are underpinned by principles and pedagogies common across several educational jurisdictions and the findings will have relevance to a broad educational audience.

Kl. 16.00: Tak for i dag

Bilag

Del siden på email

Du deler et link til siden: Studiekreds med Erika Matruglio


Tilmeld dig Mary Schleppegrell

Dette felt er påkrævet.