Students’ Resources for Stance-taking in the Literature Classroom

Kristine Kabel

    Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskning

    Abstract

    Making aspects of privileged ways of participating visible is central to support students’ literacy development within different educational disciplines (Hasan, 1996, 2011). In my doctoral work I focus on the discipline of literature in lower secondary school in the school subject of Danish, exploring students’ resources for stance-taking in their written literary response texts. In my presentation on Friday I will outline the theoretical grounding of the study and the preliminary findings. Drawing on the appraisal system within SFL (Hood, 2011; Martin & White, 2005) and the dimension of specialization within LCT (Maton, 2007, 2010), my analyses show a variation in students’ interpersonal meaning-making choices, linking their literary response texts within the same task to either primarily a knower or a knowledge code. This variation suggests a tension in the literature education at this time of schooling, and as such the study aims at supporting discussions of privileged ways of participating and of co-constructing codes in the discipline, and thereby support the lower secondary teacher in a visible pedagogy.
    OriginalsprogEngelsk
    Publikationsdato2015
    StatusUdgivet - 2015
    BegivenhedFriday Afternoon Seminr - Sydney University, Sydney, Australien
    Varighed: 13 mar. 201513 mar. 2015

    Konference

    KonferenceFriday Afternoon Seminr
    LokationSydney University
    LandAustralien
    BySydney
    Periode13/03/1513/03/15

    Emneord

    • Børn og unge

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