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.
|Status||Udgivet - 2015|
|Begivenhed||Friday Afternoon Seminr - Sydney University, Sydney, Australien|
Varighed: 13 mar. 2015 → 13 mar. 2015
|Konference||Friday Afternoon Seminr|
|Periode||13/03/15 → 13/03/15|
- Børn og unge