Academic Journal
Justifications for teaching literature: A survey study among teachers of Norwegian L1
| العنوان: | Justifications for teaching literature: A survey study among teachers of Norwegian L1 |
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| المؤلفون: | Myren-Svelstad, Per Esben, Grüters, Anna Ruth |
| المصدر: | 1-26 ; 22 ; L1-Educational Studies in Language and Literature ; 1 |
| بيانات النشر: | International Association for Research (ARLE) in L1-Education, University of Amsterdam, Kluwer Academic Publishers |
| سنة النشر: | 2022 |
| المجموعة: | NTNU Open Archive (Norges teknisk-naturvitenskapelige universitet / Norwegian University of Science and Technology) |
| الوصف: | The role and importance of imaginative literature in L1 education is a topic of continuous debate. In Norway, working with imaginative literature in several genres, and from various linguistic origins, is only one of several components in the L1 subject. In this article, we present the results of a survey aiming to investigate what literature can and should do in school, according to teachers. Using a qualitative hermeneutic content analysis, we analyze and categorize the survey results. We are guided by an affirmative approach to teachers’ competences, discussing the extent to which respondents demonstrate subject matter content knowledge. Our analysis enables us to isolate eight categories of justification, many of which show significant overlap with central tenets in literary theory, the curriculum, and L1 scholarship. However, we also find indications that critical literacy is undervalued. Furthermore, the Norwegian curriculum arguably motivates an instrumental use of literature as a way of developing general literacy or adding perspectives to topics addressed in other subjects. We propose visualizing the justifications teachers express in a model taking into account two dimensions: 1) whether they imply a primary focus on the text, the reader, or the context including the author; and 2) whether their goal is benefitting the student (e.g., in terms of skills) or promoting societal change. This model is intended to provide a flexible typology which literary educators at any level can use in order to critically assess their practice. ; publishedVersion |
| نوع الوثيقة: | article in journal/newspaper |
| وصف الملف: | application/pdf |
| اللغة: | English |
| تدمد: | 1567-6617 |
| Relation: | L1-Educational Studies in Language and Literature. 2022, 22 (1), 1-26.; urn:issn:1567-6617; https://hdl.handle.net/11250/3067973; https://doi.org/10.21248/l1esll.2022.22.1.494; cristin:2095420 |
| DOI: | 10.21248/l1esll.2022.22.1.494 |
| الاتاحة: | https://hdl.handle.net/11250/3067973 https://doi.org/10.21248/l1esll.2022.22.1.494 |
| Rights: | Navngivelse 4.0 Internasjonal ; http://creativecommons.org/licenses/by/4.0/deed.no |
| رقم الانضمام: | edsbas.46D1DBAF |
| قاعدة البيانات: | BASE |
Full Text Finder | تدمد: | 15676617 |
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| DOI: | 10.21248/l1esll.2022.22.1.494 |