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L1-educational Studies in Language and Literature | 2007

Starting points: paradigms in mother tongue education

Wayne Sawyer; P.H.M. van de Ven

[authors]. Mother-tongue education curriculum is in a constant state of debate. Indeed, the field may be accurately characterised as polyparadigmatic. We use three specific sets of analyses to discuss the curriculum variety of the field: ten Brinke’s classification of dimensions, Matthijssen’s rationality theory and Englund’s concept of competing meta-discourses. We then conceptualise the field in terms of paradigm competition, specifically discussing academic, developmental, communicative and utilitarian paradigms. We finish with a case study of the historiography of curriculum paradigms in English. Dutch. Samenvatting [translation Tanja Janssen] Het moedertaalonderwijs staat voortdurend ter discussie. Het terrein kan waarschijnlijk nog het beste gekarakteriseerd worden als ‘poly-paradigmatisch’. In onze bespreking van variatie binnen het moedertaalcurriculum gebruiken we drie specifieke bronnen: de indeling in dimensies van Ten Brinke, de rationaliteiten theorie van Matthijssen en de met elkaar wedijverende meta-gesprekken van Englund. Vervolgens beschrijven wij het terrein als een strijd tussen paradigma’s, waarbij we met name ingaan op academische, ontwikkelingsgerichte, communicatieve en utilitaire paradigma’s. We besluiten met een gevalsstudie van geschiedschrijving van paradigma’s binnen het curriculum Engels. French. Resume [transation Laurence Pasa] Les programmes d’enseignement des langues maternelles constituent un sujet de debat permanent. En effet, le theme peut se definir comme polyparadigmatique. Trois perspectives d’analyses specifiques sont 6 SAWYER & VAN DE VEN utilisees pour interroger la variete des programmes d’enseignement : les dix dimensions de la classification de Brinke, la theorie de la rationalite de Matthijssen et le concept des metadiscours concurrents d’Englund. Nous problematisons ensuite cet objet d’etude en termes de concurrence de paradigmes, discutant specifiquement les paradigmes academiques, developpementaux, communicatifs et utilitaires. Nous terminons avec une etude de cas historiographique des paradigmes sous-jacents aux programmes d’enseignement de l’anglais. Polish. Streszczenie [translation Elzbieta Awramiuk] Program nauczania jezyka ojczystego stanowi nieustanny przedmiot dyskusji. Obszar ten najcelniej charakteryzuje określenie ‘poliparadygmatyczny’. Aby zaprezentowac zroznicowanie programow nauczania na tym polu, omawiamy trzy specyficzne teorie: klasyfikacje wymiarow ten Brinke’a, teorie racjonalności Matthijssena i koncepcje rywalizacji metadyskursow Englunda. Nastepnie definiujemy ten obszar jako paradygmat rywalizacji, w szczegolności dyskutując paradygmaty: akademicki, rozwojowy, komunikacyjny i utylitarny. Na zakonczenie prezentujemy studium przypadku historiografii paradygmatow programow nauczania w Anglii. Portuguese. Resumo [Translation Poulo Feytor Pinto] O curriculo de lingua materna esta em permanente debate. Com efeito, esta area pode ser claramente caracterizada como poliparadigmatica. Nos utilizamos tres conjuntos de analises para abordar a variedade curricular desta area: a classificacao de dimensoes, de ten Brinke, a teoria da racionalidade, de Matthijssen, e o conceito de metadiscursos em competicao, de Englund. Conceptualizamos depois a area em termos de competicao entre paradigmas, abordando especificamente os paradigmas academico, desenvolvimentista, comunicativo e utilitarista. Concluimos com um estudo de caso sobre a historiografia dos paradigmas curriculares em Ingles.


L1-educational Studies in Language and Literature | 2009

The Literature Classroom: Spaces for Dialogue.

Brenton Doecke; P. Gill; Bella Illesca; P.H.M. van de Ven

The following article constructs an account of the pedagogy of a teacher of literature in an Australian secondary school. It provides a small window on her professional practice, and draws on a range of data, including notes made by a ‘critical friend’ as she observed the teacher giving lessons over several days. The participating teacher shared her lesson plans and engaged in conversations with her critical friend, as well as writing reflections about her teaching. In addition to recording classroom observations, the critical friend wrote extended reflections about what she had observed, sometimes in response to the teacher’s ensuing reflections about the success of the lessons. The study thus arises out of a professional dialogue between the teacher and her critical friend, and it attempts to convey a sense of their continuing conversation, as they reflect on what they have learnt from their collaboration. The article captures not only the professional learning which the teacher and her critical friend experienced through their ongoing dialogue, but the exchanges that occurred in this teacher’s classroom, as her students engaged in interpretive discussions in response to the text they were studying. The very best literature classrooms so this article maintains enable students to engage in exploratory talk (Barnes, 1978), where the very notion of ‘literature’, as an esteemed body of texts, is open to interrogation. The students in this classroom appropriate the language of literary analysis in a dialogical way (Bakhtin, 1981), making this language their own through their discussions of the work of a distinguished Australian writer. The protocols for classroom observation that were followed derive from the International Mother Tongue Education Network (IMEN), which positions teachers and academics as collaborators in research on the 6 B. DOECKE, P. GILL, B. ILLESCA, & P.-H. VAN DE VEN teaching of L-1, with the aim of facilitating comparative research on mother tongue education in various national settings. Rather than judging the work of individual teachers, the aim is to create opportunities for them to reflect on their teaching and to articulate their views and values in dialogue with educators in other countries. The goal of the following article is not simply to present the results of a research project, but to prompt readers to enact the interpretive activities at the heart of this inquiry into the teaching of literature. This article is itself a vehicle for others to join in a wider conversation about the teaching of literature across national boundaries.


Mattsson, M; Vidar Eilersten, T.; Rorrison, D. (ed.), A Practicum turn in Teacher Education | 2011

Reflections From A ‘Dutch’ Perspective

P.H.M. van de Ven

A ‘practicum turn’ is a well-known phenomenon in my Dutch context. In the Netherlands this turn is formulated in the new concept of werkplekleren (‘workplace learning’), indicating that preservice teachers learn at and from the workplace. This concept replaces earlier concepts like stage (apprenticeship), hospitium (apprenticeship, but with some connotation towards hospitality, the trainee being a guest in the school) and simply praktijk (practice, indicating the importance of action). At present werkplekleren is considered a means to bridge the long-standing gap between theory and practice.


L1-educational Studies in Language and Literature | 2008

Integrating Theory and Practice. Learning to teach L1 language and literature.

van Klaas Veen; P.H.M. van de Ven

Against the background of the central dilemma in teacher education of the relationship between theory and practice, this article reports a teacher education approach that strongly emphasizes the use of theory in learning to teach, assuming that teaching is also an intellectual activity. A main starting point is the subject pedagogy, the ‘Fachdidaktik’, in this case of Dutch language and literature, integrated as much as possible with educational theories. Furthermore, reflection is assumed to be based upon theory: Discourses concerning three different aspects of teaching and learning, resulting in instrumental, substantial, and critical reflection. The article presents a theoretical framework to use for student teachers to understand and examine their teaching. Furthermore, the pedagogy of this approach is reported and discussed. To illustrate this approach, the work of one student teacher is presented and analyzed.


L1-educational Studies in Language and Literature | 2012

Interpretation and literary competences: empirical approaches to key concepts in literary education

Tanja Janssen; I. Pieper; P.H.M. van de Ven

Janssen, T., Pieper, I.,& Van de Ven, P.-H. (2012). Interpretation and literary competences. Empirical approaches in key concepts in literary education. Editorial. L1-Educational Studies in Language and Literature, 12, p. 1-3. Corresponding author: Tanja Janssen, Research Institute for Child Development & Education, University of Amsterdam; Nieuwe Prinsengracht 130, 1018 VZ, Amsterdam, the Netherlands, email: [email protected]


Archive | 2011

Literary Praxis. A Conversational Inquiry into the Teaching of Literature

P.H.M. van de Ven; Brenton Doecke


Domovic, V.; Gehrman, S.; Helmchen, J.; Krüger-Potratz, M.; Petravic, A. (ed.), Europäische Lehrerbildung: Annäherung an ein neues Leitbild: Berichte aus West- und Südeuropa | 2013

Teacher education in the Netherlands

D.A. Boon; S. Kroon; P.H.M. van de Ven


Ax, J., Ponte, P. (ed.), Critiquing Praxis. Conceptual and Empirical Trends in the Teaching Profession. | 2008

Pragmatic and politically neutral: The image of the Academic Secondary School Teacher in the Discourse of Teacher Education.

P.H.M. van de Ven; H.W. Oolbekkink-Marchand


Archive | 2012

...... Maar vraag me niet om na te denken. Een beschouwing over schoolvak, vakdidactiek en lerarenopleiding Nederlands.

P.H.M. van de Ven


L1-educational Studies in Language and Literature | 2012

Literary Praxis: Engaging with Texts in Classroom Settings

Brenton Doecke; P.H.M. van de Ven

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Wayne Sawyer

University of Western Sydney

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