Students Navigating Shifting Literacy Expectations in Grade 6 History Teaching: A Qualitative Text-Based Study

Autor/in	Walldén, Robert
Titel	Students Navigating Shifting Literacy Expectations in Grade 6 History Teaching: A Qualitative Text-Based Study
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2148671 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2148671
Schlagwörter	Elementary School Students; Grade 6; History Instruction; Content Area Writing; Literacy; Expectation; Ethnography; Foreign Countries; Content Analysis; Tests; Abstract Reasoning; Textbooks; Homework; Semiotics; Sweden + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; History lessons; Geschichtsunterricht; Schriftliche Übung; Alphabetisierung; Schreib- und Lesefähigkeit; Expectancy; Erwartung; Ethnografie; Ausland; Inhaltsanalyse; Examination; Prüfung; Examen; Abstraktes Denken; Denken; Textbook; Text book; Schulbuch; Lehrbuch; Hausaufgabe; Semiotik; Schweden
Abstract	This qualitative study focuses on Grade 6 students' possibilities to engage in disciplinary writing practices in history teaching in a school located in a socially disadvantaged and linguistically diverse area. The aim is to contribute knowledge about how students negotiate different literacy expectations in the teaching. The researcher used ethnographic methods to follow one teacher and two groups of Grade 6 students for 12 weeks' teaching about the Vasa era in Swedish history. The material used consists of samples of students writing, parts of the text material they studied, and written questions they answered in tests and pre-writing discussion. In the analysis, systemic-functional linguistics (SFL) and thematic content analysis were employed to develop categories of literacy expectations based on the written questions. SFL was also used to analyze samples of the students' writing and relevant textbook material. The findings show that the expectations increased in a final test because most questions required causal reasoning. In contrast, the questions used in text discussions and homework tests conveyed a variety of literacy expectations, with an emphasis on chronological reconstructions of events. While some students adjusted their writing to causal reasoning, others relied on a reconstruct approach that adhered closely to the simple text material that was chronologically structured. Outlier examples showed students using multimodal representations, a substitute teacher's oral elaboration on a text, and resources of learner language in their answers. Implications for teaching that support all students' engagement in disciplinary practices of history are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01