Rethinking L1 Education in a Global Era: Understanding the (Post-)National L1 Subjects in New and Difficult Times 3030559963, 9783030559960

Table of contents :
Acknowledgements
Contents
Rethinking L1 Education in a Global Era: The Subject in Focus
1 Introduction
2 Focus and Territory
3 The Meta-themes
4 A Methodological Note
5 The Book
6 A Final (Personal) Note
References
Part I: History/Theory/Culture
Curriculum Inquiry, Didaktik Studies and L1 Education: Framing and Informing the L1 Subjects
1 Introduction
2 Dialogue/Debate?
3 A Curriculum (Inquiry) Perspective
4 A Didaktik Perspective
5 Conclusion: L1 Education and the ‘Curriculum-Didaktik’ Debate
References
From Grammar to Socio-interactionism: L1 Education in Brazil
1 Beginnings: The Construction of a Portuguese Language Teaching Tradition
2 The Latin-Jesuit Heritage and Nationalism
3 Communication and Expression
4 The Research-Based Approach: Socio-interactionism and Beyond
5 Conclusion: Paradigm Clashes in Everyday School Practice
References
English Teaching as L1 Education and the Ambivalent Project of National Schooling: Subject English in Comparative-Historical Perspective
1 Introduction
2 Situating and Problematising the ‘English’ Project
3 The Emergence of English in Comparative-Historical Perspective
4 Installing ‘English’ in Australia
4.1 The Emergence of ‘English’ in the United States
5 Conclusion
References
Curricular L1 Disciplinarities: Between Norwegianness and Internationality
1 Introduction
2 On Structure, Data, and Method
2.1 Norwegianness as Imported; or, Nationality as Internationality
3 Norwegianness and Internationality
4 On L1: A Note
4.1 ‘Fag’ Versus ‘Subject’ and ‘Discipline’: On Disciplinarity
4.2 Plan Versus Curriculum
4.3 Other ‘Norwegian’ Curricular Concepts and Their Translation into English
5 Norway’s National L1 Curricula (for Compulsory Education): Overview
6 Clarifying Domains and Aspects of L1 Disciplinarities
7 L1 Curricula and Impact from Theories of Linguistics and Communication
7.1 1939: Formalism?
7.2 1974: Semanticism?
7.3 1987: Functionalism – From Language to Communication
7.4 1997 (L97): Interaction and Communication
8 Kunnskapsløftet (LK06): From Disciplinarity to Disciplinarities
9 2013: Back to Communication
10 Curriculum 2020
11 80 Years of Changing Disciplinarities
11.1 Growing Awareness of L1 as a Disciplinary Phenomenon
11.2 Bullet-Point Design: Disciplinarity as Verb Versus Noun
12 International and National Influence on Curricular Knowledge Regimes
12.1 On Knowledge Regimes in Norwegian Educational Politics
12.2 School Policies and Regimes in Light of State Ideologies
12.3 Political Regimes Versus Disciplinary Paradigms?
13 Disciplinarities Summarised
13.1 Disciplinarities as L1 Disciplinarity – or ‘Norwegian’ as Forever Amalgamated?
13.2 Norwegianness Versus Internationality?
14 Summarising – Overview and Final Comments
References
Part II: Teaching the L1 Subjects
L1 Education and the Place of Literature
1 Introduction
2 Aesthetics in the L1 Classroom
3 Paradigm Shifts in the Literature Curriculum
4 Potential Tensions in the Literature Classroom: Teachers’ Perspectives
5 Teachers’ Priorities and Aims According to the TAMoLi-Study
6 Teachers’ Priorities and Beliefs According to the LiMet-Study
7 Challenges in the Literature Classroom
References
The Marginalisation of Literature in Swedish L1: A Victim of Socio-Political Forces and Paradigmatic Changes
1 Introduction
2 From a Report to the Assignment of The Lift of Reading
3 Promoting Reading
4 The Swedish School
4.1 School-Subject Swedish
5 A Theoretical Framework
6 Method
7 Literature in Primary and Secondary School: Years 4–9 in The Reading Lift
7.1 Fiction – Something Alien
8 Low Epistemological Value
9 Gaps
10 Unfamiliar Elements
11 Predictions
12 Strategies – Skill Training and Metacognition
13 Discussion and Analysis
14 Conclusion
References
Bildung and Literacy in Subject Danish: Changing L1 Education
1 Introduction
2 Background and Context – The Didaktik Tradition
3 Bildung
4 Subject Danish Around the Turn of the Millennium
5 A Disciplinary-Didactic Conceptualization of School Subjects
6 The Form of Knowledge of Subject Danish
7 A Ritualized Disciplinarity: ‘Voice’ as Bildung Metaphor
8 Bildung in Today’s Subject Danish
9 The Challenge of Global Import: Literacy and Bildung
10 Concluding Remarks
References
Between Grammar and Communication: Teaching L1 in the Czech Republic and England
1 Introduction
2 The Fundaments of the Czech Context
3 How to Understand Grammar in School?
4 The Story of Czech and English
5 The Roots: Classics
5.1 The Role of Linguistics in Czech
5.2 Real Needs vs. Formal Authorities’ Expectations – England
5.3 New Impulses: The Pragmatic-Communicative Turn in Linguistics
5.4 Political Interventions in England: The National Curriculum
5.5 The State We Are In
6 Discussion
6.1 Grammar, or Communication? – Knowledge, or Skills?
6.2 L1 Instruction and Politics
6.3 What Is L1 Instruction Anyway?
6.4 Standard, or Non-standard?
6.5 The School Subject and Its Mother Scientific Field
7 Conclusion
References
Part III: The Future, Now
The Ongoing Technocultural Production of L1: Current Practices and Future Prospects
1 Introduction
2 L1 and (Digital) Technologies in Recent History
3 Producing L1 as a Technocultural Subject: Examining ‘Local’ Indicative Examples
4 An Australian Example: Persuasive Language, #metoo and Twitter
5 A Greek Example: From Grammar Multimedia to the Grammar of Teaching
6 A Danish Example: From Coca-Cola Advertising to Website Mockups
7 Discussion and Conclusions
References
Nation and Nature in L1 Education: Changing the Mission of Subject English
1 Introduction: The Climate Crisis and Educational Responsibility
2 Nation and Nature
3 The Rise of Carbon English
4 Changing Climate/Changing English
5 Ecocritical English
6 A 3D Ecoliteracy Model
7 Nations and Nature in the Curriculum
8 Conclusion: Towards Ecocritical Literacy – Changing the Subject?
References
Part IV: Conclusion
Understanding the (Post-)National L1 Subjects: Three Problematics
1 Introduction
2 ‘Nation’ – Unfinished Business…
3 ‘Literacy’ – Intruder or Supplement?
4 ‘Paradigm’ – The Concept in Question
5 Conclusion
References