Articoli di riviste sul tema "Engelsk teater"

Teachers’ interpretations of the core aims of a school subject open or constrain what can be taught and learned in the subject in school. The global spread of English and its changing status in the world have impacted how English as a school subject is understood and what it is meant to achieve. This article explores teachers’ understandings of the core aims of English as a school subject at the end of basic English education in Norway. Data consist of interviews with 12 teachers across six schools in a large school district. Qualitative analyses of the data identify four core aims: 1) acquiring content knowledge of English-speaking countries, 2), developing communicative language ability 3) developing linguistic knowledge of English and 4) developing the democratic citizen. While acquiring knowledge and learning to communicate in English are dominant in teacher understanding, linguistic knowledge of English and democratic participation are much less pronounced. These findings are discussed in light of future needs for English as a world language. Finally, suggestions are made for bridging the way English as a school subject is understood today and imagining an alternative for the future. Key words: English as a school subject, core aims, teacher cognition, lower secondary school, NorwayHva er kjernemålene i engelskfaget på ungdomstrinnet i skolen? En studie av lærers forståelseSammendragLærernes tolkning av de sentrale målene for et skolefag er avgjørende for hva som kan undervises og læres i faget i skolen. Utbredelsen av engelsk og språkets endrede status i verden påvirker hvordan faget forstås og hva som oppleves som hensikten med faget. Denne artikkelen utforsker læreres oppfatninger av de sentrale målene for engelskfaget i grunnskolen i Norge.Datamaterialet består av intervjuer med 12 lærere ved seks skoler i en stor kommune. Gjennom kvalitative analyser av intervjudata er fire sentrale mål identifisert: 1) Å tilegne seg kunnskap om engelsktalende land, 2) Å utvikle kommunikative ferdigheter, 3) Å utvikle engelsk språk- (lingvistisk-) kunnskap og 4) Å utvikle demokratiske medborgere. Mens kunnskapstilegnelse og utviklingen av kommunikative ferdigheter er dominerende i lærernes forståelse, er kunnskap om det engelske språksystemet og opplæring i demokratisk deltagelse mindre tydelig i materialet. Funnene blir diskutert med tanke på fremtidige behov for engelsk som verdensspråk. Til slutt presenteres et forslag for hvordan man kan bygge broer mellom forståelsen av engelsk som skolefag i dag og et mulig alternativ til dette i fremtiden.Nøkkelord: Engelsk som skolefag, kjernemål, formål, sosial praksis, lærerdiskurs, Norge

Merk: Denne artikkelen ble publisert i tidsskriftet FOU i praksis. Tidsskriftet skiftet navn til Nordisk tidsskrift for utdanning og praksis i september 2019. Hovedtemaet i artikkelen er hvordan en praksisnær lærerutdanning i engelsk ved UiT Norges arktiske universitet kan videreutvikles. Vi diskuterer hvordan integrerte «praksisopplegg» kan forberede lærerstudenter ytterligere til deres profesjonelle rolle i skolen, med fokus på undervisning i engelsk grammatikk og uttale i lys av teori om språklæring. Viktige parter i arbeidet er Universitetsskoleprosjektet ved UiT, faglærere ved Institutt for lærerutdanning og pedagogikk ved UiT og studenter i mastergradsprogram i lærerutdanning. Datagrunnlaget i prosjektet er hentet fra spørreundersøkelser blant deltakende masterstudenter, og funnene tyder på at «praksisopplegg» som strategi kan være positive bidrag i studentenes forberedelse til å undervise i engelsk språk. Sitér: Holmbukt, T. og Son, M. (2017). Praksisnær lærerutdanning – et eksempel fra engelskfaget. Tidsskriftet FoU i Praksis, 11(2), 75–93. English abstract English title: Improving theory and practice integration in teacher education: An example from the subject of English This article discusses a strategy to improve the connection between theory and practice within teacher education English courses at UiT the arctic university of Norway. It discusses how integrated ‘praksisopplegg’ may help student teachers prepare for their teaching profession, in particular for developing pedagogical competence in teaching grammar and pronunciation. Important partners in this project are the University project at UiT, teachers at the Department of Education, UiT, and student teachers in the Master of Education programme. The data material is collected via questionnaires distributed to participating students, and the findings suggest that the strategy ‘praksisopplegg’ can give positive outcomes in helping student teachers improve their pedagogical skills in teaching English (in particular, grammar and pronunciation) in Norwegian schools.

Denne artikkelen presenterer en studie av den type læring praktiserende engelsklærere i norsk grunnskole selv rapporterer etter et års videreutdanningsstudium i engelsk. Et pedagogisk utviklingsprosjekt på egen skole inngikk som en sentral del av studiet. Studien gir et innblikk i hvilke aspekter ved skolefaget engelsk som erfarne lærere definerer som hoved­utfordringer i undervisningen og utbyttet de har hatt av prosjektene sine. Artikkelen bygger på data fra den kritiske refleksjonen som lærerne gir uttrykk for mot slutten av prosjektene sine. På bakgrunn av kvalitativ innholdsanalyse av prosjektrapportene identifiseres vesentlige felles språkdidaktiske elementer i lærernes konseptualisering av sin egen rolle og egne prioriteringer overfor elevenes læring. Denne typen lærerforskning kan få viktige følger for opplæringen i studiefaget engelsk i lærerutdanningen. Relevante forestillinger blant praktiserende lærere kan kanaliseres tilbake til lærerutdanningen for på den måten å mediere studentenes profesjonsforberedelse og deres framtidige arbeid som engelsklærere. Sentrale språkdidaktiske tema blir trukket fram, som i sin tur kan fungere som analytiske begreper og verktøy for engelskstudentene i forberedelsen til de komplekse praktiske utfordringer i klasse­rommet. Kontakt med denne typen forskning på egen undervisning som erfarne lærere har gjennomført med fokus på det de opplever som engelskfaglige utfordringer, kan hjelpe lærerstudentene til å knytte sammen teori og praksis og bidra til å senke deres affektive filter når de starter som lærere. Denne artikkelen munner ut i en diskusjon om hvilke former denne tilbakemeldingen fra praksisfeltet kan ta.Nøkkelord: utdanning av engelsklærere, profesjonsutvikling, læreres forskning, læreres læring, språkdidaktikkAbstractThis article presents a study of the learning reported by practising teachers of English in Norwegian primary and lower secondary schools. The teacher reports were in connection with a year’s further-education course in English, which included a pedagogical development project at their own school. This study provides insights into what aspects of the subject the practising teachers defined as their main instructional challenges in the classroom and what their main learning outcomes were. The data for this article are critical reflections articulated by the teachers at the end of their projects. Based on qualitative content analysis, I identified salient language-pedagogical features and commonalities in the teachers’ conceptualisations of their role and priorities with respect to student learning. This kind of language teacher research can have important implications for the way English is taught in initial teacher education. Relevant teacher cognitions can be channelled back to student teachers to mediate their professional preparation in the teacher education programme and their future work as English teachers. The central language-pedagogical issues identified in their research can be used as analytical and reflective tools for student teachers in their preparation for the complex practicalities of the classroom. Exploring the research that practising teachers have conducted into challenges they identified can help students connect theory with practice as well as contribute to lowering the affective filter of novice teachers. This article ends with a discussion of possible forms that this professional feedback loop can take.Keywords: english language teacher education, professional development, teacher research and development, teacher learning, language pedagogy

Denne artikkelen handler om norske engelsklæreres kompetanse i å arbeide med barn som har et annet morsmål enn norsk, og som lærer engelsk som fremmedspråk. Problemstillingene er "Hva slags utdanning og kunnskap innen flerspråklighet har engelsklærere i Norge?," "I hvilken grad føler engelsklærere i Norge seg forberedt på å undervise i flerkulturelle og flerspråklige klasserom?" og "Hvilken type kunnskap, ferdigheter og ressurser føler de behov for?". Vi presenterer resultater fra en nasjonal spørreundersøkelse hvor i alt 176 engelsklærere deltok. I tillegg presenterer vi resultater fra fokusintervjuer med i alt fire lærere fra to skoler. Resultatene viser at selv om engelsklærerne til en viss grad føler seg forberedt på arbeid med elever som ikke har norsk som morsmål, har svært få av dem utdanning som fokuserer på flerspråklighet. Svarene fra spørreundersøkelsen og fra intervjuene viser at engelsklærerne gjerne vil ha mer kompetanse på dette området. Vi vil derfor understreke betydningen av utdanning i teori og praksis om flerspråklig utvikling og flerkulturell utdanningsteori, og ikke minst betydningen av tilgang til faglig utvikling som fokuserer på flerspråklighet i skolen og i samfunnet for engelsklærere i Norge.Nøkkelord: engelsklærere, kompetanse, språkpedagogisk kunnskap,flerspråklighet, lærerutdanningAbstractThis paper examines the extent to which English teachers in Norway are prepared to work with children whose mother tongue is not Norwegian, and who are acquiring English as a foreign language. The research questions are “What type of education and knowledge in the area of multilingualism do English teachers in Norway have?,” To what extent do English teachers in Norway feel they are prepared to teach in a multicultural and multilingual classroom?,” and “What kinds of knowledge, skills and resources do they feel a need for?” We present the results of a national survey completed by 176 teachers. In addition, we present results from focused interviews with four English teachers from two schools. The results show that although English teachers feel somewhat prepared for work with students who are not native speakers of Norwegian, very few of them have an education with focus on multilingualism. Responses from the survey and the interviews show that English teachers would like to have more expertise in this area. Therefore, we want to emphasize the importance of providing English teachers in Norway with education in theory and practice of multilingual development and multicultural education as well as access to professional development that focuses on multilingualism in schools and in society.Key words: English teachers, preparedness, knowledge of language teaching methods, multilingualism, teacher education

AbstractExperiencing literature is part of the English as a foreign language (EFL) subject in Norway. It is both challenging and possible to educate competent reading teachers who can foster this experience. The present article is a thematic exploration of some of these challenges and possibilities. The challenges are discussed under four headings: the profession of the teacher educator; the complaint that student teachers do not read enough; the role of national tests in forming how reading in English is taught in school; and the challenge of making sense of the concept of reading strategies. The second part of the article considers possibilities. These are grounded in the principle that teacher educators should not primarily lecture. Instead, they should alternate systematically between enactment and metacognition. The article describes scenarios in which students try out a sequence of pre-, during- and post-reading activities related to the short story “The Demon Lover” by Elizabeth Bowen. After engaging with each activity, the students take part in a reflection led by the teacher educator on their experience as readers, the learning potential of the activity, and questions related to its adaptation and organisation in a diverse school classroom. This operationalisation of a pedagogy of enactment (Grossman et al., 2009) allows student teachers to gain experience of and reflect on core practices. In the present case, the core practice is the planning and teaching of coherent and motivating learning sequences that promote increased reading motivation and proficiency in the English language classroom.Keywords: teacher education, subject English, reading strategies, learning sequence, metacognitionUtfordringer og muligheter i utdanningen av leselærere i engelskfagetSammendragLitteraturopplevelser hører til i engelskfaget i norsk skole. Det er både ut-fordrende og mulig å utdanne kompetente leselærere som kan fremme slike opplevelser. Denne artikkelen er en tematisk utforskning av noen av disse utfordringene og mulighetene. Utfordringene diskuteres under fire overskrifter: lærerutdanneren som profesjonsutøver; misnøyen med at studenter ikke leser nok; betydningen av nasjonale prøver for hvordan lesing i engelsk er undervist i skolen; og utfordringen med å forstå lesestrategier som konsept. Den andre delen av artikkelen tar for seg mulighetene som ligger i prinsippet om at lærer-utdannere ikke primært skal forelese. Isteden bør de veksle systematisk mellom utøvelse og metakognisjon. Artikkelen beskriver en sekvens hvor studenter prøver ut før-, under- og etter-lesningsaktiviteter tilknyttet Elizabeth Bowens novelle “The Demon Lover”. Etter å ha engasjert seg i hver aktivitet, deltar studentene i en refleksjon ledet av lærerutdanneren, hvor de drøfter sine opplevelser som lesere, aktivitetens læringspotensial, og spørsmål om tilpasning og organisering av aktiviteten i et mangfoldig klasserom. Denne operasjonaliseringen av en enactment-pedagogikk (Grossman et al., 2009) gir lærerstudenter anledning til å skaffe seg erfaring med og reflektere over kjerne-praksiser. I dette tilfellet er kjernepraksisen det å planlegge koherente og moti-verende læringssekvenser som fører til økt lesemotivasjon og kompetanse i det engelske klasserommet.Nøkkelord: lærerutdanning, engelskfaget, lesestrategier, læringsøkt, metakogni¬sjon

Since in 1993 the Dutch government set detailed goals for educational programmes on secondary schools for 14-year-olds, writing EFL materials has become an increasingly complex task for textbook writers. Not only are they supposed to deal with these new objectives, but they are also expected to cater for all pupils within that age-group and ensure that (teacher)independent learning can be achieved. Writing course books for all pupils implies writing for pupils with language learning difficulties as well. In a newly developed English course a distinction was made between dyslexic pupils, who experience purely phonological problems, on the one hand and poor language learners, who in addition are characterized by a poor general understanding on the other. In this article the editor of 'Worldwide', the new Dutch EFL course, reports on how the various elements mentioned above have been incorporated into the material.

What could it mean for educators within the “core disciplines” to teach in ways that challenge multiple forms of oppression? This article explores the implications of various post perspectives on anti-oppressive education – especially poststructuralist perspectives – for social studies, English, mathematics, and science classrooms. The author focuses on two main theoretical contstructs: unknowability, multiplicity, and looking beyond the known; and resistance, crisis, and resignifying the self. The post perspectives on anti-oppressive teaching and teacher education resist offering utopian practices. Instead they suggest approaches to troubling our practices and imagining different possibilities for teaching and learning. By looking beyond the repetition of commonsense and tradition, they offer insights that can help improve the educational experiences of all our students.

Denne artikel diskuterer udviklingen af adjunktpædagogikum inden for rammerne af AU’s internationaliseringsstrategi 2014 hvori det forudses at uddannelsernes indhold skal have en international dimension, og at der skal tages højde for de studerendes sproglige og kulturelle forskellighed i undervisningen. Det nuværende adjunktpædagogikum i to spor – et dansk og et engelsk – beskrives og diskuteres. På baggrund heraf fremlægges og diskuteres et forslag til et alternativ der i højere grad kunne tage højde for internationaliseringsstrategiens intentioner og fremme samarbejde mellem adjunkterne på tværs af deres sproglige og kulturelle forskelligheder. På denne måde ville adjunktpædagogikum i højere grad afspejle de vilkår som gælder for universitetets uddannelser i det hele taget, og styrke inklusionen af alle adjunkter på universitetet. This article discusses the development of the teacher training programme for assistant professors within the framework of Aarhus University’s Internationalisation Strategy 2014. This strategy outlines the need for the curricula to have an international dimension, and for delivery to take into account the students’ linguistic and cultural differences. At present the English and Danish tracks are treated separately in the teacher training programme, but this article proposes an alternative model that could take into consideration the intentions of the internationalisation strategy to a much higher degree and promote collaboration among the assistant professors across linguistic and cultural differences. In this way, the teacher training programme would be able to reflect the conditions that determine the study programmes offered by the university and strengthen the inclusion of all assistant professors at the university.

The current study focused on exploring attitudes towards sportive activities of mentally disabled individuals shown by the 1st and 4th year candidate teachers who studied at teaching departments of Education Faculty and Sports Sciences Faculty of Muğla Sıtkı Koçman University during 2015-2016 academic year. In the study; a general survey model was used. “Personal Information Form” designed by the researchers and “Attitude Scale of Individuals Having Mental Disabilities towards Sports Activities (ASIHMDSA)” designed by İlhan, Esentürk and Yarımkaya (2016) were administered to the participants. Attitudinal levels of the participants were compared in relation to sex, academic grade, presence of a disabled member in the family, witnessing sportive activities of the disabled and receiving sports education for the disabled during their education. Sample of the study was consisted of a total of 560 candidate teachers who volunteered to join the study (336 female candidate teachers and 224 male candidate teachers). Mann-Whitney U was used for data analyses. As far as the study-findings were concerned, there were no statistically significant differences in participants’ level of attitudes towards sportive activities of mentally disabled individuals in terms of sex, witnessing sportive activities of the disabled, presence of a disabled member in the family and academic grades (P>0.05). However, in the comparisons statistically significant differences were found in terms of receiving sports education for the disabled during their education and faculty types (P<0.05). As a result; it may be argued that it will have a positive impact for candidate teachers to receive sports courses for the disabled during their higher education in order to raise attitudinal level towards sportive activities of mentally disabled individuals.Extended English abstract is in the end of PDF (TURKISH) file.ÖzetBu araştırma, 2015-2016 eğitim öğretim yılı Muğla Sıtkı Koçman Üniversitesi Eğitim ve Spor Bilimleri Fakültelerinin öğretmen yetiştirme bölümlerine devam eden 1 ve 4. Sınıf, öğretmen adaylarının, zihinsel engelli bireylerin sportif etkinliklerine yönelik tutumlarını belirleme amacına odaklanmıştır. Çalişmada genel tarama modeli kullanılmıştır. Katılımcılara, araştırmacılar tarafından geliştirilen “Kişisel Bilgi Formu” ve İlhan, Esentürk ve Yarımkaya (2016) tarafından geliştirilen “Zihinsel Engelli Bireylerin Sportif Etkinliklerine Yönelik Tutum Ölçeği (ZEBSEYTÖ)” kullanılmıştır. Katılımcıların tutum düzeyleri, cinsiyet, sınıf, ailede engelli bir bireyin bulunup bulunmaması, engellilerin spor eğitimine tanık olma durumları ve eğitimleri içerisinde engellilere yönelik spor eğitimi alma durumları açılarından mukayese edilmiştir. Çalışmaya gönüllü olarak katılmayı kabul eden 336’sı kadın, 224’ü erkek olmak üzere genel toplamda 560 öğretmen adayı oluşturmuştur. Verilerin değerlendirilmesinde Mann-Whitney U testi kullanılmıştır. Elde edilen bulgularda katılımcıların, cinsiyet, engellilerin spor eğitimine tanık olma, ailede engelli bireye sahip olma ve sınıf değişkenleri açısından, zihinsel engelli bireylerin sportif etkinliklerine yönelik tutum düzeyleri arasında istatistiksel olarak anlamlı bir farklılık tespit edilmemiştir (P>0,05). Buna karşılık, eğitimleri içerisinde, engellilere yönelik spor eğitimi alma değişkeni ve öğrenim gördükleri fakülteler açısından yapılan karşılaştırmada, istatistiksel olarak anlamlı düzeyde farklılık tespit edilmiştir (P<0,05). Sonuç olarak, zihinsel engellilerin spor etkinliklerine yönelik tutum düzeyinin arttırılabilmesi için, öğretmen adaylarının eğitimleri içerisinde Engellilerde Spor dersi almalarının, pozitif yönde bir etkiye sahip olabileceği söylenebilir.

In the first part of the paper a survey is given of the (mainly negative) effects of subordinating the greater part of skills and "subject"training in the "old" programme to the translations, which served as the main didactic and exam procedure as well as the implicit objective for what was after all supposed to be a teacher training course. Next, a sketch is given of the process and results of reprogramming and "renovating" the old training with special attention to the function of the translations in the "new" programme which have now been integrated with/subordinated to skillstraining in general and to reading and writing in particular. Finally, the "old" and "new" programmes are compared and contrasted as to their merits and effectiveness as teacher training courses and a few recommendations are made for the development of teaching materials which are geared to the new and different role of the translations in part-time teacher training English second and third grade in the Netherlands.

O presente artigo tem como objetivo discutir aspectos do trabalho docente na educação profissional (EP) tendo como base a práxis revolucionária. Para isso, recorremos aos estudos de Konder (1992), Marx e Engels (1998) e Vázquez (2011). Logo, o referencial teórico e metodológico está imbricado no materialismo-histórico dialético. Partimos do pressuposto de que a EP é uma modalidade de ensino que está inserida no contexto de disputas antagônicas. Por essa razão, defendemos uma EP que busque evidenciar o trabalho como princípio educativo, a partir de um currículo integrado com vistas à formação humana integral dos sujeitos. Nesse sentido, o professor que atua na EP carece de construir uma consciência de classe, tendo em vista que a práxis revolucionária busca a transformação da sociedade atual. Para além disso, urge a necessidade de aproximações mutualísticas entre os componentes curriculares da formação profissional para com aqueles da formação geral. Compreendemos que a revolução acontece nos mais variados espaços, com as mais variadas pessoas e estilos de pensamento e ação. Todos esses pequenos movimentos podem corroborar no sentido de buscar uma transformação de realidades coletivas, sobretudo daqueles mais carentes. O professor, nesse caso, é um sujeito fundamental – mas não único – nesse processo.Palavras-chave: Educação profissional. Práxis revolucionária. Formação de professores.THE PROFESSIONAL EDUCATION TEACHER AND THE REVOLUTIONARY PRAXISAbstract The article aims to analyze the work of teachers in Vocational Education (PE) following the revolutionary praxis. We consulted the research of Konder (1992), Marx and Engels (1998) and Vázquez (2011). Our method is historical dialectical materialism. We defend a Vocational Education with work as an educational principle, integrated curriculum and integral human formation. The teacher needs to have a class consciousness because revolutionary praxis wants to transform today's society. We believe in the relationship between general education subjects and technical subjects. We know that the revolution happens in many places, with many different people and different styles of thinking the world. The teacher is fundamental in this process, but not the only one.Keywords: Professional education. Revolutionary praxis. Training teachers.EL PROFESOR DE EDUCACIÓN PROFESIONAL Y LA PRAXIS REVOLUCIONARIA ResumenEste artículo tiene como objetivo discutir aspectos del trabajo docente en Educacion Profesional (EP) basado en la praxis revolucionaria. Para ello, recurrimos a los estudios de Konder (1992), Marx y Engels (1998) y Vázquez (2011). Así, el marco teórico y metodológico está incrustado en el materialismo histórico dialéctico. Asumimos que la EP es una modalidad de enseñanza que se inserta en el contexto de disputas antagónicas. Por esta razón, defendemos una EP que busca destacar el trabajo como un principio educativo, basado en el currículo escolar integrado con miras a la formación humana integral de las personas. Los profesores que trabaja en EP necesita construir una conciencia de clase, ya que la praxis revolucionaria busca la transformación de la sociedad actual. Además, existe la necesidad de aproximaciones mutualistas entre los componentes curriculares de la formación profesional y los de la educación general. Sabemos que la revolución ocurre en los espacios más variados, con las más variadas personas y estilos de pensamiento y acción. Todos estos pequeños movimientos pueden corroborar la búsqueda de una transformación de las realidades colectivas, especialmente las más necesitadas. El profesor es un tema fundamental en este proceso, pero no el único.Palabras clave: Educacion profesional. Praxis revolucionaria. Formación de Profesores.

AbstractThis article presents a study of current English writing instruction practices in a selection of Norwegian upper secondary schools and discusses how this draws upon ideas within genre-pedagogy. The data comprises individual and focus-group interviews, observation reports and some teaching material. The study shows that English teachers focus on teaching genre requirements and adjustment of language to task and context. However, despite agreeing on the importance of teaching how to write specific text-types and to adjust to the situation at hand, there seems to be different opinions about how detailed instruction should be. Some teachers fear that too explicit instruction may hinder creativity, while others emphasise the need to learn how to structure a text, and to open up for creativity within certain writing frames. In spite of the differences, the practices revealed in this study comply quite well with genre-pedagogy. From the findings in this article, it seems like there is a need to develop and make available teaching material in English to be used in writing instruction, and also to improve the English teacher education with regard to the teaching of writing.Keywords: Writing instruction, genre-pedagogy, teaching-learning cycle, con-text and modellingSammendragDenne artikkelen presenterer en studie av engelsk skriveundervisning i et utvalg norske videregående skoler, og diskuterer hvordan disse praksisene samsvarer med sjangerpedagogikk. Innsamlet data består av individuelle og fokusgruppe-intervjuer, observasjonsrapporter og undervisningsmateriale, og studien viser at engelsklærere fokuserer på å undervise sjangerkrav og det å tilpasse språk til oppgave og kontekst. Til tross for at det er enighet om at det er viktig å undervise i spesifikke tekst typer, og det å tilpasse skriving til situasjon, er det ulike meninger om hvor detaljert skriveundervisningen bør være. Noen lærere frykter at for eksplisitt instruksjon kan hindre kreativitet, mens andre understreker behovet for å lære å strukturere tekster i detalj, og åpner opp for kreativitet innen bestemte skriverammer. Til tross for ulikheter, så samsvarer praksisene presentert i denne studien i stor grad med sjangerpedagogikken. Ut fra funnene i denne artikkelen, kan en konkludere at det er et behov for å utvikle og gjøre tilgjengelig undervisningsmateriale for skriveundervisning i engelsk, samt at det er et behov for å forbedre engelsklærerutdanningen når det gjelder opplæring i skriveundervisning.Nøkkelord: Skriveundervisning, sjangerpedagogikk, undervisnings-lærings syklus, kontekst og modellering

ResumoNas últimas décadas se observa que entidades privadas vêm ganhando espaço nas escolas do país, sobretudo, naquelas de tempo integral. Essas organizações, ligadas ao grande capital, exercem pressão nas Instituições de Ensino e, consequentemente, no trabalho do professor. O objetivo do artigo é analisar o entendimento acerca da docência nos Cadernos de Formação do Instituto de Corresponsabilidade da Educação (ICE), entidade responsável pela formação de professores que atuam nas escolas públicas de Ensino Médio em tempo integral vinculadas à Secretaria de Educação e Cultura (SEEC) do Rio Grande do Norte. Além dos cadernos foram consultados estudos recentes que discorrem a respeito da formação de estudantes nas escolas de tempo integral, o que caracteriza o estudo como documental e bibliográfico. O método que fundamenta o texto é o materialismo histórico-dialético, proposto inicialmente por Marx e Engels (2019). No entendimento do ICE, o professor é um facilitador e mediador do projeto de vida dos estudantes. O docente deve conduzir os alunos ao domínio das suas próprias emoções, posto que assim podem ser sujeitos felizes, autônomos e solidários, prontos para conviver em uma sociedade em constante transformação. Com isso, percebe-se uma preocupação da entidade com o perfil esperado de professor alinhado aos pressupostos da lógica mercadológica e não com a formação humana integral dos sujeitos. Palavras-chave: Ensino Médio. Tempo Integral. Formação Docente. AbstractIn the past few years, it has been noticed that private organizations have gained space in public schools in Brazil. These entities changed the way of thinking about school education in the country, as they inserted the capitalism logic. These associations, associated with major capital, exert pressure on schools and consequently on the teacher's work. The objective of the article is to analyze the understanding about teaching in the Training Notebooks of Instituto de Corresponsabilidade pela Educação (ICE). This entity is responsible for training teachers in high schools in Rio Grande do Norte state – Brazil. ICE Training Notebooks and studies were consulted which explain the full time school students’ formation, fact which makes this study bibliographic and documentary. The research method is the historical-dialectical materialism of Marx and Engels (2019). According to ICE, the teacher is a facilitator of the teaching and learning process. In this case, the teacher must take the students to learn to control their emotions, so they can live happily in a capitalist society. With that, a concern of the entity is perceived with the professor’s expected profile aligned with the professores market logic assumption. Keywords: High School. Full Time. Teacher Training.

Hensikten med denne studien er å utforske hvordan bruken av digitale fortellinger i lærerutdanningen kan bidra til å utvikle lektorstudenters digitale kompetanse og fremme innovativ bruk av IKT i engelskundervisningen. Gjennom bruken av kasusstudie og en design-basert forskningstilnærming beskriver denne studien to gjennomføringer og design-sykluser av et verksted med bruk av digitale fortellinger ved en norsk lærerutdanning hvor det overordnede målet var å vise innovative og hensiktsmessige måter å integrere IKT i engelskundervisningen. En digital kompetansemodell er brukt som linse i dataanalysen hvor datamaterialet kommer fra en kvantitativ spørre-undersøkelse, feltobservasjoner, refleksjonslogger, digitale artefakter og semi-strukturerte intervjuer. Studiens funn viser en rekke tilnærmingsmåter som kan tas i bruk i gjennomføringen av verksted i digitale fortellinger, slik som modellering av integrering av IKT og vurdering med IKT, stillasbygging ved studentaktive læringsopplevelser med IKT, og brobygging mellom teori og praksis gjennom refleksjon. Implikasjoner for lærerutdanningen blir diskutert.Nøkkelord: profesjonsfaglig digital kompetanse, digitale fortellinger, lærer-studenter, lærerutdannere, lærerutdanning, engelsk fagdidaktikkAbstractThe purpose of this study is to examine how the use of digital storytelling (DST) in teacher education can help develop digital competence in secondary school English as a second language (ESL) student teachers, and promote the innovative use of information and communications technology (ICT) in ESL teaching. Following a case methodology and a design-based research approach, the study reports on two iterative design cycles of a DST workshop held at a Norwegian teacher education program where the aim was to promote secondary ESL student teachers’ digital competence and showcase innovative ways of integrating ICT into ESL teaching. A digital competence model is used as a research lens for the data analysis where data come from a quantitative survey, participant observations, reflection logs, digital artifacts, and semi-structured interviews. Findings point to a number of approaches that can be used in the workshop design such as modeling ICT integration and assessment, scaffolding student-active learning experiences with ICT, and linking theory and practice through reflection. Implications for teacher education are discussed. Keywords: professional digital competence, digital storytelling, student teachers, teacher educators, teacher education, ESL didactics

This article reports on research in which a teacher and researcher from a Brazilian public school conducts civic statistics teaching practices with multivariate data, based on Engel’s (2017) and on Freire’s (1989) reading of the world. The research with seven- and eight-year-old children illustrates the complexity of statistical thinking that starts from examining real data from the virtual comparison tool Dollar Street on how people live in the world. The aim is to understand how children invest in a multivariate dataset of images, texts, coded symbols, and locations to draw conclusions about reality. During the progression of the research, the broader issue of promoting the learning and use of statistical language was encountered. The outcomes highlight the potential for using multivariate data from meaningful contexts and personal experiences to expand children’s awareness of themselves and of the world through statistics.

AbstractThis article discusses how an increased focus on intertextuality may contribute to the development of reading skills among ESL/EFL student teachers. When we read literary texts, there is often an element of recognition and intertextuality involved. By working with what the students already know, we may facilitate the development of their aptitude for reading. The rationale for approaching literature in this way is to suggest answers to the underlying question: How can we work with literature in the classroom to make it worthwhile and stimulating for more students to read literary texts? A group of teacher training students of English and their teacher studied excerpts from an example novel, When Jays Fly to Bárbmo, and its intertexts. The data were collected through a single-case study of a teacher/researcher’s observation log and field notes of the teaching scheme and group discussions in class. The students saw how narrative formulas are repeated. For instance, the students identified the Bildungsroman – portraying a young character’s identity quest – as an important genre of children and young adults’ literature. The article argues that the identification of intertextual references will help them and serve as scaffolding in the reading process. An enhanced knowledge of such intertextual traits may facilitate the development of metacognitive strategies for reading. A raised awareness among the students about the phenomenon of intertextuality is important when developing strategies for reading narrative literary texts.Keywords: ESL/EFL in Teacher Training, reading novels, intertextuality, metacognition, When Jays Fly to BárbmoEn intertekstuell tilnærming til lærerstudenters lesing av engelskspråklig skjønnlitteraturSammendragDenne artikkelen diskuterer hvordan et større fokus på intertekstualitet kan bidra til utviklingen av leseferdigheter hos engelskstudentene i lærerutdanningen. Når vi leser litterære tekster, innebærer det ofte et element av gjenkjennelse og intertekstualitet. Ved å arbeide med det studentene allerede kjenner til, kan vi legge til rette for utvikling av deres leseferdigheter. Begrunnelsen for denne tilnærmingen til litteraturundervisningen er å søke svar på det underliggende spørsmålet: Hvordan arbeide med skjønnlitterære tekster i klasserommet slik at flere engelskstudenter oppfatter lesing som verdifullt og stimulerende. En engelskklasse i lærerutdanningen og læreren deres leste utdrag av en eksempelroman, When Jays Fly to Bárbmo, med vekt på intertekstuelle referanser. Datagrunnlaget for studien består av en enkel casestudie av lærerens/forskerens observasjonslogg, feltnotater fra selve undervisningsøkten og gruppediskusjonene som læreren/forskeren og studentene hadde. Studentene oppdaget hvordan narrative formler gjentas. De identifiserte Bildungsromanen, som omhandler en ung hovedpersons søken etter identitet, som en sentral sjanger i barne- og ungdomslitteraturen. Artikkelen argumenterer for at identifiseringen av intertekstuelle referanser vil hjelpe dem og tjene som stillas i leseprosessen. Mer kunnskap om intertekstuelle trekk ved tekster kan støtte utviklingen av metakognitive lesestrategier. En større bevissthet blant studenten om fenomenet intertekstualitet er viktig når man utvikler strategier for å lese narrative skjønnlitterære tekster.Nøkkelord: Faget engelsk i lærerutdanning, lesing av romaner, intertekstualitet, metakognisjon, When Jays Fly to Bárbmo

I denne artikkelen undersøker jeg sentrale utviklingstrekk i læreplaners beskrivelser av lesing i engelskfaget fra 1939 til 2013. Jeg anvender perspektiver fra kritisk diskursanalyse i utforskingen av læreplanene for å illustrere hvordan ulike forståelser av lesing kommer fram og hva disse innebærer når det gjelder elevens og lærerens rolle. Jeg inndeler de ulike læreplandiskursene omkring lesing i engelfaget i fire forståelser av lesing: lesing som eksponering, verktøy, tekstmøte og meta-forståelse. Hvordan lesing forklares henger sammen med skiftende pedagogiske strømninger men må også forstås i et politisk og ideologisk landskap hvor stadig nye grupper av befolkningen deltar i et obligatorisk løp fra barneskole til og med videregående opplæring. Disse forståelsene kan ses som ledd i en historisk utvikling men også som et gjenkjennelig repertoar av forståelser knyttet til lesing i engelskfaget i dag.Nøkkelord: lesing i engelsk, læreplanhistorie, kritisk diskursanalyseAbstractThis article explores how English syllabi between 1939 and 2013 dealt with reading in English as a foreign language (EFL). Using perspectives from critical discourse analysis (CDA), I address the different notions of reading expressed in these syllabi, the purpose of reading and the roles of the reader and the teacher. I distinguish between four notions of reading: reading as exposure, reading as a tool, reading as an encounter, and reading as meta-awareness. How curricula explain reading is tied to contemporary pedagogical thinking, but must also be understood in a political and ideological landscape where increasingly larger groups of the Norwegian population gain access to universal secondary education. The notions of reading addressed in this article are part of a historical development as well as a recognisable repertoire of understandings related to EFL reading today.Key words: EFL reading, curriculum history, critical discourse analysis (CDA)

This article examines Jacques Derrida’s work of self-reflection on his own teaching practice by using as a guiding thread the problematics of reproduction in the seminars of the 1970s. The first part of the article examines the sequence of seminars taught by Derrida at École normale supérieure from 1971 to 1977 to show how the concept of reproduction is deconstructed by Derrida across several seminars. Derrida systematically demonstrates, across several themes and fields (sociology and economy, biology and sexuality, art, technique, ontology, and so on), that the critical recourse to the concept of reproduction (for instance, in its Marxist form) risks being complicit in the reproductive system it criticizes. The deconstructive motif of débordement is introduced to problematize this onto-logic of re-production. The second part of the article analyzes more specifically the unpublished seminar GREPH, le concept de l’idéologie chez les idéologues français (1974–75), in which Derrida examines the seminar function, his role as a teacher, and his own situation within the French educational system. In particular, Derrida offers a deconstructive critique of the reproductive effects of teaching, and of the institution of philosophy inasmuch as it functions as a reproductive machine. This work of deconstruction is done in the seminar notably through readings of Marx, Engels, and Althusser, with special attention to the concepts of ideology, reproduction, and sexual difference.

Based on the historical-dialectical-cultural materialism, the article aims to present an analysis of the Brazilian scientific production about the teaching of English to students with disabilities in Brazil. The article focuses on the dissertations and theses from graduate programs in Education and Literature/Linguistics between 2000 and 2016 in the whole country. From data drawn from the Sucupira Platform and the websites of the programs of the areas, a survey of all the works was conducted and 46,256 works were cataloged. Out of all the results, 20 dissertations and 3 theses had the focus sought. The 20 works that were available were analyzed. In terms of contexts, results show that there is great evidence of the concentration of graduate programs in the Southeast and South of the country, highlighting the need to promote postgraduate programs in the other regions of the country. The analyzes of the works indicate: lack of the theoretical backgrounds to support the researches; a contradiction between the concept of education and disabilities; an indication of the teacher as incapable of teaching; the perception of segregation as the best option for students with disabilities; and the need of examples of activities that may be adapted by teacher when teaching students with disabilities.Resumo A partir do materialismo histórico-dialético-cultural, objetiva-se apresentar um balanço da pesquisa sobre ensino de inglês para pessoas com deficiência no Brasil. O balanço tem como foco as dissertações e teses defendidas em programas de pós-graduação em Educação e Letras/Linguística no período 2000 – 2016 em todo o país. Por meio da Plataforma Sucupira e das páginas dos programas de pós-graduação dessas áreas, realizou-se um levantamento dos trabalhos defendidos e catalogou-se 46.256 trabalhos. Destes, 20 dissertações e três teses tinham o foco procurado. Acessou-se e analisou-se 20 trabalhos que estavam disponíveis. Os procedimentos de análise de dados foram divididos em dois momentos: análise contextual e análise conceitual. Os resultados indicam a concentração da pós-graduação nessas áreas no Sudeste e Sul do país, evidenciando a necessidade do atendimento público à pós-graduação nas outras regiões. As análises tinham como objetivo principal apontar as possíveis contradições entre o papel da pesquisa como fonte de crítica e a transposição ou conservação da ordem social vigente. Os resultados das análises dos trabalhos indicam: o esvaziamento teórico da pesquisa; a contradição entre a concepção da deficiência e as propostas de ensino; a indicação do professor como incapaz de ensinar; a percepção da segregação como melhor opção e; a necessidade de pesquisas que proponham atividades para ensino de inglês para alunos com deficiência.Palavras-chave: Linguística aplicada, Educação especial, Ensino de inglês.Keywords: Applied linguistics, Special education, English teaching.ReferencesBUENO, J. G. S. Políticas de Escolarização de alunos com deficiência. In: MELETTI, S. M. F.; BUENO, J. G. S. Políticas Públicas, escolarização de alunos com deficiência e a pesquisa educacional. Araraquara, SP: Junqueira&Marin, 2013.EAGLETON, T. Marxismo e crítica literária. São Paulo: Editora Unesp, 2011.ENGELS, F. Anti-Dühring: a revolução da ciência segundo o senhor Eugen Dühring. São Paulo: Boitempo, 2015.HELLER, A. O cotidiano e a História. 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São Paulo: Expressão Popular, 2010.MARX, K.; ENGELS, F. A ideologia alemã: crítica da mais recente filosofia alemã em seus representantes. Feuerbach, B. Bauer e Stiner, e do socialismo alemão em seus diferentes profetas. São Paulo: Boitempo, 2015.MÉSZÁROS, I. A educação para além do Capital. São Paulo: Boitempo, 2008.MÉSZÁROS, I. Para além do Capital: rumo a uma teoria da transição. 1. ed. revista. São Paulo: Boitempo, 2011.MÉSZÁROS, I. A Teoria da alienação em Marx. São Paulo: Boitempo, 2016.MOITA LOPES, L. P da. Introdução. Uma linguística aplicada mestiça e ideológica: interrogando o campo como linguista aplicado. In: MOITA LOPES, L. P. da. (Org.). Por uma Linguística Aplicada Indisciplinar. São Paulo: Parábola Editorial, 2006a.MOITA LOPES, L. P da. Linguística Aplicada e vida contemporânea: problematização dos construtos que têm orientado a pesquisa. In: MOITA LOPES, L. P. da. (Org.). Por uma Linguística Aplicada Indisciplinar. São Paulo: Parábola Editorial, 2006b.MOITA LOPES, L. 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Beskrivelse: Youth Self Report (YSR) er et av spørreskjemaene som inngår i Achenbach´s System of Empirically Based Assessment (ASEBA), i tillegg til Child Behavior Checklist (CBCL) og Teacher´s Report Form (TRF). YSR måler kompetanse, adaptiv fungering og atferdsmessige vanskeområder for aldersgruppen 11–18 år. YSR opererer med en total skår, mål på internaliserende og eksternaliserende atferd, samt åtte ulike syndromskalaer. I tillegg beregnes skårer for kompetansedelen av skjemaet. Spørreskjemaet fylles ut på 20 minutter. Den første manualen ble utgitt i 1987. Torunn S. Nøvik og Sonja Heyerdahl (2002) står for den norske oversettelsen. For å gjennomføre YSR kreves det testspesifikk opplæring der mastergrad anbefales, sammen med relevant erfaring fra arbeid med ungdom og familier. Norske spørreskjemaer med engelsk manual og skåringsprogram kjøpes på aseba.nl. ASEBA-skjemaene er benyttet i kommunale tjenester, spesialisthelsetjenesten og forskning. Litteratursøk: Til sammen ble 27 norske og 23 svenske/danske artikler inkludert i oppsummeringen. Bare én av disse var en spesifikk psykometrisk studie, mens de andre var studier der YSR ble brukt for å måle kompetanse, adaptiv fungering og atferdsmessige vanskeområder enten som utfallsvariabel, kontrollvariabel eller for å beskrive gruppen. Av de inkluderte norske studiene var 21 av 27 basert på kliniske grupper (for eksempel premature, lav fødselsvekt, alvorlig dysleksi, medfødt hjertefeil eller atferdsvansker), men flere av disse hadde kontroll- eller sammenligningsgrupper fra generelle populasjoner. Av de inkluderte svenske/danske studiene var 7 av 23 basert på kliniske grupper, mens de øvrige studiene var basert på ulike geografiske populasjoner med skoleungdom fra 12–18 år. Psykometri: Totalt elleve av studiene hadde gjennomført adekvate studier av testens reliabilitet, mens det bare er gjennomført to normstudier basert på norske eller svensk/danske utvalg. Resultatene fra studiene støtter begrepsvaliditeten til testen som et godt mål på atferdsmessige vanskeområder. YSR viser moderate til høye korrelasjoner med andre spørreskjemaer for internaliserende og/eller eksternaliserende vansker. Konklusjon: Det er god dokumentasjon på testens reliabilitet basert på norske eller svenske/danske utvalg, samt relativt god dokumentasjon på testens begrepsvaliditet. Det er imidlertid få normstudier fra Skandinavia, og disse bygger enten på små utvalg, eller dataene er over 20 år gamle, noe som er problematisk ved klinisk bruk av spørreskjemaet. Det er behov for mer forskning på YSRs psykometriske egenskaper for bruk i Skandinavia.

I artikkelen blir relasjonen mellom læringsressurser og lærerrollen undersøkt. Dataene som analyseres består av intervjuer av lærere og elever i fagene historie og engelsk på ungdomstrinnet og i videregående. Analysene viser sentrale temaer i lærere og elevers erfaringer med læreboka og Internett. Vi bruker kontinuumet fra lukkede til åpne ressurser som et begrepsmessig bakteppe for å speile det empiriske materialet. Ved å bruke lærernes og elevenes egne utsagn har vi i analysene forsøkt å beskrive hva som karakteriserer undervisningspraksiser i dag. Våre analyser viser framveksten av det vi har kalt hybride praksiser. Dette er praksiser hvor læreboka har mistet sin suverene posisjon som eneste kunnskapskilde, noe som impliser at lærere stilles overfor nye krav til både å bistå elevene i å vurdere troverdigheten i de Internettbaserte ressursene, og til å organisere undervisningen i forhold til trusselen fra ikke-faglige aktiviteter. Vi finner at lærerne responderer ulikt på denne utviklingen, men en tendens ser ut til å være at de utvikler og tilpasser oppgaver og aktiviteter for sin elevgruppe – lærere blir da i økende grad også designere av undervisningsopplegg.Nøkkelord: lærer, multiple ressurser, lærebok, InternettAbstractThe article investigates the relationship between learning resources and the teacher’s role. The data analyzed consists of interviews with teachers and students in the school subjects of history and English at the secondary and at the upper secondary level. Our analysis shows the central themes that teachers and students communicated with regard to their experiences with the use of textbooks and the Internet. We use the continuum from closed to open resources as a conceptual backdrop to mirror the empirical material. Through the use of the teachers’ and the students’ statements we describe what characterizes teaching practices today. Our analyses show the emergence of what we have called hybrid practices. These are practices in which the textbook has lost its position as the ultimate source of knowledge. The implication is that teachers are faced with new requirements both to assist students in assessing the credibility of the Internet-based resources, and to organize teaching in relation to the threat posed by activities that involve resources that may not be authoritative. We find that teachers respond differently to this trend, but a tendency seems to be that they develop tasks and activities tailor-made for their students, and increasingly become designers of educational activities.Key words: teacher, multiple resources, textbook, Internet

Education is experiencing a major paradigm shift over the last 100 years, shifting from fact memorizing to learning practical application of this knowledge of facts, which means that in modern education the skills are at the forefront. The purpose of education is to prepare students for practical life or to promote their competence. A competent person is not only someone who knows perfectly how to use his knowledge, but who can take responsibility for his actions, can be creative, critical to thinking and analysing. Paradoxically, it is a relatively new paradigm in education – to move from memorizing information to critical evaluation, analysis and building new knowledge. Moreover, increasingly important form of cognition are becoming mutual cooperation and communication, in order to be able to implement it, increasingly important are becoming the transversal areas of study fields found in practical knowledge activities, respectively, they affect the content, format, methods used and other aspects of pedagogy (Iekalšanas laikmeta beigas 2015). National Center for Education highlights the importance of human skills, the ability to focus on and take independent decisions, attitude and a system of values based on personal characteristics, and is a motivating factor for action. In addition to basic skills in key areas of human activity, the application of skills and knowledge under different conditions, or interdisciplinary skills, is important in order to be able to focus. The implementation of innovative approaches depends on the professionalism of educators, determined by the identity of the teacher, which in turn includes the attitudes of the teacher to his work, to students, their parents and colleagues, to the development of education and society in general. Historical circumstances, politico-social orientation, the social political context, the education system adopted in the country sets out certain requirements for the professionalism and competence of the teacher (Lamote, Engels 2010). It is therefore legitimate that, when a teaching approach is changed, different teaching methods and didactic materials are applied, as well as new techniques for the use of materials already known. The calendar, as a time-gauge, has long been used as a method for working with the entire group in pre-school. However, the approach proposed in the article is fundamentally different from that generally accepted, since each child in the preschool group has his own personal calendar made by his parents. This material provides an excellent opportunity for each child to work independently with small details, to exercise fingers, to think, to make mistakes, to compare, to make decisions, to correct mistakes, to perceive signs aggregated, which is clearly an incentive for the development of speech and reading skills. In pre-school working with the “My Calendar” methodical material, the teacher is given the opportunity to use a practice-tested and implemented method of promoting children’s skills in all areas of learning, along with the development of transversal skills defined in the learning content. Therefore, the idea of integrating the specific interactive methodological material “My Calendar” into the pre-primary environment is proposed, where, by highlighting trends in new learning content, the development of transversal skills for pre-school children is targeted, and on the basis of methods tested in practice, the work of the teachers who will implement it is facilitated. This method highlights the freedom of each teacher to modify and adapt the methodological material to their intention, environment, capabilities, and to complement it creatively and improve it by maintaining the succession of tasks in line with child development.

The article examines the metaphilosophical conception of Galina Koryavko (1944–2018), doctor of philosophy, professor, an outstanding scholar and teacher, who worked in Samara in the 1990s. Those years were difficult not only for the country but also for Russian philosophy, it was caused by a radical revision of the attitude to Marxist philosophy, which in the Soviet period was considered as the only true philosophical teaching, whereas in the post-Soviet period, Marxism was mostly passed over in silence. This circumstance initiated the search for new, often very far from Marxism, interpretations of the meaning of philosophical activity, the nature of philosophy, its place in the intellectual culture of modern Russia. The practical significance of such studies was determined, first of all, by the fact that under the new conditions it was necessary, in a short time, to qualitatively restructure the teaching of philosophy courses in Russian universities. The metaphilosophical conception of G.E. Koryavko, developed in the late 1980s, was based, like the vast majority of philosophical works of that time, on the Marxist philosophical paradigm, which, in the spiritual atmosphere that has developed in Russia over the past 30 years, expectedly led this conception to almost complete oblivion. This study identifies the strengths of G.E. Koryavko’s interpretation of philosophy and also identifies the controversial points inherent in that interpretation. The goal of the article to reconsider G.E. Koryavko’s conception in order to indicate the directions of strengthening and modernization, to carry out its new reading. The article’s author comes to the conclusion that this conception represented one of the significant and timely attempts to comprehend the conceptual prerequisites of the crisis of public consciousness in the USSR in the 1980s, which implied a a demand for significant modernization of Soviet Marxism, taking into account the latest scientific achievements for that time, the entry of mankind into the post-industrial and information era. Unfortunately, the author of the conception failed to dialectically reconstruct the interpretation of ideology as “false consciousness” (F. Engels), as well as to substantiate the fundamental need for the presence of qualitatively different forms of false consciousness in any historical types of civilizations.

The concept of organizing action is hidden in the term "production". And we will make the formula more precise: the organization of the external forces of nature, the organization of human forces, the organization of experience. Humanity has no activity other than organizational, there are no tasks other than organizational. Therefore, all interests of humanity are organizational. And from this it follows: there cannot and should not be another point of view on life and the world, except for the organizational one. And if this is not yet recognized, it is only because people's thinking has not yet completely broken out of the shells of fetishism, enveloped in it on the way of development. The life of a person and a team is a chain of posing - solving problems. The main, overwhelming obstacle here lies in their incredible heterogeneity. The variety and variety of tasks at the current state of organizational experience and knowledge means specialized and different approaches to them. In the general scheme, the whole meaning of human life unfolded before us, and now we can sum up. The old teacher of scientific socialism F. Engels expressed them with the formula: production of people, production of things, production of ideas. It is also not accidental that a person should learn from Nature and the Higher Mind, because the systems created by Nature (for example, families of organized animals) are far superior in their perfection to the systems created by man. The genome of perfection is a natural creation, and man still needs to work a lot on himself to achieve even known systems created by Nature, not to mention supra-conceptual management and activity at levels higher than the human level of mind at this stage of human development. The problem of studying and improving organizations as intellectual artificially created systems is much younger than the organizations themselves, but it has been going on since ancient times. The improvement of organizations will continue without end as long as humanity exists, because there are no limits to perfection. Another thing is that our development and perfection are beyond our comfort. The main measure of the value of any scientific and technical achievements is practice.

Merk: Denne artikkelen ble publisert i tidsskriftet FOU i praksis. Tidsskriftet skiftet navn til Nordisk tidsskrift for utdanning og praksis i september 2019. Denne artikkelen undersøkjer kunnskap og erfaring med improvisasjon som fenomen i lærarutdanninga. Gjennom fire semester har ei gruppe lærarstudentar undersøkt, prøvd ut og reflektert over ulike sider av improvisasjon relatert til pedagogikk og elevkunnskapsfaget. Faglege syklusar kopla til teori om relasjonell klasseleiing, vurdering for læring og improvisasjon har vore bakgrunn for intervjuet vårt. For å få innsikt i studentane si forståing av improvisasjon vart eit fokusgruppeintervju med fem studentar gjennomført våren 2015. Funna indikerer at studentane brukar praksisforteljingane sine til å forklara samanhengen mellom teoretisk forståing og praktisk bruk av improvisasjon i undervisninga. Studentane si bevisstgjering kring sentrale faktorar knytt til improvisasjon, som t.d. forholdet mellom repertoar og improvisasjon, er noko som kan ha positiv innverknad på utvikling av studentane si profesjonsforståing. Studentane synest å ha ei klar formeining om at planlegging, repertoar og øving er eit utgangspunkt for vellukka undervisning. Vidare verkar dei medvitne om kor viktig det er å vurdera og justera undervisninga si i samspel med elevane, både i spontane situasjonar og i planleggingsfasane. Sitér: Kulild, M. og Engelsen, K. S. (2017). Improvisasjon som bindeledd. Tidsskriftet FoU i Praksis, 11(2), 59–73. English abstract English title: Improvisasjon som bindeledd Improvisation as a Nexus in Teacher Education: A Source for Professionalization? This article examines the knowledge and experience of improvisation as a phenomenon in Teacher Education. During a period of four semesters, a group of students has studied, rehearsed and reflected upon various aspects of improvisation related to the subject “pedagogy and pupil knowledge”. Lectures related to theories of relational classroom management, assessment for learning and improvisation were an important background for our interview. To gain insight into the understanding of improvisation, a focus interview was carried out with five students in spring 2015. The findings indicate that the students use consequently their practicum experiences to explain associations between theoretical understanding and use of improvisation in teaching. Furthermore, the students’ awareness about main elements of improvisation in teaching, such as the link between repertoire and improvisation, is something that might have a positive influence on the students’ development of professional understanding. The students seem to have a clear notion of repertoire, rehearsal and planning which are a starting point for success in the classroom and a catalyst for improvisation. The students develop, inter alia, an understanding of how important it is to assess and adjust their teaching to the pupils, both in spontaneous situations and in the didactic planning of lessons.

Traditionelt opfattes professioners autonomi som en direkte følge af den viden, de besidder, samt af de særlige opgaver denne viden tillader dem at løse, ikke mindst for staten. Denne autonomi er imidlertid sat under pres igennem talrige bølger af reformer i velfærdsstaten, hvad enten der er tale om reformer med henblik på bedre opgavevaretagelse eller om simple nedskæringer. Mens det er velbeskrevet i professionslitteraturen, hvorledes velfærdsreformer forsøger at regulere de professionelles økonomiske interesser, fx igennem New Public Management-inspirerede tiltag, søger denne artikel at vise en anden type udfordring af professionel autonomi. Påstanden er, at velfærdsprofessioner som fx lærere eller socialrådgivere er blevet gjort til agenter for politiske strategier på hvert sit policyområder og det på en mere direkte og systematisk måde end tidligere. Inspireret af Foucault karakteriseres denne udvikling i artiklen som en ”guvernementalisering” af velfærdsprofessionerne. Det betyder, at professionernes viden og identitet søges orienteret systematisk efter, hvorledes den professionelle bør lede borgerne i overensstemmelse med centrale politiske ambitioner på området. Frem for at være agent for professionens egne pædagogiske principper kan en pædagog ifølge denne logik i stedet blive agent i en integrationspolitisk dagsorden, mens skolelærerens professionelle praksis bliver systematisk orienteret efter centrale konkurrencepolitiske mål. Artiklen består af en indledende udvikling af begrebet om guvernementalisering efterfulgt af en tekstanalyse, der applicerer begrebet på centrale dokumenter omkring indholdet af fire velfærdsprofessioner i en dansk kontekst, nemlig skolelærere, pædagoger, socialrådgivere og sygeplejersker. ENGELSK ABSTRACT: Lars Thorup Larsen: The ”Governmentalization” of the Welfare Professions The autonomy of professions is traditionally based on the knowledge required for the profession and the specific work that this knowledge enables professionals to carry out, not least for the (welfare) state. Waves of welfare state reform have put this autonomy under pressure, however, whether the reforms are aimed at efficiency or are simply cutbacks. A growing amount of literature about these professions shows how political reforms try to regulate the economic incentives of professionals, for example through initiatives inspired by New Public Management. This paper aims to show a different type of challenge to professional autonomy. It argues that welfare professionals such as teachers or social workers have become agents of new political strategies in their respective policy areas, and in a more direct and systematic way than previously. With inspiration from Foucault, this can be characterized as a “governmentalization” of the welfare professions. It means that both professional knowledge and identity become systematically restructured according to how the state would like professionals to govern its citizens in accordance with policy goals in the field. For instance, rather than being an agent of the profession’s own educational principles, a preschool teacher may be required to act professionally out of consideration of the national policy for the integration of immigrants because cultural norms are often exchanged in daycare facilities. Similarly, the professional work of a schoolteacher may be systematically retooled in order to improve the nation’s performance in international rankings of education. This paper develops the notion of “governmentalization” with respect to professions, which is then exemplified in a comparative textual analysis of four welfare professions – teachers, nurses, social workers and preschool teachers – in Denmark. Key words: Professions, governmentality, welfare state, bureaucrats, textual analysis.

AbstractThe article addresses the question of how English departments best can teach literature and literary reading to future upper secondary school teachers of English. It approaches the question in terms of the literary scholar’s contribution to the professional education and practice of school teachers in Sweden. The article combines metacognitive analyses of disciplinary ways of thinking with profession theory to reflect on the literary content knowledge upper secondary school teachers need for their teaching practice. It outlines key differences between the understanding of what reading literature entails in academia and in upper secondary education, respectively, and it points out that current academic practices for teaching literature rely on a narrow understanding of what school teachers need to know about literature and literary reading to exercise their professional judgement concerning literature in the language classroom. Advocating a change in our academic teaching practices, the article proposes that literary debates over reading also be incorporated and that the principles and procedures underpinning professional modes of reading literature be explicitly articulated. This means verbalising underlying theoretical assumptions about the value of literature and of reading it and explicating interpretative conventions and tools, alongside the skills involved in literary reading. Such a teaching practice, the article posits, is not merely key to developing school teachers’ content knowledge regarding literature and reading. It is also a prerequisite for the development of their pedagogical reasoning when it comes to the uses of literature and to the affordances and limitations of literary reading in the school classroom.Keywords: literary reading, teacher education, metacognition, professional practice, disciplinary thinking, content knowledge, upper secondary schoolLäsning och professionen:Om litteraturutbildningen för skollärare i engelskaSammanfattningArtikeln tar sig an frågan om hur akademiska engelskämnen bäst kan undervisa litteratur och litteraturläsning för gymnasielärarstudenter i engelska. Den närmar sig frågan i termer av litteraturvetarens bidrag till gymnasielärares professionsutbildning och -utövande i Sverige. Artikeln kombinerar metakognitiva analyser av ämnesspecifika tankesätt med professionsteori för att resonera kring de ämneskunskaper som framtida gymnasielärare behöver för sin lärargärning. Artikeln belyser viktiga skillnader i förståelsen av vad litteraturläsning innebär inom akademin respektive i gymnasieskolan, och den granskar kritiskt förhärskande akademiska praktiker för litteraturstudier inom ämnet. Den påpekar att rådande praktiker bygger på en snäv syn av de ämneskunskaper gymnasielärare behöver och föreslår ett förnyat fokus på ämneskunskaperna som krävs för att gymnasielärare ska kunna utöva sitt professionella omdöme om den engelskspråkiga litteraturens plats i språkundervisningen. Artikeln förordar att akademiska litteraturstudier också inlemmar litteratur-vetenskapliga samtal om litteraturläsning i utbildningen och explicit formulerar de principer och tillvägagångssätt som ligger till grund för professionella sätt att läsa litteratur. Det innebär att verbalisera teoriers underliggande antaganden om litteraturens och litteraturläsningens värde och även ämnesområdets principer och verktyg för texttolkning samt färdigheterna som krävs för litteraturläsning. En sådan undervisningspraktik skulle bidra till en stadigare grund för gymnasielärares ämneskunskaper. Den är också en förutsättning för att lärarstudenter ska utveckla sitt pedagogiska tänkande vad gäller litteraturens och litteraturläsningens möjligheter och begränsningar i gymnasieskolans engelskundervisning.Nyckelord: litteraturläsning, ämneslärarutbildning, metakognition, professions¬utövning, ämnesspecifika tankesätt, ämneskunskap, gymnasieskola

The life path of Professor E. A. Engel’ is connected with the history of a number of educational institutions in St. Petersburg. Despite the fact that Evgenii Aleksandrovich was a well-known scientist and socio-political figure of the first quarter of the XX century, no full-fledged biography of him has been written. However, some information has been preserved in different sources. This is the reason for the purpose and objectives of this study: on the basis of archival documents, first introduced into the scientific circulation, to detail the biography of a well-known in Petrograd major scientist, social activist and talented teacher, who made a significant contribution to the development of the Faculty of Social Sciences of the Leningrad University and the Faculty of Economics and Politics of the Leningrad Agricultural Institute. The article is based on a thorough search work. The materials of his personal file kept at the St. Petersburg State Agrarian University and documents from the archival funds of the central archival repositories of St. Petersburg were involved. The study used biographical and prosopographical methods to trace the fate of an individual through his or her career practices. The biographical method has been ignored by academic science for some time because of its seemingly low representativeness. But the personification of history allows us to see the person behind socio-political and economic events, to analyze the influence of external factors on his life. The prosopographical method allowed us to trace the typical features of career development for its time. Engel’ did not occupy any leading positions before the revolution, but he repeated the fate of many nominees of the young republic, when the "correct" social origin and party affiliation compensated for the lack of administrative experience. He joined the RSDLP as early as 1902 and after the Second Congress supported the Bolsheviks; thanks to his active work in the party, he acquired useful acquaintances. Like many of his contemporaries, after the October Revolution of 1917 Evgenii Aleksandrovich combined many responsible positions, being, for example, at one time dean of different faculties in two higher educational institutions. His personal file is cut off at the very peak of his active work. It is difficult to say how his life path went in the 1930s and when he completed it: the fate of E. A. Engel’ dissolved in the abyss of events that swept Russia. A. Engel's fate dissolved in the abyss of events that swept Russia. The reconstructed biography of the famous scientist, Professor E. A. Engel’, whose life was connected with a number of higher educational institutions of Leningrad, can become a good source of commemorative practices and strengthen the sense of unity of corporate community through the representation of past events.

The Young Grundtvig and NorwayBy Gustav AlbeckThis article is a revised and extended version of the lecture given by Professor Albeck on April 30th 1984 at the annual general meeting of the Grundtvig Society in Oslo. It describes Grundtvig’s close relationship to a number of Norwegian friends he made during his residence at the Walkendorf hostel in Copenhagen in the years 1808-11; this circle of friends lasted and widened to include other Norwegians in his later life.Grundtvig was 67 before he set foot on Norwegian soil, but from his early youth he had familiarised himself with the Norwegian landscape and history through Norwegian literature. His feeling of kinship with the spirit and history of Norway was for a time stronger than his consciousness of being Danish. In his youth Norway and the Norwegians played a major role in opinion-making in Denmark, and in this respect Grundtvig was no different from his contemporary Danes. But the idea of Norway’s future continued to concern him long after his youth was over. The lecture, however, confines itself to the way certain Norwegians regarded Grundtvig between 1808 and 1811.When Grundtvig returned to Copenhagen from Langeland in 1808 he had no friends in the capital. But at the Walkendorf hostel he met first and foremost Svend B. Hersleb, a Norwegian theologian, to whom he addressed a jocular poem in the same year, revealing that Grundtvig now felt himself young again and among young people following his unrequited passion for Constance Leth. Otherwise we have only a few witnesses to this first period of happiness, with Grundtvig gaining a foothold on the Danish parnassus through his first Norse Mythology and Scenes from Heroic Life in the North.The fullest accounts of Grundtvig’s relationship to the Norwegians in the period following his nervous breakdown and religious breakthrough in 1810 come from the journals of the Norwegian-Danish dean and poet, Frederik Schmidt, made during various trips to Denmark. These journals were published in extenso between 1966 and 1985 in three volumes, the last of which includes a commentary by the editors and a postscript by Gustav Albeck. Many of the valuable notes about Grundtvig are repeated in the lecture. Frederik Schmidt was the son of a Norwegian bishop; he became a rural dean and later a member of the first National Assembly at Eids voll in 1814. He was a Norwegian patriot but loyal to the Danes and in fact returned to Denmark in 1820. His descriptions of Grundtvig’s conversations with Niels Treschow, the Norwegian-born Professor of Philosophy at Copenhagen University, give an authentic and concentrated picture of Grundtvig’s reflections on his conversion to a strict Lutheran faith, which for a time threatened to hinder his development as a secular writer. Schmidt found their way of presenting their differing views “very interesting and human”, and Grundtvig’s Christian faith “warm, intense and sincere”. “In the animated features of his dark eyes and pale face there is something passionate yet also gentle”. When Schmidt himself talked to Grundtvig about a current paper which stated that in early Christianity there was a fusion between Greek thought and oriental feeling, Grundtvig exclaimed, “Yet another Christianity without Christ!” A draft of a reply to one of Schmidt’s articles shows that at that point, April 1811, Grundtvig did not believe in the working of “the living word” in its secular meaning. The draft was not printed and Grundtvig does not appear to have discussed it with Schmidt. There is a very precise description of Grundtvig’s appearance: “There is... something confused in his eyes; he sometimes closes them after a tiring conversation, as if he wants to pull his thoughts together again.” Schmidt in no way agrees with Grundtvig’s point of view, which he partly puts down to “disappointed hopes, humbled pride and the persecution... he has been subjected to...” But he does find another important explanation in Grundtvig’s “need for reassuring knowledge” and his conviction “that the misery of the age can only be helped by true religious feeling”.There are also descriptions of Grundtvig in a more jovial mood, for example together with Professor George Sverdrup, where Grundtvig repeated some rather unflattering accounts of the playwright Holberg’s behaviour towards a couple of professors who were colleagues. The same evening he and Schmidt set about attacking Napoleon while Treschow and Sverdrup defended him. Schmidt considered Grundtvig’s little book, New Year’s Eve, “devout to the point of pietist sentiment”, but thought the error lay rather in Grundtvig’s head than his heart. Lovely is the Clear Blue Night (Dejlig er den himmel blaa), published in April 1811 was even read aloud by Schmidt to a woman poet; but he criticised The Anholt-Campaign.After 1814 Schmidt adopted a somewhat cooler tone towards Grundtvig’s books. He was unable to go along with Grundtvig’s talk of a united Denmark- Norway as his fatherland. He criticised the poems Grundtvig published in his periodical, Danevirke, including even The Easter Lily for its “vulgar language”, which Grundtvig appeared to confuse with a true “language of power”. It is impossible to prove any close relationship between Schmidt and Grundtvig, but he was an attentive observer when they met in Copenhagen in 1811.With the opening of the Royal Frederik University in Christiania in 1813 Grundtvig became separated from his Norwegian friends, as Hersleb, Treschow and Sverdrup were all appointed to the new Norwegian university. They were keen for Grundtvig to join them as Professor of History. Sverdrup in particular was captivated by his personality, and in a letter dated April 21st 1812 he informed Grundtvig that he was among the candidates for the post proposed by the commission to the King. But Grundtvig himself hesitated; he felt “calm and quietly happy” in Udby “as minister for simple Christians”. To his friend, the Norwegian-born Poul Dons, he wrote, “... something in me draws me up there, something keeps me down here.” The fact that he never got the job was in many ways his own fault. His World Chronicle (1812) could not but offend scholars of a rationalist approach, in particular the prediction at the end of the book about the new university’s effect. It is linked to Grundtvig’s interpretation (1810) of the letters to the seven churches in Revelation, which are seen as a prediction of the seven great churches in the historical advance of Christianity.“It was an idea,” says Albeck, “which in spite of its obvious irrationality never left Grundtvig, and as late as 1860 it found poetic form in the great poem, The Pleiades of Christendom (Christenhedens Syvstjerne).” Grundtvig “was in no doubt that the sixth church was the Nordic, and that it would grow out of the Norwegian university, the new Wittenberg.” In 1810 Grundtvig felt himself “chosen to be the forerunner of a new reformer, a new Johan Huss before a new Luther.” From a scholarly point of view there is no reason to reproach the Danish selection panel for the negative judgment they reached regarding Grundtvig’s qualifications as a historian. His name was not even mentioned in the appointments for the new professorships. He had caused quite a stir not long before by writing a birthday poem for the King in which he directly expressed his wish that the new university might become a Wittenberg. The poem took the form of a series of accusations against Norway and the Norwegians, and in particular against Nicolai Wergeland, who in a prize-winning essay on the Norwegian university entitled Mnemosyne had stuck a few needles into Denmark and the Danes. Grundtvig accused the Norwegians of ingratitude to Denmark and unchristian pride. Even his good friend Hersleb reacted to such an attack.From the diaries of the Norwegian, Claus Pavels, we know how the Norwegian poet, Jonas Rein, wrote and told Grundtvig that “a greater meekness towards people with a different opinion would be more fitting for a teacher of Christianity.” Grundtvig replied that he had had to speak the truth loud and clear in a degenerate age. The Bishop of Bergen, Nordal Brun, also considered Grundtvig’s views as expressed to the King “misplaced and insulting”. He was particularly hurt that Norway “should have to thank Denmark for its Christianity and protestantism”. When Grundtvig printed the poem in Little Songs (Kv.dlinger) in 1815, Nicolai Wergeland was moved to write Denmark’s Political Crimes against the Kingdom of Norway, published in 1816.For Grundtvig’s Norwegian friends it was a matter of regret that he did not come to Norway, not least for Stener Stenersen, who in 1814 became a lecturer and in 1818 a professor of theology at the Norwegian university. His correspondence with Grundtvig from 1813 is now regarded as a valuable source for Grundtvig’s view of Christianity at that time. In his diary entry for August 27th 1813 Pavels notes that Stenersen had proposed that the Society for the Wellbeing of Norway should use all its influence to get Grundtvig to Norway. In his proposition Stenersen asked who possessed such unity and purity of thought as to be able to understand fully the importance of scholarship; he himself had only one candidate - Grundtvig. From a contemporary standpoint he had won his way to the Christian faith. But the rationalist Pavels, the source of our information, was far from convinced that “no man in the whole of Norway” possessed these abilities in equal measure to Grundtvig”. He therefore had misgivings about “requesting him as Norway’s last and only deliverer”.When Grundtvig heard of Stenersen’s proposition he sought an audience with the King on September 8th at which he clearly expressed his desire to become Professor of History at the Norwegian University. Two Danish professors, Børge Thorlacius and Laurids Engelsto. found it strange, however, that Treschow, Sverdrup and Hersleb could “deify Grundtvig”. And his great wish was never fulfilled. Nonetheless he did not give up. On November 15th he saw that the post of curate was being advertised at Aggers church near Christiania and applied for the job. From his book Roskilde Rhymes (published on February 1st 1814) it is clear that he believed that it was there that his great work was to be accomplished. But in those very days Frederik VI was signing the peace of Kiel which would separate Norway from Denmark, and Grundtvig from his wish.In the preface to Danevirke (dated May 1817) he realised that he had deserved the scorn of the Norwegians, for he had expected too much of them. But he never forgot his Norwegian friends. He named one of his sons after Svend Hersleb, and another son married Stenersen’s daughter. When he himself visited Norway in 1851 he was welcomed like a prince.

One of the long-lasting challenges in teacher education for English is that students in English struggle with transforming their academic knowledge (theory) into classroom practice and desire a more practice-integrated course design. The present article discusses and evaluates a teaching strategy, in an attempt to provide more practice-based English courses, which intends to adopt the emerging epistemology of teacher education, using a third space. The third space is an arena where a theory field (university courses) and a practice field (schools) are brought together as an integrated domain for developing students’ academic knowledge and teaching competence.Based on surveys and student evaluations, this article presents and discusses the findings and challenges regarding implementing a third space in English courses taught by the authors. According to the findings, working in a third space brings a tighter connection between theory and practice, which facilitates students’ understanding of theory and the important interplay between theory and practice. However, as our third space is still under development, it faces challenges in achieving an equally balanced status between university teachers and schoolteachers. Achieving such a balance has also been a central concern in university–school partnerships, which gave rise to our third space experiment.In order to create a more effective third space in teacher education for English, placing the third space at the centre of our English curriculum is argued to be important, which has also been emphasised in other studies discussing the third space epistemology. Thus, there seems to be an emergent need to reconceptualise how student teachers of English should best prepare for their future profession as teachers. Keywords: teacher education for English, third space, theory–practice integration, university–school partnership På vei mot rekontekstualisering av lærerutdanning i engelsk: Fordeler og utfordringer ved å implementere et tredje rom SammendragDet har lenge vært en utfordring at studenter som studerer engelsk som en del av sin grunnskolelærerutdanning, har problemer med å omforme akademisk kunnskap til praktisk anvendelse i klasserommet. De har derfor uttrykt et ønske om mer praksis integrert i utdanninga. Denne artikkelen diskuterer og evaluerer en undervisnings-strategi i et forsøk på å skape mer praksisbaserte kurs i engelsk, og som implementerer en epistemologi i lærerutdanning som tar i bruk et tredje rom. Det tredje rom er en arena som integrerer akademisk kunnskap og praksis i klasserommet, og som sikter mot å utvikle studentenes fag- og undervisningskompetanse.Gjennom spørreskjemaer og studentevalueringer undersøkes studenters erfaringer og vurderinger av arbeidet i et tredje rom i engelskfaget, og artikkelen presenterer de viktigste funnene og utfordringene som kom fram gjennom datamaterialet. Materialet viser at å arbeide i et tredje rom fører til en bedre integrasjon av teori og praksis, som også fasiliterer studentenes forståelse av teori og det viktige samspillet mellom teori og praksis. Tredje rom-strategien som diskuteres her, er fortsatt under utvikling, og artikkelen belyser også utfordringer i det å oppnå en harmonisering av status mellom universitetslærere og skolelærere. Det er også et viktig anliggende i universitet–skole-partnerskap som er plattformen for samarbeid i dette prosjektet.For å videreutvikle og perfeksjonere et tredje rom i lærerutdanning i engelsk, bør et tredje rom sees på som det sentrale punkt i utdanninga, noe som også andre studier påpeker. Derfor er det nødvendig å tenke gjennom på nytt hvordan lærerstudenter best kan forberede seg til sin framtidige profesjon som lærere. Nøkkelord: lærerutdanning i engelsk, tredje rom, integrasjon av teori og praksis, universitet–skole-partnerskap

This work aimed to analyze the poem “A Folha”, by Carlos Drummond de Andrade, seeking to identify the ideas of nature that can be enunciated in a Biology teacher training environment. For this, we resorted to Discourse Analysis, using the Bakhtin Circle as a theoretical-methodological framework. From the analysis, it was possible to see that the poem raises dialogues that permeate different ideas of a historically constructed nature, based on the ideas of Plato, Kant, Hegel and Marx and Engels. Furthermore, the analysis of the poem reminds us of the importance of such discussions for teacher education.

Anna Lærke: Waiting Patiently: Time and Discipline in an English Primary School In 1994-96, the author conducted fieldwork among young children in an English village. The article focuses on local notions and practices of discipline in the village primary school, specifically on the use of time as a disciplinary technique. The term “discipline” is used, in a broad sense, to denote practices. strategies, and ideas involved in children’s and adults’ demarcations of one another’s identities. Thus, it is argued, adult and child notions of age as a naturalized measure of children’s (but not adults’) identity, and adult time-controlling practices such as timescheduling and pausing, play into, and in tum construct, notions of “the Child” as more “biologically determined” and less socially skilied than “the Adult”. With reference to examples from the field, the author asks to what extent one can theorize child practices such as “disruptive behaviour” and “slowness” as expressions of pupil resistance to teacher domination in the school. It is tentatively suggested that adult-child relations be viewed not as simple dominationsubordination relations, but rather as complex and continuous negotiations of relative values.

Introduction: Special education policy is based upon integration in Türkiye. Hence, the professional competencies of teachers working with hearing-impaired students in the field of hearing impairments have a prominent role in this policy. This study aims to identify the teacher needs for the teacher competency training program in hearing impairments to be developed for teachers of hearing-impaired students. Method: Qualitative research design was adopted in this study, and the data were collected by semi-structured interview on the professional knowledge and skills teachers need while teaching hearing-impaired students at different levels (primary, secondary, and high school) in the central districts of Sakarya. The data were analyzed by content analysis. Findings: Through the data, the main themes of knowledge about the hearing impaired, communication models and hearing aids, teaching methods and techniques, and academic and professional skills were unfolded. Discussion: In the literature, there are many studies that reveal the necessity and importance of needs analysis in studies to determine and develop teacher competencies and research results that are consistent with the findings of this study. Conclusion and Suggestions: As a result of this research, what teachers with hearing-impaired students state about the education of hearing impaired are as follows: Definitions, classification and developmental characteristics of hearing-impaired children, diagnosis and evaluation processes, educational approaches and program adaptation, individualized education program (IEP) development and implementation, material preparation and educational environments using technology, communication models, hearing aids and assistive technologies, environment adaptation and effective classroom management. In addition, it was found that teachers neither have sufficient knowledge about family education nor find themselves sufficient in issues regarding hearing-impaired students, so they wanted to receive training. Based on the study results, suggestions, such as supporting teachers with pre-service and in-service training and providing them with expert support, were made.

The aim of this study is to investigate the attitudes and awareness levels of physical education and sports teacher candidates towards the effects of sports on intellectually disabled individuals. The research population consists of physical education teacher candidates who continue their education in the physical education and sports departments of universities. Accessible sampling method, one of the non-random sampling methods, was used in the study. The study group of the research consists of physical education teacher candidates (n=306) who continue their education in Konya Necmettin Erbakan University, Selcuk University and Aksaray University physical education and sports departments in the 2020-2021 academic year. As data collection tools in the research, '’Awareness Scale for the Effects of Sports on Individuals with Intellectual Disabilities'’, and 'Attitude Scale Towards Sportive Activities of Intellectualy Disabled individuals'’, and '' "Personal Information Form" was used. In the analysis of the age variable, gender, class level, family or relative disabled individual variable, whether to do regular sports or not, and the educational status of the parents, obtained from the personal information form in the research; frequency and percentage values were used. Because of the data showed normal distribution, the independent sample T test was used in the groups of gender, family or relative with disability, whether doing regular sports or not. For comparisons of more than two groups, the Anova test, which is a one-way analysis of variance, was used. Pearson Correlation test was used to find out whether there is a relationship between physical education teacher candidates' awareness and attitudes towards the intellectually disabled individuals. As a result of the research, it has been determined that the awareness and attitude levels of the physical education teacher candidates towards the intellectually disabled individuals are significantly different (p

Günümüzde özel gereksinimli bireylerin eğitimleri özel eğitim faaliyetleri ile sürdürülmektedir ve bu eğitimin en önemli unsuru olan öğretmenlerin özel gereksinimli bireylere karşı olumlu duygulara sahip olmalarının sunacakları eğitim kalitesini artıracağı düşünülmektedir. Çalışmamızda öğretmen adaylarının özel gereksinimli bireylere karşı duygusal yakınlıklarını belirlemek amacıyla tasarlanmıştır. Çalışmada nicel araştırma yöntemlerinden betimsel tarama modeli kullanılmıştır. Veri toplama aracı olarak araştırmacılar tarafından belirlenen kişisel bilgi formu ve Yılmaz (2018) tarafından geliştirilen ötekine karşı duygusal mesafe ölçeği kullanılmıştır. Araştırmanın evrenini Malatya İnönü Üniversitesi ve Erzurum Atatürk Üniversitesinin özel eğitim ve beden eğitimi bölümlerinde eğitim gören 210 öğretmen adayı oluştururken; örneklem grubunu ise, 162 öğretmen adayı oluşturmaktadır. Çalışmanın cinsiyet değişkeninde KAEKDM alt boyutunda, Üniversite ve Bölüm değişkeninde ise bazı alt boyutlarda katılımcılar arasında anlamlı farklılık tespit edilirken diğer değişkenlerde katılımcılar arasında herhangi bir anlamlı farklılık tespit edilememiştir. Sonuç olarak, İnönü Üniversitesinde eğitim gören öğretmen adaylarının Atatürk Üniversitesinde eğitim gören öğretmen adaylarından, beden eğitimi öğretmenliği bölümünde eğitim gören katılımcıların özel eğitim bölümünde eğitim gören katılımcılardan ve ailede engelli birey olan katılımcıların ailede engelli birey olmayan katılımcılardan daha yüksek duygusal yakınlık puanlarına sahip olduğu belirlenmiştir. Katılımcıların engellilere yönelik duygusal yakınlıklarının genel olarak yüksek seviyede olduğu belirlenmiştir.

Abstract This paper presents a survey of student perceptions of feedback in English writing in a context where formative assessment is mandatory. The study comprises 329 first year upper secondary school students from seven schools in eastern Norway, and uses a survey to examine their perceptions of and experiences with feedback in EFL writing instruction. Overall, the findings reveal that students receive varied feedback, on language as well as global errors, but primarily to finished and graded texts. There is little use of feedback between drafts, or of oral conferencing and peer-feedback. While many students do not follow up feedback at all, those who do tend to focus on language error correction and less on global errors. However, student follow up in general, and of global errors in particular, increases markedly with unfinished and ungraded texts, possibly because of available time and teacher support during the revision process. This indicates that feedback utilization can be improved by setting aside classroom time to work with texts between drafts during which students can receive teacher support, and by making this an integrated part of English writing instruction. Key words: L 2 writing instruction, feedback/formative feedback, formative assessment, multiple-sourced feedback. Elevers oppfatninger om og erfaringer med tilbakemeldinger de får i skriveundervisningen i engelskfaget i den vidergående skole Sammendrag Denne artikkelen presenterer en kvantitativ studie av tilbakemeldinger i engelsk skriveundervisning i en kontekst hvor formativ vurdering er læreplanfestet. Den undersøker hvordan 329 norske VG1-studenter fra syv videregående skoler i øst Norge opplever og følger opp tilbakemeldingene de får som del av engelskfagets skriveundervisning. Funnene viser at studentene får variert feedback, med god balanse mellom kommentarene på språkfeil som på mer generelle feil med teksten, men at tilbakemeldingene først og fremst gis til ferdige tekster med karakter. Det er lite bruk av feedback til uferdige, ikke karaktervurderte tekster, av muntlig veiledning og av feedback fra andre studenter. Mens mange studenter ikke følger opp feedback overhodet, øker oppfølgingen, av språkfeil og i enda større grad av såkalte «globale» feil, markant de relativt sjeldne gangene de får til å arbeide med uferdige, ikke karaktervurderte tekster. Dette tyder på at utnyttelsen av feedback kan bedres ved at elevene får arbeide med uferdige tekster og med lærerstøtte mens de reviderer, og dette gjøres til en integrert del av engelskundervisningen. Nøkkelord: L2 skriving, skriveundervisning tilbakemeldinger, formativ vurdering, vurdering for læring, ulike tilbakemeldingsmodaliteter

Sociologi är en forskningsdisciplin som i dag präglas av stor mångfald, sett till vilka samhällsfenomen vi sociologer studerar eller vilka metoder och teorier vi använder. Kanske är det därför som föreställningen om en sociologisk teoretisk kanon fortfarande fyller en viktig roll, som en fast – men föränderlig – referenspunkt alla sociologer oavsett specialitet kan förhålla sig till. Detta dubbelnummer av Sociologisk Forskning innehåller många texter som på olika sätt kretsar kring sociologins klassiker och det sociologiska teoretiserandet. I ”Theory as text or theory as activities?” diskuterar Richard Swedberg två olika sätt att använda sociologisk teori. Artikeln är hans keynote-föreläsning från Sociologidagarna i Uppsala 16 mars. Swedberg argumenterar för att teori främst bör ses som en aktivitet som är sammanvävd med forskningsprocessen, vilket gynnar både förståelsen och användandet av teori. I ”Järnburen smids på nytt. Ett klassiskt sociologiskt perspektiv på new public management och dess konsekvenser” tar Olof Hallonsten utgångspunkt i framför allt Weber och Habermas teorier. Artikeln belyser fenomenet new public management (NPM), som alltmer kommit att belysas i forskning om arbetsliv som samhälle, och diskuterar brytpunkten mellan ”mellan rationalisering och hyperrationalisering”. I ”Altruismens kollektiva former. Om altruistiska ’yrkeshjältar’ utifrån Durkheim” diskuterar Daniel Persson Thunqvist olika former av självuppoffrande altruism i dagens arbetsliv. Begreppen heroisk altruism och medborgerlig altruism används för att förstå de förväntningar som ställs på individer vid olika nödsituationer i samhället. Även Magnus Granberg lutar sig mot sociologins klassiker i ”Ekonomisk form och den ömsesidiga konstitueringen av ojämlika sociala relationer”. I artikeln formuleras en teori ”om vara och arbete som förmedlare av sociala ojämlikhetsformer genom att diskutera hur varuform och lönearbete har utvecklats i samspel med bestämda rasifieringsprocesser”. I Alessandro Johanssons och Lena Gunnarssons artikel ”’Jag är inte prostituerad, jag lever normalt’. Sugardejtares språkliga och praktiska relationsarbete för att avgränsa sugardejting från prostitution” analyseras intervjuer med ”sugarbabes” och ”sugardaddys”. I artikeln analyseras de intervjuades ”relationsarbete” med att särskilja sugardejting från prostitution som sådan eller från vad de betraktar som egentlig prostitution, som ses som moraliskt klandervärd. I artikeln ”Arv, miljö eller både och? En kritisk realistisk kritik av heritabilitetsmetodiken” undersöker Johan Alfonsson de ontologiska antaganden som görs inom forskning om betydelsen av genetiskt arv. Även denna forsknings ambition att förklara sociala utfall utifrån genetiskt arv kritiseras framhålls att ”[u]tfall i världen påverkas av hur samspelet mellan genvarianter och miljö ser ut”. Sara Uhnoo och Ove Sernhede tar i artikeln ”Shout out! Ortenpoddar som folkbildning, motoffentlighet och underhållning” upp den roll poddar spelar för ortens unga. Utifrån samtida sociologi och urbanteori menar de att ortenpoddar bör ses som ”en del av ett kollektivt identitetsskapande och motståndsformer som växer fram i dagens segregerade storstäder”. Angelica Wågby diskuterar i artikeln ”Den sociala meningen med barns delaktighet i vårdnads-, boende- och umgängesprocesser” olika tolkningar och förgivettaganden i aktuella policys om barns delaktighet. Hon menar att dessa förgivettaganden ”tjänar som osynlig mall för hur barn bemöts och hur deras delaktighet hanteras”. I sin forskningsnotis ”Teacher careers and professional dispositions in a diversified school market” skriver Per Dannefjord och Magnus Persson om skolsegregation. Ökade skillnader mellan skolor påverkar inte enbart eleverna, utan även lärarnas arbetsmarknad och användbarheten av deras professionella kompetens. I numrets recensionsdel skriver Josef Ginnerskov om Sociologins klassiker, en antologi under Lisa Eklunds och Bo Isenbergs redaktörskap i vilken 23 sociologer presenterar klassiker. I sin recension konstaterar Ginnerskov: ”Trots att urvalet kanske lämnar en del övrigt att önska i fråga om geografisk spridning, kulturell resonans och i mindre utsträckning historisk avgränsning, måste författargruppen få beröm för sin välbehövliga insats att vidga vår förståelse av sociologins klassiker.” Göran Therborn recenserar den svenska nyutgåvan av Michael Youngs 2034. Meritokratins uppgång och fall. Therborn drar slutsatsen att ”[d]en liberala jämlikheten räcker bara för en generation. Youngs kritik berör detta, men problemet har vuxit enormt sedan 1958 och på ett sätt som han inte kunde förutse”. I sin recension av Shoshana Zuboffs Övervakningskapitalismen. Vid maktens nya frontlinjer lyfter Alexandra Bogren fram att ”bokens främsta styrka att den ger en inblick i några företags arbete med att ta fram smarta produkter samt i de framtidsvisioner och idéer som dessa företag presenterar för omvärlden”. I en dubbelrecension tar sig Mats Franzén an Andreas Reckwitz böcker Die Gesellschaft der Singularitäten och Das Ende der Illusionen. Han menar att det går att invända mot enskildheter men framhåller att Reckwitz med begreppet singulariteten ”förvånansvärt väl fångar in vår inte sällan motsägelsefulla samtid”. Slutligen skriver Isak Engdahl att Florian Jatons The constitution of algorithms. Ground-truthing, programming, formulating ”har särskild behållning för läsare som är intresserade av maskininlärning, artificiell intelligens, vetenskap- och teknikstudier (STS) och digital sociologi.” Vi publicerar också Sociologförbundets avgående ordförande Kenneth Nelsons tal på Sociologidagarna i Uppsala, i vilket han reflekterar över likheterna mellan gitarrspelande och sociologi. Som vanligt vill vi uppmana er att sända oss era artikelmanus, forskningsnotiser, förslag på recensioner och idéer för framtida temanummer. Sociologisk Forskning publicerar bidrag på svenska och övriga skandinaviska språk samt på engelska. Sociologisk Forsk­ning tillämpar anonymiserad kollegial granskning (double blind peer review) och alla artiklar publiceras med omedelbar öppen tillgång (open access) på tidskriftens hemsida. Lena Sohl och Magnus Wennerhag Redaktörer för Sociologisk Forskning

04–255 Belcher, Diane D. Trends in teaching English for Specific Purposes. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 165–186.04–257 Burden, P. (Okayama Shoka U., Japan; Email: burden-p@po.osu.ac.jp). An examination of attitude change towards the use of Japanese in a University English ‘conversation’ class. RELC Journal (Singapore),35,1 (2004), 21–36.04–258 Burns, Anne (Macquarie U., Australia; Email: anne.burns@mq.edu.au). ESL curriculum development in Australia: recent trends and debates. RELC Journal (Singapore), 34, 3 (2003), 261–283.04–259 Bush, Michael D. and Browne, Jeremy M. (Brigham Young U., USA; Email: Michael_Bush@byu.edu). Teaching Arabic with technology at BYU: learning from the past to bridge to the future. Calico Journal (Texas, USA), 21, 3 (2004), 497–522.04–260 Carlo, María S. (U. of Miami, USA; Email: carlo@miami.edu), August, Diane, McLaughlin, Barry, Snow, Catherine E., Dressler, Cheryl, Lippman, David N., Lively, Teresa J. and White, Claire E. Closing the gap: addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly (Newark, USA), 39, 2 (2004), 188–215.04–261 Chambers, Gary N. and Pearson, Sue (School of Education, U. of Leeds, UK). Supported access to modern foreign language lessons. Language Learning Journal (Oxford, UK), 29 (2004), 32–41.04–262 Chesterton, Paul, Steigler-Peters, Susi, Moran, Wendy and Piccioli, Maria Teresa (Australian Catholic U., Australia; Email: P.Chesterton@mary.acu.edu.au). Developing sustainable language learning pathway: an Australian initiative. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004), 48–57.04–263 Chin, Cheongsook (Inje U., South Korea; Email: langjin@inje.ac.kr). EFL learners' vocabulary development in the real world: interests and preferences. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 43–58.04–264 Corda, Alessandra and van den Stel, Mieke (Leiden U., The Netherlands; Email: a.corda@let.leidenuniv.nl). Web-based CALL for Arabic: constraints and challenges. Calico Journal (Texas, USA), 21, 3 (2004), 485–495.04–265 Crawford, J. (Queensland U. of Technology, Australia; Email: j.crawford@qut.edu.au). Language choices in the foreign language classroom: target language or the learners' first language?RELC Journal (Singapore), 35, 1 (2004), 5–20.04–266 Derewianka, Beverly (Email: bevder@uow.edu.au). Trends and issues in genre-based approaches. RELC Journal (Singapore), 34, 2 (2003), 133–154.04–267 Esteban, Ana A. and Pérez Cañado, Maria L. (U. de Jaén, Spain). Making the case method work in teaching Business English: a case study. English for Specific Purposes (Oxford, UK), 23, 2 (2004), 137–161.04–268 Fang, Xu and Warschauer, Mark (Soochow University, China). Technology and curricular reform in China: a case study. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 301–323.04–269 Foster, James Q., Harrell, Lane Foster, and Raizen, Esther (U. of Texas, Austin, USA; Email: jqf@hpmm.com). The Hebrewer: a web-based inflection generator. Calico Journal (Texas, USA), 21, 3 (2004), 523–540.04–270 Grabe, William (Northern Arizona University, USA). Research on teaching reading. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 44–69.04–271 Grünewald, Andreas (University of Bremen, Germany). Neue Medien im Unterricht: Status quo und Perspektiven. [New media in the classroom: status quo and perspectives.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 4–11.04–272 Hahn, Laura D. (U. of Illinois at Urbana-Champaign, USA). Primary stress and intelligibility: research to motivate the teaching of suprasegmentals. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 201–223.04–273 Hai, T., Quiang, N. and Wolff, M. (Xinyang Agricultural College, China; Email: xytengha@163.com). China's ESL goals: are they being met?English Today (Cambridge, UK), 20, 3 (2004), 37–44.04–274 Hardy, Ilonca M. and Moore, Joyce L. (Max Planck Institute of Human Development, Germany). Foreign language students' conversational negotiations in different task environments. Applied Linguistics (Oxford, UK), 25, 3 (2004), 340–370.04–275 Helbig-Reuter, Beate. Das Europäische Portfolio der Sprachen (II). [The European Language Portfolio (II).] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 173–176.04–276 Hughes, Jane (University College London, UK; Email: jane.hughes@ucl.ac.uk), McAvinia, Claire, and King, Terry. What really makes students like a web site? What are the implications for designing web-based learning sites?ReCALL (Cambridge, UK), 16, 1 (2004), 85–102.04–277 Jackson, J. (The Chinese U. of Hong Kong). Case-based teaching in a bilingual context: perceptions of business faculty in Hong Kong. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 213–232.04–278 Jenkins, Jennifer (Kings College London, UK). Research in teaching pronunciation and intonation. Annual Review of Applied Linguistics (New York, USA.), 24 (2004), 109–125.04–279 Kanda, M. and Beglar, D. (Shiga Prefectural Adogawa Senior High School, Japan; Email: makiko-@iris.eonet.ne.jp). Applying pedagogical principles to grammar instruction. RELC Journal (Singapore), 35, 1 (2004), 105–115.04–280 Kang, I. (Korea Advanced Institute of Science and Technology; Email: iyang@mail.kaist.ac.kr). Teaching spelling pronunciation of English vowels to Korean learners in relation to phonetic differences. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 157–176.04–281 Kiernan, Patrick J. (Tokyo Denki University, Japan; Email: patrick@cck.dendai.ac.jp) and Aizawa, Kazumi. Cell phones in task based learning. Are cell phones useful language learning tools?ReCALL (Cambridge, UK), 16, 1 (2004), 71–84.04–282 Kim, Eun-Jeong (Kyungpook National U., South Korea; Email: ejkbuffalo@yahoo.co.kr). Considering task structuring practices in two ESL classrooms. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 123–144.04–283 Kondo, David and Yang, Ying-Ling (University of Fukui, Japan). Strategies for coping with language anxiety: the case of students of English in Japan. ELT Journal (Oxford, UK), 58, 3 (2004), 258–265.04–284 Lin, Benedict (SEAMO RELC, Singapore). English in Singapore: an insider's perspective of syllabus renewal through a genre-based approach. RELC Journal (Singapore), 34, 2 (2003), 223–246.04–285 Lu, Dan (Hong Kong Baptist U., Hong Kong; Email: dan_lu@hkbu.ac.hk). English in Hong Kong: Super Highway or road to nowhere? Reflections on policy changes in language education of Hong Kong. RELC Journal (Singapore), 34, 3 (2003), 370–384.04–286 Lui, Jun (U. of Arizona, USA). Effects of comic strips on L2 learners' reading comprehension. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 225–243.04–287 Lukjantschikowa, Marija. Textarbeit als Weg zu interkultureller Kompetenz. [Working with texts as a means to develop intercultural competence.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 161–165.04–288 Lüning, Marita (Landesinstitut für Schule in Bremen, Germany). E-Mail-Projekte im Spanischunterricht. [E-Mail-Projects in the Spanish classroom.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 30–36.04–289 Lyster, R. (McGill U., Canada; Email: roy.lyster@mcgill.ca). Differential effects of prompts and recasts in form-focussed instruction. Studies in Second Language Acqusition (New York, USA), 26, 3 (2004), 399–432.04–290 McCarthy, Michael (University of Nottingham, UK) and O'Keeffe, Anne. Research in the teaching of speaking. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 26–43.04–291 Mitschian, Haymo. Multimedia. Ein Schlagwort in der medienbezogenen Fremdsprachendidaktik. [Multimedia. A buzzword for language teaching based on digital media.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 131–139.04–292 Mohamed, Naashia (U. of Auckland, New Zealand). Consciousness-raising tasks: a learner perspective. ELT Journal (Oxford, UK), 58, 3 (2004), 228–237.04–293 Morrell, T. (U. of Alicante, Spain). Interactive lecture discourse for university EFL students. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 325–338.04–294 Nassaji, Hossein and Fotos, Sandra. Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 126–145.04–295 Pérez Basanta, Carmen (U. of Granada, Spain; Email: cbasanta@ugr.es). Pedagogic aspects of the design and content of an online course for the development of lexical competence: ADELEX. ReCALL (Cambridge, UK), 16, 1 (2004), 20–40.04–296 Read, John. Research in teaching vocabulary. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 146–161.04–297 Rössler, Andrea (Friedrich-Engels-Gymansium in Berlin, Germany). Música actual. [Contemporary music.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 4 (2004), 4–9.04–298 Sachs, Gertrude Tinker (Georgia State U., USA; Email: gtinkersachs@gsu.edu), Candlin, Christopher N., Rose, Kenneth R. and Shum, Sandy. Developing cooperative learning in the EFL/ESL secondary classroom. RELC Journal (Singapore), 34, 3 (2003), 338–369.04–299 Seidlhofer, Barbara. Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 200–239.04–300 Silva, Tony (Purdue U., USA) and Brice, Colleen. Research in teaching writing. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 70–106.04–301 ková, Alena. Zur jüngeren germanistischen Wortbildungsforschung und zur Nutzung der Ergebnisse für Deutsch als Fremdsprache. [The newest German research in word formation and its benefits for learning German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 140–151.04–302 Simmons-McDonald, Hazel. Trends in teaching standard varieties to creole and vernacular speakers. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 187–208.04–303 Smith, B. (Arizona State U. East, USA; Email: bryan.smith@asu.edu). Computer-mediated negotiated interaction and lexical acquisition. Studies in Second Language Acquisition (New York, USA), 26, 3 (2004), 365–398.04–304 Son, Seongho (U. Kyungpool, South Korea). DaF – Unterricht digital. [A digital teaching of German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 76–77.04–305 Spaniel, Dorothea. Deutschland-Images als Einflussfaktor beim Erlernen der deutschen Sprache. [The images of Germany as an influencing factor in the process of learning German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 166–172.04–306 Steveker, Wolfgang (Carl-Fuhlrott-Gymnasium Wuppertal, Germany). Spanisch unterrichten mit dem Internet – aber wie? [Internet-based teaching of Spanish – how to do this?] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 14–17.04–307 Stoller, Fredricka L. Content-based instruction: perspectives on curriculum planning. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 261–283.04–308 Thompson, L. (U. of Manchester, UK; Email: linda.thompson@man.ac.uk). Policy for language education in England: Does less mean more?RELC Journal (Singapore), 35,1 (2004), 83–103.04–309 Tomlinson, Brian (Leeds Metropolitan U., UK; Email: B.Tomlinson@lmu.ac.uk). Helping learners to develop an effective L2 inner voice. RELC Journal (Singapore), 34, 2 (2003), 178–194.04–310 Vandergrift, Larry (U. of Ottawa, Canada). Listening to learn or learning to listen?Annual Review of Applied Linguistics (New York, USA), 24 (2004), 3–25.04–311 Vences, Ursula (University of Cologne, Germany). Lesen und Verstehen – Lesen heißt Verstehen. [Reading and Comprehension – Reading is Comprehension.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 5 (2004), 4–11.04–312 Xinmin, Zheng and Adamson, Bob (Hong Kong U., Hong Kong; Email: sxmzheng@hkusua.hku.hk). The pedagogy of a secondary school teacher of English in the People's Republic of China: challenging the stereotypes. RELC Journal (Singapore), 34, 3 (2003), 323–337.04–313 Zlateva, Pavlina. Faktizität vs. Prospektivität als Stütze beim Erwerb grammatischer Erscheinungen im Deutschen. [Factuality versus Prospectivity in aid of the acquisition of grammar phenomena in German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 158–160.