Astrid Granly
Sammendrag engelsk:
LEARNING TO TEACH WRITING
Granting that citizens of the 21st century will need to use, produce and engage with an increasingly wider range of texts, the future teaching of literacy will face new challenges and be of even greater importance than it is today. The term literacy is a relatively new term in educational research and theory, and it suggests the interrelatedness of the two literate modes of reading and writing. Teaching pupils to read and write has always been a major school task, but at the same time reading and writing is among the major means by which all other school tasks are being accomplished (Berge, 2005).
In both primary and secondary school in Norway all teachers are addressed as teachers of literacy, but the teachers of the subject Norwegian still have the major responsibility. My project is a qualitative case study of a group of students who specialise in the subject of Norwegian at the Basic Teacher Education Program for grades 5–10 at a university college in Norway.
The research problem addressed is about how student teachers are being qualified for the teaching of writing. This question is approached by following the students' work on writing over one year of Norwegian studies, including pre-service training periods. Hence the research material consists of texts written by student teachers and secondary school pupils, official documents, observational field notes and interviews with teacher educators, in-service teachers and students. The analytical approach is situated within the theoretical framework of Social Semiotics and Systemic Functional Linguistics (e.g. Christie & Derewianka, 2008; Christie & Martin, 2008; Halliday & Matthiessen, 2004; Macken-Horarik, 1998; Martin & Rose, 2007).
Through my analysis, I hope to discover and articulate new relationships, or lack of such, and thereby contribute to the development of new perspectives and concepts in the field.
Christie, F. & Derewianka, B. (2008). School discourse: learning to write across the years of schooling. London: Continuum.
Christie, F. & Martin, J. R. (Red.). (2008). Language, knowledge and pedagogy: functional linguistic and sociological perspectives. London: Continuum.
Halliday, M. A. K. (1994). An introduction to functional grammar. London: Arnold.
Halliday, M. A. K. & Matthiessen, C. M. I. M. (2004). An introduction to functional grammar. London: Arnold.
Macken-Horarik, M. (1996). Construing the Invisible: Specialized Literacy Practices in Junior Secondary English: University of Sidney.
Martin, J. R. & Rose, D. (2007). Working with discourse: meaning beyond the clause. London: Continuum.