Suomalaiset

Using Multicultural Literature as a Tool for Multicultural Education in Teacher Education Juli-Anna Aerila

Abstract: Multicultural education has many challenges. In Finland, one of the largest challenges is the fact that the distribution of the immigrant population is imbalanced: almost 90 percent of the immigrants live in metropolitan areas and in other areas of Finland there are little or no immigrants at all. (Aerila & Kokkola, 2013) For this reason, schools and teachers' experiences on immigrant students vary a lot and even the teacher training schools may have difficulties in generating students with experiences on immigrant students. Reading multicultural literature gives the becoming teachers a chance to understand diversity of multicultural issues beyond the monocultural or tourist perspective (Dong, 2005; Norton, 2007; Short, 2007). Fiction is being increasingly used as a component of various university courses. Reading fiction enables us to learn about different situations, circumstances, and people not otherwise familiar to us. In addition while helping students to perhaps be more empathetic, fiction can give them factual information about various things (Boyles, 2006: Lu, 2000; Seeley, 1992). However fiction is used only in a little degree to support teacher students’ professional growth. This study presents an experiment where student teachers read and discuss multicultural literature in literature circles as part of their studies on multicultural education (Daniels, 2002; Fall, Webb & Chudowsky, 2000). The data of this research consist of 51 personal reading diaries and 15 memos on the literature circles. The research represents qualitative research and the data was analyzed by content analyses (Elo & Kyngäs, 2008). In this study the data formed three categories/perspectives on multiculturalism and multicultural literature: the usefulness of multicultural books in education, the relevance of reading multicultural books for personal and professional growth and the assessment of the quality of multicultural books. The preliminary results show that students value reading multicultural literature as a useful tool for the adult readers in empathizing with multicultural themes and learning about immigration and multiculturalism. However, students are skeptical about the possibilities of using multicultural children's literature as part of multicultural education in primary schools. The present study confirms the results of previous researches which indicate that teachers are insecure in using multicultural children’s literature in their teaching (Shioshita, 1997; Lehman, 2011; Louie, 2006). They fear that multicultural children’s literature may be offensive to some of their immigrant students or establish prejudices toward immigrant students.

Keywords: Multicultural Literature, Multicultural Education, Literature Education

Aerila, J.-A. & Kokkola, L. (2013). Multicultural Literature and the Use of Literature in Multicultural Education in Finland. Bookbird Journal 51/2, 39–50. Boyles, M. (2006). The effects of multicultural literature in the classroom. Senior honors theses. Paper 62. Retrieved 12.6.2014 from http://commons.emich.edu/cgi/viewcontent.cgi?article=1061&context=honors. Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. Portland, ME: Stenhouse Publishers. Dong, Y.R. (2005). Taking a cultural-response approach to teaching multicultural literature. The English Journal, 94(3), 55–71.

Elo, S. & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. doi: 10.1111/j.1365-2648.2007.04569.x. Fall, R., Webb, N. M., & Chudowsky, N. (2000). Group discussion and large-scale language arts assessment: Effects on students' comprehension. American Educational Research Journal, 37(4), 911–941. Lehman, B. (2011). Reading globally: The reader’s responsibility in literary transactions. In L. M. Pavonetti (Ed.). Bridges to understanding. Envisioning the world through children’s books (pp. 9–16). Plymouth: Scarecrow Press. Leming, J. (2000). Tell me a story. An evaluation of a literature-based character education programme. Journal of Moral Education 29(4), 413–427. Louie, B. (2006). Guiding principles for teaching multicultural literature. The Reading Teacher 59(5), 438–454. Lu, M. (2000). Multicultural children’s literature in the elementary classroom. Retrieved 21.4.2000 from http://www.ed.gov/databases/ERIC%5FDigests/ed423552.html Norton, D. (2005). Multicultural children’s Literature: Through the eyes of many children. Upper saddle River, NJ: Pearson Education. Seeley, H. N. (1992). Teaching Culture. Lincolnwood, IL: National Textbook Company. Shioshita, J. (1997). Beyond Good Intentions: Selecting Multicultural Literature. Retrieved 27.7.2013 from http://www.4children.org/news/9-97mlit.html. Short. K. (2007). Critically reading the word and the World. Building intercultural understanding through literature. Bookbird, 2, 2–10.

Using fiction in teaching mathematics in FinlandJuli-Anna Aerila & Miikka, E. Wikholm

Abstract: Several studies have shown that boys´ and girls´ differences in reading are the result of different attitudes towards reading. Literacy development is strongly linked to how committed and motivated the students are in reading. (Merisuo-Storm & Soininen, 2010; 2012; 2013) Finland has prooved to be successful in many areas of literacy in variety of international studies (e. g. PISA). However, the motivation to read in Finland is clearly under the international average. Especially negatively Finnish students are committed to the reading in schools. (Merisuo-Storm & Soininen, 2013) Therefore, it is important that students´, especially boys´, commitment to read is strengthened with different new approaches and the use of literature in schools is constantly developed further (Brozo, 2002; Grossman, 2001; molloy, 2007). This study focuses on finding out how and to what amount fiction is being used in math lessons in primary schools in Finland. The aim of this proposed study is thus to ascertain the extent to which the integration of children’s literature in primary mathematics lessons benefits children in terms of the attractiveness of reading and fiction especially for boys in Finland as well as their confidence level in and attitudinal change, if any, towards these subjects (e.g. mathematics and literature Billings & Beckmann, 2005; Caparo & Caparo, 2006). The study presented here is a part of an international study “Teacher’s beliefs on the integration of children’s literature in primary mathematics and learning: A comparative study”, which aims to find out 1) what are the beliefs concerning the integration of children’s literature in primary mathematics teaching and learning as espoused by teachers of different personal and professional characteristics in England; Hong Kong, Australia and Finland and 2) what extent does the integration of children’s literature in

primary mathematics teaching and learning benefit children. The data was collected from teacher students and primary school teachers in Rauma district with a questionnaire. The preliminary results show that fiction is used in math education frequently in primary schools with children aged 7 10 years. The main purpose of using fiction is to motivate and concretize the learning. One of the reasons that fiction is seldom used with older students in math is the lack of suitable material in Finland.

Keywords: motivation to read, literature education, children´s literature, mathematics

References: Aerila, J.A. & Niinistö, E-M. (2014). Lukuilo syntyy mukavista lukuhetkistä, hyvästä seurasta ja kiinnostavasta kirjallisuudesta. [The joy of reading comes from nice reading times, good company and from an interesting reading]. In K. Karasma & S. Rauramo (eds.) Juhlakirja Inkeri Vikaisen 100-vuotispäivänä. Äidinkielen opetustieteen seura, 106 – 130. Billings, E. M. H., & Beckmann, C. E. (2005). Children's Literature: A Motivating Context to Explore Functions. Mathematics Teaching in the Middle School, 10(9), 470-478. Brozo, W. G. (2002). To be a boy to be a reader. Engaging teen and preteen boys in active literacy. The University of Tennesee: Knoxville, Tennesee USA. Capraro, R. M., & Capraro, M. M. (2006). Are you really going to read us a story? Learning geometry through children’s mathematics literature. Reading Psychology, 27, 21-36. Grossman, P. (2001). Research on the teaching of literature: Finding a place. In V. Richardson (eds.): Handbook of research on teaching. 4. painos. Washington D.C.: American Educational Research Association, 416 – 432. Merisuo-Storm, T. & Soininen, M. (2013). Developing boys’ reading comprehension skills with interesting reading material. Proceedings of ICERI2013 Conference, 799–806. Merisuo-Storm, T. & Soininen, M. (2012). Constructing a research-based program to improve primary school students’ reading comprehension skills. IJCDSE, International Journal for Cross-Displinary Subjects in Education 3 (3), 755–762. Merisuo-Storm, T. (2010). Primary school students’ comprehension skills. In The National Institute of Educational Resources and Research (eds.) Educational theory and practice in Finland. Taipei: NIOERAR, 267–286. Molloy, G. (2007). När pojkar läser och skriver [When boys read and write]. Studentlitteratur. Denmark: Scangraphic.

Book trailers as reading motivatorsSatu E. M. Grünthal & Johanna Pentikäinen

Abstract: Our paper focuses on literature pedagogy, and especially on new ways to support reading motivation. Today, many teachers and educators feel that motivating pupils to read fiction, especially novels, is more challenging than before, because social media, new technology and hectic life style take the major part of their lives. In order to take advantage of pupils’ interest and skills in new technology and to use them in favor of literature education, we planned and organized a book trailer project in subject teacher education in the University of Helsinki in fall 2014. Our paper presents and discusses this project. In our project, teacher students of Finnish language and literature planned and filmed

book trailers for 9th grade (15–16 year old) secondary school pupils. Trailers were based on novels that are often read on 9th grade, and the focus of the task was to motivate and enhance reading and promote intense involvement with the book (not to summarize the plot). In addition to finding and testing out new ways for teaching literature at schools, the project also targeted at improving teacher education in mother tongue and literature. It aimed to give teacher students possibilities to develop their IT skills and to find out new possibilities to use technology in literature pedagogy. Such possibilities have been tried out and developed by Anders (2013) and Maaß (2010), among others. Before and after the project, students filled in an e-survey about their motivation and ability to use technology in literature education. Preliminary analysis of the results shows that a number of students found the amount of technological support during the process insufficient, and the majority also thought that the project was quite time-consuming. However, the project as a whole was considered as motivating and inspiring. Final results of these surveys are analyzed and discussed in the paper. They are also tied to theoretical views on shared readership and authorship (Jacobs, 2012) and the idea about affility spaces (Gee, 2003), where shared interests, goals and projects enhance literary skills.

Key words: reading motivation, book trailers, new technology

References: Anders, Petra. 2013. Lyrische Texte im Deutschunterricht. Grundlagen, Methoden, multimediale Praxisvorschläge. Seelze: Klett & Kallmeyer. Gee, J. P. 2003. What video games have to teach us about literacy and learning. New York: Palgrave Macmillan. Jacobs, Gloria E. 2012. Rethinking Common Assumptions About Adolescents’ Motivation to Use Technology In and Out of School. Journal of Adolescent & Adult Literacy 56(4), 271–274. Maaß, Claudia. 2010. "Lyrik live" - Poetry Slam, Poetry Clip, Poesiefilme, in: Deutschmagazin Nr. 05/2010, Oldenbourg, München 2010.

Writing assignments in the context of learning conceptions: A systematic analysis on Finnish writing studies during 21st centuryElina Harjunen & Johanna K. Pentikäinen & Mari Hankala & Merja Kauppinen & Pirjo E Kulju & Sara Routarinne

Abstract: This paper focuses on the forms of writing and writing assignments in language and literature classroom, and aims to present findings from a systematic analysis on Finnish writing studies during 21st century. The data consist of 78 peer-reviewed studies, doctoral dissertations and national surveys on writing in Finnish basic education. The purpose of the systematic review (Harden & Thomas 2010 ) was to investigate how much and what

kind of research was conducted in the beginning of the 21st century as this was not previously studied. The results show that Finnish writing studies can be divided in to three main categories: psychological, linguistic, and pedagogical. In the majority of these studies the informants are between 7-10 years, whereas there is a few research from other age groups. In the presentation we discuss findings in the context of learning paradigms and conceptions and analyze their relation to socio-political writing practices and their validity in the multiple present-day writing contexts (Boscolo 2008; Ivanič 2004). In addition to that we will compare our findings to the short history of writing education starting from the national awakening in the end of 19th century where reading was considered as an approved skill in the community but writing remained a privileged capacity (Leino-Kaukiainen 2007).

Keywords: writing assignments, Finnish basic education, systematic review, writing studies

References: Boscolo, P. (2008). Writing in Primary School. In C. Bazerman (Ed.) Handbook of Research on Writing. History, society, school, individual, text. New York & London: Lawrence Erlbaum Associates, 293–309. Harden, A. & Thomas, J. (2010). Mixed methods and systematic reviews: Examples and emerging issues. In A. Tashakkori & C. Teddlie (Eds.) SAGE Handbook of Mixed Methods in Social & Behavioral Research. Second edition. Los Angeles: Sage, 749–774. Ivanič, R. (2004). Discourses of Writing and Learning to Write. Language and Education 18 (3), 220–245. Leino-Kaukiainen, P. (2007). Suomalaisten kirjalliset taidot autonomian kaudella. Historiallinen aikakauskirja 105 (4), 420–438.

Multimodal and aesthetic possibilities and positions in future L1 research and educationHeidi Höglund & Hannah Kaihovirta & Ria Heilä-Ylikallio

Abstract: The presentation aims at discussing the subject of L1 from a multimodal and aesthetic perspective. This is done by presenting examples from a completed research project from the context of Swedish as L1 within the Finnish educational system. By tradition in school settings, written and spoken language has had a dominant role whereas visual, dramatic or musical modes have been valued mainly for aesthetic purposes (Eisner, 2008; Kress, 2008; Østern, 2014). Just as the arts as a form of knowledge do not have a secure past in an epistemological sense; art has mainly been regarded as emotional or decorative (Eisner, 2008; Kress, 2008). However, the interest for the concepts of multimodality and aesthetic learning has grown lately within the Scandinavian educational debate and in Finland the renewed national core curriculum for basic education, which is planned to be in use from 2016, includes the concepts of multiliteracy and multimodality. What are the possibilities and positions for L1 practice and research from a multimodal and aesthetic perspective?

The presentation demonstrates results from a completed research project (reported in Kaihovirta-Rosvik, Østern & Heilä-Ylikallio, 2011). The purpose of the research project was to explore how aesthetic and art-based approaches to learning support teachers literacy teaching practice. One of the research methods used in the project was art informed research in which art based research methods was combined with hermeneutic interpretation models for analysis. The results are presented in five visual images that illustrate possible aesthetic approaches to literature and literacy teaching.

The research project is discussed in relation to future possibilities and positions for L1 research and education from a multimodal and aesthetic perspective. The presentation also relates to on-going research projects (Höglund, in progress). By this we wish to contribute to the discussion on L1 teaching and research by demonstrating empirical research projects in relation to the possibilities surrounding multiliteracies and aesthetic text culture, and the development of textual competence in an increasingly multimodal society.

Keywords: aesthetic perspective, multiliteracies, multimodality, literature education, Swedish as L1 in Finland

References: - Eisner, E. (2008). Eisner, E. (2008). Art and knowledge. In Knowles, G.J. & Cole, A.L. Handbook of the Arts in Qualitative Research. Perspectives, methodologies, examples, and issues. SAGE Publications. (pp. 3–12) - Höglund, H. (in progress). Transmediating poetry to film. An Inquiry of Film Making Practices in Literature Education. Åbo Akademi University, doctoral thesis. - Kaihovirta-Rosvik, H., Østern, A-L. & Heilä-Ylikallio, R. (2011) Estetiska ingångar till fiktionsläsning – en studie i utveckling av didaktiska modeller [Aesthetic approaches to literature reading – a study in the development of didactical models] In Smidt, J., Tønnessen, E.S. & Aamotsbakken, B. (Eds.) Tekst och tegn. Lesing, skriving og multimodalitet i skole och samfunn. Trondheim: Tapir Akademisk Forlag. (pp. 217–236) - Kress, G. (2008). ´Literacy´ in a Multimodal Environment of Communication. In Flood, J., Heath S.B, & Lapp, D. (Eds.) The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts. Vol 3. New York: Taylor & Francis Group (pp. 91¬–100) - Østern, A-L. (Ed). (2014). Dramaturgi i didaktisk kontekst [Dramaturgy in didactical context] Bergen: Fabokforlaget.

The essay and authorial voice: Analysing interaction in Finnish matriculation essaysRiitta Juvonen

Abstract: The mother tongue test of Finnish matriculation examination has two parts: a textual skills section and an essay. In the essay, the candidate should discuss the topic given in the assignment question and maintain her subjective viewpoint in the text.

This paper examines the intersubjective positioning of the writer in Finnish matriculation essays from the point of view of the framing clause complexes (e.g. Luulen / on selvää että kissat tarvitsevat paljon unta ‘I think / it’s clear that cats need a lot of sleep’). The analysis focuses on how students use these complexes to position themselves in respect to prior texts and to the putative reader: allowing for alternative positions (dialogic expansion) or restricting the dialogic space (dialogic contraction) (see Martin & White 2005). The paper is based on the results of my PhD study (Juvonen 2014).

Theoretically and methodologically the paper draws on linguistically oriented discourse analysis, especially the appraisal theory (Martin & White 2005) and the study of textual interaction (e.g. Hoey 2001). The study is based on a corpus of matriculation essays given either high or low grades.

The paper shows how framing clause complexes can form rhetorical patterns involving dialogic expansion or contraction within the text. The most clear-cut patterns relate to e.g. concession, explicating reasoning processes and topic shifting, and the patterns consist of sequential actions that stretch over clause boundaries. One of the key observations is that the cohesive function of a pattern is related to intersubjective positioning: to the ways the reader is expected to respond to the claims that are being made and to their relations as presented in the text.

However, the form and functions of the rhetorical patterns vary according to how predictable they are within the genre of the matriculation essay. The paper illustrates how the expected interaction between the author and the putative reader can be defined in Finnish school essays.

Key words: rhetorical patterns, textual interaction, student writing, the appraisal framework

References: Hoey, M. (2001). Textual interaction: An introduction to written discourse analysis. London: Routledge.

Juvonen, R. (2014). Kirjoitelma ja tekijän ääni. Kehystämisen yhdyslauseet suomenkielisen ylioppilasaineen dialogisuuden hallinnassa. [The essay and authorial voice: Framing clause complexes in dialogic positioning in Finnish-language matriculation essays]. Doctoral thesis. Finnish language, Faculty of Arts. University of Helsinki.

Martin, J.R. & White, P.R.R. (2005). The language of evaluation: Appraisal in English. Hampshire: Palgrave Macmillan.

How did the Finnish language become a school subject?Katri Karasma

Abstract: When Latin was the language of educated people, it was forbidden to speak mother tongue in the school. This was the principle in the 17th century. Not earlier than in the 19th century the prestige of the mother tongue began to rise. The mother tongue was practical. It began to displace the Latin language. The nationalistic romanticism directid the attention to the history and poetry of one´s own country. In the beginning of the 19th century there were several attempts to get the Finnish language as a school subject. A movement called Fennofiilit (A. I. Arwidssonin, J. G. Linsén and E. K. Ehrström) wrote articles in the newspapers Mnemosyne and Åbo Morgonblad. They explained that the language and the nation are unseparably combined together. The students left a petition where they requested the grand duke for a post of a teacher in the Finnish language at the university. It was not approved. Nikolai I accepted the Finnish language as a school subject 1841 in the boy schools of Hamina and Viipuri. Finland´s Senate hesitated two years, so the whole country got new school regulations (Gymnaasi- ja koulujärjestys) 1843. The Finnish language got two hours in a week. The decision was pleasant to Nikolai I, because the Russian language got more lessons (4-8 hours) and the Swedish language was dropped out. The Finnish language was thought as a second language. The grammars were in Swedish and one in German. As a text book the pupils used Kalevala and they translated it into Swedish. In the year 1856 the Finnish language became the language of instruction. Alexander II accepted new school regulations. J. V. Snellman had written in newspapers that the Finnish children cannot understand the instruction in secondary schools because it was given in a language they do not understand. The number of Finnish lessons varied in different grades 2-4 hours in a week. Since this time the Finnish lessons were like the instruction in the mother tongue. In school regulations since 1872 the name mother tongue (äidinkieli) was used. Methodology is historical research, which considers curriculum changes. During the Russian rule Swedish language was dropped out when renewing but it was resumed later.

Keywords: Curriculum (school order) research, language politics, a new scool subject

References Hanho, T. J. 1955. Suomen oppikoululaitoksen historia 2. 1809-1872. (The history of Finlands secondary school 2. 1809-1872.) Helsinki: WSOY. Karasma, Katri. 2013. Miten oppiaineeksi tulo mahdollistui? (How was it possible to become a school subject?) Aikakauskirja Äidinkielen opetustiede (Journal of Mother tongue Education), 42, 2-4. www.aidinkielenopetustieteenseurary.com Karasma, Katri. 2014. Aapisesta ylioppilaskokeeseen. Äidinkielen opetuksen historia. (From ABCbook to matriculation examination. The history of mother tongue.) Äidinkielen Opetustieteen Seuran tutkimuksia. (Publications from the Society of the Teaching Science of Mother Tongue.)

Keisariillisen Majesteetin Armollinen Gymnaasi- ja Koulu-järjestys Suomen Ssoruhtinaanmaalle. Annettu Helsinginkaupungissa 6 p Marraskuuta 1843. 1844. Helsinki: J. Simeliuksen Perillisten tykönä. Thavenius, Jan. 1981. Modersmål och fadersarv. Svenskämnets traditioner i historien och nuet. Stockholm:Symposion Bokförlag. van de Ven, Piet-Hein. 1989. Modersmålsundervisningen i Västeuropa. Några historiska översikter. Tidskrift för litteraturvetenskap 18, 4, 19-35.

Renewing the aims and the contents of literacy instruction in L1 – coeducation between teacher students of mother tongue and ICT in FinlandMerja Kauppinen

Abstract: The use of ICT is not especially widespread in Finnish schools despite the campaigns, projects and in-service teacher education programmes which aim to increase the utilization of ICT in instruction (Ilomäki 2008; Taalas et al. 2008). The significant changes in textual spaces, e.g., in digital literacy practices, require teachers and teacher educators to update their literacy beliefs, values, and classroom practices (Miller 2007). Experiences of the pedagogical use of ICT already during teacher studies are crucial because they can strengthen motivation (Schunck & Usher 2011) and generate technology-integrating collaborative working (Llewellynn-Jones, Agombar & Deane 2011). In Finland, we have rethought the academic literacies, especially digital and innovative literacy skills, in teacher education (Kiili, Kauppinen & Laurinen 2013) and developed a model of coeducation by means of which L1 teacher students can develop their technological-pedagogical knowledge during their studies. Within just four academic years (2011–15) L1 teacher students have reformed L1 instruction with the support of ICT students. These teacher students have together planned, carried out and evaluated learning projects in different school forms as part of their teaching practices. This study covers 20 ICT-supported L1 learning projects. The data consist of the reports teacher students have produced on completion of their projects and subsequent evaluative group discussions. The data are analyzed using qualitative content analyses. The research questions are as follows: - Which aims or content areas of L1 do the teacher students support via ICT? Why just these areas? - What kind of technological resources is used in L1 instruction? - What are the purposes of ICT-based literacy learning? - What, on the one hand, are the benefits and, on the other, the disadvantages of using ICT in L1 instruction according to the teacher students? - What kind of demands does ICT and L1 coeducation produce?

The preliminary findings show that L1 teacher students are willing to create technology-supported learning practices in diverse content areas of mother tongue and literature. The main purpose of ICT use is to increase the agency of pupils in their learning processes. Also, according to teacher students, creativity and innovative literacy skills in learning are crucial.

Keywords: literacy instruction, ICT-based learning, coeducation, teacher education, L1 instruction

References: Ilomäki, L. 2008. The effects of ICT in school. Teachers’ and students’ perspectives. Ann. Univ. Turkuensis B 314. University of Turku. Kiili, C., Kauppinen, M. & Laurinen, L. 2013. University students as composers of a digital video. In T. Ley, M. Ruohonen, M. Laanpere, & A. Tatnall (eds.) Open and Social Technologies for Networked Learning. IFIP WG 3.4 International conference, OST 2012, Tallinn, Estonia, July/August 2012. Heidelberg: Springer, 131–140. Llewellynn-Jones, C., Agombar, M. & Deane, M. 2011. Writing in the disciplines and learning technologists: Towards effective collaboration. In M. Deane & P. O’Neill (eds.) Writing in the disciplines. New York: Palgrave, 237–249. Miller, S. M. 2007. English teacher learning for new times: Digital video composing as multimodal literacy practice. English Education 40 (1) 2007, 61–83. Schunck, D. H & Usher, E. L. 2011. Assessing self-efficacy for self-regulated learning. In B. J. Zimmerman & D. H. Schunk (eds.) Handbook of Self- Regulation of Learning and Performance. NY: Routledge. Taalas, P., Tarnanen, M., Kauppinen, M. & Pöyhönen, S. 2008. Media landscapes in school and in free time – two parallel realities? Nordic Journal of Digital Literacy 3 (4), 240–256.

"Call to teach" of Estonian and Finnish teacher students of mother tongue and literatureKersti Lepajoe & Satu E. M. Grünthal

Abstract: The aim of our paper is to investigate the motivation of career choice and career orientation of Finnish and Estonian subject teacher students of mother tongue and literature. The research data was collected through an e-survey in the spring term of 2014 amongst Finnish students from the University of Helsinki and Estonian students from the University of Tartu. The data is analyzed as well quantitatively as qualitatively. Results of Finnish and Estonian student groups are discussed in comparison to each other and, respectively, in the context of national subject teacher education curricula and teachers’ socio-economic situation. The research is theoretically anchored to D. T. Hansen’s concept of ‘call to teach’ (1995), and it takes into account the recent research on beliefs about teaching and career choice (e.g. Löfström, E. & Poom-Valickis, K., 2013; Rots, I. & al, 2010) and the sociological context of teacher’s profession (Darling-Hammond, L. & Bransford, J., 2013). The research data is analyzed in the framework of different dimensions of teacher’s vocation, such as the social and ethical aspects of teaching, teacher’s constant professional development, and the emotional rewardingness of teaching. Also, the very concept of vocation in comparison to career choice is questioned in the analysis. The weight students gave to the importance of subject knowledge, research-based teacher orientation and multicultural aspects in mother tongue and literature education are also scrutinized in the paper. In this respect, Higgins’ (2005) suggestion of seeing professions as ways of interacting with the world turns out useful. First results of the data analysis reveal remarkable differences in, for example, the social

status of teacher’s profession in Finland and Estonia. Despite of this, the ‘call to teach’ of Estonian mother tongue and literature students seems to be even stronger than that of Finnish students. In both countries the students’ inner motivation to become teachers is clear, and, therefore, the challenge of teacher education is to foster this career choice and to evoke awareness of the social orientation and social dimensions of teacher’s profession.

Keywords: career choice, vocation, motivation

References: Darling-Hammond, Linda & Bransford, John (Eds.). 2013. Preparing Teachers for a Changing World. San Francisco: Jossey-Bass. Dewey, John. 1916. Democracy and Education: An Introduction to the Philosophy of Education, Hansen, David. 1995. The Call to Teach. New York: Teachers’ College Press. Higgins, Christopher. 2005. Dewey’s conception of vocation. – Journal of Curriculum Studies vol 37, nr 4, 441–464 Löfström, Erika and Poom-Valickis, Katrin. 2013, Beliefs about teaching: Persistent or malleable? – Teaching and Teacher Education 35/2013. Rots, Isabel & al. 2010, Teacher education and the choice to enter the teaching profession – Teaching and Teacher Education 26/2010.

Does pedagogy have any impact on oral and writing competencies? (1/2)Astrid Neumann & Elina Harjunen & Irit Haskel-Shaham

Abstract: SIG Research on Writing, Reading & Oracies (ROWRO) Organized by Astrid Neumann – Leuphana University of Lüneburg (aneumann@leuphana.de), Irit Haskel-Shaham – University of (irithaskel@dyellin.ac.il), Elina Harjunen – University of Helsinki (elina.harjunen@karvi.fi).

This symposium focuses on written-based skills (reading and writing) and on oral-based skills (listening and speaking), and on their relationship in L1 or L2 or both. The pedagogy of oral and writing competencies in multicodal and multimodal contexts (Elbow, 2012) has a great impact on interrelationship of opportunities to learn because of support the right pedagogical codes (Bernstein, 1984). All these skills have to be acquired up to a certain ability to manage and solve real communication problems in the complex modern society in 21th century. This is shown in educational settings by the concepts of literacy, in schools by OECD definitions in worldwide PISA testing (OECD, 2001). Nevertheless, we need more research, spatially to explain how to get better results in all literate skills (Graham & Harris, 2014) and meta-analyses (Hattie, 2009) in order to bridge the gap between research and praxis. Mother tongue and culture are acquired together through anticipating in significant activities, which are language mediated (Snow, 1984; Tomasello, 2003). Therefor the main role of school is to strengthen students' language knowledge as well as their communicational competencies, spoken and written (Blum-Kulka, 2008). Today, teaching good writing emphasizes not only skills, but also styles and genres.

Teachers and educators provide their students with tools for examining the different qualities of the language, helping them to adjust their language to a specific purpose and, most of all, to express their own voice. Language education points out the mutual relationship between speaking and writing and seeks the social-cultural source of the unique voice of each one of us. The participants will present topics, such as cognitive abilities that improve writing competence; assessment in the service of improving literacies; pedagogical and technological activities that enhance competencies; and, the writer's voice and academic writing. We will discuss how pedagogy impacts literacy and the ways by which the findings or results of our studies may be translated to pedagogical language practis in specific mother tongues. Setting The symposium includes two sessions of ninety minutes each: "language skills in praxises" and "effectiveness in language learning". Each of the four presenters will talk fifteen minutes, followed by a general discussion. Maybe, at the end we shall participate in "hands-on" workshop.

Program:

Session1: Introduction by organizers: presentation of themes and work forms Presentations by: • Baez • Chimirala & Sarigala, • Haskel-Shaham • Yagelski & Wilder

Session 2: Presentations by: • Grabowski, Becker-Mrotzek, Brinkhaus & Knopp • Phillip • Peled-Elhanan • Kouki & Alisaari • Discussion of central theses of both sessions.

Keywords: To be added.

References: Bernstein, B. & Diaz, M. (1984). Towards a theory of predagogic discource. University of London: Isnstitute of Education. Blum-Kulka, S. (2008). Developing Curriculum in L1 and L2. In: N. Nevo, & E. Olshtain, (Eds.) Hebrew in the globalization era. Jerusalem: Magnes Elbow, P. (2012). Vernacular eloquence. What Speech Can Bring to Writing. Oxford: University Press. Graham, S. & Harris, K. (2014). Conducting high quality writing intervention reseach: Twelve recommendations. Journal of Writing Research, 6(2), 89-123. Hattie, J. (2009). Visible learning. A Sythesis of over 800 meta-analyses relating to achievement. London/New York: Rotledge. OECD (2001). Knowledge and skills for life. Paris: OECD. Snow, C. E. (1984). Parent-child interaction and the development of communicative

ability. In: R. Schiefelbush, & J. Pickar (Eds.), Communicative competence: Acquisition and intervention (pp. 69-107). Baltimore: University Park Press. Tomasello, M. (2003). Constructing a language. Cambridge, MA: Harvard University Press.

• Uma Maheshwari Chimirala• Brief Abstract: • Can engaging in anticipatory listening initiate noticing and learning of task-specific

features? Can noticing task-specific aspects enable developmental changes in oral task performance? This research paper will discuss the findings of a study that aimed at investigating the two questions and then shares strategies to build conscious listening abilities in ESL contexts.

•• Detailed abstract: • Research into listening skills posits that listening as a source of input, input processing

and output enabling skill requires the learners to psycho-linguistically navigate unidirectional, bidirectional and autodirectional modes of listening in order to engage in reflective thinking and problem-solving activities. Such studies also implicate the dire need to create instructional programmes that would enable learners develop listening as a skill to notice linguistic aspects and engage in concept learning. Consequently, researching the relationship between conscious language learning processes and the dynamic listening skills (and productive skills) has been an intriguing yet challenging. The need to explore and exploit this relationship appears pertinent in an academic context, since learners would have to engage in listening to concept-based talks in technical subjects and subsequently apply the concepts in pedagogically simulated problem-solving contexts. Subsequently, this paper explores whether learner engagement in ‘anticipatory listening’ can impact concept-learning and task specific language learning.

• Seventy-eight technical students participated in the study which required them to present three topic-based oral presentations. In each presentation they had to engage in pre-peer presentation anticipatory listening activity and then provide feedback and suggestions to peers in the post-peer presentation stage. After the three presentation sessions, all the participants participated in an open-ended survey and in focus group discussions. Based on the data collected through the responses on the anticipatory listening activity, the survey, the discussions and the ppts presented, the study claims that engaging in anticipatory listening can induce a relative degree of reflection and evaluation of the task expectations and task response i.e. oral presentations.

• Key words: Noticing, anticipatory listening, concept-learning, task-specific features •• References: • Wolvin, A., and C. G. Coakely (1996). Listening (5th ed.). Dubuque IA: Brown and

Benchmark Publishers. • Mendelsohn, David (1995). Applying learning strategies in the second/ foreign

language listening comprehension. In David Mendelsohn and Joan Rubin (eds.), A Guide for the Teaching of Second Language Listening. San Diego, CA: Dominie Press, pp. 132–150.

• Goh, C., and T. Yusnita (2006). Metacognitive instruction in listening for young

learners. ELT Journal 60(3):222–232.• Irit Haskel-Shaham• Mastering mother tongue is essential for any learning in all subject matters. Mastering

mother tongue means being capable of using all skills (listening, speaking, reading and writing) in an appropriate way in all circumstances. In Israel (and in the world, see PISA & PIRLS) the focus is on reading comprehension and writing is a usualy neglected.

• Writing is a process of problem solving, and as such, it requires high order thinking competence (Elbow, 1973, 2000; Emig, 1971). In my college, students who soon will be teachers should enhance their own writing skill while preparing themselves to teach it to young children. In order to "seduce" them to confront their hesitation to write and to bring them to incorporate with the obstacles of doing it and teaching it, I developed an online course in class based on PBL (problem based learning).

• The changing demands of the modern world demands skills such as abstraction competence, holistic thinking, technological attitude and ability to find information, classify it, retrieve it when needed and use it. These competences cannot be taught by the traditional teaching. An active teaching-learning attitude is required, one that enable experiencing functioning in different situations. PBL teaching enables students to use knowledge in relevant and complicated situations that echo the world outside school. It brings up the importance of learning in many ways and with variance tools, like internet, interviews etc.

• In this course they pretend to be decision makers in a school that emphasize writing. Through the process of founding the school, interviewing children and writing a curriculum they experience the writing process, and meet different genres in their assignments as well as experiencing peer assessment and expert assessment. At the end of the course, most students' stance towards writing is changed, and their self-confidence is strengthened.

• In my lecture, I will present the course sight, the activities and will explain its variance advantages.

•• Elbow, P. (1973). Writing without teachers. London: Oxford U. Press. • Elbow, P. (2000) Everyone Can Write. New York: Oxford U. • Emig, J. (1971). The Composition Process of Twelfth Graders. IL: Urbana, NCTE• Laura Wilder & Robert P Yagelski• Required first-year writing courses in U.S. universities are intended to prepare students

to write effectively across the curriculum and in other settings. These programs are sometimes also used to enhance student retention rates (White, 2001). However, whether such writing programs achieve these goals is contested (Russell, 1995; Smit, 2004). As a result, many programs collect and analyze various kinds of data to determine the impact of the instruction students receive. But few programs integrate research and professional development focused on pedagogical practices into their assessment efforts as a way to improve learning outcomes. In this session we will describe one such effort at a large public university.

•• In a new required first-year writing program at the State University of New York at

Albany, we set out to assess the students’ writing and also to study the analytical thinking evident in the students’ texts. A random stratified sample of 10% of the 880 final papers written for the course during the 2013-2014 academic year was analyzed for the use of six cross-disciplinary analytical strategies adapted from

Wolfe, Olson, and Wilder (forthcoming), such as using a theoretical framework. Results suggest that some of these strategies, which represent significant challenges for first-year students, seem to be developmental. These findings have implications for understanding the extent to which analytic skills taught in first-year courses transfer to other contexts. In this presentation, we will discuss how the results of this research informed the ongoing effort to assess student learning and improve instruction, and we will examine how the study informed instructors’ pedagogical practices.

••• References •• Russell, D. R. (1995). Activity theory and its implications for writing instruction. In. J.

Petraglia (Ed.), Reconceiving writing, rethinking writing instruction (pp. 51-77). Mahwah, NJ: Lawrence Erlbaum.

•• Smit, D. W. (2004). The end of composition studies. Carbondale, IL: Southern Illinois

University Press. •• White, E. M. (2001). Revisiting the importance of placement and basic studies. In G.

McNenny and S. A. Fitzgerald (Eds.), Mainstreaming basic writers: Politics and pedagogies of assessment (pp. 19-29). Mahwah, NJ: Lawrence Erlbaum.

•Wolfe, J., Olson, B., and Wilder, L. (forthcoming). Knowing what we know about writing in the disciplines: A new approach to teaching for transfer in FYC. The WAC Journal.

Local and global acts of reading multicultural fictionOuti K. Oja & Eeva Kaarina Ahonen & Pirjo Helena Vaittinen

Abstract: Think globally, act locally is a slogan of the Nordic Countries of Scandinavia, including Iceland and Finland. The concept of ‘multicultural’ is used covering both ‘the ethnic’ and the cultural and language issues in the world of the fiction, and in the production and reception of the books. The multitude of intersecting ethnic, cultural, political and gendered identities is a phenomenon of today. And the concept used, is ‘the cultural diversity’.

The minorities in Sweden and Finland, however, have their historical roots from the 16th century on, and the relations can be seen through the theories of Postcolonialism, the uses of power and knowledge. The attitudes and atmospheres, and relating frames for the interpretations of literature, change slowly. It is important to explore how ‘ethnic’ identities are constructed and reconstructed, internally and externally.

A selection of multicultural books was listed for 9th-graders in a school-class in Tampere, Finland, and one Finnish school-class in Stockholm, Sweden. During the discussions in a mutual virtual learning environment via the Internet, the participants made a presentation of their choice, an analysis of the novel, and of their literary reading process. Later on, they wrote about how important it would be in the future to have contacts with young people in other countries via the Internet in the school environment.

The statements are explored in this paper in the frame of the fiction reading process as negotiations for meaning, especially with the contribution given by peer readers in the other country. The focus is on the documentation and discussion of the sensitivity to the cultural and language problems of the fictitious persons in the frame of text comprehension and interpretation.

The difference of the situations of pupils is mirroring in their readings, and in the conversation. Better tools for learners and instructors may be found in the strategies of negotiations, uses of background material, and the stories of the young participants, too, to advance towards treasuring up the global and local cultural and linguistic diversity.

Keywords: literary reading; multicultural literature; cultural diversity; integration in instruction

References: Bennett, Milton J, Towards ethnorelativism: A developmental model of intercultural sensitivity (revised). In R. M. Paige (Ed.), Education for the Intercultural Experience. Yarmouth, Me: Intercultural Press 1993. Dressel, Janice Hartwick, Personal response and social responsibility: Responses of middle school students to multicultural literature. The Reading Teacher, vol 58, no.8, May 2005, 750–764. Dressel, Janice Hartwick, Teaching and Learning About Multicultural Literature. Students Reading Outside Their Culture in a Middle School Classroom. Newark, Delaware: International Reading Association 2003. Glazier, Jocelyn and Seo, Jung-A, Multicultural literature and discussion as mirror and window? Journal of Adolescent & Adult LiteracyVolume 48, Issue 8, 2003. Article first published online: 9 NOV 2011 http://onlinelibrary.wiley.com/doi/10.1598/JAAL.48.8.6/pdf Gröndahl, Satu, Inledning. Från ”mångkulturell” till ”mångspråkig” litteratur? In Gröndahl, Satu (ed.), Litteraturens gränsland. Invandrar- och moniritetslitteratur i nordisk perspective. Uppsala Universitet. Centrum för multietnisk forskning 2002, 11–34. Poyas, Yael, Exploring the Horizons of the Literature Classroom – Reader Response, Reception Theories and Classroom Discourse. L1-Educational Studies in Language and Literature 2004, Volume 4, Issue 1, pp 63-84. Rantonen, Eila, Maahanmuuttajat ja kirjallisuus Suomessa ja Ruotsissa (Immigrants and literature n Finland and in Sweden). In Rantonen, Eila (ed.), Vähemmistöt ja monikulttuurisuus kirjallisuudessa (Minorities and multiculturalism in literature), Tampere: Tampere University Press 2011, 163–191). Rantonen, Eila and Savolainen, Matti, Postcolonial end ethnic studies in the context of Nordic minority literatures. In Gröndahl, Satu (ed.), Litteraturens gränsland. Invandrar- och moniritetslitteratur i nordisk perspective. Uppsala Universitet. Centrum för multietnisk forskning 2002, 71–94.

Drama as a method in literature and writing educationJohanna K. Pentikäinen

Abstract: This study explores how using drama as a learning method can bring experientality and sense of authenticity in literature and creative writing education (for authenticity in students’ writing, see Kohnen 2013). The study is based on experiment in a Finnish 8th class where the pupils study literature genres like fantasy, science fiction, or

detective stories by using drama and creative writing as learning methods. The data consists of observation, survey, and creative writing texts, like stories. The analysis of the texts and other data aims to discuss how writing assignments can be considered as a way of exploring the literary not only via reception but also via production, and how the use of drama may consolidate the experiences certain literary genres aim to stimulate in readers’ minds (like horror, exciment, or sense of the supernatural). When compared to literature analysis that emphasizes cognitive attempt, drama as a method presupposes also bodily working, and therefore it is often considered to be more intuitive and comprehensive (for the use of drama in writing, see Anderson 2012, Cremin et.al. 2006, Crumpler 2005, McKean & Sudol 2002; for somaesthetics in writing, see Wilson 2015). When applied to literature reception and creative writing, drama methods can promote deeper understanding and more experiential production.

Keywords: creative writing, drama methods, literature education, somaesthetics

References: Anderson, Alida 2012. The Influence of Process Drama on Elementary Students’ Written Language. Urban Education 47(5) 959–982. Cremin, Teresa, Goouch, Kathy, Blakemore, Louise, Goff, Emma & Macdonald, Roger 2006. Connecting drama and writing: seizing the moment to write. Research in Drama Education: The Journal of Applied Theatre and Performance, 11:3, 273-291 Crumpler, Thomas P. 2005. The role of educational drama in the composing processes of young writers, Research in Drama Education: The Journal of Applied Theatre and Performance, 10:3, 357-363. McKean, Barbara & Sudol, Peg 2002. Drama and Language Arts: Will Drama Improve Student Writing?, Youth Theatre Journal, 16:1, 28-37 Kohnen, Angela M. 2013. The Authenticity Spectrum: The Case of a Science Journalism Writing Project. English Journal 102 (5), 28–34. Wilson, Joel 2015. Somaesthetics, Composition, and the Ritual of Writing. Pedagogy 15 (1), 173–182.

Finnish-Russian Bilinguals Acquiring BiliteracyEkaterina Protassova & Aleksei Korneev

Abstract: This research determines how the family language and bilingual surroundings influence the abilities to read and write in both languages, as well as whether and how the skills are interrelated. It is based on research upon bilingual literacy (Parke et al. 2002; Bialystok et al. 2005; Schwellnus et al. 2012), computer-based studies of writing movement (Tucha et al. 2006; Falk et al. 2011). The study aimed to measure written language proficiency of bilingual children at the first stage of literacy, after the alphabetization has been completed, and again one year later. Finnish and Russian, being typologically different and using different script systems (Roman vs. Cyrillic) and writing books (manuscript vs. cursive) in addition to various transcription principles, impose certain difficulties. Participants (33) came from Finnish- or Russian-speaking or bilingual families and may have attended bilingual kindergartens before entering school (and the control groups from Finnish and Russian homes). At school, they were exposed to both languages as vehicles for literacy. The speed of reading and the quality of writing were examined through computer-based techniques. The results mirror the variability in the

amount of language input students have received and in the use of either language in families and society. There were fewer errors in the Finnish than in the Russian texts; the Russian orthography is more opaque than the Finnish writing rules. The accuracy rate of the writing is higher in Russian cursive than in Finnish hand printing letters. In the first year, bilinguals lag behind monolinguals, later, they catch up both in reading and writing. Proficiency in the dominant language of surroundings develops faster. The family literacy practices were studied through questionnaires. Results show that the differences in attitudes of Russian vs. Finnish parents might influence the double-literacy acquisition: Russian parents start to show letters to their children quite early and often think that it is the family’s duty to encourage them to read and write before they go to school. The Finnish parents usually transpose this process until children go to school and trust teachers for the methods they employ.

Keywords: bilingual Finnish-Russian children, biliteracy, cursive vs. printing writing, Cyrillic vs. Roman alphabet

References Bialystok, E.; Luk, G.; Kwan, E. (2005) Bilingualism, Biliteracy, and Learning to Read: Interactions Among Languages and Writing Systems. Scientific Studies of Reading 9(1), 2005. 43–61. Falk, T.H.; Tam, C.; Schwellnus, H.; Chau, T. (2011) On the development of a computer-based handwriting assessment tool to objectively quantify handwriting proficiency in children. Computer methods and programs in biomedicine 104(3), 102 111. Parke, T.; Drury, R.; Kenner, C.; Helavaara Robertson, L. (2002) Revealing invisible worlds: connecting the mainstream with bilingual children’s home and community learning. Journal of Early Childhood Literacy 2, 195–220. Schwellnus, H.; Cameron, D.; Carnahan, H. (2012) Which to Choose: Manuscript or Cursive Handwriting? A Review of the Literature. Journal of Occupational Therapy, Schools, & Early Intervention 5(3 4), 248 258. Tucha, O., Mecklinger, L., Walitza, S., & Lange, K.W. (2006). Attention and movement execution during handwriting. Human Movement Science 25, 536–552.

The use of visual tools in grammar teachingKaisu Rättyä

Abstract: In this paper, I present the use of visualisations as a method for grammar teaching. I discuss the theoretical foundation for the use of different visual representations of metalinguistic concepts and their relationships. The theoretical base for this paper is based on meaningful learning (Ausubel 1963; Mayer 2002; Novak 1998), conceptual change theory (Posner & al. 1982; Chi & Roscoe 2002) and multirepresentational learning (Ainsworth 1999). I focus on the conceptual knowledge and teacher's metacognitive knowledge and reflection as well as student's metacognitive knowledge (Pintrich 2002; Myhill et al. 2012).

In my earlier studies, I have analysed how teacher students use languaging and visualisations and what these methods reveal of their metalinguistic knowledge and awareness. Along these studies I have used different exercises with my class teacher and subject teacher students as well as with 8th grade pupils. My research and experiments show what benefit visualisations may have for students and for teacher: The teacher gets

concrete picture and more accurate understanding of student's factual or conceptual knowledge and can use this for planning his/her own teaching. Students understand their knowledge level and may reflect their answers with metaknowledge.

The point of view for this paper is teacher's pedagogical content knowledge (Shulman 1986). My aim is to provide theoretical information of visualisation as a method for grammar teaching. The developing of teaching methods is closely connected to the curricular content, learning objectives and achievements. In this paper, the learning objectives are related to the taxonomy table (Andersen & Krathwohl): especially to some areas of the division of knowledge (conceptual, strategic knowledge and metaknowledge) and cognitive process dimension (understanding, applying, analysing and creating). When teaching grammatical concepts, they should be related to other linguistic concepts and the meanings of knowledge of grammar.

In the end of the paper, I will discuss the different kinds of visualisations (hierarchies, diagrams, concept maps), which could figure as tools for learning grammatical concepts.

Keywords: grammar teaching, teaching methods, visualisations, conceptual change theory, meaningful learning

References: Ainsworth, S. 1999 The functions of multiple representations. Computers & Education 33. Anderson, L. A. & R. Krathwohl (eds.) 2001/2014. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Essex: Pearson. Ausubel, D. 1963 The psychology of meaningful verbal learning. New York: Grune & Stratton. Chi, M. T.H. & Roscoe, R. D. (2002). The processes and challenges of conceptual change. In Margarita Limón & Lucia Mason (Eds.), Reconsidering Conceptual Change: Issues in Theory and Practice (pp. 33-27). Springer Netherlands. Mayer, R. 2002 Rote versus meaningful learning. Theory into Practice, 41 (4), 226–232. Myhill, D., Jones, S., Lines, H. & Watson, A. 2012. Re-thinking grammar: The impact of embedded grammar teaching on students' writing and students' metalinguistic understanding. Research Papers in Education 27(2), 139–166. Novak, J. 1998 Learning, creating, and using knowledge: concept maps as facilitative tools in schools and corporations. Pintrich, P. 2002. The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41 (4), 219–225. Posner, George J. , Strike, Kenneth A., Hewson, Peter W. & Gertzog, William A. 1982 Accommodation of scientific conception: Toward a theory of conceptual change. Science Education 66 (2). 211–227. Shulman, L. 1986. Those who understand. Knowledge growth in teaching. Educational Researcher (15)2, 4-14.

Something new, something borrowed. How do fifth graders go about composing informative texts?Sara Routarinne

Abstract: Despite high performance in reading assessment tests (PISA; PIRLS), Finnish schoolchildren are often reported to have difficulty with writing. Similar concern regarding writing literacy is also reported across nations (Beard & Burrel 2010; Kimmel 2010). In this presentation I will approach the problem in the context of fifth graders’ attempts to write informative texts in literature education.

The data come from a project focusing on the development of writing literacy, writing self-efficacy and the effect of encouragement and peer feedback on writing. In here, I will focus on the set of texts (N 67) that represent the informative genre family (Langer 1985; Rose & Martin 2012). The method of analysis is qualitative content analysis informed by Sydney school genre analysis (Martin & Rose 2008; Rose & Martin 2012).

The results indicate that in average, fifth graders are less experienced in writing informative texts than narrative texts. In contrast to their narrative texts, they make use of specific textual phases to manifest their understanding of informative genre. Their use of linguistic resources in informative texts contrasts to other assignments as they produce syntactic and morphological complexity. In doing so they borrow syntax and lexicon from their sources. This practice is interpreted here as scaffolding in the Vygotskian sense. The students make use of the texts they read in the process of learning to write as an expert. Writing has a twofold role: For one, it is the instrument of learning. For two, it is the target of learning.

Keywords: genre, writing literacy, scaffolding, textual phases, lexicon

References: Beard, R. & Burrel, A. (2010). Investigating Narrative Writing by 9–11-Year-Olds’. Journal of Research in Reading 33: 77–93. DOI: 10.1111/j.1467-9817.2009.01433. Kimmel, M. (2010). Boys and School: A Background Paper on the "Boy Crisis. Stockholm: Swedish Government Official Reports SOU 2010: 53. Viewed 4 January 2014. http://www.government.se/sb/d/9150/a/149169. Langer, J. (1985). ‘Children's Sense of Genre: A Study of Performance on Parallel Reading and Writing Tasks’. Written Communication 2: 157–187. Martin, J. & Rose, D. (2008). Genre relations: Mapping culture. London: Equinox. Rose, D. & Martin, J. (2012). Learning to Write/Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School: Scaffolding Democracy in Literacy Classrooms. London: Equinox Publishing.

Classroom discourse and the use of texts as a resource for teaching and learningLiisa Tainio

Abstract: The effectiveness of certain pedagogical methods and the impact of classroom discourses on learning reading literacy have been widely studied by the researchers of literacy education (see Nystrand 2006). Researchers inspired by Bakhtin have discussed particularly two patterns of discourse, namely, the monological (authoritative) and the dialogical (internally persuasive) discourse (Bakhtin 1981; Skidmore 2000). In contrast to monological discourse, in the dialogically-organized instruction the students have more opportunities to display verbally and non-verbally their agency as learners (Nystrand

2006; Lipponen & Kumpulainen 2011). Engaging in initiative, agentive activities, encouraged by teachers, is often considered as central to student learning (van Lier 2008; Waring 2011; Garton 2012).

Treating this as my reference point, I will analyze two video-recorded mother tongue lessons where teaching is oriented to learning literacy through L1-grammar in Finnish basic education, and ask what the role of (pedagogical) texts is for the creation of classroom discourse and the opportunities for learning. The analyses of classroom interaction are deepened with the analyses of participant interviews. As the method I use conversation analysis (e.g. Sidnell & Stivers 2013), a promising method for analyzing literacy education but a “methodological road less travelled” (Davidson 2012). This study is part of the research project Textmix where conversation analysis is used to examine the practices of L1 teaching and learning (http://blogs.helsinki.fi/textmixblogi/).

The focus of the analysis is the use of different texts during the instruction. I will show how the teachers’ practices of treating the text as the fundamental source of information and instruction versus a possible source of pedagogic tasks have consequences, first, on the ways in which classroom interaction is organized as monological or dialogical, second, on how pupils are motivated in learning, and, third, on how the emotional relationship between the teacher and the pupils is realized and evaluated by the participants. I conclude by discussing the role of different textual practices for the organization of classroom interaction and for creating opportunities for learning.

References Bakhtin, M. (1981). The dialogic imagination. Austin: University of Texas Press. Davidson, C. (2012). Ethnomethodology and literacy research: A methodological “road less travelled”. English Teaching: practice and Critique, 11 (1), 26-42. Garton, S. (2012). Speaking out of turn? Taking the initiative in teacher-fronted classroom interaction. Classroom Discourse 3(1), 29-45. Lier, Leo van (2008). Agency in the classroom. In James P. Lantolf and Matthew E. Poehner (eds.), Sociocultural theory and the teaching of second languages, 163–186. London: Equinox. Lipponen, L. & Kumpulainen, K. (2011). Acting as accountable authors: Creating interactional spaces for agency work in teacher education. Teaching and Teacher Education 27(5), 812–819. Nystrand, M. (2006). Research on the role of classroom discourse as it effects reading comprehension. Research in the teaching of English 40, 392-412. Sidnell, J. & Stivers, T. (Eds.) (2013).The handbook of conversation analysis. Chichester, UK: Wiley-Blackwell. Skidmore, D. (2000). From pedagogical dialogue to dialogical pedagogy. Language and Education 14(4), 283–296. Waring, H. Z. (2011). Learner initiatives and learning opportunities. Classroom Discourse 2(2), 201–218.

Student teachers as researchers: classroom projects and theoretical backgroundsPirjo Helena Vaittinen

Abstract: This article is based on a research and development project of pre-service

student teachers of Mother Tongue (Finnish) and Literature during the academic years 2012–2014 at the University of Tampere. The research-based approach in subject-specific teacher education in Finland is guided by the notion of the teacher as an expert in both educational science and their subject field of teaching.

The objective of the study unit Teacher as Researcher is to provide student teachers with the ability to develop their teachership and act as teachers who can already research and develop their work during their pre-service academic studies. The study unit is combined with the units of Subject Didactics (seminar, workshops), Subject Didactic Research (lectures and seminar) and Advanced Teaching Practice (in training school).

The student teachers carried out teaching experiments in classrooms, and gave presentations of their projects in an exhibition by the university training school. They also wrote papers based on the data collected from the teaching experiments, experiences and discussions included. Then they wrote a reflective essay for their portfolio of the year of the pedagogic studies of the academic year. This material is examined in the theoretical frame of conversation analysis and multimodal interaction analysis. The focus is on the development of the teachership of the student-teachers, emphasizing the portfolio texts, presentations of the projects, and the observational data from multimodal classroom interaction with the pupils. The research problems were based on the technology used at school, especially iPads. The research questions, however, focused on either discussing a shared theatre performance blogging, writing an analysis of poems, or creative writing using the iPads combining theories of writing and theories of texts with theories of learning. A team of three student-teachers focused on fantasy writing using the theory and model of the collaborative writing method introduced in Subject Didactics; they also reflected the shared experience of working simultaneously in the classroom.

Keywords: teachership, teacher as researcher; dialogical instruction; multimodal interaction, multimodal interaction analysis

References: Goffman, Erving, Vuorovaikutuksen sosiologia. (Esseys On face work, 1955, The arrangement between the sexes, 1977, Keys and keying, in Frame analysis, 1974, The vulnerabilities of experience, in Frame analysis, 1974, Conclusions, in Frame analysis, 1974, Footing, 1979, The interaction order, 1983.) Translation into Finnish by Kaisa Koskinen. Tampere: Vastapaino 2012. Kääntä, Leila and Haddington, Pentti, Johdanto multimodaaliseen vuorovaikutukseen. (Introduction into the multimodal interaction. In Haddington, Pentti and Kääntä, Leila (eds.), Kieli, keho ja vuorovaikutus. Multimodaalinen näkökulma sosiaaliseen toimintaan. (Language, Body, and Interaction. Multimodal perspective into social action.) Helsinki: SKS 2011, 11–45. Tainio, Liisa, Miten tutkia luokkahuoneen vuorovaikutusta keskustelunanalyysin keinoin? (How to do research in the classroom by the means of the conversation analysis?). In Tainio, Liisa (ed.), Vuorovaikutusta luokkahuoneessa: näkökulmana keskustelunanalyysi (Interaction in the classroom: point-of-view in the conversation analysis). Helsinki: Gaudeamus 2007, 15–44. Vaittinen, Pirjo, Tampereella ilonaiheena integroiva tutkimus (Rejoicing integrative research [in subject teacher studies] in Tampere Research integrating . Virke [The Journal of the Federation of Finnish Mother Tongue Teachers in Finland], 3/2013, 46–47.

Stepping into and out of digital spaces - a way of designing new learning environments. (dididi.fi/english)Anders Westerlund

Abstract: The overall aim of the project Didactical Dimensions in Digital learning is to study, discover and distribute the learning potentials which new and modern digital technology can imply for teaching and methodological development in school, teacher training, research and in-service training. It has a range of subprojects and during the poster presentation we will present some of them. DiDiDi is part of Åbo Akademi University (Finland) and led by professor Ria Heilä-Ylikallio.

Charlotta Hilli’s doctoral thesis is a hermeneutical study of high school students’ perspectives on a distance course in Social studies where a constructivist course design was adopted. Virtual tools such as Second Life, Google+ and Wikibooks were used to support collaborative learning and synchronous dialogue online. Key concepts in Hilli's analysis are self-regulated learning, dialogue and learning through collaborative writing. The aim is to gain deeper understanding about learning and motivation in virtual learning environments. Sigrid Ekholm is in the early stages of her doctoral thesis with an etnographic research study on changes in learning environments from teachers’ perspective. Her study focuses on teaching processes in general and literacy teaching in particular. Anders Westerlund’s research interest is digital resources in literature education.

Hannah Kaihovirta presents results from a research and development project (2014) where 1/1-touch pads have been embedded in classroom practice as a tool for art based and multimodal learning on students belonging and identity performances in primary school context. The study reveals that 1/1-touch pads as tools in art-based classroom practice generate possibilities for students to work with identity and belonging within several modes simultaneously. The modes are often cohesive and synchronous. This implicates possibilities for students to play with layered expression of identities and belonging instead of linear. This layered learning in school context indicates possible new strategies for multi-literacies in education and curriculum planning in the future.

Keywords: digital learning, collaborative writing, virtual learning environments, literacy teaching, multimodal learning, art based learning

Essayistic elements in the writing in upper secondary schoolAnders Westerlund

Abstract: The main purpose of my thesis is to examine different aspects of essay writing in upper secondary school in Finland, by combining theoretical perspectives from comparative literature and writing pedagogy. In the writing culture of the school in general, the essay is a very heterogeneous genre. The aspects I am examining are not the essay as an artistically elaborated form, but the combination of reflection and writing as represented by the tradition from Montaigne.

According to Good (1988) the essay preserves "the process of thinking", thus dealing with the individual’s self-experience. Atkins (2005) similarly sees the essay as "reflection upon experience". In writing pedagogy this perspective primarily corresponds to a cognitive approach. The six discourses of writing that Ivanič (2004) describes are also a helpful instrument in the analysis of the functions of the essay.

The empirical data consists of different kinds of student texts (essays in a broad sense) and textbooks.

The thesis will consist of four articles and a comprehensive summary. The first article will be an analysis of the notion of essay in textbooks; is the essay presented as an object belonging to the history of literature or as a genre with relevance for the students’ own writing? The second examines how students use essayistic elements in describing a picture. A third article analyses how students in the central national Matriculation Examination in history use essayistic strategies when facts first of all should be emphasized. The last article studies how students use the potential of reflection and ambiguity, two central aspects of the essay according to Adorno (1991).

Keywords: writing pedagogy, qualitative text analysis, essay, textbook

References: Adorno, Theodor W. (1991) Notes to Literature. Vol. 1. New York: Columbia University Press. Atkins, G. Douglas (2005), Tracing the Essay. Through Experience to Truth. Athens: University of Georgia Press. Good, Graham (1988), The Observing Self. Rediscovering the Essay. London: Routledge. Ivanič, Roz (2004), Discourses of writing and learning to write. Language and education Vol 18:3 s. 220–245