>From: "Rijlaarsdam, G.C.W." <G.C.W.Rijlaarsdam@uva.nl>
>
>New issue in L1-Educational Studies in Language and Literature. With
>abstracts in English, French, Portuguese, Polish, Greek, German and Dutch
>
>The role of literature in L1 Education:
>Six Francophone studies
>
>Special issue,
><http://l1.publication-archive.com/public?fn=LOOKUP&repository=1&string=vol%206%2c%20issue%203>vol
>6, issue 3
><http://www.ilo.uva.nl/development/L1EducationResearch/>L1-Educational
>Studies in Language and Literature
>
>
>
>Guest editor: Laurence Pasa
>Authors: Jean Perrot, Monique Sénéchal,
>Christine Barré-De Miniac, Nicole ronine,
>Bernard Devanne & Serge Terwagne
>
>
>
>Contents
>
><http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=236>Pasa,
>L. (2006). The role of literature in L1 education: Six Francophone
>studies. Introduction. L1 – Educational Studies in Language and
>Literature,
>6<http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=236>(3),
>p. 1-3
>
>
>
><http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=237>Perrot,
>J. (2006). French Children’s Literature for ‘the Children of the
>Videosphere. L1 – Educational Studies in Language and Literature,
>6(<http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=237>
>3), p. 5-21
>
>
>
><http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=238>Sénéchal,
>M. (2006). Reading Books to Young Children: What It does and doesn`t do.
>L1 – Educational Studies in Language and Literature,
>6<http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=238>(3),
>p. 23-35
>
>
>
><http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=239>Barré-
>De Miniac, C. (2006). Teenagers and young adults: Putting Reading in its
>Place. L1 – Educational Studies in Language and Literature ,
>6<http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=239>(3),
>p. 37-50.
>
>
>
><http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=240>Robine,
>N. (2006). Reading at home in France. A psycho-sociological look at youth
>literature, youth and their families. L1 – Educational Studies in Language
>and Literature,
>6<http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=240>(3),
>p. 51-61
>
>
>
><http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=241>Devanne,
>B. (2006). Practical experience of teaching/learning the written French
>language from children’s literature at elementary school. L1 – Educational
>Studies in Language and Literature,
>6<http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=241>(3),
>p. 63-71
>
>
>
><http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=242>Terwagne,
>S. (2006). Read-alouds in kindergarten classrooms and the nature of
>literary understanding. L1 – Educational Studies in Language and
>Literature,
>6<http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=242>(3),
>p. 73-85
>
>
>
>
>
>
>
>Taken from <?xml:namespace prefix = st1 ns =
>"urn:schemas-microsoft-com:office:smarttags" />Laurence Pasa’s
><http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=236>introduction
>(links lead to articles)
>
>
>
>Collaboration between the International Association for the Improvement of
>Mother Tongue Education (IAIMTE) and the Education Department of the
>University of Toulouse II has existed for several years now. Such
>collaboration has resulted in a desire for face to face contact: the
>IAIMTE was intent on increasing its French audience, while the French team
>was able to grasp the opportunity to exchange their French-speaking
>studies in a broad international context. Thus, the IAIMTE requested the
>team from Toulouse organise the fifth conference in France (Albi) in 2005.
>For this conference, we invited specialists from French-speaking countries
>to present their research and reflections on the role of literature both
>inside and outside school. This issue presents the corresponding papers.
>
>
>
>First, several authors examine the nature and place of youth literature,
>as well as reading habits from early childhood to adulthood.
><http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=237>Jean
>Perrot points to contemporary literary trends, considering the
>extraordinary development, both qualitative and quantitative, of
>publishing for youth over the last twenty years that he explains primarily
>by the equilibrium between the texts proposed by publishers and the young
>public’s expectations. Focusing on the notion of play, through artistic
>creation and themes relevant to children, literary professionals have got
>closer to the “soul” of children, and now seek to feed their imagination.
>Perrot evokes the consequences of these editorial choices on the
>construction of the child’s personality, as regards their initiation of
>the senses, language awareness, openness towards abstraction and exchanges
>with adults. This notion of sharing is questioned by
><http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=238>Monique
>Sénéchal. She presents empirical data (from experimental, correlational
>and intervention research) relating to the influence of early home
>literacy practices on later school achievement, especially on children’s
>oral language skills and the acquisition of reading. Her findings invite
>us to think with a more subtle regard about the short-term and long-term
>effects of shared book experiences. Two contributions conclude this
>panorama by presenting results from investigations.
><http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=239>Christine
>Barré-De Miniac first locates teenagers’ reading practices among their
>other cultural practices. She then distinguishes reading in general from
>literary reading. Young people’s reading and writing practices are also
>compared to the role currently played by the Internet and new
>technologies, to examine in what ways they complement or oppose each
>other.
><http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=240>Nicole
>Robine then shows that young people’s reading practices are at the
>crossroads of social and cultural mediation in which school and the family
>share the primary role. Indeed, Robine notes that the separation of school
>reading and leisure reading traditionally made in research no longer
>corresponds to reality. She highlights the complex personal and social
>relationships in the construction of the stance of the reader.
>
>
>
>The two final contributions focus more specifically on the use of the
>youth literature in class, for the purposes of teaching reading and
>writing. Although school may be the place where children meet literature,
>school does not necessarily provide children with the ability to read
>literary texts nor with the ‘taste for reading’. Merely being exposed to
>literary writing does not suggest what the learner may be doing. The
>appreciation and study of a literary work is an active and constructive
>process which engages the learner on an affective and emotional level as
>well as an intellectual and cognitive one. This learning process is
>possible through the adult who accompanies the child in a process of
>building up meaning, in a dialogue to negotiate meaning and values. The
>roads leading to this process are not clear for pupils nor for
>teachers. One of the difficulties of using children’s literature in class
>is a consequence of centring on the textual object and the place which
>understanding and recreating the content of the story occupies. These
>often take a disproportionate importance with regard to the intended aim
>to develop the reader’s aesthetic and critical judgment. The didactic
>challenge is therefore to provide intellectual and methodological tools
>which will allow pupils to construct the meaning(s) of the text, but also
>be able to invest in the meeting between texts that are being offered to
>them, to make exchanges, to debate and to confront their points of view.
>
>In this perspective,
><http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=241>Bernard
>Devanne presents an instructional approach to youth literature, which he
>has carried out for twenty-five years in collaboration with primary
>teachers. This approach to teaching reading and writing aims to support
>the emergence of cultural attitudes towards literary works through
>intertextuality, in articulation with continuous and diversified writing
>activities. Lastly,
><http://l1.publication-archive.com/public?fn=ENTER&repository=1&article=242>Serge
>Terwagne evokes first learning experiences in nursery school. He
>illustrates various didactic approaches, presents the theoretical models
>to which they are related and confronts them with the contemporary
>literature on offer. The level of quality reached by this new literature
>makes it possible to go beyond simple aspects of narrative comprehension
>to reach symbolic and aesthetic dimensions. To approach these books with
>young pupils, it is necessary to reconsider storybook reading. Terwagne
>proposes this through various didactic approaches.
>
>
>
>
>----------
>Graduate School of Teaching and Learning (GSTL) att486db.TIF
>
>Company
> <http://www.ilo.uva.nl/>www.ilo.uva.nl
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>
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>
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>
>Personal
>
><http://www.ilo.uva.nl/homepages/gert>www.ilo.uva.nl/homepages/gert
>T + 31 20 5251288 (o); F: 1290 (o)
>
>L1 journal
>
><file:///C:/Documents%20and%20Settings/gert/Application%20Data/Microsoft/Handtekeningen/L1%20Educational%20Studies%20in%20Language%20and%20Literature.htm>L1-Educational
>Studies in Language and Literature
>E <mailto:G.C.W.Rijlaarsdam@uva.nl>G.C.W.Rijlaarsdam@uva.nl
>
>Studies in Writing
>
><http://www.ilo.uva.nl/homepages/gert/StudiesInWriting/Writing_book_series.htm>Studies
>in Writing book series
>
>----------
>Verhuisbericht/Address Change
>
>Het Instituut vo<?XML:NAMESPACE PREFIX = U1 />or de Lerarenopleiding gaat
>verhuizen/
>The Graduate School of Teaching and Learning will move to
>
>Spinozastraat 55, 1018 HJ AMSTERDAM
>
>Per January 15th 2007
>
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