Metalanguaging Matters

2022 ◽  
pp. 97-114
Author(s):  
Helle Pia Laursen ◽  
Line Møller Daugaard ◽  
Uffe Ladegaard ◽  
Winnie Østergaard ◽  
Birgit Orluf ◽  
...  
Keyword(s):  
Social Identity ◽  
Primary School ◽  
Social Relations ◽  
Empirical Data ◽  
Longitudinal Research ◽  
School Setting ◽  
Social Semiotics ◽  
Language And Literacy ◽  
Social Perspectives ◽  
Sign Systems

In this article, the authors build on empirical data from the ongoing longitudinal research project Signs of language (2008 – 2018) to examine how multilingual children in a primary school setting use metalinguistic resources linked to several written languages. Grounded in social semiotics and drawing on newer social perspectives on metalanguage, the authors focus on a researcher-generated activity designed to invite the children to reflect on language and literacy. In two particular interactions, they explore how the children “engage with the meta” by navigating between different languages and sign systems, and how their use of metalinguistic resources in a referential sense is inextricably linked to a dialogically formed and performative negotiation of social identity and social relations. Thus, adopting a metalanguaging perspective, this article demonstrates how metalinguistic statements about language are closely interwoven with an ongoing production and negotiation of the communicative situation.

Metalanguaging Matters

2018 ◽  
Vol 3 (1) ◽  
pp. 22-39 ◽  
Author(s):  
Helle Pia Laursen ◽  
Line Møller Daugaard ◽  
Uffe Ladegaard ◽  
Winnie Østergaard ◽  
Birgit Orluf ◽  
...  
Keyword(s):  
Social Identity ◽  
Primary School ◽  
Social Relations ◽  
Empirical Data ◽  
Longitudinal Research ◽  
School Setting ◽  
Social Semiotics ◽  
Language And Literacy ◽  
Social Perspectives ◽  
Sign Systems

In this article, the authors build on empirical data from the ongoing longitudinal research project Signs of language (2008 – 2018) to examine how multilingual children in a primary school setting use metalinguistic resources linked to several written languages. Grounded in social semiotics and drawing on newer social perspectives on metalanguage, the authors focus on a researcher-generated activity designed to invite the children to reflect on language and literacy. In two particular interactions, they explore how the children “engage with the meta” by navigating between different languages and sign systems, and how their use of metalinguistic resources in a referential sense is inextricably linked to a dialogically formed and performative negotiation of social identity and social relations. Thus, adopting a metalanguaging perspective, this article demonstrates how metalinguistic statements about language are closely interwoven with an ongoing production and negotiation of the communicative situation.

scholarly journals The Structural Model of Indicators of Educational Leadership for Primary School Principals

2021 ◽  
Author(s):  
Phalad Tipsrirach ◽  
Witoon Thacha ◽  
Prayuth Chusorn
Keyword(s):  
Theoretical Model ◽  
Educational Leadership ◽  
Primary School ◽  
Empirical Data ◽  
Goodness Of Fit ◽  
Structural Model ◽  
School Principals ◽  
Factor Loading ◽  
Primary School Principals ◽  
Fit Index

This research aimed at creating a structural model of the indicators of Educational Leadership for Primary School Principals in Thailand, which is considered to be a theoretical model that has been used to test for coherence with the empirical data collected from a sample group of 580 participants, who were selected from 30,719 Primary School Principals from across the country. To create this theoretical structural model, a study of the suitability of the indicators was carried out so that it could be further used in the selection within the model, as well as in the model’s coherence test with the empirical data and in the investigation of the factor loading. The results of the research were as follows: Firstly, all indicators, which had been applied in the research were selected and were then placed into the theoretical structural model because the average and distribution coefficient values were as set in the criteria. Secondly, the theoretical model is coherent with the empirical data as the values of relative Chi-square, Root Mean Square Error of Approximation, Goodness-of-Fit Index, Adjusted Goodness-of-Fit Index, Comparative Fit Index, and Normed Fit Index were as set in the criteria. Finally, the factor loadings of the key elements, sub-elements, and the indicators were as set in the criteria. This showed that the theoretical model from this research can be beneficial for the research population with construct validity.

scholarly journals Transformasi Pengucapan Syukur: Identitas dan Relasi Sosial Era Pandemi Covid-19 di Tomohon

Tumou Tou ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 53-61
Author(s):  
Wolter Weol ◽  
Nency Aprilia Heydemans ◽  
Fienny Maria Langi
Keyword(s):  
Social Identity ◽  
Social Relations ◽  
Social Identity Theory ◽  
Identity Theory ◽  
Field Research ◽  
Cultural Integration ◽  
Mutual Cooperation ◽  
The Social ◽  
The Government ◽  
Depth Interviews

This paper describes the transformation of gratitude: identity and social relations during the Covid-19 pandemic era in Tomohon. The expression of gratitude to God Almighty (Opo Empung Wailan Wangko) was inherited from the ancestors of the Tou (people) of Minahasa for the yields obtained in the form of offerings. This one gratitude is done every one person in social relations and cultural integration. This article aims to analyze the transformation of gratitude carried out in Tomohon during the Covid-19 Pandemic era. This study reveals the social identity theory from the sociological paradigm by Steph Lawler (2014) which functions as a relationship between relatives as individuals, which in this study is called family, basudara. The article data uses field research with the method of observation and in-depth interviews. The results of the research are expected to help the government and society in preventing Covid-19 so as to minimize consumptive lifestyles and maintain distance. There are three values ​​that are useful for building life, namely the value of brotherhood, mutual cooperation (mapalus) and spirituality.

MENINGKATKAN HASIL BELAJAR IPS TENTANG KEDUDUKAN DALAM KELUARGA DENGAN PENDEKATAN PAKEM

2011 ◽  
Vol 23 (XIV) ◽  
pp. 58-65
Author(s):  
Windhiyanti Windhiyanti
Keyword(s):  
Social Sciences ◽  
Action Research ◽  
Primary School ◽  
Empirical Data ◽  
Learning Achievement ◽  
School Year ◽  
The Family ◽  
Spiral Model

The purpose of this study was to obtain empirical data on learning achievement in Social Sciences on the position in the family. The study was conducted in Grade 2 of State Primary School 01, Morning School, in Cilandak Timur. The study applied active, creative, effective, and joyfull learning (PAKEM) approach. The subjects were Grade 2 students in the second semesterof 2008/2009 school year. As an action research, the spiral model or S cycle introduced by Kemmis and Mc Taggard was used. The steps included planning, acting, observing, reflecting, and evaluating, as the bases for the following cycle. The result of the study showed there is a significant learning achievement improvement of the students at the end of the second cycle. The study indicates PAKEM approach can be applied as one of the solution of improving the students’ learning achievement in Social Sciences particularly in Grade 2 of Primary School.

English language and literacy proficiency of students in an urban Fiji primary school

2018 ◽  
Vol 32 (2) ◽  
pp. 223-238
Author(s):  
Suzanne C. Hopf ◽  
Sarah H. McDonagh ◽  
Cen Wang ◽  
Sharynne McLeod
Keyword(s):  
Primary School ◽  
English Language ◽  
Language And Literacy ◽  
Literacy Proficiency

The processing of passive sentences in German

2020 ◽  
Vol 11 (2) ◽  
pp. 163-195
Author(s):  
Valentina Cristante ◽  
Sarah Schimke
Keyword(s):  
Eye Tracking ◽  
Primary School ◽  
Language Processing ◽  
Empirical Data ◽  
Age Groups ◽  
Visual World ◽  
German Speaking ◽  
Passive Sentence ◽  
Auxiliary Verb ◽  
Age Range

Abstract This study examines the processing and interpretation of passive sentences in German-speaking seven-year-olds, ten-year-olds, and adults. This structure is often assumed to be particularly difficult to understand, and not yet fully mastered in primary school (Kemp, Bredel, & Reich, 2008), i.e. in children aged between six and eleven. Few studies provide empirical data concerning this age range; it is therefore unknown whether this assumption is warranted. Against this background, we tested whether the three age groups differed in their off-line comprehension of passive sentences. In addition, we employed Visual World eye-tracking to measure processing difficulties that may differ between age groups and may not be reflected in the final interpretations. Previous studies on adult language processing in German and English have documented a preference to interpret sentences according to an agent-first strategy. Our results show that all three groups make use of this strategy, and that all of them are able to revise this interpretation once the first cue indicating a passive sentence is encountered (the auxiliary verb form wurde). We conclude that at least from age seven on, children have the linguistic and cognitive prerequisites to process the passive morphosyntax of German and to revise initial sentence misinterpretations.

scholarly journals Developmental characteristic of primary schoolchildren: traditional educational program or developmental one?

2018 ◽  
Vol 50 ◽  
pp. 01150
Author(s):  
Ekaterina Ruslyakova ◽  
Leysan Slobozhankina
Keyword(s):  
Primary School ◽  
Mental State ◽  
Personal Development ◽  
Longitudinal Research ◽  
Educational Programs ◽  
Social Adaptation ◽  
Primary Schoolchildren ◽  
High Level ◽  
Developmental Characteristic ◽  
Improve Health

The following article presents a longitudinal research of mental state and intelligence of primary schoolchildren following different educational programs. Nowadays education in Russia has been undergoing lots of changes. New systems, methods and technologies for teaching children in primary school are being introduced. Therefore, children often display a high level of anxiety and school neuroses. So the problem of mental state of primary schoolchildren associated with the issues of education, upbringing, and development of junior schoolchildren becomes more urgent. Educational programs that take into account the mental state of children are able to improve health, social adaptation and their mental and personal development. Our empirical study has proved the hypothesis, which asserts that there are differences in children following different educational programs: “School of Russia” and “Perspective Primary School”, their mental state and intellect are also different.

Food and nutrition education opportunities within Australian primary schools

2020 ◽  
Vol 35 (6) ◽  
pp. 1291-1301 ◽  
Author(s):  
Penelope Love ◽  
Alison Booth ◽  
Claire Margerison ◽  
Caryl Nowson ◽  
Carley Grimes
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
Primary Schools ◽  
Local Level ◽  
School Context ◽  
School Setting ◽  
State Level ◽  
Health Behaviours ◽  
Number Of Children ◽  
Food And Nutrition

Abstract Schools are regarded as a key setting for obesity prevention, providing an opportunity to reach a large number of children, frequently and over a prolonged period, through formal and informal opportunities to learn about health behaviours. However, the low value placed on health versus academic achievement is a barrier to effective implementation of food and nutrition (F&N) education. This study used a qualitative exploratory approach to explore the views of teachers and key health and education sector stakeholders regarding opportunities for F&N education within the Australian primary school setting. To the best of our knowledge, this is the first study to explore this topic from the perspectives of state-level coordination and development through to local-level implementation and support within the Australian primary school context. Only 2.6% of the Victorian Curriculum related to F&N education, taught through two (of seven) learning outcomes: Health and Physical Education, and Technologies. While stakeholders considered child health a priority, and schools an ideal setting for F&N education, barriers included a lack of strategic policy alignment, limited leadership and coordination, a ‘crowded curriculum’ and poor availability of shelf-ready resources with explicit curriculum links. A cross-curriculum approach was considered essential for F&N education to become embedded as a core component of the curriculum.

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