Rethinking L1 Education in a Global Era: Understanding the (Post-)National L1 Subjects in New and Difficult Times (Educational Linguistics Book 48)

This book brings together a range of scholars from 10 different countries to address the contemporary state of play in national standard language education – i.e. the L1 subjects. It seeks to understand the field from within a comparative-historical and transnational frame. Four thematic threads are woven through the volume: educationalisation; globalisation; pluriculturalism; and technologization. The chapters range over various aspects of L1 as a school subject: literature, language and literacy; reading and writing; media and digital technology; the dialogue between curriculum inquiry and __Didaktik__ studies; the continuing relevance of __Bildung__; the significance of history and nation; and new challenges of culture and environment in the face of climate change. The book concludes with a reflection on the prospects for L1 education today and tomorrow, in a now thoroughly globalised context and, accordingly, deeply implicated in a necessary new project of nation __re__-building. Acknowledgements Contents Rethinking L1 Education in a Global Era: The Subject in Focus 1 Introduction 2 Focus and Territory 3 The Meta-themes 4 A Methodological Note 5 The Book 6 A Final (Personal) Note References Part I: History/Theory/Culture Curriculum Inquiry, Didaktik Studies and L1 Education: Framing and Informing the L1 Subjects 1 Introduction 2 Dialogue/Debate? 3 A Curriculum (Inquiry) Perspective 4 A Didaktik Perspective 5 Conclusion: L1 Education and the ‘Curriculum-Didaktik’ Debate References From Grammar to Socio-interactionism: L1 Education in Brazil 1 Beginnings: The Construction of a Portuguese Language Teaching Tradition 2 The Latin-Jesuit Heritage and Nationalism 3 Communication and Expression 4 The Research-Based Approach: Socio-interactionism and Beyond 5 Conclusion: Paradigm Clashes in Everyday School Practice References English Teaching as L1 Education and the Ambivalent Project of National Schooling: Subject English in Comparative-Historical Perspective 1 Introduction 2 Situating and Problematising the ‘English’ Project 3 The Emergence of English in Comparative-Historical Perspective 4 Installing ‘English’ in Australia 4.1 The Emergence of ‘English’ in the United States 5 Conclusion References Curricular L1 Disciplinarities: Between Norwegianness and Internationality 1 Introduction 2 On Structure, Data, and Method 2.1 Norwegianness as Imported; or, Nationality as Internationality 3 Norwegianness and Internationality 4 On L1: A Note 4.1 ‘Fag’ Versus ‘Subject’ and ‘Discipline’: On Disciplinarity 4.2 Plan Versus Curriculum 4.3 Other ‘Norwegian’ Curricular Concepts and Their Translation into English 5 Norway’s National L1 Curricula (for Compulsory Education): Overview 6 Clarifying Domains and Aspects of L1 Disciplinarities 7 L1 Curricula and Impact from Theories of Linguistics and Communication 7.1 1939: Formalism? 7.2 1974: Semanticism? 7.3 1987: Functionalism – From Language to Communication 7.4 1997 (L97): Interaction and Communication 8 Kunnskapsløftet (LK06): From Disciplinarity to Disciplinarities 9 2013: Back to Communication 10 Curriculum 2020 11 80 Years of Changing Disciplinarities 11.1 Growing Awareness of L1 as a Disciplinary Phenomenon 11.2 Bullet-Point Design: Disciplinarity as Verb Versus Noun 12 International and National Influence on Curricular Knowledge Regimes 12.1 On Knowledge Regimes in Norwegian Educational Politics 12.2 School Policies and Regimes in Light of State Ideologies 12.3 Political Regimes Versus Disciplinary Paradigms? 13 Disciplinarities Summarised 13.1 Disciplinarities as L1 Disciplinarity – or ‘Norwegian’ as Forever Amalgamated? 13.2 Norwegianness Versus Internationality? 14 Summarising – Overview and Final Comments References Part II: Teaching the L1 Subjects L1 Education and the Place of Literature 1 Introduction 2 Aesthetics in the L1 Classroom 3 Paradigm Shifts in the Literature Curriculum 4 Potential Tensions in the Literature Classroom: Teachers’ Perspectives 5 Teachers’ Priorities and Aims According to the TAMoLi-Study 6 Teachers’ Priorities and Beliefs According to the LiMet-Study 7 Challenges in the Literature Classroom References The Marginalisation of Literature in Swedish L1: A Victim of Socio-Political Forces and Paradigmatic Changes 1 Introduction 2 From a Report to the Assignment of The Lift of Reading 3 Promoting Reading 4 The Swedish School 4.1 School-Subject Swedish 5 A Theoretical Framework 6 Method 7 Literature in Primary and Secondary School: Years 4–9 in The Reading Lift 7.1 Fiction – Something Alien 8 Low Epistemological Value 9 Gaps 10 Unfamiliar Elements 11 Predictions 12 Strategies – Skill Training and Metacognition 13 Discussion and Analysis 14 Conclusion References Bildung and Literacy in Subject Danish: Changing L1 Education 1 Introduction 2 Background and Context – The Didaktik Tradition 3 Bildung 4 Subject Danish Around the Turn of the Millennium 5 A Disciplinary-Didactic Conceptualization of School Subjects 6 The Form of Knowledge of Subject Danish 7 A Ritualized Disciplinarity: ‘Voice’ as Bildung Metaphor 8 Bildung in Today’s Subject Danish 9 The Challenge of Global Import: Literacy and Bildung 10 Concluding Remarks References Between Grammar and Communication: Teaching L1 in the Czech Republic and England 1 Introduction 2 The Fundaments of the Czech Context 3 How to Understand Grammar in School? 4 The Story of Czech and English 5 The Roots: Classics 5.1 The Role of Linguistics in Czech 5.2 Real Needs vs. Formal Authorities’ Expectations – England 5.3 New Impulses: The Pragmatic-Communicative Turn in Linguistics 5.4 Political Interventions in England: The National Curriculum 5.5 The State We Are In 6 Discussion 6.1 Grammar, or Communication? – Knowledge, or Skills? 6.2 L1 Instruction and Politics 6.3 What Is L1 Instruction Anyway? 6.4 Standard, or Non-standard? 6.5 The School Subject and Its Mother Scientific Field 7 Conclusion References Part III: The Future, Now The Ongoing Technocultural Production of L1: Current Practices and Future Prospects 1 Introduction 2 L1 and (Digital) Technologies in Recent History 3 Producing L1 as a Technocultural Subject: Examining ‘Local’ Indicative Examples 4 An Australian Example: Persuasive Language, #metoo and Twitter 5 A Greek Example: From Grammar Multimedia to the Grammar of Teaching 6 A Danish Example: From Coca-Cola Advertising to Website Mockups 7 Discussion and Conclusions References Nation and Nature in L1 Education: Changing the Mission of Subject English 1 Introduction: The Climate Crisis and Educational Responsibility 2 Nation and Nature 3 The Rise of Carbon English 4 Changing Climate/Changing English 5 Ecocritical English 6 A 3D Ecoliteracy Model 7 Nations and Nature in the Curriculum 8 Conclusion: Towards Ecocritical Literacy – Changing the Subject? References Part IV: Conclusion Understanding the (Post-)National L1 Subjects: Three Problematics 1 Introduction 2 ‘Nation’ – Unfinished Business... 3 ‘Literacy’ – Intruder or Supplement? 4 ‘Paradigm’ – The Concept in Question 5 Conclusion References This book brings together a range of scholars from 10 different countries to address the contemporary state of play in national standard language education – i.e. the L1 subjects. It seeks to understand the field from within a comparative-historical and transnational frame. Four thematic threads are woven through the volume: educationalisation; globalisation; pluriculturalism; and technologization. The chapters range over various aspects of L1 as a school subject: literature, language and literacy; reading and writing; media and digital technology; the dialogue between curriculum inquiry and Didaktik studies; the continuing relevance of Bildung ; the significance of history and nation; and new challenges of culture and environment in the face of climate change. The book concludes with a reflection on the prospects for L1 education today and tomorrow, in a now thoroughly globalised context and, accordingly, deeply implicated in a necessary new project of nation re -building.