“Can you take a wild guess?” Using images and expanding knowledge through interaction in the teaching and learning of history
Bibliographic Data
| ID | 21582443 |
|---|---|
| Authors | Robert Walldén (0000-0002-2565-8875, Malmö University, corresponding author), Pia N Larsson (0000-0002-8843-6196, Malmö University) |
| Year | 2021 |
| Volume | 65 |
| Pages | 100960 |
| Publication date | 2021-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Linguistics and Education (JOURNAL) |
| Journal identifiers | ISSN: 0898-5898 • E-ISSN: 1873-1864 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.linged.2021.100960 |
| OpenAlex | W3190149911 |
| Language | EN |
| Citations received | 3 |
| References cited | 24 |
This article contributes knowledge about disciplinary literacy practices in school history, with a particular focus on how key subject-related concepts are visually and orally represented and negotiated in teacher-student interaction. Based on a classroom study of history teaching in a linguistically diverse classroom in Grade 6, we use social-semiotic theories to analyze properties of the images themselves and how they are employed as resources in oral interaction, with particular focus on students’ potential involvement in discursive shifts between everyday and disciplinary wordings. The results show that decontextualized, generic images, particularly those of abstract concepts, can obstruct students’ participation in subject-related discourse. Students’ discursive mobility can also be limited by interaction-driven guessing games about key subject-related concepts and misleading use of everyday language. The results also show how L2 students’ creative use of linguistic resources, connections to learners’ prior knowledge, and reiteration of subject-related concepts can constitute valuable parts of discursive shifts. Implications for using images and oral interaction in ways that support disciplinary learning in history are discussed
Discipline · Epistemology · Everyday life · Linguistics · Literacy · Mathematics education · Narrative · Pedagogy · Semiotics · Social science · Sociology · Computer Science · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Psychology · Second Language Learning and Teaching
Joining the adventures of Sally Jones – Discursive strategies for providing access to literary language in a linguistically diverse classroom
Contextual elaborations and shifts when adult L2 learners present and discuss workplace-related vocabulary
Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption
Techniques and principles in language teaching
Literacy in the New Media Age
“It was that Trolle thing” Negotiating history in Grade 6
Language and Learning in the Digital Age
Making semantic waves
Learning to write, reading to learn
Teaching Disciplinary Literacy to Adolescents
Doing critical discourse studies with multimodality
Strategies for Teaching Social Studies to English-Language Learners at the Elementary Level
Supporting English-Language Learners in Social Studies Class
The Routledge Handbook of Multimodal Analysis
| Unique citing works | 3 |
|---|---|
| Citations per year | 0.75 |
| Citation span | 2022 - 2024 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |