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EUROPEAN IDENTITIES in MOTHER TONGUE EDUCATION the Production of This Publication Was Partially Funded by the European Commission

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EUROPEAN IDENTITIES in MOTHER TONGUE EDUCATION the Production of This Publication Was Partially Funded by the European Commission Siegfried Kiefer - Kari Sallamaa (Eds.) EUROPEAN IDENTITIES IN MOTHER TONGUE EDUCATION The production of this publication was partially funded by the European Commission Publication of the Pädagogische Akademie des Bundes in OÖ 25 Editor: Dir. Dr. Josef Fragner Linz, 2005 All rights reserved Texts from the EUDORA Intensive Programme Universitätsverlag Rudolf Trauner MTE during the summer school in Tolmin, Slovenia 2004 ISBN 3.85487.839.7 Production: Nucleus: Pädagogische Akademie des Bundes in Oberösterreich, A-4020 Linz, Dedicated to Professor Friedrich Buchberger Kaplanhofstraße 40 Cover: Trauner Druck, A-4020 Linz, Köglstr. 14 Layout: Thomas Peterseil 1 2 CONTENTS MTE teacher or teacher educator? Positionings and problematisations Sigmund Ongstad (Oslo University College) Introduction _________________________________________________________95 Siegfried Kiefer (PADB Linz, Austria) - Kari Sallamaa (University of Helsinki) __________________________________________________________6 The professional development of teachers‘ mother tongue education A: Mother tongue education and developing identities Anke van Lankvelt (in co-operation with Piet-Hein van de Ven; Radboud University Nij megen) The right to mother tongue education ________________________________________________________123 Christian Horst (The Danish University of Education) _________________________________________________________10 Classroom discourse analysis by international triangulation Piet-Hein van de Ven (Radboud University Nij megen, HAN University Arnhem/ The role of MTE in language maintenance and developing Nij megen) ________________________________________________________137 multiple identities Martin Ehala (Tallinn Pedagogical University) _________________________________________________________36 Searching for new communicative methods in mother tongue education Latvian as mother tongue and as second language - Aspects Katrin Aava (Tallinn Pedagogical University) ________________________________________________________157 of intercultural education in Latvian language text books Inga Pavula (University of Latvia) _________________________________________________________50 C: European identities in literature Texts in textbooks of Latvian as second language - revealers What is a European identity in literature? of fi xed time processes Kerstin Munck (Umea University) ________________________________________________________171 Sanita Lazdina (Rezekne Higher Educational Institution) _________________________________________________________64 European heritage in literature and European identities Kari Sallamaa (University of Helsinki) B: Changing mother tongue education and its methods ________________________________________________________181 Stabilities and changes in (mother tongue) education Piet-Hein van de Ven (Radboud University Nij megen, HAN University Arnhem/ Learning Sarmatia and other submerged lands. MTE as Nij megen) cultural archaeology and visions for integration _________________________________________________________74 Kari Sallamaa (University of Helsinki) ________________________________________________________199 Children‘s literature in Slovenia Milena Blažić (University of Ljubljana) ________________________________________________________219 3 4 Siegfried Kiefer, Kari Sallamaa Teaching literature and multimedia PREFACE Milena Blažić (University of Ljubljana) ________________________________________________________224 Siegfried Kiefer (PADB Linz, Austria) Kari Sallamaa (University of Helsinki) From reader-response to writer-response theory Milena Blažić (University of Ljubljana) ________________________________________________________236 This collection of texts deals with problems of learning and teaching mother tongue in school. It is the harvest of the EUDORA intensive program MTE The infl uence of Harry Po er on children‘s awareness of (Mother tongue education in a comparative perspective) summer school mother tongue held at Tolmin, Slovenia in August 2004. Urška Gale (University of Ljubljana) MTE was initiated and lead from the beginning by Professor Friedrich Buch- ________________________________________________________264 berger (PADB in Upper Austria, Linz). He as a top specialist of European educational systems headed the fi rst summer school in Linz 2002 in an en- Kalevalaic poetry as a teaching method at primary school thusiastic and energetic way. Unfortunately he became severely ill in spring with children aged from 7 to 9. Construction of the 2004 and could not take part in the Tolmin summer school, where three EU- theoretical background DORA intensive programs were held simultaneously. We want to dedicate this volume to him, and with it we wish him all the best for his recupera- Iina Armila (University of Helsinki) tion. ________________________________________________________274 At the beginning of MTE three universities - Helsinki, Linz and Riga - par- ticipated in the Linz summer school in 2002. The following summer of 2003 in Tolmin the network had enlarged to nine universities, especially their ped- agogical units. Ten students and eight teachers participated in MTE there. MTE has now changed its name to IMUN (originally in German; in English approximately: Innovative mother tongue didactics of less frequently spo- ken languages in a comparative perspective). It sounds relatively complicat- ed; more popularly we could call it “Innovative MTE university network”. The latest to join the network is Akdeniz University from Antalya, Turkey, which will be the host for the next summer school in August-September 2005. This volume is divided into three thematic sections. Section A deals with problems of the relations between mother tongue as well as second languag- es and identities. Professor Christian Horst from the Danish University of Education discusses profoundly the numerous international agreements and their expressed right for mother tongue education. The fulfi lment of this right is nowadays a very hot issue in migrating Europe with immigrants and refugees, where young people fi nd themselves in a dilemma between their mother tongue and the major language in the new surroundings. This natu- rally has its impacts in the development of personal and group identity. 5 6 Preface Siegfried Kiefer, Kari Sallamaa Professor Martin Ehala from the Tallinn Pedagogical University focuses in Katrin Aava from the Tallinn Pedagogical University writes in her article his article on developing multiple identities in multicultural environments. about the new importance of communicative skills and respective methodol- He shows the importance of MTE in maintaining lingual skills as basis for ogy in MTE. The subject means not only teaching and learning applied lin- identity work. guistics, reading and writing, literature and media, but demands more gen- eral abilities in communication with all necessary media involved. MTE is The Latvian doctoral students Inga Pavula and Sanita Lazdina present lan- above all social communication between individuals and groups. Katrin is guage textbooks aimed at students who acquire Latvian as their second lan- trying to fi nd new approaches using the so called symbolic convergence the- guage. This topic is very important in multicultural Latvia with a large mi- ory (SCT) created by Ernest Bormann from the University of Minnesota. The nority of especially Russian speaking people. An elementary part of MTE old paradigms trusted in the monologic fl ow of knowledge from teacher to and its pedagogic deals with the evaluation of teaching materials, textbooks pupil. SCT points out communicative competence and its impact in building included. social identity. Section B deals with changing ideas of mother tongue education and its Section C examines the role of literature in shaping European identities, the methods. Professor Piet-Hein van de Ven from the Netherlands analyses pro- importance of children‘s literature in this work as well as multimedia tools in foundly the various discursive meanings of MTE and its scientifi c paradigms. these fi elds. Professor Kerstin Munck from the Swedish Umeå University The tension between traditional as well as new rhetoric and linguistic ap- focuses on a wide range perspective to diffi cult problems of the European proaches has their impacts in MTE‘s identity. In his second article he deals identity discussing some important literary works like the Nobel Prize win- more practically with classroom discourse analysis in an international com- ner Hungarian Imre Kertész‘s novel Fateless: Experiences from Nazi concen- parative perspective. He also points out the problem of monologic, repetitive tration camps and the German classical Bildung. Marguerite Yourcenar‘s and reproductive methodology in teaching literature, which is still the main novel Memoirs of Hadrian (originally 1951) discusses in a historical fl ash- route in many European countries. back the actual questions of European ethnic and cultural variety, the mod- ern multiculturalism. Already Henry James‘s The American (1877) problem- His student Anke van Lankvelt has prepared an article presenting her action aticized cultural diff erences and convergences between the continents. research project about the professional development of teachers in the Dutch language, especially encouraging independent students to focus on writing skills. Kari Sallamaa, docent of literary didactics in the Research Centre for Educa- Professor Sigmund Ongstad from Oslo University College discusses the rela- tion of Languages and Literature,
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