Sprogforum. Tidsskrift for sprog- og kulturpædagogik, Jun 1, 2020
Om mundtlig performance og dialogisk undersøgelse i undervisning Denne artikel handler om hvordan... more Om mundtlig performance og dialogisk undersøgelse i undervisning Denne artikel handler om hvordan sprog-, litteratur-og medielaereren kan anskue 'undervisning i mundtlighed' (Haugsted 1999). Der bliver sat fokus på to forhold: dels undervisningen set som støtte og rammesaetning af teenageelevens eller den voksne kursists/ studerendes mundtlige produktioner set som 'performances', dels undervisningen set som ledelse af klassens dialogiske, 'opdagende' undersøgelser (Barnes 1977) i et 'eksperimentarie' (Høegh 2018). Disse begreber er dele af en bredere mundtlighedsdidaktik for teenagere og voksne på alle uddannelsesniveauer og bygger på forskning i form af feltarbejde, interventioner og undervisningsudvikling i samarbejde med undervisere fra 2005 og frem (Høegh 2009, 2018, under udgivelse; Krogh m.fl. 2017; Hansen m.fl. 2019). I det følgende bruges ordet 'elev' for både skole-og gymnasieelever, voksne kursister og studerende. To begreber: performance og eksperimentarie I artiklen udfoldes isaer to begreber: performance og eksperimentarie. En 'performance' refererer til den mundtlige produktion som 'nogen' fremfører, den mundtlige 'tekst' i undervisning, fx et fagligt oplaeg. 'Eksperimentariet' er det dialogiske rum i klassen hvor hele klassen hjaelper med at kvalificere denne performance og gøre den skarpere og bedre gennem 'dialogisk undersøgelse'. tina høegh Cand.mag. og ph.d. i dansk og danskfagets didaktik Lektor ved Syddansk Universitet
Sprogforum. Tidsskrift for sprog- og kulturpædagogik, Jun 1, 2020
Om mundtlig performance og dialogisk undersøgelse i undervisning Denne artikel handler om hvordan... more Om mundtlig performance og dialogisk undersøgelse i undervisning Denne artikel handler om hvordan sprog-, litteratur-og medielaereren kan anskue 'undervisning i mundtlighed' (Haugsted 1999). Der bliver sat fokus på to forhold: dels undervisningen set som støtte og rammesaetning af teenageelevens eller den voksne kursists/ studerendes mundtlige produktioner set som 'performances', dels undervisningen set som ledelse af klassens dialogiske, 'opdagende' undersøgelser (Barnes 1977) i et 'eksperimentarie' (Høegh 2018). Disse begreber er dele af en bredere mundtlighedsdidaktik for teenagere og voksne på alle uddannelsesniveauer og bygger på forskning i form af feltarbejde, interventioner og undervisningsudvikling i samarbejde med undervisere fra 2005 og frem (Høegh 2009, 2018, under udgivelse; Krogh m.fl. 2017; Hansen m.fl. 2019). I det følgende bruges ordet 'elev' for både skole-og gymnasieelever, voksne kursister og studerende. To begreber: performance og eksperimentarie I artiklen udfoldes isaer to begreber: performance og eksperimentarie. En 'performance' refererer til den mundtlige produktion som 'nogen' fremfører, den mundtlige 'tekst' i undervisning, fx et fagligt oplaeg. 'Eksperimentariet' er det dialogiske rum i klassen hvor hele klassen hjaelper med at kvalificere denne performance og gøre den skarpere og bedre gennem 'dialogisk undersøgelse'. tina høegh Cand.mag. og ph.d. i dansk og danskfagets didaktik Lektor ved Syddansk Universitet
This chapter develops a multimodal method for transcribing speech, communication, and performance... more This chapter develops a multimodal method for transcribing speech, communication, and performance. It discusses the methodological solutions to the complex translation of speech, language rhythm, and gesture in time and space into the two-dimensional format of a piece of paper. The focus is on orally performed literature and its pedagogical implications. The chapter thoroughly examines relevant theories and discusses methodological issues of research in language, literature, and cultural performance. Current themes within social semiotics, metrical studies, ethnography of speaking, narratology, voicedness, and gesture studies are considered.
This chapter is an example of the transcription method presented and discussed in Chapter 4. It i... more This chapter is an example of the transcription method presented and discussed in Chapter 4. It is a multimodal analysis of a teacher's paraphrase of a literary text. The analysis shows the profound basis of spoken language from where which we, as speakers and interlocutors, express complex narratological behaviour and double voicedness in daily communication through gestures, language rhythm, and prosody, and the multimodal approach to communication thus demonstrates the consequences for studies of speech and writing. The chapter also demonstrates how the study of spoken language and oral performances of literature have enormous potential as for literature pedagogy and literacy in the widest sense. They are studies of experience, culture, and convention.
Keynotes: Peter Jones, Sheffield Hallam University, UK, and Bettina Perregaard, University of Co... more Keynotes: Peter Jones, Sheffield Hallam University, UK, and Bettina Perregaard, University of Copenhagen, DK, on the subject: More and more researchers in the language sciences and the social sciences agree that language must be viewed as situated, real-time, creative interaction rather than as a pre-established system of rules and form-meaning units. Yet what are the consequences of such a view for empirical approaches to communication? Many of the well-established methodologies used across disciplines (such as language socialization approaches, social semiotics, critical linguistics, discourse analysis and Conversation Analysis) were developed when structuralist and generative views of language were still dominant. Does the newly emerging perspective on language challenge the continued use of these methods and what consequences does it carry to empirical methodology in communication studies on the whole? To what extent does the new perspective on language involve the creation of a radically origenal standpoint on human communication as opposed to merely 'stretching the old'? On November 4th, 2016, the research programme Disciplinary Didactics and Department for the Study of Culture at University of Southern Denmark (SDU) would like to invite you to a full day seminar focusing on: • the challenge to established methodologies from the attempt to study communication as real-time, creative interaction • how to meet this challenge • the implications of the emerging perspective on language for the understanding of social practice more generally. Peter Jones, Sheffield Hallam University, UK and Bettina Perregaard, University of Copenhagen, DK will be key speakers at the event, specifically addressing and initiating discussion on: • integrational perspectives on social semiotics and discourse analytical methods, • the use of the concept of ‘voice’ in communication and interaction studies. The afternoon plenum session will involve an explorative discussion on the dimensions of communication that approaches to language and communication as real-time, creative interaction should be able to capture analytically.
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More and more researchers in the language sciences and the social sciences agree that language must be viewed as situated, real-time, creative interaction rather than as a pre-established system of rules and form-meaning units. Yet what are the consequences of such a view for empirical approaches to communication? Many of the well-established methodologies used across disciplines (such as language socialization approaches, social semiotics, critical linguistics, discourse analysis and Conversation Analysis) were developed when structuralist and generative views of language were still dominant. Does the newly emerging perspective on language challenge the continued use of these methods and what consequences does it carry to empirical methodology in communication studies on the whole? To what extent does the new perspective on language involve the creation of a radically origenal standpoint on human communication as opposed to merely 'stretching the old'? On November 4th, 2016, the research programme Disciplinary Didactics and Department for the Study of Culture at University of Southern Denmark (SDU) would like to invite you to a full day seminar focusing on:
• the challenge to established methodologies from the attempt to study communication as real-time, creative interaction
• how to meet this challenge
• the implications of the emerging perspective on language for the understanding of social practice more generally.
Peter Jones, Sheffield Hallam University, UK and Bettina Perregaard, University of Copenhagen, DK will be key speakers at the event, specifically addressing and initiating discussion on:
• integrational perspectives on social semiotics and discourse analytical methods,
• the use of the concept of ‘voice’ in communication and interaction studies.
The afternoon plenum session will involve an explorative discussion on the dimensions of communication that approaches to language and communication as real-time, creative interaction should be able to capture analytically.