Working with words, expressions and linguistic style

Meaning-making literature work in adult second language education

Abstract

This study focuses literature work which involves a teacher and a group of second language students in basic municipal adult education. The purpose of the study is to explore literacy practices during a literature work with adult second language learners, with particular attention to teaching activities focusing the language of the novel. The materials have been generated through observations, voice recordings and collected teaching materials. The analysis is primarily based on Luke and Freebody's literacy practices, Judith Langer's theory of literacy stances and Basil Bernstein's sociology of education. In the analysis, the literature work is considered as a literacy practices, where work with the language of the novel constitutes a particular text user practice. The results show that the teacher, in discussions about words, expressions and linguistic style, brings attention to characteristics of the central characters as well as to their development throughout the novel. This means that there is an interplay between text user practice and meaning-making practice, when the meanings exploded in the interaction transcends the meaning of the individual words and expressions which are discussed. This can be considered as important scaffolding in a student group where most students would find it difficult to understand the novel on their own. In the article, it is also discussed how attention to the language of the novel paves the way for a text analytical practice.