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Cross-curricularity in a literacy perspective: Contrast, confrontation and metalinguistic awareness
ARTICLE

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International Journal of Educational Research Volume 55, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

In this article we explore similarities and differences between two school subjects, Norwegian and mathematics, taking a phenomenological perspective and a didactic meta-perspective (literacy perspective). Our argument is presented on three levels which together build on the perspective of meta-language. First we consider the level of discourse primarily concerning cultural relations and communities of meaning, for example subject-related communities. The next level is genre, concerning both common cultural texts and practices and how meanings are framed in linguistic forms. Finally, we consider arguments regarding the modes of thought which underpin subject-specific learning. Substantiated by data from own classroom research, we argue that cross-curricular work needs to understand both differences and similarities between subjects, and the relationships between them.

Citation

Kleve, B. & Penne, S. (2012). Cross-curricularity in a literacy perspective: Contrast, confrontation and metalinguistic awareness. International Journal of Educational Research, 55(1), 48-56. Elsevier Ltd. Retrieved February 22, 2020 from .

This record was imported from International Journal of Educational Research on January 31, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2012.06.004

Keywords