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Ongoing (M23)
Early disciplinary literacy in Croatian: features of textbook discourse
FunderCroatian Science Foundation
Funder Contribution €117,621.00
Duration10 Dec 2024 - 09 Dec 2027
Funded underResearch Projects
Project codeIP-2024-05-2755
Open Access mandatePublications: NoResearch data: No
Identifiers
Project timeline61.9%
Description
The project aims to determine the characteristics of Croatian textbook discourse intended for the development of early disciplinary literacy (grades 1-6 of primary school). General and disciplinary literacy are the foundations of key competencies for lifelong learning. However, PISA findings reveal that 20%-30% of Croatian students fall below the basic threshold in disciplinary literacy. The project assumes that mastering the language of a specific discipline is necessary for the development of disciplinary literacy, since knowledge is inseparable from the language in which it is shaped and transmitted. In this regard, the textbook plays a dual key role: as a source of knowledge and as linguistic input essential for disciplinary literacy development. Despite its importance, the language of Croatian disciplinary textbooks remains an underexplored topic. To achieve the projects goal, a corpus of textbook discourse will be collected, comprising 60 textbooks for grades 1-6 of three subjects (Nature and Society/Nature, Mathematics, and History), as the foundation for the development of other disciplinary literacies. Textbook discourse is observed as a multi-layered and dynamic entity consisting of linguistic and non-linguistic (visual) components. Therefore, a mixed method will be employed, combining discourse analysis and corpus linguistics procedures. In relation to the discipline and the students’ age (school grade), it will be determined: a) morphological, syntactic, and lexical characteristics of textbook discourse; b) linguistic structures used to express concepts, categories, and functions; c) ways of establishing text internal structure and the author–recipient relationship (metadiscourse). Alongside new linguistic insights, the project results (core vocabulary, model glossary of basic concepts and linguistic functions, a publication containing guidelines for teachers and textbook authors) will have a wide application and a strong impact on the education system.
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The project aims to determine the characteristics of Croatian textbook discourse intended for the development of early disciplinary literacy (grades 1-6 of primary school). General and disciplinary literacy are the foundations of key competencies for lifelong learning. However, PISA findings reveal that 20%-30% of Croatian students fall below the basic threshold in disciplinary literacy. The project assumes that mastering the language of a specific discipline is necessary for the development of disciplinary literacy, since knowledge is inseparable from the language in which it is shaped and transmitted. In this regard, the textbook plays a dual key role: as a source of knowledge and as linguistic input essential for disciplinary literacy development. Despite its importance, the language of Croatian disciplinary textbooks remains an underexplored topic. To achieve the projects goal, a corpus of textbook discourse will be collected, comprising 60 textbooks for grades 1-6 of three subjects (Nature and Society/Nature, Mathematics, and History), as the foundation for the development of other disciplinary literacies. Textbook discourse is observed as a multi-layered and dynamic entity consisting of linguistic and non-linguistic (visual) components. Therefore, a mixed method will be employed, combining discourse analysis and corpus linguistics procedures. In relation to the discipline and the students’ age (school grade), it will be determined: a) morphological, syntactic, and lexical characteristics of textbook discourse; b) linguistic structures used to express concepts, categories, and functions; c) ways of establishing text internal structure and the author–recipient relationship (metadiscourse). Alongside new linguistic insights, the project results (core vocabulary, model glossary of basic concepts and linguistic functions, a publication containing guidelines for teachers and textbook authors) will have a wide application and a strong impact on the education system.
