Jan Berenst

NHL Stenden University of Applied Sciences

Geletterdheid is één van de belangrijkste culturele middelen in de meeste hedendaagse samenlevingen. Leren lezen en schrijven staat daarom centraal in het curriculum van het basisonderwijs. Voor het formele leren van geletterdheid tonen jonge kinderen al hun oriëntatie op het bestaan, de kenmerken, het gebruik en het nut van geschreven taal. Deze i...

Stimulating emergent literacy is one of the main goals of early childhood education. In order to accomplish this, the orientation to different aspects of literacy can be integrated into classroom interaction, as is shown in Chapter 10 of this Handbook. We demonstrate how early childhood educators can use children’s spontaneous attention to written...

This paper examines how primary school students discuss deeper comprehension and evaluation of text, while involved in dialogic reading in the context of inquiry learning. It takes a conversation analytic perspective on reading for understanding and critical reading. Analysis of the conversational details of peer talk, revealed how students collabo...

In dialogic reading during inquiry learning settings in primary school, pupils read, think and talk together about text fragments for answering their research questions. In this process, pupils may encounter reading problems, regarding word identification or meaning. Conversation analysis is used to demonstrate how these reading problems are collab...

This paper examines text formulations in the interaction between peers in primary school during dialogic reading, in inquiry learning settings. In this context pupils collaboratively use information from texts to answer their research questions. The data analyzed include 25 excerpts of pupils demonstrating understanding of text. We used Conversatio...

In dialogic reading during inquiry learning in primary school, pupils read, think and talk together about text fragments for answering their research questions. This paper demonstrates from a conversational analytic perspective, how the shared activity of text selection is constructed in a goal oriented conversation and how text selection proposals...

This paper discusses how primary school students, who are writing together in the context of inquiry learning, explicitly orient to knowing of oneself and others within the peer group. Using Conversation Analysis, we disclose the conversational functions of assertions holding 'I know', 'you know' and 'we know'. First, students position themselves a...

In focus for this study are epistemic displays in peer talk, throughout collaborative writing events in the context of inquiry learning. Conversational data was obtained from small groups of primary school students (aged 8-12 years). By means of Conversation Analysis, we found that epistemic displays are produced as (i) accounts, (ii) responses to...

The nature and function of proposals in collaborative writing of primary school students was studied from a sociocultural, interactional perspective, using data from 33 writing events in the context of inquiry learning. Five main targets of proposals were identified: content, procedure, translation, text structure and layout. We demonstrate how pro...

In this study we explore how reflective practices function in the process of collaborative writing of primary school students, performing writing tasks in the context of inquiry learning. Previous research has established that reflecting on the writing process and use of metalanguage are significant for developing writing proficiency. The Conversat...

In een project van het Lectoraat Taalgebruik & Leren is onderzocht hoe leerzaam overleg tussen kleuters eruitziet. Een uitdrukkelijke wens van leerkrachten daarbij was om meer inzicht te krijgen in de effecten van hun eigen gespreksgedrag, wanneer zij zich mengen in het overleg. In dit artikel bespreken we de momenten waarop problemen besproken wor...

The participation practices of students and teachers in whole classroom interaction and in peer interaction turn out to be quite heterogeneous. In this paper is it is argued -based on transcribed video data in primary schools- that the choices teachers (and students) are making in organizing the interaction with their students, are not just importa...

This paper presents a single case-study of a longitudinal shared reading programme that took place in Dutch kindergartens with first language speakers of 4 to 6 years old. As will be shown, children participate both in a traditional instructional structure and in a participation framework characterised by a more or less free discussion. These struc...

Abstract In inquiry learning projects in primary schools, students use texts to answer their research questions and to build their knowledge about the subject they’re inquiring. When they do this together, we talk about dialogic reading. In these discussions about texts, both reading comprehension and shared knowledge construction come together. Bu...

This paper reports on a conversation analytic study of problem-solving interactions during shared reading at three kindergartens in the Netherlands. It illustrates how teachers and pupils discuss book characters’ problems that arise in the events in the picture books. A close analysis of the data demonstrates that problem-solving interactions do no...

This study investigates explanatory discourse within the setting of shared reading at kindergarten. It reports on a qualitative study of 36 whole-class shared reading sessions at three Dutch kindergartens with children aged between 4 and 6 years. The videotaped shared reading sessions are transcribed and analysed according to the methodology of con...

In this paper, we analyse one aspect of home–school book sharing, namely the activity of borrowing a book. We describe how the borrowing activity is accomplished in daily practice in two Dutch preschools and which emergent literacy practices can be embedded in this routine. We followed fifteen children, aged from two years to four years, and analys...

Samenvatting De buitenschoolse opvang (bso) na schooltijd is de laatste jaren enorm in omvang toegenomen en vormt daarmee een belangrijk nieuw leefmilieu voor steeds meer kinderen. Met de kwantitatieve groei is er ook meer aandacht gekomen voor de kwaliteit van deze opvang. Eén van de belangrijkste doelen van de buitenschoolse opvang is het stimule...

Jager M, Schuling J, Pols J, Berenst J. Consultvoering van aios en ervaren huisartsen. Huisarts Wet 2011;54(9):478-82. Doel Bij onderzoek naar consultvoeringsvaardigheden van huisartsen vond men met de MAAS-Globaal als scoringsinstrument tot nu toe geen significante verschillen tussen novices en experts. In dit onderzoek kiezen wij voor een andere...

Introduction: Previous research using the MAAS-Globaal scoring instrument failed to detect a difference in the communication skills of novices and experts. In this study, a different approach was used, namely, conversation analysis, to detect whether differences in communication skills exist between trainees and experienced GPs. Method: The consult...

We describe the Situated Activity System of finishing craft assignments in preschool: the specific, routinized way that child and teacher jointly close the child's craft assignment, employing a specific discourse pattern. We analyzed the interactions of 14 Dutch children between 2.1 and 3.10 years old while they were finishing their craft assignmen...

In this paper we will show how different types of after-school day care (bso) influences discourse between caretakers and children. In field research carried out in the context of a PhD-study on the social development and discourse practices of young children in after-school day care, a continuum was found ranging from traditional bso's on the one...

This paper describes a pilot-study that explores situated learning at kindergarten. By whole-class shared book reading, children get to know several participation frame-works, in which they gradually learn to participate during a longitudinal reading-aloud program. Using qualitative conversation analytic methods, this paper shows how children explo...

When children enter school at the age of four, they are expected to differ in their experience with reading-aloud of picture books and stories. Experience with reading-aloud influences their further development. Therefore, insight in the amount of experience with reading-aloud is useful. Until now, there was no measurement instrument available for...

In this article we study the beginnings of sociodramatic play. We examine the pretend play interactions of a Dutch girl, Peggy, and focus on her transition into sociodramatic play. Initially, Peggy interprets only some elements of her play interactions at the pretend level. At age 2;9, Peggy shows symbolic substitution for objects and actions. In t...

The teaching team that we examine during a report-card meeting works with a finely tuned measurement system for accountably deciding on pupils' future school careers. A substantial part of the sorting work is routinized and is based upon pupil results produced during the school year. But there are also pupils with overall scores that set them in a...

Kindergarten teachers who are talking with their nursery children during picture book reading about social and emotional themes, speak about the experiences and emotions of book characters, but also about the feelings of the children themselves. In both contexts the teachers tend to structure the interaction in a classical IRE frame, using highly p...

The relationship between children's oral and written language use may be considered as one of the main issues in the study of literacy development. In this paper, the focus is on how 10-year-old children (grade 5) create a textual context in oral and written narratives for their recipients. The first aim of this research was to find out what kind o...

Social status of and solidarity between participants in interaction are important for the way in which they formulate speech acts. The use of a particular language variety functions as a cue for the assessment of status and solidarity in intergroup interaction between strangers: speakers of a language variety are evaluated on these dimensions becau...