A subject language model of Interpreting Representations in their Intended Senses, IRIS
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| Titel: | A subject language model of Interpreting Representations in their Intended Senses, IRIS |
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| Autoren: | Dyrvold, Anneli, 1970, Ribeck Nyström, Judy |
| Quelle: | Designs for Learning. 16(1):88-99 |
| Schlagwörter: | interpretation, representations, subject language, ambiguity, theoretical model, subjectspecific languag, Tolkning, representationer, ämnesspråk, ambiguitet, teoretisk modell, matematikdidaktik, didactics of mathematics, language teaching and learning, språkdidaktik |
| Beschreibung: | Understanding subject-specific texts requires interpreting representations—words, symbols, and images—in their intended senses. Many such representations are ambiguous, with meanings that shift depending on context and disciplinary conventions. This applies not only to words, for example, ‘paper’ in everyday versus academic usage, but also to symbols and images, like ‘–’, that must be interpreted in different senses depending on context. This article introduces the IRIS model (Interpreting Representations in their Intended Senses), a theoretical framework designed to capture the interpretative processes readers engage in when navigating subject language. Unlike existing models that focus primarily on vocabulary, IRIS encompasses all semiotic resources and foregrounds the discernments needed to resolve ambiguity. Analytically, it supports text studies by making explicit the interpretative demands posed by subject-specific representations. Pedagogically, it offers a tool for fostering metacognitive and metalinguistic awareness, helping learners and educators reflect on the challenges involved in interpreting subject languages. |
| Dateibeschreibung: | electronic |
| Zugangs-URL: | https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-246263 https://doi.org/10.16993/dfl.231 |
| Datenbank: | SwePub |
Nájsť tento článok vo Web of Science | Abstract: | Understanding subject-specific texts requires interpreting representations—words, symbols, and images—in their intended senses. Many such representations are ambiguous, with meanings that shift depending on context and disciplinary conventions. This applies not only to words, for example, ‘paper’ in everyday versus academic usage, but also to symbols and images, like ‘–’, that must be interpreted in different senses depending on context. This article introduces the IRIS model (Interpreting Representations in their Intended Senses), a theoretical framework designed to capture the interpretative processes readers engage in when navigating subject language. Unlike existing models that focus primarily on vocabulary, IRIS encompasses all semiotic resources and foregrounds the discernments needed to resolve ambiguity. Analytically, it supports text studies by making explicit the interpretative demands posed by subject-specific representations. Pedagogically, it offers a tool for fostering metacognitive and metalinguistic awareness, helping learners and educators reflect on the challenges involved in interpreting subject languages. |
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| ISSN: | 16547608 |
| DOI: | 10.16993/dfl.231 |