ARLE 2022
Abstracts for 'ARLE 2022 - On site participation'

Eleonora Acerra
Sylvain Brehm
Nathalie Lacelle     		 Writing digital fictional texts in the French literature class. An exploratory action-research project to foster digital and literary competencies.
Juli-Anna Aerila
Merja Kauppinen     		 Reading for pleasure – flexible, dynamic and safe places at school
Tatyana G. Angelova      L1 Teacher Education and her/ his Digital Competence - Challenges and Decisions before Pandemic and during it in Bulgaria
Chris M. Anson      Instructional Attitudes Toward Student Text Recycling: Results of an International Survey
Luis Araujo
Sandrina Maria da Esteves
Rita Brito
Rosária Rodrigues Correia
Teresa Leite     		 The New Words in Portuguese Translated Picturebooks
Olga Arias-Gundín
Paula López
Vanesa López     		 How do Students with Learning Disabilities Revise?
Olga Arias-Gundín
Vanesa López
Maria Arrimada
María Lourdes Álvarez-Fernández     		 Study of the direct and indirect effects on the textual quality of the synthesis texts
Maria Arrimada
María Lourdes Álvarez-Fernández
Vanesa López
Olga Arias-Gundín     		 What predicts the quality of university students’ synthesis texts?
Merilin Aruvee      Looking for a common ground in literacy teaching
Carina Ascherl      Exploring Desirable Futures for L1 Education and Teachers' Literacies in a Digital Age – a Germa-Australian Delphi Study
Arina Banga
Jimmy H.M. van Rijt     		 Are linguistic manipulations more difficult to process for student teachers than rules of thumb? Evidence from an empirical study
Luís Filipe Barbeiro
Célia Barbeiro     		 Teachers' appraisal of students' proposals during joint rewriting
Joana Batalha
Maria Lobo
Antónia Estrela
Bruna Bragança     		 Early reading and writing: effects of a preventive intervention program
Lise Baun      Social interactions in the digital first grade literacy classroom
Anna Bąk-Średnicka
Marzena Miekina     		 Discourse analysis: Selected episodes in mentor-mentees L1 interactions
Katrin Böhme      Inclusive Reading Instruction in German Elementary School: Student’s Preferences for Digital or Analog Children's Books
Katharina Böhnert      Shifts to written conversations and interactions: How do doubtful cases influence writer’s communication in a written medium?
Bouchra BOUKLATA
Yamina El Kirat El Allame     		 Research-based Evidence for “Darija” as a Language of Pre-school Education
Raffaele Brahe-Orlandi      Transformative learning in L1-Education
Jesper Bremholm
Kristine Kabel     		 Young students’ early writing development in a primary school context
Jesper Bremholm
Nektarios Stellakis
Catarina Schmidt     		 Enhancing writing in early childhood education and in the first years of school
Scott Bulfin
Fleur Diamond     		 Teaching L1 by remote: Platforming L1 teachers’ knowledge and practice
Inês Cardoso
Luciana Graca
Rosa Lídia Coimbra
Luísa A. Pereira     		 Collaborative writing to transform and improve the narrative quality of primary school students: challenges and opportunities
Mark-Oliver Carl      Literary Aesthetic Response of Pupils, Teacher Students and Teachers – Theoretical Frameworks and Empirical Studies
Jordi Casteleyn      Effective language programs for students who need extra language assistance: A systematic meta-review
Adelina Castelo      Misspellings in Portuguese typically developing writers: a pilot-study
Pamela Castillo Mardones
Marta Gràcia
Katherine Villalobos     		 Results provided by EVALOE for primary education teachers in the Chilean context.
Youngin Choi
Seongseog Park
Sungmin CHANG
Yewon Kim
MoAh Heo     		 What is Litoracy?: Development and Validation of the Litoracy Assessment Scale
Miriam Emilie Choi-Natvik      Examples of how teachers respond when students are reading complex academic texts in upper elementary school
Mette Vedsgaard Christensen
Jimmy H.M. van Rijt
Astrid Wijnands     		 Understanding language through explicit grammar teaching
Eva Dam Christensen      Exploratory and Critical Dialogues as Learning and Reflection Tools
Vibeke Christensen      Students’ independent request for feedback during productive work
Georgios Christodoulakis
Elisavet Kiourti     		 Serious video game of L1 as literacy and vocabulary acquisition environment for greek as second|foreign language: The case of “Einstown”
Soledad Concha
Maria Espinosa     		 Experiences of free writing in the classroom from the perspective of children and youth
Ana Luísa Costa      Empowering variation in academic writing
Ana Luísa Costa
Isabel Sebastião
Adriana Cardoso
Joana Batalha
Sónia Rodrigues     		 Transformations in teacher education: diversity in Portuguese L1 language teaching
Wiebke Dannecker
Winnie-Karen Giera     		 Rethinking L1 Education in Future Classrooms with regard to a Pedagogy of Inclusion
Naomi De-Malach      Teaching during Covid-19: Literary representations
Fleur Diamond
Scott Bulfin     		 Care of the profession: L1 English practice histories and alternatives to compliance professionalism
Hannah Dostal
Kimberly Wolbers
Leala Holcomb     		 Teacher Reports of Secondary Writing Instruction with Deaf Students
fotini Efthimiou
Elena Ioannidou     		 Ruptures in Essay Writing in Year 12 Greek Literacy/Language Lesson
Nikolaj Elf
Tom Steffensen     		 The role of L1-education in teaching green transition in lower secondary school – methodological considerations and preliminary finding from a mixed-methods study
Nikolaj Elf      Quality L1 Teaching: What is it, and how could we investigate it?
Patrícia Ferreira
Antónia Estrela
Sónia Valente Rodrigues
Maria Cristina Vieira Silva
Isabel Sebastião     		 Revisiting and reinventing grammar teaching practices and beliefs
Xavier Fontich
Ana Luísa Costa     		 Teaching and learning grammar across countries, today: common challenges, specific features
Xavier Fontich      Literature education in the classroom: beliefs, assessment, and intervention
Xavier Fontich      Writing in compulsory schooling and university: different contexts, common challenges
Marina Georgiou Moria      Exploring children' s digital writing practices through popular culture texts: the role of agency and affect
Andrea Ghiță
Florentina Samihaian     		 Unfreezing Inertia - PROMOTING TRANSACTION IN TEACHING POETRY
Winnie-Karen Giera      Promoting reading skills through scenic play. A theater project with seventh graders to the topic bullying
Anna-Lena Godhe      Digital competence in practice
Andy Goodwyn      The resilience and principles of experienced L1 teachers from England, Australia and the USA
John Gordon      Using archive film in L1 learning: principles, practices and potential
John Gordon      L1 learning and climate change: An L1 drama and writing project to coincide with COP26
Aslaug Fodstad Gourvennec
Maritha Johansson     		 Working with Literature in Nordic Secondary Education
Aslaug Fodstad Gourvennec
Margrethe Sonneland     		 Mapping the research on literary conversations in Scandinavia
Aslaug Fodstad Gourvennec
Oddny Judith Solheim
Per Henning Uppstad
Erin McTigue     		 Shared responsibility in co-taught literacy classes is related to reading development
Marta Gràcia
Ana L. Adam-Alcocer
Pamela Castillo Mardones
Juana Paola Duarte Rivas
Katherine Villalobos     		 A digital tool for the professional development of secondary education teachers: EVALOE-SSD-SEC
Marta Gràcia
Atle Skaftun
Tina Høegh     		 Professional Development for Dialogic Education
Caroline Graeske      New Skills for the Swedish Subject? Swedish Teachers‘ Perceptions of Digital Learning Resources for Upper Secondary School
Pascal Gregoire
Eleonora Acerra     		 Digital writing and (auto)correction. A Quebecois research and development project
Maria Luz Guimarães      The architecture of summary writing through retextualization strategies: experiences of Brazilian and Portuguese students
Kenneth Reinecke Hansen      School or film school? Danish student teachers’ film teaching interventions considering the paradigms of multiliteracy and experiential learning
Irit Haskel-Shaham
Yahya Hijazi     		 Coping with L2 on Corona days
Sigal Hason
Yael Segev     		 Practices To Encourage Reading among Pre-Service Teachers from The Bedouin Dispersion in The Negev: Challenges and Opportunities
Claudia Hefti
Dieter Isler
Judith Maier     		 Promoting kindergarten students' oral text abilities through improved interactional support by their teachers in everyday communication
Stine R. Heger      Theorizing Children’s Writing Enjoyment
Florian Hesse      Teaching Quality in the Literature Classrooms of Pre-Service Teacher Students
Jeanette Hoffmann      Polyphonic picture books in multilingual education environments of South Tyrol
Heidi Höglund
Sofia Jusslin     		 Poetry on the Wall: Inviting, Seizing, Intensifying, and Transforming Literary Engagements
Allayne Horton
Larissa McLean Davies
Sarah E. Truman     		 Teaching Literature in times of Crisis: Literary Linking Methods in Australian Secondary Schools
Laura Hüser
Edita Rehberg
Michael Krelle
Jutta Daemmer     		 LeOn - an application for reading training in a digital environment
Lene Illum Skov
Tina Høegh     		 A listening landscape in the making
Anita Jagun      Digital applications in L1 and L2 education in Poland from the perspective of connectivism
Ingeborg Marie Jensen
Atle Skaftun
Åse Kari H. Wagner
Margrethe Sonneland     		 The problem of the text in Year six
Ingeborg Marie Jensen      How can dialogic teaching with problems lead to critical thinking and student engagement in the L1-classroom?
Jinsu Jo
Seongseog Park     		 Analysis of Korean Middle School Students’ Misconceptions on ‘Parts-of-Speech’ based on Item Response Theory
Maritha Johansson
Anna Nordenstam     		 Developing as a reader - International Baccalaureate Students' Reader Biographies
Maritha Johansson      The establishment of the multidisciplinary field of didactics of the mother tongue school subject
Wenckje Jongstra      How to implement the (multifunctional) use of wordless picture books in early childhood education?
Sofia Jusslin      Embodied learning in language learning and teaching practices: A systematic literature review
Sotiria Kalasaridou      Teaching the Bildungsroman in Secondary Education: Conceptual framework, teaching practices and learners’ responses
Sviatlana Karpava      Home Language and Literacy Development: Family Language Policy, Affective and Emotional Domain of Multilingual Families in Cyprus
Anne T Keary      Play and Language Learning: An Australian Intergenerational Family Study
Martin Klimovič
Iveta Čuchtová     		 Moving from content-centred instruction to learner-centred approach in teaching writing composition: a challenge for Slovak primary schools
Martin Klimovič
Lenka Jarušinská     		 Understanding the meaning of Slovak words with etymological spelling by pupils relative to the frequency of such words in Slovak language as rudiments for teaching Slovak orthography
Natalia Kolodina      Reading Fluency in L1 and Heritage Language of Russian-American Bilingual Children (5-15 years old)
Natalia Kolodina      Method "Text-Tree" in Online Learning.
Kirsten L. Kolstrup
Ulla Lundqvist     		 Creating synergies between home and school literacies in Danish L1 primary school classrooms
Stavroula Kontovourki
Evie Poyiadji     		 Digital literacy meets school(ing): Examining potentials for transformations in language arts primary classrooms
Anezka Kuzmicova
Markéta Supa
Martin Nekola     		 Children’s embodied story experiences: a multimodal online Q study
Kit-ling Lau      Using Flipped classroom to enhance students’ classical Chinese reading comprehension and motivation
Hyelin Lee
Jeong Hee Ko
Miji Song     		 A Study on the Use of Digital Annotations in Literature Classes (Revised Abstract)
Helen Lehndorf      Literary Dialogue with readers less experienced with academic discourse practices - A design-based research experiment.
Kimberly A. Lenters
Ronna Mosher     		 Behind before they even begin? Addressing deficit discourses through play
Yongyan Li
Qianshan CHEN
Meng GE
Simon Wang     		 Rethinking ‘imitation’ as a writing pedagogy: Insights from L1 Chinese composition books
Ludmila Liptakova      Word-formation knowledge of Slovak first graders and its role in teaching reading comprehension
Xiaoling Liu
Simon Wang
Yongyan Li     		 Understanding recommended intertextual practices in Chinese composition guidebooks in postcolonial Hong Kong
Shiying Liu
Yongyan Li     		 Pedagogies of intertextuality in Chinese high school composition writing in the ‘Red Spirit’ rejuvenation era
Paula López
Olga Arias-Gundín     		 Revising skills in ADHD upper-primary students
Rasmus Fink Lorentzen
Marie Falkesgaard Slot
Lise Dissing Møller     		 Technological Empowerment in L1 – A contribution to a theoretical framework
Anna Ślósarz      Digital contexts of literary education in Polish textbooks and e-textbook
Henriette Romme Lund      Children´s perspectives on silent reading
Diana Maak
Frederike Schmidt
Lisa Schüler     		 German (L1) pre-service teachers’ knowledge about readability in literary texts
Marco Magirius
Daniel A. Scherf
Michael Steinmetz     		 Support in Dialogic Teaching – a Framework for High Quality Conversations in the Literature Classroom
Laura Major      Challenges and Possible Solutions in Teaching Creative Writing in an Online Format
Aino Mäkikalli      L1 textbooks, literary theory and reading in Finnish upper secondary school
Lena Manderstedt
Hanna.JH Nilsson
Sara Viklund
Annbritt Palo     		 Win-win through triadic supervision and collaboration: structures for L1 degree projects
Katinka Mangelschots
Sonja Ugen
Constanze Weth     		 Difficulty patterns of high- and low-achieving pupils in German noun capitalization.
Jenni Marjokorpi      The relationship between knowledge about language and writing skills in secondary education: A cross-sectional perspective
Angeliki Markoglou      Enhancing creativity in L1 Education: An empirical study
Johannes Mayer
Caterina Mempel     		 Using literary conversations to design challenging learning environments for all elementary students
SKEVI MESIMERI      Classroom as a community of practice in writing: identities and agency in writer's workshop.
Magdaline Michael      Documenting children weaving multimodal stories: Issues of analysis
Byeonggon Min
Minju Chung
JeongYi Baik
Sooyeon Yang
Sohyun Eum     		 Exploring the Concept and Educational Significance of ‘Litoracy’
Louise Molbæk      Student writers interplaying with the local community
Lisa Molin      Redesign in critical literacy classroom activities
Laly Mor
Dorit Aram     		 Interactive read-alouds with first and second graders during routine and distance learning: Teachers’ perspectives on why, how, and how often
Alexa Muse      Identity, Metaphor, and Conflict: Exploring Student Portfolios and Subversive Pedagogy
Debra A Myhill      Thinking Grammatically: The Relationship between Students’ Conceptual Understanding of Grammar and Teachers’ Taught Input
Dominic Nah      “This House Believes That…”: Examining the Single-minded Investment of Student Responses in Classroom Debates of Poems with Ethical Invitations
Natascha Naujok      Memorizing Susi and Gertrud Cohn – A Stolperstein, a graphic novel and an exhibition in literature and teacher education
Theoni Neokleous
Stavroula Kontovourki     		 Digital literacies and differential childhoods in parents’ and teachers' talk: An analysis of “appropriate” practices for young children
Anna Nordenstam
Christina Olin-Scheller     		 Literature in transformation. Easy readers in Swedish L1 secondary classrooms
Christina Olin-Scheller
Marie Nilsberth
Victoria Elliott
Andy Goodwyn
Larissa McLean Davies     		 Rethinking Literature and its uses: texts and knowledge in 21st century L1 contexts
Irene Pieper      Poetic metaphor and classroom interaction: How does educational dialogue support students’ interpreting metaphor?
Irene Pieper
Madeleine Domenech
Diana Maak
Helen Lehndorf     		 Languages – literatures – literacies as a challenge for teacher-students: What should teacher education aim at with regard to key concepts of the subject L1?
Helin Puksand
Anne Uusen     		 Does a more ample computer experience ensure better results in text creation?
Marie Dahl Rasmussen      Is this Talk Exploratory? Joint Interpretation in Peer Conversations in Danish Literature Classrooms
Iris Rautenberg
Alicia Hueckmann     		 Which language internal factors complicate the correct use of sentence internal capitalization in German?
Na'ama Reshef      On the impact of modern technology and digital spaces on the narrative memory of trauma in Nava Semel's book "And the Rat Laughed"
Moniques Richard
Nathalie Lacelle
Eleonora Acerra     		 Making room for curiosity: Adolescent creativity & multimodal digital literacy in the art class
Christophe Ronveaux
Vincent Capt
Bernard Schneuwly     		 On differences of teaching reading comprehension of a literary text in primary and secondary classes. The “disciplining” effect of the school discipline L1
Anna Sałatarow      A Study of the Contemporary Polish Children's Literature About the Holocaust in Polish Primary School
Bernard Schneuwly      Do we form the same relationship to language French and German speaking Switzerland ? Explorations in primary school reading books during a century
Yael Segev
Orna Levin     		 SEL Practices as Advancing Online Literature Teaching and Learning
ANNA SELIA      “We used to laugh during the lesson; it was not entirely studying as it is now”: Students’ conceptualizations of literacy lesson during the transition from primary to secondary school.
David Ben Shannon
Larissa McLean Davies
Kate Pahl     		 Beyond mastery: Intensities, intimacies and inhuman literacies.
Xiaoyun Song      Challenging Dominant Language Ideologies in Community-based Adult Literacy Program: A Translanguaging Lens
Agnes Strandberg      “It's all about making the students see the Matrix” – Teachers' reflections on teaching grammar in context in an educational design research project
Michael Tengberg      Inquiry dialogue to promote comprehension and interpretation: Effects of an intervention to improve the quality of teacher-led discussions about complex literary texts.
Esty Teomim Ben-Menachem
Ilana Elkad-Lehman     		 Teachers Encounter Jewish Texts: Learning and Teaching Texts from Jewish Sources in Public Elementary Schools in Israel
Camilla Thurén
Marie Thavenius     		 L1 Swedish - Paradigm and beyond
Tikky S. P. To-Chan      Fostering Creativity in Children in the Era of Change
Zoi A. Traga Philippakos
Charles A. MacArthur     		 COVID-19 and the Teaching Profession: Instructional Practices and Challenges
Zoi A. Traga Philippakos
Charles A. MacArthur     		 Examination of a Professional Development Model on Writing Instruction in Grades K to 2: First Cycle of Design-Based Research
Helena T. Valentim      Teaching grammar: from epilinguistic activity to metalinguistic activity
Katrine N. Vatne
Arne Olav Nygard     		 Mapping teachers’ understandings of digital literacy tools as part of L1 writing instruction
Katherine Villalobos
Marta Gràcia
Pamela Castillo Mardones     		 How are interactions constructed on digital platforms? classes by videoconferencing in 4th grade primary school
Zeyi WANG      Formation of the Chinese as a First Language Curriculum in Postwar Hong Kong (1945-1960): Cultural Hegemony and Political Ideology in Colonial Context
Karolina Wawer      Creative writing in Polish national curriculum and in schools’ practices (in the shadow of a pandemic)
Marie Wejrum      Adolescents’ reading comprehension of multimodal argumentative texts
Eva Wennås Brante
Anna-Lena Godhe
Karin M.B. Jönsson     		 Digital activities in L1-teaching in year K-3 – how do they support literacy development?
Simon Wessbo      Stories and Storytelling for Sustainable development
Constanze Weth
Lisa Klasen
Sonja Ugen     		 Learning trajectories in French L2 plural acquisition according to spelling proficiency levels in primary school
Anna Wileczek
Anita Jagun     		 Digital applications in institutional education in the field of teaching Polish (L1) and English (L2)
Katarzyna Wojtowicz      Models of Language Education in Polish Language Textbooks. Critical Analysis and New Proposals.
keyi ZHOU      Language teachers' misconceptions in vocabulary instruction
Junling Zhu      Gains and Losses: The Cultural Representations in Chinese Language Textbooks in the United States


Eleonora Acerra & Sylvain Brehm & Nathalie Lacelle (Canada)
WRITING DIGITAL FICTIONAL TEXTS IN THE FRENCH LITERATURE CLASS. AN EXPLORATORY ACTION-RESEARCH PROJECT TO FOSTER DIGITAL AND LITERARY COMPETENCIES.
-
ARLE 2022 - Paper presentations Thursday, 16:00-17:30 Room CTF02 R114 Chair: Segev, Yael
This contribution is inscribed within an action-research project aimed at fostering the development of digital competency in different high-school subjects (French language and literature, social science and arts) (FRQSC, 2020-2023). Defined as a “set of skills relating to a confident, critical and creative use of digital technology to achieve goals related to education, work, leisure, social inclusion and participation” (MEES, 2019, p. 7), digital competency is the core of the Quebecois Digital Action Plan (Plan d’Action Numérique), released by the Ministry of Education and Higher Education in 2018. This document stresses the importance of introducing digital and multimodal content in ordinary school programs, and of developing both transversal and specific skills and competencies, throughout the entire curricula.
However, despite the profusion of digital content in nowadays lives and despite a high interest towards digital literacy, school practices still seem uncertain and profoundly different depending on teaching contexts, teachers’ interests and technological skills. Research studies show teachers generally lack time, preparation and support (both technical and pedagogical) to truly integrate digital content into their practice and, finally, to develop their students’ digital competency (Stockless & Villeneuve, 2017; Fiévez, 2017; van Broekhuizen, 2016). Moreover, in the French language and literature teaching context, teachers often admit an insufficient knowledge of digital literary environments, techno-literary genres and digital features. Furthermore, they struggle to find pertinent educative materials, and do not feel confident enough to conceive original materials and activities.
On such premises, how can researchers support teachers in developing digital competency and in regularly implementing digital technology in their classes? The action-research methodology chosen in this research is aimed at solving some of the teachers’ difficulties, while creating a favorable environment for cocreating, implementing and readjusting teaching practices. In this contribution, we will analyze a sequence coconstructed by a French language and literature high-school professor, in collaboration with our research team. Aimed at making students write interactive poem, by choosing and arranging a set of digital art creations by Alexy Préfontaine, a Quebecois 3D artist, the sequence will show how to introduce digital, multimodal, techno-interpretative and gestural competencies within the narrative writing teaching and learning process. Data will thus result from: 1) video-records of the cocreation process; 2) pedagogical materials produced for the sequence; 3) observations of the digital literature lessons; 4) students’ productions. Results will strengthen our comprehension of the components of the targeted digital competencies and lead to analyze the pertinence of the chosen objectives and activities.


Bibliography
Boutin, J.F. et al. (2020-2023). Le développement de la compétence numérique par la littératie médiatique multimodale chez des élèves du secondaire : cocréation, mise en œuvre, analyse et ajustements de pratiques pédagogiques faisant appel au numérique en français, en univers social et en arts. Fonds de recherche du Québec - Société et culture (FRQSC).
Ministère de l’Éducation et de l’Enseignement Supérieur (2019). Cadre de référence de la compétence numérique. Québec, Gouvernement du Québec.
Stockless, A. & Villeneuve, S. (2017). Les compétences numériques chez les enseignants. Doit-on devenir un expert ? Dans Romero, M., Lille, B., & Patiño, A. (dir.) Usages créatifs du numérique pour l'apprentissage au XXIe siècle. Québec, PUQ.
Fiévez, A. (2017). L’intégration des TIC en contexte éducatif. Modèles, réalités et enjeux. Québec: Presses de l’Université du Québec.
Van Broekhuizen, L. (2016). The Paradox of Classroom Technology: Despite Proliferation and Access, students not Using Technology for Learning. Alpharetta, G : AdvancED Research.


Juli-Anna Aerila & Merja Kauppinen (Finland)
READING FOR PLEASURE – FLEXIBLE, DYNAMIC AND SAFE PLACES AT SCHOOL
-
ARLE 2022 - Symposium Thursday, 09:00-10:30 Room CTF02 R112 Chair: Aerila, Juli-Anna
Chairs: Juli-Anna Aerila (julaer@utu.fi) & Merja Kauppinen (merja.a.kauppinen@utu.fi)
Opponent: Sotiria Kalasaridou skalasaridou@edlitauth.gr
Supportive and inspiring environments are crucial elements while engaging children and adolescents in enjoying literature and reading. The environments that support positive reading experiences are not only physical, but also mental and social spaces as well as combinations of all these (Paul & Kumari 2017). The physical environments should contain interesting reading materials, comfortable places to read, and material for reading-based activities individually, with peers or lead by the teacher (see StoRe model; Aerila & Kauppinen 2020). The mental, social and physical spaces for reading inspire and help the children to emerge in reading and will give teachers inspiration and encouragement to pedagogical innovations. At best, the reading environment increases the understanding of values and culture of teachers, children and parents from different linguistic communities (Nemeth, 2016).
Inspiring reading environments are in the centre of the Reading Nest project (2021 - 2023) financed by Nordplus Horizontal 2021. It is implemented in cooperation with the Estonian, Finnish and Latvian cross-sectoral teams. The main aim of the project is to enrich the social, mental and physical learning environments for reading and reading related activities from early childhood education to secondary school education. There is need for emphasizing reading for pleasure pedagogy in the national curricula of the participating countries.
In this symposium, we aim at illustrating different perspectives to supportive reading environments. The mental space for reading is formed by the reading experiences of early childhood and the overall learning history of a child. Therefore, investigating and reflecting the reading memories are vital and they should be used to understand, support and mold the current reading experiences. One of the key elements of a social reading environment is the community of readers created at school and the positive reading models present in the community. Asking, for example, adults outside the school community to read aloud during school lessons to children scaffolds the positive social and mental experiences of children. Furthermore, inspiring physical reading environments are most effective if they meet the needs of the teacher and the children. Creating inspiring reading environments for school does not require wide financial resources, but imagination, liberality and a reading for pleasure teacher.
Keywords: reading for pleasure, teacher as readers, reading environment, reading memory
References
Aerila, J.-A. & Kauppinen, M. (2020). Stories make readers: Enhancing the use of fictional literature with multilingual students. In G. Neokleous, A. Krulatz & R. Farrelly (toim.) Handbook of research on cultivating literacy in diverse and multilingual classrooms. IGI Global, 368–392.
Nemeth, K. (2016). Many languages – one classroom. New York: Gryphon House.
Paul, M. M. & Kumari, D. R. (2017). Physical conditions of a classroom – Dynamic elements promoting mental health and conducive learning in students. International Journal of Applied Social Science 4 (7&8), July & August, 211–215

Including presentations
Kauppinen, M. & Aerila, J.-M. Reading memories as mental reading environments of teachers
Niinistö, E.-M., Aerila, J.-M. & Kauppinen, M. Enriching reading culture between generations
Aerila, J.-M., Kauppinen, M. & Lukanenok, K. Reading Nests as spaces in pleasure for reading


Tatyana G. Angelova (Bulgaria)
L1 TEACHER EDUCATION AND HER/ HIS DIGITAL COMPETENCE - CHALLENGES AND DECISIONS BEFORE PANDEMIC AND DURING IT IN BULGARIA

ARLE 2022 - Paper presentations Wednesday, 16:00-17:30 Room CTF02 R114 Chair: Kontovourki, Stavroula
In the conditions of a pandemic, the teaching of the Bulgarian language provoked radical changes in the preparation of the Bulgarian teacher. The transition from face-to-face to online training had to be extremely fast. Teachers were faced with an unprecedented challenge. But they did very well. The Ministry of Education and Science has made it possible to use e-learning platforms ( Microsoft Teams). In this problematic situation and in this process, digital competence for teaching has become extremely significant.

This is a qualitative study dedicated to the changing Bulgarian teachers’ digital competence for teaching Bulgarian, as an attempt to make a comparative analysis of their self-esteem before the pandemic and during the pandemic. Based on this analyses the research question is: what are the changes in this competence in view of the self-assessment of the participants e.g. which of the skills have improved, which are not well developed, which need to be improved.

In order to identify the changes in the digital competence for teaching, the European Framework for Self-Assessment of Digital Competence (translated into Bulgarian) and its tools are used [DIGCOMP]. The concepts - digital competence, the areas and skills it covers have been agreed.

The target group includes bachelors - students of Slavic philology, undergraduates - teachers of Bulgarian language and doctoral students - philologists. Respectively: bachelors - 14 (before the pandemic) and 14 bachelors (during the pandemic); 12 masters (before the pandemic) and 12 (during the pandemic); 8 PhD students (before the pandemic) and 8 PhD students (during the pandemic). They complete a specially designed form with an assessment of the relevant skills decomposed for a given area[Ramka za digitalni competentnosti ]. Data from before and after the pandemic are compared. Challenges and their solutions in practice are identified. Limitations of the analysis are set, resulting from the limited number of subjects.

Changes that have occurred in a given area of digital competence are analyzed based on the self-assessment of the participants. The skills have improved are connected with the domains information and communication. The skills which are not well developed are from domain safety. And finally the skills which need to be improved are from domain problem solving.
Conclusions are drawn for trends in the development of digital teaching competence. Issues and limits related to the methodological training of Bulgarian teachers are discussed.

Keywords: Digital competence, Bulgarian Language teachers

Reference:
DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe.
https://publications.jrc.ec.europa.eu/repository/handle/JRC83167 last visit 8.02.2022
Ramka za digitalni competentnosti
https://www.ipa.government.bg/bg/ramka-za-digitalni-kompetentnosti last visit 8.02.2022


Chris M. Anson (United States)
INSTRUCTIONAL ATTITUDES TOWARD STUDENT TEXT RECYCLING: RESULTS OF AN INTERNATIONAL SURVEY
-
ARLE 2022 - Paper presentations Friday, 11:00-12:30 Room CTF02 R116 Chair: Neokleous, Theoni
With funding from the (US) National Science Foundation, a team of scholars and I have been studying the practice of text recycling (TR), sometimes problematically called “self plagiarism,” in academic publication (www.textrecycling.org). Two strands of this research (interviews with journal editors and automated corpus analysis of actual TR) show that 1) TR is a widespread practice in academic publication and 2) there is no consensus about its acceptability among journal editors (Anson, et al., 2020; Anson, Moskovitz, & Anson, 2019.)

In a new direction, I am exploring instructional attitudes toward student TR—when students submit a paper they wrote in a previous course or when they recycle material from a previous paper in a new paper. The study asks the following research questions: (1) to what extent do university instructors accept the practice of student TR in different situations in which such practices occur? and (2) what underlying constructs of student writing are revealed in instructors’ responses? To answer these questions, I administered a non-probability, voluntary survey to several national (US) and international listservs populated by university teachers (N=279). In addition to demographic and baseline questions, the survey included five scenarios describing cases of student TR (ranging from submitting an entire paper in a subsequent course to recycling two paragraphs from a previous paper in a new paper with a different focus). Likert scales captured respondents’ levels of acceptability of the cases; open-ended options allowed for explanations. Results show close similarities our research on professional/academic attitudes—i.e., a range of attitudes—with two exceptions concerning the role of further learning associated with new work and the desire to evaluate students’ progress. I will briefly outline the goals and questions of both strands of inquiry, the statistical results of the instructional survey, and the results of the open-ended commentary thematically coded and synthesized. The study has implications for both theories of text use and reuse and for how academics set policy for student text recycling and work with students on the responsible use of multiple texts that they produce as part of their coursework.

Keywords: text recycling, self-plagiarism, student conduct, writing instruction

References
Anson, C., Hall, S., Pemberton, M.A., & Moskovitz, C. (2020). Reuse in STEM research writing: Rhetorical and practical considerations and challenges. AILA Review, 33, 120-135.

Anson, I., Moskovitz, C., & Anson, C. M. (2019). A text-analytic method for identifying text recycling in STEM research reports. Journal of Writing Analytics, 3.


Luis Araujo & Sandrina Maria da Esteves & Rita Brito & Rosária Rodrigues Correia & Teresa Leite (Portugal)
THE NEW WORDS IN PORTUGUESE TRANSLATED PICTUREBOOKS
-
ARLE 2022 - Paper presentations Wednesday, 12:30-14:00 Room CTF02 R115 Chair: Bremholm, Jesper
It is well established that written language is more complex than oral language and that reading to young children should be a common practice because it promotes language development (Gollinkoff et al. 2019). Storybook reading contributes to children´s vocabulary acquisition and to general knowledge about syntax and language structures (Montang et. al., 2015). This implicit knowledge about language that children acquire when they are read to during early childhood makes them better readers in primary school (Shahaeian et al., 2018). Many European countries have implemented plans to raise awareness of the importance of reading in schools and communities and to equip libraries with books. In Portugal, the National Reading Plan (NRP) was launched in 2011 and book recommendations are available for different age groups (http://www.planonacionaldeleitura.gov.pt/index1.php). Nonetheless, the curriculum for preschool education does not refer to the exploration of vocabulary through reading, focusing mainly on vocabulary learning in the context of oral interactions (http://www.dge.mec.pt/ocepe/).

The purpose of this study was to document the type of vocabulary used in the NRP books for 3-5 year-olds, which are mostly translated picturebooks. We conducted a comparative, thematic analyses and word count of the rare words in the books written by Portuguese authors vis à vis those found in books translated from English. First, we classified the books thematically. Second, we used Escolex (Soares et al., 2014), a linguistic corpus dataset to determine word frequency. Third, we calculated linguistic diversity and categorized word grammatical classes.

Preliminary findings suggest that there is considerable overlap in terms of themes covered in the 86 picturebooks translated from English and in the 40 picturebooks by Portuguese authors. There is considerable lexical diversity, because there is little overlap in the vocabulary that appears in both categories of books. The rare words, those with low frequency in Escolex, that appear in both translated and Portuguese picturebooks are similar in terms of grammatical classes. The results suggest that the books recommended for 3-5 year-olds offer many opportunities for exposing children to vocabulary not likely used in oral speech. Moreover, that the scope of these opportunities can be extended with the use of both translated and mother tongue literature recommended by the NRP. This rich context for language learning should be emphasized in the curriculum for preschool education.

Keywords: picturebooks, storybook reading, vocabulary, rare words.

References
Golinkoff, R., Meredith, E. Rowe, M., Tamis‐LeMonda, C., & Hirsh‐Pasek (2019). Language matters: Denying the existence of the 30‐million‐word gap has serious consequences. Child Development, 90(3), 985-992. https://doi.org/10.1111/cdev.13128
Montag, J. L., Jones, M. N., & Smith, L. B. (2015). The words children hear picture books and the statistics for language learning. Psychological Science, 26, 1489–1496. https://doi: 10.1177/0956797615594361
Shahaeian, A., Wang, C., Tucher-Drob, E., Geiger, V., Bus, A., & Harrison, L. (2018). Early shared reading, socioeconomic status, and children's cognitive and school competencies: six years of longitudinal evidence. Scientific Studies of Reading, 22(6), 485-502. https://doi.org/10.1080/10888438.2018.1482901
Soares, A.P., Medeiros, J.C., Simões, A. et al. (2014). ESCOLEX: A grade-level lexical database from European Portuguese elementary to middle school textbooks. Behavior Research, 46, 240–253. https://doi.org/10.3758/s13428-013-0350-1


Olga Arias-Gundín & Paula López & Vanesa López (Spain)
HOW DO STUDENTS WITH LEARNING DISABILITIES REVISE?
SIG Literacies: Reading, Writing & Oracies
ARLE 2022 - Poster session Wednesday, 18:00-19:30 Room CTF02 R116 Chair: Casteleyn, Jordi
Writing is a very complex activity that requires high cognitive demands of the processes involved in it, such as revision (Graham et al., 2019). The important role of revision process on textual quality is recognized; and which is one of the aspects that distinguishes between expert and novice writers (Hayes, 2004). In this way, younger and less competent writers’ revisions are primarily corrections of mechanical errors and minor word changes that have little impact on their texts (Limpo et al., 2014). According to the major models of revision, this process includes three subprocesses: identify, diagnose and correction the problem. Thus, in this study the following research question is proposed: Are there differences in revision subprocesses between students with and without learning disabilities?

This study aims to analyze the revision skills of students with learning disabilities and compare them with their peers in both age and level with respect to textual quality.
In this study took part 126 students with ages ranged between 9 and 13 years; 42 students with LD (Mage = 10.31; SD = .97), 42 age-matched students (Mage = 10.40; SD = .96) and 42 textual quality-matched students (Mage = 10.17; SD = .93).

To collect the data the students had to perform two tasks: First, students had to write a narrative text, and text quality was assessed through reader-based measure; then revising was assessing through task in which students had to locate, diagnose, and correct in a research-created text six mechanical and six substantive mistakes. We assessed if: in location students underlined the error in the text; in diagnosis they properly defined the mistake; and in correction students proposed one and we also evaluated whether was effective or not.

Analysis of variance was used to compare revision skills for three groups. Preliminary analyses have shown that LD students, compared to their age-matched peer, showed lower scores in all revising skills, manly in mechanical aspects. Regarding their level-matched peer, only no significant differences were found with respect to correction skill. Therefore, we can conclude that LD students show differences in the use of the different revision subprocesses.
This research has been supported by the Spanish Ministry of Economy and Competitiveness through a project EDU2015-67484-P (MINECO/FEDER).

Keywords: Learning Disabilities, Revision Skills, Text Quality, Writing process

References
Graham, S., Harris, K. R., Fishman, E. J., Houston, J., Wijekumar, K., Lei, P., et al. (2019). Writing skills, knowledge, motivation, and strategic behavior predict students’ persuasive writing performance in the context of robust writing instruction. The Elementary School Journal, 119, 487–510. https://doi.org/10.1086/701720.
Hayes, J. R. (2004). What triggers revision? In L. Allal, L. Chanquoy & P. Largy (Eds.), Revision: Cognitive and instructional processes. Dordrecht: Kluwer Academic Publishers.
Limpo, T., Alves, R. A., & Fidalgo, R. (2014). Children’s high-level writing skills: Development of planning and revising and their contribution to writing quality. British Journal of Educational Psychology, 84(2), 177–193. https://doi.org/10.1111/bjep.12020.


Olga Arias-Gundín & Vanesa López & Maria Arrimada & María Lourdes Álvarez-Fernández (Spain)
STUDY OF THE DIRECT AND INDIRECT EFFECTS ON THE TEXTUAL QUALITY OF THE SYNTHESIS TEXTS
SIG Literacies: Reading, Writing & Oracies
ARLE 2022 - Poster session Thursday, 12:30-14:00 Room CTF02 R114 Chair: Gràcia, Marta
Synthesis text is a hybrid task which involves differents strategies as collecting information from different sources to integrating it in a single, coherent and new text (Spivey, 1997). It is the most demanded academic task for undergraduate students. University teachers usually complain about the lack of quality of their students’ academic texts, claiming these are simply collection of pieces of information with poor organization and connection between them (Arias-Gundín & Robledo, 2017; Castelló, Bañales & Vega, 2011).

In the current study we want to verify the direct and indirect effects on textual quality of the structure, integration and connection of the information in undergraduate students’ synthesis text.
231 undergraduate first-year students (184 women and 47 men) took part in this study. They wrote a synthesis text using two texts selected by the researchers as information sources. Two raters scored the texts. Text quality and structure was assessed through reader-based measures. Integration of the information level was measures with a scale ranging from 0 (no integration of information) to 5 (total integration of information). The number of complex links used in the text were counted to evaluate the connection of information.

Bootstrap mediation analysis was performed to evaluate the mediating role of connection and integration of information in the relationship between structure and quality. Neither organization nor connection showed significant indirect effects in the models that included quality and structure. However, and considering that the structure explains part of the variance of the connection (3.22%) and integration (12.50%), the direct and indirect effects of both variables on the structure have been analyzed. The direct effect of the connection on the structure has been statistically significant; as well as the indirect effects of connection on the structure mediated through integration.

The purpose of the study was to provide useful information on the orchestration of synthesis processes and writing elements, as well as their influence on textual quality, which may support the training of specific aspects of writing to improve the quality of university students’ synthesis texts.
This research was possible thanks to funds from the University of León through the research project (Reference: GID12-2017), awarded to Dr Arias-Gundín.

Keywords: synthesis text, Higher Education, textual quality, mediation, direct and indirect effects.

References
Arias-Gundín, O., & Robledo, P. (2017). El conocimiento metacognitivo de las tareas de síntesis en el context Universitario: cómo promover su mejora [Metacognitive knowledge of synthesis tasks in the University context: how to promote its improvement]. En J. C., Núñez et al. (Comps.), Temas actuales de investigación en las áreas de la salud y la educación (pp. 207-2014). SCINFOPER.
Castelló, M., Bañales., & Vega, N. (2011). Leer multiples documentos para escribir textos académicos en la Universidad: o cómo aprender a leer y escribir en el lenguaje de las disciplinas [Reading multiple documents to write academic texts at the University: or how to learn to read and write in the discipline language]. Pro Posiçoes, Campinas, 22(64), 97-114.
Spivey, N. N. (1997). The constructivist metaphor: reading, writing and the making of meaning. Academic Press.


Maria Arrimada & María Lourdes Álvarez-Fernández & Vanesa López & Olga Arias-Gundín (Spain)
WHAT PREDICTS THE QUALITY OF UNIVERSITY STUDENTS’ SYNTHESIS TEXTS?
-
ARLE 2022 - Paper presentations Thursday, 16:00-17:30 Room CTF02 R113 Chair: Manderstedt, Lena
Most of the academic writing tasks require extracting relevant content from several information sources and integrating it in a coherent synthesis text. These texts, however, do not usually show the quality that would be expected in Higher Education, maybe due to poor knowledge of both the writing process (plan, edit and revise, Hayes, 2012) or the textual genre (features of high-quality synthesis texts). While predictors of writing quality in elementary and secondary grades are well stablished (Olinghouse, 2008; Van Rijt et al., 2021), research in Higher Education is scarce. This study explores which reading and writing processes involved in academic writing predict the overall quality of university students’ synthesis texts.

195 undergraduate students (42 men and 153 women) completed a synthesis writing task about one of the following topics: information and communication technologies (ICT) or leisure and free time. They wrote a synthesis text using two texts selected by the researchers as information sources. Two raters scored the texts assessing the following variables: overall quality, text structure, planning, cohesion between ideas, reading strategies (highlighting and taking notes) and plagiarism. Quality was assessed through an adapted version of the anchor texts procedure. This involved selecting five texts from very low to very high quality on the basis of subjective criteria and using them as examples to create holistic scales to assess the remaining texts.

We conducted multiple regression analyses, taking quality as the predicted variable. Results revealed structure was the best predictor of text quality, explaining the great majority of the variance. Taking notes and cohesion also predicted quality. As expected, plagiarism correlated negatively with text quality. Implications of these results are discussed, addressing which variables involved in synthesis writing might deserve more instructional attention. We will also offer possible explanations for the lack of correlation between planning and quality.

*This research was possible thanks to funds from the University of León through the research project (Reference: GID12-2016), awarded to Dr. Arias-Gundín.

Keywords: synthesis text, Higher Education, predictors, text quality

References:
Hayes, J. R. (2012). Modeling and remodeling writing. Written communication, 29(3), 369-388. https://doi.org/10.1177/0741088312451260
Olinghouse, N. G. (2008). Student-and instruction-level predictors of narrative writing in third-grade students. Reading and Writing, 21(1), 3-26. https://doi.org/10.1007/s11145-007-9062-1
van Rijt, J. H., van den Broek, B., & De Maeyer, S. (2021). Syntactic predictors for text quality in Dutch upper-secondary school students’ L1 argumentative writing. Reading and Writing, 34(2), 449-465. https://doi.org/10.1007/s11145-020-10079-5


Merilin Aruvee (Estonia)
LOOKING FOR A COMMON GROUND IN LITERACY TEACHING

ARLE 2022 - Paper presentations Thursday, 12:30-14:00 Room CTF02 R111 Chair: Ioannidou, Elena
This research gives and overview of three studies that investigated literacy practises and disciplinary texts in five Estonian school subjects. Text use and literacy practises were studied in L1, History, Physics, Music and Handicraft & Home Economics (HHE). The aim of this research was to find out literacy practises and disciplinary genres to find the common ground in literacy teaching. Ethnomethodological study was conducted among 40 teachers, using diaries and interviews, which were supplemented by document analysis of national curriculum. The data was analysed through content analysis, detecting literacy discourses (Ivanic, 2004) to describe the common ground of literacy.

Results indicate that texts are rather used in the spirit of functional literacy and reading dominates on writing. Nevertheless, each subject stands out with its own literacy practises and choices: History focuses on interpreting sources, Psyhics texts are about problem solving, describing procedures and phenomenona, with common genres procedural videos and explanations. Music text use was about sharing experiences and analysing musical language. HHE focuses on making meaning through handicraft and following instructions. The readiness for disciplinary approach (Moje, 2008) was recognized both in the variety of the use of authentic texts and the need for support from L1 with writing and texts analysis.

Keywords: literacy, discourse, authentic texts

References
Aruvee, Merilin; Puksand, Helin 2019. Kirjaoskuse arendamine eesti keele ja kirjanduse õpetajate vaatevinklist: sillad ja kuristikud teooria ja praktika vahel. – Eesti Haridusteaduste Ajakiri 7(2), 154–180.
Ivanič, R. (2004). Discourses of writing and learning to write. Language and Education, 18(3), 220–245. https://doi.org/10.1080/09500780408666877
Krogh, E. (2012). Writing in the literacy era: Scandinavian teachers’ notions of writing in mother tongue education. In I. Pereira & B. Doecke (Eds.), L1 – educational studies in language and literature, 12. A contribution to the inescapability of language (pp. 1–28). https://doi.org/10.17239/L1ESLL-2012.03.01
Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52 (2), 96–107.
https://doi.org/10.1598/JAAL.52.2.1


Carina Ascherl (Germany)
EXPLORING DESIRABLE FUTURES FOR L1 EDUCATION AND TEACHERS' LITERACIES IN A DIGITAL AGE – A GERMA-AUSTRALIAN DELPHI STUDY
-
ARLE 2022 - Paper presentations Wednesday, 18:00-19:30 Room CTF02 R114 Chair: Papadopoulou, Anthi
Rapidly evolving digital technologies are reciprocally linked to media-communicative and related sociocultural changes – the way people think, learn, generate knowledge, create, communicate, and collaborate in the digital age (Merchant, 2013; Selwyn, 2017). The aim of the present study was to investigate experts’ anticipated L1 education futures in 2030 and teachers’ literacies deemed necessary in this context. This was done through an exploration of experts’ visions, and an assessment of the desirability of the visions expressed by the experts. By drawing on participants’ expertise regarding the German and Australian contexts at the intersection of L1 education and digitalisation, a space for transnational discourse was created.

The following research questions guided the investigation:

1: What visions do experts arguing from the German and Australian context of L1 education and digitalisation hold for L1 education in 2030?
2: How desirable do experts consider these visions for L1 education?
3: What differences and similarities emerge in the perspectives of experts from the two L1 education contexts regarding the desirability of the visions for L1 education futures?

The research aims were addressed through an exploratory sequential mixed methods research design reflected in the application of a three-round modified Delphi study. In the first round, semi-structured interviews were conducted with 29 experts. In the following rounds, questionnaire items were assessed by 59 experts in the second and 34 experts in the third round. The quantitative and qualitative data was analysed using descriptive statistics and thematic analysis.
Hepp and Hasebrink’s (2018) concept of communicative figurations was used in this study to depict experts’ visions for L1 education futures in 2030, in terms of the media ensemble, the actor constellation, the communicative and media practices, and the common frame of relevance. Furthermore, Leu et al.’s (2017) uppercase theory of New Literacies was drawn on to categorise experts’ understandings of literacy by 2030, and teachers’ required literacies by then.

Results indicated that according to the experts, it is clear that traditional structures, practices, and processes of teaching and learning need to be rethought by 2030. They anticipated approaches to teaching and learning based on interest-driven, project-oriented, problem-based and interdisciplinary forms of teaching and learning that emphasize students' co-constructive and collaborative knowledge generation and problem-solving with peers and others. In general, it became clear that the experts emphasised the need for transformations regarding teaching and learning, specifically given contemporary practices and forms of learning, thinking, and working in the digital age. It was interesting to see that in this context, there were some differences in the desirability ratings between the experts arguing from the perspective of the Australian and German contexts of L1 education and digitalisation. The experts' statements and ratings also indicated the need for adopting a broader understanding of literacy beyond print-based practices of reading and writing in the context of L1 teaching and learning; to acknowledge the diverse multimodal and participatory out-of-school practices of meaning-making and the students' media experiences in the context of media-communicative change in the digital age.

The present study provides new theoretical and practical insights regarding desirable futures of L1 education and thus possible implications for teacher education and classroom practice in the context of L1 education, as well as educational policy.

Key words:
L1 education futures – new literacies – teachers' literacies – Delphi technique

References:

Hepp, A., & Hasebrink, U. (2018). Researching transforming communications in times of deep mediatization: A figurational approach. In A. Hepp, A. Breiter, & U. Hasebrink (Eds.), Communicative figurations: Transforming communications in times of deep mediatization (pp. 15-48). Springer International Publishing. https://doi.org/10.1007/978-3-319-65584-0_2

Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., & Henry, L. A. (2017). New Literacies: A dual-level theory of the changing nature of literacy, instruction, and assessment. Journal of Education, 197(2), 1-18. https://doi.org/10.1177/002205741719700202

Merchant, G. (2013). “The Trashmaster”: literacy and new media. Language and Education, 27(2), 144-160. https://doi.org/10.1080/09500782.2012.760586

Selwyn, N. (2017). Education and technology: Key isues and debates (2 ed.). Bloomsbury Publishing.


Arina Banga & Jimmy H.M. van Rijt (Netherlands (the))
ARE LINGUISTIC MANIPULATIONS MORE DIFFICULT TO PROCESS FOR STUDENT TEACHERS THAN RULES OF THUMB? EVIDENCE FROM AN EMPIRICAL STUDY
-
ARLE 2022 - Paper presentations Thursday, 09:00-10:30 Room CTF02 R111 Chair: Myhill, Debra A
In re-thinking L1 education, linguistic reasoning has emerged as a topic of interest in recent years (Dielemans & Coppen, 2021). Language teachers in secondary schools who want to stimulate their pupils’ linguistic reasoning must be able to judge grammatical arguments: what is the relevance and quality of a certain argument in favor of a particular analysis given the linguistic context at hand? Recent research has shown that different types of arguments have a different effect on the quality of grammatical reasoning (Van Rijt et al., 2019). Rules of thumb (e.g., audit questions, mnemonic devices) do not increase the reasoning quality, whereas linguistic manipulations (e.g., substitution, omission, topicalization) do.

In our study, we investigate whether student teachers of Dutch process grammatical arguments based on rules of thumb differently from arguments based on linguistic manipulations. It might be expected that the latter category leads to a higher cognitive load than the first category, potentially making students prefer grammar lessons based on rules of thumb, even if this does not positively influence pupils’ linguistic reasoning quality. We also examine whether the phase of teacher education that the students are in affects cognitive load.

To investigate this, we constructed two reasoning tasks in which student teachers had to adequately classify different grammatical arguments in the context of a discussion about a grammatical problem. Cognitive load has been measured by students’ ability to classify the arguments, their reaction times and the Mental Effort Rating Scale (Paas, 1992) in which participants indicated how difficult they found the task. In addition, the student teachers completed the Need for Cognition Test (NFC, cf. Cacioppo et al., 1984), which reflects the tendency to enjoy and engage in effortful cognitive processing, as their NFC might mediate reaction time differences between the two types of grammatical arguments.

Although we are still in the process of analyzing data, preliminary results seem to confirm our hypotheses that processing linguistic manipulations demands a higher cognitive load than processing arguments based on rules of thumb. We will discuss the classroom implications of these findings and relate our results to previous research.

Keywords: grammar teaching; grammatical reasoning; linguistic manipulations; cognitive load; need for cognition

References
Dielemans, R. & Coppen, P.-A. (2021). Defining linguistic reasoning. Transposing and grounding a model for historical reasoning to the linguistic domain. Dutch Journal of Applied Linguistics 9(1-2), 182-206.
Paas, F.G.W.C. (1992). Training strategies for attaining transfer of problem solving skills in statistics: A cognitive load approach. Journal of Educational Psychology, 84(4), 429-434.
Cacioppo, J. T., Petty, R. E., & Kao, C. F. (1984). The efficient assessment of need for cognition. Journal of Personality Assessment, 48, 306-307.
Van Rijt, J.H.M., De Swart, P.J.F., Wijnands, A. & Coppen, P.A.J.M. (2019). When students tackle grammatical problems: Exploring linguistic reasoning with linguistic metaconcepts in L1 grammar education. Linguistics & Education, 53(1), 78-88.


Luís Filipe Barbeiro & Célia Barbeiro ()
TEACHERS' APPRAISAL OF STUDENTS' PROPOSALS DURING JOINT REWRITING
SIG Dialogic Teaching, Learning & Assessment
ARLE 2022 - Paper presentations Thursday, 09:00-10:30 Room CTF02 R115 Chair: Harren, Inga
Joint rewriting is an activity in the Reading to Learn (R2L) program, a genre-based program proposed by the Sydney School to develop students' literacy (Rose & Martin, 2012). One of the fundamental guidelines of this program is the principle of "guidance through interaction in the context of shared experience" (Rose & Martin, 2012, p. 307). The activity of joint rewriting puts this principle into action. Students jointly rewrite a passage from a text, previously worked on in a detailed reading activity. To perform the rewriting to the desired level of linguistic sophistication, students have the support of the teacher, who guides them and actively participates in the process. Having as its theoretical framework the proposals of genre-based pedagogy and Systemic Functional Linguistics (SFL) – in particular Appraisal Theory (Martin & Rose, 2007) – the present study aims at characterizing the way the teacher positions himself/herself in relation to the students' proposals during the joint rewriting activity. Methodologically, the study analyzes the verbal interaction that took place during seven implementations of the activity in Portugal, in two fifth-grade classes in the school subject Portuguese language. The analysis focuses on the teachers' appraisal of the linguistic expressions proposed by the pupils for rewriting. The results reveal that teachers' appraisal is manifested throughout each step of the interaction in relation to pupils’ proposals. Positive or favorable manifestations in relation to the proposals outnumber negative or disapproving ones. These manifestations are also frequently accompanied by arguments that justify the choices; manifestations of acceptance do not entail immediate adoption of the proposals. Through the teacher's discourse, a strategy emerges of diversification of choices, expanding the linguistic resources considered until a formulation is achieved that corresponds to the desired level of linguistic sophistication. These findings emphasize the potential of dialogic strategies to promote students’ writing skills.

Keywords: Writing, Reading to Learn, Joint rewriting

Martin, J.R., & Rose, D. (2007). Working with discourse. London & New York: Continuum.
Rose, D., & Martin, J. R. (2012). Learning to write, Reading to learn: Genre, knowledge and pedagogy in the Sydney School. London: Equinox.


Joana Batalha & Maria Lobo & Antónia Estrela & Bruna Bragança (Portugal)
EARLY READING AND WRITING: EFFECTS OF A PREVENTIVE INTERVENTION PROGRAM
SIG Educational Linguistics
ARLE 2022 - Paper presentations Thursday, 11:00-12:30 Room CTF02 R116 Chair: Casteleyn, Jordi
Reading and writing have been identified as an area in which Portuguese students show greater difficulties at early stages of schooling and a main cause of failure and school dropout (Rodrigues et al. 2017; Verdasca et al., 2019). Many reading and writing problems can be prevented or minimized through early intervention programs. This study examines the effects of a preventive intervention program on early reading and writing implemented in two Portuguese school clusters between September 2019 and September 2020. The program is supported by the National Program for the Promotion of School Success and aims at improving the quality of the learning achievements in Portuguese L1 from an early age, particularly in reading and writing. It is based on two main actions: (i) diagnostic assessment of students’ reading and writing skills to provide information about who needs intervention (and what kind of intervention) and in what skill areas, and (ii) teacher professional development to deliver effective intervention.
The study involved 38 preschool educators and primary teachers and 479 students, among preschoolers, first and second graders. A group of 115 students participated as a control group. To assess all students at the beginning of the school year, we used a tool covering the following areas: phonological awareness, syntactic knowledge and syntactic awareness, emergent literacy, and reading and writing skills (Batalha et al., 2021). The tool was used also at the end of the school year to assess the effects of the program.
Intervention was conducted by preschool educators and primary teachers benefiting from two professional development measures: workshop sessions to build teacher knowledge on reading and writing skills, and ongoing support, including on-site support, for planning and implementation. The intervention was necessarily constrained by the pandemic.
Statistical descriptive and inferential analysis of the data show different effects according to (i) the skill area assessed and (ii) the school level of the students. Despite the effects of the pandemic, which will also be discussed, measures of reading and writing skills generally show a significant improvement between the two moments of assessment, which supports the benefits of preventive literacy programs.

Keywords: linguistic awareness; early reading and writing; intervention programs

Rodrigues, L., Alçada, I., Calçada, T. & Mata, J. (2017) Aprender a ler e a escrever em Portugal (relatório de progresso). Fórum Estatístico/DGEEC.
Verdasca, J. (coord.) (2019) Relatório PNPSE 2016-2018: Escolas e Comunidades tecendo Políticas Educativas com base em Evidências. Lisboa: PNPSE/DGE.
Batalha, J., Lobo, M., Estrela, A., & Bragança, B. (2021). Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade. Revista da Associação Portuguesa de Linguística, (8), 40-53. https://doi.org/10.26334/2183-9077/rapln8ano2021a4


Lise Baun (Denmark)
SOCIAL INTERACTIONS IN THE DIGITAL FIRST GRADE LITERACY CLASSROOM
-
ARLE 2022 - PhD Preconference session Tuesday, 15:00-16:30 Room LRC012 Chair: Neokleous, Theoni
Since 2011, the Danish government has sponsored a widespread digitalization of the Danish public schools regarding the development of digital learning tools and the student’s access to digital devices from the school start. This initiative is evaluated to a limited extent.

Drawing on Caroline Libergs socio-interactionistic perspective on literacy (Liberg, 1990), my project explores what is happening to social practices in the first grade reading and writing classroom when introducing digital learning tools. International research on literacy and multimodality in the classroom focus mainly on the students’ output and the affordance of the learning materials, while the unfolding of the reading and writing activity through social interaction receive less attention (Bezemer & Cowan, 2021; Lillis & McKinney, 2013).

I have conducted ethnographic fieldwork in two first grade classrooms where the students have been using the digital learning tool Skriv og Læs (WriteReader, 2021). Skriv og læs enables children to learn to read and write when creating and sharing books. My primary data is 40 hours of video recordings, and in addition, I have 250 digital texts written by the students, 10 group interviews with students and 3 interviews with teachers.

My preliminary findings indicate that the teachers cannot maintain the monitoring of the digital classroom interactions. Therefore, the students are often interacting with each other, following their own agendas. Both interactions among peers in the classroom and between students and their digital devices can be characterized as dialogic and agentic. A side from the teacher’s instructions a number of relational, affective, embodied and explorative processes seem to take place as part of the students’ immersion in the digital writing processes.

Points of discussion
A lot of different relations and interactions play out in my material: peer-to-peer, student-teacher, and student-device. I would like to present my ideas about these relations and interactions, and try to discuss why they play out the way that they do. Furthermore, I would like to discuss how different theoretical perspectives on the relation between digital technologies and human actors could help me answer my first question.

Keywords: Children’s writing, digital technologies, primary education, social interaction, ethnography

References
Bezemer, J., & Cowan, K. (2021). Exploring reading in social semiotics: theory and methods. Education 3-13, 49(1), 107-118.
Liberg, C. (1990). Learning to read and write.
Lillis, T., & McKinney, C. (2013). The sociolinguistics of writing in a global context: Objects, lenses, consequences. Journal of sociolinguistics, 17(4), 415-439.
WriteReader. (2021). Learn to read by creating and sharing books.https://www.writereader.com/en


Anna Bąk-Średnicka & Marzena Miekina (Poland)
DISCOURSE ANALYSIS: SELECTED EPISODES IN MENTOR-MENTEES L1 INTERACTIONS

ARLE 2022 - Paper presentations Wednesday, 16:00-17:30 Room CTF02 R115 Chair: Lehndorf, Helen
This paper adopts a sociolinguistic approach to discourse analysis. It offers a microanalysis of linguistic processes within cognitive and social inferences. The corpus are transcripts of three episodes in L1 interactions. These are three post-lesson observation feedback sessions conducted by a university mentor with her three preservice primary teachers on three consecutive meetings.

There were six lessons in total which were observed and discussed via online platforms due to COVID-19 legal restrictions. On the one hand, this microanalysis concerned interactants’ personal conversational styles as well as the images that they built of themselves, according to steps in analyzing conversation by Tannen (2005, 2007). In particular, the objectives were to single out words, pauses, propositions, topics, overlaps, paralinguistic and prosodic features as well as patterns of agreement and disagreement. On the other hand, this microanalysis provided a lens to examine the interactions through selected theoretical linguistic frameworks developed to measure productive university mentor conversations. These selected frameworks are ‘narrative representations of practice’ by Pulvermacher & Lefstein (2016), and the MERID model by Hennissen et al., (2008).

The results are juxtaposed with results achieved by scrutinizing this corpus in the context of the three conversational frames developed by Long et al (2014). The results of this microanalysis contribute to the ongoing debate as regards university mentors’ as well as future language teachers’ self-knowledge about “how language works to create and communicate meaning in interaction” (Tannen 2005: 4-5).

Keywords: mentoring conversational frames, productive interactions in practica

References
Hennissen, P. et al. (2008). Mapping mentor teachers’ roles in mentoring dialogues. Educational Research Review, 3(2), 168-186. Linguistics and Education, 24, 179-196.
Long, J. J. et al. (2014). Supervisor-student teacher interactions: The role of conversational frames in developing a vision of ambitious teaching.
Pulvermacher, Y., & Lefstein, A. (2016). Narrative representations of practice: hat and how can student teachers learn form them? Teaching and Teacher Education, 55, 255-266.
Tannen, D. (2005). Conversational style. Analyzing talk among friends. Oxford: Oxford University Press.
Tannen, D. (2007). Talking voices: Repetition, dialogue, and imagery in conversational discourse. 2nd ed. Cambridge: Cambridge University Press.


Katrin Böhme (Germany)
INCLUSIVE READING INSTRUCTION IN GERMAN ELEMENTARY SCHOOL: STUDENT’S PREFERENCES FOR DIGITAL OR ANALOG CHILDREN'S BOOKS
-
ARLE 2022 - Roundtable presentations Wednesday, 11:00-12:30 Room CTF02 R116 Chair: Pieper, Irene
Schools in Germany are undergoing a digital transformation. The use of digital media in heterogeneous learning groups enables greater individualization and differentiation and thus offers new possibilities for the challenging handling of the increasing heterogeneity of learners (Mahoney & Hall, 2017; McCoy & Mathur, 2017). The use of digital media also has the potential to improve reading skills (Jones & Brown, 2011) and, in particular, to support children with special educational needs better (Barone & Wright, 2008; Cheung & Slavin, 2012; Union et al., 2015). For the competence area of reading, the question also arises whether the use of digital media can help struggling readers to benefit more from the functionality of digital media.

We report findings of a teaching-learning project in which student teachers design and implement digitally supported reading projects. The core of these reading projects is the combined use of children's books and children's book apps with equivalent content.

After the reading project the students complete paper-pencil questionnaires and provide information about their reading skills, reading motivation, and media preference. It is investigated whether the children show a general preference of children's book apps over print versions of the books and whether differences in this preference emerge depending on several variables. To date, data are available from N = 332 students in grades 2 to 5. The average age of the children is 8.36 years, 48% of the children consider themselves to be girls, 52% boys.

We found a general preference of apps over printed books. Boys were significantly more likely to prefer apps than girls. Furthermore, less reading-motivated students were more likely to report preferring to read in the respective app compared to more reading-motivated students. Contrary to our expectations, there was no significant difference in the preference for the respective app over the print version of the book for students with higher vs. lower reading competence. However, the strength of the preference of the children's book apps over the printed book also depends on the design features and thus on the particular app compared to the particular book. We would like to discuss to what extent children's book apps have the potential to introduce young readers with lower reading motivation as well as boys to reading.

Keywords: Inclusive Education; Reading Promotion; Reading Motivation; Digital Media; Children’s Book Apps

References:
Barone, D., & Wright, T. E. (2008). Literacy instruction with digital and media technologies. The Reading Teacher, 62 (4), 292–302. https://doi.org/10.1598/RT.62.4.2.

Cheung, A. C. K., & Slavin, R. E. (2012). How features of educational technology applications affect student reading outcomes: A meta-analysis. Educational Research Review, 7, 198–215.

Jones, T. & Brown, C. (2011). Reading engagement: A comparison between e-books and traditional print books in an elementary classroom. International Journal of Instruction, 4 (2), 5-22.

Mahoney, J. & Hall, C. (2017). Using technology to differentiate and accommodate students with disabilities. E-Learning and Digital Media, 14 (5), 291-303. https://doi.org/10.1177/2042753017751517

McCoy, K.M. & Mathur, S.R. (2017). Differentiation in the digital-based classroom: A universal design approach for inclusive settings in middle school. Journal of Education and Development, 1 (1), 1-11. https://doi.org/10.20849/jed.v1i1.219

Union, C. D., Walker Union, L., & Green, T. D. (2015). The use of eReaders in the classroom and at home to help third-grade students improve their reading and English/language arts standardized test scores. TechTrends, 59 (5), 71–84.


Katharina Böhnert (Germany)
SHIFTS TO WRITTEN CONVERSATIONS AND INTERACTIONS: HOW DO DOUBTFUL CASES INFLUENCE WRITER’S COMMUNICATION IN A WRITTEN MEDIUM?
-
ARLE 2022 - Paper presentations Friday, 11:00-12:30 Room CTF02 R116 Chair: Neokleous, Theoni
Doubtful cases such as case government (dative or genitive) after secondary prepositions (e.g. wegen (‘because of’) or trotz (‘despite of’)) (cf. Di Meola 2004) are a common phenomenon in German. Following Klein (2003: 7), doubtful cases can be described as linguistic units that are very similar to each other, equally acceptable in a given context and that lead to doubts regarding their correct usage among a large number of language users. In written language, speakers have a tendency to have more doubts whether one or the other (case governed) form is correct (cf. Böhnert/Lemke 2019: 321). Due to the increasing importance of written conversation in the digital age, doubtful cases tend to become a recurring phenomenon that speakers have to deal with on a daily basis. According to Müller/Szczepaniak (2017), doubtful cases should already be a part of schools’ curricula enabling students to reflect on these cases both synchronically and diachronically and therefore – based on an understanding of their system and historical development – help students not only to find the correct answer for these doubtful cases but also to understand underlying mechanisms in language and language change. In my presentation, following a conceptional approach, empirical findings on the role of doubtful cases in speaker’s behavior will be presented (e.g. the findings of Vieregge 2019 showing that speaker's doubts arise from a very formal understanding of language), and furthermore, didactic implications such as research-oriented learning concepts, will be formulated that can be the basis for a model of linguistic reasoning using the example of doubtful cases.

Keywords: Linguistic doubts - case government after prepositions - linguistic reasoning

References
Böhnert, K./Lemke, I. (2019): Grammatik (und Orthographie) reloaded. Das Konzept ‚Zweifelsfalldidaktik‘ für die Oberstufe und Universität. [Grammar (and orthography) reloaded. A didactic of doubtful cases for secondary and universitary level]. In: Schmitt, E./Szczepaniak, R./Vieregge, A. (Hrsg.): Sprachliche Zweifelsfälle – Definition, Erforschung, Implementierung. Hildesheim: Olms (Reihe Germanistische Linguistik 244-245), pp. 321-351.
Di Meola, C. (2004): The rise of the prepositional genitive in German—a grammaticalization phenomenon. In: Lingua (114), pp. 165-182.
Klein, W. P. (2003): Sprachliche Zweifelsfälle als linguistischer Gegenstand. Zur Einführung in ein vergessenes Thema der Sprachwissenschaft [Doubtful cases as a linguistic phenomenon. An introduction to a forgotten subject in linguistics]. In: Linguistik online 16 (4), pp. 5-33.
Müller, A./Szczepaniak, R. (2017): Grammatische Zweifelsfälle [Doubtful cases in grammar]. In: Praxis Deutsch 264, 4-13.
Vieregge, A. (2019): Speakers‘ doubts about prepositional case government in German. In: Szczepaniak, R./Schmitt, E. et al.: Zweifelsfälle: Definition, Erforschung, Implementierung. Hildesheim: Olms.


Bouchra BOUKLATA & Yamina El Kirat El Allame (Morocco)
RESEARCH-BASED EVIDENCE FOR “DARIJA” AS A LANGUAGE OF PRE-SCHOOL EDUCATION
-
ARLE 2022 - Paper presentations Wednesday, 11:00-12:30 Room CTF02 R113 Chair: Karpava, Sviatlana
For most children, the home language differs considerably from the school language in many respects, which makes the transition to school challenging (Dunlop & Fabian, 2007). One of the main challenges concerns the type of language used in school to display knowledge (Schleppegrell, 2001, 2004). Spoken language and school language are, in fact, two different registers as the latter requires higher language skills and involves a more specialized use of language than informal daily conversations.

Given the diglossic situation in Morocco, the context is more confusing for the child as Moroccan Arabic (widely referred to as Darija) and one of the mother tongues in Morocco, is the language acquired at home. It differs from Modern Standard Arabic (MSA), the official language used at school, at the morphological, syntactic, lexical, and semantic levels. In fact, it is very difficult for illiterate people to understand a discourse in MSA if they have never been to school. Recently, there has been a very controversial debate about the inclusion of Darija in education.

The aim of the present study is to address the issue of the “academicy" of Darija, an oral language, used only in the non-official domains. The main objective is to explore its compatibility with the field of education. The study addresses a key question, namely how much amount of decontextualized language (non-present talk) do Moroccan mothers’ input and children’s output reveal? As various researchers have focused on decontextualized language as one of the prominent features of the language of schooling, the study will thoroughly examine the inputs and outputs of the mothers from different literacy and SES backgrounds interacting with their 3-year-old Moroccan monolingual children at home in a book-picture telling task. All mother-child interactions were videotaped. The data was transcribed, coded according to the DASH coding scheme, and analyzed using two software programs: the CLAN (Computerized Language Analysis) and the SPSS (Statistical Package for the Social Sciences).

The theoretical framework of the study is based on systemic functional linguistics and usage-based theories to study mother-child interactions in depth.

Data analysis revealed significant results. The mothers, although from different educational backgrounds, were found to produce a relatively high amount of abstract language in the structured task (picture-book story task). Similarly, the children's production showed a significant occurrence of here-and-then language. This implies that although Darija is a low variety, it includes features of the academic language like high varieties. Therefore, Darija can be used in preschools to ease the transition to education.

Key Words: Mother tongue (Darija); academic language; decontextualized language; low variety; preschools; education.

References

Aarts, R., Demir-Vegter, S., Kurvers, J., & Henrichs, L. (2016). Academic language in shared book reading: parent and teacher input to mono- and bilingual pre-schoolers. Language Learning, 66(2), 263-295. https://doi.org/10.1111/lang.12152

Aarts, R., Demir, S., & Vallen, T. (2011). Characteristics of Academic Language Register Occurring in Caretaker-Child Interaction: Development and Validation of a Coding Scheme: Characteristics of Academic Language Register. Language Learning, 61(4), 1173–1221).

Abbot-smith, K., & Tomasello, M. (2006) Examplar-learning and schematization in a usage -based account of syntactic acquisition. The Linguistic Review, 23, 275-290.

Bernstein, B. (1962). Social class, linguistic codes and grammatical elements. Language and speech, 5(4), 221-240.

Bernstein, B. (1964). Elaborated and restricted codes: Their social origins and some consequences. American anthropologist, 66(6_PART2), 55-69.


Bouklata, Bouchra. 2017. Communicative Features of Academic Language in the Register of
Moroccan Monolingual children at home and at school. Unpublished Doctoral Dissertation, Faculty of Letters & Human Sciences. M5UR.


Cummins, J. (2001) “Bilingual Children's Mother Tongue: Why Is It Important for Education?”
February. Sprogforum, 7(19), 15-20.


Raffaele Brahe-Orlandi (Denmark)
TRANSFORMATIVE LEARNING IN L1-EDUCATION
-
ARLE 2022 - Paper presentations Friday, 11:00-12:30 Room CTF02 R111 Chair: Elf, Nikolaj
This conceptual paper argues for transformative learning and a transformative approach to L1-education in secondary schools. Times of crisis may open up for new ways of thinking and even transforming practices. COVID-19 caused a global crisis which forced us to rethink teaching and learning methods. In this paper, I want to look further and wider than how we may use technology to solve an acute problem related to physical distance. I want to ask questions related to the more wide-reaching problems we are facing, for example related to a sustainable future and suitable futures of education (UNESCO) broadly and specifically related to L1-education in schools.

The paper elaborates the concept of transformative learning as a possible answer to the following question:
Why should and how can L1-eduaction in secondary schools aim at pupils personally significant learning enabling them to use communicative and thinking skills in real life and thereby contribute actively to a sustainable future?

The concept of transformative learning will be built around existing theory (Kolb, 1984) (Mezirow, 1990) (Alkemeyer & Buschmann, 2017) on the one hand and data collected in my own research (Brahe-Orlandi, 2019) on the other. Transformative learning in L1-classes means engaging pupils in communication and thinking related to authentic situations in which they may have to solve real problems for themselves or/ and for others. This includes an emphasis on emotions, emancipation and activism in learning. By transforming knowledge about language, texts and communication into personally meaningful actions related to the world beyond school (New London Group, 1996) (Cope & Kalantzis, 2009), we may be able to contribute to new identities (Gee, 2014) among pupils and teachers. These identities may open up for new ways of thinking about and practicing L1-education in schools, in direction of a scenario-based approach (Hanghøj et al., 2017). Nevertheless, Changes, and especially changes in institutionalized practices, such as L1-education, are difficult to push-through (Schatzki, 2013). Therefore, I will argue for a transformative approach to teaching and learning balancing between the present possible and possible futures of L1-education.

Keywords: Transformative learning, Scenario-based L1-didactics, communicative competences

References:
Alkemeyer, T., & Buschmann, N. (2017). Learning in and across practices: enablement as subjectivation . In A. Hui, T. Schatzki, & E. S. (ED.), The Nexus of Practices: Connections, Constellations, Practitioners (pp. 8-23). Oxon & New York : Routledge.

Brahe-Orlandi, R. (2019). Entreprenørskabsundervisning i dansk - En videoetnografisk undersøgelse af udskolingselevers læringspraksis og –udbytte i mål- og værdiskabelsesorienteret entreprenørskabsundervisning. Ph.d.-afhandling, Aarhus : Aarhus Universitet.

Cope, W., & Kalantzis, M. (2009, July 1). “Multiliteracies”: New Literacies, New Learning. Pedagogies: An International Journal, pp. 164-195.

Dewey, J. (2005). Demokrati og Uddannelse . Aarhus : Klim .

Gee, J. P. (2014). An Introduction to Discourse Analysis - Theory and Method . Routledge .

Hanghøj, T., Misfeldt, M., Bundsgaard, J., Fougt, S. S., & Hetmar, V. (2017). Hvad er Scenariedidaktik? Aarhus : Aarhus Universitetsforlag.

Kolb, D. (1984). Experiential Learning . Englewood Cliffs : Prentice Hall.

Mezirow, J (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: CA: Jossey-Bass.

Schatzki, T. (2013). The Edge of Change - on the emergence, persistence, and dissolution of practices . In E. Shove, & N. Spurling, Sustainable Practices - Social theory and climate change (pp. 31-47). New York : Routledge .

The New London Group (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review.


Jesper Bremholm & Kristine Kabel (Denmark)
YOUNG STUDENTS’ EARLY WRITING DEVELOPMENT IN A PRIMARY SCHOOL CONTEXT
-
ARLE 2022 - Paper presentations Wednesday, 12:30-14:00 Room CTF02 R115 Chair: Bremholm, Jesper
When children enter school, they start learning to communicate through writing, and as part of this, to handle both basic and more advanced meaning-making resources. From an educational and societal perspective, this is a core aspect of becoming a literate person and gaining access to learning and participation in school and out-of-school. However, our knowledge of early writing development during the first years of schooling is quite incomplete (Harmey & Wilkinson, 2019). In this paper, we present and discuss results from the research project, Automated Tracking of Early Stage Literacy Skills (ATEL, 2018-2022). In this project, we examined texts written by young students (age 6-8) from 13 schools in two mid-size Danish municipalities. Based on a textual model of writing (Donahue & Lillis, 2014), our aim was to develop proficiency scales for early writing development.

In the paper, we ask this RQ: What are, when approached from a linguistic perspective, the developmental trajectories of primary students’ writing?

As part of the project, the participating students composed texts using the book creator app WriteReader (distributed to more than 50% of all primary schools in Denmark). Data in the study consist of randomly selected student texts from this corpus (n = 803). In this paper, we present and discuss the framework developed to examine the student texts – drawing on both formal (e.g. Hansen & Heltoft, 2011) and functional linguistic approaches (e.g. Halliday & Matthiessen, 2004). Furthermore, we present and discuss the empirically based model of proficiency scales that contributes with nuanced knowledge about the characteristics of students’ early writing development.

Keywords: student writing, literary responses, lower secondary school, appraisal system, sociological knowledge theory

References
Donahue, C., & Lillis, T. (2014). Models of writing and text production. In E.-M. Jakobs & D. P. Perrin (Eds.), Handbook of writing and text production (pp. 55-78). De Gruyter.
Halliday, M. A. K., & Matthiessen, M. I. M. (2004). An introduction to functional grammar. Hodder Education.
Hansen, E., & Heltoft, L. (2011). Grammatik over det Danske Sprog. Syddansk Universitetsforlag.
Harmey, S. J., & Wilkinson, I. A. G. (2019). A critical review of the logics of inquiry in studies of early writing development. Journal of Writing Research, 11(1), 41-78.


Jesper Bremholm & Nektarios Stellakis & Catarina Schmidt (Denmark)
ENHANCING WRITING IN EARLY CHILDHOOD EDUCATION AND IN THE FIRST YEARS OF SCHOOL

ARLE 2022 - Symposium Thursday, 12:30-14:00 Room CTF02 R113 Chair: Bremholm, Jesper
For a long time, the prominence of writing has been on the rise, and today the importance of writing is generally recognized alongside reading as a main arena of literacy in both educational and societal contexts. In early childhood education and in the primary years of schooling, this shift has been fuelled by, among others, the decline of the reading readiness paradigm (the idea that children should know how to read before they can learn how to write), and the advent of emergent literacy research and its insights into the vital role of young children’s early scribbles as active meaning-making practices. In this symposium, we examine if and how this purported attention to the importance of writing manifests itself in the early years of school within different educational contexts. A wide array of questions will be raised and discussed in this regard: What do we mean by writing when we refer to early childhood (birth – 8 years old children)? When should children learn to write (and read), in first grade or already in kindergarten? What have we learned from several decades of research about how children learn to be literate, and how is this knowledge implemented in educational curricula and practices? Which attitudes, values and skills related to early literacy development characterize instructional practices? The symposium will bring together educational perspectives from both different Scandinavian countries and southern Europe represented by Greece.

Focusing on writing, the purpose of this symposium is
a. to discuss literacy practices in early childhood education in educational systems with different didactic traditions,
b. to give the opportunity to participants to exchange experiences and research results on the challenges for teaching literacy in early childhood education
c. to deepen the discussion on the topic that allows new research questions to emerge and new synergies to be formed.

Keywords: Early literacy; Early writing; Educational literacy practices; Early writing didactics


Scott Bulfin & Fleur Diamond (Australia)
TEACHING L1 BY REMOTE: PLATFORMING L1 TEACHERS’ KNOWLEDGE AND PRACTICE
-
ARLE 2022 - Paper presentations Wednesday, 16:00-17:30 Room CTF02 R114 Chair: Kontovourki, Stavroula
The move to ‘remote’ schooling in many parts of the world in response to COVID-19 lockdowns has put considerable pressure on L1 teachers. While different situations have played out in different regions throughout the world, many school systems, teachers and students have found themselves learning online for significant periods of time. L1 teachers have been compelled to redesign curriculum initially built for physical classrooms and have grappled with the mediating affordances of various digital platforms and applications for teaching L1. This trend can be seen as part of the larger ongoing technocultural production of L1 as a subject (cf Elf, Bulfin & Koutsogiannis 2020), but recent lockdown experiences have also had clear acceleration effects.

Aiming to explore these conditions for L1 teacher’s knowledge and practice, this paper reports on a study of L1 teachers in Victoria, Australia and their experiences teaching L1/English during remote schooling in 2020 and 2021, some of the longest lockdowns is the world. In particular, the project explores how L1/English teachers’ subject knowledge and practice is being reshaped as their work is platformed and subject to forms of digital governance and datafication. We interviewed teachers, and gathered documents and online records of teaching, in order to understand how L1/English teachers responded to professional and pedagogical challenges posed by remote teaching.

We argue that remote schooling presented L1 teachers with combinations of material and relational infrastructures that both enabled and constrained their work, requiring them to ‘transpose’ their knowledge and practice so as to make it meaningful in these different conditions. These transpositions were complex and involved various human-machine-software negotiations (cf Shestakofsky 2017). These changes are not simply associated with remote schooling during the pandemic, but also have implications for the wider platformisation of L1 education, even with a return to face to face teaching in many countries. These implications include how L1 teachers shape a sense of themselves and their subject knowledge, as well as their imaginations about the place of L1 subjects in the lives of their students and into the future.

Keywords: digital platforms, teachers' work, human-machine relations, online schooling

References:
Elf, N., Bulfin, S. & Koutsogiannis, D. (2020). The continuing technocultural production of L1: Current practices and future prospects. In B. Green & P-O. Erixon (Eds.), Rethinking first language education in the global era (pp. 209–234). Springer.

Shestakofsky, B. (2017). Working algorithms: Software automation and the future of work. Work and Occupations, 44(4), 376-423, DOI:10.1177/0730888417726119


Inês Cardoso & Luciana Graca & Rosa Lídia Coimbra & Luísa A. Pereira (Portugal)
COLLABORATIVE WRITING TO TRANSFORM AND IMPROVE THE NARRATIVE QUALITY OF PRIMARY SCHOOL STUDENTS: CHALLENGES AND OPPORTUNITIES

ARLE 2022 - Paper presentations Thursday, 16:00-17:30 Room CTF02 R116 Chair: Paraskeva, Marilena
Collaborative writing has long been used and recognized as a very important pedagogical tool leading students to explicit their grammatical and textual choices, deepening their linguistic knowledge. However, since there is still very little research on this topic with early school year students, it is important to develop knowledge about the transposition of grammar into writing from an early age, about the students' own development in this domain, and the quality of their texts.

In this study, we followed the work of the same group of students who were recorded while writing stories in pairs, both in 2nd and 4th school years, in the classroom. Data were collected through a multimodal capture system - Ramos system (Calil, 2019) - that provided us with information about the writing process and the final written versions of the texts. Following previous work (Barbeiro et al., 2020; Calil & Myhill, 2020; Calil & Pereira, 2018), we will first concentrate on the analyses that focused either on the presence of metalinguistic terms or on the discursive or grammatical nature of the language reconstruction operations. The results already obtained show that, both in grade 2 and 4, the competences of spelling and punctuation led the occurrences, and in the 4th year there was an already expected increase in the occurrences of metalinguistic terms.

Based on this analysis, we will compare the metalinguistic terms and operations registered during collaborative writing in the 2 years observed with the stories effectively written, evaluating their quality, both regarding the linguistic dimensions addressed by the children and the compositional aspects of writing. The preliminary results seem to validate the hypothesis of both a greater metalinguistic competence, as students advance in schooling, and a greater occurrence of those metalinguistic terms translates into better textual production and a greater capacity for textual revision.

Keywords: collaborative writing; grammar; metalinguistic knowledge; narrative quality; primary school

References:
Barbeiro, L. F., Pereira, L. Á., Coimbra, R. L., & Calil, E. (2020). Os títulos no processo de escrita de histórias por alunos do 2.o ano de escolaridade. Revista Portuguesa de Educação, 33(2), 71–94. https://doi.org/10.21814/rpe.18339
Calil, E. (2019). Sistema Ramos: Método para captura multimodal de processos de escritura a dois no tempo e no espaço real da sala de aula. ALFA, 63.
Calil, E., & Myhill, D. (2020). Dialogue, erasure and spontaneous comments during textual composition: what students metalinguistic talk reveals about newly-literate writers’ understanding of revision. Linguistics and Education, 60. https://doi.org/https://doi.org/10.1016/j.linged.2020.100875
Calil, E., & Pereira, L. Á. (2018). Reconhecimento antecipado de problemas ortográficos em escreventes novatos: quando e como acontecem. Alfa: Revista de Linguística (São José Do Rio Preto), 62(1), 91–123. https://doi.org/10.1590/1981-5794-1804-5


Mark-Oliver Carl (Germany)
LITERARY AESTHETIC RESPONSE OF PUPILS, TEACHER STUDENTS AND TEACHERS – THEORETICAL FRAMEWORKS AND EMPIRICAL STUDIES
-
ARLE 2022 - Symposium Wednesday, 16:00-17:30 Room CTF02 R112 Chair: Carl, Mark-Oliver
Literature education frequently highlights aspects of aesthetics as central to its subject. Rosenblatt (1978) set the “aesthetic stance” apart from the “efferent stance” in reading. In the broader history of aesthetic theory one finds manifold conceptualisations of literary aesthetic experiences. In different cultural contexts, educators have emphasized different aspects of aesthetic experience as important for young people.

Which patterns of response to aesthetic texts can we actually observe in pupils, and how do teacher students and experienced literature teachers conceptualise the aesthetic potentials of literary texts? Empirical research so far has highlighted concepts such as “aesthetic emotions“ (Menninghaus 2019) and „literary foregroundings“ (Van Peer et al. 2021), but it has not differentiated between learners and experts, nor has it modelled acquisition processes, nor reconstructed teachers’ conceptualisations as practices in a social field.

The proposed symposium brings together researchers who, empirically and theoretically, strive to address these desiderata:
a) Corina Breukink, Huub van den Bergh and Ewout van der Knaap share first glances into a program for deeper reading for grade 10 students. It is based on peer-to-peer observational learning, in which Eye Movement Modeling Examples (EMMEs) from an earlier study of theirs, which highlighted specifics of poetry reading processes, form the basis.
b) Mark-Oliver Carl, Moritz Jörgens, Tina Schulze and Cornelia Rosebrock have presented teacher students with four different literary narrative texts, and studied their highlightings and written responses commenting on their literary foregrounding experiences. They have categorized three distinct types of poetic effects, drawing on the cognitive linguistic theory of Relevance to define them.
c) Anna Sigvardsson and Sarah Levine are comparing teachers‘ reflections of poems in two different group communication settings: a book club setting and a lesson planning session. Preliminary results indicate that in the teaching setting, teachers emphasized analytical skills, while in the book club setting, they referred to their personal experiences. These findings suggest that, if teachers draw on their everyday discourses of poetic meaning-making in the classroom, they might invite students to experience meaningful encounters with poetry.

As Discussant, Sven Strasen will contextualise these individual studies in the wider framework of literary reception theory.

Key words: aesthetics; reader response; foregrounding

Sources mentioned:
Mennighaus, Winfried et al. (2019): “What are aesthetic emotions?” In: Psychological Review 126 (2), 171–195.
Rosenblatt, Louise (1978): The Reader, The Text, The Poem. The Transactional Theory of the Literary Work. Carbondale: Southern Illinois University Press.
Van Peer, Willie; Sopčak, Paul; Castiglione, Davide; Fialho, Olivia; Jacobs, Arthur M.; Hakemulder, Frank (2021): Foregrounding. In: Kuiken, Don; Jacobs, Arthur M. (eds.): Handbook of Empirical Literary Research. Berlin/New York, 145-176.



Jordi Casteleyn (Belgium)
EFFECTIVE LANGUAGE PROGRAMS FOR STUDENTS WHO NEED EXTRA LANGUAGE ASSISTANCE: A SYSTEMATIC META-REVIEW
-
ARLE 2022 - Paper presentations Thursday, 11:00-12:30 Room CTF02 R116 Chair: Casteleyn, Jordi
L1 classes are no longer monolingual spaces. More and more students enter the classrooms with a different home language but still need to meet the attainment targets of the instruction language. Although a large number of students develop complex multilingual competencies, this is still challenging for a sizable group of students and their teachers. We can identify several types of students who need additional language assistance. First, it is the group of 'multilingual learners', who form a very heterogeneous group. They differ not only in terms of their language skills and academic performance but also in terms of a range of predictive factors that influence their learning potential, such as their socio-economic status and the command of the language at home (Richards-Tutor et al., 2016). Secondly, we have children with language developmental delay. This is the result of an insufficient qualitative language supply in the child's environment. In this case, one also speaks of an exposure delay. The child, however, consciously creates language learning opportunities from an early age (Harris, 2019). A final group that needs extra language support are students who experience literacy problems such as reading and spelling. But the boundaries of a specific reading disorder or dyslexia are not so clear: it often happens that these students also have language problems. Such language problems often go unnoticed in practice, while they do determine further development (Snowling et al., 2020). As a consequence, there is a clear need for language programs for students who have insufficient command of the instruction language. In this context, the Flemish Minister of Education (Belgium) launched a project with the following overarching research question: what are the features of effective language programs? To answer this research question we chose to follow the procedure of an umbrella review or tertiary review (e.g. Torgerson, 2007). This specific type of literature review study only uses systematic reviews, with or without a meta-analysis, and thus does not include primary studies. In the first phase, we identified studies (n=952) based on relevant keywords, after which studies were excluded based on title, abstract (n=727) and full text (n=184). In the second phase, we assessed the methodological quality. To this end, we developed an instrument based upon tools from medical research on the one hand (e.g. Shea et al.,) and methodological recommendations from experts in educational research (e.g. Aromataris et al. al., 2015). Based on this instrument, each review was assessed in terms of relevance, quality of the included primary studies, the method of data collection and, for meta-analyses, how the results of the primary studies were statistically combined. This resulted in an additional 8 studies being excluded. Eventually, these studies (n=33) were then simultaneously analyzed by several researchers to ensure the validity of the project results. Finally, we could identify six ‘building blocks’ that are essential in creating an effective language program: the first being education as a multi-tiered construction, the second the step-by-step development of skills, the third the oral skills, the fourth block the literacy skills, the fifth block being high-quality instruction and finally, as the sixth the monitoring of student progress. In this session, we will further describe the results of the project and define how these building blocks could help colleagues who experience similar challenges.

Keywords: language programs; language assistance; instruction language; systematic meta-review

References

Aromataris, E., Fernandez, R., Godfrey, C. M., Holly, C., Khalil, H., & Tungpunkom, P. (2015). Summarizing systematic reviews: methodological development, conduct and reporting of an umbrella review approach. JBI Evidence Implementation, 13(3), 132-140.

Harris, P. L. (2019). Infants want input. In V. Grøver, P. Uccelli, M. L. Rowe, & E. Lieven (Ed.), Learning through language: Towards an educationally informed theory of language learning (pp. 31–39). Cambridge University Press.

Richards-Tutor, C., Baker, D. L., Gersten, R., Baker, S. K., & Smith, J. M. (2016). The effectiveness of reading interventions for English Learners: A research synthesis. Exceptional Children, 82(2), 144–169. https://doi. org/10.1177/0014402915585483

Shea, B. J., Reeves, B. C., Wells, G., Thuku, M., Hamel, C., Moran, J., ... & Henry, D. A. (2017). AMSTAR 2: a critical appraisal tool for systematic reviews that include randomised or non-randomised studies of healthcare interventions, or both. bmj, 358. https://doi.org/10.1136/bmj.j4008

Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: Past, present and future. Oxford Review of Education, 46(4), 501–513. https://doi.org/10.1080/03054985.2020.1765756 


Torgerson, C. J. (2007). The quality of systematic reviews of effectiveness in literacy learning in English: a ‘tertiary’ review. Journal of Research in Reading, 30(3), 287-315. https://doi. org/10.1111/j.1467-9817.2006.00318.x 


Trioen, M., et al. (2021). De schijnwerper op taal. Taalintegratie voor leerlingen die daar extra nood aan hebben (The spotlight on language. Language integration for students who need extra assistance). Antwerp University. Retrieved from www.taaltrajecten.be


Adelina Castelo (Portugal)
MISSPELLINGS IN PORTUGUESE TYPICALLY DEVELOPING WRITERS: A PILOT-STUDY
SIG Literacies: Reading, Writing & Oracies
ARLE 2022 - Paper presentations Friday, 09:00-10:30 Room CTF02 R115 Chair: Karpava, Sviatlana
The distinction of different types of misspellings in typically developing writers is important in order to understand spelling development and identify instructional targets (e.g. Bahr et al., 2012). That demands an adequate system for categorizing the misspellings; after several proposals for Portuguese, Baptista, Viana, and Barbeiro (2011) created a very comprehensive and adequate one. It is also important to analyse longitudinal data in order to understand possible development patterns among typically developing writers, which is still partially lacking for European Portuguese.

This pilot-study has 3 research questions: (1) what are the most common misspellings in grades 2 and 4? (2) why are those errors predominant? (3) what are the spelling development patterns in students with high and low performance? To answer those questions, we conducted a longitudinal research and analysed 2 texts written by 10 students when they were in grade 2 and grade 4 (n = 40 texts [2 texts x 10 students x 2 times] from EFFE-On corpus - Rodrigues et al., 2015). All students were from Lisbon and reported no hearing or language impairment. To analyse the misspellings, we used an adaptation from the proposal by Baptista, Viana, and Barbeiro (2011) with 9 categories (related to phonology, morphology, or orthography).
The most common misspellings in grades 2 and 4 belong to accentuation and irregular spelling categories, but in grade 2 there are also many errors related to contextual and general orthographic rules. While the high-level writers show more difficulties with accentuation and irregular spellings, low-level writers present also other errors and no improvement in irregular spellings from grade 2 to 4. The motivations and educational implications of these results are discussed.

References
Bahr R. H., Silliman E. R., Berninger V. W., Dow M. (2012). Linguistic pattern analysis of misspellings of typically developing writers in grades 1-9. Journal of Speech, Language, and Hearing Research, 55(6), 1587-1599.
Baptista, A., Viana , F., Barbeiro, L. (2011). O Ensino da Escrita: Dimensões Gráfica e Ortográfica (Teaching Writing: Graphic and Ortographic Dimensions). Lisbon: ME.
Rodrigues, C., Lourenço-Gomes, M. C., Alves, I., Janssen, M., Gomes, I. L. (2015). EFFE-On (Online corpus of writing and speech of children in the early years of schooling), Lisbon: CLUL.


Pamela Castillo Mardones & Marta Gràcia & Katherine Villalobos (Spain)
RESULTS PROVIDED BY EVALOE FOR PRIMARY EDUCATION TEACHERS IN THE CHILEAN CONTEXT.

ARLE 2022 - Poster session Thursday, 12:30-14:00 Room CTF02 R114 Chair: Gràcia, Marta
It is in natural contexts where boys and girls learn communication and linguistic skills (Gràcia, 2002). It is mainly family and school environments that contribute to the development of this and other skills necessary to function in the world. From this premise, we intend to describe, based on the experience of primary school teachers, the teaching strategies and use of oral language in their classes, from a constructivist and ecofunctional perspective (Mercer et al., 2020).

We constructed a Likert-type scale based on the EVALOE instrument (Gràcia et al. 2015) and EVALOE-SSD (Gràcia, 2019). EVALOE is an observation scale developed to observe, assess classes and to accompany the reflection and advice of teachers on the strategies they use to promote the development of the oral language of their students in the school context. The adapted scale named EVALOE-Chile is made up of 20 items grouped into six dimensions with five response options (example of item of dimension 1 Instructional Design: 1. In my class we agree with the students rules to communicate; and of the response options : 1=Never, 2=Almost never, 3=Sometimes, 4=Almost always, and 5=Always). The participants are 123 teachers from various regions of Chile. This instrument was applied digitally through Microsof Forms, subsequently analyzed in SPSS in its version number 25. The participating teachers answered this scale autonomously on one occasion, for which the results report exploratory data regarding the strategies of use and development of oral language in a Chilean educational context.

The main findings show that male and female teachers identify the use of multiple strategies in their classes, all valued with scores close to the maximum in each dimension. Regarding specific items that show elements to be highlighted, we found that the number of boys and girls per classroom constitutes an element that conditions the instructional design and classroom management that teachers can carry out. On the other hand, the results show that, to the extent that a teacher carries out certain activities and procedures, such as grouping the student body according to each activity, he or she better manages communication within the classroom.

These data show us the challenges that we must face, generating institutional and personal instances that are oriented to the incorporation of oral language as a mediating instrument of the teaching-learning process, and also, spaces for dialogue and reflection within the teaching teams that promote new teaching strategies for the classroom.

Keywords: Primary education, oral language, professional development

References
Gràcia, M. (2019). EVALOE-SSD. Recurso digital.
Gràcia, M. (2002). Comunicación y lenguaje en primeras edades: Intervención con familias. Barcelona: Editorial Milenio.
Gràcia, M., Galván-Bovaira, M. J., Sánchez-Cano, M., Vega, F., Vilaseca, R., & Rivero, M. (2015). Valoración de la enseñanza de la lengua oral. Escala EVALOE. Graó.
Mercer, N., Marion, J., & Warwick, P. (2020). Oracy education. In N. Mercer, R. Wegerif and L. Major (eds.). The Routledge International handbook of research on Dialogic Education (pp.292-305). Routledge.


Youngin Choi & Seongseog Park & Sungmin CHANG & Yewon Kim & MoAh Heo (Korea (The Republic Of))
WHAT IS LITORACY?: DEVELOPMENT AND VALIDATION OF THE LITORACY ASSESSMENT SCALE
SIG Literacies: Reading, Writing & Oracies
ARLE 2022 - Paper presentations Wednesday, 11:00-12:30 Room CTF02 R114 Chair: Armostis, Spyros
Litoracy is a term comprising the academic terms “Literacy,” representing the ability to read and write, and “Oracy,” the ability to listen and speak. Unlike the traditional approach, this study started from the viewpoint that language ability interacts in a synthetic way (Uppstad, 2006), based on the assumption that the ability to read, write, listen, and speak derives from orality (Ong, 1982). Studies that show that reading and writing performance could be improved by listening and speaking activities (see Chafe, 1982; Elbow, 2011) support this assumption. In this paper, we suggest the term Litoracy to indicate the common core competence existing in the overlapping realm between literal and oral ability, functioning as a moderator to exert and to make use of literacy and oracy.

The research objective of this paper is (a) to identify the constructs of “Litoracy” ability, (b) to develop a reliable and valid assessment scale to measure it, and (c) to prove its reliability and validity by statistical analysis of empirical data of 8th graders of Korean students. To determine what composes the litoracy competence, an assessment framework was devised in terms of cognitive process - understanding and expressing - with an emphasis on the intersection between oral and literal language ability. Direct and indirect measurement of performance were applied to evaluate the litoracy ability composed of listening, speaking, writing, and reading skill.

To validate the developed tool, the eligibility criteria with regard to reliability and validity indices were established. Item response theory (IRT) was used to examine the quality of the items developed. The 2-parameter logistic (2PL) model and the generalized partial credit model (GPCM) were selected for dichotomous response items (for indirect assessment measures) and polytomous response items (for direct assessment measure), respectively. Based on the difficulty and discrimination parameters presented, we sorted out the qualified items and finalized the scale.

Since it offers information on learners’ present state or level of integrative language ability in terms of litoracy construct, the scale is expected to be extensively used in the field. Based on the main findings that support the existence of the common ability associated with reading, writing, listening, and speaking activities, our work suggests an incorporated approach to language education research and implementation.

Keywords: Litoracy, Literacy and Oracy, Oral and literal language ability, Litoracy construct

Refrences
Chafe, W. L. (1982), Integration and involvement in speaking, writing and oral literature, In D. Tannen(Ed.), Spoken and written language: Exploring orality and literacy, Norwood, NJ: Ablex.35-54.
Elbow, P. (2011). Vernacular eloquence: What speech can bring to writing. Oxford University Press.
Ong, W. J. (1982). Orality and literacy. Routledge.
Uppstad, P. H. (2006). The dynamics of written language acquisition. L1 Educational Studies in Language and Literature, 6(1,Special Issue). 63-83.


Miriam Emilie Choi-Natvik (Norway)
EXAMPLES OF HOW TEACHERS RESPOND WHEN STUDENTS ARE READING COMPLEX ACADEMIC TEXTS IN UPPER ELEMENTARY SCHOOL

ARLE 2022 - Paper presentations Wednesday, 18:00-19:30 Room CTF02 R115 Chair: Neokleous, Theoni
The motivational theory of academic mindset demonstrates how students` beliefs about effort may affect their willingness to take on challenging tasks and to persist in the face of obstacles. Students who endorse a growth mindset believe that intellectual abilities can be cultivated through effort and learning, and they thrive on challenge. While students who hold a fixed mindset think that intelligence is an innate trait. They therefore tend to avoid tasks that they perceive as too difficult (Dweck, 2006). Importantly, research on academic mindset has found that students` mindset can be enhanced. Specifically, it has been suggested that students become more academically engaged in learning environments in which they perceive their teachers as responsive and supportive (Yeager et al., 2019).

The aim of this research project is to develop examples of how teachers in L1 and science may create learning situations where students are explicitly supported to put forth effort and carry out multiple comprehension strategies when reading to learn from subject area texts (Dweck, 2006; Gaskins, 2005). Moreover, the teachers provide feedback that may help students to successfully respond to various text demands (Bandura, 1986), and to help them discover when and how they succeeded (Gaskins, 2005).

The project takes place in partnership with two 6th grade teachers during a school year. A design-based approach is used to plan, develop, and improve teachers` feedback (3 re-iterations) (Sandoval, 2014). The study presented here, makes up the first iteration of the project. Data collection consists of video recorded observations, stimulated recall interviews with the teachers, student questionnaire, and student interviews.

Results show that the teachers explicitly communicate that all students are expected to read the same text thoroughly to be able to understand it (Bandura, 1986). When facing comprehension challenges, several of the students who endorse a growth mindset carry out multiple strategies, in accordance with teachers` feedback. More importantly, these students also report that they learn more by working this way. Students who hold a fixed mindset do expend some effort in trying to respond. Nevertheless, they appear more passive when understanding of the text breaks down (Dweck, 2006; Gaskins, 2005).

Keywords:
Academic mindset, reading engagement, teacher feedback, reading comprehension instruction, design-based research

References:
Bandura, A. (1986). Social Foundations of thought and action. A Social Cognitive Theory. NJ: Prentice-Hall.

Dweck, C. S. (2006). Mindset. New York, NY: Random House.

Gaskins, I. W. (2005). Success with Struggling Readers: The Benchmark School Approach, Guilford Publications. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uisbib/detail.action?docID=306795.

Sandoval, W. (2014). Conjecture Mapping: An Approach to Systematic Educational Design Research. Journal of the Learning Sciences, 23(1), 18-36. https://doi.org/10.1080/10508406.2013.778204

Yeager, D. S., Hanselman, P., Walton, G., Murray, J. S., Crosnoe, R., Muller, C., … Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(19), 364-381. https://doi.org/10.1038/s41586-019-1466-y


Mette Vedsgaard Christensen & Jimmy H.M. van Rijt & Astrid Wijnands (Denmark)
UNDERSTANDING LANGUAGE THROUGH EXPLICIT GRAMMAR TEACHING
-
ARLE 2022 - Symposium Thursday, 11:00-12:30 Room CTF02 R113 Chair: Christensen, Mette Vedsgaard
Organizer and chair: Mette Vedsgaard Christensen, VIA University College, Denmark. mvc@via.dk
Discussant: Professor Debra Myhill, Graduate School of Education, University of Exeter, UK D.A.Myhill@exeter.ac.uk

Aurthors:

Dr. Jimmy H.M. van Rijt
Tilburg University
j.h.m.vanRijt@tilburguniversity.edu

Astrid Wijnands & Peter-Arno Coppen
HU University of Applied Sciences Utrecht
Radboud University, Nijmegen
astrid.wijnands@ru.nl

Mette Vedsgaard Christensen
VIA University College
mvc@via.dk


L1 grammar teaching has emerged as a topic of interest for educational researchers in recent years (Boivin et al., 2018). In the current educational discourse on L1 grammar teaching, roughly two strands of research can be discerned. One of these, which has been dominant over the past decades, deals with grammar instruction as a means of improving writing (Myhill et al., 2012). There is also another view that seems to be gaining momentum, in which explicit grammatical knowledge is considered a valuable goal in its own right, regardless of writing development (Van Rijt & Coppen, 2021). The goal of such grammar teaching is not to improve literacy development, but to gain a better understanding of language itself. Such understanding encompasses at least three dimensions, which we will bring together in this symposium.
The first is conceptual understanding and how to ensure students acquire in-depth insights into grammatical concepts. Van Rijt will illustrate, based on quasi-experimental research, how conceptual understanding can be fostered by means of linguistic metaconcepts. The second dimension related to understanding deals with linguistic reasoning, and students’ activities related to linguistic problem solving. Mette Vedsgaard Christensen will present the results of her qualitative study into this topic. The third and final dimension that we will present here deals with students’ epistemic beliefs about grammar. Astrid Wijnands and Peter-Arno Coppen will explore students’ epistemic beliefs about grammar, paying particular attention to students’ reflective thinking.
What these presentations have in common, apart from all considering grammar as important in its own right, is that each of them addresses major concerns about the pedagogy of grammar teaching. All presentations advocate a move away from traditional grammar teaching practices, which are linked to authoritarian teaching practices favouring individual work based on drill-like exercises (cf. Kabel, Christensen & Brok, 2021). Instead, we show that explorative, collaborative tasks have great value for stimulating conceptual understanding, linguistic reasoning and epistemic beliefs. The papers from this symposium all employ different research methods, reflecting current research practices and approaching grammar teaching from different angles. The papers will be synthesized and discussed by professor Debra Myhill.
References
Boivin, M.-C., Fontich, X., Funke, R., García-Folgado, M.-J., & Myhill, D. (2018). Working on grammar at school in L1 education: Empirical research across linguistic regions. Introduction to the special issue. Special issue Working on grammar at school in L1 education: Empirical research across linguistic regions. L1-Educational Studies in Language and Literature, 18, p. 1-6.
Kabel, K., Vedsgaard Christensen, M. & Brok, L.S. (2021). A focused ethnographic study on grammar teaching practices across language subjects in schools. Language, Culture and Curriculum, 1-17.
Myhill, D., Jones, S., Lines, H. & Watson, A. (2012). Re-thinking grammar: the impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education, 27(2), 151-163.
Van Rijt, J. & Coppen, P.-A. (2021). The conceptual importance of grammar. Knowledge-related rationales for grammar teaching. Pedagogical Linguistics, 2(2), 1-24.


Eva Dam Christensen (Denmark)
EXPLORATORY AND CRITICAL DIALOGUES AS LEARNING AND REFLECTION TOOLS
-
ARLE 2022 - Paper presentations Wednesday, 11:00-12:30 Room CTF02 R111 Chair: Christensen, Vibeke
My study investigates exploratory and critical peer group dialogues and whether and how these dialogues can lead to joint reflection (Dam-Christensen, 2021, Littleton & Mercer, 2013, Pierce & Gilles, 2008). The overall aim of the project has been to show how students working in peer groups in lower secondary school, are talking and thinking together on the basis of a completed didactic design. The study is Design based.

Research Question: What characterizes students´ use of critical group dialogue in lower secondary school and what challenges are there for the critical dialogue to take place?

The intervening design, which I had made, consisted of a 12 hours course in L1 which four teachers completed in four lower-secondary classes. I followed the work of the four classes, particularly the work of two groups in each class, over the 14 days that the course lasted. Subsequently, I have analysed an informed selection of the students’ group talks in detail, which I had access to through video recordings and transcriptions, and which were backed by focus group interviews and observations.

In my study I see students who are working in peer groups are not very exploratory but more response-oriented in their dialogic work and I see teachers and students who are not attentive to or aware of the critical (peer group) dialogue as a subject field related to the subject of Danish (L1) (Dam-Christensen, 2021).

My analyses in the study identify four different types of critical dialogue, the reflective dialogic space of students, but they also outline an IRE structure in the students’ dialogue, among other things as (short) response-oriented dialogues (Sinclair & Coulthard, 1975). When critical dialogues become a topic for teaching, and this turns out to be able to lead to joint reflection, there is reason to question and discuss how this knowledge can affect the learning and reflection of the students. Central to the study are the four different kinds of critical talk: exploratory, debating, associative, and creative talks, which to a different degree and in different ways open up for a dialogic and collaborative space of reflection.

Keywords: critical dialogue, interthinking, group dialogue

References:
- Dam-Christensen, Eva (2021). Kritisk undersøgende samtaler i elevernes gruppearbejde i skolen. Et didaktisk designeksperiment i udskolingselevers faglige gruppesamtaler i danskfaget, Ph.d., SDU, Institut for Kulturvidenskaber, Syddansk Universitet, Odense
English title: Dam-Christensen, Eva (2021). Exploratory and Critical Dialogues as Learning and Reflection Tools. Department for the Study og Culture University of Sourthern Denmark.
- Littleton, Karen & Mercer, Neil (2013): Interthinking, Putting Talk to work, Routledge.
- Pierce, Kathryn M. & Gilles, Carol (2008). From exploratory Talk to Critical Conversations. I:
Mercer Neil & Hodgkinson Steve (ed.) (2008) Exploring Talk in School, Sage.
- Wegerif, Rupert (2018) A dialogic theory of teaching thinking. I: Kerslake, L and Wegerif, R. (Eds.) The Theory of Teaching Thinking. Vol 1 in Li, L, Kaufman, J and Wegerif, R. (Eds) Research on Teaching Thinking and Creativity book series. Routledge.


Vibeke Christensen (Denmark)
STUDENTS’ INDEPENDENT REQUEST FOR FEEDBACK DURING PRODUCTIVE WORK

ARLE 2022 - Paper presentations Wednesday, 18:00-19:30 Room CTF02 R115 Chair: Neokleous, Theoni
Research emphasises a positive connection between feedback and learning (Black & Wiliam, 1998), e.g. the positive impact of feedback on students’ writing and texts (e.g. Graham et al., 2015). Feedback practice and impact are mainly investigated in activities initiated by the teacher, though the long-term purpose of feedback is to support students in becoming self-regulated learners. Knowledge on independent student-initiated feedback is needed, but difficult to access because the independency might be difficult to identify in teacher-initiated activities. But data from a Danish Ph.D.-project (author a), which is presented in this paper, provides an unusual opportunity. This study investigates how students’ independent requests for feedback, during productive work with texts in L1 teaching, is identified and characterised.
Theoretically, writing is conceptualised as a situated social practice (Kress, 2010). More specifically, feedback is understood as a social practice encompassing cognitive processes (Nicol & Macfarlane‐Dick, 2006). The cognitive processes of students are invisible to other people but can be visualised in external signs, for example speech and writing. The external signs are reflecting thoughts about writing and evaluation of the text; thus, the external signs are the focal point of the analysis.
The qualitative case study was carried out in an 8th grade class in the Danish lower secondary school focusing on two high performing and two low performing students. A course on multimodal texts was video observed; and both class instructions, and the independent productive work of the two pairs of students were recorded. The students were familiar with the camera and forgot its existence during work. The recordings were coded using deductive and inductive codes (Erickson, 2006).

Taking the teachers’ and the researchers’ perspective, the results show that identifying requests for feedback might be difficult. Only the high performing students seek feedback independently. They ask each other as well as the teacher for feedback. The content of the requested feedback concerns aspects of the text and the work process. Furthermore, they reflect on content of the subject at a meta level (author b). Implications are discussed focusing on the role of learning goals and support of low performing students.

Keywords: productive work, feedback, student agency, lower secondary school

References:
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in education, 5(1), 7-74. https://doi.org/https://doi.org/10.1080/0969595980050102
Christensen, V. (2015). Nettekster fanger og fænger. Multimodale tekster, feedback og tekstkompetence i danskundervisningen i udskolingen [Monography, Aalborg Universitetsforlag]. Aalborg.
Christensen, V. (2021). Students' independent requests for feedback during collaborative productive work in their mother tongue subject. Nordic Journal of Literacy Research.
Erickson, F. (2006). Definition and analysis of data from videotape: Some research procedures and their rationales. In J. L. Green (Ed.), Handbook of complementary methods in education research (pp. 177-192). Lawrence Erlbaum Associates, American Educational Research Association.
Graham, S., Hebert, M., & Harris, K. R. (2015). Formative assessment and writing: A meta-analysis. The Elementary School Journal, 115(4), 523-547.
Kress, G. (2010). Multimodality: a social semiotic approach to contemporary communication. Routledge.
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/https://doi.org/10.1080/03075070600572090



Georgios Christodoulakis & Elisavet Kiourti (Luxembourg)
SERIOUS VIDEO GAME OF L1 AS LITERACY AND VOCABULARY ACQUISITION ENVIRONMENT FOR GREEK AS SECOND|FOREIGN LANGUAGE: THE CASE OF “EINSTOWN”
-
ARLE 2022 - Paper presentations Wednesday, 12:30-14:00 Room CTF02 R114 Chair: Haskel-Shaham, Irit
Abstract - The Covid-19 pandemic has affected millions of people on a global scale, while lockdowns and quarantine measures were adopted periodically by a vast number of countries. These peculiar socio-historical conditions have led to the growth of participation in online environments. At the same time, the official educational bodies of many countries have been forced, for the first time at least for Greece and Cyprus, to switch to distance learning methods, throughout the educational levels (Kiourti, 2021). However, this has not been done without issues, both in technological and functional level, concerning the tools and the processes. Video games are the finest example of simulations of distance learning problem-solving environments. They incorporate different semiotic modes (e.g. combination of image, sound, texts, gesture) while all this takes place in social and cultural constructed contexts (Abrams, 2017). Players interact in the game environment in terms of spaces, objects and actions in order to accomplish their goals, solve its problems and win the game (Gee, 2012). Within this context, this paper investigates the way Einstown, a Greek serious video game for L1, functions as a distance learning environment for teaching Greek as a second|foreign language to adults. The research adopted a mixed methodology, combining the case study with integrated design. The participants were two adult women with immigrant biographies. The collection of research data was completed in three stages, over a period of five months. In the first phase, a pre-test was designed and created with language and word translation activities based on the vocabulary of the Einstown video game. Ιn the second phase, data were collected through non-participatory observation and screen recording of each participant's computer. The research was completed with individual semi-structured interviews of the participants. The analysis of qualitative data was a dynamic process, during which the data were coded, categorized into thematic units. The analysis of the diagnostic tests was performed by quantitative analysis. This helped to categorize more efficiently the data collected and lead to more sound conclusions in the following parts of the research. The results of this research, although somewhat limited due to the number of participants, reveal that the videogame Einstown is an L1 digital environment of literacy through which the participants can achieve active learning, co-operation and engage in digital and non-digital literacy practices that result in improving learning of specialized vocabulary in L2. The small number of participants in this research calls for further action in this field and invites other interested scholars in conducting their research with a bigger number of participants and various age groups.

Keywords: Second/foreign language, vocabulary acquisition, literacy, serious video games.

Abrams, S. S. (2017). Emotionally crafted experiences: Layering literacies in Minecraft.
Reading Teacher, 70(4), 501-506.
Ensslin, A. (2012). The Language of Gaming, Basingstoke: Palgrave Macmillan.
Gee, J. (2012). Unified Discourse Analysis. London: Routledge.
Kiourti, E. (2021). Distance education in the Covid-19 era: Issues, challenges and prospects.
Journal of Journalism, (25), 51-53.


Soledad Concha & Maria Espinosa ()
EXPERIENCES OF FREE WRITING IN THE CLASSROOM FROM THE PERSPECTIVE OF CHILDREN AND YOUTH

ARLE 2022 - Paper presentations Thursday, 16:00-17:30 Room CTF02 R116 Chair: Paraskeva, Marilena
This work presents qualitative results from a 4 month free writing classroom intervention in two semipublic schools in Chile. Free writing is centered on developing motivation for writing, an affective and cognitive dimension that is crucial for writing performance (Camacho et al. 2020). Free writing seeks to ensure a climate of confidence so that students are willing to take risks. It considers offering instances of discussion, favoring collaborative writing, voluntary sharing of texts; allowing free choice, giving positive feedback, and postponing grading for guided writing (Boscolo & Gelati, 2007). These pedagogical practices are encouraged in the Chilean national curriculum (Ministerio de Educación, 2012; 2016). Both the intervention and the research assume a sociocultural approach and recognize that writing is a way of constructing identity within a community (Ivanic, 1998).

The main purpose of this study was to analyze how 15 school students –from grades 1st to 12th– experienced the free writing intervention in their classrooms. The researchers conducted semi-structured interviews to retrieve memories, spontaneous stories and interpretations of the experience with these 15 students. The interviews included a brief writing activity and introspection about the process. The researchers carried out intersubjective and inductive analyses of all the interviews and, based on saturation, they constructed the results around three themes: the individual, the social and the situated levels of writing.

The results reveal a positive attitude towards free writing, related to the possibility of bringing personal experiences, emotions, and one's own history into the classroom. Equally relevant is the possibility of exercising individuality in school: to get to know oneself, to distinguish oneself from others, to be able to speak one’s mind. The students value free writing as an instance of freedom and agency that opposes traditional school writing, which they characterize as a routine matter, structured, far from reality, inauthentic, scarce and demotivating. These findings shed light on a critical discussion regarding the writing that takes place in our classrooms and call for a need to begin writing interventions and policy with a focus on motivation.

Keywords: free writing, writing motivation, school writing

References

Boscolo, P. & Gelati, C. (2007). Best practices in promoting motivation for writing. In S. Graham, C. MacArthur & J. Fitzgerald (Eds.), Best practices in writing instruction, (pp. 202-221). New York: The Guilford Press.
Camacho, A., Alves, R. A. & Boscolo, P. (2020). Writing motivation in school: a systematic review of empirical research in the early twenty-first century. Educational Psychology Review, 33(1), 213-247.
Ivanic, R. (1998). Writing and identity (Vol. 10). Amsterdam: John Benjamins.
Ministerio de Educación (2012). Bases Curriculares de Lenguaje y Comunicación de 1° a 6° básico. Santiago: Ministerio de Educación.
Ministerio de Educación (2016). Bases Curriculares de Lengua y Literatura de 7°básico a 2° medio. Santiago: Ministerio de Educación.


Ana Luísa Costa (Portugal)
EMPOWERING VARIATION IN ACADEMIC WRITING
-
ARLE 2022 - Paper presentations Thursday, 16:00-17:30 Room CTF02 R111 Chair: Costa, Ana Luísa
Students speaking different language varieties perceive diatopic variation as a source of failure in writing, which leads to negative attitudes towards one's own linguistic identity. Some works stress that the writing style varies across cultures. For instance, the way of presenting arguments or paraphrasing rather than expressing linear ideas may induce no coincident views of a proper writing strategy (Carroll, 2015). Pedagogical approaches framed by research-driven linguistic tools have shown that making variation an object of study may develop critical thinking and promote citizenship education (Devereaux and Palmer, 2019).

The purpose of this research-to-action study is to empower undergraduate students with linguistic self-confidence, approaching linguistic variation within scientific communication. The research's first steps described the students writing profile. Participants were first-year Portuguese students and students from Portuguese-speaking countries (Angola, Brazil, Cape Verde, and Guinea) attending a Workshop on Portuguese for Academic Purposes (WPAP) in a higher education institution.

The methodological approach included (i) the collection of 81 essays written in the WPAP (from 2015/16 to 2020/21), (ii) the analysis of linguistic and discourse features, and (iii) the design of pedagogical tools to face students' differentiated needs. In this paper, under the scope of Educational Linguistics, we will present the results of the diagnosis step, aiming at answering two research questions:
Q1: Which are the main writing issues considering the macrostructural and the microstructural level?
Q2: At which textual levels is diatopic variation perceived?

Findings point to writing barriers dealing with genre patterns and specific problems at the morphosyntactic level. The profiles raised by the results show more profound difficulties constrained by diastratic variation than by diatopic features. Further discussion on the need for pedagogical strategies to prevent prejudice associated with linguistic variation and empower students' self-confidence in academic communication (Barbeiro, Pereira, & Carvalho, 2015) will be promoted.

Keywords: Linguistic variation, Linguistic Identity, Academic Writing

References
Barbeiro, Pereira, & Carvalho (2015). Writing at Portuguese Universities: Students' Perceptions and Practices. Journal of Academic Writing, Vol. 5, 1, Spring, pp. 74-85.
Carroll (2015). Tools for Teaching in an Educationally Mobile World. Routledge.
Devereaux & Palmer (2019). Teaching Language Variation in the Classroom: Strategies and Models from Teachers and Linguists. Routledge.


Ana Luísa Costa & Isabel Sebastião & Adriana Cardoso & Joana Batalha & Sónia Rodrigues (Portugal)
TRANSFORMATIONS IN TEACHER EDUCATION: DIVERSITY IN PORTUGUESE L1 LANGUAGE TEACHING

ARLE 2022 - Paper presentations Thursday, 09:00-10:30 Room CTF02 R113 Chair: Batalha, Joana
Transformations in schools and in L1 education bring new challenges for professional development. On the one hand, fast changes in teachers' and students' daily routines were motivated by the pandemic, demanding new skills to support teaching practices; on the other hand, in the Portuguese context, innovation in the teachers' mindset has also been expected from a new curricular framework. From July 2021, attempting at a conceptual shift towards curricular flexibility, two documents, the Students Profile by the End of Compulsory Education and the Essential Learning, guide teaching in basic and secondary education.

From a conceptual perspective, the purpose of this paper is to identify potential professional development needs of L1 language teachers, which derive from the circumstances of the emergency remote teaching as well as from the demands of a competence-based new curriculum (DGE, 2018). In the L1 classroom, general pedagogical concepts such as inclusion, citizenship, curricular flexibility, and curricular articulation became central concepts (UNESCO, 2017). Teachers have the opportunity to give voice to language varieties other than the standard variety, to value linguistic inclusion, and to work collaboratively, co-creating interdisciplinary projects to develop students' multiple competences. According to Essential Learning, sixth-graders are expected to follow “interdisciplinary pedagogical-didactic paths”, articulating L1 skills with competences from Maths, History or Natural Sciences. As an example, students should be able to “present an oral communication on a scientific or technologic issue” (DGE, 2018, p. 7). Moving from teaching-centered classes, teachers are expected to coach students' learning projects based on problem-solving approaches. More than ever, teachers are facing higher complex expectations to coach students' future skills (Guerriero, 2017; Helena et al. 2022).

Are L1 teacher training programs prepared for teachers' future needs? From this question, this paper will conceptually discuss critical issues such as: (i) valuing linguistic identity while developing linguistic proficiency in the standard varieties (Deveraeux & Palmer, 2019); (ii) integrating digital reading and writing from students' early discourse practices in social networking; and (iii) including new multimodal genres in L1 learning practices. These issues are at stake in the process of decision-making for L1 language teachers in Portugal and all over the world.

Keywords: L1 teacher training; linguistic diversity; inclusive education

References
Devereaux, M. D. & Palmer, C. C. (2019). Teaching Language Variation in the Classroom: Strategies and Models from Teachers and Linguists. Routledge.
Directorate Geral for Education (2018). Essential Learning. Ministry of Education. https://www.dge.mec.pt/aprendizagensessenciais-ensino-basico.
Guerriero, S. (ed.) (2017). Pedagogical Knowledge and the Changing Nature of the Teaching Profession. OECD Publishing. https://doi.org/10.1787/9789264270695-en.
Inês, H., Seabra, F. & Pacheco, J. A (2022). Formação docente para gerir diversidades em sala de aula regular em Portugal. Revista Lusófona de Educação, 53, 11-30. 10.24140/issn.1645-7250.rle53.01
UNESCO (2017). Guía para asegurar la inclusión y la equidad en la educación. https://unesdoc.unesco.org/ark:/48223/pf0000259592


Wiebke Dannecker & Winnie-Karen Giera (Germany)
RETHINKING L1 EDUCATION IN FUTURE CLASSROOMS WITH REGARD TO A PEDAGOGY OF INCLUSION

ARLE 2022 - Paper presentations Thursday, 12:30-14:00 Room CTF02 R111 Chair: Ioannidou, Elena
Even in post-pandemic times, the design of inclusive learning arrangements will be of highest importance. With regard to current research, a broad concept of inclusion aims at "moving beyond programs designed to rectify historical injustices of gender, or race, or class, we need a learning architecture that nurtures an open productive diversity, and a pedagogy of inclusion" (Kalantzis & Cope, 2017: 313). Therefore, teaching reading and writing in L1-classrooms has to provide educational opportunities for all students, enabling individual learning progress as well as subjectively meaningful participation in collaboratively experienced teaching opportunities (cf. Booth & Ainscow 2011: 22). Teacher Education of German students at the Universities of Cologne and Potsdam includes practical experiences of teaching accompanied by seminars. Those two seminars focused on the distinction of learning opportunities and aims at teaching, not only in dedicated schools, but also in regular schools. The seminars held at two universities focused on reading (Cologne) and writing (Potsdam) in primary and secondary schools. The question examined was "How can digital tools support reading/writing competences in an inclusive learning setting?". The students (n = 50) of two seminars planned reading (n = 8) and writing tasks (n = 9) for inclusive learning settings in L1. Both student groups rated their learning outcomes high by a questionnaire. The data analysis followed the qualitative content analysis approach. The presentation shows best practice examples for task designing, and discusses the concept of both seminars in relation to the outcomes for teacher education. Based on this, the presentation aims also at promoting an international exchange on future teacher education.

Keywords: Inclusion - Teacher Education - Literacies

References
Booth, T. & Ainscow, M. (2011). Index for Inclusion. Developing Learning and Participation in Schools. 3rd Ed. Bristol: Centre for Studies on Inclusive Eduation 2011.
Kalantzis, M. & Cope, B. (2017). New Media and Productive Diversity in Learning. In: Barsch, S.; Glutsch, N. & Massumi, M. (Eds.): Diversity in der LehrerInnenbildung: Internationale Dimensionen der Vielfalt in Forschung und Praxis. Münster: Waxmann, 308-323.
OECD (2013). OECD Skills Outlook 2013. First Results from the Survey of Adult Skills, https://doi.org/10.1787/9789264204256-en [2022-02-02].


Naomi De-Malach ()
TEACHING DURING COVID-19: LITERARY REPRESENTATIONS

ARLE 2022 - Paper presentations Thursday, 12:30-14:00 Room CTF02 R116 Chair: Kakoyianni-Doa, Fryni
My current research studies the image of school in Hebrew literature, examining educational themes and dilemmas in literary texts. It is based on the hypothesis that, at times, such issues are best represented through the lens of fiction.

Within this framework, this paper examines literary works written by teachers, that address the challenges of the current pandemic: school closures, remote teaching, etc. There is already considerable research on how teachers face the pandemic worldwide, (e.g., Moser et al., 2021), and in Israel (e.g., Aviram, 2020). However, it was mostly based on questionnaires and interviews, not on literary texts by teacher-writers, whose identity shifts back and forth from writers to teachers (Cremin & Baker, 2010).

I concentrate on seven such works: five short stories taken from an anthology of entries in an annual competition for novice teachers held by the ministry of education. Also, two poems published online, written by well-known poets who are also teachers, describing the experience of teaching during covid.

The analysis of the texts combines literary interpretation (poetic language, structure of the text, etc.) with content analysis. It transpires that teachers are concerned with three major issues:
(1) Social distancing - worrying about losing touch with students who disappear from sight during the pandemic.
(2) Online teaching - alienation from the students who do not open their cameras during online class sessions, and invasion of the privacy of those who do.
(3) Masks - once in-person teaching resumes, difficulties in wearing masks and forcing students to do so.

The presentation will end with some reflections on the value of fiction in learning about the image of school during a crisis.


Keywords: Teachers’ narrative; Covid-19 pandemic; Online teaching; Social distancing

References
Aviram, T. (2020). Teaching behind the screen: Teachers' perceptions, actions and sense of competence during the COVID-19 crisis in Israel, Haifa: University of Haifa M.A.

Cremin, T., and S. Baker. (2010). Exploring Teacher–Writer Identities in the Classroom: Conceptualising the Struggle.” English Teaching: Practice and Critique 9 (3): 8–25.

Moser, K. M., Wei, T., & Brenner, D. (2021). Remote teaching during COVID-19: Implications from a national survey of language educators. System, 97, 102431.


Fleur Diamond & Scott Bulfin (Australia)
CARE OF THE PROFESSION: L1 ENGLISH PRACTICE HISTORIES AND ALTERNATIVES TO COMPLIANCE PROFESSIONALISM

ARLE 2022 - Paper presentations Thursday, 09:00-10:30 Room CTF02 R113 Chair: Batalha, Joana
As governments around the world have sought to improve the quality of school teaching, they have implemented professional standards and other policy technologies, such as reforms to teacher education, to align teaching with a technical-rational agenda for education (Sahlberg, 2011/2015). Within this reform agenda, teachers’ professional learning has increasingly been framed as improved performance against a set of criteria defined by external authorities (Ball, 2003). This performative understanding of teacher professionalism emphasises teaching as a technical accomplishment, with professional engagement and learning consequently imagined as meeting performance indicators.

This paper reports on a study of late career and retired L1 English teachers conducted through an intergenerational dialogic inquiry using life history interviews. The study inquired into the professional biographies of ten teachers, and how they sustained long and generative careers over time. In this paper we answer the question: What can we learn about L1/English teachers’ professional learning and engagement over decades? A thematic analysis of the interviews showed that professional learning and engagement activities were significant in sustaining teacher agency and identity over time.

The findings of the study indicated a broad range of professional learning and engagement, including: writing curriculum, serving on committees, leading professional learning, being active in subject associations, participating in text selection panels, acting as state examiners, consulting to curriculum boards, teacher education, and involvement in professional activism. What distinguishes these activities is a sense of stewardship of the English teaching profession that moves beyond ‘performance’ to efforts which contribute to the renewal and regeneration of the teaching of L1/English. We call these activities ‘care of the profession’ to signify the attitude of care and concern for the future of English teaching implied in the way participants talked about these engagements. We argue that ‘care of the profession’ represents a practice history in English L1, while also representing a resource for (re)imagining L1 education into the future.

Key words: L1 English; teacher professionalism; teachers’ work; career; professional learning; identity; life history; cultural memory

References

Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215 - 228.
Sahlberg, P. (2011/2015). Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland? (2nd edition). Teachers College Press.


Hannah Dostal & Kimberly Wolbers & Leala Holcomb (United States)
TEACHER REPORTS OF SECONDARY WRITING INSTRUCTION WITH DEAF STUDENTS
SIG Literacies: Reading, Writing & Oracies
ARLE 2022 - Poster session Wednesday, 18:00-19:30 Room CTF02 R116 Chair: Casteleyn, Jordi
This study explores the state of writing instruction (L2) at secondary levels with deaf and hard of hearing (DHH) students who use American Sign Language (ASL) and/or spoken English (L1) using a mixed methods approach with a sequential explanatory design (Ivankova et al., 2006) and a quantitatively-oriented follow-up explanations model (Creswell & Clark, 2017).

To investigate contemporary teaching practices used with secondary DHH students in the United States (U.S.), we distributed a national survey to secondary teachers of the deaf in the U.S, and conducted three focus group sessions to discuss survey results. 222 teachers (65% hearing; 35% DHH; 55% high school teachers; 45% middle school teachers) responded to the survey (25% response rate), and 10 teachers (6 hearing; 4 DHH) participated in follow-up focus groups. The findings indicate that the primary difference between the hearing middle and high school student population and the DHH population is (a) experiences of language deprivation, which impact the preparedness of teachers of DHH students, as well as (b) the time and focus of their writing instruction. Responses indicated the highest need for research is in effective ASL (L1) /English (L2) bilingual approaches (16%), followed by research that determines effective practices in teaching DHH students (15%).


Keywords: writing instruction, survey, deaf education

References
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage Publications.

Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3-20. https://doi.org/10.1177/1525822X05282260


fotini Efthimiou & Elena Ioannidou ()
RUPTURES IN ESSAY WRITING IN YEAR 12 GREEK LITERACY/LANGUAGE LESSON
-
ARLE 2022 - Paper presentations Thursday, 16:00-17:30 Room CTF02 R111 Chair: Costa, Ana Luísa
The current paper explores the tensions and ruptures that arise during essay writing in the Greek language/literacy lesson in the last year of upper secondary/lyceum in Cyprus. Essay writing is considered the flagship of the teaching of Greek, especially in the last years of Lyceum where students also study for the university entrance exams (Expression-Essay for the General Lyceum, 2017; Marousopoulou, 2016). Although the negotiations between teachers and students are an important aspect of the classroom interaction (in any subject), there is a limited research for the practices and interactions that take place during essay writing, especially in Greek-speaking contexts (Archakis, 2002). Within this context, the current study explores different negotiations and ruptures that arise between Year 12 students and their teacher during essay writing lessons, and answers to two research questions: a) What are the contexts in which the tensions/ruptures arise? b) What is the nature of the tensions/raptures (who, to whom, how, why)?

This study adopted classroom ethnography as the main methodological approach and the data include classroom participatory observations of essay writing in 10 Greek lesson (seven hours of audio-recording and field notes) and 18 semi-structured interviews with the students and the teacher. These tensions/ruptures were interpreted and analysed from the perspective of classroom discourse (Cazden, 1988). These moments of rupture occur on different aspects of the language/literacy lesson and are either student-initiated or teacher-initiated. Tensions initiated by students involve issues regarding values and ideologies promoted during the essay writing or issues related to the evaluation and grading system. Teacher-initiated tensions emerged mainly after a wrong answer by the students, related to teaching content. Various strategies were used both by the teacher and the students to create and establish the rupture, such as interruptions, pseudo-questions, irony, staring or using different speech acts and even switching between linguistic varieties. Even though the students performed fewer ruptures than their teacher, these tended to be more intense. Usually these moments would be terminated by the teacher, often by changing the topic of conversation. Generally, this study revealed some aspects of both the students’ and teacher identities which influence and formulate the classroom interaction, but are not present in the institutional texts of the Greek-Cypriot Educational System.

Keywords: tensions/ruptures, essay writing, Greek language lesson, identities

References
Archakis, A. (2002). The phenomenon of interruption in school interaction and gender differentiations. In. Th. S. Pavlidou (Ed.), Language - gender- sex. (pp. 145-170). Thessaloniki: Paratiritis

Cazden, C.B. (1988). Classroom Discourse. The Language of Teaching and Learning. Portsmouth, NH: Heinemann, pp 53-79 (Chapter 4: Variations in Lesson Structure). Retrieved at 15/05/2020, from https://people.wou.edu/~girodm/library/cazden.pdf,


Expression-essay for the general lyceum, thematic circles. (2017). Ministry of education, research, and religious affairs. Institute of educational policy. Computer technology institute and press Diophantus.

Marousopoulou, D. (2016). Critical language awareness and language teaching on the 3rd grade of senior high school: the teachers’ perceptions. Hellenic Open University.


Nikolaj Elf & Tom Steffensen (Denmark)
THE ROLE OF L1-EDUCATION IN TEACHING GREEN TRANSITION IN LOWER SECONDARY SCHOOL – METHODOLOGICAL CONSIDERATIONS AND PRELIMINARY FINDING FROM A MIXED-METHODS STUDY

ARLE 2022 - Paper presentations Friday, 11:00-12:30 Room CTF02 R111 Chair: Elf, Nikolaj
The role of L1-education in teaching green transition in lower secondary school – methodological considerations and preliminary finding from a mixed-methods study

By Nikolaj Elf and Tom Steffensen

This presentation reports from the research project “Green Transition in Lower-Secondary Education: A Mixed-Methods Study of Quality Teaching in Danish Schools” funded by the Independent Research Council in Denmark 2021-2024. While green transition is often associated with sustainable development of agriculture, energy, transportation and waste management, the term also has important educational implications. Since the 1980s, the educational paradigm of Education for Sustainable Development (ESD) has led to a manifold of disciplinary practices privileging natural science subjects. Simultaneously, other green transition-oriented teaching paradigms, e.g. Critical Ecopedagogy and Environmental and Sustainability Education, have emerged and contested the ESD paradigm while offering teaching practices that accentuate the ‘whats, hows and whys’ of green transition teaching in alternative way (Ojala 2013; Lysgaard, Bengtson & Laugesen 2019; Manni, Spore & Ottander 2017; Karrow & DiGiueseppe 2020).

Aligned with Matthewman’s research (2020), we argue that green transition is undeniably one of the most urgent challenges for education, including L1. In Denmark and beyond, the
methods for teaching green transition are mostly cognitive and solely fact-focused where an expert
teacher in predominantly natural science subjects disseminates his/her knowledge to students
positioned as ‘unknowing’ (Jensen & Schnack 2006: 480). Educational research suggests that it is high time that the dominating fact-focused green transition pedagogy is challenged, and new ways of teaching are sought out and examined empirically. These ‘new ways’ call for research that explore how green transition is – and could be – taken up as a content, method and moral issue to be taught in L1 subjects.

The ambition of the ‘Green transition project’ is to investigate how lower-secondary students and teachers experience the quality of teaching dealing with green transition. To shed light on that question, the project currently carries out extensive ethnographic fieldwork in three strategically selected case schools currently adapting UN’s 17 sustainable development goals (so-called 2030 Schools). Based on the ethnographic data, a quantitative vignette survey of students and teachers at public, private and free schools will be distributed. Ultimately, the goal of the project is to develop new models and understandings of green transition teaching.

In our presentation, we will focus on the special role of L1 teaching within this interdisciplinary field and present our theoretical and methodological considerations and some preliminary findings from the first phases of field work. We find that moral, emotional, and aesthetic dimensions in addition to facts are basic components for observing and analysing practice. We argue that the notion of Bildung (roughly, ‘personal formation processes’, cf. Gundem 2000) is productive for the framing and interpretation of the empirical study.

Keywords: Green transition, Education for Sustainable Development; Future challenges

References:
Gundem, B. (2000). Understanding European didactics. In B.-M. Peretz, S. Brown, & B. Moon (Eds.), Routledge International Companion to Education (pp. 235-262). London: Routledge.

Jensen, B. B. & Schnack, K. (2006): The Action Competence Approach in Environmental Education. Environmental Education Research (12:3-4), pp. 471-486

Karrow, D. D. & DiGiuseppe, M. (Eds.) (2020). Environmental and Sustainability Education: Canadian Perspectives. Springer

Lysgaard, J. A., Bengtsson, S. & Laugesen, M. H.-L. (2019). Dark Pedagogy: Education, Horror & the Anthropocene. Palgrave

Manni, A., Sporre, K. & Ottander, C. (2017). Emotions and Values: A Case Study of Meaning-Making in ESE. In: Environmental Education Research (23:4), pp. 451-464

Matthewman, S. (2020). Nation and Nature in L1 Education: Changing the Mission of Subject English. In B. Green & P.-O. Erixon (Eds.), Rethinking L1 Education in a Global Era: Understanding the (Post-)National L1 Subjects in New and Difficult Times (pp. 235-256). Cham: Springer International Publishing.

Ojala, M. (2013). Emotional Awareness: On the Importance of Including Emotional Aspects in Education for Sustainable Development (ESD). In: Journal of Education for Sustainable Development (7:2), pp. 1-16

Note for reviewers: You decide which format you find that is suited for this proposal. Both roundtable and paper presentation would be fine for us.


Nikolaj Elf (Denmark)
QUALITY L1 TEACHING: WHAT IS IT, AND HOW COULD WE INVESTIGATE IT?
-
ARLE 2022 - Symposium Wednesday, 12:30-14:00 Room CTF02 R113 Chair: Elf, Nikolaj
Organizer: Nikolaj Elf, University of Southern Denmark
Presenters:
Marte Blikstad-Balas; Camilla Magnusson, University of Oslo
Nikolaj Elf, University of Southern Denmark; Thomas Illum Hansen, University College Lillebælt
Christina Olin-Scheller; Marie Nilsberth, Karlstad university
Discussant: Scott Bulfin, Monash University

In recent decades, quality in teaching has become a key - and contested - term in education. Quality refers to multiple meanings used, and misused, some would argue, for a diversity of purposes, such as promoting international reading 'standards', school 'excellence' or, more recently, the '17 UN Sustainability Goals', including one on Quality education. At the same time, less universal and more context-specific and tacit notions of quality in teaching are also found, including in L1 subjects across the globe. So, the basic question is: What is quality L1 teaching?

Approaching this question from a regional perspective, the core ambition of the Nordic research center Quality in Nordic Teaching (QUINT, cf. www.uv.uio.no/quint) is to explore what quality in teaching is, and how we could investigate it. As such, QUINT contributes to a broader international attempt to conceptualize and capture different aspects of teaching quality (Charalambos & Praetorius, 2020). In the first volume coming out from QUINT, basic principles and pitfalls of researching quality in teaching are elaborated on. Taking a sociocultural point of departure, Elf (in press) claims that quality teaching includes two basic aspects - good teaching and successfull teaching - and that research in quality teaching should distinguish between generic as well as subject-specific and even domain-specific notions of quality. For example, comparing quality teaching in mathematics and L1 of course differ substantially; similarly, within the L1 subject different domains’ quality criteria, such as teaching literature as compared to teaching language, vary; and even within the same domain, such as literature teaching, variety is found. A second claim is that a multidimensional model for capturing teaching quality that distinguishes between prescribed, experienced and documented dimensions of quality teaching could help us nuance our understanding of quality in teaching, as demonstrated in an ongoing study on quality in L1 literature teaching (Hansen, Elf, Gissel, & Steffensen, 2019).

This symposium presents three QUINT projects focusing on quality teaching within L1. All three projects are raising the fundamental question: What is quality L1 education, however applying different research designs that illuminate the multidimensionality of subject-specific quality studies in general and in L1 teaching specifically. In the first presentation, Blikstad-Balas & Magnusson present the research design and findings from the LISA Nordic project emphasizing characteristics of reading practices across Nordic countries. Their findings suggest that practices of reading vary, to some extent, across Nordic countries, and that this has implications for our understanding of ‘quality reading’. In the second presentation, Olin-Scheller & Nilsberth explore the quality of dissemination and use of digital lesson planning at lower secondary school finding that dissemination is co-shaped by ‘edu-influencers’ and that everyday knowledge about literary reading and interpretation is in the forefront of teaching. In the third presentation, Elf & Hansen report from a Nordic comparative small-scale intervention project on inquiry-oriented literature teaching finding that a prescribing model of inquiry-oriented literature teaching makes sense, but at the same time is being transformed, due to local national curricula and historically and culturally embedded quality criteria, in Swedish, Norwegian and Danish contexts.

For discussion, we raise the question what it takes to contest narrow discourses on quality teaching often dominating public and political debates as well as public management. We argue that L1 research should aim at exploring, documenting and even honoring varieties in quality teaching taking back the notion of quality based on sound empirical research.

Keywords:

Quality; reading practices; literature teaching; social media; comparative research

References:

Charalambos, C. Y., & Praetorius, A.-K. (2020). Creating a forum for researching teaching and its quality more synergistically. Studies in Educational Evaluation, 67, 1-8. doi:https://doi.org/10.1016/j.stueduc.2020.100894

Elf, N. (in press). The surplus of quality: How to study quality in teaching in three QUINT projects. In M. Blikstad-Balas, K. Klette, & M. Tengberg (Eds.), Ways of Analysing Teaching Quality: Potentials and Pitfalls. Scandinavian University Press.

Hansen, T. I., Elf, N., Gissel, S. T., & Steffensen, T. (2019). Designing and testing a new concept for inquiry-based literature teaching: Design Principles, development and adaptation of a large-scale intervention study in Denmark. Contribution to a special issue Systematically Designed Literature Classroom Interventions: Design Principles, Development and Implementation, edited by Marloes Schrijvers, Karen Murphy, and Gert Rijlaarsdam. L1 - Educational Studies in Language and Literature, 19. doi:10.17239/L1ESLL-2019.19.04.03


Patrícia Ferreira & Antónia Estrela & Sónia Valente Rodrigues & Maria Cristina Vieira Silva & Isabel Sebastião (Portugal)
REVISITING AND REINVENTING GRAMMAR TEACHING PRACTICES AND BELIEFS
-
ARLE 2022 - Paper presentations Thursday, 16:00-17:30 Room CTF02 R115 Chair: Myhill, Debra A
This paper presents one of the stages of a path of research towards a transformation of grammar teaching practices. The subject of teaching and learning grammar has been widely debated, mainly because teaching practices still don't reflect the change in paradigm observed, which recognizes that students play a decisive role in the learning process, through reflexion and discovery, in small steps. The project Inductive and reflective approach to grammar: Research, training and intervention pathways (G-Lab) attempts to: understand the coherence between grammar teaching practices of primary and 5th and 6th grades teachers and their discourse on practices (i); provide in-service training for participant teachers (ii); guide the development of action-research projects of final year Master's students, focused on an inductive and reflective approach to grammar (iii) and develop educational resources that facilitate the implementation of teaching and learning grammar paths of an inductive and reflective nature. Some exploratory studies were considered. First, the results enhanced students’ poor results in exercises involving grammatical knowledge, their explanation and mobilization to other competencies, as well as their persistence throughout schooling (Ferreira & Estrela, 2019, Rodrigues, 2019). Secondly, the investigation evidenced a limited conception of the teaching of grammar, a devaluation of this competence and the great preponderance of transmissive teaching practices (Silva, Pereira & Sebastião, 2019). Finally, an analysis of teaching materials revealed the almost non-existence of didactic pathways for the construction of grammatical knowledge of an inductive and reflective nature (Silva, 2016). Due to the pandemics and the subsequent adjustments in teaching modalities, G-Lab also addresses the need to support teachers in the use of information and communication technologies in this field. An initial case study focusing on four primary school teachers and one teacher of Portuguese Language in the 5th and 6th grades was conducted and data were collected through questionnaires, direct observation (of five lessons) and interviews to the five participants, crossing the data in view of the first objective of the project. Given the qualitative nature of the study, data are analysed through content analysis, based on categories and subcategories regarding conceptions, perceptions and grammar teaching practices.



Keywords: Grammar; Teacher education; Innovative teaching practices; Teaching materials.




Ferreira, P., & Estrela. A. (2019). Do texto à reflexão metalinguística: O esquema como elemento estruturante. Eutomia, 23 (1), 245 - 267.
Rodrigues, S. V. (2019). Conhecimento gramatical avaliado à saída da escolaridade obrigatória: uma análise de exames nacionais do ensino secundário. Revista da APL (6), 41-64.
Silva, A. C. (2016). Sobre a metodologia do laboratório gramatical: apropriação num manual de Português do 1.º ciclo. Exedra, Número Temático – Entre a Investigação e as Práticas em Didáctica do Português, 6-19.
Silva, C.V., Pereira, I. & Sebastião, I. (2019). Portuguese teachers’ perceptions on teaching grammar. Crossroads – A Journal of English Studies. 24 (1), pp. 65-81. Doi: 10.15290/CR.2019.24.1.05


Xavier Fontich & Ana Luísa Costa (Spain)
TEACHING AND LEARNING GRAMMAR ACROSS COUNTRIES, TODAY: COMMON CHALLENGES, SPECIFIC FEATURES
-
ARLE 2022 - Symposium Wednesday, 12:30-14:00 Room CTF02 R112 Chair: Fontich, Xavier
This symposium wishes to contribute clarity to the debate of what the role of grammar education should be in school and how it could be addressed. It presents four papers by 8 researchers from 6 universities (in Spain, France, the UK, and the Czech Republic) and a discussant from Québec (Canada). Each paper approaches school grammar from a specific perspective: the learning processes, the content epistemology, and grammar instruction, drawing as a whole in the complex notion of the pedagogic system.

In the last decades and albeit some ups and downs, research in education has shown increasing sensitivity to sociocognitive principles. Social interaction in the classroom or students’ learning processes are nowadays considered of undeniable importance, with consequences in areas such as teachers’ preparedness in content knowledge pedagogy or pedagogic material. Hence, mediation between specific contents and specific learners seem to be at the core of the educational game when confronting the great challenge of how can we teach what the learners themselves have to build (Coll, 2000). Such perspective has been widely shared in different areas, such as arts, social sciences or maths, and within language education, in writing and reading. Nonetheless, when it comes to grammar instruction, it seems to be based on teacher-centered classroom procedures and an ambivalent approach to the content, locating it under the domains of either linguistics or writing. While both domains are of utmost importance, approaching grammar meaningfully is in need of some sort of a synthetic approach (Camps & Fontich, 2020; Fontich et al. 2020; Kabel, 2020; van Rijt et al. 2021). We assume that the pedagogic system represents such an approach.

Two of the symposium papers explore grammar content: the complex epistemology of the subject in non-finite and impersonal verbs in Spanish (Gutiérrez-Rodríguez & Pérez-Ocón) and how the notions of “tense” and “aspect” are dealt with in text-books in Subject Catalan (Crespí & Llop). Jouilli & Elalouf explore the conceptualization of the notion of “grammatical subject” by French 4th graders (13-14 years of age); and last, Štěpáník & Hurytová analyse teachers’ grammar concepts in the context of the Czech Republic. Taken together, the empirical studies in this symposium are meant to bring new insights into the role of grammar instruction at school.

References
Camps, A. & Fontich, X. (Eds.) (2020). Research and teaching at the intersection: Navigating the territory of grammar and writing in the context of metalinguistic activity. Peter Lang. https://doi.org/10.3726/b17237
Coll, C. (2000). Constructivismo e intervención educativa: ¿cómo enseñar lo que ha de construirse? [Constructivism and educational intervention: How can we teach what the learners themselves have to build?] In El constructivismo en la práctica [Constructivism in practice] (pp. 11-32). Graó.
Fontich, X., Van Rijt, J., & Gauvin, I. (2020). Mediation at the heart of learning grammar. L1-Educational Studies in Language and Literature, 20, 1-13. https://doi.org/10.17239/L1ESLL-2020.20.03.01
Kabel, K. (2020). For what benefit? Grammar teaching materials in upper primary Danish L1. L1-Educational Studies in Language and Literature, 20, 1-25. https://doi.org/10.17239/L1ESLL-2020.20.02.02
van Rijt, J.H.M. , Hulshof, H. & Coppen, Peter-Arno J.M. (2021). ‘X is the odd one out, because the other two are more about the farmland’ – Dutch L1 student teachers’ struggles to reason about grammar in odd one out tasks. Studies in Educational Evaluation, 70, 1-13. https://doi.org/10.1016/j.stueduc.2021.101007

1) Edita Gutiérrez-Rodríguez (editagutierrez@ucm.es, Universidad Complutense de Madrid), Pilar Pérez-Ocón (mpilar.perez@uah.es, Universidad de Alcalá): The subject of non-finite and impersonal verbs in Spanish: characterization, evidential values and guidelines for teaching.

2) Estelle Jouili (estellejouili@aol.com, CY Cergy Paris Université), Marie-Laure Elalouf (marie-laure.elalouf@cyu.fr, CY Cergy Paris Université): Conceptualization of the notion of subject, comparative study in cycle 4 (13-14 years of age).

3) Isabel Crespí-Riutort (i.crespi@qmul.ac.uk, Queen Mary University of London), Ares Llop-Naya (University of Cambridge, al2027@cam.ac.uk): The notions of tense and aspect in Secondary Education textbooks in Catalan: analysis and proposals.

4) Stanislav Štěpáník (st.stepanik@seznam.cz, Palacký University in Olomouc), Ivana Hurytová (ivana.hurytova@seznam.cz, Charles University in Prague): Subjective Theories about Teaching Grammar in Czech Lower-Secondary School.


Xavier Fontich (Spain)
LITERATURE EDUCATION IN THE CLASSROOM: BELIEFS, ASSESSMENT, AND INTERVENTION
Research on literature education
ARLE 2022 - Symposium Thursday, 12:30-14:00 Room CTF02 R112 Chair: Fontich, Xavier
The objective of this symposium is to explore the role of explicit tools and classrooms approaches in literature education, assuming the importance of explicit guidance to enhance the acquisition of skills and transversal competencies (teamwork, innovation, creativity, use of ICT, etc.), drawing on teachers’ beliefs, formative assessment, and opportunities for collaborative work. It presents 3 papers by 6 researchers from 6 universities in Spain, France, and Finland, and a discussant from Israel. Each paper approaches the symposium objective from a specific perspective: secondary in-service teachers’ beliefs in Spain, the role of formative assessment in literature education in Finland, and classroom intervention in digital literature by novel secondary teachers in Spain.

An uncontested and widely shared objective of literature education is to develop students’ understanding of reading literature as a basic aspect of people’s lives in terms of pleasure, learning, creativity and personal enrichment. While this is also the case in Spain and Finland, in these countries there are lively debates around what the role of instruction should be. In Spain, the debate falls around the implicit-explicit approach to classroom intervention: namely, whether it should take an implicit stance, providing a plethora of books, authors, literary themes, etc. so that each student builds their own learning itinerary towards literary competence according to their own preferences; or whether the teacher should have an active and collaborative role, providing explicit tasks to work on specific books, authors, narrative and rhetorical features, etc. as a way to directly broaden students' repertoire of strategies for literature interpretation. In Finland, the debate falls around the relevance of formative assessment for a sustainable literature education, beyond the implementation of actions for summative assessment, of utmost importance but clearly insufficient to educate future citizens interested in literature.

The different papers adopt mixed methodologies, encompassing theoretical approaches and quantitative and qualitative techniques (action research, Likert questionnaires, interviews, and classroom observations). The first paper (Fabregat et al.) presents results of a Likert-questionnaire completed by secondary teachers (n=1544), which confronted three variables: declared practices in teaching literature, adhesion to principles, and academic orientation of teachers’ initial degree (literature-oriented, linguistic-oriented, etc.). The second paper (Rättyä) reports on a project to develop a sustainable model of assessment that focus on assessment an intrinsic part of the learning process. Last, the third paper (Aliagas & Correro) focuses on digital literature in secondary school and explores the first results of a project based on novel teachers that are in their first years at secondary school.

This symposium approaches the debate around the explicit approach and the role of formative assessment as a way to enhance literature education in teacher education degrees as well as in secondary schooling.

Keywords: literature education, beliefs, assessment, intervention, secondary education


Xavier Fontich (Spain)
WRITING IN COMPULSORY SCHOOLING AND UNIVERSITY: DIFFERENT CONTEXTS, COMMON CHALLENGES
SIG Literacies: Reading, Writing & Oracies
ARLE 2022 - Symposium Friday, 11:00-12:30 Room CTF02 R112 Chair: Fontich, Xavier
This symposium wishes to contribute clarity to the debate of what the role of writing should be in education and how it could be addressed (Castelló, 2017). It presents 4 papers by researchers in Spain, Canada, and France, and a discussant from Argentina. Each paper approaches writing from a specific perspective: pre-service teacher education and the content epistemology; in-service teacher education and classroom intervention; students’ beliefs on grammar and writing; and a historical and synchronic approach to writing and writing normativity.

Rising students’ competence in writing has been a central issue in compulsory schooling. A competence-based curricula aims at increasing students’ autonomy, which, regarding writing skills, crystallises in a high command of a plethora of written genres that as future citizens our students will have to deal with, directly or indirectly connected with their profession (Street, 2017). Over the last years some measures have been implemented across countries to confront the problem of low written competence students in compulsory education as well as teacher students have. In this regard, one educational debate falls around two important and connected issues: reflexivity when using the language (in our case, the capacity of taking the writing itself as an object to think about), and classroom interventions for learning to write (Camps & Fontich, 2020).

The first paper explores pre-service teacher education and the content epistemology in writing. Specifically, it addresses the role of writing competence in the language curriculum in those areas related to writing didactics in Teacher Education Degrees in universities from 4 regions in Spain (Fontich et al.). A second paper (Corcelles et al.) presents some preliminary results on a classroom intervention design, brought into the arena in primary classrooms in the context of in-service teacher education in Barcelona (Spain). This intervention is based on a distribution of work between teachers (who provide text models, writing assignments, and a general feedback) and pupils operating in peers, one of them acting as an expert-tutor and the other one as a tutee. Students’ texts and teacher and student questionnaires are analysed. A third paper (Gauvin) approaches students’ beliefs on grammar in Canada, specifically on the value of grammar knowledge per se, and relates it with students’ writing skills, exploring possible connections between positive attitudes towards grammar and high writing skills. Last, the fourth paper (Gourdet) explores written normativity in schooling in France. The study adopts a historical stance (analysing curricula dispositions over time) as well as a synchronic perspective (exploring pedagogic material to learn to write and to reflect on language); it shows that normativity and pedagogy appear not as a coherent body of knowledge sustained overtime but rather as the result of different contributions, not always coherently and well-settled, to the detriment of students. Collectively, the papers of this symposium are meant to contribute conceptual clarity on how to approach writing instruction in schooling, as well as in teacher education-degrees and in-service education initiatives.

Keywords: writing instruction, writing competence, compulsory schooling, teacher education, classroom intervention

References
Camps, A. & Fontich, X. (ed.) (2020). Research and teaching at the intersection Navigating the territory of grammar and writing in the context of metalinguistic activity. Peter Lang.
Castelló, M. (2017). Mirarse en el espejo: de comunicar lo que se ha aprendido a aprender comunicando. Textos 76, 7-13.


Marina Georgiou Moria (Cyprus)
EXPLORING CHILDREN' S DIGITAL WRITING PRACTICES THROUGH POPULAR CULTURE TEXTS: THE ROLE OF AGENCY AND AFFECT
-
ARLE 2022 - PhD Preconference session Tuesday, 15:00-16:30 Room LRC012 Chair: Neokleous, Theoni
My doctoral dissertation falls under the broader research area of teaching and mastering new literacies across school and home settings in contemporary digital multicultural societies. It draws on the sociomaterial approach (Burnett & Merchant, 2020· Fenwick & Landri, 2012) with a focus on agency of human and non-human elements/agents in any “assemblage” (Deleuze & Guattari, 1987) emerged in literacy-as-event encounters (Burnett & Merchant, 2020). Τhe proposed research examines 10-year-old students’ digital literacy practices across school and home in relation to agency emerging through affective engagement with the world, as people and things assemble in particular ways (Massumi, 2002). Specifically, I intend to investigate the relationship between children's digital writing and their literacy practices related to making meaning as part of life (Leander & Hollett, 2017). The purpose of my research proposal is to reframe language teaching in order to be meaningful for children through popular culture texts, considering the great impact they have on young people’s lives (Dyson, 2003). These literacy encounters with popular culture texts will be mediated through educational digital applications, aiming to develop students’ writing based on the principles of multimodality and a "parallel pedagogy" (Leander, 2009) that combines traditional and newer forms of literacy and literacy practices.

Research questions
1. How could language teaching be reframed by focusing on children and their needs since they reshape shifting digital landscapes, while being reshaped by them at the same time? How could we connect classroom writing practices to home-based literacy practices that relate to popular culture, so that children could make their own meaning?
2. How does children's agency act in the writing process? What role might the agency of the non-humans have in every emergent “assemblage”?
3. What is the effect of the emotional, embodied and material dimensions of digital literacy practices on the writing process? What role might "affect", experimentation and collaboration have in digital writing?

Research methods-Points of discussion
Following a qualitative approach, I would like to conduct my doctoral dissertation based on an action research methodology. I am interested in being an insider researcher in a classroom’ s natural research environment. Ethnographic practices, including participant observation in school, interviewing, fieldnotes, analysis of documents and texts (online and offline) could be utilized for collecting the research data.
Finally, I would like to discuss some issues related to possible connections between the research’ s theoretical framework and methodology, considering my double role-as a teacher and as a researcher. How can I conduct a valid research performing both roles in the best possible way? How can I avoid the conflict of the two roles? What other methodological approaches may I follow along with action research method?

Keywords: new literacies, agency, affect, digital writing practices, popular culture.

References
Burnett, C. & Merchant, G. (2020). Undoing the Digital-Sociomaterialism and Literacy Education. London: Routledge.
Deleuze, G. & Guattari, F. (1987). A Thousand Plateaus: Capitalism and Schizophrenia. Translated by B. Massumi. Minneapolis: University of Minnesota Press.
Dyson, A.H. (2003). “Welcome to the Jam”: Popular Culture, School Literacy, and the Making of Childhoods. Harvard Educational Review, 73 (3), 328-361.
Fenwick, T. & Landri, P. (2012). Materialities, textures and pedagogies: socio-material assemblages in education. Pedagogy, Culture & Society, 20 (1), 1-7.
DOI: 10.1080/14681366.2012.649421
Leander, K. M. & Hollett, T. (2017). The embodied rhythms of learning: From learning across settings to learners crossing settings. International Journal of Educational Research, 84, 100–110.
Leander K. M. (2009). Composing with old and new media: Toward a parallel pedagogy. In: Fisher, D. & Frey, N. (Eds.), Picture this! The role visual information plays in literacy learning (pp. 1-34). New York, Corwin Press.
Massumi, B. (2002). Parables for the virtual: Movement, affect, sensation. Durham, NC: Duke University Press.


Andrea Ghiță & Florentina Samihaian (Romania)
UNFREEZING INERTIA - PROMOTING TRANSACTION IN TEACHING POETRY
-
ARLE 2022 - Paper presentations Friday, 09:00-10:30 Room CTF02 R113 Chair: Höglund, Heidi
In secondary school literature classes in Romania, three decades of post-communism have not managed to complete a transition from the instrumentalization of Romanian literature (as a compulsory subject in all standardized tests) to its authentic exploration (an object of study meaningful for the students’ lifelong learning). Even if on paper the newly adopted frameworks that govern the teaching of literature are aligned with the current educational politics, heavily influenced by neoliberalism, the teaching practices preserve the inherited formalist approach of literature widespread under communism. The teaching of poetry in particular exposes this hiatus (curricular framework versus practices) and challenges both the experienced and the inexperienced teachers.

Our study is intended to overcome the inertia and break the resistance of the sterile and reductive teaching of poetry as an empty poetic form. The presentation, based on the results of the poetry experiment, will discuss to what extent the teachers themselves can go through an un-learning transformation stimulated by the transactional approach of poetry, on the one hand, and to what extent and how personal response methodology can be explicitly scaffolded and taught, on the other hand.

Our research is based on Rosenblatt’s transactional theory of the literary work, which highly influenced a reader-oriented approach in the didactics of reading. The author distinguishes between two stances a reader can take in the process of reading: the efferent stance (when the reader focuses on the information of the text) and the aesthetic stance (when the reader brings in the reading his background, feelings, memories and associations evoked by the text). She argues that the latter one triggers a personal response that is the foundation upon which the understanding of a text should be built.

Our experimental research involved students in the master program Didactics for philological sciences (University of Bucharest), who are also teachers of Romanian language and literature. We worked with two groups, who were asked to come up with an interpretation of the same poem: The Crust by Gellu Naum. The experimental group was exposed to the transactional theory, with a focus on the aesthetic stance, while the control group was guided to approach the text mainly by efferent reading. The data collected from the two groups will be analyzed by comparing: a. the variety of themes identified by each group; b. the quality of interpretation (with regard to the coherence of the poem interpretation and its relation with the text). Based on the analysis, we will try to conclude on the benefits and limits of the transactional theory as applied to the teaching of literature in the classroom.

Key words: transaction theory, reader response, efferent vs aesthetic reading, teaching literature, teaching practices

References:
ROSENBLATT, L. (1994). The reader, the text, the poem: the transactional theory of the literary work. Southern Illinois University Press
ROSENBLATT, L. (1982). The Literary Transaction: Evocation and Response, in Huck Charlotte S., Ed.; Children’s Literature, Ohio State University, Columbus College of Education


Winnie-Karen Giera (Germany)
PROMOTING READING SKILLS THROUGH SCENIC PLAY. A THEATER PROJECT WITH SEVENTH GRADERS TO THE TOPIC BULLYING
-
ARLE 2022 - Paper presentations Wednesday, 18:00-19:30 Room CTF02 R111 Chair: Paraskeva, Marilena
The transition to lower secondary school from primary school after one year with Covid is an important event for students. A joint prevention project on bullying can create an inclusive learning culture (Booth & Ainscow, 2002). With its strong action orientation, a play is particularly suited in inclusive learning settings to promote literacy and grow community through the common learning object. School studies show that students exhibit barriers to educational progression when they lack literacy skills. At this point, our study aims to address the following questions and meet the need for research from L1 didactics in inclusive learning groups.
(i) Which reading skills (reading speed and comprehension) do the participating students show in reading literary texts at the beginning and at the end of the theater project compared to the control group?
(ii) What is the level of general self-efficacy expectations before and after participation in the theater project?
(iii) How can participating students receive individual support and language development within a theater project?
(iv) How do participating students evaluate social interaction from their perspective within the theater project?
We hypothesize that reading speed, literary reading comprehension, and self-efficacy expectations are fostered by a theater project among participating students. In addition, we examine whether the theater project is evaluated positively by the students in the context of social interaction. To answer this, we have designed a longitudinal quasi-experimental field study in the 7th grade (n = 53) at one middle school, which was conducted once a week by a teacher student tandem from mid-August until the end of October 2021. While the intervention group participated in a theater course, the control groups participated in sports or art courses. The test instruments are a reading test to determine reading speed and literary reading comprehension, and a questionnaire to test the self-efficacy expectations at three measurement points. Although the intervention group is very small, positive developments are emerging in reading speed, reading comprehension, and self-efficacy expectations. These first results can be presented and discussed at the conference.

Keywords: Reading literacy, scenic play, theatre, inclusive learning

Reference:
Booth, T. & Ainscow, M. (2002). Index for Inclusion: developing learning and participation in schools. https://www.eenet.org.uk/resources/docs/Index%20English.pdf.


Anna-Lena Godhe (Sweden)
DIGITAL COMPETENCE IN PRACTICE
-
ARLE 2022 - Paper presentations Friday, 11:00-12:30 Room CTF02 R114 Chair: Godhe, Anna-Lena
This presentation reports on preliminary findings in a research project about the digitalization of preschools and schools in a Swedish municipality and the meaning of digital competence in practice. Revisions of Swedish curricula, from pre-school to upper-secondary school, aiming to strengthen pupils’ digital competence were made in 2017-18. To stress the changeable nature the term used in the curricula is adequate digital competence. The project aims to investigate what digital competence means in different subjects from pre-school to upper-secondary school. Digital competence is a negotiable concept in need of interpretation in actual practice (Söby, 2008). The Swedish National Agency for Education has in guidelines stated that digital competence in the curricula refer to students’ ability to: (1) understand the effects of digitalization on society, (2) use digital tools and media, (3) have a critical and responsible approach, and (4) solve problems. However, they also point out the need to study the consequences of the revisions in curricula. Since the curricula only outlines pupils’ digital competence, there is also a need to investigate the digital competence required by teachers. In relation to L1, recent studies point to contradictions arising in digitalized classrooms in relation to core activities, such as reading (e.g. Asplund & Olin-Scheller, 2021).
In the project, six case studies in preschools and schools are carried out from September 2021 to May 2022, including interviews and observations of teaching. Preliminary findings adhering to digital competence in L1 will be presented, addressing issues such as how do the digitalization of teaching and learning affect core activities in L1, what tensions and contradictions arise in connection with digitalizing teaching and learning in L1. Theoretically, the project is grounded in cultural historical activity theory (eg. Engeström, 1987) where studies of tensions and contradictions contributes to an understanding of what contributes to, or inhibits, alterations in practice. Moreover, in an activity system the relation between components at the local level of a classroom, and components at a system level, such as rules and communities, can be explored.

Keywords: Key words; digital competence, case studies, activity theory, K-12

References
Asplund, S.-B., & Olin-Scheller, C. (2021). Reading practices in transformation: Re-designing print-base literacy mindsets in the Swedish digital classroom. Contribution to a special issue: Working with Literature in Nordic Secondary Education, edited by A.F. Gourvennec, H. Höglund, M. Johansson, K. Kabel and M. Sønneland (for the Nordic Research Network on Literature Education) with John Gordon. L1-Educational Studies in Language and Literature, 21, 1-27. https://doi.org/10.17239/L1ESLL-2021.21.02.05

Engeström, Y. (1987). Learning by expanding: an activity-theoretical approach to developmental research. Helsinki: Orienta-konsultit.

Søby, M. (2008). Digital competence—From education policy to pedagogy: The Norwegian context. In C.
Lankshear & M. Knobel (Eds.), Digital literacies: Concepts, policies and practices (pp. 119–150). New York:
Peter Lang.


Andy Goodwyn (United Kingdom (The))
THE RESILIENCE AND PRINCIPLES OF EXPERIENCED L1 TEACHERS FROM ENGLAND, AUSTRALIA AND THE USA

ARLE 2022 - Paper presentations Thursday, 09:00-10:30 Room CTF02 R113 Chair: Batalha, Joana
This paper reports on an international project ‘The Professional Lives of English Language Arts Teachers [PALET], conducted by 8 universities 4 US, 1 UK and 2 in Australia. In each country there is a significant recruitment and even more retention crisis, especially for English specialists. There is also increasing evidence that English is losing its erstwhile popularity with students, less are choosing it for advanced study and for university.

The principle focus was to use identity theory to understand the nature of the teachers’ professional lives and which elements had been enabling and which ones have been challenging or frustrating. The research sought to gather evidence about the professional and personal resilience of these experienced teachers with the hope that much could be learnt of value to other serving and also future teachers. All the teachers were volunteers contacted through professional networks and associations.

Each researcher undertook semi structured, qualitative interviews with between 6 and 8 experienced high school English teachers using a common semi-structured question framework inflected where relevant by local circumstances. All interviews were recorded and transcribed and then analysed thematically.

This paper draws principally on one set of English interviews but will include findings from the range of projects. Such a small scale project does not claim to represent the profession of English teachers. However, this study builds on numerous others conducted over many years and provides remarkable consistency with earlier findings. The teachers do still ‘love’ their subject and their teaching. They have found the narrowing of the curriculum and the imposition in England of high stakes terminal examinations to be extremely limiting on their formerly student centred practice. However their resilience and professional networks have sustained them and they have found ways to manage the external impositions so that they can remain true to their creative principles.

Keywords: Teachers' lives, resilience, mother tongue teaching

References
O'Sullivan, K & Goodwyn, A. (2021) Subject English for Future Students: the visions of English Teachers in NSW and England. English in Australia. Vol, 56. [1], 34-45.

Goodwyn, A. [2020] The State of English: NATE’s national survey of English teaching The English Magazine. pp. 29-32, Autumn 2020.

Goodwyn, A. (2020). Making a Living from English: How Being ‘Avocational’ Means Becoming Profoundly Professional. English in Australia, 54, 3, 43-52.

O’Sullivan, K-A. & Goodwyn, A.C. (2020). Contested territories: English teachers in Australia and England remaining resilient and creative in constraining times. English in Education. 54,3, 224- 238.
Goodwyn, A. (September 2019) Adaptive agency: some surviving and some thriving in interesting times. Invited Paper to English Teaching Practice and Critique – special issue on teacher agency. Vol, 18. Issue 2. pp. 21-35.


John Gordon (United Kingdom (The))
USING ARCHIVE FILM IN L1 LEARNING: PRINCIPLES, PRACTICES AND POTENTIAL
-
ARLE 2022 - Paper presentations Wednesday, 12:30-14:00 Room CTF02 R111 Chair: Christodoulou, Valentina
SIG: Dialogic learning

Purpose and background

This paper presents interim findings of research investigating how L1 teachers of English in the UK present and frame archive film in teaching, both live and online, in intertextual relationships with other L1 texts.

Lockdown teaching and learning compelled teachers to investigate a variety of online resources, including the contents of online film archives. The paper reports original co-research by the researcher, a regional film archive and L1 teachers of English of students aged 11-18, supported by the UK National Archive. Teachers were invited to use archive film representing their region in their teaching, reflect on their practices, and identify L1 applications of archive film.

Key words: L1 pedagogy, media education, film archives, teacher exposition

Research questions

1) How do teachers introduce archive film to address learning objectives and curriculum requirements in English?
2) How do teachers guide conversations with and between students that follow shared viewing of archive clips in English?

Theoretical framework and methodology

Analysis of transcripts addresses dialogic classroom talk (Mercer & Littleton, 2007), adapting conversation analysis to focus on the role of texts in L1 literature study. Analysis uses and extends QuoTE analysis (Gordon, 2020), to investigate the intertextual play of film (Lemke, 1992) with verbal texts. It develops positioning theory to account for how teachers position students’ reading of texts and intertexts (Kayi-Aydar, 2018), with a focus on transcripts of teachers' exposition before and after their presentation of film excerpts. In interview data, teachers reflect on their uses of archive film. They also share reflections on transcripts representing their own teaching and the teaching of colleagues.

Findings

Data represent specialist L1 framing of archive film material during teaching, where teachers guide students’ intertextual reading with subtle narrative pedagogies and exposition. However, teachers' techniques varied according to phase, in terms of length of exposition and direction of their students. Their techniques also differ markedly from those employed for introducing and framing literary texts in print (see Gordon, 2020).

References

Gordon, J. (2020). Researching Interpretive Talk around Literary Narrative Texts. New York: Routledge.
Kayı-Aydar, H. (2018). Positioning Theory and Discourse Analysis. 27-40. In: Positioning Theory in Applied Linguistics. Cham: Palgrave Macmillan.
Lemke, J. L. (1992). Intertextuality and educational research. Linguistics and Education, 4, 257-267.
Mercer, N., & Littleton, K. (2007). Dialogue and the development of children’s thinking. London: Routledge.


John Gordon (United Kingdom (The))
L1 LEARNING AND CLIMATE CHANGE: AN L1 DRAMA AND WRITING PROJECT TO COINCIDE WITH COP26

ARLE 2022 - Paper presentations Wednesday, 18:00-19:30 Room CTF02 R111 Chair: Paraskeva, Marilena
SIG: Literacies - Reading, Writing & Oracies

Purpose and background

This paper describes a project exploring links between L1 learning, place and climate change education called ‘Dramatising the effects of climate and time: Voices across the Reeds’. The project introduced students (16-18) to nature writing and drama in situ at a nature reserve in Norfolk (UK). Activities culminated in students performing their work at the reserve. Students were guided by their teachers, a playwright whose work based on the same reserve featured on BBC radio, and the local university’s director of Creative Writing. The reserve’s warden advised students on climate change impacts on the reserve and its wildlife.

Key words: literacies, climate change education,, learning outdoors, creativity

Research questions

1) How can teachers, nature writing experts and conservationists develop students’ situated responses to climate change and their expression in writing and drama?
2) How do students describe and regard the process?
3) What do students and teachers recommend for embedding the project’s principles in L1 curricula and pedagogies?

Theoretical framework and methodology

The project adopted arts-based methods (Barone and Eisner, 2012) where participants developed co-creative and eco-critical responses to climate change (Matthewman, 2010) over 10 weeks and five visits. 16 students worked in four groups, generating writing and improvised drama at four reserve locations. They performed work as one ‘promenade’ piece where the audience traversed the reserve to see the complete narrative. Researchers video-recorded performances and students completed linked writing. In interviews, students described their creative process in response to the video and script outcomes. Teachers suggested how project principles might transfer to more conventional teaching routines. The differing forms of data comprise a case study analysed according to principles of narrative analysis.

Findings

Data suggest that the influence of affective dimensions of experience on students’ writing and drama emerged over time and across several visits to the reserve. Data suggest L1’s central role in engaging students closely with climate change issues and action through creative verbal expression. Features of interest included participants' choices to represent intergenerational relationships and childhood experiences to convey their own understanding of climate in terms of innocence and experience.

References

Barone, T. and Eisner, E.W. (2012). Arts-based Research. Sage: London.
Matthewman, S. (2010). Teaching Secondary English as if the Planet Matters. Routledge: London.


Aslaug Fodstad Gourvennec & Maritha Johansson (Norway)
WORKING WITH LITERATURE IN NORDIC SECONDARY EDUCATION
-
ARLE 2022 - Symposium Friday, 11:00-12:30 Room CTF02 R113 Chair: Johansson, Maritha
Research on literature education in the Nordic countries displays a wide range of theoretical and methodological approaches. It also illustrates different understandings of the concept of literature, its purposes and values in L1 education, both on national and cross-national levels. The aim of the symposium is to paint a picture of research on literature education in the Nordic countries and to present examples of current studies with various methods, theoretical frameworks and views. The aim is also to make Nordic research on literature education accessible to an international research community and to discuss whether it is possible to talk about a specific Nordic perspective within the field or not.
Nordic Research Network on Literature Education has published a special issue of L1- Educational Studies in Language and Literature on Working with Literature in Nordic Secondary Education. Papers in the special issue focus on different aspects of literature education in secondary school, such as literary conversations, poetry reading, literary competence and interpretation, either within one single country or by a comparison between the Nordic countries. The papers draw on different theoretical and methodological approaches, and both original research contributions and contributions building on research previously published in one of the Nordic languages are included. The special issue consists of nine papers and four of them will be presented at the symposium by Danish, Finnish, Norwegian and Swedish researchers. The four papers present reception studies of students' written comments on literary texts, observation studies of group conversations and a thinking with theory method. The theoretical perspectives derive from - among others - Bernstein (1975) (paper 1), Bakhtin (1984) (paper 2), Macken-Horarik & Isak (2014) and Maton (2014) (paper 3) and Barad (2003) and Butler (1997) (paper 4).

The symposium consists of an introduction, in which the special issue will be briefly presented, with special attention given to the contributing papers that are not part of the symposium. The introduction is followed by the four paper presentations, in the order indicated below. Finally, two discussants, one from an international context and one from a Nordic context, will provide a critical comment and a discussion on the status of research on literature education in the Nordic countries, as well as a visionary look into the future.

Key words: Literature education, Nordic countries, secondary school

Bakhtin, M. (1981). The dialogic imagination: Four essays (M. Holquist & C. Emerson, Overs.). University of Texas Press.
Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28(3), 801–831.
Bernstein, B. (1975). Class, Codes and Control (vol. 3). Routledge & Kegan Paul.
Butler, J. (1997). Excitable speech. A politics of the performative. Routledge.
Macken-Horarik, M., & Isaac, A. (2014). Appraising appraisal. In G. Thompson & L. Alba-Juez (Eds.), Evaluation in Context (pp. 67–92). John Benjamins.
Maton, K. (2014). Knowledge and Knowers. Routledge.


Aslaug Fodstad Gourvennec & Margrethe Sonneland (Norway)
MAPPING THE RESEARCH ON LITERARY CONVERSATIONS IN SCANDINAVIA
-
ARLE 2022 - Paper presentations Thursday, 12:30-14:00 Room CTF02 R115 Chair: KARYOLEMOU, Marilena
In recent years, researchers within the fields of Scandinavian L1 literature education have paid much attention to literary conversations. This interest often stems from ideals of progressive pedagogy and a renewed interest for dialogic education and oracy. In the Nordic countries, the research field of literary conversation is characterized by qualitative studies, published in various genres, often written in one of the Scandinavian languages. The increasing amount of research in the field leads to a growing need for a systematic review.

In the present study, we investigate the characteristics of Scandinavian qualitative research on literary conversations in the L1 school subject. Through the method of mapping review (cf. Gough et al., 2017; Grant & Booth, 2009) we seek to map and categorize existing literature. The purpose of the study is to i) call forth critical discussions about the conceptualisation of literary conversation; ii) identify gaps in the literature; iii) guide further systematic reviews on the contribution of literary conversations to both student engagement, and development of literary knowledge and competence; iv) encourage dialogue between Scandinavian- and non-Scandinavian speaking research communities about literary conversations.

Searches including literary conversation and similar wordings in title, abstract, and/or keywords are scrutinized for potential inclusion. Inclusion criteria for studies comprise: i) (type of) publications: peer-reviewed research articles in journals or anthologies, PhD thesis and monographies; ii) data: empirical, qualitative studies of literary conversations carried out in the Danish-, Norwegian-, or Swedish L1 subject in Grade 1-13; iii)timespan: 2000-2021; iv) publication languages: Danish, English, Norwegian and Swedish. Approximately 35 publications meet the selection criteria.

To identify characteristics of the research, the studies included are categorized based on i) the characteristics of the conversation/s included in the study (participants, conversational genre, literary texts), and ii) the purpose, theoretical perspective and methods of the study.

Preliminary results show that a majority of the studies investigate student-led and group conversations about narrative texts. The studies' research interests include e.g. how literary conversations support the development of conversational skills, interpretational competence, and the fostering of students' democratic ideals.

Keywords: literary conversations, systematic review, Scandinavian L1 literature education

References
Gough, D. A., Oliver, S., & Thomas, J. (2017). An introduction to systematic reviews (2nd ed.). SAGE.
Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x


Aslaug Fodstad Gourvennec & Oddny Judith Solheim & Per Henning Uppstad & Erin McTigue (Norway)
SHARED RESPONSIBILITY IN CO-TAUGHT LITERACY CLASSES IS RELATED TO READING DEVELOPMENT

ARLE 2022 - Paper presentations Wednesday, 16:00-17:30 Room CTF02 R116 Chair: Høegh, Tina
Having two teachers work collaboratively in the same class has been suggested as an alternative to class-size reduction as it allows schools to target teaching resources to core subjects. However, previous research on the effectiveness of enhancing the teacher-student ratio (TSR) on student outcomes, has been inconclusive. To advance our understanding and inform future TSR policy, we need to approach this field from multiple perspectives and pose more nuanced questions. This mixed-methods study investigates aspects of collaborative teaching and their relationship to student reading in a sample of 148 classrooms where two general educators worked collaboratively in literacy instruction in the Norwegian L1 subject, through first and second grade. First, we analyzed whether (i) the degree of shared responsibility between the two teachers for planning and enacting instruction and (ii) how teachers reported to group their students during instruction (student grouping) predicted student reading. Second, we carried out in-depth individual interviews with six collaborative teacher dyads purposefully selected from high- and low-performing classrooms. The results show that shared responsibility significantly predicts student reading when controlling for pre-reading skills at baseline. Further, the interviews reveal a surface-level collaboration between co-teachers in low-performing classes, yet a more profound level of collaboration with influence on key teaching decisions in high-performing classes. Self-Determination Theory (SDT) (Deci & Ryan, 2008) and Pratt’s (2014) Achieving Symbiosis Theory informed different levels of the analysis.

Keywords: co-teaching, early literacy instruction, mixed methods, teacher collaboration, teacher-student ratio,

References
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182–185. https://doi.org/10.1037/a0012801

Pratt, S. (2014). Achieving symbiosis: Working through challenges found in co-teaching to achieve effective co-teaching relationships. Teaching and Teacher Education, 41, 1–12. https://doi.org/10.1016/j.tate.2014.02.006

Solheim, O. J., Rege, M., & McTigue, E. (2017). Study protocol: “Two Teachers”: A randomized controlled trial investigating individual and complementary effects of teacher-student ratio in literacy instruction and professional development for teachers. International Journal of Educational Research, 86, 122–130. https://doi.org/10.1016/j.ijer.2017.09.002


Marta Gràcia & Ana L. Adam-Alcocer & Pamela Castillo Mardones & Juana Paola Duarte Rivas & Katherine Villalobos (Spain)
A DIGITAL TOOL FOR THE PROFESSIONAL DEVELOPMENT OF SECONDARY EDUCATION TEACHERS: EVALOE-SSD-SEC

ARLE 2022 - Paper presentations Wednesday, 11:00-12:30 Room CTF02 R115 Chair: Jusslin, Sofia
School is a natural context where communicative strategies used by teachers when interacting with students are essential for the development of their communicative competence (Sedova, 2017). The analysis of classroom activities and the assessment of student’s oral skills show that it is needed to improve oracy education in schools (Alexander, 2018; Mercer et al., 2020; Hennessy and Davies, 2020).

The goal of this study was to use a digital tool (Assessment Scale of Oral Language in the School context - Decision Support System – Secondary Education, EVALOE-SSD-SEC) with the purpose of contributing to teacher’s professional development through self-evaluation and decision-making to improve oral competence of their secondary education students. The instrument built is based on psycholinguistic approaches that highlight the importance of the active communicative participation of students to improve their competence in this area and other skills such as critical thinking. The fact that it is a digital tool makes it easy for teachers to review learning resources (strategies to improve their classes, ideas for reflection...) in an agile way, as well as carrying out self-assessments of their classes and making decisions and to be able to review this information at any time to keep on learning.

The data collection and analysis follow a mixed (qualitative and quantitative) methodology. The participants include 14 teachers from 7 Spanish Secondary Education Schools and their student groups. Some of them were L1 teachers (Spanish or Catalan) and others taught other disciplines (Germany, French, Natural Sciences, Biology…). EVALOE-SSD-SEC was used as a professional development tool. The main resource of the digital tool is a 30-item questionnaire -with three response options- grouped into five dimensions (instructional design, conversation management by the teacher, conversation management by students, communicative functions, and teacher strategies, students’ communicative functions). Each dimension includes a description, as well as the items. The digital tool also includes two types of aids per item (written-reflective-questions and video) that teachers can use while using the performance assessment, and when they subsequently must make decisions about what action or strategy will be introduced in their next classes. For 5 months, every two weeks approximately, teachers used the tool to self-assess their lessons individually. They assessed their classes, made decisions, and introduced methodological changes into their classes.

The results indicate that the teachers were satisfied with their participation in the professional development process and that the use of EVALOE-SSD-SEC was helpful to improve their teaching practice and their students’ oral competence. The results also showed differences among the teachers concerning their involvement, motivation, and use of the tool. The results obtained have theoretical implications, since they are added to the results found in other researches that show that the increase in the teacher skills in terms of teaching strategies to improve the linguistic competence of the students contribute to the self-perception of the student’s own abilities and their development. It also has implications for teaching practice, since it highlights that through the digital instrument teachers can learn, make decisions, and change their practice, and this use can be generalised to other centers with similar or different contexts, as it is already being introduced in other countries like Brazil.

Keywords: professional development, digital tool, oral competence, teachers, secondary education students

Alexander, R. J. (2018). Developing dialogue: Genesis, process, trial. Research Papers in Education, 33(5), 561-598.

Hennessy, S., & Davies, M. (2020). Teacher professional development to support classroom dialogue. In N. Mercer, R. Wegerif, & L. Major (coords.), The Routledge International Handbook of Research on Dialogic Education (pp. 238-254). Routledge.

Mercer, N., Marion, J., & Warwick, P. (2020). Oracy education. In N. Mercer, R. Wegerif and L. Major (eds.). The Routledge International handbook of research on Dialogic Education. Routledge.

Sedova, K. (2017). A case study of a transition to dialogic teaching as a process of gradual change. Teaching and Teacher Education, 67, 278-290.


Marta Gràcia & Atle Skaftun & Tina Høegh (Spain)
PROFESSIONAL DEVELOPMENT FOR DIALOGIC EDUCATION
-
ARLE 2022 - Symposium Wednesday, 18:00-19:30 Room CTF02 R112 Chair: GRACIA GARCIA, MARTA
The symposium presents xxx projects targeting professional development towards dialogic education. As described in the ARLE SIG Dialogic Teaching and Learning preliminary objectives: “A shift from transmission to interpretation in teaching is necessary if we are to succeed in making any substantial change in the social organisation of classrooms and schools – i.e., the social practices of schools, classrooms and disciplines that determine the conditions for student participation”. The symposium takes its outset in the experiences and research through 40-50 years that this change for teachers and educators is very difficult. A dialogic approach calls for new knowledge and practices for the teacher to widen the awareness of the dialogic possibilities and vary the dialogic forms to a greater extent in classroom conversations. This calls for focus and collaboration. Practices lies mentally, culturally, and bodily in us and between us in our everyday life, and teachers who want to change the classroom dialogues needs support for a longer time, i.e., collaborate supervision from researchers, colleagues, and support from their school.
In the symposium, we want to discuss different projects that approach the dialogic changes as collaborate interventions among teachers, students, researchers, and schools to explore examples of which circumstances and interventions are needed and how and why they succeed according to their different goals and in their different scales of intervention, i.e., from micro scale in short teaching sequences and as meso and macro scale as teacher team collaboration and school development (maybe even in municipality-scale and for development of curricular changes).

The symposium consists of three paper presentations (15-minutes), a response from the invited discussant (5 minutes) and a discussion among all the symposium participants.

Organizer Tina Høegh
Discussant xxx

Keywords: dialogic education, collaborate school development, practice change, the dialogic L1-classrooms.

References:
Alexander, R. (2020). A Dialogic Teaching Companion (1. edition). Routledge.
Mercer, N., Wegerif, R., & Major, L. (Eds.). (2019). The Routledge International Handbook of Research on Dialogic Education. Routledge.


Caroline Graeske (Sweden)
NEW SKILLS FOR THE SWEDISH SUBJECT? SWEDISH TEACHERS‘ PERCEPTIONS OF DIGITAL LEARNING RESOURCES FOR UPPER SECONDARY SCHOOL
-
ARLE 2022 - Paper presentations Wednesday, 18:00-19:30 Room CTF02 R114 Chair: Papadopoulou, Anthi
Several studies show that digital learning resources are used more during the last decade in both primary and secondary school in Sweden (Kempe & Grönlund, 2019; Danielsson & Selander, 2021; Graeske, 2021). This development, from the printed textbook to online learning, will effect on both design and use of teaching materials but aslo subject concepts, which makes it important to study teachers use and approach to teaching aids (Widholm, 2020).

In this paper I will present some tentative results from a study about digital learning resources in the Swedish subject at upper secondary school. The purpose is to study Swedish teachers‘ approach to digital learning resources, how they use digital learning resources and what opportunities and challenges they experience compare to the text books. To answer the research questions questionnaires and interviews were used and the answers were analysed by thematic content analysis (Bryman, 2016) and theories of teacher agency (Priestley et al., 2015)

The results show that teachers find a lot of values with digital learning resources such as interaction and collaborative learning but they also highlighted many challenges like poor feedback and difficulties in navigation and economical aspects. Teachers´ agency are complex and appear as an interaction between intention and capacity where material, cultural and social aspects play a role in teachers' approach and use of digital learning resources. Previous research has shown that different schools and subject cultures influence the legitimacy of digital learning resources (cf. Graeske, 2021) which also is discussed in this study.

Key words: digital learning resources, teacher agency, teaching materials, secondary school, Swedish subject

References
Bryman, Alan (2016). Samhällsvetenskapliga metoder, övers. Björn Nilsson, 3 uppl., Stockholm: Liber.

Danielsson K. & Selander S. (2021). Multimodal Texts in Disiplinary Education. A Comprehensive Framework. Springer.

Graeske, Caroline (2021). Läromedelsbruk i skolan. En kunskapsöversikt – perspektiv och forskning. Bilaga till SOU 2021:70, Dnr. Komm2021/00295/U2019:04-26,

Kempe, A-L., & Grönlund, Å. (2019). Collaborative digital textbooks – a comparison of five different designs shaping teaching and learning. Education and Information Technologies: Official Journal of the IFIP technical committee on Education, 24(5), s. 2909-–941.

Priestley, Mark, Biesta, Gert, Robinson, Sarah. (2015). Teacher Agency an Ecological Approach. London Bloomsbury.

Widholm, T. (2020). Läromedel i praktiken: Läromedelsbruk i religionskunskap på gymnasiet. Diss. Linköping: Linköpings universitet.


Pascal Gregoire & Eleonora Acerra (Canada)
DIGITAL WRITING AND (AUTO)CORRECTION. A QUEBECOIS RESEARCH AND DEVELOPMENT PROJECT
-
ARLE 2022 - Paper presentations Thursday, 09:00-10:30 Room CTF02 R114 Chair: Puksand, Helin
This contribution is part of a research and development project aimed at identifying and evaluating effective digital writing revision strategies for secondary school students (FRQSC-MEQ 2021-2024). Despite an overall positive rate (80% success rate), results on the 5th year high school mandatory French Language Test show that Quebecois students – and especially boys – struggle to comply with syntax, punctuation (10%) and, more broadly, with orthographic and grammar standards (32,7%). At the same time, according to recent studies (Grégoire, 2018; 2021), the quality of students’ texts varies when they are asked to write in a digital environment. Some digital tools and software are directly linked to an improvement, as long as they provide linguistic analysis, spelling and grammar feedback, or typography and style indications. If the current state of knowledge does not allow to infer significative and lasting benefits, it is legitimate to consider that frequent digital writing practices using advanced corrective software may constitute a favorable context for developing metalinguistic reflection and self-correction.

In order to verify this hypothesis, we have established a 3-year protocol, that is being currently tested in two different secondary schools in Québec (a public institution located in a disadvantaged area of Montreal, and a private school, located in a wealthy suburb of Montreal). Students have been invited to: (1) realize a preliminary French-language proficiency test for native speakers; (2) read a selection of literary excerpts; (3) write a 150-word summary and (4) a 250-word fictional episode on their favorite excerpt. Twelve students (six in each school), selected according to the results obtained on their preliminary test, have been chosen for a qualitative analysis. Their writing activities have been recorded through the Panopto and the Inputlog software (Leijten & Van Waes, 2013), the latter allowing various screen caption and analyses. Preliminary results presented in our paper will outline students’ frequent spelling, syntax, and punctuation errors as well as their recurrent autocorrection strategies in digital environments, using both common writing software and advanced correctors. Secondly, our analysis will attempt to justify the digital revision strategies we have formalized. After having introduced our conceptual framework that considers writing from a cognitivist perspective, and our methodology, we will present our first-year analysis and results.

Keywords: digital writing; autocorrection; digital revision strategies

Bibliography
Grégoire, P. (2018). L’utilisation d’un outil d’aide à la révision et à la correction en contexte numérique. Université du Québec en Abitibi-Témiscamingue. https://pascalgregoire.wordpress.com/projet-mees/
Grégoire, P. (2021). L’utilisation d’un outil numérique d’aide à la révision et à la correction à la fin du secondaire : effets sur la qualité de l’écriture. Canadian Journal of Education / Revue canadienne de l’éducation, 44(3), 788–814. https://doi.org/10.53967/cje-rce.v44i3.4809
Harvey, S. & Loiselle, J. (2009). Proposition d’un modèle de recherche développement. Recherches qualitatives, 28(2), 95-117. http://www.recherche- qualitative.qc.ca/documents/files/revue/edition_reguliere/numero28(2)/harvey(28)2.pdf `
Leijten, M., & Van Waes, L. (2013). Keystroke Logging in Writing Research: Using Inputlog to Analyze and Visualize Writing Processes. Written Communication 30(3), 358-392.


Maria Luz Guimarães ()
THE ARCHITECTURE OF SUMMARY WRITING THROUGH RETEXTUALIZATION STRATEGIES: EXPERIENCES OF BRAZILIAN AND PORTUGUESE STUDENTS
-
This study aimsto contribute to the analysis of the writing of school summaries as an activity resulting from retextualization, that is, the process of producing a new text from the source text. Through this process, we investigated students’ difficulties in articulating the organization of information with the strategies of retextualization and the respective linguistic properties in the production of summaries. This study uses the theoretical and methodological frameworks of Sociodiscursive Interactionism (SDI) and Textual Linguistics. The corpus consists of the analysis of texts by an intervention group and a control group, composed of 34 11th-grade students from two public secondary schools in northern Portugal and 34 2nd-year students from two public high schools in northeastern Brazil. The analysis showed differences between students from Portugal and Brazil in three main parameters after the professor’s intervention: genre misunderstanding, recognition of irony,andreports of difficulties inreadingassociated with socioeconomic issues (Fisher’s exact test, p<0.05). The results show the need for planned classes, interactive reading, and retextualization as a strategy, contributing to students’ proficiency in summary production.


Kenneth Reinecke Hansen (Denmark)
SCHOOL OR FILM SCHOOL? DANISH STUDENT TEACHERS’ FILM TEACHING INTERVENTIONS CONSIDERING THE PARADIGMS OF MULTILITERACY AND EXPERIENTIAL LEARNING

ARLE 2022 - Paper presentations Wednesday, 12:30-14:00 Room CTF02 R111 Chair: Christodoulou, Valentina
In the 1990s, with the multiliteracy paradigm (Cazden et al., 1996), Danish L1 – as well as other L1 subjects – primarily became a text subject. Meanwhile, the practical-based experiential learning (Kolb, 1984) moved Danish out of the classroom, at least figuratively: The pupils should no longer practice formal skills at the school desk but interact with the subject in meaningful contexts. Hence, nowadays, pupils are expected to work creatively and self-regulating with multimodal texts in realistic scenarios.

We wish to critically discuss these developments in L1, grounded empirically in a study of Danish student teachers teaching film in Danish L1 in grade 6 (11-12 years) and 8 (13-14 years). The methods used are pretest, (video) observation, and document analysis.

Our analyses point to significant discrepancies in the student teachers’ teaching. When planning, they were focused on dramaturgical analysis and theoretical perspectives on film; when teaching, the effort was put into aesthetical perspectives and practical production; and when evaluating, neither analytical nor aesthetical perspectives were the focus. Nowhere in the process, critical perspectives played a role, not even when the pupils worked with documentaries or commercials.

During production, the pupils worked in scenarios imitating professional production teams with roles as directors, actors, etc., scaffolded by the student teachers. The production processes were complex, and the pupils had difficulties staying in role and keeping production on track. As a result, the scaffolding strategies became increasingly task-oriented and less oriented toward the pupils’ learning development (Van de Pol et al., 2010).

Thus, the experiential ‘division of labor’ – and of modalities – might not be the most efficient strategy when teaching film in school since it seems to disintegrate theoretical, analytical, and critical perspectives on film. Moreover, instead of relying on the pupils’ (limited) experience, more explicitly instructional scaffolding strategies (Dignath & Veenman, 2021) seem to be appropriate when producing film. These conclusions hold implications for media literacy in L1 in general.

KEYWORDS: experiential learning, film teaching, media literacy, multiliteracy paradigm, scaffolding

REFERENCES:
Cazden, C. et al. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard educational review, 66(1), 60-92.
Dignath, C., & Veenman, M. V. (2021). The role of direct strategy instruction and indirect activation of self-regulated learning — Evidence from classroom observation studies. Educational Psychology Review, 33(2), 489-533.
Kolb, D. 1984. Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
Van de Pol, J., et al. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational psychology review, 22(3), 271-296.


Irit Haskel-Shaham & Yahya Hijazi (Israel)
COPING WITH L2 ON CORONA DAYS
-
ARLE 2022 - Paper presentations Wednesday, 12:30-14:00 Room CTF02 R114 Chair: Haskel-Shaham, Irit
TThe study of Hebrew among L1 Arabic speakers living in East Jerusalem has gained momentum. This increased interest relates to the need for integration into the Israeli economy and society and to the shortage of professional Hebrew teachers in East Jerusalem. Many youngsters are interested in becoming Hebrew teachers, though their proficiency in Hebrew is rather low. The David Yellin Academic Colleges of Education in Jerusalem opened a special B.Ed program for that.

The first year of this program started on 'Corona times'. This "era" of the Corona pandemic affected all domains of life and even more forcefully teaching and learning language (Li & Al., 2021). Distanced learning was the only way learning could proceed, synchronically or a-synchronically, but it imposes heavy weight on students, especially on disadvantaged students (Collen, 2021) from low SES, while based on the association of the civil rights in Israel (2021), 3 out 4 Jerusalemite Arabs live under the poverty line. With its advantages, some critical issues were raised for second/foreign language learners: struggling with the online learning process, keyboarding in another language, being present by opening the camera, and by voicing – expressing oneself [ideas and pronunciation], listening and understanding through the 'machine', low level of literacy and particularly digital literacy (Nabil & Ma'moun, 2020).

This on-going research aims to investigate the students coping with L2 acquisition under Corona circumstances. We aim to penetrate students' stance toward long distanced language learning, and the challenges they met, and progress in language acquisition. We examine the connections between stance and sense of progress in L2 skills; between sense of competence in L1 and L2 and their overall progress in L2.

This research is based on a questionnaire and semi-structured interviews with our first-year students during the lockdown. Our data so far from the quantitative part of the research reveal challenges that are particular to language learning. Students' responses referred to several main constructs (Klimova, 2021): language skills, preparedness for on-line teaching and progress in L2 online learning. Main problems relate to technical and communication challenges that effect language learning (Mahyoob, 2021).

Keywords: COVID-19 Pandemic, EFL/L2 learners, Language learning challenges, Online learning, distance learning


Collen, I. (2021). Language Trends England 2021- Language teaching in primary and secondary schools in England. British Council, Retrieved on Nov. 21 from https://www.britishcouncil.org/sites/default/files/language_trends_2021_report.pdf
Klimova, B. (2021). An Insight into Online Foreign Language Learning and Teaching in An Insight into Online Foreign Language Learning and Teaching in the Era of COVID-19 Pandemic. Science Direct, Procedia Computer Science 192 (2021) 1787–1794
Li, G.; Dobrin-De Grâce, R.; Sun, Z.; Haslip, M.; Burchell, D.; Rivard Dexter, J. and Chen, X. (2021). Promoting second language learning during the covid-19 pandemic: parents' and teachers' coping strategies. Voices of the RSC, Retrieved on Nov. 21 from https://rsc-src.ca/en/voices/promoting-second-language-learning-during-covid-19-pandemic-parents%E2%80%99-and-teachers%E2%80%99-coping

Mahyoob, M. (2021). Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World English Journal (AWEJ) Volume 11. Number 4 December 2020 Pp. 351-362
Nabil, A. & Ma'moun, A. (2020). Foreign Languages E-Learning: Challenges, Obstacles and Behaviors during COVID-19 Pandemic in Jordan. Palarch’s Journal of Archaeology of Egypt/Egyptology 18(6). 11536-11554. Retrieved on Nov. 21 from https://www.researchgate.net/publication/348168259



Sigal Hason & Yael Segev (Israel)
PRACTICES TO ENCOURAGE READING AMONG PRE-SERVICE TEACHERS FROM THE BEDOUIN DISPERSION IN THE NEGEV: CHALLENGES AND OPPORTUNITIES
-
ARLE 2022 - Paper presentations Wednesday, 16:00-17:30 Room CTF02 R113 Chair: KARYOLEMOU, Marilena
Research indicates that teachers’ perspectives influence their teaching methods (Ertmer & Ottenbreit-Leftwich, 2010; Clarke, Dede & Dieterle, 2008 (and the way the teach is affected by their own experiences as students (Marsh & Willis, 2003). Based on these understandings, the present study examines the perspectives of 18 Preservice teachers from the Bedouin sector. Those students mostly do not come from a rich literate environment; they are speakers of Arabic who study in Hebrew, and most of them are not exposed to books. During an academic course about reading motivation they were exposed, as learners, to five practices to encourage reading in a second language.
This study presents the challenges and opportunities faced by those students, the contribution of their personal hands-on experience to their ability to encourage reading in a second language, and future implications on their work as teachers.
The research questions were:
1. How do Preservice teachers experience the acquisition of reading for pleasure practices in a second language?
2. What are the contributions and challenges of integrating reading for pleasure practices in Preservice teachers training?
The research tools
1. A questionnaire which was administered to the students at the beginning and at the end of the course.
2. Written reflections of the students after each experience with a practice.
3. recorded and transcribed Zoom meetings.

The data analysis was based on content analysis, and the findings indicate that the various practices that the students experienced, helped to turn the classroom into a multi-voiced (polyphonic) interpretive space that allowed students to get their opinion on the various aspects of encouraging reading in a foreign language. The students' reflections flooded the discourse on the role of the teacher in a multicultural society as an agent of socialization and specifically, on the use of the literary text in a second language among others as a cultural bridge and as an agent of socialization.

Keywords:Pleasure reding in second languige, Pleasure reading in poor societies

Clarke-Midura , J., Dede, C., (2010). Assessment, Technology, and Change, Journal of Research on Technology in Education, 42:3, 309-328, DOI: 10.1080/15391523.2010.10782553
Ertmer, P.A& Ottenbreit- Leftwich A.T (2010). Teacher technology change: How knowledge, beliefs and culture intersect journal of Research on Technology in Education 42(3), 255-284.
Marsh C.J. &Willis, G. (2003). Curriculum: Alternative approaches, ongoing issues, Upper Saddle River, New Jersey: Merrill/ Prentice Hall


Claudia Hefti & Dieter Isler & Judith Maier (Switzerland)
PROMOTING KINDERGARTEN STUDENTS' ORAL TEXT ABILITIES THROUGH IMPROVED INTERACTIONAL SUPPORT BY THEIR TEACHERS IN EVERYDAY COMMUNICATION

ARLE 2022 - Paper presentations Wednesday, 16:00-17:30 Room CTF02 R116 Chair: Høegh, Tina
Challenging communicative tasks such as reporting experiences, inventing stories or explaining knowledge are essential in classroom communication and crucial for successful academic learning. If provided with opportunities and scaffolding by their language models (Bruner, 1983 [2002]), children begin to acquire these abilities as soon as they start using oral language to represent complex information. However, young children's familiarity with these oral texts varies widely depending on the linguistic and educational practices in their families (Heller, 2012). Furthermore, early childhood educators do not yet sufficiently focus on promoting challenging conversations (König, 2006). As more recent studies show, the interactional support provided by educators and teachers can be improved by professional development, and progress in teacher's scaffolding can support the children's language acquisition (Piasta, 2012). These promising results have not yet been confirmed for children's higher order text abilities.
The intervention study «Promoting oral texts in kindergarten classrooms» aims at supporting teachers to promote the production of oral texts (e.g. reports, stories, explanations) in everyday kindergarten communication. In a pre-post-follow-up-design with intervention and control group, 60 teachers' interactional support and 278 children's abilities to produce oral texts have been measured at the beginning of the first and the second year as well as at the end of the second year of kindergarten. The teachers of the intervention group have attended a nine months professional development program consisting of individual video-based coaching, e-learning units and small group coursework.
In our paper presentation, we will briefly introduce the study design and methodology and then focus on the results: the development of the students' oral text abilities, the impact of the intervention on the teachers' interactive support and the potential effect of teaching quality on student learning.

Key words:
Oral text abilities, classroom communication, scaffolding, Kindergarten, professional development

References:
Bruner, J. (1983 [2002]). Wie das Kind sprechen lernt. Bern: Hans Huber.
Heller, V. (2012). Kommunikative Erfahrungen von Kindern in Familie und Unterricht. Passungen und Divergenzen. Tübingen: Stauffenburg.
König, Anke (2006). Dialogisch-entwickelnde Interaktionsprozesse zwischen ErzieherIn und Kind(ern). Eine Videostudie aus dem Alltag des Kindergartens (Dissertation). Dortmund: Universität Dortmund
Piasta, S., Justice, L., Cabell, S., Wiggins, A., Turnbull, K. & Curenton, S. (2012). Impact of professional development on pre-school teachers’ conversational responsivity and children’s linguistic productivity and complexity. Early Childhood Research Quarterly, 27, 387–400.



Stine R. Heger (Denmark)
THEORIZING CHILDREN’S WRITING ENJOYMENT
-
ARLE 2022 - PhD Preconference session Tuesday, 18:00-19:00 Room LRC012 Chair: Neokleous, Theoni
The title of my PhD project (2021-2024) is “Children’s writing enjoyment in and outside of school –
exploring the potentials of fiction writing”. The study is interdisciplinary, combining writing studies,
L1 didactics, and children’s literature/culture studies. The main research question is: What do
children experience when they participate in voluntary out-of-school creative writing programs, and
how could an understanding of these experiences contribute to discussions of writing in school
settings?

The project explores children’s “writing enjoyment” or “writing for pleasure” (Heger, 2020; Young
& Ferguson, 2021). The aim of the project is twofold: to theoretically explore this terminology
(“skrivelyst” in Danish), and to empirically explore children’s fiction writing experiences – both in
so-called “author schools” for children (free time writing activities taught by professional authors
outside of school) and in school classes. The project will then discuss the possibilities and/or
limitations for synergy between these two domains and develop a theoretically useful term for
“skrivelyst” (“writing enjoyment” or “writing for pleasure”).

The method of the empirical study is qualitative, explorative case study with ethnographic
phenomenological field work and analysis (Healey, 2019; Healey & Merga, 2017). Field work will
be carried out in two author schools for children and in two 6th grade school classes. The main
interest here is children’s experiences and perspectives (Warming, 2019), and findings will feed into
the development of terminology and theory.

Based on knowledge collected in a pilot prior to this PhD, I have outlined a preliminary model for
terminology concerning children’s writing enjoyment (“skrivelyst”) consisting of terms such as
writing competence, interest, volition, motivation, agency, creativity, and belonging (Heger, 2020).
The model is multifaceted. With reference to Young & Ferguson (2021) and also to Guthrie &
Wigfield (2000), I bring together different theoretical perspectives. At the workshop I wish to
present my ideas for operationalization and further development of theory, and to discuss the
potentials and challenges in doing so.

Keywords: L1-didactics, fiction writing, writing enjoyment, child perspectives, theory building

References
Guthrie, J. T.; Wigfield, A. (2000). “Engagement and motivation in reading”. In M. L. Kamil, P. B.
Mosenthal, P. D. Pearson, & R. Barr (Eds.). Handbook of reading research. vol. 3. 403-422.
Healey, B. (2019). ”How Children Experience Creative Writing in the Classroom”. Australian Journal of
Language and Literacy. vol. 42 (3). 184-194.
Healey, B.; Merga, M.K. (2017). “A phenomenological perspective of children's writing”. Australian Journal
of Language and Literacy. vol. 40 (3). 199 - 209
Heger, S. (2020). Master dissertation. Skrivelyst – en teoretisk begrebsundersøgelse med praksisperspektiver.
Center for Children’s Literature and Media. Aarhus University:
http://laerogskriv.dk/publications/Skrivelyst.pdf
Warming, H. (2019). ”Børneperspektiv – en populær flydende betegner”. Nordisk tidsskrift for pedagogikk og
kritikk. vol. 5. Barneperspektiv. 62–76
Young, R; Ferguson, F. (2021) Writing for Pleasure. Routledge.


Florian Hesse (Germany)
TEACHING QUALITY IN THE LITERATURE CLASSROOMS OF PRE-SERVICE TEACHER STUDENTS
SIG Teacher Education
ARLE 2022 - Paper presentations Wednesday, 16:00-17:30 Room CTF02 R113 Chair: KARYOLEMOU, Marilena
In recent years, many universities worldwide implemented extended internships into their teacher education programs (Darling-Hammond 2017). In these internships, teacher students usually ought to plan and conduct their own lessons for the first time. While there is growing research on school- and university-based mentoring during these internships, little is known about how the teacher students’ lessons actually look like – especially when reviewing the research from a teaching L1 perspective (Ulrich et al. 2020). Against this background, the paper presents selected results of a video study that investigated N=22 videotaped literature lessons of N=22 German (L1) teacher students in their long-term internship (in the 5th or 6th semester). Among other aspects, the study used observer ratings (N = 3 raters) to assess the instructional quality of the lessons. This was done to find out where students face challenges in teaching that should be reflected upon during the further course of their studies. Instructional quality was operationalized both by generic dimensions of teaching quality (classroom management and climate) and subject-specific dimensions (Praetorius & Charalambous 2018). The latter focussed, first, on the degree to which teacher students activate their students cognitively and emotionally in order to interact with the literary text (e. g. Do the tasks demand a superficial or close reading of the text? Do the student teachers involve the pupils cognitively and emotionally or do they ignore their perspectives?; cf. Winkler 2020). Second, the subject-specific ratings assessed the quality of content selection and presentation (e. g. Do the teacher students address the potentials of a specific text in their lesson? Do the students structure the lesson logically with respect to their goals?). In the paper presentation, descriptive results concerning subject-specific quality will be presented and discussed concerning their implications for the (practical) education of L1 teachers.

Key words: teacher education, teaching quality, internships, video study

References
Darling-Hammond, L. (2017): Teacher education around the world: What can we learn from international practice? In: European Journal of Teacher Education 40 (3), S. 291–309. DOI: 10.1080/02619768.2017.1315399.

Praetorius, A-K.; Charalambous, C. Y. (2018): Classroom observation frameworks for studying instructional quality: looking back and looking forward. In: ZDM Mathematics Education 50 (3), S. 535–553. DOI: 10.1007/s11858-018-0946-0.

Ulrich, I. et al. (2020): Wie wirkt das Praxissemester im Lehramtsstudium auf Studierende? Ein Systematischer Review. In: I. Ulrich und A. Gröschner (Hg.): Praxissemester im Lehramtsstudium in Deutschland: Wirkung auf Studierende. Wiesbaden: Springer VS, S. 1–66.

Winkler, I. (2020): Cognitive activation in L1 literature classes. A content-specific framework for the description of teaching quality. In: L1-Educational Studies in Language and Literature, 20,
1-32. DOI: 10.17239/L1ESLL-2020.20.01.03


Jeanette Hoffmann (Italy)
POLYPHONIC PICTURE BOOKS IN MULTILINGUAL EDUCATION ENVIRONMENTS OF SOUTH TYROL

ARLE 2022 - Paper presentations Wednesday, 11:00-12:30 Room CTF02 R113 Chair: Karpava, Sviatlana
The region of South Tyrol in northern Italy is characterised by its historical and migration-related internal and external multilingualism. In addition to the national languages German, Italian and Ladin, many other languages and dialects are present in the population and thus also in educational institutions (Glück et al. 2019). The separation of the language groups into German- and Italian-language kindergartens and primary schools (only the Ladin educational institutions are multilingual) is historically and politically conditioned and is also reflected in other areas of society. At the same time, bilingualism (German-Italian) is a prerequisite for work in the public sector and enables all educators and teachers to work in both languages. Nevertheless, the language of instruction and the choice of literature are characterised by monolingualism.

The study IMAGO, picture books – multilingual, rhymed and wordless – in kindergartens and primary schools in South Tyrol is situated in this complex multilingual context. Through the selection of a polyphonic range of picture books, the aim is to create spaces of possibility for multilingual ways of dealing with them. Theoretical points of reference are narrativity, materiality and multilingualism (Franceschini 2011); methodologically, the study is located in reconstructive social research and focuses with the key incident analysis (Kroon & Sturm 2007) on individual incidents that reveal fundamental structures. Through ethnographic observations and focused interviews with children and educators and teachers, narrative-specific action practices are reconstructed. The guiding research question is how multilingual picture books, rhymed picture books and wordless picture books are received by children in a multilingual context in kindergarten and primary school and to what extent they contribute to linguistic and literary learning (Ommundson et al. 2022). In the presentation, first insights into the context of reception practices at a German-language primary school will be given.

Keywords: multiligualism, picturebooks, classroom interaction, literary learning, language acquisition

References
Franceschini, R. (2011). Multilingualism and Multicompetence: A Conceptual View. The Modern Language Journal, 95(3), 344–355.
Glück, A., Leonardi, M.M.V. & Riehl, C.M. (2019). Südtirol. In: R. Beyer & A. Plewnia (Eds.), Handbuch des Deutschen in West- und Mitteleuropa: Sprachminderheiten und Mehrsprachigkeitskonstellationen (pp. 245–280). Narr Francke Attempto.
Kroon, S., & Sturm, J. (2007). Key Incident Analysis and International Triangulation. In W. Herrlitz, S. Ongstad, & P. H. van den Ven, (Eds.), Research on mother tongue educa-tion in a comparative international perspective. Theoretical and methodological issues (pp. 96–114). Rodopi.
Ommundson, Å. M., Haaland, G., & Kümmerling-Meibauer, B. (Eds.). (2022). Exploring Challenging Picturebooks in Education: International Perspectives on Language and Literature Learning. Routledge.


Heidi Höglund & Sofia Jusslin (Finland)
POETRY ON THE WALL: INVITING, SEIZING, INTENSIFYING, AND TRANSFORMING LITERARY ENGAGEMENTS
-
ARLE 2022 - Paper presentations Friday, 09:00-10:30 Room CTF02 R113 Chair: Höglund, Heidi
The paper explores an example of Poetry on the Wall and its potentials for and contributions to educational contexts. Considering that the literature on poetry in education has emphasized a need to rethink how poetry can be approached and taught in educational contexts (cf. Creely, 2019), the study explored the idea of using an arts-based approach of visualizing “Poetry on the Wall.” By engaging with the poem “Reading List” installed in 2020, created and painted as a wall mural by artist-poet Vidha Saumya, the study aimed to explore the performative potentials of engaging with Poetry on the Wall for poetry pedagogy. The study is positioned within a performative research paradigm (Østern et al., 2021) and uses arts-based research as the methodological approach. The data encompass the artwork, a dialogue between the artist-poet, two researchers/teacher educators of L1, a visual artist-researcher, and a visual art educator, as well as the researchers' embodied engagements with “Reading List”. In the analysis, the authors used a thinking with performativity approach (cf. Jackson & Mazzei, 2012) by plugging in with the concepts of intra-action and negotiation. Based on the analysis, the potentials of Poetry on the Wall were proposed to encompass inviting, seizing, intensifying, and transforming literary engagements. The study suggests that Poetry on the Wall can be understood as a rethinking of poetry, contributing to the movement that explores alternative ways that could reinvigorate poetry in education.

Keywords: Poetry, visual arts, arts-based responses, performativity, poetry pedagogy

References
Creely, E. (2019). “Poetry is dying”: Creating a (re)new(ed) pedagogical vision for teaching poetry. Australian Journal of Language and Literacy, 42(2), 116–127.

Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with Theory in Qualitative Research: Viewing data across multiple perspectives. Routledge.

Østern, T. P., Jusslin, S., Knudsen, K. N., Maapalo, P., & Bjørkøy, I. (2021). A performative paradigm for post-qualitative inquiry. Qualitative Research. Advance online publication. https://doi.org/10.1177/14687941211027444


Allayne Horton & Larissa McLean Davies & Sarah E. Truman ()
TEACHING LITERATURE IN TIMES OF CRISIS: LITERARY LINKING METHODS IN AUSTRALIAN SECONDARY SCHOOLS
-
ARLE 2022 - Symposium Wednesday, 11:00-12:30 Room CTF02 R112 Chair: Horton, Allayne
 Discussants: Truman (Australia)
English is the only compulsory subject at all levels of schooling in Australia. One of the foundational arguments for literary study has been the promise of literature to change lives and offer students new ways of seeing themselves, their communities, and the future. The three papers in this panel engage with English literary pedagogy and ‘literary linking’ methodology (Mclean Davies, Truman, & Buzacott, 2020) to consider how literary texts can be activated to address pressing contemporary concerns in Australia and globally including: 1. Climate Crisis, 2. Sexual Consent and respectful relationships, 3. COVID-19 confinement and viral anxiety.

The past two years have seen Australia’s worst bushfire season on record, a national #MeToo movement highlighting ongoing violence against women and girls in schools and beyond, and the global COVID-19 pandemic forcing schools online and literary education to be mediated through Zoom. The three papers in this symposium investigate how literature may be mobilized in contemporary classrooms to activate discussions around these crises.

Each of the symposium’s research projects engages with literary linking methodology (McLean Davies et al 2020; Truman et. al, 2021) which asks teachers to reimagine the potential and purpose of literature through animating the relations between texts, contemporary social issues, and critical theory. Literary linking as a methodology goes beyond notions of a text-based intertextuality and considers teachers’ situated understanding of their own pedagogical spaces, and students’ intersectional contexts and environmental concerns as vital in the creation of literary understanding in contemporary Australia. Conceptually, the three papers in this panel draw from interdisciplinary scholarship in the fields of affect theory, feminism, anti-colonialism, speculative fiction, and digital technologies in combination with empirical research in secondary schools to investigate the unique position of English literary education to make sense of the world in crisis.

Scholarly significance?

L1 education often carries the responsibility for the development of future citizens, who are able to address the moral and ethical dilemmas of uncertain futures. In order to take up this challenge in the 21st century, as Matthewson argues

Structure: The panellists propose to attend in person. Each will give a 20 minute paper, followed by a 10 minute discussion by Discussant, and 15 minutes of questions.


Laura Hüser & Edita Rehberg & Michael Krelle & Jutta Daemmer (Germany)
LEON - AN APPLICATION FOR READING TRAINING IN A DIGITAL ENVIRONMENT
-
ARLE 2022 - Paper presentations Thursday, 11:00-12:30 Room CTF02 R114 Chair: Godhe, Anna-Lena
In Germany, a central goal for German lessons in primary school are acquisition of reading skills and literary competencies (cf. KMK 2005). A selection of methods has proven to be effective for this purpose, particularly a combination of paired reading and assisted reading, reading strategy training as well as literary understanding (cf. Rosebrock and Nix 2020). It is proven that working with digital media can be of additional support (cf. Isler et al. 2010; Wampfler 2017). Therefore, the project "Leseraum Online (LeOn) – Reading training in a digital environment" has been initiated. LeOn is a video-based, digital environment that implements various effective methods for reading education in primary school. The project is funded by the Ministry for School and Education of the federal state of Nordrhein-Westfalia (Germany) and is implemented by the Centre for Teacher Education of Technical University of Chemnitz. In the future, the application is planned to be rolled out to 2.800 primary schools.
This presentation focuses on the main project stages from conception to implementation. It will include the methodical as well as technical development of the application in cooperation with pilot primary (n=9, respectively 150 pupils) and secondary schools (n=2, respectively 40 pupils).

The method is based upon questionnaire surveys, both with teachers and students, and classroom observations. A key aspect of the presentation will be the collaboration with various stakeholders (ministries, schools, science, etc.). Additionally, we will present challenges during the pilot phase and discuss mitigations.

Keywords: reading literacy, digital reading, paired reading, reading education

References

KMK - Kultusministerkonferenz (Hrsg.) (2005): Beschlüsse der Kultusministerkonferenz. Bildungsstandards im Fach Deutsch für den Primarbereich (Jahrgangsstufe 4). Beschluss vom 15.10.2004. https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/2004/2004_10_15-Bildungsstandards-Deutsch-Primar.pdf (last access 07.02.2022)

Isler, D./Philipp, M. & Tilemann, F. (2010): Lese- und Medienkompetenzen: Modelle, Sozialisation und Förderung. Düsseldorf: Landesanstalt für Medien Nordrhein-Westfalen.

Rosebrock, C. & Nix, D. (2020): Grundlagen der Lesedidaktik und der systematischen schulischen Leseförderung. 9. aktualisierte Auflage. Baltmannsweiler: Schneider Hohengehren.

Wampfler, P. (2017). Digitaler Deutschunterricht: neue Medien produktiv einsetzen. Göttingen: Vandenhoeck & Ruprecht.


Lene Illum Skov & Tina Høegh (Denmark)
A LISTENING LANDSCAPE IN THE MAKING
-
ARLE 2022 - Paper presentations Wednesday, 16:00-17:30 Room CTF02 R116 Chair: Høegh, Tina
This paper presents theory of listening and is part of a study of how listening as a learning strategy can qualify the students’ academic learning and participation in L1. It examines what characterizes the theoretical understanding of listening, listening comprehension and listening competence, as well as what characterizes the listening practice in different listening situations in L1. Based on the study we seek to draw a proposal for a listening landscape:

Research Question: Based on literature studies, what potentials are there for working explicitly with listening in primary school in L1?

Listening is an integrated aspect of oracy (Høegh 2018) and “listening and talking are dialogical and intertwined processes” (Adelmann 2012: 516). The concept of listening is extensive depending on which parts of the listening process you are working with (Otnes 2016). In this project, the focus on listening is based on a social meaning – “listening to” something, e.g., listening attentively to a speech, a reading or a lecture, and “listening with attention and empathy” in dialogue with others, e.g., a conversation. Listening contains thus both a cognitive and a sociocultural perspective.

Listening is an important learning strategy in line with reading, writing and speaking and thus part of the overall literacy competence. But listening is not just a professional competence. Listening is also a social competence and, through its educational potential, also goes beyond the school. The academic terms within the field include notions as listening acts, listening competences, listening purpose, listening comprehension, listening strategies, behaviour, and response. To understand and systematize the concept of listening we seek to draw a listening landscape inspired by Maggie Maclures (Maclure 1994) four rationales of oracy: Oracy for personal development, Oracy for cultural transformation, Oracy for learning and Oracy for functional communication. The landscape metaphor emphasizes that we are dealing with a larger environment where the individual parts are connected. All four perspectives on oracy and therefore listening might exist more or less side by side in L1. The four perspectives contain different ideas about what the purpose of the school in society. Listening is the central activity for students throughout the school system (Adelmann 2012) and is seen as a primary cultural competence (Høegh: 2018). The activity has a great learning potential but is also demanding for many students.

Furthermore, the presentation discuses whether the theoretical overview as a listening landscape can be exemplified by empirical findings from primary school teaching, i.e. observations of listening in classes in primary school teaching and interviews with some of listeners/students: which listening positions are offered in the classroom, and how are they meet by the students?

Keywords: Theory of listening, literacy, listening strategies, oracy.

References
- Adelman, K. (2012) “The Art of Listening in an Educational Perspective: Listening reception in the mother tongue”. in Education Inquiry 3; 4 pp 513-534
- Høegh, T. (2018) Mundtlighed og fagdidaktik [Eng: Oracy and Subject Specific Pedagogy]. Copenhagen: Akademisk Forlag
- MacLure, M. (1994). ”Talking in Class: Four Rationales for the Rise of Oracy in the UK”. I Stierer, B. & Maybin, J. Language, Literacy and learning in Educational Practice. The Open University.
- Otnes, H. (2016): “Lyttehandlinger og lytteformål” [Eng: Listening Act and Listening Purposes]. I: Kverndokken, K. (red.), 101 måter å fremme muntlige ferdigheter på - om muntlig kompetanse og mundtlighetsdidaktik, Oslo: Fagbokforlaget.


Anita Jagun ()
DIGITAL APPLICATIONS IN L1 AND L2 EDUCATION IN POLAND FROM THE PERSPECTIVE OF CONNECTIVISM
-
ARLE 2022 - PhD Preconference session Tuesday, 15:00-16:30 Room LRC012 Chair: Neokleous, Theoni
Technology has undoubtedly an enormous impact on the life of an individual. It is a source of entertainment and knowledge. A lot of researchers recognize its potential in the field of education. The theory of connectivism, which arose in the early 21st century, stated that digital tools allow students to develop abstract thinking, which is more important than the acquisition of knowledge itself (Siemens 2005, Downes 2007). According to connectivism, the process of learning should not be based on passive knowledge acquisition, but rather on a constant grouping of already possessed information (Plebańska, Szyller, Sieńczewska 2020).

The main goal of this presentation is to discuss the nature of digital applications used during L1 and L2 classes in the context of connectivism. Thus, the research investigates if the tools are applied in language teaching in Poland. In order to fulfill this purpose, the following questions will be addressed:
1. How do L1 and L2 teachers select and/or create digital materials?
2. Do teachers obey the principles of connectivism learning theory while applying digital applications?
3. What are the differences (if any) between the use of digital applications in L1 and L2 teaching?


In order to analyze the use of digital applications in L1 and L2 education in Poland, the study focuses mainly on an analysis of the resources available on educational platforms used by pedagogues who teach Polish and English. In addition, the research examines numerous interviews with L1 (Polish) and L2 (English) teachers who work with primary school students (grades: 4-8) in Poland. Due to COVID-19 restrictions, the interviews will be conducted via Internet platforms or over the phone.

According to the preliminary results, L1 and L2 teachers in Poland use digital applications in a passive way, i.e. to check students’ knowledge. The interactive tools applied by Polish pedagogues have numerous advantages. They engage students, make them motivated and enable them to group already acquired knowledge. Nevertheless, these applications do not develop students’ independent thinking and creativity.

Points of discussion
1. Internet applications in various countries (Have you ever heard of any Internet applications that support L1 and L2 teaching?)
2. The popularity of Internet applications (Are they popular in your country?)
3. Internet applications and creativity (What can a teacher do to support creative thinking while using Internet applications?)

Keywords: connectivism, digital applications, education in Poland, L1 education, L2 education.

References:
Downes, S. (2007), What connectivism is. Retrieved from http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html (access: 31.10.2021).
Plebańska, M., Szyller A., Sieńczewska, M. (2020), Q edukacji cyfrowej, Warszawa: Difin.
Siemens G. (2005), Connectivism: A learning theory for the digital age, “International Journal of Instructional Technology and Distance Learning”.


Ingeborg Marie Jensen & Atle Skaftun & Åse Kari H. Wagner & Margrethe Sonneland (Norway)
THE PROBLEM OF THE TEXT IN YEAR SIX
SIG Dialogic Teaching, Learning & Assessment
ARLE 2022 - Paper presentations Thursday, 09:00-10:30 Room CTF02 R115 Chair: Harren, Inga
Student participation is a key feature in curricular reforms worldwide. This paper reports findings from an L1 intervention in primary school (Year 6) aiming for student engagement in literature. The intervention is part of a Norwegian professional development project rooted in a partnership between teacher education, researchers, and schools with the shared ambition of developing dialogic space and student participation (Wegerif, 2013) in four subjects including L1. The paper will be guided by the following research question: How can a dialogic approach to teaching with problems in the L1-subject support student participation in disciplinary practices? Our conception of practice and participation is derived from sociocultural approaches to literacy (Ivanič, 2009) and a wide range of approaches to dialogic education (cf. Mercer et al., 2019).

The L1 intervention implies monthly collaborative seminars between teachers and researchers over the course of three semesters, starting out with a focus on the first hand-experience (Dewey, 1903) of the literary text as a meaningful problem as a basis for designing and exploring more complex teaching plans. Together with the teachers involved, we agreed to transform some of the daily reading quarters into a dialogic space for talking about texts, starting out with song-lyrics selected by the students. This paper explores how the students responded to this activity as it was introduced by teachers and researchers. 16 student group conversations provide the main dataset, against a background of student and teacher interviews addressing their understanding of L1 practices, and fieldnotes from the collaborative seminars and classroom-observations.

Preliminary results indicate that presenting texts as open-ended disciplinary problems generally has the power to generate substantial engagement (Nystrand & Gamoran, 1991), but also calls for reflection over variation related to class culture, group dynamics, timing as well as the affordances of the specific text. These features are the basis for further professional development in 2022, and will be contextualized as such in the paper.

Key words: Student engagement, teaching with problems, dialogic education

References:
Dewey, J. (1903). Democracy in Education. The elementary school teacher, 4(4), 193-204.
Ivanič, R. (2009). Bringing Literacy Studies into Research on Learning Across the Curriculum. In M. Baynham & M. Prinsloo (Ed.), The future of literacy studies, 100-122. Palgrave Macmillan.
Mercer, N., Wegerif, R., & Major, L. (Ed.). (2019). The Routledge International Handbook of Research on Dialogic Education. Routledge.
Nystrand, M., & Gamoran, A. (1991). Instructional discourse, student engagement, and literature achievement. Research in the Teaching of English, 261–290.
Wegerif, R. (2013). Dialogic : Education for the Internet Age. Routledge.


Ingeborg Marie Jensen (Norway)
HOW CAN DIALOGIC TEACHING WITH PROBLEMS LEAD TO CRITICAL THINKING AND STUDENT ENGAGEMENT IN THE L1-CLASSROOM?
SIG Dialogic Teaching, Learning & Assessment
ARLE 2022 - PhD Preconference session Tuesday, 18:00-19:00 Room LRC014 Chair: Papadopoulou, Anthi
The current PhD-project is framed by Partners in Practice, a partnership including teacher education, researchers, and schools with the shared ambition of developing dialogic space and student participation (Wegerif, 2013) in four subjects including L1. Daily classroom activities are transformed into dialogic spaces with the aim to develop and explore high-quality examples of teaching with problems. Based on these interventions, the PhD-project aims to answer the question: How do students in year six and seven experience the opportunities for participation and engagement in the classroom, and how can dialogical teaching with problems affect this?

The PhD thesis is based on a theoretical framework from the field of New Literacy Studies (Gee, 2015) and research on dialogic education (Lefstein & Snell, 2014; Mercer et al., 2019), and is performed as a multiple case study (Yin, 2018) with a pragmatic approach.

The PhD-project examines three questions:
• How do students experience and understand disciplinary practices in four subjects, and how do they experience the opportunities for dialogue and engagement?
• How can exploratory talk about literature affect student engagement and creativity in the subject of L1?
• What narratives do students in year six and seven develop about themselves as L1 students?

The project is using multiple methods, such as focus group interviews, classroom observation and in-depth narrative interviews.

The preliminary results of the interviews indicate that students experience a traditional classroom, whereas their wish is to take a more active and investigative role. The observations show that students can engage in investigative discussions about literature, and even be more playful and explorative when the teacher steps aside in the discussions.

Points for discussion at the preconference, can be how the research design can contribute to creating links between the different parts of the project and make them work together. Comments on sampling for the narrative interviews, and to what degree the preliminary results point out needs for more or different data, will also be welcome.

Keywords: Dialogical teaching, case study, student participation

References:
Gee, J. P. (2015). Social linguistics and literacies : ideology in discourses. (Fifth ed.).
Routledge.
Lefstein, A., & Snell, J. (2014). Better than best practice : developing teaching and learning through dialogue. Routledge.
Mercer, N., Wegerif, R., & Major, L. (2019). The Routledge International Handbook of Research on Dialogic Education. Taylor and Francis. https://doi.org/10.4324/9780429441677
Wegerif, R. (2013). Dialogic : Education for th Internet Age. Taylor & Francis Group.
Yin, R. K. (2018). Case study research and applications : design and methods (Sixth ed.).
SAGE.


Jinsu Jo & Seongseog Park (Korea (The Republic Of))
ANALYSIS OF KOREAN MIDDLE SCHOOL STUDENTS’ MISCONCEPTIONS ON ‘PARTS-OF-SPEECH’ BASED ON ITEM RESPONSE THEORY
SIG Educational Linguistics
ARLE 2022 - Paper presentations Wednesday, 11:00-12:30 Room CTF02 R114 Chair: Armostis, Spyros
Misconception refers to “cognitive structure that do not match the concept or comprise only parts of the concept after learning (Jung, 2020:2)”. Misconceptions have attracted scholarly attention especially in constructivist education research because they provide necessary data to determine the learning status of learners and design lessons accordingly. Recently, studies on grammar misconceptions have been actively conducted in Korea to identify the various aspects of learners’ misconceptions (Jo & Lee, 2021:61-62). However, in order to provide practical help to the grammar teachers, a tool that can measure learners' misconceptions should be developed. This is because appropriate educational interventions can be made only when a valid and accurate diagnosis is made.

Therefore, in this study, we investigated the kinds of misconceptions Korean middle school students had about the parts-of-speech through structured interviews, and discussed the implications of the interview questions for the development of a parts-of-speech misconception diagnostic test using Item Response Theory (IRT). The study consisted of three steps: (1) development of interview questions, (2) structured interviews with Korean middle school students on their misconceptions, and (3) analysis of interview results according to the IRT. In step 1, the misconceptions regarding parts-of-speech discussed in the previous studies were investigated, and semi-structured interviews were conducted with three Korean language teachers with more than five years of experience in middle school. Based on this, misconceptions regarding parts-of-speech were typified and eight sentences including misconceptions of each type were developed. In step 2, structured interviews were conducted with 19 middle school students of various grades and academic achievement levels. We asked them whether the sentences containing parts-of-speech misconceptions - for example, “It is a verb that ends in ‘-ta’ in Korean” - were correct and the reasoning behind their judgment. In step 3, the interview results were analyzed using a two-parameter IRT that checks the degree of difficulty and discrimination. In terms of difficulty, it was found that two items were hard (item 1: 1.04, item 7: 0.90), five items were of medium difficulty (item 2, 4, 5, 6, 8: -0.21~0.50), and one item was very easy (item 3: -4.23). In terms of discrimination, it was found that three items were very high (item 1: 26.37, item 2: 1.95, item 6: 3.63), two items were moderate (item 4: 1.22, item 8: 0.72), two items were low (item 5: 0.51, item 7: 0.37) and one item was very low (item 3: 0.32). Through the interview and IRT analysis, the difficulty and discrimination of each misconception were confirmed, and basic data for the future development of a misconception diagnostic test were established. In addition, various implications for the development of the misconception diagnostic test were obtained during the interview process.

Keywords: misconceptions, parts-of-speech, misconception diagnostic test, item response theory

Reference

Baker, F. B. (1985). The Basic of Item Response Theory, Portsmouth, NH: Heinemann.

Jo, J. S., Lee, G. H. (2021). Analysis of the Relationship between Representation Way of Grammar Terms and Grammar Misconceptions, The Journal of Korean Language and Literature Education, 75, 57-96.

Jung, J. S.(2020). Diagnosing Causes of Pre-Service Literature Teachers’ Misconceptions on the Narrator and Focalizer Using a Two-Tier Test, Education Sciences, 10(4):104.

Kantahan, S., Junpeng, P., Punturat, S., Tang, K. N., Gochyyev, P., Wilson, M.(2020). Designing and verifying a tool for diagnosing scientific misconceptions in genetics topic, International Journal of Evaluation and Research in Education, 9(3), 564-571.

S. Štěpáník (2019). Pupil preconception as a source of solutions to lingering problems of grammar teaching?, L1-Educational Studies in Language and Literature, 19, 1-24.


Maritha Johansson & Anna Nordenstam (Sweden)
DEVELOPING AS A READER - INTERNATIONAL BACCALAUREATE STUDENTS' READER BIOGRAPHIES
-
ARLE 2022 - Paper presentations Friday, 09:00-10:30 Room CTF02 R114 Chair: Johansson, Maritha
Literature education of today is facing many challenges. A decreasing interest in reading is one of them (Swedish Media Council, 2021), even though the picture is contradictory (Brozo, 2002). Studies within the L1 the research field have discussed what happens when the lack of interest in reading is met by a literature education that focuses on complex literary texts (Blok Johansen, 2019; Sønnedal & Skaftun, 2017). From this point of departure our project investigates literature education in a context where reading and analysing literary texts are in the centre of interest, namely the International Baccalaurate Diploma Programme. The aim of the study is to investigate reading and literary identity to increase knowledge on how working profoundly with complex literary texts can impact students’ attitudes towards reading. We investigate how the students position themselves in relation to reading and to literature education. We have collected 30 students’ written descriptions of their development as readers, their reader biography, twice, once before they entered the IB-programme and once after one year’s studies at the IB course Language A Literature. The students were asked to describe themselves as readers from an early age until today. The texts have been analysed using a thematic analysis inspired by Braun & Clarke (2008). Themes identified in the texts were related to theoretical perspectives deriving from Bourdieu (1977) and Bruner (1986). The group of students is heterogenous, both regarding reading today and during their upbringing, and regarding reading inside and outside of school. In general, the students consider reading as a valuable cultural capital (Bourdieu, 1977) and wish to position themselves as readers, even though they describe periods in their life when reading was not in the centre of interest. Being forced to read and analyse complex texts during the IB-education has had a positive impact on most of the students, even though some of them are of the opposite opinion. A deeper understanding of the literary text seems to entail a more positive attitude towards reading, a result that could have an impact on how we regard literature education in a wider perspective. Reading at the IB-programme activates a paradigmatic thinking, sometimes at the cost och the syntagmatic thinking (Bruner, 1986).

Keywords: literature education, International Baccalaureate Diploma programme, reader biography, complexity

Blok Johansen, M. (2019). Litteratur og dannelse. At lade sig berige af noe andet end sig selv. Akademisk forlag.
Bourdieu, P. (1977). Outline of a theory of Practice. Cambridge University Press.
Braun, V. & Clarke, V. (2006). “Using thematic analysis in psychology”. Qualitative Research in Psychology 3:2, s. 77–101.
Brozo, W. G. (2002). To be a boy, to be a reader: Engaging teen and preteen boys in active literacy. Newark, DE: International Reading Association.
Bruner, J. (1986). Actual Minds, Possible Words. Cambridge, MA: Harvard University Press.
Swedish Media Council (2021). Ungar och medier [Kids and Media]. Statens medieråd.
Sønneland, M. & Skaftun, A. (2017). Teksten som problem i 8A: Affinitet och tiltrekningskraft i samtaler om ”Brønnen”. Acta Didactica Norge, vol. 11, nr 2, 2017


Maritha Johansson (Sweden)
THE ESTABLISHMENT OF THE MULTIDISCIPLINARY FIELD OF DIDACTICS OF THE MOTHER TONGUE SCHOOL SUBJECT

ARLE 2022 - Paper presentations Thursday, 12:30-14:00 Room CTF02 R111 Chair: Ioannidou, Elena
The establishment of the multidisciplinary field of didactics of the mother tongue school subject (in this case Swedish) which accommodates both language and literature, can be understood as a dynamic between adaptation and change in the development of new research areas. Several Swedish reforms in the early 2000s had the goal of laying a more solid research foundation for teacher education. Previous research has investigated the development of L1 as a research field in the Nordic countries through an analysis of phd projects (Holmberg et al, 2019), but in this project, we investigate how mechanisms such as funding, knowledge production, and career paths contribute to and counteract the establishment of new research areas related to the teacher profession, through the example of the L1 subject Swedish. The investigation of the dynamics is guided by three overarching research questions:
1. How has the establishment of subject didactics in general and Swedish subject didactics in particular entailed the creation of a new interdisciplinary field in opposition to, and under development of, older disciplines?
2. How has the material and intellectual structure of the academic field changed in terms of new academic positions with new content and merit assessment?
3. How has subject didactic knowledge been received by the professional field?
In this presentation, research question 2 is in the centre of interest. Through the investigation of a corpus of job announcements for the tertiary education sector, from 1990-2021, we have been able to follow the development of a new research area. The analysis shows that the demands in the job announcements become more and more specified. In the beginning of the period, it is enough to have a documented interest in didactics or a background as a teacher, but as the research field evolves, the announcements ask for highly competent teachers and professors. The development of a new research area can be described in terms of a fight between different opponents for what is considered a valuable cultural capital (Bourdieu, 2000). The analysis of how the research area is formed relates to Bernstein’s (2003) distinction between singularities and regions. Singularities have a strong classification, while regions are oriented towards different professional areas, which means that they have weaker outer boundaries. In the analysis, we find that the development oscilliates between regions and singularities.

Keywords
L1 research, establishment of research areas, development, career paths

References
Bernstein, B. (2003). Education, symbolic control, and social practices. In B. Bernstein, Pedagogy, symbolic control and identity. 2nd edition (s. 133–164): Rowman & Littlefield Publishers.
Bourdieu, P. (2000). Konstens regler. Det litterära fältets uppkomst. Brutus Östlings bokförlag Symposion.
Holmberg, P., Krogh, E., Nordenstam, A., Penne, S., Skarstein, D., Karlskov Skyggebjerg, A., Tainio, L. & Heilä-Ylikallio, R. (2019). On the emergence of the L1 research field. A comparative study of PhD abstracts in the Nordic countries 2000–2017. L1-Educational Studies in Language and Literature, 19, 1-27. https://doi.org/10.17239/L1ESLL-2019.19.01.05


Wenckje Jongstra (Netherlands (the))
HOW TO IMPLEMENT THE (MULTIFUNCTIONAL) USE OF WORDLESS PICTURE BOOKS IN EARLY CHILDHOOD EDUCATION?

ARLE 2022 - Roundtable presentations Wednesday, 11:00-12:30 Room CTF02 R116 Chair: Pieper, Irene
Wordless picture books are multifunctional in a way that they can increase knowledge and enforce productive and perceptive skills of language and they furthermore increase skills in inquiry, thinking, imagination and social understanding (Arizpe, 2013; Chaparro-Moreno, 2017; Grolig et al., 2020; Lysakker et al., 2016). These books provide great opportunities for meaning making; in particular, wordless picture books trigger comprehending activities that reinforce emergent comprehending as a condition for developing literacy (Lysakker, 2019). The process can be explained by the fact that comprehending is seen as relational, by transaction between readers and texts (Rosenblatt, 1983).
Although highly valuable, wordless picture books are relatively underutilized in preschools and primary schools in the Netherlands (Jongstra & Mensink, in press). Teachers and professional care givers do now know how to use these books in their practice, nor in the school environment, nor in the child's home environment. There is hardly any research with respect to how the use of these books can be implemented, in particular what is requires from professionals.

Questions for the round table discussion
• What are (world-wide) experiences regarding the use of wordless picture books in primary schools and in early childhood education?
• What are crucial features of a professionalization approach in which teachers and care givers are trained to implement the use of these books in school and in home environments of young children?
• What are hindering and stimulating factors regarding implementing the use of wordless picture books in early childhood education?

Keywords: Wordless picture books, emergent literacy, reading

References
Arizpe, E. (2013). Meaning-making from wordless (or nearly wordless) picturebooks: what educational research expects and what readers have to say. Cambridge Journal of Education, 43(2), 163–176.

Chaparro-Moreno, L. J., Reali, F., & Maldonado-Carreno, C. (2017). Wordless picture books boost preschoolers’ language production during shared reading. Early Childhood Research Quarterly, 40, 52–62.

Grolig, L., Cohrdes, C., Tiffin-Richards, S.P., & Schroeder, S. (2020). Narrative Dialogic Reading with Wordless Picture Books: A Cluster-randomized Intervention Study. Early Childhood Research Quarterly 51, 191-203.

Jongstra, W.,& Mensink, L. (in press). The use of wordless picture books in early childhood education.

Lysakker, J.T. (2019). Before Words; wordless picture books and the development of reading in young children. Teachers College Press.

Lysaker, J.T., Shaw, K.T., & Alicea, Z.R. (2016). Emergent reading comprehension: Social imagination and kindergarteners' readings of a wordless picture book. The Australian Journal of Language and Literacy 39, 245.

Rosenblatt, L.M. (1983). Literature as exploration. Modern language association.


Sofia Jusslin (Finland)
EMBODIED LEARNING IN LANGUAGE LEARNING AND TEACHING PRACTICES: A SYSTEMATIC LITERATURE REVIEW

ARLE 2022 - Paper presentations Wednesday, 11:00-12:30 Room CTF02 R115 Chair: Jusslin, Sofia
The notion of embodied learning has gained ground in educational sciences during the last decade and made its way to language education with researchers acknowledging language processing as embodied processes. An increasing body of language research draws on embodied and distributed cognition to recognize that cognitive capacities are not individual competencies but produced embedded in social practice and interactions between people and material contexts (Atkinson, 2010).

The paper presents a systematic literature review whose aim is to aggregate and review empirical research, published from 1990 to 2020, using embodied learning approaches in language education. The review is conducted within the research project Embodied Language Learning through the Arts (ELLA; 2021–2024). Drawing on theories that acknowledge the mind-body connection in learning and language, the review focuses on embodied learning approaches in first language (L1), second language (L2), and foreign language (FL) educational practices at various educational levels. The review investigates: (1) What characterizes embodied learning approaches in language education; (2) What embodied learning activities are used in language education; and (3) What are the empirical results in studies using embodied learning approaches in language education? Database searches, hand searches in relevant journals, and citation tracking were used to obtain relevant studies. A total of 6529 studies were screened. The review included 38 studies that were mainly focused on the 2010s with a majority published between 2015–2020, suggesting that this line of research is currently rapidly increasing. The included studies were divided into two larger strands: (a) embodied learning through orchestrating embodied language learning and teaching, and (b) embodied learning in naturally occurring language learning interactions.

The presentation presents the results from a thematic analysis (Booth et al., 2016), especially discussing the results from studies conducted in L1 educational contexts, and provides an account of what is empirically established and what remains unexplored.

Keywords: embodied learning; embodiment; language learning; language teaching; literature review

References
Atkinson, D. (2010). Extended, Embodied Cognition and Second Language Acquisition. Applied Linguistics, 31(5), 599–622.
Booth, A., Sutton, A., & Papaioannou, D. (2016). Systematic Approaches to a Successful Literature Review (2nd ed.). Sage.


Sotiria Kalasaridou (Greece)
TEACHING THE BILDUNGSROMAN IN SECONDARY EDUCATION: CONCEPTUAL FRAMEWORK, TEACHING PRACTICES AND LEARNERS’ RESPONSES
-
ARLE 2022 - Paper presentations Friday, 09:00-10:30 Room CTF02 R114 Chair: Johansson, Maritha
The central aim of the present research is the development of a critical – pedagogical framework for demonstrating the teaching of the Bildungsroman (Coming- of -age fiction) in the literature classroom in upper secondary education. Fusing the theoretical underpinnings of the History of the Bildungsroman, the Reader- Response Criticism and Critical Pedagogy (Bakhtin,2007; Boes, 2012; Giroux, 1981; Iser, 1976), I examine the didactics of the Bildungsroman, the teachers’ verbal form of communication and the learners’ literary conversation and dialogic interaction in the classroom. The research questions are the following: i) How can the teaching of the Bildungsroman improve students’ reading strategies and writing skills? ii) What is the link between the teaching of the Bildungsroman and character education? iii) What are the findings regarding the responses, negotiations and representations of the learners in respect of the past and present life?

The qualitative research was conducted by using the ethnography method and more specifically the participant observation. The observation was held during the COVID-19 era in classrooms of Grade 2 (mean age 16) and Grade 3 (mean age 17) of upper secondary education in Greece (N= 116 students, 58 males and 58 females). The presentation focuses on recorded literature lessons which were transcribed and coded with MAXQDA using the qualitative content analysis. Individual sequences are selected and analyzed by using discourse analysis.

The main findings of the research are the following: i) Learners categorize the characters and make textual analysis. ii) The gender is related to the making meaning process. iii) There are learners’ hermeneutic strategies on the protagonists’ actions according to the era of literary text representation and to contemporary society. iv) There is a link between the teaching of the Bildungsroman and character education. Learners can relate the virtues in the stories to the characters.

Key words: Teaching Bildungsroman; upper secondary education; learners’ responses; teaching practices.

References
Bakhtin, Μ. Μ. (2007). The Bildungsroman and Its Significance in the History of Realism. Toronto, Ontario: Parasitic Ventures Press.
Boes, T. (2012). Formative Fictions: Nationalism, Cosmopolitanism, and the “Bildungsroman”. Ithaca (N.Y): Cornell University Press.
Giroux, H. (1981). Ideology, Culture and the Process of Schooling. U.S.A, Philadelphia: Temple University Press.
Iser, W. (1976). Der Akt des Lesens. Theorie ästhetischer Wirkung. München: Fink.


Sviatlana Karpava (Cyprus)
HOME LANGUAGE AND LITERACY DEVELOPMENT: FAMILY LANGUAGE POLICY, AFFECTIVE AND EMOTIONAL DOMAIN OF MULTILINGUAL FAMILIES IN CYPRUS

ARLE 2022 - Paper presentations Wednesday, 11:00-12:30 Room CTF02 R113 Chair: Karpava, Sviatlana
Bilingual and multilingual families in immigrant and minority language contact settings encounter various challenges that are related to their affective and emotional domains and well-being (De Houwer, 2015; Little, 2017). Both parents and children may experience emotional distance, social exclusion and a lack of social connection with their immediate social environment due to various factors such as a low level of proficiency in the majority language, and mixed cultural and linguistic identities (Chen et al., 2012; Müller et al., 2020). This study investigated the interrelationship of the family language policies (FLPs), emotions, socialisation practices and language management strategies of immigrant Russian families in Cyprus and its relevance to the integration of bilingual/multilingual children in the mainstream education system and society.
The participants were eighty bilingual/multilingual families from low-middle-high socio-economic backgrounds, including two- and one-parent families who resided in rural or in urban areas: Forty were mixed-marriage (Russian wife and Greek Cypriot husband) families and 40 were Russian-speaking (both spouses Russian) immigrant families who resided in Cyprus. Our data sources included a questionnaire about the families’ general backgrounds, the parents’ socio-economic status, their linguistic behaviour and their children’s language proficiency, their school experience and literacy development, and semi-structured interviews with the families who were willing to discuss their FLP, home language development and socio-emotional well-being. A mixed-method approached was implemented for data collection and analysis. The interviews were recorded, transcribed, thematically coded and analysed in accordance with the grounded theory research method (Bryant & Charmaz, 2019; Creswell & Poth, 2018). Iterative and recursive content analyses of the data were implemented in order to reveal the thematic patterns (Ward & Wolf-Wendel, 2004).
A thorough analysis of the diverse family types revealed both differences and similarities amongst Russian speakers in Cyprus and their FLPs. Russian speakers incorporated a wide range of language repertoires in their everyday lives: Multilingualism and the maintenance of the Russian language and culture were usually encouraged, as was the development of the children’s Russian-language literacy, and the parents often used the one-parent-one-language (OPOL) approach at home. In many cases, FLPs were characterised by translanguaging to enhance dynamic bilingualism/multilingualism and emotional well-being at home. However, not all of the efforts resulted in successful language transmission, which may have been due to individual and/or societal differences and family configurations.
This paper investigates the interface between the FLP, the maintenance of the home language and the socio-emotional, affective domain of mixed-marriage Russian and immigrant families in Cyprus. It is the first study to examine the role of emotional salience in home language development with regard to the Russian community in Cyprus and how it affects both their home language maintenance and integration in the target society and education system. The findings contribute to the on-going discussion of FLPs and the management and maintenance of the heritage language with an emphasis on parents’ and children’s emotions and well-being, and the emotional salience, needs, challenges and opportunities encountered by endogamous and exogamous Russian families in the multilingual setting of Cyprus in relation to both majority and minority language development and education.

Keywords
Family language policy, majority and home language development, affective and emotional domain, socio-emotional well-being


References:
Bryant, A., & Charmaz, K. (2019). The SAGE Handbook of Current Developments in Grounded Theory. London: Sage.
Chen, S.H., Kennedy, M., & Zhou, Q. (2012). Parents’ expression and discussion of emotion in the multilingual family: Does language matter? Perspectives on Psychological Science, 7(4), 365–383.
Creswell, J.W., & Poth, C.N. (2018). Qualitative Inquiry and Research Design: Choosing among Five Approaches, 4th ed. London: Sage.
De Houwer, A. (2015). Harmonious bilingual development: Young families’ well-being in language contact situations. International Journal of Bilingualism, 19(2), 169–184.
Little, S. (2017). Whose heritage? What inheritance? Conceptualising family language identities. International Journal of Bilingual Education and Bilingualism, 1-15.
Müller, L.-M., Howard, K., Wilson, E., Gibson, J., & Katsos, N. (2020). Bilingualism in the family and child well-being: A scoping review. International Journal of Bilingualism, 24(5-6), 1049–1070.
Ward, K., & Wolf-Wendel, L. (2004). Academic motherhood: Managing complex roles in research universities. The Review of Higher Education, 27, 233–57.


Anne T Keary (Australia)
PLAY AND LANGUAGE LEARNING: AN AUSTRALIAN INTERGENERATIONAL FAMILY STUDY
-
ARLE 2022 - Paper presentations Thursday, 09:00-10:30 Room CTF02 R116 Chair: Neokleous, Theoni
Play is a place of language learning and diverse meaning-making for young children and often central to family life. This presentation reports on a study of six families living in Australia examining family play across generations and intergenerationally with a focus on language and literacy.

The research questions are:
(i)How are inter-generational familial practices shaped by language ecologies and practices?
(ii) How in turn do these familial practices shape the teaching and learning of language through play within the home and community?

The analysis is set against the seven rhetorics of play espoused by play historian Sutton-Smith (1997) with a focus on the language teaching and learning practices that take place in monolingual and multilingual homes and communities. Sutton-Smith describes play as a series of rhetorics, rather than actual theories. We will explore intergenerational language practices through the frame of seven rhetorics.

The research methods employed are those that Monk (2014) used in her early childhood intergenerational Australian study. Three sets of data were collected: audio-recorded group interviews about (i) play memorabilia (ii) photographs and (iii) video-clips. This qualitative tool facilitated intergenerational family dialogue through the capturing of three episodes where the family and the researcher enter into a dialogue.
The data was analyzed for themes according to Braun and Clarke’ s (2013) analytical framework. The themes were conceptualised as patterns of shared meaning-making within the seven rhetorics of play.

The analysis shows the value and power of generational exchange in supporting young children’s language learning and development through everyday play activities, revealing continuity and transformations in the types of play and language learning activities of young children. The findings highlight the complexity and uniqueness of each family’s everyday pedagogical practices.

Keywords: language learning, play, intergenerational, rhetorics of play

References
Braun, V., and V. Clarke. 2013. Successful Qualitative Research: A Practical Guide for Beginners. London: Sage.
Monk, H. (2014). Intergenerational family dialogues: A cultural historical tool involving
family members as co-researchers working with visual data. In Visual methodologies and digital tools for researching with young children (pp. 73-88). Springer, Cham.
Sutton-Smith, B. (2009). The ambiguity of play. Harvard University Press.


Martin Klimovič & Iveta Čuchtová (Slovakia)
MOVING FROM CONTENT-CENTRED INSTRUCTION TO LEARNER-CENTRED APPROACH IN TEACHING WRITING COMPOSITION: A CHALLENGE FOR SLOVAK PRIMARY SCHOOLS
-
ARLE 2022 - Paper presentations Friday, 09:00-10:30 Room CTF02 R116 Chair: Papadopoulou, Anthi
The aim of the paper is to theoretically substantiate the design of a prospective didactic programme for innovative teaching of writing composition in Slovakia. The processes of creating a text are not sufficiently accentuated in contemporary Slovak school practice. Activities related to creation of texts are often side-lined from classroom environment and shifted to home-based assignments. Even if such processes are realised in school, they often lack attributes as spontaneity, intentionality, and authenticity of written communication. Limiting factors of written production in Slovak schools also involve overemphasis on both graphomotor neatness and orthography from the very early years of schooling. All this can lead to the absence of effective procedures and strategies that would allow pupils to communicate through writing effectively and adequately to their knowledge, aptitude and needs.

One of the solutions to this problem is a comprehensive methodological and didactic adaptation of the socio-cognitive model (Hayes, 2006) and the cognitive process model (Flower, Hayes, 1981) of writing. Based on the above models and their practical implementations abroad, we are currently developing a supporting didactic tool for primary education. The Motivated Writing Programme reflects on new approaches to writing in school and is based on 8 essential concepts related to writing composition: motivation, intentionality, meaningfulness, complexity, reflection, authenticity, expression, and self-regulation. The prospective programme will offer teachers and pupils a set of worksheets with corresponding methodological support.

Developing this programme in terms of the above conceptions, we advocate for the need to innovate teaching of writing composition in Slovakia. We present some specimen worksheets filled out by pupils during preliminary piloting in schools. Some of our observations from schools are also indicative of a deepening discrepancy between the practice of writing composition and the genuine communicative needs of the pupil in the 21st century. The overall design of the programme with methodological support are the main intended outputs of the KEGA national project scheme (No. 013PU-4/2021).

Keywords: teaching writing, learner-centred approach, primary school

References:
Flower, L., & Hayes, J. R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32(4), 365–387.
Hayes, J. R. (2006). New Directions in Writing Theory. In: MacArthur, A., Graham, S., & Fitzgerald, J. (eds.): Handbook of Writing Research, New York: The Guilford Press, 28–41.


Martin Klimovič & Lenka Jarušinská (Slovakia)
UNDERSTANDING THE MEANING OF SLOVAK WORDS WITH ETYMOLOGICAL SPELLING BY PUPILS RELATIVE TO THE FREQUENCY OF SUCH WORDS IN SLOVAK LANGUAGE AS RUDIMENTS FOR TEACHING SLOVAK ORTHOGRAPHY
-
ARLE 2022 - Poster session Wednesday, 18:00-19:30 Room CTF02 R116 Chair: Casteleyn, Jordi
In Slovakia, L1 curriculum is organised around the formal structures of the Slovak language. Its individual grammatical items are distributed cyclically in the syllabi for each year of schooling. Slovak is a language with a relatively transparent orthography except for words whose etymology is a determining factor of their spelling. Slovak pupils are taught writing through phonics. Grammatical nature of the L1 syllabus often introduces the pupils with less frequent words whose phonetically ambiguous spelling poses them a problem. The pupils are then required to master the correct spelling of such words even though they are not familiar with their meaning in the given age. Some findings from national testing schemes indicate that more than a half of Slovak school population in the 5th year of primary school (a sample exceeding 40,000) do not apply the acquired spelling rules correctly.

The poster presents results of an analysis on how well the 3rd year pupils in primary school understand the meaning of some selected words with etymologically determined spelling in relation to their frequency in language corpus. Frequency data on words with etymologically determined spelling are introduced in the first part. The following section presents data on how well the pupils from the 2nd to the 5th year of primary school could explain the meaning of less frequent words with ambiguous i/y spelling in their root morphemes and prefixes. The size of the research sample is 106 pupils from the 2nd to the 5th year of primary school. The data have been obtained through a word comprehension test containing 21 low-frequency words. Respondents' answers have been recorded on a pre-designed answer sheet. Their answers were evaluated in a tripartite scale: fully understood – partially understood - not understood.

The research shows that pupils’ ability to explain the meaning of the selected words depends largely on their immediate language experience and does not improve significantly with the progressing year of schooling (age). The pupils in the 4th and 5th year gradually forgot the meaning of the words learnt in the 3rd year within the orthography syllabus.

Keywords: Slovak orthography, low-frequency words, understanding the meaning of the words, young learners


Natalia Kolodina ()
READING FLUENCY IN L1 AND HERITAGE LANGUAGE OF RUSSIAN-AMERICAN BILINGUAL CHILDREN (5-15 YEARS OLD)
-
ARLE 2022 - PhD Preconference session Tuesday, 17:00-18:00 Room LRC014 Chair: Papadopoulou, Anthi
Russian language is one of ten most spoken languages in the USA, according to Census 2010. Today’s immigrants like to guide their kids study Russian as a Heritage Language (HL) (Dubinina, Polinsky, 2013). Reading fluency (RF) is an underdeveloped construct in heritage language studies, both in research and practice. There is still no accurate data on a study of RF established in American-Russian readers.

Several theoretical works about Russian bilingual reading have been published (Kolodina, 2016, Parshina, Sekerina, Lopukhina, Von der Malsburg, 2021). In current research, studies on monolingual American students were used (Cummings, Otterstedt, Kennedy, Baker, & Kame'enui, 2012, Hasbrouck, & Tindal, 2017) as well as studies for monolingual Russian students (Egorov, 1953). Previous study (Kolodina, 2016) showed that only 7% reach the whole-text level, many of them stall at syllable-word level (68%) despite age, 25% stay on sentence level of reading proficiency.

The research involves experiment procedures that are determined to collect data about reading in L1 English and heritage Russian: prosody, rate, and accuracy. Where prosody is what a student demonstrates in phrasing and expression while reading aloud. Reading speed is the number of words that students read in one minutes (WPM). And rate or accuracy is the number of words that students can read correctly in one minute (WCPM) score. To compare the results, we would use the reading index (RI), which is based on participants ' reading speed multiplied by age speed norm divided by 100%.

Participants will be 5 to 15 years old from Russian-American families, attend American public schools, and Russian academic lessons of any kind. Heritage Learners would read short texts of four styles (fiction, nonfiction, column, and poem).

The results would be compared by the component pieces of fluency (prosody, speed, accuracy) to results of monolingual children at the same age. It would give us an idea, how a teacher will make determinations, if students' fluency is at a level appropriate for their age or not. Also would help to create more effective reading instructions for bilingual readers.

The question is about how to choose texts. Are there any special characteristics the text should have? Except authenticity and shortness, ideally it has to be read in one minute. Another problem is that Russian reading fluency scales hard to compare with Americans, for example Russian educators count reading rate by quarters and American teachers by beginning, middle, and ending of the school year.


References:
Cummings, K. D., Otterstedt, J., Kennedy, P. C., Baker, S. K., & Kame'enui, E. J., Form Effects on DIBELS Next Oral Reading Fluency Progress- Monitoring Passages, 2012, https://journals.sagepub.com/doi/10.1177/1534508412447010
Dubinina, Irina and Maria Polinsky. 2013. Russian in the USA. In Slavic Languages in Migration (Slavische Sprachgeschichte vol. 6), ed. Michael Moser and Maria Polinsky. Wien: Lit Verlag. https://scholar.harvard.edu/files/mpolinsky/files/irina_dubinina_polinsky.pdf
Egorov, T. G., Essays on the psychology of teaching children to read. M., 1953.
Hasbrouck, Jan, Tindal, Gerald “An Update to Compiled ORF Norms”; Published by Behavioral Research and Teaching University of Oregon, 2017, https://files.eric.ed.gov/fulltext/ED594994.pdf
Isurin, L., Pan, Y., Lubkemann, S., Observing Census Enumeration of Non-English Speaking Households in 2010 Census: Russian Report, https://www.census.gov/content/dam/Census/library/working-papers/2014/adrm/ssm2014-01.pdf
Kolodina, N.N., Perception of Russian literary texts with language play by bilingual children in the process of reading, 2016 https://www.hse.ru/edu/vkr/175894853
Kolodina, N.N., The Reception of Russian Poetry by Russian-American Bilingual Children, 2020 https://jordanrussiacenter.org/news/the-reception-of-russian-poetry-by-russian-american-bilingual-children/
Zaitsev, V.N., "Reserves for learning to read." – M.: Prosveshenie, 1991.


Natalia Kolodina ()
METHOD "TEXT-TREE" IN ONLINE LEARNING.
SIG Dialogic Teaching, Learning & Assessment
ARLE 2022 - Paper presentations Thursday, 09:00-10:30 Room CTF02 R115 Chair: Harren, Inga
Teachers complain that schoolers have a lot of freedom in virtual classrooms and it’s hard to control. Especially when it is a group of L1 and Heritage Learners (HL). The method “text-tree” adopted privileges to teach and learn literacy online. The study examined and showed the effectiveness of this method. Online lessons have several advantages, which we implicate in the method “text-tree”. For example, find on the internet the meaning of an unknown word, search independently for an answer, share resources with teacher and classmates, etc.

The method was built from the Theory of gradual formation of mental actions (Galperin, 1966), Bloom’s Taxonomy (Bloom, 1956) and the basics of deep reading (Guillory, 2010, Culler, 2010). Components of learning activity (Leontiev, 1981) - a need, a task, motives, and operations. A student is mastering generalized methods of actions under the teacher’s guidance in scientific concepts (Elkonin, 1989). The next element is close or deep reading, which is reading carefully to individual words, thinking about what and how the author wrote in the text, expressing individual point of view and opinion about the text. As language proficiency develops, reading becomes an integral activity in all stages of language acquisition. Thus, it means HL can adopt the challenges with text on every level - word, sentence, whole-text. For example, if it is an unknown word - remember, and not throw direct memorization, but first find it in image collection, then in the dictionary, then in Russian National Corpus, then in different sentences.

Each of the three participant-teachers taught two groups of students. One group was their usual bunch of students. There has been continued traditional educational practice. The second pupils' group was an experimental one, where teachers had to teach by the “text-tree” method. The trial period continued for ten lessons. Data collected surveys, which gathered information from students and their parents. Also, data included teachers’ observations and responses. We used online questionnaires. Surveys and observations had been compiled before the test, after the fifth and the last lessons. Existing data showed the method “text-tree” helps transform analytical close reading into an online interactive literacy classroom for L1 and HL.

References:
Culler, J., The Closeness of Close Reading, American Department of English Bulletin 149, 2010, https://www.ade.mla.org/bulletin/article/ade.149.20English
Elkonin, D.B., How to teach children to read, Selected psychological works. М., 1989. http://psychlib.ru/mgppu/EPr-1997/EPR-3231.htm#
Galperin, P.Y., The Theory of Gradual Formation of mental actions, Moscow, 1966.
Guillory, J., Close Reading: Prologue and Epilogue, American Department of English Bulletin 149, 2010, https://www.ade.mla.org/bulletin/article/ade.149.8
Leontiev, A.N., "The problem of the origin of sensation", 1981, (pp. 7–53). In Problems of the Development of the Mind. (Trans. M. Kopylova) Moscow: Progress Publishers, https://web.archive.org/web/20080301104821/http://www.comnet.ca/~pballan/Leontyev1981chapt1.htm


Kirsten L. Kolstrup & Ulla Lundqvist ()
CREATING SYNERGIES BETWEEN HOME AND SCHOOL LITERACIES IN DANISH L1 PRIMARY SCHOOL CLASSROOMS
-
ARLE 2022 - Paper presentations Thursday, 09:00-10:30 Room CTF02 R116 Chair: Neokleous, Theoni
Many Danish L1 classrooms are characterized by a diverse and multilingual student body whose command of the national language can vary greatly. This variation has intensified in the past 15 years, as national language policies increasingly push municipalities to shut down ‘reception classes’ for newly arrived students, and instead integrate them directly into mainstream education (Kristjánsdóttir 2020). Teachers in L1 mainstream classrooms are challenged by these societal changes, as they often have not been taught the competencies to teach such linguistically diverse student bodies.

However, these challenges also create a valuable opportunity for L1 pedagogies to become better attuned to the diversified student body and to consider how teachers can tap into pedagogies that utilize linguistic diversity as a strategic learning tool that may benefit all students. Literacy studies show that not only multilingual children’s, but all children’s early literacy development can be strengthened by pedagogic synergies between school and home literacy practices (Kelly et al. 2007). Inspired by this research and incorporating a translanguaging perspective – i.e., embracing all students’ diversified linguistic repertoires (Garcia et al. 2020) – this paper asks how teachers in mainstream classrooms can create agency and learning opportunities for a diversified student body.

The methodological backbone of this study is a qualitative case study (Flyvbjerg 2020). Data consists of observation and interviews from two different primary school contexts in Denmark. The first is a reception class where synergies between school and home literacies are an inherent part of classroom routines, the other is an L1 mainstream classroom where teachers involve such synergies for the first time. Our preliminary findings indicate that when teachers in L1 mainstream classrooms include home literacies in school activities they tend to employ translanguaging as a more permanent feature in classroom routines.

Key words
Literacy synergies, school and home, linguistic diversity, translanguaging

References
Garcia, O., G. Aponte & K. Le. 2019. Primary Bilingual Classrooms, Translation and Translanguaging. In S. Laviosa & M. González-Davies (Eds): The Routledge Handbook of Translation and Education. London, Routledge.
Flyvbjerg, B. 2020. Fem misforståelser om casestudiet. In S. Brinkmann & L. Tanggaard (eds.). Kvalitative Metoder. En Grundbog. 3rd edition. Hans Reitzels Forlag.
Kristjánsdóttir, B. 2020. Fagene Dansk, Dansk som Andetsprog og Minoritetsmodersmål: Status og Hierarkier. Nordand (2)15.
Kelly, C., E. Gregory & A. Williams. 2007. Home to School and School to Home: Syncretised Literacies in Linguistic Minority Communities. Bilingual Education and Bilingualism 61.


Stavroula Kontovourki & Evie Poyiadji (Cyprus)
DIGITAL LITERACY MEETS SCHOOL(ING): EXAMINING POTENTIALS FOR TRANSFORMATIONS IN LANGUAGE ARTS PRIMARY CLASSROOMS
-
ARLE 2022 - Paper presentations Friday, 11:00-12:30 Room CTF02 R114 Chair: Godhe, Anna-Lena
This presentation examines how digital literacy may be part of and a force for the transformation of language arts pedagogies in primary schooling. Moving across time and fields of action, we explore how literacy practices in primary Greek-Cypriot classrooms intersected with official policy discourse in the years prior to and during the COVID-19 pandemic. Focusing on instances when school literacy was deliberately expanded—in both discourse and practice— through digital media and tools, we provide examples of how conventional meanings of literacy and pedagogy may be potentially challenged and yet possibly confirmed.

This examination is theoretically grounded in understandings of digital literacy as a social practice that cuts across non/digital tools, off/on-line spaces, and im/material forces (e.g., Burnett & Merchant, 2018). We combined this with post-structural notions of perfomativity that allow understanding school classrooms as complex social spaces where both restriction and possibility exist (Kontovourki & Siegel, 2021; Poyiadji & Kontovourki, under review). From a methodological perspective, the presentation combines data from two research studies that relied on case-study methodology to examine the enactment of literacy curricula in primary classrooms where technology was differentially integrated. Classroom cases were informed by the analysis of official documents relating to the integration of digital technologies in primary schooling, which culminated to the digitization of schooling during COVID-19 lockdowns.

Thematic analysis of teachers’ performances made evident the complexity of digital literacy in school classrooms. Across and within cases, the integration of digital tools and applications opened up spaces for teachers’ and children’s reconstitution as literate subjects, at the same time that digital literacy was hybridized and morphed in the workings of schooling. Such workings were evident in official documentation where sedimented meanings of literacy as print-based and of digital literacy as operational-technical (Green, 2012) were reproduced even when distance learning was in place. Combining these data sources and analyses, we argue that different possibilities for the transformation and the sedimentation of school literacy might emerge simultaneously at the entanglement of L1 as a discipline and school subject, of primary schooling as an institution, of tools and materials, and of embodied action.

Keywords: digital literacy, literacy pedagogy, language arts/L1 education, primary schools

References
Burnett, C., & Merchant, G. (2018). New media in the classroom: Rethinking primary literacy. SAGE.

Green, B. (2012). Subject-specific literacy and school learning: A revised account; Contextualization and commentary. In B. Green & C. Beavis (Eds.), Literacy in 3D: An integrated perspective in theoy and practice (pp. 2-38). ACER Press.

Kontovourki, S., & Siegel, M. (2021). “B is for Bunny”: Contested sign-making and the possibilities for performing school literacy differently. Reading Research Quarterly. Advance online publication. https://doi.org/10.1002/rrq.376.

Poyiadji, E. & Kontovourki, S. (under review). Human and non-human agency in literacy classrooms: ClassDojo as part of pedagogical practice.


Anezka Kuzmicova & Markéta Supa & Martin Nekola (Czech Republic (The))
CHILDREN’S EMBODIED STORY EXPERIENCES: A MULTIMODAL ONLINE Q STUDY
-
ARLE 2022 - Paper presentations Wednesday, 11:00-12:30 Room CTF02 R115 Chair: Jusslin, Sofia
In childhood, finding ways of becoming absorbed in written stories is a prerequisite of developing a reading habit. Educational reader response research has long studied children’s story-elicited experiences (e.g. Wilhelm, 2016). However, its traditional methods such as classroom observations or interviews do not allow for systematic exploration of the phenomenal, bodily experienced, and individually variable nature of different absorption components as defined in research on adults, i.e., Attention, Mental Imagery, Emotional Engagement, Transportation (Kuijpers et al., 2021).

Probing the validity and mutual variability of these components in young readers aged 9-12 (mean age 10.5), we have conducted two interlinked Zoom-based studies employing Q methodology (Ellingsen et al., 2011). In Q Study 1, participants (N = 28, gender-balanced) sorted 19 cards depicting different ways of “being with” stories in terms of modalities (e.g. reading; watching film) and embodied situations (e.g. postures; degrees of privacy). In Q Study 2, focal to current proposal, the same participants sorted 24 verbal statements expressing different inner states and expectations relating to sustained story reading. Both Q samples were based on data from preliminary research combining creative school-based focus groups, home-based interviews, and classroom observations, and involving both conversations on stories in general and live responses to story stimuli. Participants came from diverse socioeconomic/home literacy contexts and attended both regular public and private schools across Czechia.

By-person factor analyses of the sorts in Q Study 2, combined with qualitative analyses of post-sorting interviews, yielded 4 factors, i.e., pre-existing participant groups sharing a given perspective, as follows: F1 Reading for altered temporality, F2 Empathic spectatorial reading, F3 Analytic participatory reading, F4 Reading for fun and fact. Each factor shows a distinct embodiment signature and configuration of the above absorption components. We will consider the implications of these findings for literacy education, especially reading for pleasure pedagogy.

Keywords: reading for pleasure, narrative absorption, embodiment, reader response, Q methodology

References:
Ellingsen, I., et al. (2014). Revealing children's experiences and emotions through Q methodology. Child Development Research, 2014, 910529.
Kuijpers, M. M., Douglas, S., & Bálint, K. (2021). Narrative absorption: An overview. Kuiken, D., & Jacobs, A. M. (Eds.). Handbook of empirical literary studies, 279-304. Walter de Gruyter.
Wilhelm, J. D. (2016). Recognising the power of pleasure: What engaged adolescent readers get from their free-choice reading, and how teachers can leverage this for all. Australian Journal of Language and Literacy, 39(1), 30-41.


Kit-ling Lau (Hong Kong)
USING FLIPPED CLASSROOM TO ENHANCE STUDENTS’ CLASSICAL CHINESE READING COMPREHENSION AND MOTIVATION
-
ARLE 2022 - Paper presentations Thursday, 11:00-12:30 Room CTF02 R114 Chair: Godhe, Anna-Lena
Classical Chinese (CC) was the official written language in ancient China. Due to the linguistic differences between CC and modern Chinese and their insufficient background knowledge of ancient Chinese culture, many Chinese students have poor performance and motivation in CC reading (Lau, 2017; 2018). This paper is a part of an ongoing intervention program which aims to gradually enhance students’ CC reading comprehension and motivation through different developmental levels of self-regulated learning (SRL). Using the “Re-designed Model of Flipped Learning” (Blau & Shamir-Inbal, 2017) as the theoretical framework, the program integrates in-class instruction and out-of-class eLearning activities in a holistic approach. Based on previous research on flipped classroom (FC) (e.g., Lo et al., 2018; Strelan et al., 2020; Wang 2016), the design of the in-class instruction help students establish a good foundation for CC reading and compensate for the common problem of a lack of teacher support in eLearning, while eLearning activities are designed to facilitate students’ application of their self-regulatory skills in independent CC text reading.

All participants in the study are Hong Kong Secondary Two students. The study adopts a quasi-experimental design, involving three treatment groups: SRL-based instruction plus out-of-class eLearning (EG-I+E), SRL-based instruction only (EG-I), and the control group (CG). Both quantitative methods, including reading test and student questionnaire, and qualitative methods, including student interviews and classroom observations, are used to examine the learning outcomes of the three treatment groups to determine whether the inclusion of out-of-class eLearning activities will have more positive effects on students’ CC learning outcomes than the traditional teacher-centered instruction and when only in-class SRL-based instruction is adopted. The study has started in September 2021 and will last for two academic years. This paper will report the results of the pre-test questionnaire, the first student interview and classroom observation collected from the EG-I+E to evaluate initially the feasibility of using FC to facilitate students’ CC learning. The study makes a first attempt to integrate in-class SRL-instruction and out-of-class eLearning into CC reading instruction. The findings should provide valuable insights into the applicability of FC and SRL instruction in a traditional L1 education context.

Keywords: Classical Chinese learning; flipped classroom; reading comprehension; reading motivation; self-regulated learning instruction

Reference:
Blau, I., & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers & Education, 115, 69-81.
Lau, K. L. (2017). Classical Chinese reading instruction: Current practices and their relationship with students’ strategy use and reading motivation. Teaching and Teacher Education, 64, 175-186.
Lau, K. L. (2018). Language skills in classical Chinese text comprehension. Journal of Psycholinguistic Research, 47, 139–157.
Lo, C. K., Lie, C. W., & Hew, K. F. (2018). Applying “First Principles of Instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects. Computers & Education, 118, 150-165.
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 100314.
Wang, Y. H. (2016). Could a mobile-assisted learning system support flipped classrooms for classical Chinese learning? Journal of Computer Assisted Learning, 32, 391–415.


Hyelin Lee & Jeong Hee Ko & Miji Song ()
A STUDY ON THE USE OF DIGITAL ANNOTATIONS IN LITERATURE CLASSES (REVISED ABSTRACT)
-
ARLE 2022 - Paper presentations Thursday, 16:00-17:30 Room CTF02 R114 Chair: Segev, Yael
This study aims to examine the possibility of digital annotations for learners to interpret and communicate with literary texts and practically apply them as an innovative pedagogical tool for post-COVID-19 classrooms. The COVID-19 pandemic has resulted in a physical distance between instructors and learners, which, in turn, has caused the deterioration of instructional quality and lack of communication. However, classes using digital media imply a new possibility for digital annotations. Digital annotations help real-time communication through various functions such as underlining, text entering, and pen-based notes on platforms such as Zoom. This study explores the practice and significance of using digital annotations as a method in literature education in the post-COVID-19 era.

Annotation has traditionally been used as a tool to understand and interpret literary texts. Online annotations, especially, enabled a cooperative reading by collectively sharing interpretations. Since annotations allow learners to form their text responses and promote sharing and communication, they are suitable for learner-led classes based on social constructivism. Synchronous digital annotations facilitate classroom interaction and enable essential literary experience by jointly constructing textual meaning.

This study designed a literature program to utilize digital annotation for twenty elementary school students in Grades 4-6 and collected their experience data through observation and in-depth interviews. The program was conducted in the form of flip learning in which responses to classical literary texts were formed in advance with digital annotations, then deepened and expanded through face-to-face classes. Learners’ annotation, observation, and interview data were analyzed according to the grounded theory analysis method. For reliability, opinions were exchanged and checked between researchers in the process of open coding, axis coding, and selective coding. As a result, learners had an interest in and participated in the new learning method as they can make up for the pressure of having to speak directly as well as inexperienced online chatting skills. In addition, they could achieve text understanding through exchanging opinions collectively. This study has significance in that it confirmed the practical contribution of digital annotations for literary reading and communicating, and showed the possibility of elementary school learners using digital annotations.

Key Words: Digital Annotation, Literature Class, Social Constructivism, Educational Technology, Post-Covid-19 Class

References
Clapp, J., DeCoursey, M., Lee, S.W.S., & Li, K., “Something Fruitful for all of us: Social annotation as a signature pedagogy for literature education”, Arts and humanities in higher education 20(3), SAGE Publications, 2021, 295-319.
Corbitt, A., Wargo, J.M., & O’Conner, C., “Encountering unnatural E-literature: tracing interpretation and relationality across multimodal response and digital annotation”, English in Education, 2021, pp. 1-15.
Ko, J. H., “Study on Classical Poetry Exegesis for Learners”, Journal of Korean Language and Literature Education 33, Seoul National University Korean Language Education Research Institute, 2013.
Lee, J. W., “Collaborative Reading Comprehension of Science Textbook via Students’ Knowledge Sharing in an Online Annotation System”, Journal of the Korean Association for Science Education 38, Korean Association for Science Education, 2018.
Strauss, A., & Corbin, J., Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, 4th ed., CA: Sage Publications, 1998.
Yin, R., Case Study Research: Design and Methods, 6th ed., CA: SAGE Publications, 2018.
Zhu, X., Chen, B., Avadhanam, R.M., Shui, H. & Zhang, R.Z., "Reading and connecting: using social annotation in online classes", Information and Learning Sciences, Vol. 121 No. 5/6, 2020, pp. 261-271.


Helen Lehndorf (Germany)
LITERARY DIALOGUE WITH READERS LESS EXPERIENCED WITH ACADEMIC DISCOURSE PRACTICES - A DESIGN-BASED RESEARCH EXPERIMENT.
-
ARLE 2022 - Paper presentations Wednesday, 16:00-17:30 Room CTF02 R115 Chair: Lehndorf, Helen
Both in research on L1 education and in educational research, dialogic teaching concepts are considered state of the art. This broad resonance is supported by the partly empirically founded assumption that dialogic learning is more effective, more sustainable, and of greater reach (Resnick et al. 2018). From a literary didactics perspective, it is particularly the less telic structure of instruction and the addressing of learners as autonomous and competent readers, each of whose individual perspectives on the text are relevant, that make dialogic instructional approaches attractive (Jannsen 2009).

From the teachers' point of view, dialogic teaching requires increased flexibility in dealing with student contributions, appropriately sound content knowledge, and sufficient experience and confidence in teaching. This may be one of the reasons for the documented finding of a "bias against using dialogic methods in classrooms in Switzerland and Germany […] except for classrooms populated primarily by students at the top of the academic ladder within their school system "(Resnick et al. 2018:332). The requirement for students to formulate their own perspectives on the subject matter also poses a considerable challenge (Hesse et al. 2020).

Against this background, the presentation is dedicated to the question of how literary dialogue can be promoted in classes in less privileged learning environments. The project follows the approach of design-based research and aims both at promoting a promising teaching approach and advancing theory (Barab & Squire 2004: 5). An approach for dialogical reading, developed in accordance with Janssen 2009 (Lehndorf & Pieper, in press), will be critically reflected and changed according to the local conditions of an 8th grade class at a comprehensive school in Berlin. In a collaborative partnership between researcher and practitioner (Anderson & Shattuck 2012), key elements embodying the concept of dialogic reading – the tools and materials, the task structure, the expected participant structure and the intended discursive practices (Sandoval 2014: 21ff.) – are discussed and adjusted. The paper will focus on this process of design development and specifically address the “high level conjectures” (Sandoval 2014: 22) of researcher and practitioner regarding teaching literature. Via qualitative analysis of the transcript of the negotiation process, the convictions about conditions of success for teaching in the class will be examined and the resulting teaching design will be discussed.

Keywords: dialogic teaching, design-based research, teacher beliefs

References
Anderson, T. & Shattuck, J. (2012): Design-Based Research: A Decade of Progress in Education Research? Educational Researcher, 41 (1), 16-25.
Barab, S. & Squire, K.: Design-Based-Research: Putting a Stake in the Ground. The Journal of the Learning Sciences, 13 (1), 1-14.
Hesse. F. et al.(2020): Rollenwechsel. Schülerfragen als Indikator für Irritation und kognitive Aktivierung im Literaturunterricht. In R. Freudenberg & M. Lessing-Sattari (ed.), Zur Rolle von Irritation und Staunen im Rahmen literarästhetischer Erfahrung. Berlin: Peter Lang. 91-111.
Janssen, T. (2009). Literatuur leren lezen in dialoog. Lezersvragen als hulpmiddel bij het leren intepreteren van korte verhalen. University of Amsterdam.
Lehndorf, H. & Pieper, I. (in press). Encouraging literary dialogue: The story “Die Fabrik” by Saša Stanišić in Upper Secondary Education read from a students’ perspective.
Resnick, L. B. et al.(2018). Next Generation Research in Dialogic Learning. In G. E. Hall, L. F. Quinn & D. M. Gollnick (ed.),The Wiley Handbook of Teaching and Learning. New Jersey: John Wiley & Sons. 323–338.
Sandoval, W. (2014): Conjecture Mapping: An Approach to Systematic Educational Design Research. Journal of the Learning Sciences, 23 (1), 18-36.


Kimberly A. Lenters & Ronna Mosher (Canada)
BEHIND BEFORE THEY EVEN BEGIN? ADDRESSING DEFICIT DISCOURSES THROUGH PLAY

ARLE 2022 - Paper presentations Wednesday, 18:00-19:30 Room CTF02 R111 Chair: Paraskeva, Marilena
Background
In the return to classroom-based learning during an ongoing pandemic, a number of voices and educational bodies have narrowly focused on discourses of lost learning and delayed proficiency (UNESCO, 2021). This pressure is uniquely experienced by literacy teachers in grades 1 and 2, who are routinely faced with accountabilities for quantified literacy benchmarks, and who are now working with students who experienced multiple forms of loss, gain, disruption and nurturance in their introduction to schooling, including unprecedented numbers of students who did not attend Kindergarten. The discourse of being behind before even beginning accentuates a troubling focus on expediency and the trend toward de-coupling play and literacy learning in early elementary classrooms (Whitebread, 2018).

Purpose and research questions
Our study investigates the theoretical and practical implications of approaching early grades literacy teaching and learning through the affordances of play. It questions how play can be part of students’ learning experiences, contribute to their literacy achievements and enriched participation in literate communities, and offer a re-imagining of pandemic/post-pandemic literacy practices and possibilities.

Theoretical perspectives
Our research is grounded in posthuman sociomaterial perspectives, drawing on the work of feminist new materialism scholars (Braidotti, 2013; Lenz Taguchi, 2010). Through these perspectives we attend to human and material assemblages of play, seeking to understand how teachers, children, materials, and provincial curricula intra-act to produce multiple forms of literacy. Our focus is on the emergence, becoming, and possibility of what teachers and children can know, do, and be together.

Methodology
Our research is situated within an inquiry community of Canadian grade 1 and 2 teachers. Cycles of collaborative professional study and classroom enactments of play-filled language and literacy learning experiences provide field notes, interviews, artifacts, and photographs documenting the affordances of play within the formalized curricular expectations of early elementary school.

Findings
As this study is in its initial phases, we are currently unable to report on findings. Early experiences are confirming teachers’ questions about their pedagogical role in activating and attending to students’ language and literacy learning through play, the value of a supportive professional community, and teachers’ recognition of material forms of play as important to students’ narrative compositions. Data collection for year 1 of this two-year study will conclude in early May 2022, providing a wealth of material for presentation at the ARLE conference in June.

Keywords: play; early literacies; posthuman sociomaterial literacies; post-pandemic

References
Braidotti, R. (2013). The Posthuman. Malden, MA: Polity Press
Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education. New York: Routledge.
UNESCO (2021). One year into COVID: Prioritizing education recovery to avoid a generational catastrophe. https://en.unesco.org/news/one-year-covid-prioritizing-education-recovery-avoid-generational-catastrophe
Whitebread, D. (2018). Play: The new renaissance. International Journal of Play, 7(3), 237-243.


Yongyan Li & Qianshan CHEN & Meng GE & Simon Wang (China)
RETHINKING ‘IMITATION’ AS A WRITING PEDAGOGY: INSIGHTS FROM L1 CHINESE COMPOSITION BOOKS
SIG Literacies: Reading, Writing & Oracies
ARLE 2022 - Paper presentations Friday, 11:00-12:30 Room CTF02 R116 Chair: Neokleous, Theoni
In L1 writing education, imitation pedagogy is practiced in different parts of the world, yet there has been very little communication on this topic across geographical regions. As a valued tradition in Western rhetoric, imitation seems to have largely fallen out of favour in the current U.S.-based discussion of writing pedagogy, even though it continues to be found in writing teachers’ classrooms (Eisner & Vicinus, 2008). Evidence of using imitation in L1 writing instruction in the European context seems sporadic (Geist, 2005). Meanwhile, the English language scholarship reveals a rather limited understanding of what imitation is in Chinese-L1 writing instruction, for existing research has typically focused on the issue of plagiarism, as perceived by Chinese students (Chien, 2017) and as manifested in Chinese students’ L1 writing (Kam et al., 2018) or ESL writing (Li & Casanave, 2012). Informed by the theoretical stance of critical contrastive rhetoric (Kubota & Lehner 2004; Kubota, 2012) and transnationalism in writing education (Donahue, 2009; You, 2018), we argue that extant scholarship needs to go beyond concerns with cross-cultural differences and that non-Anglophone strategies need to be better understood. In our study we aim to find out how a sample of 41 books on Chinese-L1 composition primarily at primary and secondary school levels recommend imitation as a writing pedagogy. Relevant segments were picked out from the books to create a dataset. Data-driven qualitative content analysis in QSR International’s NVivo12 led to a coding structure of three dimensions: “the importance of imitation in learning to write”, “imitation pedagogies and practices” and “going beyond imitation to achieve innovation”. Our presentation will focus on the latter two dimensions which address more practical concerns. The study sheds light on how imitation is used as a writing pedagogy in China, helps to address the complex relationship between imitation and plagiarism, and can potentially inform exchanges between different traditions of L1 writing education.

Keywords: imitation as a writing pedagogy; Chinese-L1 writing education; composition books; imitation vs. plagiarism

References
Chien, S.-C. (2017). Taiwanese college students' perceptions of plagiarism: Cultural and educational considerations. Ethics & Behavior, 27(2), 118-139.
Donahue, C. (2009). "Internationalization" and Composition Studies: Reorienting the Discourse. College Composition and Communication, 61(2), 212-243.
Eisner, C., & Vicinus, M. (2008a). Originality, imitation, and plagiarism: Teaching writing in the digital age. The University of Michigan Press.
Geist, U. (2005). Stylistic imitation as a tool in writing pedagogy. In G. Rijlaarsdam, H. Van den Bergh, & M. Couzijn (Eds.), Effective learning and teaching of writing: A handbook of writing in education (pp. 169-179). Springer.
Kubota, R. (2012). Critical approaches to intercultural discourse and communication. In C. B. Paulston, S. F. Kiesling, & E. S. Rangel (Eds.), The handbook of intercultural discourse and communication (pp. 90-109). Wiley.
Kubota, R., & Lehner, A. (2004). Toward critical contrastive rhetoric. Journal of Second Language Writing, 13, 7–27.
Kam, C. C. S., Hue, M. T., & Cheung, H. Y. (2018). Plagiarism of Chinese secondary school students in Hong Kong. Ethics & Behavior, 28(4), 316-335.
Li, Y., & Casanave, C. P. (2012). Two first-year students’ strategies for writing from sources: Patchwriting or plagiarism? Journal of Second Language Writing, 21(2), 165-180.
You, X. (Ed.) (2018). Transnational writing education: Theory, history, and practice: Routledge.


Ludmila Liptakova (Slovakia)
WORD-FORMATION KNOWLEDGE OF SLOVAK FIRST GRADERS AND ITS ROLE IN TEACHING READING COMPREHENSION
-
ARLE 2022 - Paper presentations Friday, 11:00-12:30 Room CTF02 R115 Chair: Armostis, Spyros
The aim of this paper is to present the empirical results of research on the implicit word-formation knowledge of Slovak first graders and to show how this knowledge could be used within the pedagogy for comprehension (see Tennent, 2015: 160). Slovak language is typologically strongly based on word-formation (83,6 % of vocabulary are derivatives and compound words; Ološtiak, 2015: 127). In this research we tried to find out how this language feature is reflected in children´s language awareness and what it means for explicit language learning. Many research studies have already proved that teaching derivational morphology to children significantly effects the development of both vocabulary and reading comprehension (Oakhill, Cain, & Elbro, 2015: 66). In the Slovak context, there is a lack of similar research studies, therefore our intention was firstly to obtain the empirical data about children´s word-formation knowledge and subsequently analyze its relation to text comprehension processes.

Our research had qualitative, exploratory character. We stated a research question: What is a child´s implicit knowledge of meaning and structure of prefix verbs, suffix nouns, and left and right position of affixes? The research sample consisted of 123 first graders. The empirical data were collected via four individually administered research tools using process elicitation techniques, paper-and-pencil-tasks, and semi-structured interview. Particularly, children were exposed to research material consisting of words (roots, stems) and affixes and their task was to combine them. Subsequently, in the process of interview we asked children about the meaning of derivatives and why they decided for these unique combinations.
Research findings (Liptáková, 2020) revealed that the child starting primary school is equipped with extensive implicit knowledge about word-formation of his/her mother tongue. Children can spontaneously use word-formation elements (roots, stems, affixes) and patterns and recognize them even though they don’t have any explicit knowledge. Children also use a word-formation based inference-making when explaining a meaning of both known and unknown words.

For this reason we consider the children´s word-formation awareness as an important factor in building a coherence and interrogative inferences (categories of inferences according to Tennent, 2015) when comprehending a text. In our paper, in order to link the obtained empirical data with the pedagogy for comprehension (see Tennent, 2015: 160), we present tasks designed for explicit teaching of inferences based on children´s word-formation knowledge. At the same time, our intention is to encourage the discussion about the relevance of the relationship between children´s language awareness and teaching reading comprehension in L1 national curricula.

Key words: first graders, implicit knowledge, reading comprehension, Slovak, word-formation

References

Liptáková, Ľ. (2020). Slovotvorné znalosti [Word-formation knowledge]. In M. Klimovič, M. Kopčíková, Ľ. Liptáková, & K. Vužňáková, Implicitné jazykové znalosti dieťaťa [Implicit linguistic knowledge of a child] (pp. 197–288). Vydavateľstvo Prešovskej univerzity.
Oakhill, J., Cain, K., & Elbro, C. (2015). Understanding and Teaching Reading Comprehension. A handbook. Routledge.
Ološtiak, M. (Ed.) (2015). Kvalitatívne a kvantitatívne aspekty tvorenia slov v slovenčine [Qualitative and quantitative aspects of word-formation in Slovak]. Prešovská univerzita v Prešove, Filozofická fakulta.
Tennent, W. (2015). Understanding reading comprehension. Processes and Practices. SAGE.


Xiaoling Liu & Simon Wang & Yongyan Li ()
UNDERSTANDING RECOMMENDED INTERTEXTUAL PRACTICES IN CHINESE COMPOSITION GUIDEBOOKS IN POSTCOLONIAL HONG KONG
-
ARLE 2022 - Paper presentations Friday, 09:00-10:30 Room CTF02 R116 Chair: Papadopoulou, Anthi
Traditional Chinese culture constituents a key part of the secondary Chinese language curriculum in postcolonial Hong Kong, while how it has been presented, interpreted, and transmitted to school students remains understudied. To inform curriculum development, we delved into a collection of Chinese composition guidebooks currently available in the local market to understand how intertextual practices constructed in these instructional materials might position traditional Chinese ideologies in relation to some special aspirations of the postcolonial territory (including the forms of “democracy” opposed by the Chinese central government). Drawing upon the language socialization theory (Duff & May, 2017) and adopting a critical discourse analysis perspective on educational texts (Luke, 1995), we regard these guidebooks—written by academics, textbook compilers, school teachers, “star” private tutors, and high-scoring school graduates—as a powerful means that socializes students into competent members of a target discourse community. Data-driven textual analyses revealed that the words and deeds of Chinese personalities in classical and contemporary times exemplifying the Confucian heritage were valued intertextual resources and students were encouraged to flexibly apply them to different writing topics; at the same time, it was also found that contemporary personalities and social issues in Hong Kong—including those that would have been construed as “anti-government” forces—were also part of the intertextual repertoire. Given the on-going changes of the political environment in Hong Kong, we anticipate that the hybridity of the discourses observed in the study would continue to evolve in the coming years. Our study has implications for intertextual education in postcolonial contexts and language socialization research focusing on the schooling processes. Analysis of the recommended intertextual practices in these guidebooks, which may also have prevailed in secondary school writing courses, can trigger critical reflection of the cultural content and ideologies embedded in such practices, and facilitate renovations of writing pedagogies.

Keywords: Intertextual practices; Traditional Chinese culture; Critical discourse analysis

References

Duff, P., & May, S (Eds.) (2017). Language socialization: Encyclopedia of language and education. Springer.

Luke, A. (1995). Text and discourse in education: An introduction to critical discourse analysis. Review of Research in Education, 21, 3-48.




Shiying Liu & Yongyan Li ()
PEDAGOGIES OF INTERTEXTUALITY IN CHINESE HIGH SCHOOL COMPOSITION WRITING IN THE ‘RED SPIRIT’ REJUVENATION ERA
-
ARLE 2022 - Paper presentations Thursday, 16:00-17:30 Room CTF02 R111 Chair: Costa, Ana Luísa
Research undertaken on non-Anglophone learners’ writing has often viewed the intertextual practices of these students, Chinese students in particular, as defective assimilation to valued practices of intertextuality in Anglophone contexts. Given such reductionist and ethnocentric view, the pedagogical values of leveraging students’ rhetorical repertoires have been overshadowed by ethic concerns in intertextual education. Accordingly, many literacy educationists have been calling for more ‘ethnographic’ research to focus on the pedagogical and larger social contexts of intertextual practices, viewing students’ cultures and languages as assets, rather than interference.

In this paper, we report an exploratory study of Chinese language teachers’ pedagogies on intertextuality in Chinese high school composition writing. A sample of experienced Chinese language teachers were interviewed; relevant texts were collected from these teachers; and a yearlong observation of a focal teacher’s lessons on composition for final year high school students was conducted.

Our data analysis indicates that Chinese understanding and recognition of intertextuality is socially and culturally embedded. The Chinese pedagogies of intertextuality crucially help to fulfill the function of ideological guidance assigned to Chinese language education, with a particular emphasis on enhancing students’ learning of ‘Red Spirit’, representing glorious tradition of the Communist Party of China and the Chinese people during the revolutionary wartime. At the same time, in preparing the students for College Entrance Examinations (Gaokao), extensive training was provided on how to effectively improve composition scores by using intertextual resources in various ways. Nevertheless, such ‘effective’ approaches led to a strong tendency towards homogenization of language use in students’ compositions. Our study highlights the importance of studying Chinese intertextual education in situ, generates pedagogical implications for literacy education in Chinese schools and teachers working with students from China, and sheds light on students’ intertextual preparedness when they transition from secondary school to university education.

Keywords: Chinese language composition, intertextual practices, Chinese L1 writing pedagogies, College Entrance Exam


Paula López & Olga Arias-Gundín (Spain)
REVISING SKILLS IN ADHD UPPER-PRIMARY STUDENTS
-
ARLE 2022 - Paper presentations Thursday, 11:00-12:30 Room CTF02 R116 Chair: Casteleyn, Jordi
Research has shown that students with attention-deficit/hyperactivity disorder (ADHD), which is one of the most commonly diagnosed disorders of childhood (Barkley, 2015), often experience problems with writing (Casas et al., 2013). Writing research with ADHD students has been primarily limited to studies that analyzed text quality or mechanical aspects of writing (Graham et al., 2016). However, just one study has explored students' use of high-level processes (Casas et al., 2013). Specifically, no study has analyzed in detail ADHD students' revision skills and to what extent these skills predict text quality. Therefore, the current study sought to examine the revision skills of ADHD students and their contribution to text quality at the end of primary education in comparison with students without ADHD. The sample comprised 60 upper-primary students (4th to 6th grades; 9 to 12 years): 20 students with ADHD, 20 typically developing students and 20 students with similar writing competence to ADHD students who participated in the study. The study was conducted over two days. On the first day, students wrote a narrative story. On the second day, students revised a research-created text by locating, diagnosing and correcting six mechanical and six substantive errors. Texts were rated holistically through reader-based measures which involved assessing the structure, coherence and overall quality of the texts. From the revision task, we obtained different measures such as the total number of mechanical and substantive errors correctly located (i.e., underline the error in the text), diagnosed (i.e., explain what is wrong) and corrected (i.e., rewrite the part of the text containing the error to fix it). Preliminary analyses have shown that students with ADHD have trouble with all the revision processes. Compared to their typically developing peers, students with ADHD showed lower scores on location and diagnosis processes. There were no significant differences regarding the correction process. Likewise, students with ADHD wrote texts of low quality, finding statistically significant differences concerning their peer group. The results highlight the need to instruct ADHD students in revision skills from the early stages of schooling. *Study supported by the Spanish Ministry of Economy and Competitiveness grant (EDU2015-67484-P).

Keywords: Writing; Revision Skills; High-level processes; Text Quality; ADHD students

References

Barkley, R. (2015). Attention-Deficit Hyperactivity Disorder: A handbook for diagnosis and treatment. Guilford.
Casas, A. M., Ferrer, M. S., & Fortea, I. B. (2013). Written composition performance of students with attention-deficit/hyperactivity disorder. Applied Psycholinguistics, 34(3), 443-460.
Graham, S., Fishman, E. J., Reid, R., & Hebert, M. (2016). Writing characteristics of students with attention deficit hyperactive disorder: A meta‐analysis. Learning Disabilities Research & Practice, 31(2), 75-89.


Rasmus Fink Lorentzen & Marie Falkesgaard Slot & Lise Dissing Møller (Denmark)
TECHNOLOGICAL EMPOWERMENT IN L1 – A CONTRIBUTION TO A THEORETICAL FRAMEWORK
-
ARLE 2022 - Paper presentations Friday, 11:00-12:30 Room CTF02 R114 Chair: Godhe, Anna-Lena
Technological empowerment is developed as a new subject in Denmark and as a distinct part of L1 in the Danish Primary School and in teacher education. The content is inspired by STEM-subjects focusing on computer science, computational thinking (CT) and design studies (Iversen et al 2019). The strong focus on STEM-positions means the humanistic approach is not sufficiently defined either in a theoretical context or in school practice (e.g. in teaching courses or learning materials). One reason is that the humanistic approach towards “Bildung” linked to computer science is not yet a strongly developed research position in Denmark. Taken in consideration that the subject of Danish is the biggest humanistic subject in the school, it is therefore needed to study technology from a humanistic L1 perspective.

In this paper, we focus on how technological empowerment, theories of language and design are represented in different types of didactic designs. One theoretical approach is the need for a reflective, exploratory design thinking through concrete technological action and the experience of the hand, that among others gives access to technological imagination (Balsamo 2011, Katterfeldt 2015). The question then becomes how subject didactic research in L1 can link specific theoretical approaches to areas such as design thinking and CT with phenomena relevant for the subject of Danish, and how students in the subject can work with and experience co-creation through technology design.

To explore the theoretical perspectives, we have developed the following research question:
What theoretical framework emerges when phenomena in the subject of Danish is integrated with concepts of CT and technological empowerment, and what possibilities and limitations do these represent?

This paper draws on empirical data from current studies in the Danish school projects: Experiments with technology in primary and lower secondary school (2018-2021) & Competence development for technology understanding in teacher education (2020 - 2022) and experiences from the technological toned teacher education Future Classroom Teacher (2016 -). The ARLE-presentation will focus on documentary analysis in these projects.

References
Balsamo. A. (2011). Designing culture. The technological imagination at work. Durk. University Press. Durham & London.
Iversen, O. S., Dindler, C. og Smith, R. C. (2019). Computational Empowerment: Participatory Design in Education. CoDesign.
Katterfeldt, E. S., Dittert, N., & Schelhowe, H. (2015). Designing digital fabrication learning environments for Bildung: Implications from ten years of physical computing workshops. International Journal of Child-Computer Interaction, 5, 3-10.
Slot, M. Lorentzen. R.F., Hansen T.I. (2021). Hvordan integreres teknologiforståelse i dansk? Learning tech # 10. Læremiddel.dk.


Anna Ślósarz (Poland)
DIGITAL CONTEXTS OF LITERARY EDUCATION IN POLISH TEXTBOOKS AND E-TEXTBOOK
-
ARLE 2022 - Paper presentations Thursday, 11:00-12:30 Room CTF02 R114 Chair: Godhe, Anna-Lena
Critical digital literacies (CDL) are social practices that could disrupt routines in engaging learning. CDL defined as „semiotic activity mediated by electronic media”, help students to create meanings with the purpose to amplify, strengthen, undermine or deny the activities of individuals and groups and building own identity when “semiotic activity is mediated by an through software-powered contexts and tools”. It requires “the whole range of contemporary forms of communication”.
Media discourse is a very serious challenge for education because his technophilic ideologies, for-profit services, products, beliefs, and ideas are provided by commercial entities (Picciano & Spring 2013: 2; Bowers 2014). Modern education uses digitally mediated technologies, software, and algorithms. Therefore, critical digital skills (CDL) should be integrated also into literary and linguistic education as a part of cultural learning, because EdTech, promoted by large corporations during pandemia, transforms education into public-private hybridization and impose educational uberization (Diez-Guetiérrez 2021).
The purpose was to check how CDL is framed in textbooks and e-textbooks for literary and Polish language education in primary schools in Poland. The research questions were:
1. How have cultural contexts and practices influenced CDL?
2. Do exercises in textbooks and e-textbook take into account cultural contexts and the deconstruction of the text and next to its reconstruction for deepening the understanding?
3. Do the materials and exercises trigger the semiotic activity of students?
The texts and exercises, related to CDL, were qualified to five types of activities connected with CDL, according to the 5 Resource Model (Hinrichsen, Coombs n.d.) prepared by Juliet Hinrichsen and Antony Coombs at the University of Greenwich: meaning-making, analyzing, persona (identity building), using, decoding.
The qualitative research was exploratory in nature. The exercises related to CDL for students from the 8th grade of primary school, the last one in the L1 education cycle, were analyzed. The exercises are placed in four printed textbooks and an e-textbook intended for learning Polish, posted on the website "Integrated Educational Platform" (2153 materials). Then a comparative analysis was carried out in the framework of 5 categories Hinrischen and Coombs: meaning-making, analyzing, persona, using, decoding.
The development of digital competencies in printed textbooks is mainly theoretical, algorithmic, reproductive, and verbal. The textbooks printed in 2018 refer to the outdated realities before the pandemic and before EdTech expansion. In contrast, the e-textbook is practical, context-related, creative, contemporary, and multimedia. The network activities proposed in the printed textbooks are usually passive (searching for information, watching movies) because the internet is presented as a library. However, e-textbook users may treat the Internet also as a space for critical reading of the hypertext, multimodal contexts, and interaction: a place of collaboration and communication with colleagues (peer-learning) and the teacher.
It follows that CDL implemented in printed textbooks is receptive and has been limited mainly to verbal activities. Therefore in the process of literary and language education, the electronic textbook can shape CDL more effectively than printed textbooks. The e-textbook may lead to the transformation of teaching, functional change, comprehension of multimodal and nonlinear digital text (Fesel et al. 2018), to the digital inclusion, advanced shaping of the conceptual framework and identity of students. CDL conducted with the use of an e-textbook and contexts found in a digital environment serves well to transfer knowledge and actively develop skills and attitudes in contemporary communication realities.

Keywords: EdTech, educational uberization, exercises, cultural context, multimodality.

References
1. Bowers, Chet (2014). Is the digital revolution driven by an ideology? “Studies in Sociology of Science”, 5, 169–178, http://www.cscanada.net/index.php/sss/article/view/5186 12.02.2022.
2. Diez-Guetierrez, Enrique-Javier (2021). Hybrid Digital Governance and EdTech Capitalixm: The COVID-19 Crisis as a Threat. “Foro de Educatión” 19(1), 105-133, https://pesquisa.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/pt/covidwho-1315012 6.02.2022.
3. Fesel, Sabine S., Segers Eliane & Verhoeven Ludo (2018). Individual variation in children’s reading comprehension across digital text types. “Journal of Research in Reading”, 41(1), 106-121, https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12098 9.02.2022.
4. Hinrichsen, Juliet & Antony Coombs (n.d.). The 5 resources model of critical digital literacy, https://sites.google.com/site/dlframework 9.02.2022.
5. Picciano, Anthony G., Spring, Joel (2013). The great American education-industrial complex: ideology, technology and profit, New York: Routledge.


Henriette Romme Lund (Denmark)
CHILDREN´S PERSPECTIVES ON SILENT READING
-
ARLE 2022 - PhD Preconference session Tuesday, 17:00-18:00 Room LRC014 Chair: Papadopoulou, Anthi
The international surveys PISA 2018 and PIRLS 2016 show a decrease in Danish students´ reading motivation (the frequency of and attitude to reading literature). In response, many schools have implemented silent reading as a way of promoting a greater reading motivation. Silent reading is individual reading of books (fiction or non-fiction), typically for a period of 20-25 minutes. International research on silent reading has mainly focused on teaching guidelines (Pilgreen, 2000), while students´ perspectives (Spyrou, 2011) receive less attention.

Question of research: What characterizes students' perspectives on silent reading as a reading motivation-promoting initiative?

My empirical data consists of observations of silent reading and semi-structured individual interviews (Kvale & Brinkmann, 2015) conducted with eight Year 6 students. I have conducted five interviews with each student. One interview focus on the student´s perception of silent reading in general. The remaining four interviews, conducted on four consecutive days immediately after a silent reading session, focus on the student´s real-world experiences with silent reading.

In order to identify reading motivation in the students’ statements about and actions during silent reading, I apply a continuum of six types of reading motivation: amotivation, four types of extrinsic reading motivation and intrinsic reading motivation. The continuum is part of the American Self-Determination Theory (Ryan & Deci, 2000), a theory within motivational psychology. In my project, I apply the theory on reading research.

A preliminary analysis of my observations of and five interviews with one student indicates that silent reading mainly appeal to strong extrinsic types of reading motivation. However, moments of intrinsic reading motivation also occur. They only occur when the student finds the book interesting, and they only become visible in the dialogue with the interviewer. However, dialogue and an interesting book does not guarantee intrinsic reading motivation. It does not occur every time books are discussed during the five interviews, and the student can quickly redefine a book from capturing the interest to the opposite. My analysis suggests that reading motivation is dynamic and that it may not be as operational or rational as presented in previous studies of silent reading.

Points of discussion:
Are any of you aware of similar studies, which apply the SDT-continuum and can inspire my approach and analysis?

What experiences do you have interviewing children? How did you organize the interviews and the questions asked?


Keywords: reading motivations, childrens perspectives, silent reading at school, Self-Determination Theory

References:
Pilgreen, J. L. (2000). The SSR Handbook: How to Organize and Manage A Sustained Silent Reading Program.

Kvale, S., & Brinkmann, S. (2015). Interview: det kvalitative forskningsinterview som håndværk. Hans Reitzel.

Ryan, R. M., & Deci, E. L. (2000): Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. The American psychologist 55(1), 68-78.

Spyrou, S. (2011). The limits of children’s voices: From authenticity to critical, reflexive representation. Childhood, 18(2), 151-165.


Diana Maak & Frederike Schmidt & Lisa Schüler ()
GERMAN (L1) PRE-SERVICE TEACHERS’ KNOWLEDGE ABOUT READABILITY IN LITERARY TEXTS
-
ARLE 2022 - Paper presentations Wednesday, 16:00-17:30 Room CTF02 R113 Chair: KARYOLEMOU, Marilena
In order to promote literary learning in an integrative way, teachers must be able to differentiate and define the zone of proximal development (Vygotsky, 1978) for each individual student. For this reason, the assessment of comprehension challenges in literary texts seems to be a self-evident key point in dealing with students' variety in literary skills, and the subsequent development of tasks that promote comprehension is considered a professional requirement for teachers. Despite an increasing research interest in subject-specific teacher knowledge (e. g., Witte et al. 2011), the scientific understanding regarding pre-service teachers' knowledge is very limited, especially in Germany.

Therefore, in the presented project a self-developed survey instrument – following various preliminary works (cf. Maak/Schmidt 2017; Pöschl 2020) – is used to assess pre-service teachers' knowledge on complexity of literary texts (in german the concept of “Textschwierigkeit”) as a core practice for teachers (cf. Pflugmacher 2016, Grossman et al. 2009). The survey seeks to assess the extent to which pre-service teachers are able to recognize potential difficulty-generating factors in reading on the part of students – e. g. the extent to which the text calls for experience with literature and domain-specific knowledge, knowledge of vocabulary or requirements at the coherence level.

The paper presents case-analytic results from a pilot study in which student teachers from three courses from different German universities were asked to rate the complexity of a literary text and give reasons for their ratings in a pre-post-design (n=31). Between the data collection dates, the pre-service teachers were given various stimuli, such as looking at different theoretical frameworks of reference that teachers could use to distinguish different levels of readability. The aim of the stimuli was for the pre-service teachers to use the findings for assessing readability as well as for designing learning tasks in heterogeneous learning groups. Based on a qualitative content analysis our preliminary findings suggest that justifications are becoming richer and, in part, deep structure features are receiving greater consideration.

Keywords: teacher education, complexity of literary texts, literature education, assessment

References
• Grossman, P., Hammerness, K. & McDonald, M. (2009) Redefining teaching, re‐imagining teacher education, Teachers and Teaching, 15:2, 273-289.
• Maak, D. & Schmidt, F. (2017). Language across the curriculum – an empirical study on pre-service teachers’ knowledge in fostering reading comprehension. Presentation. ARLE-conference 2017, Talinn.
• Pflugmacher, T. (2016): Über den Umgang mit der Schwierigkeit literarischer Texte im Handlungsfeld Deutschunterricht. Ein Forschungsbericht mit Ausblicken. In: Literatur im Unterricht 2/2016, 109-126.
• Pöschl, L. (2020). Einschätzen von Textschwierigkeit als professionelle Anforderung an Deutschlehrkräfte – Empirisch fundierte Überlegungen anhand von Studierendentexten [Assessing complexity of literary texts as a professional requirement for German L1-teachers – Empirically based considerations based on pre-service teachers’ texts]. Master thesis. Jena, Germany: Friedrich-Schiller-University.
• Vygotsky, L. (1978). Mind in Society. Cambridge, Mass.: Harvard University Press.
• Witte, T., Rijlaarsdam G. & Schram, D. (2011). An empirically grounded theory of literary development. Teachers’ pedagogical content knowledge on literary development in upper secondary education. L1 Educational Studies in Language and Literature, 12, 1-34.


Marco Magirius & Daniel A. Scherf & Michael Steinmetz (Germany)
SUPPORT IN DIALOGIC TEACHING – A FRAMEWORK FOR HIGH QUALITY CONVERSATIONS IN THE LITERATURE CLASSROOM
-
ARLE 2022 - Paper presentations Thursday, 12:30-14:00 Room CTF02 R115 Chair: KARYOLEMOU, Marilena
In the current discourse in educational sciences, constructive support is one of the essential dimensions of teaching quality (cf. Muhonen et al. 2018). Teacher actions which provide constructive support include addressing students' understanding challenges and overcoming them through targeted interventions. We transfer this results from general educational sciences to literature education.
Furthermore, we theoretically base our paper presentation on task research in literature education (Steinmetz 2020). These theories suggest that including supporting elements in interpretation tasks – e.g. “information on context[s …], interpretation hypotheses or hints about critical elements of the literary text“ (Magirius 2018, 8) – may help to avoid “overexaggerated demands on“ students (ibid.). In our theoretical derivation we follow Zabka (2015) by applying notions of this task research to dialogic teaching.
In our presentation of a conceptual paper, we would like to propose a framework which can be used in teacher education. The framework draws on two basic notions: that teachers have to identify questions about the literary text that are worthy of clarification and that teachers have to provide support in a way that is appropriate to the literary subject matter, in particular its ambiguity. Questions about the literary text are worthy of clarification when 1) their answers are checkable, and when they are either 2) controversial or 3) brought up by a student or both.
1) Answers to a question are checkable if there are cues in the literary text which can help to reject or corroborate them.
2) A question is controversial if it leads to several contested interpretations of the text.
3) is self-explanatory (see above).
The model will be used in intervention studies with focus on high qualitiy conversations in the literature classroom.
keywords: dialogic teaching / constructive support / literary learning
References:
Magirius, M. (2018). Constructivism in literature education: Introduction to the thematic binder. Contribution to Constructivism in Literary Education. In L1 – Educational Studies in Language and Literature, 18, 1-12.
Muhonen, H., et al. (2017). Quality of educational dialogue and association with students’ academic performance. In Learning and Instruction, 55, 67-79.
Steinmetz, M. (2020). Verstehenssupport im Literaturunterricht [Support in Literature Classes]. Wiesbaden: Springer VS.
Zabka, T. (2015). Konversation oder Interpretation? Überlegungen zum Gespräch im Literatu-runterricht [Conversation or Interpretation? Reflections on Conversations in Literature Classes]. In Leseräume, 2, 169-187.


Laura Major ()
CHALLENGES AND POSSIBLE SOLUTIONS IN TEACHING CREATIVE WRITING IN AN ONLINE FORMAT
-
ARLE 2022 - Paper presentations Thursday, 09:00-10:30 Room CTF02 R114 Chair: Puksand, Helin
Creative Writing has proved to be an important part of the literature component of our training program for English teachers. Rising to the challenge of digital instruction, not only in the face of the Covid-19 crisis, but as a general trend, has led me to develop courses that use web-based platforms to teach poetry writing. Freisinger early on established the workshop format and atmosphere as the gold standard for teaching creative writing, emphasizing the importance of audience in writing classes, and this format has taken hold in Creative Writing pedagogy (Freisinger 1978, 286). My class, however, is fully online and asynchronous, a form which seemingly negates the workshop pattern. Indeed, one of the major drawbacks of asynchronous education is a sense of isolation in learning and a lack of learning community.

I have used two web-based interfaces, specifically Protagonize.com and later PoetryZoo.com, in order to overcome the challenges of asynchronous learning. These initially showed great potential, providing new opportunities for engagement with texts, expanding the classroom beyond its borders, and encouraging students to take risks and pursue their writing independently. Other advantages of having the students post their poetry (written in each unit in accordance with specific prompts and forms) include: the use of a format that mimics the form of social networks so familiar to our generation Z students, with the comments well thought out and edited; the creation of a community of writers; and real time correcting in accordance with comments. Web 2.0 tools, argue McLoughlin and Lee, empower writing instructors with tools that are all about “linking minds, communities and ideas, while promoting personalization, collaboration and creativity leading to joint knowledge creation” (2007, 668). Numerous and extensive student reflections submitted at the end of each course reveal the effectiveness, pedagogically and personally, in using the web-based platform.

I have, however, been forced to reconsider the use of such interfaces, having experienced the sudden and unexpected shutdown of both websites mid-course, Protagonize.com in June 2017 and Poetryzoo.com in May 2021. The shutdown of Poetryzoo.com during the 20/21 academic year was a great blow, which threw the course into confusion and disorder, a greatly undesired result in already tumultuous and confusing year. It affected the confidence and trust of the students and the methods of assessment in the course. It also raises broader questions regarding the viability of such free websites and the economic vulnerability of Humanities in general. Thus, we must consider the advantages and pitfalls of using web-based platforms and consider possible alternatives.

Keywords: web platforms, learning community, asynchronous learning, creative writing

References:
Freisinger, Randall R. “Creative Writing and Creative Composition.” College English 40, no. 3 (1978): 283–287. https://doi.org/10.2307/375788.
McLoughlin, C. & Lee, M. J. W. “Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era.” ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007. 664-675. http://www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf


Aino Mäkikalli (Finland)
L1 TEXTBOOKS, LITERARY THEORY AND READING IN FINNISH UPPER SECONDARY SCHOOL
-
ARLE 2022 - Paper presentations Friday, 09:00-10:30 Room CTF02 R111 Chair: Schneuwly, Bernard
The presentation examines the relationship between literary theory and the approaches to literature teaching used in upper secondary school L1 textbooks. The source of examination is L1 textbook series used in Finnish schools in the 1980s and in the present day. The purpose is to compare these series and to show the differences in background literary theories. Thus, it is my purpose to elaborate how, according the textbooks, literary theory has interacted with teaching during the past 40 years in Finnish upper secondary school.

The teaching of literature is partly based on literary theory, its various trends, and approaches. From the 1980s onwards, various theories, mainly those based on New Criticism, Formalism and Structuralism, appeared in upper secondary school L1 textbooks. It is only during the 2010s that we see the content of textbooks becoming more and more varied in how literature is approached and read. According to national curriculum (LOPS 2019), besides textual analysis (close reading) reading literature should also focus on experiential reading.

In the presentation, I will focus on two textbook series, the Uuden lukion äidinkieli -series (The Mother tongue of New Upper Secondary School) in the 1980s and the Särmä (Edge) book, which is currently widely used. By comparing these textbooks, I explore what changes in literary theory have taken place in literature teaching over the last 40 years. The justification for choosing the 1980s as a point of reference is that during that time a new structure of teaching was introduced (1982) and upper secondary school curricula were reformed because of a lengthy process so that the 1941 curriculum finally went down in history with the 1982 and 1985 curricula. Based on the results of the textbook comparison, I consider what are the main changes in literature instruction in Finnish upper secondary school in the past 40 years.

Keywords: textbooks, literary theory, literature instruction, core curriculum, comparative analysis

References
Linkola, R., Mäkinen, K., Rikama, J., Lampi I. 1981–1983: Uuden lukion äidinkieli 1-3. Helsinki: WSOY.
LOPS 2019: Lukion opetussuunnitelman perusteet 2019 [National Upper Secondary School Core Curriculum]. Helsinki: Opetushallitus.
Aumanen, H-L. et al. 2021: Särmä. Suomen kieli ja kirjallisuus. Helsinki: Otava.


Lena Manderstedt & Hanna.JH Nilsson & Sara Viklund & Annbritt Palo (Sweden)
WIN-WIN THROUGH TRIADIC SUPERVISION AND COLLABORATION: STRUCTURES FOR L1 DEGREE PROJECTS
-
ARLE 2022 - Paper presentations Thursday, 16:00-17:30 Room CTF02 R113 Chair: Manderstedt, Lena
According to the Higher Education Act (SFS 1992:1434), the education, as well as the degree project, must be based on scientific foundation and proven experience. In order to achieve that balance, sustainable models of collaboration between universities and schools must be developed (ULF-avtal, n.d.).

In 2021, a pilot project encompassing four student teachers’ degree projects was carried out within a practice-based theoretical framework (Rönnerman, 2018; Rönnerman & Olin, 2021). Each student teacher in the pilot project was supervised in a triad, with a university lecturer and a L1 schoolteacher.

The aim of this study is to present the pilot project, and one example of the degree projects, and discuss how the L1 subjects in schools and teacher education are impacted. The research questions are:
(a) How are the L1 school subjects and the teacher education impacted by the triadic supervision and collaboration?
(b) Which are the benefits of triadic supervision?

The gathered material consists of two interviews, and two logbook posts per participant, and one observation of the supervised sessions of each triad (Bruneel & Vanassche, 2021; Viklund et al., 2022). The data was analysed thematically (Cresswell, 2014).

The result shows the benefits of the pilot project on different levels. Firstly, from a school-perspective where the student teacher works closely with teachers at a school. This provides a relevant subject for the degree project and helps other L1 teachers to develop their teaching (Nilsson, 2021). Secondly, the pilot project contributes with an organizational-perspective (Thorsten, 2021), where the results are presented to stakeholders. Thirdly, the university and the L1 teachers gain theoretical, practical and useful knowledge through the degree projects’ L1 perspective. The collaboration regarding co-supervision of degree projects will become a permanent part of the teacher education at the university in question, encompassing other collaborating partners, and student teachers.


Keywords: L1 education, pilot project, teacher education, degree project, triadic mentoring.


References
Bruneel, S. & Vanassche, E. (2021). Conceptualising triadic mentoring as discursive practice; positioning theory and frame analysis. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2021.1985456

Creswell, J. W. (2014). Research Design. Qualitative, Quantitative, and Mixed Method Approaches (4th ed.). SAGE Publications.

Nilsson, H. (2021). Kropp och knopp i gymnasieskolans svenskämne: Prövning av en didaktisk design i litteraturhistoria. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85733 (Accessed 2022-02-01)

Rönnerman, K. (2018). Vikten av teori i praktiknära forskning: Exemplet aktionsforskning och teorin om praktikarkitekturer. Utbildning & lärande, 12(1), 41–54.

Rönnerman, K. & Olin, A. (2021). Practice changing practices: influences of Master’s programme practice on school practices. Professional Development in Education. https://doi.org/10.1080/19415257.2021.1910978.

Utbildningsdepartementet (Ministry of Education and Research, Sweden). The Swedish Higher Education Act (SFS 1992:1434).

Thorsten, A. (2021). Utveckling, lärande och forskning – i samverkan mellan akademi och skola. Utveckling, lärande och forskning (ULF), 10(2). https://doi.org/10.3384/venue.2001-788X.3440.

ULF-avtal (n.d.). ULF FAQ. https://www.ulfavtal.se/about-ulf/ (Accessed 2022-01-31).

Viklund, S., Palo, A. & Manderstedt, L. (2022). ”Jag har kaptenshatten!”: Lärdomar från genomförandet av pilotprojektet. In Hansson, K. (Ed.). Examensarbete i samverkan mellan skola och lärarutbildning. Piteå kommun, 2022. FoU – forskning & utveckling; 1, 2021, p. 33–57.


Katinka Mangelschots & Sonja Ugen & Constanze Weth (Luxembourg)
DIFFICULTY PATTERNS OF HIGH- AND LOW-ACHIEVING PUPILS IN GERMAN NOUN CAPITALIZATION.
-
ARLE 2022 - Paper presentations Friday, 11:00-12:30 Room CTF02 R115 Chair: Armostis, Spyros
In the context of the pandemic and the increased amount of home schooling associated with it, differentiation in spelling instruction to take into account children’s individual learning trajectories becomes even more challenging. This paper presents the varying difficulty patterns of high- and low-achieving pupils in German noun capitalization.

In German, all nouns are capitalized. This distinctive feature of the German language presents a challenge for young writers of German (Bîlici et al., 2019; Günther & Nünke, 2005; Brucher et al., 2020). The present study investigates the capitalization performance of fourth graders in Luxembourg with different proficiency levels (1st and 4th quartile, 192 and 195 pupils respectively). All pupils are multilingual and learn to read and write in German for three years. The results show that different difficulty patterns emerge for the two proficiency groups in relation to the lexico-semantic type of the noun (concrete, abstract, nominalized) and its syntactic context. The low proficiency group obtains low results in most conditions and performs around chance level only for familiar, concrete nouns referring to tangible objects that are presented in the syntactic context they learned to memorize in school. The high proficiency group performs well on concrete nouns independently of the syntactic context and on less frequent, abstract nouns conditional on the syntactic context. This group seems to rely on the determiner and/or adjective to identify the noun. In our paper, we present the results and discuss the didactic implications in relation to the presented proficiency groups.

Keywords: spelling performance, good spellers, poor spellers, German noun capitalization

References
Bîlici, N., Ugen, S., & Weth, C. (2019). The effects of a syntactic training on multilingual fifth graders’ spelling patterns of noun capitalisation in German. Writing Systems Research, 11(2), 95–109.

Günther, H., & Nünke, E. (2005). Warum das Kleine groß geschrieben wird, wie man das lernt und wie man das lehrt [Why “das Kleine” is capitalized and how to learn and teach this]. Kölner Beiträge zur Sprachdidaktik, 1, 2–57.

Brucher, L., Ugen, S., & Weth, C. (2020). The impact of syntactic and lexical trainings on capitalization of nouns in German in grade five. L1-Educational Studies in Language and Literature, 20, 1–23.


Jenni Marjokorpi (Finland)
THE RELATIONSHIP BETWEEN KNOWLEDGE ABOUT LANGUAGE AND WRITING SKILLS IN SECONDARY EDUCATION: A CROSS-SECTIONAL PERSPECTIVE
SIG Educational Linguistics
ARLE 2022 - Paper presentations Thursday, 16:00-17:30 Room CTF02 R115 Chair: Myhill, Debra A
Previous studies (e.g. Myhill, Jones, Lines & Watson 2012, Collins & Norris 2017) have indicated that students’ writing skills benefit from contextualized grammar teaching, in which language structures are observed and analyzed in authentic texts and as embedded into teaching of reading and writing. This kind of approach is also promoted by the current Finnish National Core Curriculum for Basic Education (NCC 2016). However, in the classroom level in different countries, many teachers still seem to be doubtful and unconfident about teaching grammar for writing (e.g. Myhill 2018, Rättyä 2017). Therefore, further research evidence about this connection is needed.

This study sets out to investigate the statistical relationship between grammatical understanding and writing skills, as well as to describe the possible benefits of grammar for writing through a qualitative analysis of student texts. The data are derived from a large cross-sectional assessment of L1 learning achievement in Finnish year 9 students (N = 6,044), originally collected by the Finnish Education Evaluation Centre. The assessment evaluates the students’ reading and writing skills and knowledge about language at the end of basic education. In this study, the data are analyzed from the viewpoint of grammatical or metalinguistic understanding and its relationship with writing argumentative and reflective texts.

Linear regression analyses indicate that grammatical understanding is a significant predictor of writing skills even when other important factors are controlled. The students who know more about language tend to write longer words, which suggests that they have a more developed vocabulary and a higher ability to use inflected and derived words as well as suffixes. On the other hand, they tend to produce shorter sentences. The qualitative analysis of student texts suggests that weaker writers sometimes “lose control” (Myhill 2008) of syntactic structures, which stretches the sentences. Grammatical understanding, in contrast, is related to a better ability to frame sentences and to create textual rhythm.

The study concludes that learning grammar seems to develop the students’ metalinguistic understanding which, in turn, helps them to analyze and control their language use, and thus produce better texts.

Keywords: grammar, writing, metalinguistic understanding, first language, secondary education

Collins, G., & Norris, J. (2017). Written language performance following embedded grammar instruction. Reading Horizons: A Journal of Literacy and Language Arts 56:3, 16–30.
Myhill, D. (2008). Towards a Linguistic Model of Sentence Development in Writing. Language and education 22:5, 271–288.
Myhill, D., Jones, S., Lines, H., & Watson, A. (2012). Re-thinking grammar: The impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education 27:2, 139–166.
NCC (2016) = Finnish National Board of Education. National Core Curriculum for Basic Education 2014. Publications 2016(5). Helsinki: FNBE.
Rättyä, K. (2017). Kielitiedon didaktiikkaa. Kielentäminen ja visualisointi sanaluokkien ja lauseenjäsenten opetusmenetelmänä. University of Helsinki.


Angeliki Markoglou ()
ENHANCING CREATIVITY IN L1 EDUCATION: AN EMPIRICAL STUDY

ARLE 2022 - Paper presentations Friday, 09:00-10:30 Room CTF02 R116 Chair: Papadopoulou, Anthi
Under the pressure of economic development, education is increasingly called upon to cultivate in students creativity, critical thinking, collaboration and communication. Active learning pedagogies play an important role in the development of these 4C Skills not least by promoting higher order thinking skills (HOTS), and for this reason, teachers ought to embrace critical and creative pedagogy, which amongst other things, strives for the cultivation of HOTS. In Greek secondary education, however, pedagogic practices lack such a focus, notably the promotion of creativity. On the contrary, secondary school students who exhibit increased levels of creativity are often censored and discouraged, with the emphasis of teaching still being on students’ compliance with learning behaviors that are identified with the norm and the proper attitude (Paraskevopoulos & Paraskevopoulou, 2009).

Recognizing the value and lack of promoting creativity in the secondary schools of Greece, an empirical study was designed to explore if and how creativity can be encouraged through the story completion technique (Gravett, 2019). Specifically, more than 500 students of Grade B from twenty different classrooms across the country were selected and asked in collaboration with their teachers and during language teaching lessons, notably the teaching of vocabulary, to complete a story in a unique way using four specific words. Their completed stories were evaluated through a specific set of criteria that reflect creative thinking and creative writing and that were drawn upon the Torrance Test of Creative Thinking, the rubrics of Mozaffari (2013) and the work of Vaezi & Rezaei (2019) and Joseph et al. (2020). The analysis of the stories show that the use of the story completion technique encourages and facilitates students to develop their creativity, especially in criteria-domains such as originality, flexibility, characterization, plot, mood and atmosphere. This implies that teachers ought to embrace such and similar techniques in their teaching in order to ensure the development of students’ creative thinking and writing.


Keywords: creative writing, story completion technique, L1 Education

References
Gravett, K. (2019). Story completion: storying as a method of meaning-making and discursive discovery. International Journal of Qualitative Methods, 18, 1–8.

Joseph, S., Rickett, C., Northcote, M. & Christian, B. (2020). ‘Who are you to judge my writing?’: Student collaboration in the co-construction of assessment rubrics. New Writing, 17 (1), 31-49.

Mozaffari, H. (2013). An Analytical Rubric for Assessing Creativity in Creative Writing. Theory and Practice in Language Studies, 3 (12), 2214-2219.

Paraskevopoulos, Ι. & Paraskevopoulou, P. (2009). Δημιουργική σκέψη: το αποπαίδι της ελληνικής εκπαίδευσης (Creative thinking: the neglected child of Greek educational system). Athens: Korali.

Vaezi, Μ. & Rezaei, S. (2019). Development of a rubric for evaluating creative writing: a multi-phase research. New Writing, 16 (3), 303-317.


Johannes Mayer & Caterina Mempel (Germany)
USING LITERARY CONVERSATIONS TO DESIGN CHALLENGING LEARNING ENVIRONMENTS FOR ALL ELEMENTARY STUDENTS
-
ARLE 2022 - Paper presentations Thursday, 11:00-12:30 Room CTF02 R115 Chair: Auli,
Within this paper presentation results of the LemaS-GRiP project (2018-2022) are presented. LemaS-GRiP is part of the national research network Leistung macht Schule. The focus lies on literary conversations in inclusive literature lessons in primary schools. These conversations are particularly well suited since they link individual aesthetic experiences and interests with a jointly responsible development of literary interpretations. The project aims to develop and promote linguistic and literary potentials.

LemaS-GRiP combines a participatory research style with design-based research. Together with 13 teachers at four different schools organized in Professional Learning Communities, two formats of conversation are developed, implemented and evaluated. The qualitative research design builds on a data and researcher triangulation. The findings are obtained little by little from a combination of theoretical-conceptual and empirical-practical approaches and tested for generalizability. Central instrument is a multimodal interaction analysis of videotaped lessons following the principles of sequential analysis in the sense of the documentary method (cf. Asbrand & Martens 2018). Interviews with the participants and protocols will be included in a triangulated manner. A comparative analysis of findings allows a comparison of the orientations and perception of the participants and a reconstruction of learning opportunities (cf. Schrittesser 2019) within a literary conversation.

On the basis of our findings, we present selected sequences of lessons in order to show how these learning opportunities can be taken and implemented in present learning situations to support and enhance the individual and collective learning process. Furthermore, the presentation elaborates the role and responsibility of the teacher in order to contribute to the development of present linguistic and literary potentials.

Keywords: inclusive literature lessons, literary conversations, learning opportunities, gifted education, Professional Learning Communities

References:
Asbrand, B./Martens, M. (2018): Dokumentarische Unterrichtsforschung. Basiswissen zur Analyse von Unterrichtsprozessen. Springer VS.
Schrittesser, I. (2019). Auf der Suche nach dem Phänomen Begabung: Von der Begabungsförderung zu den fruchtbaren Momenten des Lernens. In I. Schrittesser (Ed.), Begabungsförderung revisited: Begabungsförderung als Kinderrecht im Kontext von Diversität. (p. 43–68.). Klinkhardt.


SKEVI MESIMERI (Cyprus)
CLASSROOM AS A COMMUNITY OF PRACTICE IN WRITING: IDENTITIES AND AGENCY IN WRITER'S WORKSHOP.

ARLE 2022 - PhD Preconference session Tuesday, 18:00-19:00 Room LRC012 Chair: Neokleous, Theoni
The purpose of my research is to enhance students' writing identities and agency. My doctoral dissertation aims to examine:
1) How the ecology of a classroom that functions as a community of practice through writer's workshop affects:
a) students' sense of self efficacy and writing identities?
b) students' agency in written practices?
2) What is the relationship between efficacy in writing, author identity and agency?
3) How does writer's identity and agency reflect on their texts?

My research draws on a sociocultural – constructivist view of writing through writer's workshop. Writing would be seen as a purpose – driven communication in a social context, examining identities and promoting agency (Ivanič, 2004). Additionally, writer’s workshop is based on micro-level ecologies, which consider students' and teachers' characteristics and experiences. The workshop provides children time to write and experiment, enables them to collaborate, take feedback from teachers and classmates, differentiate and gives them the opportunity to choose and act, encouraging their agency and strengthening their writer's identity (Anderson, 2009, Kittle, 2008).

I will be teacher–researcher in a qualitative, interventional ethnographic multi-case research in grade 7 in a Greek Cypriot public school during 2022-23. Case studies permit the teacher–researcher to partake in the gathering of data and classroom instruction. Student writing interviews, videotaped student–teacher conferences, student written work and fieldnotes will serve as data sources.

Points for discussion: methodological approaches, method of data collection and data analysis

Key words: sociocultural – constructivist view of writing, writer's workshop, writing identities, agency, ethnographic multi-case research

Anderson, C. (2009). Strategic Writing Conferences. Heinemann.
Ivanič, R. (2004). Discourses of writing and learning to write. Language and Education 18 (3), 220-245.
Kittle, P. (2008). Write beside them: Risk, voice, and clarity in high school writing. Heinemann.



Magdaline Michael (Cyprus)
DOCUMENTING CHILDREN WEAVING MULTIMODAL STORIES: ISSUES OF ANALYSIS
-
ARLE 2022 - PhD Preconference session Tuesday, 17:00-18:00 Room LRC012 Chair: Neokleous, Theoni
This presentation draws from an action research project titled: Documenting children weaving multimodal stories: Issues of analysis. Its aim is to explore the possible interconnections of multimodal and digital composing practices, in combination with student participation and their emerging literate identities. This is accomplished through the ethnographic study of their home community conducted by the students themselves, as this was part of and extended the teaching of language arts in a sixth-grade classroom.

The research is grounded in the understanding that ethnography could lead children from text reproduction to production of new knowledge (Curry & Bloome, 2003). In this case children-ethnographers are transformed into writers and real researchers since they research, collect information and disseminate the findings and the new knowledge they acquire (Mercado, 2003).

Based on the above, I set the following research questions as a teacher-researcher:
1. How does the community function as a literacy space for sixth-grade students?
2. How do multimodal and digital composing practices reframe the way composing and production of new knowledge are understood?
3. How can exploring multimodal storytelling shape the relationship between composing and literate identities?
4. What is the interrelationship between multimodal storytelling and children participation and engagement in the learning process?

This research draws from participatory action research in which students, through the use of multiple multimodal and digital media such as still and moving pictures, recording and a video editing software, attempt to compose stories while using data from their home community. For this purpose, they are involved in a series of interrelated research projects. Furthermore, the study is grounded both in sociocultural theory which considers literacy as a social practice (Barton & Hamilton, 2000; Gee, 2000) and in multiliteracies.

In this Pre-Conference presentation, I share data collected by the children as researchers and also those that I, as a researcher and teacher, have collected while trying to document the whole process. I thus invite discussion on possible modes and processes of analysing those nested data sets.

Keywords: composing, participation, literacy, identities, stories

References
Barton, D., & Hamilton, M. (2000). Literacy Practices. In D. Barton, M. Hamilton & R. Ivanic (Eds.), Situated Literacies: Reading and Writing in Context (pp. 7-15). Routledge.

Curry, T. & Bloome, D. (2003).Η εκμάθηση της γραφής μέσα από τη γραφή της εθνογραφίας. Στο A. Egan-Robertson & D. Bloome (Επιμ.), Γλώσσα και Πολιτισμός-Οι μαθητές/-τριες ως ερευνητές/-τριες (σελ. 71-98). Μεταίχμιο.

Gee, J. P. (2000). The New Literacy Studies: from ‘socially situated’ to the work of the social. In D. Barton, M. Hamilton & R. Ivanic (Eds.), Situated Literacies: Reading and Writing in Context (pp. 180-196). Routledge.

Mercado, C. I. (2003). Όταν οι νέοι από περιθωριοποιημένες κοινότητες μπαίνουν στον κόσμο της εθνογραφικής έρευνας: Καταγραφή, προγραμματισμός, αναστοχασμός και κοινοποίηση. Στο A. Egan-Robertson & D. Bloome (Επιμ.), Γλώσσα και Πολιτισμός-Οι μαθητές/-τριες ως ερευνητές/-τριες (σελ. 111-140). Μεταίχμιο.


Byeonggon Min & Minju Chung & JeongYi Baik & Sooyeon Yang & Sohyun Eum ()
EXPLORING THE CONCEPT AND EDUCATIONAL SIGNIFICANCE OF ‘LITORACY’
SIG Literacies: Reading, Writing & Oracies
ARLE 2022 - Paper presentations Wednesday, 11:00-12:30 Room CTF02 R114 Chair: Armostis, Spyros
Spoken and written languages are usually not used separately in real life. However, their theories have both been developed without considering their complementary properties (their intersection and integration). By establishing and theorizing the concept of “litoracy” (“literacy”+”oracy”), we can make the greatest use of the complementarity of spoken and written language, thereby improving the authenticity of communication in the educational context.

Among the two major concepts of litoracy, literacy has been extensively researched and has diversified over time. On the other hand, there is little research on oracy, which was coined by Andrew Wilkinson in 1965 and is considered essential for human existence and successful classroom teaching and learning (Kaldahl et al., 2019). Nevertheless, oracy has been studied in the classroom communication context by scholars such as Barnes (1973) who focused on the importance of oracy in cognitive and social learning. For his part, Mercer (1995) paid attention to exploratory conversational patterns as a tool to think productively, and Alexander (2006) emphasized the characteristics of daily conversation in educational language. There is literature on the difference between spoken and written language and their inter-relationship (Ong, 1982) or on various combinations of written and spoken styles (Elbow, 2011), but it is difficult to conceptualize the two in an integrated way. The term “Lit/oracy” has been used by Burn (2009: 19), as an attempt to capture the link between literacy and oracy attributes; however, it is only a tentative proposal without details and has a different focus from this study in that it focuses on the digital environment. This study aims to elaborately conceptualize the phenomenon in which the two areas of literacy and oracy, which have been used separately, are linked or combined.

The method for investigating this linkage is a literature study through a systematic review and meta-analysis of previously conducted primary studies, focused on constructing a design for the development of a litoracy assessment tool. This will be done with the aim of revealing the achievements and limitations of previous studies in order to demonstrate that various aspects of literacy and oracy are realized together in the classroom. Based on this concept of litoracy, we are now designing a litoracy assessment tool and developing an educational program, and by analyzing these empirical data, we intend to reflect it in revising the concept.

Keywords: litoracy, literacy, oracy, combined concept

References
Burn, A. (2009). Making new media: Creative production and digital literacies (Vol. 32). Peter Lang.
Elbow, P. (2011). Vernacular eloquence: What speech can bring to writing. Oxford University Press.
Kaldahl, A. G., Bachinger, A., & Rijlaarsdam, G. (2019). Oracy matters. Introduction to the special issue on oracy. L1 Educational Studies in Language and Literature, (Assessing Oracy).


Louise Molbæk (Denmark)
STUDENT WRITERS INTERPLAYING WITH THE LOCAL COMMUNITY
-
ARLE 2022 - Paper presentations Wednesday, 11:00-12:30 Room CTF02 R111 Chair: Christensen, Vibeke
The presentation is largely based on parts of a PhD project (Molbæk, 2019) that focuses on authentic writing processes in elementary school. As an attempt to represent writing as a social and potentially change-creating act, the project explored events that emerged from an educational intervention, where students in 5th grade were invited to write non-fiction texts based on concrete rhetorical situations (Miller, Bitzer).

One of these situations encompassed a collaborate working relationship between a teacher and an external player, a pedagogue from a local Youth Center. The collaboration included that the students in two 5th grade classrooms were invited to produce project descriptions in order to contribute to the development of the Youth Center. In this presentation I will approach the course of events as an example of a so called Open School Course (where external players contribute to support educational purposes), which since 2014 has been a mandatory part of running public schools in Denmark.

In my analysis of events I will draw on interview data, audio recordings and observation notes from the project. These data are approached from a positioning theoretical perspective (Davies&Haré, 1990) by asking: How does the collaboration with an external player, including the actualized student writer positionings in the classroom provide possibilities of participation in writing processes?

On the basis of this, I will show how the interrelationship between the teacher inviting students to interact with a Bakhtin- inspired scaffolding writing map (Bakhtin, 1995) and the pedagogue’s positionings of herself as text user and of students as contributors results in qualified and meaningful forms of reflexive participation and a representation of writing as a social action.

The presentation thus contributes to shed light on the literacy-specific future possibilities of The Open School format by focusing on writing and pointing out how the teacher and an external player by virtue of their diverse roles represent different qualities that complement each other.

Keywords: Open School, writing processes, writing as social action, external player, authentic writing

References
Bakhtin, M. (1995). Teksten som problem i lingvistik, filologi og andre humanistiske videnskaber. K&K - Kultur og Klasse, 23(79), 43-70.

Davies, B., & Harré, R. O. M. (1990). Positioning: The Discursive Production of Selves. Journal for the Theory of Social Behaviour, 20(1), 43-63. doi:10.1111/j.1468-5914.1990.tb00174.x

Molbæk, M.(2019) Skrivning i skolen som autentisk praksis – potentialer og udfordringer. Udvikling og afprøvning af et didaktisk design med udgangspunkt i retoriske situationer. Ph.d-afhandling. Aarhus Universitet (DPU)


Lisa Molin (Sweden)
REDESIGN IN CRITICAL LITERACY CLASSROOM ACTIVITIES
-
ARLE 2022 - Paper presentations Wednesday, 11:00-12:30 Room CTF02 R111 Chair: Christensen, Vibeke
Digitalisation has transformed how we communicate and has made critical literacy among citizens increasingly important (Castells; 2011; UNESCO, 2013). This calls for pedagogical approaches that engage students to investigate how perspectives in digital multimodal texts make some voices heard while others are silenced, and how such conditions can be changed for more equity in the world. Janks’ (2010) redesign cycle is such an approach. Through deconstruction students consider and name perceived messages in texts, while exploring the ways those meanings are represented. In reconstruction students identify what is not represented and how new perspectives can be created by using their linguistic and cultural resources to design new texts (Kress, 2010).

This paper draws on a larger project underpinned by a sociocultural perspective on learning and by critical literacy theory (Janks, 2010). The overall aim is to examine how Janks’ redesign cycle (2010) can be used as a pedagogical approach to support students’ critical awareness. The particular focus of this paper explores the alternative perspectives that are constructed through secondary school students’ redesign of a video clip, and what opportunities for critical awareness that arise through the activity.

The study involved observing small group redesign activities in an eight-grade Swedish class. This was the third step in a set of Swedish lessons based on the redesign cycle (Janks, 2010). Students had previously been introduced to the role of modes in constructing meaning. The data comprises students’ redesigned texts and video recordings of students’ interactions. The analytical work focused on students’ selection and use of modes to construct new viewpoints and perspectives (Kress & van Leeuwen, 2001), with the goal of capturing the opportunities that arise for students’ critical awareness (Janks, 2010).

Tentative findings suggest that opportunities to develop critical awareness arise as students are involved in activities of interpreting and critiquing ideologies in digital and multimodal texts and make new voices and perspectives heard through their redesign (Janks, 2010). However, due to students’ different perceptions and interpretations of dominant perspectives in the original text, their process of selecting modes and create new meanings for a final redesign, is also characterized by tensions and negotiations. Thus, the result of this paper could add to the discussion of how different perceptions and interpretations of texts among the students can be made visible and become constructive resources in critical literacy activities and enhance their critical awareness of texts as social and cultural constructions.

Keywords: Secondary school, digitalisation, critical literacy

References
Castells, M. (2011). The rise of the network society. John Wiley & Sons.
Janks, H. (2010). Literacy and power. Routledge.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
Kress, G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Edward Arnold.
UNESCO. (2013). Global Citizenship Education: Preparing Learners for the Challenge of the 21st Century. United Nations Educational, Scientific and Cultural Organization (UNESCO).


Laly Mor & Dorit Aram (Israel)
INTERACTIVE READ-ALOUDS WITH FIRST AND SECOND GRADERS DURING ROUTINE AND DISTANCE LEARNING: TEACHERS’ PERSPECTIVES ON WHY, HOW, AND HOW OFTEN
-
ARLE 2022 - Paper presentations Thursday, 12:30-14:00 Room CTF02 R116 Chair: Kakoyianni-Doa, Fryni
Interactive Read Aloud (IRA) is a method in which teachers read texts whilst inviting the students to join the discussion about the reading. Studies have shown that reading books had a positive effect on students' language development, vocabulary acquisition (Swanson et al., 2011) And socioemotional understanding (Schapira & Aram, 2020), especially when the reading is interactive (Greene Brabham & Lynch-Brown, 2002). However, few studies have described the frequency and characteristics of IRA in class.

The research questions were used to identify how often, why and how teachers use IRA. Participants were 139 Israeli teachers (97 first-grade teachers and 42 second-grade teachers). Teachers answered an online questionnaire (Audet et al., 2008) regarding their goals, patterns, and limitations in reading books on routine days and during the Covid19 distance learning.

The findings revealed that only half of the first-grade teachers, and a quarter of the second-grade teachers, read books to their students on a daily basis. Teachers reported that their highest-ranked goal was to develop an interest in literature among students, and that their major limitation was lack of time. In routine, teachers reported that they conduct a dialogue with students before, during, and more significant after the reading. Of the 139 teachers, 110 reported reading a book via distance learning during the lockdowns. The most noticeable change was the time that teachers devoted to reading: during distance learning, the common duration of reading was 5 to 10 minutes, compared to 10-20 minutes during routine. The results support the understanding that learning during the lockdowns was an Emergency Remote Learning (Hodges et al., 2020) in which teachers relied more on what was familiar to them.

The importance of this research is that it presents a current and detailed picture of IRA in early elementary grades based on teachers’ points of view. It suggests that despite the importance that teachers attribute to IRA, this activity still finds its place on the peripheral of the school day and with little discourse during reading. IRA is a powerful tool whose potential in teaching on routine and on distance learning has not yet been fully realized.

Keywords:
Interactive Read Aloud, Early elementary grades, Teachers' goals, Emergency Remote Learning

References
Audet, D., Evans, M. A., Williamson, K., & Reynolds, K. (2008). Shared book reading: Parental goals across the primary grades and goal-behavior relationships in junior kindergarten. Early Education and Development, 19(1), 112–137.
Greene Brabham, E., & Lynch-Brown, C. (2002). Effects of teachers’ reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94(3), 465–473. https://doi.org/10.1037/0022-0663.94.3.465
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educause Review, 1–12.
Schapira, R., & Aram, D. (2020) Shared book reading at home and preschoolers’ socio-emotional competence, Early Education and Development, 31:6, 819-837, DOI: 10.1080/10409289.2019.1692624
Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G., & Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44(3), 258–275. https://doi.org/10.1177/0022219410378444


Alexa Muse (United Kingdom (The))
IDENTITY, METAPHOR, AND CONFLICT: EXPLORING STUDENT PORTFOLIOS AND SUBVERSIVE PEDAGOGY

ARLE 2022 - Paper presentations Wednesday, 16:00-17:30 Room CTF02 R111 Chair: Ioannidou, Elena
As a Year 7 American teacher at an international school in Ankara, Turkey during the 2017-18 school year, I became increasingly concerned about the growing censorship of my students in relation to their identity development, especially when juxtaposed with outside stresses. I formulated a practitioner research project, based on a 14-week self-narrative portfolio project, involving a compilation of various media, including writing samples and photography, by 8 students (4 international and 4 Turkish). I analysed this through the combined frameworks of Cultural Historical Activity Theory (Vygotsky, 1978; Engeström, 1987) and Figured Worlds (Holland et al., 1998). Student portfolios were analysed via CHAT discourse language analysis using categories and themes identified inductively. I found that three factors are central to facilitating student identity development and agency through written portfolios: confrontation of ethnic and national identity, metaphors, and expression of internal conflict.

By creating practitioner research, I aimed to ensure a safe, guided space that promoted personal growth and agency for my students; further, I aimed to analyse this growth linguistically for thematic differences between my Turkish students and my international students. Finally, I wanted to acknowledge and interrogate my own bias as a practitioner and investigate whether student perceptions of the world around them corroborated my own concerns or whether these fears derived from my own bias as an American researcher in a new place.

By placing Cultural Historical Activity Theory under the lense of Figured Worlds, I aimed to acknowledge the social structures, boundaries, and rules of my classroom (my own figured world); the complex web of student language-use; and the “moments of improvisation” that made Figured Worlds so liberating for those subjects whose words were analysed.

Keywords: CHAT, Practitioner, Identity, Subversion

References
Engeström, Y. (1987). Learning by Expanding: An Activity-Theoretical Approach to
Developmental Research. Cambridge: Cambridge University Press.

Holland, D., Lachicotte Jr., W., Skinner, D. and Cain, C. (1998). Identity and Agency in
Cultural Worlds. Cambridge: Harvard University Press.

Vygotsky, L. (1978). Cole, M., ed., Mind in Society: Development of Higher Psychological
Processes. Cambridge: Harvard University Press.


Debra A Myhill (United Kingdom (The))
THINKING GRAMMATICALLY: THE RELATIONSHIP BETWEEN STUDENTS’ CONCEPTUAL UNDERSTANDING OF GRAMMAR AND TEACHERS’ TAUGHT INPUT

ARLE 2022 - Paper presentations Thursday, 09:00-10:30 Room CTF02 R111 Chair: Myhill, Debra A
Background:
Empirical evidence concerning students’ development of metalinguistic understanding for writing is scarce, beyond the Early Years. At the same time, the place of explicit grammar teaching occupies an uncertain role in many international curricula, and though the issue of whether grammar should be taught has been heavily debated (see for example, Hudson, 2004; Locke, 2009; Wyse, 2001) there has been limited theorisation of the instructional value of grammar in supporting increasing proficiency in writer (Myhill, 2021; Macken-Horarik et al, 2015).

Purpose and Research Questions:
This study sought to understand the development of metalinguistic knowledge and addressed the following principal questions:
 how is students’ metalinguistic knowledge for writing realised in explicit verbalisation and in transfer to their writing?
 what is the relationship between taught input and metalinguistic knowledge?

Theoretical Framework:
The study underpinning this presentation adopted a Hallidayan, functionally-oriented theorisation of grammar as a meaning-making resource (Halliday, 1978; Halliday and Mathiessen, 2004) , and worked with teachers to implement a pedagogy which sought to develop students’ metalinguistic understanding of the relationship between grammatical choice and rhetorical effect in writing.

Methodology:
This four year, nationally funded study, took place in England in an educational context where grammar is now mandated in the curriculum, but teachers are less assured in teaching it because they did not learn grammar themselves at school. The study tracked two cohorts of students in England aged 9 and 13 for three years, to trace the development of metalinguistic knowledge, including both conceptual knowledge of grammatical terminology and metalinguistic knowledge of grammatical choices in writing. The methodological design was qualitative, and involved the collection of lesson observation data, writing conversation interviews with students, and samples of students’ writing.

Findings:
This presentation will draw principally on the writing conversation interviews and will show how students’ conceptual understanding of grammatical metalanguage is heavily shaped by the teachers’ taught input. It will outline how, because many teachers themselves lack conceptual confidence in grammatical metalanguage, they are teaching students ‘rules of thumb’ which mislead students into reaching the wrong conclusions. But it will also show how students’ capacity to reason grammatically is strong, thus highlighting the potential impact of correct teacher input in supporting metalinguistic understanding for writing.

Keywords: Writing; metalinguistic understanding; grammar; teacher knowledge; metalanguage

References
Halliday M.A.K. (1978) Language as Social Semiotic: The Social Interpretation of Language and Meaning, London, Arnold.
Halliday, M.A.K. & Mathiessen, C. (2004). An Introduction to English grammar. London, UK: Routledge.
Wyse, D. (2001) Grammar for Writing? A Critical Review of Empirical Evidence.
British Journal of Educational Studies 49 (4):411-427
Locke, T. (2009). Grammar and writing: The international debate. In R. Beard, D. Myhill, M. Nystrand, & J. Riley (Eds.), The SAGE Handbook of Writing Development. (pp.182-193). Sage.
Hudson, R. (2004). Why Education needs Linguistics. Journal of Linguistics, 40(1), 105-130.
Myhill, D.A. (2021) Grammar Re-Imagined. English in Education, 55(3), 265-278
Macken-Horarik, M., Sandiford, C. Love, K. & Unsworth, L. (2015). New ways of working ‘with grammar in mind’ in School English: Insights from systemic functional grammatics. Linguistics and Education, 31, 145-158




Dominic Nah (Singapore)
“THIS HOUSE BELIEVES THAT…”: EXAMINING THE SINGLE-MINDED INVESTMENT OF STUDENT RESPONSES IN CLASSROOM DEBATES OF POEMS WITH ETHICAL INVITATIONS
-
ARLE 2022 - Paper presentations Thursday, 11:00-12:30 Room CTF02 R115 Chair: Auli,
In the 21st century, Literature education has taken an ethical turn where pedagogy has attended to both aesthetic appreciation and Other-centred orientations towards literary texts (Choo, 2021). However, most conceptual formulations focus on teachers’ pedagogical interventions than student responses, whereas empirical studies of students’ empathetic responses to literary texts examine students’ receptivity and resistance with minimal attention to ethical philosophy and criticism.

In this paper, I propose a literary ethical-hermeneutics that can both account for our ethical responsibility to the Other, and also restore interpretive ruptures that arise from our attempts to thematise the Other in literary texts. By synthesising Emmanuel Levinas’ (2006/1974) distinction between the “saying” and the “said” in ethical discourse and Hans-Georg Gadamer’s (2013/1975) notion of hermeneutical conversation, I show that human limitations in ethically responding to the Other through language can potentially be mediated. Next, I apply this to an examination of classroom discourse in a series of student debates comparing English language poems that contain ethical invitations. Using inductive analysis of a single classroom case study drawn from a larger study in a Singapore classroom, I explore the extent to which student debates of poems inhibit rather than foster an open-minded attitude towards the texts’ ethical invitations. In this class, 28 secondary four (Grade 10) were assigned into groups for three different motions based on a corresponding pair of poems debating either which poem presented a “more poignant portrayal of asylum seekers”; which persona was “more successful in reasserting her identity” in response to discrimination; or which poem shows how “embracing diversity is presented as a more challenging process”.

Preliminary findings show that across both proposition and opposition groups for each motion, and student adjudicators’ feedback, students’ competitive stances resulted in an over-emphasis of writers’ craft and close-mindedness towards their peers’ analysis, which limited opportunities for engaging with ethical invitations present in the poems. This paper suggests that teachers critically consider how the oppositional nature of literary debates may encourage close engagement with writers’ craft but ultimately structures student responses to favour combative rather than collaborative dialogue, singular rather than multiple viewpoints, investment rather than interruption of ethical beliefs.

Keywords: Literature education; ethical criticism; student response; poetry; classroom debates

References:
Choo, S. S. (2021). Teaching ethics through literature: The significance of ethical criticism in a global age. Routledge.
Gadamer, H.-G. (2013). Truth and method (J. Weinsheimer & D. G. Marshall, Trans.; 2nd ed.). Bloomsbury. (Original work published 1975)
Levinas, E. (2006). Otherwise than being or beyond essence (A. Lingis, Trans.). Duquesne University Press. (Original work published 1974)




Natascha Naujok (Germany)
MEMORIZING SUSI AND GERTRUD COHN – A STOLPERSTEIN, A GRAPHIC NOVEL AND AN EXHIBITION IN LITERATURE AND TEACHER EDUCATION
-
ARLE 2022 - Paper presentations Wednesday, 16:00-17:30 Room CTF02 R111 Chair: Ioannidou, Elena
In a few years, the last contemporary witnesses of National Socialism and the Holocaust will have died. At the same time, migration is increasing. So, children and adolescents in Germany grow up at the transition from communicative to cultural memory (Assmann & Assmann 1994). In literary pedagogy and beyond there is a consensus that the reception, reflexion, and discussion of (aesthetic) literature and (multimodal) media can also stimulate the imagination, enable (imagined) experiences, and contribute to (historical) learning and memory formation (Hoffmann 2012).

In a seminar on literacy and literature pedagogy, students of childhood education visited an exhibition (not only) for children about the true story of a persecuted Jewish family (Behr & Wendeborn 2016), wrote reports about their visit experiences, and answered questionnaires. What are the potentials of visiting and reflecting on the (children's) exhibition for the different students regarding their future profession as educators and for their individual memory formation?

The paper tells the stories of the Cohn family and the exhibition and presents analyses of key incidents (Kroon & Sturm 2007) from the students' texts. The results show how multiplicity and multimodality of storytelling can offer special potentials for memory formation.

Keywords: communicative and cultural memory, storytelling, multimodality


References
Assmann, A., & Assmann, J. (1994). Das Gestern im Heute. Medien und soziales Gedächtnis. In: K. Merten, S. J. Schmidt, & S. Weischenberg (Eds.), Die Wirklichkeit der Medien. (pp. 114–140). Wiesbaden.
Behr, B., & Wendeborn, S. (2016). Susi, die Enkelin von Haus Nummer 4 und die versteckten Judensterne. Unter Mitarbeit von Lothar Lewien bei der historischen Recherche. München.
Hoffmann, J. (2012). Narrated (Hi)Stories in an Intercultural Context. How Young People in Germany and Poland Deal with Tensions Between Communicative and Cultural Memory. In: E. Boesen, F. Lentz, M. Margue, D. Scuto, & R. Wagener (Eds.), Peripheral Memories. (pp. 259–282). Bielefeld.
Kroon, S., & Sturm, S. (2007). International comparative case study research in education: Key incident analysis and international triangulation. In W. Herrlitz, S. Ongstad, & P. H. van de Ven (Eds.), Research on mother tongue education in a comparative international perspective. (pp. 99–118). Amsterdam, New York.


Theoni Neokleous & Stavroula Kontovourki ()
DIGITAL LITERACIES AND DIFFERENTIAL CHILDHOODS IN PARENTS’ AND TEACHERS' TALK: AN ANALYSIS OF “APPROPRIATE” PRACTICES FOR YOUNG CHILDREN
-
ARLE 2022 - Paper presentations Thursday, 09:00-10:30 Room CTF02 R116 Chair: Neokleous, Theoni
This presentation focuses on the intersection of digital literacies and constructions of childhood as those emerge in the narrations of parents and teachers of young children (aged 3-8). In particular, we attend to parents' and teachers' descriptions of children's (their own, their pupils, in general) digital and non-digital practices at home, as those relate to “appropriate” language and literacy learning in school. Doing so, we identify discourses of childhood vis-à-vis digital literacy and literacy pedagogy, as we compare and contrast parents’ and teachers’ perceptions of children’s home and school literacy learning, and engagement in (non)digital literacy practices.

The presentation draws on data from a broader research project that aimed to identify literacy practices of young children (3-8 years of age) in the Republic of Cyprus, both at home and in school, as those were respectively reported by parents and teachers. Data were collected through questionnaires and individual, semi-structure interviews, conducted with a subset of the participants during the academic year 2020-2021. Thematic analysis of interview excerpts was theoretically informed by notions of digital literacy as a social practice that involves reading, writing, and multimodal meaning-making across on/off-line spaces and im/material resources, as those come together with institutional and social-economic forces (e.g., Burnett et al., 2014; Marsh, 2020). In this sense, discourses of childhood and of appropriateness, as constellations of knowledge that produce particular social practices and subjectivities (Weedon, 1997), are seen as part of assemblages that (re)produce acceptable ways of being literate in and out of school (e.g., Burnett et al., 2020).

Findings from this analysis indicate that both parents and teachers identified a variety of digital and non-digital literacy practices as appropriate for young children. Despite the prevalence of digital tools and technologies at home and in school during the COVID-19 pandemic, literacies deemed appropriate for children were those that involved “tangible” objects, play in physical space and print-based tools. Yet, notions of childhood and appropriateness were complicated as contradictions and tension emerged across and within interviews with parents and teachers. This, we argue, is indicative of different possible literate childhoods and opens the discussion to both obstacles and potentials in re-imagining literacy pedagogies for young children in the digital era.

Keywords: early literacy, digital literacy, home literacies, childhood, discourse

References:
Burnett, C., Merchant, G., Pahl, K., & Rowsell, J. (2014). The (im)materiality of literacy: The significance of subjectivities in new literacies research. Discourse: Studies in the Cultural Politics of Education, 35(1), 90-103.

Burnett, C., Merchant, G., & Neumann, M.M. (2020). Closing the gap? Overcoming limitations in sociomaterial accounts of early literacy. Journal of Early Childhood Literacy, 20(1), 111-133. DOI: 10.1177/1468798419896067.

Marsh, J. (2020). Researching the digital literacy and multimodal practices of young children: A European agenda for change. In O. Erstad, R. Flewitt, B. Kümmerling-Meibauer, & I.S. Pires Pereira (Eds.), The Routledge Handbook of Digital Literacies in Early Childhood (pp. 19-30). London, UK: Routledge.
Weedon, C. (1997). Feminist practice and poststructuralist theory (2nd ed.). Malden, MA: Blackwell Publishing.


Anna Nordenstam & Christina Olin-Scheller (Sweden)
LITERATURE IN TRANSFORMATION. EASY READERS IN SWEDISH L1 SECONDARY CLASSROOMS
-
ARLE 2022 - Paper presentations Friday, 09:00-10:30 Room CTF02 R114 Chair: Johansson, Maritha
Easy reading novels for young people have increased rapidly during the last ten years in Sweden. The novels are regarded as a tool for teaching, and are advocated to offer teenagers that are considered demotivated and poor readers suitable texts. The novels are also aimed at the target group having reading problems such as dyslexia, which is why the text format is short and uncomplicated. Today the text type offers narrative stories with the same themes as traditional young adult literature. The democratic argument, that everyone has the right to have access to good literary texts, is vital for easy readers.

This study present results from a project where easy readers used in L1 at lower and upper secondary school have been highlighted from a critical literacy perspective (Janks, 2013). Taking the expanded spread of easy readers as a point of departure, we focus the uses of the books in Swedish L1 classrooms in relation to questions used in the Didaktik tradition (Klafki, 1995): what, how, why and for whom. The empirical material consists of individual interviews with authors, publishers, teachers, librarians as well as focus group interviews with pupils (14 years old). Moreover, analysis of novels and instructions materials from 1968–2021 is included. The results show that the launching of and use of easy readers encourage and support efferent reading, and that an everyday knowledge perception that easy readers can be a way of solving young people’s demotivation for reading literature is widely spread. Further the text type can be regarded as literature in transformation – from a marginalized text type for few students with reading disabilities to a text book more or less for everyone. These results are problematized in relations to present disciplinary knowledge of reading development and literary instruction and the idea of Bildung.

Keywords: easy readers, literary teaching, Bildung, secondary and upper secondary school

References
Janks, H. (2013). Critical literacy in teaching and research. Education Inquiry, 4(2), 225–242.
Klafki, W. (1995). Didactic analysis as the core of preparation for instruction (Didaktische Analyse als Kern der Unterrichtsvorbereitung). Journal of Curriculum Studies, 27 (1), 13–30.


Christina Olin-Scheller & Marie Nilsberth & Victoria Elliott & Andy Goodwyn & Larissa McLean Davies (Sweden)
RETHINKING LITERATURE AND ITS USES: TEXTS AND KNOWLEDGE IN 21ST CENTURY L1 CONTEXTS
-
ARLE 2022 - Symposium Thursday, 11:00-12:30 Room CTF02 R112 Chair: Olin-Scheller, Christina
Literary Studies has been viewed, historically, as a core component of L1 study (Yates, 2019;). Indeed, it is literature, and the opportunity to read it and teach it, that has usually been seen as the key motivator for those wishing to become L1 teachers (Goodwyn, 2010). Yet, although literature in the school curriculum is valued both by teachers and their students (and also governments, regulators and the public), the issue of what literary studies are doing – what they are about, what are their scope and content – remains open to interpretation and vulnerable to the pressures and ideological priorities of governments. This symposium takes up these pressing questions and draws on current research being undertaken in Sweden, England and Australia to rethink the ways we understand literary study in the 21st century.

To this end, the symposium papers are each concerned with the purpose, value and uses of literature in L1 education in post-pandemic, culturally and linguistically diverse societies. At a time where knowledge is being brought ‘back in’ to curriculum, and governments and educators are seeking clarification on the nature of “powerful knowledge” (Young, 2013) in the school subjects, this symposium asks, what kinds of knowledge or knowing (Medway 1991; Elliot 2020) does the reading of literature support, produce and create in contemporary classrooms? What is the work of literature in these times? In what ways might literary knowledge be “difficult knowledge” (Zembylas 2014) for students and teachers to experience, and how might we reconsider didactic approaches to literature in light of reported reader experiences of engagement and pleasure during the pandemic (Salmeron et al, 2020)? Presenters will consider the intersections of knowledge and practice, the ways in which knowledge is developed socially, and the impacts of pedagogy on students' experiences of literary knowing.




Keywords: literature, knowledge, response, engagement, interfaces, sociability

References:

Biesta, G., (2019). Teaching for the Possibility of Being Taught: World-Centred Education in an Age of Learning. E-Journal of Philosophy of Education: International Yearbook of the Philosophy of Education Society of Japan, vol. 4.

Bode, K., & Hetherington, C. (2018). To be continued: The Australian Newspaper Fiction Database. https://cdhrdatasys.anu.edu.au/tobecontinued/

Carey, J. (2005). What good are the arts? (London: Faber and Faber).

Eaglestone, R., 2017. “Transition into the Profession: Accuracy, Sincerity and “Disciplinary Consciousness.” In B. Knights, (Ed.),Teaching Literature: Text and Dialogue in the English Classroom, (pp.67–80). London: Palgrave McMillan.

Elliott, V., (2020). Knowledge in English: Canon, Curriculum and Cultural Literacy. London: Routledge https://doi.org/10.4324/9780429331275.

Elliott, V., Nelson-Addy, L., Chantiluke, R. & Courtney, M., (2021). Lit in Colour: Diversity in Literature in English Schools. London: Penguin & Runnymede Trust.

Gilje, Ø., Ingulfsen, L., Dolonen, J.A., Furberg, A., Rasmussen, I., Kluge, A., Knain, E., Mørch, A., Naalsund M. och Granum Skarpaas, K. (2016). Med ARK & APP – bruk av læremidler og ressurser for læring på tvers av arbeidsformer. Oslo: Universitetet i Oslo.


Goodwyn, A., (2010). The Status of Literature: English Teaching and the Condition of Literature Teaching in Schools. English in Education 46(3), 212–28.

Klette, K., (2018). Individualism and collectivism in Nordic schools. A comparative approach. In N. Witoszek, D.S. Wilson, A. & Midttun (Eds.), Renewing the Nordic model. London: Routledge, Spring.

Knights, B.. 2017. Introduction: Teaching? Literature? In B. Knights, (Ed), Teaching Literature: Text and Dialogue in the English Classroom (pp. 1–16). London: Palgrave McMillan.

McLean Davies, L., Bode, K., Martin, S., & Sawyer, W. (2020). Reading in the (Post)Digital Age: Large Databases and the Future of Literature in Secondary English Classrooms. English in Education 54(3): 299–315. https://doi.org/10.1080/04250494.2020.1790991.

Misfeldt, M., Lindenskov Tamborg, A., Qvortrup, A., Kølsen Petersen, C., Ørsted Svensson, L., Brink Allsopp, B. & Dirckinck-Holmfeld, L. (2018). Implementering af læringsplatforme – Brug, værdier og samarbejde. I: Tidsskriftet Læring og Medier (LOM), 10(18). Systemer, portaler og platforme mellem styring og frihed.

Medway, P., (2010. English and Enlightenment. Changing English: Studies in Culture and
Education 17 (1): 3–12. doi:10.1080/13586840903556987.

Salmerón, L.; Vicenta, A., Cerdán, R. De Sixte, R..; Delgado, P., Fajardo, I. (2020). “READ-COvid: A Database From Reading and Media Habits During COVID-19 Confinement in Spain and Italy.” Frontiers in Psychology, 11: 2639. https://doi.org/10.3389/fpsyg.2020.575241.

Yates, L., McLean Davies, L., Buzacott,L., Doecke, B., Mead, P & Sawyer, W. (2019). School English, Literature and the Knowledge-Base Question. The Curriculum Journal 1: 51–68. https://doi.org/10.1080/09585176.2018.1543603.

Young, M. 2013. Overcoming the Crisis in Curriculum Theory: A Knowledge-Based Approach. Journal of Curriculum Studies 45 (2): 101–118. doi:10.1080/00220272.2013.764505

Zembylas, M. (2014). Theorizing “Difficult Knowledge” in the Aftermath of the “Affective Turn”: Implications for Curriculum and Pedagogy in Handling Traumatic Representations. Curriculum Inquiry, 44 (3): 390–412. doi:10.1111/curi.12051.


Irene Pieper (Germany)
POETIC METAPHOR AND CLASSROOM INTERACTION: HOW DOES EDUCATIONAL DIALOGUE SUPPORT STUDENTS’ INTERPRETING METAPHOR?
-
ARLE 2022 - Paper presentations Friday, 09:00-10:30 Room CTF02 R113 Chair: Höglund, Heidi
Educational dialogue can be considered as an essential tool for supporting students’ learning in the various domains and subjects of formal schooling (Muhonen et al. 2017). The value of dialogic approaches to the teaching of literature has been stressed frequently in recent years. Several criteria for the quality of classroom dialogue have been developed and attention has been paid to the professional development of teachers in this respect (Reznitskaya 2012). The paper builds on these insights and reaches out to a specific aspect of literary education. It addresses metaphor interpretation as a challenge for learners in various stages of formal education (Pieper & Strutz 2018) and asks how this challenge is tackled in classroom discourse. Data consist of videotaped and transcribed lessons from four classes in lower secondary (grade 6 and 8; one each from higher academic track and lower academic track) and two classes in upper secondary (grade 10 and 12) in two German secondary schools (one with a higher academic track). The lessons dealt with the same three metaphorical poems. Via a sequential analysis of the talks (based on discourse analysis) the way teachers support students’ interpretative performance is explored. Special attention is paid to verbal interaction as a means of developing interpretative competencies that are (1) linked to linguistic means. Here, the notion of “text procedures” (Feilke 2014) is adapted to explore the link between lexical means and the concept of interpretation (here: interpreting metaphor). (2) The notion of an aesthetic stance that Louise Rosenblatt brought up is taken into account. Particularly the comparison between the different lower secondary classrooms show that the dialogic sequences vary considerably with respect to balancing students’ intuitive notions and more thorough encounters with the literary text. It is argued that the question of how the poem is established as a piece of art that is explored by the classroom community as well as the notion of a linguistic repertoire for interpretation deserve more attention. Both aspects should be considered as important means of building ground for more complex interpretative tasks in literature education.

Keywords: literary understanding, metaphor, poetry, classroom dialogue

References:
Feilke, H. (2014). Argumente für eine Didaktik der Textprozeduren. In: Bachmann, Th./Feilke, H. (ed.s), Werkzeuge des Schreibens. Beiträge zu einer Didaktik der Textprozeduren. Stuttgart: Fillibach, 11-34.
Muhonen, H. et al. (2018). Quality of educational dialogue and associatio with students_ academic performance. In: Learning and Instruction 55, 67-79.
Pieper, I. & Strutz, B. (2018). Learners’ approaches to poetic metaphor. A think aloud study with secondary students in grade 6 and 9. L1-Educational Studies in Language and Literature, 18, p. 1-35. https://doi.org/10.17239/L1ESLL-2018.18.03.05.
Reznitskaya, A. (2012). Dialogic Teaching: Rethinking Language Use during Literature Discussions. The Reading Teacher, 65, 446-456.
http://dx.doi.org/10.1002/TRTR.01066


Irene Pieper & Madeleine Domenech & Diana Maak & Helen Lehndorf (Germany)
LANGUAGES – LITERATURES – LITERACIES AS A CHALLENGE FOR TEACHER-STUDENTS: WHAT SHOULD TEACHER EDUCATION AIM AT WITH REGARD TO KEY CONCEPTS OF THE SUBJECT L1?

ARLE 2022 - Roundtable presentations Wednesday, 11:00-12:30 Room CTF02 R116 Chair: Pieper, Irene
This round table aims at creating a forum to reflect upon recent shifts in teaching and learning L1 in an international perspective: As Green and Erixon (2020) have shown, there is reason to reconsider the subject L1 in order to understand how globalization, pluriculturalism, technocultural change and educationalization may affect what used to be ‘mother-tongue’ quite strongly. Though never a homogeneous concept in history the subject has changed considerably, e.g. in what concerns potential links between mother-tongue and nation-building or between language and literature as key elements of Bildung on the one hand and multiple literacies as a concept which is explicitly linked to competencies and performance in various language(s) on the other hand. While an approach to the subject and its teachers that is more open towards pluriculturalism and plurilingualism seems timely and promising challenges of traditional ‘mother-tongue’ as well as L1 are still to be met: It is via the subject L1 that students are introduced to the written standard (or to CALPs rather than BICs as Jim Cummins has put it), possibly not in their first language and perhaps in more than one language. Studies from various fields of research and education show that the respective competencies are key to a successful performance at school and beyond. Thus, it seems that the challenges for teacher education have risen once more: On the one hand, programs of study for teachers-to-be need to address current developments within this globalizing, pluralistic context and increasingly diverse communities of students, on the other hand contributions to a sound linguistic and cultural fundamentum are still to be expected from the subject and its teachers.

The round table aims at exploring consequences for teacher education in L1 including the normative frame of any program of study as well as its content with regard to languages, literatures and literacies and the linguistic repertoires of the teachers-to-be. We will refer to our attempts to learn more about students’ perspectives on the issue of professional competencies needed so as to meet today’s challenges in teaching L1: A group discussion has been carried out which shows amongst others some hindrances to shedding light on the topic. Besides, we ask about expectations towards linguistic competencies of students and their acceptability among different actors on the scene: We report on our work with a guideline concerning the linguistic quality of assignments in the program of study. Since we expect that the questions at stake are shared in other regions and institutions we would like to use the ARLE forum for a discussion of the challenges we experience and hope for a multitude of perspectives from which to learn.

Keywords: literacies, diversity, professional competences, teacher education, linguistic repertoires

Reference
Green, Bill & Erixon, Per-Olof (ed.s) (2020): Rethinking L1 Education in a Global Era. Understanding the (Post-)National L1 Subjects in New and Difficult Times. Cham/Switzerland: Springer.


Helin Puksand & Anne Uusen (Estonia)
DOES A MORE AMPLE COMPUTER EXPERIENCE ENSURE BETTER RESULTS IN TEXT CREATION?
-
ARLE 2022 - Paper presentations Thursday, 09:00-10:30 Room CTF02 R114 Chair: Puksand, Helin
The rapid development of digital technology and the situation of the COVID-19 pandemic have accelerated the need to use e-assessment in Estonia, including in the L1 assessment. In the field of language and literature, it is unavoidable to assess text creation skills. In the case of e-assessment, the student must write and create text on a computer. Writing is the most demanding and complicated language skill for younger students, requiring more extended practice (Holliway, McCutchen, 2004; Uusen, 2006). The better are the students’ text typing and keyboard using skills, the better is the quality of the texts written on the computer (Graham et al., 2012).

In 2019, a survey was conducted to examine students’ e-writing skills. The presentation provides an overview of the study results. The study aimed to find out if the results of the second stage (grades 4th–6th) students’ text creation tasks are better than those of the first stage students (grades 1st–3rd). The study involved 249 students from the first stage and 251 students from the second stage of basic school. The analysis results showed that lower grade students performed worse on the task of writing an e-mail, but there were no differences in the writing of narrative texts. There were also significant differences in the frequency of using digital tools at school in general and in L1 lessons. Low use of digital equipment explains the overall relatively low results in text creation outcomes. Before moving to e-assessment, we can conclude that it is necessary to think about whether students are also taught to write on a computer.

Keywords: writing, development of writing skills, e-assessment, text creation, digital writing skills

References
Graham, S., McKeown, D., Kiuhara, S., Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. – Journal of Educational Psychology 104 (4), 879–896. http://dx.doi.org/10.1037/a0029185
Holliway, D. R., McCutchen, D. (2004). Audience perspective in young writers’ composing and revising. – Revision Cognitive and Instructional Processes. Ed. by Linda Allal, Lucile Chanquoy, Pierre Largy. (= Studies in Writing 13.) Boston, Dordrecht, New York: Springer, 87–101. http://dx.doi.org/10.1007/978-94-007-1048-1_6
Uusen, A. (2006). Põhikooli I ja II astme õpilaste kirjutamisoskus. Tallinn: Tallinna Ülikooli Kirjastus.


Marie Dahl Rasmussen (Denmark)
IS THIS TALK EXPLORATORY? JOINT INTERPRETATION IN PEER CONVERSATIONS IN DANISH LITERATURE CLASSROOMS
-
ARLE 2022 - Paper presentations Thursday, 12:30-14:00 Room CTF02 R115 Chair: KARYOLEMOU, Marilena
Previous research on peer conversation repeatedly finds that exploratory talk is central to student learning and holds potential in relation to teaching and learning in a world technological transformation (Hove & Abedin, 2013; Wegerif, 2013). However, the same research also finds that exploratory talk rarely occurs in primary school classrooms. In this presentation I will argue for the need to develop new understandings of exploratory talk to better identify, investigate and facilitate peer conversations in subject-specific contexts.

The presentation draws on examples from my PhD thesis on collective interpretation processes in peer group conversations in the context of L1 education. The overall aim of the study was to show how students engage in peer conversation and how their engagement in literary texts - and in each other’s perspectives - relate to the didactic framing of the conversations. The investigation builds on participant observation over four months in two fifth grade classes (10-11 years) as well as detailed context sensitive analysis of a selection of peer group conversations. To explore the students’ interpretation and conversation processes, I combine a perspective on students as readers of literature (Felski, 2008) and a perspective on students as conversation participants and collaborators (Mercer 2000; Wegerif, 2013).

The presentation focuses primarily on two empirical findings from the study: First, explorative peer conversations about literature are often characterized by a cumulative elaboration in which the literary text takes central stage through the students establishing connections between their various ways of engaging with it. Secondly, they are also characterized by a performative interpretation where the text is assigned meaning through students experimenting with ways of pronouncing words and sentences. In the presentation, I will further discuss how these findings challenge the understanding in previous research on exploratory talk and peer group conversations on literature.

Keywords: peer conversations, literature studies, L1 education, primary school

References
Felski, R. (2008). Uses of literature. Blackwell Publishing.
Howe, C., & Abedin, M. (2013). Classroom dialogue: a systematic review across four decades of research. Cambridge Journal of Education, 43(3).
Mercer, N. (2000). Words and minds: how we use language to think together. Routledge.
Wegerif, R. (2013). Dialogic: education for the Internet age. Routledge.


Iris Rautenberg & Alicia Hueckmann ()
WHICH LANGUAGE INTERNAL FACTORS COMPLICATE THE CORRECT USE OF SENTENCE INTERNAL CAPITALIZATION IN GERMAN?

ARLE 2022 - Paper presentations Friday, 11:00-12:30 Room CTF02 R115 Chair: Armostis, Spyros
The measurement of orthographic skills in German has been impeded, among others, by a lack of systematic research on factors that complicate the correct use of sentence internal capital letters. The study to be presented investigated a variety of language internal factors with a negative effect on middle school students’ ability to detect heads of noun phrases in a sentence (i.e. words that are generally capitalized in German). Based on its results, testing strategies for evaluating students’ orthographic skills in this area of orthography will be developed.

Empirical evidence reports several factors with positive effects: Firstly, a word’s assigned word class (genuine nouns are most likely to be capitalized). Secondly, its degree of concreteness (concrete nouns are capitalized more frequently). Thirdly, the surrounding noun phrase structure (the presence of articles enhances capitalization) (Wahl et al., 2017). Other potential factors are under-researched or the subject of controversial debate: Are countable (and therefore morphologically ‘intact’) nouns capitalized more often than uncountable nouns? Does the syntactic function (e.g. subject position vs. object position) of a noun/prepositional phrase have an effect? Do nominal suffixes such as -heit affect capitalization?

To learn more about the significance of language internal factors, the present study explored environments in which these factors are were combined systematically. To do so, a total of 1,024 test sentences were split into 8 parallel digital test versions. In these sentences, 8 word categories with 8 abstract nouns were implemented in 16 different syntactic contexts.

These 8 digital test versions were randomly assigned to 7th graders from 12 7th grade middle school classes who were then asked to identify all words in a sentence that should receive a capital letter. The estimation of item-related and demographic parameters was based on a complete design, namely a multidimensional Rasch model (within/between item multidimensionality, cf. Hartig & Höhler, 2010). This enabled the determination of item complexity as well as latency complexity via demographic parameters (weighted maximum likelihood estimation, cf. Warm, 1989). The study's findings suggest that the participants were more likely to capitalize abstract nouns if they were preceded by an article, were countable, or included a nominal suffix. By contrast, there was no evidence that the syntactic function of the phrase in which the noun was embedded had any impact on the students' decision.

Keywords: German, syntactic marker, capitalization, orthography

References
Betzel, D. (2015). Zum weiterführenden Erwerb der satzinternen Großschreibung. Eine leistungsgruppendifferenzierte Längsschnittstudiein der Sekundarstufe I. Baltmannsweiler: Schneider.
Hartig, J. & Höhler, J. (2010). Modellierung von Kompetenzen mit mehrdimensionalen IRT-Modellen. Projekt MIRT. In E. Klieme, D. Leutner & M. Kenk (Eds.), Kompetenzmodellierung. Zwischenbilanz des DFG-Schwerpunktprogramms und Perspektiven des Forschungsansatzes (pp. 189-98). Weinheim: Beltz.
Wahl, S., Rautenberg, I. & Helms, S. (2017). Evaluation einer syntaxbasierten Didaktik zur satzinternen Großschreibung. Didaktik Deutsch, 42, 32-52.
Warm, T. A. (1989). Weighted likelihood estimation of ability in item response theory. Psychometrika, 54, 427-450.


Na'ama Reshef (Israel)
ON THE IMPACT OF MODERN TECHNOLOGY AND DIGITAL SPACES ON THE NARRATIVE MEMORY OF TRAUMA IN NAVA SEMEL'S BOOK "AND THE RAT LAUGHED"
-
ARLE 2022 - Paper presentations Wednesday, 16:00-17:30 Room CTF02 R111 Chair: Ioannidou, Elena
The Israeli author Nava Semel is engaged in many of her books on the affect of the Holocaust trauma on the second and third generations. In her book "And the Rat Laughed", published in 2001, Semel warns against the implications of modern technology and digital spaces on the perception of narrative memory.
In contrast to conventional Holocaust literature, Semel focuses not on the story of the Holocaust itself, but on the experience of remembering the story over decades and centuries. She demonstrates how the characteristics of digital space- accessibility and availability, rapid replication, widespread distribution, commercialization and interactivity- leads to the story’s evolution and transfiguration, up to its utter distortion.In her book, Semel presents an alternative to the narrative memory- the emotional memory, a memory located “beyond the events and the facts themselves”. The emotional memory preserves an emotional extract of the original trauma, passing under the threshold of the consciousness of the sender and recipients in whom it beats as a living heartbeat. Emotional memory is passed on through art. The traumatic memory translates into Semiotic - Poetic language that dismantles the organized, arranged, and disciplinary structure of the symbolic language, revealing the intense emotional-physical impressions that cannot be said in words, that are at the heart of the trauma, giving them a resounding authentic voice that is engraved in future generations.

In my lecture, of a theoretical nature, I will address the danger of the evolution of traumatic memory in digital spaces, as described by Semel, and examine the processes of emotional memory transfer as an alternative posed by Semel to the distorted narrative memory, thus contributing a unique and interesting tier to how technological developments are experienced and presented in the literary world.

Keywords: narrative memory, emotional memory, trauma, semiotic language, symbolic language


Bullough, E. (1974), "Emotional Distance as a Factor in Aesthetics", Studies in Aesthetic Distance Tsur, R (ed.), Tel Aviv, pp. 26-49 (Heb).

Kristeva J. (1984). Revolution in Poetic Language. (M. Waller, Trans.) New York: Columbia University Press.

Semel N. (2008). And the Rat Laughed. (M. Shlesinger, Trans.) Melbourne: Hybrid Publishers.


Moniques Richard & Nathalie Lacelle & Eleonora Acerra (Canada)
MAKING ROOM FOR CURIOSITY: ADOLESCENT CREATIVITY & MULTIMODAL DIGITAL LITERACY IN THE ART CLASS
-
ARLE 2022 - Paper presentations Wednesday, 12:30-14:00 Room CTF02 R111 Chair: Christodoulou, Valentina
In today’s proliferating remix culture, questions of authenticity of content, creativity of form and ethics of use arise in youth’s digital practices. Digital humanities and remix studies have acknowledged the importance of critical reflection on the cultural and political implications of remixes (Navas, Gallagher & Burrough, 2021). Digital literacy research has also shown there is a great disparity among young people’s digital skills and uses, that focus mainly on appropriating digital content without necessarily developing the skills to creatively organize or critically evaluate them (Turner et al, 2017). Whereas art and literature education studies have revealed that some youth give new forms to digital contents, playing with and transgressing social norms, but mostly outside of schools (Duncum, 2013; Richard & Lacelle, 2020). According to Bereczki & Karpati (2021), teachers also manifest difficulties integrating digital-based creativity-fostering activities in their curriculum. As part of a study conducted in Quebec’s high schools by the MULTINUMERIC community of practice, we investigate how adolescents can develop digital skills through multimodal media literacy. Using action-based research, we co-create pedagogical activities with teachers, that will be collaboratively implemented, observed, analyzed and adjusted for better digital teaching practices. For this paper, our research questions aim at fostering curiosity, authenticity and artistic intent in youth’s digital artistic, language and literature practices. We will focus on one art teacher’s collaborative approach to the creation of individual multimodal cabinets of curiosities that will integrate a year of ethically-informed documentary research, exploratory creative processes, and singular mixes and remixes of analogical and digital productions. A collective digital cabinet will be presented in a public exhibit at the end of the year. This research allows us to investigate with the teens their inquiries into the expression of curiosity, their digital abilities, and finally, their sense of authenticity in remixing text, image, and sound in their creations. Grounded in sensory ethnography data analysis, our findings should help us build, validate and implement new co-creative processes and tools that foster individual and collective curiosity and creativity; they should also assist us in carrying out further research on meaningful multimodal digital practices in schools.

Keywords: digital literacy, multimodal, curiosity, remix, authenticity

References:
Bereczki, E.O. Karpati, A. (2021). Technology-enhanced creativity: A multiple case study of digital technology-integration expert teachers’ beliefs and practices. Thinking Skills and Creativity, 39. https://doi.org/10.1016/j.tsc.2021.100791

Duncum, P. (2013). Youth’s remix culture off and on line. Australian Art education, 357(1-2), 10-23.

Navas, E., Gallagher, O. & Burrough, x. (2021). The Routledge handbook of remix studies and digital studies. N.Y: Routledge.

Richard, M. & Lacelle, N. (dir.). (2020). Croiser littératie, art et culture des jeunes. Impacts sur l’enseignement des arts et des langues. Québec : Presses de l’Université du Québec.

Turner, K.H., Jolls, T., Schira Hagerman, M., O’Byrne, W., Hicks, T., Eisenstock, B. & Pytash, K. (2017). Developing digital and media literacies in children and adolescents. Pediatrics, 140(2). http://pediatrics.aappublications.org/content/140/Supplement_2/S122


Christophe Ronveaux & Vincent Capt & Bernard Schneuwly (Switzerland)
ON DIFFERENCES OF TEACHING READING COMPREHENSION OF A LITERARY TEXT IN PRIMARY AND SECONDARY CLASSES. THE “DISCIPLINING” EFFECT OF THE SCHOOL DISCIPLINE L1
-
ARLE 2022 - Paper presentations Thursday, 11:00-12:30 Room CTF02 R111 Chair: Thurén, Camilla
The present communication is part of a large project (FNS 100019_205162 / 1) aims to describe and understand the uses and development of didactic instruments in the field of reading comprehension (“psychological tools/instruments” in the sense of Vygotsky, 1930/1997). We observe the variations of the use of instruments that were developed in collaborative research, in the didactic system in function of two independent variables, text genres and school levels. In the present communication, we present data from a pilot study. We focus on one text genre, and on the difference between the last year of primary and the first of secondary school. We are interested how the relationship between students and (literary) texts are transformed by teaching, a process of “disciplination” of mind (Chervel, 1988) through the school discipline “first language”.
In collaborative sessions, two groups of primary and secondary teachers discover a text to read with their students (a complex narrative text combining different enunciative perspectives: L’Indien de la tour Eiffel de Fred Bernard & François Roca (2004), discuss it and prepare didactic instruments for its reading in their classes. These sessions are recorded. The elaborated teaching sequences are realized in the different classes and videotaped. After that, the groups discuss their experiences in sessions that are also recorded. We compare the teaching sequences using the synopsis and conduct a didactic analysis of the task in function of three research questions.
• What dimensions of the relationship of the students with the text do teachers place at the heart of their sequence planning?
• What regulations do teachers put in place in situations under the influence of primary and secondary students' actual reactions compared with the “supposed student” or “collective student” (Bromme, 2005) referred to during lesson planning?
• What uses do they make of writing when it comes to developing primary and secondary students' interpretative skills (Graham & Hebert, 2011)?
The main results: there is a clear “disciplining” effect
• The relationship towards text changes quite radically.
• The teachers adapt the planned lesson in function of the real class, differently in primary and secondary classes.
• The function of writing is important, but different in primary and secondary classes.
The observation of transformations should allow us to produce a prototypical teaching sequence that takes into account the new forms of text, including digital ones.

References
Chervel, A. (1988). L'histoire des disciplines scolaires: Réflexions sur un domaine de recherche. Histoire de l'éducation, 38, 59-119.
Bromme,R. (2005). The “collective student” as the cognitive reference point of teachers’ thinking about their students in the classroom ». In P. M. Denicolo & M. Kompf (eds.), Teacher thinking and professional action (pp. 31-40). Londres : Routledge.
Graham, S. & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81, 710-744.
Vygotsky, L.S. (1930/1997). The Instrumental Method in Psychology. In: R.W. Rieber & J. Wollock (eds), The Collected Works of L. S. Vygotsky. Cognition and Language. Springer, Boston.


Anna Sałatarow (Poland)
A STUDY OF THE CONTEMPORARY POLISH CHILDREN'S LITERATURE ABOUT THE HOLOCAUST IN POLISH PRIMARY SCHOOL
-
ARLE 2022 - PhD Preconference session Tuesday, 15:00-16:30 Room LRC014 Chair: Papadopoulou, Anthi
In recent decades, the development of Polish children's literature on the Holocaust has gained increasing, but an in-depth analysis has not yet been carried out. Consequently, Polish children's literature about the Holocaust lags behind many foreign literatures, which have already developed consistent reading canons and methods of working with literary texts. So far, the results of research on selected aspects of Polish books for children devoted to the Holocaust have been presented by M. Wójcik-Dudek (2016), and a discussion of this literature in the didactic context was held by A. Kania (2017).

While questions about why teaching about the Holocaust have already been answered (e.g. Abrosewicz-Jacobs & Hońda, 2003), it is sill necessary to develop ways to do it. Therefore, I conducted research in which the Polish core curriculum and textbooks currently accepted for teaching in Polish schools were analyzed in order to determine the presence of contemporary children's literature on the subject of the Holocaust in Polish education. The conclusions drawn from this research allow to define the possibilities of introducing the literature examined here to schools.

Researchers (e.g. Kokkola, 2003) indicate that literature influences the formation of profound beliefs in children. Accordingly, in the current study, selected Polish children's literature on the Holocaust was analyzed by engaging ethical criticism and examining the aesthetic dimension of the works using the reader-response theory. Following the determination of the ethical and aesthetic dimensions of the researched works, it was investigated how they can influence the fluidity of the exchange of messages within cultural memory and the shaping of empathetic manners and openness. The hypothesis that in order to perform the functions shaping morally desirable attitudes among adolescents, the studied literature requires an adult intermediary, who is a teacher, will be adapted to the contemporary challenges faced by a Polish teacher working with children's literature on the Holocaust. The possibilities of using multimedia materials and the opportunities offered by the development of distance education will be discussed. The proposed question for discussion is whether remote education may impede the transmission of ethical values through literature lessons.

Keywords: literary education, Holocaust, Polish children’s literature

Ambrosewicz-Jacobs, J. & Hońda L. (Eds.) (2003), Dlaczego należy uczyć o Holokauście? Kraków: Uniwersytet Jagielloński.

Kania, A. (2017), Lekcja (nie)obecności. Dziedzictwo polsko-żydowskie w edukacji polonistycznej. Kraków: Universitas.

Kokkola, L. (2003) Representing the Holocaust in Children's Literature. New York: Routledge.

Wójcik-Dudek, M. (2016), W(y)czytać Zagładę. Praktyki postpamięci w polskiej literaturze XXI wieku dla dzieci i młodzieży. Katowice: Uniwersytet Śląski.


Bernard Schneuwly (Switzerland)
DO WE FORM THE SAME RELATIONSHIP TO LANGUAGE FRENCH AND GERMAN SPEAKING SWITZERLAND ? EXPLORATIONS IN PRIMARY SCHOOL READING BOOKS DURING A CENTURY
-
ARLE 2022 - Paper presentations Friday, 09:00-10:30 Room CTF02 R111 Chair: Schneuwly, Bernard
The place of literature in German and French culture is obviously not the same, and this is probably true also for the two cultures in multicultural Switzerland (Minder, 1953). This difference is, of course, a social construction grown in history. We would like to contribute to describe this process in view also of a better understand of current teaching practices.
In order to do this, we analyze compulsory reading books of three French- and German-speaking cantons at three historical points in time (at the end of the 19th century, in the interwar period and at the end of the 20th century). The thesis that reading books in the two cultural areas pursue different goals is examined. An overview quantitative analysis of 2613 texts (number of texts per book, length of the texts, typography) shows that there are meaningful differences between the periods and regions. The analysis of the macrostructure of the books on the basis of the titles of the different parts confirm this finding: the themes of the books like nature, religion, national heroes, moral problems, contemporary social questions are present and are organized quite differently in function of the regions. The text types are profoundly contrasted, with a very high percentage of poems and of moral texts in the German-speaking area compared to the French. The choice of authors is also very different with much more being part of the “grande littérature” in French.
Although the difference is not absolute, the reading books in French-speaking Switzerland tend to follow a more culturally oriented model of literary reading (Chartier & Hebrard, 1989), while those in German-speaking Switzerland serve predominantly the "Gesinnungsbildung” [formation of mindset] (Helmer, 1970).
Since, as we have shown elsewhere (Schneuwly et al., 2017;) teaching is always the result of sedimentation of different strata of historical practice, the knowledge of deep embedded cultural perceptions in teaching literature is essential to analyze and understand current practices, the culturally oriented model for instance appearing clearly in everyday practices in French-speaking Switzerland (Ronveaux & Schneuwly, 2018).

Keywords: history of teaching literature, contrast of French and German-speaking Switzerland, compulsory reading books, upper primary school

References
Chartier, A.-M. & Hebrard, J. (1989). Discours sur la lecture (1880-1980). Paris : Centre Georges Pompidou.
Helmers, H. (1970). Geschichte des deutschen Lesebuches in Grundzügen. Stuttgart : Klett.
Minder, R. (1953). Soziologie der deutschen und französischen Lesebücher. In A. Döblin (Ed.), Minotaurus. Dichtung unter den Hufen von Staat und Industrie (pp. 74 – 87). Wiesbaden : Franz Steiner Verlag.
Schneuwly, B., Thevenaz-Christen, T., Canelas Trevisi, S., & Aeby Daghe, S. (2017). Writing and teaching literature the role of hypertextual and metatextual writing activities at three school levels. L1 Educational Studies in Languages and Literature, 16-17, DOI : 10.17239/L1ESLL-2017.17.02.02
Schneuwly, B. & Ronveaux, Ch. (2018). Lire des textes réputés littéraires : Disciplination et sédimentation. enquête au fil des degrés scolaires en suisse romande. Lang : Berne.


Yael Segev & Orna Levin (Israel)
SEL PRACTICES AS ADVANCING ONLINE LITERATURE TEACHING AND LEARNING
-
ARLE 2022 - Paper presentations Thursday, 16:00-17:30 Room CTF02 R114 Chair: Segev, Yael
The use of SEL skills for literature teaching has not yet been researched thoroughly and deeply. A previous
study has found that using SEL skills in literature lessons enhances students' motivation and understanding of the content knowledge (Shechtman & Abu Yaman, 2012). In this sense, the present study expands the limits of the importance of teaching and learning an online literature lesson based on SEL skills. It also examines these skillss from the teachers' perspectives and reveals that they similarly view them as an important component of an online literature lesson.

The aim of the present study was to ascertain which teaching practices are efficient in an online literature lesson for both teachers and PSTs, with respect to two paradigms: the teaching-learning experience, and the advancement of content knowledge. The observation from two perspectives is important for deepening one's understanding of the issue of online teaching and learning from a two-dimensional outlook and providing important insights for advancing literature teaching online.

Using a multiple case study approach, based on a qualitative methodology, the research tools were: (1.) Questionnaires filled out by 28 lecturers at 4 different teacher training colleges and 90 PSTS at three academic colleges in Israel. (2.) Semi-structured interviews held with 12 PSTs. (3.) A focus group held with 6 lecturers of literature teaching at 4 teacher training institutes. The interviews and focus group were transcribed, analyzed, and encoded into themes and categories.

The data analysis raised three central themes which recurred in the lecturers and PSTs output as crucial components of online literature teaching and learning: knowledge, experience, and technology. Among both lecturers and PSTs, SEL practices, which aroused polyphonic discourse, were found to be crucial for both the learning experience and content knowledge acquisition, especially in the context of the technological learning environment.

The present study describes an interdisciplinary integration between techno-pedagogy, content knowledge acquisition and SEL. This integration appears to be essential for both learners and teachers. The results may contribute to the development of an innovative interdisciplinary learning site which utilizes tools for examining literary texts, such as SEL practices for online literature teaching.

Keywords: SEL and literature, teaching and learning literature online

References
Shechtman, Z, Abu yaman, M, (2012). SEL as a Component of a Literature Class to Improve Relationships, Behavior, Motivation, and Content Knowledge,
American Educational Research Journal, 546-567.


ANNA SELIA (Cyprus)
“WE USED TO LAUGH DURING THE LESSON; IT WAS NOT ENTIRELY STUDYING AS IT IS NOW”: STUDENTS’ CONCEPTUALIZATIONS OF LITERACY LESSON DURING THE TRANSITION FROM PRIMARY TO SECONDARY SCHOOL.
SIG Dialogic Teaching, Learning & Assessment
ARLE 2022 - Paper presentations Thursday, 11:00-12:30 Room CTF02 R111 Chair: Thurén, Camilla
The current paper examines the way a group of six students, transitioning from Primary to Secondary School, conceptualize, describe and position themselves in relation to the subject of Greek (language/literacy). The way Greek, and all the literacy subjects, are recontextualized and readjusted during the transition from primary to secondary education is an area that has not been adequately explored and it fits in the wider change of the learning culture from primary to secondary education (Pointon, 2000). As Galton and Wilcocks (1983) argue, primary education is characterized by child centeredness, whereas, secondary by subject centeredness.

The current ethnographic study followed six students for a period of ten months, during their final year of primary school (Year 6) and their first year in secondary school (Year 1). The paper draws partly on data from a broader ethnographic research, including different methods of data collection: classroom observations, interviews (students, teachers and parents), researcher’s diary, children’s notebooks. For the purpose of this presentation, 24 students’ semi-structured interviews were analysed with qualitative techniques such as content and discourse analysis.
In this paper, Ι present findings from the interview data with students, focusing on:
a. Issues of freedom i.e. students felt more free to express themselves and occasionally had the opportunity to even decide lessons’ activities in primary school.
b. The structure of the lesson i.e. the pace of the lesson was faster in secondary school and included more activities.
c. Discipline issues i.e. the rules of the lesson were more strict in secondary school.

Discourse analysis conducted on their replies revealed a shift on their perception of what constituted a language/literacy lesson, moving to more regulative discourses than instructional (Bernstein, 2000). Specifically, when they were 6 graders, they described the language/ literacy lesson focusing on the kind of activities and the content of the lesson. However, when they went to secondary school, they focused on discipline issues and on teachers’ expectations.

Keywords: Literacy/L1 teaching, regulative discourse, instructional discourse, transition, primary education, secondary education

References:
Bernstein, B. (2000) Pedagogy, Symbolic Control and Indentity. USA: Rowman & Littlefield Publishers.

Pointon, P., (2000) Students' views of environments for learning from the primary to the secondary school, International Journal of Educational Research, 33: 375–382.


David Ben Shannon & Larissa McLean Davies & Kate Pahl ()
BEYOND MASTERY: INTENSITIES, INTIMACIES AND INHUMAN LITERACIES.
-
ARLE 2022 - Symposium Thursday, 16:00-17:30 Room CTF02 R112 Chair: Shannon, David Ben
SESSION SUMMARY.

Objectives
This international panel brings together educational research projects from Australia and England. Each paper draws from queer theories of the human to unsettle what ‘passes’ as literacy across school-based and public pedagogical practices.

Overview
Uptake of queer theories in literacy research frequently reifies the humanist underpinnings of the concept ‘literacy.’ In this way, literacy is often a ‘humanising assemblage’ (Snaza, 2019) that reinforces neurotypical, homonormative, and white supremacist versions of the (literate) human. The papers in this panel draw from the queer inhumanisms to contest this notion of literacy. The queer inhumanisms are perspectives collated from crip, queer-feminist, Black, brown and Indigenous theories of the human (Jackson, 2020; Kim, 2015; Luciano & Chen, 2015; Muñoz, 2015, 2020). Rather than problematize humanist understandings of (il)literacy, queer inhumanisms start from perspectives already immersed in the “proverbial muck of these queered object relations” (McMillan, 2015, p. 226). In this way, they follow Jayne Brown (2012) to wonder “how far [can we] go in imagining life on other terms?” (para. 9) “free of the regulatory terms of humanness” (para. 14). More specifically, we take the title of Julietta Singh’s (2018) Unthinking Mastery as a proposition. Singh is careful to avoid modelling the exact mastery she unsettles by ‘owning’ the concept of ‘mastery’ enough to define it. Instead, she offers three common features of mastery: that it (1) installs boundaries, for (2) the purpose of subordinating one side of that boundary (3) over an extended period of time. This panel takes up the proposition to (un)think literacy ‘beyond mastery’ as a starting point, where mastery stands in for the boundarying of what passes as ‘literacy’ and the disciplinary boundaries of what passes as literacy research.

Scholarly significance
The papers in this panel draw from disparate fields and methodologies: creative writing and literary education; environmental studies and multilingualism; and music composition and early childhood special education. Each paper problematizes normative notions of how literacy should be ‘taught,’ with implications for how we conceptualize the subject of literacy education.

Structure of the session
The panel consists of three 15-minute papers, followed by a 15-minute discussant response and a 20-minute Q&A.


PAPERS.

Paper One: Hopeful, vulnerable literacies: Disrupting monolingualism and empowering children.
Samyia Ambreen (Manchester Metropolitan University, UK) S.Ambreen@mmu.ac.uk
Khawla Badwan (Manchester Metropolitan University, UK) K.Badwan@mmu.ac.uk
Abi Hackett (Manchester Metropolitan University, UK) A.Hackett@mmu.ac.uk
Kate Pahl (Manchester Metropolitan University, UK) K.Pahl@mmu.ac.uk

Paper Two: ‘Intensive interactions’: Neuroqueering ‘literacy’ in the special education classroom.
David Ben Shannon (Manchester Metropolitan University, UK) David.Shannon@mmu.ac.uk

Paper Three: Sensory and temporal perspectives on shared family reading practices
Mel Hall (Manchester Metropolitan University, UK) melanie.hall@mmu.ac.uk

Discussant:
Larissa MacLean Davies (University of Melbourne, Australia)

Keywords: inhuman; queer; affect

Alim, H. S., & Paris, D. (2017). What is culturally sustaining pedagogy and why does it matter? In H. S. Alim & D. Paris (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 1–24).
Badwan, K. (2021). Language in a Globalised World: Social Justice Perspectives on Mobility and Contact. Springer.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Brown, J. (2012). A wilder sort of empiricism: Madness, visions and speculative life. Social Text.
Butler, J. (2014). Bodily vulnerability, coalitions, and street politics. In Differences in common (pp. 097–119). Brill.
Dermott, E., & Pomati, M. (2016). ‘Good’ Parenting Practices: How Important are Poverty, Education and Time Pressure? Sociology, 50(1), 125–142. https://doi.org/10.1177/0038038514560260
Finch, J. (2011). Exploring the concept of display in family relationships. In Displaying families (pp. 197–205). Palgrave Macmillan.
Hackett, A. (2021). More-than-human literacies in early childhood. Bloomsbury Academic.
Heller, M. (1995). Language choice, social institutions, and symbolic domination. Language in Society, 24(3), 373–405. https://doi.org/10.1017/S0047404500018807
Hewett, D. (2018). The intensive interaction handbook. Sage.
Jackson, Z. I. (2020). Becoming Human: Matter and Meaning in an Antiblack World. New York: NYU Press.
Kim, E. (2015). Unbecoming human: An ethics of objects. GLQ: A Journal of Lesbian and Gay Studies, 21(2–3), 295–320. https://doi.org/10.1215/10642684-2843359
Kleekamp, M. C. (2020). “No! Turn the Pages!” Repositioning Neuroqueer Literacies. Journal of Literacy Research, 52(2), 113–135. https://doi.org/10.1177/1086296x20915531
Kuby, C. R., & Rowsell, J. (2021). Magic(al)ing in a time of COVID-19: becoming literacies and new inquiry practices. International Studies in Sociology of Education, 1–30. https://doi.org/10.1080/09620214.2021.1966826
Luciano, D., & Chen, M. Y. (2015). Has the Queer ever been human? GLQ: A Journal of Lesbian and Gay Studies, 21(2–3), 183–207. https://doi.org/10.1215/10642684-2843215
Mason, J. (2018). Affinities: Potent connections in personal life. John Wiley & Sons.
Mayall, B. (2013). A History of the Sociology of Childhood. IOE Press.
McMillan, U. (2015). Theorizing queer inhumanisms: Objecthood, avatars, and the limits of the human. GLQ: A Journal of Lesbian and Gay Studies, 21(2–3), 224–227.
Muñoz, J. E. (1999). Disidentifications: Queers of color and the performance of politics. Minneapolis, MN: University of Minnesota Press.
Muñoz, J. E. (2015). Theorizing queer inhumanisms (The sense of brownness). GLQ: A Journal of Lesbian and Gay Studies, 21, 209.
Muñoz, J. E. (2020). The sense of brown. Duke University Press.
Nichols, S. R., Svetlova, M., & Brownell, C. A. (2009). The role of social understanding and empathic disposition in young children’s responsiveness to distress in parents and peers. Cognition, Brain, Behavior : An Interdisciplinary Journal, 13(4), 449–478.
Pahl, K., & Rowsell, J. (2020). Living Literacies: Literacy for Social Change. MIT Press.
Morgan, D. (2011). Rethinking family practices. Springer.
Roscigno, R. (2020). Semiotic stalemate: Resisting restraint and seclusion through Guattari’s micropolitics of desire. 9(5), 156–184. Retrieved from www.cjds.uwaterloo
Shannon, D. B. (2020). Neuroqueer(ing) Noise: Beyond ‘mere inclusion’ in a neurodiverse early childhood classroom. Canadian Journal of Disability Studies, 9(5), 489–514. Retrieved from https://cjds.uwaterloo.ca/index.php/cjds/article/view/706/968
Singh, J. (2018). Unthinking Mastery: Dehumanism and decolonial entanglements.
Snaza, N. (2019). Animate literacies: Litreature, affect, and the politics of humanism. Duke University Press.
Stewart, K. (2007). Ordinary Affects. https://doi.org/10.1215/9780822390404


Xiaoyun Song ()
CHALLENGING DOMINANT LANGUAGE IDEOLOGIES IN COMMUNITY-BASED ADULT LITERACY PROGRAM: A TRANSLANGUAGING LENS
-
Recent research in Second Language Acquisition (SLA) advocates a “pluralist discourse” (De Jong, 2011) and the use of first language (L1) within second language classrooms. Translanguaging, described as “dynamic and fluid use of multiple linguistic resources”, adds a new dimension towards a multilingual approach to second language teaching. Instead of viewing languages as separate, bilingual speakers utilize multiple semiotic resources appropriate to make meaning of both themselves and their bilingual worlds (García, 2009, p. 45).

While the concept of translanguaging received increasing scholarly attention in the K-12 educational settings, community-based adult literacy programs are often underrepresented and under-examined in SLA research despite the growing student body. Adult literacy programs are often faced with challenges from the institutional mechanism and naturalization process that prioritizes the English language (Ullman, 2010). As a result, community-based adult ESL teaching in the United States tends to subscribe to "monoglossic language ideology" (Flores & Rosa, 2015). L1 use is often viewed with skepticism by stakeholders at adult literacy programs for hampering language learning and language socialization in the dominant language society.

In this ongoing study, I consider how translanguaging practices challenge the dominant language ideologies of adult ESL teaching. Specifically, I ask the following research questions:
- What language ideologies do adult English language learners (ELLs) articulate in literacy classes?
- How does translanguaging as a pedagogical framework counter English language dominance within an adult ESL classroom？

In this proposed presentation, I provide a theoretical overview of translanguaging as the framework underlying my research inquiry and explore its application in a community-based adult ESL classroom. I then present classroom ethnography as the methodological approach for the current study and preliminary data collection. Qualitative data, including in-class observations, field notes, and semi-structured interviews are conducted to address the intersection of adult English language learners’ language learning, socialization, and ideologies as related to second language use.

The following key points will be discussed:
- Translanguaging as a theoretical lens to position L1 use and bilingual students
- Translanguaging as a instructional strategy in a community-based adult ESL classroom
- Preliminary data collection (context, participants, ethnographic observation, field notes, interviews, etc.)

Keywords: Translanguaging, language ideologies, second language acquisition, community-based adult ESL, ethnography

Reference:
De Jong, E. J. (2011). Foundations for multilingualism in education: From principles to practice. Caslon Pub.
Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149-171.
García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Wiley-Blackwell, Oxford.
Ullman, C. (2010). “The Connections among Immigration, Nation Buildings, and Adult Education English as a Second Language Instruction in the United States.” Adult Learning. 21 (4–2): 4–8.


Agnes Strandberg ()
“IT'S ALL ABOUT MAKING THE STUDENTS SEE THE MATRIX” – TEACHERS' REFLECTIONS ON TEACHING GRAMMAR IN CONTEXT IN AN EDUCATIONAL DESIGN RESEARCH PROJECT
-
ARLE 2022 - Paper presentations Thursday, 16:00-17:30 Room CTF02 R115 Chair: Myhill, Debra A
As it has been found that contextualized grammar teaching enhances students' literacy skills (e.g., Myhill et al., 2012), grammar is conceptualized as mainly a tool for writing in the current L1 grammar teaching discourse. As a result, other potentially meaningful reasons to teach grammar in context, such as the intrinsic values of grammar teaching, has received little or no attention (cf. van Rijt & Coppen, 2021).

This paper accounts for an educational design research project (cf. McKenney & Reeves, 2019), in which a contextualized grammar teaching was developed and tested in Swedish upper-secondary school. Drawing upon a contextualized conceptualization of grammar (Myhill, 2021), the aim of the present paper is to explore teachers' reflections on reasons for teaching grammar in context. The data consists of recorded design conversations with the participating teachers throughout the design process, which is analyzed using reflexive thematic analysis (following Braun & Clarke, 2019). The following research questions will be addressed: i) what conceptions concerning the purpose of grammar teaching are expressed? and ii) what didactic implications may they entail?

Preliminary results show that the teachers do not necessarily conceptualize the purpose of grammar teaching as being a dichotomy between procedural and declarative knowledge. Rather, they are seen as a mutually constituting relationship. However, findings also indicate that teachers find it easier to draw on grammar as a tool for writing when motivating students, and therefore an instrumental perspective tends to become the starting point for some teachers. Implications for the teaching of grammar in L1 education will be discussed, linking back to previous research on contextualized grammar teaching.

Keywords: contextualized grammar teaching, teachers' reflections, upper secondary school, educational design research

References

Braun, V. & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597.

McKenney, S. & Reeves, T.C. (2019). Conducting educational design research. Routledge.

Myhill, D. (2021). Grammar re-imagined: foregrounding understanding of language choice in writing. English in Education, 55(3), 265–278.

Myhill, D. A., Jones, S. M., Lines, H., & Watson, A. (2012). Re-thinking grammar: the impact of embedded grammar teaching on students' writing and students’ metalinguistic understanding. Research Papers in Education, 27(2), 139–166.

van Rijt, J. & Coppen, P. A. (2021). The conceptual importance of grammar. Knowledge-related rationales for grammar teaching. Pedagogical Linguistics, 2(2), 175–199.


Michael Tengberg (Sweden)
INQUIRY DIALOGUE TO PROMOTE COMPREHENSION AND INTERPRETATION: EFFECTS OF AN INTERVENTION TO IMPROVE THE QUALITY OF TEACHER-LED DISCUSSIONS ABOUT COMPLEX LITERARY TEXTS.
-
ARLE 2022 - Paper presentations Thursday, 11:00-12:30 Room CTF02 R115 Chair: Auli,
The quality of teacher-led text-based discussions is essential to students’ reading engagement and comprehension. Qualified implementation of discussion can foster an explorative and cooperative attitude in students that promotes interpretation and analysis of more complex texts (Wilkinson et al., 2017). However, studies show that such discussions are largely absent from today’s classrooms, partly because many teachers experience that to lead open-ended, probing discussions about complex texts is challenging, teachers distrust their ability, and ask for support in terms of useful discussion models (Alexander, 2020).

In the presentation, an intervention research design for improving the quality of teacher-led text-based discussions will be presented as an invitation for discussion, i.e., not for reporting empirical results. The purpose of the planned research is to examine whether repeated criteria-based feedback to teachers followed by video-based group reflection improves the quality of teacher-led discussions about complex literary texts in lower secondary. The study is designed as a year-long intervention to support language arts teachers’ enactment of a specific type of talk called “Inquiry Dialogue” (ID) (Wilkinson et al., 2017). We hypothesize that the intervention will enhance the quality of discussions and improve teachers’ self-efficacy related to classroom discussions. It is also hypothesized that the implementation of ID will support students’ comprehension and interpretation of more complex texts.

The study draws on the theoretical assumption that combining video with critera-based feedback may scaffold teachers' long-term development of practice. The study uses a pre-/posttest design in 35 8th grade language arts classes. The intervention is planned to run from October through May, and include observation, feedback, and group discussions to support teachers’ instructional improvement. Measures before and after intervention will include both the quality of discussions and students’ reading ability.

The presentation thus includes no empirical results, but invites to a discussion about intervention research design within literature didactics. As the intervention starts in September 2022, the research team is decidedly open to input on the design, suggestions for relevant measures, and ideas about international cooperation within the area promoting the quality of text-based discussions.

Keywords: complex texts; criteria-based feedback; Inquiry Dialogue; literature discussions

References:
Alexander, R.J. (2020). The dialogic teaching companion. Routledge.
Wilkinson, I. A. G., Reznitskaya, A., Bourdage, K., Oyler,, J., Glina, M. et al. (2017). Toward a more dialogic pedagogy: changing teachers’ beliefs and practices through professional development in language arts classrooms. Language and Education, 31(1), 65–82.




Esty Teomim Ben-Menachem & Ilana Elkad-Lehman ()
TEACHERS ENCOUNTER JEWISH TEXTS: LEARNING AND TEACHING TEXTS FROM JEWISH SOURCES IN PUBLIC ELEMENTARY SCHOOLS IN ISRAEL
-
ARLE 2022 - Paper presentations Wednesday, 16:00-17:30 Room CTF02 R115 Chair: Lehndorf, Helen
How relevant, as perceived by teacher, is an ancient legend?
The encounter with ancient canonical texts is a significant component in building a student’s cultural repository. Culture is defined as the set of values, beliefs, symbols, language, behaviors, norms and objects that constitute a people’s way of life. The public-school curriculum in Israel includes ancient Jewish texts, aimed at restyling the perception of Jewish education and at the pursuit of questions of Jewish and Israeli identity. This study examined the initial encounter of public-school teachers with Jewish texts in havruta learning. Havruta is an ancient Jewish learning practice unique in the triangle created between two learners and a text (Holzer & Kent 2013). The choice of this method was based on previous studies that pointed to the advantages of learning as part of a havruta when encountering an unfamiliar text (Teomim-Ben-Menachem & Livnat, 2021; Holzer & Kent, 2013), the advantages of the dialogue created through a discourse with a meaningful other (Taylor, 1992) and the attitude towards a text as impacted by a dialogic discourse (Elkad-Lehman & Poyas, 2020).

Participants in the study included two groups of mostly women teachers of Hebrew language (L-1): 15 teachers in Group 1, and 14 teachers in Group 2. The groups came from two large and demographically different cities in Israel. In terms of religious identity, differences between the teachers in groups were evident. During the study, the teachers were asked to read and interpret ancient legend in havruta pairs and to examine their suitability for future teaching in their classes. Their dialogues were recorded and transcribed. After the texts were studied, semi-structured interviews were conducted with the teachers. The study corpus included 12 recordings of havruta learning and 10 semi-structured interviews. In the lecture, we will describe the findings of the study point to different attitudes to the teaching of the text in the class between the groups and to differences in the perception of the relevance of the text for the teachers themselves and for their students. The discussion is based on the definition of relevance (Sperber & Wilson, 1989; Dascal, 1977) as a relative function of efficiency: the maximum effect that the listener can extract with minimum effort. This definition explains the sense of relevance or irrelevance of the text as perceived by the participants in the study.

Keywords: Ancient texts, Havruta (pair) learning, Relevance, Effect, Efforts

References
Elkad-Lehman, I., & Poyas, Y. (2020). Emotions while reading literature in multicultural groups, Educational Studies in Language and Literature, 20, 1-21.
Dascal, M. (1977). Conversational Relevance, Journal of Pragmatics, 1: 309-327.
Holzer, E. & Kent, O. (2013). A Philosophy of Havruta: Understanding and Teaching the Art of Text Study in Pairs. Brighton: Academic Studies Press.
Sperber, D. & Wilson, D. (1989) Relevance: Communication and Cognition, Basil Blackwell's, Oxford.
Taylor, C. (1992). Multiculturalism and the Politics of Recognition, Princeton.
Teomim-Ben Menachem, E. & Livnat, Z. (2021). Bits of Gold: Women's Metaphors to Describe Havruta Study and its Advantages, Journal of Jewish Education.


Camilla Thurén & Marie Thavenius (Sweden)
L1 SWEDISH - PARADIGM AND BEYOND
-
ARLE 2022 - Paper presentations Thursday, 11:00-12:30 Room CTF02 R111 Chair: Thurén, Camilla
Over the last decades, the changing patterns in migration, technologies and communication have brought about shifts in interaction and communication, as well as a newness in the way that we perform identities. These shifts involve challenges and change for L1 school subjects, since the subjects have strong ties to cultural heritage and national languages. Also, these changes may imply that we need new tools to develop an understanding of L1 subjects in this new context.

In L1 research, the concept of paradigm is often used to explore change. Sawyer & van de Ven define it as the manner ‘in which topics, activities and legitimacy are connected to different conceptions of language and literature’ (2006, p. 10). Also, they characterize L1 subjects as poly-paradigmatic, that is that different subject paradigms compete and exist simultaneously. However, the concept also raises criticism (Green & Erixon 2020). Therefore, in this talk, we aim to explore and discuss the paradigm concept in relation to teachers’ constructions of L1 Swedish. We ask the following questions:

• How do teachers and the teaching construct the what, how and why of L1 Swedish?
• What concepts, other than paradigm, can be developed to serve as conceptual tools for L1 research as well as L1 teachers?

Our study is a pilot conducted within a larger project with the goal to develop analytical tools. It consists of interviews with secondary school L1 teachers and classroom observations of L1 teaching in secondary schools. Not surprisingly, we found that the informants’ view on L1 Swedish show traces from all of Sawyer and van de Ven’s (2006) paradigms: academic, developmental, communicative, and utilitarian. Furthermore, we found the same pattern in the classroom observations. In our talk, we discuss the problems of a paradigm analysis and discuss alternative ways of analyzing the data.

Keywords: paradigm, alternative concepts, L1, Swedish

References
Green, B. & Erixon, P.-O. (2020). Understanding the (Post-)National L1 Subjects: Three Problematics. Green, Bill & Erixon, Per-Olof (eds.). Rethinking L1 Education in a Global Era. Cham: Springer

Sawyer, W, & van de Ven, P.-H. (2006). Starting points. Paradigms in Mother Tongue Education. L1- Educational Studies in Language and Literature, 7(1), 5-20.


Tikky S. P. To-Chan (Hong Kong)
FOSTERING CREATIVITY IN CHILDREN IN THE ERA OF CHANGE

ARLE 2022 - Symposium Friday, 09:00-10:30 Room CTF02 R112 Chair: To-Chan, Tikky S. P.
From the emergent perspective, children’s expressions in invented languages signify developmental growth. Creative activities promote the L2 learners’ use of invented languages. Bringing together participants from around the world, the conference was designed to engage scholars and practitioners alike in (re)imagining possible transformations of L1 research and education while transitioning to a post-COVID-19 era. The organizer wishes to focus this symposium on a group of papers that explore ways of fostering creativity in children during uncertain times from different traditions and perspectives.

Adopting a highly effective format, the symposium will consist of three papers, and the entire session will last for 90 minutes. All of the papers are presented by scholars with research interests closely related to creativity and education, with special reference to the implications on various facets of learning and teaching based on their findings. The topics covered by the contributors include how language teachers adjusted their teaching modes to accommodate new challenges during the pandemic, and cases of innovative learning modes developed to promote creativity and multiple intelligences through multimodal learning among very young L2 learners. The symposium aims to develop a dialogue among scholars from different institutions and disciplines, while making theoretical inquiry on the role of creativity in education and the evolving opportunities for synergy in rapidly-changing classroom contexts. Upon completion of each presentation, the paper in focus will then be commented by the discussant, followed by open Q&A and discussion with the audience led by the symposium chair.

List of Contributions:

PAPER #1 Creative Digital Art for Young Children: A Case Study in Hong Kong
Suzannie K. Y. LEUNG
(Department of Curriculum and Instruction, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong SAR)
suzleung@cuhk.edu.hk

PAPER #2 Applying Interactive Read Aloud in Teaching Chinese as L2

Wen-Yun LIN
(Department of Language and Creative Writing, National Taipei University of Education, No. 134, Sec. 2, Heping E. Rd., Da-an District, Taipei City 106, Taiwan)
wenyun@mail.ntue.edu.tw

PAPER #3 Fostering Creativity in Kindergarten CL2 Classrooms During the COVID-19 Pandemic
Elizabeth K. Y. LOH
(Faculty of Education, The University of Hong Kong, Pokfulam Road, Hong Kong SAR)
ekyloh@hku.hk

Tikky S. P. TO-CHAN
(Department of Early Childhood Education, The Education University of Hong Kong, Tai Po, New Territories, Hong Kong SAR)
spto@eduhk.hk

Loretta C. W. TAM
(Faculty of Education, The University of Hong Kong, Pokfulam Road, Hong Kong SAR)
lcwtam@hku.hk

Justine P. S WOO
(Faculty of Education, The University of Hong Kong, Pokfulam Road, Hong Kong SAR)
jpswoo@hku.hk


Zoi A. Traga Philippakos & Charles A. MacArthur (United States)
COVID-19 AND THE TEACHING PROFESSION: INSTRUCTIONAL PRACTICES AND CHALLENGES

ARLE 2022 - Paper presentations Wednesday, 16:00-17:30 Room CTF02 R114 Chair: Kontovourki, Stavroula
Educational institutions across PreK to 12 settings, and institutions of higher education in nearly 190 countries worldwide abruptly closed in response to the pandemic, impacting 1.6 billion learners (UNESCO, 2020). Hebert and colleagues (2020) conducted a national survey examining remote instruction for students’ with disabilities and English language learners. The results showed that teachers did not find remote instruction effective. This current study expands this work: First, it examines teachers’ responses after they had a summer to prepare for their instruction. Second, we added questions to examine access for teachers and students, specific practices for reading and writing, and professional development for online instruction. Finally, this survey examines teachers’ intensions to continue in the profession. Participants were preschool to grade 5 elementary teachers of English Language Arts (n= 228) across the United States. The survey included 60-80 questions (the number differed based on participants’ choices) and required 20-25 minutes to complete. The items addressed the following categories: Teacher demographics/education; affect toward writing, reading, and online instruction; confidence; online instruction practices; time and preparation for online instruction; student participation; teacher evaluation of online instruction; teacher professional development to transition to online instruction; teacher comments about their instruction and their intentions to continue in the profession. The study is descriptive in nature and frequencies and proportions are reported (Field, 2013). Open responses were analyzed to identify patterns and common themes. Responses revealed that teachers were not as confident on the effects of online instruction, and that despite the provision of devices, equitable access was not possible. Their responses also revealed a lack of personnel at the school level to respond to teachers’ instructional needs. Implications for teacher preparation programs and for research are further discussed.

Keywords: pandemic, COVID-19, instructional practices, online instruction, equity, writing, reading, remote instruction

References
Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). SAGE Publications.
Hebert, M., Goodrich, J. M., & Namkung, J. M. (2020). Impacts of the COVID-19 pandemic on elementary school teachers’ practices and perceptions across the spring and fall 2020 semesters. https://doi.org/10.35542/osf.io/vsx4q
UNESCO. 2020. Global Education Monitoring Report: Inclusion and education: All means all. Paris, UNESCO.


Zoi A. Traga Philippakos & Charles A. MacArthur (United States)
EXAMINATION OF A PROFESSIONAL DEVELOPMENT MODEL ON WRITING INSTRUCTION IN GRADES K TO 2: FIRST CYCLE OF DESIGN-BASED RESEARCH

ARLE 2022 - Paper presentations Thursday, 16:00-17:30 Room CTF02 R116 Chair: Paraskeva, Marilena
This study designed and evaluated a model of professional development (PD) on genre-based strategy instruction in K to 2 writing. Research on PD in writing instruction is relatively limited (McCarthey & Geoghegan, 2016). Authors (2020) examined the effects of a yearlong-PD model on genre-based strategy instruction with positive effects on writing quality across genres. Based on these effects, they designed a PD model that addressed evidence-based practices, coaching, progress monitoring with teacher and student goal setting, and with principal active involvement (Authors, 2021) in K to 2 settings. This research draws on design research methods with quantitative examination of students’ writing performance and qualitative measures of teacher and principal understanding (Reinking & Bradley, 2008). The study took place across two rural public schools in the south west of the United States (n = 421 students). Students wrote three papers for each genre across four times. The instructional sequence included opinion, procedural, and story writing (6 months for data collection and instruction). Quality was measured using a 5-point holistic rubric for each of the genres on organization, ideas, and word choice. Papers were scored by graduate assistants and intraclass correlation coefficient was high (>.90). Teachers were observed two times and were interviewed at the completion of the study. In addition, principals were interviewed and were asked to teach at least a lesson in a teacher’s class. Statistically significant effects across time were found for writing quality (all p < .005). Teachers and principals commented positively on the PD and themes referred to the workshops that included modeling. Teachers also commented on the opportunity to receive immediate coaching. This work expands on research on PD on writing and comments on principal leadership and school reform.

Keywords: professional development on writing, genre-based writing, teacher confidence, teacher efficacy, genres, writing

References
Authors (2020)
Authors (2021)
McCarthey, S. J., & Geoghegan, C.M. (2016). The role of professional development for enhancing writing instruction. In MacArthur, C. A., Graham, S., & Fitzgerald, J. (Eds), Handbook of Writing Research, 2nd Edition (pp. 330-348). New York: Guilford Press.
Reinking, D., & Bradley, B. (2008). On formative and design experiments. New York: Teachers College Press.


Helena T. Valentim (Portugal)
TEACHING GRAMMAR: FROM EPILINGUISTIC ACTIVITY TO METALINGUISTIC ACTIVITY
-
ARLE 2022 - Paper presentations Thursday, 09:00-10:30 Room CTF02 R111 Chair: Myhill, Debra A
The debate about teaching grammar extends to methodologies, since methodology is part of the content to be taught. In this sense, the importance of methodologies involving students in reflective activities has been affirmed and defended as a permanent source of knowledge regarding the functioning of the language.

The “grammatical laboratory” is an example of this emphasis attributed to linguistic reflexivity: an explicit teaching of grammar according to a paradigm of progressive awareness of the implicit knowledge of how language functions (Camps 1986 and 1998; Camps, Ferrer 2000; Duarte 1992, 1998, 2008). The focuses of this kind of procedure are the types of units that form words and sentences, inflectional paradigms, word formation processes and sentence structuring patterns, from a perspective of the functioning of language as a system and less in its uses.

The purpose of this presentation is to problematize this methodological tradition of grammar teaching, based on a conception of language as a self-regulated activity of relationship and interaction that organizes and structures heterogeneous entities (Franckel 1998), and not merely as a faculty. It is intended to answer the following questions:
- How can we value the empirical activity of identifying, surveying and manipulating linguistic occurrences (not mere examples) in mother tongue teaching?
- How to develop the theoretical activity of discovery of representations so that the formalization results from a thought with language (and not about language)?

Thus and for didactic purposes, it is considered the usefulness of the distinction between two dimensions of linguistic reflexivity: the epilinguistic activity (Culioli 2002) and the metalinguistic activity.
Given that the faculty of speaking a language implies talking about its language, the epilinguistic activity, proposed in the framework of the Formal Enunciative Theory as a “silent rationality” (Culioli, 2018: 34), is inherent to the activity of language; it corresponds to a reflexivity within language, and not about language.

Leading to metalinguistic systematization, the relevance of epilinguistic activity for grammar teaching (language functioning and uses) will be illustrated through the grammatical category time, with the example of a didactic proposal for secondary school in Portugal. We intend to confirm the way we produce adjustments, regulations, relations of relations and untheorized evaluations, through epilinguistic activity, operating in a zone of reconstruction of the relationship between use and mention (Lyons 1977) taken as a continuum, and giving, in this way, access to phenomena provided with plasticity.

Keywords: grammar teaching, reflexivity, epilinguistic activity, metalinguistic activity

Culioli, A. (2018). Pour une linguistique de l’énonciation, tome IV. Paris: Lambert-Lucas.
Culioli, A. (2002). Variations sur la linguistique. Klincksieck.
Duarte, I. (1992). Oficina gramatical: contextos de uso obrigatório de conjuntivo. In M. R. Delgado-Martins, D. Pereira, A. I. Mata, M. A. Costa, L. Prista, & I. Duarte, Para a didáctica do Português. Seis estudos de Linguística (pp. 165-177). Lisboa: Edições Colibri.
Duarte, I. (2008). O conhecimento da língua: desenvolver a consciência linguística (pp. 49- 60). Lisboa: Ministério da Educação-Direção-Geral de Inovação e de Desenvolvimento Curricular
Franckel, J.-J. (1998). Référence, référenciation et valeurs référentielles. Sémiotiques, n. 15, INALF, Didier Érudition.
Lyons, J. (1977). Semantics. Cambridge University Press.


Katrine N. Vatne & Arne Olav Nygard (Norway)
MAPPING TEACHERS’ UNDERSTANDINGS OF DIGITAL LITERACY TOOLS AS PART OF L1 WRITING INSTRUCTION
-
ARLE 2022 - Paper presentations Wednesday, 18:00-19:30 Room CTF02 R114 Chair: Papadopoulou, Anthi
There are long traditions in the Norwegian school for writing instruction (Tønnessen, 2011). In later years the traditional print-based instruction is transforming into different digital formats as each student from grade 1 onwards has a pc or tablet at their disposal. Both writing skills and digital skills are part of the key competencies in the current national curriculum (Kunnskapsdepartementet, 2017). Studies show that the use of digital literacy tools in Norwegian secondary and high school classrooms is determined by the already existing traditions of writing instruction that the teachers bring into the classroom (Blikstad-Balas & Klette, 2020; Elf et al., 2018). Based on focus group and individual interviews this article investigates four upper primary school teachers’ understanding of the potential of digital literacy tools in L1 writing instruction. We pose the following research question: What understandings do L1 Norwegian teachers have of digital literacy tools as part of the L1 writing instruction in upper primary school? The theoretical underpinnings for this study is the notion of teacher beliefs understood as figured worlds (Gee, 2014; Holland et al., 1998). In the interviews the teachers talk about what they bring into the classrooms on literacy and the role of digital literacy technologies in writing instruction; what they regard as good learning and good teaching in their classrooms; and how they use digital technologies for learning purposes in the classroom, especially related to writing. Preliminary findings suggest that teachers in upper primary school are very open to experimenting with digital tools in their writing instruction. Findings also suggest that digital tools are used for all types and genres of text, and that they have become a crucial part of writing instruction. This study offers insight into teachers day-to-day choices regarding digital tools, the challenges and possibilities teaches experience using digital tools in their writing instruction and is an addition to the discussion of when, how and how much digital tools should be a part of education in primary school.

Keywords: Writing instruction, digital literacy tools, L1 education, figured worlds

Blikstad-Balas, M., & Klette, K. (2020). Still a long way to go. Nordic Journal of Digital Literacy, 15(1), 55–68. https://doi.org/10.18261/issn.1891-943x-2020-01-05

Elf, N., Gilje, Ø., Olin-Scheller, C., & Slotte, A. (2018). Nordisk status og forskningsperspektiver i L1. I M. Rogne & L. R. Waage (Red.), Multimodalitet i skole- og fritidstekstar. Fagbokforlaget Vigmostad & Bjørke AS.

Gee, J. P. (2014). An Introduction to Discourse Analysis. Theory and Method. (Fourth). Routledge.

Holland, D., Lachicotte Jr., W., Skinner, D., & Cain, C. (1998). Figured Worlds. I Identity and Agency in Cultural Worlds. Harvard University Press.

Kunnskapsdepartementet. (2017). Overordnet del—Verdier og prinsipper i grunnopplæringen.

Tønnessen, L. Ka. B. (2011). Norsk utdanningshistorie (2.). Fagbokforlaget.


Katherine Villalobos & Marta Gràcia & Pamela Castillo Mardones (Spain)
HOW ARE INTERACTIONS CONSTRUCTED ON DIGITAL PLATFORMS? CLASSES BY VIDEOCONFERENCING IN 4TH GRADE PRIMARY SCHOOL
-
ARLE 2022 - Poster session Thursday, 12:30-14:00 Room CTF02 R114 Chair: Gràcia, Marta
The health crisis caused by the COVID-19 pandemic has been one of the greatest educational challenges of the 21st century (CEPAL-Unesco, 2020). The lack of formation in the use of technologies, coupled with the overloaded workload of teachers, has had an impact on the way distance education is carried out (Ferrada et al., 2021; Ramos et al., 2020), which has revealed weaknesses and new challenges in the education system (Pozo, 2020).

In this research, we analyzed the virtual classes by videoconferencing of three 4th grade primary school belonging to three schools in Chile. A qualitative methodology was used and participant observation of 30 classes taught by the Zoom platform during the months of July to October 2020, which were videotaped, was carried out.

To analysis data, firstly the virtual classes were first transcribed and segmented in Atlas. Ti. Secondly, a system of three main categories and codes family was created inductively: (1) classroom roles in the clasroom, (2) text and (3) context. The main findings from the analysis of the interactions show the prominence of teacher discourse for exposure and instruction and role alternation with students, concerning teaching and technology support. Regarding text, new forms of multimodal communication are observed, such as the use of emojis and chat for recreational and learning purposes are observed. Finally, there is a daily use of PowerPoint and audiovisual resources during the development of the class and different types of interaction depending on the "screen sharing" function.

These results show the way to rethinking new educational challenges and how to deal with emerging and unplanned situations. Moving towards learner-centred teaching, strengthening interactions for more dynamism in face-to-face, blended learning and e-learning and new forms of multimodal teaching and learning are opportunities for rethinking education in the transition to a post-COVID-19 era.

Keywords: classrooms interactions, synchronous interactions, primary education, videoconferencing.

References
CEPAL-UNESCO. (2020). La educación en tiempos de la pandemia de COVID-19 (Vol. 1, Issue 85). https://doi.org/10.19052/ruls.vol1.iss85.4
Ferrada, V., González, N., Ibarra, M., Ried, A., Vergara, D., & Castillo, F. (2021). Formación docente en TIC y su evidencia en tiempos de COVID-19. Revista Saberes Educativos, 6, 144. https://doi.org/10.5354/2452-5014.2021.60715
Pozo, J. (2020). ¡La educación está desnuda! Lo que deberíamos aprender de la escuela confinada. SM.
Ramos, S., De la Osa, J., & Toro, F. (2009). Una plataforma para gestión de clases virtuales interactivas. Edutec: Revista Electrónica de Tecnología Educativa, 28, 6. https://doi.org/10.21556/edutec.2009.28.458


Zeyi WANG (Hong Kong)
FORMATION OF THE CHINESE AS A FIRST LANGUAGE CURRICULUM IN POSTWAR HONG KONG (1945-1960): CULTURAL HEGEMONY AND POLITICAL IDEOLOGY IN COLONIAL CONTEXT
-
ARLE 2022 - PhD Preconference session Tuesday, 15:00-16:30 Room LRC014 Chair: Papadopoulou, Anthi
In the process of state formation, state power often seeks to promote dominant ideology through schooling through which official knowledge is passed on and recontextualized (Apple, 2004, 2014), which illustrates the practice of cultural hegemony (Gramsci, 1971). At the same time, in the process, when the school curriculum absorbs the idea of national identity, consensus, conflict, and compromise may also exist as a result of interferences from other social factors and the curriculum’s characteristics. This topic becomes more complicated in a colonial context. The society of the local people may have varying degrees of dominance over schooling. The different purposes of colonization would also influence the authority’s strategies toward education (Wong, 2002).

In the postwar period of 1945-1960, Hong Kong experienced liberation from the Japanese occupation, restoration of the British colony, political indoctrination from the Chinese second Civil War, and geopolitical tension from the Cold War. Interferences for the colonial government are not just from national regimes but also the political-ideological bloc, which crosses the national boundary (capitalist bloc and communist bloc). As a result, the colonial government in Hong Kong had to negotiate with multiple powers. While it had to serve the interests of the British government and the capitalist bloc, the colonial government had to avoid direct conflict with the newborn Communist government in mainland China. It also had to consider the cultural hegemony that worked on the local Chinese population. Eventually, it achieved the goal of state formation though faced with resistance from local Chinese schools.

This paper utilizes evidence from the following sources to understand the interaction between the colonial power and the formation of the Chinese curriculum in Hong Kong. Namely, the declassified files from the Colonial Office and the Foreign Office of the United Kingdom, the textbooks and the pedagogy guidebooks of Chinese language and Chinese literature subjects in postwar Hong Kong, and the local newspaper reports on Chinese language curriculum, teaching, learning and feedback. These materials are analyzed to illustrate how the Chinese language curriculum was planned from the policymaking authority to the pedagogical field. We will then discuss how the ideological confrontation during the Cold War affected policymaking in the Chinese language curriculum, to what extent the Chinese language curriculum accepted or resisted the official ideology, and how the Cold War geopolitical landscape influenced the local Chinese language education. It is hoped that this paper will bring insights into the interaction between political ideology, state power and first language education.

Points of discussion
The interaction between state formation and school curriculum
How does cross-border political ideology influence the policymaking of literature education in a colony

Keywords: state formation, cultural hegemony, political ideology, Chinese curriculum

References
Apple, Micheal W. (2004). Ideology and Curriculum (Third Edition). New York; London: RoutledgeFalmer.
Apple, Micheal W. (2014). Official Knowledge: Democratic Education in a Conservative Age (Third Edition). New York: Routledge.
Gramsci, Antonio (1971), edited and translated by Quintin Hoare and Geoffrey Nowell Smith. Selections from the Prison Notebooks of Antonio Gramsci. London: Lawrance and Wishart.
Wong, Ting-Hong (2002). Hegemonies Compared: State Formation and Chinese School Politics in Postwar Singapore and Hong Kong. New York; London: RoutledgeFalmer.


Karolina Wawer (Poland)
CREATIVE WRITING IN POLISH NATIONAL CURRICULUM AND IN SCHOOLS’ PRACTICES (IN THE SHADOW OF A PANDEMIC)
-
ARLE 2022 - Paper presentations Thursday, 12:30-14:00 Room CTF02 R116 Chair: Kakoyianni-Doa, Fryni
The national curriculum at all levels of Polish education mentions creative thinking and creative writing. Additionally, in the elementary school (especially in grades 4-6) the students are encouraged to undertake their own literary attempts. This is closely related to the new exam requirements (introduced in 2018). During the final exam after the 8th grade (the exam summarizes the elementary school stage of education, grades 4-8, that corresponds to ISCED 1+2), the student can choose to write either an argumentative essay or a creative narrative. It can be safely assumed that writing such a demanding piece requires several years of practice based on some creative writing method.

The purpose of this study was to verify how the use of the creative writing methods are suggested by the Polish school’s institutional documents. Are students in Poland taught with the use of the creative writing methods? What is the current instruction for writing? The research methodology combined a content analysis of the national curriculum, national exams requirements and school textbooks; with a survey of writing instructions practices conducted through questionnaires distributed among school students and teachers.

The preliminary findings show the inconsistencies between learning objectives in national curriculum, the exam requirements and pedagogical practice. It is visible that school programs do not leave to the teacher much space and time to introduce creative writing methods as writing instructions, although the proficiency in creative writing is useful at the exam. Moreover, the archaic, transmissive model of teaching has been strengthen in the time of pandemics (Buchner A. et al., 2020; Ptaszek, G. et al., 2020). Having taken into account both the reality of a classroom learning and the online learning, I plan to briefly suggest possible solutions.

Keywords: creative writing, writing instruction, literature education, elementary school

References:
Buchner A., Szeniawska M., Wierzbicka M., (2020), Edukacja zdalna w czasie pandemii. Edycja II, Online education during pandemic. Second edition, Fundacja Centrum Cyfrowe, 2020. https://centrumcyfrowe.pl/wp-content/uploads/sites/16/2020/11/Raport_Edukacja-zdalna-w-czasie-pandemii.-Edycja-II.pdf

MacLusky J., Cox R., (2011). Teaching Creative Writing in the Primary School: Delight, Entice, Inspire! Open University Press.

Ptaszek, G., Stunża, G. D., Pyżalski, J., Dębski, M., Bigaj, M., (2020). Edukacja zdalna: co stało się z uczniami, ich rodzicami i nauczycielami? (Online education: What happened to students, their parents and teachers?) Gdańsk: Gdańskie Wydawnictwo Psychologiczne.https://zdalnenauczanie.org/wp-content/uploads/2020/10/edukacja-zdalna.pdf

Walker, E., (2012). Teaching Creative Writing : Practical Approaches. The Professional and Higher Partnership Ltd.


Marie Wejrum (Sweden)
ADOLESCENTS’ READING COMPREHENSION OF MULTIMODAL ARGUMENTATIVE TEXTS
-
ARLE 2022 - PhD Preconference session Tuesday, 17:00-18:00 Room LRC012 Chair: Neokleous, Theoni
As the impact of visual elements in texts has increased in a changing textual landscape (Kress & Van Leeuwen 2006), the aim of this study is to contribute to further knowledge of adolescents’ reading comprehension and meaning making processes (Jewitt 2011) in regards to multimodal texts. A specific focus is a democratic perspective on adolescents’ ability to interpret and synthesize meaning from different modalities in argumentative texts e.g. opinion pieces, advertising and posts in social media on the internet.

In the study twelve lessons in upper secondary grade have been filmed in which the pupils read, make meaning and discuss a digital and multimodal text individually, in pairs and in groups of four. Three video cameras have been used to be able to film the pupils, their computer screens and the task at hand.

Intertextual Content Analysis (ICA) (Hallesson & Visén 2018), drawing on lexical cohesion (Halliday & Matthiessen 2004) and reader-response theories (Langer 2011), has been used to examine the video recorded text-related discussions with an expansion to include aspects of visual grammar (Kress & Van Leeuwen 2006).

Preliminary results show a learning trajectory in which the adolescents’ ability to express a deeper understanding of the text, its thesis and value of arguments, verbal as well as visual, expands in group discussions following individual reading and discussion in pairs. Moreover, the adolescents appear to be unfamiliar with considering and verbally expressing their impressions and interpretations of visual elements as they are reading texts.

Points of discussion:
• Does the expansion of ICA, adding visual grammar, work? This will be discussed in relation to a data extract including a filmed sequence together with an analysis of this sequence.
• Are there other crucial aspects in the filmed sequence that could broaden our knowledge about pupils’ meaning making processes that is missed when using ICA for analysis?

Key words: reading comprehension, meaning making, multimodality, argumentation

References
Hallesson, Y., & Visén, P. (2018). Intertextual content analysis: an approach for analysing text-related discussions with regard to movability in reading and how text content is handled, International Journal of Research & Method in Education, 41:2, 142-155, DOI: 10.1080/1743727X.2016.1219981

Halliday, M., & Matthiessen, C. (2004). An Introduction to Functional Grammar. Arnold.

Jewitt, C. (2011). Different approaches to multimodality. In: C. Jewitt, (Ed.), The Routledge Handbook of Multimodal Analyses. Routledge: London.

Kress, G.R., & Van Leeuwen, T. (2006). Reading images: the grammar of visual design (2 ed.). London: Routledge.

Langer, J.A. (2011). Envisioning literature: literary understanding and literature instruction. (2 ed.) New York: Teachers College Press.


Eva Wennås Brante & Anna-Lena Godhe & Karin M.B. Jönsson ()
DIGITAL ACTIVITIES IN L1-TEACHING IN YEAR K-3 – HOW DO THEY SUPPORT LITERACY DEVELOPMENT?
-
ARLE 2022 - Paper presentations Wednesday, 12:30-14:00 Room CTF02 R115 Chair: Bremholm, Jesper
Digital devices for reading and writing are often used as a support in young children's literacy development. Reading and writing in digital environments are characterized by increased opportunities to jointly create texts and share these with others; in this way, participation and cooperation are emphasized (eg Lankshear & Knobel, 2008). We have explored the type of digital activities children in grades K-3 encounter and interact with and if the activities support literacy development. More specifically, we questioned whether digital activities in the L1 classroom changes and challenges the understanding of what reading and writing mean. To explore this, we asked student teachers to categorize the digital activities they observed in L1-lessons, during their field studies. For three consecutive years, observations have been collected: before, during and after the pandemic, resulting in over 300 observations from L1 classrooms. The teacher students categorized the observed digital activities using a pre-defined set of four categories, derived from a prior study (List, Brante & Klee, 2020).
Four categories of activities have been discerned in an initial thematic analysis of the first year’s observations. We found that digital activities in L1 classrooms were employed to 1/ focus children’s attention in what we call “a mutual gaze”, 2/ engaging children in solitary work, rather than participatory engagement, 3/ discipline children, for example rewarding them or controlling sound level in classrooms, and 4/ initiate cross-border activities exploring the potential of digital tools. In this presentation, the analysis of all observations from the three years will be synthesized. Data from a three-year period may reveal changes moving towards a more conscious use of activities that develop literacy in primary education.
Keywords: Digital activities; L1 classroom; primary school; observations

References:
Lankshear, C., & Knobel, M. (2008). New literacies: Everyday practices and classroom learning. Maidenhead: Open University Press.

List, A., Brante, E. W., & Klee, H. L. (2020). A framework of pre-service teachers’ conceptions about digital literacy: Comparing the United States and Sweden. Computers & Education, 148.


Simon Wessbo (Sweden)
STORIES AND STORYTELLING FOR SUSTAINABLE DEVELOPMENT

ARLE 2022 - Paper presentations Friday, 11:00-12:30 Room CTF02 R111 Chair: Elf, Nikolaj
Education for Sustainable Development (ESD) is a field of research in rapid expansion that explores how education can contribute to a sustainable transformation of societies. While the literature emphasizes systemic approaches to action competence, L1 teaching has so far, despite of its opportunities of language, literature, and storytelling, been overlooked in the research literature. The Swedish research project, The World Needs a New Story, examines stories and storytelling as a tool for developing Education for Sustainable Development (ESD).

The purpose of this study is to investigate how stories and narration in preschool education can be a tool for developing and supporting a holistic understanding and action competence for sustainable development. The research questions for the study are:
• How are the stories structured in relation to the sustainability problems they describe?
• How are sustainability problems and solutions presented and framed in the stories?
• What challenges and opportunities are seen in the stories as a means for encouraging holistic understanding and action competence?

Theoretical perspective and methodology

The study is based on ecocritical and ecolinguistic perspectives with a narratological focus (Stibbe, 2015; Reason & Heinemeyer, 2016). The method of analysis is multimodal discourse analysis (Ledin & Machin, 2018) with a narratological focus for studying written texts as well as audio-visual and pictorial narratives. The empirical material consists of 22 sustainability stories that are co-authored by preschool children and their teachers, and the teacher’s transcribed reflection and documentation of the process

Results and implications

Initial results suggest that the sustainability stories can support a complex and holistic understanding by framing problems in stories in which the structure is known to the children. In other cases, it is shown that the story as such sometimes narrows down a problem that needs further investigation and reflection. The results elucidate important issues for Education for Sustainable Development and preschool education in particular. We argue that L1 teaching could be vital for ESD by using stories and storytelling.

Keywords: Education for sustainable development, sustainability stories, narratology, multimodal discourse analysis, preschool education

References
Ledin, P., & Machin, D. (2018). Multimodal critical discourse analysis. In J. Flowerdew & J. E.
Richardson (Eds.), Routledge handbook of critical discourse studies (pp. 60–76). Routledge.

Stibbe, A. (2015). Ecolinguistics : Language, ecology and the stories we live by. Routledge.

Reason, M. & Heinemeyer, C. (2016). Storytelling, story-retelling, storyknowing: towards a participatory practice of storytelling. Research in drama education: the journal of applied theatre and performance, 21(4), 558-573.


Constanze Weth & Lisa Klasen & Sonja Ugen (Luxembourg)
LEARNING TRAJECTORIES IN FRENCH L2 PLURAL ACQUISITION ACCORDING TO SPELLING PROFICIENCY LEVELS IN PRIMARY SCHOOL
-
ARLE 2022 - Paper presentations Friday, 09:00-10:30 Room CTF02 R115 Chair: Karpava, Sviatlana
Differentiating grammar teaching while taking individual learning trajectories into account is difficult, even more in multilingual classrooms, and proved to be extremely relevant during the pandemic.
Spelling regular French plural markers is demanding, as they are systematically marked in written French, but not represented in phonology. Many studies show that L1 and L2 learners mark plural on nouns early but spelling the formal plural of verbs and adjectives remains difficult throughout schooling (Totereau et al., 2013; Le Levier & Brissaud, 2020). Several factors influence the correct spelling of French plurals: semantics, frequency of word categories and plural markers in the learners’ input, position of the word in relation to the determiner, and task complexity.

The present talk looks at individual learning trajectories in French plural spelling. More specifically, we focused on proficient (N=283) and non-proficient (N=234) noun plural spellers with different L1 and who are learning French as foreign language for one year. Spellers were judged proficient when they spelled at least 66,67% of target nouns correctly. We tested four literature-based assumptions: (1) learners acquire verbal plural before adjectival plural, (2) the position of the adjective influences plural spelling, (3) only highly proficient plural spellers use morphosyntactic procedures independent of semantics, (4) non-proficient plural spellers recognise nominal plural. Measures included plural spelling and recognition.
The results confirm our assumptions. L2 learners follow the typical difficulty patterns of plural spelling acquisition: proficient plural spellers acquire nominal plural first, followed by verbal plural and lastly by adjectival plural. Non-proficient plural spellers do not mark plural on any word category accurately but can recognise nominal plural.

The differences between the performance groups implicate that spelling instruction could be improved by considering the heterogeneity of the pupils and the different acquisition stages they undergo. A grammar training fostering the use of morphosyntactic regularities, including detection exercises could lead to higher performances. We will present a video training based on the difficulty patterns and learning trajectories as an outlook. The training was tested with 200 fourth graders during the pandemic and showed positive training effects.

Keywords: L2 French, plural acquisition, spelling, recognition, syntactic marker

References:
Le Levier, H. & Brissaud, C. (2020). Marquer le nombre du nom et de l’adjectif : une difficulté persistante dans deux corpus de dictées d’élèves avancés. [Marking the number of noun and adjective : a persistent difficulty in two corpora of dictations by advanced students.] SHS Web of Conferences, 78, 07012. https://doi.org/10.1051/shsconf/20207807012

Totereau, C., Brissaud, C., Reilhac, C., & Bosse, M. L. (2013). L’orthographe grammaticale au collège: Une approche sociodifférenciée. [Grammatical spelling in college: A socio-differentiated approach]. ANAE, 123, 164–171.


Anna Wileczek & Anita Jagun (Poland)
DIGITAL APPLICATIONS IN INSTITUTIONAL EDUCATION IN THE FIELD OF TEACHING POLISH (L1) AND ENGLISH (L2)
-
ARLE 2022 - Paper presentations Wednesday, 12:30-14:00 Room CTF02 R114 Chair: Haskel-Shaham, Irit
The IGen generation (Twenge 2017) communicates, learns, and participates in culture with the help of digital devices (see Nastolatki 3.0). Media screens also play a crucial role in the development of their linguistic and communication competences in native and foreign language (mainly English) learning in a non-formal home environment (Wileczek 2020). They are also increasingly used in L1 and L2 teaching in institutional education and they have become the scope of interest for various researchers and academics who indicate their didactic potential (e.g. Handzel 2014; Klimaszewski 2017;Wileczek 2020). The global pandemic has accelerated the implementation of digital technologies in Polish schools, but it also revealed numerous educational dysfunctions (Ptaszek, Stunża, Pyżalski, Dębski, Bigaj, 2020).

The aim of the presentation is to investigate the real scope and the importance of digital applications in L1 and L2 education in Poland. The researchers will address the following questions:
1. What applications are currently used by pedagogues in Polish (as a native language) and English (as a foreign language) teaching?
2. What is the scope of using mobile devices in the examined areas?
3. What educational purpose determines the choice of a given application?
4. What types of competences are taught with the use of a given application?
5. What are conducive factors and what are barriers when it comes to the use of applications in language education both during stationary and online classes?
6. How has distance learning affected the use of interactive applications in the pandemic era?
7. What are the students' and the teachers' expectations regarding the use of ICT in language education?

The theoretical framework of this research refers to the neuroscientific findings on brain-based learning as well as the theory of connectivism. It takes into consideration ESP concept which assumes that teachers ought to apply methods that are based on neurological mechanisms by engaging students and making them active and inquisitive (Petlák, Zajacová 2010). Connectivism offers an answer to this phenomenon. Thanks to digital devices, pupils are not solely motivated to study, but they also memorize new information faster (Siemens 2005).

The research uses the triangulation method, i.e. questionnaires distributed to students and teachers electronically (the CAWI method), direct interviews with both groups and the analysis of Polish Internet forums dedicated to the subject of digital tools in education. This approach offers a comprehensive insight into some key questions regarding the subject of the study.

The preliminary results of the research reveal the following phenomena:
1)The most popular applications used by L1 and L2 teachers include Kahoot!, Quizizz and Quizlet. They are mostly applied to test students. English teachers are more prone to implement them than Polish teachers.
2)Distance learning led to the popularization of digital applications. In fact, applications are used more frequently in distance learning.
3)Applications are attractive to students, but they are also time-consuming and may not be possible to implement due to technical difficulties.
4) Digital devices have an enormous potential in education as they make students engaged in the process of learning and allow them to memorize new material in a faster and friendlier way. Therefore, they are compatible with the principles of ESP concept and may promote brain-based learning.
The research will make the teachers aware of the importance of digital applications in L1 and L2 education. It will also demonstrate how these digital tools can be used in their pedagogical practice in order to promote students’ creativity and cognitive thinking.

Keywords: digital applications, language education, L1, L2, iGen generation.

References
Handzel, A. 2014, Nowe technologie na lekcjach języka polskiego [New Technologies in Polish language lessons], Postscriptum Polonistyczne 2(14), 205-217.
Klimaszewski, B. 2017, Aplikacje i programy przydatne w nauczaniu języka angielskiego na różnych poziomach zaawansowania [Applications and Programs Useful in Teaching English at Various Levels of Proficiency] , Horyzonty Anglistyki 1<https://horyzontyanglistyki.pl/artykul/aplikacje-i-programy-przydatne-w-nauczaniu-jezyka-angielskiego>
Nastolatki 3.0. Raport z ogólnopolskiego badania uczniów [Teenagers 3.0. Report on the Nationwide Study of Students]. 2019, NASK Państwowy Instytut Badawczy, Warszawa.
Petlák, E., Zajacová, J. 2010, Rola mózgu w uczeniu się [The Role of Brain in Learning], Kraków: Petrus.
Ptaszek, G., Stunża, G. D., Pyżalski, J., Dębski, M., Bigaj, M. 2020. Edukacja zdalna: co stało się z uczniami, ich rodzicami i nauczycielami? [Remote education: What happened to Students, their Parents and Teachers?]. Gdańsk: Gdańskie Wydawnictwo Psychologiczne.
Siemens, G. 2005, Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1).
Twenge, J. 2017, iGen, New York: Atria Books.
Wileczek, A. 2020, Applications supporting Polish language acquisition by children: An outline of current issues, InScriptum: A Journal of Language and Literary Studies 1, 49-66.


Katarzyna Wojtowicz (Poland)
MODELS OF LANGUAGE EDUCATION IN POLISH LANGUAGE TEXTBOOKS. CRITICAL ANALYSIS AND NEW PROPOSALS.
-
ARLE 2022 - PhD Preconference session Tuesday, 15:00-16:30 Room LRC014 Chair: Papadopoulou, Anthi
The dispute about language education at Polish school lasts incessantly; there has probably not been a time when there have not been voices in the discussion about its shape. Many of Zenon Klemensiewicz's works (1929, 1952, 1959) concerned language education at school, the methodology of language teaching was developed by Michał Jaworski (1991), the development of linguistic proficiency was the subject of works by Józef Bar (1982), Anna Dyduchowa (1988), Maria Nagajowa (1985), and the methodology of spelling and punctuation was dealt with by Edward Polański (1995). Although more than many years have passed since then, the questions about the shape of school language knowledge are still relevant. Especially in the context of civilizational and cultural changes. The most recent position concerning language education is Jolanta Nocoń's work 'Lingwodydaktyka na progu XXI wieku. Konteksty, koncepcje, dylematy'. The author presents two most urgent needs of school knowledge about language - firstly, the necessity of semanticization and pragmatization of forms learned by students, and secondly, adjustment of school didactics to the realities of the twenty-first century and currently functioning communication models.

The proposed dissertation has two main aims. The first one is to analyze the content of textbooks on Polish language education for elementary school published after 2017. The choice of the textbook entails far-reaching implications, as it is, in a way, a determinant of the model of subject didactics. A comparative analysis will allow to describe the methodological concepts used and the way of defining linguistic terms. It will also make it possible to observe to what extent newer linguistic paradigms are present in Polish schools, and to what extent the structural description remains dominant. The second aim of the work will be to propose our own methodological solutions, whose main assumption will be to functionalize the taught contents, to develop practical knowledge beyond the declarative one. The three main directions on which the proposed conception will be based are: functional, communicative and textocentric approach.

The author will also present the results of preliminary empirical research on Polish language education textbooks. The main aim is to describe the conceptual-terminological system concerning the noun and to evaluate the exercise part.

Key words: linguo-didactics of Polish langugage, Polish grammar, models of education in Polish textbooks, Polish textbooks analysis

References
Dyduchowa A., Metody kształcenia sprawności językowej uczniów. Projekt systemu, model podręcznika, Kraków 1988.
Jaworski M., Metodyka nauki o języku polskim, Warszawa 1991.
Klemensiewicz Z., Dydaktyka nauki o języku ojczystym, Warszawa 1929.
Klemensiewicz Z., Podstawowe wiadomości z gramatyki języka polskiego, Warszawa 1952.
Klemensiewicz Z., Wybrane zagadnienia metodyczne z zakresu nauczania gramatyki, Warszawa 1959.
Nagajowa M., Nauka o języku dla nauki języka, Kielce 1994.
Nagajowa M., Kształcenie języka ucznia w szkole podstawowej, Warszawa 1985.
Nocoń J., Lingwodydaktyka na progu XX wieku. Konteksty, koncepcje, dylematy, Opole 2018.
Tokarski J., Nauczanie gramatyki w szkole, Warszawa 1996.
Polański E., Dydaktyka ortografii i interpunkcji, Warszawa 1995.


keyi ZHOU (Hong Kong)
LANGUAGE TEACHERS' MISCONCEPTIONS IN VOCABULARY INSTRUCTION
-
ARLE 2022 - Paper presentations Friday, 09:00-10:30 Room CTF02 R115 Chair: Karpava, Sviatlana
Vocabulary instruction plays an important role in language acquisition (Grabe, 2004), as it is a basic building block of language learning and processing (Pinker, 1991). In addition, teachers’ conceptions in language teaching can influence their classroom practice, and further affect the students’ learning outcomes (OECD, 2009). However, how teachers view vocabulary instruction has not been fully examined.

This study used the qualitative method to explore the L1 Chinese teachers’ misconceptions in vocabulary instruction through interviews. 20 Chinese-language teachers who taught fourth grade were interviewed regarding their beliefs about vocabulary teaching aim, teaching content, teaching approach, teaching technology, assessment aim, assessment content, assessment approach, assessment technology, and the relationship between beliefs and practices. Thematic analysis was conducted by using the software NVivo.

Through the coding of the interview, eight common misconceptions were identified: (1) dictation and Pinyin are the only vocabulary assessment approaches; (2) only need to teach the words in the wordlist of the textbook; (3) only low-grade students need vocabulary instruction; (4) vocabulary learning is boring; (5) vocabulary instruction is separated from reading instruction; (6) regarding vocabulary instruction as instruction of Chinese characters; (7) vocabulary learning depends on students’ natural acquisition and does not need teachers’ explicit instruction; (8) remembering the written and spoken form of a word means mastering it. On this basis, recommendations were put forward for the eight common misconceptions. As for teachers, this study helps them realize their misconceptions and adjust their practices. For teacher training research, this study provides a new training direction and focus.

Keywords: teachers’ misconceptions, vocabulary instruction, teaching Chinese as a first language, teachers’ beliefs.

References:
Grabe, W. (2004). RESEARCH ON TEACHING READING. Annual Review of Applied Linguistics, 24, 44–69. https://doi.org/10.1017/S0267190504000030
OECD (Ed.). (2009). Creating effective teaching and learning environments: First results from TALIS. OECD.
Pinker, S. (1991). Rules of language. Science, 253(5019), 530–535. https://doi.org/10.1126/science.1857983


Junling Zhu ()
GAINS AND LOSSES: THE CULTURAL REPRESENTATIONS IN CHINESE LANGUAGE TEXTBOOKS IN THE UNITED STATES
-
ARLE 2022 - Paper presentations Friday, 09:00-10:30 Room CTF02 R111 Chair: Schneuwly, Bernard
Recent literature on textbooks has begun to examine their ideological intentions and outcomes (e.g., Gray, 2010; Curdt-Christiansen & Weninger, 2015). However, the examinations of textbooks from a critical sociocultural perspective are still relatively scant. Drawing on a sociocultural framework grounded in a critical social semiotic theory of language, development, and social change (e.g., Halliday, Vygotsky, New London Group), this study investigates the ideological and pedagogical dimensions of cultural representations in a leading Chinese language textbook series used in the United States: Integrated Chinese (IC) 4th Edition. Specifically, it examines how the cultural representations and ideologies constructed in IC could shape learners’ perceptions of Chinese culture and their cultural reflexivity.

Employing Content Analysis and Critical Discourse Analysis, this study collects and analyzes the texts in the 40 Cultural Literacy sections in IC. The findings indicate that IC aims to produce “native-like” learners capable of culturally appropriate behaviors instead of cultivating learners’ cultural reflexivity and critical thinking by introducing social cultural practices and artifacts neutrally. Additionally, IC employs stylish multimodal texts to represent a modern and open Chinese culture through selective universal topics, including gender equality, environmental protection, wealth investing, and multiculturalism, to appeal to the Western youth. IC lacks the representations of fundamental ideological differences between the Chinese and Western cultures, such as collectivism versus individualism and socialism versus capitalism. IC’s representations can create an ideal universal world, depriving learners of a deeper understanding of Chinese culture rooted in Confucianism and their development of intercultural awareness and reflexive thinking (Kumaravadivelu, 2008; Byram, 2008).

This study raises the awareness of the value of critical perspectives of language teaching and learning, suggesting more critical sociocultural oriented representations in Chinese language textbooks to promote teaching and learning Chinese as a world language in the context of globalization.

Keywords: sociocultural, cultural representations, language ideology, critical thinking, cultural reflexivity

Reference
Byram, M. (2008). From foreign language education to education to intercultural citizenship: Essays and reflections. Clevedon, UK: Multilingual Matters.
Curdt-Christiansen, X. L., & Weninger, C. (2015). Introduction: Ideology and the politics of language. In X. L. Curdt-Christiansen & C. Weninger (Eds.), Language, Ideology and Education: The Politics of Textbooks in Language Education (pp. 15-22). Abingdon, UK: Routledge.
Gray, J. (2010). The construction of English: Culture, consumerism, and promotion in the ELT global course book. Basingstoke: Palgrave Macmillan.
Kumaravadivelu. B. (2008). Cultural globalization and language education. New Haven, CT: Yale University Press.