ARLE 2024 in Melbourne
Abstracts for 'ARLE 2024 - On-site participation'

Alya Alshammari      The Ideologies Underpinning Nativeness: Theoretical Insights on Discursive Practices in TESOL
Tatyana G. Angelova      Does Chat GPT displace student agency in first language education in Bulgarian Language Teaching? Teacher’s Voice
Luis Araujo
Patrícia Costa
Sara de Almeida Leite
Rita Brito     		 Preschool Teachers’ Self-Reported Storybook Reading Practices
Julie Arnold      From fragmentation to coherence: student experience of Assessment for Learning in English
Carina Ascherl
Jörn Brüggemann     		 Digital (Text) Sovereignty as a Goal of Forward-thinking Professional Development for Teachers in German L1 Education
Moses Olusanya Ayoola      AN EVALUATIVE ANALYSIS OF THE ENGLISH LANGUAGE VARIETY THE SYLLABUS AND THE CLASSROOM INSTRUCTION REALITIES IN NIGERIAN SECONDARY SCHOOLS
Anja Ballis
Lisa Schwendemann     		 Unlocking the Classroom of the Future: How Virtual Reality Transforms L1 Education for High School Students
Joana Batalha      The Language in Children's Heads: Linguistic Diversity in L1 Education
Katharina Böhnert      Peer-to-Peer in Inclusive Learning Groups: How Cognitively Activating Are Inclusive Peer Feedback Conversations?
Bouchra BOUKLATA
Yamina El Kirat El Allame     		 "Decontextualization in Defense of Integrating Mother Tongues in Language Planning Policies: A Case Study of Darija in Morocco."
Yassine Boussagui      Exploring the Student Perspective: Amazigh Language Policy Implementation in Morocco
Jesper Bremholm
Kristine Kabel
Jeppe Bundsgaard     		 Young children’s textual worlds: Topics and emergent genres in students’ early writing
Scott Bulfin      Contending with crises: L1 education in transition
Eduardo Calil
Luís Filipe Barbeiro
Mariana Pinto
Ana Luísa Costa
Inês Cardoso     		 How do children use punctuation marks during writing? Diverse comments made bythe same 2nd and 4th grade pupils.
Mark-Oliver Carl
Florian Rietz     		 Understanding Barriers for Students to Move Beyond Propositional Information in Literary Reading
Jordi Casteleyn      Learning to read: From an umbrella review of reading research to an inspiration guide for schools
Paisley, tsz mei Cheung
Fangrui Zhu     		 Extending Real-Life Stories and Achieving Independent Reading——XR Assisted Self-directed learning Program of Electronic Picture Books for Hong Kong Primary School Students
Eunju Choe      “Every Child Matters”: Canadian Pre-Service Teachers’ Critical Engagement with Indigenous Life-Narrative Picturebooks
Hyo Seong Choi      establishing the sub-variables for engaged readers by understanding the identity of engaged readers
VASILIKI CHRISTOFORATOU      Teaching writing in secondary schools in England through Learning Study
Rafaela L Cleeve Gerkens
Julie Choi
Shu Ohki     		 Multilingual authors ‘standing taller’ in multimodal arts-rich translanguaging spaces
Ana Luísa Costa
Xavier Fontich     		 Educational Linguistics: a State of the Art
Wiebke Dannecker      Teaching Literature in a Society of Change – Rethinking L1 Education in Future Classrooms
Jennie Darcy      Title: “Feeling panicky when we get it wrong”: Creating safe spaces for encountering difficult knowledge in English classrooms.
Jennie Darcy      Title: The A/Effects of teaching literature
Tanya Davies      L1 education, reconciliation and justice: Bringing Indigenist Standpoint Theory and ‘placestory’ together as a pedagogic intervention to dis-place the colonial inheritance of English education in Australia.
Megan Davis Roberts
Marisa Tirado     		 A Pedagogy of Liminality: Toward Visual Poetry as a Practice in Decolonizing Creative Writing Pedagogy
Megan Davis Roberts      Ars Poetica Pedagogicas: A Poetic Inquiry into the Teaching of Poetry and Teacher Identity
Megan Davis Roberts      “Every Day Do Something That Won’t Compute:” Student Perceptions of Daily Poetry Practice
Jeroen Dera      Do literature teachers and students pay attention to questionable representations in literary texts? Insights from an interview study on a Dutch literary classic
Lucas Deutzmann
Winnie-Karen Giera     		 Analyzing the Text Quality and Time in Writing Plan of German Ninth Graders in the Project Fair Debating and Written Argumentation
Lucas Deutzmann
Winnie-Karen Giera     		 Promoting Argumentative Writing Skills of Ninth-Graders at Lower Secondary Schools using the SRSD approach
Fleur Diamond
Lucinda J McKnight
Anna-Lena Godhe     		 From stochastic parrots to electric sheep: Imagining the future of L1 education with generative AI
Nicole S Dingwall
Laura Molway     		 What sustains teachers’ and students’ joy, passion, and enthusiasm for English in three European countries?
Nikolaj Elf
Vibeke Christensen     		 Nordic inquiry in Quality Literature Education: Danish, Swedish and Norwegian teachers’ enactments, adaptations and understandings across national contexts
Victoria Elliott
Nicole S Dingwall
Paul Riser     		 Thinking differently about powerful knowledge in English Education
Mabel Encinas      Songs, Communication and Language in the Early Years
Maria Espinosa      Quality of Adolescent Science Writing and its Connection to Teaching Practices
Sohyun Eum      What Each Writer Learns in Groups: Roles in Collaborative Writing and Their Impact on Learning
Daria Ferencik-Lehmkuhl      Text Revision in Inclusive German Language Education - Results of a Mixed-Methods Study
Javiera Figueroa      Exploring the nexus of Literacy: Integrating Writing and Reading in Language Classroom
Ilka Fladung
Joerg Jost
Marcel Illetschko
Michael Krelle
Uwe Lorenz     		 iKMPLUS – individual competence measurement PLUS – voluntary module “language awareness”
Winnie-Karen Giera      Everyone is reading! A participatory theater project to promote reading competence and social interaction in inclusive learning settings
Winnie-Karen Giera
Lucas Deutzmann     		 Developing Persuasiveness in Written Argumentations Through Debate Training
Andressa J. Godoy
Amélia Lopes     		 Fifty years of Literature Teaching in Portugal - A study based on Teachers' Life Histories
Andressa J. Godoy      Impacts of educational policies on publishing for children in Portugal
Carolina Gonçalves
Catarina Tomás
Aline M S Almeida     		 Children as readers of the world”: Using postmodern picture books to talk about rights, equity, and differences in a 2nd grade
Andy Goodwyn      English as an emancipatory subject in England: analysing the research into the history of the subject for a post neoliberal future.
Andy Goodwyn      Personal knowledge versus Powerful knowledge? literary response, affect and understanding in secondary classrooms in England.
John Gordon      An ecological view of L1 teachers’ agency with Edtech: place, spaces and futures
John Gordon      Towards a model of professional development for L1 ‘literary conversation pedagogies’
Aslaug Fodstad Gourvennec
Erin McTigue
Michael Tengberg     		 Quality in L1 instruction. A systematic literature review
Marta Gràcia
Eva Dam Christensen
Atle Skaftun     		 Dialogic Teaching, Learning & Assessment
Bill Green
Marianne Turner
Alex Kostogriz     		 English Teaching, Language(s) Education and the Post-Monolingual Condition – A Symposium
Clarence Green      The Language Environment of Children’s Picture Books: A Lexical Study Using Data Science Methods.
Svenja Hahn
Volker Frederking     		 ARLE 2024 - Paper presentations (hybrid)
Mohammad Nehal Hasnine      Exploring generative AI in learning context generation for language learners: Friend or a foe for Wordhyve?
John M P Hodgson      Literacy and Growth: a Genealogy of English Teaching
Susan M. Hopkins      Rural English Classrooms and Aussie Battlers - senior secondary students living out the myth
Allayne Horton      Empowerment as affective encounter: Navigating the emotional edges of difficult knowledge texts in senior English
Allayne Horton
Dominic Nah     		 (Re)Searching the Experienced Curriculum: Navigating the 'Why' and 'How' of Peripheral and Personal Moments in Secondary Students’ Literary Encounters
Laura Hüser      Investigation of the Development of Pragmatic-Communicative Skills as a Prerequisite for Classroom Participation
Bella Illesca      Learning from Virginia Woolf’s ‘A Room Of One’s Own’.
Jinsu Jo
Park Seong Seog     		 Building a Bridge between Korean Grammar Education and Computer Language Grammar Education
Maritha Johansson
Michael Tengberg
Margrethe Sonneland     		 Inquiry dialogue to promote comprehension and interpretation. Effects of an intervention to improve the quality of teacher-led discussions about complex literary texts.
Sofia Jusslin
Heidi Höglund     		 The role of the arts in L1 education: A state-of-the-art review
Sofia Jusslin
Erika Sturk
Camilla Rosvall     		 The teaching of writing at teacher education programs in Finland and Sweden: Integrating theory and practice
Kristine Kabel
Mette Vedsgaard Christensen
Morten Tannert     		 Students’ metalinguistic repertoires about writerly choices in the context of L1 writing education
Sotiria Kalasaridou      Teaching political poetry in literature classroom
Agnieszka Kania
Karolina Wawer     		 Philosophy of Teaching and its Role in Teacher Training within the Context of a Polish University
Sviatlana Karpava      Multimodality, Critical Digital Literacy and Transversal Competencies Language Classrooms
Anne T Keary
Janet A Scull     		 Oral Language and Writing through Play: An Australian regional case study
Amna Khaliq      Adapting to the Digital Classroom: Challenges and creativity in online learning
Dongseop Kim
Seongseog Park
Sungmin CHANG
Minju Chung     		 Analyze the language performance of insufficient litoracy learners based on the results of litoracy diagnostic
Kristian B Kjellström      Teachers' digital text competences
Kristian B Kjellström      Teachers didactic choices: Digital text competences
Maarten Klene      The Disturbing Materiality of Literature Education: An Ethic of Incommensurability in the Classroom
Stavroula Kontovourki      Bodies that move and matter: Literacy pedagogies assembling in primary teachers’ hi/stories of classroom practice
Triantafillia Kostouli      Negotiating stances to immigration, positioning themselves and others: Narrative texts in a dialogic critical pedagogy
Elisabeth Kunze
Anna Lange genannt Böhmer
Juliane Tolle
Franziska Wietstock
Michael Krelle     		 Skribi – an Application for Writing Training in a Digital Environment
Helen Lehndorf
Irene Pieper     		 Enhancing Literary Writing in the Digital Age: Exploring Teachers' Beliefs on AI-Assisted Approaches in Upper Secondary Education
Rachel Lenihan      Tackling a Big Issue in the English Classroom: Reflections from Practice in Initial Teacher Education
Ludmila Liptakova
Eva Gogova
Dávid Dziak     		 How Slovak 3rd graders report about aurally presented text
Terry J. Locke      Implacing L1 English in the Anthropocene
Maria Löfgren
Per-Olof Erixon     		 Literature Manuals in Times of New Mediacy in Sweden
Elizabeth Ka Yee Loh
Tikky S. P. To-Chan
Loretta C. W. Tam     		 L2 Preschoolers’ Communication Strategies for Vocabulary Building in Storytelling Activities: The Case of Chinese as a Second Language Learning
Marco Magirius
Daniel A. Scherf     		 Teacher Students Interpret Poems with AI. On Potentials, Risks, & Disruptions in L1 Teacher Education
Petra Magnusson
Christina Lindh     		 Reshaping writing practices
Nadia Mansour      “Is it possible to halal slaughter a pig?” - Negotiating Cultures and Identities while Reading Multicultural Literature in Danish Public Schools
Bethan-Jane Marshall      The pedagogy of watching Shakespeare
Kelli McGraw      Building confidence in poetry teaching in Australian secondary education
Lucinda J McKnight      Writing as whiting: Tracing pedagogies for digital composition in a settler colonial archive
Larissa McLean Davies
Pauline Thompson     		 Introducing the concept of literacy instructional leadership for school and system wide improvement.
Byeonggon Min
Youngin Choi
JeongYi Baik
Yewon Kim
Sohyun Eum     		 Exploring Students' Language Mode Selection in Litoracy Classes
Christian Müller      L1x2: Dual First Language Acquisition in Sign Language and Spoken Language with Digital Picturebooks
Dominic Nah      Towards a Dialogic Ethical Criticism: A Framework for Examining Student Responses to Referent Others and Classroom Interactions of Ethical Meaning-making
Peep Nemvalts
Helena Lemendik
Triin Roosalu
Eve-Liis Roosmaa     		 Language diversity in academia: doctoral students' Estonian as L1
Hung Wai NG
Choo Mui Cheong
Sau-yan HUI
Wai Ip joseph Lam
Xiaomeng Zhang     		 Unraveling the Relationships of Self-Efficacy, Motivation, and Reading Comprehension Achievement: A Network Psychometric Analysis
George Odhiambo      Creating a supporting environment in schools for students with refugee backgrounds in Australia
Khadija Ouhmidi
Azize Kour
Yamina El Kirat El Allame     		 Attitudes of the Tagart Community Towards the Teaching of Amazigh as an L 1 in Morocco
Wai Kit Ow Yeong      Learning by Heart in L1 Pedagogy: Envisionment-Building through Memorisation and Recitation of Poetry in English in Singapore
Hyesun Paik      Examining adolescents' ability to assess credibility in online reading
Johanna Pentikainen
Outi Johanna Kallionpää     		 How to combine writing, transmedial skills, and gaming? Conducting systematic review of research, implementing a pilot study, and designing a digital learning platform
Anke Piekut      The student as an individual in the Danish, Norwegian and Swedish L1 curriculum – a comparative analysis of voice, exploration and personal development
Sue Pinnick      How might the use of drama-based pedagogy in the English classroom (11-14 years) support the interpretation of prose and poetry: an exploratory case study.
Margarida Pocinho
Inês Patrícia Rodrigues Ferraz     		 Baby Bookstart: a pilot-Project on Madeira Island
Troy Potter      TEST
Kaisu Rättyä      Expanding L1 subject and class teacher students' education
André Luiz Rauber
Madalena T.V.D. Teixeira
Paula Coelho Santos     		 Language and communication in non-verbal children - A Portuguese study
Jemima Rillera Kempster      Building bridges and cultivating linguistic assets: Building on students' L1 resources through parental engagement in English language education
Alessandro Rosborough
Corinna Peterken     		 Play, imagination, and affordances: Supporting children’s agency in L1 and L2 learning through teacher-student role-reversal
Mobina Sahraee Juybari      Orientations to language as resource in world languages studies in Australian higher education
SONGLAK SAKULWICHITSINTU      How Important Is AI Literacy to Teaching and Learning at an Open University? : A Short Review
Glais Sales Cordeiro      Legitimizing conceptual and didactic tools through a Collaborative Didactic Engineering Research interconnecting teaching practices and research: a means of sustaining teachers' and researchers’ 'joy, passion and enthusiasm'?
Royce Salva      Intersectionality of Indigeneity and Disability: Unveiling Issues to Educational Participation of Indigenous Learners with Disabilities
Wayne Sawyer      Literary knowledge: A curricular archive.
Bernard Schneuwly
Vincent Capt
Christophe Ronveaux     		 Teaching reading of composite texts: use and transformation of tools by teachers
Bernard Schneuwly      Literary texts from different sources as basis of immaterial heritage in Switzerland: local, national and universal/ethnocentric anchorages
Rebecca Schuler      (Multi-)lingualism in the Virtual World: Towards New Possibilities
Mani Ram Sharma      ENGLISH LANGUAGE TEACHERS’ UNDERSTANDINGS OF LANGUAGE LEARNING ECOLOGY: A NARRATIVE INQUIRY
Jiyeon Sheo
Li Kang
Naya Choi     		 Longitudinal Influence of Early Parent-Child Interactions on First-Grade School Adjustment: The Mediating Role of Vocabulary Skills
Mark Shiu Kee SHUM      How L1 Learners Learn Chinese Report Writing in Melbourne and Hong Kong – Implications for Global Curriculum Sharing
Christian Smidt Alenkjær      Towards Inquiry-Based Literary History Teaching in Danish Upper Secondary Education
Christian Smidt Alenkjær      How to compare practice architectures without losing analytical sensitivity?
Lorna Smith      Hands on: Supporting teachers to address race in English literature through developing a Black Dramatist and Drama ‘PlayBox’ using artefacts in the University of Bristol Theatre Collection
Miji Song
Hyelin Lee
Jeong Hee Ko     		 Poetry Education through L2 Translation of L1: A Case Study of High School Learners with Korean as L1 and English as L2
Shelley Stagg Peterson
Nicola Friedrich     		 Creating Inclusive and Compassionate Spaces through Playce-based Learning
Erika Sturk
Jill V Jeffery     		 Discourses of Writing in Educational Research: A Review of Literature
Dennis Tark      L1+L2 Dialogues in German Lessons at Primary School: Slam Poetry and Performativity
Esty Teomim-Ben Menachem
Ilana Elkad-Lehman     		 Teachers’ intertextual responses in 'havruta' to reading an ancient Hebrew text
Esty Teomim-Ben Menachem
Ilana Elkad-Lehman     		 “Above all, there’s our humanity”: Intertextual responses to reading an ancient Hebrew text by teachers with different religious identities
Stanislav Štěpáník
Monika Šindelková     		 When methods shed the content: a case study in Czech language teaching
Giannina Urrello Hurtado
Marta Gràcia
Maria-Josep Jarque     		 Assessment of teaching and learning practices to enhance children’s oral language in a kindergarten classroom in Peru
Thiru Vandeyar      A Case for Q-methodology: Teachers as Policymakers
Karolina Wawer      Philosophy of Teaching and its Role in Teacher Training within the Context of a Polish University
Marie Wejrum      Resources and strategies in adolescents’ meaning making processes of argumentative digital texts
Anna Wileczek
Anita Jagun     		 Between Enthusiasm and Doubt: L1 (Polish) Teachers on the Use of Digital Applications in Institutional Education
Ching Sum Wong      AI-assisted L1 Chinese Language Education
Anne Wood      Poetry writing a ghost in the Queensland high stakes assessment environment.
Fujia Yang      Effectiveness of accelerated reader on school students' reading achievements and reading behaviours: A systematic review
Seda Yilmaz Wörfel
Anne Griepentrog
Franziska Kipsch
Michael Krelle     		 A multi-site video study exploring the effectiveness of audio pens in promoting reading fluency
Jessica M.Y. Young
Kwok Chang LAU
Elizabeth Ka Yee Loh
Mark Shiu Kee SHUM     		 Using Effective E-learning Pedagogy to Support Students with Diverse Cultural Backgrounds to Learn Chinese History: Academic performance and motivation
Shuo Zhao      On the Function of Humor in English Writing as Foreign Language Teaching Pedagogy
Shuo Zhao      On the Function of Humor in English Writing as Foreign Language Teaching Pedagogy
keyi ZHOU      Examining the Role of Teachers in Students’ Vocabulary Knowledge and Reading Comprehension


Alya Alshammari (Saudi Arabia)
THE IDEOLOGIES UNDERPINNING NATIVENESS: THEORETICAL INSIGHTS ON DISCURSIVE PRACTICES IN TESOL

Defining English language teachers based on their native status perpetuates the discourses of native-speakerism (Holliday, 2006) and the NS fallacy (Philipson, 1992) and these discourses are entrenched in TESOL for decades and need to be unpacked and problematized. Even though the NS/NNS binary seems to be linguistically-driven, it heavily implies judgments on race, colour, nationality, accent, and look. These judgments result in discriminatory practices in terms of professional existence, recognition and empowerment (Alshammari, 2021, 2022). The deficit utilisation of these terms has been discouraged in this paper as they fail to explain the complexity of the teachers’ identities. This paper provides critical insight into the categorisation between native (NSs) and non-native speakers (NNSs) and explains how distinction is made between the two categories of English in general, and how each category is associated with different characteristics, creating an opposition and a dichotomy between NS and NNS. The paper offers suggestions for stakeholders to be aware of the discourses at play and their impact on the TESOL profession and educators. It reflects on the experiences of English teachers from different cultural backgrounds in the Saudi context.


Tatyana G. Angelova (Bulgaria)
DOES CHAT GPT DISPLACE STUDENT AGENCY IN FIRST LANGUAGE EDUCATION IN BULGARIAN LANGUAGE TEACHING? TEACHER’S VOICE

Background of study
AI generates rapid and unpredictable changes in education. “The future, by definition, is unpredictable; but by being attuned to some of the trends now sweeping across the world we can learn – and help our children learn – to adapt to, thrive in and even shape whatever the future holds.” [OECD, 2019: 2] The first language teacher, as a key figure in this process, is faced with the enormous challenge of seeking and finding clever solutions for the use of AI in her/his work.
Purpose and research question
The aim of our empirical study is to investigate the initial experiences/opinions of Bulgarian language teachers on the issue of smart use of Chat GPT concerning student agency. We decided to formulate the following problem, whether Chat GPT really teaches "mental laziness" as Noam Chomsky believes, by
Research question
Does Chat GPT displace student agency in first language education?
Theoretical framework / perspectives
As a methodological basis, we use the OECD's notion of the so-called 2030 Learning compass. And one of its elements is student agency. „Student agency is defined as the belief that students have the will and the ability to positively influence their own lives and the world around them as well as the capacity to set a goal, reflect and act responsibly to effect change”. [OECD, 2019: 13]
Methodology (methods and data sources)
To solve our research problem, we use a qualitative, pilot study with teachers of Bulgarian as a first language. The target group of respondents includes MA students, PhD students, Bulgarian language teachers, methodology specialists, and linguists who were also included in the original survey. The questionnaire included structured, semi-structured and free responses according to the research tasks.
Findings
*To study the opinion of teachers of Bulgarian language who know about the Chat GPT, but do not use it.
*To investigate the opinion of teachers of Bulgarian language who use Chat GPT.
*To process and systematize the survey data and draw conclusions.
*To investigate what influence the factor that chat GPT is in Bulgarian language has.
*And finally to answer the question Does Chat GPT displace student agency in first language education?

References

OECD (2019) Future of Education and Skills 2030 project background. OECD Learning Compas, A Seriess of Concept Notes. © OECD 2019
https://www.oecd.org/education/2030-project/contact/OECD_Learning_Compass_2030_Concept_Note_Series.pdf
Last visit Nov. 28 2023


Luis Araujo & Patrícia Costa & Sara de Almeida Leite & Rita Brito (Portugal)
PRESCHOOL TEACHERS’ SELF-REPORTED STORYBOOK READING PRACTICES

As Adams states (1990), “The single most important activity for building knowledge for their eventual success in reading is reading aloud to children” (p. 9). Whereas preschoolers’ knowledge of the alphabet and phonemic awareness are the best predictors of reading success in first grade, subsequent reading achievement by third grade depends largely on language and vocabulary knowledge (Beck, 2007; Gollinkoff et al., 2018). Reading aloud to children offers such knowledge because picture books include complex syntactical structures and low-frequency words, not commonly used in oral language (Montag et al., 2015). The text itself and the quality of teacher-led discussions about it, including expanding the text, discussing new words, and asking questions, support preschoolers’ language development (Yang, 2021). This evidence is supported by studies conducted in different countries that look at the characteristics of early read aloud experiences, in both home and school contexts, that influence the shaping of a reader (Araújo & Costa, 2015: Atalo & Westlund, 2001; Burguess et al., 2001; Tjaru, 2023; Yang et al., 2021). Both the Portuguese curriculum for preschool education and the National Reading Plan stress the importance of reading to young children (Lopes et al, 2016) but little is known about the reading aloud practices of preschool teachers and about which books they use. We developed a questionnaire to assess preschool teachers’ perceptions and practices about storybook reading sessions and report on its design, application and results. The statistical procedures applied to analyze the 232 questionnaires obtained from the sample of Portuguese preschool teachers allowed us to validate the results of two scales: 1) the importance of activities during story reading (10 items), and the frequency of different types of reading practices (7 items). Reliability measures were obtained by estimating Cronbach alpha coefficients, which rendered good internal consistency values; 0,869 for the first scale and 0,844 for the second. Item characteristics were also considered, as well as the relationships between the scales and background variables. Preliminary findings indicate that 46% preschool teachers read 15-30 minutes per day and that only 27% discuss new vocabulary with children during reading aloud sessions. Teachers’ responses indicate that they read predominantly picture books translated from English, with a focus on themes related to life experiences and relationships. We find that this questionnaire is a valid tool to characterize the reading practices of preschool teachers, and can be extended to other international contexts. Its application allows one to assess if perceptions and practices are aligned with current thinking about the contribution of read-alouds to children’s future success in reading. In this sense, it can inform teachers’ professional development initiatives and preschool curricula development.



References

Adams, M. (1990). Beginning Reading Instruction in the United States. ERIC Digest. Office of Educational Research and Improvement (ED).

Alatalo, T., & Westlund, B. (2021). Preschool teachers’ perceptions about read-alouds as a means to support children’s early literacy and language development. Journal of Early Childhood Literacy, 21(3), 413-435. https://doi.org/10.1177/1468798419852136
Araújo, L. & Costa, P. (2015) Home book reading and reading achievement in EU countries: the Progress in International Reading Literacy Study 2011 (PIRLS), Educational Research and Evaluation, 21:5-6, 422-438.
Beck, I., & McKeown, M. (2007). Increasing young low‐income children’s oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107(3), 251-271.
Burgess, K. A., Lundgren, K. A., Lloyd, J. W., & Pianta, R. C. (2001). Preschool teachers' self-reported beliefs and practices about literacy instruction (CIERA Report No. 2-012). Center for the Improvement of Early Reading Achievement. https://files.eric.ed.gov/fulltext/ED452513.pdf
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

Grolig, L. (2020). Shared Storybook Reading and Oral Language Development: A Bioecological Perspective. Frontiers in Psychology, 26(11), 1818.

Lopes da Silva, I., Marques, L., Mata, L., & Rosa, M. (2016). orientações curriculares para a educação pré-escolar. Lisboa: Ministério da Educação/Direção Geral de Educação. Retirado de http://www.dge.mec.pt/ocepe/

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

Tjäru, S. (2023). Bolstering and Bridging – Pre-Primary Teachers’ Purposes and Views of Reading Aloud. Nordic Journal of Literacy Research, 9(2), 1–19.

Yang, N., Shi, J., Lu, J., & Huang Y. (2021). Language development in early childhood: Quality of teacher-child interaction and children's receptive vocabulary competency. Frontiers in Psychology, 12, 1-12.


Julie Arnold (Australia)
FROM FRAGMENTATION TO COHERENCE: STUDENT EXPERIENCE OF ASSESSMENT FOR LEARNING IN ENGLISH

Assessment for learning (AfL) is characterised by teacher clarity about learning goals and processes, student agency, a dialogic classroom culture, and a commitment to the needs of all learners (Assessment Reform Group, 2002). In practice, the cognitive and interpersonal demands of AfL create points of disconnection, especially for students with language and attentional difficulties (Willis et al., 2023). This circumstance is exacerbated in subject English, where the subject matter is amorphous and students may struggle to negotiate a sense of direction and purpose (Marshall, 2004).

Data were collected from 35 student interviews and 22 focus groups in three secondary schools in south-east Queensland, Australia, to answer the questions: How do students experience AfL pedagogies in Year 10 English? and What differences are there in the experiences of students with likely language and attentional difficulties? A variety of methods to elicit recall and response supported students to reflect on teacher AfL practice. Data were analysed in an abductive qualitative inquiry guided by a consideration of six dimensions of student experience of AfL (Arnold, 2022): recognition of whether AfL was occurring, evaluation of the benefits of AfL, emotion, agency, opportunities for interaction, and connectedness.

All students recognised and valued a range of teacher practices. However, students with language and attentional difficulties indicated more uneven recall of processes than their peers, especially when teacher practice of AfL was fragmented and classroom routines prioritised summative assessment. Fragmented AfL in turn compromised the emotional and evaluative dimensions of student experience that can catalyse continuity in learning. Critical insights from all students about how they searched for and secured cohesive participatory experiences points to fragmentation as a 'moment of discomfort' in L1 education that can be mobilised in generative ways to expand students' identities as developing disciplinary experts. The study further indicates how L1 educators can use accessible AfL to expand agentic possibilities for learning beyond the immediate activities of the classroom and improve access to connection and interaction opportunities for students with high-incidence disabilities.

Arnold, J. (2022). Prioritising students in Assessment for Learning: A scoping review of research on students’ classroom experience. Review of Education, 10(3). https://doi.org/10.1002/rev3.3366
Assessment Reform Group. (2002). Assessment for Learning: 10 principles. Research-based principles to guide classroom practice_. Retrieved from https://www.nuffieldfoundation.org/project/the-assessment-reform-group
Marshall, B. (2004). Goals or horizons: the conundrum of progression in English: or a possible way of understanding formative assessment in English. The Curriculum Journal, 15(2), 101-113.
Willis, J., Arnold, J., & DeLuca, C. (2023). Accessibility in assessment for learning: sharing criteria for success. Frontiers in education (Lausanne), 8. https://doi.org/10.3389/feduc.2023.1170454


Carina Ascherl & Jörn Brüggemann (Germany)
DIGITAL (TEXT) SOVEREIGNTY AS A GOAL OF FORWARD-THINKING PROFESSIONAL DEVELOPMENT FOR TEACHERS IN GERMAN L1 EDUCATION
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In international comparison, German teachers demonstrate a noticeable hesitancy regarding the integration of digital media (Eickelmann et al. 2019). This also applies to German L1 Education teachers, who express a significant demand for additional professional development across various aspects of competence and learning within German L1 Education. Simultaneously, there is a strong willingness to undergo further training (cf. Brüggemann et al. 2021). However, the current state of research is unclear as to how a subject-specific reflective use of digital media in German L1 Education can be achieved.
The project focuses on the research-based development, implementation, evaluation, optimisation, and nationwide dissemination of training modules to promote the digital (text) sovereignty of German L1 Education teachers from a functional-application-related and personal-reflective perspective. It is funded by the German Federal Ministry of Education and Research as part of the funding line “Competence Center for Digital and Digitally Supported Teaching in Schools and Professional Development in Languages, Social, and Economic Sciences”. Based on findings from previous studies on German L1 Education teachers’ attitudes towards, familiarity with, usage of, and professional development needs regarding digital media (Brüggemann et al. 2021), teacher training courses are being designed. These are aimed at expanding digital (text) sovereignty (Frederking 2022) in dealing with various forms and functions of factual and fictional modes of representation in digital factual and non-fictional texts for practical use, framing strategies in (online) journalism, fake news and disinformation campaigns, and antisemitic conspiracy theories.

The presentation will focus on how
• the construct of “digital sovereignty” (Blossfeld et al. 2018) is adapted in terms of subject didactics, grounded in educational theory, and differentiated in a subject-specific way within the project so that functional and personal subject-specific educational dimensions become visible
• the development process of the professional development courses and the expansion of digital (text) sovereignty will be examined via survey-based data collection, competence tests and an interview study with teachers and students.

The project provides new theoretical and practical insights regarding the construct of digital sovereignty in German L1 Education, with the research-based development of further training modules generating implications for teachers’ educational practice in this field.

Blossfeld, H.-P., Bos, W., Daniel, H.-D., Hannover, B., Köller, O., Lenzen, D., McElvany, N., Roßbach, H.-G., Seidel, T., Tippelt R. & Woßmann, L. (2018). Digitale Souveränität und Bildung. Vereinigung der Bayerischen Wirtschaft e.V (Eds.). Waxmann.

Brüggemann, J., Frederking, V., Susteck, S. & Gölitz, D. (2021). Digitales Distanzlernen im Deutschunterricht (DiDiD). Erfahrungen und Fortbildungswünsche von Deutschlehrer*innen vor dem Hintergrund der Corona-Pandemie. https://uol.de/joern-brueggemann/didid-projekt

Eickelmann, B., Bos, W. & Labusch, A. (2019). Die Studie ICILs 2018 im Überblick. Zentrale Ergebnisse und mögliche Entwicklungsperspektiven. In B. Eickelmann, W. Bos, J. Gerick, F. Goldhammer, H. Schaumburg, K. Schwippert, M. Senkbeil, J. Vahrenhold (Eds.), ICILS 2018 #Deutschland. Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern im zweiten internationalen Vergleich und Kompetenzen im Bereich Computational Thinking (pp. 7-31). Waxmann. DOI: 10.25656/01:18319

Frederking, V. (2022). Digitale Textsouveränität. Funktional-anwendungsorientierte und personal reflexive Bildungsherausforderungen in der digitalen Weltgesellschaft im 21. Jahrhundert: Eine Theorieskizze [Version 3, January 2022]. https://www.deutschdidaktik.phil.fau.de/files/2021/09/digitale-textsouveraenitaet.pdf


Moses Olusanya Ayoola (Nigeria)
AN EVALUATIVE ANALYSIS OF THE ENGLISH LANGUAGE VARIETY THE SYLLABUS AND THE CLASSROOM INSTRUCTION REALITIES IN NIGERIAN SECONDARY SCHOOLS

The teaching of English Language in Nigeria has always been modeled after British English (BE) being a former British colony which is the supposed ideal despite the reality of other varieties such as Nigerian English and American English and the examination bodies in Nigeria remain very strict on the British English. This study investigates the variety of English being taught in Nigerian secondary schools using Ekiti state as a sample. The main objective of this study is to examine the variety of English recommended by the syllabus for teaching in Secondary schools vis a vis the variety being taught and used by the teachers; examine the realism of the target variety in the face of contextual factors. The total number of 100 secondary schools distributed across the 16 local governments of Ekiti State was selected for this study. As such 100 teachers of English were selected randomly as source of data while 500 students (10 from each school) were tested to determine the variety of English used by the learners. Both structured interview and questionnaire together with a designed variety checklist were used to elicit information from the respondents. The result revealed the confusion of both the teachers and the learners as the standard stipulated by the syllabus seems to be unrealistic because the teachers don’t have the proficiency in such variety to serve as role models. The study concludes that the Nigerian English variety should be standardized, recognized as reality and recommended for classroom instruction.
Key words: instruction, Nigerian English, realities, syllabus, Varieties


Anja Ballis & Lisa Schwendemann (Germany)
UNLOCKING THE CLASSROOM OF THE FUTURE: HOW VIRTUAL REALITY TRANSFORMS L1 EDUCATION FOR HIGH SCHOOL STUDENTS
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The incorporation of Virtual Reality (VR) into educational settings introduces both new prospects and challenges, particularly for L1 education (Braun et al. 2021). VR refers to a composite of technologies that facilitate the creation of synthetic, highly interactive 3D environments, replicating either real or imagined scenarios. Within VR, the concepts of immersion and presence are critical and are interconnected through interaction (Petersen et al. 2022). "Immersion" denotes the degree to which users feel involved in the simulated environment, encompassing sensory, cognitive, and social aspects. "Presence" can be categorized into physical presence, narrative presence and social presence (Dede 2009).
Our study examines the extent to which immersion enhances the sense of physical presence among L1 high school students. We are particularly interested in exploring whether different forms of interaction can mitigate extrinsic cognitive load, thereby increasing learners’ interest and motivation as well as their understanding of the story. The students experience the VR from the perspective of Faust and enter different rooms that embrace the idea of the world-builder Faust. To what extent this virtual setting is "understood interactively" is a relevant question when it comes to literary learning in VR. To delve into these questions, we conducted a qualitative study involving German high school students. After engaging with a VR experience centered on Goethe's "Faust" (using the methodology of thinking out loud), we interviewed the participants to gauge their perceptions. In a final step, the students answered a knowledge test. The results disclose the extent to which immersion and physical presence enhance or hinder the understanding of literature in VR. Consequently, we propose methods for incorporating physical engagement as innovative approaches to first-language education.

Braun, T. et al. (2021). Positionspapier zur Weiterentwicklung der KMK-Strategie‹ Bildung in der digitalen Welt›. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 1–7.

Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66–69.

Petersen, G. B et al. (2022). A study of how immersion and interactivity drive VR learning. Computers & Education, 179, 1–16.


Prof. Dr. Anja Ballis, anja.ballis@germanistik.uni-muenchen.de
Dr. Lisa Schwendemann, lisa.schwendemann@germanistik.uni-muenchen.de
University of Munich, Schellingstraße 3, D-80799 München


Joana Batalha (Portugal)
THE LANGUAGE IN CHILDREN'S HEADS: LINGUISTIC DIVERSITY IN L1 EDUCATION
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Different approaches in Educational Linguistics recognize the advantages of teaching grammar from children's linguistic experiences to build meaningful learning. From the perspective of grammar teaching as a process of making linguistic knowledge explicit, the starting point for metalinguistic knowledge is the children's implicit knowledge and linguistic intuitions. Hudson (1992) attempts to bridge grammar learning at school and spontaneous linguistic knowledge, claiming that "the best solution is to devote a large proportion of class time to the study of the children's own language" (p. 43). In a sociocultural approach, research on metalinguistic activity in language learning stands upon the children's verbal interactions. According to Camps (2020), "From this point of view, metalinguistic activity arises from the same verbal activity, when communication needs make it necessary to take the language as an object of consideration" (p. 240). In either one or the other perspective, the child's own language is at the heart of grammar reflection. This intuitive knowledge that comes at the kid's heads when they enter school mirrors their dialect or sociolect, language variety, or family language(s). While linguistic diversity is seen as an essential but extra matter in language education, we consider it the backbone of L1 education.
To mitigate the gap between the standard linguistic variety, valued at school communication, and the students' variety is one of the goals of those who defend that to make all children access to the standard variety does not mean eradicating from school other social or geographic varieties since the exposure to the variation typical of living languages is a unique learning opportunity" (Duarte, 2008, p. 10).
Nevertheless, a dominant variety or language space in a classroom is a matter of power affecting each student's identity. María López García (University of Buenos Aires) will open the reflection by discussing the reality of pluricentric languages. Then, Kristin Denham (Western Washington University) will tell us about a lifetime of introducing linguistics and helping to understand varieties at schools in the United States. The same will be done by Andrea Parapatics (University of Pannonia), who will bring the Hungarian schools' experiences with dialect awareness and data on teachers' beliefs towards variation. Batalha, Cardoso, Costa, Rodrigues & Sebastião will also present data on Portuguese teachers' beliefs and their impact on teacher education needs.
References
Hudson, R. (1992). Teaching Grammar. A Guide for the National Curriculum. Blackwell.
Camps, A. (2020). Learning Grammar. In 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.
Duarte, I. (2008). O Conhecimento da Língua: Desenvolver a Consciência Linguística. Direção Geral de Inovação e Desenvolvimento Curricular. Ministério da Educação.


Katharina Böhnert (Germany)
PEER-TO-PEER IN INCLUSIVE LEARNING GROUPS: HOW COGNITIVELY ACTIVATING ARE INCLUSIVE PEER FEEDBACK CONVERSATIONS?

Peer feedback discussions, especially in phases of evaluating writing products, have been a subject of much research nationally in Germany (e.g. Ferencik-Lemkuhl 2021) and internationally (e.g. Myhill & Newmann 2019) in recent years. The focus of the evaluation of these conversations is often how speaking about written language structures (metatalk, cf. Myhill & Newman 2016) can contribute to increased metalinguistic awareness among students. The results of the qualitative studies mentioned suggest that there is indeed an increase in meta-awareness.

The present study addresses cognitive activation in peer feedback conversations. Cognitive activation is one of three basic dimensions of teaching quality (Klieme et al. 2001), which were transferred to grammar teaching by Stahns (2013) and Böhnert (2020). Both studies examined using videotaped grammar lessons to what extent these lessons were cognitively activating. The level of cognitive activation varied greatly across the recorded classes (cf. e.g. Böhnert 2020: 33-38 & 41-45), but in both studies only teacher-guided class discussion were examined. In contrast to this, the focus of the present study is on peer feedback conversations. Peer feedback discussions were videotaped in three lessons each in two learning groups (grades 6 and 8) and evaluated using qualitative content analysis (Mayring 2015). The results indicate that the degree of cognitive activation in the smaller peer discussions correlates with whether the discussions guided by the teacher were cognitively activating as well (cf. Böhnert 2020). Therefore, the study suggests that cognitively activating conversation skills can be trained by the teacher and can therefore also be used in peer-to-peer conversations. Further results and implications of the study will be presented and discussed in the presentation.

References

Böhnert, Katharina (2020): „Du musst dich immer fragen: Worin steckt die Info?“ – kognitive Aktivierung in inklusiven Lerngruppen ["You always have to ask yourself: Where is the information?" - cognitive activation in inclusive learning groups]. In: k:ON – Kölner Online Journal für Lehrer*innenbildung 2, 2/2020, 26-49.

Ferencik-Lehmkuhl, Daria (2021): Das Potential der Überarbeitung von Schüler*innentexten für den inklusiven Deutschunterricht – theoretische Überlegungen und empirische Befunde [The potential of revising student texts for inclusive German lessons - theoretical considerations and empirical findings]. In: k:ON – Kölner Online Journal für Lehrer*innenbildung, 3, 1/2021, 1-21.

Klieme, Eckhard; Schümer, Gundel & Knoll, Steffen (2001): Mathematikunterricht in der Sekundarstufe I. „Aufgabenkultur“ und Unterrichtsgestaltung [Mathematics lessons in secondary level I. Task and lesson design]. In: BMBF (Hrsg.), TIMSS – Impulse für Schule und Unterricht. Forschungsbefunde, Reforminitiativen, Praxisberichte und Video-Dokumente [TIMSS – impulses for school and teaching. Research findings, reform initiatives, practice reports and video documents]. Bonn: BMBF, 43-57.

Mayring, Philipp (2015): Qualitative Inhaltsanalyse [Qualitative content analysis]. 12. Auflage. Weinheim: Beltz.

Myhill, Debra & Newman, Ruth (2016): Metatalk: Enabling metalinguistic discussion about writing. In: International Journal of Educational Research 80, 177-187.

Myhill, Debra & Newman, Ruth (2019): Writing talk: Developing metalinguistic understanding through dialogic teaching. In: Mercer,Neil/Wegerif, Rupert & Majo, Louis (Hrsg.): Routledge International Handbook of Research on Dialogic Education. Abingdon: Routledge, 360-372.

Stahns, Ruven (2013): Kognitive Aktivierung im Grammatikunterricht. Videoanalysen zum Deutschunterricht [Cognitive activation in grammar lessons. Video analyzes of German lessons]. Baltmannsweiler: Schneider Hohengehren.


Bouchra BOUKLATA & Yamina El Kirat El Allame (Morocco)
"DECONTEXTUALIZATION IN DEFENSE OF INTEGRATING MOTHER TONGUES IN LANGUAGE PLANNING POLICIES: A CASE STUDY OF DARIJA IN MOROCCO."

For many children, the transition to school seems to pose a lot of challenges (Dunlop & Fabian, 2007). One of these challenges is the type of language that is used in school to display knowledge (Schleppegrell, 2001, 2004). Spoken language and school language are, in fact, two different registers. The latter requires higher language skills and involves a more specialized use of language than informal daily conversations; for most children, language at home differs considerably from the language at school in many respects.
Morocco seems to be special and the linguistic situation appears to be confusing, in the sense that Moroccan Arabic (widely referred to as Darija), one of the mother tongues in Morocco, has a low status while the language of the school, Modern Standard Arabic (MSA), enjoys a high status. Even if both varieties in question are Arabic, they actually present a mismatch in many aspects to the extent that illiterate people find it difficult, if not, impossible, to understand a discourse in MSA. Currently, a hot debate about the linguistic issue is taking place in Morocco, and the inclusion of Darija in education has become more controversial than before.
The current study is mainly concerned with the issue of the academicy of Darija, the oral language standing for the mother tongue of 90% of Moroccans, to explore its compatibility to the field of education. Because 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 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 analysed using two software programmes: the CLAN (Computerised Language Analysis) and the SPSS (Statistical Package fo for the Social Sciences). The proposed theoretical framework, based on systemic functional linguistics and usage-based theories and informed by research on the language of school, was adopted for assessing caretaker-child interactions.
The data analysis revealed that the decontextualized language highly occurred in all mothers’ input and children’s output though to varying degrees.

Key Words: Mother tongue (Darija); Decontextualized language; Academic language; Non-immediate talk; Systemacy; Variance.
References
1. Bouklata, Bouchra. 2017. Communicative Features of Academic Language in the Register of Moroccan Monolingual children at home and at school.
2. Cunningham & Stanovish. 1997. Unpublished Doctoral Dissertation. Faculty of Letters & Human Sciences. Mohammed V University in Rabat. Morocco.


Yassine Boussagui (Morocco)
EXPLORING THE STUDENT PERSPECTIVE: AMAZIGH LANGUAGE POLICY IMPLEMENTATION IN MOROCCO

The Arabic language and Islam have served as the two main pillars of Moroccan language policies ever since the country's independence, justifying the exclusion of Amazigh from schools and normalizing the use of standard Arabic as the only language of instruction. This has resulted in the stigmatization of the Amazigh linguistic and cultural heritage and the moulding of culture of resistance to Amazigh linguistic revival. The state, however, began a process of “opening to Amazigh” beginning with its recognition as a national language in 2001, its integration in primary education in 2003 and culminating in its recognition as an official language in 2011. But in view of the failure of the state to generalize the teaching of Amazigh all over the country, it remains warranted to question the efforts made in the last 20 years to reconcile Moroccans with Amazigh and to investigate the implementation of the Amazigh language-in-education policy. This study investigates the unique perspective of students who have studied the Amazigh language, shedding light on their experiences and insights regarding the implementation of Amazigh language policies in the educational system. It explores both the challenges students encountered while learning Amazigh and valuable insights they have on the implementation process of Amazigh teaching. The study employs a mixed methods approach involving both the quantitative and qualitative research methods, including surveys, and focus group discussions, to capture the nuanced views of Amazigh language learners. Findings from this study will contribute to a deeper understanding of the effectiveness of the Amazigh language policy in Morocco and offer valuable insights for policymakers, educators, and stakeholders involved in formulating the language policies in the country. Additionally, the student perspective provides a crucial voice in the ongoing discourse surrounding Amazigh linguistic and cultural preservation and revitalization.

Keywords: Amazigh language – L1 education - Language policy – language revitalization


Jesper Bremholm & Kristine Kabel & Jeppe Bundsgaard (Denmark)
YOUNG CHILDREN’S TEXTUAL WORLDS: TOPICS AND EMERGENT GENRES IN STUDENTS’ EARLY WRITING
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In the study we propose to present in this paper, we use empirical data from the research project Automated Tracking of Early Stage Literacy Skills (ATEL) (2018-2023) to describe the textual world in texts written by students in the early years of schooling. At this age, the students have only just begun to use written language to communicate about themselves and their surrounding world, and in our study, we examine these early writing attempts adopting topic and genre as our analytical focus.
As part of the ATEL project, we have - through the collection, coding and statistical analysis of a large number of student texts - described proficiency scales in multiple dimensions for students’ writing development in the first years of school (Bremholm et al., 2022). The empirical data for this work consisted of picture books written by Danish primary school students (ages 6 to 8) using a digital book creator app intended for children (n=803). For the coding of the student texts, we developed a fine-grained analytical framework that combines structural linguistics and systemic functional linguistics (Kabel et al., 2022). This framework also includes the categories "Semantic universe" (main topics in the texts) and "Genre" (genre features in the texts). Regarding the “Genre” category, it refers to an understanding of genre as both social action and routinized, socially recognizable ways of making meaning (Miller, 1984).
In the present study, we undertake to examine the textual worlds in students’ early writing by doing a more in-depth analysis of the data from the coding of the categories “Semantic universe” and “Genre” than was possible in the larger ATEL study. In the paper, we present the analytical procedure as well as the results of the analysis of the two coding categories. Regarding “Genre”, for example, we have identified several emerging genres reflecting both school genres and genres from popular culture – although not yet in conventionalized formats. In conclusion, we discuss the findings of the study in a pedagogical perspective, including curricular goals and the influence of digital writing technology on what and how the students write (Burnett & Merchant, 2020).

References
Bremholm, J., Bundsgaard, J., & Kabel, K. (2022). Proficiency scales for early writing development. Writing & Pedagogy, 13(1), 1-34. DOI: 10.1558/wap.21490.
Burnett, C., & Merchant, G. (2020b). Undoing the Digital: Sociomaterialism and Literacy Education. Taylor and Francis. DOI: 10.4324/9781003023159
Kabel, K., Bremholm, J. & Bundsgaard, J. (2022). A framework for identifying early writing development. Writing & Pedagogy, 13(1), 1-38. DOI: 10.1558/wap.21467.
Miller, C. R. (1984) Genre as social action, Quarterly Journal of Speech, 70:2, 151-167, DOI: 10.1080/00335638409383686.


Scott Bulfin (Australia)
CONTENDING WITH CRISES: L1 EDUCATION IN TRANSITION
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It seems that there is always a new crisis to contend with—pandemics, climate and biocrisis, mass forced migration, the rise of authoritarianism and extremism, post-truth and a crisis of expertise, and disruptive digital and platform technologies shaping how we live and work. Personal, social, professional and political lives are now regularly defined by instability, disruption and crisis comprising altogether a state of polycrisis (Lawrence et al., 2022). These crises provoke, disturb and move us to action, but they are also sources of fear and anxiety. We are encouraged to ‘not look away’ and to witness, yet ongoing and constant exposure to instability and change, crises and crisis discourses can produce challenging responses and reactions. The contemporary politics of crises are indeed complex.

This symposium engages questions of how L1 teachers respond and adapt to periods of crisis, instability and transition, and how L1 subjects are being reconfigured through and in response to such periods (cf Green & Erixon, 2020). The L1 subjects, as traditionally conceived, and those that shape, teach and participate in them, are under pressure at both local and global scales. In particular, the symposium papers discuss case studies of how L1 teachers worked during the COVID-19 pandemic in a range of national contexts (Greece, Sweden, Denmark and Australia). These cases, while focused on the particular crisis of the COVID-19 pandemic, seek to illuminate how L1 subjects and teaching are being shaped by periods of transition and intense change more generally. The symposium takes up a critical perspective on the idea of crisis, attempting to interrogate its effects as discourse and in practice. The idea of crisis can be seen in more productive ways, as both a warning and an incitement for challenging conventional thinking and conventional systems.

The symposium papers arise out of an international collaboration ongoing since 2020 and out of current work towards a book project which engages with a broader crisis landscape and its relationship to L1 education. Data was generated mainly through interviews with L1 teachers. Working in dialogue across national contexts enabled the research team to develop insights into how L1 teachers worked with common practices and discourses as they adapted their teaching across remote and face to face teaching and learning, but also how common and shared practices and discourses are changing.

Key questions for the symposium papers and the larger project include:

How are L1 subjects and teaching being shaped by periods of transition and intense change? What becomes of the practice histories of L1 teaching in different contexts and across contexts?
What methodological approaches enable analytical purchase and hold in times of instability and uncertainty?
How can working in dialogue across national contexts enable different insights into how L1 teachers work, their common practices and discourses, but also how common and shared practices and discourses are changing?


Keywords: crisis, instability, COVID, continuity and change


References

Green, B., & Erixon, P.-O. (Eds.). (2020). Rethinking L1 education in a global era: Understanding the (post-)national L1 subjects in new and difficult times. Springer. https://doi.org/10.1007/978-3-030-55997-7.

Lawrence, M., Janzwood, S., & Homer-Dixon, T. (2022). ‘What Is a Global Polycrisis?’ Version 2.0. Discussion Paper 2022-4. Cascade Institute. Downloaded from https://cascadeinstitute.org/technical-paper/what-is-a-global-polycrisis/ 29 November 2023.


Eduardo Calil & Luís Filipe Barbeiro & Mariana Pinto & Ana Luísa Costa & Inês Cardoso (Brazil)
HOW DO CHILDREN USE PUNCTUATION MARKS DURING WRITING? DIVERSE COMMENTS MADE BYTHE SAME 2ND AND 4TH GRADE PUPILS.

In recent research, the examination of collaborative textual production in the classroom has shed light on metalinguistic activities manifested through spontaneous comments by children during their own manuscript writing processes. These studies indicate that comments primarily revolve around linguistic knowledge acquisition and instructional content. For instance, children between the ages of 6 and 9 demonstrate a greater tendency to recognize and address spelling and punctuation issues, leading to an increased number of comments related to these areas (Barbeiro et al., 2022).
Our study aims to explore spontaneous comments specifically concerning punctuation marks. Through a cognitive and linguistic-enunciative approach with a qualitative emphasis, we examine how the recognition of punctuation marks is expressed, how they relate to the linearization process, and the characteristics of comments made by the same students during two different academic years.
Data collection involved two pairs of students, aged 7/8 (2nd year) and 9/10 (4th year). Using the Ramos System (Calil, 2020), we recorded six writing tasks consisting of invented stories written by Dyad 3 (D3) and Dyad 5 (D5) for each academic year.
The results reveal distinct types of comments on recognized punctuation marks:
1. Interpersonal comments: subjective comments including personal or interactional arguments.
2. Graphic comments: associated with the graphic-spatial representation of what was or was not registered.
3. Linguistic comments: linked to the children's linguistic knowledge.
4. Metalinguistic comments: indicating an understanding of the relationships between punctuation marks and semantic and/or syntactic aspects.
The first two types of comments are non-linguistic as they do not consider the relationship between punctuation marks and the text's linearization. The latter two types of comments encompass both declarative and procedural knowledge (Fontich, 2016).
Differences are observed between the two dyads: the comments expressed by Pair 3 demonstrate a harmonious integration of these two types of knowledge, resulting in more accurate and appropriate use of punctuation marks to construct meaning in their fictional narratives.

Keywords: learning, collaborative writing, metalinguistic knowledge, punctuation.

Barbeiro, L. F., Álvares Pereira, L., Calil E., y Cardoso, I. (2022). Termos metalinguísticos e operações de natureza gramatical na escrita colaborativa dos alunos do ensino básico. Tejuelo, 35(2), 45-76. https://doi.org/10.17398/1988-8430.35.2.45

Calil, E. (2020) Ramos System: method for multimodal capture of collaborative writing processes in pairs in real time and space in the classroom. ALFA, v. 64,e11705, 2020. https://doi.org/10.1590/1981-5794-e11705.

Fontich, X. (2016). L1 grammar instruction and writing: Metalinguistic activity as a teaching and research focus. Language and Linguistics Compass, 10(5), 238–254.https://doi.org/10.1111/lnc3.12273.


Mark-Oliver Carl & Florian Rietz (Germany)
UNDERSTANDING BARRIERS FOR STUDENTS TO MOVE BEYOND PROPOSITIONAL INFORMATION IN LITERARY READING

According to various empirical studies from the past two decades (Janssen et al. 2006; Levine/Horton 2013; Jörgens et al. 2023; Carl 2023), a significant number of students in secondary education do not move beyond the construction of a propositional textbase (van Dijk/Kintsch 1983) when reading literary texts. Instead of immersing themselves in imaginations of the world described by the text, instead of grappling with the thoughts, emotions, and views fictional characters espouse, instead of recognizing the genre, appreciating the poeticity of language, reading between the lines or evaluating the literary work, they limit themselves to “retelling” (Janssen et al. 2006) or “paraphrasing” (Jörgens et al. 2023) chunks of information provided by the text, showing a “literal-descriptive response” (Levine/Horton 2013) and “verbalisations of the propositional textbase” (Carl 2023). This should be troubling news for teachers and teacher educators: these students do not seem to make any personally relevant or enjoyable aesthetic experiences when reading literature, and neither do they seem to engage in culturally relevant reflections about their identity or literary insights into human nature.

Why do these students limit themselves to the construction of a propositional textbase when reading literary texts? In our paper presentation, we sketch the outlines of a medium-scale mixed-methods empirical study which aims to test the following two main explanatory hypotheses:
Hypothesis 1: The limitation is caused by deficiencies in reading fluency.
Hypothesis 2: The limitation is caused by the lack of a literary control system (Zwaan 1993).

To test these hypotheses, 150 students each from Swiss and German (Lower Saxon) schools will participate in a screening for fluency, a think-aloud study with two narrative literary texts chosen for their affordances for ironical resp. eudaimonic interpretations, and questionnaires testing for their literary competency, their general acquaintance with literature (Author Recognition Test) and their attitudes towards (reading) literature.

Since the project is still in the pilot phase and data will be collected but not yet analysed by next June, we cannot present empirical results yet. Instead, we seek to discuss with ARLE members both the theoretical framework, the methodical research design, and the different educational implications entailed in Hypotheses 1 and 2.


Works Cited:
Carl, Mark-Oliver (2023): Kontextualisierungen literarischer Texte durch fortgeschrittene Lernende. Eine Laut-Denk-Studie mit Kurzprosatexten der 1940er-Jahre. Frankfurt/Main: Peter Lang.
Janssen, Tanja/Braaksma, Martine/Rijlaarsdam, Gert (2006): Literary reading activities of good and weak students. A think aloud study. In: European Journal of Psychology of Education 21: 1, pp. 35-52.
Jörgens, Moritz/Carl, Mark-Oliver/Schulze, Tina/Rosebrock, Cornelia (2023): Drei Arten poetischer Effekte. In: Magirius, Marco/Führer, Carolin/Kubik, Silke/Meier, Christel (eds.): Evaluative ästhetische Rezeption im Klassenzimmer. Theorie, Empirie, Vermittlung. München: kopaed, pp. 183-202.
Levine, Sarah/Horton, William (2013): Using affective appraisal to help students construct literary interpretations. In: Scientific Study of Literature 3: 1, pp. 105-136.
Van Dijk, Teun A./Kintsch, Walter (1983). Strategies of Discourse Comprehension. Amsterdam: Benjamins.
Zwaan, Rolf A. (1993): Aspects of Literary Comprehension. A Cognitive Approach. Amsterdam: Benjamins.


Jordi Casteleyn (Belgium)
LEARNING TO READ: FROM AN UMBRELLA REVIEW OF READING RESEARCH TO AN INSPIRATION GUIDE FOR SCHOOLS

Only a small number of review studies discuss all essential aspects of learning to read in all stages of formal education (from pre-primary to secondary education). Moreover, insights from these review studies sometimes have difficulty finding their way into the classroom (Vanderlinde & Van Braak, 2010). This project aims to answer two questions: 1) What are the features of effective reading education in pre-primary, primary and secondary education? What are the factors that influence it?, and 2) How can the gap between research into reading instruction and practice be bridged? To answer RQ1, we chose to follow the procedure of an umbrella review (Torgerson, 2007), which only uses systematic reviews, with or without a meta-analysis. After identifying studies (n=385) based on relevant keywords, and excluding studies based on title, abstract and full text (n=236), we assessed the methodological quality, which resulted in an additional 52 studies being excluded. Eventually, 99 studies became the basis for formulating conclusions regarding reading instruction. To answer RQ2, an inspiration guide about effective reading instruction was created based on the insights of RQ1. We used the method of design-based research (Becuwe et al. 2016), in which both teachers (n=30, 10 per stage of formal education) and expert researchers (n=3) were involved in the process. To our knowledge, this study is one of the few projects that provide a structured empirical basis for the process of learning to read, from pre-primary to secondary education, and align this with practical advice.

Becuwe, H., Tondeur, J., Pareja Roblin, N., Thys J., & Castelein, E. (2016). Teacher design teams as a strategy for professional development: the role of the facilitator, Educational Research and Evaluation, 22:3-4, 141-154, DOI: 10.1080/13803611.2016.1247724

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

Vanderlinde, R., & Van Braak, J. (2010). The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2). 299-316.


Paisley, tsz mei Cheung & Fangrui Zhu ()
EXTENDING REAL-LIFE STORIES AND ACHIEVING INDEPENDENT READING——XR ASSISTED SELF-DIRECTED LEARNING PROGRAM OF ELECTRONIC PICTURE BOOKS FOR HONG KONG PRIMARY SCHOOL STUDENTS
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In the digital age, especially during the pandemic, Hong Kong students read more online books than before, but it is doubtful whether it can improve students' reading ability, especially self-learning ability. How to make better use of technology to help students’ reading ability is the focus of this research. Picture books are rich in pictures and plain text, which can provide students with comprehensible input in reading. The research uses digital interesting picture book stories, teaches different reading strategies and self-directed learning theory work as a scaffolding, and combines with the extended reality (XR) of technology. The research wishes to find out if XR Electronic Picture Books can help students build up self-directed learning ability in reading.

This research design is based on TPACK and self-directed learning theory. Mishra & J. Koehler’s 2006 TPACK framework, which focuses on technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), offers a productive approach to many of the dilemmas that teachers face in implementing educational technology. We believe that technology being implemented must communicate the content and support the pedagogy to enhance students’ learning experience. Self-directed learning process often involve interactions with the teacher as well as with other learners (Brockett & Hiemstra, 1991). Students’ personal responsibility in learning involves students taking ownership of their learning, setting learning goals, and accepting responsibility for their thoughts and actions (Hiemstra & Brockett, 1994). Two Hong Kong primary schools and over 240 primary students joined the research project. With the collaboration of teaching material design, technology and teaching theory, the self-study ability of Chinese language will be enhanced.

XR is a collective technology name between reality and illusion (Rori Duboff, 2022), and the academic community has also begun to explore XR to be an effective teaching tool. This research develops extended reality (XR) picture books. XR includes three modes, namely Augmented Reality (AR), Virtual Reality (VR) and Mixed Reality (MR). After two months of implementation, it was shown that even a small number of quality XR digital picture books with teaching design might also help students develop language literacy and improve reading ability by mastering reading strategies and metacognition.


Eunju Choe ()
“EVERY CHILD MATTERS”: CANADIAN PRE-SERVICE TEACHERS’ CRITICAL ENGAGEMENT WITH INDIGENOUS LIFE-NARRATIVE PICTUREBOOKS

This paper explores the role of elementary pre-service teachers in connecting with Indigenous residential school survivors through counter-stories, facilitating conversations on Truth and Reconciliation in Canada. It focuses on the analysis of three life-narrative picturebooks: "I Am Not a Number" by Jenny Kay Dupuis and Kathy Kacer, "When I Was Eight" by Jordan Fenton and Pokiak Fenton, and "The Orange Shirt Story" by Phyllis Webstad. The study investigates how these texts utilize concepts such as "systems of proximity," "internal focalization," and "characters’ avoidance or maintenance of gazes" (Painter et al., 2013) to achieve three objectives: 1) enrich Indigenous narratives beyond victimization, 2) challenge the colonizer-colonized dichotomy, and 3) foster solidarity between Indigenous characters and readers.

Drawing from the author's own experience as a pre-service teacher faced with introducing these sensitive topics to elementary students, the paper addresses the gap between theory and practice in Indigenous education courses, as highlighted by Taylor (2014), particularly in Australian teacher-training programs. Rather than focusing on teachers’ external concerns, such as the lack of preparation, resources and guidance for the pre-service teachers, I conducted a small case study involving three Canadian pre-service teachers to explore how non-Indigenous teachers critically engage with these texts and position themselves in the first place. Thematic analysis of interview data revealed a significant challenge: teachers often saw their students as the primary subjects of the texts, anticipating their students' reactions to sensitive content rather than engaging in reflective reading of counter-stories. To address this issue, the paper introduces the "identifying the inner voice" method, redirecting teachers' attention to characters' moments of focalization as entry points for immersive "sentimental reflections" and "memory work" (Strong-Wilson, 2021), essential for active empathy (Sanders, 2018).

I conclude that by adopting the role of mediators, teachers can create a safe and stimulating environment for their students, facilitating ongoing critical conversations on social justice. Through the careful analysis of narrative techniques in selected texts and a more critical engagement with the material, pre-service teachers can better connect with Indigenous experiences and contribute to the important dialogue surrounding Truth and Reconciliation in Canada.


Hyo Seong Choi (Korea (The Republic Of))
ESTABLISHING THE SUB-VARIABLES FOR ENGAGED READERS BY UNDERSTANDING THE IDENTITY OF ENGAGED READERS
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Abctract

establishing the sub-variables for engaged readers by understanding the identity of engaged readers

Hyo-Seong Choi
PhD students of Korea National University of Education

The purpose of this study is to establish reading engagement as an important goal of language education and to that constitute reading engagement, which will provide a basis for educational treatment of reading engagement.
Moon (2010) revealed the structural relationships among elementary school students' reading motivation, reading activity, and reading ability, and proposed and proved a causal model in which reading motivation not only directly affects reading activity and reading ability, but also indirectly affects reading ability through mediating reading activity. This is consistent with domestic and international studies that have explored the relationship between reading motivation and reading activities, such as Guthrie (1999), Baker (1999), Wigfield (1997), Kyung-Shin Ga (1997), Hyo-Young Kim (2000), Wang and Guthrie (2004), and Yuran Lim (2010), and studies that have explored the relationship between reading motivation and reading activities and reading ability, such as Min-Joon Kwon (2005) and Byung-Sang Moon (2011).
However, Guthrie (2004) believed that it is necessary to explore the qualitative activity of immersing oneself in reading, rather than simply paying attention to reading activity (time and frequency) as a mediating variable between reading motivation and reading achievement. He called it reading engagement and verified that guiding readers to be engaged in reading is positively related to reading motivation and reading achievement. Based on this, Choi (2023) found that reading engagement is closely related to reading motivation and reading achievement in Korean elementary school students, and revealed the causal structure between reading motivation, reading engagement, and reading achievement. Based on these studies, this study aims to identify the sub-variables of reading engagement among Korean elementary school students in order to lay the groundwork for educational interventions to promote reading engagement.
Chapter II explores the concepts and relationships between reading motivation and reading engagement. First, the concept of reading motivation is clarified and its components are explored, and the concept of reading engagement is explored at various levels.
Chapter III discusses the methodological aspects of extracting sub-variables of reading engagement. In this study, we aim to construct sub-variables of reading engagement by simultaneously extracting the characteristics of engaged readers and the characteristics of disengaged readers. To do so, we interviewed 20 students who scored above and 20 students who scored below on the reading engagement test and categorized them using Nvivo R1 to identify the characteristics of reading engagement. Based on the identified characteristics, we will then explore the sub-variables of reading engagement and conduct a confirmatory factor analysis on 200 elementary school students.
In Chapter IV, the sub-variables of reading engagement are identified based on the results and the educational measures are discussed accordingly.
Based on this study, it is hoped that by specifying the sub-variables of reading engagement education and starting educational discussions accordingly, specific instructional measures for reading engagement will be prepared.


VASILIKI CHRISTOFORATOU (United Kingdom (The))
TEACHING WRITING IN SECONDARY SCHOOLS IN ENGLAND THROUGH LEARNING STUDY

Title: Teaching writing in secondary schools in England through Learning Study

Abstract
The National Curriculum in England: English programmes of study - Key Stage 3 (2014) outlines statutory requirements for teaching writing, grammar and vocabulary. The teaching of writing in secondary schools in England is heavily informed by pedagogies of modelling and exemplification (Rosenshine, 2012). This is also reflected in the Ofsted Research Review: English (2022) that identifies using model texts as a feature of high-quality English teaching where pupils absorb and reproduce the features of the model.

Learning Study is a type of action research that involves participating teachers in structured cycles of collaboration guided by the theoretical framework of Variation Theory (Elliott, 2019). According to Variation Theory, learning is discernment of the object of learning and its critical features. Learners experience discernment when the teacher skilfully exposes them to variation and contrast of features rather than similarity.

This article argues that English teachers in mainstream education need the professional space to experiment with Variation Theory and collaborate in order to illuminate aspects of their practice that they would not have otherwise encountered working in isolation. This article blends the work of Debra Myhill (2021) and the application of Variation Theory in the teaching of writing. This approach can empower pupils to see themselves as writers, writing as a craft and grammar as a set of language tools.

References
Elliott, J. (2019) ‘What is Lesson Study?’, European Journal of Education, 54, pp.175– 188. 
Department for Education (2014) The National Curriculum in England: English Programmes of Study. Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmes-of-study. (Accessed 13 November 2023).
Myhill, D. (2021) ‘Grammar re-imagined: foregrounding understanding of language choice in writing’, English in Education, 55(3), pp. 265–278.
Ofsted (2022) Research review series: English. Available at: Research review series: English - GOV.UK (www.gov.uk). (Accessed 13 November 2023).
Rosenshine, B. (2012) ‘Principles of Instruction: Research Based Strategies That All Teachers Should Know’, American Educator, 36(1), pp. 12-19.


Rafaela L Cleeve Gerkens & Julie Choi & Shu Ohki (Australia)
MULTILINGUAL AUTHORS ‘STANDING TALLER’ IN MULTIMODAL ARTS-RICH TRANSLANGUAGING SPACES
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Viewed through the monolingual English-only lens characteristic of many Australian schools (Cross et al., 2022), plurilingual students are often positioned as being in deficit as language and literacy learners and struggle to find their way into a writer’s identity. The importance of creating a ‘translanguaging space’ (Li, 2018) to support plurilingual learners is well established in the literature. The case study shared in this paper involved a class of Year Four students from a school in Melbourne who took part in six-week arts-rich book-making experience. We addressed a gap in the literature through our research question that explored the elements of a ‘translanguaging space’ that interact to support students to come to see themselves as resourceful multilingual writers.

Grounded in a post humanist worldview, using assemblage theory (Pennycook, 2017), this research challenges monolingual and monomodal assumptions about young children’s learning, by investigating the possibilities of using arts-rich pedagogies to develop children’s multilingual practices and identities. Assemblage theory enables us to take an interdisciplinary approach which considers the dynamic relations among various semiotic, material, spatial and embodied properties to understand the complex role of the arts in developing multilingual literacies and identities.

Using Activity Theory, we analysed researchers’ reflective journal entries, photographs of students and their works, students’ feedback from a survey, and video and audio recording of classroom interactions with teachers and students including interviews. Through this analysis, we found that the elements that supported the development of students’ multilingual writers’ identities. These elements included: the creation of a translanguaging space, the use of arts experiences to lead language interactions, the explicit introduction of translanguaging in a multimodal arts-rich space, and opportunities to apply translanguaging as multilingual writers. In opening up multimodal pathways to meaning making for children, the use of arts-rich pedagogies in conjunction with multilingualism can break down the monolingual assumptions of educators and institutions and transform children’s language and literacy learning pathways. We argue that the playful multimodal opportunities for meaning making facilitated by arts experiences can support all students to build identities as resourceful writers by providing a variety of multimodal entry points to that identity.


Ana Luísa Costa & Xavier Fontich (Portugal)
EDUCATIONAL LINGUISTICS: A STATE OF THE ART

Our SIG was created in 2011 and adopted the "Educational Linguistics" label in 2013. Entering the second decade of activity, in this symposium, we aim to open the debate on our epistemological boundaries and bridges.
Celebrating thirty years in the field, in the Handbook of Educational Linguistics, Hult (2010) roots the emergency of Educational Linguistics in the controversies of applied linguistics. The route to independence from linguistics, as an autonomous body of knowledge, may be illustrated by Spolsky's words: "We seek then not apply linguistics, but to derive from its many branches and from other fields that study language, the knowledge that will help in developing the language capacity of others" (Spolsky, 1999, p.2).
However, the Educational Linguistics DNA is printed with a transdisciplinary nature inside and outside Linguistics. Language learning in educational contexts also requires a grounding in social/educational sciences, such as sociology, psychology, or pedagogy. Camps & Milian (1999) present a sharp view of this complex crossroads while defining the space for language didactics, which, in many ways, applies to the Educational Linguistics epistemological identity.
One of the continuous threats of this "wide range of disciplinary climates" (Hult, 2010, p. 21) is the lack of conceptual clarity, as Fontich (2016) states regarding the debate on L1 grammar instruction for writing. What defines us as a field of knowledge? What explains the lively interest that joins us in our informal and formal meetings?
References
Fontich, X. (2016). L1 Grammar instruction and writing: metalinguistic activity as a teaching and research focus. Language and Linguistic Compass. 10/5, pp. 238-254.
Hult, F. M. (2010). The History and Development of Educational Linguistics (pp. 10-24). In Spolsky, B. & Hult, F. M. (eds.). The handbook of educational linguistics. Wiley-Blackwell.
Milian, M., & Camps, A. (1990). l'espai de la Didàctica de la LLengua i la Literatura. Interaula (Vic, Barcelona), 0(10), 22-24.
Spolsky, B. (1999). Introduction to the field (pp. 1-6). In Spolsky, B. (ed.) Concise Encyclopedia of Educational Linguistics. Elsevier.


Wiebke Dannecker (Germany)
TEACHING LITERATURE IN A SOCIETY OF CHANGE – RETHINKING L1 EDUCATION IN FUTURE CLASSROOMS
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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 literature 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).
The DigiLi-research project, which is funded by the German Federal Ministry of Education and Research, addresses the following research question from an interdisciplinary perspective: What potentials arise regarding the use of digital media in the context of cooperative learning scenarios in inclusive literature education?
Hence, the DigiLi-project not only aims at developing a concept for digital learning in inclusive literature classes based on theoretical research approaches and empirical data, but also pursues the conception of concrete, digital and barrier-free learning arrangements (cf. Carell & Dannecker 2023). The accessible or low-barrier design of the project's web-app was developed according to the principles of Universal Design for Learning (cf. CAST 2018). This involves making standard learning offerings accessible and meaningful for everyone. In the development and research of the DBR project, equal attention was given to learning with digital media for individualization, as well as learning with digital media in collaborative learning environments (cf. Schulz & Krstoski 2022).
The focus of initiating subject-specific learning processes in the DigiLi project lies accordingly in enabling access to the literary text and designing learning situations that encourage engagement with the subject matter - also in cooperation with so called competent others. Therefore, a diversity-sensitive design of a learning scenario that is characterized by collaboration, differentiation, as well as stimulating learning objects and discursive negotiations, was developed. In pursuit of this goal, a learning arrangement was developed through multiple design cycles in cooperation with the Inclusive University School of Cologne (IUS) and a media design agency from Cologne.
The project followed the idea of Design-based research, an innovative research approach that functions as a methodological link to application-oriented development work. The data analysis of the research-cycles was conducted using Qualitative Content Analysis, a method particularly suitable for communication-based materials (cf. Heins, 2018, p. 303-306). The lecture presents the results from three research-cycles, concentrating on the question of cooperation within heterogenous learning groups, with a particular emphasis on utilizing digital media to facilitate cultural participation for all. As results show meaningful conversations about the books read emerge in the sense of a follow-up communication, whereas the authenticity of the tasks is particularly important. In addition, it became evident that each student contributed to the follow-up communication with their potential in cooperation, using various communication modes such as verbal, as well as gestural, facial, and various tools such as the tablet. As each student brought and contributed with different potentials, it also became clear that cooperation allows for mutual development and the cultural participation of all students.


Literature cited:
Booth, T. & Ainscow, M. (2011). Index for Inclusion. Developing Learning and Participation in Schools. 3rd Ed. Bristol: Centre for Studies on Inclusive Education 2011.
Carell, L. & Dannecker, W. (2023). Nachhaltig, inklusiv, digital: Das Lerndorf als Common Space im Zeitalter gesellschaftlicher Transformation. In: MedienPädagogik 52 (gerecht - digital - nachhaltig), 277-297. https://doi.org/10.21240/mpaed/52/2023.02.14.X
CAST (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
Heins, J. (2016). Qualitative Inhaltsanalyse. In J. Boelmann (Ed.), Empirische Erhebungs- und Auswertungsverfahren in der deutschdidaktischen Forschung. Schneider, 305-324.
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.
Schulz, L., & Krstoski, I. (2022). Diklusion. In L. von Schulz, I. Krstoski, M. Lüneberger & D. Wichmann (Eds.), Diklusive Lernwelten. Zeitgemäßes Lernen für alle Schüler:innen, 31-41. https://open.visual-books.com/


Biography:
Dr. Wiebke Dannecker, Junior Professor for Literature and its Teaching in Inclusive Settings,
University of Cologne, contact: w.dannecker@uni-koeln.de


Jennie Darcy (Australia)
TITLE: “FEELING PANICKY WHEN WE GET IT WRONG”: CREATING SAFE SPACES FOR ENCOUNTERING DIFFICULT KNOWLEDGE IN ENGLISH CLASSROOMS.

This paper considers the affordances and tensions of ‘difficult knowledge’ pertaining to the study of literature, ‘generated through encounters in classrooms that are unsettling and even confronting’ (McLean Davies, 2022, p. 121). This emerged as a thematic focus from data collected with a group of regional Victorian English teachers participating in a PhD research project in 2022.
The study of literary fiction has traditionally formed the foundation of English teaching praxis and continues to dominate student experience. However, a ‘complexity that is at the heart of our subject: the relationship between text and knowledge’(Roberts, 2019, p. 215), continues to generate questions around the purposes of teaching texts. By engaging with a diverse array of experiences related to the human condition, teachers employ a range of literary texts to prompt reflection, discussion and debate (Rivera & Flynn, 2022, p. 154). However, enmeshed within these stories of resilience and hardship, is material that may trigger sensitive and confronting emotional responses.
From the data collected it is evident that there are tensions around what constitutes English teaching work, alongside what constitutes legitimate knowledge(McLean Davies & Buzacott, 2022, p. 378). Whilst these teachers discuss the benefits of exposing students to exigent ideas, they also report challenges ‘regarding their own affective responses of discomfort’(McLean Davies & Buzacott, 2022, p. 378) as they seek to facilitate safe classroom spaces to enable the exploration of the darker elements of the human condition. Alongside this, a desire to promote inclusivity is enmeshed with hesitancy around causing offense in a politically charged modern context. In the wake of the Pandemic, these teachers also report concerns for student mental health, questioning their capacity to manage both their own and students’ emotional distress.
This research raises questions about the limits of English teachers’ professional expertise and their boundaries of responsibility, thereby prompting considerations for greater professional support and training for English teachers.

References

McLean Davies, L. (2022). Teachers' Conceptions of Literary Knowledge. In L. McLean Davies, B. Doecke, P. Mead, W. Sawyer, & L. Yates (Eds.), Literary Knowing and the Making of English Teachers : The Role of Literature in Shaping English Teachers' Professional Knowledge and Identities. McLean, Davies, Larissa, et al. Literary Knowing and the Making of English Teachers : The Role of Literature in Shaping English Teachers' Professional Knowledge and Identities, Taylor & Francis Group, 2022.
McLean Davies, L., & Buzacott, L. (2022). Rethinking literature, knowledge and justice: selecting ‘difficult’ stories for study in school english. Pedagogy, Culture & Society, 30(3), 367-381.
Rivera, K., & Flynn, E. (2022). Don't avoid controversial literature: Your students' psychological health depends on it. Education, 142(3), 153-156.
Roberts, R. (2019). English - the torch of life: reflections on the Newbolt Report from an ITE perspective. English in Education, 53(3), 211-222.


Jennie Darcy (Australia)
TITLE: THE A/EFFECTS OF TEACHING LITERATURE

At the heart of this PhD project are questions concerning the purpose of studying literary fiction and the role of teachers in realising its affective value and regenerating ‘enjoyment-joy or interest-excitement’ (From Silvan Tompkin's Affect Theory Ahmed, 2010, p. 18). Positioned within a historical discourse which argues against reductionist notions of education, this research is interested in a social-relational approach to teaching literary fiction, allowing students insight into themselves, their place in the world and the wider human condition.
As an experienced English teacher, I researched alongside eight colleagues from a Victorian Catholic Diocese in a collaborative community of reflective practice. Bracketed by two Professional Learning Days (facilitated by myself), most of this data was generated through a series of one-on-one, semi-structured interviews via Zoom. Through a process of thematic analysis, the Theory of Practice Architectures (Mahon, Franciso, & Kemmis, 2017) was used to identify pre-existing cultural-discursive, material-economic and social-political arrangements which shape English teaching praxis, enabling and constraining attempts to realise the affective value of literature.

The data generated from this study raises specific issues related to regional contexts where classrooms are populated by teachers with marginal literature/secondary teaching expertise. It highlights the ways in which those positioned as ‘newcomers’ to English teaching are more susceptible to neo-liberal pressures of accountability and assessment. It also brings into focus ambiguities concerning English teaching identities and conceptualisations of English teacher’s work, specifically in relation to ‘difficult knowledge’(McLean Davies & Buzacott, 2022). Simultaneously, it demonstrates the affordances of approaching English teaching as ‘Rhetoric’, thereby generating ‘effects of power and persuasion, yes, but also effects of pleasure and effects of learning, and more….’(Green, 2017, p. 76).

Discussion Points

1) What matters when teaching literature?

2) What are the boundaries of L1 teaching responsibilities (specifically in relation to difficult knowledge)?

3) How do conceptualisations of English teaching identity (or lack thereof) shape understandings of what constitutes knowledge in L1?

Keywords

English teaching and:
• Knowledge
• Identity
• Rural
• Affect
• Literature

References
Ahmed, S. (2010). Happy Objects. In M. Gregg & G. J. Seigworth (Eds.), The Affect Theory Reader. Durham, UNITED STATES: Duke University Press.
Green, B. (2017). English as rhetoric? - Once more, with feeling. English in Australia, 52(1), 74-82. doi:10.3316/informit.725864472094375
Mahon, K., Franciso, S., & Kemmis, S. (Eds.). (2017). Exploring Education and Professional Practice - Through the Lens of Practice Architectures. Singapore: Springer.
McLean Davies, L., & Buzacott, L. (2022). Rethinking literature, knowledge and justice: selecting ‘difficult’ stories for study in school english. Pedagogy, Culture & Society, 30(3), 367-381. doi:10.1080/14681366.2021.1977981


Tanya Davies (Australia)
L1 EDUCATION, RECONCILIATION AND JUSTICE: BRINGING INDIGENIST STANDPOINT THEORY AND ‘PLACESTORY’ TOGETHER AS A PEDAGOGIC INTERVENTION TO DIS-PLACE THE COLONIAL INHERITANCE OF ENGLISH EDUCATION IN AUSTRALIA.

This paper is a theoretical exploration that proposes bringing Indigenist Standpoint Theory (Moreton-Robinson, 2013; Phillips, 2019) into conversation with ‘placestory’ (Davies & Bulfin, 2023; Renshaw, 2021) as a pedagogic intervention towards dis-placing the colonial inheritance (Kostogriz & Doecke, 2007) of English education in Australia. Historically, L1 (English) education in Australia was used to authorise the language, aesthetics and values of the British colonisers in the newly established Nation. This regime tethered Australia to empire linguistically, culturally and institutionally. The colonial inheritance of this legacy continues to haunt English education today, particularly in the persistent study of settler literatures and its ties to cognitive imperialism (Leane, 2016). Today, Australia is awakening to its multilingual and multicultural actuality, particularly related to the languages and cultures of the First Peoples of Australia. This cultural awakening has initiated a reckoning with the violence of invasion and colonisation, with efforts towards reconciliation and repatriation in motion. English education has a significant role to play in contributing to reconciliation and cultivating complex articulations of Australia’s cultural and linguistic identity. This necessarily includes developing proficiency in navigating and contributing to how we make meaning in Australia’s evolving cultural and linguistic landscape. However, the machinery of standardisation assures the survival of cognitive imperialism. Under these conditions, teachers are caught trying to respond to the local needs of the young people they teach while meeting the requirements of the system. In this scenario, I argue teachers need to ‘get political’ in order to find ways to empower students within the networks of power that oppress and exclude. This paper proposes Indigenist Standpoint Theory as an orientation to critically engage in the textual and discursive work of English classrooms and to interrogate how language, text and discourse positions us all in relation to First Nations people. From this starting point teachers and young people can grapple with the complex routes that constitute our current condition but also create opportunities to (re)write and co-author local placestories that speak back to the dominant stories from elsewhere. This approach may dis-place colonial inheritance and contribute to writing a complex postcolonial national imaginary.

Davies, T., and S. Bulfin. 2023. “English education in Australia and restore(y)ing the Nation: Cultivating postcolonial possibility through placestory.” English in Australia, 57(2), p. 53-63.
Kostogriz, A., & Doecke, B. (2007). Encounters with ‘strangers’: Towards dialogical ethics in English language education. Critical Inquiry in Language Studies, 4(1), 1-24.
Leane, J. (2016). Other peoples’ stories. Overland (online), 225, summer. https://overland.org.au/previous-issues/issue-225/feature-jeanine-leane/
Moreton-Robinson, A. (2013). Towards an Australian Indigenous Women’s Standpoint Theory. Australian Feminist Studies, 28(78), p. 331-347.
Phillips, J. (2019). Indigenous Australian Studies, Indigenist Standpoint Pedagogy, and Student Resistance. In Oxford Research Encyclopedia. Oxford University Press. Doi: 10.1093/acrefore/9780190264093.013.257
Renshaw, P. (2021). Feeling for the Anthropocene: Placestories of living justice. The Australian Educational Researcher, 48, p. 1-21


Megan Davis Roberts & Marisa Tirado (United States)
A PEDAGOGY OF LIMINALITY: TOWARD VISUAL POETRY AS A PRACTICE IN DECOLONIZING CREATIVE WRITING PEDAGOGY

This paper explores what we perceive as a lack of visual poetry studies in creative writing classrooms, largely due to its characteristic incompatibility to familiar literary devices, analytical tools, and ways of reading. While our inquiry initially sought to provide an approachable visual poetry curriculum for creative writing teachers, our doing so prompted us toward theoretical frameworks that take seriously subject matter oft-misunderstood as unfit for traditional educational practices, turning to how decolonial theorizing might inform our pedagogy. When considering the work of decolonizing pedagogy, we engage with Silvia Toscano Villanueva’s extensive definition which includes a pedagogy that “negates a standardized pedagogical practice while [embracing] a critically conscious, socially just pedagogical praxis centered on decolonial reflection and action” (29). Further, borderland rhetorician Michael Lechuga provides us a lens for conceptualizing visual poetry’s tension between image and word as a specific site for thinking about decolonization: “a political logic of bordering [is] intended to keep some out and others in.” If we trouble the gate-kept borders of our discipline, we find ourselves better able to illuminate liminal spaces. This paper ground itself in postcolonial and aesthetic reading studies as it aims to limn the disruptive and liberatory possibilities of visual poetics in the classroom. Drawing from and engaging with the work of contemporary visual poets, this paper imagines ways of de-centering traditional forms of literary knowledge and supporting lesser-known, borderless, “in-between” spaces—spaces effectively considered in visual poetry’s liminality between visual art and written word. Working to equip ourselves with new poetic conceptions of language and image, we aim to consider visual poetry in a way that renders it more approachable and theoretically considered for classroom settings.

Lechuga, M & De La Garza, A. T. (2021) Forum: Border Rhetorics, Communication and Critical/Cultural Studies, 18:1, 37-40, DOI: 10.1080/14791420.2021.1898008

Villanueva, S.T. Teaching as a Healing Craft: Decolonizing the Classroom and Creating Spaces of Hopeful Resistance through Chicano-Indigenous Pedagogical Praxis. Urban Rev 45, 23–40 (2013). https://doi.org/10.1007/s11256-012-0222-5


Megan Davis Roberts (United States)
ARS POETICA PEDAGOGICAS: A POETIC INQUIRY INTO THE TEACHING OF POETRY AND TEACHER IDENTITY

What is the experience of teaching poetry as a poet? How does a poet-teacher approach pedagogy? This paper features the writings and reflections of high school poetry teachers and takes up poetic inquiry as a research method. Study participants’ teaching settings varied—urban, suburban, public, private, secondary, and undergraduate school contexts, all in the United States. Teacher-participants wrote their own “ars poetica pedagogicas”—meditations on poetry teaching using the form and techniques of poetry as their vehicle for expression, inspired by the longstanding tradition of ars poetica.

Working out of an interpretivist, rather than a positivist perspective, I consider the individual’s process of meaning-making vital (Owton, 2017) and the viability of poetry to serve as the mode with which individuals might enact such an interpretive process. Though poetry is a nontraditional way to collect data and discuss findings, as it “may not commonly be thought of as a source of knowledge, poems are powerful documents that possess the capacity to capture the contextual and psychological worlds of both poet and subject” (Furman et al., 2007, p. 302). I am curious about poet (teacher) and subject (the experience teaching poetry). Pursuing a deeper understanding of the poet/teacher’s experiences, I wanted “to engage with the public-private dialectic to collapse this false dichotomy” (Faulkner, 2020, p. 7) in a way that only poetry—with its associative logic, embrace of porosity, and capacity for multiplicity and nuance—seemed capable of offering to the project.

Though I am also working toward engaging phenomenological and posthumanist diffractive frameworks (Barad, 2007), I am most interested in discussing the limits and affordances of poetic inquiry as a method and/or poetry as data. Key words: poetic inquiry, poetry pedagogy, teacher education

Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke.
Faulkner, S. L. (2017). Poetic inquiry: Poetry as/in/for social research. In P. Leavy (Ed.). The handbook of arts-based research (pp. 208-230). Guilford.
Furman, R. (2007). Poetry and narrative as qualitative data: Explorations into existential theory. Indo-Pacific journal of phenomenology, 7(1), 1-9.
Owton, H. (2017). Doing poetic inquiry. Palgrave Macmillan.


Megan Davis Roberts (United States)
“EVERY DAY DO SOMETHING THAT WON’T COMPUTE:” STUDENT PERCEPTIONS OF DAILY POETRY PRACTICE

This poster session details a small-scale qualitative study considering high school students’ relationship to poetry guided by the question: what happens to student perceptions of poetry when class begins each day with a poem? As a former teacher and current teacher educator, I conducted a series of interviews with a small group of my former students regarding their experiences with poetry throughout their K-12 education and with hearing a daily poem in their high school English Language Arts classroom. While the concept of reading a daily poem is not new, I wanted to investigate the effect of its application.

Embracing a transactional (Rosenblatt (1933/1976) framework, the study focuses on a daily poetry ritual, a literature-based experience that intends to foster personal engagement outside of analytical response. As transactional theory stresses that each reader “comes to the book from life” and will resume it afterward (Rosenblatt, 1933/1976, p. 35), I considered the relationship between the participants and the ways in which poetry transacts with their lived experiences. Though this study aimed to capture trends in the participants' poetry experiences, it also sought to embrace the kaleidoscopic multiplicity of the responses. Data was collected through two interviews, inspired by Seidman's (2019) phenomenological interview series approach, allowing for “both the interviewer and participant to explore the participant's experience, place it in context, and reflect on its meaning” (p. 21).

The study observes pervasive misperceptions about poetry: it’s a vehicle to teach literary devices, it’s old and boring, it must rhyme, it’s only for highly uncomfortable levels of self-disclosure, and it’s rigid and restrictive insofar as to impede creative freedom. The daily poetry practice seemed to consistently fall as the students' first regular poetry exposure. Students reflected on how they now consider poetry integrated with their everyday lives and how the ritual altered the classroom culture in some way that deviated from the norm, be that more open, collaborative, or mindful.

Rosenblatt, L. M. (1933/1976). Literature as exploration (5th ed.). MLA.

Seidman, I. (2019). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College Press.


Jeroen Dera (Netherlands (the))
DO LITERATURE TEACHERS AND STUDENTS PAY ATTENTION TO QUESTIONABLE REPRESENTATIONS IN LITERARY TEXTS? INSIGHTS FROM AN INTERVIEW STUDY ON A DUTCH LITERARY CLASSIC

One of the most widely read texts in Dutch literature education is the novel De aanslag (The Assault, 1982) by Harry Mulisch. The novel explores the gray area between perpetrators and victims in World War II: when is someone guilty, and what role do fate and chance play in human actions during dark times?

Since the publication of the novel, it has been a staple on reading lists in Dutch education. Based on excerpts from essays circulating online, students seem to primarily engage with the aforementioned question of guilt and prominent literary motifs in the novel. However, The Assault also contains a passage in which the twelve-year-old protagonist is touched by a female resistance fighter while in a prison cell, and this sexually connoted touch is compared to an African initiation ritual. This raises the pressing question of how contemporary readers of a school classic respond to such scenes, which could be critically approached from a gender-critical or post-colonial perspective.

In my paper, I will present a study with the guiding question: How do Dutch literature teachers and Dutch students (11th grade) react to potentially questionable representations in The Assault, and to what extent do the responses of teachers differ from those of students? To answer this question, semi-structured interviews were conducted in which teachers (N=25) and students (N=40) responded to the prison cell scene described above, which was used as a vignette in the research. The analyses of the interviews reveal that both teachers and students initially noticed little on their own about the sexually connoted touch or the comparison to an African initiation ritual. However, when explicitly asked to comment on the depiction of Africa, many students, more so than teachers, quickly drew connections to negative stereotypes.

The results show that a critical stance towards representation is not automatically present among teachers and students when approaching a canonical text, emphasizing the importance of developing a pedagogy that is more attuned to the political dimension of literary representations.


Lucas Deutzmann & Winnie-Karen Giera (Germany)
ANALYZING THE TEXT QUALITY AND TIME IN WRITING PLAN OF GERMAN NINTH GRADERS IN THE PROJECT FAIR DEBATING AND WRITTEN ARGUMENTATION

Literacy acquisition represents the right of every student to get all necessary resources and opportunities to develop sufficient and sustainable literacy skills like writing (Valtin, 2016). Linking of oral and written argumentation provides rich opportunities to develop such writing skills (Achour et al., 2020).
Based on this approach, the teaching and research project Fair Debating and Written Argumentation, a quasi-experimental intervention study in panel design, investigates ninth-grade students from 6 German schools (n=355, higher and lower secondary schools). The central research question is, how (written) language competences of ninth-grade students can be assessed and developed through two series of lessons on the topics of debating and argumentative writing (based on SRSD approach, Graham & Harris, 2017). Writing competence was measured at four measurement point using four argumentative tasks. All written argumentations (n=1,024) were anonymised as well as holistically and analytically rated within a double-blind review process on a Likert scale (κ=.828) using IMOSS encoding (Neumann & Matthiesen, 2011). Data processing was performed using R Studio through multilevel analyses.
The lecture presents the results on text quality and digitally recorded time in writing plan to prepare the text. The results show that the holistic text quality improves significantly in those intervention groups that previously completed the written argumentation training based on SRSD (especially at the lower secondary school level). Regarding time using writing plan, lower secondary school students use writing plans significantly longer than higher secondary school students (p .009*) and most significantly longer than no-treatment groups (p <. 001**).


Literature:

Achour, S.; Höppner, A. & Jordan, A. (2020). Zwischen status quo und state of the art. Politische Bildung und Demokratiebildung in Berlin. Bonn: Friedrich-Ebert-Stiftung.

Graham, S. & Harris, K. R. (2017). Evidence-Based Writing Practices: A Meta-Analysis of Existing Meta-Analysis. In Fidalgo, R., Harris, K. R. & Braaksma, M. (Eds.), Studies in Writing Series: Vol. 34 Design Principles for Teaching Effective Writing (p. 13–37). Leiden, Boston: Brill.

Neumann, A. & Matthiesen, F. (2011). Indikatorenmodell des schulischen Schreibens: Testdokumentation 2009, 2010. (DidaktikDiskurse; Vol. 5). Leuphana Universität Lüneburg.

Valtin, R. et al. (2016). European declaration of the right to literacy. Available at: https://www.literacyeurope.org/elinet-declaration-of-european-citizens-right-to


Lucas Deutzmann & Winnie-Karen Giera (Germany)
PROMOTING ARGUMENTATIVE WRITING SKILLS OF NINTH-GRADERS AT LOWER SECONDARY SCHOOLS USING THE SRSD APPROACH

The basic literacy skill of writing is described by the European Union as a “key competence” and "part of lifelong learning" (European Union, 2019). One way of promoting argumentative writing skills among all students is the SRSD approach (Graham & Harris, 2017). The intervention study addresses the following research question: What is the impact of a series of lessons on written argumentation of ninth-grade students (n=143) at two German lower secondary schools according to the SRSD approach on argumentative writing skills?
The treatment included six lessons as part of teaching project Fair Debating and Written Argumentation (total corpus of 1.024 digitally recorded texts at four measurement points). The study extracted analysed texts of seven ninth-grade learning groups (N = 381) in a mixed-methods design, including texts from four randomised intervention groups (n=233) and three no-treatment groups (n=148). Holistic text quality was measured by double-blind rating on a Likert-scale according to IMOSS encoding (Neumann & Matthiesen, 2011; κ = .828). To explain the results, the reflections on the series of lessons are described through field notes taken by the instructors.
The presentation will focus on the qualitative and quantitative results. The field notes indicate that modelling as well as using writing plans seem to be helpful for the development of argumentative writing skills. Furthermore, intervention groups, who had previously completed the series of lessons on written argumentation, show the highest text quality. Compared to the no-treatment groups, the effect sizes are d = 0.29 for t2 and d = 0.36 for t3. The results confirm former studies indicating that the SRSD approach can sustainably promote argumentative writing skills of students at lower secondary schools.

Literature:

European Union. (2019). Key competences for lifelong learning. Luxembourg: Publications of European Union. Available at: https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9-9d01-01aa75ed71a1/language-en/format-PDF/source-107520914

Graham, S. & Harris, K. R. (2017). Evidence-Based Writing Practices: A Meta-Analysis of Existing Meta-Analysis. In R. Fidalgo,K. Harris & M. Braaksma (Eds.), Studies in Writing Series: Vol. 34 Design Principles for Teaching Effective Writing (p. 13–37). Leiden, Boston: Brill.

Neumann, A. & Matthiesen, F. (2011). Indikatorenmodell des schulischen Schreibens: Testdokumentation 2009, 2010. (DidaktikDiskurse; Vol. 5). Leuphana Universität Lüneburg.


Fleur Diamond & Lucinda J McKnight & Anna-Lena Godhe (Australia)
FROM STOCHASTIC PARROTS TO ELECTRIC SHEEP: IMAGINING THE FUTURE OF L1 EDUCATION WITH GENERATIVE AI
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The advent of digital literacies, the platformisation of education and, more recently, large language models capable of composing human-quality text have posed significant challenges to how educators imagine L1 education. Practice histories of L1 education have emphasised student voice and agency, creativity and critical literacies. However, there are other narratives at play that shape policy, curriculum and assessment in L1 education. These narratives often focus on reductive and quantifiable understandings of literacy learning. In both visions of L1 education and its purposes, generative AI-driven digital technologies are imagined as promoting literacy learning. In this sense, technologies are not only scientific and technical developments, but intertwined with social, economic, historical and political narratives. Imagining the role of digital literacies in the futures of L1 education always involves forming “sociotechnical imaginaries” (Jasanoff and Sang-Hyun, 2015) – the impact of the past, futures thinking, and ideological struggles over preferred technologies and hoped-for societies. Critical scholarship of education and the digital have argued that technology needs to be understood as inseparable from power and the social (Selwyn, 2019; Wajcman, 2017). There is a need for critical scholarship that brings disciplinary perspectives to bear on developments in generative AI and education technology. How do policy and ‘ed-tech’ narratives of generative AI, platforms and personalised learning promote particular “sociotechnical imaginaries” of what it means to be literate? How are designs for AI and ed-tech imbued with “designs for social futures” (Cope & Kalantzis, 1999)? What forms of literate life are being conjured by the narratives and imaginings swirling around the design, implementation and uptake of generative AI and other digital technologies? This symposium offers papers from Australian and Swedish perspectives to engage with how practice histories and disciplinary knowledges intersect with generative AI and digital technology to reshape understandings of literacy education, the literary, and L1 teacher professionalism. Questions of the literary, making meaning, sociotechnical narratives, and developing literate identities are particular disciplinary perspectives the researchers bring to the connections to past practice, the disruptions of the present moment, and imaginings of possible futures for L1 education.

Keywords: AI; L1 education; imaginary; literary; futures

References:

Cope, B. & Kalantzis, M. (Eds.) (1999). Multiliteracies: Literacy learning and the design of social futures. Routledge.

Jasanoff, S., Kim, Sang-Hyun. (2015). Dreamscapes of modernity : sociotechnical imaginaries and the fabrication of power. University of Chicago Press.

Selwyn, N. (2019). Should robots replace teachers? : AI and the future of education. Polity Press.

Wajcman, J. (2017). Automation: is it really different this time? The British Journal of Sociology, 68(1), 119–127. https://doi.org/10.1111/1468-4446.12239

Presenters: Fleur Diamond (Monash University): fleur.diamond@monash.edu; Anna-Lena Godhe (University of Jonkoping) anna-lena.godhe@ju.se; Lucinda McKnight (Deakin University) l.mcknight@deakin.edu.au; Larissa McLean-Davies (University of Melbourne) l.mcleandavies@unimelb.edu.au; Ylva Lindberg (University of Jonkoping)ylva.lindberg@ju.se

Fleur Diamond and Lucinda McKnight

The emperor’s new personalized learning: narratives of technical fixes to the complex and social process of learning in L1 English

This paper offers a critique of the term ‘digital personalized learning’ based on a research collaboration between two education academics interested in how the term interacts with notions of teacher professionalism and literacy learning. As L1 English/literacy educators, we draw on interpretative and textual-artefactual analysis strategies to offer a critical reading of the narratives promulgated by the ‘EdTech’ industry about the prospects for AI-driven personalised learning. Using the tools of discourse analysis developed by Gill (2018) we provide an analysis of the rhetorical devices employed by advocates of ‘EdTech’ and promises around the personalisation of learning driven by generative artificial intelligence. A gender-aware critical analysis of these narratives identifies four discursive repertoires on which the ‘professional’ teacher, exhorted to use digital personalized learning, may rely: standardisation/quality; assessment/datafication; digital/technology; inclusion/differentiation. We argue that these discursive repertoires position L1 education in specific ways that remake it in the image of digital content and data logics. Concomitantly, the L1 English teacher is framed as a facilitator, content deliverer and standardised technician. The rhetorical repertoire of the EdTech industry promotes an understanding of learning that proposes a technical fix for the complex and socially situated process of becoming literate. What kinds of literate identity are inscribed into the narratives about personalised learning? What kinds of literate futures are imagined by these rhetorical repertoires and how do they participate in a larger sociotechnical imaginary? These developments challenge the practice traditions and ‘knowledge project’ (Green, 2014) of L1 subject English. We propose, for policymakers, digital developers and teachers, that the term ‘personalized learning’ needs to be used with caution in digital contexts.

Keywords: personalised learning; adaptive learning; artificial intelligence; generative artificial intelligence; large language models; differentiation

References:
Gill, R. (2018). Discourse. In Kackman, M., & Kearney, M. C. (Eds.). (2018). The craft of criticism: Critical media studies in practice. (pp. 23 - 34). Taylor & Francis Group.
Green, B. (2014). A literacy project of our own? English in Australia, 49(2), 66–74.

Larissa McLean Davies

TBC

Anna-Lena Godhe & Ylva Lindberg

Composing future imaginaries in L1

This presentation builds on a learning adventure where students were involved in the ‘not-yetness’ (Ross, 2023) and uncertainty of sustainable AI developments. The initiative was motivated by teachers who expressed a need to learn about students’ imaginaries of the future with the aim of developing educational programs dealing with technology and sustainability. Issues of sustainability are urgent as datafication, increasing and diversified uses of Artificial Intelligence (AI) and automated processes will impact students’ futures. However, a sustainability perspective on technology in education has so far largely been avoided.
The learning adventure involved students at upper-secondary school level in Sweden in a Futures Day. Before the event, the students were prepared to engage with futures via different school subjects. In situ, they collaborated across classes in small groups to create a story about a future imaginary. At specific points in the collaboration, the students were prompted to use AI-tools like Chat-GPT and AI created images. In this presentation, we investigate the emerging reading and writing practices involving AI-literacy and how the changed conditions for compositions of multimodal stories affected the processes of reflecting, composing and the products.
Based on the analysis of observations and stories created during the Futures Day we discuss futures studies and ‘futuring’ activities with students and how they may support critical thinking regarding technology and sustainability (Buch, Lindberg, Pargman, forthcoming). As argued by Dindler et al. (2020), students “should be provided with the means for engaging critically with how technology is imbued with values, how it shapes our lives and how we may act to change it” (p.71). We argue that futures-oriented perspectives on AI literacy (Velander et al. 2023) and “computational empowerment” (Dindler et al. 2020) in education contribute to changed sociotechnical imaginaries and to bridging the enduring gap between engineering sciences and the humanities (Lindberg and Öberg 2023). Computational empowerment implies crossing established school subject borders and, in this case, allowing L1 education to engage with futures of technology from a language and literature perspective.
References
Dindler, C., Smith, R. and Iversen, O.S. (2020) ‘Computational empowerment: participatory design in education’, CoDesign, 16(1), pp. 66–80. Available at: https://doi.org/10.1080/15710882.2020.1722173.
Lindberg Y and Öberg L-M (2023) The future scribe: Learning to write the world. Frontiers in Education, 8:993268. https://doi.org/10.3389/feduc.2023.993268
Ross, J. (2023). Digital futures for learning: speculative methods and pedagogies. New York: Routledge
Velander, J., Taiye, M.A., Otero, N. et al. Artificial Intelligence in K-12 Education: eliciting and reflecting on Swedish teachers' understanding of AI and its implications for teaching & learning. Educ Inf Technol (2023). https://doi.org/10.1007/s10639-023-11990-4


Nicole S Dingwall & Laura Molway ()
WHAT SUSTAINS TEACHERS’ AND STUDENTS’ JOY, PASSION, AND ENTHUSIASM FOR ENGLISH IN THREE EUROPEAN COUNTRIES?

This paper draws on data from an international comparative study, LANGUAGES. The study compares the experiences of secondary school teachers and learners (aged 13-15) of English in three European countries: England, Norway and France. English has a different status in each of these countries: it is either a first, second or foreign language respectively.
We aim to identify teachers’ and students’ perspectives on English teaching practices that may be utilised to sustain enthusiasm within the subject. We draw together practices from diverse English teaching contexts, bringing them into dialogue with each other to enhance cross-fertilisation of ideas.
The paper reports on findings from the first year of the project (2022-23). Participants were students and teachers from eight English classes in each country.
We draw on data from: a) semi-structured interviews conducted with students (n=48) and teachers (n=24), focussed upon their experiences of recent English lessons; b) the Tripod 7C’s survey (n=x) where students report their experiences with curricular support, in terms of how lessons spark and maintain their interest in learning English (Ferguson, 2012; Molway, 2021)The preliminary data analyses show different views of their enjoyment of English, which vary between students within classes, across classes, and across countries. They also show that, in some cases, there is a mismatch between students’ enjoyment of English and what teachers think their students enjoy. Finally, the data brings into sharp focus the significance of context in shaping students’ enjoyment and passion for English.


Nikolaj Elf & Vibeke Christensen (Denmark)
NORDIC INQUIRY IN QUALITY LITERATURE EDUCATION: DANISH, SWEDISH AND NORWEGIAN TEACHERS’ ENACTMENTS, ADAPTATIONS AND UNDERSTANDINGS ACROSS NATIONAL CONTEXTS

The Quality Literature Education project (QUALE) is a qualitative small-scale multiple case study investigating what local transformations of a learning resource designed for inquiry-oriented literature education in classrooms in Norway, Sweden and Denmark tell us about inquiry-oriented teaching in practice.
Theoretically, the study builds on a prior large-scale intervention focusing on inquiry-oriented literature education in a Danish context taking phenomenology as a point of departure (abbreviated the ‘KiDM project’, see Hansen et al. 2019).
The research design of QUALE includes interventions in three Scandinavian schools guided by digital teaching material based on the KiDM material. After adapting the material for teaching, the participating eight teachers and eight researchers met at a two-day seminar and discussed the experience, understanding, and practicing of inquiry-based literature education. As such, the seminar established a communicative space (Kemmis & McTaggart, 2005) for investigating the shared perspective of practitioners and researchers.
In this presentation, we aim to answer the following research question: How do participating teachers in Sweden, Norway and Denmark enact, adapt and understand inquiry-based literature teaching, and more specifically the program theory’s eight ‘didactic principles’ (commitment, dialogic community, inquiry-oriented courses, guided openness, disciplinary framing, varied progression, multimodal production, mastery of interpretation), and seven ‘strategies’ (pre-understanding, experience, discovery, examination, elaboration, interpretation, contextualization)?
Data consists of 190 minutes of dialogue, which has been transcribed and coded using NVivo. The coding has focused both on the eight didactic principles and the seven strategies and on potential contextual aspects co-shaping the enactment, adaptation and understanding.
Findings indicate a validation of the findings of the large-scale intervention project that took place in Denmark, while also offering new contextually shaped understandings. The ‘experience strategy’ emphasizing bodily experience and first-order knowledge is found to be central amongst teachers and is in opposition to the dominating everyday practice of literature teaching. We also find that the establishment of a dialogic community in the classroom is pivotal and at the same time challenging for the teachers. Furthermore, variation is found in the way national and local examination practices co-shape classroom practice.
QUALE is embedded in the Nordforsk Research Center Quality in Nordic Teaching (QUINT) and contributes to a broader discussion of quality in teaching (Elf, 2021). For discussion, we argue that inquiry-based literature education supplements existing knowledge about the quality of teaching reading, emphasizing particularities in strategies for reading and interpreting aesthetic texts.

Keywords: Literature education; inquiry-oriented teaching; comparative studies; teacher-researcher collaboration.

References:

Elf, N. (2021). 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 (pp. 53-88). Scandinavian University Press. https://doi.org/https://doi/pdf/10.18261/9788215045054-2021-02

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. https://doi.org/10.17239/L1ESLL-2019.19.04.03

Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 559–604). Sage.


Victoria Elliott & Nicole S Dingwall & Paul Riser ()
THINKING DIFFERENTLY ABOUT POWERFUL KNOWLEDGE IN ENGLISH EDUCATION

Discourses of ‘powerful knowledge’ (Young, 2013) have proliferated in secondary education in recent years. Without delving too deeply, powerful knowledge in this framework is knowledge which brings an advantage in being learned: it is not the knowledge of the powerful, but it is largely seen in terms of traditional, significant scientific (in the broadest sense) knowledge. In this symposium we will offer various takes on powerful knowledge: one paper shows that the version of powerful knowledge most commonly in play in English classrooms in England, cultural literacy (usually mislabelled as cultural capital (Elliott, 2020)) is the knowledge of the powerful, rather than powerful knowledge (Dingwall). Another paper considers the ‘powerful knowledge’ of canonical literature through the lens of race and empire, arguing that there is power here in the contextual knowledge as much or more than in the canonical (Elliott). A third paper looks at a different kind of powerful knowledge developed in the L1 classroom: empathetic acceptance of others, and self-acceptance (Riser). In conversation these papers produce alternative models of power in terms of the development of students through the L1 curriculum, which speak strongly to the pursuit of social justice through education. They offer ways to engage in the English/L1 classroom that both critique and extend the Young model of powerful knowledge, to the benefit of students and teachers.

Elliott, V. (2020) Knowledge in English: Canon, Curriculum & Cultural Capital. Abingdon: Routledge/NATE.
Young, M. (2013). Overcoming the crisis in curriculum theory: A knowledge-based approach. Journal of Curriculum Studies, 45(2), 101–108


Mabel Encinas (United Kingdom (The))
SONGS, COMMUNICATION AND LANGUAGE IN THE EARLY YEARS

Abstract for ARLE

The importance of listening and verbal communication in the early years has always been stressed in research (e.g.; Sanders & Hawken, 2020; Dockrell, 2023; ). This paper presents an evaluation project developed in partnership with an organisation of the voluntary sector in the UK, Musiko Musika. This organisation has created a music-based approach to support children’s communication and language development in the early years. The programme comprises original songs, musical and linguistic activities (stories, rhymes and role play), digital resources (i.e. an app for parents/carers and an app for practitioners) and modelling sessions of the work with experienced music educators and children. The modelling sessions were either via visits to the setting or via video. Practitioners were invited to run the programme for nine weeks, including three 10-minute whole-class music sessions per week, one 10-minute session per week for the target group; and one 20-minute music family engagement session during the term (children with their parents/carers). Music contributes to speech perception, rhythm perception, auditory working memory and sound pattern learning, which, in turn, support children’s language development (Hallam, 2015).

This research evaluated the impact of the training and support offered to early years practitioners (EYPs) to implement the programme as intended. The intervention programme worked primarily as a universal approach for all children to receive through adult-led sessions. Three times per week for the whole group of children, and once per week for targeted small groups of children who would benefit from additional support. The programme ran in 12 early years nurseries in England. The evaluation aim was to investigate the impact of the training and support offered to practitioners to implement the programme. This research uses a qualitative approach. The data collection methods used were: initial and final surveys, periodic logs sent by the teachers, observations and focus groups. The results identified some of the opportunities and challenges faced by practitioners, their perceptions about their experience of the project, and the creative approaches teachers used to implement the programme using music to create language-rich contexts for the children with whom they work.

Dockrell, J. (2023). Empowering staff to enhance oral language in the early years: Cluster randomised trial. London: UCL, Newcastle University, University of Oxford and Nuffield Foundation. Available at: https://discovery.ucl.ac.uk/id/eprint/10170459/1/Talking%20Time%20Nuffield%20Final%20Report%20May%20%202023%20for%20public%20dissemination%20.pdf
DfE (2023). Statutory Framework for the Early Years Foundation Stage. London: Department for Education. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1170108/EYFS_framework_from_September_2023.pdf
Hallam, S. (2015) The power of music. London: International Music Education Research Centre (iMERC) Press.
Sanders, R., & Hawken, S. (2020). Engaging parents in early blossoming of oral language learning. Practical Literacy: The Early and Primary Years, 25(3), 38-40.


Maria Espinosa (Chile)
QUALITY OF ADOLESCENT SCIENCE WRITING AND ITS CONNECTION TO TEACHING PRACTICES

Writing plays a central role in mediating school learning, serving not only as a means of communicating knowledge but also as a tool for its construction (Graham, Kiuhara & MacKay, 2020; Huerta & Garza, 2019). However, there is limited evidence in Spanish and within the Latin American context regarding the nature of writing in the field of Science, especially among adolescents, and how it is taught in the school context. Framed within the epistemic tradition of writing (Bazerman & Herrington, 2006; Klein & Boscolo, 2016), this study aims to analyze the quality of writing related to a scientific topic and explore which teaching practices of science teachers promote higher-quality texts in their subject area. The study sample comprises 21 8th-grade Science teachers from 21 schools in Santiago, Chile, and their students (N=649). Each student was tasked with composing an explanatory booklet on the topic of drought. To evaluate text quality, a validated three-dimensional rubric encompassing purpose, development of ideas, and organization was employed. Two raters applied the rubric to the texts, with 20% double-coding. The preliminary findings revealed varied performance among students, with purpose being the least accomplished dimension in all groups, signaling the need for targeted interventions in this area. Additionally, researchers recorded video footage of three Science classes taught by a subset of three teachers whose students demonstrated the best performance in the task. Two researchers conducted content analysis of these classes using CAQDAS software, with double coding. The analysis aims to explore the genre used in the observed classes, the purpose of the writing activity, and the scaffolding strategies employed by teachers to support writing, with the goal of identifying specific teaching practices with the potential to foster high-level writing skills in the field of Science among adolescents. The findings of this study seek to provide concrete implications for enhancing writing proficiency within academic disciplines, with a particular emphasis on scientific literacy.

References
Bazerman, C. & Herrington, A. (2006) Circles of Interest: The Growth of Research Communities in WAC and WID/WIP. In S. McLeod (Ed.) Inventing a Profession: WAC History. Parlor Press.
Graham, S., Kiuhara, S., & MacKay, M. (2020). The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis. Review of Educational Research, 20(10), 1-48.
Huerta, M., & Garza, T. (2019). Writing in science: Why, how, and for whom? A systematic literature review of 20 years of intervention research (1996–2016). Educational Psychology Review, 31, 533-570.
Klein, P.D., & Boscolo, P. (2016). Trends in research on writing as a learning activity. Journal of Writing Research, 7(3), 311- 350.


Sohyun Eum (Korea (The Republic Of))
WHAT EACH WRITER LEARNS IN GROUPS: ROLES IN COLLABORATIVE WRITING AND THEIR IMPACT ON LEARNING

Collaborative writing, an effective pedagogic approach embodying the dialogic and contextual nature of writing, has been demonstrated to scaffold learners' writing abilities through peer interaction. However, roles within collaborative writing groups, driven by diverse factors such as personality, peer status, gender, and race, can significantly impact learning outcomes (Floriani, 1994; Christianakis, 2010). While previous studies (e.g., Marttunen & Laurinen, 2012) attempted to categorize learner roles that emerged in small groups, the specific learning outcomes based on roles within small groups remain unexplored. This study aims to determine how emerging roles in collaborative writing affect cognitive, behavioral, and affective learning dimensions.

This study has two main objectives: (a) to analyze how learners negotiate their roles in collaborative writing groups and (b) to identify how those emerging roles affect cognitive, behavioral, and affective aspects of learning. Based on prior research on behavior functions in collaborative learning and activities following the writing process (Marttunen & Laurinen, 2012), this study first categorizes potential roles that may emerge in collaborative writing groups. Furthermore, as roles are negotiated during collaborative tasks (Mudrack & Farrell, 1995), the study investigates how each learner adopts and challenges one's role in groups. This finding leads to the discovery of the cognitive, behavioral, and affective learning that occurs according to the roles identified within groups.

This study qualitatively analyzes learners' dialogue and collaboratively written products. Middle school students write an explanatory text in groups based on what they have discussed in their language arts class. Groups comprise 3-4 learners with heterogeneous writing abilities, and the writing process is video-recorded. After work, learners write "learner's report" in the form of process logs, reflecting on their cognitive, behavioral, and affective domains of learning. In-depth interviews elaborate on how learners perceive their roles and learning outcomes.

This study aims to refine the dichotomized "leader and follower" or "expert and novice" roles in collaborative writing research, offering a thorough understanding of learning outcomes based on individual participation in tasks. It may contribute to uncovering what students adopting specific roles like "socio-emotional leader" may learn, who are previously considered high in "off-task" utterances.

Keyword : Collaborative writing, Collaborative learning, Roles, Role negotiation, Learning

Christianakis, M. (2010). “I don’t need your help!” peer status, race, and gender during peer writing interactions. Journal of Lite Racy Research, 42(4), 418–458.
Floriani, A. (1993). Negotiating what counts: Roles and relationships, texts and contexts, content and meaning. Linguistics and Education, 5(3–4), 241–274.
Marttunen, M., & Laurinen, L. (2012). Participant profiles during collaborative writing. Journal of Writing Research, 4(1), 53–79.
Mudrack, P. E., & Farrell, G. M. (1995). An examination of functional role behavior and its consequences for individuals in group settings. Small Group Research, 26(4), 542-571.


Daria Ferencik-Lehmkuhl ()
TEXT REVISION IN INCLUSIVE GERMAN LANGUAGE EDUCATION - RESULTS OF A MIXED-METHODS STUDY

Educational opportunities for students in Germany are still unevenly distributed. Academic success is closely tied to factors like social background or migration history. Other factors, such as special educational needs, also have a significant impact on students' educational opportunities (OECD, 2018).
In this context, German language education plays a central role: by imparting writing and reading skills in the context of diverse student biographies, (linguistic) barriers can be dismantled, participation can be ensured, and equity can be promoted. In particular, the process-oriented writing instruction, focusing on writing and revising texts, offers largely untapped potential (Ferencik-Lehmkuhl, 2019). Overall, the area of writing and revising in heterogeneous settings remains insufficiently researched. There is a lack of fundamental insights into individual success conditions and different difficulties encountered in writing and revising.
The presentation will present the results of a preliminary study, which provided insights into the processes of text revision by 6th-grade students (N = 3) with diverse learning backgrounds. Of particular interest were individual strategies as well as strengths and weaknesses in identifying, diagnosing, and resolving coherence inconsistencies, the role of assistance in the revision process, and the influence of basic and higher-order reading skills on revising. A parallel mixed-methods design was chosen as the research design. An exploratory guided interview was used as a qualitative data collection method, supplemented by a Reading Comprehension Test.
The results partially confirm the findings of previous studies (Faigley & Witte, 1981). It is indeed the sub-process of error detection but also the process of error correction that pose challenges for students. Overall, reading skills correlate strongly with revision competence. However, the focus should be intensified on whether indicating the location of inconsistencies genuinely helps learners and whether metacognitive skills (knowledge and strategies) should be strengthened instead.

References:
Faigley, Lester; Witte, Stephen P. (1981). Analyzing Revision. In College Composition and Communication 32 (4), S. 400-414.

Ferencik-Lehmkuhl, Daria (2019). Texte schreiben und überarbeiten im inklusiven Deutschunterricht [Writing and Revising Texts in Inclusive German Classes]. In informationen zur deutschdidaktik (ide) 43 (4), S. 42-51.

OECD (Hg.) (2019). PISA 2018. Ergebnisse (Band I) [Results. Volume 1). wbv Media: Bielefeld.


Javiera Figueroa (Chile)
EXPLORING THE NEXUS OF LITERACY: INTEGRATING WRITING AND READING IN LANGUAGE CLASSROOM

Literacy fosters a close relationship between reading and writing since they are interactive and mutually supportive processes (Graham, 2020). Language is closely linked to learning (Grove et al., 2019), insofar as reading and writing are epistemic tools (Navarro et al., 2020). However, evidence shows that, often, classroom practices do not articulate these skills or foster complex skills that promote the construction of knowledge. The objective of this study is to explore how teaching practices in the language classroom are linked to student outcomes in reading, writing and academic language. The sample consists of three teachers and their 7th grade students (N=180) in Santiago, Chile. Each student answered: a) a reading comprehension test; b) the Spanish Core Academic Language test; c) two writing tasks with two different purposes: to inform about the uses and benefits of tablets and to argue about the use of tablets for school learning. To analyze the quality of the texts, a 4-dimensional rubric was used (purpose, development of ideas, organization and conventions) that two correctors applied with 20% double coding. All the instruments were previously validated. In addition, 8 language class sessions were recorded to analyze teaching practices by means of a thematic analysis with qualitative analysis software. This analysis contemplated the teaching strategies deployed by teachers to integrate reading and writing skills. The results show that reproductive teaching practices persist, but also suggest opportunities to articulate reading and writing in the classroom. On the other hand, variability is observed in students' performance in reading and academic language; while in writing, the weakest dimension is the development of ideas. The implications of this study provide concrete guidelines to improve the quality of literacy teaching in order to improve student performance in reading, writing and academic language. Additionally, these results suggest instructional guidelines on how to work in an integrated manner on the receptive and productive skills of literacy.

References

Graham, S. (2020). The sciences of reading and writing must become more fully integrated. Reading Research Quarterly, 55(1), 35–44. https://doi.org/10.1002/rrq.332

Grøver, V., Uccelli, P., Rowe, M. L., & Lieven, E. (2019). Learning through language. En V. Grøver, P. Uccelli, M. Rowe & E. Lieven (Eds.), Learning through language. Towards an educationally informed theory of language learning, (pp. 1–16). Cambridge University Press. https://doi.org/10.1017/9781316718537.010

Navarro, F., Ávila Reyes, N., & Cárdenas, M. (2020). Lectura y escritura epistémicas: movilizando aprendizajes disciplinares en textos escolares. Revista Electrónica de Investigación Educativa, 22(1), 1. https://doi.org/10.24320/redie.2020.22.e15.2493


Ilka Fladung & Joerg Jost & Marcel Illetschko & Michael Krelle & Uwe Lorenz ()
IKMPLUS – INDIVIDUAL COMPETENCE MEASUREMENT PLUS – VOLUNTARY MODULE “LANGUAGE AWARENESS”
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Since the school year 2021/22, the review of the educational standards in Austria has taken place annually within the framework of the individual competence measurement PLUS (iKMPLUS). The iKMPLUS is a standardised and objective instrument for the diagnosis of central competencies of pupils at a defined point in time.

The educational standards established by ordinance since 2009 remain unchanged, while the form of their review has been further developed and strengthened in its functions.
With iKMPLUS, pupils in Austria benefit from their participation in the same school year. They receive direct feedback on their learning status and are provided with tailored support.
Teachers are provided with accompanying materials and information that enable the planning of support measures and the evaluation and enhancement of their teaching practices. The standardised procedure functions as a tool for exchanging ideas between educators and for improving quality development at each specific location.
The results obtained from iKMPLUS are not a criterion for entry into secondary school and have no influence on the assessment of performance (cf. BIST-VO § 4). Instead, they assist in providing personalised support for students, developing teaching strategies, and enhancing the overall quality of the school.
This presentation details the key stages in developing the voluntary "Language Awareness" module for learners of German. The Institute for Quality Assurance in the Austrian School System (IQS) of the Austrian Federal Ministry of Education, Science and Research (BMBWF), the University of Cologne, and the Chemnitz University of Technology collaborated to create the tasks used in this module. The first stage sets out the description of the construct and the testing framework, followed by sample tasks and analysis of preliminary test outcomes based on data from the 2023 pilot in primary schools in Austria (n=33, 666 pupils). Finally, the process of feedback is addressed. In addition, we will present the challenges of the pilot phase and discuss mitigation strategies.

References:

Bredel, Ursula (2013): Sprachbetrachtung und Grammatikunterricht. [2. Aufl.] Paderborn u. a.: Schöningh.

Funke, Reinold (2018): Working on grammar at school. Empirical research from German-speaking regions. In: L1, Educational Studies in Language and Literature. 18. S. 1–39.

Kühn, Peter (2010): Sprache untersuchen und erforschen. Grammatik und Wortschatzarbeit neu gedacht. Standards und Perspektiven. Für die Jahrgänge 3 und 4. Berlin: Cornelsen Scriptor.


Winnie-Karen Giera (Germany)
EVERYONE IS READING! A PARTICIPATORY THEATER PROJECT TO PROMOTE READING COMPETENCE AND SOCIAL INTERACTION IN INCLUSIVE LEARNING SETTINGS

Reading literacy is "the ability to understand, use, evaluate, reflect on, and engage with texts in order to achieve one's own goals, develop one's own knowledge and potential, and participate actively in society" (OECD, 2019: 38). Many students do not yet have secure reading skills by the age of 15 (ibid). For example, nearly one-third of adolescents in non-gymnasium schools lack the ability to compose and reflect on the meaning of texts, specially in non-high school settings. Yet, various models of reading literacy show how important this skill is in turn, as a lack of literacy skills leads to barriers in educational progression (Stanat et al., 2010). A theatre play, on the other hand, enables the activation and thus participation of all due to the high action orientation through scenic play and the openness to results in the staging. According to Rosebrock & Nix` reading model (2015), playful engagement with a play leads to local and global coherence at the process level, participation at the subject level, and peer interaction at the social level. That led us to our research question in two schools: How can a theater project promote reading and social interaction? We handle in terms of the RTI approach to identify reading levels and compare them prior and after theater intervention (LGVT 5-12; SLS 2-9). Added questionnaires to measure the self-efficacy (Jerusalem & Schwarzer, 1999), and social interaction, show in the qualitative and quantitative data improvements in social interaction, and reading competence. This design-based research study (Philippakos et al., 2021) in several cycles i) explains how the theater project is implemented and modified in schools in the three cycles, ii) and shows and discusses the results of this project in the first three cycles.

Literature

Berkeley, S., Bender, W. N., Gregg Peaster, L., & Saunders, L. (2009). Implementation of Response to Intervention: A Snapshot of Progress. Journal of Learning Disabilities, 42(1), 85–95. https://doi.org/10.1177/0022219408326214.
Boal, A. (2019). Theatre of the Oppressed. London: Pluto Press.
OECD (2019). PISA 2018 Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing, Paris, https://doi.org/10.1787/5f07c754-en.
Philippakos, Z.A., Howell, E. & Pellegrino, A. (2021). Design-Based Research. Theory and Application. New York: Guilford.


Winnie-Karen Giera & Lucas Deutzmann (Germany)
DEVELOPING PERSUASIVENESS IN WRITTEN ARGUMENTATIONS THROUGH DEBATE TRAINING

Writing and arguing are considered key competences for social participation and lifelong learning (European Union, 2018). Therefore, it is necessary to enable all students to acquire these competences. This goal can be supported by linking oral and written argumentation.
For this reason, the present pilot study investigates the research question: To what extent does the persuasiveness of written argumentations develop in the context of a debate training in the 9th grade at a lower secondary schools in the FDA-project? Therefore, debate texts (n=18) of 9 students were analyzed qualitatively and quantitatively in a mixed-methods design at two measurement points before and after a debate training (6 lessons of 90 minutes each). The present sample originates from the text corpus of the FDA-project (N=1024). Using the IMOSS-coding-guide (Neumann & Matthiesen, 2011) (α=.90), persuasiveness was quantitatively assessed in double-blind rating (κ=.828) on a 5-point-Likert scale. In addition, qualitative segmentation of argumentative discourse units (ADUs) and support-relations was performed by using corpus-based text analysis according to Stede (2016). Furthermore, Pearson correlations between persuasiveness and support-relations were calculated using SPSS.
The results show that the average persuasiveness improved by 0.55 points after the treatment (Mt1=1.28, SD=0.44; Mt2=1.83, SD=0.5). This also applies to the average number of ADUs (Mt1=4.7; Mt2=11.3). In addition, on a qualitative level, a correlation between persuasiveness and complexity of the support relations can be observed on the basis of the structuretrees (r=.617**).The results serve the preparation of an automated and digital evaluation program for the analysis of argumentative student texts, which should find application both in writing research and in school practice.

Literature.

Neumann, A. & Matthiesen, F. (2011). Indikatorenmodell des schulischen Schreibens (IMOSS): Testdokumentation 2009, 2010. Didaktik-Diskurse: Vol. 5. Leuphana Universität Lüneburg.

Official Journal of the European Union (22.05.2018): Council recommendation on key competences for lifelong learning. C189/1. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32018H0604(01)

Stede, M. (2016). Potsdam cognitive science series: Vol. 8. Handbuch Textannotation: Potsdamer Kommentarkorpus 2.0. Universitätsverlag Potsdam. https://www.ling.uni-potsdam.de/~stede/Papers/ArgGuidelinesEnglish.pdf


Andressa J. Godoy & Amélia Lopes (Portugal)
FIFTY YEARS OF LITERATURE TEACHING IN PORTUGAL - A STUDY BASED ON TEACHERS' LIFE HISTORIES

The Carnation Revolution marked the beginning of the Democratic Era in Portugal, which celebrates its 50th anniversary in 2024. Among the changes resulting from the historic event is the redefinition of the social role attributed to the Language and Literature teaching (Duarte, 2013; Magalhães, 2019). Based on this context, we have been developing a research project aiming to produce professional life histories of teachers who teach or have taught Literature, which will contribute to the characterisation of the paradigms that have guided the teaching of Literature in Portugal during this period. The study consists of three phases, designed according to the life history methodology (Goodson & Sikes, 2017).
The first one involves an analysis of the institutional and academic discourses regarding Literature teaching that may have impacted teachers' professional practices. To achieve this, we conducted a systematic review and have been analysing official documents that guided Literature teaching in Portugal over the last five decades.
As part of the second phase, we plan to conduct semi-directive interviews with Literature teachers who began their careers around the time of the Revolution. We will identify participants through snowball sampling and invite them to share their professional life stories. Afterwards, we will analyse their narratives to write the life stories of each teacher participating in the study.
In the last phase, we will triangulate the results and analyses obtained by the two previous steps to write the prototypical professional life histories of Literature teachers and to characterise the paradigmatical evolution of Literature teaching in Portugal since the decade of 1970.
By doing that, we hope to collaborate with the discussion about the progress and democratisation of Literature Education by amplifying the voices of its contributors.

Keywords: Literature Teaching; Literature Teachers; Life History.

Bibliography:
Duarte, R. S. (2013). Ensino da Literatura: Nós e Laços [Doctoral Thesis] Universidade do Minho.
Goodson, I. & Sikes, P. (2017). Techniques for doing life history. In Ivor Goodson (Ed), The Routledge International Handbook on Narrative and Life History (pp. 72 -88). Routledge.
Magalhães, J. (2019). Literatura e Ensino em Portugal. Impossibilia - Revista Internacional de Estudios Literarios (17), 5-27.


Andressa J. Godoy (Portugal)
IMPACTS OF EDUCATIONAL POLICIES ON PUBLISHING FOR CHILDREN IN PORTUGAL

I developed this study project to characterise the editorial trajectory of the set of works in the selected corpus and analyse the recent editorial impact of their inclusion in the List of Oeuvre and Texts for mandatory reading and studying of the Elementary School Curriculum of Portuguese (MEC, 2015). To do this, I analysed the peritexts related to format, dimensions, cover, back cover, spine, and endpapers (Genette, 1997) of all published editions of Portuguese short story and poetry listed titles. I conducted the research using the case study methodology and used data analysis tools based on the checklist model (Walker, 2012). From the interpretation of the peritexts of the 55 editions that make up the corpus, I conclude that the implementation of educational policy contributed to the editorial resurgence of books, mainly those in the poetry genre; generated editorial trends, such as the creation of economic and school editions; and aesthetical trends, such as the influence of picturebooks in the most recent editions.

Keywords: Peritexts; Children's Books; Educational Policies.

Bibliography:
Genette, G. (1997). Paratexts: Thresholds of Interpretation. Translated by Jane E. Lewin. Cambridge: Cambridge University Press.
Ministério da Educação e Ciência [MEC]. (2015). Programa e Metas Curriculares de Português para o Ensino Básico.
Walker, S. (2012). Describing the Design of Children’s Books: An Analytical Approach. Visible Language 46(3), pp.180-199.


Carolina Gonçalves & Catarina Tomás & Aline M S Almeida ()
CHILDREN AS READERS OF THE WORLD”: USING POSTMODERN PICTURE BOOKS TO TALK ABOUT RIGHTS, EQUITY, AND DIFFERENCES IN A 2ND GRADE

Postmodern picture books enable the development to explore different skills and perspectives with children. When used with a pedagogical intention, valuing children's voices, and their role as social actors, books can allow children to construct alternative points of view and develop their own sense of justice and equity (Strouse, Nyhout & Ganea, 2018). Through postmodern picture books, children reflect on different realities, diversities, and experiences (Costa, 2012; Wild, 2023).
In the context of the project SMOOTH - Educational Common Spaces, Passing through enclosures and reversing Inequalities (Horizon 2020, EU), a qualitative research was carried out with 20 children attending the 2nd grade in a public primary school in Lisbon, using picture books to discuss about rights, equity, and differences.
The aim of this communication is to analyse, from a dialogue between Sociology of Childhood and Educational Studies (in Languages and Literature), children’s conceptions about the topics above mentioned, and their lived/attributed subjective meanings using picture books for this purpose. Through a qualitative methodology, an intervention program of read-aloud (from December 2022 to June 2023) was implemented with a group of children with diverse backgrounds (language and social origin), and we analysed the data collected with them by focus group and observation. This study and the qualitative content analysis allows us to understand the impact of picture books to promote the discussion about these topics. The critical use of picture books has become an essential tool for understanding the social construction of the recognition of differences by children regarding differences, diversity, and participation.

Keywords: children in primary school, postmodern picture books, read-aloud, rights-equity-differences

References
Costa, R. (2012). Choreographies of Emotion: Sociological Stories behind Bedtime, Fairy Tales and Children's Books. Global Studies of Childhood, 2 (2), 117–128. doi: http://dx.doi.org/10.2304/gsch.2012.2.2.117

Davis, P. (2007). Storytelling as a democratic approach to data collection: interviewing children about reading. Educational Research, (49) 2, 169–184, https://doi.org/10.1080/00131880701369693

Strouse, G.A., Nyhout A. & Ganea, P.A. (2018). The Role of Book Features in Young Children’s Transfer of Information from Picture Books to Real-World Contexts. Front. Psychol. 9:50. doi: 10.3389/fpsyg.2018.00050

Wild, N.R. (2023). Picturebooks for Social Justice: Creating a Classroom Community Grounded in Identity, Diversity, Justice, and Action. Early Childhood Educ J 51, 733–741. https://doi-org.ezproxy.usherbrooke.ca/10.1007/s10643-022-01342-1


Andy Goodwyn (United Kingdom (The))
ENGLISH AS AN EMANCIPATORY SUBJECT IN ENGLAND: ANALYSING THE RESEARCH INTO THE HISTORY OF THE SUBJECT FOR A POST NEOLIBERAL FUTURE.

This paper considers the nature of English as a school subject in England in relation to its history as a potentially emancipatory subject. The research question is ‘Can English still claim to be an emancipatory subject for its teachers and students?’
The subject called ‘English’ is essentially an emancipatory subject’ its complications, contradictions and vexed history make that a questionable claim but English has immense and continuous potential to be truly emancipatory and, at times, has more fully embraced that concept. The simplest definition of the term, ‘emancipatory’, is to free from restraint, control or the power of another – but the term is much broader including concepts of freedom, human rights [especially those of women], the abolition of slavery, the principles of democracy and the idea of ‘liberation’. Butzlaff states ‘Scholars have repeatedly pointed to a constant enlargement (Grass & Koselleck, 1994) and pluralisation (Rebughini, 2015) of the term’s meaning’ [Butzlaff, 2022, p.95]. That perspective is from political theory but is appropriate because the domain of English, certainly in high schools, is necessarily political – although as suggested already, English is a quicksilver subject and is more explicitly political at certain times, the more political its orientation, the more emancipatory its modus operandi.
It has been suggested elsewhere [Goodwyn, 2020a, 2020b] that it can be useful to consider the history of the school subject of English, at least in England, as a series of phases. The method adopted here is an approach that is quasi-historical. It is historical in that actual dates and actual people are specified and so the analysis is grounded the analysis in historical reality but it is not the work of a historian researching archive material. It is principally an attempt to illuminate the present and future of the subject by drawing on those past phases as a resource to think with, as a particular explanatory framework. This study selects three key phases, each associated with a particularly seminal report. Given the currently dire, neoliberalized, condition of English in England [see Goodwyn, 2022], the focus here is strongly on where and how the past versions of the subject substantively enabled emancipatory experiences and knowledge.
English is always partly emancipatory but certain periods have demonstrated its optimum power and not just potential. The suggested phases overall [often over lapping] are: [1], ennobling the vernacular 1870-1914; [2], conventions and conditions 1918-1954; [3], culturing the citizenry 1929-1954, [4] Growth through Language 1954-89, [5], English in harmonious practice 1980-1992 and [6], Building the Panopticon, the coming of control, conformity and self-regulation 1993 -ongoing. [ Goodwyn 2020a, 2020b].
The research focuses on three key documents and their relationship to the phases, The Newbolt Report, The Bullock Report and The Cox Report with references to The Kingman Report and the LINC project.
The two most recent surveys by NATE [Goodwyn, 2020] demonstrate clearly that well informed and professional English teachers continue to express emancipatory values and experience enormous frustrations because of the utter dominance of the current examination system and the restricted kind of pedagogy it demands.
The analysis puts the last two decades into the perspective of fifteen decades, going back to the nascence of subject English in the 1870s, Matthew Arnold really did have some important ideas. The essential momentum of the subject through Newbolt, Bullock and Cox remains the main history of subject English, an increasingly democratic and emancipatory subject with social justice at its heart. That history is complicated with all kinds of nationalism, colonialism, patriarchy and conservative notions of literary heritage but the story demonstrates English teachers striving to balance the societal demands of these pressures with their progressive ideals to develop a humane version of that society.
English remains a grand, emancipatory project. Its critics are always clear that its pretentions need to be curbed for the security of a certain kind of hierarchically structured nation state. This is a challenge for all L1 teachers in the neoliberal, global era [see Green & Erikson, 2020]. Around the world English is boxed in by regulatory frameworks and oppressed by right wing agendas for whom the nation state is a form of mind control; would that these were hysterical claims but the times give them truth. History, when authentically told, always reveals that tyrannies are temporary although their endurance feels permanent. The history of English is necessarily complex and vexed, its current state is compromised, but its future must take inspiration from its undiminished ambition to return to being the truly emancipatory subject for all its students and teachers.


Andy Goodwyn (United Kingdom (The))
PERSONAL KNOWLEDGE VERSUS POWERFUL KNOWLEDGE? LITERARY RESPONSE, AFFECT AND UNDERSTANDING IN SECONDARY CLASSROOMS IN ENGLAND.

Recent research in England has demonstrated that high stakes terminal examinations, and their associate pedagogy, severely damage the literary experience of young people. They are formulated around students being taught the received significance of certain texts from the English Literary heritage. To achieve high grades students must memorise key facts about the texts, their authors and their contexts and produce knowledge ‘rich’ essays with literary meanings reduced to received notions that their teachers have inculcated. One, ongoing research project ‘The Lead Practitioner of English study’ reveals the emergence of leaders in English who considers this approach is much more equitable as students can ‘learn’ the correct responses and so achieve high grades; they argue this is also in the interest of ‘disadvantaged students’ who are being given access to ‘powerful knowledge’ (Young, 2013). Yet these leaders also acknowledge the importance of the Personal Growth theme in the history of the subject.

However, it is no coincidence that this ideological move is accompanied by a significant decline in the numbers continuing to Advanced Literature study and to University English departments. Simultaneously, other leaders of English, remain determined to offer a version of English that encourages personal response, where knowledge of literature is seen as much more fluid than factual. The factual is not irrelevant but it is subordinate to the personal and to the concept of literary knowledge being essentially the realm of the affective as well as the intellectual. These English teachers see their purpose as to engage students with texts and to encourage them to care sufficiently so that they feel the value of developing an authentic literary response – not a correct answer. We have reached a point in the history of English in England where these conflicting ideologies dominate the post Covid environment. If English is to flourish and support students’ recovery, then the reestablishment of English as the domain of authentic literary response must be championed.


John Gordon (United Kingdom (The))
AN ECOLOGICAL VIEW OF L1 TEACHERS’ AGENCY WITH EDTECH: PLACE, SPACES AND FUTURES

Recent international reviews survey research on teacher agency, but do not address it in relation to Edtech (e.g. Cong-Lem, 2021). While the research base on the holistic agency of L1 teachers is growing, the limited attention to their agency with Edtech that is available presents a difficult relationship between L1 teachers and technology, often characterised by frustration or discomfort (Chisholm et al, 2019).
This paper presents findings of place-based teacher agency research in the ecological paradigm, considering L1 teacher agency relative to place (the East of England), context (school/L1 department settings and local technology infrastructures) and – additionally – the L1 disciplinary frame. The research is part of a national programme of projects supported by the UK Economic Social Research Council focussed on pedagogy, technologies, and teacher recruitment and retention.
The study acknowledges limitations in the methods that have been adopted to research teacher agency until now (Deschênes and Parent, 2022). Through mixed methods of surveys, focus group interviews and collaborative tasks, the study generates data which afford insights to the distinctive experience of agency with technology for L1 teachers. Extending and adapting the ecological model, the study analyses data using a framework informed by three categories of space, which are ‘perceived’, ‘conceived’ and ‘lived’ (Lefebvre, 1974/1991).
The analysis helps us to understand intersections between L1 expertise, technology and place. Discussion proposes a model for describing their relationality, and which could inform our thinking about futures of L1 teaching to acknowledge relationships between context and identity.
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Chisholm, J., Alford, J., Halliday, L. and Cox, E. (2019). Teacher agency in English language arts teaching: A scoping review of the literature. English Teaching - Practice and Critique, 18(2), 124-152.
Cong-Lem, N. (2021). Teacher agency: A systematic review of international literature. Issues in Educational Research, 31(3), 718-738.
Deschênes M and Parent S. (2022). Methodology to study teacher agency: A systematic review of the literature. European Journal of Education Research. 11(4), 2459-2476.
Lefebvre, H. (1991/1974). The production of space. Malden, MA: Blackwell.


John Gordon (United Kingdom (The))
TOWARDS A MODEL OF PROFESSIONAL DEVELOPMENT FOR L1 ‘LITERARY CONVERSATION PEDAGOGIES’

This paper describes research investigating professional development in L1 literature pedagogy, where teachers make audio recordings of literary conversations (Carl, in preparation) in their classrooms. The research team explores these questions:

1. What does this process help us notice about L1 literary conversations?
2. How can we link what we notice to students’ learning with and about texts?
3. What do we learn about the practicalities of the process and its potential as a model of professional development for literary conversation pedagogies?

The research is a collaborative and continuing project between teacher-researchers and a university-based researcher. It considers how a conceptual framework for understanding literary conversations (‘Pedagogic Literary Narration’: Gordon, 2020) is interpreted and adapted by teachers as they seek efficient and impactful means to implement related methods for their continuing professional development. The project has extended from a pilot involving an academy trust’s L1/English ‘lead practitioner’ and three teachers (each in a different school) to expansion across the academy trust.
The professional development methods comprise a simple triad of activities, Read-Record-Reflect, where teachers identify a whole-class reading activity in their lessons, make a short recording of class discussion or their exposition in the activity, and reflect upon the recording individually and then with colleagues who also share their recordings.
The paper proposes that this form of professional development may be viewed as a distinctive L1 inflection of learning study. It discusses how these activities contribute to our developing understanding of classroom architectures of talk (Seedhouse, 2004), allowing for differing ‘cultural scripts’ of teaching according to the culture in which L1 teaching occurs.

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Carl, M.O. (Ed.) (in preparation) Special Issue: modelling processes of comprehension, aesthetic experience, and interpretation in literary conversations, L1 - Educational Studies in Language and Literature.

Elliott, J. (2014), Lesson study, learning theory, and the cultural script of teaching, International Journal for Lesson and Learning Studies, 3(3).

Gordon, J. (2020). Researching interpretive talk around literary narrative texts: Shared novel reading. London and New York: Routledge.

Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Oxford: Blackwell Publishing.


Aslaug Fodstad Gourvennec & Erin McTigue & Michael Tengberg (Norway)
QUALITY IN L1 INSTRUCTION. A SYSTEMATIC LITERATURE REVIEW

The concept of instructional quality is at the core of educational research, being it through explicit investigation of effective instructional practices; theoretical discussions about the concept; or through implicit notions of what instructional quality is and what society wants to achieve through education. Much effort has been made to identify high-quality instruction across subjects (e.g. Hattie, 2009; Kyriakides et al., 2013). Attempts to characterize high-quality instruction have also been made within the international L1 field (Grossmann et al. 2015). However, there exists no systematic overview of high-quality teaching targeting the entire L1 subject in secondary school. To support dialogue between the L1-related research sub-fields and between research and the L1 teachers responsible for this complex subject, the purpose of this study is to synthesize the current research base in secondary L1 education to determine how instructional quality is defined in the literature and what kind of measurement strategies are used.

To identify relevant research publications, we first established the search terms, beginning with four main terms (quality, instruction, L1, secondary school), and identified related concepts for these terms. Second, we created, tested out, and revised search strings using a combination of the identifiers. Third, we performed literature searches in databases ERIC and Scopus, limited to peer reviewed research journal articles published in English between January 2000 and June 2023. The identified records were exported to the EPPI reviewer 6 web-based software program, where 912 unique publications were screened at title and abstract level, and 179 at full-text level.

Preliminary results show that the concept of quality is rarely explicitly stated, but rather implicitly communicated through the measures applied. Most studies rely on concepts and measures of quality of instruction tied to particular L1 sub-disciplines or skills (e.g. literature, argumentation, assessment, reading- or writing strategies). Although insight into these individual fields is important for high-quality L1 instruction, it must be acknowledged that the knowledge structure of the L1 subject – as a whole – is integrative in ways that individual components are not. Such integrative knowledge is crucial for well-targeted decisions regarding future teacher professional development (TPD), teacher education and policy.

References
Grossman, P., Cohen, J., & Brown, L. (2015). Understanding Instructional Quality in English Language Arts: Variations in PLATO Scores by Content and Context. I T. J. Kane, K. A. Kerr, & R. C. Pianta (Red.), Designing Teacher Evaluation Systems (1. utg., s. 303–331). Wiley. https://doi.org/10.1002/9781119210856.ch10

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Kyriakides, L., Christoforou, C., & Charalambous, C. Y. (2013). What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching. Teaching and Teacher Education, 36, 143–152. https://doi.org/10.1016/j.tate.2013.07.010


Marta Gràcia & Eva Dam Christensen & Atle Skaftun (Spain)
DIALOGIC TEACHING, LEARNING & ASSESSMENT
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The symposium presents four projects targeting professional development towards dialogic education. 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.
We have a focus on the possibilities for creating new spaces and give room for new voices by involving and providing dialogues between teachers/student teachers and students between students. This also means a focus on the teacher's awareness of what significance his scaffolding has for the classroom dialogues.
The symposium will discuss how student teachers use academic language in their teaching practice, how their group discussions contribute positively to the student teachers' meta reflections of their use of academic dialogues in the classroom, teachers’ discussions and reflections upon their experiences of opening dialogic spaces in their classrooms, what are the changes in classes and in students’ oral language competence during and at the end of teachers’ participation in a Professional Development Program (PDP) of a reflective and transversal nature to generate more participatory classes.
We are also interested in exploring the lack of student participation and reflect on what new spaces and relations can be created when new languages, voices and technologies are incorporated into L1 education?
This calls for focus and collaboration. Practices lie mentally and culturally in us and between us in our everyday life, and teachers/ student teachers who want to change the classroom dialogues need support for a longer time, i.e., collaborative supervision from researchers, colleagues and from teacher educators.
In the symposium, we want to discuss different projects that approach the dialogic changes as collaborative interventions among teachers, student teachers, students and researchers 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 interventions.


Bill Green & Marianne Turner & Alex Kostogriz (Australia)
ENGLISH TEACHING, LANGUAGE(S) EDUCATION AND THE POST-MONOLINGUAL CONDITION – A SYMPOSIUM

Organiser: Bill Green (Charles Sturt University, Australia)
Discussant: Wayne Sawyer (Western Sydney University, Sydney, Australia)

Symposium Overview
This symposium aims to bring together three areas of concern – English, language(s), education – in the specific context of L1 education and language education more generally. It does this with reference in the first instance to Australian schooling, although the matter clearly has a much wider relevance and significance, given the global implications of what is called here the multilingual challenge. ‘English’ is to be understood as referring to what can be called the English subjects, on the one hand – both subject English and English language teaching (ESL, EFL, etc.), as well as education in and through English (i.e. the English language). On the other hand, it refers to the L1 subjects, with English as a distinctive school-subject, or subject English, similar in kind and function to other such long-established subject-areas – French, German, Danish, (Brazilian) Portuguese, Indonesian, etc. Furthermore, these subjects tend to occupy central positions within the systems of public schooling that have arisen in close association with the nation-states. Historically and conceptually monolingual, however, they are increasingly under challenge by new conditions of language diversity and social mobility. Language becomes increasingly a matter of contention, therefore, and needs to be explicitly engaged now in terms of difference and multiplicity – hence, our emphasis here on ‘language(s)’. As Gogolin (2021) puts it: “The question [is] how to deal with multilingualism in public education systems”. To which can be added: What does this mean for the L1 subjects, in particular, and for L1 education?

The symposium comprises three presentations, each addressing in different ways English education, language(s) and Australian schooling. The first takes recent work on the ‘(post-)national’ L1 subjects (Green & Erixon, 2020) as its focus, highlighting the significance of monolingualism in this context and exploring accordingly the relevance of what has been called the post-monolingual condition (Yildiz, 2012). The second takes as its focus the notion of ‘translanguaging’, as one way of coming to terms with multilingualism as an increasingly necessary and explicit reference-point for global-national education and societies. The third presents a view of language as practice to highlight notions of ethics and hospitality in language(s) education.

-Paper 1

English Teaching, L1 Education and the Post-Monolingual Condition

Bill Green (Charles Sturt University, Australia)

Recent work on the L1 subjects highlights significant shaping ideas and themes including ‘globalisation’, ‘technologisation’, ‘educationalisation’, and ‘pluriculturalism’ (Green & Erixon, 2020), to which can be added an increasing focus on sustainability and climate change. Furthermore, the L1 subjects have been understood historically in terms of language and literature as an organising dyad; though more recently this framework has been widened to include literacy, as a third term. Finally, the relatively recent shift from ‘mother tongue’ to ‘L1’ as a reference-point remains under-theorised. These are all matters still to be adequately investigated. It is therefore pertinent to ask at this point: To what extent are the L1 subjects still appropriately understood as language education? To what extent do they still serve the purpose of language learning and awareness, notwithstanding their historical association with the ‘mother-tongue’? Are these subjects still fit for that purpose?

This paper focuses on subject ‘English’ in Australia. It addresses the ‘language’ question in English teaching – a problematical issue par excellence in the field, certainly in a context where there is little policy emphasis or interest in the idea of learning languages other than English, and Australian education remains dominated by “English-only structures” (Slaughter & Cross, 2021, p. 57) and “English monolingualism” (p. 43). How is language to be understood as a (reflexive) object of knowledge? How is this realised in English classrooms, and in subject English more generally? In this regard, is ‘grammar’ – traditionally a major focus of language study – sufficient, or even appropriate? Moreover, to what extent are such questions and debates yet a further manifestation of what has been called the monolingual paradigm (Gogolin, 2021)?

In this context, the idea of “the post-monolingual condition” (Yildiz, 2012) is introduced as an important reference-point for inquiry regarding L1 subjects. Links between the nation-state and national languages and cultures are explored, and the role and significance in this regard of public education systems, established in the formative period of the long 19th century (Tröhler, 2016). The challenge here is one of rethinking English in Australia beyond monolingualism.

Keywords: L1 education, subject English, monolingualism, languages(s), nation-state

References
Gogolin, Ingrid (2021). “Multilingualism: A Threat to Public Education or a Resource in Public Education? – European Histories and Realities”, European Educational Research Journal, Vol. 20, No. 3, pp. 297–310.
Green, Bill & Erixon, Per-Olof (Eds.] (2020). Rethinking L1 Education in a Global Era: Understanding the (Post-)National L1 Subjects in New and Difficult Times, Dordrecht: Springer.
Slaughter, Yvette & Cross, Russell (2021). “Challenging the Monolingual Mindset: Understanding Plurilingual Pedagogies in English as an Additional Language (EAL) Classrooms”, Language Teaching Research, Vol. 25, No. 1, pp. 39-60.
Tröhler, Daniel (2016). “Curriculum History or the Educational Construction of Europe in the Long Nineteenth Century”, European Educational Research Journal, 2016, Vol. 15, No. 3, 279–297.
Yildiz (2012). Beyond the Mother Tongue: The Postmonolingual Condition, New York: Fordham University Press.

-Paper 2

Translanguaging and the English Classroom: An Australian Perspective

Marianne Turner (Monash University, Australia)

An historical and ongoing monolingual orientation to language in education in Australia, as in other settings, has a powerful influence on both the teaching of content and students’ sense of belonging and engagement at school. The maintenance and revitalisation of Indigenous languages and the increasing number of (emergent) bi/multilingual immigrant students in Australia highlight the need to explore a broader conceptualisation that fits with different ways of knowing and ‘doing’ language. However, it is also important to understand this linguistic diversity in a wider frame of monolingualism. In 2021, 22.8% of the Australian population reported using another language at home (ABS, 2022), which indicates that more than three quarters of the population only speak English.

In this paper, the post-monolingual condition (Yildiz, 2012) will be explored with reference to translanguaging, or the ways in which people leverage their linguistic repertoire across different linguistic ‘boxes’ (Makalela, 2015). This can include dialects, styles and registers: translanguaging takes a process-oriented embodied view of language (Lemke & Lin, 2022). Although commonly associated with the language practices of (emergent) bi/multilingual students, translanguaging as a theoretical perspective also includes language practices associated with one language (Turner & Tour, 2023). This is particularly useful for thinking about the range and diversity of students’ linguistic profiles in a country such as Australia, and for working towards the developing of all students’ linguistic resources.

After a discussion on translanguaging and its applicability to all students in the Australian context, the paper will offer examples of application to English classrooms. Primary English classrooms will be the principal focus, with implications for secondary classrooms. Rather than contain the perspective to English language learners and students who speak another language at home, application will extend to monolingual (i.e. in English) students. If we are to rethink English in Australia beyond monolingualism in a way that is not considered to be peripheral to the core business of schooling, it follows that we need to include the majority of students who do not have exposure to languages other than English in their everyday lives.
Key words: translanguaging, linguistic diversity, language variation, Australia, multilingualism

References
Australian Bureau of Statistics (ABS) (2022). Cultural Diversity of Australia. Retrieved 5 May 2023 from https://www.abs.gov.au/articles/cultural-diversity-australia
Lemke, J.L. & Lin, A.M.Y. (2022). “Translanguaging and Flows: Towards an Alternative Conceptual Model, Educational Linguistics. https://doi.org/10.1515/eduling-2022-0001
Makalela, L. (2015). “Moving out of Linguistic Boxes: The Effects of Translanguaging Strategies for Multilingual Classrooms”, Language and Education, 29(3): 200-217. DOI: https://doi.org/10.1080/09500782.2014.994524
Turner, M. & Tour, K. (2023). “Literacies in the English Classroom: Leveraging and Extending the Linguistic Repertoires of All Students”, The Australian Journal of Language and Literacy. [https://doi.org/10.1007/s44020-023-00045-3].
Yildiz, Y. (2012). Beyond the Mother Tongue: The Postmonolingual Condition, New York: Fordham University Press.

-Paper 3

Language as Practice: Heteroglossia and Ethics in English Teaching and Language(s) Education

Alex Kostogriz (Monash University, Australia)

English language education in Australia has been shaped by the ideology of one-to-one
correspondence between territory, language and nation. The ideology of monolingual nationalism has served, historically, as a powerful tool for shaping and consolidating national identity, while the increasing diversification of Australia has brought multilingualism, mobility and hybridity to the fore (Kostogriz & Doecke, 2008). Given complex links between nationhood and language, cultural-linguistic diversity is central to socially just language policies and education. This paper challenges the monolingual ideology of language education by using Bakhtin’s heteroglossia (Bakhtin, 1981). In doing so, it turns to language as practice, or languaging as a heterolingual practice, referencing multiple languages, dialects and socio-cultural discourses within diverse communities. This practice-ontological turn highlights the primordial coexistence of the multiple in meaning-making and a constant struggle between legitimate and less legitimate or dominant and peripheral.

From the practice-ontological perspective on language, heteroglossia puts particular demands on teachers. In the first instance, this concerns an ethical demand to recognise difference and to include diverse voices and cultural perspectives into the curriculum and sites of learning and teaching in order for education to be socially just. Secondly, this concerns a set of political demands on teacher practices to be responsive and inclusive in order to promote dialogue and such general capabilities as intercultural and ethical understanding (ACARA, n.d). These demands, however, present a challenge for many teachers as they often grapple with uncertainty about whether to promote a single national language to assimilate diversity or to implement culturally and linguistically responsive education to ensure equity and social cohesion. The paper presents the findings of Teacher capabilities in conditions of superdiversity project to reveal this tension experienced by teachers in diverse classrooms.

The paper concludes with the discussion of responsive education as hospitality that teachers extend to diverse students. Building on the Derridian concept of hospitality (Derrida, 2000), this notion is reframed in terms of teacher capabilities to create classroom environments as spaces of radical openness towards difference. Such a perspective on teacher capabilities encourages the fostering of an ethics of care for diversity, prompting teachers to create opportunities for intercultural dialogue and to empower students as active participants in the production of meanings and knowledge. Providing a hospitable education that is attuned to diversity, educators can forge inclusive and ethically grounded learning spaces where students are invited to actively participate in meaning-making processes, develop intercultural understanding and engage critically with diverse perspectives.

Keywords: language as practice, heteroglossia, teacher capabilities, hospitality, ethics

References
Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). General capabilities (version 8.4) retrieved 20 November, from: https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Bakhtin, M. (1981). The dialogic imagination: Four essays, Ed. M. Holquist. Trans. C. Emerson and M. Holquist. University of Texas Press.
Derrida, J. (2000). Of hospitality. R. Bowlby (Trans.). Stanford University Press.
Kostogriz, A. & Doecke, B. (2008). “English and its Others: Towards an Ethics of Transculturation”, Changing English, 15(3). 259-274 DOI: 10.1080/13586840802364194.


Clarence Green (Hong Kong)
THE LANGUAGE ENVIRONMENT OF CHILDREN’S PICTURE BOOKS: A LEXICAL STUDY USING DATA SCIENCE METHODS.
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Abstract
This presentation describes the development of a novel corpus of children’s picture books using innovative data science methods (Green et al., 2023). Children’s language and conceptual development are enhanced by language environments that include children’s picture books (Pendergast, & Garvis, 2023). Therefore, it is important to better characterize this input and this study explores the vocabulary input from this initial print environment (Wasik et al., 2016). Previous research has been restricted by methodological limitations precluding the development of large corpora. The study applies data science methods to a build larger corpus model than previously possible and investigates the lexical profile of over 2000 narrative and information picture books. The corpus is built from digital sources of books being read aloud online. This method provides researchers access to larger pools of data than previously possible. The study explores informational and narrative picture books in terms of high-frequency vocabulary and the print environments lexical diversity, morphology, academic vocabulary, and semantic profile. Models are developed to estimate the additional word-type exposure in L1 and EAL language environments including (or lacking) English-language picture books, indicating that picture book exposure changes the language environment of children in ways important to reading development in multilingual classrooms by providing exposure to varied and different semantic environments compared to models of child-directed speech. Additional findings include that picture books provide exposure to EL academic vocabulary (Hiebert, 2020). Computational models indicate that book reading once every day or second day over a year might boost unique-word exposure approximately 10% for some language environments. The corpus has been developed in the spirit of open science to share with other researchers.

References
Green, C., Keogh, K., Sun, H., & O’Brien, B. (2023). The Children’s Picture Books Lexicon (CPB-LEX): A large-scale lexical database from children’s picture books. Behavior Research Methods, 1-18.
Hiebert, E. H. (2020). The core vocabulary: The foundation of proficient comprehension. The Reading Teacher, 1-12.
Wasik, B. A., Hindman, A. H., & Snell, E. K. (2016). Book reading and vocabulary development: A systematic review. Early Childhood Research Quarterly, 37, 39-57.
Pendergast, D., & Garvis, S. (Eds.). (2023). Teaching Early Years: Curriculum, Pedagogy, and Assessment. Taylor & Francis.


Svenja Hahn & Volker Frederking (Germany)
ARLE 2024 - PAPER PRESENTATIONS (HYBRID)
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Digital-aesthetic text sovereignty in the area of poetic-literary education (DiäS*Literature/Poetics)

Empirical findings from the project “Effects of the Covid Pandemic on German Language and Literature Teachers in Germany and their Familiarity with, Use of and Views on Digital Media” (GETDIME; Frederking & Brüggemann, 2022), which was promoted by the German Research Foundation (DFG; 2021-2022), showed that German teachers barely use digital media in the context of poetic-literary educational processes. On this background an urgent need for further training of German teachers with this focus is evident (Frederking, 2022b; 2023)

In the project 'Digital-aesthetic sovereignty' (DiäS), encouraged by the Federal Ministry of Education and Research (BMBF), starting points are currently being developed. The focus is on the research-based development, evaluation and implementation of prototypical training modules for building digital text sovereignty in the area of subject-specific aesthetic education for 2nd and 3rd phase German teachers (Frederking, 2022a). The results of the GETDIME studies, evaluated concepts and findings from the ÄSKIL study (Frederking at al. 2020) as well as the projects of the German Research Foundation LUK (Frederking et al., 2012; Meier et al., 2017) and SEGEL (Brüggemann & Gölitz, 2024) serve as a basis. The training modules are not only aimed at enabling teachers to use digital media in practice in the classroom, but also at initiating and deepening a personal-reflective attitude towards the associated opportunities and risks. Teachers in German literature education should be enabled to initiate literary-aesthetic and poetic-theatrical educational processes with their students in a digitally confident manner.

In cooperation with the Tübingen Hector Institute for Empirical Educational Research (Nagengast & Trautwein), a randomized field study will investigate the extent to which the training courses developed to initiate literary-aesthetic and poetic-theatrical educational processes actually have positive effects on teachers and students. The focus here is on functional-application-related competencies as well as personal-reflective-phenomenal attitudes at the level of self- and world-relationships, which are to be empirically surveyed within the framework of a six-dimensional model.
The paper will present and discuss the concept of the digital teaching-learning modules as well as examples of implementation and initial findings from the accompanying empirical research.

Literature

Brüggemann, J. & Albrecht, C. (2023). Evaluativ-emotionale Reaktionen auf Literatur in literarischen Unterrichtsgesprächen. In M. Magirius, C. Meier, S. Kubik & C. Führer (Hrsg.), Evaluative ästhetische Rezeption als Grundlage literarischen Verstehens und Lernens. Theorie und Empirie (335–352). München: kopaed.
Brüggemann, J. & Gölitz, D. (2024). Personale Effekte funktionaler Bildung. Befunde zur differenziellen Wirksamkeit von kognitiv-funktionalen und ästhetisch-personalen Gesprächen über Literatur. In C. Albrecht, Christian, J. Brüggemann, T. Kretschmann, A. Krommer & C. Meier (Hrsg.), Personale und funktionale Bildung im Deutschunterricht. Theoretische, empirische und praxisbezogene Perspektiven. Stuttgart: Metzler (in Vorbereitung).
Frederking, V. (2022a). Digitale Textsouveränität. Funktional-anwendungsorientierte und personal reflexive Bildungsherausforderungen in der digitalen Weltgesellschaft im 21. Jahrhundert: Eine Theorieskizze [Version 3, Januar 2022]. https://www.deutschdidaktik.phil.fau.de/files/2021/09/digitale-textsouveraenitaet.pdf Online-Quelle: (Aufruf 12.01.2023).
Frederking, V. (2022b). Von TPACK und DPACK zu SEPACK.digital. Ein Alternativmodell für fachdidaktisches Wissen in der digitalen Welt nebst einigen Anmerkungen zu blinden Flecken und Widersprüchen in den KMK-Initiativen zur digitalen Bildung in Deutschland. In V. Frederking & R. Romeike (Hrsg.), Fachliche Bildung in der digitalen Welt. Digitalisierung, Big Data und KI im Forschungsfokus von 15 Fachdidaktiken (481–522). Waxmann.
Frederking V. (2023). Deutschlehrkräfte und ihre Vertrautheit mit, Nutzung von und Einstellung zu digitalen Medien während und vor der Corona-Pandemie in Deutschland. MiDU - Medien Im Deutschunterricht, 5 (1), 1–18.
Frederking, V. & Brüggemann, J. (2022). Deutschlehrkräfte während der Corona-Pandemie in Deutschland. Ihre Vertrautheit mit, ihre Nutzung von und ihre Einstellung zu digitalen Medien. Vortrag. Bamberg: GEBF.
Frederking, V. & Brüggemann, J. & Albrecht, C. (2020). Ästhetische Kommunikation im Literaturunterricht. Quantitative und qualitative Zugänge zu einer besonderen Form personaler und funktionaler literarischer Bildung. In J. Mayer & F. Heizmann & M. Steinbrenner (Hrsg.), Das Literarische Unterrichtsgespräch. Positionen, Kontroversen, Entwicklungslinien (S.295-314). Baltmannsweiler: Schneider.
Frederking, V., Henschel, S., Meier, C., Roick, T., Stanat, P. & Dickhäuser, O. (2012). Beyond Functional Aspects of Reading Literacy: Theoretical Structure and Empirical Validity of Literary Literacy. (Special issue guest edited by Irene Pieper & Tanja Janssen). L1- Educational Studies in Language and Literature, 12, S. 35-56.
Meier, C. & Roick, T. & Henschel, S. & Brüggemann, J. & Frederking, V. & Rieder, A. & Gerner, V. & Stanat, P. (2017). An Extended Model of Literary Literacy. In D. Leutner & J. Fleischer & J. Grünkorn & E. Klieme (Hrsg.), Competence Assessment in Education. 1. Aufl. (S.55-74). Cham: Springer International Publishing.


Mohammad Nehal Hasnine ()
EXPLORING GENERATIVE AI IN LEARNING CONTEXT GENERATION FOR LANGUAGE LEARNERS: FRIEND OR A FOE FOR WORDHYVE?

One year after the release of ChatGPT, there has been much discussion about how various types of Generative AI could be explored within the realm of language learning. According to Huang et al., Generative AI tools are significantly superior to their predecessors, heralding a new era in education and offering unparalleled potential to revolutionize learning experiences and outcomes (Huang et al., 2022). However, many language learning and teaching aspects are yet to be explored with Generative AI models. For example, learning context- refers to the learning environment, including the sociocultural environment where learning takes place (Gu, 2003). In language learning, many questions related to understanding and defining learning contexts are yet to be answered with Generative AI, although these models can produce human-like content. This research aims to explore the potential of Generative AI models, particularly Large Language Models (LLMs), on learning logs that are collected using the Wordhyve app (Hasnine et al., 2023) in order to produce learning contexts for each word a learner wishes to memorize. The Wordhyve app collects information on what kind of vocabulary a learner has learned. Hence, the app collects data on diverse modalities such as text, time, place, learner's vocabulary level, memos, and images associated with the vocabulary. Wordhyve can produce human-like learning contexts from the image the learner uploads to create a vocabulary learning log. However, the limitation of this approach is that when the learner uploads no image, Wordhyve fails to produce the learning context. Therefore, this study leverages the potential of large language models (LLMs) for producing human-like learning contexts using the learning logs collected by the Wordhyve app. This paper finds answers to the following RQs: RQ1: Can we use generative AI on Wordhyve collected mid-sized data to generate learning contexts? RQ2: What are the similarities and differences in learning contexts produced using generative AI, deep learning, and other data-driven approaches? RQ3: Can the generative AI generate appropriate images and learning contexts for words such as abstract nouns and adjectives? RQ4: Are the recommended learning contexts appropriate for the learner considering their cultural background and previous vocabulary level?

Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning. Journal of Computer Assisted Learning, 38(1), 237-257. https://doi.org/10.1111/jcal.12610

Gu, M. M. (2010). Identities constructed in difference: English language learners in China. Journal of Pragmatics, 42(1), 139-152. https://doi.org/10.1016/j.pragma.2009.06.006

Hasnine, M. N., Wu, J., & Ueda, H. (2023). Wordhyve: A MALL Innovation to Support Incidental Vocabulary Learning. In International Conference on Human-Computer Interaction (pp. 246-250). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-35998-9_34


John M P Hodgson (United Kingdom (The))
LITERACY AND GROWTH: A GENEALOGY OF ENGLISH TEACHING
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This presentation will report on a four-year genealogical study of L1 English teaching in the UK and other countries. A genealogy of educational ideas in relation to their social and political contexts helps us understand where we are today and what matters educationally, socially, culturally and politically. Our project has examined the origins and significance of key ideas of “literacy” and “growth” over three centuries. Starting with Adam Smith and Hugh Blair, the university teachers of Rhetoric and Belles-Lettres who instructed young Scots in the mid eighteenth century, we reveal the Enlightenment forebears of such contemporary concepts as “cultural capital” and “critical literacy”. We consider the importance of “growth” to the writers and critics who opposed Victorian Utilitarianism and to the late 19th and early 20th century influencers that established English as a humane study in the UK, Australia and the US. We reflect on the turbulent aftermath of Dartmouth, the changes in the “growth” model following the cultural turn in English studies, and the politics behind the shift from “English” to “literacy” in the 1990s. Importantly, we redefine the growth model for the 21st century to support teachers and students in the current context of performativity, high stakes assessment, the “knowledge curriculum” and artificial intelligence.

The Australian experience is an important part of our genealogy. As Jackie Manuel and Don Carter (2019) have shown, Romantic approaches to the teaching of language and literature imbued the New South Wales 1911 English curriculum and influenced the 2021 Newbolt Report, which, as Ian Reid (2004) demonstrated, was written largely by members of the UK English Association, which grew out of the Wordsworth society.

Manuel, J. & Carter, D. (2019) ‘Resonant continuities: the influence of the Newbolt Report on the formation of the English curriculum in New South Wales, Australia’. English in Education 53 (3) 223-239

Reid, I., (2004) Wordsworth and the Formation of English Studies. Ashgate


Susan M. Hopkins ()
RURAL ENGLISH CLASSROOMS AND AUSSIE BATTLERS - SENIOR SECONDARY STUDENTS LIVING OUT THE MYTH

Rural Australian students’ minimum literacy levels tend to be three times lower than those of their urban counterparts, mirroring a broader global issue of inequality. This presentation explores my research with a small group of senior rural Victorian students and foregrounds rural student voice - an unfamiliar presence throughout the research literature. There is a tension between rural students’ varied home lives and the literacy demands of school, particularly the kinds of academic literacy encountered in senior English classes. Many students wrestle with the differences between home and classroom discourses, and where some move seamlessly across this divide others find it more difficult to navigate the shift from the discourses of their rural lives to the more formal, abstract language demands of senior English classrooms. This paper draws on this wrestling and considers the language experiences rural students; their ways with words, their lives and the ways their identities are shaped by experiences in the metro-centric English classroom. In focus-groups and interviews, the discourse of the ‘Aussie battler’ was prominent – noticeable through oft-repeated terms such as ‘work’, ‘effort’ and phrases such as ‘being productive’ – all of which invoke the idea of students as labourers. Connections are drawn and explored here through the lens of Australian colonial myths and the ways these intersect with neoliberal ideology.

Presenter biography – Susan Hopkins
Susan Hopkins is a rural Victorian English teacher and PhD candidate in the School of Curriculum Teaching and Inclusive Education at Monash University. Her interests centre on the impacts of high stakes literacy, dominant discourse requirements and rural students. Her recent research considers the ways in which spatiality, literacy and rural student identity connect.


Allayne Horton ()
EMPOWERMENT AS AFFECTIVE ENCOUNTER: NAVIGATING THE EMOTIONAL EDGES OF DIFFICULT KNOWLEDGE TEXTS IN SENIOR ENGLISH

Revised: “What am I supposed to feel?” Neoliberalism, disembodiment & an economy of affect in Senior Secondary English


Mandated texts and practices of reading in English classrooms have always been underwritten by broader political and ideological agendas (see for example, Green & Cormack, 2008; Hunter, 1988). In this contemporary curriculum moment in Senior Secondary English in Australia, entrenched neoliberal policies compel disembodiment, standardisation and the overarching pursuit of marketable skills (Bjerke, 2023; McKnight, 2016; McLean Davies, Doecke & Mead, 2013). The capacious and unpredictable agency of the literary text to affect its reader (Ahern, 2019; Grosz, 2001; Vallelly, 2019) and precipitate dynamic reader response (Hickey-Moody, 2009; Rosenblatt, 1969, 1982; Sutherland, 2019; Vernay, 2016), is seemingly incongruent with this rigid and rational neoliberal paradigm. Mobilising theories of affect and a feminist politics of emotion (Ahmed, 2004; Boler, 1999; Cvetkovich, 2003; Dernikos, 2018), this paper asks, what becomes of the affective dimensions of the literary encounter, intended and experienced, in Victorian Certificate of Education (VCE) English?


Reading ethnographic data from VCE English classes alongside curriculum and policy documents for the language or resonances of affect (Berg et al., 2019; Horton & McLean Davies, 2022), this paper finds an intended curriculum diffused with ‘productive’ or ‘entrepreneurial’ affects, and an experienced curriculum that can be characterised by ‘anaesthetised literary encounters’ that are largely teleological or performative. These findings call attention to the need for teachers and curriculum designers to think differently about how to mediate literary encounters when texts are entangled with high-stakes assessments.


References:
Ahmed, S. (2004). The Cultural Politics of Emotion. Edinburgh University Press.

Ahern, S. (2019). Introduction: A feel for the text. In Affect Theory and Literary Critical Practice (pp. 1-21). Palgrave Macmillan, Cham.

Berg AL, von Scheve C, Ural NY, Walter-Jochum R. Reading for affect: A methodological proposal for analyzing affective dynamics in discourse. In: Kahl A, editor. Analyzing affective societies. Routledge; 2019. pp. 45–62.

Bjerke, M. H. (2023). 9 The Busy Have No Time for Tears: Affect as Political Tool in Literary Studies. The Affects of Pedagogy in Literary Studies.

Boler, M. (1999). Feeling power: Emotions and education. New York: Routledge.

Cvetkovich, A. (2003). An archive of feelings: Trauma, sexuality, and lesbian public cultures. (2003). Duke University Press: Durham and London.

Dernikos, B. P. (2018). ‘It’s like you don’t want to read it again’: Exploring affects, trauma and ‘wilful’ literacies. Journal of Early Childhood Literacy, 0(0), 1-32. DOI: 10.1177/1468798418756187

Green, B., & Cormack, P. (2008). Curriculum history,‘English’ and the new education; or, installing the empire of English?. Pedagogy, Culture & Society, 16(3), 253-267.

Grosz, E. (2001). Architecture from the outside: Essays on virtual and real space. Cambridge, MA: MIT Press.

Hickey-Moody, A. 2009. Little war machines: Posthuman pedagogy and its media. Journal of Literary & Cultural Disability Studies, 3: 273–80.

Hunter, I. (1988). Culture and government: The emergence of literary education. Springer.

Horton, A., & McLean Davies, L. (2023). Where are the students? A close reading of priorities and silences in scholarly and public debates on VCE English (1990–2021). The Australian Educational Researcher, 50(4), 1253-1268.

McKnight, L. (2016). Meet the phallic teacher: Designing curriculum and identity in a neoliberal imaginary. The Australian Educational Researcher, 43, 473-486.

McLean Davies, L. M., Doecke, B., & Mead, P. (2013). Reading the local and global: Teaching literature in secondary schools in Australia. Changing English, 20(3), 224-240.

Rosenblatt, L. M. (1982). The literary transaction: Evocation and response. Theory into practice, 21(4), 268-277.

Rosenblatt, L. M. (1969). Towards a transactional theory of reading. Journal of Reading Behavior, 1(1), 31-49.

Sutherland, K. G. (2019). Glad Animals: Speed, Affect, and Modern Literature. In Affect Theory and Literary Critical Practice (pp. 161-182). Palgrave Macmillan, Cham.

Vallelly, N. (2019). (Non-) Belief in things: Affect theory and a new literary materialism. In Affect Theory and Literary Critical Practice (pp. 45-63). Palgrave Macmillan, Cham.

Vernay, J. F. (2016). The seduction of fiction: A plea for putting emotions back into literary interpretation. Springer.


Allayne Horton & Dominic Nah ()
(RE)SEARCHING THE EXPERIENCED CURRICULUM: NAVIGATING THE 'WHY' AND 'HOW' OF PERIPHERAL AND PERSONAL MOMENTS IN SECONDARY STUDENTS’ LITERARY ENCOUNTERS

Existing qualitative research on the experienced curriculum of literary education is often documented through positivist paradigms, obscuring marginal discourses and entanglements that emerge immanently among students and between students and texts (Martin & Kamberelis, 2013; Taylor, 2016). As such, student responses to literary texts with ‘ethical invitations’ (Gregory, 2010; Choo, 2021) often draw on data from classroom discourse in lesson observations, student writing, and focus groups that privilege plenary talk or the clarity of dominant student voices. Given the uncertainty surrounding the extent of discomfort and transformative effects experienced in these literary encounters (Dressel, 2005; Nah, forthcoming), and the tendency of students to respond self-consciously (Bedford, 2015; Mohamud, 2020; Moore & Begoray, 2017; Nah, 2023; Thein et. al. 2012, 2015; Yandell, 2013), we argue that new approaches are needed to attune to the personal or peripheral moments in classrooms. In this collaborative paper, informed by our PhD projects in Singapore and Australia, we attune to “micro or minor perspectives and understandings” (Springgay & Freedman, 2012, p. 9) by drawing on discursive and affective analytics (Wetherell 2012; 2013) to amplify data from private talk and textual marginalia that is peripheral and excessive to classroom foci. By attending to these private or subdued responses that have evaded much of the existing research alongside more public or accessible talk, this alternative (re)searching of student voices and perspectives aims to create a more representative and dynamic understanding of the experienced curriculum concerning literary texts that invite encounters with difference and discrimination.

References:

Bedford, M. (2015). ‘He’s from Ghana!’ Exploring the Social and Cultural Complexities of the English Classroom. Changing English, 22(4), 336–348. https://doi.org/10.1080/1358684X.2015.1109830

Choo, S. S. (2021). Teaching ethics through literature: The significance of ethical criticism in a global age. Routledge.

Dressel, J. H. (2005). Personal response and social responsibility: Responses of middle school students to multicultural literature. The Reading Teacher, 58(8), 750–764.

Gregory, M. W. (2010). Redefining ethical criticism: The old vs. The new. Journal of Literary Theory, 4(2), 273–302.

Martin, A. D., & Kamberelis, G. (2013). Mapping not tracing: Qualitative educational research with political teeth. International Journal of Qualitative Studies in Education, 26(6), 668-679.

Mohamud, L. (2020). Talking about ‘Race’ in the English classroom. Changing English, 27(4), 383-392.

Moore, A., & Begoray, D. (2017). “The Last Block of Ice”: Trauma Literature in the High School Classroom. Journal of Adolescent & Adult Literacy, 61(2), 173–181. https://doi.org/10.1002/jaal.674

Nah, D. (In press). Intersubjective Interpretations from Ethical Criticism and Student Responses to Ethically Oriented Literature Pedagogies: An Integrative Literature Review. Australian Journal of English Education, 58(2).

Nah, D. (2023). ‘Oh No, The Poem is in Malay’: Examining student responses to linguistic diversity in two multicultural Asian classrooms. Changing English, 30(3), 249–262. https://doi.org/10.1080/1358684X.2023.2191834

Springgay, S., & Freedman, D. (Eds.). (2012). Mothering a bodied curriculum: Emplacement, desire, affect. University of Toronto Press.

Taylor, C. A. (2016). Edu-crafting a cacophonous ecology: Posthumanist research practices for education. In Posthuman research practices in education (pp. 5-24). London: Palgrave Macmillan UK.

Thein, A. H., Guise, M., & Sloan, D. L. (2015). Examining emotional rules in the English classroom: A critical discourse analysis of one student's literary responses in two academic contexts. Research in the Teaching of English, 49(3), 200-223.

Thein, A. H., Guise, M., & Sloan, D. L. (2012). Exploring the significance of social class identity performance in the English classroom: A case study analysis of a Literature circle discussion. English Education, 44(3), 215-253.

Wetherell, M. 2012. Affect and Emotion: A New Social Science Understanding. London: Sage.

Wetherell, M. 2013. Affect and discourse – what’s the problem? From affect as excess to affective/discursive practice. Subjectivity 6(4): 349–368.

Yandell, J. (2013). The Social Construction of Meaning: Reading literature in urban English classrooms. Routledge.


Laura Hüser (Germany)
INVESTIGATION OF THE DEVELOPMENT OF PRAGMATIC-COMMUNICATIVE SKILLS AS A PREREQUISITE FOR CLASSROOM PARTICIPATION

To facilitate the active participation of children with special language needs, it is crucial to focus on both language-systematic abilities as well as pragmatic-communicative skills, defined as a context and situation-appropriate use of language. The significance of these pragmatic-communicative skills and possible disorders is shown by the inclusion of Social (pragmatic) communication disorder (SPCD) as a new diagnosis by DSM-5 (William et al., 2017). Conducting longitudinal research on the development of pragmatic-communicative skills in children with Developmental Language Disorder (DLD) is essential.

Studies indicate a negative relationship between impairments in structural language abilities and pragmatic-communicative skills. Affected children are less cooperative in responding to communicative requests (Andrés-Roqueta et al., 2021; Bishop et al., 2000). Furthermore, language impairments can impact communicative participation and social interactions, particularly within the peer group (Janik Blaskova & Gibson, 2021).

This study addresses the following research questions:
a) How do the pragmatic-communicative skills of children with DLD develop within the first two years of school?

b) Which correlations exist between the children's language profile (pronunciation, vocabulary, grammar) and their pragmatic-communicative skills?

The project involved a longitudinal study with four data collection points over a two-year period. We conducted language assessments covering various language areas, as well as assessments of the children's non-verbal intelligence and standardized tests in the field of pragmatics (questionnaires, paper-pencil tests). The assessment took place at four primary schools in Germany, involving children with DLD (N=~80). The classroom provides an ideal research setting, as both teachers and parents can be consulted on the progress of the child.

We expect a delayed development of different components of pragmatic-communicative skills and evidence of limitations in communicative participation among children with DLD. It is thus essential to focus on concepts related to classroom communication and conversational competence in both practical implementation and research. Likewise, it would be beneficial to incorporate the aforementioned concepts into educational and teacher training programs. The aim is to enable children with DLD to participate in and enjoy the learning process.


References

Andrés-Roqueta, C., Garcia-Molina, I., & Flores-Buils, R. (2021). Association between CCC-2 and Structural Language, Pragmatics, Social Cognition, and Executive Functions in Children with Developmental Language Disorder. Children, 8(2), 1-19. https://doi.org/10.3390/children8020123

Bishop, D. V. M., Chan, J., Adams, C., Hartley, J., & Weir, F. (2000). Conversational responsiveness in specific language impairment: Evidence of disproportionate pragmatic difficulties in a subset of children. Development and Psychopathology, 12(2), 177–199. https://doi.org/10.1017/S0954579400002042

Janik Blaskova, L., & Gibson, J. L. (2021). Reviewing the link between language abilities and peer relations in children with developmental language disorder: The importance of children’s own perspectives. Autism & Developmental Language Impairments, 6(1–18). https://doi.org/10.1177/23969415211021515

William, M., Wang, A., Lee, I., & Skuse, D. (2017). Evaluating social (pragmatic) communication disorder. Journal of Child Psychology and Psychiatry, 58(10), 1166–1175. https://doi.org/10.1111/jcpp.12785


Bella Illesca ()
LEARNING FROM VIRGINIA WOOLF’S ‘A ROOM OF ONE’S OWN’.

This paper explores how Virginia Woolf’s (1929/1992) ‘A Room of One’s Own’ might speak to language and literature teachers who are committed to exploring the complexities of their professional practice and reflecting on the centrality of language to what they know and do. Its intention is to push back against reductive understandings of teaching and learning that have infused the profession and all the apparatus of training, accreditation and regulation of teachers.

Through the work of Virginia Woolf, I conceptualise storytelling as simultaneously standpoint, philosophy and methodology. From the standpoint of secondary language and literature teachers, and in alignment with the disciplinary origins of language teaching in the literary arts, in this paper I develop and sustain storytelling as a political and ethical praxis-oriented approach to the complexities of language and literature teachers’ work, one that re-orients our attention to the life of the classroom.

Entering into conversation with Woolf’s essay allows me to examine the complexities of teaching and learning through story fragments and small embodied scenes anchored in the everyday life of the classroom. I demonstrate how stories insist on complexity, indeterminacy and polyvocality. They are capacious, polyphonous, extensive and unresolvable, allowing me to probe many potential points of view and facilitate multiple returns from different angles and lines of sight that enable me to problematise evidence-based representations of what works in the classroom.

Woolf’s (1929/1992) work reminded me that the literary theoretical resources that were important to me when I was a student of literature provide an immensely valuable intellectual and spiritual resource that I can draw on to make sense of my work as a language and literature teacher. This is to affirm what language and literature teachers are good at – namely their capacity to nurture a heightened awareness of the way that language mediates experience and shapes identity.

The importance of standpoint and the potential of narrative as a form of inquiry is something that I explore in this essay by reading Virginia Woolf’s, 'A Room of One’s Own' to show the powerful ways that her words have spoken to me as an English teacher, a researcher and a woman.

Keywords: Storytelling, standpoint, language, literature, experience, professional learning, professional ethics, professional knowledge

Bakhtin, M. M. (1981). The Dialogical Imagination: Four Essays. (C. Emerson & M. Holquist,
Trans.). Austin: University of Texas Press.

Woolf, V (1929/1992). A Room Of One’s Own. Penguin.


Jinsu Jo & Park Seong Seog (Korea (The Republic Of))
BUILDING A BRIDGE BETWEEN KOREAN GRAMMAR EDUCATION AND COMPUTER LANGUAGE GRAMMAR EDUCATION
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The concept of computational thinking, as discussed in Wing (2006), has found its way into various subjects through convergence education. However, its relevance to grammar education was been rarely discussed, and even when it was discussed, little has been done to explore the linguistic aspects of this relationship. While Je (2019) touched upon the relationship between “grammaring” and computational thinking, it focused on similarities in thinking processes rather than linguistic parallels. Based on this diagnosis, this study aims to develop educational content that compares the grammar of Korean, a natural human language, with the grammar of computer languages from the perspective of an extended language typology. This typology refers to a viewpoint that goes beyond typologies limited to natural languages and includes artificial languages like computer languages. The aim is to create educational content that enables learners to gain a deeper understanding of their native language and facilitates an easier grasp of computer languages by understanding their grammar in relation to natural language. In view of this, the study compared the 2022 revised curriculum for high school Korean grammar and informatics subjects at the national level. As a result, it was observed that the argument structure of natural language grammar could be linked to the functions and arguments present in computer language, facilitating the development of convergence education content. Currently, the Korean grammar education content partially includes the concept of argument structure, viewing sentences from a functional and argumentative perspective. The use of functions in programming is presented in the informatics subject, which allows learners to understand the relationship between natural language and computer language. It was also observed that the syntactic structure of natural language sentences is visually revealed in computer languages in ways such as indentation. Learners can expand their perception of language by organizing educational content to identify and compare points of contact between natural language grammar and computer language grammar.

* This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea(NRF-2022S1A5A8051266).

key words: computational thinking, convergence education, extended language typology, argument structure, syntactic structure

Reference
Je, M. K.(2019). A Study on the Meaning of ‘Grammaring’ in the Age of Computational Thinking, The Journal of Korean Language and Literature Education 69, 1-22.
Shute, V. J., Sun, C. & Asbell-Clarke, J.(2017). Demystifying computational thinking, Educational Research Review 22, 142-158.
Wing, J. M.(2006). Computational thinking, Communications of the ACM 49(3), 33-35.


Maritha Johansson & Michael Tengberg & Margrethe Sonneland (Sweden)
INQUIRY DIALOGUE TO PROMOTE COMPREHENSION AND INTERPRETATION. EFFECTS OF AN INTERVENTION TO IMPROVE THE QUALITY OF TEACHER-LED DISCUSSIONS ABOUT COMPLEX LITERARY TEXTS.

Studies show that teacher-led discussions about literary texts that offer resistance are largely absent from today’s Scandinavian classrooms, partly because many teachers experience that to lead such discussions is a challenging task (Johansen, 2022). They distrust their ability to do so and ask for support in terms of useful discussion models. However, enthusiasm for the subject is likely to be sustained by the passion of reading, which can be encouraged by working with complex texts. In the project “Inquiry dialogue to promote comprehension and interpretation” we investigate the effects of an intervention to support language arts teachers’ enactment of a specific type of talk called “Inquiry Dialogue” (ID) (Reznitskaya & Wilkinson, 2017) about complex literary texts.
The purpose of the project 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 school. The study uses a single-group pre-/posttest design, including 22 teachers and their students in Swedish eight grade classrooms. The intervention ran from October through May 2022/2023, and included observations, feedbacks, and group discussions to support teachers’ instructional improvement. Measures before and after the intervention included quality of discussions (quantitative coding by protocol), teacher and student self-efficacy (surveys), and student reading ability (comprehension and interpretation tests). The study is theoretically framed by theories on dialogic teaching, building on Bakhtinan concepts (1981), and on theories on aesthetic defamiliarization in literary texts (Miall, 2006; Shklovsky, 2007).
This presentation focuses on the enhancement of the quality of discussions and improved teachers’ self-efficacy related to classroom discussions in relation to the intervention. Enhancement of the quality of discussions was measured by protocol-based analyses of teacher-led discussions pre and post intervention. Other aspects of the intervention, as well as the students’ perspective, are also discussed in the presentation.
References
Bakhtin, M. M. (1981). The dialogic imagination: Four essays. University of Texas Press.
Johansen, M. B. (2022). Uafgørlighedsdidaktik i litteraturundervisningen. Nordlit, no. 48, 1-12.
Reznitskaya, A., & Wilkinson, I. A. G. (2017). The Most Reasonable Answer. Helping Students Build Better Arguments Together. Harvard Education Press.
Shklovsky, V. (2007). Art as technique. In D. H. Richter (ed.) The critical tradition: classic texts and contemporary trends. 3rd Ed, (pp. 775–784). Bedford/St. Martin’s.


Sofia Jusslin & Heidi Höglund (Finland)
THE ROLE OF THE ARTS IN L1 EDUCATION: A STATE-OF-THE-ART REVIEW

This paper addresses the role of the arts in L1 education. The multidisciplinary subject has a broad mission in school and its nature as an arts subject has tended to be overshadowed by, among other things, a strong focus on reading and writing skills (e.g., Green & Erixon, 2020). However, the critique of the imbalance between language and the arts in the L1 subject is not new (e.g., Russell, 1944), and has, to varying degrees, been a recurring discussion in the research field for several decades. The aim of this conceptual paper is to explore the L1 subject as an arts subject. The study is divided into two parts: (1) reviewing previous literature on the arts in L1 education, building methodologically on a state-of-the-art review (Grant & Booth, 2009), and (2) exploring the role and content of the arts in the L1 subject in Finland. In the paper presentation, we focus mainly on part (1). First, we review research literature on the conceptualization of the L1 subject, addressing the role and content of the arts in the subject. Thus, we seek to capture to what extent it has, or has not, been discussed as an arts subject. Second, we explore the role and content of the arts in the L1 subject in Finland, where we work as researchers and teacher educators and where research in L1 education already has a tradition of exploring and developing artistic and aesthetic perspectives on the subject. In the presentation, we discuss and problematize the findings on how the L1 subject can be understood and actualized as an arts subject.

References

Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies: A typology of reviews. Health Information & Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x

Green, B. & Erixon, P.-O. (red.). (2020). Rethinking L1 education in a global area: understanding the (post-)national L1 subjects in new and difficult times. Springer.

Russell, D. H. (1944). The language arts as arts. The Elementary School Journal, 44(7), 404–409. https://doi.org/10.1086/458317


Sofia Jusslin & Erika Sturk & Camilla Rosvall (Finland)
THE TEACHING OF WRITING AT TEACHER EDUCATION PROGRAMS IN FINLAND AND SWEDEN: INTEGRATING THEORY AND PRACTICE

In this paper, we investigate student teachers’ understanding of and perspectives for developing the teaching of writing. Focusing on writing pedagogy in teacher education is crucial because writing is central to pupils’ education, employment, meaningful lives, and citizenship in a global world. For teachers to be able to support pupils in their writing development, teacher education is a crucial instance to prepare student teachers for teaching writing. Nevertheless, research has highlighted challenges in integrating theory and practice in teacher education (Darling-Hammond, 2014). This also concerns theoretical understandings of writing and implementing such understandings in practice.

This paper builds on a research project conducted in collaboration between primary teacher education programs at two universities in Finland and Sweden. A model for Reflective Observation of School writing (Sturk, 2022) has been used, aiming to prepare student teachers for the teaching of writing across disciplines. The model builds on the theory of discourses of writing (Ivanič, 2004) and has been developed to apply a multimodal understanding of writing (Kress). The model was implemented in 2022–2023 and included lectures, seminars, and classroom observations in school practice. The data include student teachers’ examinations and survey answers, and three university lecturers' research notes. These data are analysed with thematic analysis.

Results suggest that the model has the potential to provide the student teachers with tools to analyse and reflect over the teaching of writing, and the reflective seminar seemingly provides the student teachers a scaffolded opportunity to develop a common terminology to talk about the teaching of writing across disciplines. In the paper presentation, we present the results and discuss implications for teacher education and research on the teaching of writing.


References

Darling-Hammond, L. (2014). Strengthening Clinical Preparation: The Holy Grail of Teacher Education. Peabody journal of education, 89(4), 547–561.

Ivanič, R. (2004). Discourses of Writing and Learning to Write. Language and Education, 18(3), 220–245, DOI: 10.1080/09500780408666877

Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.

Sturk, E. (2022). Writing across the curriculum in compulsory school in Sweden. [Doctoral thesis, Umeå University].


Kristine Kabel & Mette Vedsgaard Christensen & Morten Tannert (Denmark)
STUDENTS’ METALINGUISTIC REPERTOIRES ABOUT WRITERLY CHOICES IN THE CONTEXT OF L1 WRITING EDUCATION

Several studies focused on students’ writing and way of talking about own (or others) writing in L1 contexts to explore for example metalinguistic activity, understanding, and reflection (e.g., Watson & Newman, 2017), or students’ text movability (e.g., Liberg et al., 2011). In the research project Writing Education: The more specific relations between students’ writing and metalinguistic repertoires (2022-2025), we seek to complement the existing research base by exploring Year 5 and 8 students’ ways of forming voices linguistically in different genres and L1 writing situations, and of their repertoire for talking about own writerly choices when interviewed about their school writing. In this paper, we will present results from our analysis of interview data, with a focus on which writerly choices the students highlight, with what metalanguage and how they argue for their writerly choices. Furthermore, we analyze their engagement with other voices, both explicitly and implicitly through uptake from observed teaching units.

The theoretical point of departure is the notion of grammar as choice (Halliday, 1978) and a more profound integration of the student perspective than seen in existing linguistic frameworks utilized in approaches to students’ metalinguistic repertoires in the L1 writing classroom. Hereby, we take inspiration in sociolinguistic approaches to interactional dimensions when understanding students’ writerly choices in a school context, and in essence to the multidimensional situatedness of writing. The aim is to deepen our knowledge about aspects important for supporting all students’ development of repertoires for communicating through texts.

The data used in this paper were collected spring 2023 and consist of 26 text interviews with entirely 26 focus students (interviewed twice about two different school writing genres, in pairs) from four different Danish L1 classes, two Year 5 (age 11) and two Year 8 (age 14) classes. Furthermore, in order do contextualize students’ metalinguistic repertoires and understand it as in dialogue with classroom practices, data consist of classroom observations in the form of field notes, sound recordings and photos from two teaching units, in which the students wrote a fictional narrative and an argumentative piece, respectively.
In the presentation, we will exemplify and discuss our results and theoretical base, in dialogue with existing and future research, and in the light of transforming conditions for developing discursive voices and making writerly choices due to digital technology.

References:
Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning (Reprint ed.). Edward Arnold.
Liberg, C., af Geijerstam, Å., & Folkeryd, J. (2011). Scientific Literacy and Students’ Movability in Science Texts. In, Linder, C., Östman, L., Roberts, D.A., Wickman, P., Ericksen, G., & MacKinnon, A. (Eds.). Exploring the landscape of scientific literacy. Routledge.
Watson, A. M. & Newman, R. M. C. (2017) Talking grammatically: L1 adolescent metalinguistic reflection on writing, Language Awareness, 26:4, 381-398, DOI: 10.1080/09658416.2017.1410554


Sotiria Kalasaridou (Greece)
TEACHING POLITICAL POETRY IN LITERATURE CLASSROOM

The central aim of the research is to investigate the ways of perceiving and making meaning with political poetry through talking and writing in classroom of secondary education. The research project focuses on the transmission of ethics and values through the teaching of political poetry to learners. As people explore their own political views and engage in new political conversations both in person and across social media, it is important to explore the role of political poetry in classroom as a viable means of students’ political expression. It is also crucial to find out the link between the teaching of political poetry and students’ engaging with their political world focusing on citizenship and democracy now days (Cuminale, 2017).
The research is based on the theoretical underpinnings of the Reader- Response theory introducing by Wolfgang Iser (Iser, 1976) and the reception theory of Hans – Robert Jauss, (Jauss, 1977), which both draw on the interaction between the text and the reader. The research questions are the following: i. How can the teaching of the political poetry improve students’ reading strategies and creative writing skills? ii. What are the findings regarding the responses, negotiations, and representations of the learners in respect of the poems’ political ideas? iii. In which ways do the learners comprehend the symbols of political poetry?
The qualitative research was contacted using ethnography method in literature classes in upper secondary education (second and third Grade of the high school in Greece). The recorded lessons are transcribed and coded with MAXQDA. The transcribed lessons and the written texts and homework assignments produced by learners are analyzed using the qualitative content analysis. Individual teaching sequences are selected and analyzed using discourse analysis focus on subject learning. The analysis shows the relation between the methods used and the empirical data.
The main results of the research are related to i. The ways in which the students comprehend the meaning of the political poetry. ii. The teaching practices used for making meaning with the texts. iii. How the teaching can help students for perceiving of texts’ ethical and political ideas in now days. iv. The role of writing in classroom for deeper understanding of the symbolic literature language.

Key words: Teaching political poetry; upper secondary education; ethnography method; reader response theory; reception theory; multimodality.

References
Booker, M. K. (Ed.). (2015). Literature and politics today: the political nature of modern fiction, poetry, and drama / M. Keith Booker, editor; contributors, Jeff Allred [and ninety nine others]. (1st ed.). Greenwood. Retrieved November 24, 202.

Cuminale, R. (2017). “Poetry in Public Discourse: Reading, Writing, and Circulating the Political Poem”. Curriculum Units by Fellows of the National Initiative
2017 Volume III: Poetry and Public Life. Yale National Initiative to strengthen teaching on public schools. Retrieved November 26, 2023, from https://teachers.yale.edu/curriculum/viewer/initiative_17.03.01_u


Iser, W. (1976). Der Akt des Lesens. Theorie ästhetischer Wirkung. München: Fink.

Jauss, H.R. (1977). Ästhetische Erfahrung und literarische Hermeneutik. Versuche im Feld der ästhetischen Erfahrung. München: Fink.

Klawitter, U., & Viol, C.-U. (2013). Contemporary political poetry in Britain and Ireland / Uwe Klawitter. (eds.). Winter.


Agnieszka Kania & Karolina Wawer (Poland)
PHILOSOPHY OF TEACHING AND ITS ROLE IN TEACHER TRAINING WITHIN THE CONTEXT OF A POLISH UNIVERSITY

The philosophy of teaching statement has become a well-established practice in English-speaking academia, often serving pragmatic and administrative purposes such as application requirements, promotions, awards, and grant procedures (D. J. Schönwetter, L. Sokal, M. Friesen, K. L. Taylor, 2002). However, its primary focus has tended to be on these procedural aspects rather than a profound reflection on teaching, the conceptualization of key ideas and values, and establishing connections between specific approaches and pedagogical, psychological, and philosophical schools of thought (J. E. Beatty, J. S. A. Leigh, K. L. Dean, 2009; 2020).

In our study, we delve into the potential of the philosophy of teaching statement as a tool for deep reflection in the process of teacher training. We analyze 98 essays on the philosophy of teaching written by students specializing in Polish studies from the years 2015-2023. Our exploration aims to uncover beliefs about teaching, the roles of teachers and students, visions of teaching, and the organization of the learning process, while establishing direct connections to pedagogical knowledge. By comparing our findings with modern pedagogies, neuroscience, state policies, and the current Polish school curriculum, we present a nuanced and comprehensive portrait of a Polish pre-service teacher.
Joy E. Beatty, Jennifer S.A. Leigh, Kathy Lund Dean, (2009), Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philiosophies, and philosophy, Journal of Management Education, vol. 33, p. 99-114.
Joy E. Beatty, Jennifer S.A. Leigh, Kathy Lund Dean, (2020), The more things change, the more they stay the same: Teaching philosophy statements and the state of student learning, Journal of Management Education,vol. 44, p. 533-542
Dieter J. Schönwetter, Laura Sokal, Marcia Friesen, K. Lynn Taylor, (2002) Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements, The International Journal for Academic Development, vol. 7, issue 1, p. 83-97.
Abdulghani Muthanna, Higher teacher education: Raising awareness toward constructing teaching philosophy statements, (2022), Athens Journal of Education, vol. 9, issue 2, p. 225-236.


Sviatlana Karpava (Cyprus)
MULTIMODALITY, CRITICAL DIGITAL LITERACY AND TRANSVERSAL COMPETENCIES LANGUAGE CLASSROOMS
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Transversal competencies (TCs) are interdisciplinary skills that are essential to be developed by students in any area of education. Soft skills or 21st century skills are indispensable for success in their personal and professional lives, to be responsible citizens and face various challenges in our modern globalized word (UNESCO, 2013; UNICEF, 2019).
According to Common European Framework for Languages and the Framework of Reference for Pluralistic Approaches to Languages and Cultures (Council of Europe, 2001, 2012, 2018), TCs should be addressed in teaching and learning of foreign languages, with a special focus on language and communication, multimodality, multilingualism and multiculturalism, critical and innovative thinking, interpersonal and intrapersonal skills, global citizenship, media and information literacy. Successful language teaching and learning require digital competencies of both teachers and students as there is ‘’a need to prepare teachers and students for the transition to virtual education, with all that this entails in terms of technology and skills for digital teaching and learning’’ (UNESCO and IESALC 2020: 35).
This study examined the views of future EFL teachers in Cyprus regarding TCs and whether teachers should focus on transversal skills while teaching in EFL classes. The participants of the study were 120 undergraduate university students, future EFL teachers. The data was collected via focus group discussions and blog entries during the EFL methodology course at university.
The analysis of the data showed that most of the students agreed that TCs are important and should be developed in EFL classrooms. However, more training and guidance are needed as not all teachers and educators know the concepts and are ready to teach soft skills along with the language. The students suggested to have a stratified approach to teaching TCs starting with the basic ones, mastering them and only then proceeding to complex ones. Among the most vital TCs are critical thinking, creativity, communicative skills, ability to learn independently or critically evaluate information and media content. Such activities as presentations, taking discussions, debates and role plays can be useful in TCs development.


Anne T Keary & Janet A Scull (Australia)
ORAL LANGUAGE AND WRITING THROUGH PLAY: AN AUSTRALIAN REGIONAL CASE STUDY

The Northern Oral Language and Writing through Play: A Partnership Supporting Indigenous Children’s Language, Cultural Knowledge, and Writing (NOW Play) is a Canadian SS&HRC funded project that aims to contribute experience and knowledge in early childhood education, Indigenous education, and language and literacy teaching. As Australian collaborators on the NOW Play project our aim was to develop partnerships with teachers, early childhood educators and Indigenous communities in a regional area of Victoria, to support young children’s Indigenous language and cultural learning and their overall language and literacy. This study draws on sociocultural theory that considers the culturally guided nature of child-environment relationships and the importance of mediated interactions (Vygotsky, 1978). Learning is also supported through sociocultural views of dramatic play as contexts for children to engage in the symbolic thinking needed to write and read (Stagg Peterson, 2023). Methodologies and methods were co-designed with the participants and include video-recordings of children in collaboratively developed, play(ful) learning the affirmation of children’s language repertoires and cultural identities and enhanced when family and community language resources and practices are recognised (Scull et al., 2023). Similarly, and aligned with the Now Play program of research, the research connects play and writing and draws on activities and the texts created during these interactions. Interpretation of the data involved the extended research team discussing the videos and planning teaching practices. The findings showed that the gathering of resources for supporting children’s Indigenous language, cultural knowledge, writing, and experience-based learning achieved through collaborative action research advanced meaningful teaching practices.


Scull, J., Page, J., Lee, W.Y., et al. (2022). Mothers as first teachers: exploring the features of mother-child interactions that support young Aboriginal children’s multilingual learning at playgroup. TESOL in Context. 30, (1,) ,33-60

Stagg Peterson, S. (2023) The five R’s of Indigenous research as a framework for early childhood research. In A. Keary, J. Scull, J. S. Garvis & L. Walsh, L. (Eds.). (2023). Decisions and Dilemmas of Research Methods in Early Childhood Education. (pp. 63-77). Taylor & Francis.

Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.


Amna Khaliq (Canada)
ADAPTING TO THE DIGITAL CLASSROOM: CHALLENGES AND CREATIVITY IN ONLINE LEARNING

This study focuses on the growth opportunities of online education by delving into the challenges and creative aspects identified by professors and students. This symbiotic relationship is vital to online learning, creating effective communication, emphasizing practical skills, and unlocking students' potential. The research paper employs a phenomenological qualitative research approach, interviewing eighteen faculty members in Canada who respond to the two interview questions. This is compared with recent literature reviews to comprehend the challenges and opportunities presented by online education during and after the post-COVID-19 pandemic. The paper suggests that active engagement, reviewing recorded lectures, adapting to mobile learning, minimizing multitasking, and increasing interactive assignments are necessary to foster students' academic and professional development.


Dongseop Kim & Seongseog Park & Sungmin CHANG & Minju Chung (Korea (The Republic Of))
ANALYZE THE LANGUAGE PERFORMANCE OF INSUFFICIENT LITORACY LEARNERS BASED ON THE RESULTS OF LITORACY DIAGNOSTIC

In this study, we propose the term "litoracy" to encompass written and oral communication ability. litoracy is a combination of literacy and oracy, and refers to the state or ability to speak, listen, read, and write evenly and proficiently. This study aims to develop a diagnostic system that can validly measure learners' litoracy, and examine the language performance of insufficient litoracy learners based on the diagnostic results.
To quantitatively measure learners' literacy, we defined listening, speaking, reading, and writing skills as "the degree of proficiency" (the first definition) and "the degree of evenness" (the second definition). To compare the four language skills equally, a within-subject design with scaling was applied. Participants were 123 second-year middle school students living in Seoul. Students' speaking, listening, reading, and writing skills were measured using a test that can validly measure each skill. Based on statistical assumptions, it was reasonable to summarize them into a single dimension.
we held a litoracy class for 38 second-year middle school students living in Seoul. Measures of learners' litoracy skills, a survey of affective characteristics, a conversation analysis of class discourse, and an analysis of post-class reflection journals were conducted. By doing so, we aimed to explain the language performance of learners with sufficient litoracy according to the first definition, but with insufficient litoracy according to the second definition. The performance of these was compared to learners who were not insufficient in both the first and second definitions. We found that learners with insufficient litoracy in the second definition generally (a) preferred the language activity they were better at when given a choice of multiple language modes, (b) wanted to improve their skills in their preferred language mode more than their skills in the other mode, and (c) tended to have a wider range of tasks they felt more efficacy than in the activities they felt less efficacy.
This study emphasizes all four communication skills, advocates for a balanced improvement of communication skills, and develops a systematic assessment method to diagnose learners with insufficient litoracy skills.

(Key Words) literacy, oracy, litoracy, diagnostic system of litoracy, insufficient litoracy learner
(Reference) Burn, A.(2009). Making New Media: Creative production and digital literacies. New York: Peter Lang.
Gee, J. P. (2015). Literacy and Education. Routledge.
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W.(2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. Theoretical models and processes of reading 5(1), 1570-1613.


Kristian B Kjellström (Sweden)
TEACHERS' DIGITAL TEXT COMPETENCES
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Teachers face new challenges in keeping their language classrooms updated with emerging digital texts and new digital text tools. This creates new possibilities for teacher differentiation within learner groups, which in turn require new teacher competences. In my ongoing PhD-study, year 4¬¬–¬¬¬6 teachers' digital text competences are explored in relation to their in-class differentiation to accommodate students varying needs. The purpose of the study is to contribute to the development of a local theory addressing theoretical development and providing practical implications for teachers. The overarching educational design approach (McKenney & Reeves, 2019) includes an initial descriptive study consisting of a literature review and a Delphi-inspired sub-study. The method inspired by the Delphi Technique (Green, 2014) meant finding teachers with self-reported experience and success in using digital text tools for differentiation as respondents. The teachers were given iterative surveys examining their perception of the competences in play and teaching strategies used while differentiating. The preliminary results indicate that teachers’ choices of adaptions and differentiation are affected by the different aspects of their digital text competences while still highly dependent on schools’ digital infrastructure and basic technological skills. The descriptive results will inform later classroom interventions and teacher collaborations. Currently the theoretical frameworks used are Tomlinson’s (2014) theories of differentiated instruction and the seven aspects of teachers' professional digital competence identified by Skantz-Åberg et al. (2022).

During the pre-conference I would like to discuss the educational design approach and the potential for generating local theory with practical implications for teachers. Further, I would like to discuss the concept of digital text competence and how it could be defined.

Keywords
Delphi Technique, Differentiation, Professional Digital Competence, EDR

References
Green, R. A. (2014). The Delphi Technique in Educational Research. SAGE Open, 4(2).
McKenney, S., & Reeves, T. C. (2019). Conducting educational design research. (2 ed.). New York: Routledge.
Skantz-Åberg, E., Lantz-Andersson, A., Lundin, M., & Williams, P. (2022). Teachers’ professional digital competence: an overview of conceptualisations in the literature. Cogent Education, 9(1).
Tomlinson, C. A. (2014). The differentiated classroom responding to the needs of all learners (2 ed.). ASCD.


Kristian B Kjellström (Sweden)
TEACHERS DIDACTIC CHOICES: DIGITAL TEXT COMPETENCES
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Teachers face new challenges in keeping their language classrooms updated with emerging digital texts and new digital text tools. This creates new possibilities for teacher differentiation within learner groups, which in turn require new teacher competences. In my ongoing study, teachers' digital text competences are explored in relation to their in-class differentiation to accommodate students varying needs. The purpose of the study is contributing to the development of local theory in relation to the research question: What do teachers' digital text competences mean for their didactic choices of adaptations in relation to students' needs? The question is answered using a literature review of previous research and a Delphi-inspired study. The results will inform later classroom interventions and teacher collaboration in the overarching design-based approach of my PhD-project.

The two research methods combine investigation of previous research and the perception of experienced teachers in year 4-6. Preliminary findings indicate a limited number of articles that have examined teachers use of digital tools to differentiate or scaffolding while working with texts. The second method was inspired by the Delphi technique (Green, 2014) but replaced participating experts with teachers with self-reported experience and success in using digital text tools for differentiation. The teachers were given iterative surveys examining their perception of the competences in play and teaching strategies used.

Tomlinsons (2014) framework for differentiated instruction was used to understand the teachers in-classroom differentiation. This was combined with the seven aspects of teachers’ professional digital competence identified by Skantz-Åberg et al. (2022) to understand the digital competences of teachers. The very preliminary results indicate that teachers’ didactic choices of adaptions and differentiation are affected by the different aspects of their digital text competences while their perceived success in differentiation is still dependent on digital infrastructure and the technological skills.

Green, R. A. (2014). The Delphi Technique in Educational Research. SAGE Open, 4(2).
Skantz-Åberg, E., Lantz-Andersson, A., Lundin, M., & Williams, P. (2022). Teachers’ professional digital competence: an overview of conceptualisations in the literature. Cogent Education, 9(1).
Tomlinson, C. A. (2014). The differentiated classroom responding to the needs of all learners (2 ed.). ASCD.


Maarten Klene (Australia)
THE DISTURBING MATERIALITY OF LITERATURE EDUCATION: AN ETHIC OF INCOMMENSURABILITY IN THE CLASSROOM

Under globalised conditions, marked by viral connectivity, representational thinking and complex injustices, the discipline of Literature Education struggles to define itself. In Western schooling, the subject appears caught between a tradition of European humanist aestheticism, and the modern instrumentalist logics of human capital and personal development. And especially in former or settler colonial states, literature is haunted by a legacy of cultural devastation. In this context, scholars like Suzanne Choo propose an explicitly ethical cosmopolitan form of literature education. As a pedagogy it appears to sit well with the aspirations of global citizenship as described by the UN: critical engagement, intercultural openness and democratic participation. However, cosmopolitan forms of global citizenship lean toward universalist rational thought and emanate from narrow conceptions of humanity. Choo critiques these underpinnings from within a cosmopolitan tradition. As an alternative, I propose a pedagogy of incommensurability, inspired by the decolonial work of Sharon Stein and Vanessa Andreotti. It embraces the absence of political consensus while pushing toward the limits of rational thought, and is adjacent to pedagogies of discomfort and agonistic pluralism.

I explore the potential of this literature pedagogy, while speaking to the everyday concerns of students and teachers. I draw on Karen Barad’s agential realism to conceptualise a material-discursive literacy situation, which is entangled well beyond the classroom or the experiences of individual readers. The literature classroom thus becomes an ethical forcefield, as Vanessa Andreotti puts it, and reading a profoundly sense-making rather than a primarily meaning-making practice, as Nathan Snaza proposes. Beyond a cultivating, critical or liberatory project, literature can be experienced as a form of resistance in a student’s or reader’s orientation toward the world. This form of pedagogy calls for responsiveness to disruption, attentiveness to haunting absences and openness to unexpected forms of sense-making and human becoming. In this paper, I discuss how these abstract philosophical ideas meet the everyday possibilities and constraints of a Year-11 Literature classroom. I draw on observation experiences, conversations with students and teachers, and creative student artifacts produced during a period of ethnographic fieldwork at a public school in Victoria.


Stavroula Kontovourki (Cyprus)
BODIES THAT MOVE AND MATTER: LITERACY PEDAGOGIES ASSEMBLING IN PRIMARY TEACHERS’ HI/STORIES OF CLASSROOM PRACTICE

This paper explores how literacy pedagogies emerge in primary teachers’ narrated hi/stories of L1 teaching across their lifespans and professional careers. I particularly focus on stories told by teachers of six cohorts that correspond to recent decades of institutional history in the Republic of Cyprus (mid-1950s to mid-2010s), to offer a means and method to read literacy pedagogies as framed by official policy and mediated research, but nevertheless formed in local sociomaterial assemblages. I thus explore the question: What doings of literacy emerge when established and/or new notions of literacy, material conditions, tangible objects, and humans come together to form action?

The presentation is theoretically informed by Bennett’s (2010) notion of vibrant matter, which helps understand how material objects, human and non-material bodies (including bodies of knowledge) are sources of action with trajectories of their own that come together, affecting one another and forming literacy teaching. Teachers’ stories shared in this presentation are part of a research project that was methodologically grounded in biographical research and life history interviewing, and involved 30 primary teachers, who entered the profession between mid-1950s and mid-2010s, to explore their constructions of professionalism and disciplinary knowledge. I particularly focus on stories told about L1 teaching that teachers experienced as children and teachers in public school classrooms and bring these in relation with policy documents (rendered relevant in teachers’ stories) and material objects that teachers brought (physically or through storying) in the interview assemblage.

I present examples of narrated practices as actions formed when, for instance, texts’ materialities come together with children’s bodies to maximize learning; technologies, as material entities and immaterial forces, enter pedagogical relations to innovate practice; or orchestrated human action in school assemblies affectively moves bodies to serve the ethno-political purposes of schooling. Tracing such practices over time offers a way to “look down” and “look out” the wide cast of forces, “both human and nonhuman, local and distant, invited and uninvited” (Ferguson, 2021, p. 19) that form literacy pedagogies in everyday classrooms. The presentation thus invites audiences to discuss how literacy pedagogies are mingles of epistemological and official policy shifts entangled with materiality and spatio-temporality, each affecting the other but never possible to fully determine, even when they appear as not moving (Wohlwend, 2021).

References
Bennett, J. (2010). Vibrant matter: A political ecology of things. Duke University Press.

Ferguson, D. A. (2021). “WE LOST THE PLADO”: Tracing privileged school literacies in one kindergarten. Journal of Early Childhood Literacy, OnlineFirst, https://doi.org/10.1177/14687984211042055.

Wohlwend, K. (2021). Literacies that move and matter: Nexus analysis for contemporary childhoods. Routledge.


Triantafillia Kostouli (Greece)
NEGOTIATING STANCES TO IMMIGRATION, POSITIONING THEMSELVES AND OTHERS: NARRATIVE TEXTS IN A DIALOGIC CRITICAL PEDAGOGY
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While critical literacy has been proposed as an important pedagogical approach that may reshape classroom practices (Janks, 2010), little is known about the specifics of the processes involved to redefine literacy learning. How is genre learning revisited in this paradigm? What are the conditions to be met so that students appropriate genres as meaning-making tools and as ideological resources through which they may project their own voice? This paper addresses this research void by presenting an intervention implemented in a 6th grade Greek classroom with the aim to privilege students’ voice and autonomy - notions that run against the locally-dominant pedagogies.

The data (a series of teacher-student interactions on the topic of immigration along with the narrative texts produced over a 2-month period) are analysed with the tools of Critical Discourse Analysis (i.e. identities, positionings) (Harré & Langenhove, 1999; Ivanic, 1998). Analysis illustrates how teacher and students collaborated to select the topic to focus upon and the texts to analyze. Important literate and social strategies were acquired as part of this process, as students, interacting in-groups and in-whole-class situations, selected texts and discussed them as ideological resources via which specific Discourses and stances to immigration are constructed. These processes proved to be important precursors to students’ own writing.

Analysis of students’ narrative texts on two different topics (first and second versions) illuminates the rich polyphonic universe students gradually constructed, how they populated it with main and subordinate characters, dense episodes with action and reaction scenes, and enriched the evaluative forms to depict nuances in characters’ identities. In addition, they appropriated important text-building strategies to draft a complex moral world through which they assessed the ideologies on immigration circulating in the wider social context, negotiated their positionings to them and projected their own stance to this socially-important topic.
Finally, various educational implications are discussed on how critical literacy may enrich genre learning with ideological perspectives that develop student voice.

References
Harré, R., & van Langenhove, L. (1999). Positioning Theory. Oxford: Blackwell.
Ivanic, R. (1998). Writing and Identity. Amsterdam: Benjamins.
Janks, H. (2010). Literacy and Power. New York: Routledge.


Elisabeth Kunze & Anna Lange genannt Böhmer & Juliane Tolle & Franziska Wietstock & Michael Krelle ()
SKRIBI – AN APPLICATION FOR WRITING TRAINING IN A DIGITAL ENVIRONMENT

Digital reading and writing are integrated into the German curriculum, highlighting the use of digital tools to facilitate learning with digital media (cf. KMK 2005/2022). The impact of digital media on reading and writing has sparked an academic discussion. Some studies argue for a detrimental effect on the competencies (Rödel 2022: 44), while others view digital media as enhancing these skills (Gailberger 2022: 356). A third perspective advocates for making digital media the focal point of German classes, accentuating its role in social participation (Wampfler 2023: 56). This paper follows the third approach, emphasizing the writing of complex texts as an essential skill for primary school pupils, with literacy demands that differentiate between digital and analog writing settings (Barton & Lee 2013).

The digital writing environment Skribi, funded by the Ministry for School and Education of the federal state of North Rhine-Westphalia (Germany) and implemented by the Centre for Teacher Education of Technical University of Chemnitz, addresses writing texts in digital settings. Skribi will be available free of charge to all teachers and pupils in 2,800 primary schools in North Rhine-Westphalia. This initiative aims to provide children without access to digital devices at home the opportunity to develop essential digital writing skills required for social participation in the digital era.

In Skribi, teachers assign writing tasks and provide text tools for practicing digital strategies. Children can read, comment on and publish texts from their classmates. Skribi enables an efficient breakdown of complex arrangements into smaller tasks (Hayes/Flower 1980). Its digital revising facilitates formulating for inexperienced writers (Krelle 2015).

This presentation focuses on the main development stages of the application 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.

Barton, D. & Lee, C. (2013). Language Online. Investigating Digital Texts and Practices. London/New York: Routledge.

Gailberger, S. (2022): Qualitätsmerkmale eines digital erweiterten Deutschunterricht. Versuch einer Systematisierung. In: Mitteilungen des Deutschen Germanistenverbands 69 (4), 346-359.

Hayes, J. & Flower, L. (1980). Identifying the Organization of Writing Processes. In L.W. Gregg & E. R. Steinberg (Eds.). Cognitive Processes in Writing: An Interdisciplinary Approach (pp. 3–30). Hillsdale: Lawrence Erlbaum.

KMK - Kultusministerkonferenz (Hrsg.) (2005/2022): Beschlüsse der Kultusministerkonferenz. Bildungsstandards im Fach Deutsch für den Primarbereich (Jahrgangsstufe 4). Beschluss vom 15.10.2004, i.d.F. 23.06.2022. https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/2022/2022_06_23-Bista-Primarbereich-Deutsch.pdf (last access 25.05.2023)

Krelle, M. (2020). Digitale Schreibprozesse und -strategien im Deutschunterricht der Primarstufe. In J. Knopf & U. Abraham (Eds.). Deutsch Digital. Band 2: Praxis (pp. 70-78). Baltmannsweiler: De Gruyter.

Rödel, M. (2022). Diesseits und jenseits der Pandemie – Digitalität und Deutschunterricht. In: Mitteilungen des Deutschen Germanistenverbands 69 (4), 334-345.

Wampfler, P. (2023). Medienbildung in den Mittelpunkt stellen – Deutschdidaktik und die Herausforderung der Digitalität. In: Didaktik deutsch 28 (54), 55-62.


Helen Lehndorf & Irene Pieper (Germany)
ENHANCING LITERARY WRITING IN THE DIGITAL AGE: EXPLORING TEACHERS' BELIEFS ON AI-ASSISTED APPROACHES IN UPPER SECONDARY EDUCATION
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Writing about literature is a complex cultural practice encompassing various communicative tasks (Hausendorf, 2011). Whether as an Amazon book review, an engaging Instagram post, or a thoughtful literary feuilleton critique, it presents unique challenges and opportunities.
In upper-level literature courses, process-oriented writing plays a crucial role in engaging students deeply with literary texts and enhancing literary proficiency. Scholars like Zabka (2016) argue that literature instruction should align with diverse literary practices, emphasizing immersion, reflection, distancing from texts, and cognitive exploration of literary nuances.
The interpretative essay stands as a central form of assessment in German literature upper secondary education. It requires students to construct substantial, argumentative texts, developing interpretative hypotheses and persuasive arguments. However, this format has faced criticism for fostering formulaic, stereotypical interpretations and fragmentary observations. Frequent practice of interpretative essays often falls short of Zabka's envisioned literature instruction. There is also concern about the gap between effective writing principles and the essay's structure, as well as its lack of coherence and relevance to students' writing practices (Rödel, 2020).
To address these issues and promote literary proficiency and writing, the TextAkt project, funded by the German Federal Ministry of Education and Research, collaborates with experienced educators to develop an innovative teaching concept. Grounded in design-based research, it encourages a comprehension-oriented approach to literary texts. This approach prompts reflection on various writing operations essential for interpretation and related formulation patterns at an intermediate level of abstraction. The project integrates cooperative digital writing methods, emphasizing AI-supported text generators. These tools facilitate reflection on interpretative operations, foster writing discussions, and enhance the revision process, making interpretative writing more engaging for upper-grade students.
This paper presents teachers' beliefs and attitudes regarding AI-supported writing in upper-level literature courses. These insights emerged during the conceptual development of our teaching approach and shed light on the challenges and opportunities of literature writing in the digital age (Steinhoff, 2023).

Hausendorf, H. (2011). Kunstkommunikation. Textsorten, Handlungsmuster, Oberflächen : linguistische Typologien der Kommunikation. In: Habscheid: S.: Textsorten, Handlungsmuster, Oberflächen. Berlin [u.a.]: de Gruyter, 509-535.
Rödel, M.(2020): Der Interpretationsaufsatz: Eine Geschichte von Fall und Aufstieg? In: Mitteilungen des Deutschen Germanistenverbands 67, 110-123.
Steinhoff, T. (preprint): Literalität oder Digitalität? Sowohl als auch! Überlegungen zu einer postdigitalen Deutschdidaktik am Beispiel des Lesens und Schreibens unter besonderer Berücksichtigung Künstlicher Intelligenz. Erscheint auf leseforum.ch
Zabka, T. (2016): Literary Studies: A Preparation for Tertiary Education (and Life Beyond), Changing English, 23:3, 227-240.


Rachel Lenihan (Ireland)
TACKLING A BIG ISSUE IN THE ENGLISH CLASSROOM: REFLECTIONS FROM PRACTICE IN INITIAL TEACHER EDUCATION

A recent study conducted in an Irish University sought to investigate the knowledge, understanding, skills and attitudes of preservice, post-primary (secondary) English teachers on one Initial Teacher Education (ITE) program regarding Global Citizenship Education (GCE). It aimed to explore participants’ experiences of learning about, designing and facilitating learning experiences that have a particular focus on homelessness as a global social justice issue, and consider the challenges and opportunities presented by such a pedagogical approach, as a result of thematic analysis (Braun and Clarke 2013) of observations of learners’ experiences, narrative reflections, design of lesson plans and a focus group, as well as in a reflective journal (Ortlipp 2008) maintained by the researchers.
Practicing teachers are acutely aware and concerned about the escalating homelessness crisis in Ireland and witness its impact on pupils in their class daily (Focus Ireland 2021). Several recent education policy changes in Ireland also made this a worthwhile area of exploration. ‘The Code of Professional Conduct for Teachers’ (Teaching Council, 2016) advocates that ethical values of respect, care, integrity, and trust should fundamentally underpin professional standards of teaching. The area of GCE has come into sharper focus for those teaching on ITE programmes following the introduction of ‘Céim: Standards for Initial Teacher Education’ (2020) which identifies GCE as one of seven core elements that must underpin all aspects of ITE programmes’ (Teaching Council 2020, p. 14). Furthermore, recent curriculum changes because of the Junior Cycle Framework (2015) outline the centrality of principles such as inclusion and active citizenship and this study offers insight into how teachers of English can promote these principles in their classrooms. This research, through engagement with a selection of prescribed texts on the Senior Cycle English curriculum, adopted a thematic and comparative approach to explore the complex and critical issue of homelessness. It aimed to develop knowledge and understanding relating to teaching methods in the English classroom and the practical application of pedagogy, while simultaneously, exploring the topic in an open and sensitive way, to promote empathy and to reflectively challenge assumptions and misconceptions. This paper offers insight into the process of conducting classroom-based research in this context, and presents some of the ethical and reflexive considerations taken by the researchers.


Ludmila Liptakova & Eva Gogova & Dávid Dziak (Slovakia)
HOW SLOVAK 3RD GRADERS REPORT ABOUT AURALLY PRESENTED TEXT

The paper presents theoretical background and empirical research on listening comprehension of narrative and expository text in Slovak 3rd graders. In Slovak context, both the research and educational practice regarding listening comprehension is insufficient. Furthermore, from the literature we know, how important is the ability to understand the oral language for the reading comprehension (Gough & Tunmer, 1986; Oakhill & Cain, 2012; etc.). For this reason, in our research we focused on children´s inference making both during and after listening to the text. Before we exposed the children to make inferences that deepen the understanding, we verified if a coherent understanding of the text was achieved. To find out how the listener reconstructed a cohesive representation of the text, the retelling method was used (see Dougherty Stahl & García, 2017: 250).
In the paper we present the data obtained from 64 third graders (8- to 9-year-old children) via retelling method. Children were exposed to the aurally presented monomodal narrative text (32 participants) and multimodal expository text, combining language and sound (32 participants). The narrative text was 294 tokens in length, the multimodal text was 247 tokens in length plus 25 sounds. The retelling task was assessed based on inclusion of the important ideas, as defined within a particular text genre and its modality (see Dougherty Stahl & García, 2017: 250).
Preliminary data show that different retelling parameters were due to different text genre and modality. Retelling length of narrative text was longer than retelling length of multimodal text. The difference in the extent of retellings reflects the fact that children are not familiar with the multimodal text of that structure as well as a conceptual difficulty of a multimodal expository text. This is also reflected in the number of inferences, which was higher in narrative text. Nevertheless, inaccurate inferences were identified more frequently in retellings of narrative text (comp. Kraal et al., 2017).
Our findings point out that text genre and its modality may affect the way the listener processes the text. This also implies the importance of exposing the children to different genres of aurally presented text.

Key words: listening comprehension, retelling, narrative text, expository text, multimodal text, third graders, Slovak

References
Dougherty Stahl, K. A., & García, G. E. (2017). Using Assessments to Map and Evaluate the Comprehension Development of Young Children. In S. E. Israel (Ed.), Handbook of Research on Reading Comprehension (pp. 241-270). The Guilford Press.
Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial and Special Education, 7(1), 6-10.
Kraal, A., Koornneef, A. W., Saab, N., & Van den Broek, P. W. (2017). Processing of expository and narrative texts by low- and high-comprehending children. Reading and Writing, 31, 2017-2040.
Oakhill, J., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. In Scientific Studies of Reading, 2(16), 91-121.


Terry J. Locke (New Zealand)
IMPLACING L1 ENGLISH IN THE ANTHROPOCENE

Philosopher of place, Edward Casey (1993), insists that: “To exist at all...is to have a place – to be implaced....To be is to be in place” (pp. 13-4). The starting point for this paper is that L1 English curriculums and programmes have their own being in relation to certain places: as locations, as materially composed and as subjectively constructed. In this respect the focus is ontological, and less concerned with analysing a particular curriculum in relation to theorised paradigms of the subject discursively constructed, e.g. cultural heritage, personal growth, critical literacy, rhetorical or textual compentence (e.g. Locke, 2007; Locke, 2015). Drawing on the concept of sense of place, I ask the question: What does it mean to implace L1 English in the Anthropocene? In the first instance , this means acknowledging the climate crisis and committing broadly to support efforts to raise awareness of its causes and remedies. Secondly, building on the seminal work of Gruenewald (2003) and others it constructs all sites of learning (schools, universities) as places and connected in various ways to networks of places, all of which have something to teach us. Thirdly, it calls for a rethinking of L1 English as a school subject and its relationship with other subjects. My main focus will be to share some ideas on the reconstruction of L1 English for these troubled times in terms of its aims, content, pedagogy and cross-disciplinary relationships.

References:

Casey, E. S. (2009). Getting back into place: Toward a renewed understanding of the place-world (2nd ed.). Bloomington, IN: Indiana University Press.
Gruenewald, D. (2003). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), 619–654
Locke, T. (2007). Constructing English in New Zealand: A report on a decade of reform. L1 – Educational studies in language and literature, 7(2), 5-33.
Locke, T. (2015). Developing writing teachers: Practical Ways for Teacher-Writers to Transform their Classroom Practice. New York, NY: Routledge.


Maria Löfgren & Per-Olof Erixon (Sweden)
LITERATURE MANUALS IN TIMES OF NEW MEDIACY IN SWEDEN

This study addresses whether the technology of the book and closely associated forms of representation, such as fiction and storytelling, have become alien in the new image dominated and digital media ecology (Kress, 2000). Or framed differently, the book might have deviated from immediacy (transparent) to hypermediacy (opaque) (Bolter & Grusin, 1999).

In support of our premise, we explore a large Swedish professional development program for teachers called the Reading Lift, where we examine the educational function of the four most referred to literary didactic theory and method developers in the program: Judith Langer, Aidan Chambers, Louise M. Rosenblatt, and Rita Felski, but also the relationship between literary didactics, fiction and the concept of literacy as a multiple social practice (Street, 1984). On a global scale, the latter has become increasingly influential both in relation to education in general and as concerns L1. Research questions are: (1) What is the educational function of literature didactics in the Reading Lift and (2) How does literature didactics and literature resonate with the literacy concept? Method applied is qualitative content analysis (Assarroudi et al., 2018), in a first phase by immersing with the data more intuitively, and in a second by coding according an analytical framework. For our analysis Rosenblatt’s (1938/1995) theoretical distinction between efferent and aesthetic plays a key role.

Results show a strong domination of manual and strategy-based approaches, primarily promoting efferent reading stances. More holistic and hermeneutic literary didactic approaches in support of aesthetic reading, are less common. Further, there is a strong alliance between material adhering to the literacy concept and the manual and strategy-based methods. Also, in the literacy discourse, literary works have become not just texts amongst others, and alien, but are also framed as hypermediacy. We therefore suggest a shift in paradigms of education, from the more holistic, pleasure-based and hermeneutic discourse of literature pedagogy, rooted in print culture, to a more systematic, but also fragmented approach literature didactics, based in new mediacy.

Keywords: Literature didactics, L1, Literacy, Digitalization, Hypermediacy

References:

Assarroudi, A., Heshmati Nabavi, F., Armat, M. R., Ebadi, A., & Vaismoradi, M. (2018). Directed qualitative content analysis: the description and elaboration of its underpinning methods and data analysis process. Journal of Research in Nursing, 23(1), 42–55. https://doi.org/10.1177/1744987117741667
Bolter, J. D., & Grusin, R. A. (1999). Remediation: understanding new media. MIT Press. https://doi.org/10.1108/ccij.1999.4.4.208.1
Kress, G. (2000). Multimodality. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 182–202). Routledge.
Rosenblatt. (1995/1972). The reader, the text, the poem: the transactional theory of the literary work. Southern Illinois University Press.
Sellar, S., & Lingard, B. (2013). PISA and the expanding role of the OECD in global educational governance. In H. D. Meyer & A. Benavot (Eds.), PISA, Power, and Policy: The emergence of global educational governance (pp. 185–206). Symposium Books Ltd.
Street, B. V. (1984). Literacy in theory and practice (Vol. 9). Cambridge University Press.


Elizabeth Ka Yee Loh & Tikky S. P. To-Chan & Loretta C. W. Tam (China)
L2 PRESCHOOLERS’ COMMUNICATION STRATEGIES FOR VOCABULARY BUILDING IN STORYTELLING ACTIVITIES: THE CASE OF CHINESE AS A SECOND LANGUAGE LEARNING

This study aims to identify communication strategies of preschoolers in storytelling activities in the second language (L2) classroom, and their implications on the teaching and learning of emerging pragmatic language skills for vocabulary building. Video recordings of 15 observed lessons totalling 7.5 hours were studied, involving 52 preschoolers from five Chinese-medium kindergartens in Hong Kong. Through classroom interaction analysis and the discourse analytical approach, the current study identifies the most common communication strategies used by preschoolers learning Chinese as a second language in storytelling classroom activities and explores the theoretical and pedagogical implications in terms of language development and sociocultural interaction. The analysis of teacher-student interaction showed how storytelling provides a medium of literacy development where children are actively engaged in vocabulary development, comprehension growth and meaningful communication. Children’s willingness to learn was indicated by their gestures and utterances, from which a taxonomy of preschoolers’ communication strategies referring to Clarke’s (2009) stages of oral language development has been derived. Implications of the findings are discussed with reference to the role of motivation and vocabulary in the development of their L2 speaking ability.


Marco Magirius & Daniel A. Scherf (Germany)
TEACHER STUDENTS INTERPRET POEMS WITH AI. ON POTENTIALS, RISKS, & DISRUPTIONS IN L1 TEACHER EDUCATION
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ChatGPT and other chatbots will soon become ubiquitous companions unsettling all professional areas of life. This also applies to the preparation of literature classes. In our research report, we present results from two studies that inquire the research question: What risks and potentials can be identified when teacher students use ChatGPT for interpreting poems?

In the first, exploratory study (Anonymized, in prep.) we asked teacher students from four seminars (n=21) at the University of Education Heidelberg to provide interpretations of literary texts commonly used in teaching and to assess their potential for literary learning. Then, they were given the same tasks again, but this time they were allowed to consult chatbots like ChatGPT for assistance. Furthermore, we discussed with the teacher students the opportunities and risks associated with the use of artificial intelligence. These discussions were recorded.

A qualitative content analysis (Kuckartz, 2018) revealed that chatbots can help students to generate various interpretative approaches and gain ideas for learning objectives. However, students often uncritically adopt interpretations from the AI. In some cases, they even fall behind their initial understanding of the texts (Anonymized, in prep.). If the students had difficulty finding interpretation ideas without AI, they also faced challenges in effectively utilizing the AI (ibid.).

Currently we are planning a follow-up study which will be completed in March 2024. We want to test a central hypothesis which we found with the first study: The ability of unleashing the potential of chatbots for the mentioned tasks depends on the students’ pre-knowledge regarding interpreting literary texts. Thus, in a follow-up study with students from Heidelberg and Berlin, we want to control two variables—the difficulty of the texts and the students’ pre-knowledge—to compare the student’s (rated) results via Mann-Whitney U tests. This way, we combine qualitative and quantitative methods (Kuckartz, 2014) in order to test our central hypothesis. Subsequently, we will outline consequences for teacher education.

References

Anonymized (in prep.) […].
Kuckartz, U. (2014). Mixed Methods. Wiesbaden: Springer VS.
Kuckartz, U. (2018). Qualitative Inhaltsanalyse [=Qualitative Content Analysis]. Weinheim: Juventa.


Petra Magnusson & Christina Lindh (Sweden)
RESHAPING WRITING PRACTICES
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This paper reports an ongoing project in an F-9 environment in Sweden where teachers and researchers cooperate to develop the enactment of writing practices in teaching throughout the curriculum. The teachers’ identification of the need to develop writing in teaching and learning in the actual school is paralleled with national concerns and informed by the results of a metastudy by Graham et al. (2020), concluding the positive effects of writing for learning.
The purpose of the project is to enhance teachers’ awareness of the importance of writing for learning and to develop and integrate writing tasks in teaching. RQ1: What writing is taking place and how can it be developed? RQ2: What aspects of the used theoretical approaches are considered useful among teachers in integrating writing into their teaching?
The project is theoretically framed by Habermas (1971) and Berge (1988) to overview and describe writing to understand how writing as events, practices, purposes, and acts can/needs to be developed in the actual teaching contexts, drawing on New Literacy Studies including the multimodal and digital aspects of writing (Barton, 2007; NLG, 1996). Through the lens of the writing wheel, used to understand and enhance conscious and informed didactical considerations and choices (Berge et al. 2016), teachers and researchers discuss and develop writing tasks iteratively after implementation in classroom work.
As initiated by the teachers the project is design-based (McKenney & Reeves, 2019) with a strong focus on mutual learning through methods of workshops, focus group discussions and lessons with design, evaluation and re-design, observed and documented through fieldnotes, audio recordings and collection of teaching material and students’ writing, both pre – and during project. The analytical approach is yet to be developed further.
Findings are expected to show development of teachers informed didactical use of writing in their teaching by establishing ways of analysing and talking about both writing tasks and students' writing in relation to curriculum goals. Additionally, findings are expected to give insight into ways to implement and develop theory in teachers’ daily work.


Nadia Mansour (Denmark)
“IS IT POSSIBLE TO HALAL SLAUGHTER A PIG?” - NEGOTIATING CULTURES AND IDENTITIES WHILE READING MULTICULTURAL LITERATURE IN DANISH PUBLIC SCHOOLS

In this paper, I discuss how teachers teaching Danish literature in public schools can include culturally underrepresented and silenced minorities in their literature mediation as a means for combatting negative stereotypes and racial prejudice. Based on ethnographic data from an 8th grade classroom intervention presenting the students and teachers in three different schools with the multicultural novel Haram (Aamand, 2016), I share discourse and positioning analyses (Davies & Harré, 1990; Gee, 1999) of classroom dialogues evolving from the reading of multicultural literature. Pedagogically, multicultural literature has been defined as an instrument to include and give voice to historically silenced and invisibilised minorities in the school curriculum (Cai & Bishop, 1994; Cai, 2002). From a literary perspective, multicultural literature can be understood as a set of literary characteristics that explicitly reflect minorities, cross-cultural meetings, discrimination, and identity negotiations in an increasingly diverse society regardless of the author’s skin color or cultural background (Mansour, 2020). In this sense, multicultural literature brings social, cultural, and political issues into the classroom and provides a space in which students and teachers may encounter various life perspectives and literary representations. Accordingly, this article discusses how students and teachers talk about race, culture, and power relations when they read multicultural literature. In conclusion, I support the argument that teaching Danish Literature in Danish public schools holds a central position in denying or creating access to cultural stories and representations (Holmen, 2011), in which minority students see – or not - their own lives valued or experience – or not - their own position reflected in a wider perspective. Furthermore, I recommend a culturally responsive teaching (Gay, 2010) where teachers talk about discrimination, power relations and diversity in their classes (Mansour, 2020).


Bethan-Jane Marshall (United Kingdom (The))
THE PEDAGOGY OF WATCHING SHAKESPEARE

The pedagogy of acting out Shakespeare has been extensive. Less work has been done on how students learn through spectatorship (Escolme, 2005; Aebischer, 2020) . This paper will consider all within the current context of Shakespeare teaching in schools in England. Using grounded research (Glaser and Strauss, 1967) it will include work undertaken on a schools National Theatre production of Macbeth, as well as classroom-based, action research, using a variety of digital performances of Shakespeare plays. The students were aged between 15 and 18 and were studying for national exams in state funded schools. All had had exposure to Shakespeare already in earlier years. One was undertaken as part of a PhD (studying the NT production), the other as action research on a scheme of work introduced as part of the school's A-level syllabus (exams for 18 year olds). Both find means of extending student knowledge in unexpected ways through encountering interpretations of Shakespeare that the students had not considered. In reflecting on the practice of watching Shakespeare in an educational context- both at the theatre and in the classroom- this paper hopes to offer suggestions for how teachers might re-think the ways in which they present Shakespeare performed to their students particularly as a powerful way of building personal and critical responses to the plays.


Kelli McGraw ()
BUILDING CONFIDENCE IN POETRY TEACHING IN AUSTRALIAN SECONDARY EDUCATION

There is much in Australian English curriculums about the need for ‘balance’ in text study. But there is little in the Australian or Queensland curriculums to articulate what this balance should look like or seek to achieve. Regarding poetry, although it is a form of literature listed for study in every year of the Australian Curriculum for English, learning about poetry is not clearly linked to the related curriculum content or framework for organising and assessing literary knowledge.

This paper reports pilot and survey data from a project that explored preservice teachers’ knowledge of and attitudes towards poetry and language teaching. Undertaken in 2023-4 in a teacher education course in Brisbane, Australia, the research used pre- and post-semester surveys in two undergraduate units in English education. This presentation will share the findings for the secondary English education cohort, who were surveyed in the context of a 10-week, discipline-specific unit of learning in the fourth year of their Bachelor of Education.

As poetry is an area in which English teachers have been found to lack confidence (Weaven & Clark, 2013), this research importantly suggests that ensuring preservice teachers have experiences of poetry composition, in conjunction with targeted learning about language and linguistics, will improve their confidence in teaching poetry. This improved confidence may be essential for ‘negotiating space’ (Dymoke & McGuinn, 2021) in the curriculum for their future students to be allowed to write poetry at all.

Dymoke, S. & McGuinn, N. (2021). Being allowed: Negotiating space for poetry writing with literature examination students, New Writing, 18(4), 440-451, DOI: 10.1080/14790726.2021.1891257

Weaven, M. & Clark, T. (2013). ‘I guess it scares us’: Teachers discuss the teaching of poetry in senior secondary English. English in Education, 47(3), 197-212, DOI: 10.1111/eie.12016


Lucinda J McKnight (Australia)
WRITING AS WHITING: TRACING PEDAGOGIES FOR DIGITAL COMPOSITION IN A SETTLER COLONIAL ARCHIVE
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This presentation sets out to unsettle L1 literacy education in Australia by proposing that “English” as the nation’s L1 is instead LC, the language of the colonisers. The routine use of the term “L1” in Australia, for English, reinscribes colonial fictions and ignores First Nations’ languages; in the fallout from the Voice referendum it is vital to pursue truth-telling initiatives and trouble what is dishonest in everyday, apparently common sense and racist ways in the discourses of literacy education. This is especially important given subject English’s role in shaping future citizens of a just and democratic society. These perspectives emerge from an Australian Research Council funded project on Teaching Digital Writing, which has involved archival analysis of materials for teaching writing from the 1960s onwards. The presentation offers a narrative of engagement with 1) First Nations (Araluen, 2018; Harkin, 2020) and feminist (Moore et al, 2016) theoretical resources for archival study; 2) Australia’s national textbook archive, and 3) the challenges in praxis for an Anglo-Celtic, settler colonial researcher and English teacher educator in this space. It offers questions, insights and creative possibilities for others, both locally and internationally, seeking to decolonise curriculum and professional dialogue.
References
Araluen Corr, E. (2018). Silence and resistance: Aboriginal women working within and against the archive. Continuum, 32(4), 487-502. doi: 10.1080/10304312.2018.1480459
Harkin, N. (2020). Weaving the Colonial Archive: A Basket to Lighten the Load. Journal of Australian Studies, 44(2), 154-166. doi: 10.1080/14443058.2020.1754276
Moore, N., Salter, A., Stanley, L., & Tamboukou, M. (2016). In other archives and beyond. In N. Moore, A. Salter, L. Stanley & M. Tamboukou (Eds.), The archive project: Archival reseach in the social sciences (pp. 1-30). Abingdon UK: Taylor and Francis.


Larissa McLean Davies & Pauline Thompson (Australia)
INTRODUCING THE CONCEPT OF LITERACY INSTRUCTIONAL LEADERSHIP FOR SCHOOL AND SYSTEM WIDE IMPROVEMENT.

This study investigates the development of leaders in secondary schools regarding Instructional Literacy Leadership. We argue that leaders in secondary schools can drive school wide improvement through the development of their capacity as literacy leaders. Our study identifies the importance of building the leaders’ knowledge and understanding of literacy practices and their classroom application. We also highlight how leaders can lead a program of change in their schools and the specific leadership practices which are required to successfully lead this change.
The data from this study is derived from a substantive on-going system-wide professional learning project involving principals and middle leaders from a network of 11 regional and rural schools in one state in Australia. Each school identified teams of middle leaders to participate in 5 days of professional learning over a 12-month period. A separate 2-day program was in place for the principals. A key part of the program was working with the school teams to identify an area of focus relevant to the specific needs of their context to design and implement a literacy action learning project, gathering evidence along the way.
Embracing a case study research design, a range of data was collected at all stages throughout the program. The data included transcripts of interviews, feedback and reflections from participants and artefacts from the professional learning sessions. This data was collated and subjected to thematic and content analysis.
The findings of this study offer insights into the role of literacy leadership and instruction in the context of school and system wide improvement. Furthermore, we introduce the concepts of literate practices of leaders and literacy instructional leadership.


Byeonggon Min & Youngin Choi & JeongYi Baik & Yewon Kim & Sohyun Eum ()
EXPLORING STUDENTS' LANGUAGE MODE SELECTION IN LITORACY CLASSES

The term “litoracy”, first coined by Burn(2009), refers to the combination of literacy and oracy within the media environment. It challenges the conventional view that separates literacy from oracy, drawing a distinct line between written and spoken language and that recognizes four skills(listening, speaking, reading, writing) as a single mode. Grounded in the perspective that language abilities interact integratively(Uppstad, 2006), this study delves into “litoracy practices” in classroom discourse, investigating how students select their language modes for learning and how each mode intersects and integrates.
The study aims to (a) capture learners' language mode selection, switching, and mixing during class work while exploring litoracy practices, (b) unravel the structure of (re)contextualized language mode selection, switching, and mixing in classroom discourse, explaining its complexity, and (c) interpret contextualization cues suggesting that learners strategically and complementarily choose language modes during class. To achieve this, moments at which learners use the four language modes were categorized into layers of selection, switching, and mixing. Micro-contexts surrounding them were analyzed at the levels of message units, interactional units, and phase units, aiming to understand comprehending litoracy as a contextualized practice related to talking, interacting, thinking, valuing, and believing in communication culture and understanding and interpreting texts(Bloome et al., 2008; Gee, 2015).
Micro-ethnographic discourse analysis(MEDA) was employed for data analysis, focusing on “telling cases(Mitchell, 1984)” that make theoretical relationships or the complexity of issues visible. This study (a) foregrounds micro-interactions(key events) related to language mode selection, switching, and mixing, providing detailed descriptions, and (b) enables inference of context influencing language mode selection, exploring ways of knowing, doing, and being constructed within the micro-events of the local setting. The study centered on a short-term project-based litoracy class with 38 second-grade middle school students, interpreting language mode selection based on field notes, questionnaires, textbooks, and other outputs. The validity of the analysis was ensured through triangulation and member checking.
This approach facilitates the recognition of language mode selection as “contextualized litoracy practices” rather than isolated acts, perceiving learners with agency as “active designers(Gee, 2015)” who strategically choose language modes considering communication purposes and situations.

(keywords)
literacy, oracy, litoracy practices, contextualization, micro-ethnographic discourse analysis

(references)
Bloome, D., Carter, S. P., Christian, B. M., Madrid, S., Otto, S., Shuart-Faris, N., & Smith, M. (2008). On discourse analysis in classrooms: Approaches to language and literacy research. Teachers College Press.
Burn, A.(2009). Making New Media: Creative production and digital literacies. New York: Peter Lang.
Gee, J. P. (2015). Literacy and Education. Routledge.
Mitchell, C. J.(1984). Typicality and the case study. In Ellen, R. F.(Ed.), Ethnographic Research: A Guide to General Conduct(pp. 238-241). New York: Academic.


Christian Müller ()
L1X2: DUAL FIRST LANGUAGE ACQUISITION IN SIGN LANGUAGE AND SPOKEN LANGUAGE WITH DIGITAL PICTUREBOOKS
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Background: Dual first language acquisition in sign language and spoken language is crucial for deaf and hard of hearing (DHH) children, as delayed language development can hinder their overall growth. Multilingual digital picturebooks can help mitigate developmental risks.

Research questions: The BMBF-project Reading Digital addresses this opportunity and has set itself the following questions, among others: How often are digital picturebooks used? How might training be designed to promote parents’ shared book reading skills? How often and what challenges does this pose for parents of multilingual children?

Theoretical framework: Although picturebooks can support language acquisition, studies indicate a decline in parent-child reading interactions over time (Stiftung Lesen, 2022). Simultaneously, digital picturebooks gaining in importance, offering an opportunity to increase the frequency of shared book reading again (e.g. Cordes et al., 2020). The project aims to empower parents to support DHH children in acquiring dual first languages (sign language and spoken language) through multilingual digital picturebooks and low-threshold training programs.

Methods: In a quantitative study, 125 parents of DHH children with an average age of 6.39 (SD = 2.96), including 39 parents with multilingual children, were surveyed using an online questionnaire. Data were collected on shared book reading practices, the challenges encountered, and the resulting training program requirements. The data were subjected to descriptive and variance analyses.

Findings: Among parents of multilingual children, 43 % encountering challenges. In contrast, only 28 % of parents with monolingual children face difficulties in shared reading. The former reported being significantly more challenged than parents with monolingual children (F (1) = 4.87, p = .030). Despite the potential of digital picturebooks in multilingual settings, only 19 % of these parents use them for shared reading. This emphasizes the need for tailored training in shared book reading skills to help parents facilitate dual first language acquisition in sign language and spoken language.

References:
Cordes, A.-K., Hartig, F., & Egert, F. (2020). Metaanalyse zu Nutzung und Wirkung digitaler E-Books zur Sprachförderung in Kindertageseinrichtungen. IFP Infodienst, 30–33.
Stiftung Lesen. (2022). Vorlesemonitor 2022. https://www.stiftunglesen.de/fileadmin/Bilder/Forschung/Vorlesestudie/Vorlesemonitor_2022.pdf


Dominic Nah (Singapore)
TOWARDS A DIALOGIC ETHICAL CRITICISM: A FRAMEWORK FOR EXAMINING STUDENT RESPONSES TO REFERENT OTHERS AND CLASSROOM INTERACTIONS OF ETHICAL MEANING-MAKING

Since the late 20th century, Literature educators have adopted dialogic pedagogies that connect aesthetic appreciation and other-centred approaches to literary texts. However, Literature educators have expressed an ambivalence towards teaching with other-centered approaches: on the one hand, they believe in the value of exposing students to issues of inclusivity and injustice through referent others – i.e., imagined fictional constructs of the other that reference and point to real others in the world. On the other hand, teachers are also concerned about managing student resistance, inappropriate responses, and ethically sensitive discussions.

Hitherto, classroom research on students’ ethical meaning-making has rarely been connected with theoretical developments of ethical criticism, or conducted in non-western contexts. How can educators better prepare for the range of student responses towards referent others, as well as understand what opens and closes ethical meaning-making in the Literature classroom?

To this end, I propose a framework of dialogic ethical criticism that synthesises an other-centred ethical criticism influenced by Emmanuel Levinas’ ethical philosophy, Hans-Georg Gadamer’s notion of I-Thou relations and hermeneutic conversation, along with existing empirical studies of student responses to other-centered Literature pedagogies.

From here, I establish two areas in this framework. First, I chart a range of student responses to referent others: from receptive and other-centered stances where students orient their responses from the perspective of the other; receptive yet self-centred stances where students are open to the other but take the self as the primary reference; and resistant and self-centred stances where students either objectify or dismiss the other. Secondly, I chart what aspects of classroom discourse open and close, facilitate and inhibit possibilities of ethical meaning-making about the other in classroom interactions.

Developing this framework from both theoretical approaches and empirical data (which also includes both a literature review and my studies of SIngaporean students to other-centered Literature pedagogies), I contend that this theoretical framework has pedagogical implications for how Literature educators can adjust their implicit standards of acceptable discourse and explicit instructional strategies to help motivate and manage students in engaging with ethically complex texts.

[340 words]

References:

Attridge, D. (2015). The work of literature. Oxford University Press.
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, Trans.; 2nd ed.). Bloomsbury.
Nah, D. (In press). Intersubjective Interpretations from Ethical Criticism and Student Responses to Ethically Oriented Literature Pedagogies: An Integrative Literature Review. Australian Journal of English Education, 58.


Peep Nemvalts & Helena Lemendik & Triin Roosalu & Eve-Liis Roosmaa (Estonia)
LANGUAGE DIVERSITY IN ACADEMIA: DOCTORAL STUDENTS' ESTONIAN AS L1
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The Englishisation of HE has become widely discussed in non-Anglophone European countries (Wilkinson, Gabriels 2021). HE educators communicate internationally in English, simultaneously belonging to their local research culture, tradition, and language, facing challenges of integration (Berry, 1997). Across academic communities, L1 carriers may experience a sense of displacement and increasing discomfort in using L1 ‒ resulting, like in Estonia, in decreasing usage of academic L1 altogether (Roosmaa et al. 2014).
This paper reveals the extent of this drop in Estonian usage in academic writing and the experiences of doctoral students in integrating into academic communities that do not value L1.

We surveyed doctoral students' opinions of academic language choice and their challenges with reading and writing in Estonian as L1 in 2012 (n=240) and in 2022 (n=101). It appears that doctoral students of social sciences and humanities (SH), quite like those of natural sciences and technical disciplines (NT), experience finding appropriate terms in L1 as troublesome. When writing in L1, most NT students encounter difficulties: 58% in 2012 and 73% in 2022, with an increasing share claiming they often cannot find a proper term in Estonian. However, the share of SH doctoral students who often cannot find a suitable term in L1 diminished in 10 years from 57% to 48%.

Among the key challenges, "translating a term" emerged acutely (n=23). Some respondents argued that a uniform and univocal LSP vocabulary existed in English (n=25), while others considered Estonian terminology deficient, hard to find, and lacking uniformity (n=36). In this light, the paper discusses the initial results of a study of Estonian terms in doctoral theses in 2022, analysing the linguistic aspects of these terms and their terminological appropriateness in designating a consistent concept system of a domain.


Berry, J. W. (1997). Immigration, acculturation and adaptation. Applied Psychology: An International Review, 46, 5−68.

Roosmaa, E-L., Roosalu, T., & Nemvalts, P. (2014). Doktorantide teadustöö keele valikutest. Ülikool ja keelevahetus. Tartu Ülikooli ajaloo küsimusi XLII, 37−52

Wilkinson, R., Gabriëls, R. (eds.) (2021). The Englishization of Higher Education in Europe. Amsterdam University Press. https://doi.org/10.2307/j.ctv21ptzkn


Hung Wai NG & Choo Mui Cheong & Sau-yan HUI & Wai Ip joseph Lam & Xiaomeng Zhang (Hong Kong)
UNRAVELING THE RELATIONSHIPS OF SELF-EFFICACY, MOTIVATION, AND READING COMPREHENSION ACHIEVEMENT: A NETWORK PSYCHOMETRIC ANALYSIS

Reading proficiency is a fundamental skill with far-reaching implications for academic success and personal development (Mullis & Martin, 2019). Previous research has highlighted the significance of self-efficacy and motivational factors as having influences on reading abilities (e.g., Lee & Jonson-Reid, 2016; Stutz, Schaffner & Schiefele, 2017). However, their level of closeness or distance in a relationship with reading performance remains largely unknown. Moreover, a notable dearth of scholarly investigations is evident in the domain of large-scale assessment, specifically concerning Chinese language.

Contextualised in Hong Kong, this study aims to address these gaps by employing network psychometric analysis approach to unravel the complex relationships among self-efficacy, interest and reading comprehension achievement. This study will rely on data obtained from the Progress in International Reading Literacy Study (PIRLS) in 2021 to investigate the various aspects related to reading performance among fourth grade students from Hong Kong. The assessment framework utilized in this study will be derived from the two reading purposes and four reading comprehension processes outlined in PILRS (Mullis & Martin, 2019). 3830 students from 144 elementary schools participated in this study. They took a reading comprehension test comprised of a literary text and an informational text, and completed a questionnaire regarding self-efficacy, interest and habits of reading. The network psychometric analysis shows that self-efficacy has a close, positive and large effect on reading performance. The motivational factors that promote self-efficacy are interest and need for cognition, while other extrinsic motivations such as competition with peers negatively impacted on self-efficacy. The study sheds light on teaching and learning, especially on the design of learning activities that will encourage reading engagement, which is an aspect that needs to be enhanced in Hong Kong.

Key words: self-efficacy, motivation, reading comprehension, Progress in International Reading Literacy Study (PIRLS), network psychometric analysis

Reference
Lee, Y. S., & Jonson-Reid, M. (2016). The role of self-efficacy in reading achievement of young children in urban schools. Child and Adolescent Social Work Journal, 33(1), 79-89. https://doi.org/10.1007/s10560-015-0404-6
Mullis, I. V., & Martin, M. O. (2019). PIRLS 2021 Assessment Frameworks. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.
Stutz, F., Schaffner, E., & Schiefele, U. (2017). Reading motivation questionnaire for elementary students. PsycTESTS Dataset. https://doi.org/10.1037/t67694-000


George Odhiambo (United Arab Emirates (The))
CREATING A SUPPORTING ENVIRONMENT IN SCHOOLS FOR STUDENTS WITH REFUGEE BACKGROUNDS IN AUSTRALIA

Over the past few years, the number of students from refugee backgrounds in Australia has been on the constant rise. Most youths with refugee background have had a range of traumatic experiences that compound the difficulties in adjusting to a new country and school system. This paper presents a study undertaken with students from refugee backgrounds and their teachers. Based on a qualitative approach, the study employed questionnaires (for teachers and students with refugee experiences), follow up and focus group interviews (with the students). Students with refugee backgrounds often experience significant psychological distress, but many do not receive necessary services. The question of how to foster the resilience and well-being of students with refugee backgrounds and war-exposed youth is a public health concern. The paper will build on the definition of social and emotional wellbeing as well as trauma used within refugee education framework. Given the prevalence and devastating consequences of childhood trauma, there has been a surge in initiatives to help students with refugee backgrounds in schools in Australia. The project explored the academic and emotional issues that the students experience when adjusting to high school and the support they receive at school to cope with their transition. Results showed that students with refugee backgrounds experience a variety of difficulties and barriers to success that are often not recognized. Teachers indicated that there was a significant relationship between English language skills and academic achievement, recommended the provision of more efficient and flexible future pathways for older students and more time and resources to cater for the emotional and academic (particularly literacy) needs of their students. These findings highlight the need for greater efforts to meet the diverse needs of high school students from refugee backgrounds.


Khadija Ouhmidi & Azize Kour & Yamina El Kirat El Allame ()
ATTITUDES OF THE TAGART COMMUNITY TOWARDS THE TEACHING OF AMAZIGH AS AN L 1 IN MOROCCO

Amazigh, one of the mother tongues in Morocco besides Dialectal Arabic (Darija), has been for long a stigmatized and marginalized minority language. Recently, however, under the pressure of the Amazigh Cultural Movement and Human Rights Organizations, the Moroccan authorities have changed their attitudes from total rejection to official recognition. The language is currently being taught at school to both native and non-native speakers of the language. The aim of the present paper is to explore the status of Amazigh language teaching (ALT) in the Tagart community, a High Atlas Mountain area, and to find out about the community’s attitudes towards the teaching of its mother tongue (MT). The main objective of the study is to determine the type of attitudes the members of the community hold towards the introduction of their MT at school and compare them to former studies on the issue, namely Boussagui (2019), Idhssaine (2020). The study also tries to determine whether the age and rural context influence the community’s perceptions of the teaching of Amazigh. Three main questions are addressed, namely (i) what is the status of Amazigh teaching in the Tagart area? (ii) what attitudes does the Tagart community hold towards Amazigh language teaching as an L1? (iii) to what extent do the participants’ age and the rural context influence these attitudes? To answer these questions, a qualitative approach was adopted. The data was gathered by means of participant observation and semi-structured interviews with 48 participants belonging to four different age groups. The thematic analysis of the data revealed that Amazigh is not being taught in Tagart schools. It also showed that Amazigh language teaching (ALT) is highly regarded by the community members. The study highlights the need for ALT in the Tagart area as a means to make the community aware and exposed to the standard variety of Amazigh that is being promoted through the teaching of the language.

Keywords: Amazigh teaching; attitudes; Tagart community; rural context; Morocco.

References
Boussagui, Y. (2019). Language Policy in Morocco: The Case of Amazigh Language-in-
Education Policy [Doctoral dissertation]. Mohamed V University, Faculty of Letters,
Rabat, Morocco.
Idhssaine, A. (2020). Moroccans’ Attitudes towards Amazigh Language Teaching: Patterns and Perspectives. Applied Linguistics Research Journal.
https://doi.org/10.14744/alrj.2020.62634


Wai Kit Ow Yeong (Singapore)
LEARNING BY HEART IN L1 PEDAGOGY: ENVISIONMENT-BUILDING THROUGH MEMORISATION AND RECITATION OF POETRY IN ENGLISH IN SINGAPORE

While educational orthodoxy in the twentieth century historically criticised memorisation as ‘rote learning’, regarding it as an outmoded or anachronistic pedagogical technique (Sedgewick, 2003), recent studies have suggested that memorised poetry constitutes a vital repository which enhances the quality of individuals’ lives (Brandreth, 2021). Furthermore, although the case for poetry memorisation—as a source of intellectual enrichment and emotional consolation—is well-established (Jaques & Whitley, 2022), its pedagogical potential has hardly been explored (Pullinger & Whitley, 2016). Based on Judith Langer’s framework of envisionment-building (2011), and drawing upon Maya Pindyck and Ruth Vinz (2022)’s “poetry pedagogy for teachers”, this qualitative study focuses on the case of the inaugural National Poetry Recitation Competition held in Singapore in 2023, which featured a pre-competition workshop and a recitation competition for 180 primary and secondary school participants. Based on the analysis of video-recorded performances, interviews, and survey responses from participants, this study’s findings reveal that poetry memorisation and recitation can support envisionment-building (Langer, 2011), sparking renewed interest and instilling the joy of poetry precisely through learning by heart. Far from signalling mere rote learning, memorisation and recitation can serve as a promising means to connect with a broader discourse community (Brandreth, 2021). In addition, this interdisciplinary study—which is informed by the results of a national online survey, in-depth oral history interviews, as well as national and school archives—presents a theoretical framework that identifies, streamlines, and organises the factors involved when Literature students learn poetry by heart, integrating elements from both literature education and the science of learning based on three main areas: purposes, prerequisites, and processes of learning (Sweller et al., 2019). Hence, this study offers cause for optimism by challenging and disrupting pre-conceived notions about the value of memorisation, and showing how poetry memorisation practices can be adapted productively as pedagogical activities that endow students with choice and agency in contemporary L1 classroom contexts. Through such processes of adaptation, L1 teachers can extend opportunities to motivate students’ deeper engagement with poetry beyond mere analysis on the page, and by extension, sustain their passion and enthusiasm for English/Literature.


Hyesun Paik (Korea (The Republic Of))
EXAMINING ADOLESCENTS' ABILITY TO ASSESS CREDIBILITY IN ONLINE READING
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The purpose of this study is to explore middle school students' perceptions of credibility assessment in an internet reading environment and to measure their ability to assess credibility. Credibility assessment has become more important and complex in the reading of Internet materials as changes in the digital environment have transformed the way texts are produced and distributed. In the traditional print media environment, credibility assessment of texts is limited to aspects of the internal structure or content of the text, or is based on an identifiable speaker or writer(Kim & Son, 2016). However, in internet reading, assessing credibility is not as easy as finding the author's information. Recent studies have shown that secondary learners struggle to integrate source information in texts and write reflectively about it (Kilii, Brante, Räikkönen, & Coiro, 2020; Pérez, et al., 2018).
This study included 229 students from two middle schools in a large city and a medium-sized city. Students participated in a survey on assessing credibility in online reading and a reading task on assessing credibility. Students read three online sources and rated them on recency, relevance to the assignment, author's expertise, accuracy of content, and objectivity of perspective.
While middle school students perceive credibility assessment as important, they are only moderately likely to check sources or identify sources of quoted material in their online reading. When it comes to actual credibility assessments, students are good at determining surface-level recency and author authority, but struggle to assess credibility by exploring content, such as the accuracy of the content or the objectivity of the point of view.
Despite the increase in online reading, this study shows that adolescents have difficulty assessing the credibility of online sources. Therefore, it is important to develop educational approaches to help students carefully analyze high and low credibility texts from a variety of perspectives.


Johanna Pentikainen & Outi Johanna Kallionpää (Finland)
HOW TO COMBINE WRITING, TRANSMEDIAL SKILLS, AND GAMING? CONDUCTING SYSTEMATIC REVIEW OF RESEARCH, IMPLEMENTING A PILOT STUDY, AND DESIGNING A DIGITAL LEARNING PLATFORM
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Writing is traditionally learned by teacher-selected assignments with pen and paper or a digital writing device in a classroom, where the writer draws from one’s discourse resources acquired by reading. Due to rapid digital development and changes in textual cultures, such learning settings do not necessarily convey the overall importance of writing skills in today's society. Writing consists of a necessary set of skills for self-expression, studying, working, and social interaction in various and ever-evolving contexts. Respectively, weak reading and writing skills may affect one’s life-long development, career plans, and general well-being, potentially leading to marginalization. At the same time, video and digital games are popular amongst today’s youth; gaming as a medium allows gamers to develop agency, be drawn to exciting problem-solving or plot lines, and join communities meaningful to them — all features that are significant parts of efficient writing, too (Jackson et al. 2022). To improve writing education, we ask how such an agency could be used and transferred to writing education, willing to learn from the adolescents agency-building textual practices (see Stornaiuolo & Monea, 2023), and relying on the current research that combines gaming and writing activities (Lawrence & Sherry, 2021) To apply our findings, we are designing and implementing writing pedagogy that relies on the interaction between a video game-like digital learning platform and pupils´ textual production. Our research project consists of several parts. 1) A systematic review of research discussing digital (video) games in writing learning. 2) Planning and conducting pilot research with 5th and 9th graders in Sm4rt LOC Educational Escape Room Laboratory (Joensuu campus, University of Eastern Finland in 2023). 3) Planning and conducting a digital learning platform with another Finnish research team that studies and implements XR technology (2023-2024). In our presentation, we will discuss our process for a research-based pedagogical application focusing on agency, transfer, and transmedial literacy skills. We are combining findings from a systematic review, pilot games, and collected research data (questionnaires, pupils´ written texts, analyzed quantitatively and qualitatively). We will also present a demo for our digital learning platform that will be published by the end of 2024.



Sarah W. Beck & Karis Jones (2023). Fostering agency through dialogue in classroom writing assessment. Teaching and Teacher Education 124.

Luke C. Jackson, Joanne O’Mara, Julianne Moss & Alun C. Jackson (2022). Expert writers on how to achieve narrative immersion in digital games. New Writing 19:2.

Anne M. Lawrence & Michael B. Sherry (2021). How feedback from an online video game teaches argument writing for environmental action. Journal of Literacy Research 53:1.

Amy Stornaiuolo & Bettany Monea (2023). Pocket writing: How adolescents’ self-sponsored writing circulates in school. Written Communication 40:3.


Anke Piekut (Denmark)
THE STUDENT AS AN INDIVIDUAL IN THE DANISH, NORWEGIAN AND SWEDISH L1 CURRICULUM – A COMPARATIVE ANALYSIS OF VOICE, EXPLORATION AND PERSONAL DEVELOPMENT

In the presentation, I will focus on how the student as an individual is inscribed in the Danish, Norwegian and Swedish curriculum in L1 in upper secondary school. As the three curricula point at similar academic competences and qualification for the students to obtain, the understanding of the student as an individual differs in extent and significance (Deng, 2016; Pinar, 2015; White, 1980). In the Danish curriculum, the notion of ‘personal voice’ (Krogh & Piekut, 2015) in writing is connected to the student as an individual, in the Norwegian curriculum the concept of exploration and creativity seems to afford the recognition of individuality and in the Swedish curriculum, the teaching is supposed to enable personal development and trust as subjective features. The question of which perspectives on individuality are prevalent in the curricula, and how they seem to relate to academic competences and outcome, will be guiding the comparative analysis of the three curricula (Adamson, 2014; Deng, 2016). Three focus-group interviews with Danish L1 upper secondary school teachers on the concept of ‘personal voice’ will complement the comparative curriculum analysis, as research, academic debates and practice show substantial difficulties realizing ‘personal voice’ adequately. Four focus-group interviews with Swedish and Norwegian upper secondary teachers will supplement the analysis of the Norwegian and Swedish curriculum.
How and why weigh individuality as a process of, a necessity for or an aim for education will be explored, as will the different notions of individuality, mentioned above (White, 1980; Davies, 2006). The analysis of the formal curricula will shed light on the relation between individuality and values of knowledge, as the focus-group interviews will aim at the perceived understanding of ‘personal voice’, creativity and personal development as part of the L1 education in upper secondary school.

Keywords: Curriculum, comparative analysis, student as individual, upper secondary
References:
Adamson, B., Morris, P. (2014). Comparing Curricula. In: Bray, M., Adamson, B., Mason, M. (eds) Comparative Education Research. CERC Studies in Comparative Education, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-319-05594-7_11
Deng, Z. (2016). Bringing curriculum theory and didactics together: A Deweyan perspective. Pedagogy, Culture & Society, 24(1), 75-99.
Krogh, E., & Piekut, A. (2015). Voice and narrative in L1 writing. L1 educational studies in language and literature. Special Issue on Scandinavian L1 Research, vol. 15.
Pinar, W. F. (2015). Individuality as an educational project: Kilpatrick, curriculum theory, teacher education. Encounters in Theory and History of Education, 16, 112-128.
Davies, B. (2006). Subjectification: the relevance of Butler's analysis for education. British Journal of Education, 27:4
White, J. (1980). Conceptions of Individuality. British Journal of Educational Studies, 28(3), 173–186. https://doi.org/10.2307/3120284


Sue Pinnick (United Kingdom (The))
HOW MIGHT THE USE OF DRAMA-BASED PEDAGOGY IN THE ENGLISH CLASSROOM (11-14 YEARS) SUPPORT THE INTERPRETATION OF PROSE AND POETRY: AN EXPLORATORY CASE STUDY.

Abstract – Sue Pinnick PhD pre-conference submission

SIG Teacher Education
Theme: Teacher education and professional learning

How might the use of drama-based pedagogy in the English classroom (11-14 years) support the interpretation of prose and poetry: an exploratory case study.

For at least 25 years from the late 1980s up until the early part of the 21st century, the use of drama-based pedagogy was recognised as a valuable tool for teaching and learning in secondary English lessons in England (DCSF, 2008; Ofsted, 2012). However, since the removal of the ‘role-play’ speaking and listening element of GCSE English in 2014, along with the lack of talk in classrooms since the Covid pandemic (Oracy APPG, 2021), practice in this area is becoming more and more neglected. While some secondary English teachers occasionally use active approaches to teaching Shakespeare, the potential of drama to explore prose and poetry remains relatively unexplored. This presentation aims to explore how the use of drama might potentially support students' reading skills as well as engaging them in secondary English lessons.

The presenter will provide an overview of the theoretical framework supporting the use of drama in English lessons to enhance reading skills. The presenter will then share some preliminary results of a qualitative case study that has explored the impact of drama-based activities on students' reading skills. The study involved a group of 20 English teachers and lessons using drama-based activities when reading poetry or prose, over a 12 month period from June 2022 to July 2023. Data has being collected through interviews and lesson observations and is being analysed using Reflective Thematic Analysis (Braun and Clarke, 2021).

It is anticipated that the results of the study will contribute to a deeper understanding of the use of drama in English lessons and how it might support students' reading skills, particularly in the areas of inference and interpretation. The presenter will conclude by highlighting the implications of the study's findings for English teachers, Initial Teacher Education (ITE) educators of English and policy, in addition to the need for further research in this important area.

Potential Discussion points:
1. What are the barriers for English teachers in incorporating drama into literature lessons?
2. How can we train English teachers to use drama-based pedagogy effectively?
3. How can we support students in English classes to embrace the benefits of using drama in lessons?

Keywords:
• Reader response
• Dialogic reading
• Embodied reading
• Qualitative Case study
• Reflective Thematic Analysis

References

DCSF (2008) Teaching for progression: Speaking and listening. National Strategies. Available at: https://dera.ioe.ac.uk/id/eprint/2528/7/sec_en_speaklisten0075008_Redacted.pdf

Braun, V., & Clarke, V. (2021). Thematic Analysis: A Practical Guide. London: Sage.
Ofsted, (2012). Moving English forward: Action to raise standards in English.

Oracy All‐Party Parliamentary Group, (2021). Speak for Change: Final report and recommendations from the Oracy All‐Party Parliamentary Group Inquiry.


Margarida Pocinho & Inês Patrícia Rodrigues Ferraz (Portugal)
BABY BOOKSTART: A PILOT-PROJECT ON MADEIRA ISLAND

Background
Children acquire basic literacy skills from an early age, and several studies have shown that this development plays a fundamental role in learning and acquiring reading and writing. The literature shows that the promotion of reading from an early age holistically promotes the child's development. The skills that children develop through contact with books range from linguistic, cognitive, social, and emotional skills. Through listening to stories, children can understand the feelings of others and simulate social experiences (Bal & Veltkamp, 2013). The role of parents in this project is crucial since they are very significant people for the child and are their closest relational context (Mata & Pedro, 2021), so they will play a role in the child's role in this project. The Madeira Bookstart Project is a longitudinal study whose main purpose is to encourage reading practices in a family context.
Methodology
Participants: Families with children between 0 and 5 years old which received BookStart kits. Six library technicians from reading and education field supporting the BookStart Project.
Instruments: Semi-structured questionnaires with open and closed questions are carried out at the beginning and end of the project, as well as monitoring every six months, since the children 1st to 5th year of age. This is the phase one, which includes children born in 2022, from February to October, and live in the rural village of Madeira.
Findings
Mothers read the BookStart Kit mainly two times a week. They generally read children's stories in the afternoon and/or night. Babies show interest and curiosity. The majority do not visit the Library but are aware of the importance of early reading in their children's academic and professional future. The lack of time for personal and family life and, thus, to read to the children are the obstacles to developing this project.
Conclusions
Implementing this project will bring potential benefits to children: it will contribute to language development, facilitate the learning of reading and writing, and contribute to the establishment of a healthy relationship between parents and children.


Troy Potter (Australia)
TEST
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TEST


Kaisu Rättyä (Finland)
EXPANDING L1 SUBJECT AND CLASS TEACHER STUDENTS' EDUCATION

Expanding L1 subject and class teacher students' education

Studies have shown that there is a close connection between the teacher professionalism, subject didactic knowledge and subject knowledge (Krauss et al., 2017). Previous Finnish research concerning teacher education programs shows that the courses which focus on subject teaching have decreased (Säntti, Rantala, Salminen & Hansen, 2014; Säntti, Puustinen & Salminen, 2018).

First language education (L1) seen through L1 subject curricula is a broad subject field which has expanded since the concept multiliteracy was introduced. In Finland, the contemporary curriculum for basic education (grades 1-9) was published 2014, and it has a strong emphasis on multiliteracy. This emphasis means that new teacher students are entering to the field which is broader than during their own school years. That means that they need broader subject knowledge on literacies, multiliteracy and more subject didactic knowledge. During their teacher education, student teachers should study new skills for L1 education, new elements and teaching skills of the ones which multiliteracy and for example different media, genres and applications do demand. The theoretical framework for the presentation is curriculum coherence. I apply to model of perceived curriculum coherence (Sullanmaa, 2020) and the idea of coherence and continuity during the curriculum for education.

This presentation focuses in curricula in the nine Finnish universities which have class teacher education programs. This study aims to find out what kind of expertise the Finnish class teacher education (for grades 1-6) gives for teacher students 2020s. The research questions are following: how much teacher students study the contents and skills which are related to L1 education, what kind of contents the courses include, and how the courses are placed in the curricula for five year education. This study analysis the class teacher programs curricula which were used 2021–2022. The analysis is an inductive content analysis and data was collected from the published university curricula (internet based webpages for the programs). The comparison is done with a previous study which focused on earlier class teacher education curricula (2017–2018). The results show that class teacher education programs have not reacted on the increased needs in L1 education. Only 5-10 credits (ECTS) of total 300 ECTS for the program is assigned as obligatory first language studies during class teacher student five year master education. The number of credits or even lower than curricula for year 2017–2018. These obligatory studies are mainly placed during the two first years during their education.


André Luiz Rauber & Madalena T.V.D. Teixeira & Paula Coelho Santos (Portugal)
LANGUAGE AND COMMUNICATION IN NON-VERBAL CHILDREN - A PORTUGUESE STUDY
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In school context, it has been observed that there are disruptive situations, being “inclusive education” an important example (UNESCO, 1994). Since 2018 Portuguese primary schools have received several children with special educational needs (Portuguese Law nº 54/2018), including some children that do not speak at all (Maljaars; Noens; Jansen; Scholte; & Berckelaer-Onnes, 2011). In order to understand the impact(s) of inclusion of non-verbal children in the Portuguese school context during the last decade, this research aims to answer to two questions: (i) How do language theories evaluate and prospect the communicative abilities of children commonly classified as non-verbal? and (ii) What is going on in the research in Portugal about this? To answer these questions, a systematic review is being conducted following the reporting checklist of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The studies were eligible and included in this review, collected from Scopus, Eric and Reccap. The main finding, so far, suggest that exists in Portuguese context the “moment of discomfort in L1”.

Decreto-Lei nº 54/2018 da Presidência do Conselho de Ministros. (2018). Diário da República: 1ª Série, nº 129. https://files.dre.pt/1s/2018/07/12900/0291802928.pdf

Maljaars, J.; Noens, I.; Jansen, R.; Scholte, E. & Berckelaer-Onnes, I. V. (2011). Intentional communication in nonverbal and verbal low-functioning children with autism, Journal of Communication Disorders, Volume 44, Issue 6, pp. 601-614.

UNESCO and Spain Ministry of Education and Science. (1994). The Salamanca Statement and Framework for Action on Special


Jemima Rillera Kempster (Australia)
BUILDING BRIDGES AND CULTIVATING LINGUISTIC ASSETS: BUILDING ON STUDENTS' L1 RESOURCES THROUGH PARENTAL ENGAGEMENT IN ENGLISH LANGUAGE EDUCATION

The involvement of parents and families is often believed to provide a strong foundation for children's academic success and personal growth. Research has shown that parents play a crucial role in developing and supporting language and literacy skills throughout their children's schooling (Heinrichs et al, 2023). The latest Australian census (2021) confirms that nearly half of the population has parents born overseas and over 300 languages spoken at home, and yet, the knowledge and experiences of migrant and refugee-background parents are often minimised or dismissed in the education system. Home languages continue to be perceived as a threat rather than a bridge to learning the dominant language. To create inclusive and compassionate learning spaces, our classrooms must reflect more closely the reality of a culturally and linguistically diverse Australian population. This presentation will present findings from a doctoral research project that examined the educational experiences of adult English language learners with limited education and literacy skills from their homelands to online learning during the COVID-19 crisis. The study aims to provide insights into their educational trajectory and examine the systemic and structural vulnerabilities that restrict equitable access to knowledge, public discourse, and meaningful participation in the community. By listening to the narratives of adult English language learners through their Educational Journey Maps, it is hoped that students from culturally and linguistically diverse backgrounds can be holistically supported in their academic success by tapping into the greater ecology of knowledges (Santos, 2007) of their parents and/or elders.

Heinrichs, D.H., Hager, G., McCormack, B.A. & Lazaroo, N. (2023) Blurring English language binaries: a decolonial analysis of multilingualism with(in) EAL/D education, Changing English, 30 (3), 286-300, DOI: 10.1080/1358684X.2023.2214086

Santos B. de S. (2007). Another knowledge is possible : Beyond northern epistemologies. Verso.


Alessandro Rosborough & Corinna Peterken (United States)
PLAY, IMAGINATION, AND AFFORDANCES: SUPPORTING CHILDREN’S AGENCY IN L1 AND L2 LEARNING THROUGH TEACHER-STUDENT ROLE-REVERSAL

From a Vygotskian (1987) theoretical perspective, language constitutes the primary mediational tool for teachers and learners to create semiosis, meaning, and sense of the world around them. Teachers and students must carefully listen and respond to one another in significant and meaningful ways, especially early first language and second language learners. While emergent first and second language (i.e., emergent bilinguals) learning differ, an important shared goal is to bring all participants together in a manner where collective thoughts and experiences create a shared sense of symmetry in their learning paths. In such a scenario, Vygotsky’s ZPD and embedded concept of play support the student-as-teacher and teacher-as-student role-reversal. This work presents and elaborates on emergent examples that demonstrate the benefits of play and imagination for language learning in young students. The coupling of language with multimodal affordances in the environment supports emergent L1 and bilingual children as they use one of their earliest forms of communication, gesture, with additional modalities (e.g., texts/technology) to create meaning and shared understanding not readily available through the verbal channel alone (McNeill, 1992). Moving away from a focus on L1 verbal input/output communicative patterns in lessons, the establishment of play and imagination as central to the learning and development process shifts lessons and teachers away from direct teach-to-the-test type answer patterns to playful and imagination-filled spaces where the child’s agency, meaning, and sense-making abilities come to the forefront. This research uses case study data from multiple prek-3 L1 and L2 acquisition contexts to analyze and describe how gesture and other modalities (drawing, photos, quilts, and so forth) support the role reversal of the teacher-student relationship. Findings demonstrate how interactive play and space for imagination, including acceptance of contingent answers (author, 2023), were extended through teacher-student role-reversal and benefited from multiple modalities, creating further affordances for the students to use. We conclude that such playful spaces created shared-intentionality and extended languaging (Swain & Watanabe, 2013) which developmentally benefit literacy learning for early L1 and L2 learners in ways not readily available through traditional L1 lesson plan teaching patterns and curriculum.

Key Words: play, imagination, agency, symmetry teaching

References

author. (2023)

Swain, M., & Watanabe, Y. (2013). Languaging: Collaborative dialogue as a source of second language learning. The encyclopedia of applied linguistics, 3218-3225.

McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago, IL: University of Chicago Press.

Vygotsky, L. S. (1987). Thinking and speech. In R.W. Rieber & A.S. Carton (Eds.), The collected works of L.S. Vygotsky, Volume 1: Problems of general psychology (pp. 39–285). New York: Plenum Press.


Mobina Sahraee Juybari (Australia)
ORIENTATIONS TO LANGUAGE AS RESOURCE IN WORLD LANGUAGES STUDIES IN AUSTRALIAN HIGHER EDUCATION

Ruiz (1984) proposed a typology of language orientations, distinguishing 'language-as-problem', 'language-as-right', and 'language-as-resource'. Language is seen as a resource with various dimensions such as cognitive, cultural, social, and citizenship aspects (Lo Bianco, 2011) in language education setting. Despite this, there is a notable gap in exploring the representation of language states in multilingual English-speaking countries, such as Australia (Mason & Hajek, 2018). This study aims to investigate how language is perceived within world language studies programs in the context of higher education. The term world languages refer to the languages that are widely spoken across the world such as English, Spanish, Chinese, Arabic. This study focuses on orientations towards language(s) in Chinese and Spanish world language studies within Australian higher education institutions. To achieve this, the research conducted interviews with Chinese and Spanish language educators and program coordinators, observed language educators' classes, and administered student surveys to gain insights into how the language of instruction and other languages used in the classroom are viewed. The findings revealed variations in the perception of the language of instruction in Chinese and Spanish language studies classes, as well as differing orientations towards students' languages. Furthermore, the observations underscored the dynamic nature of language as a resource, which varies depending on the instructional context. This study has important implications for understanding the role of language and language diversity as valuable resources within higher education world language studies, not only in Australia but also beyond.

Keywords: Higher education; Language as a resource; Multilingualism; World language studies

Reference:
Lo Bianco, J. (2001). Language and literacy policy in Scotland—SCILT. Retrieved from https://www.scilt.org.uk/Portals/24/Library/publications/languageandliteracy/Language%20and%20literacy%20policy%20in%20Scotland_full%20document.pdf


SONGLAK SAKULWICHITSINTU (Thailand)
HOW IMPORTANT IS AI LITERACY TO TEACHING AND LEARNING AT AN OPEN UNIVERSITY? : A SHORT REVIEW

Abstract. This review of relevant literature revealed that AI literacy is increasingly important. AI literacy is integral to the mission of open university as it empowers students to navigate the evolving academic landscape, enhances their research capabilities, prepares them for future careers, fosters interdisciplinary collaboration, and instills a sense of responsibility in the use of AI technologies. As open university continues to uphold its commitment to academic excellence, integrating AI literacy into the curriculum becomes paramount. The possible research question can be how teachers support students’ online learning to ensure that the use of AI is ethical. The short review of 20 research publications were compiled, starting with the advancement of artificial intelligence or AI, which is more necessary and relevant to everyone's daily life. AI literacy refers to a basic understanding of AI. It covers key concepts, principles, and practical applications. It is also related to the ability to understand the basic workings of AI systems, perception of the impact of AI on society, and making decisions, using a variety of information about AI technology. Most studies, especially online learning, acknowledged that not only technology experts but also everyone needs to understand the concepts of AI and related technologies, emphasizing that AI literacy will help each person make systematic and correct decisions. From the use of AI to process the required information, there has been an exchange and cooperation between students and teachers to ensure that the use of AI is ethical, with AI literacy being another necessary skill for people in this new era. Overall, open university students should graduate with AI literacy skills which empower them to excel in a technologically advanced academic environment while contributing ethically to the broader societal implications of AI.

Keywords: AI literacy, online learning, open university, AI technology.

References
1. Chen, Xieling, Haoran Xie, and Gwo-Jen Hwang. "A multi-perspective study on artificial intelligence in education: Grants, conferences, journals, software tools, institutions, and researchers." Computers and Education: Artificial Intelligence 1 (2020): 100005.
2. Hornberger, Marie, Arne Bewersdorff, and Claudia Nerdel. "What do university students know about Artificial Intelligence? Development and validation of an AI literacy test." Computers and Education: Artificial Intelligence (2023): 100165.
3. Kim, Jihyun, et al. "My teacher is a machine: Understanding students’ perceptions of AI teaching assistants in online education." International Journal of Human–Computer Interaction 36.20 (2020): 1902-1911.
4. Ng, Davy Tsz Kit, et al. "AI Education and AI Literacy." AI Literacy in K-16 Classrooms. Cham: Springer International Publishing, 2022. 9-19.


Glais Sales Cordeiro (Switzerland)
LEGITIMIZING CONCEPTUAL AND DIDACTIC TOOLS THROUGH A COLLABORATIVE DIDACTIC ENGINEERING RESEARCH INTERCONNECTING TEACHING PRACTICES AND RESEARCH: A MEANS OF SUSTAINING TEACHERS' AND RESEARCHERS’ 'JOY, PASSION AND ENTHUSIASM'?

Starting from issues regarding reading comprehension (L1) teaching and learning with storybooks in early primary school (students aged 4-8), we present in this paper presentation the conditions of emergence and construction of notional and didactic objects in a Collaborative Didactic Engineering Research (CDER) associating researchers and teachers (Cordeiro & Aeby Daghé, 2021) carried out in Geneva (French-speaking Switzerland). Following authors who point out the limits of 'theory-practice duality' (Design-Based Research Collective, 2003; Morales et al, 2017), our aim is to highlight the process of legitimization of a conceptual tool, the 'narrative-character system', and a didactic tool, the 'minimal activity circuit', by relating this process to the question of how to sustain teachers' 'joy, passion and enthusiasm', addressed in the introductory text of the Conference. The following research questions underlie our study: To what extent does the research design respond to teachers' interrogations and needs? Under what conditions does the research project engender the co-construction and legitimization of tools for both teachers and researchers on Didactics of French L1?
Our theoretical framework is based on the notion of 'didactic transposition' (Chevallard, 1985) and that of 'teaching object' as it is transposed for teaching and learning in the classroom (Schneuwly, 2009).
The research design is similar to that of a Design-Based Research. The design, implementation and readjustments of conceptual and didactic tools are continuous and involve a constant back-and-forth movement between research and practical claims. However, the latter may lead to fundamental transformations in the former as well. Data analysis is based on videos of activities carried out in 9 classrooms and audio recordings of 8 working sessions per year of 3 hours each over the four years of the project. Results show that legitimizing the tools developed throughout the project cannot be understood solely by a top-down transpositive process: the first half of the project is characterized by a cycle of successive co-constructions of both conceptual and didactic tools where the researchers’ contributions seem more significant; the second half, by the creation of a common space for design, discussion and analysis grounded as much in teacher practices as in research.


Royce Salva ()
INTERSECTIONALITY OF INDIGENEITY AND DISABILITY: UNVEILING ISSUES TO EDUCATIONAL PARTICIPATION OF INDIGENOUS LEARNERS WITH DISABILITIES

This paper is part of a doctoral dissertation that delves into the lived experiences of learners with disabilities from a particular indigenous community in the Philippines. Through the lens of the intersectionality framework, the intersecting identities of indigenous learners with disabilities were explored, primarily focusing on the educational issues they encounter. With the end goal of developing a culturally responsive special education framework for indigenous peoples with disabilities, this qualitative research employed a phenomenological approach to unveil the lived experiences of nine indigenous learners with disabilities, or co-researchers as referred to in the study. For the data collection, a basic information sheet, an observation checklist, a semi-structured interview questionnaire, and questions for the focus group discussions were utilized. The collected data was analyzed using the modified van Kaam method of Moustakas, as well as the thematic analysis of Braun and Clarke. The results reveal these four overarching themes that captured the educational issues of my co-researchers: (1) equity and accessibility issues; (2) social issues; (3) psychological, emotional, and motivational issues; and (4) cultural issues. Furthermore, these issues transpire at five distinct levels, ranging from the individual to the government and policy level. Each level corresponds to a sphere of influence, including key players who could impact the experiences of indigenous learners with disabilities. It was concluded that understanding these levels and their key players is crucial to fostering inclusivity in schools and addressing the intricate challenges of learners with intersecting indigeneity and disability.


Wayne Sawyer (Australia)
LITERARY KNOWLEDGE: A CURRICULAR ARCHIVE.

This conceptual paper arises out of a recently completed Australian Research Council project on Investigating literary knowledge in the making of English teachers. It examines the contested question of literary knowledge by analysing how such knowledge has been presented in an archive of official curriculum documents in subject English in New South Wales (NSW), Australia, since WWII. The documents under consideration will be those which define the official curricula for English in the senior (Years 11/12) secondary years. The paper will ask how literary knowledge is conceptualised and positioned in and through these documents – and whether and how these conceptualisations shift over time. Drawing on such localised history of English curriculum, the paper explores how forms of literary knowledge are realised in official curricula, how student knowledge is positioned, and the implications for pedagogy. It explores how knowledge is represented at different times via the often competing notions of literature and its role in senior secondary English. This analysis sheds light on the competing imperatives and purposes of subject English as realised through literary study – and how, and whether, these are conceptualised as questions of knowledge. It also offers a framework through which teachers might interrogate understandings of literary knowledge, and how this links to concerns about teacher and student agency and understandings of the purposes of subject English.The paper is conceptualised, firstly, around the place of knowledge in literary education (Gibson, 2009;McLean Davies & Sawyer, 2018; Medway, 2010; Pike, 2003; Simpson, 2013; Yates et al, 2019): the status of knowledge as a construct and the particular kinds of knowledges in play. Particular literary theories (eg Felski, 2008; Rosenblatt, 1978; Scholes, 1986) frame the discussion of pedagogy as (effectively) positions on a literary education that play into contestations over state conceptualisations of the literate citizen.


Bernard Schneuwly & Vincent Capt & Christophe Ronveaux (Switzerland)
TEACHING READING OF COMPOSITE TEXTS: USE AND TRANSFORMATION OF TOOLS BY TEACHERS

Reading materials have changed considerably over the last decade: be they narrative or documentary, texts combine several semiotic systems (Kress, 2010; Jewitt, 2014), which makes learning to read and teaching reading more complex. Such “composite” texts are read at school in many disciplines, where they reinforce school inequalities (Bonnéry, 2015). The communication aims to describe and understand the uses and development of didactic instruments (“psychological tools/instruments” in the sense of Vygotsky, 1930/1997) in the field of teaching and learning reading comprehension of narrative and digital composite texts. We observe the use of tools, developed in collaborative research, in function of two independent variables: text genres and school levels (students age from 7 to 14).
We gather teachers of 4H and 5H (students 8 to 9 years old) for the first transition between cycle 1 and 2, and teachers of 8H and 9H (12-13 years old) for the transition between cycles 2 and 3. Each grade includes 3 teachers (3 X 4 grades), i.e. 12 teachers for the first year of our research. This experimentation will be reproduced over a three-year iteration (Nb=36 teachers). We proposed two contrasting texts: an illustrated album containing a rather complex story, familiar to the teachers, and a digital documentary text, unfamiliar to the teachers. Researchers and teachers met to plan a sequence combining different didactic tools that was realized and videotaped. The analysis compared the structure of the planned and realized sequences in function of the two variables.
The analysis of the teaching sequence shows important differences between school levels and texts, and above all a more important difference between planned and realized sequences for the digital texts and for the teachers of secondary level. The reasons of these results will be discussed.
References
Bonnéry, S. (2015). Supports pédagogiques et inégalités scolaires. Études sociologiques. La Dispute.
Jewitt, C. (2014). Different approaches to multimodality. In The Routledge handbook of multimodal analysis (pp. 31–43). Routledge.
Kress, G. (2010). Multimodality. A Social-Semiotic Approach to Contemporary Communication. Routledge.
Vygotsky, L.S. (1930/1997). The Instrumental Method in Psychology. In: The Collected Works of L. S. Vygotsky. Cognition and Language. Springer.


Bernard Schneuwly (Switzerland)
LITERARY TEXTS FROM DIFFERENT SOURCES AS BASIS OF IMMATERIAL HERITAGE IN SWITZERLAND: LOCAL, NATIONAL AND UNIVERSAL/ETHNOCENTRIC ANCHORAGES

Based on the literary texts used in elementary school for language teaching, this paper aims to understand the role of immaterial and educational heritage in the constitution of a Swiss intangible and cultural heritage (on the role of literature for nation building, see Thiesse, 2021). To this end, our analysis spans the 19th and 20th centuries, across Switzerland's three linguistic regions.
We hypothesize that from the inception of modern school systems in the 19th century, literary excerpts in textbooks and children's literature have played the role of vectors not only of academic and educational knowledge, but also of cultural knowledge. The works that contain them are objects of national, cantonal and school memory, enabling both a public use of the past and founding a collective memory linked to the nation.
In order to take into account the various texts offered to schoolchildren, our analysis focuses on three source corpora: official reading books, works dedicated to children (children's literature) and brochures from the Swiss children's reading collection (a series of texts - several million copies - published in the four national languages from 1931 onwards). These corpuses are complemented by official texts (curricula and syllabuses, school laws and regulations).
These various primary sources have been analyzed using both the cultural transfer (Espagne, 1999) and historical-didactic (Bishop, 2019) approaches. The study and comparison of these three corpora reveal the various components of the Swiss intangible and cultural heritage conveyed within the school. They show that the texts proposed aim to anchor students in their local and national context, while also promoting a universal aim, strongly tinged however with an ethnocentric point of view.

References
Bishop, M. F. (2017). Une question de méthode: l’approche historico-didactique en français. In A. Dias-Chiaruttini & C. Cohen-Azria (Eds.), Théories-didactiques de la lecture et de l’écriture (pp.) 225-239). Editions Septentrion.
Espagne, M. (1999). Les Transferts culturels franco-allemands. Paris : PUF.
Thiesse, A. M. (2021). The Creation of National Identities: Europe, 18th—20th Centuries (Vol. 26). Brill.


Rebecca Schuler ()
(MULTI-)LINGUALISM IN THE VIRTUAL WORLD: TOWARDS NEW POSSIBILITIES
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Linguistic education is mainly concerned with the language of instruction without giving a clear approval to the (multi-)lingualism of the students (Şahiner 2022, 69). Against the backdrop of the linguistic diversity of the students and their language repertoires, the question arises to what extent these linguistic repertoires can also be included in monolingually conceived language education?
One opportunity is seen in the inclusion of XR technologies. XR technology is increasingly used as a promising tool in various learning environments to reduce complex learning environments, and to map realities in a structured and immersive way (Radianti et al. 2020, 26). Hellriegel and Čubela (2018, 68) present the multiple potentials of XR, highlighting that, among other things, an activating and constructive process enables social interactions can promote learning with VR. Here, (prospective) teachers and their lecturers face a special challenge, because they must be able to recognize and use the possibilities of digital media as well as digital learning environments for the (multilingual) teaching and learning process. However, there have hardly been any studies in this area that explore the possibilities of using XR with a view to (multi-)lingualism.
In this article, it will be explored how to deal with the ambivalent relationship towards the inclusion of (multilingualism) in language education and how to achieve successful language education with the inclusion of XR. How can the technology be used in such a way that the linguistic repertoires can be included according to the natural language use?

references
- Hellriegel, Jan, und Dino Čubela. 2018. «Das Potenzial von Virtual Reality für den schulischen Unterricht – Eine konstruktivistische Sicht». MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung (Occasional Papers): 58–80. https://doi.org/10.21240/ mpaed/00/2018.12.11.X.
- Radianti, Jaziar, Tim A. Majchrzak, Jennifer Fromm, und Isabell Wohlgenannt. «A Systematic Review of Immersive Virtual Reality Applications for Higher Education: Design Elements, Lessons Learned, and Research Agenda». Computers & Education 147 (April): 103778. https://doi.org/10.1016/j.compedu.2019.103778.
- Şahiner, P. (2022). Wer hat keinen „Migrationshintergrund"? Konstruierte Subjektmodelle im DaZ-Diskurs. Eine kritische Abwägung der institutionellen im Verhältnis zur individuellen Perspektive. In E. Yüksel & L. Hoffmann (Hrsg.). Tagungsband „Mehrsprachigkeit und -kulturalität im Konflikt“ (S. 59–71). Iudicium.


Mani Ram Sharma ()
ENGLISH LANGUAGE TEACHERS’ UNDERSTANDINGS OF LANGUAGE LEARNING ECOLOGY: A NARRATIVE INQUIRY

Language learning ecology is a new concept encompassing various factors
influencing language learning, including the social and cultural context, individual
learning strategies, and available resources and technologies. This study focuses on
the language learning environment and aims to explore the understanding of three
secondary-level English language teachers on this topic. The methodology used in this
study is narrative inquiry, which involved interviewing the teachers to gain a deeper
understanding of their experiences with language learning ecology. The study
revealed several challenges that impact language learning ecology, including
motivation and engagement among learners, the lack of individualized learning
experiences, and the limited availability of technology and resources.
One of the significant challenges identified was the lack of motivation and
engagement among learners, which hinders their ability to learn a new language
effectively. This study suggests that goal setting, feedback, and collaborative learning
can help address this issue. Another challenge is the limited availability of
individualized learning experiences. The study suggests that language teachers can
address this challenge by using differentiated instruction to meet the unique learning
needs of each student. The availability of technology and resources was also
identified as a significant challenge. The study suggests that language teachers can
utilize available technologies and resources to create a more personalized and
engaging learning environment for their students.
In conclusion, this study provides valuable insights into the challenges of a
language learning ecology. It highlights the need for language teachers to take a more
comprehensive approach to language learning that addresses the individual needs of
learners, the cultural and social context, and the availability of resources and
technologies. By adopting a language learning ecology approach, language teachers
can better support the development of multilingual and multicultural competencies
among their students while improving their overall learning outcomes.


Jiyeon Sheo & Li Kang & Naya Choi (Korea (The Republic Of))
LONGITUDINAL INFLUENCE OF EARLY PARENT-CHILD INTERACTIONS ON FIRST-GRADE SCHOOL ADJUSTMENT: THE MEDIATING ROLE OF VOCABULARY SKILLS

As children transition from early childhood to formal schooling, understanding the precursors to their school adjustment becomes paramount. Recent research underscores that parent-child interactions prepare children for school adjustment by fostering a supportive context for learning (Bardack, Herbers & Obradović, 2017; Ki,2020). This study explores the longitudinal impact of parent-child interactions at the age of four on subsequent school adjustment in the first grade, with a focus on language—a key component of school success (Schuth, E., Köhne, J., & Weinert, S). Hence, the current study explores vocabulary skills developed in the first grade as a mediating variable between parent-child interaction and first grade school adjustment. Employing a dataset of 8,898 subjects from the sixth and eighth waves of the Panel Study on Korean Children (PSKC), the study utilized the Statistical Package for the Social Sciences (SPSS) and Analysis of Moment Structures (AMOS) for analysis. SPSS was employed for frequency and correlation analyses to delineate the data's fundamental properties, while AMOS facilitated structural equation modeling (SEM) and bootstrapping to explore the structural relationships among the variables and examine both direct and indirect effects of each path. Accounting for socioeconomic variables (parental educational level and household income), results revealed that parent-child interactions at age four both directly influenced first graders’ school adjustment and had an indirect effect, mediated by their vocabulary skills. These findings underscore the role of early parental interactions in shaping preschoolers’ later school adjustment, with vocabulary skills serving as a crucial bridge in this trajectory. The study emphasizes the value of nurturing parent-child interactions in early childhood and highlights the significance of vocabulary development as a foundational pillar for ensuring a smoother academic transition for children entering primary school.

Reference:
Bardack, S., Herbers, J. E., & Obradović, J. (2017). Unique contributions of dynamic versus global measures of parent–child interaction quality in predicting school adjustment. Journal of Family Psychology, 31(6), 649.
Ki, P. (2020). School adjustment and academic performance: influences of the interaction frequency with mothers versus fathers and the mediating role of parenting behaviours. Early Child Development and Care, 190(7), 1123-1135.
Schuth, E., Köhne, J., & Weinert, S. (2017). The influence of academic vocabulary knowledge on school performance. Learning and Instruction, 49, 157-165.


Mark Shiu Kee SHUM (Hong Kong)
HOW L1 LEARNERS LEARN CHINESE REPORT WRITING IN MELBOURNE AND HONG KONG – IMPLICATIONS FOR GLOBAL CURRICULUM SHARING

Globalisation has resulted in curriculum reform, particularly at matriculation level, in many educational jurisdictions. When Victoria (Australia) and Hong Kong reformed their curricula, both claimed that their reforms were intended to develop students' critical and high-order thinking skills, and to foster their ability to learn independently. The question of whether the almost identical reform rhetoric has been translated into identical classroom practice was investigated in a comparative case study of the implementation of the reforms of Chinese writing curricula, specifically relating to report writing, in one classroom in Melbourne (Victoria) and one in Hong Kong. At a macro level, the aim of the study is to explore how the objectives of the two reformed Chinese composition curricula, which appear to have similar objectives have been implemented in two very different contexts. How are these objectives implemented in actual writing classes? At a micro level, the aim of the study is to focus on the teaching of the genre of report writing which is a common component of the two curricula. How is the report genre taught in senior secondary classes in the two different contexts? The study considered the following aspects: teaching cycles; classroom interaction patterns; teachers' views, goals and strategies; students' expectations and, through an analysis of students' writing, the relationship between teaching and learning. For methodology, the study adapted Christie's (1997) 'curriculum macro genre' approach for analysis of teaching cycles. Sinclair and Coulthard's (1975) model of 'conversation' was used for analysis of classroom discourse. Interviews were conducted with teachers and students following classroom observation. Systemic-Functional Linguistics (SFL) (Halliday, 1994, 2004) model was used for text analysis. Results indicated that despite similar educational objectives and rhetoric, major differences arose when it came to implementation in classrooms with diverse cultural, social and linguistic contexts. The paper concluded by highlighting certain factors which curriculum designers must take into consideration if the goal of global curriculum sharing is to be achieved.
Keywords: cultural context, teaching Chinese writing, LI learning, global curriculum, report genre
Reference:
Christie, F. (1997). Curriculum macrogenres as forms of initiation into a culture. In F. Christie & J.R. Martin (Eds.), Genres and institutions: Social process in the workplace and school, pp 134-160. London: Cassell.
Halliday, M.A.K, (1994). An introduction to functional grammar. London: Edward Arnold.
Sinclair, J. & Coulthard, R.M. (1975). Towards an analysis of discourse. London: Oxford University Press.


Christian Smidt Alenkjær (Denmark)
TOWARDS INQUIRY-BASED LITERARY HISTORY TEACHING IN DANISH UPPER SECONDARY EDUCATION

This paper presents a PhD project which will explore a new way of understanding the subject knowledge of literary history teaching in L1. This new way combines inquiry-based literature teaching, the manuscripts of Hans Christian Andersen and their digital accessibility. The project is a qualitative and multiple case study and is connected to the publication of The Fairy Tales and Stories of Hans Christian Andersen – the Digital Manuscript Edition, abbreviated EHDM in Danish (H.C. Andersens Eventyr og Historier – den digitale manuskriptudgave). The background for the project is previous research which has indicated that literary history teaching in upper secondary education faces significant challenges in Denmark and internationally (Davies et al. 2017; Beck 2019). The research questions are:
1. Theoretically, what characterizes an inquiry-based approach to teaching H.C. Andersen's fairy tale manuscripts, which also incorporates the digitization of the manuscripts in the teaching?
2. What happens when implementing a designed learning material based on the theoretical understanding of inquiry-based literature teaching in the classroom practice?
3. What kind of subject knowledge does this new way of literary history teaching in upper secondary education bring into play compared to the subject knowledge of literary history teaching that does not use the developed learning material?

The theoretical framework of the project is practice theory (Kemmis et al. 2014). The hypothesis is that the three components can transform the practice architecture of the subject and enable a new kind of subject knowledge. Methodologically, Design-Based Research is applied: Learning material, based on inquiry-based literature teaching and EHDM, is designed to bring this new kind of subject knowledge into play in the classroom. The paper presentation focuses on whether the tested learning material transformed the practice architecture of the subject.

References:

Beck, S. (2019). Læs Andersen! København: U Press.

McLean Davies, L., Martin, S. K. and Buzacott, L. (2017). “Worldly Reading: Teaching Australian. Literature in the Twenty-first Century.” English in Australia 52 (3), (pp. 21–30).

Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing practices, changing education. Singapore: Springer.


Christian Smidt Alenkjær (Denmark)
HOW TO COMPARE PRACTICE ARCHITECTURES WITHOUT LOSING ANALYTICAL SENSITIVITY?

In my PhD Towards Inquiry-Based Literary History Teaching in Danish Upper Secondary Education I will explore a new way of understanding the subject knowledge of literary history teaching in L1. This new way combines inquiry-based literature teaching, the manuscripts of Hans Christian Andersen and their digital accessibility. The project is a qualitative and multiple case study. Using Design-Based Research (Hansen et al. 2019) as a method, a learning material based on inquiry-based literature teaching and the digitized manuscripts will be designed to bring this new kind of subject knowledge into play in the classroom. In two cases the learning material will be tested in classrooms. These two cases will be compared to two other cases where teaching will focus on the same Andersen works, but not use the developed learning material. Through a comparison between the cases the project will explore whether the learning material brought a new kind of subject knowledge into play. The project will use the theory of practice architectures (Kemmis et al. 2014) to see if the learning material transformed the practices architectures as intended and thereby made a new kind of subject knowledge possible.

The data gathering has shown that the practice architectures of each classroom practice of the four cases are radically different: They are made of a lot of different variables. This poses two questions for my analysis phase (my points of discussion): How to compare different practice architectures without losing analytical sensitivity? And what data to focus on (and what to leave out) in analysis without losing nuance?


Keywords: Design-Based research, the theory of practice architectures, case study analysis and comparison

References:

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. L1-Educational Studies in Language and Literature, 19, 1-32.

Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing practices, changing education. Singapore: Springer.


Lorna Smith (United Kingdom (The))
HANDS ON: SUPPORTING TEACHERS TO ADDRESS RACE IN ENGLISH LITERATURE THROUGH DEVELOPING A BLACK DRAMATIST AND DRAMA ‘PLAYBOX’ USING ARTEFACTS IN THE UNIVERSITY OF BRISTOL THEATRE COLLECTION

"Bristol: a city divided?" (CDE, 2017) highlighted stark inequalities between the educational outcomes of Black and White students: Bristol ranked 345/348 of districts in England and Wales for educational equality. The Report identifies ‘the unrepresentativeness of the curriculum’ (p.3) as a key factor. This unrepresentative curriculum is particularly apparent in subject English: the national curriculum’s insistence that GCSE English Literature texts are by ‘British’ authors has manifested in a largely pale, stale, male offering at secondary level (11-16) (Smith, 2020). While some schools have revised their offer in response to #BlackLivesMatter, the lack of representation in Drama remains particularly acute (Smith, 2020).

Many English teachers wish to rebalance their curriculums, yet some do not know how, or lack the confidence to address issues of race and ethnicity for fear of inadvertently causing offence (Glowach et al, 2023; Salah, 2023). This multi-disciplinary project aims to begin to empower them, through exploring a play by a Black British playwright featuring Black and White characters, "A Bitter Herb" (Kwei-Armah, 1998), and Shakespeare’s "Othello".

Although some well-reviewed online resources are now available to promote a decolonised curriculum, these are arguably ‘at one remove’. Teachers in this project will instead have tactile contact with a ‘PlayBox’ of physical artefacts during CPD workshops, then use them in school. The research asks whether and how the immediacy of ‘hands-on’ approaches using props, photos, programmes, etc. from the Theatre Collection might develop English teachers’ confidence and racial literacy.

Data will be collected through questionnaires and focus groups during spring 2024. We hope ‘playing with the Playboxes’ stimulates discussion about race and identity, normalising and celebrating Black literature in the curriculum.



CDE (2017) Bristol: a city divided? Ethnic Minority disadvantage in Education and Employment. Runnymede Trust. https://hummedia.manchester.ac.uk/institutes/code/briefings/localethnicinequalities/CoDE-Briefing-Bristol.pdf [19.10.23]

Glowach, T et al (2023) Making spaces for collaborative action and learning: Reflections on teacher-led decolonising initiatives from a professional learning network in England. Curriculum Journal. 34:1 pp.100-117 https://doi.org/10.1002/curj.186

Saleh, A (2023) Black British Literature in the Secondary English Classroom. Changing English. https://www.tandfonline.com/doi/full/10.1080/1358684X.2023.2253178 [19.10.23]

Smith, L (2020) Top Ten Texts: A survey of commonly-taught KS3 class readers. Teaching English. 23 pp.30-33


Miji Song & Hyelin Lee & Jeong Hee Ko (Korea (The Republic Of))
POETRY EDUCATION THROUGH L2 TRANSLATION OF L1: A CASE STUDY OF HIGH SCHOOL LEARNERS WITH KOREAN AS L1 AND ENGLISH AS L2

This study investigates how Korean high school students, whose primary language is Korean (L1) and who have received English language (L2) education since elementary school, interpret Korean poems when translating them into English. While not fluent in English, they possess enough ability to perform translations with dictionaries or translation software. We propose that translation acts as a scaffold, encouraging learners to explore semantic differences between languages, thus fostering interpretations of native literary texts.
Our central research question is to investigate how translating Korean poetry from L1 to L2 influences high school students' interpretations of the original texts. This research grounded on the learners' multilingual capabilities and intertwined identities, transcending the monolingual perspective prevalent in L1 education. Contemporary research in language identity challenges the traditional notions of 'nativeness' and monolingualism' (Rampton, 1995). Korean students are not solely native speakers; instead, they predominantly use Korean while possessing multilingual resources. Furthermore, in the language education realm, it is suggested that the influence between L1 and L2 is bidirectional (Altmisdort, 2016). They mutually impact each other linguistically and in the concept restructuring (Pavlenko, 2000).
We designed a poetry class in which learners translate key phrases of poetry and discuss the translated content with classmates. Then, we collected their translation and discussion materials and analyzed them through the thematic analysis method. Our findings indicate that translating literature from L1 to L2 detaches texts from their inherent familiarity and established interpretations, enriching the interpretive process with diverse perspectives. This study underscores the value of leveraging multilingual resources in literary education and highlights how learners can engage with literature through their integrated linguistic abilities.

Altmisdort, G. (2016). The Effects of L2 Reading Skills on L1 Reading Skills through Transfer. English Language Teaching. 9. (9). 28-35.
Pavlenko, A. (2000). L2 Influence on L1 in Late Bilingualism. Applied Linguistics, 11, (2), 175-205.
Rampton, B. (1995). Crossing: Language and ethnicity among adolescents. Longman.


Shelley Stagg Peterson & Nicola Friedrich (Canada)
CREATING INCLUSIVE AND COMPASSIONATE SPACES THROUGH PLAYCE-BASED LEARNING

Our recent partnership involved collaborative action research with rural educators in northern Canadian communities to support 3- to 7-year-old students’ oral/written language development. To address the conference sub-theme of language, literature, place, and context, we introduce our theory of language, literacy, identity, power, and culture, we call playce-based learning. Drawing on dominant assumptions from sociocultural theories of language, literacy, and play (e.g., Bodrova & Leong, 2015; Street, 1984; Vygotsky, 1962) and from place-based and place-conscious learning (e.g., Gruenwald, 2003), playce-based learning (Authors, 2022) understands play and oral/written language as social practices contextualized within places. Place is viewed as more than a backdrop to play and young children’s language and literacy learning. Through direct experiences with real-life events and materials within the local environment, children construct identities while engaging in meaning making.

We suggest that a playce-based learning perspective is especially important to teachers and researchers working in the remote northern Canadian communities in which our participants live, work, and learn, whose everyday interactions are situated in social and physical environments that are quite different from the southern urban communities of most language and literacy research. We use a playce-based lens to examine students’ language/literacy learning in a sample of sites from our recent partnership, considering the guiding question, how educators and researchers might create inclusive and compassionate spaces.

We analyzed videos of children engaging in activities related to 10 of the research projects, field notes from meetings with educators, and samples of children’s texts created during the activities, in terms of the interplay between the educators’ and children’s actions and the context in which the activity took place. Our preliminary analysis found educators drew elements from play and place-based education to create activities such as building roads in and creating road signs for the sandbox, and applying for a license, and then ‘fishing’ through a hole in ‘ice’. We suggest these activities transformed dominant assumptions of rurality, rendering them more relevant to the children’s lives and experiences, and scaffolded children’s learning about community and their learning of literacies. Thus, through these activities, educators created inclusive and compassionate spaces for learning.

References

Authors. (2022).
Bodrova, E., & Leong, D. J. (2015). Vygotskian and post-Vygotskian views on children’s play. American Journal of Play, 7(3), 371-388. Retrieved from https://files.eric.ed.gov/fulltext/EJ1070266.pdf
Gruenwald, D. A. (2003). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), 619-654. https://doi.org/10.3102%2F00028312040003619
Street, B. (1984). Literacy in theory and practice. Cambridge University Press.
Vygotsky, L. S. (1962). Thought and language. MIT.


Erika Sturk & Jill V Jeffery (Sweden)
DISCOURSES OF WRITING IN EDUCATIONAL RESEARCH: A REVIEW OF LITERATURE

Writing researchers have frequently used Ivanic’s discourses of writing (DoW) (2004; 2017) framework in studies of writing curricula and instruction. To understand how the framework might be modified for writing research moving forward, we present a systematic review of literature comparing findings from DoW studies situated in differing geopolitical and educational contexts.

Research questions:
1. Which DoWs are most and least represented in research findings situated across varying geographic contexts and education levels?
2. Which DoWs are not included in Ivanic’s framework but are identified in the studies’ findings?

Theoretical framework: The DoW framework is based in an understanding that textwriting is embedded within three domains: cognitions, events, and social contexts (Ivanic, 2004). Based on this understanding, the DoW encompass seven categories that represent ways of thinking about the purposes of writing and how it is represented: skills, creativity, thinking and learning, process, genre, social practices, sociopolitical.

Methods:
We compiled a corpus of 56 research publications by using “discourse[s] of writing” to search our university library databases and Google Scholar. We collected studies that:
• Explicitly used Ivanic’s framework as analytic tool to investigate writing curricula and/or instruction (e.g., via deductive and/or abductive coding)
• Were published in English or Scandinavian

We first sorted articles according to Akker’s (2003) five curriculum categories: written, prescribed, planned, enacted, experienced. Next, to analyse which discourses were most prominent in the findings, as well is which (if any) additional discourses were identified, we coded each study’s findings for DoW categories.

Findings: The results show that text-focused discourses are most prominent and sociopolitical discourses are least prominent. Few studies have identified DoWs other than those included in Ivanic’s framework. The framework is useful as analytic tool across the five curriculum categories.

References:

Akker, J. van den (2003). Curriculum perspectives: An introduction. In J. van den Akker, W. Kuiper & U. Hameyer (Eds.), Curriculum landscapes and trends (pp. 1-10). Dordrecht, Kluwer.
Ivanic, R. (2004). Discourses of writing and learning to write. Language and Education, 18(3), 220-245.
Ivanic, R. (2017). Round table on discourses of writing, and writer identity. Paper presented at the LITUM symposium, 4-5 June, Umea, Sweden.


Dennis Tark (Germany)
L1+L2 DIALOGUES IN GERMAN LESSONS AT PRIMARY SCHOOL: SLAM POETRY AND PERFORMATIVITY
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This conceptual paper is situated as an exploration of the potential of slam poetry in promoting dialogic language skills through creative language engagement in the primary school context. Drawing on examples from personal teaching experiences, the paper explores the question: How can the use of slam poetry serve as an effective tool for promoting dialogic language skills and collaboration between L1 and L2 speakers in German lessons in primary school?

Starting dialogues in German lessons can pose a significant challenge for primary school teachers, particularly when teaching L1 and L2 speakers in the same class. This challenge arises from the fact that both groups of students tend to get stuck in one-word sentences (Tark, in print). However, the use of materials, physical movements, and access to information through various channels can enhance linguistic performance, which encompasses language use and performativity defined by Bryant and Zepter as a "special connection between speaking and acting" (2022, p. 39).

Within the field of German as L1 and L2, there is an emerging discourse on performative language didactics. Moreover, there have been several attempts to come up with new approaches to studying performativity as well as action-oriented activities in German lessons (Bryant & Zepter, 2022; Hille & Schiedermair, 2021, p. 157). The development of intertextual competencies, particularly in the context of intercultural skills, appears to play a crucial role in German language education. These competencies can be gained and further improved through performative dialogic interactions.

In light of these considerations, slam poetry appears to be a suitable tool for promoting dialogic language skills through creative language engagement in the primary school context. Slam poetry is a dynamic form of spoken word performance that combines poetic expression with elements of performance art, often delivered with passion and rhythm. Furthermore, slam poetry provides opportunities for L2 speakers to actively participate in classroom activities and collaborate with L1 speakers. This collaboration serves as the foundation for knowledge transfer as well as mediation and translanguaging between L1 and L2 speakers, thereby minimising the differences between L1 and L2 groups.

The purpose of this talk is to introduce the idea of using slam poetry in class to enhance dialogical skills between L1 and L2 speakers. Theoretical points will be illustrated with examples from my own teaching experience. One of the ways of using slam poetry in primary school involves creating, presenting and discussing acrostic poems and haikus that students have written themselves. Poeticising everyday, seemingly mundane events and things that are relevant for children can motivate them to start dialogical activities and provide engaging topics for discussions. In this case language acquisition occurs through action, interaction, creativity, and implicit grammar instruction.

The described approach aims to provide a framework and a method that teachers can employ when working with culturally and linguistically diverse groups to facilitate L1 acquisition.

Bryant, D. & Zepter, A.L. (2022). Performative Zugänge zu Deutsch als Zweitsprache (DaZ). Tübingen: Narr Francke Attempto.
Hille, A. & Schiedermayr, S. (2021). Literaturdidaktik Deutsch als Fremd- und Zweitsprache. Tübingen: Narr Francke Attempto.
Schäfer, Gerd E. (2001). Prozesse frühkindlicher Bildung, verfügbar unter: https://www.hf.uni-koeln.de/data/eso/File/Schaefer/Prozesse_Fruehkindlicher_Bildung.pdf
Tark, D. (in print). Durch Kreativität zu sprachlichen Handlungen im DaZ-Förderunterricht der Grundschule: Erprobung von Appliqués in der schulpraktischen Übung angehender Lehrkräfte.


Esty Teomim-Ben Menachem & Ilana Elkad-Lehman (Israel)
TEACHERS’ INTERTEXTUAL RESPONSES IN 'HAVRUTA' TO READING AN ANCIENT HEBREW TEXT

The study examines the role played by intertextual connections suggested by teachers engaged in an interpretive dialogue on a 6th-century Hebrew text. The participants were 26 Hebrew-as-L1 teachers in secular schools in Israel, who were asked to study the text in havruta (a traditional Jewish approach to studying sacred texts, involving a dyad of students who debate their meanings). The teachers were also asked to assess its suitability for their own classes. The findings suggested significant variance in the number and content of intertextual connections between the groups, given the teachers’ religiosity or previous experience with traditional Jewish texts. The connections suggested shaped the processing of the text, the teachers’ attitudes’ thereto, and their willingness to teach it. The main conclusion is that studying in multicultural havruta groups where intertextual connections emerge helps interpret the text, view it as relevant for classroom teaching, and soften opposition to it, if any.


Esty Teomim-Ben Menachem & Ilana Elkad-Lehman (Israel)
“ABOVE ALL, THERE’S OUR HUMANITY”: INTERTEXTUAL RESPONSES TO READING AN ANCIENT HEBREW TEXT BY TEACHERS WITH DIFFERENT RELIGIOUS IDENTITIES

Kristeva (1980) coined the term intertextualité as a comprehensive semiotic cultural phenomenon. Faced with any “text”, be it any cultural phenomenon, our experience is influenced by previous encounters with it, which have imprinted our consciousness with a related “text”. Reading creates a three-dimensional space between the addresser, the addressee and the text. The texts being encountered are associated with others known from the past, making one’s reading “intertextual”.
Intertextuality and reading teachers are in the center of this research.
The study examines the role played by intertextual connections suggested by teachers with different identities engaged in an interpretive dialogue on a 6th-century Jewish legend.
Our previous study showed that some teachers in secular schools perceived Jewish ancient text as irrelevant because of a lot of effort to understand it (such as linguistic efforts; structural efforts; lack of prior knowledge, and lack of identification with the characters) and because of a few if any effects that they could see (Teomim-Ben Menachem & Elkad-Lehman, 2022).
In this study the participants, Hebrew-as-L1 teachers in secular schools in Israel, were asked to study the text in havruta (a traditional Jewish approach to studying sacred texts, involving a dyad of students who debate the text and their meanings). The main question was: What intertextual connections do teachers with diverse Jewish religious identities raise when encountering the ancient Hebrew text in a havruta setting and do those connections make the participants feel the text is more, or less relevant?

Eleven recordings of havruta conversations were audiotaped and transcribed; and ten elicitation interviews with some of the teachers referred to the conversation.
In the analysis process, based on intertextual discourse research, we counted the connections, as well as the turns of every connection then we identified the intertextual connections related to Jewish sources or general sources. The findings suggested significant variance in the number and content of intertextual connections between the havrutot, given the teachers’ religiosity or previous experience with traditional Jewish texts. The connections suggested shaped the processing of the text, the teachers’ attitudes thereto, and their willingness to teach it. The main conclusion is that studying in multicultural havruta groups where intertextual connections emerge helps interpret the text, view it as relevant for classroom teaching, and soften opposition to it, if any.
Keywords: intertextual connections, havruta (havrutot in plural), L1 teachers, ancient Hebrew text, Jewish religiosity.
References
Kristeva, J. (1980). Desire in language: A semiotic approach to literature and art. (T. Gora, A. Jardine & L. S. Roudiez, Trans.; L. S., Roudiez, Ed.). Columbia University Press.
Teomim-Ben Menachem, E., & Elkad-Lehman, I., (2022). How relevant is it? Public Elementary School Teachers Encounter Ancient Jewish Texts. L1-Educational Studies in Language and Literature, 22, 1-22.


Stanislav Štěpáník & Monika Šindelková (Czech Republic (The))
WHEN METHODS SHED THE CONTENT: A CASE STUDY IN CZECH LANGUAGE TEACHING

In the teaching community and in the media discourse in the Czech Republic, for various reasons we can observe the need for change in Czech language teaching. The alteration of teaching methods is often seen as the possible solution, especially the use of the so-called non-traditional methods (e.g. Mikulíková, 2010). This implies a different methodological approach to the existing, i.e. traditional, teaching content through various individual learning tasks or learning situations whose basic characteristics are elements of fun, playfulness, cooperation, variability, etc. However, most importantly, so far there has been no research into the impact of these practices on the quality of pupils' learning.

The aim of our study was therefore to analyse the functionality and effectiveness of the selected so called non-traditional method in conveying a certain section of the Czech language curriculum.

We used the mixed methodological approach. As the basic research design we chose a case study, the case being the selected so-called non-traditional method, namely a mandala focusing on the issue of syntactic spelling, specifically punctuation.
The main research method was an experimental intervention (Tymms, 2021) in three 8th grade classes in three different elementary schools. The researcher worked with the pupils from the position of the teacher to ensure that the teaching situation was adequate.
We used a quasi-experimental design with the following steps:
1. pre-test (analysis of the pre-intervention quality of the pupils' punctuation skills),
2. intervention: application of the so-called non-traditional method (the punctuation problem is conceived as colouring a mandala and aims to develop the pupils' punctuation skills),
3. post-test (analysis of the post-intervention quality of pupils' punctuation skills).

The results indicate that the selected so called non-traditional method emphasizes fun and extrinsic motivation, but the connection of the method to the teaching content and the teaching aim is not sufficiently reflected (Janík et al., 2013, 2019; Štěpáník, 2022). The extent of the pupils' improvement in learning outcomes is questionable. Moreover, the method does not sufficiently reflect the target group – the language content (punctuation issues) is age-appropriate, but the form of its implementation is not.

References
Janík, T. (2013). Kvalita (ve) vzdělávání: obsahově zaměřený přístup ke zkoumání a zlepšování výuky. Masarykova univerzita.
Janík, T., Slavík, J., Najvar, P., & Janíková, M. (2019). Shedding the content: semantics of teaching burdened by didactic formalisms. Journal of Curriculum Studies, 51(2), 185–201.
Mikulíková, M (2010). Hry s českým jazykem. In Čeština – jazyk slovanský 4. Ostrava: Ostravská univerzita, 2010. https://konference.osu.cz/cestina/5_konference-sekce-1.html
Štěpáník, S. (2022). The danger of shedding the content in grammar teaching: an example in Czech. Bellaterra Journal of Teaching & Learning Languages & Literature, 15(4), 1–17.
Tymms, P. (2021). Interventions: Experiments. In: R. Coe, M. Waring, L. V. Hedges, & L. D. Ashley (Eds.), Research Methods & Methodologies in Education (p. 179–185). SAGE.


Giannina Urrello Hurtado & Marta Gràcia & Maria-Josep Jarque (Spain)
ASSESSMENT OF TEACHING AND LEARNING PRACTICES TO ENHANCE CHILDREN’S ORAL LANGUAGE IN A KINDERGARTEN CLASSROOM IN PERU

Children who enter school with limited oral language abilities experience difficulties in accessing the curriculum, developing competences and have lower levels of attainment (Massonnié et al., 2022; Seetal & Quiroz, 2021). Previous studies in Peru revealed notable disparities in the Spanish language proficiency of children upon entering school, highlighting the necessity to enhance their communication skills (Minedu, 2016). Teaching practices creating rich and stimulating communicative interactions contribute to pupils’ language development (Hansen & Broekhuizen, 2021; Gràcia et al., 2020; Justice et al., 2008; Law, 2011).
Our research aims to design a teacher development program that focuses on enhancing teaching practices to foster the development of oral skills in children within kindergarten classrooms in Peru. To achieve this goal, the present study is dedicated to: (1) assess communicative interactions in the classroom between teacher and pupils, as well as among the students themselves; and 2) analyze the perceptions of kindergarten teachers about their strategies to promote children's oral skills.
This research project entails a case analysis featuring four teachers from a school situated in Cusco, Peru. The study comprises two classes of 4-year-old children, totaling 48 participants, with a significant number of them being fluent in both Spanish and Quechua. The research instrument utilized consists of the EVALOE (Oral Language Assessment in School Context Scale) developed by Gràcia et al. (2015), designed for assessing communicative interactions within classroom settings. Additionally, the EVALOE interview was administered. Throughout the school year, each class underwent four observations and video recordings. Subsequently, the recordings were transcribed, coded, and analyzed using a category system based on EVALOE, with a focus on its three subscales: Context and communication management, Instructional design, and Communicative functions and strategies.
The findings suggest that, on the whole, classes tend to be centered around the teacher, and educators employ only a limited number of strategies to facilitate interactive and communicative classroom environments that encourage children's engagement and the development of their oral language skills.


Thiru Vandeyar (South Africa)
A CASE FOR Q-METHODOLOGY: TEACHERS AS POLICYMAKERS

The present study set out to determine how Q methodology may be used as an inclusive education policy development process. Utilising Q-methodology as a strategy of inquiry this qualitative instrumental case study set out to explore how teachers, as a crucial but often neglected human resource, may be included in developing policy. A social constructivist lens, and the theoretical moorings of Proudford’s emancipatory approach to educational change anchored in teachers’ ‘writerly’ interpretation of policy text was employed. Findings suggest that Q-method is a unique research approach to include teachers’ voices in policy development. Second, that beliefs, attitudes, and professionalism of teachers to improve teaching and learning using ICT are integral to policy formulation. The study indicates that teachers have unique beliefs about what statements should constitute a school’s information and communication (ICT) policy. Teachers’ experiences are an extremely valuable resource and should not be ignored in the policy formulation process.

Key word: Teachers, Q-methodology, education policy, ICT


Karolina Wawer (Poland)
PHILOSOPHY OF TEACHING AND ITS ROLE IN TEACHER TRAINING WITHIN THE CONTEXT OF A POLISH UNIVERSITY

Agnieszka Kania, Karolina Wawer

The philosophy of teaching statement has become a well-established practice in English-speaking academia, often serving pragmatic and administrative purposes such as application requirements, promotions, awards, and grant procedures (D. J. Schönwetter, L. Sokal, M. Friesen, K. L. Taylor, 2002). However, its primary focus has tended to be on these procedural aspects rather than a profound reflection on teaching, the conceptualization of key ideas and values, and establishing connections between specific approaches and pedagogical, psychological, and philosophical schools of thought (J. E. Beatty, J. S. A. Leigh, K. L. Dean, 2009; 2020).

In our study, we delve into the potential of the philosophy of teaching statement as a tool for deep reflection in the process of teacher training. We analyze 98 essays on the philosophy of teaching written by students specializing in Polish studies from the years 2015-2023. Our exploration aims to uncover beliefs about teaching, the roles of teachers and students, visions of teaching, and the organization of the learning process, while establishing direct connections to pedagogical knowledge. By comparing our findings with modern pedagogies, neuroscience, state policies, and the current Polish school curriculum, we present a nuanced and comprehensive portrait of a Polish pre-service teacher."
Joy E. Beatty, Jennifer S.A. Leigh, Kathy Lund Dean, (2009), Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philiosophies, and philosophy, Journal of Management Education, vol. 33, p. 99-114.
Joy E. Beatty, Jennifer S.A. Leigh, Kathy Lund Dean, (2020), The more things change, the more they stay the same: Teaching philosophy statements and the state of student learning, Journal of Management Education,vol. 44, p. 533-542
Dieter J. Schönwetter, Laura Sokal, Marcia Friesen, K. Lynn Taylor, (2002) Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements, The International Journal for Academic Development, vol. 7, issue 1, p. 83-97.
Abdulghani Muthanna, Higher teacher education: Raising awareness toward constructing teaching philosophy statements, (2022), Athens Journal of Education, vol. 9, issue 2, p. 225-236.


Marie Wejrum (Sweden)
RESOURCES AND STRATEGIES IN ADOLESCENTS’ MEANING MAKING PROCESSES OF ARGUMENTATIVE DIGITAL TEXTS
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Students’ online reading comprehension is a challenging issue for L1 as visual and auditory elements in texts are increasingly important in a changing global textual landscape, where students are constantly exposed to various influence mechanisms.

Drawing on social semiotics (Hodge & Kress 1988) the purpose is to gain new knowledge of adolescent students’ ability to interpret and synthesize meaning from different modalities in argumentative texts, by using the research question “Which strategies and resources appear in the students’ meaning making process?”.

Twelve lessons in three classes (students aged 14-15) in Sweden have been filmed using three video cameras, in which the students read, make meaning and discuss texts individually, in pairs and in groups of four. Intertextual Content Analysis (Hallesson & Visén 2018) was used to examine the transcripts of the video recordings with an expansion to include aspects of visual grammar (Kress & Van Leeuwen 2006).

Preliminary findings reveal students’ frequent use of the layout of the texts to identify claims and evidence – a strategy that produced mixed results. Moreover, the students mastered several strategies to check sources, but most students lacked sufficient background knowledge to be able to evaluate the information they found and tended to be uncritical of sources that appeared to be authoritative. When students brought in specialized knowledge or their own experiences into the text conversations, this constituted a resource that often was used for joint meaning-making. However, many students did not examine the texts thoroughly to gain a complex understanding, nor paying attention to different modalities until explicitly asked to. Hence, the students need to learn and practice effective strategies for reading both argumentative and multimodal digital texts in order to learn to use available resources.

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
Hodge, B. & Kress, G.R. (1988). Social semiotics. Cornell University Press.
Kress, G.R., & van Leeuwen, T. (2006). Reading images: the grammar of visual design (2 ed.). Routledge.


Anna Wileczek & Anita Jagun (Poland)
BETWEEN ENTHUSIASM AND DOUBT: L1 (POLISH) TEACHERS ON THE USE OF DIGITAL APPLICATIONS IN INSTITUTIONAL EDUCATION
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The following presentation aims to analyze L1 teachers’ approach towards the use of digital applications in language education. The incorporation of such didactic tools has been encouraged by the European Union as they lead to the elimination of digital exclusion and the acquisition of technological competencies that are indispensable in modern society (Commission & Directorate-General for Education, 2023). Moreover, the use of ICT instruments in class may boost students' motivation as electronic novelties are vastly appealing to the youngest generation as they reflect their desire to combine the process of acquiring new knowledge with enjoyment and leisure (Prensky, 2001). Nonetheless, PISA 2022 Results (“PISA 2022 Results Volume II,” 2023) suggest that a continuous decrease in students’ educational performance may be the result of unrestricted use of digital gadgets. In the current research, we attempt to investigate the extent to which this dichotomy is visible in L1 (Polish) teachers’ perception of digital tools. Therefore, we decided to analyze the spontaneous utterances of the pedagogues on social media groups for teachers as the professional development networks allow their participants to express their opinions frankly and freely with other individuals who share similar experiences. Thanks to the use of netnography research method and natural language processing tools available on the platform CLARIN-PL, it was possible to investigate the most prevailing issues related to digital applications raised by L1 teachers on social media, as well as discover emotions and universal values expressed in the posts and comments on Web groups for L1 teachers. The preliminary results of the research show that many teachers are enthusiasts of modern technologies - they use social media to seek professional guidance related to the utilization of ICT applications and eagerly share their ideas on working in a digital environment. They also discuss their students’ reactions to particular applications and highlight the importance of engaging the young people into the educational process.

References
Commission, E., & Directorate-General for Education, Y. S. a. C. (2023). Digital education action plan 2021-2027 – Improving the provision of digital skills in education and training: Publications Office of the European Union.
PISA 2022 Results (Volume II) (2023): OECD.
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816

Keywords: L1 education, social media, digital application.


Ching Sum Wong (Hong Kong)
AI-ASSISTED L1 CHINESE LANGUAGE EDUCATION
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Language teaching and learning have been strongly influenced by innovations and the explosion of new technologies in recent years. We believe that the inevitable rise of Artificial Intelligence (AI) tools must be strategically managed rather than resisted entirely. To leverage new trends and enhance the effectiveness of teaching and learning Chinese language, particularly in writing, speaking, reading, listening, and integrated skills, our research aims to explore the potential of using virtual elements as supplementary support in regular L1 Chinese classes at a Hong Kong University.

We have integrated newly invented AI tools include ChatGPT, Heygen, and Synthesia into our teaching and learning design to improve learning outcomes. ChatGPT is utilized for reading and writing training, while Heygen and Synthesia are employed for listening and speaking training.

To effectively master these tools, possessing critical thinking and problem-solving skills is crucial. Therefore, we propose adopting an inquiry-based learning approach. This pedagogical method will encourage students to critically access and utilize AI tools, thereby enhancing their Chinese language skills and enabling them to overcome language challenges.

The research question is: Can AI tools enhance students' academic performance in Chinese language learning? To address this question, we have conducted an empirical research study using a mixed-methods approach, involving both quantitative and qualitative analyses. Research instruments include pre-tests and post-tests, case studies, questionnaires, and semi-structured interviews. The participants were consist of approximately 100 L1 Chinese learners in a Hong Kong university, aged between 18-22.

The study aims to compare the academic performance of university students with and without the assistance of AI tools. The results of this research will provide a solution to the longstanding issue of limited class time for Chinese Language courses and present a revolutionary approach to teaching and learning L1 Chinese language.

References:
Nguwi, Y. Y (2023). Technologies for education: From gamification to ai-enabled learning. International Journal of Multidisciplinary Perspectives in Higher Education, vol. 8, 111-132.
Burke, A.S., Fedorek, B. (2017). Does ‘flipping’ promote engagement? A comparison of a traditional, online and flipped class. Active Learning in Higher Education 18(1): 11-24.


Anne Wood (Australia)
POETRY WRITING A GHOST IN THE QUEENSLAND HIGH STAKES ASSESSMENT ENVIRONMENT.

PHD - Pre-Conference submission online
SIG: Literacies: Reading, Writing and Oracies
Theme: Language and Literature curricula and student agency


Poetry reading has earned a reputation as an academically demanding task in the literature (Andrews, 2018). In contrast, poetry writing has an uncertain reputation. Poetry writing is disappearing from the curriculum as teachers either fear it or think it is too personal to teach (Weaven & Clarke, 2013). This study will investigate how poetry pedagogies have been impacted by an increasingly accountable assessment environment in Queensland. Using Practitioner Inquiry (Cochran-Smith & Lytle, 2015), I have interviewed teachers and curriculum decision makers who have found opportunities for students to be creative and write poetry in their classrooms. I have also interrogated Queensland Education department school publications, including syllabus documents, for taken for granted understandings of poetry writing. As a secondary methodology, I am utilizing Poetic inquiry (Prendergast,2009), as both a means of investigation and as a mode to report my research. To this end, I will situate myself among teacher-poets, include my own experiences, and write poetry to represent and interpret the data. This study aims to increase understanding of what influences a teacher’s decision-making process regarding teaching poetry writing. It aims to provide an account of the implications of high-stakes assessment on creativity in the curriculum, pedagogy, and assessment. In doing so, the study will seek to provide a full and rich understanding of poetry writing pedagogies in Queensland.

Andrews, R. (2018). Multimodality, poetry, and poetics. Routledge.
Weaven, M., & Clark, T. (2013). 'I guess it scares us' - Teachers discuss the teaching of poetry in Senior Secondary English. English in Education, 47(3), 197-212. https://doi.org/10.1111/eie.12016
Cochran-Smith, M., & Lytle, S. L. (2015). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
Prendergast, M. (2009). “Poem is what?” Poetic inquiry in qualitative social science research. International Review of Qualitative Research, 1(4), 541-568.


Fujia Yang (United Kingdom (The))
EFFECTIVENESS OF ACCELERATED READER ON SCHOOL STUDENTS' READING ACHIEVEMENTS AND READING BEHAVIOURS: A SYSTEMATIC REVIEW
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Abstract: This paper presents the results of a systematic review of an internet-based reading program called Accelerated Reader (AR), which is widely used worldwide. AR is a whole-group reading management and monitoring program that aims to stimulate reading enjoyment and independent reading habits among school students. This review of the AR was conducted to analyse its effectiveness as an evidence-based intervention for improving student reading achievement, attitude, and habits. A search of nine social science databases supplemented by other sources found 70 studies that met pre-specified inclusion criteria. Each study is assessed in terms of quality. The most robust evidence suggests that the AR program positively affected students’ reading achievements, especially for secondary school students. However, the effects on students’ reading habits and attitudes are still indeterminate, which requires further assessment. The results of this study may support reforming English reading education in Chinese primary schools.

Keywords
Accelerated Reader, technology, evidence-based intervention, systematic review, reading


Seda Yilmaz Wörfel & Anne Griepentrog & Franziska Kipsch & Michael Krelle (Germany)
A MULTI-SITE VIDEO STUDY EXPLORING THE EFFECTIVENESS OF AUDIO PENS IN PROMOTING READING FLUENCY

To understand texts, readers need basic skills, such as the ability to decode words automatically, an appropriate reading speed and intonation, as well as the ability to extract the meaning of texts (Rosebrock, 2012). Reading skills are of great importance for full participation in the information society. Studies, however, show that one-fifth of elementary school children in Germany have inadequate basic literacy skills, this applies also to reading skills concerning reading fluency (IGLU 2016; Hußmann, Wendt, & Bos, 2017). The trends highlight that this amount is even higher in 2021 (Stanat et al., 2022). These results underline the fact that children with inadequate reading fluency require further support regarding their reading skills at elementary schools. The Project SchuMaS (funded by the Federal Ministry of Education and Research) supports students in disadvantaged areas nationwide and offers various training concepts to promote reading and writing skills.

This sub-study aims to demonstrate the effectiveness of audio pens in enhancing reading fluency among struggling elementary-grade readers in L1 German. The dataset comprises video recordings (pretest, posttest, N=12 videos) capturing classroom interactions during the reading fluency training, teacher questionnaires, and student assessments of reading fluency from 4 participating schools in North Rhine-Westphalia. The study addresses three research questions:
1) To what extent does the integration of an audio pen enhance reading fluency?
2) What is the teacher’s role in a lesson where a digital audio pen has been integrated?
3) What are the classroom interactions (teacher-student, student-student), when using the audio pen?

We will discuss the impact of the audio pen on reading fluency regarding motivation, encouragement of active participation, as well as its impact on self-regulation, such as planning and time management across the different classrooms. We will also focus on classroom interactions, as the audio pen replaces the teacher in some instances, enabling students to practice at their own pace through the read-aloud function.

Overall, this study contributes to a better understanding of how the integration of audio pens influences and shapes interactions within the classroom, ultimately leading to the improved development of reading fluency.

References:
Hußmann, A., Wendt, H., & Bos, W. (2017). IGLU 2016: Lesekompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich. Münster: Waxmann.

Rosebrock, Cornelia (2012). Was ist Lesekompetenz, und wie kann sie gefördert werden? leseforum.ch Verfügbar unter: https://www.leseforum.ch/myUploadData/files/2012_3_Rosebrock.pdf [23.9.2020].

Stanat, P., Schipolowski, S., Schneider, R., Sachse, K. A., Weirich, S., & Henschel, S. (Hrsg.). (2022). IQB-Bildungstrend 2021. Kompetenzen in den Fächern Deutsch und Mathematik am Ende der 4. Jahrgangsstufe im dritten Ländervergleich. Waxmann Verlag GmbH https://doi.org/10.31244/9783830996064


Jessica M.Y. Young & Kwok Chang LAU & Elizabeth Ka Yee Loh & Mark Shiu Kee SHUM ()
USING EFFECTIVE E-LEARNING PEDAGOGY TO SUPPORT STUDENTS WITH DIVERSE CULTURAL BACKGROUNDS TO LEARN CHINESE HISTORY: ACADEMIC PERFORMANCE AND MOTIVATION

The Hong Kong Government announced in 2017 that Chinese History became an independent compulsory subject for junior secondary level students. Some local schools arrange Chinese-speaking and non-native Chinese speaking (NCS) students in the same class. To cater for the needs of all students, e-learning pedagogy we depended heavily on during the epidemic outbreak remains to be a popular pedagogy for such purpose.

Among previous literature, although there are studies looking into how the use of e-learning facilitates students’ learning of different subjects (e.g. Wang et al., 2021), little research focuses on the effectiveness of e-learning on students with mixed-L1 studying with Chinese as the medium of instruction in the Hong Kong context.

In this study, we investigated the effectiveness of the use of e-learning platform designed by the research team (Loh et al., 2019), on students with mixed-L1 learning Chinese History in two aspects, their academic performance and learning motivation.

Based on Shum’s (2010) functional linguistics framework, analysis was conducted both qualitatively and quantitively on the students’ academic performance on three levels – from the word level, to the sentence level and the whole text level; meanwhile, interviews and questionnaires were adopted for comparing the learning motivation of the students before and after the study with reference to Deci and Ryan’s Self-Determination Theory (2004). Through the 1-year study, results show that, the positive effect was found on both students’ academic results and their learning motivation, providing strong evidence that e-learning effectively helped students with diverse cultural backgrounds studying in the mixed-L1 Hong Kong context where Chinese is the medium of instruction.

Deci, E.L., & Ryan, R.M. (2004). Handbook of self-determination research. University of Rochester Press.

Loh, E.K.Y., Sun, K.W., Ki, W.W., & Lau, K.C. (2018). The building and sharing of knowledge: Mobile app assists students of ethnic minorities to learn Chinese writing. The International Chinese Practical Writing Research Symposium. University of Macao.

Shum, M.S.K. (2010). The functions of language and the teaching of Chinese(2nd ed.). Hong Kong University Press.

Wang, C.Y., Zhang, Y.Y., & Chen, S.H. (2021). The Empirical Study of College Students’ E-Learning Effectiveness and Its Antecedents Toward the COVID-19 Epidemic Environment. Front. Psychol. 12:573590. doi:10.3389/fpsyg.2021.573590


Shuo Zhao (China)
ON THE FUNCTION OF HUMOR IN ENGLISH WRITING AS FOREIGN LANGUAGE TEACHING PEDAGOGY
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Abstract:
Writing is a practical process in English as Foreign Language (EFL). At present, there are some popular writing pedagogical methods in western countries such as process, product, and content approaches. They all have their advantages and disadvantages. However, in terms of English teaching tradition in Chinese context and Chinese students’ writing levels, humor teaching pedagogy, which combines the product and the process approaches in English writing pedagogy, is one of the best ways to improve students’ writing skill. Besides, appropriate application of humor can contribute to the improvement of the relationship between students and teachers, stimulate the interest in learning English, and enhance the writing motivation, therefore improve students’ writing ability in quality education. This article aims to prove the validity of the aforementioned viewpoints through a case study in group writing.
Keywords: Humor Function; EnglishWriting; Teaching Pedagogy


Shuo Zhao (China)
ON THE FUNCTION OF HUMOR IN ENGLISH WRITING AS FOREIGN LANGUAGE TEACHING PEDAGOGY
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Abstract:
Writing is a practical process in English as Foreign Language (EFL). At present, there are some popular writing pedagogical methods in western countries such as process, product, and content approaches. They all have their advantages and disadvantages. However, in terms of English teaching tradition in Chinese context and Chinese students’ writing levels, humor teaching pedagogy, which combines the product and the process approaches in English writing pedagogy, is one of the best ways to improve students’ writing skill. Besides, appropriate application of humor can contribute to the improvement of the relationship between students and teachers, stimulate the interest in learning English, and enhance the writing motivation, therefore improve students’ writing ability in quality education.
The article applies product approach by Nunan (1989) and process approach by Keh (1990), which aims to prove the validity of the aforementioned viewpoints through methodology of case study in group writing. The process of humor pedagogy is classified into five steps: Pre-test, Humor Function in Writing and Teaching Pedagogy, Writing Evaluation, Writing Modification, Colloquia between Students and Teachers. Finally, some suggestions are proposed through case study.
Using humor in a classroom can increase learning. Humor can be used to support and illustrate the text as long as the topic of the humor is in accord with the subject. We should avoid forced analogy that might overshadow the lesson. In fact some jokes are very good at illustrating social events while others distract from the lesson. Attention must be paid to the selection of the type of the humor used. Good selections have the power of killing two birds with one stone, they teach both language and culture.
Keywords: Humor Function; English Writing; Teaching Pedagogy

References:
Carrel, P. L. et al. 1988. Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press, P125-128.
Connor, U. 1996. Contrastive Rhetoric: Cross-cultural Aspects of Second Language Writing. Cambridge: Cambridge University Press, P65-70.
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Keh, C. 1990. Feedback in the Writing Process: A Model and Methods for Implementation. ELT Journal 43(4), P294-300.
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Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press, P36-50.
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keyi ZHOU (Hong Kong)
EXAMINING THE ROLE OF TEACHERS IN STUDENTS’ VOCABULARY KNOWLEDGE AND READING COMPREHENSION

Vocabulary plays a critical role in language teaching and learning (e.g., Kame’enui & Baumann, 2012). To enhance educational processes, it is important to understand and improve teachers’ beliefs and practices (Borg, 2015). However, there is a lack of extensive empirical research examining the role of teachers on students’ vocabulary knowledge and reading comprehension.
This quantitative study examines how teachers’ factors influence these outcomes, with 38 teachers and 1,228 students participating. Using questionnaires, the teachers’ beliefs and practices regarding vocabulary teaching were investigated, while students’ vocabulary learning strategies, metalinguistic awareness, vocabulary knowledge, and reading comprehension were assessed. Descriptive analysis was conducted at the student level, and latent profile analysis was performed at the teacher level to identify distinct groups in vocabulary teaching. Furthermore, hierarchical linear modeling was employed to examine the correlations between teachers’ beliefs and practices and students’ learning outcomes.
The results revealed that teachers had a significant impact on student’s vocabulary knowledge and reading comprehension. Teachers are important in helping students learn new vocabulary both explicitly and implicitly. Moreover, teachers play a significant role in improving students’ reading abilities by teaching effective reading strategies, creating a language-rich classroom environment, assessing progress, and providing support.
Additionally, this study discovered that students whose teachers displayed the inconsistency-high practice with low belief profile had significantly higher vocabulary knowledge compared to other teacher profiles. Teachers’ beliefs indirectly influence students’ learning while their teaching practices directly impact learning outcomes. Context factors such as competent teachers, positive classroom climates, well-designed curricula, family support, supportive peers, cultural traditions, and ample learning opportunities all contribute to students’ vocabulary learning.
This study emphasizes the importance of teachers’ vocabulary instruction in language learning and establishes a connection with students’ language learning outcomes. It has significant implications for instructional practices and teacher trainings aimed at enhancing students’ literacy development.

Keywords: Vocabulary knowledge; Reading comprehension; Teachers’ beliefs and practices

References
Borg, S. (2015). Teacher Cognition and Language Education: Research and Practice. Bloomsbury Publishing.
Kame’enui, E. J., & Baumann, J. F. (2012). Vocabulary Instruction: Research to Practice. Guilford Press.