ARLE 2024 in Melbourne
Abstracts for 'ARLE 2024 - On-site participation'
Alya Alshammari (Saudi Arabia)
THE IDEOLOGIES UNDERPINNING NATIVENESS: THEORETICAL INSIGHTS ON DISCURSIVE PRACTICES IN TESOL
Abstract
Tatyana G. Angelova (Bulgaria)
DOES CHAT GPT DISPLACE STUDENT AGENCY IN FIRST LANGUAGE EDUCATION IN BULGARIAN LANGUAGE TEACHING? TEACHER’S VOICE
Abstract
Luis Araujo & Patrícia Costa & Sara de Almeida Leite & Rita Brito (Portugal)
PRESCHOOL TEACHERS’ SELF-REPORTED STORYBOOK READING PRACTICES
Abstract
Julie Arnold (Australia)
FROM FRAGMENTATION TO COHERENCE: STUDENT EXPERIENCE OF ASSESSMENT FOR LEARNING IN ENGLISH
Abstract
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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Abstract
Moses Olusanya Ayoola (Nigeria)
AN EVALUATIVE ANALYSIS OF THE ENGLISH LANGUAGE VARIETY THE SYLLABUS AND THE CLASSROOM INSTRUCTION REALITIES IN NIGERIAN SECONDARY SCHOOLS
Abstract
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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Abstract
Joana Batalha (Portugal)
THE LANGUAGE IN CHILDREN'S HEADS: LINGUISTIC DIVERSITY IN L1 EDUCATION
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Abstract
Katharina Böhnert (Germany)
PEER-TO-PEER IN INCLUSIVE LEARNING GROUPS: HOW COGNITIVELY ACTIVATING ARE INCLUSIVE PEER FEEDBACK CONVERSATIONS?
Abstract
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."
Abstract
Yassine Boussagui (Morocco)
EXPLORING THE STUDENT PERSPECTIVE: AMAZIGH LANGUAGE POLICY IMPLEMENTATION IN MOROCCO
Abstract
Jesper Bremholm & Kristine Kabel & Jeppe Bundsgaard (Denmark)
YOUNG CHILDREN’S TEXTUAL WORLDS: TOPICS AND EMERGENT GENRES IN STUDENTS’ EARLY WRITING
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Abstract
Scott Bulfin (Australia)
CONTENDING WITH CRISES: L1 EDUCATION IN TRANSITION
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Abstract
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.
Abstract
Mark-Oliver Carl & Florian Rietz (Germany)
UNDERSTANDING BARRIERS FOR STUDENTS TO MOVE BEYOND PROPOSITIONAL INFORMATION IN LITERARY READING
Abstract
Jordi Casteleyn (Belgium)
LEARNING TO READ: FROM AN UMBRELLA REVIEW OF READING RESEARCH TO AN INSPIRATION GUIDE FOR SCHOOLS
Abstract
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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Abstract
Eunju Choe ()
“EVERY CHILD MATTERS”: CANADIAN PRE-SERVICE TEACHERS’ CRITICAL ENGAGEMENT WITH INDIGENOUS LIFE-NARRATIVE PICTUREBOOKS
Abstract
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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Abstract
VASILIKI CHRISTOFORATOU (United Kingdom (The))
TEACHING WRITING IN SECONDARY SCHOOLS IN ENGLAND THROUGH LEARNING STUDY
Abstract
Rafaela L Cleeve Gerkens & Julie Choi & Shu Ohki (Australia)
MULTILINGUAL AUTHORS ‘STANDING TALLER’ IN MULTIMODAL ARTS-RICH TRANSLANGUAGING SPACES
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Abstract
Ana Luísa Costa & Xavier Fontich (Portugal)
EDUCATIONAL LINGUISTICS: A STATE OF THE ART
Abstract
Wiebke Dannecker (Germany)
TEACHING LITERATURE IN A SOCIETY OF CHANGE – RETHINKING L1 EDUCATION IN FUTURE CLASSROOMS
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Abstract
Jennie Darcy (Australia)
TITLE: “FEELING PANICKY WHEN WE GET IT WRONG”: CREATING SAFE SPACES FOR ENCOUNTERING DIFFICULT KNOWLEDGE IN ENGLISH CLASSROOMS.
Abstract
Jennie Darcy (Australia)
TITLE: THE A/EFFECTS OF TEACHING LITERATURE
Abstract
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.
Abstract
Megan Davis Roberts & Marisa Tirado (United States)
A PEDAGOGY OF LIMINALITY: TOWARD VISUAL POETRY AS A PRACTICE IN DECOLONIZING CREATIVE WRITING PEDAGOGY
Abstract
Megan Davis Roberts (United States)
ARS POETICA PEDAGOGICAS: A POETIC INQUIRY INTO THE TEACHING OF POETRY AND TEACHER IDENTITY
Abstract
Megan Davis Roberts (United States)
“EVERY DAY DO SOMETHING THAT WON’T COMPUTE:” STUDENT PERCEPTIONS OF DAILY POETRY PRACTICE
Abstract
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
Abstract
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
Abstract
Lucas Deutzmann & Winnie-Karen Giera (Germany)
PROMOTING ARGUMENTATIVE WRITING SKILLS OF NINTH-GRADERS AT LOWER SECONDARY SCHOOLS USING THE SRSD APPROACH
Abstract
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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Abstract
Nicole S Dingwall & Laura Molway ()
WHAT SUSTAINS TEACHERS’ AND STUDENTS’ JOY, PASSION, AND ENTHUSIASM FOR ENGLISH IN THREE EUROPEAN COUNTRIES?
Abstract
Nikolaj Elf & Vibeke Christensen (Denmark)
NORDIC INQUIRY IN QUALITY LITERATURE EDUCATION: DANISH, SWEDISH AND NORWEGIAN TEACHERS’ ENACTMENTS, ADAPTATIONS AND UNDERSTANDINGS ACROSS NATIONAL CONTEXTS
Abstract
Victoria Elliott & Nicole S Dingwall & Paul Riser ()
THINKING DIFFERENTLY ABOUT POWERFUL KNOWLEDGE IN ENGLISH EDUCATION
Abstract
Mabel Encinas (United Kingdom (The))
SONGS, COMMUNICATION AND LANGUAGE IN THE EARLY YEARS
Abstract
Maria Espinosa (Chile)
QUALITY OF ADOLESCENT SCIENCE WRITING AND ITS CONNECTION TO TEACHING PRACTICES
Abstract
Sohyun Eum (Korea (The Republic Of))
WHAT EACH WRITER LEARNS IN GROUPS: ROLES IN COLLABORATIVE WRITING AND THEIR IMPACT ON LEARNING
Abstract
Daria Ferencik-Lehmkuhl ()
TEXT REVISION IN INCLUSIVE GERMAN LANGUAGE EDUCATION - RESULTS OF A MIXED-METHODS STUDY
Abstract
Javiera Figueroa (Chile)
EXPLORING THE NEXUS OF LITERACY: INTEGRATING WRITING AND READING IN LANGUAGE CLASSROOM
Abstract
Ilka Fladung & Joerg Jost & Marcel Illetschko & Michael Krelle & Uwe Lorenz ()
IKMPLUS – INDIVIDUAL COMPETENCE MEASUREMENT PLUS – VOLUNTARY MODULE “LANGUAGE AWARENESS”
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Abstract
Winnie-Karen Giera (Germany)
EVERYONE IS READING! A PARTICIPATORY THEATER PROJECT TO PROMOTE READING COMPETENCE AND SOCIAL INTERACTION IN INCLUSIVE LEARNING SETTINGS
Abstract
Winnie-Karen Giera & Lucas Deutzmann (Germany)
DEVELOPING PERSUASIVENESS IN WRITTEN ARGUMENTATIONS THROUGH DEBATE TRAINING
Abstract
Andressa J. Godoy & Amélia Lopes (Portugal)
FIFTY YEARS OF LITERATURE TEACHING IN PORTUGAL - A STUDY BASED ON TEACHERS' LIFE HISTORIES
Abstract
Andressa J. Godoy (Portugal)
IMPACTS OF EDUCATIONAL POLICIES ON PUBLISHING FOR CHILDREN IN PORTUGAL
Abstract
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
Abstract
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.
Abstract
Andy Goodwyn (United Kingdom (The))
PERSONAL KNOWLEDGE VERSUS POWERFUL KNOWLEDGE? LITERARY RESPONSE, AFFECT AND UNDERSTANDING IN SECONDARY CLASSROOMS IN ENGLAND.
Abstract
John Gordon (United Kingdom (The))
AN ECOLOGICAL VIEW OF L1 TEACHERS’ AGENCY WITH EDTECH: PLACE, SPACES AND FUTURES
Abstract
John Gordon (United Kingdom (The))
TOWARDS A MODEL OF PROFESSIONAL DEVELOPMENT FOR L1 ‘LITERARY CONVERSATION PEDAGOGIES’
Abstract
Aslaug Fodstad Gourvennec & Erin McTigue & Michael Tengberg (Norway)
QUALITY IN L1 INSTRUCTION. A SYSTEMATIC LITERATURE REVIEW
Abstract
Marta Gràcia & Eva Dam Christensen & Atle Skaftun (Spain)
DIALOGIC TEACHING, LEARNING & ASSESSMENT
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Abstract
Bill Green & Marianne Turner & Alex Kostogriz (Australia)
ENGLISH TEACHING, LANGUAGE(S) EDUCATION AND THE POST-MONOLINGUAL CONDITION – A SYMPOSIUM
Abstract
Clarence Green (Hong Kong)
THE LANGUAGE ENVIRONMENT OF CHILDREN’S PICTURE BOOKS: A LEXICAL STUDY USING DATA SCIENCE METHODS.
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Abstract
Svenja Hahn & Volker Frederking (Germany)
ARLE 2024 - PAPER PRESENTATIONS (HYBRID)
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Abstract
Mohammad Nehal Hasnine ()
EXPLORING GENERATIVE AI IN LEARNING CONTEXT GENERATION FOR LANGUAGE LEARNERS: FRIEND OR A FOE FOR WORDHYVE?
Abstract
John M P Hodgson (United Kingdom (The))
LITERACY AND GROWTH: A GENEALOGY OF ENGLISH TEACHING
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Abstract
Susan M. Hopkins ()
RURAL ENGLISH CLASSROOMS AND AUSSIE BATTLERS - SENIOR SECONDARY STUDENTS LIVING OUT THE MYTH
Abstract
Allayne Horton ()
EMPOWERMENT AS AFFECTIVE ENCOUNTER: NAVIGATING THE EMOTIONAL EDGES OF DIFFICULT KNOWLEDGE TEXTS IN SENIOR ENGLISH
Abstract
Allayne Horton & Dominic Nah ()
(RE)SEARCHING THE EXPERIENCED CURRICULUM: NAVIGATING THE 'WHY' AND 'HOW' OF PERIPHERAL AND PERSONAL MOMENTS IN SECONDARY STUDENTS’ LITERARY ENCOUNTERS
Abstract
Laura Hüser (Germany)
INVESTIGATION OF THE DEVELOPMENT OF PRAGMATIC-COMMUNICATIVE SKILLS AS A PREREQUISITE FOR CLASSROOM PARTICIPATION
Abstract
Bella Illesca ()
LEARNING FROM VIRGINIA WOOLF’S ‘A ROOM OF ONE’S OWN’.
Abstract
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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Abstract
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.
Abstract
Sofia Jusslin & Heidi Höglund (Finland)
THE ROLE OF THE ARTS IN L1 EDUCATION: A STATE-OF-THE-ART REVIEW
Abstract
Sofia Jusslin & Erika Sturk & Camilla Rosvall (Finland)
THE TEACHING OF WRITING AT TEACHER EDUCATION PROGRAMS IN FINLAND AND SWEDEN: INTEGRATING THEORY AND PRACTICE
Abstract
Kristine Kabel & Mette Vedsgaard Christensen & Morten Tannert (Denmark)
STUDENTS’ METALINGUISTIC REPERTOIRES ABOUT WRITERLY CHOICES IN THE CONTEXT OF L1 WRITING EDUCATION
Abstract
Sotiria Kalasaridou (Greece)
TEACHING POLITICAL POETRY IN LITERATURE CLASSROOM
Abstract
Agnieszka Kania & Karolina Wawer (Poland)
PHILOSOPHY OF TEACHING AND ITS ROLE IN TEACHER TRAINING WITHIN THE CONTEXT OF A POLISH UNIVERSITY
Abstract
Sviatlana Karpava (Cyprus)
MULTIMODALITY, CRITICAL DIGITAL LITERACY AND TRANSVERSAL COMPETENCIES LANGUAGE CLASSROOMS
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Abstract
Anne T Keary & Janet A Scull (Australia)
ORAL LANGUAGE AND WRITING THROUGH PLAY: AN AUSTRALIAN REGIONAL CASE STUDY
Abstract
Amna Khaliq (Canada)
ADAPTING TO THE DIGITAL CLASSROOM: CHALLENGES AND CREATIVITY IN ONLINE LEARNING
Abstract
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
Abstract
Kristian B Kjellström (Sweden)
TEACHERS' DIGITAL TEXT COMPETENCES
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Abstract
Kristian B Kjellström (Sweden)
TEACHERS DIDACTIC CHOICES: DIGITAL TEXT COMPETENCES
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Abstract
Maarten Klene (Australia)
THE DISTURBING MATERIALITY OF LITERATURE EDUCATION: AN ETHIC OF INCOMMENSURABILITY IN THE CLASSROOM
Abstract
Stavroula Kontovourki (Cyprus)
BODIES THAT MOVE AND MATTER: LITERACY PEDAGOGIES ASSEMBLING IN PRIMARY TEACHERS’ HI/STORIES OF CLASSROOM PRACTICE
Abstract
Triantafillia Kostouli (Greece)
NEGOTIATING STANCES TO IMMIGRATION, POSITIONING THEMSELVES AND OTHERS: NARRATIVE TEXTS IN A DIALOGIC CRITICAL PEDAGOGY
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Abstract
Elisabeth Kunze & Anna Lange genannt Böhmer & Juliane Tolle & Franziska Wietstock & Michael Krelle ()
SKRIBI – AN APPLICATION FOR WRITING TRAINING IN A DIGITAL ENVIRONMENT
Abstract
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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Abstract
Rachel Lenihan (Ireland)
TACKLING A BIG ISSUE IN THE ENGLISH CLASSROOM: REFLECTIONS FROM PRACTICE IN INITIAL TEACHER EDUCATION
Abstract
Ludmila Liptakova & Eva Gogova & Dávid Dziak (Slovakia)
HOW SLOVAK 3RD GRADERS REPORT ABOUT AURALLY PRESENTED TEXT
Abstract
Terry J. Locke (New Zealand)
IMPLACING L1 ENGLISH IN THE ANTHROPOCENE
Abstract
Maria Löfgren & Per-Olof Erixon (Sweden)
LITERATURE MANUALS IN TIMES OF NEW MEDIACY IN SWEDEN
Abstract
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
Abstract
Marco Magirius & Daniel A. Scherf (Germany)
TEACHER STUDENTS INTERPRET POEMS WITH AI. ON POTENTIALS, RISKS, & DISRUPTIONS IN L1 TEACHER EDUCATION
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Abstract
Petra Magnusson & Christina Lindh (Sweden)
RESHAPING WRITING PRACTICES
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Abstract
Nadia Mansour (Denmark)
“IS IT POSSIBLE TO HALAL SLAUGHTER A PIG?” - NEGOTIATING CULTURES AND IDENTITIES WHILE READING MULTICULTURAL LITERATURE IN DANISH PUBLIC SCHOOLS
Abstract
Bethan-Jane Marshall (United Kingdom (The))
THE PEDAGOGY OF WATCHING SHAKESPEARE
Abstract
Kelli McGraw ()
BUILDING CONFIDENCE IN POETRY TEACHING IN AUSTRALIAN SECONDARY EDUCATION
Abstract
Lucinda J McKnight (Australia)
WRITING AS WHITING: TRACING PEDAGOGIES FOR DIGITAL COMPOSITION IN A SETTLER COLONIAL ARCHIVE
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Abstract
Larissa McLean Davies & Pauline Thompson (Australia)
INTRODUCING THE CONCEPT OF LITERACY INSTRUCTIONAL LEADERSHIP FOR SCHOOL AND SYSTEM WIDE IMPROVEMENT.
Abstract
Byeonggon Min & Youngin Choi & JeongYi Baik & Yewon Kim & Sohyun Eum ()
EXPLORING STUDENTS' LANGUAGE MODE SELECTION IN LITORACY CLASSES
Abstract
Christian Müller ()
L1X2: DUAL FIRST LANGUAGE ACQUISITION IN SIGN LANGUAGE AND SPOKEN LANGUAGE WITH DIGITAL PICTUREBOOKS
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Abstract
Dominic Nah (Singapore)
TOWARDS A DIALOGIC ETHICAL CRITICISM: A FRAMEWORK FOR EXAMINING STUDENT RESPONSES TO REFERENT OTHERS AND CLASSROOM INTERACTIONS OF ETHICAL MEANING-MAKING
Abstract
Peep Nemvalts & Helena Lemendik & Triin Roosalu & Eve-Liis Roosmaa (Estonia)
LANGUAGE DIVERSITY IN ACADEMIA: DOCTORAL STUDENTS' ESTONIAN AS L1
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Abstract
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
Abstract
George Odhiambo (United Arab Emirates (The))
CREATING A SUPPORTING ENVIRONMENT IN SCHOOLS FOR STUDENTS WITH REFUGEE BACKGROUNDS IN AUSTRALIA
Abstract
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
Abstract
Wai Kit Ow Yeong (Singapore)
LEARNING BY HEART IN L1 PEDAGOGY: ENVISIONMENT-BUILDING THROUGH MEMORISATION AND RECITATION OF POETRY IN ENGLISH IN SINGAPORE
Abstract
Hyesun Paik (Korea (The Republic Of))
EXAMINING ADOLESCENTS' ABILITY TO ASSESS CREDIBILITY IN ONLINE READING
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Abstract
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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Abstract
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
Abstract
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
Margarida Pocinho & Inês Patrícia Rodrigues Ferraz (Portugal)
BABY BOOKSTART: A PILOT-PROJECT ON MADEIRA ISLAND
Abstract
Troy Potter (Australia)
TEST
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Abstract
Kaisu Rättyä (Finland)
EXPANDING L1 SUBJECT AND CLASS TEACHER STUDENTS' EDUCATION
Abstract
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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Abstract
Jemima Rillera Kempster (Australia)
BUILDING BRIDGES AND CULTIVATING LINGUISTIC ASSETS: BUILDING ON STUDENTS' L1 RESOURCES THROUGH PARENTAL ENGAGEMENT IN ENGLISH LANGUAGE EDUCATION
Abstract
Alessandro Rosborough & Corinna Peterken (United States)
PLAY, IMAGINATION, AND AFFORDANCES: SUPPORTING CHILDREN’S AGENCY IN L1 AND L2 LEARNING THROUGH TEACHER-STUDENT ROLE-REVERSAL
Abstract
Mobina Sahraee Juybari (Australia)
ORIENTATIONS TO LANGUAGE AS RESOURCE IN WORLD LANGUAGES STUDIES IN AUSTRALIAN HIGHER EDUCATION
Abstract
SONGLAK SAKULWICHITSINTU (Thailand)
HOW IMPORTANT IS AI LITERACY TO TEACHING AND LEARNING AT AN OPEN UNIVERSITY? : A SHORT REVIEW
Abstract
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'?
Abstract
Royce Salva ()
INTERSECTIONALITY OF INDIGENEITY AND DISABILITY: UNVEILING ISSUES TO EDUCATIONAL PARTICIPATION OF INDIGENOUS LEARNERS WITH DISABILITIES
Abstract
Wayne Sawyer (Australia)
LITERARY KNOWLEDGE: A CURRICULAR ARCHIVE.
Abstract
Bernard Schneuwly & Vincent Capt & Christophe Ronveaux (Switzerland)
TEACHING READING OF COMPOSITE TEXTS: USE AND TRANSFORMATION OF TOOLS BY TEACHERS
Abstract
Bernard Schneuwly (Switzerland)
LITERARY TEXTS FROM DIFFERENT SOURCES AS BASIS OF IMMATERIAL HERITAGE IN SWITZERLAND: LOCAL, NATIONAL AND UNIVERSAL/ETHNOCENTRIC ANCHORAGES
Abstract
Rebecca Schuler ()
(MULTI-)LINGUALISM IN THE VIRTUAL WORLD: TOWARDS NEW POSSIBILITIES
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Abstract
Mani Ram Sharma ()
ENGLISH LANGUAGE TEACHERS’ UNDERSTANDINGS OF LANGUAGE LEARNING ECOLOGY: A NARRATIVE INQUIRY
Abstract
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
Abstract
Mark Shiu Kee SHUM (Hong Kong)
HOW L1 LEARNERS LEARN CHINESE REPORT WRITING IN MELBOURNE AND HONG KONG – IMPLICATIONS FOR GLOBAL CURRICULUM SHARING
Abstract
Christian Smidt Alenkjær (Denmark)
TOWARDS INQUIRY-BASED LITERARY HISTORY TEACHING IN DANISH UPPER SECONDARY EDUCATION
Abstract
Christian Smidt Alenkjær (Denmark)
HOW TO COMPARE PRACTICE ARCHITECTURES WITHOUT LOSING ANALYTICAL SENSITIVITY?
Abstract
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
Abstract
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
Abstract
Shelley Stagg Peterson & Nicola Friedrich (Canada)
CREATING INCLUSIVE AND COMPASSIONATE SPACES THROUGH PLAYCE-BASED LEARNING
Abstract
Erika Sturk & Jill V Jeffery (Sweden)
DISCOURSES OF WRITING IN EDUCATIONAL RESEARCH: A REVIEW OF LITERATURE
Abstract
Dennis Tark (Germany)
L1+L2 DIALOGUES IN GERMAN LESSONS AT PRIMARY SCHOOL: SLAM POETRY AND PERFORMATIVITY
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Abstract
Esty Teomim-Ben Menachem & Ilana Elkad-Lehman (Israel)
TEACHERS’ INTERTEXTUAL RESPONSES IN 'HAVRUTA' TO READING AN ANCIENT HEBREW TEXT
Abstract
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
Abstract
Stanislav Štěpáník & Monika Šindelková (Czech Republic (The))
WHEN METHODS SHED THE CONTENT: A CASE STUDY IN CZECH LANGUAGE TEACHING
Abstract
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
Abstract
Thiru Vandeyar (South Africa)
A CASE FOR Q-METHODOLOGY: TEACHERS AS POLICYMAKERS
Abstract
Karolina Wawer (Poland)
PHILOSOPHY OF TEACHING AND ITS ROLE IN TEACHER TRAINING WITHIN THE CONTEXT OF A POLISH UNIVERSITY
Abstract
Marie Wejrum (Sweden)
RESOURCES AND STRATEGIES IN ADOLESCENTS’ MEANING MAKING PROCESSES OF ARGUMENTATIVE DIGITAL TEXTS
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Abstract
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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Abstract
Ching Sum Wong (Hong Kong)
AI-ASSISTED L1 CHINESE LANGUAGE EDUCATION
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Abstract
Anne Wood (Australia)
POETRY WRITING A GHOST IN THE QUEENSLAND HIGH STAKES ASSESSMENT ENVIRONMENT.
Abstract
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
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
Abstract
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
Abstract
Shuo Zhao (China)
ON THE FUNCTION OF HUMOR IN ENGLISH WRITING AS FOREIGN LANGUAGE TEACHING PEDAGOGY
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Abstract
Shuo Zhao (China)
ON THE FUNCTION OF HUMOR IN ENGLISH WRITING AS FOREIGN LANGUAGE TEACHING PEDAGOGY
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Abstract
keyi ZHOU (Hong Kong)
EXAMINING THE ROLE OF TEACHERS IN STUDENTS’ VOCABULARY KNOWLEDGE AND READING COMPREHENSION
Abstract