Conference database for ARLE - The International Association for Research in L1 Education

ARLE 2019

214 contributions

Overview of contributions, clustered by theme and format

	ARLE Research School plenary session	ARLE Research School workshop	Keynote	Paper session ARLE 2019	Pre-conference ARLE 2019	Round table ARLE 2019	Short presentations (poster) and extended discussion ARLE 2019	Symposium ARLE 2019
Languages and texts: learning and developmental approaches			Costa (Portugal): Global challenges for education. Can linguists help? Levine (): Affect in the Classroom: Teaching and Learning Literary Reading and Response Rijlaarsdam (Netherlands (the)): L1-education research that informs practice. Three research models applied for writing research Schneuwly (Switzerland): Grand témoin	Adampa (); Hanghøj (Denmark); Koutsogiannis (Greece): Playing with gender identities through games and literacy practices – Implications for language teaching Aerila (Finland); Kauppinen (Finland): Stories make Readers (StoRe) –project from the perspective of the StoRe-students Albuquerque (Portugal); Alves Martins (Portugal): Social interactions in early literacy programmes: a research with Portuguese preschoolers Amir (Israel); Atkin (Israel): Domains of interest and ICT implementation in a questionnaire on writing Araujo (Portugal): Early Parental Reading and Reading for Enjoyment: What Matters Most for Boys and Girls? Ascherl (Germany): Investigating Teachers' Future Digital Literacies in L1 Teaching – An Interdisciplinary and International Delphi Study Awramiuk (); Vlčková (Czech Republic (The)): SOUND FORM SIGNALIZATION IN L1 POLISH AND CZECH TEXTBOOKS: MEANS, AIMS AND FUNCTIONS Bazar (Morocco); El Kirat El Allame (Morocco): The Impact of Mother Tongue on the Learning of English: The Case of Moroccan Learners Benjelloun (); El Kirat El Allame (Morocco): The Role of Story Telling in the Development of the Child’s Lexical Richness: Case Study Bjørkvold (Norway): Spontaneous collaborative writing among students as researchers Bobinski (Poland): DO WE TEACH READING IN THE WAY WE READ BOOKS? “HUMAN” SIDE OF THE REDISCOVERY OF TEACHING BOUKLATA (Morocco); El Kirat El Allame (Morocco): Textual Features of the Academic Language of Moroccan Monolingual Children’s Register at Home and at School Boussagui (Morocco); El Kirat El Allame (Morocco): Language policy and Language Revitalization or Devitalisation: The case of Amazigh in Morocco Breuer (Germany): Execution Processes in L1 and FL writing Bus (Netherlands (the)); van der Sande (): Long-term effects of BookStart Carvalho Batista (Portugal); Mata (Portugal): Orality in the initial training of Brazilian Portuguese Language Teachers: A Case Study Cassany (Spain); Vazquez-Calvo (Denmark): Young people’s vernacular literacy practices online: identities and language learning Casteleyn (Belgium); Mottart (Belgium): L1 Literature education: Quintessential or perhaps inconvenient for future engineers? Casteleyn (Belgium): What can L1 classes learn from professional speaking courses? CHANG (Korea (The Republic Of)): Analysis of structural relationship between multiple document comprehension, argumentative writing, self-regulatory processes, and deep understanding Cheung (Hong Kong); Huang (); Chan (); Zhang (): The Effect of Guided Fantasy on the Creative Writing Ability of Linguistically Diverse Students Christensen (Denmark); Kabel (Denmark): Grammar teaching practices in Danish L1 classes Christodoulou (Cyprus); Ioannidou (Cyprus): NEW DIGITAL PRACTICES AND EMERGING LITERACY FORMS: AN INVESTIGATION OF YOUNG PEOPLE’S LANGUAGE USE IN SOCIAL MEDIA Chung (United States); Cohen (United States): Analyzing the mechanisms that influence the relationship between teachers and coaches Coppola (Switzerland); Sales Cordeiro (Switzerland): Young newcomer students’ capacities to understand and recount a tale in French, language of instruction, through a “minimal circuit of activities” Cormier (Canada); Lirette-Pitre (Canada); Ferguson (): An exploration of the interplay of children’s literature and the Learning Cycle instructional model on students’ understanding in science, language abilities and reading comprehension. Correia (Portugal); Araujo (Portugal); Folgado (Portugal); Sampaio (Portugal); Franco (Portugal): Assessing oral language skills at primary school entry Costa (Portugal); Balca (Portugal): (Re)building traditional narratives: writing exercises from windows and mirrors Costa (Portugal); Mota (Portugal): What do we put? A comma? Coutinho (Portugal); Gonçalves (Portugal); Jorge (Portugal): Text genres, discursive types and possible developmental effects Das (Netherlands (the)); van Heusden (Netherlands (the)); Witte (Netherlands (the)); Dorleijn (Netherlands (the)): Students’ attitude towards poetry, the way(s) in which they read poetry and stages of poetry reading Dejaegher (); ANDRE (Belgium); Schillings (Belgium); Rappe (Belgium): Teaching comprehension’s strategies in an explicit and authentic way in the earliest learnings: effects of beliefs on teachers' practices Dera (Netherlands (the)): Literature Education as Normative Practice: the Case of the Netherlands Diamond (Australia); Bulfin (Australia); Parr (); Owen (Australia); McGraw (): Teacher professionalism as a ‘site of struggle’: L1 teachers’ work and creating alternative understandings of professional identity Doecke (Australia); Mead (Australia): This ‘in-between’ world of theory and practice: The role that literary knowledge plays in the teaching of literature Driver (Australia): The Text as Mirror: Wordsworth’s ‘We Are Seven’ as a Reflective Tool for Teachers El Kirat El Allame (Morocco): Optimal Measures for the Maintenance and/or Revival of the Amazigh Language in Morocco El Kirat El Allame (Morocco); Zakaria (Morocco): Foreign Learners of MSA and the Challenges of the Moroccan Diglossic Context Elkad-Lehman (Israel): Teaching literature in a heritage language: The case of literature instruction in Hebrew for immigrant children Flores (Netherlands (the)); van Weijen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Teachers’ beliefs about writing instruction in public secondary schools in Chile: an online national survey Gajak-Toczek (Poland): Old age in literary education (the problem is still not closed) Ganz-Meishar (Israel); Porat (Israel); Miller (Israel): Characteristics of Literary Discourse by Co-Teaching in Elementary School Godhe (Sweden); Mars (); Edström (): Visualizing the invisible – assessing qualities in multimodal meaning-making in language education Gonçalves (Portugal); Coutinho (Portugal); Jorge (Portugal): Gathering scientific community and lay people: Scientific literacy promotion project González López Ledesma (): Digital media in Language and Literature teaching practices: an ethnographic and historic approach to address change at school Goodwyn (United Kingdom (The)): Contesting the territory: how Mother Tongue English teachers in England and Australia are remaining resilient and creative in constraining times. Goodwyn (United Kingdom (The)): The Highly Affective teaching of L1 English: a case study in a global context Gordon (United Kingdom (The)): Understanding narrative voice through classroom literature discussion Gourvennec (Norway); Höglund (Finland); Johansson (Sweden); Kabel (Denmark); Sonneland (Norway): Literature in the Nordic Curricula: a study of the concept of literature and legitimization for literary education in the curricula for lower secondary education Gourvennec (Norway): Figured Worlds Among Teachers Co-Teaching Classes with Respectively Strong and Poor Literacy-Development Gràcia (Spain); Jarque (Spain); Jarque (Spain); Riba (Spain): The EVALOE-SSD, a digital tool for the professional development of teachers Gyde (Denmark); Fregerslev (Denmark): L1 teachers beliefs of grammar teaching in lower secondary schools compared with teacher beliefs from L2 and L3 language teachers Gyde (Denmark): Title: L1 teachers beliefs of grammar teaching in lower secondary schools compared with reasons from L2 and L3 teachers Hanghøj (Denmark): Student positioning toward writing journalism about games and game culture Hansen (Denmark): Critical analysis of didactical principles for writing instruction Haskel-Shaham (Israel): College students’ knowledge about writing a seminar paper Hason (Israel): State-religious elementary school teachers’ perception of the reading book’s role as a source of social information Heikkonen (Finland): The relationship between textual and contextual knowledge in assessing and developing literary literacy Henkel (Denmark); Stougaard Pedersen (Denmark); Mygind (Denmark): Children’s Multisensory Reading Hoffmann (Italy): Sidewalk Flowers – Primary School Children Talk, Write and Draw to Graphically Told Stories Ioannidou (Cyprus); Kiourti (Cyprus): “Write, mate! Spelling does not count”: Developing a Social Literacy Program for L1 in the Prison School in Cyprus Janus-Sitarz (Poland): How to Talk in the Classroom about Politically Incorrect Literary Masterpieces? Johansson (Sweden); Nordenstam (Sweden): Reading Challenging Literary Texts in School An Interview Study with Swedish Teachers at the International Baccalaureate Program Jusslin (Finland); Höglund (Finland): Poetry teaching through dance and visual teaching pedagogies: A systematic literature review Kabel (Denmark); Bremholm (Denmark); Hanghøj (Denmark): Understanding game design activities as literacy practices in a school context: Outline for a theoretical framework Kalasaridou (Greece): Teaching Holocaust in literature classes in Greece: Teaching Approaches and Student Responses Kania (Poland): (Mis)understanding Holocaust literature. Reception of Tadeusz Borowski and Primo Levi by Polish and Israeli readers. Kauppinen (Finland): Renewing the evaluation of learning outcomes in Finnish/Swedish as national L1s and literature – how and for what purpose? Khamlichi (Morocco); El Kirat El Allame (Morocco): The Medium of Instruction in Morocco between the Official Discourse and the Classroom Practices Kim (): Reconsideration on the Concept of ‘Poetic Language’ : Focusing on the asthetic aspect of the literary literacy Kiourti (Cyprus): “Shut the fuck up and plant the bomb fast”:Reconstructing language and identity in First Person Shooter Games Kirmse (Germany); Seeber (Germany); Hesse (Germany): Beliefs in reading autobiographies of German L1 teacher students. Kirmse (Germany): Research on Experts’ and Novices’ literary reading processes. Teachers’ and Students’ Strategies of dealing with point of view. Klimovič (Slovakia); Kovalčíková (Slovakia): What slow and/or innacurate readers report on how they learn from text Krelle (Germany); Österbauer (Austria); Bachinger (Austria); von Eichhorn (Austria); Illetschko (Austria): Text procedures in argumentative performances by 4th grade students Krogh (Denmark); Nordenstam (Sweden); Skarstein (Norway); Heilä-Ylikallio (Finland): The emergence of the L1-research field in a Nordic perspective Kwon (Korea (The Republic Of)); Min (): The Power and Limits of Interest: Connected Learning in Adolescents' Civic Literacy Practices Larsen (Norway): “The Catastrophe” – narrative writing in a Norwegian 10th grade Levine (); Trepper (United States); Chung (United States): Teacher and Student Uptake of an Affect-Based Approach to Literary Interpretation Lind (Norway); svenkerud (Norway): Theory meets practice. Classical texts in the primary school classroom. Lindgren (Sweden): Writing in the 21st century – global educational discourses about writing Liptakova (Slovakia); Dziak (Slovakia): Children´s understanding of a prosocial literary role model Liu (): Development of Multiliteracies: Bilingual Students’ Literacy Learning in an After-School Program LIU (France); Favriaud (France): ‘Ecopoetry’ as a basic part of reading learning Loh (China): Self-determination theory and the facilitation of second language learning Loh (China); Sing Pui Tikky (China): Language, tension and agency: Teacher identity formation in Chinese as a Second Language (CSL) education for ethnic minority kindergarteners López (Spain); Fidalgo (Spain): Effects of professional development in strategy-focused writing intervention on fourth-grade Spanish teachers and students’ outcomes Lorentzen (Denmark): Digital literacy and CODE (Code, Collaboration & Design) Ślósarz (Poland): Multimedia thematic modules (MTM) as literature teaching method Luna (Spain); Villalon (Spain); Martínez-Álvarez (Spain); Mateos (Spain); Martín (Spain): How undergraduates use an online written guide scaffold when they need to write an argumentation? Lyngfelt (Sweden): Desire manifested by young students’ multimodal text production Magirius (Germany): Mixed Methods in L1-Educational Research exemplified by a Study on Beliefs of L1-Teacher Training Students on Interpreting Magnusson (Sweden): Understanding L1 teachers’ talk about digitalization and multimodality Magnusson (Norway): One teacher’s reading comprehension instruction in an effective language arts classroom, and students’ metacognitive awareness of own reading processes Maibom (Denmark); DOLMER (Denmark): Scaffolded Grammar Teaching of Writing and Student Group Work Mäkikalli (Finland): Potentiality of literary theory in contemporary literature education Malpique (Australia); Pino-Pasternak (Australia): Writing and reading performance in Year 1 Australian classrooms: The role of handwriting automaticity and writing instruction Martínez (Argentina); Morales (): Why is it necessary to create educational resources for Deaf children, families, and schools with the constant involvement of the local Deaf community? Martins (Portugal): Text complexity and word learning Matos Belli Sinder (Canada): Canonical Brazilian literature texts in Portuguese language classes Mayer (Germany): Book reading as a shared multimodal activity McLean Davies (Australia); Sawyer (Australia); Yates (Australia); Doecke (Australia); Mead (Australia): What are we developing?: Priorities and challenges for teaching literature in secondary subject English in Australia Merga (): Supporting literacy and literature learning: The role of librarians in schools Michelsen (Norway): Dialogic aspects in speeches Molbæk (Denmark): Situation Based (authentic) Writing Naujok (Germany): Participation in Storytelling Settings – Multimodal Approaches in Multilingual Education Nygard (Norway); Skaftun (Norway); Wagner (Norway): Frames for oracy in primary school in Norway Oh (); Ok (); Moon (); Kim (); Ryu (); Seo (): Digital Literacy Attitudes of Korean Elementary Students Ohlsson (Sweden): What impact can language have on language? An intervention on productive written vocabulary in L1. Ok (); Cho (United States); Kim (Korea); KIM (); Kim (): A Web-Based Digital Literacy Assessment for K-12 Learners in Korea: Its design and results Pangrazio (Australia); Godhe (Sweden); González López Ledesma (): In search of a term: Defining digital literacies in the 21st century Pereira (Portugal): On learning how to be a language and literacy teacher at university. Student teachers’ perceptions about a learning strategy Poyas (Israel): Inquiry-based learning in Literature - possibilities and challenges - A case study Pulls (Sweden): Constructions of (literary) writing in textbooks. The differences between writing in 1989 and writing in 2011. Riegler (Germany); Wiprächtiger-Geppert (Switzerland): Primary School Teachers’ Beliefs about Spelling and Spelling Acquisition Rivard (Canada): Using a Discussion Strategy for Enhancing Reading Comprehension in the Science Classroom Rosa (Portugal): Morphological awareness development in a naturalistic preschool setting Rørbech (Denmark): Heterotopias – a study of other spaces in 10th grade students’ film production Ruivo (Portugal): Slow writing - Improving writing skills Sá (Portugal): Teaching with comics to develop competences in oral communication Samoilow (Norway): Children’s cultural imagination of the refugee crisis Santos (Portugal); Silva (Portugal): Shortening Texts and Writing Abstracts in Higher Education: from Classroom Exercises to Knowledge Building Strategies Sawyer (Australia); McLean Davies (Australia): Exploring the relationship between literature and knowledge in L1 English Schmidt (Sweden): The Danger of a Single Story: Classroom Talk in Grade 6 Schmitz (Germany); Karstens (); Jost (Germany): Strategy-based reading instruction in secondary schools: Findings from classroom observations and teachers’ surveys Schrijvers (Netherlands (the)); Janssen (Netherlands (the)); Fialho (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Tranformative Dialogic Literature Teaching fosters students’ insight into human nature Sebastião (Portugal): The argumentative writing: the curricula, the textbook and the teacher – a classroom interaction Sebastião (Portugal): The role of the instructional statement in the writing process Seeber (Germany); Winkler (Germany): Online-based peer feedback in teaching practicum. Facets of professional competence of German L1 teacher students Segev (Israel); Hason (Israel): Considerations in Running a virtual professional community as part of the effort to encourage reading in Elementary Schools. Seo (Korea (The Republic Of)): Elementary School Teachers' Perception on Reading Underachievers and Teaching Experiences in South Korea Siopa (Mozambique); Pereira (Portugal); Dolz (Switzerland): Academic Writing at the University in Mozambique Skarstein (Norway): Online comments sections as interpretive communities Sofkova Hashemi (Sweden): Pre-service Teachers Exploring Early Writing Instruction – fostering professional digital competence Sonneland (Norway): Working with Literature in Lower Secondary School. A study of the interplay between complex texts and readers in group interactions Soğuksu (Turkey); Koçmar Demirci (Turkey): Gendered Concept Formation in Educational Processes Strømman (Norway): Multimodality in writing Strutz (Germany); Pieper (Germany): Learners’ approaches to poetic metaphor Sturk (Sweden); Randahl (Sweden); Olin-Scheller (Sweden): Discourses of writing in Facebook groups for teachers Svanes (Norway); Bjørkvold (Norway); Røed (): Metalinguistic talk in literacy events with tablets Teixeira (Portugal); Cardoso (Portugal): Writing abstracts in higher education: types of discourse ten Peze (Netherlands (the)); Janssen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): 'Something different!' Does creative writing instruction influence students' writing performance? Thunberg (Sweden): The reading avatar: Literacy and gamification Thunberg (Sweden); Graeske (Sweden): Boys and girl-ish avatars - performing gender in language education Torres Villamil (Colombia); Fontich (Spain): Relationship between written genres and academic identity: Argumentative writing learning in higher education students in Colombia Troelsen (Denmark): Handling ambiguity under pressure: writing prompt and student responses at the Danish final exam in written composition Tsiplakou (Cyprus): Critical literacy despite diglossia: data from Cypriot schools Uusen (Estonia); Pugi (Estonia): The comparison of texts written by 5th graders on computer and by hand van Rijt (Netherlands (the)); Coppen (Netherlands (the)): When students tackle grammatical problems. Exploring linguistic reasoning with linguistic metaconcepts in grammar education Viegas (Portugal); Guimarães (); Ramos (Portugal): The interdisciplinary glossary in the development of lexical competence Viriot-Goeldel (France); Corinne (France); Crinon (France): Teaching Spelling with Twitter? Wawer (Poland): Teaching the “challenging texts” by means of play and creative writing. From avant-garde literature to digital verse Wijnands (Netherlands (the)); Coppen (Netherlands (the)): A new grammar pedagogy for the development of cognitive and reflective thinking in secondary education Wileczek (Poland); Szplit (Poland): Linguistic problems in bilingual education and teachers’ individual strategies used to solve them (research in Polish schools) Wileczek (Poland); Szplit (Poland): Educational applications used for developing language competence in the mother tongue and the English language in Poland Wiseman (): Children’s Digital and Visual Responses to Picturebooks in a Primary School Classroom Yagelski (United States): Writing, Being, and Knowing: A Working Theory of Writing as an Ontological Act Yang (); Min (): The Effect of Discussion Participants’ Genre Perception and Expectation on the Discussion Process-Focusing on Small-Group Discussion among Korean Middle School Third Graders- Yu (Korea (The Republic Of)); Hong (); Koo (): A Study on Modal Expressions in Argumentative Texts of University Students Yuan (); Eagle (United States); Wang (): Empowering ELL Students Through Digital Literacies: Research, Complexities, and Implications Zambrano (United States): SECONDARY SPANISH LANGUAGE TEACHERS’ PERSPECTIVES AND PRACTICES WITH HERITAGE LANGUAGE LEARNERS Zheng (Australia); Keary (Australia); Clarke (Australia); Faulkner (Australia): ‘How do normal people speak?’: Language and anxiety in international pre-service teachers’ professional experience ZHOU (Hong Kong); CHAN (); Cheung (Hong Kong); Lindgren (Sweden): Lesson Study on the Combination of Reading and Writing in Primary One Zhu (): Promoting conceptual development of the second conditional in the classroom zone of proximal development	Almqvist (Sweden): The Toe-Trick: Using Queer Theory in Literature Education Carr (United Kingdom (The)): Knowledge in England’s Key Stage 3-4 National Curriculum 2014 and its impact on the teaching of English. Christensen (Denmark): Exploratory and Critical Dialogues as Learning and Reflection Tools Das (Netherlands (the)); van Heusden (Netherlands (the)); Witte (Netherlands (the)); Dorleijn (Netherlands (the)): Students’ attitude towards poetry, the way(s) in which they read poetry and stages of poetry reading Heikkonen (Finland): The relationship between textual and contextual knowledge in assessing and developing literary literacy Isager (Denmark): Students’ preparatory processes and conceptions of oral exams in upper-secondary Danish high schools Jusslin (Finland): The entanglements of writing and dance: Creative dance integration in primary school students’ creative writing Kim (): Reconsideration on the Concept of ‘Poetic Language’ : Focusing on the asthetic aspect of the literary literacy Poyiadji (Cyprus): Seeking and problematizing the conceptualizations of “new” in literacy pedagogy: A case study of one primary teacher’ (digital) literacy practices in Greek – Cypriot educational settings Strømman (Norway): Multimodality in writing Szumal (Poland): Polish-Jewish heritage in literature education in Polish primary schools Thunberg (Sweden): The reading avatar: Literacy and gamification van Rijt (Netherlands (the)): Fostering linguistic (meta)concept use in secondary education. Evaluating design principles Wijnands (Netherlands (the)): Developing an instrument for measuring reflective thinking about grammar Yuan (); Eagle (United States); Wang (): Empowering ELL Students Through Digital Literacies: Research, Complexities, and Implications	Ascherl (Germany): Investigating Teachers' Future Digital Literacies in L1 Teaching – An Interdisciplinary and International Delphi Study Chung (United States); Cohen (United States): Analyzing the mechanisms that influence the relationship between teachers and coaches Elf (Denmark); van Rijt (Netherlands (the)); Schrijvers (Netherlands (the)): Reflecting on the future identity of L1 - Educational Studies in Language and Literature Krepps (United States): Text Construction in Preschool Ok (); Cho (United States); Kim (Korea); KIM (); Kim (): A Web-Based Digital Literacy Assessment for K-12 Learners in Korea: Its design and results Ruivo (Portugal): Slow writing - Improving writing skills Wiseman (); Oliver (United States): Promoting L1 and Interdisciplinary Connections through Locative Narrative Approaches Yuan (); Eagle (United States); Wang (): Empowering ELL Students Through Digital Literacies: Research, Complexities, and Implications	Arias-Gundín (Spain); Palomo (); Fidalgo (Spain): Use of writing strategies by undergraduate students in the performance of hybrid tasks Betz (Germany); Bocek (Germany); Jost (Germany); Krelle (Germany): How do Students Deal with Sources in Writing-from-Sources-Tasks? An Insight into Students’ Texts and Task-Solving-Processes Borsgård (Sweden): Fostering democracy through literature education Christensen (Denmark): Exploratory and Critical Dialogues as Learning and Reflection Tools Chung (United States); Cohen (United States): Analyzing the mechanisms that influence the relationship between teachers and coaches Führer (Germany): Approaches to the reception of graphic novels as multimodal literature – a case for new writing tasks in secondary schools Guzy (Poland): Ways to stimulate children's linguistic activity in the field of naming emotions Halwani (Sweden): Motivation and Engagement to learn Swedish as a Second Language by Immigrant Adult professionals Heilä-Ylikallio (Finland); Svenlin (Finland); Höglund (Finland); Jusslin (Finland); Westerlund (Finland); Skarstein (Norway); Nordenstam (Sweden): Beyond, Crossing or Erasing Boundaries? An Aesthetic, Language-Strengthening and Creative Collaboration in Upper Secondary School Hermida (United States); GRACIA GARCIA (): TEACHER EDUCATION IN ORAL LANGUAGE OF THREE TEACHERS OF ECUADOR WITH A DIGITAL APPLICATION: SELF-EVALUATION, DECISIONS AND INTRODUCTION OF CHANGES IN CLASSES Hermida (United States); Gràcia (Spain): ORAL LANGUAGE TRAINING WITH THREE TEACHERS OF ECUADOR USING EVALOE-SSD DIGITAL APPLICATION: SELF-ASSESSMENT, MAKE-DECISION AND INTRODUCTION OF CHANGES IN CLASSES Holdinga (); Janssen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Writing from sources in history and philosophy courses: teachers’ practices and beliefs Isager (Denmark): Students’ preparatory processes and conceptions of oral exams in upper-secondary Danish high schools Krasowicz - Kupis (Poland); Wiejak (Poland): Assessing reading comprehension in Polish children and adolescents Krepps (United States): Text Construction in Preschool Lavoie (Canada): How does language support the production of texts by primary school boys and girls? Martínez (Argentina); Morales (): Why is it necessary to create educational resources for Deaf children, families, and schools with the constant involvement of the local Deaf community? Menti (Argentina); Dutari (Argentina); Carignano (); Rosemberg (Argentina): The Teaching of Words and Information Juxtaposition. An Analysis of Kindergarten and First Grade Classes Niesporek-Szamburska (Poland): Literary metaphor awareness by children aged 7 and 9 Olivares (Spain); López (Spain); Alvarez (Spain); Arrimada (Spain); Arias-Gundín (Spain): Revising strategies of narrative writing in primary grade students Puksand (Estonia): Using textbooks in the lessons of L1 and literature REAL CASTELAO (Spain); Robledo-Ramón (); López (); Fidalgo (Spain); Arias-Gundín (Spain): Writing strategies and textual quality: How do they relate in upper primary education students? REAL CASTELAO (Spain); Torrance (); Rijlaarsdam (Netherlands (the)); Fidalgo (Spain): Exploring Effectiveness and Transferring of the Components of a Cognitive Self-Regulated Instruction in Writing Schmidt (Germany): Teachers’ perspectives on assessing students’ reading skills. A Design Research study on the development of a web-based instrument for practitioners Trueba (Spain); Villalon (Spain): Analysis of the written products of sixth grade students: summary and synthesis Wiseman (); Oliver (United States): Promoting L1 and Interdisciplinary Connections through Locative Narrative Approaches Yuan (); Eagle (United States); Wang (): Empowering ELL Students Through Digital Literacies: Research, Complexities, and Implications	BOYD (United States); Janicki-Gechoff (United States); Gordon (United Kingdom (The)); Høegh (Denmark): Dialogic Pedagogy: Literature based pedagogy and purposeful teacher practices Bulfin (Australia); Elf (Denmark); Koutsogiannis (Greece): Invited SIG Technology and Literacy Education (SIG TALE) Symposium: Agency, Technology and Teaching L1 Carl (Germany): Research on Poetry Reading in Secondary Education - Cognitive Models, New Studies and their Methodological Challenges Diamond (Australia); Bulfin (Australia); Parr (); Owen (Australia); McGraw (): Teacher professionalism as a ‘site of struggle’: L1 teachers’ work and creating alternative understandings of professional identity Flores (Netherlands (the)); Sánchez-Rivero (Spain); Malpique (Australia): Writing instruction in Ibero-America: national survey studies in Spanish and Portuguese Fontich (Spain): Invited SIG Eduling Symposium: Research on grammar teaching in language education: drawing on the pedagogic system as a a common ground Isler (Switzerland); Hefti (Switzerland); Börsel (Germany); Kaldahl (Norway): Teacher´s talk in different grades and across subjects McLean Davies (Australia); Sawyer (Australia); Goodwyn (United Kingdom (The)): LITERATURE and ‘DEVELOPMENT’ Morek (Germany); Herder (); Myhill (United Kingdom (The)): Teachers’ and students’ metatalk about written text production and negotiation of concepts of writing Schrijvers (Netherlands (the)); Levine (); Vansteelandt (Belgium): Systematic Design of Interventions for Literary and Reading Instruction (Invited SIG ROLE symposium) van Ockenburg (Netherlands (the)); van Weijen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): A little glimpse into synthesis writing interventions from different nations: similarities and differences Yagelski (United States); Giera (Germany); Neumann (Germany): On the boarders between – written with oral communication
Qualitative and Quantitative Methodologies in L1 Education Research	Barbeiro (); Brandão Carvalho (Portugal): Research on Writing: Process, Genres and Writing Skills Development	Elkad-Lehman (Israel): Narrative research in L1 education: Theoretical, methodological and practical aspects Schneuwly (Switzerland); Sales Cordeiro (Switzerland): A method of description and analysis of teaching sequences to understand the teachers’ work and the objects taught in L1 classrooms