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

ARLE 2022

165 contributions

Overview of contributions, clustered by theme and format

	ARLE 2022 - Paper presentations	ARLE 2022 - PhD Preconference session	ARLE 2022 - Poster session	ARLE 2022 - Roundtable presentations	ARLE 2022 - Symposium
(Critical) language awareness	Banga (Netherlands (the)); van Rijt (Netherlands (the)): Are linguistic manipulations more difficult to process for student teachers than rules of thumb? Evidence from an empirical study Böhnert (Germany): Shifts to written conversations and interactions: How do doubtful cases influence writer’s communication in a written medium? Brahe-Orlandi (Denmark): Transformative learning in L1-Education Christensen (Denmark): Exploratory and Critical Dialogues as Learning and Reflection Tools Costa (Portugal): Empowering variation in academic writing Efthimiou (); Ioannidou (Cyprus): Ruptures in Essay Writing in Year 12 Greek Literacy/Language Lesson Liptakova (Slovakia): Word-formation knowledge of Slovak first graders and its role in teaching reading comprehension Mangelschots (Luxembourg); Ugen (Luxembourg); Weth (Luxembourg): Difficulty patterns of high- and low-achieving pupils in German noun capitalization. Molbæk (Denmark): Student writers interplaying with the local community Molin (Sweden): Redesign in critical literacy classroom activities Strandberg (): “It's all about making the students see the Matrix” – Teachers' reflections on teaching grammar in context in an educational design research project Valentim (Portugal): Teaching grammar: from epilinguistic activity to metalinguistic activity Zhu (): Gains and Losses: The Cultural Representations in Chinese Language Textbooks in the United States	Song (): Challenging Dominant Language Ideologies in Community-based Adult Literacy Program: A Translanguaging Lens Strandberg (): “It's all about making the students see the Matrix” – Teachers' reflections on teaching grammar in context in an educational design research project Wojtowicz (Poland): Models of Language Education in Polish Language Textbooks. Critical Analysis and New Proposals.			Christensen (Denmark); van Rijt (Netherlands (the)); Wijnands (Netherlands (the)): Understanding language through explicit grammar teaching Fontich (Spain); Costa (Portugal): Teaching and learning grammar across countries, today: common challenges, specific features Gràcia (Spain); Skaftun (Norway); Høegh (Denmark): Professional Development for Dialogic Education Shannon (); McLean Davies (Australia); Pahl (): Beyond mastery: Intensities, intimacies and inhuman literacies.
Dialogic Teaching, Learning & Assessment	Barbeiro (); Barbeiro (): Teachers' appraisal of students' proposals during joint rewriting Gutiérrez (); Pérez (Spain): The subject of non-finite and impersonal verbs in Spanish: characterization, evidential values and guidelines for teaching Jensen (Norway); Skaftun (Norway); Wagner (Norway); Sonneland (Norway): The problem of the text in Year six Kolodina (): Method "Text-Tree" in Online Learning. SELIA (Cyprus): “We used to laugh during the lesson; it was not entirely studying as it is now”: Students’ conceptualizations of literacy lesson during the transition from primary to secondary school.	Jensen (Norway): How can dialogic teaching with problems lead to critical thinking and student engagement in the L1-classroom?
Educational Linguistics	Batalha (Portugal); Lobo (Portugal); Estrela (Portugal); Bragança (Portugal): Early reading and writing: effects of a preventive intervention program Hurytová (Czech Republic (The)); Štěpáník (Czech Republic (The)): Subjective Theories about Teaching Grammar in Czech Lower-Secondary School Jo (Korea (The Republic Of)); Park (Korea (The Republic Of)): Analysis of Korean Middle School Students’ Misconceptions on ‘Parts-of-Speech’ based on Item Response Theory Marjokorpi (Finland): The relationship between knowledge about language and writing skills in secondary education: A cross-sectional perspective				Hurytová (Czech Republic (The)); Štěpáník (Czech Republic (The)): Subjective Theories about Teaching Grammar in Czech Lower-Secondary School
Languages, literacies, and activism	Gordon (United Kingdom (The)): L1 learning and climate change: An L1 drama and writing project to coincide with COP26 Karpava (Cyprus): Home Language and Literacy Development: Family Language Policy, Affective and Emotional Domain of Multilingual Families in Cyprus Lenters (Canada); Mosher (Canada): Behind before they even begin? Addressing deficit discourses through play Muse (United Kingdom (The)): Identity, Metaphor, and Conflict: Exploring Student Portfolios and Subversive Pedagogy Wessbo (Sweden): Stories and Storytelling for Sustainable development	MESIMERI (Cyprus): Classroom as a community of practice in writing: identities and agency in writer's workshop.	Wessbo (Sweden): Stories and Storytelling for Sustainable development
Languages, literacies, and border crossings	Aruvee (Estonia): Looking for a common ground in literacy teaching Dannecker (Germany); Giera (Germany): Rethinking L1 Education in Future Classrooms with regard to a Pedagogy of Inclusion Hoffmann (Italy): Polyphonic picture books in multilingual education environments of South Tyrol Jusslin (Finland): Embodied learning in language learning and teaching practices: A systematic literature review			Jongstra (Netherlands (the)): How to implement the (multifunctional) use of wordless picture books in early childhood education? Pieper (Germany); Domenech (); Maak (); Lehndorf (Germany): Languages – literatures – literacies as a challenge for teacher-students: What should teacher education aim at with regard to key concepts of the subject L1?	Bremholm (Denmark); Stellakis (Greece); Schmidt (Sweden): Enhancing writing in early childhood education and in the first years of school
Languages, literacies, and technologies	Acerra (Canada); Brehm (); Lacelle (Canada): Writing digital fictional texts in the French literature class. An exploratory action-research project to foster digital and literary competencies. Ascherl (Germany): Exploring Desirable Futures for L1 Education and Teachers' Literacies in a Digital Age – a Germa-Australian Delphi Study Bulfin (Australia); Diamond (Australia): Teaching L1 by remote: Platforming L1 teachers’ knowledge and practice Christodoulakis (Luxembourg); Kiourti (Cyprus): Serious video game of L1 as literacy and vocabulary acquisition environment for greek as second\|foreign language: The case of “Einstown” Godhe (Sweden): Digital competence in practice Gordon (United Kingdom (The)): Using archive film in L1 learning: principles, practices and potential Graeske (Sweden): New Skills for the Swedish Subject? Swedish Teachers‘ Perceptions of Digital Learning Resources for Upper Secondary School Gregoire (Canada); Acerra (Canada): Digital writing and (auto)correction. A Quebecois research and development project Haskel-Shaham (Israel); Hijazi (Israel): Coping with L2 on Corona days Hüser (Germany); Rehberg (Germany); Krelle (Germany); Daemmer (Germany): LeOn - an application for reading training in a digital environment Kontovourki (Cyprus); Poyiadji (Cyprus): Digital literacy meets school(ing): Examining potentials for transformations in language arts primary classrooms Kuzmicova (Czech Republic (The)); Supa (Czech Republic (The)); Nekola (Czech Republic (The)): Children’s embodied story experiences: a multimodal online Q study Lau (Hong Kong): Using Flipped classroom to enhance students’ classical Chinese reading comprehension and motivation Lorentzen (Denmark); Falkesgaard Slot (); Møller (Denmark): Technological Empowerment in L1 – A contribution to a theoretical framework Ślósarz (Poland): Digital contexts of literary education in Polish textbooks and e-textbook Major (): Challenges and Possible Solutions in Teaching Creative Writing in an Online Format Neokleous (); Kontovourki (Cyprus): Digital literacies and differential childhoods in parents’ and teachers' talk: An analysis of “appropriate” practices for young children Puksand (Estonia); Uusen (Estonia): Does a more ample computer experience ensure better results in text creation? Richard (Canada); Lacelle (Canada); Acerra (Canada): Making room for curiosity: Adolescent creativity & multimodal digital literacy in the art class Vatne (Norway); Nygard (Norway): Mapping teachers’ understandings of digital literacy tools as part of L1 writing instruction Wennås Brante (); Godhe (Sweden); Jönsson (Sweden): Digital activities in L1-teaching in year K-3 – how do they support literacy development? Weth (Luxembourg); Klasen (); Ugen (Luxembourg): Learning trajectories in French L2 plural acquisition according to spelling proficiency levels in primary school Wileczek (Poland); Jagun (): Digital applications in institutional education in the field of teaching Polish (L1) and English (L2)	Baun (Denmark): Social interactions in the digital first grade literacy classroom Georgiou Moria (Cyprus): Exploring children' s digital writing practices through popular culture texts: the role of agency and affect Guimarães (): The architecture of summary writing through retextualization strategies: experiences of Brazilian and Portuguese students Jagun (): Digital applications in L1 and L2 education in Poland from the perspective of connectivism Wejrum (Sweden): Adolescents’ reading comprehension of multimodal argumentative texts	Vatne (Norway); Nygard (Norway): Mapping teachers’ understandings of digital literacy tools as part of L1 writing instruction Villalobos (Spain); Gràcia (Spain); Castillo Mardones (Spain): How are interactions constructed on digital platforms? classes by videoconferencing in 4th grade primary school	Böhme (Germany): Inclusive Reading Instruction in German Elementary School: Student’s Preferences for Digital or Analog Children's Books	Elf (Denmark): Quality L1 Teaching: What is it, and how could we investigate it?
Literacies: Reading, Writing & Oracies	Castelo (Portugal): Misspellings in Portuguese typically developing writers: a pilot-study Choi (Korea (The Republic Of)); Park (Korea (The Republic Of)); CHANG (Korea (The Republic Of)); Kim (); Heo (): What is Litoracy?: Development and Validation of the Litoracy Assessment Scale Li (China); CHEN (); GE (China); Wang (): Rethinking ‘imitation’ as a writing pedagogy: Insights from L1 Chinese composition books Min (); Chung (Korea (The Republic Of)); Baik (Korea (The Republic Of)); Yang (); Eum (Korea (The Republic Of)): Exploring the Concept and Educational Significance of ‘Litoracy’		Arias-Gundín (Spain); López (Spain); López (): How do Students with Learning Disabilities Revise? Arias-Gundín (Spain); López (); Arrimada (Spain); Álvarez-Fernández (Spain): Study of the direct and indirect effects on the textual quality of the synthesis texts Dostal (United States); Wolbers (United States); Holcomb (): Teacher Reports of Secondary Writing Instruction with Deaf Students		Fontich (Spain): Writing in compulsory schooling and university: different contexts, common challenges
Literacy theories and L1 education	Anson (United States): Instructional Attitudes Toward Student Text Recycling: Results of an International Survey BOUKLATA (Morocco); El Kirat El Allame (Morocco): Research-based Evidence for “Darija” as a Language of Pre-school Education Bremholm (Denmark); Kabel (Denmark): Young students’ early writing development in a primary school context Casteleyn (Belgium): Effective language programs for students who need extra language assistance: A systematic meta-review Ferreira (Portugal); Estrela (Portugal); Valente Rodrigues (Portugal); Silva (Portugal); Sebastião (Portugal): Revisiting and reinventing grammar teaching practices and beliefs Giera (Germany): Promoting reading skills through scenic play. A theater project with seventh graders to the topic bullying Illum Skov (Denmark); Høegh (Denmark): A listening landscape in the making jouili (); Elalouf (France): Conceptualization of the notion of subject, comparative study in cycle 4 (13-14 years of age) Klimovič (Slovakia); Čuchtová (): Moving from content-centred instruction to learner-centred approach in teaching writing composition: a challenge for Slovak primary schools Liu (); Wang (); Li (China): Understanding recommended intertextual practices in Chinese composition guidebooks in postcolonial Hong Kong Liu (); Li (China): Pedagogies of intertextuality in Chinese high school composition writing in the ‘Red Spirit’ rejuvenation era Llop (United Kingdom (The)); Crespí (): The notions of tense and aspect in Secondary Education textbooks in Catalan: analysis and proposals Mor (Israel); Aram (Israel): Interactive read-alouds with first and second graders during routine and distance learning: Teachers’ perspectives on why, how, and how often Teomim Ben-Menachem (); Elkad-Lehman (Israel): Teachers Encounter Jewish Texts: Learning and Teaching Texts from Jewish Sources in Public Elementary Schools in Israel Thurén (Sweden); Thavenius (Sweden): L1 Swedish - Paradigm and beyond ZHOU (Hong Kong): Language teachers' misconceptions in vocabulary instruction	Heger (Denmark): Theorizing Children’s Writing Enjoyment Lund (Denmark): Children´s perspectives on silent reading Michael (Cyprus): Documenting children weaving multimodal stories: Issues of analysis	Klimovič (Slovakia); Jarušinská (Slovakia): Understanding the meaning of Slovak words with etymological spelling by pupils relative to the frequency of such words in Slovak language as rudiments for teaching Slovak orthography Mor (Israel); Aram (Israel): Interactive read-alouds with first and second graders during routine and distance learning: Teachers’ perspectives on why, how, and how often		jouili (); Elalouf (France): Conceptualization of the notion of subject, comparative study in cycle 4 (13-14 years of age)
Literature and literature education	Aliagas-Marin (); Correro (): Making sense of digital fiction in secondary education: a participatory-collaborative project with novel teachers Araujo (Portugal); Esteves (Portugal); Brito (); Correia (Portugal); Leite (): The New Words in Portuguese Translated Picturebooks Arrimada (Spain); Álvarez-Fernández (Spain); López (); Arias-Gundín (Spain): What predicts the quality of university students’ synthesis texts? Ghiță (Romania); Samihaian (Romania): Unfreezing Inertia - PROMOTING TRANSACTION IN TEACHING POETRY Gourvennec (Norway); Sonneland (Norway): Mapping the research on literary conversations in Scandinavia Höglund (Finland); Jusslin (Finland): Poetry on the Wall: Inviting, Seizing, Intensifying, and Transforming Literary Engagements Johansson (Sweden); Nordenstam (Sweden): Developing as a reader - International Baccalaureate Students' Reader Biographies Kalasaridou (Greece): Teaching the Bildungsroman in Secondary Education: Conceptual framework, teaching practices and learners’ responses Lee (); Ko (Korea (The Republic Of)); Song (Korea (The Republic Of)): A Study on the Use of Digital Annotations in Literature Classes (Revised Abstract) Lehndorf (Germany): Literary Dialogue with readers less experienced with academic discourse practices - A design-based research experiment. López (Spain); Arias-Gundín (Spain): Revising skills in ADHD upper-primary students Maak (); Schmidt (Germany); Schüler (): German (L1) pre-service teachers’ knowledge about readability in literary texts Magirius (Germany); Scherf (Germany); Steinmetz (Germany): Support in Dialogic Teaching – a Framework for High Quality Conversations in the Literature Classroom Mäkikalli (Finland): L1 textbooks, literary theory and reading in Finnish upper secondary school Manderstedt (Sweden); Nilsson (Sweden); Viklund (Sweden); Palo (Sweden): Win-win through triadic supervision and collaboration: structures for L1 degree projects Mayer (Germany); Mempel (Germany): Using literary conversations to design challenging learning environments for all elementary students Nah (Singapore): “This House Believes That…”: Examining the Single-minded Investment of Student Responses in Classroom Debates of Poems with Ethical Invitations Naujok (Germany): Memorizing Susi and Gertrud Cohn – A Stolperstein, a graphic novel and an exhibition in literature and teacher education Nordenstam (Sweden); Olin-Scheller (Sweden): Literature in transformation. Easy readers in Swedish L1 secondary classrooms Pieper (Germany): Poetic metaphor and classroom interaction: How does educational dialogue support students’ interpreting metaphor? Rasmussen (Denmark): Is this Talk Exploratory? Joint Interpretation in Peer Conversations in Danish Literature Classrooms Rättyä (Finland): Focusing on sustainable assessment in literature education Reshef (Israel): On the impact of modern technology and digital spaces on the narrative memory of trauma in Nava Semel's book "And the Rat Laughed" Ronveaux (Switzerland); Capt (Switzerland); Schneuwly (Switzerland): On differences of teaching reading comprehension of a literary text in primary and secondary classes. The “disciplining” effect of the school discipline L1 Schneuwly (Switzerland): Do we form the same relationship to language French and German speaking Switzerland ? Explorations in primary school reading books during a century Segev (Israel); Levin (Israel): SEL Practices as Advancing Online Literature Teaching and Learning Tengberg (Sweden): Inquiry dialogue to promote comprehension and interpretation: Effects of an intervention to improve the quality of teacher-led discussions about complex literary texts. Wawer (Poland): Creative writing in Polish national curriculum and in schools’ practices (in the shadow of a pandemic)	Nah (Singapore): “This House Believes That…”: Examining the Single-minded Investment of Student Responses in Classroom Debates of Poems with Ethical Invitations Sałatarow (Poland): A Study of the Contemporary Polish Children's Literature About the Holocaust in Polish Primary School WANG (Hong Kong): Formation of the Chinese as a First Language Curriculum in Postwar Hong Kong (1945-1960): Cultural Hegemony and Political Ideology in Colonial Context			Aerila (Finland); Kauppinen (Finland): Reading for pleasure – flexible, dynamic and safe places at school Carl (Germany): Literary Aesthetic Response of Pupils, Teacher Students and Teachers – Theoretical Frameworks and Empirical Studies Gourvennec (Norway); Johansson (Sweden): Working with Literature in Nordic Secondary Education Horton (); McLean Davies (Australia); Truman (Australia): Teaching Literature in times of Crisis: Literary Linking Methods in Australian Secondary Schools Olin-Scheller (Sweden); Nilsberth (Sweden); Elliott (); Goodwyn (United Kingdom (The)); McLean Davies (Australia): Rethinking Literature and its uses: texts and knowledge in 21st century L1 contexts Segev (Israel); Levin (Israel): SEL Practices as Advancing Online Literature Teaching and Learning
Multiple languages, multiple cultures	Hason (Israel); Segev (Israel): Practices To Encourage Reading among Pre-Service Teachers from The Bedouin Dispersion in The Negev: Challenges and Opportunities Keary (Australia): Play and Language Learning: An Australian Intergenerational Family Study Kolstrup (); Lundqvist (Denmark): Creating synergies between home and school literacies in Danish L1 primary school classrooms	Kolodina (): Reading Fluency in L1 and Heritage Language of Russian-American Bilingual Children (5-15 years old)	Hason (Israel); Segev (Israel): Practices To Encourage Reading among Pre-Service Teachers from The Bedouin Dispersion in The Negev: Challenges and Opportunities
Research on literature education					Fontich (Spain): Literature education in the classroom: beliefs, assessment, and intervention
Teacher Education	Hesse (Germany): Teaching Quality in the Literature Classrooms of Pre-Service Teacher Students
Teacher education and professional learning	Angelova (Bulgaria): L1 Teacher Education and her/ his Digital Competence - Challenges and Decisions before Pandemic and during it in Bulgaria Bąk-Średnicka (Poland); Miekina (Poland): Discourse analysis: Selected episodes in mentor-mentees L1 interactions Costa (Portugal); Sebastião (Portugal); Cardoso (Portugal); Batalha (Portugal); Rodrigues (Portugal): Transformations in teacher education: diversity in Portuguese L1 language teaching Diamond (Australia); Bulfin (Australia): Care of the profession: L1 English practice histories and alternatives to compliance professionalism Goodwyn (United Kingdom (The)): The resilience and principles of experienced L1 teachers from England, Australia and the USA Gourvennec (Norway); Solheim (Norway); Uppstad (Norway); McTigue (United States): Shared responsibility in co-taught literacy classes is related to reading development Gràcia (Spain); Adam-Alcocer (Spain); Castillo Mardones (Spain); Duarte Rivas (); Villalobos (Spain): A digital tool for the professional development of secondary education teachers: EVALOE-SSD-SEC Hansen (Denmark): School or film school? Danish student teachers’ film teaching interventions considering the paradigms of multiliteracy and experiential learning Hefti (Switzerland); Isler (Switzerland); Maier (): Promoting kindergarten students' oral text abilities through improved interactional support by their teachers in everyday communication Johansson (Sweden): The establishment of the multidisciplinary field of didactics of the mother tongue school subject Traga Philippakos (United States); MacArthur (): COVID-19 and the Teaching Profession: Instructional Practices and Challenges Traga Philippakos (United States); MacArthur (): Examination of a Professional Development Model on Writing Instruction in Grades K to 2: First Cycle of Design-Based Research				To-Chan (Hong Kong): Fostering Creativity in Children in the Era of Change
Teaching and learning practices in and beyond school	Cardoso (Portugal); Graca (Portugal); Coimbra (); Pereira (Portugal): Collaborative writing to transform and improve the narrative quality of primary school students: challenges and opportunities Choi-Natvik (Norway): Examples of how teachers respond when students are reading complex academic texts in upper elementary school Christensen (Denmark): Students’ independent request for feedback during productive work Concha (); Espinosa (Chile): Experiences of free writing in the classroom from the perspective of children and youth De-Malach (): Teaching during Covid-19: Literary representations Elf (Denmark); Steffensen (Denmark): The role of L1-education in teaching green transition in lower secondary school – methodological considerations and preliminary finding from a mixed-methods study Markoglou (): Enhancing creativity in L1 Education: An empirical study Myhill (United Kingdom (The)): Thinking Grammatically: The Relationship between Students’ Conceptual Understanding of Grammar and Teachers’ Taught Input Rautenberg (); Hueckmann (Germany): Which language internal factors complicate the correct use of sentence internal capitalization in German?		Castillo Mardones (Spain); Gràcia (Spain); Villalobos (Spain): Results provided by EVALOE for primary education teachers in the Chilean context.	Elf (Denmark); Steffensen (Denmark): The role of L1-education in teaching green transition in lower secondary school – methodological considerations and preliminary finding from a mixed-methods study