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

ARLE 2024 in Melbourne

164 contributions

Overview of contributions, clustered by theme and format

Presentation
Format type
Event
ARLE 2024 - Conference Dinner Party (optional, to include transportation)
ARLE 2024 - Conference Dinner Party Additional Guest (optional, to include transportation)
ARLE 2024 - Keynote only (1 keynote, virtual)
ARLE 2024 - Keynote only (all keynotes, virtual)
ARLE 2024 - On-site participation
ARLE 2024 - Online participation
ARLE 2024 - PhD Pre-Conference (on-site participation)
ARLE 2024 - PhD Pre-Conference (online participation)
Group by domain
ARLE 2024 - Paper presentations (hybrid) ARLE 2024 - PhD pre-conference submissions (on-site or online) ARLE 2024 - Poster sessions (online) ARLE 2024 - Research workshops (on-site or online) ARLE 2024 - Round table sessions (on-site and online) ARLE 2024 - Symposia (on-site, online, or hybrid)
(Critical) language awareness
  • Alexopoulos (Greece); Tsami (Greece); Fterniati (Greece): Literacy practices of Roma students in Greece: dominant discourses and views of the children themselves
  • Batalha (Portugal): The Language in Children's Heads: Linguistic Diversity in L1 Education
  • Cleeve Gerkens (Australia); Choi (Australia); Ohki (Australia): Multilingual authors ‘standing taller’ in multimodal arts-rich translanguaging spaces
  • Fladung (); Jost (Germany); Illetschko (Austria); Krelle (Germany); Lorenz (): iKMPLUS – individual competence measurement PLUS – voluntary module “language awareness”
  • Hodgson (United Kingdom (The)): Literacy and Growth: a Genealogy of English Teaching
  • Karpava (Cyprus): Multimodality, Critical Digital Literacy and Transversal Competencies Language Classrooms
  • Kostouli (Greece): Negotiating stances to immigration, positioning themselves and others: Narrative texts in a dialogic critical pedagogy
  • Magnusson (Sweden); Lindh (Sweden): Reshaping writing practices
  • McKnight (Australia): Writing as whiting: Tracing pedagogies for digital composition in a settler colonial archive
  • Nemvalts (Estonia); Lemendik (); Roosalu (Estonia); Roosmaa (): Language diversity in academia: doctoral students' Estonian as L1
  • Nygård (Norway): Linguistic inquiry in the classroom – students exploring grammatical issues and language variation
  • Potter (Australia): TEST
  • Schlam Salman (Israel); Haskel-Shaham (Israel): Noticing and metalinguistic awareness in the L2 writing process: A translation-based writing task for L1 Arabic speakers preparing to teach Hebrew as a second language
  • Schuler (): (Multi-)lingualism in the Virtual World: Towards New Possibilities
  • Tark (Germany): L1+L2 Dialogues in German Lessons at Primary School: Slam Poetry and Performativity
  • Wejrum (Sweden): Resources and strategies in adolescents’ meaning making processes of argumentative digital texts
  • Zhao (China): On the Function of Humor in English Writing as Foreign Language Teaching Pedagogy
  • Zhao (China): On the Function of Humor in English Writing as Foreign Language Teaching Pedagogy
  • Zhao (China): On the Function of Humor in English Writing as Foreign Language Teaching Pedagogy



  • Gràcia (Spain); Christensen (Denmark); Skaftun (Norway): Dialogic Teaching, Learning & Assessment
  • Zhao (China): On the Function of Humor in English Writing as Foreign Language Teaching Pedagogy
Activism, languages, literacies, and education
  • alharbi (Saudi Arabia): Proposed Development Vision for Student Activities in Saudi Universities
  • Alshammari (Saudi Arabia): The Ideologies Underpinning Nativeness: Theoretical Insights on Discursive Practices in TESOL
  • BOUKLATA (Morocco); El Kirat El Allame (Morocco): "Decontextualization in Defense of Integrating Mother Tongues in Language Planning Policies: A Case Study of Darija in Morocco."
  • Choe (): “Every Child Matters”: Canadian Pre-Service Teachers’ Critical Engagement with Indigenous Life-Narrative Picturebooks
  • 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.
  • Ferencik-Lehmkuhl (): Text Revision in Inclusive German Language Education - Results of a Mixed-Methods Study
  • Horton (): Empowerment as affective encounter: Navigating the emotional edges of difficult knowledge texts in senior English
  • Locke (New Zealand): Implacing L1 English in the Anthropocene
  • Ouhmidi (); Kour (Morocco); El Kirat El Allame (Morocco): Attitudes of the Tagart Community Towards the Teaching of Amazigh as an L 1 in Morocco
  • Yilmaz Wörfel (Germany); Griepentrog (); Kipsch (Germany); Krelle (Germany): A multi-site video study exploring the effectiveness of audio pens in promoting reading fluency
  • Horton (): Empowerment as affective encounter: Navigating the emotional edges of difficult knowledge texts in senior English
  • Choe (): “Every Child Matters”: Canadian Pre-Service Teachers’ Critical Engagement with Indigenous Life-Narrative Picturebooks
  • Zarza Díaz (); Adam-Alcocer (Spain); Garza (Mexico): Teaching oral language at intercultural educational contexts in Mexico



Environmental and Sustainability Education
  • SAKARJI (Malaysia): Preliminary Investigation of Religiosity and Academician Well-being: A Pilot Study in Malaysian Public Higher Education




Indigenous knowledges and literature/literacy education
  • Keary (Australia); Scull (Australia): Oral Language and Writing through Play: An Australian regional case study
  • Kolber (Australia): A tale of two curriculums: dramatic possibilities for including First Nations content in VCE English and English Language
  • SAKULWICHITSINTU (Thailand): How Important Is AI Literacy to Teaching and Learning at an Open University? : A Short Review
  • Salva (): Intersectionality of Indigeneity and Disability: Unveiling Issues to Educational Participation of Indigenous Learners with Disabilities





Language and literature curricula and student agency
  • Arnold (Australia): From fragmentation to coherence: student experience of Assessment for Learning in English
  • Ayoola (Nigeria): AN EVALUATIVE ANALYSIS OF THE ENGLISH LANGUAGE VARIETY THE SYLLABUS AND THE CLASSROOM INSTRUCTION REALITIES IN NIGERIAN SECONDARY SCHOOLS
  • Calil (Brazil); Barbeiro (); Pinto (Portugal); Costa (Portugal); Cardoso (Portugal): How do children use punctuation marks during writing? Diverse comments made bythe same 2nd and 4th grade pupils.
  • Godoy (Portugal): Impacts of educational policies on publishing for children in Portugal
  • Gonçalves (); Tomás (Portugal); Almeida (Portugal): Children as readers of the world”: Using postmodern picture books to talk about rights, equity, and differences in a 2nd grade
  • 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.
  • Goodwyn (United Kingdom (The)): Personal knowledge versus Powerful knowledge? literary response, affect and understanding in secondary classrooms in England.
  • Jusslin (Finland); Höglund (Finland): The role of the arts in L1 education: A state-of-the-art review
  • Kabel (Denmark); Christensen (Denmark); Tannert (Denmark): Students’ metalinguistic repertoires about writerly choices in the context of L1 writing education
  • Klene (Australia): The Disturbing Materiality of Literature Education: An Ethic of Incommensurability in the Classroom
  • Kunze (); Lange genannt Böhmer (Germany); Tolle (Germany); Wietstock (); Krelle (Germany): Skribi – an Application for Writing Training in a Digital Environment
  • Mansour (Denmark): “Is it possible to halal slaughter a pig?” - Negotiating Cultures and Identities while Reading Multicultural Literature in Danish Public Schools
  • Marshall (United Kingdom (The)): The pedagogy of watching Shakespeare
  • McGraw (): Building confidence in poetry teaching in Australian secondary education
  • Nilsberth (Sweden); Olin-Scheller (Sweden): Student participation in the platformised L1 classroom. “State of the actual” in Swedish upper secondary education.
  • Ow Yeong (Singapore): Learning by Heart in L1 Pedagogy: Envisionment-Building through Memorisation and Recitation of Poetry in English in Singapore
  • Piekut (Denmark): The student as an individual in the Danish, Norwegian and Swedish L1 curriculum – a comparative analysis of voice, exploration and personal development
  • Rosborough (United States); Peterken (United States): Play, imagination, and affordances: Supporting children’s agency in L1 and L2 learning through teacher-student role-reversal
  • Sawyer (Australia): Literary knowledge: A curricular archive.
  • Smidt Alenkjær (Denmark): Towards Inquiry-Based Literary History Teaching in Danish Upper Secondary Education
  • Wood (Australia): Poetry writing a ghost in the Queensland high stakes assessment environment.
  • Ow Yeong (Singapore): Learning by Heart in L1 Pedagogy: Envisionment-Building through Memorisation and Recitation of Poetry in English in Singapore
  • 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.
  • Smidt Alenkjær (Denmark): How to compare practice architectures without losing analytical sensitivity?
  • Wood (Australia): Poetry writing a ghost in the Queensland high stakes assessment environment.



  • Marshall (United Kingdom (The)): The pedagogy of watching Shakespeare
Language, literature and de-colonial/anti-colonial research and practice
  • Davis Roberts (United States); Tirado (United States): A Pedagogy of Liminality: Toward Visual Poetry as a Practice in Decolonizing Creative Writing Pedagogy
  • 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
  • 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





Language, literature, place, and context
  • Araujo (Portugal); Costa (Portugal); Leite (Portugal); Brito (): Preschool Teachers’ Self-Reported Storybook Reading Practices
  • Elf (Denmark); Christensen (Denmark): Nordic inquiry in Quality Literature Education: Danish, Swedish and Norwegian teachers’ enactments, adaptations and understandings across national contexts
  • Godoy (Portugal); Lopes (Portugal): Fifty years of Literature Teaching in Portugal - A study based on Teachers' Life Histories
  • Gordon (United Kingdom (The)): An ecological view of L1 teachers’ agency with Edtech: place, spaces and futures
  • Gordon (United Kingdom (The)): Towards a model of professional development for L1 ‘literary conversation pedagogies’
  • Hasnine (): Exploring generative AI in learning context generation for language learners: Friend or a foe for Wordhyve?
  • Horton (); Nah (Singapore): (Re)Searching the Experienced Curriculum: Navigating the 'Why' and 'How' of Peripheral and Personal Moments in Secondary Students’ Literary Encounters
  • Illesca (): Learning from Virginia Woolf’s ‘A Room Of One’s Own’.
  • Johansson (Sweden); Tengberg (Sweden); Sonneland (Norway): Inquiry dialogue to promote comprehension and interpretation. Effects of an intervention to improve the quality of teacher-led discussions about complex literary texts.
  • Song (Korea (The Republic Of)); Lee (); 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
  • Stagg Peterson (Canada); Friedrich (Canada): Creating Inclusive and Compassionate Spaces through Playce-based Learning
  • Teomim Ben-Menachem (); Elkad-Lehman (Israel): Teachers’ intertextual responses in 'havruta' to reading an ancient Hebrew text
  • Teomim Ben-Menachem (); Elkad-Lehman (Israel): “Above all, there’s our humanity”: Intertextual responses to reading an ancient Hebrew text by teachers with different religious identities
  • Godoy (Portugal); Lopes (Portugal): Fifty years of Literature Teaching in Portugal - A study based on Teachers' Life Histories




Languages, literacies, and technologies
  • Ascherl (Germany); Brüggemann (Germany): Digital (Text) Sovereignty as a Goal of Forward-thinking Professional Development for Teachers in German L1 Education
  • Ballis (Germany); Schwendemann (): Unlocking the Classroom of the Future: How Virtual Reality Transforms L1 Education for High School Students
  • Bremholm (Denmark); Kabel (Denmark); Bundsgaard (Denmark): Young children’s textual worlds: Topics and emergent genres in students’ early writing
  • Cao (): The integration of Large Language Model (LLM) in first language (L1) learning-oriented reading assessment practice at K-12 level: Evaluative and formative feedback
  • Cheung (); Zhu (China): Extending Real-Life Stories and Achieving Independent Reading——XR Assisted Self-directed learning Program of Electronic Picture Books for Hong Kong Primary School Students
  • Choi (Korea (The Republic Of)): establishing the sub-variables for engaged readers by understanding the identity of engaged readers
  • Dannecker (Germany): Teaching Literature in a Society of Change – Rethinking L1 Education in Future Classrooms
  • Green (Hong Kong): The Language Environment of Children’s Picture Books: A Lexical Study Using Data Science Methods.
  • Hahn (Germany); Frederking (Germany): ARLE 2024 - Paper presentations (hybrid)
  • Jo (Korea (The Republic Of)); Seong Seog (Korea): Building a Bridge between Korean Grammar Education and Computer Language Grammar Education
  • Kjellström (Sweden): Teachers' digital text competences
  • Kjellström (Sweden): Teachers didactic choices: Digital text competences
  • Lehndorf (Germany); Pieper (Germany): Enhancing Literary Writing in the Digital Age: Exploring Teachers' Beliefs on AI-Assisted Approaches in Upper Secondary Education
  • Magirius (Germany); Scherf (Germany): Teacher Students Interpret Poems with AI. On Potentials, Risks, & Disruptions in L1 Teacher Education
  • Müller (): L1x2: Dual First Language Acquisition in Sign Language and Spoken Language with Digital Picturebooks
  • Paik (Korea (The Republic Of)): Examining adolescents' ability to assess credibility in online reading
  • Pentikainen (Finland); Kallionpää (Suomi): How to combine writing, transmedial skills, and gaming? Conducting systematic review of research, implementing a pilot study, and designing a digital learning platform
  • Rauber (Portugal); Teixeira (Portugal); Santos (): Language and communication in non-verbal children - A Portuguese study
  • Wileczek (Poland); Jagun (): Between Enthusiasm and Doubt: L1 (Polish) Teachers on the Use of Digital Applications in Institutional Education
  • Woerfel (Germany): Improving L1 writing skills through (ICT) literacy training: An intervention study in German secondary schools
  • Wong (Hong Kong): AI-assisted L1 Chinese Language Education
  • Yang (United Kingdom (The)): Effectiveness of accelerated reader on school students' reading achievements and reading behaviours: A systematic review
  • Choi (Korea (The Republic Of)): establishing the sub-variables for engaged readers by understanding the identity of engaged readers
  • Kjellström (Sweden): Teachers' digital text competences
  • Yang (United Kingdom (The)): Effectiveness of accelerated reader on school students' reading achievements and reading behaviours: A systematic review
  • Ascherl (Germany); Brüggemann (Germany): Digital (Text) Sovereignty as a Goal of Forward-thinking Professional Development for Teachers in German L1 Education
  • Hahn (Germany); Frederking (Germany): ARLE 2024 - Poster sessions (online)
  • Paik (Korea (The Republic Of)): Examining adolescents' ability to assess credibility in online reading
  • Pentikainen (Finland); Kallionpää (Suomi): How to combine writing, transmedial skills, and gaming? Conducting systematic review of research, implementing a pilot study, and designing a digital learning platform

  • Bulfin (Australia): Contending with crises: L1 education in transition
  • Diamond (Australia); McKnight (Australia); Godhe (Sweden): From stochastic parrots to electric sheep: Imagining the future of L1 education with generative AI
Literacy theories and language, literature, and literacy education
  • Carl (Germany); Rietz (Switzerland): Understanding Barriers for Students to Move Beyond Propositional Information in Literary Reading
  • Darcy (Australia): Title: “Feeling panicky when we get it wrong”: Creating safe spaces for encountering difficult knowledge in English classrooms.
  • Davis Roberts (United States): Ars Poetica Pedagogicas: A Poetic Inquiry into the Teaching of Poetry and Teacher Identity
  • Davis Roberts (United States): “Every Day Do Something That Won’t Compute:” Student Perceptions of Daily Poetry Practice
  • Espinosa (Chile): Quality of Adolescent Science Writing and its Connection to Teaching Practices
  • Figueroa (Chile): Exploring the nexus of Literacy: Integrating Writing and Reading in Language Classroom
  • Kalasaridou (Greece): Teaching political poetry in literature classroom
  • Löfgren (Sweden); Erixon (Sweden): Literature Manuals in Times of New Mediacy in Sweden
  • Loh (China); To-Chan (Hong Kong); Tam (Hong Kong): L2 Preschoolers’ Communication Strategies for Vocabulary Building in Storytelling Activities: The Case of Chinese as a Second Language Learning
  • 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'?
  • Schneuwly (Switzerland); Capt (Switzerland); Ronveaux (Switzerland): Teaching reading of composite texts: use and transformation of tools by teachers
  • Schneuwly (Switzerland): Literary texts from different sources as basis of immaterial heritage in Switzerland: local, national and universal/ethnocentric anchorages
  • Sturk (Sweden); Jeffery (Netherlands (the)): Discourses of Writing in Educational Research: A Review of Literature
  • ZHOU (Hong Kong): Examining the Role of Teachers in Students’ Vocabulary Knowledge and Reading Comprehension
  • Darcy (Australia): Title: The A/Effects of teaching literature
  • Davis Roberts (United States): Ars Poetica Pedagogicas: A Poetic Inquiry into the Teaching of Poetry and Teacher Identity
  • Davis Roberts (United States): “Every Day Do Something That Won’t Compute:” Student Perceptions of Daily Poetry Practice



Means and methods: how do we research our complex field?
  • Casteleyn (Belgium): Learning to read: From an umbrella review of reading research to an inspiration guide for schools
  • Kontovourki (Cyprus): Bodies that move and matter: Literacy pedagogies assembling in primary teachers’ hi/stories of classroom practice
  • Lenihan (Ireland): Tackling a Big Issue in the English Classroom: Reflections from Practice in Initial Teacher Education
  • Liptakova (Slovakia); Gogova (Slovakia); Dziak (Slovakia): How Slovak 3rd graders report about aurally presented text
  • Štěpáník (Czech Republic (The)); Šindelková (): When methods shed the content: a case study in Czech language teaching

  • McGraw (): Australian Journal of English Education (AJEE) - Meet the Editor



Plurilingualism and multilingualism
  • Boussagui (Morocco): Exploring the Student Perspective: Amazigh Language Policy Implementation in Morocco
  • Dingwall (); Molway (): What sustains teachers’ and students’ joy, passion, and enthusiasm for English in three European countries?
  • Rillera Kempster (Australia): Building bridges and cultivating linguistic assets: Building on students' L1 resources through parental engagement in English language education
  • Sahraee Juybari (Australia): Orientations to language as resource in world languages studies in Australian higher education
  • Young (); LAU (); Loh (China); SHUM (Hong Kong): Using Effective E-learning Pedagogy to Support Students with Diverse Cultural Backgrounds to Learn Chinese History: Academic performance and motivation



  • Sahraee Juybari (Australia): Orientations to language as resource in world languages studies in Australian higher education
  • Green (Australia); Turner (); Kostogriz (): English Teaching, Language(s) Education and the Post-Monolingual Condition – A Symposium
“Powerful knowledges” and language and literature education
  • Elliott (); Dingwall (); Riser (Australia): Thinking differently about powerful knowledge in English Education





Schooling in real environments, the local, the rural the urban
  • Hopkins (): Rural English Classrooms and Aussie Battlers - senior secondary students living out the myth





SIG Dialogic Teaching, Learning & Assessment
  • Atanda (Nigeria): Assessment of Institutional Factors Facilitating Quality of Graduates in Federal Universities in Nigeria
  • Hüser (Germany): Investigation of the Development of Pragmatic-Communicative Skills as a Prerequisite for Classroom Participation
  • Kolber (Australia): Connecting teachers and researchers in dialogue: metaloguing post-COVID teacher ennui
  • NG (Hong Kong); Cheong (Hong Kong); HUI (); Lam (China); Zhang (): Unraveling the Relationships of Self-Efficacy, Motivation, and Reading Comprehension Achievement: A Network Psychometric Analysis



  • Atanda (Nigeria): Assessment of Institutional Factors Facilitating Quality of Graduates in Federal Universities in Nigeria

SIG Educational Linguistics (EduLing)




  • Costa (Portugal); Fontich (Spain): Educational Linguistics: a State of the Art
SIG Literacies: Reading, Writing & Oracies
  • Eum (Korea (The Republic Of)): What Each Writer Learns in Groups: Roles in Collaborative Writing and Their Impact on Learning
  • Gourvennec (Norway); McTigue (United States); Tengberg (Sweden): Quality in L1 instruction. A systematic literature review
  • Kim (Korea (The Republic Of)); Park (Korea (The Republic Of)); CHANG (Korea (The Republic Of)); Chung (Korea (The Republic Of)): Analyze the language performance of insufficient litoracy learners based on the results of litoracy diagnostic
  • Min (); Choi (Korea (The Republic Of)); Baik (Korea (The Republic Of)); Kim (); Eum (Korea (The Republic Of)): Exploring Students' Language Mode Selection in Litoracy Classes
  • Pocinho (Portugal); Ferraz (Portugal): Baby Bookstart: a pilot-Project on Madeira Island
  • Eum (Korea (The Republic Of)): What Each Writer Learns in Groups: Roles in Collaborative Writing and Their Impact on Learning




SIG Research on Literature Education (ROLE)
  • Nah (Singapore): Towards a Dialogic Ethical Criticism: A Framework for Examining Student Responses to Referent Others and Classroom Interactions of Ethical Meaning-making





Social justice in education and empowering students
  • Encinas (United Kingdom (The)): Songs, Communication and Language in the Early Years
  • Odhiambo (United Arab Emirates (The)): Creating a supporting environment in schools for students with refugee backgrounds in Australia





Teacher education and professional learning
  • Angelova (Bulgaria): Does Chat GPT displace student agency in first language education in Bulgarian Language Teaching? Teacher’s Voice
  • CHRISTOFORATOU (United Kingdom (The)): Teaching writing in secondary schools in England through Learning Study
  • Jusslin (Finland); Sturk (Sweden); Rosvall (): The teaching of writing at teacher education programs in Finland and Sweden: Integrating theory and practice
  • Kania (Poland); Wawer (Poland): Philosophy of Teaching and its Role in Teacher Training within the Context of a Polish University
  • Khaliq (Canada): Adapting to the Digital Classroom: Challenges and creativity in online learning
  • McLean Davies (Australia); Thompson (Australia): Introducing the concept of literacy instructional leadership for school and system wide improvement.
  • Rättyä (Finland): Expanding L1 subject and class teacher students' education
  • Wawer (Poland): Philosophy of Teaching and its Role in Teacher Training within the Context of a Polish University

  • Gràcia (Spain); Nieva (Spain); Adam-Alcocer (Spain); Quezada Hernandez (Spain); Garza (Mexico): Reflective and collaborative teachers’ development program in high school education to improve student’s oral language
  • Khaliq (Canada): Adapting to the Digital Classroom: Challenges and creativity in online learning


  • Khaliq (Canada): Adapting to the Digital Classroom: Challenges and creativity in online learning
Teaching and learning practices in and beyond school
  • Amelina (Russian Federation (The)): The Concept of a Good Language Learner: A Learner’s Perspective
  • Böhnert (Germany): Peer-to-Peer in Inclusive Learning Groups: How Cognitively Activating Are Inclusive Peer Feedback Conversations?
  • Deutzmann (Germany); Giera (Germany): Analyzing the Text Quality and Time in Writing Plan of German Ninth Graders in the Project Fair Debating and Written Argumentation
  • Deutzmann (Germany); Giera (Germany): Promoting Argumentative Writing Skills of Ninth-Graders at Lower Secondary Schools using the SRSD approach
  • Giera (Germany): Everyone is reading! A participatory theater project to promote reading competence and social interaction in inclusive learning settings
  • Giera (Germany); Deutzmann (Germany): Developing Persuasiveness in Written Argumentations Through Debate Training
  • Hennessy (Ireland); Nogueira (Canada): Teaching beyond the Test: Low stakes curriculum innovation within a high-stakes assessment framework. The case of Transition Year Poetry in Ireland.
  • Inuwa (Nigeria): Adoption of Computer Assisted Instruction in Teaching Business Education Courses at Tertiary Institutions in North-East Nigeria
  • Sharma (): ENGLISH LANGUAGE TEACHERS’ UNDERSTANDINGS OF LANGUAGE LEARNING ECOLOGY: A NARRATIVE INQUIRY
  • Sheo (Korea (The Republic Of)); Kang (); Choi (): Longitudinal Influence of Early Parent-Child Interactions on First-Grade School Adjustment: The Mediating Role of Vocabulary Skills
  • SHUM (Hong Kong): How L1 Learners Learn Chinese Report Writing in Melbourne and Hong Kong – Implications for Global Curriculum Sharing
  • Urrello Hurtado (Spain); Gràcia (Spain); Jarque (Spain): Assessment of teaching and learning practices to enhance children’s oral language in a kindergarten classroom in Peru

  • Nwagbo (Nigeria): Cybersecurity in the Internet of Things (IoT) era: Challenges and Solutions
  • Sheo (Korea (The Republic Of)); Kang (); Choi (): Longitudinal Influence of Early Parent-Child Interactions on First-Grade School Adjustment: The Mediating Role of Vocabulary Skills
  • Urrello Hurtado (Spain); Gràcia (Spain); Jarque (Spain): Assessment of teaching and learning practices to enhance children’s oral language in a kindergarten classroom in Peru