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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 |
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Batalha (Portugal): The Language in Children's Heads: Linguistic Diversity in L1 Education
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Cleeve Gerkens (Australia); Choi (Australia); Ohki (Australia): Multilingual authors ‘standing taller’ in multimodal arts-rich translanguaging spaces
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Fladung (); Jost (Germany); Illetschko (Austria); Krelle (Germany); Lorenz (): iKMPLUS – individual competence measurement PLUS – voluntary module “language awareness”
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Hodgson (United Kingdom (The)): Literacy and Growth: a Genealogy of English Teaching
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Karpava (Cyprus): Multimodality, Critical Digital Literacy and Transversal Competencies Language Classrooms
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Kostouli (Greece): Negotiating stances to immigration, positioning themselves and others: Narrative texts in a dialogic critical pedagogy
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Magnusson (Sweden); Lindh (Sweden): Reshaping writing practices
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McKnight (Australia): Writing as whiting: Tracing pedagogies for digital composition in a settler colonial archive
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Nemvalts (Estonia); Lemendik (); Roosalu (Estonia); Roosmaa (): Language diversity in academia: doctoral students' Estonian as L1
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Potter (Australia): TEST
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Schuler (): (Multi-)lingualism in the Virtual World: Towards New Possibilities
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Tark (Germany): L1+L2 Dialogues in German Lessons at Primary School: Slam Poetry and Performativity
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Wejrum (Sweden): Resources and strategies in adolescents’ meaning making processes of argumentative digital texts
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Zhao (China): On the Function of Humor in English Writing as Foreign Language Teaching Pedagogy
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Zhao (China): On the Function of Humor in English Writing as Foreign Language Teaching Pedagogy
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Zhao (China): On the Function of Humor in English Writing as Foreign Language Teaching Pedagogy
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Gràcia (Spain); Christensen (Denmark); Skaftun (Norway): Dialogic Teaching, Learning & Assessment
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Zhao (China): On the Function of Humor in English Writing as Foreign Language Teaching Pedagogy
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| Activism, languages, literacies, and education |
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Alshammari (Saudi Arabia): The Ideologies Underpinning Nativeness: Theoretical Insights on Discursive Practices in TESOL
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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."
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Choe (): “Every Child Matters”: Canadian Pre-Service Teachers’ Critical Engagement with Indigenous Life-Narrative Picturebooks
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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.
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Ferencik-Lehmkuhl (): Text Revision in Inclusive German Language Education - Results of a Mixed-Methods Study
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Horton (): Empowerment as affective encounter: Navigating the emotional edges of difficult knowledge texts in senior English
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Locke (New Zealand): Implacing L1 English in the Anthropocene
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Ouhmidi (); Kour (Morocco); El Kirat El Allame (Morocco): Attitudes of the Tagart Community Towards the Teaching of Amazigh as an L 1 in Morocco
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Yilmaz Wörfel (Germany); Griepentrog (); Kipsch (Germany); Krelle (Germany): A multi-site video study exploring the effectiveness of audio pens in promoting reading fluency
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Horton (): Empowerment as affective encounter: Navigating the emotional edges of difficult knowledge texts in senior English
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Choe (): “Every Child Matters”: Canadian Pre-Service Teachers’ Critical Engagement with Indigenous Life-Narrative Picturebooks
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Zarza Díaz (); Adam-Alcocer (Spain); Garza (Mexico): Teaching oral language at intercultural educational contexts in Mexico
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| Environmental and Sustainability Education |
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SAKARJI (Malaysia): Preliminary Investigation of Religiosity and Academician Well-being: A Pilot Study in Malaysian Public Higher Education
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| Indigenous knowledges and literature/literacy education |
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Keary (Australia); Scull (Australia): Oral Language and Writing through Play: An Australian regional case study
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SAKULWICHITSINTU (Thailand): How Important Is AI Literacy to Teaching and Learning at an Open University? : A Short Review
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Salva (): Intersectionality of Indigeneity and Disability: Unveiling Issues to Educational Participation of Indigenous Learners with Disabilities
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| Language and literature curricula and student agency |
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Arnold (Australia): From fragmentation to coherence: student experience of Assessment for Learning in English
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Ayoola (Nigeria): AN EVALUATIVE ANALYSIS OF THE ENGLISH LANGUAGE VARIETY THE SYLLABUS AND THE CLASSROOM INSTRUCTION REALITIES IN NIGERIAN SECONDARY SCHOOLS
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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.
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Godoy (Portugal): Impacts of educational policies on publishing for children in Portugal
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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
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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.
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Goodwyn (United Kingdom (The)): Personal knowledge versus Powerful knowledge? literary response, affect and understanding in secondary classrooms in England.
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Jusslin (Finland); Höglund (Finland): The role of the arts in L1 education: A state-of-the-art review
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Kabel (Denmark); Christensen (Denmark); Tannert (Denmark): Students’ metalinguistic repertoires about writerly choices in the context of L1 writing education
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Klene (Australia): The Disturbing Materiality of Literature Education: An Ethic of Incommensurability in the Classroom
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Kunze (); Lange genannt Böhmer (Germany); Tolle (Germany); Wietstock (); Krelle (Germany): Skribi – an Application for Writing Training in a Digital Environment
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Mansour (Denmark): “Is it possible to halal slaughter a pig?” - Negotiating Cultures and Identities while Reading Multicultural Literature in Danish Public Schools
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Marshall (United Kingdom (The)): The pedagogy of watching Shakespeare
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McGraw (): Building confidence in poetry teaching in Australian secondary education
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Ow Yeong (Singapore): Learning by Heart in L1 Pedagogy: Envisionment-Building through Memorisation and Recitation of Poetry in English in Singapore
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Piekut (Denmark): The student as an individual in the Danish, Norwegian and Swedish L1 curriculum – a comparative analysis of voice, exploration and personal development
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Rosborough (United States); Peterken (United States): Play, imagination, and affordances: Supporting children’s agency in L1 and L2 learning through teacher-student role-reversal
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Sawyer (Australia): Literary knowledge: A curricular archive.
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Smidt Alenkjær (Denmark): Towards Inquiry-Based Literary History Teaching in Danish Upper Secondary Education
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Wood (Australia): Poetry writing a ghost in the Queensland high stakes assessment environment.
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Ow Yeong (Singapore): Learning by Heart in L1 Pedagogy: Envisionment-Building through Memorisation and Recitation of Poetry in English in Singapore
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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.
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Smidt Alenkjær (Denmark): How to compare practice architectures without losing analytical sensitivity?
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Wood (Australia): Poetry writing a ghost in the Queensland high stakes assessment environment.
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Marshall (United Kingdom (The)): The pedagogy of watching Shakespeare
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| Language, literature and de-colonial/anti-colonial research and practice |
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Davis Roberts (United States); Tirado (United States): A Pedagogy of Liminality: Toward Visual Poetry as a Practice in Decolonizing Creative Writing Pedagogy
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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
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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
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| Language, literature, place, and context |
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Araujo (Portugal); Costa (Portugal); Leite (Portugal); Brito (): Preschool Teachers’ Self-Reported Storybook Reading Practices
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Elf (Denmark); Christensen (Denmark): Nordic inquiry in Quality Literature Education: Danish, Swedish and Norwegian teachers’ enactments, adaptations and understandings across national contexts
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Godoy (Portugal); Lopes (Portugal): Fifty years of Literature Teaching in Portugal - A study based on Teachers' Life Histories
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Gordon (United Kingdom (The)): An ecological view of L1 teachers’ agency with Edtech: place, spaces and futures
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Gordon (United Kingdom (The)): Towards a model of professional development for L1 ‘literary conversation pedagogies’
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Hasnine (): Exploring generative AI in learning context generation for language learners: Friend or a foe for Wordhyve?
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Horton (); Nah (Singapore): (Re)Searching the Experienced Curriculum: Navigating the 'Why' and 'How' of Peripheral and Personal Moments in Secondary Students’ Literary Encounters
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Illesca (): Learning from Virginia Woolf’s ‘A Room Of One’s Own’.
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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.
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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
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Stagg Peterson (Canada); Friedrich (Canada): Creating Inclusive and Compassionate Spaces through Playce-based Learning
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Teomim-Ben Menachem (Israel); Elkad-Lehman (Israel): Teachers’ intertextual responses in 'havruta' to reading an ancient Hebrew text
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Teomim-Ben Menachem (Israel); Elkad-Lehman (Israel): “Above all, there’s our humanity”: Intertextual responses to reading an ancient Hebrew text by teachers with different religious identities
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Godoy (Portugal); Lopes (Portugal): Fifty years of Literature Teaching in Portugal - A study based on Teachers' Life Histories
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| Languages, literacies, and technologies |
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Ascherl (Germany); Brüggemann (Germany): Digital (Text) Sovereignty as a Goal of Forward-thinking Professional Development for Teachers in German L1 Education
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Ballis (Germany); Schwendemann (): Unlocking the Classroom of the Future: How Virtual Reality Transforms L1 Education for High School Students
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Bremholm (Denmark); Kabel (Denmark); Bundsgaard (Denmark): Young children’s textual worlds: Topics and emergent genres in students’ early writing
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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
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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
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Choi (Korea (The Republic Of)): establishing the sub-variables for engaged readers by understanding the identity of engaged readers
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Dannecker (Germany): Teaching Literature in a Society of Change – Rethinking L1 Education in Future Classrooms
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Green (Hong Kong): The Language Environment of Children’s Picture Books: A Lexical Study Using Data Science Methods.
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Hahn (Germany); Frederking (Germany): ARLE 2024 - Paper presentations (hybrid)
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Jo (Korea (The Republic Of)); Seong Seog (Korea): Building a Bridge between Korean Grammar Education and Computer Language Grammar Education
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Kjellström (Sweden): Teachers' digital text competences
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Kjellström (Sweden): Teachers didactic choices: Digital text competences
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Lehndorf (Germany); Pieper (Germany): Enhancing Literary Writing in the Digital Age: Exploring Teachers' Beliefs on AI-Assisted Approaches in Upper Secondary Education
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Magirius (Germany); Scherf (Germany): Teacher Students Interpret Poems with AI. On Potentials, Risks, & Disruptions in L1 Teacher Education
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Müller (): L1x2: Dual First Language Acquisition in Sign Language and Spoken Language with Digital Picturebooks
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Paik (Korea (The Republic Of)): Examining adolescents' ability to assess credibility in online reading
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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
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Rauber (Portugal); Teixeira (Portugal); Santos (): Language and communication in non-verbal children - A Portuguese study
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Wileczek (Poland); Jagun (): Between Enthusiasm and Doubt: L1 (Polish) Teachers on the Use of Digital Applications in Institutional Education
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Wong (Hong Kong): AI-assisted L1 Chinese Language Education
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Yang (United Kingdom (The)): Effectiveness of accelerated reader on school students' reading achievements and reading behaviours: A systematic review
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Choi (Korea (The Republic Of)): establishing the sub-variables for engaged readers by understanding the identity of engaged readers
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Kjellström (Sweden): Teachers' digital text competences
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Yang (United Kingdom (The)): Effectiveness of accelerated reader on school students' reading achievements and reading behaviours: A systematic review
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Ascherl (Germany); Brüggemann (Germany): Digital (Text) Sovereignty as a Goal of Forward-thinking Professional Development for Teachers in German L1 Education
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Hahn (Germany); Frederking (Germany): ARLE 2024 - Poster sessions (online)
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Paik (Korea (The Republic Of)): Examining adolescents' ability to assess credibility in online reading
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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
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Bulfin (Australia): Contending with crises: L1 education in transition
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Diamond (Australia); McKnight (Australia); Godhe (Sweden): From stochastic parrots to electric sheep: Imagining the future of L1 education with generative AI
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| Literacy theories and language, literature, and literacy education |
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Carl (Germany); Rietz (Switzerland): Understanding Barriers for Students to Move Beyond Propositional Information in Literary Reading
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Darcy (Australia): Title: “Feeling panicky when we get it wrong”: Creating safe spaces for encountering difficult knowledge in English classrooms.
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Davis Roberts (United States): Ars Poetica Pedagogicas: A Poetic Inquiry into the Teaching of Poetry and Teacher Identity
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Davis Roberts (United States): “Every Day Do Something That Won’t Compute:” Student Perceptions of Daily Poetry Practice
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Espinosa (Chile): Quality of Adolescent Science Writing and its Connection to Teaching Practices
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Figueroa (Chile): Exploring the nexus of Literacy: Integrating Writing and Reading in Language Classroom
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Kalasaridou (Greece): Teaching political poetry in literature classroom
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Löfgren (Sweden); Erixon (Sweden): Literature Manuals in Times of New Mediacy in Sweden
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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
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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'?
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Schneuwly (Switzerland); Capt (Switzerland); Ronveaux (Switzerland): Teaching reading of composite texts: use and transformation of tools by teachers
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Schneuwly (Switzerland): Literary texts from different sources as basis of immaterial heritage in Switzerland: local, national and universal/ethnocentric anchorages
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Sturk (Sweden); Jeffery (Netherlands (the)): Discourses of Writing in Educational Research: A Review of Literature
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ZHOU (Hong Kong): Examining the Role of Teachers in Students’ Vocabulary Knowledge and Reading Comprehension
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Darcy (Australia): Title: The A/Effects of teaching literature
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Davis Roberts (United States): Ars Poetica Pedagogicas: A Poetic Inquiry into the Teaching of Poetry and Teacher Identity
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Davis Roberts (United States): “Every Day Do Something That Won’t Compute:” Student Perceptions of Daily Poetry Practice
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| Means and methods: how do we research our complex field? |
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Casteleyn (Belgium): Learning to read: From an umbrella review of reading research to an inspiration guide for schools
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Kontovourki (Cyprus): Bodies that move and matter: Literacy pedagogies assembling in primary teachers’ hi/stories of classroom practice
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Lenihan (Ireland): Tackling a Big Issue in the English Classroom: Reflections from Practice in Initial Teacher Education
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Liptakova (Slovakia); Gogova (Slovakia); Dziak (Slovakia): How Slovak 3rd graders report about aurally presented text
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Štěpáník (Czech Republic (The)); Šindelková (): When methods shed the content: a case study in Czech language teaching
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McGraw (): Australian Journal of English Education (AJEE) - Meet the Editor
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| Plurilingualism and multilingualism |
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Boussagui (Morocco): Exploring the Student Perspective: Amazigh Language Policy Implementation in Morocco
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Dingwall (); Molway (): What sustains teachers’ and students’ joy, passion, and enthusiasm for English in three European countries?
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Rillera Kempster (Australia): Building bridges and cultivating linguistic assets: Building on students' L1 resources through parental engagement in English language education
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Sahraee Juybari (Australia): Orientations to language as resource in world languages studies in Australian higher education
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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
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Sahraee Juybari (Australia): Orientations to language as resource in world languages studies in Australian higher education
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Green (Australia); Turner (); Kostogriz (): English Teaching, Language(s) Education and the Post-Monolingual Condition – A Symposium
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| “Powerful knowledges” and language and literature education |
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Elliott (); Dingwall (); Riser (Australia): Thinking differently about powerful knowledge in English Education
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| Schooling in real environments, the local, the rural the urban |
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Hopkins (): Rural English Classrooms and Aussie Battlers - senior secondary students living out the myth
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| SIG Dialogic Teaching, Learning & Assessment |
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Atanda (Nigeria): Assessment of Institutional Factors Facilitating Quality of Graduates in Federal Universities in Nigeria
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Hüser (Germany): Investigation of the Development of Pragmatic-Communicative Skills as a Prerequisite for Classroom Participation
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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
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Atanda (Nigeria): Assessment of Institutional Factors Facilitating Quality of Graduates in Federal Universities in Nigeria
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| SIG Educational Linguistics (EduLing) |
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Costa (Portugal); Fontich (Spain): Educational Linguistics: a State of the Art
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| SIG Literacies: Reading, Writing & Oracies |
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Gourvennec (Norway); McTigue (United States); Tengberg (Sweden): Quality in L1 instruction. A systematic literature review
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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
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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
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Pocinho (Portugal); Ferraz (Portugal): Baby Bookstart: a pilot-Project on Madeira Island
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Eum (Korea (The Republic Of)): What Each Writer Learns in Groups: Roles in Collaborative Writing and Their Impact on Learning
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| SIG Research on Literature Education (ROLE) |
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Nah (Singapore): Towards a Dialogic Ethical Criticism: A Framework for Examining Student Responses to Referent Others and Classroom Interactions of Ethical Meaning-making
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| Social justice in education and empowering students |
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Encinas (United Kingdom (The)): Songs, Communication and Language in the Early Years
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Odhiambo (United Arab Emirates (The)): Creating a supporting environment in schools for students with refugee backgrounds in Australia
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| Teacher education and professional learning |
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Angelova (Bulgaria): Does Chat GPT displace student agency in first language education in Bulgarian Language Teaching? Teacher’s Voice
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CHRISTOFORATOU (United Kingdom (The)): Teaching writing in secondary schools in England through Learning Study
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Jusslin (Finland); Sturk (Sweden); Rosvall (): The teaching of writing at teacher education programs in Finland and Sweden: Integrating theory and practice
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Kania (Poland); Wawer (Poland): Philosophy of Teaching and its Role in Teacher Training within the Context of a Polish University
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Khaliq (Canada): Adapting to the Digital Classroom: Challenges and creativity in online learning
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McLean Davies (Australia); Thompson (Australia): Introducing the concept of literacy instructional leadership for school and system wide improvement.
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Rättyä (Finland): Expanding L1 subject and class teacher students' education
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Wawer (Poland): Philosophy of Teaching and its Role in Teacher Training within the Context of a Polish University
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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
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Khaliq (Canada): Adapting to the Digital Classroom: Challenges and creativity in online learning
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Khaliq (Canada): Adapting to the Digital Classroom: Challenges and creativity in online learning
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| Teaching and learning practices in and beyond school |
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Amelina (Russian Federation (The)): The Concept of a Good Language Learner: A Learner’s Perspective
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Böhnert (Germany): Peer-to-Peer in Inclusive Learning Groups: How Cognitively Activating Are Inclusive Peer Feedback Conversations?
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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
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Deutzmann (Germany); Giera (Germany): Promoting Argumentative Writing Skills of Ninth-Graders at Lower Secondary Schools using the SRSD approach
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Giera (Germany): Everyone is reading! A participatory theater project to promote reading competence and social interaction in inclusive learning settings
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Giera (Germany); Deutzmann (Germany): Developing Persuasiveness in Written Argumentations Through Debate Training
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Inuwa (Nigeria): Adoption of Computer Assisted Instruction in Teaching Business Education Courses at Tertiary Institutions in North-East Nigeria
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Sharma (): ENGLISH LANGUAGE TEACHERS’ UNDERSTANDINGS OF LANGUAGE LEARNING ECOLOGY: A NARRATIVE INQUIRY
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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
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SHUM (Hong Kong): How L1 Learners Learn Chinese Report Writing in Melbourne and Hong Kong – Implications for Global Curriculum Sharing
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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
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Nwagbo (Nigeria): Cybersecurity in the Internet of Things (IoT) era: Challenges and Solutions
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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
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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
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