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Keynote |
Pre-conference ARLE 2017 |
Round table ARLE 2017 |
| All themes |
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Cassany i Comas (Spain): L1 reading and writing in a multilingual and technological context in secondary education.
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Smidt (Norway): Languages, literatures and literacies - a Nordic perspective
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| Language awareness and language teaching |
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Batalha (Portugal): Can grammar benefit reading comprehension?
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Illesca (Australia): 3rd person: Representing the everyday work of Australian English teachers in L1 research
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Knipe (United States); Dalton (United States); Hinshaw (United States): Don’t let the horse in the school!: Indigenous teachers’ perspectives of mother tongue literacies in rural Guatemala
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Rasmussen (Denmark): When pupils explore subject matters together – an investigation of peer conversations in the subject Danish
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| Literacies (Reading and Writing) |
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Brandt (United States): The Texture of Learning to Write in the Twenty-First Century
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Borgfeldt (Sweden); Lyngfelt (Sweden): "I drew first then I wrote". Nine-year old students' ideas on their choice of sociosemiotic resources and conceptions of assessment, when creating multimodal texts.
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Fabrin (Denmark): Student’s reading acts – a performative view of reading strategies
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Karlsson (Sweden): Reading professionally - what does it mean to become a Professional reader within the academicstudy of literature.
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Klementsson (Sweden): Working with literary concepts in youth novels. Upper secondary students deal with symbols in their group discussions.
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Ladegaard (Denmark): Becoming a (multilingual) reader and writer
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Lindh (Sweden): Pre conference contribution: How can writing support student´s learning processes?
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Rietdijk (Netherlands (the)); van Weijen (Netherlands (the)); Janssen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Strategy-oriented writing instruction: an intervention study in primary schools
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Westerlund (Finland): Essayistic elements in the writing in upper secondary school
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| Literature, Fiction, Film and other media |
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Kabel (Denmark): Reflexive literacies: L1-students resources for stance-taking in the literature classroom
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Koek (Netherlands (the)); Janssen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Developing a test to assess critical thinking in the literature classroom
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Lehndorf (Germany): Attitudes towards literature reception of student teachers in literary study seminars
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Nadel (Sweden): Reading multicultural fiction with upper secondary students: Shift in perspective and aestethic challenges
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Schrijvers (Netherlands (the)); Fialho (Netherlands (the)); Janssen (Netherlands (the)): Learning about oneself and others in the literature classroom: An analysis of students’ written learner reports
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Thavenius (Sweden): Reading Literature in Teacher Education
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| Miscellaneous |
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Aharonian (Israel): Professional Learning for Israeli Literacy Teachers: A Practitioner Narrative Inquiry
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| The L1 school subject: curriculum, disciplinarity, forms of knowledge |
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Johansson (Sweden): Literary socialization and literature reception - a comparative study of Swedish and French upper secondary school students’ readings of a literary text
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Nilson (Sweden): Literary reading and identity in national examinations
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