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

IAIMTE2013

148 contributions

Overview of contributions, clustered by theme and format

	Paper session	Structured poster session	Workshops and demonstrations
Effectiveness	Alamargot (France); Lambert (France); Chesnet (France): Development of Writing Expertise: Case Studies of a Seventh, Ninth and Twelfth Grader, Graduate Student, and an Author Arseneau (Canada); Boivin (Canada); Foucambert (Canada): Metalinguistic work and the improvement of grammatical knowledge: the case of the past participle used with "être" for French L1 high school students Atkin (Israel); Amir (Israel): Shalhevet -integration of literacy skills in all disciplines – an intervention program Boyer (Canada): Self-Evaluation of Competence in Grammatical Spelling: A Little-Known Dimension of Literacy Calil (Brazil); Boré (France); Amorim (Brazil): Reported speech in stories made up by Brazilian and French students Chan (Hong Kong); Cheung (Hong Kong); Lam (China): Teaching for All: Using Digital Literacies to enhancing Chinese Character Recognition of Ethnic Minority Students in Hong Kong Cheung (Hong Kong); Chan (Hong Kong): Service Learning as a Powerful Tool to Foster Non-Chinese Speaking Students’ Oracy Chu (China): Developing a multimodal language learning approach: the integration of video dubbing activities into the Hong Kong Chinese Language curriculum Claude (France): From learning to comment painting to literature: a possible educational detour? Corcelles (); Castello (Spain): Learning philosophy through collaborative writing at high school: analyzing the conversations Corcelles (); Cano (Spain); Castello (Spain): Teacher feedback and peer-mentoring in the process of writing a research article: features and functions as far as feedback is concerned in relation to the quality of the texts produced. Fabre (France): Doing for learning ? Visual education and literacy Ferone (France); Mendibil (France): Scaffolding students at distance to build literacy skills in History and Geography Ferretti (United States): Effects of strategy instruction about critical questions on college students’ argumentative essays Fersing (France): Revisiting Rousseau and Piaget : language and what else? Fougt (Denmark): Situations and literacy events Goodwyn (United Kingdom (The)): The prevalent practice of Reading Aloud: what is it and who does it benefit? Haskel-Shaham (Israel): Improving writing skills of Israeli high-school students: An intervention program Hassan (France); Vinel (France); Nathalie (France): Storytelling at home and at school : crossed perspectives on literacy Jaros (Poland); Wileczek (Poland): Digital words. Harnessing technology to develop literacy skills in early education of children on the example of the Polish language. Jolicoeur (Canada); Cormier (Canada): Swapping skates for books: Experience of a reading circle in a hockey team of Francophone boys aged 9 and 10 in New Brunswick, Canada Karasma (Finland); Aerila (Finland): Interview drama — opening the text in a group Klimovič (Slovakia): The stimulation of narration by way of wordless comic strips Kouki (Finland): Pedagogical problems in teaching of literary concepts Lebrun (Canada); Lacelle (Canada): Multimodal writing : to go beyond traditional literacy Liptakova (Slovakia): The Relation of Language and Cognitive Processes in the Development of Reading Literacy in Primary Education Lopes (Portugal); Pereira (Portugal); Cardoso (Portugal): Writing and the ICT: in-school and out of school writing practices in compulsory education in Portugal Luz (Brazil); Simões (Brazil): THE COMICS CLUB: PARTICIPATION AND PROTAGONISM IN A PROJECT BUILT AND SUSTAINED BY STUDENTS OF A PUBLIC SCHOOL LOCATED IN PORTO ALEGRE – BRAZIL MacArthur (); Traga Philippakos (United States): Self-Regulated Strategy Instruction for Basic College Writers McLean Davies (Australia); Doecke (Australia); Mead (Australia): Edifying instruction in classrooms’? Exploring the purpose of literary study in secondary English in Australia Molnàr (France): What to do wants to mean ? Semiotic observations about reading support - print, tecnological, reading, way of thinking, semiotic Montesinos Gelet (Canada): Case studies: children's literature and curriculum integration Pamfil (Romania); Tamaian (Romania): LITERACY IN ROMANIAN SCHOOL Papadopoulou (Greece): A Social-cultural perspective on effective learning of metaphors. A case study: Children’s understanding of the “debt’s haircut” Pereira (Portugal); Cardoso (Portugal); Graca (Portugal): Literacies by text genres: the teaching sequence in the development of writing Philipp (Switzerland): Get the Gist together! Reading Strategies Instruction within a Collaborative Setting Rijlaarsdam (Netherlands (the)): The essence of teaching writing: The Yummy Yummy Case as teaching script Santos (Portugal); Pereira (Portugal): Dictation to adults: an urgent practice in Portugal Sawyer (Australia): Literacy, the 'rich curriculum of English' and low SES students Silva (Portugal); Balula (Portugal): Textual production in the knowledge-based society: The case of the future social educators Slotte-Lüttge (Finland); Forsman (Finland): Subject teachers supporting academic language in classroom interaction in multilingual settings Tainio (Finland); Winkler (Germany): Fostering reading literacy in German and Finnish textbooks – A comparative analysis Tainio (Finland); Routarinne (Finland): Investigating grammatical literacy for improving effective teaching and learning Tse (Hong Kong); Xiao (Hong Kong); Lam (China): The impact of reading attitudes and the reading self-concept on the reading attainment in Chinese and non-Chinese societies Unsworth (Australia): The multimodal reconceptualization of literacy in national L1 curriculum documents for years 1-10 in Australia. van Rijk (Netherlands (the)): Teaching reading comprehension of informative texts from a Vygotskian perspective: outcomes of Developmental Education van Staden (South Africa): Meeting the literacy needs of South African pre-schoolers: Reality or Myth? von Bernstorff (Germany): The Literary Talk in Multicultural German Classrooms Wong (Hong Kong): Process Drama for Chinese Language learning at Secondary School level in Singapore	Dorfberger (Israel): The effects of exposure to additional training in Arabic in a diglossic situation Karasma (Finland); Aerila (Finland): Interview drama — opening the text in a group Lopes (Portugal); Pereira (Portugal); Cardoso (Portugal): Writing and the ICT: in-school and out of school writing practices in compulsory education in Portugal Santos (Portugal); Pereira (Portugal): Dictation to adults: an urgent practice in Portugal Sousa (Portugal): Reading, writing and the development of cause-effect linkage in narrative	Alamargot (France); Lambert (France); Chesnet (France): Development of Writing Expertise: Case Studies of a Seventh, Ninth and Twelfth Grader, Graduate Student, and an Author Chu (China): Developing a multimodal language learning approach: the integration of video dubbing activities into the Hong Kong Chinese Language curriculum Fabre (France): Doing for learning ? Visual education and literacy Ferretti (United States): Effects of strategy instruction about critical questions on college students’ argumentative essays Fersing (France): Revisiting Rousseau and Piaget : language and what else? Gerlach (United States); Thompson (United States): Changing Lives on the Boundaries: A Third-Space Approach for Improving Literacy Education Goodwyn (United Kingdom (The)): The prevalent practice of Reading Aloud: what is it and who does it benefit? Gruber (Poland): From reading to learning ... in your mother tongue Gruber (Poland): From reading to learning ... in your mother tongue Juzwik (United States); Caughlan (United States); Skogsberg (United States); BOYD (United States); McKenzie (United States); Brindley (United Kingdom): Dialogic Teaching and Teacher Education: Video-based Scholarship on Classroom Discourse from the Eastern and Midwestern United States Montesinos Gelet (Canada): Case studies: children's literature and curriculum integration Papadopoulou (Greece): A Social-cultural perspective on effective learning of metaphors. A case study: Children’s understanding of the “debt’s haircut” Patmon (United States); Gordon (United States): Teaching Writing and Whole School Change to Teach Them All - U.S. context Patmon (United States); Gordon (United States): The Value of Teacher Inquiry in the Teaching of Writing (K-12) - U.S. context Pereira (Portugal); Cardoso (Portugal); Graca (Portugal): Literacies by text genres: the teaching sequence in the development of writing Rijlaarsdam (Netherlands (the)): The essence of teaching writing: The Yummy Yummy Case as teaching script Sawyer (Australia): Literacy, the 'rich curriculum of English' and low SES students Slotte-Lüttge (Finland); Forsman (Finland): Subject teachers supporting academic language in classroom interaction in multilingual settings Sousa (Portugal): Reading, writing and the development of cause-effect linkage in narrative Tainio (Finland); Winkler (Germany): Fostering reading literacy in German and Finnish textbooks – A comparative analysis Tainio (Finland); Routarinne (Finland): Investigating grammatical literacy for improving effective teaching and learning Tse (Hong Kong); Xiao (Hong Kong); Lam (China): The impact of reading attitudes and the reading self-concept on the reading attainment in Chinese and non-Chinese societies Unsworth (Australia): The multimodal reconceptualization of literacy in national L1 curriculum documents for years 1-10 in Australia. van Rijk (Netherlands (the)): Teaching reading comprehension of informative texts from a Vygotskian perspective: outcomes of Developmental Education von Bernstorff (Germany): The Literary Talk in Multicultural German Classrooms Wong (Hong Kong): Process Drama for Chinese Language learning at Secondary School level in Singapore
Equity & Differentation	Bonnery (France); Joigneaux (France): Family literaties unequally profitable in school. About shared reading of children's literature Brok (Denmark); Bjerregaard (Denmark): Writing didactics in all subjects at secondary school level (age 10 - 11) Cheung (Hong Kong): Orchestrating School Leadership, Teacher Professional Learning and Student Learning that close the low literacy gap of children of poverty in the Town of Misery in Hong Kong Corradi (Italy): Pre-literacy in French and Italian pre-primary schooling: an exploratory research study Dannecker (Germany): Reading critically in a globalized world – how to improve the skills of reading, reflecting on and evaluating literary texts for all students in a classroom setting Delarue-Breton (France); Bautier (France): Narration’s restoration and academic literacy Doecke (Australia); McLean Davies (Australia); Mead (Australia): Reading the local as global: tensions in the teaching of literature in secondary schools in Australia Goodwyn (United Kingdom (The)): Encouraging literacy for relcutant readers using e-reading devices Gros (France); Leclair (France): Deaf persons and learning language: which forms, which stakes? Le Cordeur (South Africa): Language, especially Cape-Afrikaans, as an indicator of identity amongst the Coloured community in post-apartheid South Africa. Makkonen-Craig (Finland): Never begin your sentence with an AND? A comparison of high and low performing writers in the Finnish matriculation exam Penne (Norway); Skaar (Norway): New literacies and mother tongue didactics: Findings in a Norwegian Education 2020 project (http://blogg.hioa.no/literacy/) Richard-Bossez (France): Learning literacy at French preschool: differentials pedagogic processes and school equity Richard-Principalli (France); Fradet (France): Genres’ confusion Rossignol (France): Literacy and interdisciplinary practices in French and History secondary school classes : a project to develop a humanist culture for lower-class pupils on a more egalitarian basis Tsafos (Greece): Supporting student-teachers to reflect on the literacy standards in preschool education: From curriculum’s goal to classroom pedagogical practice.		Brok (Denmark); Bjerregaard (Denmark): Writing didactics in all subjects at secondary school level (age 10 - 11) Cheung (Hong Kong): Orchestrating School Leadership, Teacher Professional Learning and Student Learning that close the low literacy gap of children of poverty in the Town of Misery in Hong Kong Delarue-Breton (France); Bautier (France): Narration’s restoration and academic literacy Goodwyn (United Kingdom (The)): Encouraging literacy for relcutant readers using e-reading devices Pieper (Germany); Zegenhagen (Germany); Krätzsch (Germany): Support university students in academic writing Tsafos (Greece): Supporting student-teachers to reflect on the literacy standards in preschool education: From curriculum’s goal to classroom pedagogical practice.
Evaluation	Araujo (Portugal); Folgado (Portugal): The Influence of Home Practices on Reading Achievement in Third Grade Breuer (Germany): Writing Skills at German Universities Broeder (Netherlands (the)); van Wijk (Netherlands (the)): A PIRLS approach to literary understanding in secondary education Correia (Portugal); Sampaio (Portugal): Assessing Reading Through Mid-year Monitoring Tests Dumais (Canada); Plessis-Belair (Canada); Lafontaine (Canada): Toward a model of progressive speech-based subjects of instruction/learning built on the development of speaking skills of 6 to 17 year-old students Feytor Pinto (Portugal): The impact of PISA in teaching practices in Portugal. The case of Portuguese Language in Low Secondary School. Friedman (Israel): Three year olds taking pictures: visual literacy as means for enhancing verbal literacy Harjunen (Finland): Voice as a reasoning criterion in the evaluation of ninth graders’ essays Leung (Hong Kong): Language teachers' views on mother tongue language education in a post-colonial region Luukka (Finland): Appreciations and judgements - evaluating pupils’ writing assignments Marin (France): Reading and writing narratives at French elementary school Minguela (Spain): Is self-regulation important for being fully competent in reading? Nagy (Hungary): Characteristics of rating written compositions: the cases of a mother tongue educator and an expert of educational evaluation Neumann (Germany); Ottoberg (Germany): Writing as learning tool in subjects on several grades Puksand (Estonia); Uusen (Estonia); Kerge (Estonia): Intake of language of learning-media and L1 writing performance Scheepers (Belgium): The academic writing : what the students think of it Zeevi (Israel); Tenzer (Israel): The challenge in academic writing: Contribution of a special course in academic writing for Arab students studying at a Hebrew-speaking college	Schmidt (Germany): A study on the development of a web-based instrument for diagnosing students’ reading skills	Breuer (Germany): Writing Skills at German Universities Broeder (Netherlands (the)); van Wijk (Netherlands (the)): A PIRLS approach to literary understanding in secondary education Correia (Portugal); Sampaio (Portugal): Assessing Reading Through Mid-year Monitoring Tests Feytor Pinto (Portugal): The impact of PISA in teaching practices in Portugal. The case of Portuguese Language in Low Secondary School. Luong (France): Tools for the evaluation of morphosyntactic awareness of French young adults: a starting point Luukka (Finland): Appreciations and judgements - evaluating pupils’ writing assignments Minguela (Spain): Is self-regulation important for being fully competent in reading? Neumann (Germany); Ottoberg (Germany): Writing as learning tool in subjects on several grades Pauw (Netherlands (the)): The development of narrative structures in stories of teachers
Language awareness and language teaching	Amaghouss (Morocco): Analyse intertextuelle et interculturelle de la boite à merveilles de Ahmed Sefrioui Anwar (Indonesia): Unity in diversity: an autobiographical project Boivin (Canada); Pinsonneault (Canada): Articulating grammar instruction and writing instruction : a model and its applications Bundsgaard (Denmark): Critical Language Awareness and the Internet El Masrar (Morocco): Profile of teachers and teaching literature: towards a dialogue of cultures Høegh (Denmark): The study of Oral Interpretations and their multimodality Mulia (Australia): The Use of First Language Scaffolding to Teach English as a Foreign Language to Pre-School Children during Dramatic Play in West Sumatra, Indonesia Pocinho (Portugal); Ferreira (Portugal); Araujo (Portugal): English@Rochinha Kindergarten: a Portuguese Project Pocinho (Portugal); Ferraz (Portugal); Pereira (Portugal): Phonological awareness program: a longitudinal study Sanchez Abchi (Switzerland); Mosquera Roa (Sweden); Surian (Switzerland); Dolz (Switzerland): Teaching practices regarding written production in teachers’ education courses : the case of Francophone Switzerland. Tarnanen (Finland); Aalto (Finland); Kauppinen (Finland): Language awareness and language beliefs of primary teacher students Vasconcelos Horta (Portugal): Developing phonological awareness in classrooms		Bundsgaard (Denmark): Critical Language Awareness and the Internet Pocinho (Portugal); Ferreira (Portugal); Araujo (Portugal): English@Rochinha Kindergarten: a Portuguese Project Tarnanen (Finland); Aalto (Finland); Kauppinen (Finland): Language awareness and language beliefs of primary teacher students Vasconcelos Horta (Portugal): Developing phonological awareness in classrooms
Literacies (Reading and Writing)	Alves Martins (Portugal); Albuquerque (Portugal); Salvador (Portugal); Silva (Portugal): Invented spelling activities and early reading acquisition in Portuguese Andersson (Sweden): Retell in boys texts What does the boys do with text and what does the text do with the boys? Awramiuk (); Krasowicz - Kupis (Poland): Reading and spelling acquisition in Polish – educational and linguistic determinants Blain (Canada); Cavanagh (Canada): 9-Year-Old Minority Francophone Students in Canada Learning Revision Strategies for Fiction Writing Borzone (Argentina); Benitez (Argentina): What the cognitive and linguistic profiles of Spanish speaking illiterate adults tell us about how to teach them to read and to write. Chung (Korea); Jeong (Korea (The Republic Of)); Kim (Korea); Min (): A longitudinal and latitudinal study on the out-of-school literacy practices of Korean primary school students Fterniati (Greece): Greek Elementary School Pupils’ Narrative Skills and Current Language Teaching Material: A longitudinal study Horner (United States): Rewriting English as a Lingua Franca Johansson (Sweden): Upper Secondary School Students’ Reading of Literary Texts – a Study of Literary Socialization through Education in Sweden and in France Keehnen (Netherlands (the)); Braaksma (Netherlands (the)); De Boer (Netherlands (the)): Effects of observational learning on text comprehension Kleinbub (Germany): “Have a Closer Look at the Text!” - Results of a Video Study on Reading Tasks in German L1 Classrooms Koutsogiannis (Greece): Discourses on children’s literacy practices and literacy education Krogh (Denmark): The double genre expectation Lam (China); Cheung (Hong Kong): Component Analysis of Chinese Characters: Implications for the Teaching and Learning of Chinese in the Context of Hong Kong Primary Schools Lavoie (Canada); Marin (Canada): Word copying for developing spelling : an analytical and reflective practice Penne (Norway); Skaar (Norway): New literacies and mother tongue didactics: Findings in a Norwegian Education 2020 project (http://blogg.hioa.no/literacy/) "Why do we have to learn such boring stuff?" Affinities and individualized identities versus being a “pupil” in the school setting. Perrin (France): First reads, first discoveries : what preliminary orientations to give ? Schmitz (Germany); Kröger-Bidlo (Germany); Rupp (Germany); Gräsel (Germany): Effects of local and global text cohesion on reading narrative and expository texts Suvilehto (Finland): Creative writing as an opener of children’s emotional blocks. A case study of the writings of children aged 8–13 attending a Northern Finnish hospital school and Päätalo Institute Viriot-Goeldel (France); Crinon (France): The use of complex reading material in first grade : Influences on students’ comprehension in high-poverty suburban French schools Xiao (Hong Kong); Tse (Hong Kong): The influence of gender, reading ability, independent reading, and context on reading attitude: a multilevel analysis of Hong Kong data from Progress in International Reading Literacy Study (PIRLS) Zohra (Algeria); Abdelkader (Algeria); Bachir (Algeria): De la L1 à la L2 : Un transfert qui pourrait promouvoir les compétences scripturales des étudiants de l’université de Biskra–Algérie- Zohra (Algeria): De la langue maternelle au français langue étrangère : quelle stratégie adopter pour améliorer les compétences scripturales chez les étudiants de l’université de Biskra ?	Hankala (Finland); Kauppinen (Finland): Finnish teacher comments in response to pupils’ texts Kauppinen (Finland): Language across the Curriculum - Support for Learning in Mother Tongue Instruction Xiao (Hong Kong); Tse (Hong Kong): The influence of gender, reading ability, independent reading, and context on reading attitude: a multilevel analysis of Hong Kong data from Progress in International Reading Literacy Study (PIRLS)	Hankala (Finland); Kauppinen (Finland): Finnish teacher comments in response to pupils’ texts Johansson (Sweden): Upper Secondary School Students’ Reading of Literary Texts – a Study of Literary Socialization through Education in Sweden and in France Keehnen (Netherlands (the)); Braaksma (Netherlands (the)); De Boer (Netherlands (the)): Effects of observational learning on text comprehension Krogh (Denmark): The double genre expectation Lam (China); Cheung (Hong Kong): Component Analysis of Chinese Characters: Implications for the Teaching and Learning of Chinese in the Context of Hong Kong Primary Schools Lavoie (Canada); Marin (Canada): Word copying for developing spelling : an analytical and reflective practice Suvilehto (Finland): Creative writing as an opener of children’s emotional blocks. A case study of the writings of children aged 8–13 attending a Northern Finnish hospital school and Päätalo Institute Viriot-Goeldel (France); Crinon (France): The use of complex reading material in first grade : Influences on students’ comprehension in high-poverty suburban French schools Yan (Hong Kong): Exploring the role of speaking in teaching writing to young-beginner second language learners
Literature, Fiction, Film and other media	Bulfin (Australia); Parr (); Bellis (Australia): English teaching, standards-based reforms and the technological fix Elf (Denmark); Hanghøj (Denmark): Challenges in developing a methodology for reviewing Nordic research on media and technology in MTE Gourvennec (Norway): Literary literacy in small group conversation Hankala (Finland): Perspectives on Finnish young people’s newspaper readership, the use of newspapers in education and citizenship Kabel (Denmark): Students’ literary response texts in lower secondary school. The role of literature in enhancing central aspects of academic language resources Lao (United States): It's the story Longo (Italy): Empathy and literary fiction: a neurocognitive and educational approach. Rejman (Sweden): Literature and life management – teacher narratives about teaching literature in grades 7-9 van der Meulen (Netherlands (the)): Historical reasoning and secondary literary education in the Netherlands	Hankala (Finland): Perspectives on Finnish young people’s newspaper readership, the use of newspapers in education and citizenship	Bulfin (Australia); Parr (); Bellis (Australia): English teaching, standards-based reforms and the technological fix Longo (Italy): Empathy and literary fiction: a neurocognitive and educational approach. Macaluso (United States): The linguistic, cultural, social and political complexity in the multicultural literature classroom Symposium 2 The Cultural “Perspective-Taking” of Pre-service Teachers Through the Reading of Multicultural Literature Oja (Finland); Ahonen (Finland); Vaittinen (Finland): Multicultural Attitudes and Sensitivity in Online Literature Circles Poyas (Israel): The Linguistic, Cultural, Social and Political Complexity in the Multicultural Literature Classroom (2) Poyas (Israel); Elkad-Lehman (Israel): Reading Literature with the 'Enemy'
Professional competences in teaching language and literature	Aalto (Finland); Schnitzer (Germany); Auger (France); Abel (Italy); Gilly (Austria): Promoting plurilingualism in majority language teacher education Katsarou (Greece): Curriculum, teachers’ beliefs and their literacy practices: consistencies and inconsistencies Loh (China): The key elements and process of teacher change: Hong Kong experience Manrique (Argentina); Sanchez Abchi (Switzerland): Narrative skills in Kindergarten: A teachers' education device	Loh (China): The key elements and process of teacher change: Hong Kong experience