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

Overview of sessions, clustered by theme and format

	ARLE 2017 Conference dinner party	ARLE PhD Preconference plenary	ARLE Preconference short presentations with extended discussion	ARLE Research School plenary session	ARLE Research School workshop	Keynote	Paper session ARLE 2017	Plenary	Pre-conference ARLE 2017	Round table ARLE 2017	Short presentations and extensive discussion ARLE 2017	Symposium and Invited Panels ARLE 2017
Addressing literacy cultures of new technologies (media; texting; multi-modality)				ARLE Research School: Daniel Perrin. From focused writing to writing by-the-way. Investigating the digital literacy shift in professional writing. (1) Perrin (Switzerland): From focused writing to writing by-the-way Investigating the digital literacy shift in professional writing
All themes		PhD Preconference Session: Coffee & Tea Break (0) PhD Preconference meeting: Eat & Greet (0)						ARLE Board meeting (invited session) (0) Registration ARLE 2017 Meet & Greet Old and New Friends (0) ARLE 2017 Opening (0) Coffee break (0) Tea (0) ARLE 2017 Welcome Reception (0) Coffee break (0) Coffee break (0) Registration ARLE 2017 Meet & Greet Old and New Friends (0)
Curriculum design and development of learning media or teaching materials, choosing texts, etc.							Curriculum, objectives and learning media (4) Bremholm (Denmark): A reading textbook and balanced reading instruction: a (im)possible match? Fougt (Denmark); Bundsgaard (Denmark); Buch (Denmark): Quantitative characteristics of teaching materials in Danish L1-teaching Rørbech (Denmark): Encountering literature in textbooks Skyggebjerg (Denmark): Changing Concepts of Literature and Pedagogical Methods in Textbooks for Literature Teaching Curriculum, objectives & learning media (4) Leung (Hong Kong): Development of mother tongue language course at tertiary level in Hong Kong Sales Cordeiro (Switzerland); Schneuwly (Switzerland): Text genres as basic units for L1 curricula Vollmer (Germany): Academic Language Proficiency: basis for all language and literary education Wolbers (United States); Dostal (United States): A focus on L1 linguistic competence and metalinguistic awareness during writing
Educational linguistics and language awareness							Language awareness & communicative skills (4) Atkin (Israel); Amir (Israel): The development of audience perspective in argumentative writing of mid-school students – linguistic aspects Høegh (Denmark): Classroom dialogue and oracy as L1-topic Mata (Portugal): Teaching oracy to adolescent students in L1: trainee teachers’ approaches Moi (Norway): When visions meet reality in the teaching of the two Norwegian L1s. Content, ideology and consequences of the newly revised national curriculum Language awareness & communicative skills (4) Böhnert (Germany): Verbal representations of language awareness in inclusive learning groups Ezer (Israel); Elkad-Lehman (Israel); Hitin-Mashiah (Israel): Identity of the scholar writer: Writing workspace and behavior as writers MacArthur (); Traga Philippakos (United States): Which Linguistic Features Predict Writing Quality, and Which Change with Instruction? Norvik (Estonia); Pajusalu (Estonia): From linguists to L1 education: the case of the Estonian Linguistics Olympiad Language awareness & communicatiev skills (4) Caviglia (Denmark); Pedersen (Denmark): Educational patterns for bringing value conflicts to the classroom Sturk (Sweden); Lindgren (Sweden): Discourses of writing among teachers of L1 Swedish in Swedish compulsory education ten Peze (Netherlands (the)); Janssen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): The effect of creative writing on students’ writing processes and text quality Witschel (Austria): ReadingWritingReading. The close link between teaching literature and teaching writing as a vital step to managing literacy.			SIG Meeting: SIG EduLing (0)		Metalinguistic Education in the 21st Century (1) Rättyä (Finland); Costa (Portugal); Fontich (Spain): Metalinguistic Education in the 21st Century Rättyä (Finland): Model of Teacher's Knowledge in Grammar Teaching Costa (Portugal): Linguistic Knowledge through Early Argumentative Writing Fontich (Spain): Grammar Instruction and Classroom Interaction: Exploring Teachers’ Beliefs as a Step to Develop Instructional Sequences Discussants: Doktar (Finland)
Effective pedagogies, dialogic learning, equity and differentiation, etc							New Pedagogies, motivating and testing (4) Erixon (Sweden): Mother-Tongue Education (MTE) and reading technologies in the new media landscape Nag (India): 'Mind in Praxis': A Perspective Based Study of Multilingual Education Park (Korea (The Republic Of)); Min (): Development of a Questionnaire to Measure Reflective Attitude in/on Conversation Puksand (Estonia): Paper exam vs. e-assessment New Pedagogies, motivating & testing (4) Aava (Estonia); Põlda (Estonia): Construction of a changed learning approach Erixon (Sweden): Mother-Tongue Education (MTE) and reading technologies in the new media landscape Green (Australia): Rhetoric, Textuality and Cultural Change: Rethinking L1 Education in a Global Era Krogh (Denmark): The research field of L1 didactics New Pedagogies, motivating & testing (4) Aben (Netherlands (the)); Vandermeulen (Belgium); van den Broek (Belgium); Van Steendam (Belgium); Rijlaarsdam (Netherlands (the)): The design of a feedback report on students' writing processes Kärbla (Estonia); Uibu (Estonia): Students’ Higher-level Text Comprehension Skills and their Teachers’ Preferences for Teaching Methods Kim (Korea (The Republic Of)): Profiles of students' prewriting strategies: Information seeking behavior and outlining during digital writing Westman (Sweden); Hultin (Sweden): L1-teachers´ didactic deliberations in digitalised classrooms			Evidence based educational design (1) van Ockenburg (Netherlands (the)); van Weijen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Designing an evidence-based online module for synthesis writing in secondary education Discussants: van Ockenburg (Netherlands (the))	Language education & testing (4) El Kirat El Allame (Morocco); Idhssaine (Morocco): Moroccan Language Policy and Amazigh Language Revitalization Gràcia (Spain); Jarque (Spain); Jarque (Spain); Santos (Spain); Vega (Spain): Decision Support Systems (DSS) for teachers and the development of linguistic competence Krasowicz - Kupis (Poland); Wiejak (Poland): Metaphonological skills and working memory in the first grade Polish students Wurth (Netherlands (the)); Hulshof (Netherlands (the)): Feedback in Dutch L1-spoken language education	Can Emancipatory Writing Be Seen as a Way too Strengthen Communication, Equity and Equality? (1) Heilä-Ylikallio (Finland); Björklund (Finland): Can Emancipatory Writing Be Seen as a Way to Strengthen Communication, Equity and Equality? Westerlund (Finland): From Literature to Writing – Useful Theories about Emancipation Heilä-Ylikallio (Finland); Björklund (Finland); Rejman (Sweden); Jusslin (Finland); Ducander (Finland): The Writing Proficiency Project in Sweden and Finland Doktar (Finland): Grammar and Writing Discussants: Björklund (Finland) Searching for New Pedagogies: Literacy Practices and Interaction around Digital Texts (1) Tainio (Finland); Slotte (Finland); Roe (Norway); Olin-Scheller (Sweden): Searching for new pedagogies: Literacy practices and interaction around digital texts Olin-Scheller (Sweden); Nilsberth (Sweden): A paperless classroom? Changing literacy practices due to the digitization of Swedish upper secondary schools. Roe (Norway): Reading on paper vs reading on screen Slotte (Finland); Tainio (Finland); Juvonen (Finland): Using smartphones during teacher initiated writing tasks. Some observations on emergent practices Discussants: Routarinne (Finland)
First and second language in learning -teaching literature and audio-visual/digital arts (translating cultures; considering constant use of the Internet as a multilingual information and entertainment resource, considering multilingual environment typical of the age of mobility and multicultural societies)							Translating cultures & teaching arts (4) Elf (Denmark); Kaspersen (Denmark); Gissel (Denmark); Hansen (Denmark); Hanghøj (Denmark); Høegh (Denmark): Improving the Quality of Teaching Literature in Danish Secondary Education: Towards an Inquiry-based Model for Interventions. Part I/II: Background, research design, and findings from the mapping of practice Grünthal (Finland); Lepajoe (Estonia); Pyykkö (Finland): Literature education in Estonian and Finnish upper secondary schools: a comparative study of the role of literature in national curricula and school practice Hansen (Denmark); Gissel (Denmark); Kaspersen (Denmark); Elf (Denmark); Høegh (Denmark): Part II. Principles of an inquiry-based approach to the teaching of literature Thunberg (Sweden): Didactic design, reading in the eyes of the avatar Translating cultures & teaching arts (4) Belancic (Sweden); Lindgren (Sweden): Functional bilingualism and Indigenous language discourse in the syllabi of Swedish Sami í Ólavsstovu (Faroe Islands (The)): How modern pupils tell their identity connections in the context of legends Maak (Germany); Schmidt (Germany): Language across the curriculum – An Empirical Study on Pre-service Teachers’ Knowledge in Fostering Reading Comprehension Olin-Scheller (Sweden); Nordenstam (Sweden): A tool for democracy and successful integration? Intersectional perspectives on easy reading novels in Swedish classrooms Translating cultures & teaching arts (4) El Kirat El Allame (Morocco): THE STATUS OF DARIJA IN MOROCCO BETWEEN OFFICIAL DISCOURSE AND CLASSROOM PRACTICES Isaac (Germany); Kleinbub (Germany): Considering Multilingualism in German L1 Language Lessons Lokk (Estonia); Sormus (Estonia); Vija (Estonia): Using audiovisual and digital tools for teaching Estonian and literature Mansour (Denmark): A study of the potentials of multicultural literature in the Danish public school Translating cultures & teaching arts (3) McLean Davies (Australia); Martin (Australia): Teaching Australia: The role of literature in (re)forming the nation Olin-Scheller (Sweden); Randahl (Sweden): The extended staff room. Facebook as a professional learning community for L1-teachers van Weijen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Source use in argumentative writing in L1 and L2
Integrating multiple authentic written and oral texts in acquiring language proficiency (text-centred acquisition of languages and cultures, genre approach and stylistics, inductive and register-dependent learning-teaching of lexicogrammar, integrating L1 and foreign language learning, etc.)							Integrating texts in acquiring language proficiency (4) Cheung (Hong Kong); Chan (Hong Kong); Fung (Hong Kong): Integrating multicultural variations and graphic organizers in enhancing Chinese story writing in Grade Four students in Hong Kong Haskel-Shaham (Israel); Klaus (Israel); Tamir (Israel): Discourse - yes, Grammar - no -- The influence of L1 on Arab students writing in Hebrew Holm (Sweden); hermansson (Sweden); Lindgren (Sweden): L1 Writing Performance in Swedish Upper Secondary School: Explanatory Variables with a focus on media affordances van den Broek (Belgium); Van Steendam (Belgium); Rijlaarsdam (Netherlands (the)); Vandermeulen (Belgium): The relation between source use during the writing process and text quality in synthesis writing of (pre-)university students Integrating texts in acquiring language proficiency (4) Brahe-Orlandi (Denmark): 8th graders text production in authentic learning settings Jusslin (Finland): Exploring multimodal texts in three educational text environments Kabel (Denmark): Students’ stance-taking in the literature classroom Kerge (Estonia): Lexicogrammar and speech acts of the Estonian SMS-communication Integrating texts in acquiring communication proficiency (4) Cheung (Hong Kong); Chan (Hong Kong); Fung (Hong Kong): Integrating multicultural variations and graphic organizers in enhancing Chinese story writing in Grade Four students in Hong Kong El Kirat El Allame (Morocco): Some Structural Changes in the Beni Iznassen Amazigh as a Consequence of Loss and Endangerment Kovács (Hungary); Molnar (Hungary): Effects of socio-economic status on reading and writing science texts Sofkova Hashemi (Sweden): “Should you read the text?” Semiotic Focus in Multimodal Meaning-Making Integrating texts in acquiring communication proficiency (3) Sebastião (Portugal): The argumentative writing in the textbooks of Portuguese mother tongue - 9 year case Traga Philippakos (United States); MacArthur (): Design Research in Grades K-2: Responses to Reading and Opinion Writing through Strategy Instruction van den Broek (Belgium); Van Steendam (Belgium); Rijlaarsdam (Netherlands (the)); Vandermeulen (Belgium): The design and the effects of a course in writing on research and synthesis texts: the power of observation and analysis				Teaching texts & literacy skills (4) Aruvee (Estonia): Text instruction in Estonian secondary schools Felipeto (Brazil); Calil (Brazil): WRITING IN THE CLASSROOM: A COMPARATIVE STUDY BETWEEN COLLABORATIVE AND INDIVIDUAL WRITING SITUATIONS WITH BOYS AND GIRLS Johansson (Sweden): Language, literacy and cognitive abilities of bilingual biscriptal children with and without reading and writing difficulties (dyslexia) Uusen (Estonia); Pihel (Estonia): Differences of oral speech between third grade boys and girls on the basis of role play
Integrating verbal and digital arts in L1 classroom (technology and literacy education; teaching language via literature and (audio)visual or digital arts; teaching literature, film and other (audio)visual/digital arts together; using music, videos, videogames in L1 classrooms, etc.)							Verbal & digital arts in L1 classroom (4) Hankala (Finland); Jeong (Korea (The Republic Of)); Kauppinen (Finland): Finnish and Korean primary teachers’ perceptions of themselves as media users and media literacy educators Höglund (Finland): Video Poetry: Performative Space for Negotiating Interpretations Koutsogiannis (Greece): Digital classroom analysis and teaching schemas Molin (Sweden); Godhe (Sweden): Critical literacy practices in digitalised classrooms Verbal and digital arts in L1 classroom (3) Araujo (Portugal); OTTESTAD (Belgium); Costa (Portugal): Digital Reading in PISA 2012 in Portugal: How do VET and General Education Students Perform? Skarstein (Norway): The teenage TV series Skam – a Norwegian melodrama with international appeal Viegas (Portugal); Ramos (Portugal); Sousa (Portugal); Reis (Portugal): Text, grammar and Portuguese teaching: a teacher training project (Cancelled)			SIG Meeting: SIG TALE (0)		Metadiscourses in Technology and Literacy Education (1) Elf (Denmark); Koutsogiannis (Greece); Bulfin (Australia): Metadiscourses in technology and literacy education Koutsogiannis (Greece); Bulfin (Australia): Thinking back as a way of seeing forward: Revising digital literacy in and around school settings Burn (United Kingdom): Digital Lit/oracies and the media arts Cederlund (Sweden); Godhe (Sweden); Sofkova Hashemi (Sweden): Subject Culture in Motion: Competing discourses in literacy education Vazquez-Calvo (Denmark); Cassany i Comas (Spain): How do secondary education students and teachers construe the use of online language resources? Discussants: Elf (Denmark)
Language awareness and language teaching			PhD Preconference session I: Language study and multilingualism. Discussants Anne Uusen & Gert Rijlaarsdam (4) Dielemans (Netherlands (the)): Linguistic Reasoning in L1 grammar education Urbonaite (Lithuania): Language ideology in teaching Lithuanian as L1 at school van Rijt (Netherlands (the)): L1 grammar education based on linguistic concepts Wijnands (Netherlands (the)): The use of reference grammars in secondary education Discussants: Uusen (Estonia); Rijlaarsdam (Netherlands (the)) PhD Preconference session II: Language study and multilingualism. Discussants Anne Uusen & Paulo Feytor Pintoo (3) Lefebo (Ethiopia): The implementation of mother tongue based bilingual eduaction model where bilingulaism is not maintained: The case of SNNPRS, Ethiopia Nag (India): 'Mind in Praxis': A Perspective Based Study of Multilingual Education Woo (Hong Kong): A study of using Stanislavski’s system on learning and teaching narrative writing in Chinese as a second language Discussants: Uusen (Estonia); Feytor Pinto (Portugal)
Literacies (Reading and Writing)			PhD Preconference session I: Didactics and text linguistics. Discussants Helin Puksand & Martin Ehala (5) Flores (Netherlands (the)); Rijlaarsdam (Netherlands (the)); van Weijen (Netherlands (the)): National survey on teaching writing in public secondary schools in Chile Granado Peinado (Spain); Martín (Spain); Cuevas Fernandez (Spain); Mateos (Spain): Teaching to synthesize contradictory information from different sources in higher education Magirius (Germany): Between The Cultures - How German teacher training students integrate academic and school cultures of interpreting literary texts ten Peze (Netherlands (the)); Janssen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): The effect of creative writing on students’ writing processes and text quality Wurth (Netherlands (the)): Feedback and L1-Oral language education in secondary school: what teachers and students put into practice Discussants: Puksand (Estonia); Ehala (Estonia) PhD Preconference session II: Didactics and text linguistics. Discuaants Kersti Lepajoe & Martin Ehala (3) Molbæk (Denmark): Situation based writing - challenges and potential Paldanius (Finland): Disciplinary literacy in high school level history: the genre of an expository essay Westerlund (Finland): Essayistic dimensions in student texts in upper secondary school Discussants: Lepajoe (Estonia); Ehala (Estonia)	ARLE Research School: Multimodal registration methods in school writing process research. (1) Calil (Brazil); Pereira (Portugal); Feytor Pinto (Portugal): Multimodal registration methods in school writing process research ARLE Research school: The quintessence of setting up intervention studies in language education in some 90 minutes. (1) Rijlaarsdam (Netherlands (the)); van den Bergh (Netherlands (the)): The quintessence of setting up intervention studies in language education in some 90 minutes	ARLE Research school: On-going research in writing. Analysis of data provided on workshop 2. (0) ARLE Research school: On-going research in methodology in language education. Analysis of data provided on workshop 3. (0)
Literacies: reading, writing, and oracies (incl. in homogenous and heterogenous classroom)							Language & digital skills in subject teaching (4) Cha (China); Koo (): Concept Learning Method in Convergence Education: Focusing on the study of scientific terminology based on word representation Egelström (Sweden): Same teachers – different practices? Literacy in early mathematics and history instruction Falkesgaard Slot (Denmark): Language 1, 21st century skills and students' digital production Ohlsson (Sweden): Visualizing Vocabulary, an investigation of student assignments in CLIL and non-CLIL context Literacies: reading, writing & oracy (4) El Kirat El Allame (Morocco); Boussagui (Morocco): Towards a Multilingual Education Policy In Morocco The challenges of an Amazigh language-in-education Policy Fan (Singapore): L1 Text in a Bilingual Educational System: Language-Intensive or Literariness-Focused? Fan (Singapore): L1 Text in a Bilingual Educational System: Language-Intensive or Literariness-Focused? Lajos (Israel); Segev (Israel): Religious Influences as a Critical Factor on the Selection of Children’s Books by Religious Preschool Teachers Matthiesen (Denmark): When Students Choose their Own Sponsor of Literacy – a Critical Perspective			SIG Meeting: SIG Literacy (0)
Literary and other aesthetically oriented texts as a means of pedagogy in the age of technology (developing creativity; role of arts vs science in development of individual worldview; role of poetry in education and individual life; specific teaching literature as arts; considering arts as one of the main pedagogical tools and factors of empathy, etc.)						Keynote speech (1) Bus (Netherlands (the)): Toward decisive principles for digital storytelling	Aesthetically oriented texts as means of pedagogy (4) Costa (Portugal): (Im)possibilities of literary education in Portuguese basic and secondary education Elkad-Lehman (Israel); Pieper (Germany): On either side of the fence: A second- and third-generation view of the Shoah Goodwyn (United Kingdom (The)): Darwinian literary theory and Critical Realism: a new paradigm for developing adolescents' engagements with literature Woo (Hong Kong): A study of using Stanislavski’s system on learning and teaching narrative writing in Chinese as a second language Aesthetically oriented texts as means of pedagogy (4) Janus-Sitarz (Poland); Bobinski (Poland): Promoting creative reading of literature Lindell (Sweden); Ekholm (Sweden): The Use of Literature in a Beautifully Riskful Education McLean Davies (Australia); Goodwyn (United Kingdom (The)); Sawyer (Australia): What forces shape us? Exploring English teachers’ knowledge and implications for practice: An international perspective Pairis (France): Observing and supporting pupils through a children’s literature mediation Aesthetically oriented texts as means of pedagogy (4) Koek (Netherlands (the)); Janssen (Netherlands (the)); Hakemulder (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Critical Thinking in the Literature Classroom LIU (France): The role and effect of poetry in reading acquisition for children from 6 to 8 years old Park (Korea (the Democratic People's Republic of)); Ko (Korea (The Republic Of)): The Communication between Literature and Art through the Medium of Linguistic-Visual Literacy - focusing on the Interpretation of "A Crow's-eye-view Poem Number Four" - Sawyer (Australia): Dartmouth: Literature, knowledge and experience (in Australia)				Esthetical texts, cultures & literature teaching (4) Das (Netherlands (the)); van Heusden (Netherlands (the)); Witte (Netherlands (the)): What a beautiful phrase, too bad it’s not in rhyme El Kirat El Allame (Morocco); Khamlichi (Morocco): The Integration of Darija in Media Communication: The case of Outdoor Advertising Karasma (Finland): Estonian and Finnish language and literature in textbooks Lind (Norway): Peer Gynt in the secondary school classroom.	Graphic Novels in Theory and Educational Practice (1) Oziewicz (United States): Graphic Novels in Theory and Educational Practice Sundmark (Sweden): The Dynamics of Text-Picture Interaction in The Legend of Sally Jones Hoffmann (Italy): Challenges to the Primary School Children’s Reception of My Mommy Is in America and She Met Buffalo Bill Oziewicz (United States): Chapter Books as Graphic Novels? The Curious Case of A Year Without Mom, Julius Zebra, and The Lord of the Hat Discussants: Oziewicz (United States) Reading a Literary Education (1) McLean Davies (Australia): Reading a literary education: sociability and disciplinary knowledge in subject English McLean Davies (Australia); Doecke (Australia); Yates (Australia): The specificity of English Literary Knowledge as a curriculum subject McLean Davies (Australia); Sawyer (Australia): 'Knowledge, understanding and skills’: interrogating contemporary curriculum discourses and the role of literature in subject English. McLean Davies (Australia); Doecke (Australia); Sawyer (Australia); Mead (Australia): Interdisciplinary methodologies and English teaching: exploring the affordances of literary sociability for understanding literary knowledge Discussants: McLean Davies (Australia)
Literature, Fiction, Film and other media		PhD Preconference session I: Literature and multimodality. Discussants Ave Mattheus & Irene Pieper (4) Das (Netherlands (the)); van Heusden (Netherlands (the)); Witte (Netherlands (the)): What a beautiful phrase, too bad it’s not in rhyme Koek (Netherlands (the)); Janssen (Netherlands (the)); Hakemulder (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Critical Thinking in the Literature Classroom Schrijvers (Netherlands (the)); Janssen (Netherlands (the)); Fialho (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Fostering Personal and Social Insights in the Literature Classroom: A Review of Intervention Studies Yixin (China): Chinese secondary school students’ self-questioning in independent fiction reading and its relationship with their reading motivation and reading amount of fiction Discussants: Mattheus (Estonia); Pieper (Germany) PhD Preconference session II: Literature and multimodality. Discussants Ave Mattheus & Irene Pieper (3) Chu (China): Building a model of video dubbing learning process for Chinese language students Thunberg (Sweden): Didactic design, reading in the eyes of the avatar Wittig (Germany): The Aesthetic Theatrical Implementation of Graphic Novels Discussants: Mattheus (Estonia); Janssen (Netherlands (the))		ARLE Research School: Plenary Workshop Research on students’ literary reading processes: why, how and what to learn from them. (1) Pieper (Germany): Research on students’ literary reading processes: why, how and what to learn from process data	ARLE Research School: On-going research in reading. Analysis of data provided on workshop 1. (0)
Media and technology in literacy education (incl. multi-modality, texting, blogging, etc.)						Keynote Speech (1) Burn (United Kingdom): Playful literacies: children’s designs of play from playground to videogame Plenary keynote speech (1) Luukka (Finland): Multi-literacy
Miscellaneous										Lunch Meeting: Meet the L1 journals editors (0)
Plenary	ARLE 2017 Excursion & Conference dinner party (pre-ordered; buses from the conference venue: Mare entrance at Uus-Sadama 5 (0) Walk in the ESTONIAN OOPEN AIR MUSEUM. Conference dinner at the Kiigeplats (the camfire-place at the seaside) (0) Buses back to centre hotels (0)	PhD Preconference session registration Meet & Greet (0)		ARLE Research School: Registration & Greetings (0) ARLE Research School: Coffee Break (0) ARLE Research School: Lunch (0) ARLE Research School: Break (0) ARLE Research School: Sharing research (interactive poster session) (0) ARLE Research school: dinner (optional) (0) ARLE Research school: break (0) ARLE Research School: Plenary Research Atelier (1+2+3) Brief presentation, by participants, about analysis done, enhancing contribution to current research. Discussion (0) ARLE Research school: Plenary closing (0)				Lunch (0) Lunch (0) Lunch (0) ARLe General Members Meeting (0) Wrap up & Closing (0) Glass of wine, fruit & cheese for Late-Leavers and the assisting team (0) Old city walk (pre-registered at the desk) (0)	Welcome (0)
Research on literature education							Research on Literature Education (4) Lessing-Sattari (Germany); Wieser (Germany); Pieper (Germany); Strutz (Germany): Teachers’ epistemic beliefs about literature and literature education Norlund (Sweden): The literature classroom in a mainstreaming organisation – the case of reading Selma Lagerlöf Schneuwly (Switzerland); Ronveaux (Switzerland): The construction of readers of literature by school Winkler (Germany): Cognitive activation in literature classes. Conceptualization and operationalisation Research in literature education (3) Bertschi-Kaufmann (Switzerland); Pieper (Germany): Assessing Literature and Reading Education in German-speaking Lower Secondary Schools via a Mixed-Methods Design: Teacher priorities and objectives, student motivations, and classroom practices Skaar (Norway); Elvebakk (Norway); Nilssen (Norway): Literature in decline? Differences in pre-service and in-service primary school teachers' reading experiences Strutz (Germany); Pieper (Germany); Wieser (Germany); Lessing-Sattari (Germany): Students’ strategies of understanding metaphors					Changing Perspectives on Self and Others in the Literature Classroom (1) Schrijvers (Netherlands (the)); Janssen (Netherlands (the)); Pieper (Germany): Changing perspectives on self and others in the literature classroom Schrijvers (Netherlands (the)); Janssen (Netherlands (the)); Fialho (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Talking about Literature and Life: Effects of Dialogic Literary Instruction on Students’ Personal and Social Insights Schrijvers (Netherlands (the)): Place-based Literary Interpretation: Putting Yourself in Someone Else’s Place with Place and Literature Power (United Kingdom); Elkad-Lehman (Israel): Self-Insight, Social Insight and Moral Development through Literature: Three Approaches Discussants: Pieper (Germany)
Teacher education: Literary/cultural knowledge, linguistic literacy, technological and other professional skills of L1 and primary teachers							Teacher Education (4) Bakker (Netherlands (the)): Understanding pedagogical subject knowledge of student and experienced teachers Dutch as a First Language: zooming in on teachers professional conversations during a Lesson Study Cycle Goodwyn (United Kingdom (The)): Is it ‘Critical Literacy’ or ‘Personal Growth’ or a bit of both? What do English teachers in England believe in about the purpose of English as a mother tongue? Magirius (Germany): Between The Cultures - How German teacher training students integrate academic and school cultures of interpreting literary texts Zühlsdorf (Germany): Student teachers beliefs about the integration of literary studies and literature didactics through a cooperating seminar Teacher Education (4) Brok (Denmark); Møller (Denmark): Figured Worlds as an analytic and methodological tool in professional teacher development Haskel-Shaham (Israel); Cohen-Sayag (Israel); Heimann (Israel); Kurland (Israel): The seminar courses in teacher education - Teachers' presence in the writing process* Heimann (Israel); Haskel-Shaham (Israel); Cohen-Sayag (Israel); Kurland (Israel): The seminar courses in teacher education - Teachers' Perceptions and Implications for Instruction Štěpáník (Czech Republic (The)): Future teachers´ writing skills matter			Introducing the Nordic Experience: Finnish phenomenon-based teaching-learning approach: Literature as a seperate school-subject of arts in the Estonian NC (2) Kauppinen (Finland); Kainulainen (Finland): Phenomenon-based learning in in-service teachers’ education on L1 and literature : Phenomenon-based learning in in-service teachers’ education on L1 and literature Org (Estonia): The Conception of Literature-Teaching in the National Curriculum of Estonian Comprehensive Schools Discussants: Kerge (Estonia)		English Literacy Teachers'Identities and Judgements in Australia (1) Faulkner (Australia); Parr (); Kirkby (Australia): English literacy teachers’ identities and judgments in Australia: The shaping effects of policy in a particular national context Faulkner (Australia); Kirkby (Australia); Parr (): English literacy teachers’ identities and judgments in Australia: The shaping effects of policy in a particular national context Kirkby (Australia); Keary (Australia): Early childhood educators reflecting on tensions in their practice Faulkner (Australia); Kirkby (Australia): Shifting and consolidating: Negotiating writing curriculum change Parr (); Bulfin (Australia): Identity work of English pre-service teachers in dialogic praxis-based Discussants: Goodwyn (United Kingdom (The))
Ways and circumstances of teaching languages and cultures in lower and upper secondary school (classroom activities, learning-teaching and testing language skills and cultures in teenage; considering further education in teaching-learning languages and cultures, etc. in teenage)							Teaching and acquiring languages & cultures (secondary education) (4) Beavis (Australia): Literacy, learning and digital games: Taking seriously Serious Play. Casteleyn (Belgium): Playing with improv theatre to battle public speaking anxiety Chu (China): Building a model of video dubbing learning process for Chinese language students Gissel (Denmark): Designing and Measuring the Impact of Using a Digital Learning Material for Scaffolding Students’ Independent Decoding and Comprehension of Unfamiliar Text Teaching & acquiring languages and cultures (secondary education) (3) Ehala (Estonia): The effects of teaching methods on the state examination results Godhe (Sweden): When does "Läslyftet" become an infrastructure for learning? Min (); Chung (Korea); Kwon (Korea (The Republic Of)): The influence of parents’ and teachers’ interests and student variables on students’ participation in classroom conversations
Ways and circumstances of teaching languages and cultures in pre- and primary school (classroom activities, learning-teaching and testing language and cultures in lower age; educational linguistics, dialogic teaching and technology in childhood)							Teaching and acquiring languages & cultures (pre- and primary education) (4) Albuquerque (Portugal); Alves Martins (Portugal): Invented Spelling Group Activities and Reading and Writing Acquisition: a 2-Year Follow-Up Study from Preschool to First Grade Awramiuk (): Phonetics in Polish Textbooks Calil (Brazil); Pereira (Portugal): Early recognition of spelling problems in invented stories: analysis of the writing processes of a dyad of newly literate students Klimovič (Slovakia): Cognitive demands on the process of narrative writing in Slovak children Teaching and acquiring languages & cultures (pre- and primary education) (4) Sebastião (Portugal): The linguistic knowledge of the mother tongue teacher in the accomplishment of the argumentative writing tasks of ​textbooks Sigvardsson (Sweden): Upper secondary Swedish teachers on teaching poetry Vazquez-Calvo (Denmark); Cassany i Comas (Spain): Learning language through language technologies: teachers’ discourse versus students’ practices Vernal Schmidt (Germany): “Follow-up Group Conversations about a Film in Intercultural Spanish as a Foreign Language Lessons of a German High School” Teaching and acquiring languages and cultures (pre- & primary education) (2) Anctil (Canada); Tardif (Canada); Singcaster (Canada): How do we teach vocabulary in the French-speaking province of Québec, Canada? Loh (China); Sing Pui Tikky (China); Kwan (Hong Kong): Start from the Beginning - Dynamic Enrichment Learning Mode (DELM) for Kindergarteners Who Learn Chinese as a Second Language in Hong Kong Teaching/acquiring languages & cultues (pre- & primary education) (4) Niesporek-Szamburska (Poland); Guzy (Poland): At the interface between hardcopy and screen – reading and understanding the text Pelgrims (Switzerland); Silva-Hardmeyer (Switzerland); Dolz (Switzerland): Oral language teaching within regular and special education classrooms : Comparison of instructional planning and regulation interventions CANCELLED Stagg Peterson (Canada); Portier (Canada); Friedrich (Canada): Multimodal Communication During Play in Rural Northern Canadian Kindergarten Classrooms Tse (Hong Kong): The Influence of Progress in International Reading Literacy Study on Chinese Reading Education Reform in Hong Kong Teaching and acquiring languages and cultures (pre- & primary ed.) (4) Aerila (Finland); Rönkkö (Finland): Creative stories inspired by humor and by a self-made character – Child-centeredness creates room for differentiating Aerila (Finland); Decker (United States); Niinistö (Finland): The power of choice - Child-centred approach for finding motivating reading Lee (Korea (the Democratic People's Republic of)); Kim (Korea (the Democratic People's Republic of)): A case study on literacy environment of culturally and linguistically diverse elementary students with reading underachievement in Korea Liptakova (Slovakia); Gogova (Slovakia): Linguistic Strategies for Comprehending the Instructional Text