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

Overview of sessions, clustered by theme and format

	ARLE Research School plenary session	ARLE Research School workshop	Keynote	Paper session ARLE 2019	Plenary	Pre-conference ARLE 2019	Round table ARLE 2019	Short presentations (poster) and extended discussion ARLE 2019	Symposium ARLE 2019
Academic writing				Academic writing (3) Haskel-Shaham (Israel): College students’ knowledge about writing a seminar paper Sebastião (Portugal): The argumentative writing: the curricula, the textbook and the teacher – a classroom interaction Siopa (Mozambique); Pereira (Portugal); Dolz (Switzerland): Academic Writing at the University in Mozambique Academic writing (3) Luna (Spain); Villalon (Spain); Martínez-Álvarez (Spain); Mateos (Spain); Martín (Spain): How undergraduates use an online written guide scaffold when they need to write an argumentation? Torres Villamil (Colombia); Fontich (Spain): Relationship between written genres and academic identity: Argumentative writing learning in higher education students in Colombia Yu (Korea (The Republic Of)); Hong (); Koo (): A Study on Modal Expressions in Argumentative Texts of University Students Academic writing (3) Hansen (Denmark): Critical analysis of didactical principles for writing instruction Santos (Portugal); Silva (Portugal): Shortening Texts and Writing Abstracts in Higher Education: from Classroom Exercises to Knowledge Building Strategies Sebastião (Portugal): The role of the instructional statement in the writing process	Farewell reception for the support team and those not in a hurry (0)
All themes			L1-education research that informs practice. Three research models applied for writing research (1) Rijlaarsdam (Netherlands (the)): L1-education research that informs practice. Three research models applied for writing research Global challenges for education. Can linguists help? (1) Costa (Portugal): Global challenges for education. Can linguists help? Affect in the Classroom: Teaching and Learning Literary Reading and Response (1) Levine (): Affect in the Classroom: Teaching and Learning Literary Reading and Response Grand témoin (1) Schneuwly (Switzerland): Grand témoin		Conference registration (0) ARLE board and conference board meeting (0) Registration (0) Opening Session with a musical interlude by NOVA FCSH students' choir 'Real Tuna Académica Neolisipo' (0) Coffee-break (0) Lunch (0) Refreshment (0) Transit to plenary keynote speech (0) Welcome reception (0) Coffee-break (0) Lunch (0) Refreshment (0) Cultural event: visit to Belém / old town walk (0) Conference dinner party (0) SIG Research on Literature Education (0) Coffee-break (0) Lunch (0) Group photography (0) ARLE general meeting (0) Refreshment (0) Refreshment (0) Refreshmet (0) Transit to conference dinner party (0) SIG Educational Linguistics (0) SIG Technology and Literacy Education (0) SIG Dialogic Teaching, Learning & Assessment (0) SIG Literacies: Reading, Writing & Oracies (0) SIG Teacher Education (0) SIG Genres (0) SIG Multilingual Research (0)	PhD student registration (0) Coffee-break (0) Cocktail (0)	Reflecting on the future identity of L1 - Educational Studies in Language and Literature (1) Elf (Denmark); van Rijt (Netherlands (the)); Schrijvers (Netherlands (the)): Reflecting on the future identity of L1 - Educational Studies in Language and Literature		A little glimpse into synthesis writing interventions from different nations: similarities and differences (1) van Ockenburg (Netherlands (the)); van Weijen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): A little glimpse into synthesis writing interventions from different nations: similarities and differences Vandermeulen (Belgium); Van Steendam (Belgium); Rijlaarsdam (Netherlands (the)): The design and effect of two types of writing process feedback Casado Ledesma (Spain); Cuevas Fernandez (Spain); Martín (Spain): Design, application and evaluation of four intervention programs, developed in oral discussion contexts, to improve the writing of argumentative syntheses and perspectivism in secondary school students Tran (Netherlands (the)); Janssen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Improving Competences of Writing Argumentative Texts from Sources: An Intervention Study from Vietnam van Ockenburg (Netherlands (the)); van Weijen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Designing and testing a synthesis writing intervention based on observational learning Dialogic pedagogy: literature based pedagogy and purposeful teacher practices (1) BOYD (United States); Janicki-Gechoff (United States); Gordon (United Kingdom (The)); Høegh (Denmark): Dialogic Pedagogy: Literature based pedagogy and purposeful teacher practices BOYD (United States); Gordon (United Kingdom (The)); Høegh (Denmark): Enacting dialogic learning values: Repertoires of instructional purposes and instructional practices in a poetry instructional unit BOYD (United States); Gordon (United Kingdom (The)); Høegh (Denmark): Pedagogic Literary Narration: teachers’ unique dialogic work with literary prose BOYD (United States); Gordon (United Kingdom (The)); Høegh (Denmark): Teachers’ multimodal ‘fluency’ in the classroom while engaged with an e-learning portal Teacher´s talk in different grades and across subjects (1) Isler (Switzerland); Hefti (Switzerland); Börsel (Germany); Kaldahl (Norway): Teacher´s talk in different grades and across subjects Isler (Switzerland); Hefti (Switzerland): Promoting oral texts in kindergarten classrooms – measuring the quality of teachers' interactional support in everyday communication Börsel (Germany): What is Teacher Talk and what makes it effective? Kaldahl (Norway): The Rhetoric of the Norwegian Teachers: A Topos Analysis of Teachers’ Conception, Teaching and Assessment of Oracy L1 educators writing together in hybrid professional learning communities: international perspectives (1) Diamond (Australia); Parr (); Smith (United Kingdom (The)); Aharonian (Israel); Bulfin (Australia); wrigley (United Kingdom (The)): L1 educators writing together in hybrid professional learning communities: International perspectives wrigley (United Kingdom (The)); Smith (United Kingdom (The)): Writing histories and futures of L1/English teachers in the UK: Regular professional writing groups and their effects on teachers’ teaching of writing? Aharonian (Israel): Learning as a teacher educator in a community of Israeli teacher-writers Bulfin (Australia); Parr (); Diamond (Australia): An Australian perspective on teacher writing communities: Histories, policies, contexts and practice Literature and 'development' (1) McLean Davies (Australia); Sawyer (Australia); Goodwyn (United Kingdom (The)): LITERATURE and ‘DEVELOPMENT’ McLean Davies (Australia); Sawyer (Australia): Interrogating ‘development’ in contemporary curriculum discourses around literature: The Australian Curriculum: English Goodwyn (United Kingdom (The)): Developing textual affections: the feelings of L1 English teachers, student teachers and school students about why certain texts truly 'matter' personally and in society Elf (Denmark); Høegh (Denmark): Developing strategies in students’ engagement with literature: a phenomenological approach to inquiry-based teaching of literature in a large-scale Danish intervention study On the boarders between – written with oral communication (1) Yagelski (United States); Giera (Germany); Neumann (Germany): On the boarders between – written with oral communication Yagelski (United States): Writing, Being, and Knowing: A Working Theory of Writing as an Ontological Act Giera (Germany): Writing Business Letters with "SRSD" in Grade Nine and with Students in the Hotel Business Neumann (Germany): How do students write while using different language levels of tasks? Research on Poetry Reading in Secondary Education - Cognitive Models, New Studies and their Methodological Challenges (1) Carl (Germany): Research on Poetry Reading in Secondary Education - Cognitive Models, New Studies and their Methodological Challenges Breukink (Netherlands (the)); Das (Netherlands (the)): Students’ reading activities when reading poetry Kleber (Germany): Generating inferences during reading of difficult poetry – A novice-novice-study with fifth graders and university freshmen Sigvardsson (Sweden): Secondary teachers and secondary students on why they read poetry Rethinking L1 education in the global era (1) Erixon (Sweden); Štěpáník (Czech Republic (The)); Green (Australia): ‘RETHINKING L1 EDUCATION IN THE GLOBAL ERA’ Erixon (Sweden); Štěpáník (Czech Republic (The)): Between Grammar and Communication: The Case of the Czech Republic and England Erixon (Sweden); Green (Australia): Teaching the (Post-)National L1 Subjects; or, Learning from Gramsci Erixon (Sweden): Teaching Reading: The Marginalisation of Literature and Mother Tongue Education in Sweden Invited SIG ROLE Symposium: Systematic Design of Interventions for Literary and Reading Instruction (1) Schrijvers (Netherlands (the)); Levine (); Vansteelandt (Belgium): Systematic Design of Interventions for Literary and Reading Instruction (Invited SIG ROLE symposium) Levine (); Trepper (United States): Time and Trust as Design Features in a Literature Focused Professional Development Vansteelandt (Belgium): Bringing continuous professional development in practice: Design principles for a professional development program for primary school teachers focusing on promoting students’ reading motivation Schrijvers (Netherlands (the)); Janssen (Netherlands (the)); Fialho (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Design of a Literature Classroom Intervention to Foster Students’ Insight into Human Nature Teachers’ and students’ metatalk about written text production and negotiation of concepts of writing (1) Morek (Germany); Herder (); Myhill (United Kingdom (The)): Teachers’ and students’ metatalk about written text production and negotiation of concepts of writing Myhill (United Kingdom (The)): Metatalk: Making decision-making in writing visible Herder (): Reflecting on writers’ choices in peer interaction Morek (Germany): Tracing teachers’ and students’ differing orientations in interactions about a writing task Text genres and L1 education (1) Schneuwly (Switzerland); Sales Cordeiro (Switzerland): Text genres and L1 education Bunzen (Brazil): Teaching Portuguese as L1: Genres, Curriculum and Textbooks in Brazilian Education Brandão Carvalho (Portugal); Barbeiro (); Pereira (Portugal); Caels (Portugal): The concept of genre in the teaching of Portuguese L1 García-Parejo (Spain): Genre Pedagogy and Teacher Training in Primary Education Writing instruction in Ibero-America: national survey studies in Spanish and Portuguese (1) Flores (Netherlands (the)); Sánchez-Rivero (Spain); Malpique (Australia): Writing instruction in Ibero-America: national survey studies in Spanish and Portuguese Flores (Netherlands (the)); van Weijen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Writing instruction in Chile: online national survey on teachers’ practices in public secondary schools Sánchez-Rivero (Spain); Fidalgo (Spain); Limpo (): Spanish Teachers` Practice and Beliefs in Writing Malpique (Australia); Silva Moreira (): Teaching writing in middle-schools: Portuguese and Brazilian teachers’ perceptions and practices Invited SIG TALE Symposium: Agency, Technology and Teaching L1 (1) Bulfin (Australia); Elf (Denmark); Koutsogiannis (Greece): Invited SIG Technology and Literacy Education (SIG TALE) Symposium: Agency, Technology and Teaching L1 McLean Davies (Australia); Sawyer (Australia): Possibilities for agency? Exploring the interface of the digital humanities and L1 literary education Acerra (Canada): “That was me, clicking and touching to do exactly what I wanted to”: Reading literary apps and perceiving agency Lacelle (Canada); Richard (Canada): How a survey of young people’s skills in digital literacy highlights issues regarding their digital agency Nygard (Norway); Skaftun (Norway): Literacy in digitalised secondary school classroom: Reflections on transitional practices Koutsogiannis (Greece); Adampa (): Family, children’s digital literacy practices and education: Revising the connection Kontovourki (Cyprus); Poyiadji (Cyprus): Agency, Technology and Teaching Practices in L1 classrooms: Paradoxes, complexities, restrictions and possibilities in Greek-Cypriot Literacy Education Invited SIG EDULING Symposium: Research on grammar teaching in language education: drawing on the pedagogic system as a a common ground (1) Fontich (Spain): Invited SIG Eduling Symposium: Research on grammar teaching in language education: drawing on the pedagogic system as a a common ground Cardoso (Portugal); Pereira (Portugal); Leite (): Metalinguistic activity in higher education: thinking about words Beaumanoir-Secq (): Conceptualizing word classes Kerge (Estonia): Grammar development in argumentative student writings Gauvin (Canada); Messier (): Organizing the field of French grammar education through a network of concepts related to method Aruvee (Estonia): Literacy as shared dancefloor for school subjects Methodological approaches to the literature classroom (1) Magirius (Germany); Ohlhus (Germany); Scherf (Germany): METHODOLOGICAL APPROACHES TO THE LITERATURE CLASSROOM Rosendal Bang (Denmark): IS THERE A LITERARY CONVERSATION IN THIS CLASS? Winkler (Germany): INVESTIGATING TEACHING QUALITY VIA A HIGHLY INFERENTIAL CODING SCHEME – CHANCES AND CHALLENGES Siebenhuener (Switzerland); Bertschi-Kaufmann (Switzerland); Pieper (Germany): COMBINING DIFFERENT METHODS TO ASSESS DIFFERENT PERSPECTIVES: the bi-national project TAMoLi – Texts, Activities and Motivations in Literature Education in Lower Secondary Scherf (Germany): TEACHING LITERATURE ON THE HORIZON OF SUBJECT AND TEXT MATTERS
Citizenship, gender and cultural education				Citizenship, gender and cultural education (3) Liu (): Development of Multiliteracies: Bilingual Students’ Literacy Learning in an After-School Program Merga (): Supporting literacy and literature learning: The role of librarians in schools Soğuksu (Turkey); Koçmar Demirci (Turkey): Gendered Concept Formation in Educational Processes Citizenship, gender and cultural education (2) Adampa (); Hanghøj (Denmark); Koutsogiannis (Greece): Playing with gender identities through games and literacy practices – Implications for language teaching Boussagui (Morocco); El Kirat El Allame (Morocco): Language policy and Language Revitalization or Devitalisation: The case of Amazigh in Morocco Citizenship, gender and cultural education (3) Benjelloun (); El Kirat El Allame (Morocco): The Role of Story Telling in the Development of the Child’s Lexical Richness: Case Study Cormier (Canada); Lirette-Pitre (Canada); Ferguson (): An exploration of the interplay of children’s literature and the Learning Cycle instructional model on students’ understanding in science, language abilities and reading comprehension. Naujok (Germany): Participation in Storytelling Settings – Multimodal Approaches in Multilingual Education Citizenship, gender and cultural education (2) El Kirat El Allame (Morocco); Zakaria (Morocco): Foreign Learners of MSA and the Challenges of the Moroccan Diglossic Context El Kirat El Allame (Morocco): Optimal Measures for the Maintenance and/or Revival of the Amazigh Language in Morocco Citizenship, gender and cultural education (3) Hason (Israel): State-religious elementary school teachers’ perception of the reading book’s role as a source of social information Samoilow (Norway): Children’s cultural imagination of the refugee crisis Thunberg (Sweden); Graeske (Sweden): Boys and girl-ish avatars - performing gender in language education		Literacy, gender and cultural education (3) Almqvist (Sweden): The Toe-Trick: Using Queer Theory in Literature Education Jusslin (Finland): The entanglements of writing and dance: Creative dance integration in primary school students’ creative writing Thunberg (Sweden): The reading avatar: Literacy and gamification Discussants: Coutinho (Portugal); Elf (Denmark)
Digital literacies and technology				Digital literacies and technology (3) Ascherl (Germany): Investigating Teachers' Future Digital Literacies in L1 Teaching – An Interdisciplinary and International Delphi Study Cassany (Spain); Vazquez-Calvo (Denmark): Young people’s vernacular literacy practices online: identities and language learning Christodoulou (Cyprus); Ioannidou (Cyprus): NEW DIGITAL PRACTICES AND EMERGING LITERACY FORMS: AN INVESTIGATION OF YOUNG PEOPLE’S LANGUAGE USE IN SOCIAL MEDIA Digital literacies and technology (2) Skarstein (Norway): Online comments sections as interpretive communities Viriot-Goeldel (France); Corinne (France); Crinon (France): Teaching Spelling with Twitter? Digital literacies and technology (3) Kiourti (Cyprus): “Shut the fuck up and plant the bomb fast”:Reconstructing language and identity in First Person Shooter Games Loh (China): Self-determination theory and the facilitation of second language learning Strømman (Norway): Multimodality in writing Digital literacies and technology (3) Oh (); Ok (); Moon (); Kim (); Ryu (); Seo (): Digital Literacy Attitudes of Korean Elementary Students Svanes (Norway); Bjørkvold (Norway); Røed (): Metalinguistic talk in literacy events with tablets Wileczek (Poland); Szplit (Poland): Educational applications used for developing language competence in the mother tongue and the English language in Poland Digital literacies and technology (3) Pangrazio (Australia); Godhe (Sweden); González López Ledesma (): In search of a term: Defining digital literacies in the 21st century Segev (Israel); Hason (Israel): Considerations in Running a virtual professional community as part of the effort to encourage reading in Elementary Schools. Wawer (Poland): Teaching the “challenging texts” by means of play and creative writing. From avant-garde literature to digital verse Digital literacies and technology (3) Gràcia (Spain); Jarque (Spain); Jarque (Spain); Riba (Spain): The EVALOE-SSD, a digital tool for the professional development of teachers Lorentzen (Denmark): Digital literacy and CODE (Code, Collaboration & Design) Magnusson (Sweden): Understanding L1 teachers’ talk about digitalization and multimodality Digital literacies and technology (3) Hanghøj (Denmark): Student positioning toward writing journalism about games and game culture Thunberg (Sweden): The reading avatar: Literacy and gamification Yagelski (United States): Writing, Being, and Knowing: A Working Theory of Writing as an Ontological Act Digital literacies and technology (3) Ohlsson (Sweden): What impact can language have on language? An intervention on productive written vocabulary in L1. Ok (); Cho (United States); Kim (Korea); KIM (); Kim (): A Web-Based Digital Literacy Assessment for K-12 Learners in Korea: Its design and results Wiseman (): Children’s Digital and Visual Responses to Picturebooks in a Primary School Classroom				Digital literacies and technology (5) Führer (Germany): Approaches to the reception of graphic novels as multimodal literature – a case for new writing tasks in secondary schools Hermida (United States); Gràcia (Spain): ORAL LANGUAGE TRAINING WITH THREE TEACHERS OF ECUADOR USING EVALOE-SSD DIGITAL APPLICATION: SELF-ASSESSMENT, MAKE-DECISION AND INTRODUCTION OF CHANGES IN CLASSES Schmidt (Germany): Teachers’ perspectives on assessing students’ reading skills. A Design Research study on the development of a web-based instrument for practitioners Wiseman (); Oliver (United States): Promoting L1 and Interdisciplinary Connections through Locative Narrative Approaches Yuan (); Eagle (United States); Wang (): Empowering ELL Students Through Digital Literacies: Research, Complexities, and Implications
Early literacies				Early literacies (3) Albuquerque (Portugal); Alves Martins (Portugal): Social interactions in early literacy programmes: a research with Portuguese preschoolers Bus (Netherlands (the)); van der Sande (): Long-term effects of BookStart Hoffmann (Italy): Sidewalk Flowers – Primary School Children Talk, Write and Draw to Graphically Told Stories Early literacies (3) Correia (Portugal); Araujo (Portugal); Folgado (Portugal); Sampaio (Portugal); Franco (Portugal): Assessing oral language skills at primary school entry Krelle (Germany); Österbauer (Austria); Bachinger (Austria); von Eichhorn (Austria); Illetschko (Austria): Text procedures in argumentative performances by 4th grade students ZHOU (Hong Kong); CHAN (); Cheung (Hong Kong); Lindgren (Sweden): Lesson Study on the Combination of Reading and Writing in Primary One				Early literacies (5) Krepps (United States): Text Construction in Preschool Menti (Argentina); Dutari (Argentina); Carignano (); Rosemberg (Argentina): The Teaching of Words and Information Juxtaposition. An Analysis of Kindergarten and First Grade Classes Niesporek-Szamburska (Poland): Literary metaphor awareness by children aged 7 and 9 REAL CASTELAO (Spain); Torrance (); Rijlaarsdam (Netherlands (the)); Fidalgo (Spain): Exploring Effectiveness and Transferring of the Components of a Cognitive Self-Regulated Instruction in Writing Trueba (Spain); Villalon (Spain): Analysis of the written products of sixth grade students: summary and synthesis
Genre, text and discourse				Genre, text and discourse (3) BOUKLATA (Morocco); El Kirat El Allame (Morocco): Textual Features of the Academic Language of Moroccan Monolingual Children’s Register at Home and at School Coutinho (Portugal); Gonçalves (Portugal); Jorge (Portugal): Text genres, discursive types and possible developmental effects Henkel (Denmark); Stougaard Pedersen (Denmark); Mygind (Denmark): Children’s Multisensory Reading Genre, text and discourse (3) Gonçalves (Portugal); Coutinho (Portugal); Jorge (Portugal): Gathering scientific community and lay people: Scientific literacy promotion project Ioannidou (Cyprus); Kiourti (Cyprus): “Write, mate! Spelling does not count”: Developing a Social Literacy Program for L1 in the Prison School in Cyprus Teixeira (Portugal); Cardoso (Portugal): Writing abstracts in higher education: types of discourse
Language awareness and language teaching				Language awareness and language teaching (3) Costa (Portugal); Mota (Portugal): What do we put? A comma? Maibom (Denmark); DOLMER (Denmark): Scaffolded Grammar Teaching of Writing and Student Group Work Wijnands (Netherlands (the)); Coppen (Netherlands (the)): A new grammar pedagogy for the development of cognitive and reflective thinking in secondary education Language awareness and language teaching (2) Awramiuk (); Vlčková (Czech Republic (The)): SOUND FORM SIGNALIZATION IN L1 POLISH AND CZECH TEXTBOOKS: MEANS, AIMS AND FUNCTIONS Viegas (Portugal); Guimarães (); Ramos (Portugal): The interdisciplinary glossary in the development of lexical competence Language awareness and language teaching (3) Christensen (Denmark); Kabel (Denmark): Grammar teaching practices in Danish L1 classes van Rijt (Netherlands (the)); Coppen (Netherlands (the)): When students tackle grammatical problems. Exploring linguistic reasoning with linguistic metaconcepts in grammar education Zhu (): Promoting conceptual development of the second conditional in the classroom zone of proximal development				Language awareness and language teaching (5) Christensen (Denmark): Exploratory and Critical Dialogues as Learning and Reflection Tools Guzy (Poland): Ways to stimulate children's linguistic activity in the field of naming emotions Holdinga (); Janssen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Writing from sources in history and philosophy courses: teachers’ practices and beliefs Isager (Denmark): Students’ preparatory processes and conceptions of oral exams in upper-secondary Danish high schools Puksand (Estonia): Using textbooks in the lessons of L1 and literature
Literacies (Reading and Writing)				Literacies (reading and writing) (3) Amir (Israel); Atkin (Israel): Domains of interest and ICT implementation in a questionnaire on writing Malpique (Australia); Pino-Pasternak (Australia): Writing and reading performance in Year 1 Australian classrooms: The role of handwriting automaticity and writing instruction Uusen (Estonia); Pugi (Estonia): The comparison of texts written by 5th graders on computer and by hand Literacies (reading and writing) (3) Gourvennec (Norway): Figured Worlds Among Teachers Co-Teaching Classes with Respectively Strong and Poor Literacy-Development Ślósarz (Poland): Multimedia thematic modules (MTM) as literature teaching method Lyngfelt (Sweden): Desire manifested by young students’ multimodal text production Literacies (reading and writing) (3) López (Spain); Fidalgo (Spain): Effects of professional development in strategy-focused writing intervention on fourth-grade Spanish teachers and students’ outcomes Ruivo (Portugal): Slow writing - Improving writing skills Troelsen (Denmark): Handling ambiguity under pressure: writing prompt and student responses at the Danish final exam in written composition Literacies (reading and writing) (3) Godhe (Sweden); Mars (); Edström (): Visualizing the invisible – assessing qualities in multimodal meaning-making in language education Magnusson (Norway): One teacher’s reading comprehension instruction in an effective language arts classroom, and students’ metacognitive awareness of own reading processes Schmitz (Germany); Karstens (); Jost (Germany): Strategy-based reading instruction in secondary schools: Findings from classroom observations and teachers’ surveys Literacies (reading and writing) (3) Bjørkvold (Norway): Spontaneous collaborative writing among students as researchers Breuer (Germany): Execution Processes in L1 and FL writing Dejaegher (); ANDRE (Belgium); Schillings (Belgium); Rappe (Belgium): Teaching comprehension’s strategies in an explicit and authentic way in the earliest learnings: effects of beliefs on teachers' practices Literacies (reading and writing) (3) Aerila (Finland); Kauppinen (Finland): Stories make Readers (StoRe) –project from the perspective of the StoRe-students Klimovič (Slovakia); Kovalčíková (Slovakia): What slow and/or innacurate readers report on how they learn from text Rivard (Canada): Using a Discussion Strategy for Enhancing Reading Comprehension in the Science Classroom Literacies (reading and writing) (3) Cheung (Hong Kong); Huang (); Chan (); Zhang (): The Effect of Guided Fantasy on the Creative Writing Ability of Linguistically Diverse Students Martins (Portugal): Text complexity and word learning ten Peze (Netherlands (the)); Janssen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): 'Something different!' Does creative writing instruction influence students' writing performance?		Literacies (reading and writing) (3) Carr (United Kingdom (The)): Knowledge in England’s Key Stage 3-4 National Curriculum 2014 and its impact on the teaching of English. Christensen (Denmark): Exploratory and Critical Dialogues as Learning and Reflection Tools Heikkonen (Finland): The relationship between textual and contextual knowledge in assessing and developing literary literacy Discussants: Pieper (Germany); Gonçalves (Portugal) Literacies (reading and writing) (3) Das (Netherlands (the)); van Heusden (Netherlands (the)); Witte (Netherlands (the)); Dorleijn (Netherlands (the)): Students’ attitude towards poetry, the way(s) in which they read poetry and stages of poetry reading Poyiadji (Cyprus): Seeking and problematizing the conceptualizations of “new” in literacy pedagogy: A case study of one primary teacher’ (digital) literacy practices in Greek – Cypriot educational settings Szumal (Poland): Polish-Jewish heritage in literature education in Polish primary schools Discussants: Elf (Denmark); Feytor Pinto (Portugal)		Literacies (reading and writing) (5) Arias-Gundín (Spain); Palomo (); Fidalgo (Spain): Use of writing strategies by undergraduate students in the performance of hybrid tasks Betz (Germany); Bocek (Germany); Jost (Germany); Krelle (Germany): How do Students Deal with Sources in Writing-from-Sources-Tasks? An Insight into Students’ Texts and Task-Solving-Processes Heilä-Ylikallio (Finland); Svenlin (Finland); Höglund (Finland); Jusslin (Finland); Westerlund (Finland); Skarstein (Norway); Nordenstam (Sweden): Beyond, Crossing or Erasing Boundaries? An Aesthetic, Language-Strengthening and Creative Collaboration in Upper Secondary School Olivares (Spain); López (Spain); Alvarez (Spain); Arrimada (Spain); Arias-Gundín (Spain): Revising strategies of narrative writing in primary grade students REAL CASTELAO (Spain); Robledo-Ramón (); López (); Fidalgo (Spain); Arias-Gundín (Spain): Writing strategies and textual quality: How do they relate in upper primary education students?
Literature education				Literature education (3) Kalasaridou (Greece): Teaching Holocaust in literature classes in Greece: Teaching Approaches and Student Responses Kania (Poland): (Mis)understanding Holocaust literature. Reception of Tadeusz Borowski and Primo Levi by Polish and Israeli readers. Larsen (Norway): “The Catastrophe” – narrative writing in a Norwegian 10th grade Literature education (3) Gourvennec (Norway); Höglund (Finland); Johansson (Sweden); Kabel (Denmark); Sonneland (Norway): Literature in the Nordic Curricula: a study of the concept of literature and legitimization for literary education in the curricula for lower secondary education Janus-Sitarz (Poland): How to Talk in the Classroom about Politically Incorrect Literary Masterpieces? Lind (Norway); svenkerud (Norway): Theory meets practice. Classical texts in the primary school classroom. Literature education (3) Doecke (Australia); Mead (Australia): This ‘in-between’ world of theory and practice: The role that literary knowledge plays in the teaching of literature LIU (France); Favriaud (France): ‘Ecopoetry’ as a basic part of reading learning Strutz (Germany); Pieper (Germany): Learners’ approaches to poetic metaphor Literature education (3) Ganz-Meishar (Israel); Porat (Israel); Miller (Israel): Characteristics of Literary Discourse by Co-Teaching in Elementary School Michelsen (Norway): Dialogic aspects in speeches Schrijvers (Netherlands (the)); Janssen (Netherlands (the)); Fialho (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Tranformative Dialogic Literature Teaching fosters students’ insight into human nature Literature education (3) Das (Netherlands (the)); van Heusden (Netherlands (the)); Witte (Netherlands (the)); Dorleijn (Netherlands (the)): Students’ attitude towards poetry, the way(s) in which they read poetry and stages of poetry reading Mäkikalli (Finland): Potentiality of literary theory in contemporary literature education Rørbech (Denmark): Heterotopias – a study of other spaces in 10th grade students’ film production Literature education (2) Kirmse (Germany): Research on Experts’ and Novices’ literary reading processes. Teachers’ and Students’ Strategies of dealing with point of view. Pereira (Portugal): On learning how to be a language and literacy teacher at university. Student teachers’ perceptions about a learning strategy Literature education (3) Dera (Netherlands (the)): Literature Education as Normative Practice: the Case of the Netherlands Elkad-Lehman (Israel): Teaching literature in a heritage language: The case of literature instruction in Hebrew for immigrant children Goodwyn (United Kingdom (The)): The Highly Affective teaching of L1 English: a case study in a global context Literature education (3) Jusslin (Finland); Höglund (Finland): Poetry teaching through dance and visual teaching pedagogies: A systematic literature review Levine (); Trepper (United States); Chung (United States): Teacher and Student Uptake of an Affect-Based Approach to Literary Interpretation Sawyer (Australia); McLean Davies (Australia): Exploring the relationship between literature and knowledge in L1 English Literature education (3) Casteleyn (Belgium); Mottart (Belgium): L1 Literature education: Quintessential or perhaps inconvenient for future engineers? Gordon (United Kingdom (The)): Understanding narrative voice through classroom literature discussion Mayer (Germany): Book reading as a shared multimodal activity Literature education (3) Araujo (Portugal): Early Parental Reading and Reading for Enjoyment: What Matters Most for Boys and Girls? Heikkonen (Finland): The relationship between textual and contextual knowledge in assessing and developing literary literacy Poyas (Israel): Inquiry-based learning in Literature - possibilities and challenges - A case study Literature education (3) Liptakova (Slovakia); Dziak (Slovakia): Children´s understanding of a prosocial literary role model McLean Davies (Australia); Sawyer (Australia); Yates (Australia); Doecke (Australia); Mead (Australia): What are we developing?: Priorities and challenges for teaching literature in secondary subject English in Australia Sonneland (Norway): Working with Literature in Lower Secondary School. A study of the interplay between complex texts and readers in group interactions
Oracy (Speaking and Listening)				Oracy (speaking and listening) (3) Coppola (Switzerland); Sales Cordeiro (Switzerland): Young newcomer students’ capacities to understand and recount a tale in French, language of instruction, through a “minimal circuit of activities” Nygard (Norway); Skaftun (Norway); Wagner (Norway): Frames for oracy in primary school in Norway Schmidt (Sweden): The Danger of a Single Story: Classroom Talk in Grade 6 Oracy (speaking and listening) (3) Carvalho Batista (Portugal); Mata (Portugal): Orality in the initial training of Brazilian Portuguese Language Teachers: A Case Study Casteleyn (Belgium): What can L1 classes learn from professional speaking courses? Sá (Portugal): Teaching with comics to develop competences in oral communication
Qualitative and Quantitative Methodologies in L1 Education Research	Registration and Welcome by the organizing committee (0) Poster presentation by trainees (0) Coffee-break (0) Lunch (0) Coffee-break (0) Presentation by Luís Filipe Barbeiro and José Brandão de Carvalho (1) Barbeiro (); Brandão Carvalho (Portugal): Research on Writing: Process, Genres and Writing Skills Development Coffee-break (0) Discussion among all trainees and trainers (0) Closing lunch (0)	Workshop 1a by Ilana Elkad-Lehman (1) Elkad-Lehman (Israel): Narrative research in L1 education: Theoretical, methodological and practical aspects Workshop 2a by Bernard Schneuwly and Glaís Sales Cordeiro (1) Schneuwly (Switzerland); Sales Cordeiro (Switzerland): A method of description and analysis of teaching sequences to understand the teachers’ work and the objects taught in L1 classrooms Workshop 1b by Ilana Elkad-Lehman (1) Elkad-Lehman (Israel): Narrative research in L1 education: Theoretical, methodological and practical aspects Workshop 2b by Bernard Schneuwly and Glaís Sales Cordeiro (1) Schneuwly (Switzerland); Sales Cordeiro (Switzerland): A method of description and analysis of teaching sequences to understand the teachers’ work and the objects taught in L1 classrooms Workshop 1c by Ilana Elkad-Lehman (1) Elkad-Lehman (Israel): Narrative research in L1 education: Theoretical, methodological and practical aspects Workshop 2c by Bernard Schneuwly and Glaís Sales Cordeiro (1) Schneuwly (Switzerland); Sales Cordeiro (Switzerland): A method of description and analysis of teaching sequences to understand the teachers’ work and the objects taught in L1 classrooms
Teachers' skills and curriculum				Teachers' skills and curriculum (3) Goodwyn (United Kingdom (The)): Contesting the territory: how Mother Tongue English teachers in England and Australia are remaining resilient and creative in constraining times. Seeber (Germany); Winkler (Germany): Online-based peer feedback in teaching practicum. Facets of professional competence of German L1 teacher students Wileczek (Poland); Szplit (Poland): Linguistic problems in bilingual education and teachers’ individual strategies used to solve them (research in Polish schools) Teachers' skills and curriculum (2) Kirmse (Germany); Seeber (Germany); Hesse (Germany): Beliefs in reading autobiographies of German L1 teacher students. Loh (China); Sing Pui Tikky (China): Language, tension and agency: Teacher identity formation in Chinese as a Second Language (CSL) education for ethnic minority kindergarteners Teachers' skills and curriculum (2) Krogh (Denmark); Nordenstam (Sweden); Skarstein (Norway); Heilä-Ylikallio (Finland): The emergence of the L1-research field in a Nordic perspective Sturk (Sweden); Randahl (Sweden); Olin-Scheller (Sweden): Discourses of writing in Facebook groups for teachers Teachers' skills and curriculum (3) Chung (United States); Cohen (United States): Analyzing the mechanisms that influence the relationship between teachers and coaches Flores (Netherlands (the)); van Weijen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Teachers’ beliefs about writing instruction in public secondary schools in Chile: an online national survey Gyde (Denmark); Fregerslev (Denmark): L1 teachers beliefs of grammar teaching in lower secondary schools compared with teacher beliefs from L2 and L3 language teachers Teachers' skills and curriculum (3) Magirius (Germany): Mixed Methods in L1-Educational Research exemplified by a Study on Beliefs of L1-Teacher Training Students on Interpreting Seo (Korea (The Republic Of)): Elementary School Teachers' Perception on Reading Underachievers and Teaching Experiences in South Korea Zheng (Australia); Keary (Australia); Clarke (Australia); Faulkner (Australia): ‘How do normal people speak?’: Language and anxiety in international pre-service teachers’ professional experience Teachers' skills and curriculum (3) Johansson (Sweden); Nordenstam (Sweden): Reading Challenging Literary Texts in School An Interview Study with Swedish Teachers at the International Baccalaureate Program Kauppinen (Finland): Renewing the evaluation of learning outcomes in Finnish/Swedish as national L1s and literature – how and for what purpose? Riegler (Germany); Wiprächtiger-Geppert (Switzerland): Primary School Teachers’ Beliefs about Spelling and Spelling Acquisition Teachers' skills and curriculum (3) Bobinski (Poland): DO WE TEACH READING IN THE WAY WE READ BOOKS? “HUMAN” SIDE OF THE REDISCOVERY OF TEACHING Kabel (Denmark); Bremholm (Denmark); Hanghøj (Denmark): Understanding game design activities as literacy practices in a school context: Outline for a theoretical framework Yang (); Min (): The Effect of Discussion Participants’ Genre Perception and Expectation on the Discussion Process-Focusing on Small-Group Discussion among Korean Middle School Third Graders- Teachers' skills and curriculum (1) Diamond (Australia); Bulfin (Australia); Parr (); Owen (Australia); McGraw (): Teacher professionalism as a ‘site of struggle’: L1 teachers’ work and creating alternative understandings of professional identity		Teachers' skills and curriculum (3) Isager (Denmark): Students’ preparatory processes and conceptions of oral exams in upper-secondary Danish high schools van Rijt (Netherlands (the)): Fostering linguistic (meta)concept use in secondary education. Evaluating design principles Wijnands (Netherlands (the)): Developing an instrument for measuring reflective thinking about grammar Discussants: Awramiuk (); Rijlaarsdam (Netherlands (the))