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

Overview of sessions, clustered by theme and format

	ARLE 2022 - Keynote speech	ARLE 2022 - Paper presentations	ARLE 2022 - PhD Preconference session	ARLE 2022 - Poster session	ARLE 2022 - Roundtable presentations	ARLE 2022 - Symposium	Plenary	SIG Meeting
(Critical) language awareness		Criticality in L1 Education (3) Christensen (Denmark): Exploratory and Critical Dialogues as Learning and Reflection Tools Molbæk (Denmark): Student writers interplaying with the local community Molin (Sweden): Redesign in critical literacy classroom activities (Re)Thinking Grammar Teaching (3) Banga (Netherlands (the)); van Rijt (Netherlands (the)): Are linguistic manipulations more difficult to process for student teachers than rules of thumb? Evidence from an empirical study Myhill (United Kingdom (The)): Thinking Grammatically: The Relationship between Students’ Conceptual Understanding of Grammar and Teachers’ Taught Input Valentim (Portugal): Teaching grammar: from epilinguistic activity to metalinguistic activity Exploring Writing in Academic Settings (3) Costa (Portugal): Empowering variation in academic writing Efthimiou (); Ioannidou (Cyprus): Ruptures in Essay Writing in Year 12 Greek Literacy/Language Lesson Liu (); Li (China): Pedagogies of intertextuality in Chinese high school composition writing in the ‘Red Spirit’ rejuvenation era				Teaching and learning grammar across countries, today: common challenges, specific features (1) Fontich (Spain); Costa (Portugal): Teaching and learning grammar across countries, today: common challenges, specific features Crespí (); Llop (United Kingdom (The)): The notions of tense and aspect in Secondary Education textbooks in Catalan: analysis and proposals jouili (); Elalouf (France): Conceptualization of the notion of subject, comparative study in cycle 4 (13-14 years of age) Gutiérrez (); Pérez (Spain): The subject of non-finite and impersonal verbs in Spanish: characterization, evidential values and guidelines for teaching Štěpáník (Czech Republic (The)); Hurytová (Czech Republic (The)): Subjective Theories about Teaching Grammar in Czech Lower-Secondary School Professional Development for Dialogic Education (1) Gràcia (Spain); Skaftun (Norway); Høegh (Denmark): Professional Development for Dialogic Education Gràcia (Spain); Nieva (Spain): Paper 1 EVALOE-SSD: a digital tool for teacher’s development to improve students’ oral competence Skaftun (Norway): Paper 2: Partners in practice Høegh (Denmark): Paper 3: Dialogic Rhythms in Digitally Rich Classrooms Multimodality in L1 Literature Education (1) Magirius (Germany): Multimodality in L1 Literature Education Åkerholm (Finland); Höglund (Finland): Picturebook(s) in secondary literary education: students negotiating undecidabilities Elkad-Lehman (Israel); Poyas (Israel): Reading modes of a graphic novel activated by teachers of varied ages and backgrounds Pietsch (Germany): Into the Multiverse – pupils commenting on audio-visual simultaneity Understanding language through explicit grammar teaching (1) Christensen (Denmark); van Rijt (Netherlands (the)); Wijnands (Netherlands (the)): Understanding language through explicit grammar teaching van Rijt (Netherlands (the)): Linguistic metaconcepts can improve grammatical understanding in L1 education Evidence from a Dutch quasi-experimental study Wijnands (Netherlands (the)); Coppen (Netherlands (the)): How to stimulate reflective development in grammar education Christensen (Denmark): Collaborative and flexible problem-solving in grammar teaching: New ways forward in grammar pedagogy? Beyond mastery: Intensities, intimacies and inhuman literacies (1) Shannon (); McLean Davies (Australia); Pahl (): Beyond mastery: Intensities, intimacies and inhuman literacies. Ambreen (United Kingdom (The)); Badwan (United Kingdom (The)); Hackett (): Hopeful, vulnerable literacies: Disrupting monolingualism and empowering children Shannon (): 'Intensive interactions’: Neuroqueering ‘literacy’ in the special education classroom Hall (): Sensory and temporal perspectives on shared family reading practices
All themes	Opening of the Conference - Keynote presentation (1) Leander (United States): Moving Beyond a Social Semiotic Framing of the Body in L1 Research and Practice	Literacy as oral, written and embodied (3) Gràcia (Spain); Adam-Alcocer (Spain); Castillo Mardones (Spain); Duarte Rivas (); Villalobos (Spain): A digital tool for the professional development of secondary education teachers: EVALOE-SSD-SEC Jusslin (Finland): Embodied learning in language learning and teaching practices: A systematic literature review Kuzmicova (Czech Republic (The)); Supa (Czech Republic (The)); Nekola (Czech Republic (The)): Children’s embodied story experiences: a multimodal online Q study Film and Media in Literacy Learning (3) Gordon (United Kingdom (The)): Using archive film in L1 learning: principles, practices and potential Hansen (Denmark): School or film school? Danish student teachers’ film teaching interventions considering the paradigms of multiliteracy and experiential learning Richard (Canada); Lacelle (Canada); Acerra (Canada): Making room for curiosity: Adolescent creativity & multimodal digital literacy in the art class Identities and Representations Across Texts and Modalities (3) Muse (United Kingdom (The)): Identity, Metaphor, and Conflict: Exploring Student Portfolios and Subversive Pedagogy Naujok (Germany): Memorizing Susi and Gertrud Cohn – A Stolperstein, a graphic novel and an exhibition in literature and teacher education Reshef (Israel): On the impact of modern technology and digital spaces on the narrative memory of trauma in Nava Semel's book "And the Rat Laughed" Teaching with Literature in Higher Education (3) Hason (Israel); Segev (Israel): Practices To Encourage Reading among Pre-Service Teachers from The Bedouin Dispersion in The Negev: Challenges and Opportunities Hesse (Germany): Teaching Quality in the Literature Classrooms of Pre-Service Teacher Students Maak (); Schmidt (Germany); Schüler (): German (L1) pre-service teachers’ knowledge about readability in literary texts Teachers' Profesionalism & Digitization (3) Angelova (Bulgaria): L1 Teacher Education and her/ his Digital Competence - Challenges and Decisions before Pandemic and during it in Bulgaria Bulfin (Australia); Diamond (Australia): Teaching L1 by remote: Platforming L1 teachers’ knowledge and practice Traga Philippakos (United States); MacArthur (): COVID-19 and the Teaching Profession: Instructional Practices and Challenges Dialogue and Conversation as Resources for Learning (3) Bąk-Średnicka (Poland); Miekina (Poland): Discourse analysis: Selected episodes in mentor-mentees L1 interactions Lehndorf (Germany): Literary Dialogue with readers less experienced with academic discourse practices - A design-based research experiment. Teomim Ben-Menachem (); Elkad-Lehman (Israel): Teachers Encounter Jewish Texts: Learning and Teaching Texts from Jewish Sources in Public Elementary Schools in Israel Strategies and Practices in Literacy Classrooms (3) Gourvennec (Norway); Solheim (Norway); Uppstad (Norway); McTigue (United States): Shared responsibility in co-taught literacy classes is related to reading development Hefti (Switzerland); Isler (Switzerland); Maier (): Promoting kindergarten students' oral text abilities through improved interactional support by their teachers in everyday communication Illum Skov (Denmark); Høegh (Denmark): A listening landscape in the making L1 as School Subject (3) Ronveaux (Switzerland); Capt (Switzerland); Schneuwly (Switzerland): On differences of teaching reading comprehension of a literary text in primary and secondary classes. The “disciplining” effect of the school discipline L1 SELIA (Cyprus): “We used to laugh during the lesson; it was not entirely studying as it is now”: Students’ conceptualizations of literacy lesson during the transition from primary to secondary school. Thurén (Sweden); Thavenius (Sweden): L1 Swedish - Paradigm and beyond Inclusive Practices in Language Education (3) Batalha (Portugal); Lobo (Portugal); Estrela (Portugal); Bragança (Portugal): Early reading and writing: effects of a preventive intervention program Casteleyn (Belgium): Effective language programs for students who need extra language assistance: A systematic meta-review López (Spain); Arias-Gundín (Spain): Revising skills in ADHD upper-primary students Shifts and Constants in L1 Disciplinarity (3) Aruvee (Estonia): Looking for a common ground in literacy teaching Dannecker (Germany); Giera (Germany): Rethinking L1 Education in Future Classrooms with regard to a Pedagogy of Inclusion Johansson (Sweden): The establishment of the multidisciplinary field of didactics of the mother tongue school subject Engaging with Stories during the Pandemic (3) De-Malach (): Teaching during Covid-19: Literary representations Mor (Israel); Aram (Israel): Interactive read-alouds with first and second graders during routine and distance learning: Teachers’ perspectives on why, how, and how often Wawer (Poland): Creative writing in Polish national curriculum and in schools’ practices (in the shadow of a pandemic) Higher Education Practices (3) Arrimada (Spain); Álvarez-Fernández (Spain); López (); Arias-Gundín (Spain): What predicts the quality of university students’ synthesis texts? Manderstedt (Sweden); Nilsson (Sweden); Viklund (Sweden); Palo (Sweden): Win-win through triadic supervision and collaboration: structures for L1 degree projects Segev Miller (Israel): The effect of explicit instruction on college EFL majors’ strategic knowledge and self-efficacy Learning/teaching Literature Online (3) Acerra (Canada); Brehm (); Lacelle (Canada): Writing digital fictional texts in the French literature class. An exploratory action-research project to foster digital and literary competencies. Lee (); Ko (Korea (The Republic Of)); Song (Korea (The Republic Of)): A Study on the Use of Digital Annotations in Literature Classes (Revised Abstract) Segev (Israel); Levin (Israel): SEL Practices as Advancing Online Literature Teaching and Learning Teaching Grammar (3) Ferreira (Portugal); Estrela (Portugal); Valente Rodrigues (Portugal); Silva (Portugal); Sebastião (Portugal): Revisiting and reinventing grammar teaching practices and beliefs Marjokorpi (Finland): The relationship between knowledge about language and writing skills in secondary education: A cross-sectional perspective Strandberg (): “It's all about making the students see the Matrix” – Teachers' reflections on teaching grammar in context in an educational design research project The Power of Textbooks (3) Mäkikalli (Finland): L1 textbooks, literary theory and reading in Finnish upper secondary school Schneuwly (Switzerland): Do we form the same relationship to language French and German speaking Switzerland ? Explorations in primary school reading books during a century Zhu (): Gains and Losses: The Cultural Representations in Chinese Language Textbooks in the United States Composition Practices Across Grade Levels (3) Klimovič (Slovakia); Čuchtová (): Moving from content-centred instruction to learner-centred approach in teaching writing composition: a challenge for Slovak primary schools Liu (); Wang (); Li (China): Understanding recommended intertextual practices in Chinese composition guidebooks in postcolonial Hong Kong Markoglou (): Enhancing creativity in L1 Education: An empirical study L1 and Sustainable Futures (3) Brahe-Orlandi (Denmark): Transformative learning in L1-Education Elf (Denmark); Steffensen (Denmark): The role of L1-education in teaching green transition in lower secondary school – methodological considerations and preliminary finding from a mixed-methods study Wessbo (Sweden): Stories and Storytelling for Sustainable development Word formation and writing conventions (3) Liptakova (Slovakia): Word-formation knowledge of Slovak first graders and its role in teaching reading comprehension Mangelschots (Luxembourg); Ugen (Luxembourg); Weth (Luxembourg): Difficulty patterns of high- and low-achieving pupils in German noun capitalization. Rautenberg (); Hueckmann (Germany): Which language internal factors complicate the correct use of sentence internal capitalization in German? Challenges in Writing (3) Anson (United States): Instructional Attitudes Toward Student Text Recycling: Results of an International Survey Böhnert (Germany): Shifts to written conversations and interactions: How do doubtful cases influence writer’s communication in a written medium? Li (China); CHEN (); GE (China); Wang (): Rethinking ‘imitation’ as a writing pedagogy: Insights from L1 Chinese composition books	Digital Literacies (3) Baun (Denmark): Social interactions in the digital first grade literacy classroom Georgiou Moria (Cyprus): Exploring children' s digital writing practices through popular culture texts: the role of agency and affect Jagun (): Digital applications in L1 and L2 education in Poland from the perspective of connectivism Curriculum & school textbooks (3) Sałatarow (Poland): A Study of the Contemporary Polish Children's Literature About the Holocaust in Polish Primary School WANG (Hong Kong): Formation of the Chinese as a First Language Curriculum in Postwar Hong Kong (1945-1960): Cultural Hegemony and Political Ideology in Colonial Context Wojtowicz (Poland): Models of Language Education in Polish Language Textbooks. Critical Analysis and New Proposals. Multimodal Literacies (2) Michael (Cyprus): Documenting children weaving multimodal stories: Issues of analysis Wejrum (Sweden): Adolescents’ reading comprehension of multimodal argumentative texts Reading (2) Kolodina (): Reading Fluency in L1 and Heritage Language of Russian-American Bilingual Children (5-15 years old) Lund (Denmark): Children´s perspectives on silent reading Writing (2) Heger (Denmark): Theorizing Children’s Writing Enjoyment MESIMERI (Cyprus): Classroom as a community of practice in writing: identities and agency in writer's workshop. Teaching practices (2) Jensen (Norway): How can dialogic teaching with problems lead to critical thinking and student engagement in the L1-classroom? Jin (); Song (China): Assessment towards process: Interactionist dynamic assessment in classical Chinese vocabulary PhD Shared Session (0)	Texts, skills and interactions (3) Arias-Gundín (Spain); López (); Arrimada (Spain); Álvarez-Fernández (Spain): Study of the direct and indirect effects on the textual quality of the synthesis texts Castillo Mardones (Spain); Gràcia (Spain); Villalobos (Spain): Results provided by EVALOE for primary education teachers in the Chilean context. Villalobos (Spain); Gràcia (Spain); Castillo Mardones (Spain): How are interactions constructed on digital platforms? classes by videoconferencing in 4th grade primary school	Beyond Words: Picturebooks, Digital Books and L1 Futures (3) Böhme (Germany): Inclusive Reading Instruction in German Elementary School: Student’s Preferences for Digital or Analog Children's Books Jongstra (Netherlands (the)): How to implement the (multifunctional) use of wordless picture books in early childhood education? Pieper (Germany); Domenech (); Maak (); Lehndorf (Germany): Languages – literatures – literacies as a challenge for teacher-students: What should teacher education aim at with regard to key concepts of the subject L1?		Coffee Break (0) Registration Day 1 (0) Coffee Break (0) Lunch Break (0) ARLE Members Meeting/General Assembly (0) Coffee Break (0) Welcome Reception (0) Registration Day 2 (0) Coffee Break (0) Lunch Break (0) Coffee Break (0) Farewell Reception - Lunch (0)
Dialogic Teaching, Learning & Assessment		Feedback and Responses (2) Choi-Natvik (Norway): Examples of how teachers respond when students are reading complex academic texts in upper elementary school Christensen (Denmark): Students’ independent request for feedback during productive work Dialogic Practices Focusing on Text (3) Barbeiro (); Barbeiro (): Teachers' appraisal of students' proposals during joint rewriting Jensen (Norway); Skaftun (Norway); Wagner (Norway); Sonneland (Norway): The problem of the text in Year six Kolodina (): Method "Text-Tree" in Online Learning.						SIG Dialogic Teaching and Learning (0)
Educational Linguistics		Spelling and Vocabulary in L1 and L2 Classrooms (3) Castelo (Portugal): Misspellings in Portuguese typically developing writers: a pilot-study Weth (Luxembourg); Klasen (); Ugen (Luxembourg): Learning trajectories in French L2 plural acquisition according to spelling proficiency levels in primary school ZHOU (Hong Kong): Language teachers' misconceptions in vocabulary instruction						SIG Educational Linguistics (0)
Languages, literacies, and activism		Multilingualism, Linguistic Diversity and Schooling (3) BOUKLATA (Morocco); El Kirat El Allame (Morocco): Research-based Evidence for “Darija” as a Language of Pre-school Education Hoffmann (Italy): Polyphonic picture books in multilingual education environments of South Tyrol Karpava (Cyprus): Home Language and Literacy Development: Family Language Policy, Affective and Emotional Domain of Multilingual Families in Cyprus Theater and Drama as Means for Social Action (3) Giera (Germany): Promoting reading skills through scenic play. A theater project with seventh graders to the topic bullying Gordon (United Kingdom (The)): L1 learning and climate change: An L1 drama and writing project to coincide with COP26 Lenters (Canada); Mosher (Canada): Behind before they even begin? Addressing deficit discourses through play
Languages, literacies, and border crossings						Enhancing writing in early childhood education and in the first years of school (1) Bremholm (Denmark); Stellakis (Greece); Schmidt (Sweden): Enhancing writing in early childhood education and in the first years of school Schmidt (Sweden): Text Production: The Integration of Several Opportunities for Meaning Making Stellakis (Greece): Children’s composition of written texts during literacy events in role play contexts in kindergarten Svanes (Norway); Bjørkvold (Norway): Writing as a tool for expressing critical thinking by young students Bremholm (Denmark): Early disciplinary writing in science – an interdisciplinary approach
Languages, literacies, and technologies		Digital Practices and L2 learning (3) Christodoulakis (Luxembourg); Kiourti (Cyprus): Serious video game of L1 as literacy and vocabulary acquisition environment for greek as second|foreign language: The case of “Einstown” Haskel-Shaham (Israel); Hijazi (Israel): Coping with L2 on Corona days Wileczek (Poland); Jagun (): Digital applications in institutional education in the field of teaching Polish (L1) and English (L2) Teachers' Skills and Literacies in the Digital Era (3) Ascherl (Germany): Exploring Desirable Futures for L1 Education and Teachers' Literacies in a Digital Age – a Germa-Australian Delphi Study Graeske (Sweden): New Skills for the Swedish Subject? Swedish Teachers‘ Perceptions of Digital Learning Resources for Upper Secondary School Vatne (Norway); Nygard (Norway): Mapping teachers’ understandings of digital literacy tools as part of L1 writing instruction Digital Writing Practices (3) Gregoire (Canada); Acerra (Canada): Digital writing and (auto)correction. A Quebecois research and development project Major (): Challenges and Possible Solutions in Teaching Creative Writing in an Online Format Puksand (Estonia); Uusen (Estonia): Does a more ample computer experience ensure better results in text creation? Homes, Families & Schools (3) Keary (Australia): Play and Language Learning: An Australian Intergenerational Family Study Kolstrup (); Lundqvist (Denmark): Creating synergies between home and school literacies in Danish L1 primary school classrooms Neokleous (); Kontovourki (Cyprus): Digital literacies and differential childhoods in parents’ and teachers' talk: An analysis of “appropriate” practices for young children Digital Applications (3) Hüser (Germany); Rehberg (Germany); Krelle (Germany); Daemmer (Germany): LeOn - an application for reading training in a digital environment Lau (Hong Kong): Using Flipped classroom to enhance students’ classical Chinese reading comprehension and motivation Ślósarz (Poland): Digital contexts of literary education in Polish textbooks and e-textbook Digital Literacies in Schools (3) Godhe (Sweden): Digital competence in practice Kontovourki (Cyprus); Poyiadji (Cyprus): Digital literacy meets school(ing): Examining potentials for transformations in language arts primary classrooms Lorentzen (Denmark); Falkesgaard Slot (); Møller (Denmark): Technological Empowerment in L1 – A contribution to a theoretical framework				Quality L1 Teaching: What is it, and how could we investigate it? (1) Elf (Denmark): Quality L1 Teaching: What is it, and how could we investigate it? Tengberg (Sweden); Magnusson (Norway); Blikstad-Balas (Norway): L1 Across the Nordic Countries: What and how are students reading, and what does this tell us about quality L1 teaching? Olin-Scheller (Sweden); Nilsberth (Sweden): Literature teaching via social media: The quality of dissemination and use of digital lesson planning at lower secondary school Elf (Denmark); Hansen (Denmark): Transformations in Quality Literature Education: A Nordic comparative study on inquiry-oriented literature teaching	Keynote Presentation - Closing of the Conference (1) Koutsogiannis (Greece): Digital technologies in literacy education: from critique to complexity	SIG Technology and Literacy Education (0)
Literacies: Reading, Writing & Oracies		Tools for Language Teachers and Literacy Assessment (3) Choi (Korea (The Republic Of)); Park (Korea (The Republic Of)); CHANG (Korea (The Republic Of)); Kim (); Heo (): What is Litoracy?: Development and Validation of the Litoracy Assessment Scale Jo (Korea (The Republic Of)); Park (Korea (The Republic Of)): Analysis of Korean Middle School Students’ Misconceptions on ‘Parts-of-Speech’ based on Item Response Theory Min (); Chung (Korea (The Republic Of)); Baik (Korea (The Republic Of)); Yang (); Eum (Korea (The Republic Of)): Exploring the Concept and Educational Significance of ‘Litoracy’		Writing mechanics and Practices of Students with Disabilities (3) Arias-Gundín (Spain); López (Spain); López (): How do Students with Learning Disabilities Revise? Dostal (United States); Wolbers (United States); Holcomb (): Teacher Reports of Secondary Writing Instruction with Deaf Students Klimovič (Slovakia); Jarušinská (Slovakia): Understanding the meaning of Slovak words with etymological spelling by pupils relative to the frequency of such words in Slovak language as rudiments for teaching Slovak orthography		Writing in compulsory schooling and university: different contexts, common challenges (1) Fontich (Spain): Writing in compulsory schooling and university: different contexts, common challenges Masats (); García-Parejo (Spain); Jaraíz (); Soto (); Sánchez-Morillas (): Writing competence and teacher education in Spain: analysis of subject programs in Teacher Education Degrees Corcelles (); Ribosa (); Oller (Spain); Duran (Spain): Reading and writing in pairs: A peer tutoring program for writing in compulsory education Cerrato-Lara (); Torres Villamil (Colombia); Fontich (): Argumentative writing and academic identity: teachers’ and first-year students’ beliefs in a Colombian University (M.J. Torres Villamil, M. Cerrato-Lara, X. Fontich) Tena (); Fabregat (); Jaraíz (); Fontich (): Writing competence and critical reasoning in Teacher Education Degrees in Spain: some insights into Subject Programs and student beliefs in 5 public universities		SIG Literacies: Reading, Writing, & Oracies (0)
Literacy theories and L1 education		Literacy Learning in Early Years Classrooms (3) Araujo (Portugal); Esteves (Portugal); Brito (); Correia (Portugal); Leite (): The New Words in Portuguese Translated Picturebooks Bremholm (Denmark); Kabel (Denmark): Young students’ early writing development in a primary school context Wennås Brante (); Godhe (Sweden); Jönsson (Sweden): Digital activities in L1-teaching in year K-3 – how do they support literacy development?
Literature and literature education		Literary Conversations in L1 Classrooms (3) Mayer (Germany); Mempel (Germany): Using literary conversations to design challenging learning environments for all elementary students Nah (Singapore): “This House Believes That…”: Examining the Single-minded Investment of Student Responses in Classroom Debates of Poems with Ethical Invitations Tengberg (Sweden): Inquiry dialogue to promote comprehension and interpretation: Effects of an intervention to improve the quality of teacher-led discussions about complex literary texts. Literary Conversations (3) Gourvennec (Norway); Sonneland (Norway): Mapping the research on literary conversations in Scandinavia Magirius (Germany); Scherf (Germany); Steinmetz (Germany): Support in Dialogic Teaching – a Framework for High Quality Conversations in the Literature Classroom Rasmussen (Denmark): Is this Talk Exploratory? Joint Interpretation in Peer Conversations in Danish Literature Classrooms Teaching Poetry (3) Ghiță (Romania); Samihaian (Romania): Unfreezing Inertia - PROMOTING TRANSACTION IN TEACHING POETRY Höglund (Finland); Jusslin (Finland): Poetry on the Wall: Inviting, Seizing, Intensifying, and Transforming Literary Engagements Pieper (Germany): Poetic metaphor and classroom interaction: How does educational dialogue support students’ interpreting metaphor? Readers in Secondary Education (3) Johansson (Sweden); Nordenstam (Sweden): Developing as a reader - International Baccalaureate Students' Reader Biographies Kalasaridou (Greece): Teaching the Bildungsroman in Secondary Education: Conceptual framework, teaching practices and learners’ responses Nordenstam (Sweden); Olin-Scheller (Sweden): Literature in transformation. Easy readers in Swedish L1 secondary classrooms				Teaching Literature in times of Crisis: Literary Linking Methods in Australian Secondary Schools (1) Horton (); McLean Davies (Australia); Truman (Australia): Teaching Literature in times of Crisis: Literary Linking Methods in Australian Secondary Schools Truman (Australia): Climate Fiction as transdisciplinary praxis in Secondary Schools McLean Davies (Australia): Linking Literature and consent education: literate practices in crisis times Horton (): Contagion, confinement & transmutation: Responding to a post-pandemic world with literary linking Discussants: Truman (Australia) Literary Aesthetic Response of Pupils, Teacher Students and Teachers – Theoretical Frameworks and Empirical Studies (1) Carl (Germany): Literary Aesthetic Response of Pupils, Teacher Students and Teachers – Theoretical Frameworks and Empirical Studies Breukink (Netherlands (the)); van der Knaap (); van den Bergh (Netherlands (the)): Deeper reading of prose and poetry: An observational learning intervention for higher general and pre-university students based on EMME Carl (Germany); Joergens (Germany); Schulze (); Rosebrock (Germany): Three Types of Poetic Effects Derived from Literary Foregroundings by Teacher Students Sigvardsson (Sweden); Levine (): How teachers make meaning of poetry in private and professional spaces Reading for pleasure – flexible, dynamic and safe places at school (1) Aerila (Finland); Kauppinen (Finland): Reading for pleasure – flexible, dynamic and safe places at school Kauppinen (Finland); Aerila (Finland): Reading memories as mental reading environments of teachers Niinistö (Finland); Aerila (Finland); Kauppinen (Finland): Enriching reading culture between generations Aerila (Finland); Kauppinen (Finland): Reading Nests as spaces in pleasure for reading Rethinking Literature and its uses: texts and knowledge in 21st century L1 contexts (1) Olin-Scheller (Sweden); Nilsberth (Sweden); Elliott (); Goodwyn (United Kingdom (The)); McLean Davies (Australia): Rethinking Literature and its uses: texts and knowledge in 21st century L1 contexts Olin-Scheller (Sweden); Nilsberth (Sweden): Digital platforms and literary instruction Goodwyn (United Kingdom (The)): Restoring English: literary response, affect and understanding in secondary classrooms in England. Elliott (): The ‘Thick White Line’ in Teachers’ Understanding of Literary Texts in England McLean Davies (Australia): Unsettling literature: digital decolonial practices in L1 education in Australia Literature education in the classroom: beliefs, assessment, and intervention (1) Fontich (Spain): Literature education in the classroom: beliefs, assessment, and intervention Fabregat (); Fontich (Spain); González (): Literature education at secondary school; approaching teachers’ beliefs in Spain Rättyä (Finland): Focusing on sustainable assessment in literature education in Finland Aliagas-Marin (); Correro (): Making sense of digital fiction in secondary education: a participatory-collaborative project with novel teachers in Spain Working with Literature in Nordic Secondary Education (1) Gourvennec (Norway); Johansson (Sweden): Working with Literature in Nordic Secondary Education Johansson (Sweden): Literary socialisation through education. A comparative study of Swedish and French Upper Secondary School Students’ Reception of a Narrative Text and the Paradox of Literature Education. Sonneland (Norway); Skaftun (Norway): Cool kids’ carnival: Double-voiced discourse in student conversations about literature Kabel (Denmark): Distinct Ways of Writing and Knowing in the Danish L1 Literature Classroom Höglund (Finland); Rørbech (Denmark): Performative Spaces: Negotiations in the Literature Classroom		SIG Research on Literature Education (0)
Multiple languages, multiple cultures							Keynote Presentation (1) Tsimpli (United Kingdom (The)): Linguistic diversity and multilingualism in the classroom: Literacy and cognition in underprivileged primary school children in India
Teacher Education								SIG Teacher Education (0)
Teacher education and professional learning		L1 and the Teaching Profession (3) Costa (Portugal); Sebastião (Portugal); Cardoso (Portugal); Batalha (Portugal); Rodrigues (Portugal): Transformations in teacher education: diversity in Portuguese L1 language teaching Diamond (Australia); Bulfin (Australia): Care of the profession: L1 English practice histories and alternatives to compliance professionalism Goodwyn (United Kingdom (The)): The resilience and principles of experienced L1 teachers from England, Australia and the USA				Fostering creativity in children in the era of change (virtual) (1) To-Chan (Hong Kong): Fostering Creativity in Children in the Era of Change Leung (): Creative Digital Art for Young Children: A Case Study in Hong Kong Lin (): Applying Interactive Read Aloud in Teaching Chinese as L2 Loh (China); To-Chan (Hong Kong); Tam (Hong Kong); Woo (Hong Kong): Fostering Creativity in Kindergarten CL2 Classrooms During the COVID-19 Pandemic
Teaching and learning practices in and beyond school		Writing Practices (3) Cardoso (Portugal); Graca (Portugal); Coimbra (); Pereira (Portugal): Collaborative writing to transform and improve the narrative quality of primary school students: challenges and opportunities Concha (); Espinosa (Chile): Experiences of free writing in the classroom from the perspective of children and youth Traga Philippakos (United States); MacArthur (): Examination of a Professional Development Model on Writing Instruction in Grades K to 2: First Cycle of Design-Based Research