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

Overview of sessions, clustered by theme and format

	Keynote	Paper session	Plenary	Round table & Interaction	Structured poster session	Symposium
Addressing literacy cultures of new technologies (media; texting; multi-modality)	Farewell reception (0)		Assessment (3) KUO (Singapore); Ying (Singapore): Improving lexical and syntax use in Chinese composition by implementing Portfolio Assessment: An Action research study in Singapore secondary school context. Sawyer (Australia): Assessment Insiders : Peer and self-assessment in English classrooms in Australia Solheim (Norway); Matre (Norway): Teachers’ dialogues about students’ texts: Developing a shared understanding as a basis for formative assessment The role of textbooks and encyclopedia (3) Balula (Portugal); Amante (Portugal); Silva (Portugal); Melão (Portugal); Castelo (Portugal): Literary texts included in textbooks of Portuguese and literacies in L1 education Liptakova (Slovakia): Encyclopaedia of language for children of junior school age Matos (Portugal); Silva (Portugal); Melão (Portugal); Amante (Portugal); Castelo (Portugal): Assessment of the impact of the Common Core State Standards on Primary School Textbooks of Portuguese ICT and Literacy education: Past experience and designing the future (3) Caviglia (Denmark); Delfino (Italy): Dialogic literacy in a participatory culture: some challenges towards emancipatory education Lauridsen (Denmark); Hansen (Denmark): Educational affordances of iPads: How iPads can support first language teaching Lyngfelt (Sweden); Sofkova Hashemi (Sweden): Producing and reading digital texts: patterns of communication in literacy classroom ICT and Literacy education (3) Kauppinen (Finland): Renewing the aims and the contents of literacy instruction in L1 – coeducation between teacher students of mother tongue and ICT in Finland Marin (France): Learning how to write at kindergarten: Effects of computer using on literacy skills Palmér (Sweden); Ulfgard (Sweden); Blückert (Sweden): Swedish – a subject with the times? Literacy and digitalisation in teaching materials after the 2011 Swedish school reform Multimodal meaning making and ICT (3) Cheung (Hong Kong); Chan (Hong Kong); Lam (China): Using hypertext and mind-map to enhancing Grade 5 Students’ literacy strategies and self-efficacy in informational text reading in Hong Kong Höglund (Finland); Kaihovirta (Finland); Heilä-Ylikallio (Finland): Multimodal and aesthetic possibilities and positions in future L1 research and education Magnusson (Sweden): Meaning-making from different modes and media Culturally responsive teaching (3) Aw (Singapore); Fang (Taiwan); Tan (Singapore): Localisation of curricular conceptions and pedagogical practices in Chinese language instruction: A phenomenographic study of PRC teachers in Singapore schools Oja (Finland); Ahonen (Finland); Vaittinen (Finland): Local and global acts of reading multicultural fiction Wong (Hong Kong); Cheung (Hong Kong); Ki (China): Understanding Language Teacher’s Culturally Responsive Teaching Self-efficacy and its Enhancement through Learning Study with Young Chinese Language Learners Language and culture (3) Knipe (United States); Dalton (United States); Hinshaw (United States): Don’t let the horse in the school!: Indigenous teachers’ perspectives of mother tongue literacies in rural Guatemala ZAID (Morocco); El Kirat El Allame (Morocco): The Place of Culture in the Amazigh Language Textbooks in Morocco zhao (China): Effect of Race-ethnicity, SES, Gender and Schooling on high risk of under-achievement on language development/at risk of poor educational attainment
All themes	OPEN SEMINAR FOR SPOUSES (1/2): SCANDINAVIAN CULTURE AND IDENTITY (0) Coffee break and transit to sessions (0) Publication, next conference, and goodbye (0) OPEN SEMINAR FOR SPOUSES (1/2): SCANDINAVIAN CULTURE AND IDENTITY (0)	Keynote 3: Languages, literatures, and literacies – a Nordic perspective (1) Smidt (Norway): Languages, literatures and literacies - a Nordic perspective		IAIMTE Business Meeting (0)
Language awareness and language teaching	Special interest group meeting: SIG EDUCATIONAL LINGUISTICS (SIG EDULING) (0)		Educational linguistics + bilingualism (3) Rättyä (Finland): The use of visual tools in grammar teaching Svensson (Sweden); Torpsten (Sweden): Working with translanguaging in Swedish classrooms Tummers (Belgium); Deveneyns (Belgium); Speelman (Belgium): L1 varieties in Flemish secondary education: Teachers’ attitudes toward standard and substandard colloquial Belgian Dutch Multilingual issues (2) Garcia (United States): Teachers’ self perception and attitude of native language use as a foundation for propagating literacy for Spanish speaking children Leung (Hong Kong): Language teachers' perspectives on mother tongue language education in a multilingual post-colonial region Special needs and early language learning (3) Awramiuk (); Krasowicz - Kupis (Poland): Tools for a diagnosis of early writing abilities Bauquis (Switzerland); Pelgrims (Switzerland): Who has special educational needs to write a text within an inclusive classroom? Pelgrims (Switzerland); Lavoie (Canada); Bauquis (Switzerland): Copy tasks in French speaking elementary schools: Teachers’ conceptions and practices Language growth in kindergarten (3) Anctil (Canada); Dupin de Saint-André (Canada): Vocabulary in interactive read-aloud sessions in kindergarden: how do teachers help the construction of meaning? Ferraz (Portugal); Pocinho (Portugal); Viana (Portugal): Phonological awareness, letter knowledge and the piagetian tasks in Portuguese preschoolers Ferreira (Portugal); Pocinho (Portugal); Araujo (Portugal): English@Rochinha longitudinal Project in a Portuguese kindergarten: its impact on children, teachers and parents Notions of literacy (2) Araujo (Portugal): Literacy Practices and Skills and Reading Achievement in EU Countries: The Progress in International Reading Literacy Study 2011 (PIRLS) Vollmer (Germany): Extended Notions of Subject Literacy Educational linguistics (3) Ailhaud (France); Jisa (France): How the sentence becomes a planning unit: a developmental study of L1 French children texts Cheung (Hong Kong); Chan (Hong Kong): The use of the observational learning in enhancing Hong Kong Grade 5 students’ Chinese argumentative structuring abilities Maak (Germany): “Where does blood come from?” – An analysis of linguistic characteristics of the input in biology lessons based on a concept-oriented approach Literacy practices in and out of school (3) Chung (Korea); Kim (Korea): Effects of Home and School Environments and Literacy Resources on Korean Elementary-School Students’ Voluntary Reading Practices Jeong (Korea (The Republic Of)); Kim (Korea); Kim (Korea): The Roles of Parents in Korean Children’s Literacy Practices and Attitudes Min (); Jeong (Korea (The Republic Of)); Kim (Korea); Sohn (Korea); Chung (Korea): A qualitative review on a model of the out-of-school literacy practices of Korean primary school students: effects of parents, teachers, and students’ characteristics				Invited SIG EduLing Symposium: Expanding Dimensions of L1 Metalinguistic Activity (1) Gauvin (Canada); Kerge (Estonia); Feytor Pinto (Portugal); Fontich (Spain): Expanding Dimensions of L1 Metalinguistic Activity Fontich (Spain): Grammar and writing: The role of metalinguistic activity in text revision Auli (Finland); Gauvin (Canada): Pupils’ knowledge of grammar across languages: A learner-centred perspective Auli (Finland); Gauvin (Canada): Using English L2 grammatical knowledge in the learning of French L1: Preliminary results Kerge (Estonia): Literacy and linguistics in the Estonian upper secondary mother tongue education Discussants: Feytor Pinto (Portugal)
Literacies (Reading and Writing)	Special interest group meeting: SIG ROWRO (0)	The Texture of Learning to Write in the Twenty-First Century (1) Brandt (United States): The Texture of Learning to Write in the Twenty-First Century	Writing in higher education (3) MacArthur (); Traga Philippakos (United States): College Students’ Use and Modification of Planning and Revision Strategies after a Semester of Instruction Molnar (Hungary); Pinter (Hungary): Evaluating the quality of written knowledge based on literature in collaborative, inquiry based blog-supported environment by the SOLO taxonomy Van Vooren (Belgium); Mottart (Belgium): Improving university students' abstracts through revision instruction Special needs and literacy (3) Bourdages (Canada); Foucambert (Canada): What is necessary for diagnosing reading problems in Elementary school kids? Lissi (Chile): “READING IS HARD AND NOT FUN”. DEAF ADOLESCENTS’ EXPERIENCES WITH LITERACY. Pocinho (Portugal); Capelo (Portugal): Improving writing skills in deaf children from 2nd grade: an intervention program Critical literacy (3) Bergh Nestlog (Sweden): Critical literacy in text and practice Katsarou (Greece); Tsafos (Greece): Studying students’ dialogic practices for developing their critical literacy: a case study Noh (Korea); Ko (Korea (The Republic Of)): Critical literacy: An approach to national identity and literary education Writing (3) Atkin (Israel); Amir (Israel): The Yummy Yummy Case in Israel Harjunen (Finland); Pentikäinen (Finland); Hankala (Finland); Kauppinen (Finland); Kulju (Finland); Routarinne (Finland): Writing assignments in the context of learning conceptions: A systematic analysis on Finnish writing studies during 21st century Rijlaarsdam (Netherlands (the)); Braaksma (Netherlands (the)): Small changes in the instructional setting do work: Differentiation in the Writing curriculum Writing processes (3) Coker (United States); MacArthur (); Farley-Ripple (United States); Wen (); Jackson (United States): An Observational Study of the Nature and Variability of First-Grade Writing Instruction in the United States Kim (Korea (The Republic Of)); Min (): Cognitive processes of outline-based writing and its educational implications Pereira (Portugal); Graca (Portugal); Cardoso (Portugal): The development of writing production with «teaching sequences» Writing in higher education and professions (3) Byrman (Sweden): Police students’ and police officers’ professional writing literacy Traga Philippakos (United States); MacArthur (): Writing Motivation: Validation of a Measure for College Writers Tummers (Belgium); Deveneyns (Belgium): Levels of aggregation: Identification of sociolinguistic determinants of written L1 proficiency in higher education Rethinking the teaching of writing in early education (3) hermansson (Sweden): (Re)thinking Writing Methods as an Event in Swedish Early Childhood Education Kam (China): Comprehensive and Integrated Learning of Chinese Characters for Writing and Reading Sebastião (Portugal): Teacher’s knowledge in and for the teaching of writing: the case of epistolary genre Expository and argumentative writing (3) González-Lamas (Spain); Mateos (Spain); Cuevas Fernandez (Spain): Arguing from sources: the impact of two intervention programs to improve the quality of argumentative synthesis Reig Gascon (Spain): Content management in the process of writing expository texts in small groups in a secondary classroom Tengberg (Sweden); Olin-Scheller (Sweden): Identifying and evaluating written argumentation. Effects of a Comprehension Strategy Intervention in 9th Grade Aimed at Improving Students’ Critical Reading. Voice in writing (3) Juvonen (Finland): The essay and authorial voice: Analysing interaction in Finnish matriculation essays Krogh (Denmark); Piekut (Denmark): Voice and narrative in L1 writing, 1 Piekut (Denmark); Krogh (Denmark): Voice and narrative in L1 writing, part 2 Writing skills (3) Brinkhaus (Germany): Subcomponents of writing competence: What about lexical abilities? Buyuktas Kara (Turkey); Rijlaarsdam (Netherlands (the)): Effects of Video Based Peer Observation on Summarizing From Multiple Sources de Maat (Netherlands (the)); Rietdijk (Netherlands (the)): Designing and using lesson plans for teaching writing skills Informative texts and language study (3) Mokibelo (Botswana); Mokgwathi (Botswana): Code-switching: a strategy for teaching and learning or a problem? Routarinne (Finland): Something new, something borrowed. How do fifth graders go about composing informative texts? Tamaian (Romania); Pamfil (Romania): Language Study in Romanian School Writing (3) Harren (Germany); Berkemeier (Germany): Supporting Visualization and Revision to Improve Expository Writing in 6th Grade Classes Johansson (Sweden): Handwriting and typing: A comparison between written product and writing processes Patmon (United States): The Multiple Faces and Voices of the Heterogeneous Writing Classroom in the U.S. Early reading and writing (3) af Geijerstam (Sweden): Vocabulary use in early school writing in Sweden Jablonski (Poland): Links between reading and writing in groups of children at the age of 3-11 – The perspective of Lev S. Vygotsky’s theory of written speech Käsper (Estonia); Uibu (Estonia): Teaching strategies for students’ text comprehension and word semantics acquisition in primary school Literacies 1. Chair persons: Gert Rijlaarsdam/Nikolaj F. Elf (2) Borgfeldt (Sweden); Lyngfelt (Sweden): "I drew first then I wrote". Nine-year old students' ideas on their choice of sociosemiotic resources and conceptions of assessment, when creating multimodal texts. Fabrin (Denmark): Student’s reading acts – a performative view of reading strategies Discussants: Rijlaarsdam (Netherlands (the)); Elf (Denmark) Literacies 2. Chair persons: Ellen Krogh/Anke Piekut (2) Reig Gascon (Spain): Content management in the process of writing expository texts in small groups in a secondary classroom Rietdijk (Netherlands (the)); van Weijen (Netherlands (the)); Janssen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Strategy-oriented writing instruction: an intervention study in primary schools Discussants: Piekut (Denmark); Krogh (Denmark) Literacies 1. Chair persons: Gert Rijlaarsdam/Nikolaj F. Elf (2) Batalha (Portugal): Can grammar benefit reading comprehension? Ladegaard (Denmark): Becoming a (multilingual) reader and writer Discussants: Rijlaarsdam (Netherlands (the)); Elf (Denmark) Literacies 2. Chair persons: Ellen Krogh/Anke Piekut (2) Lindh (Sweden): Pre conference contribution: How can writing support student´s learning processes? Westerlund (Finland): Essayistic elements in the writing in upper secondary school Discussants: Piekut (Denmark); Krogh (Denmark) Literacy 1. Chair persons: Gert Rijlaarsdam/Nikolaj F. Elf (1) Luong (France): A tool to evaluate French grammatical spelling skills for native adults Discussants: Rijlaarsdam (Netherlands (the)); Elf (Denmark)				Intervention studies in observational learning in writing (1) Grenner (Sweden); Sahlén (Sweden); van de Weijer (Sweden); Asker-Árnason (Sweden); Johansson (Sweden); Åkerlund (Sweden): Intervention studies in observational learning in writing Koster (Netherlands (the)); van den Bergh (Netherlands (the)): Observation: A powerful tool for learning-to-write in primary education Grenner (Sweden); van de Weijer (Sweden); Asker-Árnason (Sweden); Johansson (Sweden); Åkerlund (Sweden); Sahlén (Sweden): Observational learning and narrative writing: Improving text quality for children with and without hearing impairment Braaksma (Netherlands (the)); Rijlaarsdam (Netherlands (the)); van den Bergh (Netherlands (the)): Innovative learning in writing: Observational learning & hypertext writing Discussants: MacArthur () Strategy focused writing interventions in primary education (1) Rietdijk (Netherlands (the)): Strategy focused writing interventions in primary education Bouwer (Belgium); Koster (Netherlands (the)): Improving writing skills of students in the upper elementary grades: an experimental intervention study Rietdijk (Netherlands (the)); van Weijen (Netherlands (the)); Janssen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Strategy-oriented writing instruction: an intervention study in primary schools Arrimada (Spain); Torrance (United Kingdom); Fidalgo (Spain): Exploring the Effects of Metacognitive and Instructional Components of Strategy-Focused Instruction Discussants: MacArthur ()
Literature - for children and other readers - and learners' reading choices		New approaches to literature education (3) Aerila (Finland): Using Multicultural Literature as a Tool for Multicultural Education in Teacher Education Le Cordeur (South Africa): An integrated teaching programme for written composition and literature study through the media Olin-Scheller (Sweden); Nordenstam (Sweden): Easy reading? Literary instruction and literary development in relation to easy reading books for young adults in Sweden Reading literature (3) Johansson (Sweden): Literary socialization and literature reception - a comparative study of Swedish and French upper secondary school students’ readings of a literary text McLean Davies (Australia); Doecke (Australia): Intertextuality: writing and reading literature Stokmans (Netherlands (the)); El Aissati (Netherlands (the)): Exploring text and attitude effects in the interpretation of stories Literature and reading (3) Kabel (Denmark); Brok (Denmark): Liberating literacies: L1-students’ resources for stance-taking and their strategies for negotiation in lower secondary school Palo (Sweden); Manderstedt (Sweden); Lindberg (Sweden); Nordenstam (Sweden): ‛Sweet sixteen’: role models, initiation and the Self Reissig-Vasile (United States): A Study of collaborative learning in a college literature classroom
Literature, Fiction, Film and other media	Special interest group meeting: SIG RESEARCH ON LITERATURE EDUCATION (SIG ROLE) (0)		Literature education (3) Calil (Brazil): The genesis of titles in the creation of etiological tales: When creating fictional narratives depends on the newly literate students’ scientific knowledge Nordlund (Sweden): Literary analysis as a tool to support children’s text making in early school years Stokke (Norway): Children’s responses to literature in the classroom seen in the light of Theory of Mind and the concept of mentalization. Cross-disciplinary approaches to literature (3) Aerila (Finland); Wikholm (Finland): Using fiction in teaching mathematics in Finland Cheung (Hong Kong); Chan (Hong Kong); Wong (Hong Kong): Alice in the Multicultural-land: The reading/writing and writing/oracy connection to enhance Chinese competence in literature education Tainio (Finland): Classroom discourse and the use of texts as a resource for teaching and learning Teaching literary history in a contemporary perspective (2) Janus-Sitarz (Poland): Literary history closer to contemporary reality Lundström (Sweden): Gamifying Shakespeare? The teaching of literature in new media ecology The making of literature teachers (3) Leung (China): The efficacy of using digital lecture in language learning contexts McLean Davies (Australia); Doecke (Australia); Sawyer (Australia); Mead (Australia): Investigating literary knowledge in the making of English teachers Witte (Netherlands (the)): In search of excellence in literature teaching: Teacher and student perceptions of the qualities of an excellent literature teacher Literature 1. Chairperson: Tanja Janssen (2) Karlsson (Sweden): Reading professionally - what does it mean to become a Professional reader within the academicstudy of literature. Lehndorf (Germany): Attitudes towards literature reception of student teachers in literary study seminars Discussants: Janssen (Netherlands (the)) Literature 2. Chair persons: Irene Pieper/Tanja Janssen & Tina Hoegh (2) Johansson (Sweden): Literary socialization and literature reception - a comparative study of Swedish and French upper secondary school students’ readings of a literary text Klementsson (Sweden): Working with literary concepts in youth novels. Upper secondary students deal with symbols in their group discussions. Discussants: Pieper (Germany); Janssen (Netherlands (the)); Høegh (Denmark) Literature 1. Chair person: Irene Pieper (2) Koek (Netherlands (the)); Rijlaarsdam (Netherlands (the)); Janssen (Netherlands (the)); Hakemulder (Netherlands (the)): Developing a test to assess critical thinking in the literature classroom Thavenius (Sweden): Reading Literature in Teacher Education Discussants: Pieper (Germany) Literature 2. Chair persons: Irene Pieper/Tanja Janssen & Tina Hoegh (2) Kabel (Denmark): Reflexive literacies: L1-students resources for stance-taking in the literature classroom Nadel (Sweden): Reading multicultural fiction with upper secondary students: Shift in perspective and aestethic challenges Discussants: Pieper (Germany); Janssen (Netherlands (the)); Høegh (Denmark) Literature 1. Chairperson: Irene Pieper (1) Schrijvers (Netherlands (the)); Fialho (Netherlands (the)); Janssen (Netherlands (the)): Learning about oneself and others in the literature classroom: An analysis of students’ written learner reports Discussants: Pieper (Germany) Literature 2. Chair persons: Irene Pieper/Tanja Janssen & Tina Hoegh (1) Nilson (Sweden): Literary reading and identity in national examinations Discussants: Pieper (Germany); Janssen (Netherlands (the)); Høegh (Denmark)				The Role of Writing in Literature Education. SIG ROLE Invited Symposium (Part 2) (1) Janssen (Netherlands (the)); Pieper (Germany): The Role of Writing in Literature Education. SIG ROLE Invited Symposium (2/2) Elkad-Lehman (Israel); Poyas (Israel): My home and your home: A reading of Kafka Krätzsch (Germany); Pieper (Germany): Reflecting on literary reading via writing: group discussions with students in teacher education Discussants: Doecke (Australia) Symposium on literary history (1/2): Empirical studies in teaching literary history (1) van der Meulen (Netherlands (the)); Brüggemann (Germany); Meier (Germany); Frederking (Germany); Fontich (Spain): Symposium on literary history (1/2): Empirical studies in teaching literary history Fontich (Spain): Addressee in a Writing-to-Learn Process Meier (Germany); Henschel (Germany); Roick (Germany): An experimental study on literary text comprehension. Effects of reader-oriented and text-based tasks Frederking (Germany); Brüggemann (Germany): Literature-historical aspects in classroom discussions dealing with literature. Results of an empirical research project Discussants: Brüggemann (Germany) Symposium on literary history (2/2): Empirical studies in teaching literary history (1) van der Meulen (Netherlands (the)); Farkas (United States); Hirsch (Germany): Symposium on literary history (2/2): Literary-historical competence in education from an empirical and theoretical perspective van der Meulen (Netherlands (the)): Activities of secondary and semi-expert university students during the reading of literary-historical and modern texts: A think-aloud study Hirsch (Germany): The added value of the competence of historical reading for literary-historical education Farkas (United States): Multiple Summaries as an Aid to Reading Literary Texts Discussants: Brüggemann (Germany) Who sings during the lesson? 3 views on the "steering group" (1) Franck (Switzerland); Ronveaux (Switzerland): Who sings during the lesson? 3 views on the "steering group" Franck (Switzerland); Ronveaux (Switzerland): How the steering group varies according to the francophone literary tradition? Wanlin (Switzerland); Laflotte (Switzerland): Steering group effect during first language classroom teaching Murillo (France): Variations of the steering group during the course and during the year: determinants and conditions Discussants: Pereira (Portugal) Text and reader, teacher and student in the literature classroom (1) Skyggebjerg (Denmark); Rørbech (Denmark): Text and reader, teacher and student in the literature classroom Skyggebjerg (Denmark): Choices of texts for literary education Rørbech (Denmark): Literature, Culture and Reader Identities in Literature Classrooms Hetmar (Denmark): Discussions of framing dialogues in literature classroom Discussants: Hetmar (Denmark)
Media & Technology	Special interest group meeting: PRE-SIG ICT AND LITERACY EDUCATION (0)						Going Digital: Transitional Literacy Practices in Secondary School Classrooms (1) Nygard (Norway); Husebø (Norway); Igland (Norway): Going Digital: Transitional Literacy Practices in Secondary School Classrooms Igland (Norway): The overarching theoretical and methodological framework of the Response-project Nygard (Norway): The City Centre school Husebø (Norway): The North East School Igland (Norway): The South East School Discussants: Elf (Denmark)
Miscellaneous		Multilingualism and multiculturalism (3) Mokibelo (Botswana): Multilingualism and multiculturalism in the education system and society of Botswana Sano (Japan); Nakajima (Canada): Pre-writing strategy bilingual writers employ: its cross-lingual relationships and the biliteracy development among Japanese-English bilingual students Tretter (Germany): The significance of (bi)literacy for the identity of multilingual adolescents Emotions and identity (2) Encinas Sanchez (United Kingdom): Emotions in the mother tongue classroom Lindberg (Sweden); Palo (Sweden); Manderstedt (Sweden): Experiencing and reading virtual spaces through Amor and Eros Early literacy (3) Hultin (Sweden); Westman (Sweden): Primary School Children’s Negotiations in Collective Text Production Isler (Switzerland); Ineichen (Switzerland): Everyday talk in Kindergarten classrooms – opportunities to acquire academic language Liberg (Sweden): Narrative imagination and narrative voice in narrative texts written by students in early school years Educational linguistics (3) Anctil (Canada); Lefrancois (Canada); Montesinos Gelet (Canada): Teaching syntax with children’s literature to improve writing Batalha (Portugal): Can grammar benefit reading comprehension? Pinsonneault (Canada); Fryer (Canada); Boivin (Canada): The mastery of verb agreement in French and its link to the complexity of Noun Phrases in students’ writing Biliteracy + Gender (2) Koçmar Demirci (Turkey); Soğuksu (Turkey): Girls in Between: Becoming a Girl through Masculine Language Use Protassova (); Korneev (Russia): Finnish-Russian Bilinguals Acquiring Biliteracy Empathy + Opinion making (2) Norlund (Sweden): Four Ways of Expressing Differences of Opinion inside the Classroom Park (Korea (The Republic Of)): Empathic response style in peer group’s troubles-talk		Round table and interaction (4) Bobinski (Poland): Film language as a dominant paradigm of the old and new media and the universal tool of shaping cultural literacy Hoem (Norway); Håland (Norway): Disciplinary literacy Koek (Netherlands (the)); Janssen (Netherlands (the)); Rijlaarsdam (Netherlands (the)): Developing a test to assess critical thinking in the literature classroom van der Meulen (Netherlands (the)): Listening to the oracle. Results from a hybrid Delphi procedure on revitalizing the literary history classroom Discussants: Igland (Norway); Høegh (Denmark) Round table and interaction (4) Doil-Hartmann (Germany): IT-supported Language Learning í Ólavsstovu (Faroe Islands (The)): A didactical approach to Faroese grammar in flipped classroom at sixth grade LIU (France): Poetry: an implicit way to language beginners Niesporek-Szamburska (Poland): From motivation to text-creating competence of 9- and 10-year-olds when writing fairy tales Discussants: Piekut (Denmark); Skyggebjerg (Denmark)	Structured poster session (8) Arias-Gundín (Spain): Instruction in revision process: surface revision vs. deep revision Lehndorf (Germany): Attitudes towards literature reception of student teachers in literary study seminars Luong (France): A tool to evaluate French grammatical spelling skills for native adults Nadel (Sweden): Reading multicultural fiction with upper secondary students: Shift in perspective and aestethic challenges Nilson (Sweden): Literary reading and identity in national examinations Poyas (Israel): Self-study and classroom discourse inquiry as tools for comprehending processes in teaching Literature in multi-cultural classrooms Torrance (United Kingdom); López (Spain); Fidalgo (Spain): Comparison of two components of the strategy-focused instruction for improving writing skills Witte (Netherlands (the)): MEMo: Mother tongue Education Monitor Structured poster session (7) Arias-Gundín (Spain): How do students of Primary and Secondary Education revise? Karasma (Finland): How did the Finnish language become a school subject? Matthiesen (Denmark): Student-driven imitation in upper secondary school: Revealing traits of reflexive process and rhetorical agency in argumentative texts Mokibelo (Botswana); Mokgwathi (Botswana): Code-switching: a strategy for teaching and learning or a problem? Schmidt (Germany): Fostering film related competences – what is the starting point? An empirical study on students’ informal film knowledge Uusen (Estonia); Puksand (Estonia): Literacy development Westerlund (Finland); Hilli (Finland); Kaihovirta (Finland); Heilä-Ylikallio (Finland); Ekholm (Finland): Stepping into and out of digital spaces - a way of designing new learning environments. (dididi.fi/english)	The Role of Writing in Literature Education. SIG ROLE Invited Symposium (Part 1) (1) Janssen (Netherlands (the)); Pieper (Germany): The Role of Writing in Literature Education. SIG ROLE Invited Symposium (1/2) Bertschi-Kaufmann (Switzerland); Graber (Switzerland): Adolescent reading and the production of literary judgement Sawyer (Australia): Writing about literature in Australia Schrijvers (Netherlands (the)); Fialho (Netherlands (the)); Janssen (Netherlands (the)): Learning about oneself and others in the literature classroom: An analysis of students’ written learner reports Discussants: Doecke (Australia) SIG SYMPOSIUM: Does pedagogy have any impact on oral and writing competencies (part 1) (1) Neumann (Germany); Harjunen (Finland); Haskel-Shaham (Israel): Does pedagogy have any impact on oral and writing competencies? (1/2) Chimirala (India): Does anticipatory listening impact oral presentation tasks? Haskel-Shaham (Israel): Developing writing skills through online course based on PBL Wilder (United States); Yagelski (United States): Integrating Research, Assessment, and Practice to Improve First-Year College Writing Discussants: Rijlaarsdam (Netherlands (the)) SIG SYMPOSIUM: Does pedagogy have any impact on oral and writing competencies (part 2) (1) Neumann (Germany); Harjunen (Finland); Haskel-Shaham (Israel): Does pedagogy have any impact on oral and writing competencies? (2/2) Kouki (Finland); Alisaari (Finland): The concept of voice in learning academic L2 writing by e-mail Grabowski (Germany); Brinkhaus (Germany): What cognitive abilites contribute to writing competence: A research strategy from correlation to intervention Philipp (Switzerland): Do the WRITE THING! Meta-Analytical Evidence for Pedagogical Impacts on Writing Competencies Elhanan-Peled (Israel): The impact of pedagogy on writing Discussants: Yagelski (United States)
Oracy (Speaking and Listening)						Orality and Listening (1) Høegh (Denmark); Adelmann (Sweden); Olsson Jers (Sweden): Symposium on Orality and Listening Adelmann (Sweden): Listening types, listening responses, listening attention, listening strategies and listening assessment Høegh (Denmark): Oral reading and performance as slow reading and communication study Olsson Jers (Sweden): Orality as a part of literacies nexus Discussants: Grünthal (Finland)
Plenary			Welcome reception (0) Coffee break and transit to sessions (0) Registration (0) Lunch break (0) Coffee break and transit to sessions (0) Lunch break (0) Coffee break and transit to sessions (0) Social event: Excursion to Faaborg and conference dinner at Egeskov Castle (0) Coffee break and transit to sessions (0) Lunch break (0) Break and transit to U45 (0) Registration at Room 099 (from the main entrance at Campusvej: take the stairs up, pre-conference site is on your left hand) (0) Welcome and short presentations of all students and their projects (0) Coffee break (0) Coffee break (0) Break (0) Pre-conference dinner in the city of Odense for PhD participants of the Pre-conference (0)
Professional competences in teaching language and literature	Special interest group meeting: SIG TEACHER EDUCATION (0)		Teacher training and teaching practices (3) Gràcia (Spain); Galván-Bovaira (Spain); Santa Olalla Mariscal (Spain); Vega (Spain); Santos (Spain): Assessing oral language teaching in classroom Prata (Portugal); Festas (Portugal); Damião (Portugal); Ferreira (Portugal): Effects of Inservice Teacher Training on Strategy Instruction in Writing Vaittinen (Finland): Student teachers as researchers: classroom projects and theoretical backgrounds Literature education (3) Fontich (Spain): "Why should we work so much on this novel if we are not going to read it ever again?”: Cinema and collaborative interpretation to enhance students’ interpretative skills. McLean Davies (Australia): (Re)reading the nation: investigating literacy policy in the context of the literary turn in English education. Pentikäinen (Finland): Drama as a method in literature and writing education Teacher education (3) Gràcia (Spain); Galván-Bovaira (Spain); Jarque (Spain); Cot Verderi (Spain); Subirats (Spain): Initial Teacher Education and management of cultural and linguistic diversity in classroom in Catalonia Grünthal (Finland); Pentikäinen (Finland): Book trailers as reading motivators Vega (Spain); Gràcia (Spain): Collaborative work with teachers to promote changes in their daily practices to improve children's communicative and linguistic skills with intellectual disabilities Teacher Research. Chair person: Vibeke Hetmar (2) Aharonian (Israel): Professional Learning for Israeli Literacy Teachers: A Practitioner Narrative Inquiry Illesca (Australia): 3rd person: Representing the everyday work of Australian English teachers in L1 research Discussants: Hetmar (Denmark) Teacher Education. Chair person: Vibeke Hetmar (1) Knipe (United States); Dalton (United States); Hinshaw (United States): Don’t let the horse in the school!: Indigenous teachers’ perspectives of mother tongue literacies in rural Guatemala Discussants: Hetmar (Denmark)				L1 educators in dialogic communities: Negotiating the politics of L1 professional learning (2/2) (1) Arregi (Spain); Illesca (Australia); Doecke (Australia); Parr (); Pereira (Portugal); Kirkby (Australia); Faulkner (Australia); Bellis (Australia); Aharonian (Israel); Leung (China); Bulfin (Australia): L1 educators in dialogic Communities (2/2): Negotiating the politics of L1 professional learning Parr (); Bulfin (Australia): Exploring L1 professional learning in dialogic networks: Beyond merely reprising the past Arregi (Spain); Doecke (Australia); Pereira (Portugal): Dialogism as a framework for understanding L1 teachers’ learning in multicultural and multilingual settings Leung (China): From monocultural to multicultural: An expanding knowledge-base required of L1 Chinese teachers in Hong Kong Discussants: Krogh (Denmark); van de Ven (Netherlands (the))
Textbooks in mother-tongue teaching		Sociosemiotic resources for meaning making (3) Borgfeldt (Sweden); Lyngfelt (Sweden): "I drew first then I wrote". Nine-year old students' ideas on their choice of sociosemiotic resources and conceptions of assessment, when creating multimodal texts. Folkeryd (Sweden): Evaluative style in student writing – making one’s voice heard in early school years Godhe (Sweden): Multimodal analysis of texts - the pros and cons
The L1 school subject: curriculum, disciplinarity, forms of knowledge	Keynote 2: L1 reading and writing in a multilingual and technological context in secondary education (1) Cassany i Comas (Spain): L1 reading and writing in a multilingual and technological context in secondary education.	Policy and curriculum (3) Angelova (Bulgaria): What we have to do with data from International Literacy Studies (PIRLS’2006 and PISA’2009) and from National External Assessment. Achievements of Bulgarian learners in Literacy -L1 Reading Kang (Korea): A Direction of Language Education in Relation to New Education Policy in Korea Emphasizing Character Education Skarstein (Norway): Norwegian L1 education - democratic policy with undemocratic effects? Models of L1 in the past and in the future (3) Goodwyn (United Kingdom (The)): Theoretical models of the subject of L1 Englishin England 1988-2014 Lepajoe (Estonia); Grünthal (Finland): "Call to teach" of Estonian and Finnish teacher students of mother tongue and literature Penne (Norway); Nergård (Norway): L1, Norwegian – a disappearing subject? Critical perspectives on and within L1 (3) Bundsgaard (Denmark); Hansen (Denmark): Danish – Progressive or traditional teaching? Koo (); Kim (Korea): The Study on Korean Education Contents for Critical Reading - Using Characteristics of a Genre, thematically expressed in Newspaper Text Wileczek (Poland); Baranska (Poland); Barczewska (Poland): “School? You go because you have to”. The conceptualization of school in Polish and American Youth Speech: Cognitive and Educational perspectives		Round table and interaction (2) Ingemansson (Sweden): Historical fiction - Close reading of literature in a didactic context Witte (Netherlands (the)): IMEN revisited: Comparing Mother Tongue Education in pre-academic education (grades 10-12)		Invited Pre-SIG symposium on ICT and literacy education (1/2) (1) Elf (Denmark); Koutsogiannis (Greece): ICT and literacy education: Past experience and designing the future (1/2) Elf (Denmark); Hanghøj (Denmark); Erixon (Sweden); Skaar (Norway): Media and Technology in L1: A Review of Empirical Research Projects in Scandinavia Erixon (Sweden): Punctuated equilibrium – digital technology in schools’ teaching of the mother tongue (Swedish) Gauvin (Canada); Lemay (Canada): How a multimedia learning platform can support heterogeneous teacher trainees’ French writing proficiency and grammatical knowledge Discussants: Cassany i Comas (Spain) Invited Pre-SIG symposium on ICT and literacy education (2/2) (1) Elf (Denmark); Koutsogiannis (Greece): ICT and literacy education: Past experience and designing the future (2/2) Bremholm (Denmark); Falkesgaard Slot (Denmark); Hansen (Denmark): Student work and student production in the 21st century: Quantitative and qualitative analysis Hautopp (Denmark); Hanghøj (Denmark): Teaching and playing Minecraft in L1 primary education: Framing students’ game literacies in relation to teachers’ curricular goals Koutsogiannis (Greece): Layered simultaneity in using ICT for Teaching Greek as L1 Discussants: Cassany i Comas (Spain) L1 educators in dialogic communities: Negotiating the politics of L1 professional learning (1/2) (1) Arregi (Spain); Illesca (Australia); Doecke (Australia); Parr (); Pereira (Portugal); Kirkby (Australia); Faulkner (Australia); Bellis (Australia); Aharonian (Israel); Leung (China); Bulfin (Australia): L1 educators in dialogic communities: Negotiating the politics of L1 professional learning (1/2) Aharonian (Israel): Constructing a dialogical space for the professional learning of Israeli L1 teachers of writing Doecke (Australia): Dialogism as a framework for critical inquiry into language education Faulkner (Australia); Kirkby (Australia): Stories of telling, telling stories: Teachers negotiating the role of storyteller Illesca (Australia): Storytelling, language and the ethics of representation in L1 research Discussants: Krogh (Denmark); van de Ven (Netherlands (the))
Using the dialogue for learning	Special interest group meeting: SIG DIALOGUE (0)						SIG Dialogic teaching Symposium: A critical engagement with issues using a case study approach (1) Riga (United Kingdom); Vrikki (United Kingdom); Brindley (United Kingdom); Abedin (United Kingdom): Dialogic teaching in the secondary school: a critical engagement with issues using a case study approach Abedin (United Kingdom); Riga (United Kingdom); Vrikki (United Kingdom): A comparison of discourse characteristics of student-student interaction in secondary school English and RE lessons Vrikki (United Kingdom): Conceptualisations of dialogic teaching by secondary school teachers Riga (United Kingdom): A comparative account of the dialogic teaching strategies enacted by teachers of four secondary school subjects Discussants: Brindley (United Kingdom)