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	Workshops and demonstrations
Addressing literacy cultures of new technologies (media; texting; multi-modality)				SIG Meeting SIG Dialogical Teaching (0)
Effectiveness		Literature in a school and social context: literacy as a transversal competence 1 (3) Atkin (Israel); Amir (Israel): Shalhevet -integration of literacy skills in all disciplines – an intervention program Corcelles (); Castello (Spain): Learning philosophy through collaborative writing at high school: analyzing the conversations Neumann (Germany); Ottoberg (Germany): Writing as learning tool in subjects on several grades Literature in a school and social context: literacy as a transversal competence 3 (4) Brok (Denmark); Bjerregaard (Denmark): Writing didactics in all subjects at secondary school level (age 10 - 11) Fabre (France): Doing for learning ? Visual education and literacy Ferone (France); Mendibil (France): Scaffolding students at distance to build literacy skills in History and Geography Johansson (Sweden): Upper Secondary School Students’ Reading of Literary Texts – a Study of Literary Socialization through Education in Sweden and in France Literature in a school and social context: literacy as a transversal competence 2 (3) Fougt (Denmark): Situations and literacy events Rossignol (France): Literacy and interdisciplinary practices in French and History secondary school classes : a project to develop a humanist culture for lower-class pupils on a more egalitarian basis Slotte-Lüttge (Finland); Forsman (Finland): Subject teachers supporting academic language in classroom interaction in multilingual settings Teaching literature 1 (3) McLean Davies (Australia); Doecke (Australia); Mead (Australia): Edifying instruction in classrooms’? Exploring the purpose of literary study in secondary English in Australia Montesinos Gelet (Canada): Case studies: children's literature and curriculum integration Perrin (France): First reads, first discoveries : what preliminary orientations to give ? Technology and evolution of literacy 1 (4) Bulfin (Australia); Parr (); Bellis (Australia): English teaching, standards-based reforms and the technological fix Elf (Denmark); Hanghøj (Denmark): Challenges in developing a methodology for reviewing Nordic research on media and technology in MTE Goodwyn (United Kingdom (The)): Encouraging literacy for relcutant readers using e-reading devices Jaros (Poland); Wileczek (Poland): Digital words. Harnessing technology to develop literacy skills in early education of children on the example of the Polish language.			Time for variation (11) Asselin (Canada): Challenges and Successes for Publishing and Distributing Mother Tongue Materials in Ethiopia Corradi (Italy): Pre-literacy in French and Italian pre-primary schooling: an exploratory research study Dorfberger (Israel): The effects of exposure to additional training in Arabic in a diglossic situation Goodwyn (United Kingdom (The)): The prevalent practice of Reading Aloud: what is it and who does it benefit? Jolicoeur (Canada); Cormier (Canada): Swapping skates for books: Experience of a reading circle in a hockey team of Francophone boys aged 9 and 10 in New Brunswick, Canada Karasma (Finland); Aerila (Finland): Interview drama — opening the text in a group Loh (China): The key elements and process of teacher change: Hong Kong experience Lopes (Portugal); Pereira (Portugal); Cardoso (Portugal): Writing and the ICT: in-school and out of school writing practices in compulsory education in Portugal Santos (Portugal); Pereira (Portugal): Dictation to adults: an urgent practice in Portugal Schmidt (Germany): A study on the development of a web-based instrument for diagnosing students’ reading skills Sousa (Portugal): Reading, writing and the development of cause-effect linkage in narrative
Enabling students to further develop their linguistic repertoire(s) - language awareness		Literacy and multilingual situations 1 (3) Aalto (Finland); Schnitzer (Germany); Auger (France); Abel (Italy); Gilly (Austria): Promoting plurilingualism in majority language teacher education Cheung (Hong Kong); Chan (Hong Kong): Service Learning as a Powerful Tool to Foster Non-Chinese Speaking Students’ Oracy Mulia (Australia): The Use of First Language Scaffolding to Teach English as a Foreign Language to Pre-School Children during Dramatic Play in West Sumatra, Indonesia
Equity & Differentation		Literature and identity: literacy practises and identity (3) Le Cordeur (South Africa): Language, especially Cape-Afrikaans, as an indicator of identity amongst the Coloured community in post-apartheid South Africa. Penne (Norway); Skaar (Norway): New literacies and mother tongue didactics: Findings in a Norwegian Education 2020 project (http://blogg.hioa.no/literacy/) "Why do we have to learn such boring stuff?" Affinities and individualized identities versus being a “pupil” in the school setting. Penne (Norway); Skaar (Norway): New literacies and mother tongue didactics: Findings in a Norwegian Education 2020 project (http://blogg.hioa.no/literacy/) Unequality: diversity, langage and unequalities (3) Borzone (Argentina); Benitez (Argentina): What the cognitive and linguistic profiles of Spanish speaking illiterate adults tell us about how to teach them to read and to write. Cheung (Hong Kong): Orchestrating School Leadership, Teacher Professional Learning and Student Learning that close the low literacy gap of children of poverty in the Town of Misery in Hong Kong Gros (France); Leclair (France): Deaf persons and learning language: which forms, which stakes?			Time for variation II (10) Arseneau (Canada); Boivin (Canada); Foucambert (Canada): Metalinguistic work and the improvement of grammatical knowledge: the case of the past participle used with "être" for French L1 high school students Asselin (Canada): Building a Culture for Literacy through School and Community Library Programs Awramiuk (); Krasowicz - Kupis (Poland): Reading and spelling acquisition in Polish – educational and linguistic determinants Chung (Korea); Jeong (Korea (The Republic Of)); Kim (Korea); Min (): A longitudinal and latitudinal study on the out-of-school literacy practices of Korean primary school students Feytor Pinto (Portugal): The impact of PISA in teaching practices in Portugal. The case of Portuguese Language in Low Secondary School. Keehnen (Netherlands (the)); Braaksma (Netherlands (the)); De Boer (Netherlands (the)): Effects of observational learning on text comprehension Kouki (Finland): Pedagogical problems in teaching of literary concepts MacArthur (); Traga Philippakos (United States): Self-Regulated Strategy Instruction for Basic College Writers Manrique (Argentina); Sanchez Abchi (Switzerland): Narrative skills in Kindergarten: A teachers' education device Xiao (Hong Kong); Tse (Hong Kong): The influence of gender, reading ability, independent reading, and context on reading attitude: a multilevel analysis of Hong Kong data from Progress in International Reading Literacy Study (PIRLS)
Evaluation		Evaluation: evaluating the treatment of reading (4) Correia (Portugal); Sampaio (Portugal): Assessing Reading Through Mid-year Monitoring Tests Feytor Pinto (Portugal): The impact of PISA in teaching practices in Portugal. The case of Portuguese Language in Low Secondary School. Liptakova (Slovakia): The Relation of Language and Cognitive Processes in the Development of Reading Literacy in Primary Education Tse (Hong Kong); Xiao (Hong Kong); Lam (China): The impact of reading attitudes and the reading self-concept on the reading attainment in Chinese and non-Chinese societies Evaluation: evaluating the treatment of writing (4) Harjunen (Finland): Voice as a reasoning criterion in the evaluation of ninth graders’ essays Luukka (Finland): Appreciations and judgements - evaluating pupils’ writing assignments Makkonen-Craig (Finland): Never begin your sentence with an AND? A comparison of high and low performing writers in the Finnish matriculation exam Nagy (Hungary): Characteristics of rating written compositions: the cases of a mother tongue educator and an expert of educational evaluation
Language awareness and language teaching				SIG Meeting SIG Language and Linguistics (0)		First Invited Symposium SIG Language & Linguistics (4) Batalha (Portugal): Relations between grammar and reading: study of some syntactic structures in lower secondary education Burley (United Kingdom); Pomphrey (United Kingdom): A re-examination of language awareness Doktar (Finland): Pedagogical Content Knowledge of Grammar van der Aalsvoort (Netherlands (the)); Doktar (Finland): Symposium SIG Linguistics and Language Awareness Discussants: Doktar (Finland); van der Aalsvoort (Netherlands (the))
Literacies (Reading and Writing)	B. Schneuwly's keynote (1) Schneuwly (Switzerland): Effective teaching and learning: for which literacies? C. Donahue's keynote (1) Donahue (United States): What we know—and don’t know—from research about effective instruction of university literacies in the 21st century	Academic writing (4) Breuer (Germany): Writing Skills at German Universities Corcelles (); Cano (Spain); Castello (Spain): Teacher feedback and peer-mentoring in the process of writing a research article: features and functions as far as feedback is concerned in relation to the quality of the texts produced. Scheepers (Belgium): The academic writing : what the students think of it Silva (Portugal); Balula (Portugal): Textual production in the knowledge-based society: The case of the future social educators Developmental perspectives of comprehension 1 (4) Dumais (Canada); Plessis-Belair (Canada); Lafontaine (Canada): Toward a model of progressive speech-based subjects of instruction/learning built on the development of speaking skills of 6 to 17 year-old students Høegh (Denmark): The study of Oral Interpretations and their multimodality Keehnen (Netherlands (the)); Braaksma (Netherlands (the)); De Boer (Netherlands (the)): Effects of observational learning on text comprehension Philipp (Switzerland): Get the Gist together! Reading Strategies Instruction within a Collaborative Setting Developmental perspectives of comprehension 2 (3) Liptakova (Slovakia): The Relation of Language and Cognitive Processes in the Development of Reading Literacy in Primary Education Tainio (Finland); Winkler (Germany): Fostering reading literacy in German and Finnish textbooks – A comparative analysis van Rijk (Netherlands (the)): Teaching reading comprehension of informative texts from a Vygotskian perspective: outcomes of Developmental Education Families: literacy and family socialisation (3) Araujo (Portugal); Folgado (Portugal): The Influence of Home Practices on Reading Achievement in Third Grade Chung (Korea); Jeong (Korea (The Republic Of)); Kim (Korea); Min (): A longitudinal and latitudinal study on the out-of-school literacy practices of Korean primary school students Hassan (France); Vinel (France); Nathalie (France): Storytelling at home and at school : crossed perspectives on literacy Literacy and multilingual situations 2 (3) Horner (United States): Rewriting English as a Lingua Franca ZAID (Morocco): The inclusion of Amazigh in the Moroccan educational system: constraints and prospects Zeevi (Israel); Tenzer (Israel): The challenge in academic writing: Contribution of a special course in academic writing for Arab students studying at a Hebrew-speaking college Literacy in Kindergarten 1 (3) Bonnery (France); Joigneaux (France): Family literaties unequally profitable in school. About shared reading of children's literature Tsafos (Greece): Supporting student-teachers to reflect on the literacy standards in preschool education: From curriculum’s goal to classroom pedagogical practice. van Staden (South Africa): Meeting the literacy needs of South African pre-schoolers: Reality or Myth? Literacy in Kindergarten 2 (3) Alves Martins (Portugal); Albuquerque (Portugal); Salvador (Portugal); Silva (Portugal): Invented spelling activities and early reading acquisition in Portuguese David (France); Morin (Canada): How do preschool students learn writing? Study of young Quebec and French writers. Invented writings … to approximate writings. Pocinho (Portugal); Ferreira (Portugal); Araujo (Portugal): English@Rochinha Kindergarten: a Portuguese Project Literacy in Kindergarten 3 (3) Corradi (Italy): Pre-literacy in French and Italian pre-primary schooling: an exploratory research study Pocinho (Portugal); Ferraz (Portugal); Pereira (Portugal): Phonological awareness program: a longitudinal study Vasconcelos Horta (Portugal): Developing phonological awareness in classrooms Spelling (4) Awramiuk (); Krasowicz - Kupis (Poland): Reading and spelling acquisition in Polish – educational and linguistic determinants Boyer (Canada): Self-Evaluation of Competence in Grammatical Spelling: A Little-Known Dimension of Literacy Lam (China); Cheung (Hong Kong): Component Analysis of Chinese Characters: Implications for the Teaching and Learning of Chinese in the Context of Hong Kong Primary Schools Lavoie (Canada); Marin (Canada): Word copying for developing spelling : an analytical and reflective practice Teaching in a low SES (writeless) context (3) Delarue-Breton (France); Bautier (France): Narration’s restoration and academic literacy Gaitas (Portugal); Alves Martins (Portugal): Teaching practices in the first grade and student’s reading in low SES contexts Sawyer (Australia): Literacy, the 'rich curriculum of English' and low SES students Teaching practise: Analysis of literacy practises (3) Kleinbub (Germany): “Have a Closer Look at the Text!” - Results of a Video Study on Reading Tasks in German L1 Classrooms Sanchez Abchi (Switzerland); Mosquera Roa (Sweden); Surian (Switzerland); Dolz (Switzerland): Teaching practices regarding written production in teachers’ education courses : the case of Francophone Switzerland. Viriot-Goeldel (France); Crinon (France): The use of complex reading material in first grade : Influences on students’ comprehension in high-poverty suburban French schools Teaching text production 1 (4) Hankala (Finland): Perspectives on Finnish young people’s newspaper readership, the use of newspapers in education and citizenship Hankala (Finland); Kauppinen (Finland): Finnish teacher comments in response to pupils’ texts Klimovič (Slovakia): The stimulation of narration by way of wordless comic strips Pereira (Portugal); Cardoso (Portugal); Graca (Portugal): Literacies by text genres: the teaching sequence in the development of writing Teaching text production 2 (3) Ferretti (United States): Effects of strategy instruction about critical questions on college students’ argumentative essays Krogh (Denmark): The double genre expectation Richard-Principalli (France); Fradet (France): Genres’ confusion Technology and evolution of literacy 2 (3) Bundsgaard (Denmark): Critical Language Awareness and the Internet Chan (Hong Kong); Cheung (Hong Kong); Lam (China): Teaching for All: Using Digital Literacies to enhancing Chinese Character Recognition of Ethnic Minority Students in Hong Kong Koutsogiannis (Greece): Discourses on children’s literacy practices and literacy education Theory and perception of literacy (3) Fersing (France): Revisiting Rousseau and Piaget : language and what else? Pamfil (Romania); Tamaian (Romania): LITERACY IN ROMANIAN SCHOOL Vollmer (Germany): Language Awareness: A Competence Goal of its own? Writing: writing practises 1 (3) Haskel-Shaham (Israel): Improving writing skills of Israeli high-school students: An intervention program Marin (France): Reading and writing narratives at French elementary school Puksand (Estonia); Uusen (Estonia); Kerge (Estonia): Intake of language of learning-media and L1 writing performance Writing: writing practises 2 (3) Alamargot (France); Lambert (France); Chesnet (France): Development of Writing Expertise: Case Studies of a Seventh, Ninth and Twelfth Grader, Graduate Student, and an Author MacArthur (); Traga Philippakos (United States): Self-Regulated Strategy Instruction for Basic College Writers Rijlaarsdam (Netherlands (the)): The essence of teaching writing: The Yummy Yummy Case as teaching script Writing: writing practises 3 (3) Blain (Canada); Cavanagh (Canada): 9-Year-Old Minority Francophone Students in Canada Learning Revision Strategies for Fiction Writing Calil (Brazil); Boré (France); Amorim (Brazil): Reported speech in stories made up by Brazilian and French students Fterniati (Greece): Greek Elementary School Pupils’ Narrative Skills and Current Language Teaching Material: A longitudinal study		Writing and Reading at school and university (3) Avni-schon (Israel): The Role of Reading and Writing from the Perspective of Primary School Children: Reading and writing as an impetus for literacy Pieper (Germany); Zegenhagen (Germany); Krätzsch (Germany): Support university students in academic writing van der Meulen (Netherlands (the)): Historical reasoning and secondary literary education in the Netherlands SIG Meeting SIG Research on Reading, Writing and Oral Skills (0) PhD session 3B: Writing literacy/ writing didactics / metalinguistic and metacognitive awareness / language awareness/ grammar (2) Arseneau (Canada); Boivin (Canada); Foucambert (Canada): Metalinguistic work and the improvement of grammatical knowledge: the case of the past participle used with "être" for French L1 high school students Kabel (Denmark): Students’ literary response texts in lower secondary school. The role of literature in enhancing central aspects of academic language resources PhD session 5B: Reading literacy/ reading education / text comprehension/ intervention studies (1) Minguela (Spain): Is self-regulation important for being fully competent in reading? PhD session 3A: Writing literacy/ writing didactics / metalinguistic and metacognitive awareness / language awareness/ grammar (2) Andersson (Sweden): Retell in boys texts What does the boys do with text and what does the text do with the boys? Yan (Hong Kong): Exploring the role of speaking in teaching writing to young-beginner second language learners PhD Session 4A: Speaking skills (oral)/ Teaching methods and tasks (2) Chu (China): Developing a multimodal language learning approach: the integration of video dubbing activities into the Hong Kong Chinese Language curriculum Wong (Hong Kong): Process Drama for Chinese Language learning at Secondary School level in Singapore PhD session 5A: Reading literacy/ reading education / text comprehension/ intervention studies (2) Gruber (Poland): From reading to learning ... in your mother tongue Jolicoeur (Canada); Cormier (Canada): Swapping skates for books: Experience of a reading circle in a hockey team of Francophone boys aged 9 and 10 in New Brunswick, Canada			Literacies (2) Gerlach (United States); Thompson (United States): Changing Lives on the Boundaries: A Third-Space Approach for Improving Literacy Education Pauw (Netherlands (the)): The development of narrative structures in stories of teachers
Literature, Fiction, Film and other media		Audiovisual literacy (3) Friedman (Israel): Three year olds taking pictures: visual literacy as means for enhancing verbal literacy Lebrun (Canada); Lacelle (Canada): Multimodal writing : to go beyond traditional literacy Unsworth (Australia): The multimodal reconceptualization of literacy in national L1 curriculum documents for years 1-10 in Australia. Teaching literature 2 (3) Claude (France): From learning to comment painting to literature: a possible educational detour? Kouki (Finland): Pedagogical problems in teaching of literary concepts Longo (Italy): Empathy and literary fiction: a neurocognitive and educational approach.		SIG meeting SIG Research on Literature Education (0) PhD Session 1A: Reading and understanding literary texts (2) Höglund (Finland): Representing interpretations – Creating meaning of literature through visual art Johansson (Sweden): Upper Secondary School Students’ Reading of Literary Texts – a Study of Literary Socialization through Education in Sweden and in France PhD session 1B: Reading and understanding literary texts (2) Gourvennec (Norway): Literary literacy in small group conversation Molnàr (France): What to do wants to mean ? Semiotic observations about reading support - print, tecnological, reading, way of thinking, semiotic		Evaluation and assessment of interpretation in the literature classroom (2) (3) Broeder (Netherlands (the)); van Wijk (Netherlands (the)): A PIRLS approach to literary understanding in secondary education Doecke (Australia); McLean Davies (Australia); Mead (Australia): Reading the local as global: tensions in the teaching of literature in secondary schools in Australia Frederking (Germany); Henschel (Germany); Meier (Germany): Emotions in literary text comprehension Discussants: Pieper (Germany) Evaluation and assessment of interpretation in the literature classroom (1) (3) Dannecker (Germany): Reading critically in a globalized world – how to improve the skills of reading, reflecting on and evaluating literary texts for all students in a classroom setting Fialho (Netherlands (the)): Interpreting and Experiencing Texts in the Classroom: Testing Instructional Interventions Höglund (Finland): Representing interpretations – Creating meaning of literature through visual art Discussants: Pieper (Germany) Evaluation and assessment of interpretation in the literature classroom (3) (3) Gourvennec (Norway); Skaftun (Norway): Interpretation and literary disciplinarity Pereira (Portugal); Campos (Portugal): On the understanding of interpretive reading of narrative fiction: the contribution of critical literacy practices Rejman (Sweden): Literature and life management – teacher narratives about teaching literature in grades 7-9 Discussants: Pieper (Germany) The Linguistic, Cultural, Social and Political Complexity in the Multicultural Literature Classroom (1) (4) Garcia (United States): Ecoliteracy: Spanish Language, Cultural Knowledge and Teachers’ Professional Development in an English-Only Environment Oja (Finland); Ahonen (Finland); Vaittinen (Finland): Multicultural Attitudes and Sensitivity in Online Literature Circles Poyas (Israel): The Linguistic, Cultural, Social and Political Complexity in the Multicultural Literature Classroom (1) von Bernstorff (Germany): The Literary Talk in Multicultural German Classrooms Discussants: Poyas (Israel); Elkad-Lehman (Israel) The Linguistic, Cultural, Social and Political Complexity in the Multicultural Literature Classroom (2) (4) Czerkies (Poland): Finding the third place (reading literature in the second, foreign and heritage languages) Macaluso (United States): The linguistic, cultural, social and political complexity in the multicultural literature classroom Symposium 2 The Cultural “Perspective-Taking” of Pre-service Teachers Through the Reading of Multicultural Literature Poyas (Israel); Elkad-Lehman (Israel): Reading Literature with the 'Enemy' Poyas (Israel): The Linguistic, Cultural, Social and Political Complexity in the Multicultural Literature Classroom (2) Discussants: Pieper (Germany) Lecture littéraire, literarisches Lesen, reading literature, etc.: conceptions, practices, evaluations. An international perspective. Part 1 (4) Aeby (Switzerland); Gabathuler LaFleur (France): Reading literature along school levels in a francophone context Gabathuler LaFleur (France); Bertschi-Kaufmann (Switzerland); Pieper (Germany); Dufays (Belgium); Pereira (Portugal); Ulma (France); Schneuwly (Switzerland); Aeby (Switzerland); Ronveaux (Switzerland): Lecture littéraire, literarisches Lesen, reading literature, etc. : conceptions, practices, evaluations. An international perspective. Graca (Portugal); Pereira (Portugal): Lecture littéraire, literarisches Lesen, reading literature, leitura literária…: conceptions, practices, evaluations An international perspective - The case of Portugal Sawyer (Australia): Reading literature in Australia Discussants: Ulma (France) Lecture littéraire, literarisches Lesen, reading literature, etc.: conceptions, practices, evaluations. An international perspective. Part 2 (3) Bertschi-Kaufmann (Switzerland); Pieper (Germany): Literature in teaching and learning: concepts and praxis in education and beyond Dufays (Belgium); Louichon (France): From didactic discours to curriculum. A French-Belgium comparison Gabathuler LaFleur (France); Bertschi-Kaufmann (Switzerland); Pieper (Germany); Dufays (Belgium); Pereira (Portugal); Ulma (France); Schneuwly (Switzerland); Aeby (Switzerland); Ronveaux (Switzerland): Lecture littéraire, literarisches Lesen, reading literature, etc. : conceptions, practices, evaluations. An international perspective. Discussants: Ulma (France) Building a Culture for Literacy through School and Community Library Programs (4) Asselin (Canada): Building a Culture for Literacy through School and Community Library Programs Asselin (Canada): Challenges and Successes for Publishing and Distributing Mother Tongue Materials in Ethiopia Doiron (Canada); Asselin (Canada): Libraries Supporting Local Literacies McPherson (British Columbia): Investigating the role of new home-based Information Communication Technologies (ICTs) in children’s development of additional and multiple literacies: Implications for children’s services in public and community libraries. Discussants: Boelens (Netherlands (the))
Oracy (Speaking and Listening)				PhD Session 4B: Speaking skills (oral)/ Teaching methods and tasks (3) Mulia (Australia): Applying dramatic play in scaffolding children make meaning Richard-Bossez (France): Learning literacy at French preschool: differentials pedagogic processes and school equity Zwanzig (Germany): Tasks in German and Physical Education Lessons
Plenary			PhD-session: General introduction all contributions. (22) Andersson (Sweden): Retell in boys texts What does the boys do with text and what does the text do with the boys? Anwar (Indonesia): Unity in diversity: an autobiographical project Arseneau (Canada); Boivin (Canada); Foucambert (Canada): Metalinguistic work and the improvement of grammatical knowledge: the case of the past participle used with "être" for French L1 high school students Arseneau (Canada); Boivin (Canada); Foucambert (Canada): Metalinguistic work and the improvement of grammatical knowledge: the case of the past participle used with "être" for French L1 high school students Breuer (Germany): Writing Skills at German Universities Chu (China): Developing a multimodal language learning approach: the integration of video dubbing activities into the Hong Kong Chinese Language curriculum El Masrar (Morocco): Profile of teachers and teaching literature: towards a dialogue of cultures Gourvennec (Norway); Skaftun (Norway): Interpretation and literary disciplinarity Gruber (Poland): From reading to learning ... in your mother tongue Höglund (Finland): Representing interpretations – Creating meaning of literature through visual art Johansson (Sweden): Upper Secondary School Students’ Reading of Literary Texts – a Study of Literary Socialization through Education in Sweden and in France Jolicoeur (Canada); Cormier (Canada): Swapping skates for books: Experience of a reading circle in a hockey team of Francophone boys aged 9 and 10 in New Brunswick, Canada Kabel (Denmark): Students’ literary response texts in lower secondary school. The role of literature in enhancing central aspects of academic language resources Leung (Hong Kong): Language teachers' views on mother tongue language education in a post-colonial region Minguela (Spain): Is self-regulation important for being fully competent in reading? Molnàr (France): What to do wants to mean ? Semiotic observations about reading support - print, tecnological, reading, way of thinking, semiotic Mulia (Australia): Applying dramatic play in scaffolding children make meaning Rejman (Sweden): Literature and life management – teacher narratives about teaching literature in grades 7-9 Richard-Bossez (France): Learning literacy at French preschool: differentials pedagogic processes and school equity Wong (Hong Kong): Process Drama for Chinese Language learning at Secondary School level in Singapore Yan (Hong Kong): Exploring the role of speaking in teaching writing to young-beginner second language learners Zwanzig (Germany): Tasks in German and Physical Education Lessons Registration and exploratory visit to the conference venue (optional): meet old and new IAIMTE friends (0) Registration (0) Lunch (1) (0) Lunch (2) (0) Lunch (3) (0) Coffee break(1) (0) Coffee break (2) (0) Coffee break (3) (0) Coffee break (4) (0) IAIMTE members meeting (0) Conference Dinner (0) Cultural visit: George Pompidou Center (0) Cultural visit -Le Marais (0) Closing session (0) Opening (0) Coffee break (0) PhD closing (0)
Professional competences in teaching language and literature		Teachers' knowledge and social representations (4) Katsarou (Greece): Curriculum, teachers’ beliefs and their literacy practices: consistencies and inconsistencies Kauppinen (Finland): Language across the Curriculum - Support for Learning in Mother Tongue Instruction Tainio (Finland); Routarinne (Finland): Investigating grammatical literacy for improving effective teaching and learning Tarnanen (Finland); Aalto (Finland); Kauppinen (Finland): Language awareness and language beliefs of primary teacher students		SIG Meeting SIG Teacher Education and Learning (0) PhD session 2A: Teacher Research/ literature and culture/ teaching literature (2) Leung (Hong Kong): Language teachers' views on mother tongue language education in a post-colonial region Rejman (Sweden): Literature and life management – teacher narratives about teaching literature in grades 7-9 PhD session 2B: Teacher Research/ literature and culture/ teaching literature (2) Anwar (Indonesia): Unity in diversity: an autobiographical project El Masrar (Morocco): Profile of teachers and teaching literature: towards a dialogue of cultures		Dialogic Teaching and Teacher Education (3) Caughlan (United States): Secondary English Teacher Candidates Mobilizing Dialogic Tools to Develop Dialogically Organized Instructional Practices Juzwik (United States); Caughlan (United States); Skogsberg (United States); BOYD (United States); McKenzie (United States); Brindley (United Kingdom): Dialogic Teaching and Teacher Education: Video-based Scholarship on Classroom Discourse from the Eastern and Midwestern United States Juzwik (United States); McKenzie (United States): Faith in Dialogue: Negotiating religious faith in secondary English classroom dialogues about the Holocaust Discussants: Juzwik (United States) Putting the experience in words vs. experiencing the wording (3) Bizeul (France): Putting the experience in words Bizeul (France); Glaymann (France): Putting the experience in words vs. experiencing the wording Glaymann (France): Experiencing the wording Discussants: Crinon (France) Storytelling and professional learning: Teacher inquiry in environments of standardisation and accountability (4) Doecke (Australia): Storytelling and professional learning Parr (); Bulfin (Australia); Pereira (Portugal); Krogh (Denmark); van de Ven (Netherlands (the)); Doecke (Australia): Storytelling and professional learning: Teacher inquiry in environments of standardisation and accountability Parr (Australia); Bulfin (Australia): Writing, professional learning and identity work Pereira (Portugal): Portfolios as complex performative spaces Discussants: Krogh (Denmark); van de Ven (Netherlands (the))	Teachers at work (2) Patmon (United States); Gordon (United States): Teaching Writing and Whole School Change to Teach Them All - U.S. context Patmon (United States); Gordon (United States): The Value of Teacher Inquiry in the Teaching of Writing (K-12) - U.S. context