L1-Educational Studies in Language and Literature

L1-Educational Studies in Language and Literature is an Open Access journal and no author or reader fees are charged. For more information, please see our Open Access statement.

L1-Educational Studies in Language and Literature runs a single Open Issue each year, and accepted articles are published throughout the year. In addition, we publish occasional Special Issues on a focused theme.

Before submitting a paper, please consult the 'For Authors' information and ensure that your paper fits the scope of the journal. Please read carefully the Author Guidelines and the journal's L1 Publication Ethics Statement. When registering as a reviewer, please select keywords specifying your expertise from the Reviewer Keywords list.

Vol. 23: Open Issue (2023)

Published: 2023-01-09

Articles

The Dichotomization of reading-related interpretive patterns at the transition from school to university Partial results of a qualitative longitudinal study

Jennifer Witte

1-24
- PDF
Separating the relevant from the irrelevant: Factors influencing L1 student teachers’ ability to discern (ir)relevant arguments in time-pressured grammatical discussions

Arina Banga, Jimmy H.M. van Rijt

1-27
- PDF
Developing the “Language Profile Test” for Greek Students aged 11-15 Years.

Ralia Thoma

1-29
- PDF
Strategies for Expository and Narrative Texts Students’ Perspectives on Text Type-Specific Cognitive and Metacognitive Reading Strategies

Anke Schmitz, Wiebke Dannecker

1-22
- PDF
Writing to Learn History: An Instructional Design Study

Lieke Holdinga, Jannet van Drie, Tanja Janssen, Gert Rijlaarsdam

1-45
- PDF
Knowledge of What? Teachers’ perspectives of an L1 Language and Literature subject curriculum document

Anniken Hotvedt Sundby, Kari Anne Rødnes

1-27
- PDF
High school students’ attentional stance, modes of reading engagement, and self-insight during literary reading

Peter Grandits, Janez Krek

1-28
- PDF
Where syntactic interference persists: the case of Hebrew written by native Arabic speakers

Eihab Abu-Rabiah, Roey Gafter, Roni Henkin

1-19
- PDF
Education on plagiarism in Chinese-L1 textbooks on academic writing published in China

Yongyan Li, Qianshan Chen, Meng Ge, Simon Wang, John Flowerdew

1-27
- PDF
Exploring transcription processes when children with and without reading and writing difﬁculties produce written texts using speech-to-text

Sanna Kraft, Vibeke Rønneberg, John Rack, Fredrik Thurfjell, Åsa Wengelin

1-28
- PDF
Teacher students’ legitimation of teaching activities in the L1 classroom

Lisbeth Elvebakk, Dag Skarstein

1-23
- PDF
Learning-Teaching Processes in Online Clinical Simulation within Disciplinary Training of Literature

Orna Levin, Yael Segev

1-19
- PDF
Norwegian first-year student teachers’ knowledge of L1 grammar

Heidi Brøseth, Mari Nygård

1-30
- PDF
Profiles of poor and good spellers in German noun capitalization

Katinka Mangelschots, Sonja Ugen, Constanze Weth

1-21
- PDF
Cognitive Activation as an Aspect of Literature Instruction

Anna Nissen

1-20
- PDF
How do elementary students read poetry together? Elementary students’ reading practices using digital annotations

Miji Song, Hyelin Lee, Jeonghee Ko

1-27
- PDF
Teaching Thematic Structure in Greek through Design-Based Research Its Effects on Student Argumentative Written Productions

Evangelos Malmen

1-28
- PDF
Co-Construction of beliefs regarding literature during the senior class – a project report

Christian Dawidowski, Jennifer Witte

1-29
- PDF
Phenomenological Exploration in Literature Education On the theoretical development of a phenomenological approach to inquiry-based literature teaching as a focal point for a large-scale intervention study in Denmark

Thomas Illum Hansen

1-26
- PDF
Writing fluency predicted by reading, linguistic and cognitive skills in L1 and L2 in the writing of bilingual biscriptal Persian-Swedish children

Baran Johansson, Gert Rijlaarsdam

1-28
- PDF

View All Issues

L1-Educational Studies in Language and Literature

Articles

The Dichotomization of reading-related interpretive patterns at the transition from school to university Partial results of a qualitative longitudinal study

Separating the relevant from the irrelevant: Factors influencing L1 student teachers’ ability to discern (ir)relevant arguments in time-pressured grammatical discussions

Developing the “Language Profile Test” for Greek Students aged 11-15 Years.

Strategies for Expository and Narrative Texts Students’ Perspectives on Text Type-Specific Cognitive and Metacognitive Reading Strategies

Writing to Learn History: An Instructional Design Study

Knowledge of What? Teachers’ perspectives of an L1 Language and Literature subject curriculum document

High school students’ attentional stance, modes of reading engagement, and self-insight during literary reading

Where syntactic interference persists: the case of Hebrew written by native Arabic speakers

Education on plagiarism in Chinese-L1 textbooks on academic writing published in China

Exploring transcription processes when children with and without reading and writing difﬁculties produce written texts using speech-to-text

Teacher students’ legitimation of teaching activities in the L1 classroom

Learning-Teaching Processes in Online Clinical Simulation within Disciplinary Training of Literature

Norwegian first-year student teachers’ knowledge of L1 grammar

Profiles of poor and good spellers in German noun capitalization

Cognitive Activation as an Aspect of Literature Instruction

How do elementary students read poetry together? Elementary students’ reading practices using digital annotations

Teaching Thematic Structure in Greek through Design-Based Research Its Effects on Student Argumentative Written Productions

Co-Construction of beliefs regarding literature during the senior class – a project report

Phenomenological Exploration in Literature Education On the theoretical development of a phenomenological approach to inquiry-based literature teaching as a focal point for a large-scale intervention study in Denmark

Writing fluency predicted by reading, linguistic and cognitive skills in L1 and L2 in the writing of bilingual biscriptal Persian-Swedish children

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