Special Issue (Closed)

L1 Education in Times of Globalization, Digitalization and Diversity

Guest Editors: Sjaak Kroon and Massimiliano Spotti

In the 1980s the International Mother Tongue Education Network (IMEN) took the initiative for conducting a series of international comparative empirical-interpretive case studies on L1 education in several European countries. Inspired by these studies, this special issue deals with contemporary practices of L1 education in Norway, Sweden, England, the Netherlands, Flanders, Germany, and Australia, as influenced by processes of globalization, digitalization, and diversity. Its focus is on a comparative understanding of what happens in mainstream classrooms where teachers engage in L1 teaching in an environment that is characterized by linguistic, cultural, and ethnic diversity. What does literature, grammar, writing, reading, speaking etc. teaching look like in such contexts. Put in other words, what is it that teachers do and what do they think they do when they are doing what they do. Or, to use Kathryn Anderson-Levitt’s terminology, what is the teachers’ professional practical knowledge and how does it show in their actual teaching practices in the operational curriculum, i.e., in what goes on hour after hour, day after day in schools and classrooms.


Special Issue 

Multimodality in L1 Education

Guest Editor:  Marco Magirius

The special issue brings together contributions on multimodal media, such as films, comics, picture books, literary computer games etc. with the following research question: How can the specifics of different media help to initiate aesthetic experiences for learners with different abilities and differences in prior knowledge? We welcome empirical studies with heterogeneous learning groups and differences between learners in terms of cultural backgrounds, genders, and comparisons between experts- and novice-readers/- viewers etc. A qualitative research paradigm is suggested, but not mandatory.


Special Issue (Closed) (forthcoming December 2023)

Modelling Processes of Comprehension, Aesthetic Experience, and Interpretation in Literary Conversations

Guest editor: Mark-Oliver Carl

The special issue brings together contributions from the 13th ARLE conference which widen the horizon of research on literary conversations beyond analyses of verbal interaction to include insights into the nexus between conversations and internal literary reception processes. The Special Issue begins with an introductory overview, then a systematic review of existing research focused on Scandinavia; it continues with theoretical contributions reflecting on the conceptual transfers and relations between models from different disciplinary backgrounds. There are also five contributions reporting about methodologically innovative empirical studies into different reception processes (comprehension, deep reading, aesthetic experiences, interpretation, ethical criticism) as well as different forms of conversation in different educational contexts (teacher questions, student-driven literary conversations, classroom debates, students’ reflections on peer reading protocols and EMME, teachers’ collegial talk, teacher professionalization measures) and potential implications for classroom communication about literature.


Special Issue (Closed):  (forthcoming January 2024)

The Qualities of Inquiry-Oriented Literature Education Practice: Results from a large-scale intervention study in Denmark.

Guest Editors: Nikolaj Elf and Thomas Illum Hansen

Following up on the 2019 L1 article by Hansen, Elf, Gissel and Steffensen entitled Designing and testing a new concept for inquiry-based literature teaching: Design Principles, development and adaptation of a large-scale intervention study in Denmark, this special issue presents quantitative and qualitative results from the KiDM study and discusses implications for ongoing and future research in a Nordic region and internationally. The special issue comprises first a brief introduction by Hansen & Elf to the background, design and future potentials of the KiDM project, and how we have further developed a theoretical understanding of quality literature education, and how the KiDM project has informed an ongoing Nordic comparative project on Quality Literature Education (QUALE) within the Nordforsk Center of Excellence Quality in Nordic Teaching (cf. Finally, we shortly introduce the five contributions and the Afterword.