Vol. 26 No. 1 (2026): Open Issue

Articles

• Emerging Stance and Engagement in L1 Argumentative Writing in Grades 5 and 8

  Morten Tannert

  1-31

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• Conversations about literary conversations An inquiring assemblage

  John Gordon, Dena Eden, Erin Girling, Caroline Richards

  1-21

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• The influence of functional and discursive strategies on the use of complex and complete syntax after the age of 3 A sequential analysis in a French intervention programme

  Capucine Saulpic, Emmanuelle Canut, Caroline Masson, Stefano Rezzonico

  1-29

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• Classroom applications of the reader-response approach in primary and secondary education A systematic review (1989–2024)

  Seyed Mohammad Momeni, Juli-Anna Aerila, Sara Routarinne

  1-39

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• Opportunities to develop literary competences A decade of creative response approaches in L1 and L2 in lower secondary schools in Norway

  Katherina Dodou, Lisbeth Brevik, Marte Blikstad-Balas

  1-29

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• Is it not what you want? Conflicting ideals in dialogic interaction and rhetorical nonfiction writing for real purposes in school

  Marie-Louise Molbæk

  1-19

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• Reading and Writing in Pairs A Peer Tutoring Programme to Improve Writing Skills in Secondary Education

  Mariona Corcelles-Seuba, Jesús Ribosa, Patricia Jara Calaforra Faubel

  1-33

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• Attunement and democratic literature education, or free time with Clint Eastwood

  Emma Nilsson Tysklind

  1-17

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• Teachers' experiences with feedback in L1-oral language teaching practices

  Anneke Wurth, Dineke Tigelaar, Hans Hulshof, Jaap De Jong, Wilfried Admiraal

  1-27

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