Vol. 23: Open Issue (2023)

Articles

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

  Anniken Hotvedt Sundby, Kari Anne Rødnes

  1-27

  • PDF

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

  Ralia Thoma

  1-29

  • PDF

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

  Peter Grandits, Janez Krek

  1-28

  • 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

• 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

• Writing to Learn History: An Instructional Design Study

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

  1-45

  • 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