Vol. 25 No. 1 (2025): Open Issue

Articles

• Embracing linguistic diversity Plurilingual approaches to teaching vocabulary in Franco-Ontarian classrooms

  Joël Thibeault, Catherine Maynard, Florence Reid

  1-24

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• Promoting literary understanding and language development: Teacher Support for Grade 6 Swedish language learners

  Anna Lindholm, Robert Walldén

  1-29

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• ‘Why do we actually have to read all these books for school?’ Assessing literature teachers’ legitimations of literary reading towards students in upper-secondary education

  Jeroen Dera

  1-30

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• Learning to Notice Critical Moments in L1 Teaching: The potential of video-based mentoring conversations during fieldwork

  Gøril Brataas

  1-25

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• The Power of Peer Feedback Exploring How Training Teachers Improve Their Assessment Techniques

  Emmy Antonella González Lillo

  1-25

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• The open work and the closing reading Navigating openness and ambiguity in literature discussions

  Michael Tengberg, Maritha Johansson, Margrethe Sønneland

  1-23

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• Do dictionary definitions support seventh graders' acquisition of word meaning while reading?

  Julia Hodson, Ursina Markwalder

  1-18

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• Use of didactic learning materials during whole-class literary conversations

  Maiken Norup, Stig Toke Gissel, Agnete Andersen Bueie

  1-36

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• Supporting adult L2 learners’ contextualized grammar knowledge and presentation skills when working with tasks related to work placements

  Robert Walldén, Eli Anne Eiesland, Signe Laake

  1-29

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