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L1 Educational Studies in Language and Literature

ISSN Print: 1567-6617

ISSN Online:

主页: http://www.l1research.org/

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IS EUROPE OPEN TO A STUDENT-ORIENTED FRAMEWORK FOR LITERATURE?A comparative analysis of the formal literature curriculum in six European countries

THEO WITTE,FLORENTINA S？MIH？IAN

EXPLORING SYNTACTIC STRUCTURES IN FIRST-LANGUAGE EDUCATION: EFFECTS ON LITERACY-RELATED ACHIEVEMENTS

REINOLD FUNKE,REGINA WIELAND,STEPHANIE SCH？NENBERG,FLORIAN MELZER

ASSESSMENTS OF READING COMPREHENSION: DIFFERENT MEASURES, DIFFERENT EXPLANATORY VARIABLES AND ACHIEVEMENT

LUISA ARAUJO,JOSé MORAIS,ARMANDA COSTA

LANGUAGE EDUCATION IN THE PRE-SCHOOL YEARS: LEARNING ABOUT TEACHERS’ LEARNING THROUGH AN IN-SERVICE PROGRAM

IRIS SUSANA PIRES PEREIRA

INVENTED SPELLING PROGRAMMES AND THE ACCESS TO THE ALPHABETIC PRINCIPLE IN KINDERGARTEN

INêS DE VASCONCELOS HORTA,MARGARIDA ALVES MARTINS

PARTICIPATION IN LITERATURE AND CONTENT SUBJECT CLASSES: CULTURE, ETHNICITY AND SOCIAL SPACE(S)

YAMIN QIAN,TAO XIONG

ON TEACHERS’ KNOWLEDGE, SKILLS AND WISDOM – AND THE INEVITABILITY OF LANGUAGE

KJERSTI LEA

TEACHERS LEARNING IN A LONDON SCHOOL: AUTONOMY AND DEVELOPMENT IN THE 1950S

PETER MEDWAY

ONE NATION, ELEVEN LANGUAGES: IMPROVING LITERACY AND NUMERACY IN SOUTH AFRICA THROUGH MOTHER-TONGUE EDUCATION

MICHAEL LE CORDEUR

BOOK REVIEW: BRADY, S. A., BRAZE, D., & FOWLER, C. A. (EDS.). (2011). EXPLAINING INDIVIDUAL DIFFERENCES IN READING: THEORY AND EVIDENCE. NEW YORK: PSYCHOLOGY PRESS. 257 PP

M. GAIL HEADLEY

LEARNING TO READ AND WRITE IN BILINGUAL CONTEXTS. A STUDY AND IMPLEMENTATION PROGRAMME WITH IN-DIGENOUS QOM COMMUNITIES IN ARGENTINA

CELIA R. ROSEMBERG,GLADYS OJEA,FLORENCIA ALAM

INTERPRETATION AND LITERARY COMPETENCES: EMPIRICAL APPROACHES TO KEY CONCEPTS IN LITERARY EDUCATION EDITORIAL

TANJA JANSSEN,IRENE PIEPER,PIET-HEIN VAN DE VEN

UNDERSTANDING METAPHORS IN POETIC TEXTS: TOWARDS A DETERMINATION OF INTERPRETATIVE OPERA-TIONS IN SECONDARY SCHOOL STUDENTS’ ENGAGEMENT WITH IMAGERY

IRENE PIEPER,DOROTHEE WIESER

LITERARY PRAXIS: ENGAGING WITH TEXTS IN CLASSROOM SETTINGS

BRENTON DOECKE,PIET-HEIN VAN DE VEN

STUDIES ON LITERARY INTERPRETATION IN THE CLASSROOM: A BIBLIOGRAPHY

SILKE KUBIK

CATALYSTS LEADING EXPERIENCED PRIMARY TEACHERS TO MODIFY THE WAYS THEY TEACH STUDENTS TO READ CHINESE. Catalysts Modify Teachers’ Pedagogy

SHEK KAM TSE

INTERCULTURALITY AND INTERCULTURAL EDUCATION – REPRESENTATIONS AND PRACTICES OF A GROUP OF EDUCATIONAL PARTNERS

MARTA SANTOS,MARIA HELENA ARAúJO E Sá,ANA RAQUEL SIM？ES

EXPLORING THE INTERTEXTUALITIES IN A GRADE 7 STUDENT’S GRAPHIC NARRATIVE

SYLIVIA PANTALEO

THE INESCAPABILITY OF LANGUAGE: THEORY AND PRACTICE FOR L1 EDUCATORS

íRIS SUSANA PIRES PEREIRA,BRENTON DOECKE

SPECIAL ISSUE OF L1-EDUCATIONAL STUDIES IN LANGUAGE AND LITERATURE READING: A CRITICAL CONCEPTUAL ANALYSIS. COMMENTS ON FIVE CONTRIBUTIONS

MONICA REICHENBERG

WRITING IN THE LITERACY ERA. SCANDINAVIAN TEACHERS’ NOTIONS OF WRITING IN MOTHER TONGUE EDUCATION

ELLEN KROGH

THE ABC OF READING PERSPECTIVES ON THE ALPHABETIC PRINCIPLE

PER HENNING UPPSTAD,FINN EGIL T？NNESSEN

SIGNS OF CONSTRUCTION OF A PROFESSIONAL LEARNING COMMUNITY IN LANGUAGE EDUCATION: A CASE STUDY

ANA SOFIA PINHO,ANA RAQUEL SIM？ES

LINKING “HERITAGE LANGUAGE” EDUCATION AND PLURILINGUAL REPERTOIRES DEVELOPMENT: EVIDENCES FROM DRAWINGS OF PORTUGUESE PUPILS IN GERMANY

SILVIA MELO PFEIFER,ALEXANDRA SCHMIDT

CODE AND COMPREHENSION IN WRITTEN LANGUAGE – CONSIDERING LIMITATIONS TO THE SIMPLE VIEW OF READING

PER HENNING UPPSTAD,ODDNY JUDITH SOLHEIM

PLURILINGUAL AND INTERCULTURAL EDUCATION. Introduction to a special issue of L1-Educational studies in Language and literature

MIKE BYRAM,MIKE FLEMING,IRENE PIEPER

LANGUAGE COMPETITION AND CHALLENGES IN PLURILINGUAL EDUCATION: THE CASE OF A HAKKA SCHOOL IN TAIWAN

WEN-CHUAN LIN

AN EMPIRICALLY GROUNDED THEORY OF LITERARY DEVELOPMENT. Teachers’ pedagogical content knowledge on literary development in upper secondary education

THEO WITTE,GERT RIJLAARSDAM,DICK SCHRAM

LITERACY COMPETENCES IN CULTURAL DIVERSE CLASSROOMS:EXPERIENCES OF TEACHERS

PETER BROEDER,MIA STOKMANS

WHAT ARE SKILLS? SOME FUNDAMENTAL REFLECTIONS

FINN EGIL T？NNESSEN

ACTIVITY SYSTEMS AS CULTURAL, COGNITIVE AND LINGUISTIC CONTEXTS FOR IMPROVING READING AND WRITING PRACTICES IN RURAL SCHOOLS

BIBIANA AMADO,ANA MARíA BORZONE

LINGUISTIC AND PLURILINGUAL & INTERCULTURAL COM-PETENCE IN MATHEMATICS TEACHING AND LEARNING

HELMUT LINNEWEBER-LAMMERSKITTEN

SUPPORTING ETHNIC MINORITY STUDENTS LEARNING THE CHINESE LANGUAGE IN MULTILINGUAL HONG KONG

SHEK KAM TSE,SAU YAN HUI

POLICY IN PRACTICE: PRIMARY SCHOOL ENGLISH TEACHERS LEARNING ABOUT PLURILINGUAL AND INTERCULTURAL EDUCATION

ANA SOFIA PINHO,GILLIAN MOREIRA

UNDERSTANDING READING DEVELOPMENT: A PHENOMENOLOGICAL PERSPECTIVE

ATLE SKAFTUN

APPLIED STYLISTIC APPROACHES TO THE TEACHING OF LITERARY TEXTS

WILLIAM KEVIN PENNY

MINDING METAPHORS: RETHINKING THE ECOLOGY OF WRITTEN LANGUAGE

ATLE SKAFTUN

INSTRUCTIONAL THEORY FOR LANGUAGE LESSONS. A Design Study to Validate the Communities of Learners Concept in the Language Curriculum

ANNE TOORENAAR,GERT RIJLAARSDAM

USING TREND LINE DATA TO PLAN AND EVALUATE LITERACY INSTRUCTION

FRANCES A. STEWARD,EARL H. CHEEK, J.R.,LAUREL G. BORGIA,EVAN T. ORTLIEB

FAMILY RESOURCES AND STUDENTS’ READING ATTAINMENT: CAPITALISING ON HOME FACTORS

SHEK-KAM TSE,RAYMOND Y H. LAM,OLIVIA K M IP,JOSEPH W I LAM

AN EXAMINATION OF THE HISTORY OF DEAF EDUCATION IN GREECE AND IN CYPRUS: DETERMINING FACTORS FOR ITS DEVELOPMENT

VENETTA LAMPROPOULOU,KIKA HADJIKAKOU

TEACHERS BECOMING ACTION RESEARCHERS: TOWARDS A MODEL OF INDUCTION

TERRY LOCKE

LEARNING BEHAVIORS RELATED TO DEAF STUDENTS’ SUCCESS IN COLLEGE

KATHLEEN EILERS-CRANDALL

PROMOTING ALPHABETIC SKILLS OF YOUNG CHILDREN WITH HEARING LOSS IN CO-ENROLLMENT VERSUS INDIVIDUAL INCLUSION

DORIT ARAM,SARA INGBER,SMADAR KONKOL

COMING CLOSER TO LITERATURE: LEARNING AND INSTRUCTION IN A CONSTRUCTIVIST SPIRIT

ILANA ELKAD-LEHMAN,ITZHAK GILAT

USING ASL AND PRINT-BASED SIGN TO BUILD FLUENCY AND GREATER INDEPENDENCE WITH WRITTEN ENGLISH AMONG DEAF STUDENTS

KIMBERLY A. WOLBERS

THE COMPARISON OF WRITTEN LANGUAGE ABILITIES BETWEEN CYPRIOT ORAL DEAF AND HEARING CHILDREN

KIKA HADJIKAKOU,ATHINA GEORGIADOU,ISMINI ODYSSEOS,IRINI KONNIKOU

HOW HEARING AND HEARING-IMPAIRED CHILDREN DIFFERENTIATE EMERGENT WRITING FROM DRAWING

BARBARA ARFé,SILVIA D’AMBROSIO,SARA LA MALFA

AN UNDERSTANDING OF THE LITERACY LEVELS OF STUDENTS

YE WANG,CHONGMIN LEE,PETER V. PAUL

RHETORICAL MODES AT PLAY: AN EXERCISE IN LITERARY AND CREATIVE WRITING RESEARCH PRACTICE EXPLORED

CLAIRE WOODS

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