{"id":2064,"date":"2024-01-23T18:47:10","date_gmt":"2024-01-23T17:47:10","guid":{"rendered":"https:\/\/site.nord.no\/ridel\/?page_id=2064"},"modified":"2024-04-10T15:49:07","modified_gmt":"2024-04-10T13:49:07","slug":"papers","status":"publish","type":"page","link":"https:\/\/site.nord.no\/ridel\/papers\/","title":{"rendered":"Papers"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"2064\" class=\"elementor elementor-2064\" data-elementor-post-type=\"page\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-5e3a9735 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"5e3a9735\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-1cf5f74e\" data-id=\"1cf5f74e\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-4090143b elementor-widget elementor-widget-image\" data-id=\"4090143b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/site.nord.no\/ridel\">\n\t\t\t\t\t\t\t<img fetchpriority=\"high\" decoding=\"async\" width=\"1024\" height=\"356\" src=\"https:\/\/site.nord.no\/ridel\/wp-content\/uploads\/sites\/61\/2023\/02\/RidEL-Logo-icontext-white.png\" class=\"attachment-large size-large wp-image-350\" alt=\"\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<div class=\"elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-5e58f11b\" data-id=\"5e58f11b\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-713dce61 uael-nav-menu__align-right uael-submenu-icon-classic uael-nav-menu__breakpoint-mobile uael-submenu-open-hover uael-submenu-animation-none uael-link-redirect-child elementor-widget elementor-widget-uael-nav-menu\" data-id=\"713dce61\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"uael-nav-menu.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"uael-nav-menu uael-layout-horizontal uael-nav-menu-layout uael-pointer__none\" data-layout=\"horizontal\">\n\t\t\t\t<div class=\"uael-nav-menu__toggle elementor-clickable\">\n\t\t\t\t\t<div class=\"uael-nav-menu-icon\">\n\t\t\t\t\t\t<i aria-hidden=\"true\" tabindex=\"0\" class=\"fas fa-align-justify\"><\/i>\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<nav class=\"uael-nav-menu__layout-horizontal uael-nav-menu__submenu-classic\" data-toggle-icon=\"&lt;i aria-hidden=&quot;true&quot; tabindex=&quot;0&quot; class=&quot;fas fa-align-justify&quot;&gt;&lt;\/i&gt;\" data-close-icon=\"&lt;i aria-hidden=&quot;true&quot; tabindex=&quot;0&quot; class=&quot;far fa-window-close&quot;&gt;&lt;\/i&gt;\" data-full-width=\"yes\"><ul id=\"menu-1-713dce61\" class=\"uael-nav-menu\"><li id=\"menu-item-77\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-home parent uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/\" class = \"uael-menu-item\">Home<\/a><\/li>\n<li id=\"menu-item-78\" class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children parent uael-has-submenu uael-creative-menu\"><div class=\"uael-has-submenu-container\"><a aria-expanded=\"false\" class = \"uael-menu-item\">About RidEL<span class='uael-menu-toggle sub-arrow uael-menu-child-0'><i class='fa'><\/i><\/span><\/a><\/div>\n<ul class=\"sub-menu\">\n\t<li id=\"menu-item-85\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/introduction\/\" class = \"uael-sub-menu-item\">Introduction &amp; organization<\/a><\/li>\n\t<li id=\"menu-item-94\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/call-for-papers\/\" class = \"uael-sub-menu-item\">Call for Papers<\/a><\/li>\n\t<li id=\"menu-item-159\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/partners\/\" class = \"uael-sub-menu-item\">Peer reviewers &amp; partners<\/a><\/li>\n\t<li id=\"menu-item-104\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/pedagogical-framework\/\" class = \"uael-sub-menu-item\">Pedagogical framework<\/a><\/li>\n<\/ul>\n<\/li>\n<li id=\"menu-item-107\" class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children parent uael-has-submenu uael-creative-menu\"><div class=\"uael-has-submenu-container\"><a aria-expanded=\"false\" class = \"uael-menu-item\">Conference programme<span class='uael-menu-toggle sub-arrow uael-menu-child-0'><i class='fa'><\/i><\/span><\/a><\/div>\n<ul class=\"sub-menu\">\n\t<li id=\"menu-item-938\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/programme-at-a-glance\/\" class = \"uael-sub-menu-item\">Programme at a glance<\/a><\/li>\n\t<li id=\"menu-item-2512\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/schedule\/\" class = \"uael-sub-menu-item\">Schedule<\/a><\/li>\n\t<li id=\"menu-item-2083\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/papers\/\" class = \"uael-sub-menu-item\">Papers<\/a><\/li>\n\t<li id=\"menu-item-1946\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/panels\/\" class = \"uael-sub-menu-item\">Panels<\/a><\/li>\n\t<li id=\"menu-item-119\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/teacher-workshops\/\" class = \"uael-sub-menu-item\">Teacher workshops<\/a><\/li>\n<\/ul>\n<\/li>\n<li id=\"menu-item-712\" class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children parent uael-has-submenu uael-creative-menu\"><div class=\"uael-has-submenu-container\"><a aria-expanded=\"false\" class = \"uael-menu-item\">Speakers<span class='uael-menu-toggle sub-arrow uael-menu-child-0'><i class='fa'><\/i><\/span><\/a><\/div>\n<ul class=\"sub-menu\">\n\t<li id=\"menu-item-715\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/keynote-serafini\/\" class = \"uael-sub-menu-item\">Frank Serafini<\/a><\/li>\n\t<li id=\"menu-item-716\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/keynote-habegger-conti\/\" class = \"uael-sub-menu-item\">Jena Habegger-Conti<\/a><\/li>\n\t<li id=\"menu-item-714\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/gro-dahle\/\" class = \"uael-sub-menu-item\">Gro Dahle<\/a><\/li>\n\t<li id=\"menu-item-1584\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/david-kroik\/\" class = \"uael-sub-menu-item\">David Kroik<\/a><\/li>\n\t<li id=\"menu-item-216\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/roundtable\/\" class = \"uael-sub-menu-item\">Roundtable<\/a><\/li>\n<\/ul>\n<\/li>\n<li id=\"menu-item-139\" class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children parent uael-has-submenu uael-creative-menu\"><div class=\"uael-has-submenu-container\"><a aria-expanded=\"false\" class = \"uael-menu-item\">Cultural programme<span class='uael-menu-toggle sub-arrow uael-menu-child-0'><i class='fa'><\/i><\/span><\/a><\/div>\n<ul class=\"sub-menu\">\n\t<li id=\"menu-item-882\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/artistic-experience\/\" class = \"uael-sub-menu-item\">Artistic experience<\/a><\/li>\n\t<li id=\"menu-item-880\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/social-experience\/\" class = \"uael-sub-menu-item\">Social experience<\/a><\/li>\n\t<li id=\"menu-item-879\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/school-visit\/\" class = \"uael-sub-menu-item\">School visit<\/a><\/li>\n\t<li id=\"menu-item-881\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/bodo-2024\/\" class = \"uael-sub-menu-item\">Bod\u00f8 2024 experience<\/a><\/li>\n<\/ul>\n<\/li>\n<li id=\"menu-item-136\" class=\"menu-item menu-item-type-post_type menu-item-object-page parent uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/registration\/\" class = \"uael-menu-item\">Registration<\/a><\/li>\n<li id=\"menu-item-147\" class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children parent uael-has-submenu uael-creative-menu\"><div class=\"uael-has-submenu-container\"><a aria-expanded=\"false\" class = \"uael-menu-item\">Practical info<span class='uael-menu-toggle sub-arrow uael-menu-child-0'><i class='fa'><\/i><\/span><\/a><\/div>\n<ul class=\"sub-menu\">\n\t<li id=\"menu-item-150\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/venue\/\" class = \"uael-sub-menu-item\">Venue<\/a><\/li>\n\t<li id=\"menu-item-162\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/accommodation\/\" class = \"uael-sub-menu-item\">Accommodation<\/a><\/li>\n\t<li id=\"menu-item-161\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/travel\/\" class = \"uael-sub-menu-item\">Travel<\/a><\/li>\n\t<li id=\"menu-item-160\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/site.nord.no\/ridel\/food\/\" class = \"uael-sub-menu-item\">Food<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul><\/nav>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-18250639 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"18250639\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-2ee7b69c\" data-id=\"2ee7b69c\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-7dbaa71a elementor-widget elementor-widget-spacer\" data-id=\"7dbaa71a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-5e88dd67 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"5e88dd67\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-3605290f\" data-id=\"3605290f\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-5949134f elementor-widget__width-initial elementor-invisible elementor-widget elementor-widget-text-editor\" data-id=\"5949134f\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_animation&quot;:&quot;bounce&quot;}\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h1>Papers<\/h1>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-50426d1d elementor-widget elementor-widget-text-editor\" data-id=\"50426d1d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><em>(please click on each session title to read the full abstract)<\/em><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-155752f6 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"155752f6\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-3b6d66a8\" data-id=\"3b6d66a8\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-7e03b6a3 elementor-hidden-mobile elementor-widget elementor-widget-text-editor\" data-id=\"7e03b6a3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4><span style=\"color: #e72f72\">Search by first speaker&#8217;s last name<\/span><\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-63dedd38 elementor-hidden-mobile elementor-widget elementor-widget-text-editor\" data-id=\"63dedd38\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4><strong><a href=\"#PA\">A<\/a> <a href=\"#PB\">B<\/a> <a href=\"#PC\">C<\/a> <a href=\"#PD\">D<\/a> E F <a href=\"#PG\">G<\/a> <a href=\"#PH\">H<\/a> <a href=\"#PI\">I<\/a> <a href=\"#PJ\">J<\/a> <a href=\"#PK\">K<\/a> <a href=\"#PL\">L<\/a> <a href=\"#PM\">M<\/a> <a href=\"#PN\">N<\/a> O <a href=\"#PP\">P<\/a> Q <a href=\"#PR\">R<\/a> <a href=\"#PS\">S<\/a> <a href=\"#PT\">T<\/a> U <a href=\"#PV\">V<\/a> <a href=\"#PW\">W<\/a> X Y <a href=\"#PZ\">Z<\/a><\/strong><\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-44d4f7b0 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"44d4f7b0\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-6f6e1cb1\" data-id=\"6f6e1cb1\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-a4166fe elementor-widget elementor-widget-text-editor\" data-id=\"a4166fe\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"PA\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>A<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-498876f5 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"498876f5\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-79d4e93f\" data-id=\"79d4e93f\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-77bb1836 e-transform elementor-widget elementor-widget-toggle\" data-id=\"77bb1836\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scaleX_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-2001\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-2001\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Al Khawaldeh, Dina and Mona Humaid Aljanahi (UAE University) - An exploration of UAE families\u2019 involvement in an ESL take-home book-bag reading experience <\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-2001\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-2001\"><h5><span style=\"color: #e72f72\"><strong>An exploration of UAE families\u2019 involvement in an ESL take-home book-bag reading experience\u00a0<\/strong><\/span><\/h5><ul><li><strong>Dina Al Khawaldeh, UAE University, Al Ain, UAE<\/strong><\/li><li><strong>Mona Humaid Aljanahi, UAE University, Al Ain, UAE<\/strong><\/li><\/ul><p style=\"text-align: justify\">Banked on concepts of Emergent Literacy (Carroll et al., 2019; Morrow, 2001) and Home Literacy Environment (S\u00e9n\u00e9chal &amp; LeFevre, 2002); this study aimed to examine Emirati families\u2019 attitudes toward their involvement in their children&#8217;s ESL take-home book-reading experience.<\/p><p style=\"text-align: justify\">Data was gathered from 20 families through both quantitative and qualitative research modes. A quasi-experimental design was implemented, followed by a survey to assess families\u2019 reading habits at home before experiencing it. Interviews were then conducted with family members to discuss their participation in the ESL take-home book-bag program and its accompanying activities. A thematic analysis was performed to identify common themes. Families and their children uploaded their reading activities through Padlet, an online bulletin board platform.<\/p><p style=\"text-align: justify\">The preliminary analysis of the collected data suggests that parental involvement in the take-home book-bag activity positively influences families\u2019 attitudes and perceptions toward reading English books. Issues of reading in English versus Arabic were also brought up during the interviews. Suggestions were made to families on how to encourage reading at home.<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong> <\/span>English language reading, extensive reading, take-home reading, parental involvement, reading habits.<\/p><p><span style=\"color: #e72f72\"><strong>References\u00a0<\/strong><\/span><\/p><ul><li>Carroll, J. M., Holliman, A. J., Weir, F., &amp; Baroody, A. E. (2019). Literacy interest, home literacy environment and emergent literacy skills in preschoolers. <em>Journal of Research in Reading, 42<\/em>(1), 150\u2013161.<\/li><li>Morrow, L. (2001). Literacy development in the early years: Helping children read and write (4th ed.). Allyn &amp; Bacon.<\/li><li>S\u00e9n\u00e9chal, M., &amp; LeFevre, J. A. (2002). Parental involvement in the development of children\u2019s reading skill: A five-year longitudinal study. <em>Child Development<\/em>, <em>73<\/em>, 445\u2013460. DOI: 10.1111\/1467-8624.00417<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-2002\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-2002\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Antonsen, Remi-Andre (Bankgata Middle School), France Destroismaisons (\u00c9cole Notre-Dame-de-Liesse), Evy Kv\u00e6rn\u00f8 and Kawshiki Nasser (Nord University), Wendy King (Bishop's University) and David Valente (Norwegian Study Centre, UK) - Into the classroom: Dialogic reflections on the Ridl framework<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-2002\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-2002\"><h5><span style=\"color: #e72f72\"><strong>Into the classroom: Dialogic reflections on the Ridl framework <\/strong><\/span><\/h5><ul><li><strong>Remi-Andre Antonsen, Bankgata Middle School, Norway<\/strong><\/li><li><strong>France Destroismaisons, \u00c9cole Notre-Dame-de-Liesse, Canada<\/strong><\/li><li><strong>Evy Kv\u00e6rn\u00f8, Nord University, Norway<\/strong><\/li><li><strong>Kawshiki Nasser, Nord University, Norway\u00a0<\/strong><\/li><li><strong>Wendy King, Bishop\u2019s University, Canada<\/strong><\/li><li><strong>David Valente, Norwegian Study Centre, UK &amp; Nord University, Norway <\/strong><\/li><\/ul><p><em><span style=\"color: #000080\">Part of the panel <strong>The ELLiL Project: An agentic and creative approach to children\u2019s literature in university-school teaching practice<\/strong>\u00a0\u00a0<\/span><\/em><\/p><p>In-school experiences for student teachers on exchange in Norway and Canada are at the heart of The ELLiL Project. The teaching practice phases create opportunities for student teachers and mentor teachers to jointly enact the Ridl framework and enable their learners to think critically through English, and to make creative connections to the world (Barrett &amp; Golubeva, 2022). Our final panel session explores dialogic ways (Abednia, 2015) that project members collaborated as they experimented with the Ridl framework in their primary and secondary English classrooms.<\/p><p>This reflective panel discussion includes a cross section of the participating teacher educators, mentor teachers and student teachers. The goal is to provide space for multiple perspectives on the participants\u2019 experiences of literary texts and creative tasks based on the Ridl framework. During this mini discussion, we explore:<\/p><ul><li>Relevance of the focal texts for different school grades<\/li><li>Successes and challenges of co-planning across borders<\/li><li>Balancing the interrelated Ridl dimensions<\/li><li>Language support for learners<\/li><li>Understanding the links between deep reading and in-depth learning<\/li><\/ul><p>To close, the ELLiL teacher educators propose principles for enabling teachers to become change agents with literary texts for English education. We end with recommendations for enriching teaching practice within the university-school nexus.<\/p><p><span style=\"color: #e72f72\"><strong>Keywords<\/strong>:<\/span> classroom experimentation, pedagogical framework, reflective practice, teaching practice beyond borders, university-school nexus<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Abednia, A. (2015). Practicing critical literacy in second language reading. <em>International Journal of Critical Pedagogy, 6<\/em>(2), 77\u201394.<\/li><li>Barrett, M., &amp; Golubeva, I. (2022). From intercultural communicative competence to intercultural citizenship: Preparing young people for citizenship in a culturally diverse democratic world. In T. McConachy, I. Golubeva &amp; M. Wagner (Eds.),\u00a0<em>Intercultural learning in language education and beyond: Evolving concepts, perspectives and practices\u00a0<\/em>(pp. 60\u201383)<em>.\u00a0<\/em>Multilingual Matters.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-884b3fb elementor-widget elementor-widget-spacer\" data-id=\"884b3fb\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-3b8dd5cf elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"3b8dd5cf\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-77384f25\" data-id=\"77384f25\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-7decadad elementor-widget elementor-widget-text-editor\" data-id=\"7decadad\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"PB\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>B<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-362258ec elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"362258ec\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-e2aae73\" data-id=\"e2aae73\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-203db61b e-transform elementor-widget elementor-widget-toggle\" data-id=\"203db61b\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scaleX_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-5401\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-5401\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Balle, S\u00f8ren Hattesen and Merete Olsen (University College Absalon) - Teaching communicative skills and intercultural awareness through the use of picturebooks<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-5401\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-5401\"><h5><span style=\"color: #e72f72\"><strong>Teaching communicative skills and intercultural awareness through the use of picturebooks<\/strong><\/span><\/h5><ul><li><strong>S\u00f8ren Hattesen Balle, University College Absalon, Denmark\u00a0<\/strong><\/li><li><strong> Merete Olsen, University College Absalon, Denmark <\/strong><\/li><\/ul><p>This talk will take its point of departure in the following topical questions:<\/p><ul><li>Why work with picturebooks in EFL teaching with pupils?\u00a0<\/li><li>How can we support the development of pupils\u2019 intercultural communicative skills through a focus on picturebooks?<\/li><\/ul><p style=\"text-align: justify\">Recent theory on language teaching emphasizes picturebooks as a resource for the development of EFL pupils\u2019 intercultural communicative skills (e.g., Birketveit, 2021; Carlsen, 2020; Heggernes, 2020). The talk will be organised in two parts: A discussion and a presentation of practical ideas from our experience as teacher trainers.\u00a0<\/p><p style=\"text-align: justify\">The discussion of the potentials of picturebooks for developing EFL pupils\u2019 intercultural communicative skills takes a point of departure in, e.g., Shaun Tan\u2019s <em>The Arrival<\/em> (2006) and Jessica Love\u2019s <em>Julian Is a Mermaid<\/em> (2018). The focus will be on suggestions for how to exploit the multimodality of picturebooks as a means of supporting EFL pupils\u2019 receptive and productive communication skills (Rimmereide, 2021).\u00a0The presentation of practical ideas will give examples of learning activities for working with picturebooks and the development of EFL pupils\u2019 intercultural communicative skills (Balle et al., 2019). The goal is to facilitate EFL pupils\u2019 intercultural understanding and to support their ability to become future partakers of the discourses of interculturality.<\/p><p><span style=\"color: #e72f72\"><strong>Keywords: <\/strong><\/span>picturebooks, communicative skills, intercultural competence<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Love, J. (2018). <em>Julian Is a Mermaid<\/em>. Walker Books.<\/li><li>Tan, S. (2006). <em>The Arrival<\/em>. Hodder Children\u2019s Books.<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Balle, S. H., Olsen, M. &amp; Pedersen, M. S. (2019). Dannelse i og gennem sprogfagene. In M. W. Andersen et al. (Eds.), <em>Dannelse i alle fag <\/em>(pp. 115\u2013127). Dafolo.<\/li><li>Birketveit, A. (2021). Picturebooks. In G. Williams, &amp; A. Normann (Eds.), <em>Literature for the English Classroom <\/em><em>Dannelse i alle fag<\/em><em> Theory into Practice<\/em> (2nd ed.). Fagbokforlaget.<\/li><li>Carlsen, C. (2020). Reading literature. In C. Carlsen, M. Dypedahl, &amp; S. H. Iversen (Eds.), <em>Teaching and learning English<\/em> (2nd ed., pp. X\u2013Y). Cappelen Damm Akademisk.<\/li><li>Heggernes, S. L. (2020). Using picturebooks for intercultural learning. In M. Dypedahl, &amp; R. E. Lund (Eds.), <em>Teaching and learning English interculturally <\/em>(pp. X\u2013Y). Cappelen Damm Akademisk.<\/li><li>Rimmereide, H. E. (2021). Graphic novels in the English Classroom. In G. Williams, &amp; A. Normann (Eds.), <em>Literature for the English classroom \u2013 Theory into practice<\/em>. Fagbokforlaget.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-5402\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-5402\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Barosen Liver\u00f8d, Sara, Gro-Anita Myklevold and Randi Viktoria Sj\u00f8lie (University of South-Eastern Norway) - Multilingualism and multimodality: Exploring empathy in <i>Anne Frank\u2019s Diary - The Graphic Adaptation<\/i> (2018)<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-5402\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-5402\"><h5><span style=\"color: #e72f72\"><strong>Multilingualism and multimodality: Exploring empathy in <em>Anne Frank\u2019s Diary &#8211; The Graphic Adaptation<\/em> (2018)<\/strong><\/span><\/h5><ul><li><strong>Sara Barosen Liver\u00f8d, University of South-Eastern Norway (USN)<\/strong><\/li><li><strong>Gro-Anita Myklevold, University of South-Eastern Norway (USN)<\/strong><\/li><li><strong>Randi Viktoria Sj\u00f8lie, University of South-Eastern Norway (USN)<\/strong><\/li><\/ul><p><span style=\"color: #000080\"><em>Part of the panel <strong>Exploring multilingual and multimodal texts: Aesthetic and pedagogical approaches<\/strong><\/em><\/span><\/p><p style=\"text-align: justify\">To develop empathy towards different cultures and languages is a vital skill in all learners (Kidd &amp; Castano, 2013), and reading fiction is an excellent way of promoting this (Nikolajeva, 2014). In the new English subject curriculum in Norway (LK20), the importance of reading to achieve empathy is underlined and linked to multilingualism in that it states that working with texts will \u201cdevelop the pupils\u2019 knowledge and experience of linguistic and cultural diversity\u201d. Multilingualism, however, requires further investigation, as teachers are insecure in both how to comprehend it, and how to work with it in the classroom (Hauk\u00e5s, 2016; Myklevold, 2022).\u00a0To investigate how multilingualism and empathy may be understood and potentially worked with in school, we have chosen to analyze <em>Anne Frank\u2019s Diary: The Graphic Adaptation<\/em> (2018) as a case in point. We will explore how empathy and multilingualism are represented in this graphic diary, utilizing the theoretical frameworks of cognitive criticism (Nikolajeva, 2014) and multilingualism (Cenoz, 2013). We view cognitive criticism as an apt approach to reading and analyzing fiction which examines \u201cthe ways literary texts are constructed to maximise, or perhaps rather optimize reader engagement\u201d (Nikolajeva, 2014, p. 4), and we regard multilingualism as a holistic concept (Cenoz, 2013), which involves all students in Norway and all languages and varieties of languages, regardless of proficiency level (Hauk\u00e5s &amp; Speitz, 2020; Myklevold, 2022).\u00a0<\/p><p><strong><span style=\"color: #e72f72\">Keywords<\/span>: <\/strong>graphic novels, adaptation, empathy, multilingualism, multimodality<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Folman, A., illus. D. Polonsky (2018). <em>Anne Frank\u2019s Diary &#8211; The Graphic Adaptation<\/em>. Penguin Books. Adapted from Frank, A. (1989). The diary of Anne Frank. Longman.<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Cenoz, J. (2013). Defining multilingualism. <em>Annual Review of Applied Linguistics<\/em>, <em>33<\/em>, 3\u201318.<\/li><li>Hauk\u00e5s, \u00c5. (2016). Teacher\u2019s beliefs about multilingualism and a multilingual pedagogical approach. <em>International Journal of Multilingualism<\/em>, <em>13<\/em>(1), 1\u20138. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.1080\/14790718.2015.1041960\">https:\/\/doi.org\/10.1080\/14790718.2015.1041960<\/a><\/span><\/li><li>Hauk\u00e5s, \u00c5., &amp; Speitz, H. (2020). Plurilingual learning and teaching. In C. Carlsen, M. Dypedahl, &amp; S. Hoem Iversen (Eds.), <em>Teaching and Learning English<\/em> (2nd ed.) (pp. 61\u201380). Cappelen Damm Akademisk.<\/li><li>Kidd, D.C., &amp; Castano, E. (2013, October 3). <em>Reading literary fiction improves theory of mind<\/em>. Science<em>. <\/em><span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/www.science.org\/doi\/10.1126\/science.1239918\">https:\/\/www.science.org\/doi\/10.1126\/science.1239918<\/a> \u00a0<\/span><\/li><li>Myklevold, G.-A. (2022). Operationalizing multilingualism in a foreign language classroom in Norway: Opportunities and challenges. In A. Krulatz, G. Neokleous, &amp; A. Dahl (Eds.),\u00a0<em>Theoretical and applied perspectives on teaching foreign languages in multilingual settings: Pedagogical implications<\/em> (pp. 320\u2013339). Multilingual Matters.<\/li><li>Nikolajeva, M. (2014). <em>Reading for learning: Cognitive approaches to children\u2019s literature<\/em>. John Benjamins.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-5403\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-5403\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Bland, Janice (Nord University) - Creative writing in teacher education with mentor texts<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-5403\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-5403\"><h5><span style=\"color: #e72f72\"><strong>Creative writing in teacher education with mentor texts<\/strong><\/span><\/h5><ul><li><strong>Janice Bland, Nord University, Norway<\/strong><\/li><\/ul><p style=\"text-align: justify\">Student teachers exploring literary texts mostly focus on <em>what<\/em> is written, whereas helping them discover <em>how<\/em> a persuasive and powerful text is created is often overlooked, even for future language teachers. A consummate literary model or mentor text (Gallagher, 2014; Moses, 2014; Myhill et al., 2018) can scaffold novice writers, in that a degree of freedom is reduced, so reducing the scope for failure, while poetic devices are highlighted.<\/p><p style=\"text-align: justify\">I will illustrate how already an 8-hour unit focusing on important tools in creative writing can increase student teachers\u2019 confidence \u2013 in their writing and their designing of creative-writing tasks to help their (future) school students enjoy reading and writing story. Mentor texts by poetic writers, including David Almond and Philip Pullman, illustrate sensory imagery, lexical chains, and the enlivening effect of semantic and phonological repetition. Such devices foreground language, catching attention, enriching and extending the sense. I will focus on five key areas or strategies as a helpful mnemonic for student teachers to notice and practise, arguing student teachers can best grasp the power of intentional repetition and inventive language choices through their own efforts in creative writing. This can also support oral storytelling skills, for creative writing is not a silent mode, student teachers can better attend to the rhythm of their own writing when they read their texts aloud.\u00a0<\/p><p><span style=\"color: #e72f72\"><strong>Keywords<\/strong>:<\/span> creative writing, mentor text, poetic devices, David Almond, Philip Pullman<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Gallagher, K. (2014). Making the most of mentor texts. <em>Educational Leadership<\/em>, <em>71<\/em>(7), 28\u201333.<\/li><li>Moses, L. (2014). What do you do with hands like these? Close reading facilitates exploration and text creation. <em>Children\u2019s Literature in English Language Education<\/em>, <em>2<\/em>(1), 44\u201356.<\/li><li>Myhill, D., Lines, H. &amp; Jones, S. M. (2018). Texts that teach: Examining the efficacy of\u00a0using texts as models. <em>L1-Educational Studies in Language and Literature, 18<\/em>, 1\u201324.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-5404\" class=\"elementor-tab-title\" data-tab=\"4\" role=\"button\" aria-controls=\"elementor-tab-content-5404\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Bjerke, Mildrid H.A. (OsloMet) - Affective responses to racism in <i>The Secret Garden<\/i>: Empathy as a gateway to solidarity<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-5404\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"region\" aria-labelledby=\"elementor-tab-title-5404\"><h5><span style=\"color: #e72f72\"><strong>Affective responses to racism in <em>The Secret Garden: <\/em>Empathy as a gateway to solidarity<\/strong><\/span><\/h5><ul><li><strong>Mildrid H.A. Bjerke, OsloMet, Norway<\/strong><\/li><\/ul><p><em><span style=\"color: #000080\">Part of the panel <strong>Criticality and diversity in English literature didactics<\/strong><\/span><\/em><\/p><p style=\"text-align: justify\">This paper discusses the potential for empathy building and increased intercultural connectedness through engagements with canonical texts in children\u2019s literature which overtly showcase aspects of our history with which we are less comfortable. The discussion will focus on racist passages taken from Frances Hodgson Burnett\u2019s <em>The Secret Garden <\/em>(2008) and their potential affective effects in teacher education, and by extension primary and secondary education. It is argued that addressing our shared cultural histories with racism can be an effective way of supplementing critical literacy instruction and the use of literary texts which approach topics such as racism in more expressly critical ways.\u00a0<\/p><p style=\"text-align: justify\">The paper will draw on conceptual resources from Deleuze and Guattari\u2019s (1994) theory of affect; from Megan Boler\u2019s (1998) pedagogies of discomfort; as well as from work on empathy and theory of mind by cognitive literary theorists Lisa Zunshine (2022) and Maria Nikolajeva (2013). I will use this conceptual framework to help operationalise the concept of affect in ways that counteract habitual responses. Indeed, critical literacy should not just be about understanding that someone else is oppressed, but about deeply empathising with others in ways that lead to solidarity, social inclusion, and social change.<\/p><p><span style=\"color: #e72f72\"><strong>Keywords<\/strong><strong>: <\/strong><\/span>affect, literary pedagogy, critical literacy, anti-racism, children\u2019s literature<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Burnett, F. H. (2008). <em>The Secret Garden<\/em>. Puffin Classics.<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Deleuze, G., &amp; Guattari, F. (1994). <em>What is philosophy?<\/em> (G. Burchell &amp; H. Tomlinson, Trans.). Verso.<\/li><li>Nikolajeva, M. (2013). \u201cDid you feel as if you hated people?\u201d: Emotional literacy through fiction. <em>The New Review of Children\u2019s Literature and Librarianship<\/em>,<em> 19<\/em>(2), 95\u2013107.<\/li><li>Zunshine, L. (2022). <em>The secret life of literature<\/em>. MIT Press.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-5405\" class=\"elementor-tab-title\" data-tab=\"5\" role=\"button\" aria-controls=\"elementor-tab-content-5405\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Brevik, Lisbeth M and Shilan Ahmadian (University of Oslo) - Teachers\u2019 integration of game and novel in English instruction: A video-observation study<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-5405\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"region\" aria-labelledby=\"elementor-tab-title-5405\"><h5><span style=\"color: #e72f72\"><strong>Teachers\u2019 integration of game and novel in English instruction: A video-observation study<\/strong><\/span><\/h5><ul><li><strong>Lisbeth M Brevik, University of Oslo, Norway<\/strong><\/li><li><strong> Shilan Ahmadian, University of Oslo, Norway<\/strong><\/li><\/ul><p style=\"text-align: justify\">Our presentation highlights everyday English teaching practices where the digital commercial game <em>This Land is My Land<\/em> by Game Labs (2019) and the printed novel <em>Mary and the Trail of Tears<\/em> by Andrea Rogers (2020) were combined during a two-week project about Native Americans. Games were introduced into the English secondary curriculum for the first time with the recent Norwegian curriculum reform (LK20), but with few studies on how games are actually implemented in the English classroom. We present results from a video-observation study of naturally occurring English teaching conducted within the VOGUE project. Our sample comprises 20 video-recorded English lessons, 32 screen-recordings during gameplay, 32 student texts created while reading, and 7 student interviews. Our findings, which have important implications for teacher education, show that while the novel provided a window for observing the topic historically, the game provided a playground to experience the topic interactively (Reinhardt,\u00a0 2020). However, although the combination of game and novel offered students a dual perspective on the Native American experience, we identified missed opportunities for students who gamed before reading. Teacher educators and student teachers should acknowledge not only the value of combining game and novel, but also the significance of carefully planning the order of activities.<\/p><p style=\"text-align: justify\"><span style=\"color: #e72f72\"><strong>Keywords: <\/strong><\/span>game-enhanced literature teaching, lower secondary school, video-observation study, naturalistic English teaching<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li style=\"text-align: justify\">Game Labs. (2019). <em>This Land is My Land <\/em><\/li><li style=\"text-align: justify\">Reinhardt, J. (2020). Metaphors for social media\u2010enhanced foreign language teaching and Learning. <em>Foreign Language Annals, 53<\/em>, 234-242. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.1111\/flan.12462\">https:\/\/doi.org\/10.1111\/flan.12462<\/a><\/span><\/li><li style=\"text-align: justify\">Rodgers, A. L. (2020). <em>Mary and the Trail of Tears: A Cherokee Removal Survival Story<\/em><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-5406\" class=\"elementor-tab-title\" data-tab=\"6\" role=\"button\" aria-controls=\"elementor-tab-content-5406\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Brewer, Amanda and Mariannella N\u00fa\u00f1ez (University of the Incarnate Word) - Windows and mirrors: Literary texts to support language development and critical global literacies<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-5406\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"region\" aria-labelledby=\"elementor-tab-title-5406\"><h5><span style=\"color: #e72f72\"><strong>Windows and mirrors: Literary texts to support\u00a0language development and critical global literacies<\/strong><\/span><\/h5><ul><li><strong>Amanda Brewer, University of the Incarnate Word, USA<\/strong><\/li><li><strong> Mariannella N\u00fa\u00f1ez, University of the Incarnate Word, USA<\/strong><\/li><\/ul><p style=\"text-align: justify\">Culturally relevant texts aid in developing an inclusive, globally focused classroom by giving students opportunities to both see themselves and to see the lived experiences of those different from them. We will present a multilayered framework of looking at criteria for text selection and lesson planning. Dr. Sims-Bishop (1990) describes text selection using the metaphor of windows (text that explore views we may not be familiar with) and mirrors (texts which reflect our own experiences). Additionally, critical global literacies (Yoon et al., 2018) allow students and teachers to expand their views of texts while focusing on the power dynamics at play in them.\u00a0<\/p><p style=\"text-align: justify\">In classrooms where the make up of students who are not part of the socially dominant groups, choosing texts that affirm their lived experiences is essential. This can be done with careful choices of children\u2019s picture books and young adult texts. Similarly, it is critical to incorporate texts and experiences that intentionally widen our views. Adolescent learners desire authentic reasons to read and write (Stewart, 2017) and are primed to engage in critical global literacies. We will share examples of pre-service secondary teachers&#8217; lesson and unit plans with globally-focused texts. The plans demonstrate multiple dimensions of critical global literacy, including developing awareness, making connections, analyzing and critiquing, and promoting social and political action (Yoon et al., 2018). By using current, meaningful young adult literature, the pre-service teachers\u2019 units allow students to engage with texts as windows to an ever-changing global landscape.<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong><\/span> critical global literacies, culturally relevant texts, young adult literature, children\u2019s literature\u00a0<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Sims-Bishop, R. (1990). Mirrors, windows, and sliding glass doors. <em>Perspectives: Choosing and Using Books for the Classroom<\/em>, <em>6<\/em>(3), ix\u2013xi.<\/li><li>Stewart, M. A. (2017). <em>Keep it R.E.A.L.!: Relevant, engaging, and affirming literacy for adolescent English learners<\/em>. Teachers College Press.\u00a0<\/li><li>Yoon, B., Yol, \u00d6., Haag, C., &amp; Simpson, A. (2018). Critical global literacies: A new instructional framework in the global era. <em>Journal of Adolescent &amp; Adult Literacy<\/em>, <em>62<\/em>(2), 205\u2013214. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.1002\/jaal.763\">https:\/\/doi.org\/10.1002\/jaal.763<\/a><\/span><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-2c4ac18 elementor-widget elementor-widget-spacer\" data-id=\"2c4ac18\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-7a3d3f91 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"7a3d3f91\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-222515d2\" data-id=\"222515d2\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-5acc9877 elementor-widget elementor-widget-text-editor\" data-id=\"5acc9877\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"PC\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>C<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-68f55281 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"68f55281\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-248617c0\" data-id=\"248617c0\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-392b5d3c e-transform elementor-widget elementor-widget-toggle\" data-id=\"392b5d3c\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scaleX_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-9591\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-9591\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Casado Villanueva, Maria (University of South-Eastern Norway) - Multilingualism and multimodality: Approaching Pablo Neruda\u2019s life and poems with picturebooks<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-9591\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-9591\"><h5><span style=\"color: #e72f72\"><strong>Multilingualism and multimodality: Approaching Pablo Neruda\u2019s life and poems with picturebooks<\/strong><\/span><\/h5><ul><li><strong>Maria Casado Villanueva, University of South-Eastern Norway<\/strong><\/li><\/ul><p><span style=\"color: #000080\"><em>Part of the panel <strong>Exploring multilingual and multimodal texts: Aesthetic and pedagogical approaches.<\/strong><\/em><\/span><\/p><p style=\"text-align: justify\">This paper focuses on two multilingual picturebooks<em>: Pablo Neruda, Poet of the People<\/em> (2011), a biography of the Chilean poet, and <em>Book of Questions\/Libro de las preguntas <\/em>(2022), a bilingual illustrated edition of one of his poetry collections. The first provides facts about Neruda\u2019s life also engaging readers visually, and its illustrations integrate words in English and Spanish exploiting their phonemic and iconic materiality. In the second, the reading experience is shaped by the intriguing connections created by the combination of Neruda\u2019s poetic questions and the illustrator\u2019s artwork.\u00a0<\/p><p style=\"text-align: justify\">Drawing on methodologies for studying verbal-visual interactions (Painter et al., 2013), on approaches underscoring the connection between aesthetics and literacy (van Leeuwven, 2020; Nikolajeva, 2014), and of multilingualism and art (Gardner-Chloros, 2014), the presentation will focus on the analysis of some of the elements which make these books especially suited to be used in the classrooms to help pupils achieve educational and subject-specific goals of ELT. The analysis will underscore these books\u2019 potential to invite exploration, investigation, communication of experiences and to inspire creative responses, steps that enhance in-depth reading (Bland, 2023). Ultimately, they may provide experiences that may shape the pupils\u2019 attitudes towards languages, literature and art in and beyond educational contexts.\u00a0<\/p><p><span style=\"color: #e72f72\"><strong>Keywords<\/strong>:<\/span> picturebooks, Pablo Neruda, multilingualism, poetry, multimodality<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Brown, M., illus. J. Paschkis (2011). <em>Pablo Neruda Poet of the People\/Poeta del. <\/em>Henry Holt.\u00a0<\/li><li>Neruda, P., illus. P. Valdivia, trans. S. E. Paulson (2022). <em>Book of Questions\/Libro de Las Preguntas. <\/em>Enchanted Lion Books.\u00a0<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Bland, J. (2023). Deep reading for in-depth learning. In M. M. Echevarr\u00eda (Ed.), <em>Rehumanizing the language curriculum<\/em> (pp. 81\u201399). Peter Lang.<\/li><li>Gardner-Chloros, P. (2014). Multilingualism and the arts: Introduction. <em>International Journal of Bilingualism<\/em>, <em>18<\/em>(2), 95\u201398.\u00a0<span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.1177\/1367006912458388\">https:\/\/doi.org\/10.1177\/1367006912458388<\/a><\/span><\/li><li>Nikolajeva, M. (2014). <em>Reading for learning: Cognitive approaches to children\u2019s literature<\/em>. John Benjamins Publishing Company.<\/li><li>Painter, C., Unsworth, L., &amp; Martin, J.R. (2013). <em>Reading visual narratives: Image analysis of children\u2019s picture books<\/em>. Equinox Publishing.\u00a0<\/li><li>van Leeuwen, T. (2020). Looking good: Aesthetics, multimodality and literacy studies. In J. Rowsell, &amp; K. Pahl (Eds.), <em>The Routledge handbook of literacy studies<\/em> (pp. 426\u2013439). Routledge.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-9592\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-9592\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Chiquito-G\u00f3mez, Tatiana and Ra\u00fal Alberto Mora (Universidad Pontificia Bolivariana) - Exploring migrant literature in preservice English teacher education as a gateway to critical consciousness<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-9592\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-9592\"><h5><span style=\"color: #e72f72\"><strong>Exploring migrant literature in preservice English teacher education as a gateway to critical consciousness <\/strong><\/span><\/h5>\n<ul>\n \t<li><strong>Tatiana Chiquito-G\u00f3mez, Literacies in Second Languages Project, Universidad Pontificia Bolivariana, Colombia (and Norway)<\/strong><\/li>\n \t<li><strong>Ra\u00fal Alberto Mora, <\/strong><strong>Literacies in Second Languages Project, Universidad Pontificia Bolivariana, Colombia (and Norway)<\/strong><\/li>\n<\/ul>\n<p style=\"text-align: justify\">We are facing a renewed focus on what English teachers do in their classrooms. Teacher education programs must address reading comprehension challenges in more diverse global classrooms (Habberger-Conti, 2021; Ibrahim, 2022). This calls for proposals beyond the geographical regions that have led the conversation and knowledge production (Mora et al., 2022; Veum et al., 2022). This presentation shares the experiences of a teacher education program in Colombia to weave migrant literature (Pourjafari &amp; Vahidpour, 2014) with in-depth learning as a possibility to provide prospective teachers with more elements to mix the reading comprehension experience with a critical view of texts and the world.<\/p>\n<p style=\"text-align: justify\">By actively involving prospective teachers as motivated participants in class discussions and practical experiences in some of the methods courses in this program, the study seeks to enhance their preparedness for and confrontation with contemporary challenges and future uncertainties. The research will emphasize diversity, critical literacy, and interculturality through children&#8217;s literature. Our goal is to create learning environments that help students understand diverse perspectives, develop critical thinking skills, and engage in intercultural dialogue. This research aims to improve education and prepare students for a changing world.<\/p>\n<span style=\"color: #e72f72\"><strong>Keywords: <\/strong><\/span>diversity, migrant literature, critical literacy, interculturality, critical consciousness\n\n<span style=\"color: #e72f72\"><strong>References<\/strong><\/span>\n<ul>\n \t<li>Habegger-Conti, J. L. (2021). \u2018Where am I in the text?\u2019: Standing with refugees in graphic narratives. <em>Children\u2019s Literature in English Language Education, 9<\/em>(2), 52-66. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/clelejournal.org\/wp-content\/uploads\/2021\/12\/CLELE-9.2-Where-am-I-in-the-text.pdf\">https:\/\/clelejournal.org\/wp-content\/uploads\/2021\/12\/CLELE-9.2-Where-am-I-in-the-text.pdf<\/a><\/span><\/li>\n \t<li>Ibrahim, N. C. (2022). Examining a Northern S\u00e1mi-Norwegian dual language picturebook in English language education through a critical translingual-transcultural lens. <em>Intercultural Communication Education, 5<\/em>(3), 105\u2013124. <a href=\"https:\/\/doi.org\/10.29140\/ice.v5n3.847\"><span style=\"color: #ff6600\">https:\/\/doi.org\/10.29140\/ice.v5n3.847<\/span><\/a><\/li>\n \t<li>Mora, R. A., Ca\u00f1as, C., Guti\u00e9rrez-Arismendy, G., Ram\u00edrez, N. A., Gaviria, C. A., &amp; Golov\u00e1tina-Mora, P. (2022). Critical literacies in Colombia: Social transformation and disruption ingrained in our local realities. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, &amp; R. S. de Roock (Eds.), <em>The handbook of critical literacies<\/em> (pp. 151\u2013158). Routledge. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.4324\/9781003023425-17\">https:\/\/doi.org\/10.4324\/9781003023425-17<\/a><\/span><\/li>\n \t<li>Pourjafari, F., &amp; Vahidpour, A. (2014). Migration literature: A theoretical perspective. <em>The Dawn Journal<\/em>, <em>3<\/em>(1), 679\u2013692. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/thedawnjournal.in\/wp-content\/uploads\/2013\/12\/2-Fatemeh-Pourjafari.pdf\">https:\/\/thedawnjournal.in\/wp-content\/uploads\/2013\/12\/2-Fatemeh-Pourjafari.pdf<\/a><\/span><\/li>\n \t<li>Veum, A., Layne, H., Kumpulainen, K., &amp; Vivitsou, M. (2022). Critical literacy in the Nordic education context: Insights from Finland and Norway. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, &amp; R. S. de Roock (Eds.), <em>The handbook of critical literacies<\/em> (pp. 273\u2013280). Routledge. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.4324\/9781003023425-31\">https:\/\/doi.org\/10.4324\/9781003023425-31<\/a><\/span><strong>\n<\/strong><\/li>\n<\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-9593\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-9593\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Cvetkovic, Marina and Olja Milosevic (The International School of Belgrade) - <i>The White Tiger<\/i> as stimulus for discussing oppression<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-9593\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-9593\"><h5><span style=\"color: #e72f72\"><strong><em>The White Tiger<\/em><\/strong><strong> as stimulus for discussing oppression<\/strong><\/span><\/h5><ul><li><strong>Marina Cvetkovic, The International School of Belgrade, Serbia<\/strong><\/li><li><strong>Olja Milosevic, The International School of Belgrade, Serbia<\/strong><\/li><\/ul><p style=\"text-align: justify\">We shall present the unit titled \u201cEscape from Oppression\u201d which was taught to a group of advanced EFL students in one high school in Serbia. To help students examine socialization within unjust systems and explore different forms of oppression and their impact on people (Bell, 2007), <em>The White Tiger<\/em> (2008) by Aravind Adiga was incorporated into the unit. The novel depicts the main character\u2019s class struggle and attempts to escape restrictions of society. As such, it served as the catalyst for initiating a discourse that prompted examination of different reactions to societal expectations and the stereotypical portrayal of specific groups. Students examined the story, identified forms of oppression both in the novel and within their own environment, and discussed how to help the marginalized. The novel provided a framework for the students to recognize the pervasiveness of oppression (Isaqzadeh et al., 2020; Kello, 2016) and motivated them to actively seek out instances of oppression within their own circumstances.<\/p><p style=\"text-align: justify\">The presentation includes details of the classwork and its stages, activities such as reading and analyzing literary texts, exploring visible and concealed injustices, summative assessments, peer and teacher feedback (Santos, 2013). It also provides insights into students\u2019 newly gained perspectives about the challenges faced by marginalized groups.<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Adiga, A. (2008). <em>The White Tige<\/em>r. Free Press.\u00a0<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Isaqzadeh, M., Gulzar, S., &amp; Shapiro, J. (2020). Studying sensitive topics in fragile contexts. In J. Hoogeveen, &amp; U. Pape (Eds.), <em>Data collection in fragile states <\/em>(pp. 173\u2013192). Palgrave Macmillan.<\/li><li>Kello, K. (2016). Sensitive and controversial issues in the classroom: Teaching history in a divided society. <em>Teachers and Teaching, 22<\/em>(1), 35\u201353.<\/li><li>Santos, D. (2013). \u2018This activity is far from being a pause for reflection\u2019: An exploration of ELT authors\u2019, editors\u2019, teachers\u2019 and learners\u2019 approaches to critical thinking. In J. Gray (Ed.),<em> Critical perspectives on language teaching materials <\/em>(pp. 88\u2013121). Palgrave Macmillan.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-71fe815 elementor-widget elementor-widget-spacer\" data-id=\"71fe815\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-650f24a elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"650f24a\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-1fa8b750\" data-id=\"1fa8b750\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-49b7f694 elementor-widget elementor-widget-text-editor\" data-id=\"49b7f694\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"PD\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>D<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-1f9e0af9 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"1f9e0af9\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-66a50573\" data-id=\"66a50573\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-5005c15d e-transform elementor-widget elementor-widget-toggle\" data-id=\"5005c15d\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scaleX_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1341\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-1341\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Deszcz-Tryhubczak, Justyna (University of Wroc\u0142aw) - English language teaching and children\u2019s literature of the anthropocene: A focus on loss, grief, mourning, and remembrance<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1341\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-1341\"><h5><span style=\"color: #e72f72\"><strong>English language teaching and children\u2019s literature of the anthropocene: A focus on loss, grief, mourning, and remembrance\u00a0<\/strong><\/span><\/h5><ul><li><strong>Justyna Deszcz-Tryhubczak, University of Wroc\u0142aw, Poland<\/strong><\/li><\/ul><p style=\"text-align: justify\">The Anthropocene poses unprecedented epistemological and affective challenges, including the confrontation with the sixth extinction and the prospect of the Age of (Human) Loneliness (Wilson, 2016). As a children\u2019s culture scholar exploring texts addressed to young audiences and the role of scholarship in this field in facing the (post-)Anthropocene, I contribute to ELT research by inviting a reflection on how teaching English with children\u2019s literature may address the need to grieve, mourn, and commemorate more-than-human (animal, vegetal, water, air, mineral) loss (Cunsolo &amp; Landman, 2017). Thinking with Shaun Tan\u2019s <em>Tales From the Inner City<\/em> (2018) and Robert Macfarlane and Jackie Morris\u2019s <em>The Lost Words: A Spell Book<\/em> (2017) as texts attending to current and future ecological losses, I suggest that ELT become part of the planetary literacies, a cultural, political, and social project aimed at enabling children, young people, and adults to face the Anthropocene response-ably; that is with openness, curiosity, creativity, mindfulness, attentiveness, and care (Murris &amp; Somerville, 2022). I conclude with a reflection of how such an orientation in ELT (Goulah &amp; Katunich, 2020) engenders an ecological sensibility to our being always already situated in human-more-than-human entanglements and encourage us to live better with the earthly others.\u00a0\u00a0<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong><\/span> the (post-)Anthropocene, planetary literacies, mourning, grief, human and more-than-human entanglements<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Macfarlane, R., illus. J. Morris (2017). <em>The lost words: A spell book<\/em>. House of Anansi Press.<\/li><li>Tan, S. (2018). <em>Tales from the inner city<\/em>. Scholastic.<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Cunsolo, A., &amp; Landman, K. (2017). <em>Mourning nature: Hope at the heart of ecological loss and grief<\/em>. McGill-Queen\u2019s University Press.<\/li><li>Goulah, J., &amp; Katunich, J. (2020). <em>TESOL and sustainability: English language teaching in the Anthropocene era<\/em>. Bloomsbury Academic.\u00a0<\/li><li>Murris, K., &amp; Somerville, M. J. (2022). Planetary literacies for the Anthropocene. In J. Zacher Pandya, R. A. Mora, J. H. Alford, N. A. Golden, &amp; R. Santiago de Roock (Eds.), <em>The handbook of critical literacies<\/em> (pp. 335\u2013344). Routledge.<\/li><li>Wilson, E. O. (2016). <em>Half earth: Our planet\u2019s fight for life.<\/em> Liveright Publishing Corporation.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1342\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-1342\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Dodou, Katherina and Lisbeth Brevik (University of Oslo) - The teaching of literature in English in Norwegian lower secondary classrooms: Findings from a large-scale video-observation study<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1342\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-1342\"><h5><span style=\"color: #e72f72\"><strong>The teaching of literature in English in Norwegian lower secondary classrooms: Findings from a large-scale video-observation study\u00a0<\/strong><\/span><\/h5><ul><li><strong>Katherina Dodou, University of Oslo, Norway<\/strong><\/li><li><strong> Lisbeth Brevik, University of Oslo, Norway<\/strong><\/li><\/ul><p style=\"text-align: justify\">Our presentation, which illuminates everyday school teaching practices, provides empirical data and discussion about literature teaching in English lessons in Norwegian lower secondary schools. Specifically, we shed light on the frequency with which literary texts occur and the kinds of texts used, as well as the opportunities teachers create for students to explore literary texts. By exploration we mean whether teaching invites students\u2019 substantive engagement in a literary text and their thoughtful interrogation of some aspect of it (Bland, 2022; Delanoy et al., 2015; Hansen, 2023; Nystrand et al., 1997). We account for results from a large-scale video-observation study of naturally occurring English teaching conducted within the EDUCATE project which evaluates the latest curricular reform in Norway. Our sample comprises 173 video-recorded English lessons from 38 lower secondary classrooms in the period 2015\u20132023. Our findings, which have important implications for teacher education, indicate that literature, not least for children and young adults, occurs frequently in lessons and that literature teaching often invites students to engage in literary texts in ways that require a degree of reasoning and interpretation. While teaching encourages students\u2019 involvement with literary texts, its potential to unpack the texts is not always realized.\u00a0\u00a0<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong> <\/span>literature teaching, lower secondary schools, video-observation study, naturalistic English teaching, literature education research\u00a0<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Bland, J. (2022). <em>Compelling stories for English language learners: Creativity, interculturality and critical literacy<\/em>. Bloomsbury.<\/li><li>Delanoy, W., Eisenmann, M., &amp; Matz, F. (Eds). (2015). <em>Learning with literature in the EFL classroom<\/em>. Peter Lang.<\/li><li>Hansen, T. I. (2023). 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. <em>L1-Educational Studies in Language and Literature<\/em>, <em>23<\/em>, 1\u201326.\u00a0<\/li><li>Nystrand, M., Gamoran, A., Kachur, R., &amp; Prendergast, C. J. (1997). <em>Opening dialogue: Understanding the dynamics of language and learning in the English classroom<\/em>. Teachers College Press.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1343\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-1343\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Duckworth, Melanie (\u00d8stfold University College) - Reflections on reading and mapping Trace Balla\u2019s <i>Landing With Wings<\/i> with student teachers<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1343\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-1343\"><h5><span style=\"color: #e72f72\"><strong>Reflections on reading and mapping Trace Balla\u2019s <em>Landing With Wings <\/em>with student teachers\u00a0<\/strong><\/span><\/h5><ul><li><strong>Melanie Duckworth, \u00d8stfold University College, Norway<\/strong><\/li><\/ul><p style=\"text-align: justify\">Australian writer and illustrator Trace Balla\u2019s graphic novels depict non-Indigenous children building relationships with the natural world, including plants, animals, and places, in conversation and partnership with Indigenous Australians. This presentation builds on my previous work on Indigeneity and counter-mapping in Trace Balla\u2019s graphic novels (Duckworth, 2022). Balla\u2019s graphic novels decolonize the act of mapping and envision a respectful relationship with Australian landscape, plants, and animals by mapping children\u2019s perspectives in conversation with Indigenous Australians. This paper reflects on the experience of reading Balla\u2019s graphic novel <em>Landing With Wings<\/em> with fifth year EFL student teachers in Norway. The student teachers are encouraged to read the text from ecocritical perspectives (Goga, 2017; Moriarty, 2020) and in relation to practices of listening to Indigenous cultures (Leane, 2007; Milroy &amp; Milroy, 2008). I have observed that Norwegian student teachers struggle to introduce information about Australian Aboriginal people to Norwegian pupils without falling back on stereotypes. By exploring this text alongside texts by Indigenous authors (Kwaymullina, 2012, 2020; Morgan, 2015) and creating their own \u2018walking maps,\u2019 student teachers are encouraged to reflect on the cultural and ecological diversity of landscapes and to explore their own relationships with place.\u00a0<\/p><p><span style=\"color: #e72f72\"><strong>Keywords<\/strong><\/span>: Indigeneity, Australia, ecocriticism, mapping, graphic novels\u00a0<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Balla, T. (2020). <em>Landing With wings<\/em>. Allen &amp; Unwin.<\/li><li>Kwaymullina, A. (2012). <em>The Interrogation of Ashala Wolf<\/em>. Walker Books.\u00a0<\/li><li>Kwaymullina, A. (2020). <em>Living on Stolen Land<\/em>. Magabala Books.\u00a0<\/li><li>Morgan, S. (2015). <em>Sister Heart<\/em>. Freemantle Press.<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Duckworth, M. (2022). Mapping, countermapping, and country in Trace Balla\u2019s graphic novels. <em>Nordic Journal of Childlit Aesthetics, 13<\/em>(1), 1\u201313. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.18261\/blft.13.1.4\">https:\/\/doi.org\/10.18261\/blft.13.1.4<\/a><\/span><\/li><li>Goga, N. (2017). A feeling of nature in contemporary Norwegian picturebooks. <em>Encyclopaideia<\/em>, <em>49<\/em>, 81\u201397.<\/li><li>Leane, J. (2007). <em>Teaching with BlackWords: Aboriginal and Torres Strait Islander writers and storytellers<\/em>. Austlit. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/www.austlit.edu.au\/austlit\/page\/14121988\">https:\/\/www.austlit.edu.au\/austlit\/page\/14121988<\/a><\/span><\/li><li>Milroy, G., &amp; Milroy, J. (2008). Different ways of knowing: Trees are our family too. In M. Tjalaminu, B. Kwaymullina, &amp; S. Morgan (Eds.), <em>Heartsick for country: Stories of love, spirit, and creation <\/em>(pp. 22\u201342). Freemantle Press.<\/li><li>Moriarty, S. (2020). Visual scaling in children\u2019s picturebooks: Ecopedagogy and children\u2019s literature. <em>DEP: Deportate, Esuli, Profughe,<\/em> <em>44<\/em>, 119\u2013136.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-761546b1 elementor-widget elementor-widget-spacer\" data-id=\"761546b1\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-567bdd17 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"567bdd17\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-4c6d251d\" data-id=\"4c6d251d\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-75bdbb71 elementor-widget elementor-widget-text-editor\" data-id=\"75bdbb71\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"PG\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>G<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-4c843250 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"4c843250\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-1582e740\" data-id=\"1582e740\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-7b928e88 e-transform elementor-widget elementor-widget-toggle\" data-id=\"7b928e88\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scaleX_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-2071\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-2071\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Garces-Bacsal, Rhoda Myra (UAE University) - Interculturality, critical literacy, and social justice through diverse picturebooks for diverse children<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-2071\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-2071\"><h5><span style=\"color: #e72f72\"><strong>Interculturality, critical literacy, and social justice through diverse picturebooks for diverse children<\/strong><\/span><\/h5><ul><li><strong>Rhoda Myra Garces-Bacsal, United Arab Emirates University, UAE<\/strong><\/li><\/ul><p style=\"text-align: justify\">In order to disrupt racial inequity in education one must first be able to acknowledge that it exists. In order to teach for social justice one must first be able to <em>read for social justice<\/em>. This session will push participants to reimagine the idea of reading as an act of resistance, hope, and transformation. Despite the changing school demographics indicating greater diversity in today\u2019s classrooms (Auzina, 2018), research indicates how teachers have little cognizance of the cultural backgrounds of their students (Nguyen, 2012) and, more importantly, narratives that allow students to see themselves represented as embedded in the curriculum (Gay, 2018). This presentation leverages on an inter-institutional research project that includes the development of an international catalogue of picturebook titles that tackle themes on global awareness and sensitivity and social justice issues. Participants will be introduced to text-sets that engage in \u2018restorying\u2019 (Thomas, 2022) or counter-storytelling that serve to reclaim dignity, grace, and joy among marginalized communities and people of color. Using Muhammad\u2019s (2020) historically responsive literacy framework, participants will explore how the text-sets can be used for (1) identity development, (2) skills development, (3) intellectual development, and (4) criticality to further explore issues related to power, positionality, and voice.<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Auzina, A. (2018). Teacher competencies for facing challenges of globalisation in education.\u00a0<em>Journal of Education, Culture &amp; Society<\/em>, <em>9<\/em>(2), 24\u201337. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.15503\/jecs20182.24.37\">https:\/\/doi.org\/10.15503\/jecs20182.24.37<\/a><\/span><\/li><li>Gay, G. (2018). <em>Culturally responsive teaching: Theory, research, and practice<\/em>. Teachers College Press.\u00a0<\/li><li>Muhammad, G. (2020). <em>Cultivating genius: An equity framework for culturally and historically responsive literacy.\u00a0<\/em>Scholastic Teaching Resources.<\/li><li>Nguyen, H. T. (2012). Culturally and linguistically diverse students with giftedness: How teachers and parents can support their academic and social needs. <em>Multicultural Education, 19<\/em>(2), 10\u201317.<span style=\"color: #ff6600\"> <a style=\"color: #ff6600\" href=\"https:\/\/eric.ed.gov\/?id=EJ1001519\">https:\/\/eric.ed.gov\/?id=EJ1001519<\/a><\/span><\/li><li>Thomas, E. E. (2022). <em>Shadow books: Considering enslavement and its legacy in children\u2019s literature<\/em>. School Library Journal<em>. <\/em><span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/www.slj.com\/story\/shadow-books-considering-enslavement-and-its-legacy-in-hildrens-iterature\">https:\/\/www.slj.com\/story\/shadow-books-considering-enslavement-and-its-legacy-in-hildrens-iterature<\/a><\/span><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-2072\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-2072\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Graham, Suzanne (University of Reading); Alison Porter and James Turner (University of Southampton) -   Digital professional development for digital literacy: Improving language teacher sense of competence, autonomy and relatedness<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-2072\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-2072\"><h5><span style=\"color: #e72f72\"><strong>Digital professional development for digital literacy: Improving language teacher sense of competence, autonomy and relatedness<\/strong><\/span><\/h5><ul><li><strong>Suzanne Graham, University of Reading, UK, <\/strong><\/li><li><strong>Alison Porter, University of Southampton, UK, <\/strong><\/li><li><strong>James Turner, University of Southampton, UK<\/strong><\/li><\/ul><p style=\"text-align: justify\">In the UK, as in other contexts, primary school foreign language learning (PFL) suffers from teacher-related issues concerning lack of language-specific expertise or training for those who are generalist teachers. These issues pose threats to PFL teachers\u2019 motivation, especially their sense of autonomy, relatedness and competence (Deci &amp; Ryan, 2000).\u00a0<\/p><p style=\"text-align: justify\">Digital Professional Development (DPD) has been found to promote language teacher sense of competence, autonomy and relatedness (Hauk\u00e5s et al., 2022). Yet there is little evidence on exactly <strong>how<\/strong> DPD has this effect (Lantz-Andersson et al., 2018), nor in relation to key aspects of teachers\u2019 work, namely developing PFL literacy and associated attributes of empathy and creativity (Bland, 2022).<\/p><p style=\"text-align: justify\">This presentation reports on a research project that aimed to address these research gaps.\u00a0Thirty-five PFL teachers participated in DPD that focused on children\u2019s PFL literacy, particularly on the use of digital stories for developing comprehension strategies, phonological and lexical knowledge, but also empathy and creativity. Analysing data from questionnaires and interactional teacher data from the DPD digital platform, we present findings that consider how far and in what ways the DPD improved teacher sense of competence, autonomy and relatedness, alongside their understanding of empathy and creativity and associated pedagogic skills.\u00a0<\/p><p><span style=\"color: #e72f72\"><strong>Keywords: <\/strong><\/span>digital professional development, digital literacy, empathy, creativity, teacher motivation<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Bland, J. (2022).\u00a0<em>Compelling stories for English language learners: Creativity, interculturality and critical literacy<\/em>. Bloomsbury.<\/li><li>Deci, E. L., &amp; Ryan, R. M. (2000). The \u201cwhat\u201d and \u201cwhy\u201d of goal pursuits: Human needs and the self-determination of behavior. <em>Psychological Inquiry<\/em>, <em>11<\/em>, 227\u2013268<\/li><li>Hauk\u00e5s, A., Pietzuch, A., &amp; Schei, J.H.A. (2022). Investigating the effectiveness of an online language teacher education programme informed by self-determination theory. <em>Language Learning Journal. <\/em><span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.1080\/09571736.2022.2027001\">https:\/\/doi.org\/10.1080\/09571736.2022.2027001<\/a><\/span><\/li><li>Lantz-Andersson, A., Lundin, M., &amp; Selwyn, N. (2018). Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups. <em>Teaching and Teacher Education, 75<\/em>, 302\u2013315. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.1016\/j.tate.2018.07.008\">https:\/\/doi.org\/10.1016\/j.tate.2018.07.008<\/a><\/span><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-2073\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-2073\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Grosch, Heidi Haavan (Nord University) - Learning to see: Using children\u2019s literature to rediscover nature<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-2073\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-2073\"><h5><span style=\"color: #e72f72\"><strong>Learning to see: Using children\u2019s literature to rediscover nature<\/strong><\/span><\/h5><ul><li><strong>Heidi Haavan Grosch, Nord University, Norway<\/strong><\/li><\/ul><p style=\"text-align: justify\">Literature, with nature as a focus, can be a pedagogical tool to help English language learners develop critical and creative thinking, ecological sensitivity and openness to new perspectives. Richard Louv (2010) discusses the disconnect children have to the natural world and emphasizes how essential it is that we find ways for them to reconnect. Children\u2019s literature can be a key to open that door. Among other scholars, Massey &amp; Bradford (2011) and T\u00f8rnby (2020, p. 84) suggest that nature in literary texts can influence how children understand and cope with actual environmental challenges, which in turn may heighten their understanding of ecocitizenship. The novel <em>The Last Bear<\/em> (Gold, 2022), for example, addresses global warming and the plight of the polar bear as seen through young April\u2019s encounter with one. In the picturebook, <em>Daniel Finds a Poem<\/em> (Archer, 2016), a young boy discovers nature\u2019s poetic voice and begins to invest in his environment in a new way. My session will be an interactive presentation offering concrete ideas on how to deepen relationships to and spark curiosity about nature \u2013 both in our own classrooms and for own wellbeing.<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Archer, M<em>. <\/em>(2016).<em> Daniel Finds a Poem. <\/em>Nancy Paulsen Books.\u00a0<\/li><li>Gold, H. (2022) <em>The Last Bear.<\/em> Harper Collins.<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Louv, R. (2010). <em>Last child in the woods: Saving our children from nature-deficit disorder.<\/em> Atlantic Books.<\/li><li>Massey, G., &amp; Bradford, C. (2011). Children as ecocitizens: Ecocriticism and environmental texts. In K. Mallan, &amp; C. Bradford (Eds.), <em>Contemporary children\u2019s\u00a0literature and film: Engaging with theory. <\/em>Palgrave Macmillan.<\/li><li>T\u00f8rnby, H. (2020). <em>Picturebooks in the classroom: Perspectives on life skills, sustainable development and democracy &amp; citizenship. <\/em>Fagbokforlaget.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-5ecbb416 elementor-widget elementor-widget-spacer\" data-id=\"5ecbb416\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-37941b22 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"37941b22\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-526a4152\" data-id=\"526a4152\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-7f9ada71 elementor-widget elementor-widget-text-editor\" data-id=\"7f9ada71\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"PH\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>H<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-6d5f2987 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"6d5f2987\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-f362119\" data-id=\"f362119\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-1afc1554 e-transform elementor-widget elementor-widget-toggle\" data-id=\"1afc1554\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scaleX_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-4521\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-4521\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Haines, Colin (OsloMet) - Queering ever after: Citation and subversion in Trung Le Nguyen\u2019s <i>The Magic Fish<\/i><\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-4521\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-4521\"><h5><span style=\"color: #e72f72\"><strong>Queering ever after: Citation and subversion in Trung Le Nguyen\u2019s <em>The Magic Fish<\/em><\/strong><\/span><\/h5><ul><li><strong>Colin Haines, Oslo Metropolitan University, Norway<\/strong><\/li><\/ul><p><span style=\"color: #000080\"><em>Part of the panel <strong>Criticality and diversity in English literature didactics<\/strong><\/em><\/span><\/p><p style=\"text-align: justify\">This paper examines Trung Le Nguyen\u2019s 2020 graphic novel <em>The Magic Fish<\/em> through the lens of queer theory. The American-born son of Vietnamese refugees, Ti\u1ebfn wishes to tell his parents that he is gay, though does not know how, lacking \u201cthe Vietnamese words for it.\u201d Central to the narrative are the fairy tales that mother and son tell each other, a tradition they have carried on since Ti\u1ebfn was a child. Noting the way in which fairy tales both differ across cultures and, at the same time, remain constant, Ti\u1ebfn\u2019s mother notes that fairy tales \u201ccan change, almost like costumes.\u201d Drawing on Butler\u2019s (1993) theory of performativity, this study argues that the retelling of fairy tales constitutes a citational practice, one which not only instantiates and strengthens the heterosexual norm of these narratives, but likewise provides the means for undoing it. Insofar as fairy tales \u201ccan change,\u201d their \u201cscript\u201d can too, something both mother and son discover at the end of the novel. While a queer resignification of fairy tale norms is by no means new, this study will argue that <em>The Magic Fish<\/em> likewise subverts the narrative tropes of coming out and what Sara Ahmed (2017) has called \u201cqueer fatalism.\u201d\u00a0<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong> <\/span><em>The Magic Fish<\/em>, queer theory, fairy tales, coming out, queer fatalism<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Nguyen, T. L. (2020). <em>The Magic Fish. <\/em>RH Graphic.<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Ahmed, S. (2017, January 13). <em>Queer fatalism<\/em>. feministkilljoys. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/feministkilljoys.com\/2017\/01\/13\/queer-fatalism\/\">https:\/\/feministkilljoys.com\/2017\/01\/13\/queer-fatalism\/<\/a><\/span><\/li><li>Butler, J. (1993). <em>Bodies that matter: On the discursive limits of \u201csex\u201d.<\/em> Routledge.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-4522\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-4522\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Hanssen, Jessica Allen (Nord University) - Author intention in English education: Does it matter? The gender critical case of J.K. Rowling<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-4522\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-4522\"><h5><span style=\"color: #e72f72\"><strong>Author intention in English education: Does it matter? The gender critical case of J.K. Rowling<\/strong><\/span><\/h5><ul><li><strong>Jessica Allen Hanssen, Nord University, Norway<\/strong><\/li><\/ul><p style=\"text-align: justify\">An author\u2019s biography and circumstance are obvious interest areas for young readers, but with the rise of New Criticism and its Deconstructionist offshoots purely textual readings became normalized (Barthes, 1967\/1977; Foucault, 1969). Debate on the authorial role became largely obsolete in classrooms.<\/p><p style=\"text-align: justify\">When teachers consider J.K. Rowling of <em>Harry Potter<\/em> fame, though, the debate reopens. Rowling affirmed, in an October 2007 BBC interview, a detail that was but suggested in her novels: beloved schoolmaster Albus Dumbledore was gay. Rowling\u2019s pronouncement was well received, both by those present and those in the Potterverse diaspora, and largely accepted as canon (Kidd, 2008).\u00a0<\/p><p style=\"text-align: justify\">Yet, as social media enables Rowling\u2019s later, polarizing views on biology and gender to stretch beyond the novels\u2019 domain and into young learners\u2019 lifeworlds, teachers and teacher educators who previously engaged her novels as inclusive ELT material might be reconsidering <em>Harry Potter<\/em>\u2019s, and Rowling\u2019s, role in their classrooms. A dilemma manifests: should teachers leave Rowling\u2019s ideology out of their instruction and focus on \u201cthe art and what we do with it\u201d (Bland, 2023, p. iii), or should they acknowledge the impact of Rowling\u2019s public presence (Duggan, 2022), which requires extratextual participation.\u00a0<\/p><p style=\"text-align: justify\">This presentation contextualizes this dilemma and offers perspective.\u00a0<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong><\/span> Rowling, New Criticism, canonicity, critical theory, middle-grades ELT<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Barthes, R. (1977). The death of the author (S. Heath, Transl.). In R. Barthes (Ed.), <em>Image, music, text <\/em>(pp. 142\u2013148).\u00a0Fontana. (Original work published 1967)<\/li><li>Bland, J. (2023). Editorial: The challenge of complexity \u2013 In-depth learning in ELT. <em>Children\u2019s Literature in English Language Education<\/em>, <em>11<\/em>(1), i\u2013vi.\u00a0<\/li><li>Duggan, J. (2022). Transformative readings: Harry Potter fan fiction, trans\/queer reader response, and J. K. Rowling.\u00a0<em>Children\u2019s Literature in Education,<\/em>\u00a0<em>53<\/em>, 147\u2013168.\u00a0<\/li><li>Foucault. M. (1969). What is an author? In J. D. Faubion (Ed.), <em>Aesthetics, method and epistemology <\/em>(pp. 205-222). The New Press.<\/li><li>Kidd, K. (2008). Introduction: Outing Dumbledore.\u00a0<em>Children\u2019s Literature Association Quarterly<\/em>,\u00a0<em>33<\/em>(2), 186\u2013187.\u00a0<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-1ddc20a3 elementor-widget elementor-widget-spacer\" data-id=\"1ddc20a3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-2aaa4333 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"2aaa4333\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-353d18fb\" data-id=\"353d18fb\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-e739a89 elementor-widget elementor-widget-text-editor\" data-id=\"e739a89\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"PI\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>I<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-183442d9 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"183442d9\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-7e9ef1b8\" data-id=\"7e9ef1b8\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-3577d79d e-transform elementor-widget elementor-widget-toggle\" data-id=\"3577d79d\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scaleX_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-8971\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-8971\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Ibrahim, Nayr (Nord University); Sunny Man Chu Lau and Lindsay Tolton (Bishop\u2019s University) - Teacher education in ELT through international placement: Reading for in-depth intercultural learning<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-8971\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-8971\"><h5><span style=\"color: #e72f72\"><strong>Teacher education in ELT through international placement: Reading for in-depth intercultural learning<\/strong><\/span><\/h5><ul><li><strong>Nayr Ibrahim, Nord University, Norway<\/strong><\/li><li><strong>Sunny Man Chu Lau, Bishop\u2019s University, Canada<\/strong><\/li><li><strong>Lindsay Tolton, Bishop\u2019s University, Canada<\/strong><\/li><\/ul><p style=\"text-align: justify\">Research on international placement has shown the benefits of border-crossing experiences, including transformed teacher identity, improved curricular design with a global perspective as well as desirable teacher qualities, such as self-reflexivity, empathy, and sensitivity to diverse cultures (Dressler et al., 2021; Lickteig et al., 2019). Hence, international experiential learning can act as a catalyst for growth in critical interculturality and ethical responsibility at the global scale.\u00a0<\/p><p style=\"text-align: justify\">This paper reports on preliminary findings from an international student teacher exchange project in Norway and Canada, which aims to explore <em>reading for in-depth learning<\/em> through children\u2019s literature (Bland, 2022). Using the RiDL Framework, mentor and student teachers co-designed and implemented lessons using selected children\u2019s literature to promote critical reading for intercultural learning.\u00a0<\/p><p style=\"text-align: justify\">Initial data, comprising in-depth interviews and curricular materials, show that the exchange experience heightened both mentor and student teachers\u2019 awareness of cultural differences regarding personal relationships and teaching and learning practices. Reflecting on these intercultural learning experiences, both parties recognise the importance of understanding learners\u2019 invisible cultural selves and identities and drawing thereon to build their reading curriculum. Their co-designed lessons fostered learners\u2019 emotional connections to global and social issues and offered insights to further develop the RiDL Framework for transformative practice.<\/p><p><span style=\"color: #e72f72\"><strong>Keywords<\/strong>:<\/span> children\u2019s literature, in-depth reading, international placement, teacher education, interculturality<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Bland, J. (2022). <em>Compelling stories for English language learners.<\/em> Bloomsbury.<\/li><li>Dressler, R., White Prosser, C., Liu, J., Jardine, L., Neutzling, N., Ma, Y., van Beers, R. A., Liu, N., Pira, R., &amp;\u00a0McCurdy, K. (2021). <em>Benefits of international teacher and student exchanges for participant outcomes, school communities and K\u201312 education systems: A review of the literature<\/em>. Alberta Teachers\u2019 Association.<\/li><li>Lickteig, A. D., Rozell, J., &amp; Peterson, A. (2019). Here is the place to begin your explorations: An autoethnographical examination into student teaching abroad. <em>Educational Considerations, 45<\/em>(1). <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.4148\/0146-9282.2173\">https:\/\/doi.org\/10.4148\/0146-9282.2173<\/a><\/span><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-343472e6 elementor-widget elementor-widget-spacer\" data-id=\"343472e6\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-1ce1c947 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"1ce1c947\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-254afbe5\" data-id=\"254afbe5\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-18b1d214 elementor-widget elementor-widget-text-editor\" data-id=\"18b1d214\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"PJ\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>J<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-60e4ad06 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"60e4ad06\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-716582b6\" data-id=\"716582b6\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-25f4af3e e-transform elementor-widget elementor-widget-toggle\" data-id=\"25f4af3e\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scaleX_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-6361\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-6361\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Jacobsen, Susanne Karen (University College Copenhagen) - Working with functional grammar and literature in teacher education<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-6361\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-6361\"><h5><span style=\"color: #e72f72\"><strong>Working with functional grammar and literature in teacher education<\/strong><\/span><\/h5><ul><li><strong>Susanne Karen Jacobsen, University College Copenhagen, Denmark<\/strong><\/li><\/ul><p style=\"text-align: justify\">In Denmark, as in other countries, national curriculum guidelines intend for language to be taught in context. Nonetheless, Gramma3, a large Danish research project conducted in 2018-2020, has confirmed a suspicion, that in Danish primary and lower secondary schools, language is mostly taught separately from content (Kabel et al., 2019). Gibbons (2015) and others suggest that the use of texts written for authentic communicative purposes might be a vehicle for language learning. However, most English language teaching resources available in Denmark do not integrate content and language learning.<\/p><p style=\"text-align: justify\">This talk reports how a group of student teachers designed, tried out and evaluated teaching units revolving around children\u2019s literature (Williams &amp; Normann, 2021) and functional grammar (Derewianka, 2022; Rose &amp; Martin, 2012). It provides examples of how students\u2019 self-chosen picturebooks, graphic novels and short stories have been their point of departure for setting up learning objectives for content learning as well as for language learning, how they have tested their designs with pupils on lower secondary level in Denmark during their practicum, and what their learning outcomes have been.\u00a0<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong> <\/span>functional grammar, content and language integrated learning, teacher education, children\u2019s literature<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Derewianka, B. (2022). <em>A new grammar companion for teachers<\/em> (3rd ed.). Petaa.<\/li><li>Gibbons, P. (2015). <em>Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom<\/em>. Heinemann.<\/li><li>Kabel, K., Christensen, M. Vedsgaard, Brok, L. S., Bruntt, K. L., Bjerre, K., Bock, K., Bruntt, K. L., Dolmer, G., Fregerslev, P., Gyde, I., Jacobsen, J. G. H., J\u00f8rgensen, N., Maibom, I., M\u00f8ller, H., Riis, S. M. V., Rohde, L., &amp; Spangenberg, J. (2019). <em>Hvordan \u00ad praktiseres undervisning i dansk , \u00adengelsk og tysk\u202f? Statusrapport Gramma3<\/em>.<\/li><li>Rose, D., &amp; Martin, J. R. (2012). <em>Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School<\/em>. Equinox.<\/li><li>Williams, G., &amp; Normann, A. (Eds.). (2021). <em>Literature for the English classroom: Theory in practice<\/em> (2nd ed.). Fagbokforlaget.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-6362\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-6362\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Jakobsen, Ingrid K. (UiT, The Arctic University of Norway) - Learning <i>with<\/i> and learning <i>about<\/i> picturebooks: In-depth learning with Anthony Browne\u2019s books in teacher education<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-6362\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-6362\"><h5><span style=\"color: #e72f72\"><strong>Learning <em>with<\/em> and learning <em>about<\/em> picturebooks: In-depth learning with Anthony Browne\u2019s books in teacher education<\/strong><\/span><\/h5><ul><li><strong>Ingrid K. Jakobsen, UiT, The Arctic University of Norway<\/strong><\/li><\/ul><p style=\"text-align: justify\">Picturebooks have increasingly become recognized for their potential to enhance children&#8217;s literacy development, critical thinking skills, and in-depth learning (Birketveit, 2015; Bland, 2015, 2023; T\u00f8rnby, 2020). Many teachers and pre-service teachers, however, tend to underestimate the power of picturebooks until they are (re)introduced to the genre. Drawing on a decade of teaching pre-service and in-service English teachers, this presentation takes a retrospective look at what is it like to teach the topic of picturebooks for English teachers.<\/p><p style=\"text-align: justify\">Encounters with texts in English are often about understanding both textual aspects as well as content. I will present examples of my own practice of combining learning <em>about<\/em> and learning <em>with<\/em> picturebooks to achieve in-depth learning (Bland, 2023). More specifically, I explore the impact of engaging with Anthony Browne\u2019s books <em>Gorilla <\/em>(1983), <em>Me and You<\/em> (2010), and <em>Voices in the Park<\/em> (1998). It is not until they have these textual encounters that teacher students realize the value of developing an analytical vocabulary, and how understanding the iconotext (Hallberg, 1982) is useful for them as teachers to adapt their teaching.\u00a0<\/p><p style=\"text-align: justify\">This presentation contributes to the broader discourse on the integration of picturebooks in teacher education, by showing concrete examples of teaching practices and experiences.\u00a0<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Browne, A. (1983). <em>Gorilla<\/em>. Walker.\u00a0<\/li><li>Browne, A. (1998). <em>Voices in the Park<\/em>. Random House.\u00a0<\/li><li>Browne, A. (2010). <em>Me and You<\/em>. Picture Corgi.<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Birketveit, A. (2015). Picture books in EFL: Vehicles of visual and verbal literacy. <em>Nordic Journal of Modern Language Methodology<\/em>,<em> 3<\/em>(1). <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"http:\/\/journal.uia.no\/index.php\/NJMLM\/article\/view\/108\">http:\/\/journal.uia.no\/index.php\/NJMLM\/article\/view\/108<\/a><\/span> \u00a0<\/li><li>Bland, J. (2015). Pictures, images and deep reading. <em>Children\u2019s Literature in English Language Education<\/em>,<em> 3<\/em>(2), 24\u201336. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"http:\/\/clelejournal.org\/pictures-images-and-deep-reading-bland\/\">http:\/\/clelejournal.org\/pictures-images-and-deep-reading-bland\/<\/a><\/span> \u00a0<\/li><li>Bland, J. (2023). Deep reading for in-depth learning. In M. M. Echevarr\u00eda (Ed.), <em>Rehumanizing the Language Curriculum<\/em> (pp. 81\u201399). Peter Lang. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.3726\/b20338\">https:\/\/doi.org\/10.3726\/b20338<\/a><\/span> \u00a0<\/li><li>Hallberg, K. (1982). Litteraturvetenskapen och bilderboksforskningen [Comparative literature and picture book research]. <em>Tidskrift f\u00f6r litteraturvetenskap<\/em>,<em> 3<\/em>(4), 163\u2013168.\u00a0<\/li><li>T\u00f8rnby, H. (2020). <em>Picturebooks in the classroom: Perspectives on life skills, sustainable development and democracy &amp; citizenship<\/em>. Fagbokforlaget.\u00a0<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-5a7f5627 elementor-widget elementor-widget-spacer\" data-id=\"5a7f5627\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-526f9c7f elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"526f9c7f\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-14d5d6e5\" data-id=\"14d5d6e5\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-2adc1360 elementor-widget elementor-widget-text-editor\" data-id=\"2adc1360\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"PK\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>K<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-1ebf63b8 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"1ebf63b8\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-101caa2f\" data-id=\"101caa2f\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-6ff0a89c e-transform elementor-widget elementor-widget-toggle\" data-id=\"6ff0a89c\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scaleX_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1871\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Kaminski, Annett (University of Kaiserslautern-Landau) - Setting the scene for in-depth learning: Story-based activities around picturebooks in primary EFL<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1871\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-1871\"><h5><span style=\"color: #e72f72\"><strong>Setting the scene for in-depth learning: Story-based activities around picturebooks in primary EFL<\/strong><\/span><\/h5><ul><li><strong>Annett Kaminski, University of Kaiserslautern-Landau (RPTU), Germany<\/strong><\/li><\/ul><p style=\"text-align: justify\">Driven by the speed of modern information transfer, a reading style has emerged that favours scanning over immersing oneself in a text engaged in deep reflection (Wolf, 2016). However, with texts around us being increasingly complex multimodal ensembles (Serafini, 2014), the ability to comprehend them through a process of reasoning, analysis and reflection becomes even more of a necessity. How can we foster deep reading skills in our English language learners?<\/p><p style=\"text-align: justify\">This presentation reports on three sequences of ten lessons each that student teachers designed as part of their teaching-based MEd theses, inspired by practitioner research traditions (Burns, 2010; Farrell, 2018). The presentation describes how learners aged 6 to 9 were introduced to three different picturebooks and how they were engaged in various story-based activities, such as conducting experiments, creating artwork and producing music to allow for multisensory as well as cross-curricular learning.<\/p><p style=\"text-align: justify\">The talk will focus on student teachers working with learners on the picturebooks <em>Whatever Next<\/em> (Murphy, 1983), <em>Frida<\/em> (Winter, 2002) and <em>Giraffes Can\u2019t Dance<\/em> (Andreae, 1999). Student teachers\u2019 observations as articulated in their dissertations and follow-up interviews will be discussed with reference to critical incidents and affordances for in-depth learning.<\/p><p><strong><span style=\"color: #e72f72\">Keywords:<\/span> <\/strong>in-depth learning, primary EFL, picturebooks, multisensory and cross-curricular activities, story-based language learning<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Andreae, G., illus. G. Parker-Rees (1999<em>). Giraffes Can\u2019t Dance<\/em>. Orchard Books.<\/li><li>Murphy, J., illus. J. Murphy (1983). <em>Whatever Next<\/em>. Macmillan Children\u2019s Books.<\/li><li>Winter, J., illus. A. Juan (2002). <em>Frida<\/em>. Scholastic.<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Burns, A. (2010). <em>Doing action research in English language teaching: A guide for practitioners<\/em>. Routledge.<\/li><li>Farrell, T. S. C. (2018). <em>Reflective language teaching: Practical applications for TESOL teachers<\/em>. Bloomsbury.<\/li><li>Serafini, F. (2014). <em>Reading the visual: An introduction to teaching multimodal literacy.<\/em> Teachers College Press.<\/li><li>Wolf, M., &amp; Gottwald, S. (2016). <em>Tales of literacy for the 21<sup>st<\/sup> century<\/em>. Oxford University Press.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1872\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">King, Wendy (Bishop\u2019s University) - Text selections and co-creations: Lesson planning with the Ridl framework <\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1872\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-1872\"><h5><span style=\"color: #e72f72\"><strong>Text selections and co-creations: Lesson planning with the Ridl framework <\/strong><\/span><\/h5><ul><li><strong>Wendy King, Bishop\u2019s University, Canada\u00a0<\/strong><\/li><\/ul><p><em><span style=\"color: #000080\">Part of the panel <strong>The ELLiL Project: An agentic and creative approach to children\u2019s literature in university-school teaching practice<\/strong>\u00a0\u00a0<\/span><\/em><\/p><p style=\"text-align: justify\">The second paper in <em>The ELLiL Project<\/em> panel considers the pedagogical potential of several literary texts, as selected by participating mentor teachers, for English language and literature education. This includes a consideration of how far these focal texts align with the Ridl framework dimensions (ELLiL Project Partners, 2023) and their relevance for learners of English at primary and secondary schools in Canada and Norway. A rich variety of children\u2019s and YA literature formats such as <em>Illegal, Malala\u2019s Magic Pencil, Mr. Tiger Goes Wild, The Crazy Man, The Sleeper and the Spindle<\/em> and <em>We Are Water Protectors<\/em> are explored for their cognitive, affective, and social justice affordances.<\/p><p style=\"text-align: justify\">The premise of the paper is that well-selected \u2018compelling stories\u2019 (Bland, 2022) can function as pedagogical vehicles which enable teachers and their learners to explore several challenging themes or \u2018big ideas\u2019 (Wiggins &amp; McTighe, 1998) for in-depth English learning. The jointly planned lesson sequences which accompany the texts are also analyzed to establish whether the classroom tasks and activities could scaffold deep reading. Finally, the main learning outcome of each lesson series is considered for its potential to ignite transformative action (Short, 2011) at school and beyond.<\/p><p><span style=\"color: #e72f72\"><strong>Keywords<\/strong>:<\/span> change agents, dialogic approach, multivoicedness, practicum partnerships, university-school nexus<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Bland, J. (2022).\u00a0<em>Compelling stories for English language learners: Creativity, interculturality and critical literacy<\/em>. Bloomsbury.<\/li><li>ELLiL Project Partners (2023).\u00a0<em>Reading for in-depth learning (Ridl) framework.\u00a0<\/em><a href=\"https:\/\/site.nord.no\/ellil\/reading-for-in-depth-learning\/\">https:\/\/site.nord.no\/ellil\/reading-for-in-depth-learning\/<\/a><\/li><li>Short, K. G. (2011). Children taking action within global inquiries. <em>The Dragon Lode, 29<\/em>(2), 50\u2013 59.<\/li><li>Wiggins, G., &amp; McTighe, J. (1998). <em>Understanding by design<\/em>. Association for Supervision and Curriculum Development.<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Brown, P. (2013). <em>Mr. Tiger Goes Wild.<\/em> Little Brown Books for Readers.<\/li><li>Colfer, E. &amp; Donkin, A., illus. G. Rigano (2017). <em>Illegal. <\/em>Hodder Children\u2019s Books.<\/li><li>Gaiman, N., illus. Riddell, C. (2014). <em>The Sleeper and the Spindle<\/em>. Bloomsbury.<\/li><li>Lindstrom, C., illus. M. Goade (2020). <em>We Are Water Protectors<\/em>. Roaring Brook Press.\u00a0<\/li><li>Porter, P. (2005). <em>The Crazy Man<\/em>. Groundwood Books.<\/li><li>Yousafzai, M., illus. Kerascoe\u0308t (2017). <em>Malala\u2019s Magic Pencil<\/em>. Puffin Books.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1873\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Kuze, Kyoko (Toyo University) - Exploring the potential of picturebooks from a mediation perspective<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1873\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-1873\"><h5><span style=\"color: #e72f72\"><strong>Exploring the potential of picturebooks from a mediation perspective <\/strong><\/span><\/h5><ul><li><strong>Kyoko Kuze, Toyo University, Tokyo, Japan<\/strong><\/li><\/ul><p style=\"text-align: justify\">Carefully selected literary texts provide important educational opportunities for children and young adults (Bland, 2023). This paper explores the potential of the picturebook format as one such literary text, focusing on its application in the English as a Foreign Language (EFL) classroom from a mediation perspective. Drawing inspiration from the inclusion of mediation concepts in the CEFR, Companion Volume (Council of Europe, 2018) and the growing interest in mediation roles (Hall, 2020), the study adopts a cross-linguistic approach using Shel Silverstein\u2019s renowned picturebook, <em>The Giving Tree<\/em>, alongside its two Japanese translations. The practice involves various language activities, such as comparing the original text with the two different Japanese translations, constructing meanings of the texts with others, and writing a short passage.<\/p><p style=\"text-align: justify\">Through qualitative analysis of learners\u2019 responses and feedback on these classroom activities, the study demonstrates the potential for young adult learners to enhance their language awareness in both English and Japanese, their native language, while refining interpretative skills through picturebook reading. In conclusion, this paper asserts that picturebooks can be effectively integrated into second language education through adept utilization of mediation strategies.<\/p><p style=\"text-align: justify\"><span style=\"color: #e72f72\"><strong>Keywords<\/strong>:<\/span> picturebooks, mediation, translation, language awareness, interpretative skills<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li style=\"text-align: justify\">Bland, J. (2023). Deep reading for in-depth learning. In M. M. Echevarr\u00eda (Ed.), <em>Rehumanizing the language curriculum<\/em> (pp. 81-100). Peter Lang.<\/li><li style=\"text-align: justify\">Council of Europe (2018). <em>Common European framework of reference for languages. Companion volume with new descriptors.<\/em> <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/rm.coe.int\/cefr-companion-volume-with-new-descriptors-2018\/1680787989\">https:\/\/rm.coe.int\/cefr-companion-volume-with-new-descriptors-2018\/1680787989<\/a><\/span><\/li><li style=\"text-align: justify\">Hall, G. (2020). Literature, challenge, and mediation in 21st century language learning. In A. B. Almeida, U. Bavendiek &amp; R. Biasini (Eds.), <em>Literature in language learning: New approaches<\/em> (pp. 7-14). Research-publishing.net.\u00a0<span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.14705\/rpnet.2020.43.1090\">https:\/\/doi.org\/10.14705\/rpnet.2020.43.1090<\/a><\/span><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-44971f16 elementor-widget elementor-widget-spacer\" data-id=\"44971f16\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-ade58c9 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"ade58c9\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-28a8a466\" data-id=\"28a8a466\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-1bb5e9f5 elementor-widget elementor-widget-text-editor\" data-id=\"1bb5e9f5\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"PL\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>L<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-74bf8d72 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"74bf8d72\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-75ca54f8\" data-id=\"75ca54f8\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-5c4b2d78 e-transform elementor-widget elementor-widget-toggle\" data-id=\"5c4b2d78\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scaleX_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1541\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-1541\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Lowery, Alyssa Magee and Jade Dillon Craig (NTNU) -  Stories matter: Using popular family films to support curriculum aims in the EFL\/EAL classroom<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1541\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-1541\"><h5><span style=\"color: #e72f72\"><strong>Stories matter: Using popular family films to support curriculum aims in the EFL\/EAL classroom<\/strong><\/span><\/h5><ul><li><strong>Alyssa Magee Lowery, NTNU, Norway<\/strong><\/li><li><strong>Jade Dillon Craig, NTNU, Norway<\/strong><\/li><\/ul><p style=\"text-align: justify\">Popular family film is often overlooked and underestimated as a valuable resource for teachers of English as a Foreign\/Additional Language. Though students of all ages are accessing English-language media at unprecedented rates (Sayer &amp; Ban, 2014), the in-service teachers we encounter as instructors of EFL-focused professional development courses express hesitancy toward utilizing those resources in the classroom, usually based on fears about student comprehension. Though popular film has immense potential for introducing authentic language alongside thematic content often well-suited to a variety of curriculum aims, little work is done in teacher education programs to prepare teachers to use a now commonplace technology to support skill development in listening, comprehension, and cultural awareness.<\/p><p style=\"text-align: justify\">We contend that elevated exposure to popular media can help to reframe language learning in the contemporary EFL\/EAL classroom through increased motivation and language immersion, fostering language acquisition through authentic texts and encouraging cultural understanding. Research supports these claims (Hameed, 2016; King, 2002), but adoption of film-based pedagogy, in our experience as educators of in-service teachers, remains low.<\/p><p style=\"text-align: justify\">This paper aims to empower teachers to incorporate popular English-language media into the EFL\/EAL classroom by undertaking an exploration of best practices for film selection and for designing film-based learning activities that maximize film\u2019s potential in the classroom. We combine discussion of film analysis (Brown, 2017; Hintz &amp; Tribunella, 2019) with pedagogical research (Hameed, 2016; King, 2002) and preliminary data collection to make film as an EFL\/EAL tool accessible and achievable.<\/p><p><span style=\"color: #e72f72\"><strong>Keywords: <\/strong><\/span>family film, children\u2019s media, EFL\/EAL education, language learning, teacher education<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Brown, N. (2017). <em>The children\u2019s film: Genre, nation, and narrative. <\/em>WallFlower Press, Columbia University Press.<\/li><li>Hameed, P. F. M. (2016). Short films in the EFL classroom: Creating resources for teachers and learners. <em>International Journal of Applied Linguistics &amp; English Literature<\/em>, <em>5<\/em>(2), 215\u2013219. DOI: 10.7575\/aiac.ijalel.v.5n.2p.215<\/li><li>Hintz, C., &amp; Tribunella, E. L. (2019). <em>Reading children\u2019s literature: A critical introduction. <\/em>Broadview Press.<\/li><li>King, J. (2002). Using DVD feature films in the EFL classroom. <em>Computer Assisted Language Learning, 15<\/em>(5), 509\u2013523. DOI: 10.1076\/call.15.5.509.13468<\/li><li>Sayer, P., &amp; Ban, R. (2014). Young EFL students\u2019 engagements with English outside the classroom. <em>ELT Journal, 68<\/em>(3), 321\u2013329. DOI: 10.1093\/elt\/ccu013<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1542\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-1542\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Lyngstad, Marit Elise (Inland Norway University of Applied Sciences) - Creating space for addressing the climate crisis by using picturebooks in the primary classroom<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1542\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-1542\"><h5><span style=\"color: #e72f72\"><strong>Creating space for addressing the climate crisis by using picturebooks in the primary classroom<\/strong><\/span><\/h5><ul><li><strong>Marit Elise Lyngstad, Inland Norway University of Applied Sciences, Norway<\/strong><\/li><\/ul><p><span style=\"color: #000080\"><em>Part of the panel <strong>Creating spaces for reading across the educational span<\/strong><\/em><\/span><\/p><p style=\"text-align: justify\">Picturebooks are useful texts to incorporate into the classroom since they \u201chave huge potential for exploratory dialogues\u201d and \u201cinvite speculative and imaginative responses\u201d (Roche, 2015, p. 81). This paper discusses the two picturebooks <em>We Are Water Protectors<\/em> (Lindstrom, 2020) and <em>Little Turtle and the Changing Sea<\/em> (Davies, 2020). They both address humans\u2019 destructive influence on the environment, as well as how we can make everything better again. I argue that both picturebooks are suitable for working with climate change with the youngest learners (Years 1-4 in Norwegian schools) and can create spaces for critical interaction with text: they encourage pupils to read both \u201cbetween the lines, that is, inferring, guessing, predicting\u201d and \u201cbeyond the lines, that is, engaging critically with the text and its connections to the world\u201d (Bland, 2021, p. 125).<\/p><p style=\"text-align: justify\">Furthermore, I discuss the importance of \u201ca pedagogy of hope\u201d (Dolan, 2021, p. 284), especially when teaching the youngest students, by focusing on the positive outcomes in both picturebooks, and especially how the actions of individual people changed the course of pollution and environmental destruction. I argue that this could lead students on a path of transformative learning involving agency and climate activism.<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong> <\/span>picturebooks, climate crisis, young learners, transformative learning<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Davies, B., illus. J. Poh (2020). <em>Little Turtle and the Changing Sea<\/em>. Tiger Tales.<\/li><li>Lindstrom, C., illus. M. Goade (2020). <em>We Are Water Protectors<\/em>. Roaring Book Press.<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References\u00a0<\/strong><\/span><\/p><ul><li>Bland, J. (2021). Picturebooks that challenge the young English language learner. In \u00c5. M. Ommundsen, G. Haaland, &amp; B. K\u00fcmmerling-Meibauer (Eds.), <em>Exploring challenging picturebooks in education: International perspectives on language and literature learning <\/em>(pp. 122\u2013142). Taylor &amp; Francis Group.<\/li><li>Dolan, A. M. (2021). Pedagogy of hope: Future teaching for climate change. In A. M. Dolan (Ed.), <em>Teaching climate change in primary schools: An interdisciplinary approach<\/em> (pp. 284\u2013304). Routledge.<\/li><li>Roche, M. (2015). <em>Developing children\u2019s critical thinking through picturebooks: A guide for primary and early years students and teachers<\/em>. Routledge.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1543\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-1543\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Lysne, Mari Skjerdal (Western Norway University of Applied Sciences) - Teaching multimodal literature: In-service teachers\u2019 professional development and classroom experiences<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1543\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-1543\"><h5><span style=\"color: #e72f72\"><strong>Teaching multimodal literature: In-service teachers\u2019 professional development and classroom experiences\u00a0<\/strong><\/span><\/h5><ul><li><strong>Mari Skjerdal Lysne, Western Norway University of Applied Sciences, Norway<\/strong><\/li><\/ul><p style=\"text-align: justify\">The understanding of what literature and literacy in English education entails has changed to include more modes, more genres and more contexts (Delanoy et al., 2015; L\u00fctge, 2018). This is also to some extent expressed in the Norwegian English subject curriculum, where text is broadly defined to include a variety of modes (Utdanningsdirektoratet, 2019). To successfully include multimodal literacy and literature in the English classroom, teachers need to develop their own repertoire of theoretical and pedagogical frameworks for multimodality (Serafini, 2014; Yi et al., 2019) as well as a repertoire of available literature.\u00a0<\/p><p style=\"text-align: justify\">This paper describes instruction in a course for in-service teachers, where they were introduced to multimodal literacy and literature working with a graphic novel. As part of the course, they were required to plan, execute and evaluate lessons in their own English classes (years 5-10) based on Serafini\u2019s (2014) curricular framework, which consists of three phases: exposure, exploration and engagement. The teachers\u2019 reports form the data material for this paper, exploring the teachers\u2019 experiences of multimodal literacy instruction working with literature. The paper investigates how teachers utilized the three phases, learning objectives and activities, the role of language learning, and teachers\u2019 reported needs when including multimodal literature and literacy in the English subject.<\/p><p><strong><span style=\"color: #e72f72\">Keywords:<\/span> <\/strong>multimodal literacy, multimodal literature, professional development, English language teaching, in-service teachers<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Delanoy, W., Eisenmann, M., &amp; Matz, F. (2015). Introduction: Learning with literature in the EFL classroom. In W. Delanoy, M. Eisenmann, &amp; F. Matz (Eds.), <em>Learning with literature in the EFL classroom<\/em> (pp. 7\u201315). Peter Lang.<\/li><li>L\u00fctge, C. (2018). Digital, transcultural and global?: Reconsidering the role of literature in the EFL classroom. In A.-J. Zwierlein, J. Petzold, K. Boehm, &amp; M. Decker (Eds.), <em>Anglistentag 2017 Regensburg. <\/em><em>Proceedings<\/em> (pp. 299\u2013309). Wissenschaftlicher Verlag Trier.<\/li><li>Serafini, F. (2014). <em>Reading the visual: <\/em><em>An introduction to teaching multimodal literacy<\/em>. Teachers College Press.<\/li><li>Utdanningsdirektoratet. (2019). <em>Curriculum in English (ENG01-04)<\/em>. Utdanningsdirektoratet [The Norwegian Directorate for Education and Training]. <a href=\"https:\/\/data.udir.no\/kl06\/v201906\/laereplaner-lk20\/ENG01-04.pdf?lang=eng\"><span style=\"color: #ff6600\">https:\/\/data.udir.no\/kl06\/v201906\/laereplaner-lk20\/ENG01-04.pdf?lang=eng<\/span><\/a><\/li><li>Yi, Y., Shin, D.-S., &amp; Cimasko, T. (2019). Multimodal literacies in teaching and learning English in and outside of school. In L. C. de Oliveira (Ed.), <em>The handbook of TESOL in K-12<\/em> (pp. 163\u2013177). Wiley Blackwell. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.1002\/9781119421702\">https:\/\/doi.org\/10.1002\/9781119421702<\/a><\/span><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-2f39502f elementor-widget elementor-widget-spacer\" data-id=\"2f39502f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-9fc2d21 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"9fc2d21\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-48664635\" data-id=\"48664635\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-4b2fe6b1 elementor-widget elementor-widget-text-editor\" data-id=\"4b2fe6b1\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"PM\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>M<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-3cc6bdd6 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"3cc6bdd6\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-5cf5c63f\" data-id=\"5cf5c63f\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-3b74324c e-transform elementor-widget elementor-widget-toggle\" data-id=\"3b74324c\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scaleX_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-9971\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-9971\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Manutscheri, Ariane (University of Vienna) - <i>Good omens<\/i> for social change: Inspiring civic engagement in the English classroom via fan activism<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-9971\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-9971\"><h5><span style=\"color: #e72f72\"><strong><em>Good omens<\/em><\/strong><strong> for social change: Inspiring civic engagement in the English classroom via fan activism<\/strong><\/span><\/h5><ul><li><strong>Ariane Manutscheri, Department of English and American Studies &amp; Research Platform #YouthMediaLife, University of Vienna, Austria<\/strong><\/li><\/ul><p><span style=\"color: #000080\"><em>Part of the panel<\/em> <em><strong>English for social change: Learning from literature and beyond<\/strong><\/em><\/span><\/p><p style=\"text-align: justify\">This paper presents fan activism as an innovative approach for promoting civic education in the English language classroom. It focuses on how fan activists educate and mobilize individuals across geographical boundaries, particularly youth, on matters of sustainability and social justice by leveraging popular culture and its \u201cfandom\u201d, i.e. the emotional connections of interpretive communities as well as the fan practices and networks formed around their object of interest (Booth, 2015; Ito et al., 2015). By establishing parallels between fictional narratives, very often fantasy texts, and complex real-world issues, a strategy Jenkins (2012) calls \u201cmapping\u201d, fan activists aim to enable more inclusive and accessible discussions around global issues and their potential resolution. Fandom Forward, a well-researched fan activist organization, has spearheaded campaigns and developed educational toolkits for various causes using popular content worlds for over 15 years. Scholars and practitioners have begun to address this potential for promoting civic and critical media literacy education. By examining Gaiman and Prachett\u2019s <em>Good Omens <\/em>(1990 novel and 2019 TV adaptation) as an exemplary content world, this project aims to add to their work; providing an in-depth understanding of how guided engagement with a text could lead to civic action. The story\u2019s exploration of pollution, famine and war provides a rich platform upon which to showcase the inner workings of the &#8220;mapping&#8221; process as well the ways in which new educational materials for this content world or others can be created.<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong><\/span> fan activism, civic education, \u201cmapping\u201d, <em>Good Omens, <\/em>educational materials<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Gaiman, N. &amp; Pratchett, T. (1990). <em>Good Omens: The Nice and Accurate Prophecies of Agnes Nutter, Witch: A Novel<\/em>. Workman Publishing.<\/li><li>Gaiman, N. (Writer), &amp; Mackinnon, D. (Director). (2019). <em>Good Omens <\/em>[TV series]. Amazon Studios; BBC Studios.<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Booth, P. (2015). Fandom: The classroom of the future.\u00a0<em>Transformative Works and Cultures<\/em>,\u00a0<em>19<\/em>.\u00a0<span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.3983\/twc.2015.0650\">https:\/\/doi.org\/10.3983\/twc.2015.0650<\/a><\/span><\/li><li>Ito, M., Soep, E., Kligler-Vilenchik, N., Shresthova, S., Gamber-Thompson, L., &amp; Zimmerman, A. (2015). Learning connected civics: Narratives, practices, infrastructures.\u00a0<em>Curriculum Inquiry<\/em>,\u00a0<em>45<\/em>(1), 10\u201329.\u00a0<span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.1080\/03626784.2014.995063\">https:\/\/doi.org\/10.1080\/03626784.2014.995063<\/a><\/span><\/li><li>Jenkins, H. (2012). \u201cCultural acupuncture\u201d: Fan activism and the Harry Potter Alliance.\u00a0<em>Transformative Works and Cultures<\/em>,\u00a0<em>10<\/em>.<span style=\"color: #ff6600\">\u00a0<a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.3983\/twc.2012.0305\">https:\/\/doi.org\/10.3983\/twc.2012.0305<\/a><\/span><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-9972\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-9972\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Marks, Johanna (Universit\u00e4t M\u00fcnster) and Thorsten Merse (University of Duisburg-Essen) - Teaching children\u2019s literature competently: Implications for teacher education<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-9972\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-9972\"><h5><span style=\"color: #e72f72\"><strong>Teaching children\u2019s literature competently: Implications for teacher education<\/strong><\/span><\/h5><ul><li><strong>Johanna Marks, Universit\u00e4t M\u00fcnster, Zentrum f\u00fcr Lehrerbildung, Germany<\/strong><\/li><li><strong> Thorsten Merse, University of Duisburg-Essen, Germany<\/strong><\/li><\/ul><p style=\"text-align: justify\">The use of children\u2019s literature in English language education has a substantial tradition, which is mirrored in their potential for language exposure, creative and aesthetic experience, and intercultural encounters with new worlds and diverse protagonists (Bland, 2022; L\u00fctge, 2019; Paran, 2008). While the value of literary texts seems undisputed, their role in teacher education and the question of preparing teachers for their competent use at all levels of English language education are less clear. Professional reference frameworks, for example, tend to neglect describing a teacher\u2019s professional competence for teaching literature (Marks, 2023). In closing this gap, we will conceptualize what it means to teach literature \u2013 and in particular, children\u2019s literature \u2013 competently. We argue that such competences entail discursive, aesthetic, cognitive, cultural and attitudinal dimensions which require continuous professional development. We will provide hands-on examples from our own teacher education at university to substantiate how such professional development can be implemented. A key concern, we will emphasize, is to empower teachers to stay in sync with innovations in the field, including the selection of children\u2019s literature beyond established literary canons, the digitalization of literary experiences, the emergence of new genres, and the literary representation of diversity (Merse, 2018).<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong> <\/span>competences for teaching children\u2019s literature, teacher education, continuous professional development, innovations in teaching children\u2019s literature<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Bland, J. (2022). <em>Compelling stories for English language learners: Creativity, interculturality and critical literacy<\/em>. Bloomsbury.<\/li><li>L\u00fctge, C. (Ed.). (2019). <em>Grundthemen der Literaturwissenschaft: Literaturdidaktik<\/em>. De Gruyter.<\/li><li>Marks, J. (2023). <em>Standards und Kompetenzen in der Lehrer*innenbildung: Eine fremdsprachendidaktische Perspektive<\/em>. LIT.<\/li><li>Merse, T. (2018). Creating queer text ensembles for the EFL literature classroom: Conceptual considerations and practice-oriented perspectives. In C. Ludwig, &amp; M. Eisenmann (Eds.), <em>Queer beats: Gender and literature in the EFL classroom<\/em> (pp. 307\u2013338). Peter Lang.<\/li><li>Paran, A. (2008). The role of literature in instructed foreign language learning and teaching: An evidence-based survey. <em>Language Teaching, 41<\/em>(4), 465\u2013496.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-9973\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-9973\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Matz, Frauke and Julia Reckermann (University of M\u00fcnster) - Addressing racism with young language learners through picture books<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-9973\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-9973\"><h5><span style=\"color: #e72f72\"><strong>Addressing racism with young language learners through picture books<\/strong><\/span><\/h5><ul><li><strong>Frauke Matz, University of M\u00fcnster, Germany<\/strong><\/li><li><strong>Julia Reckermann, University of M\u00fcnster, Germany<\/strong><\/li><\/ul><p style=\"text-align: justify\">Complex social and global issues such as racism should be addressed with younger learners to support them as early as possible in developing their ability to critically reflect everyday practices (Becker &amp; Reckermann, 2022; Gienapp, 2019). The young learners\u2019 English as a foreign language classroom (Grades 3-6) is well suited to touch upon race for several assumptions: young learners have not yet established irrevocable stereotypes, are usually openminded towards and interested in cultural and social practices and backgrounds, and the lessons follow a theme- and task-based approach.\u00a0\u00a0\u00a0<\/p><p style=\"text-align: justify\">How to introduce learners to such a complex subject without overwhelming them linguistically and content-wise is a question many teachers ask themselves. This paper is based on the belief that picture books have the potential to address sensitive and seemingly difficult topics, such as racism, with young language learners (Mour\u00e3o, 2015; Reckermann &amp; Matz, 2021).\u00a0 But which books should teachers use and how can a teaching unit be designed around that book?\u00a0<\/p><p style=\"text-align: justify\">To answer the questions posed in this abstract, we will 1) outline why and how younger learners can be engaged in a critical discussion of racism through children&#8217;s books, 2) present an analysis grid that outlines criteria that can help analyse and select potential picture books, and 3) conclude with a practical example based on the book <em>Something Happened in Our Town<\/em> (Celano et al., 2018).<\/p><p><span style=\"color: #e72f72\"><strong>Keywords<\/strong>:<\/span> critical race theory, picture books, global learning, analysis grid, social justice<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Celano, M., Collins, M., &amp; Hazzard, A. (2018). <em>Something Happened in Our Town: A Child\u2019s Story About Racial Injustice. <\/em>Magination Press Children\u2019s Books.\u00a0<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References\u00a0<\/strong><\/span><\/p><ul><li>Becker, C., &amp; Reckermann, J. (2022). Global learning: Why and how to teach. <em>Grundschule Englisch, 78<\/em>, 4\u20135.\u00a0<\/li><li>Gienapp, R. (2019). <em>What\u2019s wrong with saying \u201cWe\u2019re all equal\u201d?: 5 important conversations about race white kids need to have<\/em>. Retrieved April 26, 2023 from <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/www.rebekahgienapp.com\/race\/\">https:\/\/www.rebekahgienapp.com\/race\/<\/a><\/span><\/li><li>Mour\u00e3o, S. (2015). The potential of picturebooks with young learners. In J. Bland (Ed.), <em>Teaching English to young learners: Critical issues in language teaching with 3-12 year olds <\/em>(pp. 199\u2013217). Bloomsbury.\u00a0<\/li><li>Reckermann, J., &amp; Matz, F. (2021). Something happened in our town: Mit jungen Lernenden \u00fcber Black Lives Matter und Rassismus sprechen. <em>Der Fremdsprachliche Unterricht Englisch, 173<\/em>, 13\u201320.\u00a0<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-9974\" class=\"elementor-tab-title\" data-tab=\"4\" role=\"button\" aria-controls=\"elementor-tab-content-9974\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">McAdam, Julie and Rowena Seabrook (University of Glasgow) -   Using metaphors to frame the exploration of children\u2019s literature in English language learning<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-9974\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"region\" aria-labelledby=\"elementor-tab-title-9974\"><h5><span style=\"color: #e72f72\"><strong>Using metaphors to frame the exploration of children\u2019s literature in English language learning<\/strong><\/span><\/h5><ul><li><strong>Julie McAdam, University of Glasgow, UK <\/strong><\/li><li><strong>Rowena Seabrook, University of Glasgow, UK<\/strong><\/li><\/ul><p style=\"text-align: justify\">This paper examines metaphors used in the construction of a course that enables masters level students to curate and use children\u2019s literature in learning contexts, many of which are focussed English language learning. Over the past ten years the course has drawn on Lakoff and Johnsen\u2019s (2003, p. 140) work that suggests we use metaphor to frame conceptual understandings and experiences of the world because they encourage imagination and creativity, as well as offering new ways to understand our past, daily activities and future intentions. The four key metaphors are that children\u2019s literature can act as:\u00a0<\/p><ul><li>Semiotic playgrounds (Serafini, 2013) for readers to explore drawing on multimodal response strategies (Arizpe et al., 2014)<\/li><li>Safe spaces (Sargent, 2003, p. 233) for readers to learn, grow and pay attention to their linguistic identities.\u00a0<\/li><li>Mirrors, windows and doors (Bishop, 1990) for readers to explore aspects of self, others and transformation.\u00a0<\/li><li>Resources of hope (McAdam et al., 2020) for children to \u2018move on\u2019 through the world finding pathways for future direction.\u00a0<\/li><\/ul><p style=\"text-align: justify\">Students taking the course shape the ways in which the metaphors are examined and express these through their curations. The paper will conclude by looking at how the themes expressed in the curations reflect the interests of the diverse students taking the course.\u00a0<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Arizpe, E., Colomer, T.,\u00a0Mart\u00ednez-Rold\u00e1n, C., Bagelman, C.,\u00a0Bellorin, B., Farrell, M., Fittipaldi, M., Grilli, G., Manresa, M., Ma, A., McAdam, J., Real, N., &amp; Terrusi, M. (2014).<span style=\"color: #ff6600\"> <a style=\"color: #ff6600\" href=\"http:\/\/eprints.gla.ac.uk\/92282\/\"><em>Visual journeys through wordless narratives: An international inquiry with immigrant children and \u2018The Arrival\u2019.<\/em><\/a><\/span> Bloomsbury.\u00a0\u00a0<\/li><li>Bishop, R. S. (1990). \u201cMirrors, windows, and sliding glass doors.\u201d <em>Perspectives: Choosing and Using Books for the Classroom<\/em>, <em>6<\/em>(3), ix\u2013xi. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/scenicregional.org\/wp-content\/uploads\/2017\/08\/Mirrors-Windows-and-Sliding-Glass-Doors.pdf\">https:\/\/scenicregional.org\/wp-content\/uploads\/2017\/08\/Mirrors-Windows-and-Sliding-Glass-Doors.pdf<\/a><\/span><\/li><li>Lakoff, G., &amp; Johnson, M. (2003). <em>Metaphors we live by<\/em>. University of Chicago Press.<\/li><li>McAdam, J. E., Abou-Ghaida, S., Arizpe, E., &amp; Hirsu, L. (2020). Children\u2019s literature in critical contexts of displacement: Exploring the value of hope. <em>Education Sciences<\/em>, <em>10<\/em>(2), 383\u2013396. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.3390\/educsci10120383\">https:\/\/doi.org\/10.3390\/educsci10120383<\/a><\/span><\/li><li>Sargent, L. T. (2003). Afterword. In C. Hintz, &amp; E. Ostry (Eds.), <em>Utopian and dystopian writing for children and young adults <\/em>(pp. 232\u2013234). Routledge.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-9975\" class=\"elementor-tab-title\" data-tab=\"5\" role=\"button\" aria-controls=\"elementor-tab-content-9975\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">McIlroy, Tara (Rikkyo University) - Narratives and metaphors of childhood reading: CEFR and literary competences<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-9975\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"region\" aria-labelledby=\"elementor-tab-title-9975\"><h5><span style=\"color: #e72f72\"><strong>Narratives and metaphors of childhood reading: CEFR and literary competences\u00a0<\/strong><\/span><\/h5><ul><li><strong>Tara McIlroy<\/strong><strong>, Center for Foreign Language Education and Research, Rikkyo University, Tokyo, Japan<\/strong><\/li><\/ul><p style=\"text-align: justify\">Although we have literary encounters throughout our lives, childhood reading experiences are perhaps the most memorable. For teachers and curriculum planners, reader narratives can therefore provide opportunities to discuss reader identity, understand personal reading preferences, and reveal areas of interest. To illustrate how this occurs in practice, the presentation aims to explore the reading lives of Japanese learners of English in a tertiary setting through retrospective reading experiences. An initial discussion looks at reading metaphors such as transportation (Gerrig, 1993), control, and investment (Stockwell, 2009) with reference to the reading narratives. The discussion then draws on results of a reading survey which gathered details about childhood reading preferences as well as the reflective assignments from a recently created language and literature course. Using the revised CEFR Companion Volume descriptors related to literature as a framework, the presentation applies a new model of literary competences (Alter &amp; Ratheiser, 2019) to various literature-based activities and student responses to them. The concepts of empathetic competence, aesthetic competence, cultural and discursive competence, and interpretative competence are introduced, with illustrative examples. The presentation incorporates student and instructor reflections from course materials and selected literary texts. The session concludes by discussing activities and methods appropriate for learners in a variety of circumstances.<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong> <\/span>narrative, language learning, metaphors of reading, childhood reading, emotion<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Alter, G., &amp; Ratheiser, A. (2019). A new model of literary competences and the revised CEFR descriptors. <em>ELT Journal<\/em>, <em>73<\/em>(4), 377\u2013386. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.1093\/elt\/ccz024\">https:\/\/doi.org\/10.1093\/elt\/ccz024<\/a><\/span><\/li><li>Gerrig, R. J. (1993). <em>Experiencing narrative worlds: On the psychological activities of reading.<\/em> Yale.<\/li><li>Stockwell, P. (2009). <em>Texture: A cognitive aesthetics of reading.<\/em> Edinburgh University Press.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-9976\" class=\"elementor-tab-title\" data-tab=\"6\" role=\"button\" aria-controls=\"elementor-tab-content-9976\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Miralles-Alberola, Dolores (University of Alicante) - Indigenous social justice through North American multimodal texts from <i>Manitoba<\/i> to the <i>Isthmus of Tehuantepec<\/i><\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-9976\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"region\" aria-labelledby=\"elementor-tab-title-9976\"><h5><span style=\"color: #e72f72\"><strong>Indigenous social justice through North American multimodal texts from <em>Manitoba<\/em> to the <em>Isthmus of Tehuantepec\u00a0<\/em><\/strong><\/span><\/h5><ul><li><strong>Dolores Miralles-Alberola, University of Alicante, Spain<\/strong><\/li><\/ul><p><span style=\"color: #000080\"><em>Part of the panel <strong>Multimodal children\u2019s literature to promote social justice through critical literacy in teacher education<\/strong><\/em><\/span><\/p><p align=\"justify\">From an Indigenous critical literacy perspective, instructors willing to include representation of Indigenous peoples in the classroom should consider texts that are tribally specific, well-researched and written by Indigenous authors, and contain unbiased language and history (Reese, 2013, 2018). This presentation aims to discuss these principles and their connections with social justice in its redistributive, recognitive and representational dimensions (Fraser, 1997, 2005) whilst providing a selection of books and their affordances for an Action-oriented Approach in English language education addressed to student teachers.<\/p><p align=\"justify\">The selection includes: the graphic novels <em>A Girl Called Echo<\/em> (2018-2021, vols. 1-4) and <em>Photographic: The Life of Graciela Iturbide<\/em> (2018), with photographs from Graciela Iturbide herself; and the picturebooks <em>Shi-shi-etko<\/em> (2005) and <em>Shin-chi\u2019s Canoe<\/em> (2008), and Joy Harjo\u2019s <em>For a Girl Becoming<\/em> (2009). In the context of action-oriented scenarios that include reception, production, mediation, and the creation cooperative artefacts or events, these multimodal books can work as text ensembles (Delanoy, 2018) to foster deep reading and help unveil the unanswered questions other texts may leave in terms of sovereignty, memory, identity and women&#8217;s agency specifically of the M\u00e9tis, Salish, Zapotec and Muscogee peoples in North America.<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong><\/span> Indigenous critical literacy, text ensemble, social justice, Indigenous children\u2019s literature, action-oriented approach<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Campbell, N., illus. K. LaFave (2005). <em>Shi-shi-etko<\/em>. Groundwood Books.<\/li><li>Campbell, N., illus. K. LaFave (2008). <em>Shin-chi&#8217;s Canoe<\/em>. Groundwood Books.<\/li><li>Harjo, J., illus. M. McDonald (2009). <em>For a Girl Becoming<\/em>. The University of Arizona Press.<\/li><li>Quintero, I., illus. Z. Pe\u00f1a (2018). <em>Photographic: The Life of Graciela Iturbide<\/em>. The J. Paul\u00a0Getty Museum.<\/li><li>Vermette, K., illus. S. B. Henderson, col. D. Yaciuk (2018). <em>A Girl Called Echo: Pemmican\u00a0Wars<\/em>. Vol. 1\u20134. Highwater Press.<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Delanoy, W. (2018). Literature in language education: Challenges for theory building. In\u00a0J. Bland (Ed.),<em> Using literature in English language education: Challenging reading for 8-18 year olds<\/em> (pp. 141\u2013157). Bloomsbury.<\/li><li>Fraser. N. (1997). <em>Justice interrupts: Critical reflections on the \u201cpostsocialist\u201d condition<\/em>.\u00a0Routledge.<\/li><li>Fraser. N. (2005). Mapping the feminist imagination: From redistribution to recognition to\u00a0representation. <em>Constellations<\/em>, <em>12<\/em>(3), 295\u2013307.<\/li><li>Reese, D. (2013). Critical Indigenous literacies. In J. Larson, &amp; J. Marsh (Eds.), <em>The SAGE\u00a0handbook of early childhood literacy<\/em> (pp. 251\u2013263). SAGE.<\/li><li>Reese, D. (2018). Critical Indigenous literacies: Selecting and using children\u2019s books about\u00a0Indigenous peoples. <em>Language Arts<\/em>, <em>95<\/em>(6), 389\u2013393.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-9977\" class=\"elementor-tab-title\" data-tab=\"7\" role=\"button\" aria-controls=\"elementor-tab-content-9977\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Morris, Paul (The Centre for Multilingualism V\u00e4ster\u00e5s) - The writer in the reader<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-9977\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"7\" role=\"region\" aria-labelledby=\"elementor-tab-title-9977\"><h5><span style=\"color: #e72f72\"><strong>The writer in the reader<\/strong><\/span><\/h5><ul><li><strong>Paul Morris<\/strong><strong>, The Centre for Multilingualism, V\u00e4ster\u00e5s, Sweden<\/strong><\/li><\/ul><p style=\"text-align: justify\">The seeds of creative writing are in reading (Morris, 2022). In this paper, I discuss this interwoven relationship and emphasise the idea of <em>teacher as writer<\/em> (Frawley, 2015). I describe tasks designed for English teacher education at a Swedish university: teacher students read Laurie Lee\u2019s (1959\/2011) account of his first school day, as recalled in <em>Cider With Rosie<\/em>. Empathy with the young pupil stimulated students\u2019 own recollections of experiences and emotions, which they were asked to capture, evocatively, in writing. They were also asked to imagine a plan for a first school day activity. This thought and writing aims to foster identity formation as both teacher and writer. Also in this paper, I explain how, whether teaching university students or school pupils, I share my own writing to hopefully encourage all to write and share their texts, in the spirit of the <em>literature of the class<\/em> (Dixon, 1967). Finally, this paper\u2019s title mirrors that of Myra Barrs\u2019 (2000) article: <em>The reader in the writer<\/em>. It is a somewhat playful rejigging of word order, and a serious reminder of a cyclical reading, writing, reading process that flows and rolls, with the help of teacher pedal pressure and artfully chosen textual pathways.<\/p><p><span style=\"color: #e72f72\"><strong>Keywords: <\/strong><\/span>creative response, creative writing, literature of the class, teacher as writer, teacher education<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Lee,\u00a0L.\u00a0(2011).\u00a0<em>Cider With Rosie<\/em>.\u00a0Random House. (Original work published 1959)<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Barrs, M. (2000). The reader in the writer. <em>Reading<\/em>, <em>34<\/em>, 54\u201360. DOI: 10.1111\/1467-9345.00135<\/li><li>Dixon, J. (1967). <em>Growth through English<\/em>. Penguin.<\/li><li>Frawley, E. (2015). Oh! Who is me?: Conceiving of the writer in the English teacher identity. <em>English in Australia<\/em>, <em>50<\/em>(2), 52\u201360.<\/li><li>Morris, P. (2022). <em>Creative writers in a digital age: Swedish teenagers\u2019 insights into their extramural English writing and the school subject of English<\/em> (Licentiate dissertation, M\u00e4lardalen University). <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/urn.kb.se\/resolve?urn=urn:nbn:se:mdh:diva-56529\">https:\/\/urn.kb.se\/resolve?urn=urn:nbn:se:mdh:diva-56529<\/a><\/span><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-9978\" class=\"elementor-tab-title\" data-tab=\"8\" role=\"button\" aria-controls=\"elementor-tab-content-9978\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Mour\u00e3o, Sandie (Nova University) - Intercultural citizenship education through picturebooks in early English language learning: Practitioner competencies<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-9978\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"8\" role=\"region\" aria-labelledby=\"elementor-tab-title-9978\"><h5><span style=\"color: #e72f72\"><strong>Intercultural citizenship education through picturebooks in early English language learning: Practitioner competencies<\/strong><\/span><\/h5><ul><li><strong>Sandie Mour\u00e3o, CETAPS, Nova University Lisbon, Portugal<\/strong><\/li><\/ul><p style=\"text-align: justify\">Intercultural citizenship education (ICE) combines intercultural communicative competence in foreign language education with civic action in the community from citizenship education. Learning sequences for ICE in school contexts should thus encompass three interconnected learning objectives: linguistic, intercultural, and citizenship (Byram et al., 2017). Picturebooks are recognised as valuable vehicles for achieving these objectives. Nevertheless, educators often require comprehensive guidance (Bland, 2022) and well-planned professional development to effectively incorporate multimodal resources like picturebooks into their language classrooms.<\/p><p style=\"text-align: justify\">The Erasmus+ project \u201cIntercultural Citizenship Education through Picturebooks in Early English Language Learning\u201d (ICEPELL) aimed to empower teachers of English and their learners to become competent and effective democratic citizens (Council of Europe, 2018). In this presentation I critically examine the structure of ICEPELL&#8217;s long-term professional development course, with a view to identifying essential teacher competencies for the successful selection, planning, and use of picturebooks for ICE. I will illustrate this discussion through the experiences of two Portuguese teachers who participated in the PD course and co-created teaching resources around the picturebooks <em>Clean up! <\/em>(Bryon &amp; Adeola, 2020) and <em>Me and my Fear<\/em> (Sanna, 2018), implemented them in their classrooms and reflected on the experiences. The intention is to present an educational framework centered around picturebooks that offers clear guidance for competency development in English language teacher education for in-depth learning.<\/p><p><strong><span style=\"color: #e72f72\">Keywords:<\/span>\u00a0<\/strong>English as a foreign language, picturebooks, teacher education, ICEPELL, intercultural citizenship education<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Bryon, N., illus. D. Adeola (2020). <em>Clean up!<\/em> Puffin.<\/li><li>Sanna, F. (2018). <em>Me and my Fear<\/em>. Flying Eye Books.<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Bland, J. (2022).\u00a0<em>Compelling stories for English language learners: Creativity, interculturality and critical literacy<\/em>. Bloomsbury.<\/li><li>Byram, M., Golubeva, I., Hui, H., &amp; Wagner, M. (2017<em>). From principles to practice in education for intercultural citizenship<\/em>. Multilingual Matters.<\/li><li>Council of Europe. (2018). <em>Reference framework of competences for democratic culture<\/em>. Council of Europe. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/www.coe.int\/en\/web\/education\/competences-for-democraticculture\">https:\/\/www.coe.int\/en\/web\/education\/competences-for-democraticculture<\/a>\u00a0<\/span><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-9979\" class=\"elementor-tab-title\" data-tab=\"9\" role=\"button\" aria-controls=\"elementor-tab-content-9979\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Mour\u00e3o, Sandie (Nova University) and David Valente (Norwegian Study Centre, UK) - Picturebooks as disruptors in early English language education<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-9979\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"9\" role=\"region\" aria-labelledby=\"elementor-tab-title-9979\"><h5><span style=\"color: #e72f72\"><strong>Picturebooks as disruptors in early English language education<\/strong><\/span><\/h5><ul><li><strong>Sandie Mour\u00e3o, CETAPS, Nova University Lisbon, Portugal<\/strong><\/li><li><strong>David Valente, Norwegian Study Centre, UK<\/strong><\/li><\/ul><p style=\"text-align: justify\">Children\u2019s literature can have a potentially catalyzing effect in the classroom especially as picturebooks, a multimodal literary format, combine visual potency with challenging topics. When well-selected and skilfully mediated, the disquieting moments in picturebooks and the interaction between the pictures and words offer opportunities for disruption, sparking child agency and authentic action (Short, 2011). Picturebooks are well-attuned to fostering intercultural learning goals (Morgado, 2019) for children learning English. In addition, the potential of such texts can be harnessed by teachers when creating picturebook-based materials for early English language lessons (Naran\u010di\u0107 Kova\u010d, 2016).\u00a0 \u00a0<\/p><p style=\"text-align: justify\">Underpinned by critical pedagogy, we share teacher-created materials (ICEKits) developed for using picturebooks in early English language education. These co-creations are the result of a professional development project, \u2018Intercultural Citizenship Education through Picturebooks in early English Language Learning\u2019 (ICEPELL). We address the research question, \u2018What makes a picturebook disruptive in early English language education?\u2019<\/p><p style=\"text-align: justify\">Findings demonstrate that by disrupting the children\u2019s literature canon in early English language education, teachers and researchers can usher in vibrant spaces for intercultural citizenship. In turn, the hegemonic position of English language coursebooks is destabilized, thereby, enabling an expanded notion of \u2018culture\u2019. Finally, we share ideas for similar projects which develop critical intercultural awareness and offer opportunities to take action \u2013 in and beyond early English education.<\/p><p style=\"text-align: justify\"><strong><span style=\"color: #e72f72\">Keywords: <\/span><\/strong>picturebooks, early English language education, children\u2019s authentic action, interculturality, disruptors<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li style=\"text-align: justify\">Morgado, M. (2019). Intercultural mediation through picturebooks. <em>Comunicac\u0327a\u0303o e Sociedade, Special Issue<\/em> 2019: 163-183<\/li><li style=\"text-align: justify\">Naran\u010di\u0107 Kova\u010d, S. (2016). Picturebooks in educating teachers of English to young learners. <em>Children\u2019s Literature in English Language Education<\/em>, 4(2), 6-26.<\/li><li style=\"text-align: justify\">Short, K. G. (2011). Children taking action within global inquiries, <em>The Dragon Lode<\/em>, 29(2), 50-59.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-2377419 elementor-widget elementor-widget-spacer\" data-id=\"2377419\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-ca007e7 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"ca007e7\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-1b528a93\" data-id=\"1b528a93\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-6bd6c71a elementor-widget elementor-widget-text-editor\" data-id=\"6bd6c71a\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"PN\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>N<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-25f60fd6 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"25f60fd6\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-c74e7a6\" data-id=\"c74e7a6\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-4b199f5a e-transform elementor-widget elementor-widget-toggle\" data-id=\"4b199f5a\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scaleX_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1251\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-1251\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Nemouchi, Lamia (De Montfort University) - Literature for social justice and inclusion: Students\u2019 learning and experience<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1251\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-1251\"><h5><span style=\"color: #e72f72\"><strong><span style=\"color: #e72f72\">Literature<\/span> for social justice and inclusion: Students\u2019 learning and experience<\/strong><\/span><\/h5><ul><li><strong>Lamia Nemouchi, De Montfort University, Leicester, UK<\/strong><\/li><\/ul><p align=\"justify\">This study is based on empirical research that investigates the use of literature in EFL pedagogy in Algerian universities, to develop the students\u2019 (as potential future teachers) intercultural competence by raising issues of social justice and inclusion in society. The evaluation of the pedagogy draws on the students\u2019 learning, their experience as well as teachers\u2019 reflections. This study is important because due to wars and economic crisis asylum seeking is increasing and people are constantly in interactions with refugees in different countries whereby interculturality and intercultural competence are becoming more crucial in society. Hence, this study explores the aesthetic experience (Fleming, 2012) of reading literature in combination with a dialogic approach to teaching literature (Delanoy, 2015; Gon\u00e7alves Matos, 2012) in education for active citizenship, social justice, and inclusion. The empirical study is framed by the savoir model (Byram, 2021) and complemented by the Reference Framework of Competences for Democratic Culture (Council of Europe, 2018). This study contributes by providing an example of learning tasks, that encourage creativity, imagination, and critical thinking.\u00a0 In addition to this, it demonstrates how literary texts helped to raise issues of social justice in an EFL classroom and students\u2019 responses and perceptions of their learning and experience of the use of literature. The data collected and analysed through an interpretive paradigm of qualitative data collected through interviews, observations, and audio-recorded classroom discussions.<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Byram, M. (2021). <em>Teaching and assessing intercultural communicative competence: Revisited<\/em> \u00a0(2nd ed.). Multilingual Matters.<\/li><li>Council of Europe. (2018). <em>Reference framework of competences for democratic cultures: Descriptors of competences for democratic cultures (RFCDC). <\/em>Council of Europe Publishing.<\/li><li>Delanoy, W. (2015). Literature teaching and learning: Theory and practice. In W. Delanoy, M. Eisenmann, &amp; F. Matz (Eds.), <em>Learning with literature in the EFL classroom<\/em> (pp. 19\u201347). Peter Lang.<\/li><li>Fleming, M. (2012). <em>The arts in education: An introduction to aesthetics, theory, and pedagogy<\/em>. Routledge.<\/li><li>Gonc\u0327alves Matos, A. (2012) <em>Literary Texts and Intercultural Learning Exploring New Directions.<\/em> Peter Lang.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1252\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-1252\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Nolan, Shaun (Malm\u00f6 University) - Visual thinking strategies as a \u201cmeta-visual-lingual\u201d activity for the support of a multi-modal critical literacy<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1252\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-1252\"><h5><span style=\"color: #e72f72\"><strong>Visual thinking strategies as a \u201cmeta-visual-lingual\u201d activity for the support of a multi-modal critical literacy<\/strong><\/span><\/h5><ul><li><strong>Shaun Nolan, Malm\u00f6 University, Sweden<\/strong><\/li><\/ul><p align=\"justify\">Visual Thinking Strategies (VTS) is an inquiry-based pedagogical tool grounded in teacher-pupil discussions. It was created originally to improve a participant&#8217;s ability to interpret, describe, and analyze imagery and do this through active observation and collective discussion (Yenawine, 2013, 2018; Nolan, 2022). In this presentation, I will explore how VTS goes beyond the art museum experience and is a highly adaptable technique for developing critical literacy and in-depth learning for a fuller engagement with a text. VTS could be described as a \u201cmeta-visual-lingual\u201d activity as it is the act of talking out load about the thinking inspired by a visual object such as a text, immersing student participants in the text and supporting them in their critical exploration of the focus text and thus explicitly developing a multi-modal critical literacy. The impact of adopting VTS with students and pupils of all ages but particularly those in primary school could be significant. It has proven very effective in nurturing participants\u2019 abilities and skills in critical and creative thinking, critical awareness and intercultural sensitivity, and in developing an openness to new cultural contexts, new perspectives, and unfamiliar ideologies (Hailey et al., 2015; Yenawine, 2013, 2018).<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong> <\/span>visual thinking strategies, critical literacy, intercultural sensitivity, critical and creative thinking<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Hailey, D., Miller, A., &amp; Yenawine, P. (2015). Understanding visual literacy: The visual thinking strategies approach. In D. Baylen, &amp; A. D\u2019Alba (Eds.), <em>Essentials of teaching and integrating visual and media literacy <\/em>(pp. 49\u201373). Springer, Cham. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.1007\/978-3-319-05837-5_3\">https:\/\/doi.org\/10.1007\/978-3-319-05837-5_3<\/a><\/span><\/li><li>Nolan, S. (2022). VTS in the English language classroom in Sweden: Visuality, paraphrasing and collective thinking in support of language learning. <em>Educare<\/em>, (4), 127\u2013144. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.24834\/educare.2022.4.6\">https:\/\/doi.org\/10.24834\/educare.2022.4.6<\/a><\/span><\/li><li>Yenawine, P. (2013). <em>Visual thinking strategies: Using art to deepen learning across school disciplines.<\/em> Harvard Education Press.<\/li><li>Yenawine, P. (2018). <em>Visual thinking strategies for preschool: Using art to enhance literacy and social Skills<\/em>. Harvard Education Press.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-40409e83 elementor-widget elementor-widget-spacer\" data-id=\"40409e83\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-35a0d1bd elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"35a0d1bd\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-811e3db\" data-id=\"811e3db\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-1aaee041 elementor-widget elementor-widget-text-editor\" data-id=\"1aaee041\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"PP\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>P<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-33107d96 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"33107d96\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-30d8bb66\" data-id=\"30d8bb66\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-246c40e5 e-transform elementor-widget elementor-widget-toggle\" data-id=\"246c40e5\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scaleX_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-6111\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-6111\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Pathan, Wafa (The Norwegian University of Science and Technology) - Disney and Pixar on diverse intergenerational trauma narratives: A source of multiculturalism in EFL classrooms<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-6111\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-6111\"><h5><span style=\"color: #e72f72\"><strong>Disney and Pixar on diverse intergenerational trauma narratives: A source of multiculturalism in EFL classrooms<\/strong><\/span><\/h5><ul><li><strong>Wafa Pathan, The Norwegian University of Science and Technology, Norway\u00a0<\/strong><\/li><\/ul><p align=\"justify\">The present study aims to examine the contemporary English children\u2019s films produced by Disney and Pixar themed on the intergenerational trauma narrative of diverse ethnic groups (Conroy, 2022; O\u2019Neill et al., 2018). The term \u201ccontemporary\u201d in this study has been used to associate film production in the 21st century based on the latest social issues concerning global communities and production houses\u2019 initiative to diversify the ethnic and cultural representations, for example the <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/storiesmatter.thewaltdisneycompany.com\/\">Stories Matter Initiative<\/a> <\/span>which was introduced in 2020. The paper will explore <em>Coco <\/em>(2017), <em>Encanto <\/em>(2021), and <em>Turning Red <\/em>(2022) in an effort to deconstruct Disney\u2019s and Pixar\u2019s depiction of the intergenerational trauma narrative of diverse ethnic groups in relation to multiculturalism. Analysing the depiction of diverse ethnic groups presented in children\u2019s films and the theme of intergenerational trauma will help in understanding the elements of \u201cauthenticity of culture and experiences\u201d (Gopalakrishnan, 2010). Thus, it will not merely focus to celebrate the difference of culture but rather adding the complex element of power relation of representation of \u201cothers\u201d (Gopalakrishnan, 2010). To do so, the dialogues of the child protagonists, songs and visual elements will be analysed. To analyse the film&#8217;s contents, the theoretical framework established in <em>Intergenerational Theory of Trauma &amp; Memory <\/em>(Balaev, 2008) will be applied. Furthermore, the study will demonstrate that how these contemporary themes and the subject of intergenerational trauma can be applied in the classroom setting while teaching the critical media literacy (Share et al., 2019) via integrating Childrens\u2019 films in EFL classrooms.<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong> <\/span>Disney and Pixar films, intergenerational trauma narrative, multiculturalism, diverse representations, critical media literacy<em>\u00a0<\/em><\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Bush, J., &amp; Howard, B. (Directors). (2021). <em>Encanto<\/em> [Film]. Walt Disney Pictures; Pixar Animation Studios.<\/li><li>Shi, D. (2022). <em>Turning Red<\/em> [Film]. Walt Disney Pictures; Pixar Animation Studios.<\/li><li>Unkrich, L., &amp; Molina, A. (Directors). (2017). <em>Encanto<\/em> [Film]. Walt Disney Pictures; Walt Disney Animation Studios.<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Balaev, M. (2008). Trends in literary trauma theory. <em>Mosaic: A Journal for the Interdisciplinary Study of Literature<\/em>, <em>41<\/em>(2), 149\u2013166.<\/li><li>Conroy, S. (2022). Narrative matters: Encanto and intergenerational trauma. <em>Child and Adolescent Mental Health, 27<\/em>(3), 309\u2013311. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/doi.org\/10.1111\/camh.12563\">https:\/\/doi.org\/10.1111\/camh.12563<\/a><\/span><\/li><li>Gopalakrishnan, A. (2010). <em>Multicultural children\u2019s literature: A critical issues approach<\/em>. Sage Publications.<\/li><li>O\u2019Neill, L., Fraser, T., Kitchenham, A., &amp; McDonald, V. (2018). Hidden burdens: A review of intergenerational, historical and complex trauma, implications for Indigenous families. <em>Journal of Child &amp; Adolescent Trauma<\/em>, <em>11<\/em>(2), 173\u2013186.<\/li><li>Share, J., Mamikonyan, T., &amp; Lopez, E. (2019). Critical media literacy in teacher education, theory, and practice. <em>Oxford research encyclopedia of education<\/em>. Oxford University Press. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"http:\/\/dx.doi.org\/10.1093\/acrefore\/9780190264093.013.1404\">http:\/\/dx.doi.org\/10.1093\/acrefore\/9780190264093.013.1404<\/a><\/span><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-6112\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-6112\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">P\u00e9rez-Agust\u00edn, Mercedes (Complutense University Madrid) - Natural science and literature (<i>We Are Water Protectors<\/i>) to foster interculturality and social justice in English language primary classrooms<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-6112\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-6112\"><h5><span style=\"color: #e72f72\"><strong>Natural science and literature (<em>We Are Water Protectors<\/em>) to foster interculturality and social justice in English language primary classrooms\u00a0<\/strong><\/span><\/h5><ul><li><strong>Mercedes P\u00e9rez-Agust\u00edn, Complutense University Madrid, Spain<\/strong><\/li><\/ul><p><span style=\"color: #000080\"><em>Part of the panel <strong>Multimodal children\u2019s literature to promote social justice through critical literacy in teacher education<\/strong><\/em><\/span><\/p><p align=\"justify\">The United Nations (2015) 2030 Agenda for Sustainable Development includes water as one of the 17 sustainable goals, aiming to ensure access to clean water for all. The picturebook <em>We Are Water Protectors<\/em> (2020) written by Carole Lindstrom of Ojibwe heritage, illustrated by Michaela Goade, is a call for environmental justice as a response to the construction of an oil pipeline that is polluting the water.<\/p><p align=\"justify\">This pedagogical proposal for upper primary students in the subject of natural science follows a read-aloud structure (Ellis &amp; Mourao, 2021) to help students explore their thoughts and feelings (Rubin &amp; Wilson, 1995). The students are expected to broaden their intercultural competence (Byram et al., 2002), their attitude and interest in learning about people\u2019s beliefs, values, traditions and worldviews. Social justice will be addressed because the students will be expected to reflect critically on the risks associated with environmental damage, on the need for responsible consumption and in the ways in which citizens and governments can contribute to environmental sustainability. The primary students are expected to acquire language and content from a distant culture on the importance of preserving the environment and taking part from a local to a global perspective, helping them expand their intercultural competence.<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong> <\/span>sustainability, interculturality, Native Americans, picturebook, reading aloud<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Lindstrom, C., illus. M. Goade (2020). <em>We Are Water Protectors<\/em>. Roaring Brook Press.<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References\u00a0<\/strong><\/span><\/p><ul><li>Byram, M., Gribkova, B., &amp; Starkey, H. (2002).<em> Developing the intercultural dimension in language teaching<\/em>. Council of Europe.<\/li><li>Ellis, G., &amp; Mourao, S. (2021). Demystifying the read-aloud. <em>Teaching Young Learners, 136<\/em>(7), 22\u201325.<span style=\"color: #ffcc00\">\u00a0<span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/www.etprofessional.com\/demystifying-the-read-aloud\">https:\/\/www.etprofessional.com\/demystifying-the-read-aloud<\/a><\/span><\/span><\/li><li>Rubin, P. C., &amp; Wilson, L. (1995). Enhancing language skills in four and five year olds. <em>Child and Family Canada<\/em>. Retrieved September 19, 2004 from <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"http:\/\/www.cfc-efc.ca\/docs\/cccf\/00001046.htm\">http:\/\/www.cfc-efc.ca\/docs\/cccf\/00001046.htm<\/a><\/span><\/li><li>United Nations. (2015). <em>Transforming our world: The 2030 agenda for sustainable development.<\/em> <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"https:\/\/sdgs.un.org\/publications\/transforming-our-world-2030-agenda-sustainable-development-17981\">https:\/\/sdgs.un.org\/publications\/transforming-our-world-2030-agenda-sustainable-development-17981<\/a><\/span><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-6113\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-6113\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Prusse-Hess, Barbara and Michael Prusse (Zurich University of Teacher Education) - Dragons, knights and princesses: Pupils and student teachers explore fairy-tale motifs in children\u2019s literature<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-6113\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-6113\"><h5><span style=\"color: #e72f72\"><strong>Dragons, knights and princesses: Pupils and student teachers explore fairy-tale motifs in children\u2019s literature<\/strong><\/span><\/h5><ul><li><strong>Barbara Prusse-Hess, Zurich University of Teacher Education, Switzerland <\/strong><\/li><li><strong>Michael Prusse, Zurich University of Teacher Education, Switzerland<\/strong><\/li><\/ul><p style=\"text-align: justify\">Humans enjoy stories because they help \u201cto make sense of the world\u201d (Coats, 2017, p. 199), they stimulate our imaginations, and they support learning (Armstrong, 2020). Whereas consuming any media format is frequently perceived as a solitary, individual matter, storytelling originally used to be a communal affair (Gottschall, 2012). Conversations about what we have read or seen are inspiring and, hence, it makes sense for teachers to introduce reading and creative responses to texts regularly into ELT classrooms to engage learners actively.<\/p><p style=\"text-align: justify\">The traditional fairy-tale triangle of a princess, a knight, and a dragon that can be found in the Grimm Brother\u2019s tale \u201cThe Two Brothers\u201d (and in further stories), resurfaces in multiple guises and variations in children\u2019s and young adult literature. In a local research setting, both pupils from a secondary school and student teachers at university react creatively to the established pattern and this process of exploring potential plots prepares them for the ensuing critical discussion of modern reworkings. By means of deep reading (Bland, 2022), critical thinking skills and an awareness of multiliteracies are developed. The project refers to texts such as Donaldson and Scheffler\u2019s <em>Zog<\/em> (2010) and its eponymous television adaptation or <em>Dragon\u2019s Green<\/em> (2017) by Scarlett Thomas.\u00a0<\/p><p><span style=\"color: #e72f72\"><strong>Keywords: <\/strong><\/span>fairy tales, creativity, deep reading, critical thinking, teacher education<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Donaldson, J., illus. A. Scheffler (2010). <em>Zog<\/em>. Scholastic Ltd.<\/li><li>Thomas, S. (2017). <em>Dragon\u2019s Green: Volume 1. <\/em>Simon &amp; Schuster.<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Armstrong, P. B. (2020). <em>Stories and the brain: The neuroscience of narrative<\/em>. Johns Hopkins University Press.\u00a0<\/li><li>Bland, J. (2022). <em>Compelling Stories for English language learners: Creativity, interculturality and critical literacy<\/em>. Bloomsbury Academic.<\/li><li>Coats, C. (2017). <em>The Bloomsbury introduction to children\u2019s and young adult literature<\/em>. Bloomsbury Academic.<\/li><li>Gottschall, J. (2012). <em>The storytelling animal: How stories make us human. <\/em>Houghton Mifflin Harcourt.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-649951e9 elementor-widget elementor-widget-spacer\" data-id=\"649951e9\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-51f7bd92 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"51f7bd92\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-3b5b46cb\" data-id=\"3b5b46cb\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-410bb1c4 elementor-widget elementor-widget-text-editor\" data-id=\"410bb1c4\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"PR\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>R<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-63da1185 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"63da1185\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-50a7657f\" data-id=\"50a7657f\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-17ff1f5c e-transform elementor-widget elementor-widget-toggle\" data-id=\"17ff1f5c\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scaleX_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-4021\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-4021\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Reichl, Susanne (University of Vienna) - From stories to action: A model of social change<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-4021\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-4021\"><h5><span style=\"color: #e72f72\"><strong>From stories to action: A model of social change<\/strong><\/span><\/h5><ul><li><strong>Susanne Reichl, Department of English and American Studies &amp; Research Platform #YouthMediaLife, University of Vienna, Austria<\/strong><\/li><\/ul><p><span style=\"color: #000080\"><em>Part of the panel <strong>English for social change: Learning from literature and beyond<\/strong><\/em><\/span><\/p><p style=\"text-align: justify\">This panel presents results from a project entitled \u201cEnglish for social change: what literature can and can\u2019t do\u201d. Our framework is inspired by critical pedagogy\u2019s vision of \u201cschools as democratic public spheres, teachers as public intellectuals, and students as potential democratic agents of social change\u201d (Giroux, 2020, p. 3), and while such a vision is still a long way off, we want to discuss what can be done to bring learners closer to being those \u201cchange agents\u201d (Green, 2016, pp. 2-3), with a focus on EFL teachers at secondary level in Vienna, Austria.<\/p><p style=\"text-align: justify\">Initial results of our quantitative survey suggest that teachers believe in the power of literature to broach topics of social injustice in EFL classrooms, and our qualitative research supports this view, adding details on the mapping processes (e.g., Jenkins et al., 2020) that teachers need to support learners in translating the fictional situation (e.g., racism in a US-American novel) into a context that is more local and\/or more relevant to them.\u00a0<\/p><p style=\"text-align: justify\">The first presentation will introduce an aggregated model that sketches some of the mapping processes that teachers rely on to make sure their learners understand social injustice and develop critical literacy (Luke &amp; Woods, 2009) when faced with a fictionalised social injustice in an EFL classroom context.\u00a0<\/p><p><strong><span style=\"color: #e72f72\">Keywords:<\/span> <\/strong>critical pedagogy, social change, literature in the EFL classroom, mixed methods research<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Giroux, H. (2020). <em>On critical pedagogy<\/em> (2nd ed.). Bloomsbury Academic.\u00a0<\/li><li>Green, D. (2016). <em>How change happens<\/em>. OUP.<\/li><li>Jenkins, H., Peters-Lazaro, G., &amp; Shrestovha, S. (Eds.). (2020). <em>Popular culture and the civic imagination<\/em>. NYUP.<\/li><li>Luke, A., &amp; Woods, A. F. (2009). Critical literacies in schools: A primer. <em>Voices from the Middle,<\/em> <em>17<\/em>(2), 2009. 9\u201318.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-4022\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-4022\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Rimmereide, Hege Emma (Western Norway University of Applied Sciences) -   Ecocritical dialogues to enhance environmental awareness<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-4022\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-4022\"><h5><span style=\"color: #e72f72\"><strong>Ecocritical dialogues to enhance environmental awareness<\/strong><\/span><\/h5><ul><li><strong>Hege Emma Rimmereide, Western Norway University of Applied Sciences, Norway<\/strong><\/li><\/ul><p style=\"text-align: justify\">How can reading and engaging in ecocritical literary dialogues about picturebooks in initial teacher education enhance student teachers\u2019 environmental awareness? This paper presents a case study involving teacher students\u2019 dialogues about literary texts and it highlights the potential role literary studies may play in becoming environmentally aware. Being environmentally aware means developing an understanding of how our behaviour impacts the environment and perhaps also committing to making changes to our activities to protect the planet. The paper draws on theory from ecocriticism (Braidotti, 2019; Haraway, 2016) and dialogic teaching and learning (Alexander, 2020). Dialogic teaching and learning is one way to be involved in developing one\u2019s own thinking and in creating knowledge and understanding.\u00a0<\/p><p style=\"text-align: justify\">The data in the project are tape recorded dialogues where the participants engaged in literature circles, discussing the literary texts <em>The Savage<\/em> (Almond, 2008) and <em>The Rabbits<\/em> (Marsden, 1998). Literature circles are learner-centred discussion groups with pre-assigned roles for each participant, potentially enhancing dialogic competencies and critical thinking. The dialogues were tape recorded and subsequently transcribed and analysed qualitatively. Findings show that the students developed environmental awareness while engaging in explorative talks with peers.\u00a0<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong> <\/span>ecocritical dialogues, literature circles, higher education, environmental awareness, dialogic teaching and learning<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Almond, D., illus. D. McKean (2008). <em>The Savage<\/em>. Walker Books.\u00a0<\/li><li>Marsden, J., illus. S. Tan (1998). <em>The Rabbits<\/em>. Hodder Children\u2019s Books.<\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Alexander, R. (2020).\u00a0<em>A dialogic teaching companion<\/em>. Routledge.\u00a0\u00a0<\/li><li>Braidotti, R. (2019). <em>Posthuman knowledge<\/em>. Polity Press.<\/li><li>Haraway, D. (2016). <em>Staying with the trouble: Making kin in the Chthulucene<\/em>. Duke UP.\u00a0<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-570dd8aa elementor-widget elementor-widget-spacer\" data-id=\"570dd8aa\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-30d0c862 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"30d0c862\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-3af41289\" data-id=\"3af41289\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-2d256e06 elementor-widget elementor-widget-text-editor\" data-id=\"2d256e06\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"PS\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>S<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-272b40d elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"272b40d\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-2a0a6ffc\" data-id=\"2a0a6ffc\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-60849c9e e-transform elementor-widget elementor-widget-toggle\" data-id=\"60849c9e\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scaleX_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1611\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-1611\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Skj\u00e6rstad, Torunn (Inland Norway University of Applied Sciences) - Creating spaces for interdisciplinarity in the English subject: Reading literary texts about history<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1611\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-1611\"><h5><span style=\"color: #e72f72\"><strong>Creating spaces for interdisciplinarity in the English subject: Reading literary texts about history<\/strong><\/span><\/h5><ul><li><strong>Torunn Skj\u00e6rstad, Inland Norway University of Applied Sciences, Norway<\/strong><\/li><\/ul><p><span style=\"color: #000080\"><em>Part of the panel <strong>Creating spaces for reading across the educational span<\/strong><\/em><\/span><\/p><p style=\"text-align: justify\">This paper addresses how literary texts about the First World War engage learners in the English language classroom and create interdisciplinary spaces contributing to purposes of the Norwegian National Curricula LK20. It reports on an empirical study conducted in a 9<sup>th<\/sup> grade class in Norway, where learners read and responded to an illustrated book, two poems and an excerpt from a novel about the First World War, a war that has been described as \u201cthe greatest moral, spiritual and physical catastrophe in history\u201d (Merriman, 2010, p. 926). There is a widely held recognition of the positive affordances literary texts offer for interdisciplinary purposes (Eco, 2004; Langer, 2011; Rosenblatt, 1994\/2005), particularly its value \u201cfor young people in their growth into mature human beings in society\u201d (Aase, 2011, p. 124).\u00a0<\/p><p style=\"text-align: justify\">This paper investigates learners\u2019 individual responses to the texts using Langer\u2019s (2011) ideas of envisionment as a theoretical starting point. She advocates for reading and responding to literature \u201cto help us sort out our own lives\u201d (pp. 19-20), and\u00a0I explore how the learners make meaning of the texts and which issues they transform to their own lives.\u00a0<\/p><p><span style=\"color: #e72f72\"><strong>Keywords<\/strong>:<\/span> interdisciplinarity, adolescents, envisionment, literary texts, transformative learning\u00a0<\/p><p><span style=\"color: #e72f72\"><strong>References\u00a0<\/strong>\u00a0<\/span><\/p><ul><li>Aase, L. (2011). Reflection on literature teaching: A Norwegian perspective. In P.-H. van de Ven, &amp; B. Doecke (Eds.), <em>Literary praxis<\/em> (pp. 123\u2013135). Sense Publishers.\u00a0<\/li><li>Eco, U. (2004). <em>On literature<\/em>. Vintage\u00a0\u00a0<\/li><li>Langer, J. (2011). <em>Envisioning literature: Literary understanding and literature instruction<\/em> (2nd ed.). Teachers College Press.\u00a0<\/li><li>Merriman, J. M. (2010). <em>A history of modern Europe: From the renaissance to the present<\/em> (3rd ed.). W.W. Norton &amp; Co.\u00a0<\/li><li>Rosenblatt, L. M. (1994\/2005). <em>Making meaning with texts: Selected essays<\/em>. Heinemann.\u00a0<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1612\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-1612\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Soler Pous, Concepci\u00f3n (University of Alicante) - Learning for justice through a critical gaze in the foreign language classroom<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1612\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-1612\"><h5><span style=\"color: #e72f72\"><strong>Learning for justice through a critical gaze in the foreign language classroom<\/strong><\/span><\/h5><ul><li><strong>Concepci\u00f3n Soler Pous, University of Alicante, Spain<\/strong><\/li><\/ul><p><span style=\"color: #000080\"><em>Part of the panel <strong>Multimodal children&#8217;s literature to promote social justice through critical literacy in teacher education<\/strong><\/em><\/span><\/p><p>This paper aims to promote social justice through critical literacy and to present the need for a communicative and real approach to the study of English as an L2 in the secondary classroom (Healy, 2010) that encompasses a communicative, global, intercultural and integrative (Mendoza Fillola, 2007) perspective based on a new study of literary (Arafah, 2021) and multimodal texts. We will propose an ensemble of works on social justice with the book of <em>The Breadwinner<\/em> by Deborah Ellis (2004) compared to a photographic work by Gervasio S\u00e1nchez called V<em>idas minadas <\/em>(2023). Both are based on the topic of women living in a country without freedom. Verbal and visual language will allow the student to discover a cultural context or region different from their own, and develop a sensitivity to appreciate their multiple meanings and interpretations. Proposals are presented with new teaching practices to capture the scenes in a non-verbal mode and provide visual details that would otherwise be lost in a dialogue-focused account (Oziewicz, 2018) for a topic that raises open questions and allows students to learn the foreign language as well as critical reading abilities (Prusse, 2018).<\/p><p><span style=\"color: #e72f72\"><strong>Keywords<\/strong>:<\/span> literature, multimodal texts, photographs, semiotics, social justice<\/p><p><span style=\"color: #e72f72\"><strong>References\u00a0<\/strong>\u00a0<\/span><\/p><ul><li>Ellis, D. (2004). <em>The breadwinner<\/em>. OUP.<\/li><li>S\u00e1nchez, G. (2023). <em>Vidas minadas 25 a\u00f1os.<\/em> [Photography]. <span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"http:\/\/gervasiosanchez.com\/sofia-elface-fumo\">http:\/\/gervasiosanchez.com\/sofia-elface-fumo<\/a><\/span><\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References\u00a0<\/strong>\u00a0<\/span><\/p><ul><li>Arafah, B. et al. The Idol: An Innovative Model for Designing Literature-Based ELT Materials. Linguistica Antverpiensia, 2021 Issue-1. (<span style=\"color: #ff6600\"><a style=\"color: #ff6600\" href=\"http:\/\/www.hivt.be\">www.hivt.be<\/a>.<\/span> ISSN: 0304-2294)<\/li><li>Healy, S. (2010). Literature in the EFL Classroom &#8211; From theory to practice. Kyoto Sangyo University essays. Humanities series (42), 178-191.<\/li><li>Mendoza Fillola, A. (2007). Literature in the FL classroom. In: Literary materials in foreign language learning. (pp. 13\u201352). ICE University of Barcelona. P\u00e9rez Cabello, A.M. (2013).<\/li><li>Oziewicz, M. (2018). The graphic novel: Brian Selznick\u2019s THE INVENTION OF HUGO CABRET, WONDERSTRUCK and THE MARVELS. In Bland, J. (Eds.), <em>Using Literature in English Language Education. Challenging Reading for 8-18 Years Old <\/em>(pp. 25-40).<\/li><li>Prusse, M. (2018). Transmedia reading: Tim Winton\u2019s LOCKIE LEONARD trilogy. In Bland, J. (Eds.), <em>Using Literature in English Language Education. Challenging Reading for 8-18 Years Old <\/em>(pp. 121-137).<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1613\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-1613\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">St\u00f8a, Heidi (Western Norway University of Applied Sciences) - Strange pasts and intercultural encounters in <i>On midnight beach<\/i><\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1613\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-1613\"><h5><span style=\"color: #e72f72\"><strong>Strange pasts and intercultural encounters in <em>On midnight beach<\/em><\/strong><\/span><\/h5><ul><li><strong>Heidi St\u00f8a, Western Norway University of Applied Sciences<\/strong><\/li><\/ul><p style=\"text-align: justify\">This paper considers whether working with older texts might advance student teachers\u2019 intercultural competence. While theories of intercultural communicative competence (ICC), such as Byram\u2019s (1997), seldom engage explicitly with <em>past<\/em> cultures, Jauss and Bahti (1979) and others (Burrow, 1979) have argued that reading older texts requires the reader to decentre their own perspective in ways suggestive of Hild E. Hoff\u2019s (2014) work on <em>bildung<\/em> and ICC. What happens when we expose student teachers to literature engaging with the radical alterity of past cultures? In this paper, I look at how encountering Marie-Louise Fitzpatrick\u2019s novel for young adults, <em>On Midnight Beach<\/em> (2020), alongside its Old Irish source text (<em>The T\u00e1in<\/em>) can both frustrate and deepen the students\u2019 reading of a contemporary Irish novel. In particular, the medieval source complicates the novel\u2019s representation of gender roles and animal-human relationships. The strangeness of the Old Irish text produces the novel\u2019s often perplexing characters and events, which the reader must puzzle through. To understand the novel\u2019s engagement with its source means understanding a cultural product that plays by entirely different rules. As the saying goes, the past is a foreign country, and critically reading older literature constitutes a textual encounter expanding the students\u2019 interpretive and intercultural abilities.\u00a0<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong><\/span> alterity, young adult, Irish literature, gender, ICC<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><ul><li>Fitzpatrick, M.-L. (2020). <em>On Midnight Beach<\/em>. Faber &amp; Faber.<\/li><li>Carson, C. (2007)<em>. The T\u00e1in. <\/em>Penguin<em>.<\/em><\/li><\/ul><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Burrow, J. A. (1979). The alterity of medieval literature. <em>New Literary History<\/em>, <em>10<\/em>(2), 385\u2013390.<\/li><li>Byram, M. (1997). <em>Teaching and assessing intercultural communicative competence<\/em>. Multilingual Matters.\u00a0<\/li><li>Hoff, H. E. (2014). A critical discussion of Byram\u2019s model of intercultural communicative competence in the light of <em>bildung <\/em>theories. <em>Intercultural Education, 25<\/em>(6), 508\u2013517.\u00a0<\/li><li>Jauss, H. R., &amp; Bahti, T. (1979). The alterity and modernity of medieval literature. <em>New Literary History<\/em>, <em>10<\/em>(2), 181\u2013229.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-313619d6 elementor-widget elementor-widget-spacer\" data-id=\"313619d6\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-5af0dd41 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"5af0dd41\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-2411e7ff\" data-id=\"2411e7ff\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-4486e214 elementor-widget elementor-widget-text-editor\" data-id=\"4486e214\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"PT\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>T<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-49453c5b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"49453c5b\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-6068c7ef\" data-id=\"6068c7ef\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-169e89e e-transform elementor-widget elementor-widget-toggle\" data-id=\"169e89e\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scaleX_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-2371\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-2371\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Theurer, Caroline, Katharina Kindermann, Julia Fromm, Nadine Kr\u00fcger, Maria Eisenmann, and Sanna Pohlmann-Rother (W\u00fcrzburg University) - EFL learning in elementary school by means of digital storytelling: The StoryTimE-project<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-2371\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-2371\"><h5><span style=\"color: #e72f72\"><strong>EFL learning in elementary school by means of digital storytelling: The StoryTimE-project\u00a0<\/strong><\/span><\/h5><ul><li><strong>Caroline Theurer, W\u00fcrzburg University, Germany<\/strong><\/li><li><strong>Katharina Kindermann, W\u00fcrzburg University, Germany <\/strong><\/li><li><strong>Julia Fromm, W\u00fcrzburg University, Germany<\/strong><\/li><li><strong>Nadine Kr\u00fcger, W\u00fcrzburg University, Germany<\/strong><\/li><li><strong>Maria Eisenmann, W\u00fcrzburg University, Germany<\/strong><\/li><li><strong>Sanna Pohlmann-Rother, W\u00fcrzburg University, Germany<\/strong><\/li><\/ul><p style=\"text-align: justify\">Digitalisation impacts society as a whole, but also teaching and learning processes: In addition to subject-specific content, modern (English) teaching requires offering students opportunities to build critical media literacy as early as in elementary school, as they are key to succeed in modern societies (Godaert et al., 2022). Meta-analyses show that digital devices, when integrated in a smart way, can enhance the quality of teaching by providing more adaptive learning arrangements or improving feedback (Stegmann, 2020). Consequently, the teacher and instructional processes are at the centre of research on technology-enhanced teaching (TET; Scheiter, 2021). Nevertheless, there is a need for further research on digitally enriched learning with a focus on instructional quality in the area of media and foreign language pedagogy.<\/p><p style=\"text-align: justify\">This is where the interdisciplinary research project StoryTimE comes in, which investigates <em>if<\/em>, <em>when<\/em> and <em>how<\/em> teachers integrate a digital device in feedback situations in the elementary classroom. The context is an EFL project in which fourth graders both receptively interpret multimedially enhanced fairy tales and produce their own digital stories.<\/p><p style=\"text-align: justify\">During its pilot phase, the project has gained first insights into the applicability of the learning materials and feedback processes. Those results will be presented at the conference.<\/p><p><span style=\"color: #e72f72\"><strong>Keywords<\/strong>:<\/span> feedback, foreign language pedagogy, primary teaching, StoryTimE, technology-enhanced teaching (TET)<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Godaert,\u00a0E., Aesaert,\u00a0K., Voogt,\u00a0J., &amp; van Braak,\u00a0J. (2022). Assessment of students\u2019 digital competences in primary school: A systematic review. <em>Education and Information Technologies<\/em>, <em>27<\/em>(7), 9953\u201310011. <span style=\"color: #ff6600\"><u>https:\/\/doi.org\/10.1007\/s10639-022-11020-9<\/u><\/span><\/li><li>Scheiter,\u00a0K. (2021). Lernen und Lehren mit digitalen Medien: Eine Standortbestimmung [Technology-enhanced learning and teaching: An overview]. <em>Zeitschrift f\u00fcr Erziehungswissenschaft<\/em>, <em>24<\/em>(5), 1039\u20131060. <span style=\"color: #ff6600\"><u>https:\/\/doi.org\/10.1007\/s11618-021-01047-y<\/u><\/span><\/li><li>Stegmann,\u00a0K. (2020). Effekte digitalen Lernens auf den Wissens- und Kompetenzerwerb in der Schule: Eine Integration metaanalytischer Befunde. <em>Zeitschrift f\u00fcr P\u00e4dagogik<\/em>, <em>66<\/em>(2), 174\u2013190. <span style=\"color: #ff6600\"><u>https:\/\/doi.org\/10.25656\/01:25790<\/u><\/span><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-204ab1c7 elementor-widget elementor-widget-spacer\" data-id=\"204ab1c7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-54004eb6 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"54004eb6\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-4357672b\" data-id=\"4357672b\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-4097f47a elementor-widget elementor-widget-text-editor\" data-id=\"4097f47a\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"PV\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>V<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-6821124e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"6821124e\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-5f45c234\" data-id=\"5f45c234\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-21eadc60 e-transform elementor-widget elementor-widget-toggle\" data-id=\"21eadc60\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scaleX_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-5691\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-5691\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Valente, David (Norwegian Study Centre, UK) - <em>Ridl<\/em>: A framework for integrating children\u2019s literature in English education <\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-5691\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-5691\"><h5><span style=\"color: #e72f72\"><strong><em>Ridl<\/em>: A framework for integrating children\u2019s literature in English education\u00a0<\/strong><\/span><\/h5><ul><li><strong>David Valente, Norwegian Study Centre, UK and Nord University, Norway\u00a0\u00a0<\/strong><\/li><\/ul><p><em><span style=\"color: #000080\">Part of the panel<strong> The ELLiL Project: An agentic and creative approach to children\u2019s literature in university-school teaching practice<\/strong><\/span><\/em><\/p><p style=\"text-align: justify\">The English Language and Literature for in-depth Learning (ELLiL) project (2020\u20132024) is funded by the Norwegian Directorate for Higher Education and Skills. Anchored in an international cooperation between Bishop\u2019s University, Canada and Nord University, Norway, the ELLiL project is organized as teacher exchanges between each context. The first paper in the panel focuses on the <em>Reading for in-depth learning<\/em>\u00a0or \u2018Ridl\u2019 framework, co-created by the ELLiL teacher educators (ELLiL Project Partners, 2023). This framework fuses concepts from Lau\u2019s (2013) critical literacy work and Bland\u2019s (2022) work on children\u2019s literature in ELT.<\/p><p style=\"text-align: justify\">The Ridl framework proposes four dimensions for teachers\u2019 planning and teaching of multimodal texts in the English classroom: textual, personal, critical, and creative-transformative. Central to the framework are criteria to guide teachers\u2019 text selection with consideration of their learners\u2019 heads (cognitive engagement), hearts (affective appeal) and hands (social justice potential), and to support their literary apprenticeship. As the project\u2019s goal is to experientially immerse participants in the deep reading for in-depth learning approach, examples from blended learning workshops held in both Norway and Canada are shared. These shine some light on how each cohort operationalized the Ridl framework and may offer insights for parallel English teacher education contexts.<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong><\/span> blended learning, literary apprenticeship, pedagogical framework, text selection, transnational project<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Bland, J. (2022).\u00a0<em>Compelling stories for English language learners: Creativity, interculturality and critical literacy<\/em>. Bloomsbury.<\/li><li>ELLiL Project Partners (2023).\u00a0<em>Reading for in-depth learning (Ridl) framework.\u00a0<\/em><span style=\"color: #ff9900\"><a style=\"color: #ff9900\" href=\"https:\/\/site.nord.no\/ellil\/reading-for-in-depth-learning\/\">https:\/\/site.nord.no\/ellil\/reading-for-in-depth-learning\/<\/a><\/span><\/li><li>Lau, S. M. C. (2013). A study of critical literacy work with beginning English language learners: An integrated approach.\u00a0<em>Critical Inquiry in Language Studies<\/em>,<em>\u00a019<\/em>(1), 1\u201330. \u00a0<span style=\"color: #ff9900\"><a style=\"color: #ff9900\" href=\"https:\/\/eur01.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fdoi.org%2F10.1080%2F15427587.2013.753841&amp;data=05%7C02%7Cdavid.valente%40nord.no%7Cb16cdba3907b4892746b08dc17ad049b%7Cfed13d9f21df485d909a231f3c6d16f0%7C1%7C0%7C638411279294598116%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=Zyl8MqX%2BgR2F8jEQlgrBmVPvUt1QTMaencyjhTml6HA%3D&amp;reserved=0\">https:\/\/doi.org\/10.1080\/15427587.2013.753841<\/a>\u00a0<\/span><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-69adb405 elementor-widget elementor-widget-spacer\" data-id=\"69adb405\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-468424ab elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"468424ab\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-46e6e29c\" data-id=\"46e6e29c\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-404e198d elementor-widget elementor-widget-text-editor\" data-id=\"404e198d\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"PW\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>W<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-7a66161f elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"7a66161f\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-2432ed59\" data-id=\"2432ed59\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-65186cce e-transform elementor-widget elementor-widget-toggle\" data-id=\"65186cce\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scaleX_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1691\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-1691\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Wendt, Georg (University of Vienna) - Encouraging critical literacy in English literature classrooms through the video game <i>Night in the woods<\/i><\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1691\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-1691\"><h5><span style=\"color: #e72f72\"><strong>Encouraging critical literacy in English literature classrooms through the video game <em>Night in the woods<\/em><\/strong><\/span><\/h5><ul><li><strong>Georg Wendt, Research Platform #YouthMediaLife, University of Vienna, Austria<\/strong><\/li><\/ul><p><em><span style=\"color: #000080\">Part of the panel<strong> English for social change: Learning from literature and beyond<\/strong><\/span><\/em><\/p><p style=\"text-align: justify\">For young people, video games and their surrounding cultural forms (e.g., Let\u2019s Play videos, live-streaming, or TV-adaptations) are nearly ubiquitous in their lives. Even as video games have seen increasing use as respectable instructional material in the language classroom through digital game-based learning applications and serious games, the medium remains a particularly rare choice for discussing literature in the EFL classroom, and especially as part of critical media literacy projects. This despite considerable scholarly efforts of theorizing video games as (also) a medium for fostering critical thinking that challenges a wide range of social injustices (e.g., Gray &amp; Leonard, 2018; Schrier, 2021).<\/p><p style=\"text-align: justify\">This paper offers an example of how video games can be used as a medium to cultivate \u201ca critical consciousness in students that [\u2026] help them analyze their social, historical, and economic conditions\u201d (Jennings &amp; Lynn, 2005, p. 17) through the story-centric independent game <em>Night in the Woods<\/em> (Infinite Fall, 2017). This qualitative study presents methods to engage students in the game\u2019s themes of mental health and economic immobility and is supported by the results of our project, as well as research into video game literacy more broadly (e.g., Burn, 2022; Zagal, 2010).<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong><\/span> literature in the EFL classroom, <em>Night in the Woods<\/em>, critical media literacy, video games<\/p><p><span style=\"color: #e72f72\"><strong>Bibliography<\/strong><\/span><\/p><p>Infinite Fall. (2017). <em>Night in the Woods<\/em> (PC version) [Video game]. Finji.<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Burn, A. (2022). <em>Literature, videogames and learning<\/em>. Routledge.<\/li><li>Gray, K. L., &amp; Leonard, D. J. (Eds.). (2018). <em>Woke gaming: Digital challenges to oppression and social injustice<\/em>. University of Washington Press.<\/li><li>Jennings, M. E., &amp; Lynn, M. (2005). The house that race built: Critical pedagogy, African-American education, and the re-conceptualization of a critical race pedagogy.<em> Educational Foundations,<\/em> Summer-Fall, 15\u201332.<\/li><li>Schrier, K. (2021). <em>We the gamers: How games teach ethics and civics<\/em>. Oxford University Press.<\/li><li>Zagal, J. P. (2010). <em>Ludoliteracy: Defining, understanding, and supporting games education<\/em>. ETC Press.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-3d6319ef elementor-widget elementor-widget-spacer\" data-id=\"3d6319ef\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-4957c28a elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"4957c28a\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-54075ba7\" data-id=\"54075ba7\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-1f8a6ddf elementor-widget elementor-widget-text-editor\" data-id=\"1f8a6ddf\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"PZ\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4>Z<\/h4>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-3ce6d1e8 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"3ce6d1e8\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-39ea0c46\" data-id=\"39ea0c46\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-7a889421 e-transform elementor-widget elementor-widget-toggle\" data-id=\"7a889421\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_transform_scaleX_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleX_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;_transform_scaleY_effect_hover_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-2051\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-2051\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Zondag, Anke (Nord University) - Spoken word poetry: Engaging, embodied empowerment<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-2051\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-2051\"><h5><span style=\"color: #e72f72\"><strong>Spoken word poetry: Engaging, embodied empowerment<\/strong><\/span><\/h5><ul><li><strong>Anke Zondag, Nord University, Norway<\/strong><\/li><\/ul><p style=\"text-align: justify\">Young people need to express themselves, says the Norwegian curriculum. In spoken word poetry there is room for everyone to express themselves through embodied performance. Performance poetry has been welcomed by diverse and politically engaged young people, including Australian indigenous and Maori teenagers (Stavanger &amp; Te Whiu, 2019). In Auckland schools, Spoken Word workshops are taught to help pupils make meaning of themselves and explore their identity. Spoken word poetry encourages young people to \u201cengage in identity construction, resist oppression and construct counternarratives\u201d (Curwood &amp; Jones, 2022, p. 50). These actions relate to topics from the Norwegian curriculum such as identity development, and health and life skills.\u00a0<\/p><p style=\"text-align: justify\">Written poetry appears to be studied more than spoken word poetry with its multimodality and paralinguistic features. Spoken word demystifies poetry as a genre and brings language to life for young people, according to Vazquez (2023). In this presentation, I will present which opportunities spoken word as performance poetry provides for young Aucklanders to express themselves, based on a qualitative case study. Throughout this presentation, I will draw on how composing spoken word can support the development of English learners\u2019 language proficiency and genre awareness through applications of poetical devices.<\/p><p><span style=\"color: #e72f72\"><strong>Keywords:<\/strong><\/span> spoken word poetry, identity, empowerment, youth literacies<\/p><p><span style=\"color: #e72f72\"><strong>References<\/strong><\/span><\/p><ul><li>Curwood, J. S., &amp; Jones, K. (2022). A bridge across our fears: Understanding spoken word poetry in troubled times. <em>Literacy<\/em>, <em>56<\/em>(1), 50\u201358.<\/li><li>Stavanger, D., &amp; Te Whiu, A. (2019). <em>Solid air: Australian and New Zealand spoken word<\/em>. University of Queensland Press.<\/li><li>Vazquez, A. (2023). Coming home: A reflection on the gift of poetry. <em>English Journal<\/em>, <em>112<\/em>(4), 51\u201357.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-48691ab0 elementor-widget elementor-widget-spacer\" data-id=\"48691ab0\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-4f3728a5 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"4f3728a5\" data-element_type=\"section\" data-e-type=\"section\" 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elementor-widget-text-editor\" data-id=\"1b9ab70d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<strong>Contact<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-3984b3b8 elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"3984b3b8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-5723ce5f elementor-widget elementor-widget-text-editor\" data-id=\"5723ce5f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>Phone:\u00a0 \u00a0 \u00a0 \u00a0 755 17 000<\/p><p>E-mail:\u00a0 \u00a0 \u00a0 <span style=\"color: #ffffff\">\u00a0<a style=\"color: #ffffff\" href=\"mailto:postmottak@nord.no\">postmottak@nord.no<\/a><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-68fb845c elementor-widget elementor-widget-text-editor\" data-id=\"68fb845c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<strong>Postal address<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-54a6a61a elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"54a6a61a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-c2079b9 elementor-widget elementor-widget-text-editor\" data-id=\"c2079b9\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<div class=\"FooterGlobal__content\"><p>Post box 1490<\/p><p>8049 Bod\u00f8<\/p><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-295722ae elementor-widget elementor-widget-text-editor\" data-id=\"295722ae\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<strong>Visiting address<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-313cfd3f elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"313cfd3f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-7ec2359e elementor-widget elementor-widget-text-editor\" data-id=\"7ec2359e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<div class=\"FooterGlobal__content\"><p>See our list of<span style=\"color: #ffffff\"> <a style=\"color: #ffffff\" href=\"https:\/\/www.nord.no\/en\/about#study-locations\">study locations<\/a><\/span><\/p><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<div class=\"elementor-column elementor-col-33 elementor-top-column elementor-element elementor-element-f32f424 elementor-hidden-mobile\" data-id=\"f32f424\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-6900d942 elementor-widget elementor-widget-text-editor\" data-id=\"6900d942\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<strong>Shortcuts<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-51ad1eea elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"51ad1eea\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-653ecb2f elementor-widget elementor-widget-text-editor\" data-id=\"653ecb2f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"color: #ffffff\"><a style=\"color: #ffffff\" href=\"https:\/\/www.nord.no\/en\/about\/vacancies\">Vacancies<\/a><\/span><\/p><p><span style=\"color: #ffffff\"><a style=\"color: #ffffff\" href=\"https:\/\/www.nord.no\/en\/about\/employees\">Find an employee<\/a><\/span><\/p><p><span style=\"color: #ffffff\"><a class=\"NavFooter-link level-2 FooterGlobal__link\" style=\"color: #ffffff\" href=\"https:\/\/www.nord.no\/en\/about\/privacy\">Privacy<\/a><\/span><\/p><p><span style=\"color: #ffffff\"><a class=\"NavFooter-link level-2 FooterGlobal__link\" style=\"color: #ffffff\" href=\"https:\/\/www.nord.no\/en\/about\/contact-us\/emergency-response-and-prevention\">Emergency response and prevention<\/a><\/span><\/p><p><span style=\"color: #ffffff\"><a class=\"NavFooter-link level-2 FooterGlobal__link href=\" style=\"color: #ffffff\" href=\"https:\/\/uustatus.no\/nb\/erklaringer\/publisert\/3c06001c-52e0-4fda-9714-67132ca0abc6\">Accessibility statement<\/a><\/span><\/p><p><span style=\"color: #ffffff\"><a class=\"NavFooter-link level-2 FooterGlobal__link\" style=\"color: #ffffff\" href=\"https:\/\/www.nord.no\/en\/about\/contact-us\">Contact us<\/a><\/span><\/p><p><span style=\"color: #ffffff\"><a class=\"NavFooter-link level-2 FooterGlobal__link\" style=\"color: #ffffff\" href=\"https:\/\/www.nord.no\/en\/node\/5801\">For media<\/a><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<div class=\"elementor-column elementor-col-33 elementor-top-column elementor-element elementor-element-48be9e47\" data-id=\"48be9e47\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-7d41f170 elementor-widget elementor-widget-text-editor\" data-id=\"7d41f170\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<strong>Follow us<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-7ddf64a0 elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"7ddf64a0\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-3bfdff23 elementor-icon-list--layout-traditional elementor-list-item-link-full_width elementor-widget elementor-widget-icon-list\" data-id=\"3bfdff23\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"icon-list.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<ul class=\"elementor-icon-list-items\">\n\t\t\t\t\t\t\t<li class=\"elementor-icon-list-item\">\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.facebook.com\/Norduniversitet\">\n\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-icon-list-icon\">\n\t\t\t\t\t\t\t<i aria-hidden=\"true\" class=\"fab fa-facebook-f\"><\/i>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-icon-list-text\">Facebook<\/span>\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li class=\"elementor-icon-list-item\">\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/twitter.com\/Norduniversitet\">\n\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-icon-list-icon\">\n\t\t\t\t\t\t\t<i aria-hidden=\"true\" class=\"fab fa-twitter\"><\/i>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-icon-list-text\">Twitter<\/span>\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li class=\"elementor-icon-list-item\">\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"http:\/\/instagram.com\/Norduniversitet\">\n\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-icon-list-icon\">\n\t\t\t\t\t\t\t<i aria-hidden=\"true\" class=\"fab fa-instagram\"><\/i>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-icon-list-text\">Instagram<\/span>\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li class=\"elementor-icon-list-item\">\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.youtube.com\/@Norduniversitet2016\">\n\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-icon-list-icon\">\n\t\t\t\t\t\t\t<i aria-hidden=\"true\" class=\"fab fa-youtube\"><\/i>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-icon-list-text\">YouTube<\/span>\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li class=\"elementor-icon-list-item\">\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.linkedin.com\/school\/norduniversitet\">\n\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-icon-list-icon\">\n\t\t\t\t\t\t\t<i aria-hidden=\"true\" class=\"fab fa-linkedin\"><\/i>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-icon-list-text\">LinkedIn<\/span>\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li class=\"elementor-icon-list-item\">\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.tiktok.com\/@nordstudent\">\n\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-icon-list-icon\">\n\t\t\t\t\t\t\t<i aria-hidden=\"true\" class=\"fab fa-tiktok\"><\/i>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-icon-list-text\">TikTok<\/span>\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-7350d084 elementor-widget elementor-widget-image\" data-id=\"7350d084\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.nord.no\/en\/about\/sea-eu\">\n\t\t\t\t\t\t\t<img decoding=\"async\" width=\"150\" height=\"39\" src=\"https:\/\/site.nord.no\/ridel\/wp-content\/uploads\/sites\/61\/2023\/09\/seaeulogo-removebg-preview.png\" class=\"attachment-thumbnail size-thumbnail wp-image-1719\" alt=\"\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Home About RidEL Introduction &amp; organization Call for Papers Peer reviewers &amp; partners Pedagogical framework Conference programme Programme at a glance Full schedule Papers Panels Teacher workshops Speakers Frank Serafini [&hellip;]<\/p>\n","protected":false},"author":25,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"full-width-container","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"coauthors":[4],"class_list":["post-2064","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Papers - RidEL<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/site.nord.no\/ridel\/papers\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Papers - RidEL\" \/>\n<meta property=\"og:description\" content=\"Home About RidEL Introduction &amp; organization Call for Papers Peer reviewers &amp; partners Pedagogical framework Conference programme Programme at a glance Full schedule Papers Panels Teacher workshops Speakers Frank Serafini [&hellip;]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/site.nord.no\/ridel\/papers\/\" \/>\n<meta property=\"og:site_name\" content=\"RidEL\" \/>\n<meta property=\"article:modified_time\" content=\"2024-04-10T13:49:07+00:00\" \/>\n<meta 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