Network
NW 31 Language and Education
Title
Reading, Writing and Learning Additional Languages
Abstract
Reading and writing are necessary societal skills, but also an essential part of learning additional languages. The PISA assessment has shown a significant decrease in reading competence in first languages in many OECD countries (OECD, 2023). Reading and writing competence is important in a person´s first language, but as the majority of the world´s population is multilingual (Crystal, 2006), reading and writing competence in additional languages is also of vital importance. However, many language learners find both reading and writing challenging. Thus, there is a need for more research on how to support reading and writing especially in additional languages.
The Call
Reading and writing are necessary skills both in first and additional languages (e.g. Castles et al., 2018). Despite the wealth of information on reading and writing pedagogies in first languages, there is still relatively scarce knowledge about effective reading and writing pedagogies in teaching additional languages. Additionally, due to the growing presence of AI and other digital tools, there is a need for an increased understanding on reading and writing skills in relation to digital literacy in additional languages. We therefore welcome papers that focus on reading and writing pedagogies in teaching additional languages. We strive to
- understand the optimal use of reading and writing pedagogies both from teachers’ and learners’ perspectives
- explore new ways of using reading and writing pedagogies for deep learning
- use reading and writing pedagogies to support students’ identities
- analyse which pedagogical practices are appreciated in educational settings
We aim to create an interdisciplinary perspective on the use of reading and writing pedagogies in language classrooms. In addition, we will invite researchers for a reflection of single empirical findings on reading and writing pedagogies from a global perspective. This may contribute to a common framework with which we inspire and empower educators and policymakers to implement effective reading and writing pedagogies and pedagogy in linguistically diverse contexts within Europe and beyond.
Contact Person(s)
References
Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest, 19(1), 5–51. doi.org/10.1177/1529100618772271
Crystal, D. (2006). How language works. The Overlook Press.
OECD (2023). The state of learning and equity in education in 2022. In PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing. doi.org/10.1787/799d7d80-en
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