Volume 2019-1(1), 159 pages

* Intro
* Contents
* Authors
* Reviewers


Why ERL Journal and why this volume’s theme?

The educational role of language – the journal’s pivotal theme – is a globally meaningful issue. Its salience and worldwide relevance can be well understood and properly appreciated by joint consideration of the following concepts/positions: (a) the so-called linguistic turn, which occurred in humanities nearly 100 years ago and which stipulates a shift of emphasis from speaking about the world by means of language to an opposite view whereby language becomes understood as an act of changes, as a process of harnessing the world in forms of expression and modification of the world; (b) the interdependence between the three spheres – perceptual (constituted by reality experienced by man), subjective (man experiencing that world), and intersubjective (the sphere of meanings worked out by community and mediating the other two spheres); (c) the assignment of meanings, performed continuously on the individual stratum and resulting in the “narrative turn”, whereby language is a medium thanks to which complex internal narrations convey meanings and each of the subjects creates a different type of the narration about the world ; and (d) the simultaneousness of our world’s formation and language expressed in that “we ourselves are words (…) words are who we are, they extend from our essence and they define our being. They define our place in the world and they define the world in which we are placed” .

The issue in question intersects pedagogy and linguistics and also pertains to other multiple disciplines and subjects which – only if rested upon jointly – can credibly unravel the position of language in education. The degree in which the educational role of language is an interdisciplinary theme leads to two major conclusions: first, it necessitates the involvement of specialists having different – yet complementary – perspectives on it, many of whom can be seen in somewhat bipolar terms, as for, example: educational scientists and linguists, first/native language educators and second/foreign language teachers, theoreticians and practitioners of language, qualitative researchers and quantitative analysts, university academics and primary/secondary school teachers, early education specialists and higher education experts, but also sociolinguists and psycholinguists, syntacticians and phoneticians, speech therapists and language coaches, ethnolinguists, language anthropologists and possibly others; and second, there is a need for a journal combining educational and linguistic studies, which is precisely what the ERL Journal aspires to do. We believe that thanks to the journal filling an important niche, many writers and researchers who has till date struggled with the dilemma as to whether to publish in an education- or language-oriented journal, publish here.

Hence, the ERL Journal addresses the said multi-faceted realm and takes into account the social complexity of the eponymous issue. Published by the International Association for the Educational Role of Language, it reflects encompasses ERLA’s interests comprised of what we refer to as ‘Scope Major’ and ‘Scope Minor’. Under the former, ERL Association – and, as a result, also ERL Journal – focuses (more broadly) on the educational role of language at the level of SCHOOLING, CULTURE, METHODS and PERSONALITY, whereas under the latter – (more narrowly) on language-user perspective by studying language beliefs (what we THINK OF language), language activity (what we DO WITH language), language affect (how we FEEL ABOUT language),and language matrices of reality interpretation (how we UNDERSTAND THROUGH language), with all the four areas complementing and supporting one another. In our efforts to combine eight areas of the two scopes (also referred to as ‘strands’ in the Journal), we strive to retain geographical extensiveness and balance on multiple levels, and to have a reader-friendly and ground-breaking character, with the former achieved by means of an approachable language and the latter by promotion of innovative papers highlighting the educational role of language. Technically speaking, we assume publication of two types of volumes: regular issues covering any one or more of 4 strands of the Scope Major (Module 1) or 4 strands of the Scope Minor (Module 2), and special issues edited by academics providing a template-based volume outline.

This – launch – volume exemplifies the range of issues falling within the aforementioned extensive field and runs across different areas, which, despite seeming divergent, share a lot. In this first volume we emphasise the category of learners’ EXPERIENCING OF LANGUAGE at the level of language content, digital interaction, speaking and writing. We view it as a highly suitable start of our joint interdisciplinary “journey”, following the previous “adventures” in the form of ERL Conferences, ERL Network and ERL Association. The concept of language experience renders it possible to explain in perhaps the simplest form what the ERL Journal is about: it has been initiated to study and share how learners and teachers from across the globe experience the educational position of language. Accordingly, this volume gathers 13 papers by authors from different continents relating to various dimensions of the educational world, that is to language in and outside the classroom, language skills, schoolbooks, and virtual reality. Additionally, the volume includes one review of a book whose interdisciplinary character can be seen as representative of the ERL field, and one report representing the “ERL story” from the position of one of our regulars, who has participated in all the ERL conferences held so far and has also been involved in ERL Journal’s strands coordination. We leave the interpretation of all the papers and the two extras to our readers, whom we also encourage to submit their own papers presenting their own views on the eponymous concept. We hope that the ERL Journal will serve the examination and the position of language in education.


Part I. Theory and Practice of the Educational Role of Language. PAPERS

Experiencing language content

1. Elisa Bitterlich – The situational factors on the learners’ language – the existence of different language styles in different mathematics classroom situations

FULL Article (PDF)

2. Zenta Anspoka, Inese Eglite – Content and language integrated learning and teaching in digital class: Latvia experience

FULL Article (PDF)

3. Loreta Andziulienė, Daiva Verikaitė-Gaigalienė  – Secondary schools’ administration perspective on content and language integrated learning: the case of Lithuania

FULL Article (PDF)

Experiencing digital interaction

4. Tess Maginess – Cyberlect in the classroom: dialogical approaches to languages 

FULL Article (PDF)

5. Slađana Marić – The educational role of language in experiences with virtual reality

FULL Article (PDF)

Experiencing the spoken language

6. Gemma Tarpey-Brown, Abdel-Hakeem Kasem – The ethnolinguistic vitality of Arabic in the Australian multicultural landscape

FULL Article (PDF)

7. Anna Dąbrowska – Educational role of language and Polish youth slang – literature review

FULL Article (PDF)

8. Klaudia Pavlikova – Use of monologues, games and problem solving activities for development of speaking skills

FULL Article (PDF)

Experiencing the written word

9. Anna Lyngfelt – Digital text production as narrative: an analysis of text production in a multilingual classroom at primary school

FULL Article (PDF)

10. ValĂ©ria JuhĂĄsz – The role of the lexicon of school books in school achievement

FULL Article (PDF)

11. Marta Ɓockiewicz, Martyna Jaskulska – Linguistic transfer in English as a foreign language in a single free writing task in Polish students with and without dyslexia

FULL Article (PDF)

12. Linda Lin – The NMET impact on the English writing of mainland Chinese students

FULL Article (PDF)

13. Chrysoula Tsirmpa, Nektarios Stellakis, Konstantinos Lavidas – Parent Reading Belief Inventory: adaptation and psychometric properties with a sample of Greek parents

FULL Article (PDF)


Part II.  Facts and Opinions Concerning the Educational Role of Language. REVIEWS & REPORTS

14. Dragana BoĆŸić Lenard – Convergence of ESP with other disciplines – a book review

FULL text (PDF)

15. Elena Kovacikova – Educational role of language – past, present and future visions?

FULL text (PDF)


List of Volume 2019-1(1) Authors

List of Volume 2019-1(1) Reviewers 

ERL Journal – Scope Major 

ERL Journal – Scope Minor 


Loreta Andziulienė LITHUANIA, Vytautas Magnus University, Education Academy; currently a lecturer and PhD student at Education Academy of Vytautas Magnus University, Lithuania and a PhD student at Tartu University, Estonia, with an interest in education, teacher training, ELT methodology,and CLIL.  

Zenta Anspoka LATVIA, Doctor in Pedagogy science, professor at the University of Latvia, senior researcher, expert in Education at the Council of Sciences of the Republic of Latvia. Scientific interests: general didactic, language learning and teaching methodology for preschool and school, bilingual education. Author of monographs, more than 100 scientific articles, more than 50 methodological and teaching books, member of international and local projects.

Elisa Bitterlich GERMANY, Technische UniversitĂ€t Dresden; a doctoral student works as scientific assistant at the professorial chair for Primary Education/Mathematics at the Technische UniversitĂ€t Dresden, Germany, since 2016. Besides teacher students’ collective orientations about the learners’ heterogeneity and the dealing with (linguistic) heterogeneity, her research interest areas include interpretative classroom research, mathematical learning and the language of the learners during different situations of the mathematics classroom (especially the use of narrations and contexts). She is also involved in the project „TUD-Sylber” which is part of the ‘Qualitätsoffensive Lehrerbildung’, a joint initiative of the Federal Government and the federal states of Germany which aims to improve the quality of teacher training. 

Dragana BoĆŸić Lenard CROATIA, Josip Juraj Strossmayer University of Osijek, Faculty of Electrical Engineering, Computer Science and Information Technology Osijek, Department of Core Courses. She obtained her PhD in Linguistics and MA in the English language and literature and the Croatian language and literature from the Faculty of Humanities and Social Sciences in Osijek. She works as a postdoctoral research fellow at the Faculty of Electrical Engineering, Computer Science and Information Technology Osijek, Josip Juraj Strossmayer University of Osijek, Croatia, where she teaches English for Specific Purposes courses. Her research interests include ESP, sociolinguistics and computational linguistics. She is a member of the editorial board of The Journal of Teaching English for Specific and Academic Purposes published by the Faculty of Electronic Engineering, University of NiĆĄ, Serbia, a member of the advisory board for the Cambridge Scholars Publishing, a member of the Scientific Committee of International English for Specific Purposes Teachers’ Association (IESPTA) and a strand coordinator for ERL Journal, to name a few.

Anna Dąbrowska POLAND, University of Warsaw, Faculty of Education. Primary research interests: adolescent literacy, linguistic worldview, linguistic competence, communicative competence, adolescent literacy, adolescent slang, sociolinguistics Representative publication title:(Il)literacy in Youth as an Obstacle to Living a Valuable Life, The Cultural Activity of Youth and Their Linguistic Worldview, Cultural Factors in Youth Literacy, Adolescents and self-improvement – in light of young readers’ letters to the editor in youth magazines, Is Slang Cool? Educational Aspects of the Presence of Students Slang in Public Discourse, Youth Slang as a Community-Building Element in School Communication, The Equal and the More Equal. Communicative Competence and Educational Paradoxes, On the Expansion of Adolescent Language as Illustrated by Advertising Messages, Communication Styles of Girls and Boys.

Inese Eglite LATVIA, Mg. paed., PhD student, lecturer  at the  University of Latvia, Latvian as a second language  teacher. Research interests:  bilingual education, language learning and teaching methodology for preschool.

Martyna Jaskulska POLAND, University of GdaƄsk, Faculty of Languages; a teacher of English in Derdowski High School in Kartuzy. My scientific interests include: dyslexia, cognitive linguistics, psycholinguistics, sociolinguistics. Recently I have worked on difficulties of Polish students with dyslexia in learning English as a foreign language.

Valéria Juhåsz HUNGARY, University of Szeged, Juhåsz Gyula Faculty of Education, Head of the Department of Hungarian Language and Applied Linguistics , my main research fields are early literacy, teaching reading and writing focusing on dyslectic learners, teaching foreign languages to children with special needs. I am also interested in teaching listening and reading comprehension, strategies of comprehension, and teaching vocabulary in content areas.

Abdel-Hakeem Kasem AUSTRALIA, Deakin University, Melbourne, Assistant Professor at the Faculty of Arts and Educaton; the Convenor of Arabic Language Program at Deakin University. Hakeem’s teaching has received plaudits at Deakin, and via national and international commendation. His work – especially in the development of world first-class comprehensive Arabic online resources in 2006 – is widely known in the Arabic teaching community at a national and international level. In 2009, the Australian Learning and Teaching Council awarded him a National Teaching Excellence Award in the Humanities and the Arts category, for pioneering this Arabic program that led to innovative and creative approaches to teaching foreign languages at tertiary level in Australia. Hakeem’s research interest involve Arabic language and culture studies, blended learning, e-learning, and cross-cultural communication. He has contributed to numerous national and international conferences and published widely in national and international publications.

Elena Kovacikova SLOVAKIA, Constantine the Philosopher University, Faculty of Education, Department of Language Pedagogy and Intercultural Communication. The projects she is currently involved in: APVV-15-0368 -Practice in Centre of the Subject Field Didactics, Subject Field Didactics in the Centre of Preparation for Practice KEGA 006UKF-4/2017 Contrastive Analysis as Effective Supportive Method in Teaching English Pronunciation at Primary Schools.

Konstantinos Lavidas GREECE, University of Patras; Research and Laboratory Teaching Staff member, Department of Educational Sciences & Early Childhood Education at the University of Patras Greece. His research interests: ICT in Education, Statistics and Educational Research. He has published many articles about education and particularly about new teaching approaches with ICT.

Linda Lin HONG KONG, The Hong Kong Polytechnic University; she holds a PhD in Applied Linguistics. Her research interests include syntactical analysis, academic writing and vocabulary studies. She is currently working with Stanford University to develop an AWE (Automated Writing Evaluation) platform to assist Chinese learners of English to effectively identify common language errors in their writing.

Anna Lyngfelt SWEDEN, University of Gothenburg; Assistant Professor at the department of pedagogical, curricular and professional studies. She is now working with a project about the development of literacy by the use of fiction in multilingual classrooms. Also, she is doing research about how to make use of multimodal text production to develop literacy, and reading comprehension in relation to aspects of democracy.

Marta Ɓockiewicz POLAND, University of Poland, Institute of Psychology; an assistant professor at Division of Psychology and Psychopathology of Development; her scientific interests include: dyslexia, school failures prevention, psycholinguistics, bilingualism. Currently, She studies Polish students with dyslexia difficulties in learning English as a foreign language, and teaches English as a foreign language; a member of Polish Dyslexia Association.

Tess Maginess NORTHERN IRELAND, Queen’s University, Belfast. Director of the Open Learning continuing Education Programme, School of Social Sciences, Education and Social Work. Her home discipline is literature.  Her research encompasses adult education, older people’s learning, innovative pedagogies with non-traditional learners, arts based education and research and literature.

Slađana Marić SERBIA, University of Novi Sad, Faculty of Philosophy; PhD in Teaching Methodology; an educator, researcher, conference speaker, and prolific author. After graduating in Music Pedagogy at the Academy of Arts of the University of Novi Sad and in English Language Philology at “The Faculty of Legal and Business Studies Lazar Vrkatic, PhD” in Novi Sad, Sladana completed her MA in Gender Studies and MA in Management in Education (ACIMSI, University of Novi Sad). In 2018 she started working as a Research Assistant at the Faculty of Philosophy within the project titled “Digital Media Technologies and Socio-educational Changes” (III47020) funded by The Ministry of Education, Science and Technological Development of the Republic of Serbia. In 2019, defending her doctoral dissertation titled “Interactive Learning of Music and English Language with Digital Media” she completed her doctoral studies in Teaching Methodology at the Faculty of Philosophy of University of Novi Sad. Her research interests lie in the areas of the educational role of language, digital pedagogies, media literacies and their role in digital learning and teaching. Sladana has published internationally and regularly gives talks at international conferences, presenting her work at online conferences and face to face events in Greece, Serbia, Cyprus, Poland and Malta.

Klaudia Pavlikova SLOVAKIA, PhD student at the Faculty of Education, Constantine the Philosopher University in Nitra Constantine the Philosopher University in Nitra. She teaches English as a foreign language to teenagers to adults, in groups or individually, at a local language school. She aims at finding the most suitable ways to prepare her learners for the successful use of language.

Nektarios Stellakis GREECE, University of Patras; Assistant Professor at the Department of Educational Science and Early Childhood Education, University of Patras, Greece. His research and teaching areas are: literacy and early literacy; literacy practices in pre-school education, and family literacy. The period 2013-2018 he was Regional Vice-President for Europe at the World Organization for Early Childhood Education (OMEP).

Gemma Tarpey-Brown AUSTRALIA, Deakin University, Melbourne, Faculty of Arts and Educaton; an early career researcher. She has recently graduated from the Faculty of Arts and Education at Deakin University majoring in Arabic and Literature with First Class Honours. Gemma was the recipient of the Global Citizenship Award from Deakin University in 2017. Her research interests are in Arabic cultural studies and the complex relationship between language shift and language maintenance, identity and power. Gemma is currently working for the Australian Red Cross.

Chrysoula Tsirmpa GREECE, University of Patras; a kindergarten teacher and a PhD student at the Department of Educational Science and Early Childhood Education, University of Patras, Greece.  Her research focuses on family literacy and especially on parents’ beliefs and practices about literacy.

Daiva Verikaitė-Gaigalienė LITHUANIA, Vytautas Magnus University, a PhD in Linguistics, an Associate Professor of Language Education Programme Group at Education Academy of Vytautas Magnus University, Lithuania, with an interest in discourse analysis, linguistic pragmatics, ELT methodology, and CLIL.


Patman Antadze-Malashkhia (Georgia, Tbilisi State University)

Radmila Bodrič (Serbia, University of Novi Sad)

Anita Bright (Oregon, Portland State University)

Claudiu Marian Bunaiasu (Romania, University of Craiova)

Halina Chodkiewicz (Poland, Pope John Paul II State School of Higher Education in Biala Podlaska)

Jurga Cibulskienė (Lithuania, Vilnius University)

Dorothy Valcarcel Craig (Tennessee, Middle Tennessee State University)

Christiane Dalton-Puffer (Austria, University of Vienna)

ElĆŒbieta Gajek (Poland, University of Warsaw)

Cindy Gallois (Australia, The University of Queensland)

Tatjana Glusac (Serbia, University of Novi Sad)

Eleni Griva (Greece, University of Western Macedonia)

Abha Gupta (Virginia, Old Dominion University)

Yasunari Harada (Japan, Wesada University)

BoĆŸena HorvĂĄthovĂĄ (Slovakia, Constantine the Philosopher University in Nitra)

Ludmila Hurajova (Slovakia, Slovak University of Technology in Bratislava)

Maria JodƂowiec (Poland, Jagiellonian University in Kraków)

Mark Karan (North Dakota, University of North Dakota)

Intakhab Alam Khan (South Arabia, King Abdulaziz University)

Irene Krasner (California, Defense Language Institute Foreign Language School)

Geraldine McDermott (Ireland, Athlone Institute of Technology)

Martha Miller Decker (Kentucky, Morehead State University)

Byeonggon Min (South Korea, Seoul National University)

Dionéia Monte-Serrat (Brasil, University of Campinas)

Agnieszka Nowak-Ɓojewska (Poland, University of GdaƄsk)

Eglė Petrionienė (Lithuania, Vilnius Universty)

Maria Dolores Ramirez-Verdugo (Spain, Autonomous University of Madrid)

Alina Reznitskaya (Illinois, Montclair State University)

Ayten İflazoğlu Saban (Turkey, Cukurova University)

Min Shen (Brunei, Universiti Brunei Darussalam)

You Su (China, Beijing University of Posts and Telecommunications)

Agnieszka Szplit (Poland, Jan Kochanowski University in Kielce)

Gertrud Tarp (Denmark, Aalborg University)

Alina Tenescu (Romania, University of Craiova)