Between Linguistics, Language Education and Acquisition Research. Introduction to the Special Issue Linguistics for Language Teaching and Learning

Elżbieta Awramiuk: e.awramiuk@uwb.edu.plDaniel Karczewski: dakar@uwb.edu.plElżbieta Awramiuk is a professor of linguistics at the University of Białystok, Poland. Her research currently concentrates on knowledge about language in education, as well as on phonology and spelling in contemporary Polish. Since 2005, she has been collaborating with L1 – Educational Studies in Language and Literature, a Scopus indexed online peer-reviewed, multilingual journal. She is the founding member of ARLE (International Association for Research in L1 Education, formerly: IAIMTE) and she is engaged in the Special Interest Group Research Educational Linguistics (SIG EduLing). She has participated in several research projects focused on the early literacy development and assessment and linguistic aspects of learning to read and write.Daniel Karczewski is an Assistant Professor in the Institute of Modern Languages at the University of Białystok, Poland. He holds a PhD in cognitive linguistics. His current research interest include the generic overgeneralization effect and the phenomenon of normativity. He was the prize winner of the Polish Cognitive Linguistics Association competition for the best Ph.D. dissertation in cognitive linguistics in 2014. He has recently published a book Generyczność w języku i w myśleniu. Studium kognitywne (Genericity in Language and Thought. A Cognitive Study).Elżbieta Awramiuk - University of BiałystokDaniel Karczewski - University of BiałystokAndrews, R., Torgerson, C., Beverton, S., Freeman, A., Locke, T., Low, G., Robinson, A. & Zhu, D. 2006. The effect of grammar teaching on writing development. British Educational Research Journal 32(1): 39–55. https://doi.org/10.1080/01411920500401997Apel, K. & Werfel, K. 2014. Using morphological awareness instruction to improve written language skills. 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Finnish student language teachers reflecting on linguistic concepts related to sentence structures: Students recognising linguistic concepts in L1 and L2 textbooks. L1 – Educational Studies in Language and Literature 19: 1-25. https://doi.org/10.17239/L1ESLL-2019.19.02.04Rättyä, K., Awramiuk, E. & Fontich, X. 2019. What is Grammar Education Today? Introduction to EduLing special issue on grammar education. L1 – Educational Studies in Language and Literature 19: 1–9. https://doi.org/10.17239/L1ESLL-2019.19.02.01Ribas T., Fontich X. & Guasch O. (eds.). 2015. Grammar at School. Research on Metalinguistic Activity in Language Education. Brussels: Peter Lang. https://doi.org/10.3726/978-3-0352-6490-6.Sénéchal, M., Ouellette, G., Pagan, S. & Lever, R. 2012. The role of invented spelling on learning to read in low-phoneme-awareness kindergartners: a randomized-control-trial study. Reading and Writing 25: 917–934. https://doi.org/10.1007/s11145-011-9310-2Spolsky B. & Hult, F. (eds.). 2010. 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Orthographic depth and spelling acquisition in Estonian and English: a comparison of two diverse alphabetic languages. Scandinavian Journal of Educational Research 55(4): 425–453.Watson, A. 2015. The Problem of Grammar Teaching: a case study of the relationship between a teacher’s beliefs and pedagogical practice. Language and Education 29(4): 332-346. https://doi.org/10.1080/09500782.2015.1016955Werfel, K. L. & Schuele, C. M. 2012. Segmentation and representation of consonant blends in kindergarten children’s spellings. Language, Speech, and Hearing Services in Schools 43: 292–307.24 (1/2019)51