If students in secondary education are to write qualitatively good texts, it is crucial that they use academic as well as domain-specific language, and that they use a clear text structure. These skills are particularly important in writing longer texts, such as inquiry learning projects (Dutch ‘profielwerkstukken’) and research reports. Good opportunities to acquire these skills may be offered in Content and Language Integrated Learning. Explicit instruction and student-contingent feedback are essential, or in other words: the interaction between teacher and student plays an important role.

This conference addresses the ways in which this teacher-student-interaction should be shaped in order to be effective. The motto of this conference is “science meets practice”, which means that we would like the conference to be a meeting place for both researchers, teachers and teacher educators. We will focus on the following main questions:

  • What knowledge can be generated from research on effective forms of instruction in subject-specific writing and/or on the effects of feedback on the writing process or product?
  • What good practices of tasks and feedback can be found in secondary education practice?