Editorial Policies

Focus and Scope

The aim of the journal is to publish outstanding research by current and recently graduated research students and post-doctoral students carrying out research in the area of Language and Literature Teaching Methods. We also accept work by post-doctoral students who have defended their dissertation within the last five years. We seek empirical investigations and literary reviews within the range of research in language and literature teaching methods. We will accept submissions in Catalan, Spanish, French and English. We publish commissioned articles from internationally renowned authors in these research areas as well as interviews with well-known experts in these fields.

Submissions to the journal are reviewed by the scientific committee and invited reviewers, using a critical process of blind peer review.

 

Section Policies

Invited Authors

Publication of articles by internationally renowned academic scholars in the fields of language and/or literature teaching methods.

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Articles

Articles written by students and graduates of Master and/or Doctoral Programmes. Articles must be research-oriented and related to the fields of teaching and learning language and/or literature.

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Book Reviews

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Interviews

Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Special Editor(s)

Special Editor's introductory text. Reviewed by journal editors.

Checked Open Submissions Checked Indexed Checked Peer Reviewed
 

Peer Review Process

Submissions to the journal are reviewed by the international scientific committee and invited reviewers, using a critical process of blind peer review, always following the criteria of our ethics statement.

 

Open Access Policy

This journal provides immediate free access to its contents under the principle that making research freely available to the public supports a greater global exchange of knowledge.

This is an open access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, distribute, print, reproduce parts, search or make a link to the full texts of the articles in this journal without asking prior permission from the editor or the author. It'slicensed under a Creative Commons Attribution 4.0 Unported License.

It is requested that any use of the texts herein be duly referenced according to the APA format.

 

Abstracting & Indexing

Listed in:

Academic Journals DatabaseCentre de Documentació de la Direcció General de Política LingüísticaCitefactor Directory Indexing of International Research Journals, Consejo Superior de Investigaciones Científicas CCHS-CSIC, Difusión y Calidad Editorial de las Revistas Españolas de Humanidades y Ciencias Sociales y Júridicas (DICE), Dipòsit Digital de Documents (DDD), Elektronische ZeitschriftenbibliothekERIH-PLUS, Directory of Open Access Journal (DOAJ), DulcineaISOC Base de Datos, JournalTOCLatindex, Linguistic Abstracts Online (LBA), Linguistics and Language Behavior Abstracts (LLBA), MLA International Bibliography, Open Journal System (OJS) Database, Revistes Catalanes amb Accés Obert (RACO), RESHScopusUlrich's Periodical Directory

 

Ethics Statement

Bellaterra Journal of Teaching and Learning Language & Literature is committed to meeting and upholding standards of ethical behaviour at all stages of the publication process. We follow closely guidelines suggested by the Committee on Publication Ethics (COPE). Below is a summary of our key ethical expectations of all the parties involved in the publishing process.

Editors’ duties:

  • To make publication decisions based on objective evaluations that do not descriminate on grounds of gender, sexual orientation, religious or political beliefs, ethnic or geographical origin of the authors.
  • To ensure that there is no conflict of interest in the acceptance or rejection of an article of either the editor or reviewers and that acceptance of articles is not influenced by commercial gains.
  • To safeguard confidentiality of sensitive data when necessary and to guarantee the anonymity of reviewers and authors during the blind review process.
  • To guarantee that decisions of acceptance or rejection are based on balanced evaluations that only take into account the articles’ academic merit.
  • To follow reasonable procedures in the event of complaints of an ethical or conflictive nature within a realistic amount of time.
  • To safeguard against the publication of any plagiarized work.
  • To publish amendments or retract articles in the case of incorrect or inappropriate texts.

Authors' responsibilities:

  • To confirm that the manuscript has not be submitted/is not under consideration or has not be published elsewhere.
  • To acknowledge any portion of the content that has been published elsewhere in the article as well as submitting the work to the editor for comparison of content.
  • To disclose any conflicts of interest when submitting the article.
  • To never submit a text based on fraudulent data.
  • To fully report the procedures of data compilation, along with an explanation and evidence of explicit permission for research by the subjects involved in the study.
  • To provide access to data on reasonable request.
  • To fully acknowledge any funding, employer or other parties involved in data compilation or other parts of the research.
  • To guarantee originality of all content and to confirm that none of the text has been plagiarized.
  • To fully acknowledge all sources used in the text.
  • To notify promptly the journal editor of any significant error following the publication of the text and to cooperate with the editor to publish an erratum or to retract the paper, if necessary.

Reviewers’ obligations:

  • To promptly report to the editor any conflict of interest with respect to the research, the authors or anything else related to the text under revision.
  • To suggest references or sources that have not already been cited in the manuscript.
  • To provide the author with objective, balanced comments that contribute to the overall quality of the text under revision.
  • To return the reviews to the editor in a timely manner.
  • To ensure confidentiality of the articles and subsequent evaluation reports.
  • To not retain, copy or make use of the manuscript under revision in any manner.
  • To justify proposals for rejection of an article based on sound arguments.
  • To advise the editor of any content that is substantially similar to already published texts or other manuscripts under revision.

Procedures to be followed in the case of unethical behaviour:
Unethical behaviour may be brought to the attention of the editor or editorial board by anyone at any time. Anyone who does so should provide sufficient information and evidence for the initiation of an investigation. The circumstances will be investigated by the editor while avoiding allegations until a final conclusion has been reached. Authors will be given the opportunity to respond to all allegations. Minor breaches may be dealt with by providing the perpetrator the possibility of publishing an erratum. More serious misconduct may result in retraction of the article, along with a published editorial explaining the misconduct and the author will be barred from submitting any articles to the journal in the future. In such cases, the editor will issue a formal letter to the head of the author’s or reviewer’s department or funding agency and possibly to higher authories for further investigation and action, if deemed necessary.

The editorial board and scientific committee shall monitor the publishing ethics of the journal and provide support for maintaining the integrity of the journal’s academic and ethical standards.

 

FAQs

How often is BJTLLL published?
BJTLLL publishes 4 volumes per year, one of which is a monograph.

How do I submit an article to BJTLLL?
To submit online, you must register as a user first, and then you will be given step-by-step instructions on how to upload your article. Once you have submitted online, you can follow the reviewing process via your account.

What kinds of articles are accepted?
BJTLLL publishes articles by graduate, doctoral and post-doctoral investigators (5 years from defense) that discuss research in the teaching and learning of language and literature. We do not publish descriptions of innovative teaching if it does not include research data.

My article has been reviewed and it was rejected. Does this mean I cannot submit again?
Rejected articles can be re-submitted but the author should try to make the changes indicated by the reviewers.

My article has been reviewed and several changes have been requested. Do I have to make all the changes?
The author has the choice of following the advice of the reviewers or not. However, the author should bear in mind that the reviewers are experienced and renowned scholars in the field of teaching and learning language and literature and have published extensively; therefore their advice is usually sound and is intended to help improve the article. In the proofreading stage, the author may be required to make changes in formatting and style. These should be followed or, if not, an explanation provided.

What does it mean that BJTLLL is included in databases?
Academic journals undergo yearly revision concerning the scientific impact of their content. Inclusion in databases means that the journal has met the academic criteria of that database. Researchers seeking scholarships, grants or accreditation are required to have publications in journals that are indexed.

I’d like to submit a monograph. What do I have to do?
Anyone interested in submitting a monograph should first ensure that there are enough authors interested (minimum 3 articles, 1 invited guest author, 1 review and 1 interview) to have a complete monograph. The proposal should be sent directly to the editor at bellaterra.journal@gmail.com. The proposal must include a summary of contents of each article, the contact details of the authors, the name of the person to be interviewed and the title of the book to be reviewed. Recommendations of peer reviewers who are specialist in the field are also requested.

I’ve had a monograph proposal accepted. As special editor, what am I expected to do?
Special editors are responsible for the quality of the monograph. The implies contacting reliable authors and scholars for the monograph, ensuring that the contributors meet the deadlines, revising the articles for content and style before sending the (anonymous) articles to the reviewers and writing a short ‘special editor’s note’ about the content of the monograph.

As special editor of a monograph, do I get to decide the contents of the volume?
Yes, the content and topic of the monograph are decided by the special editor and the proposal is submitted to the journal. However, the editor and editorial team have the final say about the publication of the monograph and it is their prerogative to not publish a monograph if the articles do not meet the standards of quality of BJTLLL.

I have very little experience as an author/special editor. Are there any tips on what makes a good research article?
Writing/evaluating good research articles usually depends on practice and experience. Research articles will differ in style and content and in a large part it depends on the area of research and where it is published. However, generally articles include: title, abstract, introduction, methodological framework, contextualization, analytical framework, analysis and results, conclusion, bibliography.

I’ve recently defended my doctoral thesis and want to recognize my supervisor in my article. Can I name him or her as co-author?
BJTLLL does not publish honorary authorship. We request that only the persons who have actively worked on the article sign their names (it is a question of integrity). A PhD student can recognize their supervisor’s help in acknowledgements at the end of the article.

Do you publish uncommissioned interviews?
No. BJTLLL has very strict protocol to ensure complete complicity with the interviewee about what has been said. This means that we make the direct contact with the interviewees.

 

Reviewers

2016

  • Cristina Aliagas, Universitat Autònoma de Barcelona
  • Victoria Antoniadou, European University of Cyprus
  • Alba Ambròs, Universitat de Barcelona
  • Jaume Batlle Rodríguez, Universitat de Barcelona
  • Mike Berry, University of Turku
  • Marilisa Birello, Universitat Autònoma de Barcelona
  • Eulàlia Borràs Ribas, Universitat Politècnica de Catalunya
  • Ruth Breeze, Universitat de Navarra
  • Laia Canals, Universitat Autònoma de Barcelona/Universitat Oberta de Catalunya
  • Adriana Cardosa, Universidade de Lisboa
  • Encarnación Carrasco, Universitat de Barcelona
  • Javier Elvira, Universidad Autónoma de Madrid
  • Xavier Fontich, Universitat Autònoma de Barcelona
  • Lynne Franjié, Université Lille 3
  • Lídia Gallego Balsà, Universitat de Lleida
  • Maria Rosa Garrido Sardà, Université de Fribourg
  • Júlia Llompart, Universitat Autònoma de Barcelona
  • Janus Mortensen, University of Copenhagen
  • Luci Nussbaum Capdevila, Universitat Autònoma de Barcelona
  • Sònia Oliver del Olmo, Universitat Autònoma de Barcelona
  • Adriana Patiño Santos, University of Southampton
  • Carmen Pérez, Universitat Pompeu Fabra
  • Helena Roquet Pugès, Universitat Internacional de Catalunya
  • María Sabaté Dalmau, Universitat de Lleida
  • Randall Sadler, University of Illinois at Urbana Champaign
  • Nayme Sala, Universitat Autònoma de Barcelona
  • Josep Soler Carbonell, Stockholm University
  • Joël Thibeault, University of Ottawa
  • Núria Vilà, Universitat Autònoma de Barcelona
  • Annie Wilson, Universitat de Barcelona

2015                      

  • Alba Ambròs, Universitat de Barcelona
  • Victoria Antoniadou, European University of Cyprus
  • Tejin Aksmit, Bilkent University
  • Cristina Aliagas, University of Sheffield
  • Jesús Alirio Bastidas, Universidad de Nariño
  • Marilisa Birello, Universitat Autònoma de Barcelona
  • Eulàlia Canals, Universitat Oberta de Catalunya
  • Adriana Cardosa, Instituto Politécnico de Lisboa
  • Encarnación Carrasco, Universitat de Barcelona
  • Daniel Cassany, Universitat Pompeu Fabra
  • Eva Codó, Universitat Autònoma de Barcelona
  • Teresa Colomer, Universitat Autònoma de Barcelona
  • Llorenç Comajoan, Universitat de Vic
  • Victor Corona, Université de Lyón
  • Susana Paula Costa Pereira, Escola Superior de Educaçao de Lisboa
  • Maria González Davies, Universitat Ramón Llull
  • José Elvira, Universidad Autónoma de Barcelona
  • Olga Esteve, Universitat Pompeu Fabra
  • Xavier Fontich, University of Exeter
  • Isabel Gauvin, Université du Québec à Montréal
  • David Lasagabaster, Universidad del País Vasco
  • Maria Àngels Llanes, Universitat de Lleida
  • François Mangenot, Université Stendhal-Grenoble 3
  • Mireia Manresa, Universitat Autònoma de Barcelona
  • Marta Milian, Universitat Autònoma de Barcelona
  • Emilee Moore, Universitat Autònoma de Barcelona
  • Andreas Müller-Hartmann, Pädagogische Hochschule Heidelberg
  • Marie Nadeau, Université du Québec à Montréal
  • Artur Noguerol, Universitat Autònoma de Barcelona
  • Luci Nussbaum, Universitat Autònoma de Barcelona
  • Maricel Oró Piqueras, Universitat de Lleida
  • Juli Palau, Universitat de Barcelona
  • Neus Real, Universitat Autònoma de Barcelona
  • Teresa Ribas, Universitat Autònoma de Barcelona
  • Paul Seedhouse, Newcastle University
  • Sonia Sierra, Universitat Autònoma de Barcelona
  • Cecilia Silva-Diaz, Ekare Publishing House
  • Anna Turula, Krakow University
  • Virginia Unamuno, Universidad de Buenos Aires y CONICET
  • Margarita Vinagre, Universidad Autónoma de Madrid
  • Núria Vilà, Universitat Autònoma de Barcelona
  • Annie Wilson, Universitat de Barcelona

2014

  • Alba Ambròs, Universitat de Barcelona
  • Tejin Aksmit, Bilkent University
  • Cristina Aliagas, University of Sheffield
  • Jesús Alirio Bastidas, Universidad de Nariño
  • Montserrat Bigas, Universitat Autònoma de Barcelona
  • Eulàlia Canals, Open Education Europa
  • Adriana Cardosa, Instituto Politécnico de Lisboa
  • Mariona Casas, Universitat de Vic
  • Eva Codó, Universitat Autònoma de Barcelona
  • Llorenç Comajoan, Universitat de Vic
  • Mariona Corcelles, Universitat Ramon Llull
  • Susana Paula Costa Pereira, Escola Superior de Educaçao de Lisboa
  • Cristina Escobar, Universitat Autònoma de Barcelona
  • Xavier Fontich, Universitat Autònoma de Barcelona
  • Oriol Guasch, Universitat Autònoma de Barcelona
  • François Mangenot, Université Stendhal-Grenoble 3
  • Mireia Manresa, Universitat Autònoma de Barcelona
  • Dolors Masats, Universitat Autònoma de Barcelona
  • Marta Milian, Universitat Autònoma de Barcelona
  • Emilee Moore, Universitat Autònoma de Barcelona
  • Andreas Müller-Hartmann, Pädagogische Hochschule Heidelberg
  • Luci Nussbaum, Universitat Autònoma de Barcelona
  • Juli Palau, Universitat de Barcelona
  • Adriana Patiño, University of Southampton
  • Neus Real, Universitat Autònoma de Barcelona
  • Teresa Ribas, Universitat Autònoma de Barcelona
  • Carmen Rodríguez, Universitat de València
  • Randall Sadler, University of Illinois Urbana Champaign
  • Cecilia Silva-Diaz, Ekare Publishing House
  • Lou Tolosa, University of Georgia
  • Mireia Torralba, Fundació Universitària del Bages
  • Anna Turula, Pedagogical University of Krakow
  • Virginia Unamuno, Universidad de Buenos Aires y CONICET
  • Margarita Vinagre, Universidad Autónoma de Madrid
  • Annie Wilson, Universitat de Barcelona

2013

  • Necmi Akset, Bilkent University
  • Cristina Aliagas, University of Sheffield / Universitat Autònoma de Barcelona
  • Alba Ambròs, Universitat de Barcelona
  • Mercè Bernaus, Universitat Autònoma de Barcelona
  • Eulalia Canals, Open Education Europa
  • Eva Codó, Universitat Autònoma de Barcelona
  • Victor Corona, Universidad de Baja California
  • Christiane Dalton-Puffer, Universität Wien
  • Melinda Dooly, Universitat Autònoma de Barcelona
  • Javier Elvira, Universidad Autónoma de Madrid
  • Olga Esteve, Universitat Pompeu Fabra
  • Xavier Fontich, Universitat Autònoma de Barcelona
  • Carolin Fuchs, Columbia University
  • Oriol Guasch, Universitat Autònoma de Barcelona
  • Nicolas Guichon, Université Lumiere Lyon 2/ ICAR
  • Gosia Kurek, Jan Dlugosz University
  • François Mangenot, Université Stendhal-Grenoble 3
  • Ana Maria Margallo, Universitat Autònoma de Barcelona
  • Marta Milian, Universitat Autònoma de Barcelona
  • Emilee Moore, Universitat Autònoma de Barcelona
  • Marie Nadeau, Université du Québec à Montréal
  • Luci Nussbaum, Universitat Autònoma de Barcelona
  • Robert O'Dowd, Universidad de León
  • Juli Palou, Universitat de Barcelona
  • Adriana Patiño, Southampton University
  • Marisa Pérez Cañado, Universidad de Jaén
  • Randall Sadler, University of Illinois Urbana Champaign
  • Paul Seedhouse, Newcastle University
  • Sonia Sierra, Universitat Autònoma de Barcelona
  • Virginia Unamuno, Universidad de Buenos Aires / CONICET
  • Steve Walsh, Newcastle University
  • Annie Wilson, Universitat de Barcelona

2012

  • Cristina Aliagas, University of Sheffield / Universitat Autònoma de Barcelona
  • Alba Ambròs, Universitat de Barcelona
  • Jesús Alirio Bastidas, Universidad de Nariño
  • Mercè Bernaus, Universitat Autònoma de Barcelona
  • Montserrat Bigas, Universitat Autònoma de Barcelona
  • Anna Camps, Universitat Autònoma de Barcelona
  • Eulalia Canals, Open Education Europa
  • Teresa Colomer, Universitat Autònoma de Barcelona
  • Josep Maria Cots, Universitat de Lleída
  • Javier Elvira, Universidad Autónoma de Madrid
  • Cristina Escobar, Universitat Autònoma de Barcelona
  • Xavier Fontich, Universitat Autònoma de Barcelona
  • Robert Gardner, University of Western Ontario, Canada
  • Rosa Maria Gil, Universitat Autònoma de Barcelona
  • Carmen Rodríguez Gonzalo, Universitat de València
  • Oriol Guasch, Universitat Autònoma de Barcelona
  • Nicolas Guichon, Université Lumiere Lyon 2/ ICAR
  • Pascale Lefrançois, Université de Montréal
  • Enric Llurda, Universitat de Lleída
  • François Mangenot, Université Stendhal-Grenoble 3
  • Mireia Manresa, Universitat Autònoma de Barcelona
  • Ana Maria Margallo, Universitat Autònoma de Barcelona
  • Marta Milian, Universitat Autònoma de Barcelona
  • Emilee Moore, Universitat Autònoma de Barcelona
  • Luci Nussbaum, Universitat Autònoma de Barcelona
  • Juli Palou, Universitat de Barcelona
  • Marisa Pérez Cañado, Universidad de Jaén
  • Teresa Ribas, Universitat Autònoma de Barcelona
  • Randall Sadler, University of Illinois Urbana Champaign
  • Cecilia Silva Diaz, Ekare Publishing House
  • Virginia Unamuno, Universidad de Buenos Aires / CONICET
  • Núria Vilà, Universitat Autònoma de Barcelona
  • Annie Wilson, Universitat de Barcelona

2011

  • Eulalia Canals, Open Education Europa
  • Javier Elvira, Universidad Autónoma de Madrid
  • Cristina Escobar, Universitat Autònoma de Barcelona
  • Xavier Fontich, Universitat Autònoma de Barcelona
  • Oriol Guasch, Universitat Autònoma de Barcelona
  • Nicolas Guichon, Université Lumiere Lyon 2/ ICAR
  • Enric Llurda, Universitat de Lleída
  • Mireia Manresa, Universitat Autònoma de Barcelona
  • Dolors Masats, Universitat Autònoma de Barcelona
  • Marta Milian, Universitat Autònoma de Barcelona
  • Andreas Mueller-Hartmann, Pädagogische Hochschule Heidelberg
  • Marisa Pérez Cañado, Universidad de Jaén
  • Teresa Ribas, Universitat Autònoma de Barcelona
  • Randall Sadler, University of Illinois Urbana Champaign
  • Paul Seedhouse, Newcastle University
  • Virginia Unamuno, Universidad de Buenos Aires / CONICET
  • Núria Vilà, Universitat Autònoma de Barcelona

2010

  • Mercè Bernaus, Universitat Autònoma de Barcelona
  • Montserrat Bigas, Universitat Autònoma de Barcelona
  • Teresa Colomer, Universitat Autònoma de Barcelona
  • Melinda Dooly, Universitat Autònoma de Barcelona
  • Cristina Escobar, Universitat Autònoma de Barcelona
  • Xavier Fontich, Universitat Autònoma de Barcelona
  • Oriol Guasch, Universitat Autònoma de Barcelona
  • Mireia Manresa, Universitat Autònoma de Barcelona
  • Ana Maria Margallo, Universitat Autònoma de Barcelona
  • Dolors Masats, Universitat Autònoma de Barcelona
  • Marta Milian, Universitat Autònoma de Barcelona
  • Luci Nussbaum, Universitat Autònoma de Barcelona
  • Neus Real, Universitat Autònoma de Barcelona
  • Teresa Ribas, Universitat Autònoma de Barcelona
  • Virginia Unamuno, Universidad de Buenos Aires / CONICET
  • Núria Vilà, Universitat Autònoma de Barcelona

 

Top 10

  1. Birello, M. (2012). Interview: Teacher Cognition and Language Teacher Education: beliefs and practice. A conversation with Simon Borg. 5(2)
  2. Merino Jular, E. (2010).  Culturas y creencias malentendidas dentro y fuera de la clase de L2 para inmigrantes adultos. 3(1)
  3. Ramírez Heatley , A.S. (2010). En busca del lector implícito en tres versiones del relato de la niña obediente. 2(1)
  4. Goldsmith, J. (2009). Pacing and time allocation at the micro- and meso-level within the class hour: Why pacing is important, how to study it, and what it implies for individual lesson planning. 1(1)
  5. Fontich Vicens, X. (2013). La gramática de la primera lengua en la escuela: Reflexiones sobre su enseñanza-aprendizaje y sobre el contenido gramatical escolar. 6(3)
  6. Bastidas Arteaga, J.A. (2013). La preparación inicial en didáctica para la enseñanza del inglés en la escuela primaria. 6(1)
  7. Cañete Outeiral, A-M. (2012). Assessment of young language learners: Using rubrics to bridge the gap between praxis and curriculum. 7(1)
  8. González Caravaca, G. (2014). Tareas de escritura y géneros discursivos en los libros de texto. 7(2)
  9. Evnitskaya, N. (2012). Conversation Analysis for Second Language Acquisition and beyond: An interview with Numa P. Markee. 5(3)
  10. Nadeau, M., & Fisher, C. (2011). Les connaissances implicites et explicites en grammaire : quelle importance pour l’enseignement? Quelles conséquences? 4(4)

 Most read in 2016: 

  1. Birello, M. (2012). Interview: Teacher Cognition and Language Teacher Education: beliefs and practice. A conversation with Simon Borg. 5(2)
  2. Ramírez Heatley , A.S. (2010). En busca del lector implícito en tres versiones del relato de la niña obediente. 2(1)
  3. Goldsmith, J. (2009). Pacing and time allocation at the micro- and meso-level within the class hour: Why pacing is important, how to study it, and what it implies for individual lesson planning. 1(1)
  4. Gauvin, I., & Boivin, M-C. (2012). La théorie de la transposition didactique: un outil conceptuel pour décrire les savoirs grammaticaux élaborés en classe par les élèves. 5(3)
  5. Fontich Vicens, X. (2013). La gramática de la primera lengua en la escuela: Reflexiones sobre su enseñanza-aprendizaje y sobre el contenido gramatical escolar. 6(3)
  6. Villalobos Ulate, N. (2011). Insights towards Native and Non-Native ELT Educators 4(1)
  7. Nadeau, M., & Fisher, C. (2011). Les connaissances implicites et explicites en grammaire : quelle importance pour l’enseignement? Quelles conséquences? 4(4)
  8. Pardo, Z. (2010). El desarrollo del libro álbum en Colombia: 1970 – 2008. 2(2)
  9. González Caravaca, G. (2014). Tareas de escritura y géneros discursivos en los libros de texto. 7(2)
  10. Shockett-Qafleshi, E. (2011). How teachers develop content literacy of their students and use children’s literature for such purposes. 4(4)