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Jimmy van Rijt

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Associate professor (tenure)

Tilburg University

Netherlands

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Professors in Netherlands Professors in Linguistics Linguistics professors in Netherlands

About

Dr. Jimmy van Rijt is an Assistant Professor at Tilburg University in the Netherlands. His research focuses on grammatical understanding, language education, and the ways in which linguistic reasoning can enhance learning outcomes. Recent publications include studies on reading comprehension, the perspectives of primary school teachers on grammar curricula, and the role of linguistic metaconcepts in L1 education.

Recent Grants

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Grammar Education based on Linguistic concepts

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Articles (24)

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2026

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Collaborators (10)

Jenni Marjokorpi

University of Helsinki

FINLAND

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Peter-Arno Coppen

Full professor

Radboud Universiteit Nijmegen

NETHERLANDS

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Rick de Graaff

professor of Foreign Language Pedagogy

Utrecht University

NETHERLANDS

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Sander Bax

Professor

Tilburg University

NETHERLANDS

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Sven De Maeyer

Full Professor

University of Antwerp

BELGIUM

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Gerhard Stoel

Assistant Professor

Radboud University

NETHERLANDS

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Siebe Bluijs

Assistant Professor

Tilburg University

NETHERLANDS

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Renske Bouwer

Utrecht University

NETHERLANDS

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Martijn Goudbeek

Associate professor

Tilburg University

NETHERLANDS

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Debra Myhill

Professor Emerita of Language and Literacy Education

University of Exeter

UNITED KINGDOM

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Jimmy van Rijt

Research Interests

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About

Recent Grants

Articles (24)

How do in-service teachers reason about syntactic functions in group dialogues? A Norwegian perspective

Expanding the boundaries of linguistic reasoning in L1 education

Towards AI Literacy in L1 Education: Examining L1 Teachers’ Beliefs About Generative AI

Een visie op vakdidactiek als verbindende schakel tussen de neerlandistiek en het schoolvak Nederlands

Exploring design principles for metaconceptual grammar teaching in primary education

Relationships between linguistic theory and L1 grammar education revisited: a Delphi study on the key metaconcepts in the syntax-semantics interface

Grammatical understanding predicts reading comprehension in secondary-level students: insights from a Finnish national survey

The grammar curriculum through the eyes of Dutch primary school teachers

Measuring grammatical understanding

Politeness without payoff? Evaluating the effect of a short pragmatics intervention on L1 request writing

Grammatical and rhetorical reasoning in upper secondary students’ collaborative talk about a literary text

Learning how to think like a linguist: Linguistic reasoning as a focal point in L1 grammar education

Separating the relevant from the irrelevant

Getting a load of linguistic reasoning: How L1 student teachers process rules of thumb and linguistic manipulations in discussions about grammar

Getting a load of linguistic reasoning

Separating the relevant from the irrelevant

Balancing between uncertainty and control: Teaching reflective thinking about language in the classroom

Balancing between uncertainty and control: Teaching reflective thinking about language in the classroom

Linguistic metaconcepts can improve grammatical understanding in L1 education evidence from a Dutch quasi-experimental study

Investigating Dutch teachers’ beliefs on working with linguistic metaconcepts to improve students' L1 grammatical understanding

Refocusing writing style education? Relationships between stylistic lapses and the quality of Dutch secondary school students’ argumentative texts

Andreas Trotzke and Tanja Kupisch (eds): FORMAL LINGUISTICS AND LANGUAGE EDUCATION

Learning to think about language step by step

‘X is the odd one out, because the other two are more about the farmland’ – Dutch L1 student teachers’ struggles to reason about grammar in odd one out tasks

Collaborators (10)

Jenni Marjokorpi

Peter-Arno Coppen

Rick de Graaff

Sander Bax

Sven De Maeyer

Gerhard Stoel

Siebe Bluijs

Renske Bouwer

Martijn Goudbeek

Debra Myhill

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