Upcoming webinars

Assoc Prof Esa Christine Hartmann | Intercultural Encounters in Translingual Picture Books: Literary and Pedagogical Perspectives
December 7th 5:00-6:00 pm CET

Abstract

Be it linguistic mediation, metalinguistic awareness or a pedagogy of multiliteracies – many pedagogical aspects of intercultural learning in multilingual contexts of language acquisition can be explored through children’s literature and, more specifically, through multilingual picture books.

This webinar focuses on two translingual picture books that alternate between French and German throughout the narration and address up-to-date socio-political topics, such as migration and global warming: Der Schrei. Le loup migrant by P. Seiler (German translation by S. Maurer) (2019) and Le voyage des ours polaires. Die Reise der Eisbären by T. Père and R. Panchyshyn (French and German translation by S. Maurer) (2017).

Due to their high aesthetic and cultural complexity,  translingual picture books represent an inspiring text type for language teaching and learning at all levels and are suitable for young emergent bilinguals as well as adult additional language learners who take an interest in multilingual literature. This text type is also highly interesting for teachers, educators, professors, and parents in any bilingual or multilingual context.

The literary and pedagogical analysis of these works of art allows us to discuss how translingual picture books can foster integrated, multimodal, and translingual learning as well as the development of biliteracy and intercultural competence.

Bio

Dr Esa Christine Hartmann is an associate professor of German, Comparative Literature, and Bilingual Education at the University of Strasbourg (France) and a member of the research group on Multilingualism, Translation and Creation of the ITEM (Institut des Textes et Manuscrits Modernes) at CNRS (Centre National de Recherche Scientifique, Paris). Her main research interests include multilingual picture books, multilingual writing, genetic translation studies, collaborative translation, poetics, and stylistics.

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    Silke Riegler | Engaging presentations – Check!
    January 26th, 2023 5:00-6:00 pm CET

    Abstract

    Why are so many presentations soporific rather than stunning?

    Why do most presentations leave the audience disappointed while the presenter feels dispirited by the listeners’ feedback? The key to an engaging presentation lies in meticulous preparation! In my talk, I will present an easy to follow checklist that supports your business clients in the preparation stage of their presentations. It reflects a pragmatic 9-step process that ensures your clients’ success.

    Bio

    Silke Riegler is a business communications and intercultural trainer based in Germany. An eclectic mix of students gives her the possibility to draw on her business experience and training, as well as on her passion for the English language and culture.

    Register now

      ECML webinars

      Wednesday 7 December 2022, 16:00 -17:00 (CET – Graz time)

      Mediation in teaching, learning and assessment

      Do you wish to include cross-linguistic mediation in your daily pedagogical practices but do not know where to start from? Then this is the webinar you were waiting for! The European Centre for Modern Languages’ METLA project (2020-2022) has developed a *Teaching Guide* for foreign language teachers containing information about the theory and practice of mediation. It includes suggestions and tips on how to teach cross-linguistic mediation, and examples of mediation tasks which draw on the Companion Volume of the Common European Framework of Reference for Languages (CEFR-CV).

      This webinar will help participants familiarise themselves with the notion of mediation, the aims and objectives of the METLA project and the contents of the *Teaching Guide* (and how it could be used for training purposes).

      Examples of mediation tasks in different languages will be shown and the METLA databank will also be presented. The ultimate aim is for participants to gain awareness of how to design materials to develop and assess their learners’ mediation performance.

      Target group: This webinar is designed to support language teachers and teacher educators. Educational authorities responsible for foreign language teacher education programmes may find some information useful along with decision makers, such as school principals, curriculum planners or material developers.

      Language: English

      Project website: www.ecml.at/mediation

      Webinars archive

      Dr Ursula Stickler | After COVID: How Online Language Teaching Has Changed the Profession
      November 24th 5:00-6:00 pm CET

      Abstract 

      Even before the enforced move to online teaching many language professionals were using digital tools and online communication in their work and their research (Shi & Stickler, 2019). Due to COVID restrictions many teachers were forced into what Hodges and colleagues (2020) called Emergency Remote Teaching (ERT). This change in practice has had an impact on language teachers’ views of their own profession. Looking beyond the immediately obvious changes such as increased confidence in digital skills, realisation of a change in role, it has also brought home to many teachers that online communication is fundamentally different from face-to-face or classroom-based teaching. This implies a need for a change in epistemology, a recognition that the way we “know” is changing in the absence of physical proximity.

      This talk will present views of language teachers about the future of their profession (Stickler, 2022), and some ideas about the change in an epistemological stance needed for successful online language teaching.

      Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., and M. A. Bond (2020). The difference between emergency remote teaching and online learning. Educause Review (online) https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

      Shi, L., and Stickler, U. (2019). Using Technology to Learn to Speak Chinese. In The Routledge Handbook of Chinese Language Teaching (pp. 509-525). Routledge.

      Stickler, U. (2022). Technology and Language Teaching. Elements in Language Teaching Series Editors: Jim McKinley, Heath Rose. Cambridge (Cambridge University Press).

      Bio

      Dr Ursula Stickler is Senior Lecturer in German in the School of Languages and Applied Linguistics at the Open University (UK). Her research centres around online and independent language learning, teacher training and the use of new and qualitative methods in online learning research. She is expert consultant with the European Centre for Modern Languages (ECML) and co-editor of the book series “Developing Online Language Pedagogies” with Castledown publishers.

      Dr Deborah Swallow | Negotiating Across Borders and Cultures
      October 19th from 5 to 6 pm CET &
      October 20th from 5 to 6 pm CET

      Abstract

      Cultural differences can influence negotiations in significant and unexpected ways, as many have found to their cost. In some cases, it’s a matter of ignorance that makes the other party lose face or receive an insult. Sometimes, it is just blatant disrespect.

      But the differences can be much more subtle, arising from deep-seated cultural tendencies that influence how people interact—everything from how people view the role of the individual versus the group to their attitudes about the importance of time or relationships. Also, decision-making and governance processes, which determine either a “yes” or a “no,” can differ widely from culture to culture, not just in terms of legal technicalities but also in terms of behaviours and core beliefs.

      In response to these challenges, a great body of literature has emerged to help negotiators navigate differences not only in protocol and deportment but in deeper cultural tendencies as well. This webinar will give an overview of the key cultural differences to be aware of when entering into negotiations with someone from another culture.

      As a Finnish friend once said to me: Debby, I never know when the British mean “Yes”.

      Bio 

      Dr Deborah Swallow lectures at Glasgow Caledonian University London and specialises in international communications and cultures. She was former president of SIETAR Europa and is the author of numerous papers and books on intercultural issues, including Diversity Dashboard.

      Geoff Tranter | ′Digital Twins’ – A Project to Enhance Language Learning and International Understanding
      22nd September 17:00-18:00 CET

      Abstract

      A quick reference to Wikipedia recently revealed that there are over 200 Anglo-German city partnerships (also known as twin cities). There are also around 250 partnerships between German and French towns, nearly 500 German-Polish twinning arrangements, 170 German-American municipal partnerships, over thirty German-Greek twin towns and more than 1200 (!) partnerships between towns and local authorities in Germany and Italy. Even though not all of these twinning arrangements are as active as they might be – especially as a result of the Corona pandemic and, in the case of the United Kingdom, a consequence of BREXIT – these official connections do provide a useful way of making language learning more meaningful, more authentic, more interculturally based and more motivating.

      One of my tasks as Chair of the local Anglo-German Society is to establish and extend personal links and contacts between the two countries, in particular at the local twin city level, Dortmund having been twinned with the city of Leeds for over fifty years.

      The first steps have now been taken with

      • regular online meetings between the local members of the Anglo-German Society and Anglo-German Societies in and around Leeds,
      • the setting up of a Leeds-Dortmund Homepage to provide an opportunity for citizens of both cities to discover as much as possible about their twin city through videos, photographs, texts, and reports of all activities that have taken place, are taking place and will be taking place within the framework of the partnership between the two cities.

      This website is not only a source of useful and interesting information. It also offers tremendous potential as a basis for language teaching. To this end I have developed a range of teaching strategies that can be adopted to promote language learning and communication skills. It is planned to make these materials available both to local English teachers in order to promote interest in the twinning arrangements AND to German teachers in Leeds, where interest in learning German is waning, as is the case throughout the United Kingdom. An Anglo-German teacher-training session is planned for September to present the various activities and demonstrate how they can be used effectively both as classroom and home assignment tasks.

      The aim of this webinar is to present these materials and activities in order to stimulate interest in setting up similar projects across Europe and beyond. As most larger towns and cities do have contacts with municipalities in other countries, such a project, which is relatively easy to set up, offers a number of benefits both for teaching institutions and for the area in which they are located.

      Bio

      Geoff Tranter is a Teacher, Teacher Trainer and Consultant at the Technical University of Dortmund, Germany, specialising in English for Specific Purposes, including Engineering, Social Sciences, Business Communication Skills and English for Urban Planning. He is also a member of the IATEFL Poland Executive Committee, as a consultant on international PR matters, and co-ordinator for the IATEFL Poland Business English Special Interest Group. He is also Chair of the Anglo-German Society, Dortmund, and is working on promoting the city partnership between Dortmund and Leeds, in the UK, with German teachers from Leeds and English teachers from Dortmund.

      Dr Deborah Swallow and Barry Tomalin | Helping Overseas Students
      July 7th from 5 to 6 pm CET

      Abstract

      Even with the explosion in online learning in the last three years the problem of student engagement is still there. Research shows that many students studying online and overseas experience emotional problems which affect their work and results as well as reducing the ‘soft power’ influence of the language they are learning. What goes wrong and how can teachers resolve engagement issues? This presentation explores research into how to get foreign students studying overseas engaged with their work and how to deal with psychological difficulties in their new environment which can affect the quality of their studies. We are keen to hear of your experiences as teachers (and as students) and what teachers can do to support overseas students. The paper is based on a presentation to HEURO (The Association of Higher Education European Officers) at a conference on the topic of Re-imagining Mobility for the Post-Pandemic World.

      Bio 

      Dr Deborah Swallow lectures at Glasgow Caledonian University London and specialises in international communications and cultures. She was former president of SIETAR Europa and is the author of numerous papers and books on intercultural issues, including Diversity Dashboard.

      Barry Tomalin is an associate lecturer at Glasgow Caledonian University, a board member of ICC-Languages and Editor of the ICC Journal. He is both an English language teacher and intercultural trainer and is the author of Cultural Awareness, World Business Cultures – a Handbook and Cross-Cultural Communication Theory and Practice.

      Robert Gibson | From maps to navigation systems – trends in intercultural training
      June 23rd from 5 to 6 pm CET

      Abstract

      Things have changed a great deal in the intercultural field in the last 20 years. Fundamental questions are now being asked about the foundations of intercultural education, training and research. This session will explore three of the key trends.

      For many years intercultural training was based firmly on the work of Geert Hofstede and other researchers into national cultural dimensions. While appreciating the vital contribution of the pioneers, interculturalists are now looking for new ways of reflecting the complexity of intercultural interactions, taking into account multiple cultural identities in different contexts.

      More and more interculturalists are also getting involved in Diversity, Equity, Inclusion and Belonging. While this seems like an organic development and a natural alliance, there remain considerable challenges in connecting intercultural research and training, while at the same time responding to urgent political demands for systemic change.

      With the help of the latest technology neuroscientists are providing exciting new insights into how the brain works and discovering how stereotypes and the cultural filters we develop in the course of our lifetime influence our behaviour. Behaviouralists are developing powerful nudging techniques to influence the decisions people make.

      Bio 

      Robert Gibson is an interculturalist with over 30 years’ experience of intercultural competence development in business and education.

      He was responsible for intercultural consultancy and training in the global engineering corporation Siemens AG for 18 years. As well as leading a team of intercultural experts, he managed international change projects and was a member of the Global Expert Team which designed and implemented an award-winning Diversity and Inclusion initiative for over 230,000 employees worldwide.

      He was first involved in international education while a school teacher in rural England during which time he ran projects in Germany, Austria, Poland and Hungary for the Council of Europe and UNESCO.  He went on to become a lecturer at the University of Munich, an adviser on vocational education to the Bavarian Ministry of Education, and Head of Department at Ingolstadt School of Management. He has been a Guest Lecturer at the University of the Arts in Berlin and Visiting Professor at the Business School of the University of Bologna, teaching Intercultural Management on Global MBA and MA programs.

      He is a former Vice-President of the Society for Intercultural Education, Training and Research (SIETAR Europa) and a founder and Member of the Advisory Board of SIETAR Deutschland. His publications include Intercultural Business Communication (Oxford University Press, 2002), and Bridge the Culture Gaps (Nicholas Brealey, 2021) as well as over 70 articles for Business Spotlight magazine.

      Professor David Little | One school, fifty languages: plurilingual education in an Irish primary school
      May 26 from 5 to 6 pm CET

      Abstract

      In this session David Little, Professor Emeritus at Trinity College Dublin, will show how plurilingualism can be successfully incorporated in primary school education, using the example of an Irish primary school he has worked with. He begins by briefly describing the Irish context: language, demographics, the structure of primary schooling, and the learner-centred ethos of the primary school curriculum.

      Then he introduces Scoil Bhríde (Cailíní) and explains why the principal and her staff decided to adopt an inclusive language policy, welcoming home languages into the discourse of the classroom.

      Next, he shares examples of the school’s plurilingual approach in action, focusing in particular on the development of language awareness and plurilingual literacy.

      He concludes by describing three unexpected bonuses that derive from the approach: a strongly positive impact on the learning of Irish (the obligatory second language of the curriculum), the early emergence of a capacity for autonomous learning, and high levels of pupil self-esteem.

      Bio 

      Professor David Little is a Fellow Emeritus of Trinity College Dublin, Ireland. His principal research interests are the theory and practice of learner autonomy in second language education, the management of linguistic diversity in schools and classrooms, and the use of the Common European Framework of Reference for Languages to support the design of curricula, teaching/learning programmes and assessment..

      Among his many publications are:

      • David Little, Language learner autonomy: Rethinking language teaching. Language Teaching 54(4) (2021), pp.64–73.
      • David Little, Leni Dam and Lienhard Legenhausen, Language Learner Autonomy: Theory, Practice and Research, Bristol: Multilingual Matters, 2017.
      • David Little and Déirdre Kirwan, Engaging with Linguistic Diversity: A Study of Educational Inclusion in an Irish Primary School, London: Bloomsbury Academic, 2019.
      • David Little and Déirdre Kirwan, Language and Languages in the Primary School: Some guidelines for teachers, Dublin: Post-primary Languages Ireland, 2021.
      • A plurilingual approach to language education at primary level: An example from Ireland. In U. Lanvers, A. S. Thompson & M. East (eds), Language Learning in Anglophone Countries: Challenges, Practices, Ways Forward, Cham, Switzerland: Palgrave Macmillan/Springer, 2021, pp.405–423.

      Oonagh Aitken, Vice-President of LLLP | The EU Lifelong Learning Platform and the added value to its members
      April 21st from 5-6PM CET

      Abstract

      The Lifelong Learning Platform is an umbrella that gathers together 42 European organisations active in the field of education, training and youth. Currently these networks represent more than 50,000 educational institutions and associations covering all sectors of formal, non-formal and informal learning. Their members reach out to several millions of beneficiaries.

      The LLLPlatform has a specific role to play and provides significant added value to its members: enables exchanges of practices and expertise, gives a voice to its members’ concerns, promotes a more democratic, civic and social Europe, offers updated information on and analysis of key issues.

      This session will present LLLP: how the platform was established and what it offers to its members (peer learning and capacity building activities, EU policy monitoring, policy digest, first-hand information through LLLP internal mailing list, advocacy newsflashes, newsletter and regular policy briefings to increase the impact of your policy work and improve your chances of building strong Erasmus+ applications).

      Bio 

      Oonagh Aitken is a former Chief Executive of Volunteering Matters, a UK national charity providing volunteering opportunities to people of all ages. She began her career as a teacher of modern languages and following several years in the Education Directorate of Scotland’s largest region, spent 2 years as its representative in Brussels. She held a number of senior management roles in Scottish local government. Following a move to Quebec, she joined the staff of the McGill School of Social Work and became involved in research in indigenous communities in Quebec. She spent a number of years working for the Improvement and Development Agency for Local Government in the UK before joining the voluntary sector. She has taught on the Voluntary Sector Management Masters programme at City University for the last three years. She holds an MA in Modern Languages, an MEd in Educational Administration and an MA in Art History.

      Oonagh has been a member of the Steering Committee of LLLP for the last three years. She is also the Treasurer of the European Civic Forum and President of Volonteurope.
      For more information or to get in touch: oonagh@volonteurope.eu or visit www.lllplatform.eu.

      Richard Lewis | The Earth is Round, the Ocean is Flat, Culture is Triangular: Why 70% of Mergers & Acquisitions fail.
      March 24th 5-6 PM CET

      Abstract

      When two companies amalgamate, steps are taken to instal an organisational culture which will facilitate the smooth running of the merger by harmonising or aligning the different national or corporate values of the two entities. This can prove tricky, as cultures not only have national or corporate bias, but they are essentially tripartite, in as much as they conform to three basic typologies: Linear-active, Multi-active and Reactive. Unless one obeys or makes allowances for the ‘Golden Rules’ of these typologies, acceptable harmony within the merger will be unattainable.

      This session demonstrates the power and resilience of the Lewis Model, first described in When Cultures Collide, and illustrates how it can help to guide the design of an organisational culture which can accommodate all three cultural types, bearing in mind that Multi-active and Reactive cultures represent four-fifths of humanity.

      Bio 

      Richard D Lewis has been active in applied and anthropological linguistics for over 35 years. His work in several fields of communicative studies has involved him in the organisation of courses and seminars for many of the world’s leading industrial and financial companies.

      In 1961 he pioneered the world’s first English by Television series, produced by Suomen Television and subsequently was scriptwriter for the first BBC series, Water and Connie, in 1962. He has lived and worked in several European countries, where his clients included ABB, Allianz, Banco de España, Banque de France, Deutsche Bank, Ericsson, Fiat, Gillette, IBM, Mercedes Benz, Nestle, Nokia, Saab, Volvo and Rolls-Royce.

      He also spent five years in Japan, where he was tutor to Empress Michiko and other members of the Japanese Imperial Family. During his period, his services were requested by firms such as Nomura, Mitsubishi, Hitachi, Sanyo, Mitsui and Nippon Steel. More recently he has been heavily involved in the inter-cultural field, founding companies in France, Germany, Spain, Italy and Brazil, teaching communication skills in these countries as well as in Finland, Sweden, the UK and the US.

      Richard, who speaks 10 European and two Asian languages, is currently Chairman of Richard Lewis Communications, an international institute of language and cross-cultural training. His book When Cultures Collide is regarded as the classic work on intercultural issues and was the Spring main selection of the US Book of the Month Club in 1997. In 2009 he was promoted to the rank of Knight Commander of the Order of the Lion of Finland. In 2018 he addressed senior officials of NATO, including the Supreme Allied Commander, in Norfolk, Virginia.

      For more information or to get in touch:
      Richard.lewis@riversdown.net
      www.crossculture.com

      Andy Cowle | Turning a New Page: Why Students Don’t Like Reading and How to Change It!
      February 24th 5-6PM CET

      Abstract

      Students tell us they don’t like reading and that it is boring, and it is easy to see why. For too long there has been an over-emphasis on coursebook-driven language teaching and constant testing. So we have to move away from these traditional and unhelpful practices and make a crucial transition from ‘reading for school’ to ‘reading for life’. Reading at school and at home also needs to include easy reading for pleasure (with little or no testing), with books that learners choose for themselves. Only then does learner motivation and confidence return, with dramatic, proven results in language acquisition and reading fluency.

      This session demonstrates that extensive reading (as opposed to intensive reading) is the only answer, providing a crucial missing element in all ELT syllabus designs. The session includes many ways –through distance teaching/learning or in the classroom – to engage students with graded readers. Andy will share ideas and activities for practising all four language skills to balance and consolidate ongoing work from coursebooks.

      Bio 

      Starting out as a graduate of German and English Linguistics and an English language teacher, Andy has been in ELT publishing and teacher training for more than 30 years, working in more than 40 countries. Passionate about the creative use of ELT materials and motivating teaching professionals, For the last 15 years Andy has been an independent ELT consultant for publishers and schools, and is known for his enthusiastic and practical talks. He encourages teachers to try new ideas and connect language learning with the real world. He is interested in showing teaching how to use images and video in the classroom and is especially interested in showing practical, proven ways to motivate students (and teachers!) to read more with lasting, language-enhancing results.

      Andy grew up near Liverpool, England, and now lives in Glasgow with his family. He loves travel, film and film studies, photography and playing guitar.

      You can find out more about Andy or get in touch at:

      andy@eltconnections.com
      www.eltconnections.com
      @andycowle

      Nik Peachey | Developing Materials for the Remote and Hybrid Classroom.
      9th December 2021 | 17:30 CET

      Abstract

      Delivering hybrid lesson to students in their homes while teaching others in the physical classroom is perhaps one of the most challenging tasks for teachers in the post pandemic world. This problem is made more difficult by the absence of materials designed for delivery in this context.

      In this session Nik Peachey – Pedagogical Director at Peachey Publications will show you some simple tools and techniques that can make materials more accessible in the hybrid context. These tools and techniques have been used extensively in the design of the materials produced by PeacheyPublications and have led to the company being shortlisted for the British Council’s Award for Innovation in Teacher Resources for the fourth time this year.

      By the end of this session you will be able to understand the challenges of designing materials for remote and hybrid classrooms and be ready to use some simple tools to make your materials more accessible and easier to use in this environment.

      Bio 

      Nik Peachey is Director of Pedagogy at PeacheyPublications https://peacheypublications.com/ an independent digital publishing company that specialises in the design of digital learning materials.

      He has been involved in Education since 1990 as a teacher, trainer, educational consultant and project manager. He has more than 20 years experience of working specifically with online, remote and blended learning environments.

      He has worked all over the world training teachers and developing innovative and creative products. He is a two-time British Council Innovations award winner and has been shortlisted for the sixth time this year.

      His customers include British Council, Eton College/EtonX, Open University, Google Creative Labs, OUP, CUP, Macmillan and International House.

      His more recent projects have included two years as pedagogical manager for a 100% online school delivering language learning remotely to students in Brazil, Head of Content Development for EtonX a 100% online school owned by Eton College and content developer for an English and Interfaith Dialogue course designed for the British Council and Al-Azhar University in Cairo.

      His books include:

      • Team Building Activities for the Remote Classroom
      • Digital Tools for Teachers
      • Thinking Critically through Digital Media
      • Digital Video – A Manual for Language Teachers
      • Hacking Creativity
      • Conversation & Listening – A series of lesson for the digital classroom

      He also co-edited Creativity in the ELT Classroom and Creativity and the Sustainable Development Goals for the British Council

      He is editor of the Edtech & ELT Newsletter: https://tinyletter.com/technogogy/

      You can find out more about what he shares at:

      Twitter: https://twitter.com/NikPeachey  LinkedIn: https://www.linkedin.com/in/nikpeachey

      Geoff Tranter | Strategic Competence – A Neglected Skill
      25th November 17:00-18:00 CET

      We teach words, phrases, idioms; we teach morphology and syntax; we train reading, listening, speaking and writing skills. Is that enough? Is there more to effective communicative skills? Effective communication, in the sense of choosing from the various language options I have at my disposal the exponents that I believe will allow me to be as successful as possible in achieving my communicative aim, i.e. the end-product of the interaction I have embarked upon, is a key concept in many of the definitions of language proficiency in the Common European Framework of Reference (CEFR). Although the concept is mentioned almost exclusively in skill-based descriptors as from B2 level upwards, which on due thought should not be all that surprising, as it is only as from B1 onwards that learners actually have sufficient linguistic elements to choose from, it is worth considering the inclusion of communicative strategies at lower levels.

      Today’s webinar will look at a number of everyday examples, and discuss ways to enable students to enhance their communication strategies, particularly when communicating in a second language.

      Russell Stannard | What are the key technologies impacting on teaching and learning?
      19th October at 17:00 CEST

      Abstract

      In this presentation, Russell is going to focus on some of the most popular and widely used technologies in language education. Focusing on just the most widely used technologies, Russell will highlight how knowledge of just a couple of simple to use technologies can impact on a whole range of areas of teaching and learning. This is a talk full of practical examples that you will be able to apply in your teaching and learning immediately. Russell will cover feedback, speaking fluency, reflection, learning input and activities around making lessons more engaging.

      Bio

      Russell Stannard is a multi award-winning Educational Technologist and founder of www.teachertrainingvideos.com. He received awards from the British Council ELTONS, the Times Higher and the University of Westminster for his work in the use of ICT in education. He currently works as a consultant on educational technology at Kings College University London and as an associate trainer at NILE. where he teaches on the MA programme and runs courses in blended/flipped learning. He has more than 65,000 subscribers on his YouTube channel.

      Chia-Suan Chong | Becoming more effective international communicators
      30th September at 15:00 CET

      Abstract

      We might teach our students to make meaning with words, but is this enough to help them communicate internationally? What interpersonal skills, communication skills and intercultural skills are needed in such interactions? What do we do to help them communicate effectively with people from different cultures? Do we prepare them for situations where they are faced with unexpected behaviour and communication styles? In this interactive session, we will consider the role culture plays in our interactions and explore the ways we can manage this complex and fluid social force. We’ll consider some engaging practical ideas using critical incidents and roleplays that encourage self-reflection and awareness in our students, and explore how my ADAPT model can be used to help them be more flexible and manage diversity.

      Bio

      Chia Suan Chong is a writer, communication skills trainer and a teacher trainer. She is the author of Successful International Communication, where she presented her ADAPT model as a framework for dealing with intercultural conflict. Delivering both online and face-to-face training to teachers and learners around the globe, Chia specializes in interactive workshops that encourage reflection for more effective international communication and improved collaboration. Currently based in York, Chia holds a DELTA and a Masters in Applied Linguistics and ELT. She was English Teaching Professional’s award-winning resident blogger between 2012 and 2019 and now has a regular feature ‘Not Only But Also’ in the bi-monthly ETp magazine. She has been involved in several publications, has contributed extensively to the British Council Learn English website, and more recently, developed and co-wrote the Pearson ELTD – an entirely-online OFQUAL Level 6 teacher training course. Chia is also the co-author of VOICES, an integrated 7-book series by National Geographic Learning for adult learners of English, and is a regular presenter at language educators’ conferences.

      Anna Soltyska MA | From cheating to e-cheating in language assessment: (how) should we care?
      26th August at 17:00 CEST

      Abstract

      The unprecedented acceleration in using digital technologies in numerous educational contexts during the Covid-19 pandemic has undoubtedly affected the way foreign languages are learnt, taught, and assessed. However, the same appears true for instances misconduct and fraudulent behavior in examination and assessment contexts: cheating has turned into e-cheating and its prevalence seems to be taking educators and test-developers alike by surprise. Furthermore, new technologies seem to challenge previous standards of what is acceptable in education and testing at all levels.

      The webinar will address the following cheating-related questions:

      • What is meant by the term e-cheating?
      • How does this phenomenon threaten test security and reliability?
      • Which aspects of test security are of utmost importance when assessing foreign languages?
      • How can educational institutions, foreign language centers, as well as individual teachers prevent and counteract digital cheating in its various manifestations?

      Bio

      Lecturer in English for Academic and Specific Purposes at the University Language Centre of the Ruhr-University in Bochum (Germany). Active in the language teaching and testing industry since 2000. As a teacher trainer and presenter has held workshops and spoken at conferences worldwide, including Great Britain, Egypt, Finland, Poland, Russia and most recently Azerbaijan. The convenor of the working group “Language centres against academic misconduct” to promote awareness of academic integrity and non-cheating culture in educational contexts in Germany and beyond.

      Geoff Tranter | Beware the Comfort Zone!
      22nd July at 17:00 CEST

      Abstract

      According to the Cambridge Dictionary, comfort zones are situations “in which you feel comfortable and in which your ability and determination are not being tested”. In other words: you are running ‘on the spot’ hardly making progress, possibly even going backwards! If in the language classroom either the teacher and/or the students have a tendency to remain within their individual comfort zones, the chances of progress in language proficiency will diminish accordingly. In this webinar, we will be looking at some (typical?) language classroom scenarios and ask ourselves to what extent the issue of comfort zones is a contributory factor and what counterstrategies can be applied.

      Gabrielle Hogan-Brun | Why Study Languages?
      Thursday, 24th June, 17-18h CET

      Gabrielle will introduce her new book, Why Study Languages?

      From a review: Gabriella Ferenczi, ProLingua Global

      Languages have the power to shape our life, our future. In this great new book that’s full of inspiration but also pragmatism, Gabrielle illustrates just how. You’ll find here real-life stories of both ordinary and famous people. You’ll see how knowing languages helped them to become successful and find their place in the world. You’ll read about all sorts of careers you might consider using languages. And you’ll also learn how and where you can get started. If you wonder whether studying languages is the right path for you, this comprehensive and easy-to-understand guide will help you decide.’

      Bio

      Gabrielle Hogan-Brun is currently a visiting professor and senior researcher at Vytautas Magnus University in Kaunas, having previously taught at the Universities of Bristol and Basel. She lectures widely on language attitudes, policies and practices in multilingual settings, and on economic aspects of multilingualism. She serves on several international journal editorial boards and has worked with various European organizations on matters of language diversity.

      A Salzburg Global Fellow, she is a co-author of the Salzburg Statement for a Multilingual World. She is the founding book series editor of Palgrave Studies in Minority Languages and Communities, and co-editor of The Palgrave Handbook of Minority Languages and Communities (2019), which won the BAAL book prize (in 2020). Among her other recent publications is Linguanomics: What Is the Market Potential of Multilingualism? (Bloomsbury Academic, 2017).

      Rebecca Oxford and Matilde Olivero | Peacebuilding Activities in the Language Classroom
      Thursday, 27th May at 17:00 h (CET)

      Abstract

      Language teachers become peacebuilders when they weave flexible peace activities into the current curriculum, thus increasing students’ competencies in both language and peace. In the webinar, language teacher educators and book co-editors Rebecca L. Oxford and M. Matilde (Mati) Olivero encourage language teachers to become peacebuilders in their own classrooms. In doing so, they describe crucial peace dimensions from their new book, Peacebuilding in Language Education and lead several brief, experiential peace activities designed for language teachers and learners. Oxford and Olivero demonstrate the simplicity and importance of integrating the activities into language instruction.  Session participants receive ideas, suggestions, recommended bibliography, more sample activities, and contacts.

      Rebecca L. Oxford, PhD, University of Maryland, USA
      María Matilde Olivero, PhD Universidad Nacional de Río Cuarto, Argentina

      Bio

      Rebecca L. Oxford, Ph.D., Distinguished Scholar-Teacher and Professor Emerita, University of Maryland, holds two degrees in Russian language (B.A., Vanderbilt; M.A., Yale) and two in educational psychology (M.Ed., Boston University; Ph.D., University of North Carolina). She loves to teach – it is her personal and professional passion – and has received several teaching awards. More important than any academic prize or publication are the facts that a dear Korean doctoral graduate in Seoul named her first child “Becky” and that some additional students have also become “family” to Rebecca and her husband, Cliff Stocking. Compassion and caring propel her work.

      A prolific writer and editor, Rebecca has published 15 books, including seven in the area of transformative education, spirituality, and peace, the latest being Peacebuilding in Language Education: Innovations in Theory and Practice (Oxford, Olivero, Harrison, & Gregersen, 2021, Multilingual Matters, UK). She has published eight other books, largely focusing on language learning strategies, a field she helped pioneer. This resulted in a Lifetime Achievement Award that stated, “Rebecca Oxford’s learning strategy research has changed the way the world teaches languages.” She currently co-edits two book series: Spirituality, Religion, and Education (Palgrave) and Transforming Education for the Future (Information Age Publishing). During 1993-2003, she co-edited the 69-volume Tapestry ESL/EFL book series with North American, Middle Eastern, Chinese, and Japanese editions. She has published 270+ articles and chapters and has presented talks, plenaries, and workshops in 43 countries.

      Rebecca has led graduate programs in both language teacher education and psychology and has directed numerous dissertations. She is a part-time poet and photographer, as well as avid Netflix fan, waiting impatiently for the next seasons of “Outlander” and “The Crown” and catching up on “Grey’s Anatomy.”

      Bio

      María Matilde Olivero Matilde holds a Ph.D., in Second Language Acquisition from the University of South Florida, U.S.A. She is a second language teacher educator and researcher at Universidad Nacional de Río Cuarto, Argentina. She teaches second language teaching methodology, practicum, and foreign language education. For the past 6 years, she has worked intensively on theoretical frameworks, pedagogical interventions, and teaching materials to help language teachers build peace through the teaching of EFL. Her main research interests include affective factors and peacebuilding approaches in second language education. She has recently co-edited the book Peacebuilding in language education: Innovations in theory and practice.

      Peacebuilding in Language Education

      Ian McMaster | Authenticity in language and leadership: what is it and do we need it?
      Thursday, 22 April, 17:00 h

      Summary

      Authenticity is everywhere in business books and articles nowadays. Leaders and other professionals are urged to “be more authentic” or “be themselves”. But what exactly is authenticity? In this talk, we will discuss various dimensions of authenticity in relation to both language and leadership.

      Ian McMaster, Editor-in-chief, Business Spotlight magazine

      Geoff Tranter | The Comedy of Errors
      Tuesday, 23 March, 17:00 h

      Abstract

      Everybody makes mistakes, even in their first languages. But in the EFL classroom, errors should not simply be considered a sin (leading to a ‘syn-tax’?). Teachers can and should help their learners to learn from mistakes – and not only their own! Sometimes we learn even more effectively from mistakes made by other people, especially when the mistakes cause amusement. And in EFL we can also use to full advantage errors made by the so-called ‘native speakers’. We will be looking a various areas of ELT where this principle can easily be applied to everybody’s benefit and amusement! Edu-tainment pure!

      Katharina Palcu and Myriam Fischer | EUROLTA and the changes to the Common European Framework of Reference (CEFR) focusing on Mediation
      18th February at 17:00 (CET)

      Abstract

      Mediation is the latest buzzword in the teaching of languages but what exactly is mediation?

      Why should I teach it? How do I teach it? How can I promote mediation and plurilingual/pluricultural competence? This webinar will focus on the changes to the 2001 published CEFR and explores the concept of mediation and its application in the language classroom. We will furthermore look at how mediation skills are integrated in the teacher-training programme EUROLTA (European Certificate in Language Teaching to Adults).

      Bio

      Katharina Palcu was born in Romania and lived there the first 30 years of her life. She studied Philology and Philosophy at the University of Temeschburg and, after coming to Germany in 1990, she started teaching English and working with adult education institutions, first as a teacher and later as the head of the English Department at the adult education centre Volkshochschule. She is a EUROLTA Trainer, a language books author and for some years she also taught Romanian at university.

      Katharina Palcu is fascinated by the learning process and the instruments that modern methodology puts at our disposal in order to optimize learning.

      Geoff Tranter | Smiles and More! – Humour as a Teaching Resource for Developing the Creative Use of Language
      3rd December at 6pm (CET)

      Abstract

      Humour has an important role to play in learning, especially language learning, but not simply as a way of creating an atmosphere that is conducive to learning. It can also be used proactively as a teaching resource to support many different aspects of learning. In particular, it offers many benefits in promoting creativity, including the creative use of the language students have acquired. This practical session will present for discussion a range of easy-to-prepare activities to meet the needs of learners of different age groups, levels and interests.

      Elizabeth Mickiewicz | Collaborative Online International Learning (COIL) in language teaching
      7th October, 12 pm CET

      Abstract

      Collaborative Online International Learning (COIL) is the term that we use at Coventry University to refer to virtual mobility experiences. These are included within the curriculum and provide an opportunity to interact with international universities and industry professionals. COIL is used to develop intercultural competences and digital skills, while working with others on subject-specific learning tasks or activities.

      In our global language programme, Linguae Mundi, we have embedded COIL into our courses to enable learners to interact, engage and collaborate with native speakers of the target language in their own countries. This webinar outlines the key principles of COIL projects, with examples of successful and well-received sessions that have helped our language learners cross borders, explore cultures and languages more widely and gain a deeper understanding.

      Bio

      Elizabeth Mickiewicz is currently working as an Academic Manager on a global languages programme at Coventry University. She is responsible for coordinating and delivering the EUROLTA (European Certificate in Language Teaching to Adults), accredited by the ICC. She also teaches on modules that develop intercultural communication skills in professional settings and trains mainstream teachers to work with individuals for whom English is an additional language.

      Rob Williams | Teaching discourse management in the language classroom – artificial models vs real language?
      17th September, 5 pm CET

      Abstract

      All too often as second language users we find ourselves left out of conversations not because we have nothing to say, but because we are a split second behind the general flow of the discussion. Sometimes we don’t have the confidence to interject. Other times we feel we might have missed something important and don’t want to hold up proceedings. This can be both in social and professional contexts. And it can become a question of power, where the native speaker holds sway by virtue of being the native speaker. Teaching materials often offer lists of expressions for interruption, asking for clarification, etc. But are these really the tools people use to manage a conversation? And what role does understanding different cultural discourse patterns play? This webinar examines discrepancies between what is often presented in teaching materials and what second language users really need to do. It looks at a number of classroom activities that can hopefully give learners tools to interact with greater confidence. All attendees are more than welcome to share their own classroom practice in the discussion.

      Bio

      Rob Williams is a Principal Lecturer at the University of Westminster, where he is course leader of an MA in International Liaison and Communication as well as teaching intercultural communication and current developments in methodology on the MA TESOL.

      Barry Tomalin | The Business of Culture – key issues in corporate training
      27th August, 5 pm CET

      Abstract

      Language training is not like corporate cultural training. Its requirements, its culture and its rewards are different and need to be understood to ensure successful training. In this webinar Barry Tomalin, ICC Board member and leading international language and cultural trainer presents SEVEN KEY PRINCIPLES he has found to be essential in corporate cultural training.

      Bio

      Barry has worked with corporations, government organisations and institutions from all over the world and has trained in over 60 countries. He is co-author of World Business Cultures-a Handbook, Cross-Cultural Communication; Theory and Practice and Cultural Awareness.