The FIPLV Nordic-Baltic Region (NBR) Conference 2018 “Teaching and Learning Languages in the 21st Century: Linguistic, Educational and Cultural AspectsExtended Deadline for Abstract Submission
Prof. Thomas H. Bak was born and raised in Cracow, Poland, Dr Thomas H Bak studied medicine in Germany and Switzerland, obtaining his doctorate with a thesis on acute aphasias at the University of Freiburg. He worked clinically in psychiatry, neurology and neurosurgery in Basel, Bern, Berlin and Cambridge, where he established the Clinic for Disorders of Movement and Cognition (DMC). In 2006, he moved to Edinburgh where he continues to work on the interaction between motor and cognitive functions in patients with dementia. In recent years, Dr. Bak has also been working on the impact of language learning and bilingualism on cognitive functions across the lifespan and in brain diseases such as dementia and stroke. His studies include a wide range of populations, from students to elderly, from early childhood bilinguals to new languages learners, from Scotland, through Malta, Saudi Arabia and India to China and Singapore. Since 2010, he is also the president of the World Federation of Neurology Research Group on Aphasia, Dementia and Cognitive Disorders (WFN RG ADCD).
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Presentation title: Effects of language learning on cognition and brain health
Although the two main categories of arguments used usually to encourage learning languages are cultural and economic, the cognitive argument has also a long history. For centuries it was believed that learning a language like Latin sharpens the mind and teaches logical thinking (with similar claims being made about other great culture languages like Arabic or Sanskrit). More recently, the cognitive argument moved into the domain of cognitive neuroscience, with studies showing that learning languages can improve metalinguistic skills, attention (particularly inhibition and switching) and social cognition. A new dimension of this argument arose as recent research showed that people who speak more than one language perform better on cognitive tests in old age, develop dementia 4 years later and show a better cognitive recovery after stroke than their monolingual counterparts. Importantly, these effects are not confined to the ideal bilinguals, who learned their languages simultaneously in early childhood, but extend to those who have acquired a second or third language later in their life. Thus, language learning is becoming one of the best forms of cognitive exercise, contributing through boosting the “cognitive reserve” to better brain health: an argument, which might bring new strength into language teaching.
Professor Lilija Duoblienė is Head of Education Theory and Culture Department at the Institute of Education Sciences, Faculty of Philosophy, University of Vilnius. Her research topics are in philosophy and ideology of education, creativity and cultural encountering. For the last few years she has been working on Deleuze’s and Guattari philosophy, applying it to educational field. She is an author of many articles and two monographs, and recently she has been involved into the research projects “Dialogue and Argumentation for Cultural Literacy Learning in Schools” and “Multimodal Education: philosophical access”.
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Presentation title: Being a Teacher in 21st Century: teaching for, with and within transversality
The contemporary culture is nominated as visual culture. It speaks to the audience through the image, as states W.J.T. Mitchell and N. Mirzoeff, and it forms the new way of thinking. That inspires to rethink education and especially the teaching process, to focus not only on texts, or verbal messages, but much more on the visual material, and to find most effective way of linking the text and the image, also the text and the sound, the image and the sound. In other words it is multimodal access to teaching and learning. How all these media can be linked? Are we satisfied with traditional synchronized way of their combination or could they be combined in any new way? What is the teacher’s role in the construction of multimodal teaching and learning? Answering all these questions, the paper presents the concept of transversality. Following G. Deleuze and F. Guattari, also R. Braidotti philosophy, I suggest to apply the concept of transversality to the education, which is understood as the linkage of elements of different order, and drawing the diagonal line which cuts through boundaries, in that way destroying hierarchy and segregation. It opens new opportunities to work with the text and audiovisual material, to experiment with their connection and reconnection. The paper presents some examples of working for, with and within transversality and discusses the advantages and disadvantages of this method in the teaching process.
Rob Dean (Teacher Trainer, PEARSON), Rob has been involved in ELT as a teacher, director of studies and teacher trainer since 1994. During this time, he has taught a wide variety of ages and levels in numerous countries in Europe and South East Asia, and is currently based in Poland. Rob has taught a wide variety of course types, from primary to adult, including exam preparation, EAP and English for business and professional purposes. He has numerous interest areas within the world of ELT, including teaching young learners, teaching with technology, language and culture and task based learning. Rob now works as an independent international teacher trainer and academic consultant, and travels widely delivering talks, workshops and seminars as well as online webinars – to teachers all over the world. Over the years, Rob Dean has covered a wide range of topic areas including methodology, language, practical teaching ideas, classroom management, motivation of learners and blended learning to name but a few.
Presentation title: Nothing Stands Still for Long – Changing English
Whether it’s technology, fashion, music or politics, nothing stays the same for long, and for some people, staying up to date can be a real challenge. Language is no exception, and all languages are in a constant state of evolution. This session will look at some of the latest trends in English – both new elements entering the language as well as old elements falling out of use. The talk is the second in a series that will investigate examples of changing grammar, vocabulary, pronunciation and usage, and will look at where this leaves when deciding what to teach in the classroom.
Workshop title: Video – Just for Watching? Ways of exploiting DVD material
For many of us, video in the past has often been used as a ‘treat’ for the class, perhaps to fill in time at the end of the course when we’ve completed the last unit in the book. Whilst it’s no doubt true that many students consider video in class to be a treat, there’s so much more to it than just a way of filling the time. This highly practical workshop will look at ways of integrating video material with the course for a variety of purposes – receptive and productive, accuracy-based and fluency-based, and along the way will consider the pedagogical advantages of incorporating such material into the classroom.
Terry Lamb – Professor, Fellow of the Royal Society of Arts, Secretary General and former President, FIPLV (Fédération Internationale des Professeurs de Langues Vivantes), Editor, International Journal of Innovation in Language Learning and Teaching, UK
Professor Terry Lamb (University of Westminster), as Professor of Languages and Interdisciplinary Pedagogy, focuses on his two academic passions: the promotion of language learning and leadership in teaching across the University. He is leading the Westminster Centre for Teaching Innovation in order to raise the profile and status of teaching across the Faculties and to create environments that nurture pedagogical research and innovation.
His career began with a BSc(Hons) in Modern Languages from Aston University and a PGCE at Durham University. In his early years as a teacher in London, he studied for an MA in Urban Education at Kings College, University of London. He later obtained his PhD at the University of Nottingham, focusing on the voice of language learners in secondary schools and the relationship between motivation and autonomy.
He spent 16 years teaching languages (French, German, Spanish, Turkish) in secondary schools in London and Derbyshire, before moving into higher education, first at the University of Nottingham and then, until 2016, at the University of Sheffield. He has also carried out advisory work, taught English in Poland and Turkey, and been a consultant to the Ministry of Education in Malaysia on the `Learning how to Learn´ curriculum development project. He is an official EU Expert on Intercultural Education, and in this capacity he has worked as a consultant to the Ministry of Youth, Education and Sport, Czech Republic, on projects relating to the development of a European dimension in the curriculum and to the development of positive attitudes towards the Roma population. More recently he was invited to join the Multilingualism Expert Group of the European Civil Society Platform for Multilingualism. He has worked on many other projects, including several at the European Centre for Modern Languages in Graz. One of these is the Training and Consultancy activity, Supporting Multilingual Classrooms, which is co-funded by the Council of Europe and the European Commission.
He has had major roles in the development of language policy nationally and internationally. H is former President of the Association for Language Learning, was a member of the UK government’s National Languages Steering Group and a governor of CILT, the National Centre for Languages. In 2008 he was appointed Chair of the Languages Diploma Development Partnership by the then Secretary of State for Education, Ed Balls. He is also former President and current Secretary General of FIPLV, the Fédération Internationale des Professeurs de Langues Vivantes, which enjoys NGO status with both UNESCO and the Council of Europe.
In 2009, he was awarded the title Chevalier dans l’Ordre des Palmes Académiques by the French prime minister for services to languages and European culture, in particular French. He was also a Fellow of the Royal Society of Arts.
In 2007 he co-founded the international journal, Innovation in Language Learning and Teaching (published by Taylor and Francis), which he continues to edit.
Contact information: e-mail: T.Lamb1@westminster.ac.uk
Presentation title: Developing a plurilingual mindset in 21st century super-diverse urban spaces
Globalisation brings with it increasing linguistic diversity in our neighbourhoods and schools. This presentation will argue that multilingualism is a valuable resource for individuals, communities, cities and nations, but that it is, in some contexts, problematized and excluded not only from educational spaces, but also from public spaces. This presentation will argue that we need to create spaces, which challenge the monolingual mindset and are inclusive, and that this must engage the collective autonomy of linguistic communities themselves. In so doing, it will draw on a number of research projects and creative initiatives in the UK and other European contexts and will make specific reference to the researcher’s work with the European Centre for Modern Languages of the Council of Europe, including the Supporting Multilingual Classrooms initiative and materials developed to stimulate plurilingual pedagogies.
Professor Georg Lind was an adjunct professor of psychology at the University of Konstanz until 2012. He was also visiting professor at the University of Illinois, the Universidad de Monterrey, Mexico, and Humboldt, University, Germany.
Now he is a free-lance writer, curriculum-designer, instructor, speaker, trainer, policy-advisor. Since 1973 he has been involved in research on, and teaching of, moral-democratic competence. His main work area is moral (-democratic) competence, that is the ability to solve problems and conflicts on the basis of moral principles through thinking and discussion instead of through violence, deceit, and power. 40 years ago, he designed the first objective measurement of moral competence, the Moral Competence Test (MCT), which has been translated and validated in 39 languages, and is used world-wide in research and program evaluation. The MCT is the first objective test of cognitive-structural properties of moral behaviour, which could before only be measured with subjective clinical interview methods.
20 years ago G. Lind also developed a very versatile and effective method for fostering moral competence, the Konstanzer Methode der Dilemma-Diskussion (KMDD)®, which is used in many countries. Recently he has designed a training and certification program for “KMDD-Teachers,” which he offers in many countries: Brazil, Chile, Columbia, Germany, Mexico, Poland, Switzerland, Turkey and in China. He is teaching workshops and certifies teachers and professors in many countries. More information could be found on his web-site: http://www.uni-konstanz.de/ag-moral/ and in his book Moral ist lehrbar (3rd edition. Logos publisher, Berlin) and in its extended version translated in English How to Teach Morality, published in 2016. Prof. G. Lind’s newest endeavour involves the organisation of Discussion Theatre, a new form of theatre aligned with the moral ideal of a democratic way of life. His play called “Speaking & Listening” basically is an adaptation of the Konstanz Method of Dilemma Discussion for the public space. The premier in the Frauenkirche of Dresden on June 21, 2017, was successful. Prof. Georg Lind also maintains a website on moral and democratic competence education: <http://www.uni-konstanz.de/ag-moral>
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Presentation title: Construction, Empathy and Co-Construction — The training of moral language ability as a basis for moral development
Moral ideals like democracy, justice and cooperation are easily enunciated but are rarely achieved. This is not, as people tend to believe, because people are not motivated enough or even evil, but because this is very difficult. One difficulty is that of thinking about one’s own moral ideals and of discussing them with others. Understanding ourselves and others in regard to feelings can be very difficult because we cannot point at abstract properties (like moral, just, nice), as we can point at objects (like tables, chairs etc.). Initially moral ideals are nothing but vague moral feelings which require articulation (putting feelings into words), co-construction (developing a common meaning of these words) and empathy (the ability to understand others’ verbalized feelings). Failures usually lead to misunderstandings and fights. In my presentation I will show how a part of our Konstanz Method of Dilemma Discussion (KMDD), namely “dilemma clarification,” can be used for fostering articulation, co-construction and empathy as part of the overarching aim of fostering people’s moral-democratic competence, that is, the ability to solve problems and conflicts through thinking and discussion instead of through violence, deceitm or bowing down to others.
Lind, G. (2016). How to teach morality. Promoting deliberation and discussion, reducing violence and deceit. Berlin: Logos. More reading: http://www.uni-konstanz.de/ag-moral/b-liste.htm
Steve Mann (Associate Professor) currently works at the Centre for Applied Linguistics at the University of Warwick. He previously lectured at both Aston University and the University of Birmingham. He has experience in Hong Kong, Japan and Europe in both English language teaching and teacher development. Steve supervises a research group of PhD students who are investigating teachers’ education and development. The group’s work considers aspects of teacher development, teacher beliefs and the development of knowledge, the first year of teaching, reflective practice, mentoring, blended learning, and the use of technology in teacher development. He has published various books including ‘Innovations in Pre-service Teacher Education'(British Council). His most recent books are ‘The Research Interview: Reflexivity and Reflective Practice in Research Processes‘ (Palgrave) and ā€Reflective Practice in English Language Teaching: Research-Based Principles and Practices‘ (Routledge).
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Presentation title: Video-based pedagogic practices in language teaching and teacher education: Innovation and reflection.
Digital video plays an ever-increasing part in language teaching and teacher education. This talk argues that we need to be reflective about the role of digital video in harnessing its potential in classrooms, outside classrooms and in teacher education. The talk will feature data from two research projects. The first is called ‘Video for All’ and was aimed at language teachers. The second is ‘Video in Language Teacher Education’, funded by the British Council aimed at those working in language teacher education. This presentation will give an overview of these projects and introduce various video-based pedagogic practices such as the use of video in feedback and use of screen-capture software for the flipped classroom. It will argue for a more reflective approach to innovation and greater opportunities for sharing of practice.
Iveta Vītola – Pearson Central Europe Representative Office in the Baltics, Regional Manager for the Baltics, Latvia
Iveta Vītola is an English graduate from University of Latvia, has master’s degree in Education management and Business management. She has been involved in ELT as a teacher, ELT specialist and teacher trainer since 1995. Iveta has worked with students of different age groups, from pre-primary to adult, including exam preparation and Business English course. Currently Iveta works for Pearson, world’s leading education company, representing Pearson in the Baltics, assisting specialists in the field of ELT, Qualifications and professional development, assessment and testing, providing workshops and teacher training seminars and organising different initiatives to make sure teachers have access to fresh course materials, methodology ideas and top teaching tips, including training in latest digital solutions for the English classroom.
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Presentation title: A Competence Based Approach to Teaching and Learning English
Competency-based education focuses on real-world learning that leads to greater employability. It stresses competencies derived from the skills and the student’s demonstration of desired learning outcomes as central to the learning process. As teachers we are responsible for preparing our students for the opportunities and challenges they will encounter in their future lives. But do we know how to teach the 21st Century skills? How it will benefit our students? During this talk we will find some answers to the above questions and look at the language learning materials that engage students, increase their confidence and equip students with knowledge and skills required to succeed in their education and in their lives in general.
Dr. Harun Serpil currently works as the official interpreter and PA for the Rector of Anadolu University in Turkey. He graduated from the Teaching English as a Foreign Language (TEFL) Program of Anadolu University School of Education, Turkey in 1996, and went on to get his MA degree in TEFL from Bilkent University, Turkey in 2000. He was a visiting Erasmus scholar at The Estonian Aviation Academy in May 2014 and at Stellenbosch University in 2017. He was awarded his Ph.D. by Department of Curriculum & Instruction with a minor in Second Language Acquisition (SLA) at the University of Wisconsin-Madison in 2016. Dr. Serpil has 21 years of experience in language teaching, testing and curriculum design at the university freshman level. Among his research interests are symbolic interactionism, deep education, phenomenology, Freirian critical pedagogy, transdisciplinary/transformative education, intercultural/multicultural education, culturally relevant pedagogy, culturally responsive teaching, and language teacher education.
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Presentation title: Deep Symbolic Interactionism as a New Analytical Lens for Transdisciplinary Language Education
Taking a critical stance against the consumerist pedagogy, the focus of the speech is Deep Symbolic Interactionism (DSI), and ways to implement it in the field of language education as illustrated by insights gathered from a recent study on language teacher multicultural knowledge and belief formation. Its target audience is students/academic staff in world language education and curriculum & instruction programs, but all enthusiasts of education, languages, and curriculum theory are welcome to attend.
Prof. MANUEL CÉLIO CONCEIÇÃO, President ex officio of the Conseil Européen pour les Langues / European Language Council (CEL/ELC), professor of Language Sciences and researcher at the University of Algarve, Faro, Portugal. He is the Dean of the Faculty of Human and Social Sciences of the University of Algarve and an expert and member of a number of international projects on multilingualism and language policy. He was awarded the Order of Arts and Letters from the Ministry of Culture and Communication of France (2013). His research interests include: linguistics (lexicology, terminology), multilingualism and language diversity, language policies, language teaching and learning, intercultural communication and languages.
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Presentation title: Multilingual Competence: an asset for knowledge enhancement
Language learning happens in complex and multilingual contexts where traditional monolingual approaches prevent students from achieving the expected outcome and societal need: multilingual competence. This concept will be seen under a conception of language as emergent and dynamic practices (languaging) and not in a traditional grammarian conceptualization.
As there is no science (knowledge) without language, multilingual competence is an asset not only to maintain linguistic (and cultural) diversity but also to see the same object, the same content from different verbalisations. The link between multilingual competence and content knowledge acquisition, construction and transmission will also be addressed.