FORTHCOMING SESSION: ERL Online Session 7 [date to be specified soon]
PAST SESSIONS:
6th ERL Session – November 16-17, 2022
TEACHING AND LEARNING AT A CHALLENGING TIME
| Teaching Polish to Ukrainian refugees: ideas & observations Małgorzata Karczewska i (Poland, University of Zielona Góra)  |
COVID-19 and home exams in language history for teachers Jens Haugan (Norway, Inland Norway University of Applied Sciences)  |
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Strategies for comprehensive cognitive intervention for Autistic childrenbservations
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State Language Learning process in Latvia in the Context of Education Reforms Zenta Anspoka (Latvia, University o Latvia) |
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What does it mean to teach a language as a language learner? An informal reflective account Imane Boufaden (Algeria, Mascara University) |
Take a step back: recovering from a never ending psychological marathon Arno Boudry (Belgium, University of Ghent) |
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Intercultural Encounters – A creative, student centered educational initiative Adrienn Fekete (Hungary, University of Pécs) |
Emancipatory and critical language education Maria Formosinho (Portugal, Portucalense University) |
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Learning during the pandemic period from my perspective Paulina Novoselac (Croatia, University of Osijek) |
Students’ communication-oriented perception of online learning during the pandemic Francis Salawu ( Romania, National University of Political Science and Public Administration in Bucharest) |
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Changing Lives via Language Learning: Language Majors’ Linguistic Identity Construction Zsófia Ótott (Hungary, University of Pécs) |
Learning at a challenging time Davor Gotal (Croatia, University of Osijek) |
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Reflections on taming the unknown in online foreign language and teacher education during the Covid-19 pandemic. Magdalena Trepczyńska (Poland, Jagiellonian University in Kraków) |
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5th ERL Session – October 20-21, 2021
HAS THE PANDEMIC CHANGED YOUR LINGUISTIC PEDAGOGICAL TRUTHS?
| Every teacher is a language teacher – where does ERL go? Michał Daszkiewicz (Poland, University of Gdańsk) |
Can I take off my mask to talk, please? Zoi Apostolou (Greece, University of Patras)  |
| A Language Classroom: A Space to Develop Skills for the Next Normal Oumaima Elghazali (Morocco, Mohammed V University in Rabat)  |
A shift from spoken to written expression Dragana Božić Lenard (Croatia, University of Osijek)  |
| Systems Fail, Technology Disappoints, but Optimism Thrives Ervin Kovačević (Bosnia and Herzegovina, International University of Sarajevo)  |
The Impact of the COVID-19 Pandemic on EFL Education Anita Jagun (Poland, Jan Kochanowski University in Kielce) |
| Teaching in the Times of Covid-19 Eda Cauli (Albania, University of Tirana)  |
Teaching Through the Pandemic: Lessons Learned Louise Wilkinson (USA, Syracuse University)  |
| The Lessons of Resiliency and Innovativeness in Language Pedagogy during the Pandemic and Beyond Jay Mark Santos (Philippines, La Consolacion University Philippines)  |
Insights into Teachers’ Online and Offline Identities Adrienn Fekete (Hungary, University of Pécs)  |
| Listening to English Teacher Education students’ voice during the pandemic: Pedagogical implications and impact M. Dolores Ramirez-Verdugo (Spain, UAM)  |
EFL Students’ Reluctance to Speak in Classroom — A Lesson not Learned? Thoralf Tews (Germany, University of Hannover)  |
| Speech Language Therapy during lockdown – my perception vs. state-of-the-art Paulina Krzeszewska (Poland, University of Silesia in Katowice) |
4th ERL Session – May 5-6, 2021
LINGUISTIC WELL-BEING (before, during, and after the pandemic)
| The Unbearable Lightness of Being Digital: online interactions in Japanese college English classes for students’ and teachers’ well-being Yasunari Harada (Japan, Waseda University)  |
The Application of CALL as a Tool of Enhancing ESL Students’ Linguistic Well-being Anita Skóra (Poland, Jan Kochanowski University in Kielce) |
| Pedagogical Uses of Writing to Support Well-Being Robert Yagelski (USA, State University of New York at Albany) |
The Transformative Potential of Virtual Experiences on Teachers’ Cognitive and Affective Well-being in Online Education Adrienn Fekete (Hungary, University of Pécs) |
| Using various teaching and learning approaches to support linguistic well-being of ESL students Barbara Muszyńska (Poland, University of Lower Silesia) |
Can virtual English learning be ecological and thus add to our well-being in the new digital environment? Insights from Romanian / Macedonian students Alina Andreea Dragoescu Urlica (Romania, Banat’s USAMVBT “Regele Mihai I al Romaniei” – Timisoara)  |
| Promoting Well-Being of ESL Students through Engaging and Collaborative Environment Luisito M. Nanquil (Philippines, Bulacan State University) |
Importance of Therapeutic Strategies with focus on linguistic well-being for home management of children with language and communication disorders at the time of COVID-19 Pandemic Barbara Shreya (India, Milestone Education and Research Consultancy)  |
| The Hundred Languages of early education students. Alternative ways of expression as a means of supporting linguistic well-being Małgorzata Pilecka (Poland, ATENEUM-University in Gdańsk) |
Linguistic Well-being in the EFL Online Classroom-a Case Study of North Macedonia Lulzime Kamberi (North Macedonia, University of Tetovo)  |
| Linguistic well-being – on connections between the Black Sea and the Baltic Sea in the COVID era Mihnea Botezatu (Romania, University of Bucharest) |
The engineers’ personal and professional benefits of increasing self linguistic well-being Bruno Bencevic, Fran Zamaklar (Croatia, University of Osijek) |
| Linguistic well-being as a fundamental pedagogical concept awakened by the pandemic Michal Daszkiewicz (Poland, University of Gdańsk) |
Culturally Responsive Teaching Strategies and Practices: Promoting linguistic well-being to ESL Students Mark Paulo Y. Tanjente (Philippines, Richwell Colleges, Incorporated) |
| Boosting linguistic well-being with Virtual Guests Daniela Caluianu (Japan, Otaru University of Commerce) |
Difficulties with well-being under Covid from a students perspective Silje Nathalie Luvåsen (Norway, Inland Norway University of Applied Sciences) |
| Erasmus Teacher Academies. A Milestone in teacher Training Alonso Mateo-Gomez (Spain, Castilla La Mancha University) |
3rd ERL Online Session – March 3-4, 2021
COVID – A SOURCE OF THREATS OR OPPORTUNITIES FOR LINGUISTIC DEVELOPMENT?
| COVID as a challenge to (the) ERL Michał Daszkiewicz (Poland, University of Gdańsk) |
Do we realize what is happening in the virtual classroom? Solzica Popovska (North Mecedonia, Ss. Cyril and Methodius University) |
| Is COVID-19 forcing ESL instructors to return to more traditional teaching in the second language acquisition methodology? Emina Lagumdzija, Anisa Eminovic-Ljevo (Bosnia and Herzegovina, International University of Sarajevo) |
Teaching Old Norse on Zoom: The Black Death and black screens – the dark age of Covid Jens Haugan (Norway, Inland Norway University of Applied Sciences) |
| Using Social Media Platforms In Moroccan Education: An Effective Way to Teach during Covid 19 Pandemic Othmane Zakaria & Zineb Hzim (Morocco, Mohammed V University in Rabat) |
The Virtual Self in Online Education Brought about by COVID 19 Pandemic Adrienn Fekete (Hungary, University of Pécs) |
| Developing Communicative English in a Virtual Setting: The Case of Moroccan Public Speaking Students Yamina El Kirat El Allame & Oumaima Elghazali (Morocco, Mohammed V University in Rabat) |
The coronavirus pandemic as a source of opportunities for foreign language teachers and learners Małgorzata Karczewska (Poland, University of Zielona Góra) |
| COVID-related problems in ESP classes Dragana Božić Lenard (Croatia, University of Osijek) |
Exploring teachers’ verbal resources and strategies for building rapport in COVID-emergency online university courses: some preliminary ideas María Sol Iparraguirre & Laura Eisner (Argentina, Universidad Nacional de Río Negro)  |
| Online Schooling and Anxiety: A Project of a Survey Joanna Jarosz, Aleksandra Krawczyk, Anna Sobczyk, Szymon Fijałkowski (The Didactics Section KNA UJ, Jagiellonian University, Kraków, Poland) |
Teaching / learning a mother tongue: the case of Belarusian Marharyta Fabrykant (Belarus, Belarusian State University)  |
| Gathering Wild Yeasts: Critical Friending in the Time of COVID Anita Bright (United States, Portland State University) |
Teaching interculturality after COVID-19: Will it be different? Giuliana Ferii (United Kingdom, Brunel University London)  |
| COVID-generated Threats and Opportunities for education from the perspective of students Tea Krcmar, Andreja Nad (Croatia, University of Osijek), Agata Szewczyk (Poland, University of Gdansk) |
2nd ERL Online Session – October 5-6, 2020
LINGUISTIC COMPONENT OF PEDAGOGICAL IDENTITY
| Recognising teachers’ and learners’ linguistic identities Michał Daszkiewicz (Poland, University of Gdańsk) |
BA – can future self identity affect on investment in language learning Silje Nathalie Luvåsen (Norway, Inland Norway University of Applied Sciences) |
| Axel Honneth’s theory of recognition and language teaching didactics – first thoughts Jens Haugan (Norway, Inland Norway University of Applied Sciences) |
Interdisciplinary Approaches Toward Enhancing Teacher Education Maria Dolores Ramírez (Spain, UAM) |
| Learner Beliefs in Second Language Acquisition Somail Gupta (India, Govt.V.Y.T.PG.Autonomous College , Durg) |
Virtual Guest Speakers Daniela Caluianu (Japan, Otaru University of Commerce) |
| Holistic Approaches to Researching Identity in SLA Adrienn Fekete (Hungary, University of Pécs) |
Academic language: Aligning raciolinguistic and elaborated code perspectives? Louise Wilkinson (USA, Syracuse University) & Alison Bailey (USA, UCLA) |
1st ERL Online Session – May 5, 2020
LANGUAGE AND TEACHER LINGUISTIC IDENTITY
| Criticality in foreign language education Ewa Bandura (Poland, Jagiellonian Uniersity in Kraków) |
Communication in crisis Naveen K. Mehta (India, SUBIS, Barla, Raisen, MP) |
| The language of dissent- how schools leaders adjust to policy change Andre Kurowski (England, University of Chichester) |
TED to fight tedious lessons: listening practice beyond language class Małgorzata Karczewska (Poland, University of Zielona Góra) |
| Identity and language disorders in children Paulina Krzeszewska (Poland, University of Silesia in Katowice) |
Some issues of teaching Persian to Georgian students Patman Antadze-Malashkhia (Georgia, Tbilisi State University)  |
| Gender Inclusiveness in EFL Curricula Aneta Naumoska (North Macedonia, Ss. Cyril and Methodius University)  |
Composing Your Own Language Michał Daszkiewicz (Poland, University of Gdańsk) |
| Wellbeing is a Skill: Cultivating Calm and Mindfulness in the online Classroom Martha Decker (USA, Hidasta) |
The Role of Cultural Influences: Georgian Language and Society Giuli Shabashvili, Ketevan Gochitashvili (Georgia, Tbilisi State University) |
| On the developments of ERL Association and benefits from membership in it Dragana Božić Lenard (Croatia, University of Osijek) |
Intercultural Reflection on Teaching Taha Rajab (UK, Durham University) |
| The role of language in assessing students’ mathematical knowledge Louise Wilkinson & Alison Bailey (USA, Syracuse University), Carolyn A. Maher (USA, Rutgers University) |
Increasing Students’ Critical Thinking Skills and Intercultural Competence in EFL Classes Ana Sentov (Serbia, University of Novi Sad)  |
| Humanizing research in the shadow of a pandemic: Learning with Doctoral Students Anita Bright (USA, Portland State University) |
Some Approaches to Business English Terminological Vocabulary Teaching Dilyan Gatev (Bulgaria, University of National and World Economy)  |