FORTHCOMING SESSION: ERL Online Session 7 [date to be specified soon]


6th ERL Session – November 16-17, 2022



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)

Strategies for comprehensive cognitive intervention for Autistic childrenbservations 
Barbara Shreya (India, Milestone Education and Research Consultancy)


State Language Learning process in Latvia in the Context of Education Reforms

Zenta Anspoka (Latvia, University o Latvia)

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)

Intercultural Encounters – A creative, student centered educational initiative

Adrienn Fekete (Hungary, University of Pécs)

Emancipatory and critical language education

Maria Formosinho (Portugal, Portucalense University)

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)

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)

Reflections on taming the unknown in online foreign language and teacher education during the Covid-19 pandemic. 

Magdalena Trepczyńska (Poland, Jagiellonian University in Kraków)


5th ERL Session – October 20-21, 2021



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 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


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



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)