FORTHCOMING SESSION: 3rd ERL Online Session – March 3-4, 2021

COVID – A SOURCE OF THREATS OR OPPORTUNITIES FOR LINGUISTIC DEVELOPMENT?

2nd ERL Online Session – October 5-6, 2020

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
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)

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)