FORTHCOMING SESSION: 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)