Volume 2019-2(2), 156 pages

* Intro
* Contents
* Authors
* Reviewers


The wider context of the second volume

The experiencing of language, which was the eponymous issue of the first volume and which acquires both an individual and social character, laid the foundations for ERL Journal. It has prompted us, meaning academics involved in the informal so-called “ERL circle”, to seek what can be referred to as the glottodidactic paradigm, the essence of which is consideration of educational phenomena through the prism of language. Its scope is very wide and implies far-reaching interdisciplinarity and assistance of a large community of researchers including theoreticians of education, applied linguists, psycho-, socio- and neuro-linguists, to mention just a few subgroups. ERL Journal remains open to papers by all of them due to the simple fact that only through their systematic and well-informed cooperation can we get “to the heart” of the educational role of language. By referring to the general goal of those whose interests intersect language and education as “a paradigm”, we convey the view that owing to the salience of language across multiple subjects and disciplines, the world of education can well be studied and advanced by application of terms and methods traditionally associated with language and (especially second) language learning.

We welcome and publish both theoretical and empirical papers. By combining the two directions “from theory to practice” and “from practice to theory”, we strive to examine how theoretical knowledge concerning the importance of language is applied in practice, and, conversely, in what ways educational practice informs theory. Such double lenses we see as reflective of educational reality, where theory and practice need to matter in a comparable degree and where their mutual reinforcement – addressed in ERL Journal on an international scale – can be observed on the level of teaching methods, cultural influences, teachers’ and students’ beliefs, and personal understanding of the learning or teaching of any given subject. It is only through a joint analysis of theory and practice that we can arrive at answers to questions which are crucial for the understanding of the linguistic edge of education such as How does the language of schooling support students’ beliefs, activity, affect, and thinking?; How is the intercultural competence developed through first/native and second/foreign language education?; What implications for research and teaching methods follow from the so-called “linguistic turn”?;  or, by definition, How personally relevant is the language employed in educational theories and practices?

All the theoretical considerations and empirical studies published in ERL Journal, the common denominator of which is the authors’ pursuit of the educational position of language, contribute to what we have now come to refer to as the ERL framework. Hence, all the “ERL papers” jointly erect a kind of “scaffolding” which – in accordance with the journal’s mission, which is to boost the position of language in education – may lead to the construction of educational systems upon language and how it is acquired/learnt, used, processed and continuously developed. This aspiration makes us, the journal’s editorial team, open to new proposals of how to bridge the gap between linguistic and educational studies, and necessitates publication of both qualitative and quantitative studies falling within the two scopes outlined in the previous volume. Once this gap has been successfully bridged, we shall start observing solutions which from today’s perspective appear very attractive – that is such educational systems occurring around the globe in which predominant questions concerning education are language-oriented and can be exemplified by the following: How do L1 and L2 interplay with each other and all the other subjects?; How much can students say on particular issues?; What words and expressions do students find useful and which of them do they simply (dis)like? or What do teachers believe their students read for?

This volume, centered around MULTICULTURALISM IN COMMUNICATION, follows and complements the previous one in that the eponymous concept, similarly to the category of (personal and social) experience, co-defines today’s reality of the functioning of language in education. It is omnipresent throughout learners’ and teachers’ developmental encounters, so to speak, and yet largely taken for granted and, consequently, not subjected to scientific studies. For this very reason, it appeared to us that our search for the aforementioned glottodidactic paradigm, theoretically-informed as well as practically-directed, needs to proceed from ‘boosting the experiencing of language’ to ‘enhancing multiculturalism in communication’.  We presumed that by theoretical consideration and empirical examination of the two volumes’ eponymous concepts we can best pave the way for narrower issues partaking in the ERL framework. The volume strives to do it as comprehensively as possible with two spectrums making up its four parts, that is offering texts which, first, address multiculturalism “on paper”, on the one hand, and in didactic reality, on the other hand, and, second, pertain to what teachers and students believe in and what they actually experience on the level of multiculturalism. Finally, we also present two reviews of publications which fall within the ERL scopes and additionally enrich our perspective of the multi-dimensionality of language learning and its persistently emotional experience.


Part I. Theory and Practice of the Educational Role of Language. PAPERS

Multiculturalism in didactic practices 

1. Jana LuprichovĂĄ – Teaching foreign languages by means of CLIL in selected European countries

FULL Article (PDF)

2. Svetlana Dimitrova-Gyuzeleva – Developing intercultural communicative competence – the two sides of the coin

FULL Article (PDF)

3. Khang D. Nguyen, Van T. T. Phan – Promoting EFL learners’ exposure to multiculturalism using Skype in the classroom – a case study

FULL Article (PDF) 

4. Muskan Solanki, Naveen Kumar Mehta, Dharmendra Mehta – An exploratory study on application of WhatsApp for enhancing language learning skills in multicultural environment

FULL Article (PDF)

Multiculturalism in educational documents

5. Alonso Mateo GĂłmez, Raquel Bravo MarĂ­n – Multicultural education policies in the Spanish region of Castilla La Mancha

FULL Article (PDF) 

6. Vaida Ĺ˝egunienė – Theoretical presumptions of learning a foreign language through global citizenship development at pre-primary school

FULL Article (PDF)

Multicultural beliefs

7. Yasin Turan – An analysis on university preparatory class students’ views about role of English as a foreign language on world knowledge, education and professional career

FULL Article (PDF)

8. Niesen Heike – Multilingual-sensitive professional action competence and pre-service teachers’ beliefs – a happy marriage?

FULL Article (PDF) 

9. Zoi Apostolou, Nektarios Stellakis – Preschool and first grade teachers’ perceptions on working together to enhance literacy

FULL Article (PDF)

Multicultural experience

10. Juraj Datko – Communication dimension of a Facebook group: first-hand experience from an EAP class

FULL Article (PDF)

11. Naveen Kumar Mehta, Dharmendra MehtaUsing English in presentation skills for personal and professional endeavors in the multicultural setting

FULL Article (PDF)

12. Monika Kusiak – (Inter)cultural components in EFL teaching: evidence from pre-service teachers’ projects

FULL Article (PDF)


Part II.  Facts and Opinions Concerning the Educational Role of Language. REVIEWS & REPORTS

13. Gabriela MikulovĂĄ – Foreign language anxiety – an issue of (Czech) Slovak teachers – critical review

FULL text (PDF)

14. Petra ČančovĂĄ – English for fire science students – a book review

FULL text (PDF)


List of Volume 2019-2(2) Authors

List of Volume 2019-2(2) Reviewers 

ERL Journal – Scope Major 

ERL Journal – Scope Minor 


Zoi Apostolou orcid.org/0000-0003-4359-397X: GREECE, University of Patras, Department of Educational Science and Early Childhood Education. Zoi is a kindergarten teacher and a researcher who holds a Master of Science degree in Education and Training from the University in Patras and the University in Aegean. She is currently a PhD student at the Faculty of Social Theory and Analysis, University of Patras. Her research interests include literacy, educational programs, educational practices, language and methodology. aposotlo@upatras.gr

Petra Čančová orcid.org/0000-0002-7601-5677: SLOVAKIA, Slovak University of Agriculture in Nitra. Petra is an associate lecturer at the Slovak University of Agriculture in Nitra at the Faculty of Economics and Management, Department of Languages. At the same time, she is doing her doctoral studies at the Constantine the Philosopher University in Nitra, Faculty of Education, Department of Language Pedagogy and Intercultural Studies. She has been teaching English language adults for 21 years with the specific interest in testing which is also the main focus of her doctoral thesis. During her professional career, Petra has become a member of an international testing team for NATO STANAG Examinations. petra.cancova@ukf.sk

Juraj Datko orcid.org/0000-0002-9729-0168: SLOVAKIA, Constantine the Philosopher University in Nitra, Faculty of Education. Juraj holds a PhD degree in Didactics of English Language and Literature and works as an assistant professor at the Department of Language Pedagogy and Intercultural Studies. He is interested in researching the role of electronic media in English language teaching and learning. He also participates in two research projects – “APVV-15-0368Prax v centre odborovej didaktiky, odborová didaktika v Centre praktickej prípravy” and “006UKF-4/2017 Kontrastívna analýza ako efektívna podporná metóda vyučovania anglickej výslovnosti na ZŠ”. The former is a university project that aims to improve the practical preparation of teacher trainees and the latter is a department project that researches the potential of contrastive analysis for English pronunciation training at primary schools. jdatko@ukf.sk

Svetlana Dimitrova-Gyuzeleva orcid.org/0000-0002-5915-590X: BULGARIA, New Bulgarian University, Department of Foreign Languages and Cultures. Svetlana is an associate professor in Pedagogy at the Department of Foreign Languages and Cultures, English Studies Section, New Bulgarian University, Bulgaria. She holds a Master’s degree in English Philology from Sofia University, Bulgaria and in English and Applied Linguistics from the University of Cambridge, UK as well as a PhD in FLT Methodology. She has a long and varied experience of teaching English as a foreign language (incl. English for Academic Purposes), as well as teacher and mentor training in both pre- and in-service contexts across Europe, ELT material developing, test designing and collaborating with the Bulgarian Ministry of Education. Svetlana is an author and a co-author of some ELT coursebooks for Bulgarian learners of English, several resource books (e.g. “Practical English Grammar with Exercises“) and teacher training manuals, including the “Pedagogical Portfolio for FLT Trainees” (2004); she is an active participant in many international conferences and EU educational projects, e.g. Innovative Practice in Adult Language Education (2009-2011), The Multilingual Toolkit for European Mobility (2010-2012), BE READY – Life Skills and Career Development: Helping Young People Progress into Success (2015-2017). sgjuzeleva@nbu.bg

Alonso Mateo GĂłmez orcid.org/0000-0002-1191-8963: SPAIN, Castilla La Mancha University, Education Faculty of Albacete. Alonso Mateo is an associate professor in the English Department at the Faculty of Education of Albacete, University of Castilla La Mancha. He holds a PhD in Psychology, a Diploma in Primary School Teaching (English Philology) by the University of Castilla La Mancha and a Bachelor in Education Sciences by the Spanish National Distance University. He has worked in the Francisco Coll Educational Foundation (FEFC) as a tutor, an English specialist, a teacher of Therapeutics Pedagogy and Coordinator of Erasmus and Etwinning projects. He is a member of the Research Group in Applied Psychology at the Psychology Department (University of Castilla – La Mancha). Alonso.Mateo@uclm.es

Niesen Heike orcid.org/0000-0001-8339-0486: GERMANY. Niesen has joined the Department of English and American Studies at Goethe University Frankfurt/Main in 2015 after she had finished her PhD on “The impact of socio-cultural learning tasks on students’ foreign grammatical language awareness” at the University of Luxemburg. She is currently involved in the LEVEL project “Linking Pedagogic Expertise through Video-Enhanced Learning scenarios” funded by the German Federal Ministry of Education and Research. Her research clusters around the development of in- and pre-service EFL teachers’ multilingual-sensitive professional vision and action competence. A special focus is put on the role teachers’ multilingual resources play in the course of professional competence development. Niesen@em.uni-frankfurt.de

Monika Kusiak-Pisowacka orcid.org/0000-0002-4043-9144: POLAND, Jagiellonian University, Kraków, Faculty of Philology. Monika is a professor of English in the Institute of English Studies and a Head of the Applied Linguistics and English Language Teaching Section. She teaches courses in research methods and psycholinguistics and runs MA seminars. Her main research interests include teacher education, metacognition, reading in a foreign language and educational discourse. Her most recent publications include Reading comprehension in Polish and English: Evidence from an introspective study (2013) and Educational role of language skills (2018) – the latter one coauthored with Michał Daszkiewicz and Ryszard Wenzel. She has also written numerous articles in scholarly journals, co-authored three coursebooks for Polish EFL learners and has written two handbooks for foreign language teacher trainees. monika.kusiak@interia.pl

Jana LuprichovĂĄ orcid.org/0000-0002-5290-8673: SLOVAKIA, University of Ss. Cyril and Methodius in Trnava, Faculty of Arts. Jana LuprichovĂĄ is a university teacher at the Department of British and American Studies. She holds an academic degree achieved in Didactics of the English language, particularly in the field focused on the CLIL methodology. She has been involved in various international projects, financially supported by the Erasmus+ program, Visegrad Fund program and some national research programs. Currently, she is in the position of the CLIL expert in the Visegrad Fund project, dealing with the implementation of the CLIL methodology in higher education. jana.luprichova@ucm.sk

Raquel Bravo MarĂ­n orcid.org/0000-0001-5809-7739: SPAIN, Castilla La Mancha University, Education Faculty of Albacete. Raquel Bravo is an associate lecturer at the Department of Didactics of Musical Expression at the Faculty of Education in Albacete, University of Castilla La Mancha since 2016. Raquel Bravo holds a Bachelor´s degree in Musical Education, Pre-Primary Education in Humanities (University of Castilla La Mancha), a Bachelor´s degree in History and Music Sciences (University of La Rioja) and a Master´s degree in Humanities, Culture and Society. She has professional studies in the Conservatory of Music of Albacete (clarinet). She is an active teacher at Nuestra SeĂąora del Rosario Elementary School (FEFC) of Albacete. She is a member of the Research Group LABINTIC, at the Faculty of Education of Albacete (University of Castilla – La Mancha) and a member of several Erasmus+ projects since 2014. Raquel.bravo@uclm.es

Dharmendra Mehta orcid.org/0000-0001-9890-251X: INDIA. He is a former director, reader-Pt JNIBM and HOD S.S. in Commerce, V.U., Ujjain. He holds a PhD degree in Management and is qualified in carrying out UGC (NET) Test. His areas of specialization/interest are business communication, soft skills, marketing and allied areas/HR specialization – PM & IR. shardadnm28@gmail.com

Naveen Kumar Mehta orcid.org/0000-0001-7197-4214: INDIA, Sanchi University of Buddhist-Indic Studies, Barla (Raisen), Department of English, School of Language, Literature and Arts. Triple post graduate in English Literature, Education and Management-Commerce and awarded PhDs in the area of Spirituality and UGC-NET & SLET qualified. He holds a certificate in teaching English from CIEFL, Hyderabad and was honored by the Prime Minister of India and Ministry of Human Resource Development in 2000. His area of research includes Indian writing in English literature, English language, spirituality and communication. nknmehta@gmail.com

Gabriela Mikulová ordic.org/0000-0002-9005-1850: SLOVAKIA, Constantine the Philosopher University in Nitra, Faculty of Education, Department of Language Pedagogy and Intercultural Studies. Gabriela is an English language teacher at the secondary school of Information Technologies in Kysucké Nové Mesto. This foreign language is a “tool” that she uses every day, as well as, a field of study that she is absolutely dedicated to. English language on one hand and language pedagogy on the other are subjects that Gabriela is really trying to get better at. Because of that, she is working on getting her PhD degree in an effort to become a highly qualified teacher who is well equipped to form and educate fully-fledged students. Gabriela  values every opportunity to learn and experience new ideas or situations of language education due to which she participated in Erasmus+ projects for students and foreign language teachers (2-weeks stay in Southampton) and attended various language conferences (Nitra – also a member of an organizational team, Žilina). Except the English language, she likes travelling, British culture, reading books and handcraft (embroidery and crocheting). tanistrakova.g@gmail.com

Khang Duy Nguyen orcid.org/0000-0002-6121-7735: VIETNAM, Can Tho University, School of Foreign Languages. Khang Duy holds a PhD in Pedagogy from Gdansk University, Poland. His research interests are not limited to language teaching and learning research, but also didactics, professional development, pedagogy and education, curriculum development, effective application of ICT in the classroom, classroom research, practical educational theories, and application of critical theories. His current projects include teaching job in Vietnam from a realistic-oriented approach and language activities – a minor research of the project: EDUCATIONAL ROLE OF LANGUAGE. ndkhang@ctu.edu.vn

Van Thi Tuyet Phan orcid.org/0000-0003-0410-1047: VIETNAM, Can Tho University, School of Foreign Languages. She graduated from Gdańsk University, Poland with a PhD degree in Pedagogy and is currently working at Can Tho University. Van Phan Thi Tuyet is passionate about doing social and pedagogical research and always expects to raise public awareness about the roles of education in changing, bettering and developing society. Her multi-dimensional perspective on the roles of critical pedagogy in dealing with social and educational problems such as poverty, immigration, and fixed mindset in Vietnamese education could be recognized from a number of her publications. pttuyetvan@ctu.edu.vn

Muskan Solanki orcid.org/0000-0001-5262-9124: INDIA, Sanchi University of Buddhist-Indic Studies, Barla (Raisen), Department of English, School of Language, Literature and Arts. She is a PhD student in English with the area of research and interests in Indian aesthetics and poetics, modernism and post modernism. She also holds a PG certificate in teaching English as a Second Language from IGNOU, Delhi. muskan.http@gmail.com

Nektarios Stellakis orcid.org/0000-0002-1934-8715: GREECE, University of Patras, Department of Educational Science and Early Childhood Education. Nektarios is an assistant professor in Literacy and Teaching Practices in Early Childhood Education at the aforementioned university. He is a supervisor and member of examination committee in BA dissertations and MA thesis both at the Department of Educational Science and Early Childhood Education and at the Department of Primary Education, University of Patras. He is also a member of the International Reading Association and Greek Literacy Association. Nektarios served the World Organization for Early Childhood Education (OMEP) as a head of regional committee of Patras, treasurer of Greek National Committee and a president of Greek National Committee. From 2013, he is a Regional Vice-President for Europe. Among other duties, he represents OMEP in UN (Geneva, Vienna), UNESCO (Paris, Geneva), 6 International Labor Organization (Geneva), Eurochild Network (Brussels) and other international organizations based in Europe. His research interests include Writing abilities of preschool aged children, emergent literacy in pre-primary education, reading, literacy and linguistics. nekstel@upatras.gr

Yasin Turan orcid.org/0000-0002-8252-569X: TURKEY, Abdullah Gul University, School of Foreign Languages; an English instructor at Abdullah Gul University and a PhD student conducting research in the field of curriculum and instruction. He is interested in developing and evaluating curriculum as well as English for Specific Purposes (ESP). Currently, as a Fulbright visiting scholar, he is working on a project focusing on the influences of individualist and collectivist cultural traits on the factors that affect PhD students’ study habits. yasin.turan@agu.edu.tr

Vaida Žeguniene orcid.org/0000-0002-6358-618X: LITHUANIA, Klaipeda University, Faculty of Social Sciences and Humanities, Department of Philology. Vaida is a lecturer at Klaipeda University (Cultures Communication, Business English). She is the second year PhD student in the field of Education at Klaipeda University. Her PhD dissertation is focused on global citizenship education at pre-primary school. Her key interests include applied sociolinguistics, business English, innovative methods of foreign language teaching, global citizenship, and education of pre-primary aged children. Vaida participated in Erasmus+ exchange programme with teaching of international students at Ioannina University, Greece; Messina University, Italy. She was also a part of the project implemented in Tianjin University, China where she participated in the international summer school targeted at teaching Business English in August – September, 2019. vaidazeg@gmail.com


Tarja Alatalo (Sweden, Dalarna University)

Salman Al-Azami (England, Liverpool Hope University)

Patman Antadze-Malashkhia (Georgia, Tbilisi State University)

Jessica Ball (Canada, University of Victoria)

Ewa Bandura (Poland, Jagiellonian University in KrakĂłw)

Claudiu Marian Bunaiasu (Romania, University of Craiova)

Nese Cabaroglu (Turkey, Cukurova University)

Ivana Cimermanova (Slovakia, University of Presov)

Leah Davcheva (Bulgaria, Sofia University St. Kliment Ohridski)

Luzkarime Calle Diaz (Colombia, University of the North)

Rebecca Giles (Alabama, University of South Alabama)

Viola Gjylbegaj (United Arab Emirates, Abu Dhabi University)

Tatjana GluĹĄac (Serbia, University of Novi Sad)

AĹĄanin Gole (Slovenia, DOBA Business School)

Ludmila Hurajova (Slovakia, Slovak University of Technology in Bratislava)

Daiva Jakavonytė-Staškuvienė (Lithuania, Vytautas Magnus University Education Academy)

Intakhab Alam Khan (Saudi Arabia, King Abdulaziz University)

Irfan Ullah Khan (Pakistan, University of Science and Technology Bannu)

Irene Krasner (California, Defense Language Institute Foreign Language Center)

Jason Litzenberg (Pennsylvania, The Pennsylvania State University)

Geraldine McDermott (Ireland, Athlone Institute of Technology)

Nesrin Özdener (Turkey, University of Marmara)

Grażyna Penkowska (Poland, University of Gdańsk)

Eva Reid (Slovakia, Constantine the Philosopher University in Nitra)

Mahera Ruby (England, University College London)

Maria Sagrario Salaberri Ramiro (Spain, University of Almeria)

Goran Schmidt (Croatia, University of Osijek)

Min Shen (Brunei, University of Brunei in Darussalam)

Jayoung Song (Texas, Rice University)

You Su (China, Beijing University of Posts and Telecommunications)

Agnieszka Szplit (Poland, The Jan Kochanowski University of Kielce)

Gertrud Tarp (Denmark, Aalborg University)

Alina Tenescu (Romania, University of Craiova)

Fabienne Vailes (England, University of Bristol)

Michał Zawadzki (Sweden, Jönköping International Business School)