ACTIONS IN LANGUAGE EDUCATION (click to view)
Volume 2025-1(13), 155 pages
* Intro
* Contents
* Authors
* Reviewers
On the omnipresence of language in and from actions
The psychomotor dimension of language, of linguistic activity, and of language education, which constitutes ERLA’s 2025 focus, can be argued to be the least noticed of all the four dimensions. This is so because throughout our daily existence and everyday routines we act without reflecting upon all the actions we happen to undertake – which, in turn, may be viewed as a loss of a potentially huge benefit. It might be greatly beneficial to our language skills (as well as our general education and overall development) if we sticked to the practice associated with very young age of parents and teachers naming out loud the actions being performed so that the child listening to these verbal descriptions can better internalize them and link with their respective wording. I daresay that if this practice was not dropped (frequently as early as at the end of pre-school education), it would affect not only our educational performance but – comparably – our professional achievements just as well.
At the same time our actions directly follow from our affect and our beliefs. In other words, the way we feel and the views we hold essentially determine the things we do – which is why of the reasons why in ERLA’s trajectory and in its Cycle 3 actions come as third (to be followed by thinking in 2026). We return to similar questions as those posed with regard to the affective and axiological domains, addressing actions on the level of connections (i.e. what the nature of the link between language and actions is), systems (i.e. how that link operates with regard to personal identities, educational systems, societies, and cultures), domains (i.e. how actions affect, beliefs, and thinking, thus turning the relationships round), and disciplines (i.e. how various disciplines contribute to our understanding of the language-and-actions link). This has prompted ERLA to address respective questions such as What is first – language or actions?, How do language and actions affect each other? / What characterises the language of particular people, societies, educational systems / How much and in what way is language employed across different school subjects? / What specific linguistic actions are valued, practised, and reflected upon? / Which theories address the psychomotor dimension of language learning/teaching and use? What language learning/teaching methods are most conducive to overall development? Although not all these questions are actually addressed in this very volume, they had underlaid this year’s ERL conference and form the context of the text contained herein.
The joint consideration of language and actions proves highly prolific. Our speech acts, as it has traditionally been referred to, have a far-reaching educational, social and cultural impact, the effects of sometimes are often not strictly attributed to language per se, which can be seen as an error of attribution or a major omission. Using language by word of mouth for the sake of educating, sharing or informing can, for instance, be understood in terms of verbal treats, whereby one person can provide another person with a bit of pleasure, engaging knowledge, quenching curiosity, or mental entertainment – with the effect being directly comparable to physical or metaphorical treats such as a delicious meal or an invitation to a party, respectively. And again, in line with the observations from the first paragraph above, verbal treats frequently pass unnoticed and, as a result, they are not appreciated despite their potential influence of their recipients. Quite obviously, they are not named in this way, but also just taken for granted as part of normal human interaction entailing information and knowledge exchange. Yet, they do remain as valuable and effective actions, for the performance of which we need (spoken or written) language.
In analogy to the first issues of 2023 and 2024, addressing how language relates to affect and beliefs, respectively, this volume also comprises two parts – Part 1. Actions in language and Part 2. Language in actions. Although it is often hard to distinguish between these two forms of inclusiveness, each paper does emphasise one of them and thanks to the complementary character of the two forms, the entire volume – hopefully – has a nicely comprehensive character. Following the tradition of Educational Role of Language Journal, the papers are accompanied by a set of reviews and reports of publications and events that relate in a smaller or bigger degree to the eponymous link. Both there “R’s” as well as the main papers included in the volume demonstrate a clearly practical edge and relate to language-and-actions being put to use on different educational levels and various situational and local contexts. .
Educational Role of Language – 4 Fundamental Premises
ACTIONS IN LANGUAGE
3. Ivana Vargová – Wordless picture books trigger conversations at primary level of education
5. Jasna Šulentić Begić, Amir Begić, Ivana Pušić – Music and children’s speech development
8. Danuta Furszpaniak – The Miniature Guide to Critical Thinking. Concepts and Tools – a book review
9. Gregor Vnučko – Exploring Psychology in Language Learning and Teaching – a book review
LANGUAGE IN ACTIONS
12. Marija Stevkovska – The use of AI tools in the EFL classroom: teachers’ perspectives
15. Jessa Mae A. Dela Cruz – DYCIan Words: A Tool for Language and Literacy Development – a book review
List of Volume 2025-1(13) Authors
List of Volume 2025-1(13) Reviewers
Amir Begić orcid.org/0000-0003-2152-9563: CROATIA, Josip Juraj Strossmayer University of Osijek, The Academy of Arts and Culture in Osijek. Amir Begić, Associate Professor, is employed at the Department of Music at The Academy of Arts and Culture in Osijek where he teaches Pedagogy, Methodology of Scientific Research, Music of the World. He has a PhD in the field of music pedagogy. His areas of interest are pedagogy, music pedagogy, lifelong learning of music teachers, music teacher competencies, intercultural pedagogy. He writes publishes scientific papers in Croatia and abroad. abegic@aukos.hr
Marie Boccou Kestřánková orcid.org/0000-0002-4356-1161: CZECH REPUBLIC, Charles University, Institute of Czech and Deaf Studies at the Faculty of Arts. Marie has been working for over 15 years at the National Pedagogical Institute of the Czech Republic, where she is an expert mainly in linguodidactics, language testing, and methodological activities of Czech as a foreign, second, and heritage language. She is the creator of the concept and the main author of the series of textbooks and exercise books Czech for Foreigners (Levels A1-B2). In the last 5 years, she has been actively promoting the collaborative exploration of Czech as a heritage language (management of three small international grants on this topic). Boccou Kestřánková’s academic background is in theoretical and applied linguistics, mainly linguodidactics. marie.kestrankova@ff.cuni.cz
Gisi Cannizzaro orcid.org/0009-0001-3454-5119: NETHERLANDS, Heritage Language Education (HLE) Network. Gisi is the Managing Director and founder of HLE Network, a charitable non-profit organization that connects and supports heritage language educators. She has an academic background in experimental and theoretical psycholinguistics and child language acquisition (PhD from the University of Groningen, 2012) and a professional background as educational advisor to families with children who are internationally mobile during (pre-)primary and secondary school. Gisi’s current activities include developing professional development and networking opportunities for heritage language educators, public outreach, and advocacy work. hlenet.org@gmail.com
Veronika Chistyakova orcid.org/0009-0006-1160-029X: ESTONIA, Narva College of University of Tartu. Veronika Chistyakova is about to begin her master´s studies in Estonia in pedagogy. She is an outstanding young student with scientific interests. At the same time, she teaches various subjects at school. She has studied the linguistic, social and cultural adaptation of refugees from Ukraine to Estonia, and in the near future she plans to join the research group of the project on linguistic aspects of the transition to Estonian-language education. n_lonskaya@list.ru
Margaret Anne Collins orcid.org/0009-0003-6696-3053: UNITED STATES, University of Delaware, Department of Linguistic and Cognitive Sciences. She received her BA in neuroscience and linguistics from Wellesley College, her MA from the University of Delaware, and is a current PhD student at the University of Delaware working in the Child’s Play, Learning, and Development lab. Her research focuses on how language experience influences attention allocation, especially with respect to event framing. macollin@udel.edu
Jessa Mae A. Dela Cruz orcid.org/0009-0009-4229-862X: PHILIPPINES, Dr. Yanga’s Colleges Inc, Basic Education. Jessa Mae A. Dela Cruz is a faculty member in Basic Education at Dr. Yanga’s Colleges Inc., Bocaue, Bulacan, Central Luzon, Philippines. She holds a Bachelor of Secondary Education major in English from Bulacan State University and is currently pursuing a Master of Arts in Education majoring in English Language Education at the same institution. Her academic interests focus on English language teaching and discourse analysis. Jessa is also an active member of DYCI Toastmasters International, enhancing her communication and leadership skills. jessa.delacruz@dyci.edu.ph
Renata Emilsson Peskova orcid.org/0000-0001-5618-5030: ICELAND, University of Iceland, School of Education. Renata’s research interests are in the field of educational linguistics and include plurilingualism and multilingualism, linguistically responsive and plurilingual pedagogies, language policies, heritage and second language education, and linguistic identities. Renata´s current research project Plurilingual Pedagogies for Diverse Classrooms explores how students and teachers can build on their linguistic repertoires to enhance their learning and teaching. Her engagement in grassroots organizations, Móðurmál – the Association on Bilingualism, and the Forum of Heritage Language Coalitions in Europe, complements her academic work. renata@hi.is
Edlynne Fabian-Perona 0000-0003-4772-1094: PHILIPPINES, Maritime Academy of Asia and the Pacific. Professor Fabian-Perona holds a Ph.D. in English Language Studies. She currently serves as the Assistant Research Coordinator for Maritime Program at the Maritime Academy of Asia and the Pacific, where she contributes to language and maritime researches. Her academic interests include curriculum and instructional development, seafarer discourse, and language training program development. edlynne.perona@maap.edu.ph
Danuta Furszpaniak orcid.org/0009-0000-4186-7661: POLAND, Adam Mickiewicz University, The AMU Foreign Language Teaching Centre. Danuta Furszpaniak is a lecturer of English at Adam Mickiewicz University Foreign Language Teaching Centre. She specializes in presentation courses integrating humor as a persuasive device. Her interests include critical thinking and creativity, which she teaches in dedicated classes. She also does international virtual exchange courses. She is a SOLIYA facilitator and an active member of the Foundation for Critical Thinking, the Center for Critical Thinking and International Society for Humor Studies. Danuta Furszpaniak is the author of a book and articles on methods of teaching English with the use of drama techniques, humor and critical thinking. dfurszp@amu.edu.pl
Mikaela Louise P. De Guzman orcid.org/0009-0003-5393-2661: PHILIPPINES, Dr. Yanga’s Colleges Inc, Basic Education. Mikaela Louise De Guzman is a faculty member in the Basic Education Department at Dr. Yanga’s Colleges Inc., Bocaue, Bulacan, Philippines, with service dating from 2019 to the present. She earned a Bachelor of Secondary Education major in English from Dr. Yanga’s Colleges Inc. and is currently pursuing a Master of Arts in Education specializing in English Language Education at Bulacan State University. Her academic interests include English language education and discourse analysis. Mikaela is also actively involved in the DYCI Toastmasters Club as both a full member and officer, where she develops her communication and leadership skills. mikee.deguzman@dyci.edu.ph
Jens Skarherud Haugan orcid.org/0000-0001-9708-2038: NORWAY, Inland Norway University of Applied Sciences, Faculty of Education, Department of Humanities. PhD (doctor artium) in Norwegian/Nordic linguistics. Working as a docent with research mainly related to the role of Nynorsk (‘New Norwegian’) in education and society. Main research association and network: Educational Role of Language. jens.haugan@inn.no
Małgorzata Karczewska orcid.org/0000-0002-3265-6042: POLAND, University of Zielona Góra, Faculty of Humanities. M. Karczewska is an Assistant Professor in the Department of Modern Languages, she holds a PhD degree in Linguistics (Adam Mickiewicz University in Poznań, 2013). Her key research interests include contrastive phraseology analysis, language contacts, teaching English as a global language. She has authored over 40 publications, reviewed over 30 papers and co-organized over ten scientific conferences. Dr Karczewska has so far supervised 40 BA and MA papers and co-supervised one PhD paper as well as reviewed almost 70 diploma papers. M.Karczewska@in.uz.zgora.pl
Rindrah Kartiningsih orcid.org/0009-0006-6351-3825: INDONESIA, Dr. Soetomo University, Surabaya. She is a lecturer of English Department, Faculty of Letters, Dr. Soetomo University, Surabaya, Indonesia. She has been teaching since 2000 at some private Universities, Polytechnics, and high schools on EFL, ESP, and literature (drama). She finished her studies at Master and Doctorate programs on Language and Literature at Surabaya State University, (UNESA), and Master program of Communication Science at Dr. Soetomo University. She is an alumni of Montana State University and US government for Study United States Institution (SUSI) for the scholarship of SUSI for scholars in July-August 2023. She is a Jungian. Present, She is the Head of cultural laboratory, and the coordinator of English Literature curriculum-her purpose to join SUSI is to develop a new course design and have American literature spot. Her projects and research focus on humanity, literacy, Read Aloud, and girl empowerment, go along with her Rotary position as Chief of Service Projects Rotary Club of Surabaya Persada focusing on Literacy, women & child health, and peace, and the secretary of Rotary Fellowship of Authors in Rotary International (rotaryfellowshipofauthors facebook). She is an activist in Read Aloud Jawa Timur community, and a trainer on Read Aloud technique. A member of SIP Publishing as writer contributor and published some anthology books. She integrates her professional career and volunteer work to serve humanity and peace. Her big dream is building a global literary works library, where people can learn diversity through writer’s minds so world peace comes true by the beauty of literature. rindrahfile@yahoo.com
Miroslav Kolar orcid.org/0009-0004-7177-0165: SLOVAKIA, Constantine the Philosopher University in Nitra, Slovakia; Faculty of Education, Department of English Language and Culture. Miroslav Kolar is a PhD student in the Department of English Language and Culture at Constantine the Philosopher University in Nitra, Slovakia. His research explores innovative didactic approaches in EFL, with a focus on integrating drama into higher education for pre-service English teachers. He is particularly interested in the psychological aspects of language learning (psycho-didactics). Holding a master’s degree in English Language Teaching and Psychology, he also teaches and researches Anglophone literature. miroslav.kolar@ukf.sk
Joy Kreeft Peyton orcid.org/0000-0003-1277-3150: UNITED STATES OF AMERICA, the Center for Applied Linguistics, and the Coalition of Community-Based Heritage Language Schools. Joy is co-editor of Heritage Languages in America: Preserving a National Resource and Handbook of Heritage, Community, and Native American Languages in the United States: Research, Educational Practice, and Policy. She has worked in Ethiopia, Nepal, and Gambia (on projects funded by USAID and the World Bank) to develop curriculum, materials, and student pleasure reading books in students’ mother tongues, to reverse the pattern of students only learning to read in the national language when they go to school. Joy has also worked with the Coalition of Community-Based Heritage Language Schools that connects and collaborates with thousands of schools teaching hundreds of languages. These schools are often overlooked, or not even recognized and valued in the national language learning landscape, but they are becoming more visible and vital now. joy@peytons.us
Elvira Küün orcid.org/0000-0003-2088-1418: ESTONIA, Narva College of University of Tartu, Estonian language department. Elvira Küün works as a junior lecturer in Estonian, teaching subjects related to the Estonian language, culture, history, and research methodology. At the same time, she is the head of the Estonian language department at Narva College of University of Tartu. She is completing his doctoral studies in linguistics at Tallinn University. Shes recent research interests include maintaining the heritage language and culture of Ukrainians living in Estonia. An application has been submitted to begin a three-year project in Estonia with research group to measure the development of the Estonian language of students with Russian as their home language who have switched to education in Estonian as the language of instruction. At the same time, Elvira Küün has been offered to participate in the near future as a consultant in a documentary about Ukrainians. Elvira.Kuun@ut.ee
Abdelkader Makhlouf orcid.org/0000-0001-6898-5975: ALGERIA, Nour El Bachir University Center. He is an Associate Professor of English at Nour El Bachir University Center, El Bayadh, Algeria. He obtained his PhD in English Discourse Studies and Applied Linguistics from Sidi Bel Abbes University in 2019. Dr. Makhlouf has extensive experience teaching English for Specific Purposes (ESP) and English language instruction at various academic levels. He has delivered English language training to doctoral students in Civil Engineering, Telecommunications, and Arabic Studies, and has also taught undergraduate and Master’s level modules in English, Economics, and Business Management at both Saida University and Nour El Bachir University Center. His research interests include discourse analysis, applied linguistics, academic communication, and the pedagogy of English in higher education contexts. a.makhlouf@cu-elbayadh.dz
Roberta Michnick Golinkoff orcid.org/0000-0003-3299-9720: UNITED STATES OF AMERICA, University of Delaware, Unidel H. Rodney Sharp Professor of Education. Dr. Golinkoff is known for her research on language development, the benefits of playful learning, the effects of media on children, and early spatial development. In addition to over 200 publications, she has authored 16 books and monographs. She also writes books for parents and practitioners. Her main goal is to bring attention to the importance of language development for children’s academic, social, and occupational success. roberta@udel.edu
Luisito M. Nanquil orcid.org/0000-0001-8501-0731: PHILIPPINES, Bulacan State University. Luisito Nanquil is a language and literacy professor from the Department of English of Bulacan State University for a number of years. He is handling professional courses in language education and applied linguistics at Bulacan State university. His research interests are TESOL, educational leadership, language and literacy, curriculum and instructional design, and educational linguistics. He holds doctorate degrees in Educational Leadership and English Language Studies. Furthermore, he obtained TESOL Diplomas from London Teacher Training College and Concordia International College. luisito.nanquil@bulsu.edu.ph
Federico Piccolo orcid.org/0009-0006-7160-0750: ITALY, University of Palermo, Department of Humanities. Federico Piccolo is a PhD candidate in Humanities (Linguistics and Slavic Studies) at the University of Palermo. His research focuses on the teaching of Russian as a second/foreign language to Italian-speaking students, with particular attention to motion verbs. He has undertaken several study and research periods abroad (Ukraine, Russia, Latvia, Poland, Spain, Lithuania, Bulgaria), teaching Italian and collaborating on scientific and cultural projects. He has held academic roles as tutor of Italian and Russian, member of quality assurance committees, and doctoral students’ representative in the Academic Senate. He is active in teacher training, in the participation and organization of international conferences, and in the editing of doctoral conferences and publications. His research interests include language pedagogy, Russian linguistics, verbal aspectology, linguistic typology, and error analysis in language learning. He has published nine works to date and speaks six languages: Italian, Russian, Ukrainian, Bulgarian, English, and French. federico.piccolo@unipa.it
Ivana Pušić orcid.org/0000-0002-8386-2137: CROATIA, Josip Juraj Strossmayer University of Osijek, The Academy of Arts and Culture in Osijek. Ivana Pušić, Teaching Assistant, is employed at the Department of Instrumental Studies and Composition with Music Theory at The Academy of Arts and Culture in Osijek where she teaches Methodological Practice. She has a master degree of Music pedagogy and she is currently pursuing a doctorate at the same institution. Her areas of interest are lifelong learning of music teachers, theory and practice of music teaching, music teaching methodology. She publishes scientific papers in Croatia and abroad. ipusic@aukos.hr
Hanane Rabahi ORCID: 0000-0002-9111-733X: ALGERIA, University Centre of Maghnia. She is an Associate Professor, at the University Centre of Maghnia, Algeria. Her academic interests span across language, sociolinguistics, linguistics, didactics, language and gender, language policy, and education. With a passion for exploring the dynamic relationship between language and society, Dr. Rabahi’s work often intersects theoretical inquiry with practical applications in teaching and policy-making. She is dedicated to advancing research in language education and fostering inclusive, culturally aware pedagogical practices. h.rabahi@cu-maghnia.dz, hanane.rabahi@gmail.com
Zuzana Sándorová orcid.org/0000-0001-8738-4737: SLOVAKIA, Constantine the Philosopher University in Nitra, Slovakia; Faculty of Education, Department of English Language and Culture.Zuzana Sándorová is Associate Professor and Deputy Head of the Department of English Language and Culture at Constantine the Philosopher University in Nitra, Slovakia. Her research focuses on English for Specific Purposes (ESP), intercultural communication in EFL/ESP, and online language instruction. She has published widely in WoS and Scopus-indexed journals, including the highly cited article Design Thinking – A Revolutionary New Approach in Tourism Education? Her recent work includes the monograph Addressing Current Challenges in Teaching English for Specific Purposes. Since 2015, she has been a member of the Hungarian Academy of Sciences. zsandorova@ukf.sk
Marija Stevkovska orcid.org/0000-0003-2305-4573: NORTH MACEDONIA, International Balkan University in Skopje. Marija Stevkovska is an Assistant Professor of English and Applied Linguistics at the ELT Department, Faculty of Education, International Balkan University in Skopje, North Macedonia, where she teaches courses in linguistics and ELT methodology. She is actively involved in the work of IBU Teaching and Learning Center, Balkan Research Center, and the Lifelong Learning Center. Her work experience includes teaching English to students of all ages for over 20 years, working as a director of studies, and a coordinator of the English language school at IBU. Stevkovska is a member of the editorial boards of International Journal of Education and Philology and Balkan Research Journal. She is also the editor of the books Contemporary Issues in Language Teaching (2022), Various Aspects of Language Education (2024), and Reimagining Intelligent Computer-Assisted Language Education (2024). Prof. Marija is currently working on a series of books on education, linguistics and literature, published by Balkan University Press. m.stevkovska@ibu.edu.mk
Jasna Šulentić Begić orcid.org/0000-0003-4838-0324: CROATIA, Josip Juraj Strossmayer University of Osijek, The Academy of Arts and Culture in Osijek. Jasna Šulentić Begić, Associate Professor, is employed at the Department of Music at The Academy of Arts and Culture in Osijek where she teaches Music Pedagogy, Music Teaching Methodology and Methodological Practice. She has a PhD in the field of music pedagogy. Her areas of interest are music pedagogy, lifelong learning of music teachers, music teacher competencies, theory and practice of music teaching. She writes scientific books and publishes scientific papers in Croatia and abroad. jsulentic-begic@aukos.hr
Gregor Vnučko orcid.org/0000-0002-2170-5961: SLOVAKIA, Constantine the Philosopher University in Nitra, Faculty of Education. He completed his PhD in Didactics of the English Language in 2024 with a thesis titled Digital Game-Based Vocabulary Learning. He has published on the topic of digital games in ELT in indexed databases such as WoS and Scopus. He is currently an assistant professor at the Department of English Language and Culture, Faculty of Education, Constantine the Philosopher University in Nitra. As an active member of the Slovak Chamber of English Language Teachers, he also has experience teaching adolescent learners, currently delivering several lessons per week at a secondary school in Nitra. He is a research team member of several projects, the most significant of which is Contemplative Activities in Teaching English as a Foreign Language, funded by the Cultural and Educational Grant Agency of the Ministry of Education, Research, Development and Youth of the Slovak Republic. gvnucko@ukf.sk
Volume 2025-1(13) Reviewers
Vesna Bogdanović (Serbia, University of Novi Sad)
Veronique Duché (Australia, University of Melbourne)
Antonia Estrela (Portugal, Higher School of Education of the Polytechnic School of Lisbon)
Viola Gjylbegaj (United Arab Emirates, Abu Dhabi University)
Abha Gupta (Virginia, Old Dominion University)
Ana Jovanović (Serbia, University of Belgrade)
Lulzime Kamberi (North Macedonia, University of Tetova)
Colin Lankshear (Australia, James Cook University, Mount St Vincent University and McGill University)
Ana Mirosavljević (Croatia, University of Slavonski Brod)
Eglė Petrionienė (Lithuania, LAKMA)
Solzica Popovska (North Macedonia, Ss. Cyril and Methodius University)
Eva Reid (Slovakia, Comenius University in Bratislava)
Alina Resceanu (Romania, University of Craiova)
Goran Schmidt (Croatia, University of Osijek)
Jayoung Song (Texas, Rice University)
Nektarios Stellakis (Greece, University of Patras)
Gertrud Tarp (Denmark, Aalborg University)
Alina Tenescu (Romania, University of Craiova)