CRACOW LANGUAGE TEACHING STAFF TRAINING WEEK 2018 2-6 July JAGIELLONIAN LANGUAGE CENTRE JAGIELLONIAN UNIVERSITY in KRAKÓW Detailed Conference Programme

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CRACOW LANGUAGE TEACHING STAFF TRAINING WEEK 2018 2-6 July JAGIELLONIAN LANGUAGE CENTRE JAGIELLONIAN UNIVERSITY IN KRAKÓW Detailed Conference Programme

Sunday 1 July 18.00-20.00 Meet & Greet Venue: C.C. Stefan Batory on the Vistula River

Monday 2 July Venue: Collegium Novum Assembly Hall ul. Gołębia 24 10.00-10.30 Registration 10.30-10.45 Welcome to Kraków by Jagiellonian University’s Rector 10.45-11.45 Chaos and order, product and process, technology and tradition: reconciling the irreconcilable in the postmodern L2 classroom Dr hab. Maria Jodłowiec Institute of English Studies Jagiellonian University in Kraków (Poland) 11.45-12.15 Introduction to the Cracow Language Teaching Staff Training Week Programme 12.30-13.00 Guided tour of Museum Collegium Maius

Tuesday 3 July Venue: University Campus Ul. Łojasiewicza 4 Room 0.310 9.00-9.30 Polish for beginners (1)

9.40-10.10 Video Conferencing PRESENTATION Kirby VINCENT University of Helsinki (Finland) 10.20-10.50 Business Communication PRESENTATION Jelena MALESKO RISEBA university of Business, Arts and Technology (Latvia) 10.50-11.20 Coffee break 11.20-11.50 Life Long Learning and foreign language teaching/learning in a higher PRESENTATION education context Agata RYCHŁOWICZ Jagiellonian University in Kraków (Poland) 12.00-12.30 Quizlet in ESP courses PRESENTATION Stepanka BILOVA Masaryk University (Czech Republic) 12.30-13.30 Lunchtime

Tuesday 3 July Venue: University Campus Ul. Łojasiewicza 4 Room 3.202 13.30-15.00 Cooperative Business English classroom WORKSHOP Eszter SANDOR Budapest Business School (Hungary) 15.00-15.30 Coffee break

15.30-17.00 Simulations in teaching ESP WORKSHOP Jutta SENDZIK Harz University of Applied Sciences (Germany) 18.00-20.00 Buffet Dinner in Convivium Club Collegium Novum ul. Gołębia 24

Wednesday 4 July Venue: University Campus Ul. Łojasiewicza 4 Room 0.310 9.00-9.30 Polish for beginners (2)

9.40-10.10 Developing academic literacy by writing for the Wikipedia PRESENTATION Monika SOBEJKO Jagiellonian University in Kraków (Poland) 10.20-10.50 Teaching aspects of English culture while teaching English PRESENTATION Izabella MACIEJOWSKA-WILCOCK Jagiellonian University in Kraków (Poland) 10.50-11.20 Coffee break

11.20-11.50 Syllabus development in courses of Spanish as a foreign language in social PRESENTATION studies Jitka ZVACKOVA Masaryk University (Brno, Czech Republic) 12.00-12.30 Electronic and searchable corpora PRESENTATION Nihal GOY Gebze Technical University (Turkey) 12.30-13.30 Lunchtime

Wednesday 4 July Venue: University Campus ul. Łojasiewicza 4 Room 3.202 13.30-15.00 Virtual Erasmus and task-based English for Legal Purposes WORKSHOP David Albert BEST/Izabela BAKOTA/Barbora CHOVANCOVA Universite libre de Bruxelles (Belgium)/Jagiellonian University in Kraków (Poland)/Masaryk University (Czech Republic) 15.00-15.30 Coffee break

15.30-17.00 QR codes in teaching trends & developments WORKSHOP Kirby VINCENT University of Helsinki (Finland)

Thursday 5 July Venue: Venue: University Campus University Campus Ul. Łojasiewicza 4 Room 0.310 Ul. Łojasiewicza 4 Room 0.307 9.00-9.30 Polish for beginners (3)

9.40-10.10 Latin medical terminology in practice How can language courses at PRESENTATION Libor SVANDA university address the needs of Masaryk University (Czech Republic) employers Magdalena ZAWISZEWSKA Wyższa Szkoła Bankowa w Toruniu (Poland) 10.20-10.50 A case study on Italian and Spanish for LSP provision to engineering PRESENTATION Medicine students and GELS (Global Nicoletta RIVETTO/ María Victoria Engineers Language Skills) project RUIZ LOZANO HAENNI UZH/ETH Zurich David TUAL (Switzerland) University of Cambridge (UK) 10.50-11.20 Coffee break

Thursday 5 July Venue: University Campus ul. Łojasiewicza 4 Room 0.310 11.20-11.50 Modified approach to presentation literacy (TED talks combined with in- PRESENTATION person instruction) Ivona BARANOVSKAJA Vilnius Gediminas Technical University (Lithuania) 12.00-12.30 Autonomous Learning Modules ALMS PRESENTATION Kirby VINCENT University of Helsinki (Finland) 12.30-13.30 Lunchtime

Thursday 5 July Venue: University Campus ul. Łojasiewicza 4 Room 3.202 13.30-15.00 Reflective Practice on Moodle-based platforms in content and language WORKSHOP integrated learning (CLIL) Sabina A. NOWAK Jagiellonian University in Kraków (Poland) 15.00-15.30 Coffee break

15.30-17.00 Designing an ESP course in an academic setting WORKSHOP Agnieszka SUCHOMELOVA-POŁOMSKA/Daniela DLABOLOVA Masaryk University (Czech Republic)

Friday 6 July 9.30-11.30 Guided tour of the Royal Wawel Castle 12.00-14.00 Closing Ceremony Venue: Collegium Novum , ul. Gołębia 24 Room 30 Session details and speaker biographies

Conference themes The conference sessions are organized around 4 themes, chosen to reflect the challenges foreign language teachers face in the academic setting. The sessions are colour-coded by theme in the programme.

Language for Autonomous Blended Learning, Academic Skills Specific Purposes Learning Plenary ICT, Modern Technologies

Day One: Monday 2 July

10.45-11.45 Chaos and order, product and process, technology and tradition: reconciling the irreconcilable in the postmodern L2 classroom Collegium Novum Dr hab. Maria Jodłowiec Assembly Hall Institute of English Studies ul. Gołębia 24 Jagiellonian University in Kraków (Poland)

The major argument advanced in this paper is that in the post-modern era language teachers should think of themselves mainly as self-directed and self-exploring individuals, who are able to generate relevant knowledge and use their pedagogic skills in an open-minded and creative way in order to face the challenges of the L2 classroom. The changeability and unpredictability of the world on the one hand, and the requirement that teachers should be agents of change on the other, indicate that L2 teaching and learning should be viewed as an open-ended, non-linear, and dynamic process, which can be fruitfully analysed in terms of chaos theory and complex adaptive systems. It will be emphasised that conceptualising language education in this way offers fresh insights into classroom processes and provides a useful basis for a practical implementation of the reflective, change-oriented, and deeply humanistic model of language instruction.

MARIA JODŁOWIEC is Associate Professor at the Institute of English Studies at the Jagiellonian University in Krakow. Her research interests center on linguistic pragmatics and, in particular, on utterance/discourse comprehension mechanisms, but they also embrace issues related to the development of second/foreign language competence, especially inter-language pragmatics, and language teacher education. She has published a number of papers on topics related to language processing and second language didactics, and has co-edited several books on applied linguistics. Her monograph The Challenges of Explicit and Implicit Communication: A Relevance-Theoretic Approach (2015, Peter Lang) explores the mechanisms underlying utterance interpretation, including cases in which what is being communicated is partly precise and partly vague.

Day Two: Tuesday 3 July

9.40-10.10 Video Conferencing PRESENTATION Kirby VINCENT Room 0.310 University of Helsinki (Finland)

The aim of the talk is to share our experience with a videoconferencing (VC) course for students of law. More specifically, the talk focusses on the reasons why we decided to abandon the traditional topic-based syllabus in order to focus on soft skills, life skills and social media. The presentation offers a general structure of the course and discusses methods that can be considered by the teachers. In addition, it gives examples of good practice in terms of life skills development, experiential learning, learner autonomy, and discusses ways to deal with classroom dynamics with the number and maturity of students in mind. Needs analyses carried out among Faculty of Law graduates reveal their need to be able to negotiate, mediate and settle disputes through the medium of English. Developing international co-operation that would call for the need to speak in English during the sessions and simulate real situations allows students to practice their negotiation skills in English more naturally. To create a multilingual classroom focused on negotiations, our team has been using VC, as well as other social media, in designing and running courses for more than ten years. This usage of VC in language teaching may be one of the ways to make a connection between learning and real life. Our joint course, with an online-intercultural-exchange-inspired component, run between two geographically distant universities, practices legal negotiations and settling civil law disputes in English. At the same time, the students have to use social media as part of the process. We have found that drawing on individual experience and application of acquired knowledge to real-life situations are powerful tools for students’ intrinsic motivation to learn a foreign language and developing a sense of engagement.

KIRBY VINCENT MA TEFL from the University of Reading. Taught business English for around 10 years and has been teaching at the University of Helsinki Language Centre since 1999. He teaches in the faculties of law, arts and education, teaches writing for MA students, and has an advanced course in intercultural communications.

10.20-10.50 Business Communication PRESENTATION Jelena MALESKO Room 0.310 RISEBA University of Business, Arts and Technology (Latvia)

Effective communication skills represent the integral part of the employees’ professional expertise and corporate culture in general. Business communication training at RISEBA leading to International Professional Qualifications from LCCI, contributes to this objective. Recognized by professional bodies and universities LCCI International qualifications are used as a quality benchmark for employers all over the world. Business Communication Course design is based on the guidelines set by Education Development International (EDI), a leading, an accredited provider of education and training qualifications and assessment services. Business Communication Course proves to facilitates students’ professional and personal development, ability to integrate ‘’hard’’ and ‘’soft’’ skills, develops transferable, multi- and inter- disciplinary skills, thus shaping value driven holistic leaders. Business Communication course integrates SEFIC (spoken) and EFB (written) modules delivered on a continuous mode, i.e. from year 1 (level 2) up to year 3 (level 4). The aim of this session is to demonstrate on the example of the course units, developed by the author for year 2 (LCCI level 3) students, how to develop and practically implement Business Communication teaching methodology; how to use and integrate 4 basic communication teaching/learning methods to ensure the effective business communication training. Methodology design is based on the adaptation and customer tailored approach by developing specific topic/task-based sets of teaching/learning activities against certain criteria, e.g.: students’ profile, learning outcomes, needs analysis, course objectives, etc. Aims of methodology are set to develop: the overall awareness and understanding of business functions, practices and interaction with the stakeholders. Spoken practices are complemented and integrated with extensive writing ones to develop the ability to understand and write variety of business documents. The course combines stimulating ideas from the world of business with the task-based methodology approach and can be presented as the integration of three components: 1. Traditional teaching methods aimed at developing 4 language skills - Listening, Speaking, Reading, Writing and using them as tools for general and more specific/professional business communication skills development. To facilitate the effectiveness of business communication its 4 elements are trained: clarity (relevance);structure (logic); audience style), consistency (tone, style and message) and medium (channel). 2. Communication training activities developed by the author to prepare students for the exam in SEFIC and EFB, level 3 from LCCI. 3. SEFIC*, level 3 and EFB, level 3 sample examination papers from LCCI* incorporated into the course as its integral part. They are included in each unit and used for variety of methodological purposes enhancing the course flexibility, customisation and integrity.

JELENA MALESKO Mg.paed., English and German language teacher, Degree and Qualification obtained from Orjol Pedagogical University. She has been employed as an Assistant Professor with RISEBA for 25 years teaching Business Communication, both spoken and written, Business Negotiations, English for Media Arts and other ESP subjects. She also worked in some Administrative positions, e.g. Head of Language Department and European Business Studies Programme Director, but teaching has always been her favourite activity. She also provides corporate training and consulting in Business Communication and Negotiations and conducted researches in this field with the articles published in international journals. She has also been heavily involved in a variety of student extracurricular activities putting up performances, organising different events and projects, which has also become another field of her research.

11.20-11.50 Life Long Learning and foreign language teaching/learning in a higher PRESENTATION education context Agata RYCHŁOWICZ Room 0.310 Jagiellonian University in Kraków (Poland)

The presentation reports on the practical application of ICT tools and the use of specialized materials from the Internet in teaching ESP courses at the Jagiellonian University Center. The main area of interest is the integration of reading comprehension and writing skills in mixed ability groups. The fundamental assumption for the process is to enhance student autonomy and encourage reflective learning. It is also a reflection on the teacher’s role in providing not only feedback but also guidance to learners.

AGATA RYCHŁOWICZ is a teacher of English as a Foreign Language at the Jagiellonian Language Centre with over 20 years’ experience in the area of ESP i.e. Business/Legal/Academic English, as well as Teacher of Polish as a Foreign/Heritage Language (M.A.) and teacher of Spanish FL (Instituto Cervantes qualifications).

12.00-12.30 Quizlet in ESP courses PRESENTATION Stepanka BILOVA Room 0.310 Masaryk University (Czech Republic)

Quizlet, is a popular online tool which is used mainly for vocabulary building. However, it can also be employed for other kinds of language practice, such as grammar or word formation. In the presentation I would like to share a range of Quizlet activities from my ESP classes, describing a variety of tasks which may be transformed into flashcards and commenting on numerous ways how Quizlet may be implemented into teaching and learning. The examples are taken from two ESP courses: English for Lawyers and English for Mathematicians but many presented flashcard sets and classroom techniques may be readily used or adapted in any course. Throughout the talk I will also share the experience from both the teacher’s and students’ perspectives.

STEPANKA BILOVA is the Head of the Language Centre Department at the Faculty of Law, Masaryk University, Czech Republic. She has been involved in teaching English for Legal Purposes and English for Mathematicians. She is interested in the course and material design and enjoys the use of ICT in her teaching.

13.30-15.00 Cooperative Business English classroom WORKSHOP Eszter SANDOR Room 3.202 Budapest Business School (Hungary)

After a short introduction about cooperative learning principles the workshop will continue with a lesson I do with my students when I teach the topic of export/import and global value chains. The demo lesson will include a warm-up exercise, some reading, a discussion and a creation of a mind-map illustrating the complexities of an international value chain. The lesson will finish with the students (in this case the participants) evaluating and reflecting on their own work and a discussion about the risks, challenges and benefits such an activity offers for teachers and students as well. ESZTER SANDOR Teacher of Business English for 20 years at Budapest Business School, PhD student Publications available in English: Business English Teachers’ perceptions of their professional role in a Hungarian business school http://langped.elte.hu/WoPaLParticles/W11SandorE.pdf and an experiment with cooperative learning in two Business English classrooms - the students’ perspective https://verkkolehdet.jamk.fi/languageteachingtomorrow/category/pedagogical-innovations/.

15.30-17.00 Simulations in teaching ESP WORKSHOP Jutta SENDZIK Room 3.202 Harz University of Applied Sciences (Germany)

Is it real? The usage of simulations in teaching ESP In the field of teaching ESP, simulations have become an integral part of language teaching in higher education. In a simulation students are exposed to a simulated and structured environment together with clearly defined objectives. However, the course of action and the outcome are not precisely predictable. Three important factors make simulations act as teaching devices:  the purposefulness of communication  the usage of language that clearly prefers communicating the meaning to the mere elements of language learning such as grammar and pronunciation  the focus on teamwork and project management preparing students for their future career. After an introduction into three different simulations in the sectors of engineering, business administration and service, we will discuss advantages and limitations of this approach. In this workshop we will also try out some activities to enhance students’ motivation and to encourage their creativity to prepare them most comprehensively for the participation in a simulation.

JUTTA SENDZIK, Dipl. Lehrerin Deputy Head of Language Centre teaching fields: ESP (engineering, IT, business administration), project management, scientific work methods, academic writing.

Day Three: Wednesday 4 July

9.40-10.10 Developing academic literacy by writing for the Wikipedia PRESENTATION Monika SOBEJKO Room 0.310 Jagiellonian University in Kraków (Poland)

How can we assist our students with breaching a gap between writing for personal purposes and writing for academic purposes? The latter seems considerably more challenging, and less familiar… . One answer might be – have them write a Wikipedia article. Writing a Wikipedia article requires several of the key academic writing competencies: students need to be able to reliably assess their sources, and to write with confidence about their chosen topics, demonstrating audience awareness and avoiding plagiarism. This presentation will focus on a project done by a group of archaeology students of the Jagiellonian University. The students were researching a topic, and later writing up a short article about it for the Wikipedia. In my presentation, I will attempt to point out the benefits and potential pitfalls of this project, and I will share my students’ perspectives as well.

MONIKA SOBEJKO has taught English for specific purposes, as well as academic English at the Jagiellonian Language Centre of the Jagiellonian University, Kraków. She has a master’s degree in English Philology from the Jagiellonian University, and is now studying for a master’s degree in language testing at Lancaster University. Her main interests focus on testing and teaching English for academic and English for specific purposes.

10.20-10.50 Teaching aspects of English culture while teaching English PRESENTATION Izabella MACIEJOWSKA-WILCOCK Room 0.310 Jagiellonian University in Kraków (Poland) Language and culture coexist and intertwine. One cannot learn the language without discovering the culture. Aspects of culture appear whatever specific academic field we discuss. The purpose of the presentation is to show the ways of combining teaching culture with teaching a language. Firstly I will present different aspects of culture which are interesting to students of different departments. I will support my examples with activities used in the classroom and emphasize different points of interest depending on the students’ course. Then I will give some practical advice about how not to get culture shock while studying, working and living in Great Britain. This part of the session will, among others, deal with the different accents in Great Britain, which many students find daunting. The next part of the talk will cover helping students in applying and getting a job abroad (examples of CVs, letters of application for students of different departments). All parts of my presentation will include practical examples of useful activities to use in a classroom. I hope that my session will help to find different practical solutions to successfully introducing culture into learning the language.

IZABELLA MACIEJOWSKA-WILCOCK has been a language teacher at the Jagiellonian University in Cracow for 14 years and has taught many students of different departments such as Psychology, Mathematics, IT and others. She has wide experience in teaching university students which she would like to share with other teachers.

11.20-11.50 Syllabus development in courses of Spanish as a foreign language in social PRESENTATION studies Jitka ZVACKOVA Room 0.310 Masaryk University (Czech Republic)

Teacher´s flexibility and availability to respond to students´ needs and preferences in diverse ways is indispensable in the university context. This paper presents aspects selected for the development of a syllabus for courses of Spanish as a foreign language for non-philological students at the Faculty of Social Sciences of Masaryk University, Brno, Czech Republic. It shares the experience with the development of the syllabus for the courses of Spanish as a foreign language and the criteria adopted in order to respect the curricular objectives of the programme, to meet students´ needs and to provide different materials and activities. The flexible syllabus used in the courses of Spanish as a foreign language between September and December 2016 will be reflected upon and advantages and disadvantages of the flexible syllabus in the academic context will be identified, analysed and discussed.

JITKA ZVACKOVA received her MA in Spanish and Latin American Studies. She currently works for the Masaryk University Language Centre, Brno, Czech Republic, as a teacher of Spanish as a foreign language. She is interested in designing didactic materials, autonomous learning and further professional development for language teachers.

12.00-12.30 Electronic and searchable corpora PRESENTATION Nihal GÖY Room 0.310 Gebze Technical University (Turkey)

Studies of corpus linguistics are usually made use of in language education for syllabus design, materials development and teaching & autonomous learning (Barlow, 2002). As many studies in applied linguistics have proved its benefits in the field of language teaching, the use of corpus in language teaching also have also raised interest among language teachers and researchers. Now it is commonly used among lexicographers (Dictionary-makers), linguistic researchers, and people writing language courses/materials and teachers. Therefore, this presentation will firstly introduce different corpus types with specific examples and demonstrate how to use online and offline concordances practically in classroom. Next, we will discuss different approaches to the use of corpus in language classroom including "data-driven learning" with implications for new methodologies. Finally, some previous research done on corpus will be analyzed to see the results and effectiveness of corpus-based language teaching.

NIHAL GÖY Gebze Technical University, Foreign Languages Department, Kocaeli/Turkey Undergraduate: Hacettepe University, English Language Teaching Graduate: Gazi University, English Language Teaching Master's Program Gazi University, English Language Teaching PhD Program (continuing).

13.30-15.00 Virtual Erasmus and task-based English for Legal Purposes (ELP): triangular WORKSHOP collaboration on Case studies via an e-learning platform (Brno-Brussels-Kraków) David Albert BEST/Izabela BAKOTA/Barbora CHOVANCOVA Room3.202 Universite libre de Bruxelles (Belgium)/Jagiellonian University in Kraków (Poland)/Masaryk University (Czech Republic)

The first part of our presentation-workshop addresses empirical observations and findings gathered from survey feedback and continuous assessment results in the “Virtual Erasmus” project. This second year of our project (Oct. 2017-Mar. 2018) has involved three Law Faculties: ELP students/teachers from Masaryk University Brno (MU) – Czech Republic, Université libre de Bruxelles (ULB) – Belgium, and Jagiellonian University Krakow (JU) – Poland, collaborating trilaterally via an e-learning platform to carry out legal case studies, taking it a step further from the project’s pilot phase (Oct. 2016-Mar. 2017) which concerned only ULB and JU. This presentation-workshop is geared towards teaching and learning English for Legal Purposes but is pertinent and exportable to many other areas of language teaching. It deals with several strands:  Modern approaches & methods used in teaching ELP/ESP: Virtual Erasmus seeks to optimise student-teacher adoption of up-to-the-minute pedagogical material incentivised by universities in training sessions;  Role of authentic materials: ELP projects are based on recent judgements from the ECtHR, US Supreme Court, ICC, or other International Courts, as well as pertinent legislation and opinions from actors involved in cases analysed, together with elements from Comparative Law; can be adapted to suit other disciplines;  Role of ELP/ESP teacher – towards learner autonomy: those taking part in Virtual Erasmus are given full autonomy to decide subject matter, methods of gathering data, materials and media; teachers serve as facilitators and advisors, giving technical and knowledge-based support;  Impact of IT on teaching & learning ELP/ESP: all group interaction, Q/A with teachers, content preparation, correspondence with third parties, and project submission are carried out electronically, exploiting available means (structured hub on Moodle, but also: Facebook, Google Drive, Skype, WhatsApp…); the teacher can “drop in” to give guidance on Moodle but students also maintain shared pages out of sight of the teacher;  Intercultural dimension of teaching and learning ELP/ESP: coming from different learning contexts in terms of “old” and “new” EU: Belgium, the Czech Republic, Poland, and each having different legal systems, education models, administrative structures, this can impact upon needs-based considerations and present new challenges while assuring an enriching student-teacher experience, a positive learning curve, a journey outside one’s comfort zone and stimulation to think outside the box for all concerned. The Virtual Erasmus model of conducting case studies is presented in terms of sharing teaching and learning tools and exchanging best practice. We give an overview of the “task-based learning” concept and its particular relevance in the study of ELP/ESP, before moving on to examine the viability of using Virtual Erasmus as a tool in language pedagogy. Our presentation explores the technicalities, general means employed, and goals sought in relation to the task. With input from the three project coordinators in JU, MU and ULB, and from student-candidates involved in Virtual Erasmus in JU – hence from all points of the triangle – our conclusions appraise the pros and cons of such a model in the light of student feedback and discuss how the practice might be improved, enhanced and disseminated for effective future use in the teaching/learning of ELP/ESP and beyond. Introduced by Izabela Bakota’s example of using the case study/VE model in English-for-Psychology, the workshop/sharing session offers participants the chance to brainstorm and envisage different scenarios for adapting and applying the VE model to other language courses, both in ESP and potentially elsewhere.

Organisation of the presentation-workshop:  25 mins – presentation of “task-based” background and project development (IB + DB + BC);  15 mins – JU students’ perspectives on the project + feedback videos; MU teachers’ feedback (BC);  30 mins – workshop participants’ active brainstorming and building/sharing session (mixed discipline groups): adapting and applying VE to different ESP and other language courses;  15 mins – mini-presentations and feedback from each team; “how do YOU intend to use VE?”  5 mins – wrapping up workshop; Q/A; new ideas…

IZABELA BAKOTA has graduated from the University of Wrocław and now teaches Academic English and English for Specific Purposes at Jagiellonian University Kraków, Poland. Her main area of interest is teaching English for Law, thanks to which, two years ago, she started a Virtual Erasmus Project with Free University of Brussels. The present edition of the project has involved one more university – Masaryk University in Brno. Izabela also teaches Business English and, as part of the University project “Knowledge Education Development,” she has been preparing Jagiellonian University students for an international business exam. She has also taught legal trainees of the National School of Judiciary and Public Prosecution. Apart from teaching, Izabela develops materials for teachers. She has prepared materials for teaching Legal English and a set of lessons for teachers who ran courses for staff supporting UEFA.

DAVID ALBERT BEST teaches English for Legal Purposes and English for Political Science and Sociology at the Université libre de Bruxelles. He is also president of the European Legal English Teachers' Association (www.euleta.org). Both presenters are interested in the development of Autonomous Learning tools, the further enhancement of Blended Learning and the Intercultural Dimension of teaching and learning that comes from Erasmus exchanges, both virtual and conventional.

BARBORA CHOVANCOVÁ teaches English for Legal Purposes at Masaryk University Language Centre. She holds a PhD in English linguistics, having specialized in pragmatic aspects of courtroom interrogation. Apart from her extensive experience in ESP teacher training, she has also been active in the area of designing and developing ELT materials. Her latest professional interests include using video in Legal English classroom and mediation as a language skill.

15.30-17.00 QR codes in teaching Trends & developments WORKSHOP Kirby VINCENT Room3.202 University of Helsinki (Finland)

QR codes: Value added or gimmick? Technology is increasingly being touted as a way to improve teaching and learning. Additionally, technological solutions are being offered for teaching and learning at a blistering pace. As educators, it often feels that we are just getting to grips with one technology when another one, or two or three, are introduced and we have to scramble to learn/relearn how to do things. One such example is in Nik Peachey's blog (14 September 2017) from Cambridge University Press where he advocates the use of Quick Reference codes (QR) in teaching and provides an example of how to use them. In this workshop, we will explore the use of QR codes in teaching by actively experimenting with them in the sessions. I will show that QR codes are easy to use, and they do not necessarily require an internet connection. I then want to develop with the participants a set of criteria for evaluating technology to determine its efficacy in teaching. With these criteria we will discuss the usefulness of various technologies we are offered. This should aid the participants in determining which technologies to adopt, for which purpose and with which amount of effort.

Day Four: Thursday 5 July

9.40-10.10 Latin medical terminology in practice PRESENTATION Libor ŠVANDA Room 0.310 Masaryk University (Czech Republic)

Latin medical terminology in practice The session will focus on using authentic medical documentation in the Latin medical terminology classes for students of medicine during their 1st year. Despite the limited access to medical records, students still lacking experience in clinical medicine, and teachers not educated in medicine, but in philology, the use of medical documentation proves to be a highly motivating component of the training, allowing students to observe how the technical medical Latin is used in real life situations and making the classes more practical.

LIBOR ŠVANDA is a teacher at Masaryk University Language Centre, Brno, Czech Republic. Besides teaching Latin Medical Terminology, he is interested in Medieval Latin. One of his current professional interests is Latin as LSP in medical records.

9.40-10.10 How can language courses at university address the needs of employers PRESENTATION Magdalena ZAWISZEWSKA Room 0.307 Wyższa Szkoła Bankowa in Toruń (Poland)

Today’s job market requires from university alumni language skills that comprise with the vacancies in offer. As companies are ready to train their employees the “corporate jargon”, they require the candidates to present language skills strictly connected with “soft skills”. From the job interview through proper email writing or a telephone conversation to cross-cultural knowledge – alumni need to be equipped with these skills on entering the job market. The study both shows the employment trends as far as the language skills are concerned but also gives practical guide of how to develop those skills through activities that can be applied into language teaching process. mgr MAGDALENA ZAWISZEWSKA – lecturer at Wyższa Szkoła Bankowa in Toruń (Business Communication in English at BA, MA, MBA level, English for Logistics, Project Management, English for Sales), WSB Foreign Languages Centre Coordinator, graduated in Project Management (postgraduate) and Applied Linguistics (MA), interested in communication process from cultural and linguistic perspective

10.20-10.50 A case study on Italian and Spanish for Medicine PRESENTATION Nicoletta RIVETTO/ María Victoria RUIZ LOZANO HAENNI UZH/ETH Zurich Room 0.310 (Switzerland)

The Language Center of the University and ETH Zurich offers more than 450 semester-long courses in 14 modern languages at all levels, and caters for students from all disciplines. Starting from Autumn Semester 2017, the course programme includes courses in Medical Italian and Spanish for integration after relocation; for academic mobility; for future professional tasks; and for the general furthering of individual language skills. In our talk, we will first explain the strategic issues that have led us to this decision. A brief theoretical introduction about the key aspects will help us to explain why, and how, we try to meet student needs and the impact on course curricula. Finally, we will give some examples of best practice. There will then be an opportunity for all to discuss our expectations and any concerns.

NICOLETTA RIVETTO Head Romance Language at the Language Center UZH ETH MARÍA VICTORIA RUIZ LOZANO HAENNI Spanish teacher at the Language Center UZH ETH

UZH ETH is Language Center of University and Swiss Federal Institute of Technology Zurich

10.20-10.50 LSP provision to engineering students and GELS (Global Engineers Language PRESENTATION Skills) project David TUAL Room 0.307 University of Cambridge (UK)

I propose to present the Language Unit, its LSP provision including some examples of course activities and some of the current issues it aims to address. I would also like to present findings of a survey that was carried out by the GELS network as well as the ongoing and future activities of this European-wide network of language centres/units in engineering schools and departments.

DAVID TUAL is Director of the Language Unit in the Engineering Department at the University of Cambridge, England. He has taught French in the United Kingdom for the last 15 years and has developed a particular interest in 21st century technologies and pedagogies.

11.20-11.50 Modified approach to presentation literacy (TED talks combined with in- PRESENTATION person instruction) Ivona BARANOVSKAJA Room 0.310 Vilnius Gediminas Technical University (Lithuania)

The 21st century is said to be the century of technology and communication – both of which have helped to facilitate the spread of knowledge and information as well as form relationships between people. Nowadays such skills as being tech-savvy and being presentation literate are fundamental for functioning in any society in the world and to be able to make a dent on the world. However, despite being the foundation of all human relationship, communication is still the number one issue that many students struggle with and public speaking appears to be the biggest challenge and nightmare. In order to help students acquire and develop linguistic and professional communicative skills and competences, a fresher learning experience of effective public speaking should be practised. TED conferences are great examples of how short, carefully prepared public talks, which have proved to be a hit online, can reach millions and even transform an audience’s worldview. In many cases these TED presentations have become an absolutely core part of education admired and approved not only by teachers, but also by students, who, in turn, can further enhance their presentation literacy by developing a presentation of their own based on any TED presentation. A regular and rather boring presentation can be transformed into a powerful and amazing one by adding the following components: a Bang! in the introduction part, an obligatory task for TED presentation itself, a discussion part, and an interactive task to make the whole experience more enjoyable, meaningful and memorable. This modified type of presentation offers useful stepping-stones toward a new presentation literacy combined with the beloved existing one – TED talks.

IVONA BARANOVSKAJA graduated from Vilnius Pedagogical University (at present Lithuanian University of Educational Sciences) and Vilnius University, has a BA degree in English Philology and an MA degree in English Linguistics respectively. She has also graduated from Vilnius Gediminas Technical University and has an MA degree in Communication. She has been lecturing at the Department of Foreign Languages at VGTU since 2008, specializing in English for Specific Purposes. She currently teaches English to students of Creative Industries, Entertainment Industry, Business Management, Architecture, Fire Protection and Safety Engineering.

12.00-12.30 Autonomous Learning Modules ALMS PRESENTATION Kirby VINCENT Room 0.310 University of Helsinki (Finland)

ALMS – the University of Helsinki's model for autonomous learning. Among the many questions that must be grappled with when creating and running a course are two fundamental issues: what do students already know and need to know, and how to develop and foster motivation. In a teacher-led classroom, the responsibility, for the most part, falls on the shoulders of the teacher, while the students are, generally, a passive recipient of 'teaching'. In the Autonomous Learning Modules (ALMS) offered at the University of Helsinki, we have turned this paradigm on its head by giving the students the responsibility for deciding what and how to learn, and as a result generate their own motivation. ALMS started more than 20 years ago and has been constantly developed ever since. A framework guides and helps the students find their own paths for learning. Within this structure, a student takes part in two orientation sessions and has three counselling sessions with a teacher where their individual learning is addressed. Additionally, various support groups are offered with varying degrees of teacher involvement. Students are expected to reflect on what they are doing and, at the end of the process, to have a 'portfolio' of what they have done. Some students when they start are drawn to the perceived freedom that ALMS offers, and some others think that ALMS may be an easy way to gain credits. In the last counselling meeting at the end of the course, many students talk about how much more work ALMS is, but also how much more motivating and fulfilling their work has been. However more importantly, a significant number of students explain how their relationship to English has been transformed positively and how it is now a motivating influence in their lives. In the talk, I will outline the ALMS programme and give students their voice of their experiences.

13.30-15.00 Reflective Practice on Moodle-based platforms in content and language WORKSHOP integrated learning (CLIL) Sabina A. NOWAK Room 3.202 Jagiellonian University in Kraków (Poland)

The workshop aims to present an effective way of using Reflective Practice in CALL environment that can develop both content and language skills. It aims to increase knowledge and competences of Participants in using Moodle in CLIL. Its main objective is to explore the potential of the commonly available platform for developing productive skills by means of written reflections. It also testifies to the benefits of Moodle tools, namely statistics options and feedback opportunities. The main topics covered during the workshop refer to the following areas:  getting the most out of Reflective Practice in CLIL (productive tasks + HOTS);  engaging the students in peer-shared reflective writing;  making the best use of the concepts of feedforward, „here-and-now” feedback, and feedback;  analysing Moodle statistics. The intended activities for Participants will depend on their needs and the level of expertise in using Moodle. They may range from benchmarking and analysing examples of best practice to sharing knowledge and experience on Reflective Practice in academic context. Objectives and outcomes: Participants will:  implement Reflective Practice approach in CLIL;  build technical competences in using Moodle;  develop skills in three types of feedback;  use Moodle statistics to track the visits, entries and observe engagement of students.

SABINA A. NOWAK is a teacher of English at the Jagiellonian Language Centre, Jagiellonian University in Krakow, Poland. She holds degrees both in English Philology (Ph.D. in Applied Linguistics) and Tourism (MA in International Tourism). Her doctoral dissertation referred to Reflective Practice that can be applied in different CLIL contexts.

15.30-17.00 Designing an ESP course in an academic setting WORKSHOP Agnieszka SUCHOMELOVA-POŁOMSKA/Daniela DLABOLOVA Room 3.202 Masaryk University (Brno, Czech Republic)

As language teachers at tertiary education institutions, we can be inspired by environmentalists to ‘think globally, act locally.’ From the global point of view, we frame our teaching in the principles of disciplinary cultures and specifics of discourse communities. However, this alone would not be sufficient if we wanted to facilitate authentic and alive learning. Locally, we face individuals specialized in a narrow academic area, usually individuals with one preferred learning style. So how do we deal with the requirement to teach ESP courses? What should be the shared framework and where to consider diverging? Our course design experience might bring some transferrable tips for building syllabi and exploiting authentic materials, using examples from Physics, Biology, and Geography.

AGNIESZKA SUCHOMELOVÁ-POŁOMSKA, M.A. – from 2010 teaching ESP at Language Centre of Masaryk University, Brno, Czech Republic. DANIELA DLABOLOVÁ, M.A. – from 2012 an ESP lecturer at Language Centre of Masaryk University, Brno, Czech Republic. The presenters are close collaborators on course design which integrates ESP and EAP skills in the fields of Physics, Biology, Chemistry, and Geography.

Day Five: Thursday 5 July

12.00-14.00 Closing Ceremony Venue: Collegium Novum ul. Gołębia 24 Room 30