1st FIPLV East European Regional Congress 26th BETA-IATEFL Annual International Conference Learning and teaching languages: Creating bridges to the future Konstantin Preslavsky University of Shumen, Department for Information, Qualification and Lifelong Learning 22nd – 25th June 2017, Varna CONFERENCE PROGRAMME

CONFERENCE TIMETABLE DAY 1 (22nd June, Thursday) – Venue: Interhotel Cherno More, Varna 8:00 – 10:00 On-site registration 9:30– 10:00 OPENING CEREMONY 10:00– 10:40 Opening Plenary: Dianne Larsen-Freeman Bridging to the future: The dynamic quality of language 10:50 – 11:30 Plenary: Terry Lamb Building bridges for language learning and teaching 11:30 – 12:10 Plenary: Marianne Hepp Mehrsprachigkeit im akademischen Unterricht: Welche Möglichkeiten bietet eine kontrastiv orientierte Textlinguistik? (Presentation slides in English) LUNCH BREAK 12:10 – 13.10 SPONSORED BY EXPRESS PUBLISHING 14:00-14:30 Featured talk: Geraldo de Carvalho 13:10-13:50 Plenary: Elka Todeva From Roman to Möbius bridges and back: Strategien der Verbandsarbeit zur Förderung des Deutschen als „weiterer“ Fremdsprache neben Where are we taking ELT next? Englisch 13:50 – 14:20 Plenary: Cenka Ivanova Графичните системи или азбуките между 14:30-15:00 Ilona Feld-Knapp цивилизационното наследство и политиката Kompetenz- und Berufsorientierung in der (социолингвистичен поглед) / Writing systems Fremdsprachenlehrerausbildung or alphabets: between the legacy of culture and 15:00-15:30 Ivanka Kamburova politics (a sociolinguistic perspective) STEM/CLIL-Konzept zur Förderung der (Presentation slides in English) Schlüsselkompetenzen 14:20 – 14:50 Plenary: Ganka Yankova Актуални проблеми в обучението по български език / Current issues of Bulgarian language education (Presentation slides in English) 15:00– 15:30 Plenary: Cecilia Odé O направлениях деятельности МАПРЯЛ по поддержке русского языка, литературы и культуры COFFEE BREAK 15:30-16:00 16:00-16:40 Plenаry: Christine O’Leary Le rôle de l'émotionnel et du relationnel dans le développement de l'autonomie chez des étudiants de FLE d'une université britannique (Presentation slides in English) 16:55 – 18:00 VOICES FROM THE TUNDRA (a film by Edwin Trommelen & Paul Enkelaar), English subtitles, http://www.endangeredlanguages.nl/Flyer_Voices_ website.pdf

16:00-16:20 Marie Müllerová Deutsch an der Uni 16:20-16:40 Neli Miteva Referate vorbereiten und halten im Studium – sicher und überzeugend auftreten 16:50-17:30 Sevginar Dincherova Die Rolle der kulturspezifischen Missverständnisse beim Fremdsprachenlernen 1

DAY 2 (23rd June, Friday) Venue: Department for Information, Qualification and Lifelong Learning, Varna 08:30 – 13:00 ON-SITE REGISTRATION 09:00 – 09:50 Plenary I 10:00-10:30 Featured talks COFFEE BREAK & EXHIBITION OPENING 10:30-11:00 11:00-11:40 Panel Discussion 11:50 – 12:30 Featured talks and workshops LUNCH BREAK 12:30 – 13:30 13:30– 14:10 Plenary II 14:10 – 14:50 Parallel sessions (workshops; forum) 15:00 – 15:30 Parallel sessions (talks) COFFEE BREAK & EXHIBITION 15:30 – 16:00 16:00 – 16:40 Parallel sessions (workshops; forum) 16:50 – 17: 20 Parallel sessions (talks) BETA ANNUAL GENERAL MEETING 17:30 – 18:30 DAY 3 (24th June, Saturday) Venue: Department for Information, Qualification and Lifelong Learning, Varna 09.00 - 09.40 British Council Bulgaria Event 09.50 – 10.30 Parallel sessions (workshops; forum) Launch of FIPLV East European Region COFFEE BREAK & EXHIBITION 10:30-11:00 11:00 – 11:40

Parallel sessions (workshops; forum)

11:50 – 12:30 Parallel sessions (workshops; forum) 12:40 – 13:10 Parallel sessions (talks) LUNCH BREAK 13:10 – 14:30 14:30 – 15:00 Parallel sessions (talks) 15:00 - 15:30 Parallel sessions (talks) COFFEE BREAK & EXHIBITION 15:30 - 16:00 16:00 – 16:40 Parallel sessions (talks; workshops) 19:00 Farewell Reception and Raffle at GODZILLA BEACH restaurant – Beach Alley 1 near the Summer Theatre (go to the Summer Theatre, then follow the way to the beach, turn left – you will see the sign and the Godzilla statue) DAY 4 (25th June, Sunday) A Trip to Balchik and Kaliakra Cape

CONFERENCE PROGRAMME DAY 2 (23rd June, Friday) - Venue: Department for Information, Qualification and Lifelong Learning, Varna 08:30 –13:00

ON-SITE REGISTRATION

09:00 –09:50 PLENARY Penny Ur Oranim Academic College of Education, Israel Two sources of professional knowledge in language teaching Room 1 (57) 10:00 –10:30

FEATURED TALK Sylvia Velikova University of Veliko Turnovo Teacher associations and the continuing professional development (CPD) of language educators Room 1 (57)

10:00 –10:30 Parallel sessions (talks)

Room 2 (25) Ana R. Calero Valera Brücken schlagen durch theatralische Praxis

10:30 - 11:00

Room 3 (61) Dobrinka Toteva Modifiziertes Blended Learning und Fachsprachenunterricht

Room 4 (58) Miryam Diko Multiethnolekte im Deutschen und Schwedischen: Funktionen vom Ghetto-Slang bei Jugendlichen

COFFEE BREAK & EXHIBITION OPENING

11:00 –11:40 PANEL DISCUSSION Syana Harizanova and Svetla Tashevska New Bulgarian University Professional development for Bulgarian EL teachers today – needs and opportunities

11:00 –11:40 Parallel

Room 1 (57) Room 2 (25) Asya Kuleva Eine Reise zu sich selbst“ Freies Schreiben und

Room 3 (61) Robson CarapetoConceicao Identitätsprozesse im

Room 4 (58) Nikolina Burneva Културните реалии – дидактически фокус на

Room 5 (64) Péguret Muriel Communication ou apprentissage de la langue

Room 6 (55) Дудушкина Светлана Проблема использования студентами языкового

sessions (wokshops/for um)

spontane Improvisation im DaF

11:50 –12:30 Featured talks

Room 1 (57) Zuzana Tomaš Enriching learning, saving time: Designing effective writing assignments

transkulturellen Rollenspiel – Eine Methode für Unterricht und Forschung

Room 2 (25) Denis Cunningham Effecting change in the classroom…

12:30 –13:30

Room 3 (61) Krystyna DroździałSzelest Teacher professionalism and its role in “creating bridges to the future”

lors d’une tâche ?

Room 4 (58) Katalin Boocz-Barna Interaktionen in der neuen Lernkultur am Beispiel ungarischer DaF-Stunden Josefa Contreras Fernandez Mindfulness und Performance im DaFUnterricht

вуза субтитров при автономном аудировании

Room 5 (64) (fr) Dorieta Chakarova Enseignement précoce de langues par des contenus

Room 6 (55) Стефка Калева и Елена Стоянова (ru) Лингвометодическа я концепция национально ориентированного учебника

LUNCH BREAK PLENARY Birsen Tütünis Istanbul Kültür University, Turkey, IATEFL TTEd SIG Student teachers' journey in professionalism

13:30-14:10

14:20 –14:50 Parallel sessions (workshops/ forum)

чуждоезиковото обучение в Европа

Room 1 (57) Room 1 (57) Grzegorz Spiewak Teaching English to teenagers - with their brain in mind

Room 2 (25)

Room 3 (61)

Room 4 (58)

Room 5 (64)

Room 6 (55)

Room 7 (70)

Danny McNeive Newspapers as a resource in the EFL classroom

Marijka Dimitrova Medienbasierte Kommunikation s formen im Fremdsprachen unterricht Aleksandra Breu Die interaktive Tafel im Deutschunterric ht in Serbien

Karola Velberg Listening and vocabulary via ThingLink.com

Alenka Tratnik Cuisenaire rods in the language classroom

Серпикова Наталья Профессионально ориентированное обучение иностранным языкам в техническом вузе.

Aleksandra Jevtović Pictures into words

15:00 –15:30 Parallel sessions (talks)

Carol Waites Smart techniques to progress quickly for advanced students of English

Barry Bai What triggers ESL teachers’ pedagogical conceptual change in teaching English with drama?

15:30 –16:00 16:00 – 16:40 Parallel sessions (workshops/ forum)

16:50 – 17:20 Parallel sessions (talks)

Martina Bartucz Cornelsen Verlag GmbH, Promotional Presentation Deutch fur den Beruf

Esma Asuman Eray Vocabulary and comprehension: How much do they interact?

Иванов Ирина Введение элементов углублённого словообразования в начальный курс русского языка для формирования умения прочтения эмоционального контекста. Диминутивы

Nur Cebeci Teacher as a catalyst: Prospective teachers’ perspective

Room 7 (70) Forum: ESP/EAP Бойка Петкова Изучаването на онкологичната терминологиямост към бъдещето на бъдещите онколози Polina Mitkova Teaching refusals in business communication to Bulgarian native speakers Forum: Violeta Karastateva The challenges of ESP syllabus design

COFFEE BREAK & EXHIBITION Room 1 (57) Keith Kelly TrashedWorld oceans and seas: Investigations for sustainability

Room 2 (25) Tery Lemanis Gamification: Practical application

Room 3 (61) Monika Janicka Individualisieru ng im Fremdsprachen unterricht – Utopie oder Notwendigkeit? Ljudmila Ivanova Комплексни сценарии в обучението на възрастни

Room 4 (58) Efi Tzouri and Dimitra Christopoulou Performing street theatre in ELT class

Room 5 (64) Irina Grinevska and Marina Barbasina Content learning and teaching (CLIL) – a Challenge for students and teachers

Room 6 (55) ПахалковаСоич Татьяна, Владимировна Морозова Л.Ю. Формирование языковой системы второго языка в ситуации учебного двуязычия

Rob Howard EFLtalks - teachers teaching teachers – connecting educators worldwide

Kati Bakradze Bridging the future for the talented minds

Recep Ragip Basbagi VergleichendeL andeskunde – ein Projekt im DaF

Dimitra Papatsaroucha Handling and enabling different kinds of students to develop

Zarina Markova I am Laughter: Lessons from a dance with creativity

Форум: Makarova Alexandra Transformational potential of the slogan Je suis

Charlie in the modern mass media discourse of Great Britain and France Димитрова Гинка (ru) Межкультурная коммуникация и устойчивое развитие туризма в Болгарии 17:30 –18:30

Marina Samalieva The effect of workshop approach to teaching academic writing in ESL composition courses

BETA ANNUAL GENERAL MEETING Room 1 (57)

09:00 – 09:40 Parallel sessions (workshops/ forum)

09.50 – 10.30 Parallel sessions (workshops/ forum)

DAY 3 (24th June, Saturday) – Venue: Department for Information, Qualification and Lifelong Learning, Varna British Council Bulgaria Event: Keneward Hill, British Council, Sofia Keeping people in the picture... lest we forget! Room 1 (57) Room 2 (25)

Room 3 (61)

Room 4 (58)

Natalija Kotar Ein Blaues Pferd und Eine Grüne Kuh

Mihaela Mihova Brücken schlagen durch Erzählen über-, mit- und füreinander

Klaus Redl Authentische Filme im Fremdsprachen unterricht

Launch of FIPLV East European Region Room 1 (57) Room 2 (25)

Room 3 (61)

Room 4 (58)

Martina Bartucz Plurizentrik im DaF-Kurs

Olesia Serebrova Innovativer Deutschunterricht mit Bewegung und Comics

Janka Koeva Grammatikvermittlung im Schulbereich angesichts des Studentenpraktikums Rada Vassileva Syntaktische Transformationen in der Übersetzung

10:30-11:00

COFFEE BREAK & EXHIBITION

11:00 – 11:40 Parallel sessions (workshops/ forums)

Room 1 (57) Penny Ur Making textbook exercises interesting

Room 2 (25) Owain Llewellyn Sustainability in English: Real topic, real language, real purpose!

Room 3 (61) Grzegorz Spiewak A gateway to speaking success

Room 4 (58) Tatjana Atanasoska German as a foreign language at schools in Scotland, Sweden and Macedonia – a comparative study Renata Strakova Grenzenlos voneinander lernen, mit den Grenzen miteinander leben

Room 5 (64) Forum: Approaches to teaching and assessment for facilitating language learning Ahmad Nazari Potential of dynamic assessment in the UK HE English language classes

Room 6 (55) Forum: Context and culture in language teaching and teacher education DesislavaChesh medzhie va-Stoycheva Stereotypes and prejudices at the border Temenuzhka Seizova and Petranka Ruseva BYU-BNC and some ways of expressing inducement in classroom language

Room 7 (70) Forum: Tools and resources in language teaching Милка Хаджикотева и Мария Нейкова Приложения за мобилни устройства в обучението на студенти по английски език Стамена Христова Обучение на деца по английски език: Learning English is Fun

11:50 – 12:30 Parallel sessions (workshops/ forum)

Room 1 (57) Elisabeth Jackson Fostering learner autonomy in the YL classroom

Room 2 (25) Man Cheung An affective approach to second language learning: Drama and ESL in Hong Kong

Room 3 (61) Anelia Mladenova Children and ladybirds

Room 4 (58) Bisserka Veleva Der Zeitungsartikel im DaF-Unterricht

Room 5 (64) Keith John Lay Flipping the EAP classroom through augmented reality

Room 6 (55) Marina Dobrovolskaya Teaching British Studies to learners of English Júlia Zuanazzi Teaching Portuguese as a foreign language in Portugal and

Room 7 (70) Stefka Kitanova and Vasil Chakarov European literacy – literacy for Europeans

Gergana Gerova Metacognition wanted

Brazil 12:40 – 13:10 Parallel sessions (talks)

Zuzana Tomaš More than paraphrasing and citing: understanding rhetorical functions of referencing

Rumyana Todorova EFC Cultural awareness: Brexit – Creating or destroying bridges to the future

Albena Stefanova Increasing communicative competence in ESP through small interactive projects

13:10 – 14:30

Zsussanna Adrigan Fachsprachenunter richt in Deutsch für zukünftige Lebensmittel-, Agrar- und landwirtschaftliche Maschinenbau ingenieure an der Széchenyi István Universität in Ungarn

Manjoya Nasi Kate Chopin’s characters in the classroom Milka Hadjikoteva Talking about current events in class

Aglika Dobreva Teaching language and culture through phraseology Irina Ivanova The effect of school-based internship before and after the teacher training course

Gergana Georgieva The language of migration: a bridge to terminological accuracy

LUNCH BREAK

14:30 – 15:00 Parallel sessions (talks)

Maria-Araxi Sachpazian The riddle of reading and tips for comprehension

Montasser Mohamed Abdelwahab Mahmoud Misalignment between university translation courses and the labour market

Chan To Primary English teachers’ concerns about implementing the flipped classroom

Ani Koleva/ Plamen Zvetkov Bedeutung und Funktion von Fachsprachenver mittlung. Methodischdidaktische Ansätze der Rechtssprache als Fachsprache

Anna Slavi Schools: Future Labs. Combining science and foreign language education

Galina Bezkorovaynaya The usage of linguistic culture information in teaching English in high school

Ljiljana Kostandinovic A thousand teachers, a thousand methods

15:00 - 15:30 Parallel sessions (talks)

Tery Lemanis, Express Publishing, Promotional Presentation Platforms, DigiBooks аnd DogProof Homework

Kyriaki Koukouraki The extensive reading approach: reading for pleasure

Mai Tuyet Ngo Promoting effective change in English language classrooms: TESOL teacher education program innovation in

Sanja Tasic Minimal Resources for Maximum Effectiveness

Mariana Stoyanova Benefits of community-based projects to future language teachers

Zhivka Ilieva and Desislava Terzieva End of the year celebrations with very young learners

Aleksandar Takovski The 3C of teaching beyond language

Australia’s group of eight (Go8) universities COFFEE BREAK & EXHIBITION

15:30-16:00 16:00 – 16:40 Parallel sessions (workshops; talks)

19.00

Room 1 (57)

Room 2 (25)

Room 3 (61)

Room 4 (58)

Room 5 (64)

Room 6 (55)

Room 7 (70)

Svetlana DimitrovaGyuzeleva 2 in 1: Life skills and career development through English

Olja Milosevic Get your students excited about learning!

Galina Velichkova Setting the stage for peer assessment of spoken production

Slavica Stojchevska Are you ready for a quiz?

Maria Demyanenko Using English fiction in teaching English as a second foreign language

Ilina Doykova Collocation competence in medical writing Svetlana Nedelcheva Teaching phrasal verbs through corpus linguistics

Valya Kaschieva Understanding culture in the process of learning

FAREWELL RECEPTION CONFERENCE RAFFLE DAY 4 (25th June, Sunday) A Trip to Balchik and Kaliakra Cape

Plenary Speakers (in order of appearance) Diane Larsen-Freeman (Ph.D. in linguistics) is Professor Emerita of Education, Professor Emerita of Linguistics, and Research Scientist Emerita at the University of Michigan, Ann Arbor. She is also a Professor Emerita at the Graduate SIT Institute in Brattleboro, Vermont and a Visiting Senior Fellow at the University of Pennsylvania. Her most recent books are Teaching Language: From Grammar to Grammaring (2003), Complex Systems and Applied Linguistics (2008, with L. Cameron), winner of the Kenneth Mildenberger Book Prize, the third edition of Techniques and Principles (2011, with M. Anderson), and the third edition of The Grammar Book, Form, Meaning, and Use for English Language Teachers (2015, with M. Celce-Murcia). She was the Editor of the journal Language Learning and is currently Chair of its Board of Directors. Professor LarsenFreeman has been teaching for fifty years and is still learning. Terry Lamb, BSc (Hons), PGCE, MA, PhD, FRSA, Chevalier dans l’Ordre des Palmes Académiques. A former secondary school languages teacher, Terry is Professor of Languages and Interdisciplinary Pedagogy and Director of the Centre for Teaching Innovation at the University of Westminster. He has published extensively in the areas of learner autonomy, multilingualism and language teacher development, and is founder editor of the academic journal Innovation in Language Learning and Teaching. He has carried out consultancies and presented keynote papers in many countries and been involved in numerous research projects, including several at the European Centre for Modern Languages in Graz. Terry has worked closely with the UK and other Governments. Terry is Secretary General (and Past President) of FIPLV (Fédération Internationale des Professeurs de Langues Vivantes), an NGO of both UNESCO and the Council of Europe. Marianne Hepp, Professorin für Deutsche Sprachwissenschaft an der Universität Pisa. Aktuelle Arbeits- und Forschungsgebiete: Wortbildung und Phraseologie des Deutschen, Textsortenlinguistik im universitären DaF-Bereich, Kontrastive Textologie. Gastprofessuren und DaF-bildungspolitische Tätigkeit auf internationaler Ebene. Seit 2009 Präsidentin des Internationalen Deutschlehrerinnen- und Deutschlehrerverbands (IDV). Elka Todeva is a language educator with a doctorate in English applied linguistics. Her teaching and research are in the areas of second language acquisition, applied linguistics, pedagogical grammar, teacher cognition, and ecological approaches to teaching. Among her publications is the co-edited book “The Multiple Realities of Multilingualism: Personal Narratives and Researchers’ Perspectives” (Mouton de Gruyter, 2009). She views the students and the teacher as co-explorers and promotes socially embedded brain-friendly teaching. Her graduate courses encourage teachers to become public intellectuals who initiate or participate in discussions around language planning, language and power, multilingualism, and the role of English in the era of globalization. Christine O'Leary est professeur de français à l'université Hallam de Sheffield et chef du Département de Langues et Cultures. Durant une longue carrière dans l' enseignement, débutée dans le secondaire, Christine O'Leary a enseigné le français aux niveaux A1 à C2 du CECR. Elle a développé de nombreux cursus de langues tout en se spécialisant dans la didactique et la formation de professeur. Elle est l'auteur de nombreuses publications sur le développement de l'apprenant autonome, l'évaluation formative et la didactique des langues et autres disciplines, particulièremet dans le cadre d'une pédagogie pour l'autonomie. Ganka Yankova graduated from the Pedagogical Institute of Higher Education in Shumen, and from 1978 to 1982 worked as a teacher of Bulgarian language and literature. Since then she has been working as a lecturer in Methodology of Bulgarian language teaching. Her interests are in the field of Bulgarian language teaching and textlinguistics. Her recent publications are on using 10

interactive methods in L1 teaching, and developing learning strategies in teaching Bulgarian as a foreign language. She has supervised a number of MA and PhD theses and authored over 50 publications. Cenka Ivanova (Professor of Slavonic languages) teaches comparative Slavonic linguistics, linguistic and intercultural communication, and South Slavonic languages at the University of Veliko Turnovo (Bulgaria). She is Head of the Department of Slavonic Studies and Dean of the Faculty of Modern Languages at the University of Veliko Turnovo. Prof. Ivanova graduated in Slavonic Studies from the University of Sofia, where she obtained her PhD. Research interests: theory and history of the South Slavonic languages, Slavonic language contacts, sociolinguistics, language and culture studies, Bulgarian Studies (Bulgarian as a FL). She has published books, coursebooks, bilingual dictionaries (as a co-author), and numerous articles in Bulgaria and internationally. Prof. Ivanova is a member of editorial boards at the University of Veliko Turnovo and abroad. She was a lecturer in Bulgarian studies at the Faculty of Philosophy in Niš, Serbia (2001-2005) and at Belgrade University (2012-2014). Cecilia Odé received her education in Slavic Linguistics and Phonetics at Amsterdam University. From 1991 on, during workshops at universities in Jakarta, Bandung, Kuala Lumpur, Canberra, Moscow, St Petersburg, Yuzhno-Sakhalinsk and Yakutsk, Cecilia offered linguists and teachers an opportunity to become familiar with the application of the newest research techniques, e.g. Praat, for studying prosody. In 2007 she developed an interactive website on endangered languages (www.endangeredlanguages.nl). Cecilia is an ethnolinguistic fieldworker with experience in the study of exotic prosodic phenomena and also a photographer and videocineast, and writes impressions of her fieldwork. For more than thirty years Cecilia Odé is Member of the Presidium of MАPRYAL, the International Association of Teachers of Russian Language and Literature. From 2004 till 2010 she was also Member of the Executive Committee of FIPLV and till the present day she represents MAPRYAL in the FIPLV World Council. Penny Ur was educated at Oxford, where she read Hebrew and Arabic, and at Cambridge (PGCE). She completed her MA TEFL at Reading University in 1987. Penny Ur has thirty-five years’ experience as an English teacher in elementary, middle and high schools in Israel. Now retired, she has taught BA and MA courses at Oranim Academic College of Education and Haifa University. She has presented papers at TESOL, IATEFL and other English teachers’ conferences worldwide. She has published a number of articles, and was for ten years the editor of the Cambridge Handbooks for Language Teachers series. Her recent books include Grammar practice activities (2nd Edition) (2009), Vocabulary activities (2012), A course in English language teaching (2012), Discussions and more (2014), all published by Cambridge University Press. Birsen Tütünis has received her PhD from the University of Sussex. She has been working in ELT field as an English instructor, a lecturer and an administrator for years. She has written articles and books on different issues related to our field. Her recent interest lies on professional learning. Prof. Tütüniş currently works for Istanbul Kültür University as the head of Department of Foreign languages. She has been the coordinator of Teacher Training and Education Committee (TTEd SIG) of IATEFL for six years. She is in the editorial board of the scientific journal “ELT Research Journal”. She is the Honorary Member of AzETA in Azerbeijan.

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Featured Speakers (in order of appearance) Geraldo de Carvalho, Doktor im Bereich Übersetzungswissenschaft Leiter der Spracharbeit, Deutschlehrer und Prüfungsbeauftragter am Werther Institut in Juiz de Fora/Brasilien Vereidigter Übersetzer für Deutsch/Portugiesisch Schriftleiter des Internationalen Deutschlehrerinnen- und Deutschlehrerverbands (IDV). Sylvia Velikova is a senior lecturer at the University of Veliko Turnovo, Bulgaria, where she teaches Methodology of TEFL/TESOL courses. She has been involved in ECML (Council of Europe, Graz) projects and has worked with language educators in Bulgaria and different countries across Europe. Sylvia has a doctorate in psycholinguistics from the University of Veliko Turnovo. She has published and presented in the areas of L2 listening, EAP, psychology of language and communication, reflective practice, learning and teaching portfolios (EPOSTL), internationalization of teacher education. Former President of BETA, currently she is co-editor of BETA Publications, and an executive committee member of the Fédération Internationale des Professeurs de Langues Vivantes (FIPLV). Zuzana Tomaš earned her doctorate at the University of Utah. Since coming to Eastern Michigan University in 2011, she has taught graduate and undergraduate English as a second language courses for international students and TESOL teacher preparation courses. Dr. Tomaš has also worked with in-service teachers and university faculty through various professional development workshops and seminars in the United States, Slovakia, the Czech Republic, China, and Syria. In addition to peer-reviewed articles and book chapters on teaching second language academic writing and teacher education, Dr. Tomaš has co-authored two books entitled “Teaching Writing” in 2013 and “Fostering International Student Success in Higher Education” in 2014, with TESOL International Press. She is currently working on her third collaborative book, contracted with the University of Michigan Press. Denis Cunningham has been involved in (languages) education in a wide variety of contexts over the last forty years. This has included teaching in Victoria and France, consultancy, and management within the Victorian School of Languages, where he was the Assistant Principal until 2006. He has published 300 and presented 200 papers in thirty countries, collaborated with UNESCO and Linguapaxon projects and policies, was President and Secretary General of the world federation of language teachers, FIPLV. He is currently an FIPLV Honorary Counsellor. Krystyna Droździał-Szelest, vice-president of Modern Languages Association of Poland (PTN), is Professor of Applied Linguistics at the Faculty of English, Adam Mickiewicz University, Poznań, Poland. She teaches MA and PhD seminars in English Language Teaching methodology, applied linguistics and educational psychology. Her PhD and Post-PhD degrees, obtained from Adam Mickiewicz University in Poznań, are both in applied linguistics. Her present research interests cover ELT methodology, teacher training and teacher development, foreign language education, language teaching materials and educational/developmental psychology for teachers. She has published one book and a number of research papers, and has supervised 20 PhD theses.

Plenary and Featured Sessions Diane Larsen-Freeman, University of Michigan, USA Bridging to the future: The dynamic quality of language Perhaps now more than ever before we can appreciate the dynamism of language - its fluid, changing nature. But what does this characterization of language portend for English language 12

teaching? How can we help our students aim at a moving target? In this presentation, I will explore the dynamism of language in use, and I will offer some suggestions for how to manage its learning. Terry Lamb, Secretary General of FIPLV, University of Westminster, UK Building bridges for language learning and teaching On the occasion of the launch of the FIPLV East European Region, this talk will explore the metaphor of the bridge in a number of ways that relate to language learning and teaching. It will focus on bridges to facilitate and enhance learners’ learning as well as teachers’ learning and teaching and it will also include the urgent need for the continual building and reinforcing of international and intercultural bridges. Marianne Hepp, Università di Pisa, Italia, IDV Mehrsprachigkeit im akademischen Unterricht: Welche Möglichkeiten bietet eine kontrastiv orientierte Textlinguistik? Obwohl auf internationaler Ebene an vielen Universitäten (und teilweise auch Schulen) mehrere Fremdsprachen gleichzeitig unterrichtet werden, erfolgt immer noch viel zu selten eine begleitende theoretisch fundierte Bezugnahme dieser einzelnen Sprachen und Sprachsysteme aufeinander, auch im Abgleich mit der Mutter- oder Ausgangssprache. Dieser Mangel besteht insbesondere auch hinsichtlich der einzelsprachlichen Textmuster und kulturellen Diskurstraditionen. Ausgehend von einer kontrastiv orientierten Textlinguistik möchte der Beitrag Möglichkeiten für eine mehrsprachige Herangehensweise an Texte aufzeigen. Durch den methodologisch basierten Vergleich von textsortenbedingten Makrostrukturen und Formulierungsmustern kann systematisch mehrsprachige Textkompetenz aufgebaut werden. Elka Todeva, SIT Graduate Institute, USA From Roman to Möbius Bridges and back: where are we taking ELT next? Following the theme of the conference, the presenter will look at the role of English in today’s globalized world and how we both build new types of bridges to the future and enhance old frameworks and structures which have withstood the test of time. She will also explore the centerperiphery dynamics in ELT, offering examples of how greater inclusivity leads to more plausible theory and practice. Christine O'Leary, Sheffield Hallam University, UK Le rôle de l'émotionnel et du relationnel dans le développement de l'autonomie chez des étudiants de FLE d'une université britannique Dans la conjoncture actuelle, les diplômés d’études supérieures devront savoir-apprendre afin de pouvoir s’adapter à un monde professionel constamment en voie de développement. Dans le domaine des langues et par conséquent du français langue étrangère (FLE), le développement de l'autonomie des apprenants, definie comme la capacité cognitive et émotionnelle ainsi que la volonté de prendre en charge son propre apprentissage, est l'un des objectifs clés des programmes de l'enseignement supérieur au Royaume Uni. La dimension affective et relationnelle est souvent négligée dans les théories pédagogiques, surtout dans la formation des adultes. Dans le cadre d'une conception constructiviste sociale de l'apprentissage, cette communication examinera le rôle de l' émotionnel et du relationnel dans le développement de l'autonomie chez des étudiants de FLE d' une université britannique. Elle envisagera également les conséquences pour l' élaboration des programmes d'études de langues et leur évaluation dans l'enseignement supérieur ainsi que dans les autres cycles d'enseignement, tels que le secondaire.

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Ганка Янкова, Шуменски университет, България / Ganka Yankova, Shumen University, Bulgaria Актуални проблеми в обучението по български език В доклада се експлицират някои актуални проблеми на обучението по български език, мотивирани от съвременната образователна парадигма. Коментират се функциите на българския език в учебния дискурс и се акцентува на двуединството на когнитивната и прагматичната функция. Обосновава се необходимостта от комплексно приложение на различни подходи в обучението. Дефинирани са иновативни практики, чрез които педагогическата технология се разпознава като по-резултатна. Представена е различна гледна точка към урока като основна форма на педагогическия дискурс. Current issues of Bulgarian language education The talk will discuss some current issues of teaching Bulgarian language, motivated by the contemporary educational paradigm. The functions of the Bulgarian language in class discussion and emphasizing the duality of the cognitive and pragmatic function will be commented on. The necessity of the complex application of different learning approaches will be justified. Educational practices by which pedagogical technology is recognized as innovative and more effective will be defined. A different point of view of the lesson will be presented as a basic form of pedagogical discourse. Ценка Иванова, Великотърновски университет, България / Cenka Ivanova, University of Veliko Turnovo, Bulgaria) Графичните системи или азбуките между цивилизационното наследство и политиката (социолингвистичен поглед) В изложението се разглеждат следните въпроси: 1) Езиковото разнообразие по света: статистически и социолингвистични показатели в исторически и в съвременен план; 2) Феноменът писменост във философски и в цивилизационен контекст: писмеността като регистратор на човешка реч, религиите и писмените езици, културната памет на човечеството и писменостите; 3) Езикови общества и политика: политически и религиозни доктрини, „колониални“ езици и графични системи, „стари“ и „млади“ книжовни езици, традиционни и нови графични системи; 4) Динамиката в отношението езици – графични системи в нашето съвремие: глобализацията на комуникациите и особеностите на устната и писмената реч, предизвикателствата към образователните системи, езиковата глобализация, големи и малки езици; 5) Конкуренцията на азбуките: политически и социолингвистични аспекти на конкуренцията между латиница и кирилица, латиница и арабска азбука, латиница и традиционни графични системи на източни езици; комуникациите в интернет пространството и в социалните мрежи; опити за прогностика. Writing systems or alphabets: between the legacy of culture and politics (a sociolinguistic perspective) This talk examines the following issues: 1) world linguistic diversity: statistical and sociolinguistic indicators from a historical and contemporary perspective; 2) the issue of writing in a philosophical and cultural context: writing as a means of representing human speech, religions and written languages, cultural memory and writing; 3) language societies and politics: political and religious doctrines, “colonial” languages and writing systems, “old” and “young” official languages, traditional and new writing systems; 4) dynamic relations between spoken languages and systems of writing in modern times: globalisation of communication and the characteristics of speech and writing, challenges faced by the education systems, language globalisation, big and small languages; 5) Alphabet “conflicts”: political and sociolinguistic aspects of the “conflicts” between the Latin and Cyrillic alphabets, the Latin and Arabic scripts, the Latin alphabet and the traditional writing systems of the Eastern languages, internet communication and social networks; reflections on future developments. 14

Cecilia Odé, MAPRYAL (International Association of Teachers of Russian Language and Literature), FIPLV O направлениях деятельности МАПРЯЛ по поддержке русского языка, литератиры и культуры В докладе рассматриваются основные направления деятельности МАПРЯЛ по поддержке русского языка, литературы и культуры и обсуждаются вопросы их реализций. МАПРЯЛ является неправительственным общественным объединением, созданным с целью популяризации, сохранения, развития и изучения русского языка и литературы как части мировой культуры. Penny Ur, Oranim Academic College of Education, Israel Two sources of professional knowledge in language teaching Some claim that the main source of professional knowledge should be insights from empirical research; but for most of us, it is the actual hands-on experience that is the major contributor. In this talk I shall be looking at both of these sources, with some practical examples of what each can contribute, and draw some conclusions as to the place of each in language teacher education programmes. Birsen Tütünis, Istanbul Kültür University, Turkey, IATEFL TTEd SIG Student teachers' journey in professionalism This talk is about a small-scale research conducted at a Turkish university English Language Teaching Department on how student teachers are prepared to teach and what they do in real life teaching situations. The pros and cons of teacher preparation will be discussed together with the data analysis. The discussion questions directed to the audience will hopefully lead to larger scale reseaches on student teacher preparation for professionalism. Geraldo de Carvalho, Brazil, IDV, FIPLV Strategien der Verbandsarbeit zur Förderung des Deutschen als „weiterer“ Fremdsprache neben Englisch Die Nachfrage nach Deutsch als Fremdsprache verzeichnet weltweit einen Aufwärtstrend. Doch in nicht wenigen Regionen steht Deutsch institutionell als zweite Fremdsprache in Gefahr der Abschaffung oder einer sich als ungünstig auswirkenden Konkurrenzsituation zu anderen vermittelten Sprachen. Der Erhalt der Zweit- oder idealerweise auch Drittsprachen an den Schulen und eine angemessene Stellung des Deutschen bildet daher eine Priorität der Bemühungen der Deutschlehrerverbände, die durch politische Überzeugungsarbeit viel dazu beitragen können. Ziel dieses Impulsvortrags ist es, Möglichkeiten zu eruieren, über die Deutschlehrerverbände verfügen, sich bei wichtigen politischen Entscheidungen wirkungsvoll einzubringen. Zudem soll die Rolle der Vernetzung mit anderen Verbänden und des IDV qua Dachverband zur Sprache gebracht werden. Sylvia Velikova, University of Veliko Turnovo, Bulgaria, BETA, FIPLV Teacher associations and the continuing professional development (CPD) of language educators Language teacher associations (TA) are communities of professionals who share a major goal of advancing the quality of language teaching through professional development. How can educators plan, undertake and record their ongoing professional growth through membership in unilingual and multilingual associations? How can TA develop relevant support systems bridging the teachers’ needs and the provision of CPD initiatives? This talk addresses issues that are important for language educators – both members and non-members of teacher associations. Zuzana Tomaš, Eastern Michigan University, USA Enriching learning, saving time: Designing effective writing assignments Teaching students to write in a second language is particularly demanding due to the need to provide out-of-class support, respond to drafts, and grade papers. In this presentation, teachers learn how to cope with these time demands while simultaneously maximizing their students’ learning. 15

Participants will be challenged to apply at least two of the discussed recommendations to revise or design a writing assignment for their students. Denis Cunningham, Australia, FIPLV Honorary Counsellor Effecting change in the classroom… After a brief historical overview, a consideration of some theories precedes a study of current thinking in and outside Australia. This includes the IBO (International Baccalaureate Organization) and the PEEL (Project for Enhancing Effective Learning) principles for teaching and quality learning, good learning behaviours and the role of ICT (Information Communication Technologies). Current research is used as a premise upon which to reflect on personal classroom practices which appear to work. Krystyna Droździał-Szelest, Adam Mickiewicz University, Poznań, Poland, PTN Teacher professionalism and its role in “creating bridges to the future” The metaphor of “building bridges” has been frequently used with reference to language education. In my presentation I would like to focus on teacher professionalism and its role in a difficult task of “creating bridges to the future”. As the world around us changes rapidly, a new and diversified range of learner needs appears. Responding to those needs places new demands on language teachers who are constantly required to expand their roles and responsibilities. It takes a truly reflective practitioner to be able to keep up with the changes and do the job properly.

Conference Talks and Workshops (in alphabetical order) Aglika Dobreva, Konstantin Preslavsky University of Shumen, Bulgaria Teaching language and culture through phraseology The presentation focuses on similes in English and Bulgarian. Today the linguocultural perspective is important in both language research and teaching practice. Learning a foreign language, students may face the problems of either translating some words literally, or making certain culture-specific associations. While learning language specific similies the students have the opportunity of developing lexis; getting familiarized with one’s own language and culture; knowing about different cultural values, stereotypes, customs. Ahmad Nazari, London Metropolitan University, London, UK Potential of dynamic assessment in the UK HE English language classes Testing and assessing English language abilities of non-native English speaking students are one of the key functions of the UK Higher Education institutions. There have recently been critiques of assessment practices in Higher Education (see, for example, Hamilton 2014). This begs the question as to the possibility of potential alternatives for the current assessment regime. An interpretive qualitative study was carried out in the UK context to look into the English language lecturers’ perceptions of challenges and potentials of dynamic assessment as a potential alternative. The results of the study show that despite the challenges of implementing dynamic assessment, there are lecturers who are inclined and open to the potential of dynamic assessment for enabling more personalized learning. Albena Stefanova, University of National and World Economy, Sofia, Bulgaria Increasing communicative competence in ESP through small interactive projects Communicative competence in ESP can be successfully increased through students’ involvement in projects incorporating several activities that together with peer competition lead not only to stronger motivation and confidence, but to improved specific communication skills in speaking and writing, 16

rich specific vocabulary and increased strategic competence. The interactive nature of the projects facilitates ESP acquisition by giving students the opportunity to approach problems in different roles and from different angles and thus delivers the final result: a desired progress in all components of communicative competence. Aleksandar Takovski, SEE University, Tetovo, Macedonia The 3 C of teaching beyond language “Creativity, cultural capital and critical reflection are the underlying principles of multimodal teaching with the use of technology” is the claim that this study seeks to explore through series of ethnographic (class) observations and interviews with language teaching practitioners focusing on their use of multimodal teaching resources and computer technologies, their opinion of the potential and limitations of such use; as well as their opinion on the role of creativity, cultural capital and critical reflection in the practice of technology based, multimodal teaching. Aleksandra Breu, Ekonomski fakultet u Subotici, Serbia Die interaktive Tafel im Deutschunterricht in Serbien Die interaktive Tafel ist ein relativ neues Unterrichtsmedium, das erst in den lezten Jahren ein wichtiger Bestandteil der Ausstattung von vielen Schulen geworden ist. Auf Grund einer Umfrage versuchen wir festzustellen wie oft, wann und wie die interaktive Tafel in dem Deutschunterricht in Serbien eingesetzt wird. Schlüsselwörter: interaktive Tafel, DaF, Serbien, Umfrage. Aleksandra Jevtović, ANGLIA School of English, Novi Sad, Serbia Pictures into words In this workshop we will look at activities which use picture books to develop vocabulary, practise grammar and prompt speaking, writing and creative thinking in students. The activities are designed with teenagers and young adults in mind while the language level ranges from elementary to proficiency. The workshop will provide you with the practical activities that you can use in your own classroom but also inspire you to use wordless books as a new resource. Alexandra Makarova, St. Tikhon’s Orthodox University, Russia Transformational potential of the slogan "Je suis Charlie" in the modern mass media discourse of Great Britain and France The talk is dedicated to the problem of singularities of the transformations of the new French slogan Je suis Charlie in the modern journalistic discourse. The growing pragmatic and informative importance of modern mass media language, having a special raised expressivity, allows speaking about the actuality of the declared problematic in the sphere of linguistic research. The using of the slogan in a strong position of the text – title – can be explained by the particular expression of this unit. Alenka Tratnik, President of Supervisory Board, IATEFL Slovenia Cuisenaire rods in the language classroom In this practical hands-on workshop you will take part in a number of communicative and fun activities which can be created using Cuisenaire rods – a collection of rectangular rods, each of a different colour and length. The rods can be used on the spot without any prior preparation, either to practise grammar, recycle vocabulary, focus on word stress, or tell a story. Come along and learn how to use Cuisenaire rods as a pro. Ana R. Calero Valera, Universitat de València, Spain Brücken schlagen durch theatralische Praxis Ziel meines Beitrags ist die Präsentation von Erfahrungen aus dem Unterricht im Rahmen des Faches „Estudios de teatro y artes del espectáculo en lengua alemana“ vom Bachelorstudiengang Lenguas Modernas y sus Literaturas an der Universität Valencia (Spanien). Der Schwerpunkt liegt auf Übungen aus der theatralischen Praxis, die als Teil eines Prozesses fungieren, das u.a. darauf 17

zielt, verschiedene fachliche Fertigkeiten und kommunikative Fähigkeiten zu entwickeln und zu befestigen. Ani Koleva and Plamen Tsvetkov, Sofioter Universität „St. Kliment Ohrsidki”, Sofia, Bulgarien Bedeutung und Funktion von Fachsprachenvermittlung. Methodisch-didaktische Ansätze der Rechtssprache als Fachsprache In dem vorliegenden Artikel wird der Versuch unternommen, die Fachsprache aus der Perspektive der heutigen Unterrichtsformen betrachtet zu werden. Es werden Beispiele aus der Unterrichtspraxis angeführt werden, die diese Problematik darstellen. Eine wichtige Rolle nimmt den Umgang mit der Rechtssprache als Fachsprache ein. Anna Slavi, Goethe-Institut Athens, Greece Schools: Future Labs. Combining Science and Foreign Language Education The main objective of this project is to increase the employability of young people, by getting them interested in STEM subjects and in the habit of using a foreign language. To reach its objective, Schools: Future Labs develops and tests a teaching methodology based on Action Research, involving task-based exploration of STEM subjects in combination with Content and Language Integrated Learning (CLIL). This methodology is student-led, self-directed and includes project planning and implementation skills. Anellia Mladenova, British Council - Bulgaria Children and ladybirds The workshop will aim to provide practical ideas on holistic teaching of Early Years and Primary students through interactive and creative activities. Workshop participants will get the opportunity to get firsthand experience of how it feels to be a Young Learner in a holistic EFL classroom and also discuss and share ideas on the future of YL teaching. Asya Kuleva, Profiliertes Mathematisches Gymnasium “Baba Tonka”, Ruse, Bulgarien Eine Reise zu sich selbst“ Freies Schreiben und spontane Improvisation im DaF Optimale Anzahl der Teilnehmer (Jugendliche, Eltern, Lehrer): 12, event. durch 4 teilbare Zahl Geübte Fertigkeiten: freies Schreiben, spontane Improvisation. Ein Anlass, sich selbst kennenzulernen, tiefe Erfahrungen zu machen und an den Herausforderungen zu wachsen. Die Teilnehmer lernen Stress abbauen und auf Stressfaktoren anders als bisher reagieren. Die magische Formel: “Sei nicht perfekt! Sei glücklich!“ Es wird gezeichnet, frei und kreativ geschrieben und szenisch dargestellt. Man braucht bequeme Kleidung und Schuhe. Barry Bai, The Chinese University of Hong Kong What triggers ESL teachers’ pedagogical conceptual change in teaching English with drama? This presentation describes a study that investigated the factors that may trigger ESL teachers’ pedagogical conceptual change in teaching English with drama. The research methods include a questionnaire with 49 in-service primary English teachers, their qualitative reflections and interviews with three teachers who tried applying drama conventions in their classrooms. The findings suggest peer support, curriculum, and sustained professional development are key factors for pedagogical conceptual change to occur. Bisserka Veleva, Sofioter Universität “St. Kl. Ohridski“, Bulgarien Der Zeitungsartikel im DaF-Unterricht Wie kann ein Zeitungsartikel im DaF-Unterricht für die Fachrichtung Internationale Beziehungen verwendet werden? Dieses Problem steht im Mittelpunkt des Beitrags.

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Бойка Петкова, Медицински Университет – София, България Изучаването на онкологичната терминология – мост към бъдещето на бъдещите онколози Изучаването на онкологичната терминология е от съществено значение за бъдещите онколози. Чрез него те ще изградят моста за своето бъдещо професионално развитие. В тази презентация ще се разкрият начините и подходите, които те използват за изучаването на тази специфична материя, защото без тях тяхното развитие би било невъзможно. Carol Waites, United Nations Centre for Learning and Multilingualism, Geneva, Switzerland Smart techniques to progress quickly for advanced students of English Competent B2 adult learners need to move from the so-called 'intermediate plateau' towards C1 level. They can make fast progress through adopting appropriate listening and reading techniques and by using apps, Twitter, MOOCs, Netflix and other free online tools and resources. This practical session will present useful materials, tools and techniques to aid learners in advancing quickly to their desired level. Chan To, The Chinese University of Hong Kong Primary English teachers’ concerns about implementing the flipped classroom The flipped classroom is regarded as an innovative pedagogy. However, little is known about teachers’ concerns. In this study, thirty-four in-service primary English teachers in Hong Kong were interviewed to explore their concerns about implementing the flipped classroom. Pedagogical knowledge and skills regarding the flipped classroom design are found to be the key factors for adopting this approach.They are connected with school support in terms of the curriculum coordination. Danny McNeive, The English Studio, Dublin, Ireland Newspapers as a resource in the EFL classroom Newspapers are an under-utilized resource in the classroom. They provide a contemporary and constantly updating source of authentic material. They can be adapted to a number of skills and learning points, and are easily accessible. For this workshop I will present the methodology behind using authentic materials, its limitations, considerations and practical applications. The session will include a presentation, but will be primarily interactive, with an emphasis on functionality. Desislava Cheshmedzhieva-Stoycheva, Shumen University, Bulgaria Stereotypes and prejudices at the border Using a corpus comprised of examples from the Bulgarian and the British print media discourse on the problem of refugees, the paper aims at analyzing the stereotypes and prejudices that are formed and promoted at the encounter of the Other who is culturally and/or religiously different. The main method of analysis is CDA. Dimitra Papatsaroucha, Private language school, Greece Handling and enabling different kinds of students to develop Each student has their own character. Are you looking for practical ideas to help them develop? Join this educational session to seek ways to develop and motivate them. This talk will provide you with ideas to handle different kinds of students in class and how personal and professional development enables us, as teachers, to manage their differences. The speaker will use authentic examples from her own language school and the educational procedures implemented there. She will show how successful these procedures have been when applied, in developing students and helping lessons to flow smoothly.

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Dobrinka Toteva, Assen Zlatarov Universität Burgas, Bulgarien Modifiziertes Blended Learning und Fachsprachenunterricht Blended Learning in seiner Urform wird oft nicht aureichend verstanden, verkehrt angewendet und viel mehr als Übergangsform zwischen Fernstudium und Unterricht mit digitalen Medien verstanden. Die Spezifik des Fachsprachenunterrichts im universitären Bereich erlaubt die Integration veschiedener Methoden und Mittel, damit Lern- und Bildungsziele erreicht werden. Wie das Wesen des Blended Learning modifiziert und den Anforderunges des modernen Fachsprachenunterrichts angepasst werden kann, ist aus der Erfahrung aus den Erfolgen und Misserfolgen zu lernen. Dorieta Chakarova, Shumen University, DIQLL-Varna, Bulgaria Enseignement précoce de langues par des contenus Le rapport se veut présenter un projet du CELV de Graz ou ont participé quatre pays- l’Allemagne, la France, la Belgique et la Bulgarie. Il se nomme Enseignement précoce de langues par des contenus. EPLC propose des modules basés sur des contenus appartenant à des disciplines non linguistiques adaptés à l'enseignement précoce des langues étrangères. Ils sont disponibles dans plusieurs langues- francais, anglais et russe- et peuvent être intégrés dans n’importe quel cours de langue étrangère selon les besoins des enseignants et des apprenants. Дудушкина Светлана, Московский Городской Педагогический Университет, Россия Проблема использования студентами языкового вуза субтитров при автономном аудировании Современное иноязычное образование придает огромное значение автономной работе студентов. Автономная деятельность студентов позволяет повысить эффективность обучения аудированию как одному из ведущих видов речевой деятельности, обеспечивающему состоятельность коммуникации. При автономном аудировании студенты используют ресурсы Интернета и, испытывая трудности в понимании звучащей речи, прибегают к помощи субтитров, чтобы ускорить и улучшить процесс понимания. Ответ на вопрос «Как и в каких случаях следует пользоваться поддержкой субтитров?» является ключевым при формировании индивидуальных стратегий эффективного использования субтитров. Efi Tzouri and Dimitra Christopoulou, TESOL Macedonia Thrace, Northern Greece Performing Street Theatre in ELT class This talk-workshop focuses on the educational value of performing arts in ELT class through the prism of Street theatre, examines the connection of street theatre’s theory to pedagogy, explains why performing arts are a powerful vehicle in learning process and practically suggests selfexpression and interaction through experimental activities. Elisabeth Jackson, British Council, Bulgaria Fostering learner autonomy in the YL classroom Practical tips on how to encourage your young learners to become more independent and actively involved in their learning. Techniques suitable for students whose English is elementary level and up. Esma Asuman Eray, Isik University, Istanbul, Turkey Vocabulary and comprehension: How much do they interact? To understand how unknown words affect learners’ comprehension, I initiated a study with my university prep class. I also wanted to see if they can learn and remember the words while reading. They read four different texts from online sources underlining unknown words and answered the questions. Three weeks later the same texts and questions were given again. This session will share the procedure and results of the experiment. 20

Galina Bezkorovaynaya, Moscow Polytechnical University, Russia The usage of linguistic culture information in teaching English in high school The report is aimed to show the importance of using linguistic culture information in the process of teaching country studies as well as spoken English at the University. The interrelation between the language and culture is studied in many linguistic research works. Authentic and two-language dictionaries were used to collect the examples. The concepts gentleman and lady are examined as the specific lexemes of the English language world picture. The report concludes that the knowledge of specific national concepts is necessary in the process of teaching English as well as country studies. Galina Velichkova, New Bulgarian University, Sofia, Bulgaria Setting the stage for peer assessment of spoken production Peer assessment is a widely acclaimed – though risky – a method, which can be efficient for developing reasoning skills and critical thinking, which in turn should facilitate a deeper understanding about the quality of spoken/written production. As it is a tricky endeavor, the organization and facilitation could be troublesome. Therefore, the workshop aims to draw a rough sketch about how a peer assessment session might be organized, and carried out. Gergana Georgieva, SWU ‘Neofit Rilski’, Blagoevgrad, Bulgaria The language of migration: a bridge to terminological accuracy Recently there have been a number of migrants fleeing the violence in their country and making their way into Europe or elsewhere in order to find a safe and better place to stay for a while or for good. The phenomenon of migration is not a new one and it is not only motivated by war, but also by floods, earthquakes or other natural disasters. These movements of different speakers have changed the language environments worldwide. However, it appears that the influx of migrants in Europe has led to the recent interchangeable usage of words such as migrant, refugee and asylumseeker. The distinctions are significant since each of the terms has a legal definition and they are related to different groups of people. Gergana Gerova, Konstantin Preslavsky University of Shumen, Bulgaria Metacognition wanted The presentation focuses on raising university students and teachers’ awareness of the importance of integrating metacognition strategies in teaching English as a foreign language. The accent is on teachers’ role for helping school students develop metacognitive skills in order to become selfregulated and independent learners. Гинка Димитрова, Колледж туризма – Варна, Болгария Межкультурная коммуникация и устойчивое развитие туризма в Болгарии В докладе рассматриваюся проблемы, связанные с межкультурной коммуникацией в сфере туризма. На основе литертаурного обзора и анкетных опросов, проведенных среди представителей туристского бизнеса и студентов, обучающихся в колледже туризма, выявлены современные проблемы туризма в Болгарии в контексте межкультурной коммуникации. Намечены пути их преодоления посредством переосмысления учебных планов и программ в вузах и разработки тренинговых программ, основной целью которых является повышение профессиональной компетентности сотрудников туристских компаний в вопросах межкультурного взаимодействия. Grzegorz Spiewak, Macmillan Education, Poland Teaching English to teenagers – with their brain in mind Foreign language learning happens in the learner’s brain – where else? But if so, shouldn’t we as teachers know much more about how the brain actually learns a language? This is where this practical session comes in. I will show you how to really engage teenage brains, raise their curiosity 21

for language, appeal to their emotions, and above all get them to remember a lot more of what we’ve taught. Grzegorz Spiewak, Macmillan Education, Poland A gateway to speaking success Speaking in a foreign language is no doubt the greatest possible challenge. How can we help our teenage students with this, even when their linguistic resources are limited, and develop the crucial I-can attitude? This is where this session comes in. We’ll try out a variety of fresh, motivating speaking exercises, with an eye to devising an effective teaching programme for exam purposes and for language use beyond the classroom. Иванов Ирина, Åbo Akademi Финляндия Введение элементов углублённого словообразования в начальный курс русского языка для формирования умения прочтения эмоционального контекста. Диминутивы. Презентация представляет результаты преподавания первого экспериментального модуля РКИ с углублённым словообразованием. Анкетирование по окончанию курса показало, что изучение роли и значения диминутивов позволяет начинающим студентам различать и продуцировать в речи такие эмоциональные контексты как ”детоцентрические ситуации”, комплимент, семейное и дружеское общение, продвижение продукта в рекламе, повышение уровня вежливости в просьбе, юмор и сарказм; что заметно повлияло на развитие коммуникативной компетенции и приблизило речь студентов к естественной речи повседневного общения. Ilina Doykova, Medical University of Varna, Bulgaria Collocation competence in medical writing Collocation competence determines the fluency and the accuracy of scientific writing. The typical collocations in the medical domain are identified as significant in the Biomed Central database and compared to a non-native corpus of medical research articles to observe and extract useful patterns. The most frequent combinations are analysed and used in the language training of tertiary level students towards improving and enlarging the vocabulary range and the variety to medical writing. Ilona Feld-Knapp, Eötvös-Loránd-Universität, Ungarischer Deutschlehrerverband, Ungarn Kompetenz- und Berufsorientierung in der Fremdsprachenlehrerausbildung Durch die zunehmende Komplexität des Praxisfeldes, auf das Lehramtsstudierende vorbereitet werden, vollzieht sich in den letzten Jahren in der Fremdsprachenlehrerbildung ein Paradigmenwechsel, der durch Kompetenz- und Berufsorientierung geprägt ist. Der Kreis der fachwissenschaftlichen Disziplinen, auf die in der Lehrerbildung Bezug genommen wird, wird erweitert. Im Vortrag wird die Frage der fachlichen Bildung mit besonderer Rücksicht auf die fachdidaktischen Kompetenzen und deren Bedeutung für die Förderung der mehrsprachigen Handlungsfähigkeit im Fremdsprachenunterricht umrissen. Irina Grinevska and Marina Barbasina, Riga Secondary School 34, Latvia Content learning and teaching – a challenge for students and teachers The workshop focuses on the advantages and challenges of applying CLIL in the classroom. The objectives of the workshop are: to share the experience on designing the programme for teaching science and social studies in English for Grades 5 and 6 students; to show the possibilities of using new technologies in the CLIL classroom; and to involve the participants of the workshop in the challenges of CLIL. Irina Ivanova, Konstantin Preslavsky University of Shumen, Bulgaria The effect of school-based internship before and after the teacher training course The talk looks into the effect of school-based internship carried out under the Bulgarian Ministry of Education student internship project. The aim of the small scale study was to evaluate and compare 22

the usefulness of internships for students before and after the teacher training course at university. Data was collected from three main sources: trainee questionnaires, mentor interviews and academic supervisor observations. Ivanka Kamburova-Milanova, Shumener Universität –DIKPO-Varna, Bulgarien STEM/CLIL-Konzept zur Förderung der Schlüsselkompetenzen Das STEM/CLIL-Konzept ist ein innovatives und interaktives Verfahren, das eine Integration zwischen Fremdsprachenlernen und Lerninhalten aus einem anderen, nicht sprachlichen Fach des Lehrplans anstrebt. Im Beitrag werden spezifische Aspekte, Komponenten und Lernziele sowie Vorteile und Nachteile dieses Verfahrens dargestellt.Es werden Einsatzmöglichkeiten des STEM/CLIL-Konzepts sowohl im Fremdsprachenunterricht als auch im naturwissenschaftlichen Fachunterricht der Grundschule anhand von gelungenen Beispielen guter Praxis behandelt, die zur Förderung der Schlüsselkompetenzen dienlich sind. Janka Koeva, Hll. Kyrill-und-Method-Universität Veliko Tarnovo, Bulgarien Grammatikvermittlung im Schulbereich angesichts des Studentenpraktikums Der Beitrag betrachtet die wissenschaftlichen Forschungen über die Grammatik: pro und contra Grammatik, Vieldeutigkeit des Grammatikbegriffs, wesentliche Merkmale einer pädagogischen Grammatik, grundsätzliche Maßgaben für Fremdsprachenunterricht aus lernpsychologischen Grundpositionen, Grammatik lehren und lernen. In Zusammenarbeit mit Kollegen aus anderen Universitäten werden die meisten Fehler im Unterricht von Studenten festgestellt. Infolge einer Unterrichtsbeobachtung während des Studentenpraktikums wird versucht, die guten Praktika bei der Grammatikvermittlung im Schulbereicht vorzustellen. Josefa Contreras-Fernández, Universidad Politécnica de Valencia, Spain Mindfulness und Performance im DaF-Unterricht Ziel meines Beitrags ist aufzuzeigen, wie spanische Studierende in unterrichtlichen Inszenierungen mit Vorarbeit von Mindfulness-übungen nicht nur aktiviert werden und grammatikalische Strukturen erkennen, sondern auch, wie sie dabei ihr Handeln analysieren und kritisch reflektieren; wie sie die Fähigkeit entwickeln können, sich über ihre Wahrnehmungen Gedanken zu machen und ihre Handlungen mit bewusster Achtsamkeit auszuführen. Besonders soll dargestellt werden, wie Studierende ihr Problembewusstsein in Bezug auf interkulturelle Begegnungssituationen im Inland als auch im Ausland schärfen können. Júlia Zuanazzi, University of Aveiro, Portugal Teaching Portuguese as a foreign language in Portugal and Brazil The presentation will cover the previous results of a research developed by a Brazilian exchange student in the field of second and foreign language teaching with focus on the Portuguese language. This is a comparative work between Portuguese and Brazilian realities that consists of attending Portuguese as a Foreign Language classes in the University of Aveiro, Portugal, therefore identifying, analyzing, and comparing its documents, materials and methodologies. Калева Стeфка, Стоянова Елена, Шуменский университет, Болгария Лингвометодическая концепция национально ориентированного учебника В современной методике преподавания языка как иностранного все бельшее внимание обращается на учебники и учебные комплексы, учитывающую специфику языка, носителем которого является обучаемый. В докладе представлен комплекс учебников „Читаем. Говорим. Пишем...“, разработанный преподавателями русского языка Шуменского университета для целей обучения болгарских студентов-русистов, начинающих изучать русский язык с нуля. Представлены вышедшие на данном этапе 3 учебных пособия комплекса: для элементарного и базового уровня подготовки, для уровня самостоятельного владения и грамматический практикум. Анализу подвергаются методические основы составления пособий, их структура, основные рассматриваемые темы. 23

Karola Velberg, The Estonian Association of Foreign Language Teachers, Viendra Training Ltd., Estonia Listening and vocabulary via ThingLink.com Often it is very difficult to give students independent listening and vocabulary tasks that teachers can easily examine. ThingLink.com is a great tool which will make students work, is innovative, and easy to use. In this practical workshop we learn how to create a motivating listening task and also how to teach vocabulary with your own camera. Bring your laptop or tablet with you. Katalin Boócz-Barna, Eötvös-Loránd-Universität, Ungarischer Deutschlehrerverband, Ungarn Interaktionen in der neuen Lernkultur am Beispiel ungarischer DaF-Stunden Die Interaktionen erfahren im Alltag vielfache Änderungen, in den sozialen Medien entstehen Interaktionstypen, die den Fremdsprachenunterricht bereichern können. Die ungarische LehrLernkultur ist in totaler Umwandlung. Es lohnt sich näher zu betrachten, in wie weit die neuen Interaktionstypen in die Lern-Lehrkultur von Heute Eingang finden und welche Perspektiven sich abzeichnen. Im Vortrag möchte ich die Erkenntnisse meiner aufgrund videographierter DaFStunden durchgeführten Untersuchung zum Einfluss veränderter Lernumgebung auf die unterrichtliche Interaktion darstellen. Kati Bakradze, The Estonian Association of Foreign Language Teachers, Estonian Association of Teachers of English, Tallinn Co-Educational School, Estonia Bridging the future for the talented minds Talented minds are the ones who create our future. There is giftedness in each one of us; nevertheless, some students are clearly more abled ones. The talk gives an overview of the notion of giftedness, its characteristics, practical techniques to apply for the intellectually talented ones in order to nurture their needs at the level of their potential. It is the start for bridging the future for the gifted ones. Keith John Lay, Cyprus International University, Cyprus Flipping the EAP classroom through augmented reality Flipped learning, also known as the flipped classroom, and the use of augmented reality (AR) in education have arrived. With the need for practice and increasing demand for technology use, the combination of these techniques seems inevitable. This study describes a semester-long EAP course delivered using AR as the media for flipped content delivery. Twenty semi-structured interviews form the qualitative data sample upon which the conclusions presented here are based. Keith Kelly, TrashedWorld TrashedWorld – oceans and seas: Investigations for sustainability 'Oceans and Seas' is a participatory workshop where colleagues will brainstorm ideas for a new module for the Trashed World programme. Participants will get hands on experience of the existing resources and work in small groups to begin drafting investigations activities on the theme of water (rivers, seas, oceans). The ideas will then form the basis for writing and will be published in the new module. All participation will be credited on www.trashedworld.info. Keneward Hill, British Council – Bulgaria Keeping people in the picture... lest we forget! In this world where technology mesmerises everyone from the earliest age, many are so keen to jump on the techie bandwagon that it is possible that the most important factor in the classroom ends up taking a back seat. With or without gadgets, the focus is keeping the people the focus – to be sure that they figure in the picture in the future… lest we forget!

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Klaus Redl, Vienna International School, Austria Authentische Filme im Fremdsprachenunterricht Das Lesen filmischer Texte gehört zukünftig noch stärker zu unsrer Lebenswelt. Als Workshop - 40 min Fremdsprachenlehrende können wir zu diesem Vorwissen unsrer Lernenden für den Spracherwerb Brücken schlagen. In einem praxisnahen Workshop werden mit Hilfe ausgewählter Ausschnitte zeitgenössischer Filmausschnitte das Potential und mögliche Einsatzszenarien von Filmsequenzen im Sprachunterricht ausgelotet. Die Materialien eignen sich für Jugendliche und Erwachsene der unterschiedlichsten Niveaustufen. Anliegen des Workshops ist es zum Einsatz von Filmsequenzen im Unterricht zu animieren. Kyriaki Koukouraki, New York College, Thessaloniki, Greece The extensive reading approach: reading for pleasure The use of literature in advanced EFL classrooms is often overlooked, considered time-consuming, difficult, or even perceived as irrelevant. However, the targeted incorporation of literature has multiple advantages not only on the development and improvement of reading and comprehension of L2 texts, the motivation for extensive reading, but also has an incredible impact on widening students’ horizons and touching upon various topics which are taboo in course books. Ljiljana Kostandinovic, Primary school, Kladovo, Serbia A thousand teachers, a thousand methods Every archer has his own styles. Arrow can be thrown in a lot of different ways, but unless you hit the target, you will get no points. It is the same with teachers. A Chinese proverb says “a thousand teachers a thousand methods”. However, a lot of teachers use different combinations of approaches and methods, in order to bring diversity in the classroom, encourage interest, and, the most important thing, influence students’ motivation. Людмила Иванова, ВТУ „Св. св. Кирил и Методий”, България Комплексни сценарии в обучението на възрастни Сценарият (решаване на комплексен проблем с активиране на повече от едно езиково умение) може да се използва успешно в чуждоезиковото обучение при възрастни. Сред предимствата му са: активиране на различни умения с цел инструментализиране на езиковите познания за решаване на проблеми в професионалната комуникация, автономност на участника, създаване на положителна емоционална среда за решаване на проблема, преодоляване на психологическата бариера (страх от грешки) при възрастни участници. Mai Tuyet Ngo Promoting effective change in English language classrooms: TESOL teacher education program innovation in Australia’s group of eight (Go8) universities To promote effective change in English language classrooms globally, this paper suggests the three important areas of cross-cultural variation in learning and teaching, the management of pedagogical innovation, and the sociopolitical context of teaching English be integrated in innovative TESOL teacher education programs offered by Australia’s eight leading Universities. This can facilitate TESOL teachers’ recognition of the complex nature of English language teaching, helping them make socio-culturally appropriate pedagogical decisions. Man Cheung, Dramatic English, Hong Kong, China An affective approach to second language learning: Drama and ESL in Hong Kong The affective dimension to language learning is one which has been identified strongly by theorists, but is often neglected by practitioners. Dramatic English has been delivering L2 English enhancement programs in Hong Kong with the affective dimension driving the pedagogy since 2004. This practical workshop aims to impart the best of those techniques to its participants.

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Manjola Nasi, University of Tirana, Albania Kate Chopin’s characters in the classroom This presentation focuses on the experience of teaching Kate Chopin’s works at university level. Because even today questions such as morality and how much the individual can deviate from socially accepted norms arise while reading her works, we concentrate on how her characters – divided into categories according to their dynamic development within the works in which they appear – are perceived by students with regard to their naturalness, coherence, and credibility. Maria-Araxi Sachpazian, Chairperson of TESOL Macedonia-Thrace, Northern Greece The Riddle of Reading and tips for Comprehension Teachers and learners agree that reading skills are hard to acquire and even harder to maintain. How can teachers train learners to develop positive reading habits at a time when young people do not read? Why are reading skills so time-consuming to teach? What is the connection between reading and vocabulary? This session will answer these questions and offer practical tips. Maria Demyanenko, Moscow State Linguistic University (MSLU), Russia Using English fiction in teaching English as a second foreign language The presentation deals with the specifics of using fiction in teaching English to prospective interpreters and translators. It concentrates on the selection of literary works for the course of home reading, methods used in class, questions asked to elicit understanding of the reading material, and tasks given to help students understand the structure of a particular work of literature as well as recognize linguistically specific concepts of the target language. Mariana Stoyanova, Georgia College and State University, Georgia, USA Benefits of community-based projects to future language teachers The current presentation explores the benefits of a service learning project aimed to provide practical experience to advanced college learners of Spanish as an L2 who are interested in teaching languages by participating in bilingual story-time project at a local primary school. The students gain valuable experience in lesson planning and activity design and implementation in addition to honing their linguistic skills in the L2 and cultural knowledge of the Hispanic world. Marie Müllerová, Universität Hradec Králové, Tschechien Deutsch an der Uni Von der Lehrveranstaltung zur Lernveranstaltung - aktivierende und prozessorientierende Methoden im DaF-Unterricht. Im Beitrag wird eine Veranstaltung präsentiert, die seit mehreren Jahren na der Universität in Hradec Králové (CZ) organisiert wird. Ziel von dieser Veranstaltung ist, tschechische Schüler zum Fremdsprachenlernen zu motivieren und gleichzeitg künftigen Lehrern der pädagogischen Fakultät neue aktivierende Formen des Fremdsprachenunterrichts beizubringen. Marijka Dimitrova, Hll. Kyrill-und-Method-Universität Veliko Tarnovo, Mitglied des Vorstandes des Bulgarischen Deutschlehrerverbandes (BDV) Medienbasierte Kommunikationsformen im Fremdsprachenunterricht Im Vortrag wird von der Funktion und den Merkmalen der Medien (Druckmedien, audiovisuelle Medien, elektronische Medien) im Leben und im Unterricht ausgegangen. Die Vorteile des Medieneinsatzes im Fremdsprachenunterricht werden kurz angesprochen. Am Beispiel ausgewählter Kommunikationsformen (z.B. Talkshow, Blog, Forum, E-Mail ) wird ihre Leistung im Fremdsprachenunterricht illustriert und zur Diskussion gestellt. Marina Dobrovolskaya, MGIMO University, Moscow, Russia Teaching British Studies to learners of English The talk explores some aspects of teaching British Studies course to learners from non-English speaking backgrounds. The presenter will explain the key topics, including a variety of the 26

historical texts by David McDowall from “An Illustrated history of Britain”, literary works of famous writers, essays, photographs, etc. The subject is explored further through texts taken from contemporary writings including newspapers and journals. It is expected that by the end of the course a learner will feel confident using different language devices in order to create personal presentations on culture and history of Britain. Marina Samalieva, University of Plovdiv, Bulgaria The effect of workshop approach to teaching academic writing in ESL composition courses The purpose of this quantitative study was to identify the effect of Workshop approach to teaching academic writing in ESL composition classes. The sample of the study was fourteen ESL students in University of Plovdiv. The students were involved in an 14-week ESL composition course (twice weekly). Classroom observations, interviews and artifacts were collected and analyzed for this study. Findings of the study indicated that the students achieved progress in their English academic writing via the practice of writing workshops in the composition classes. Martina Bartucz, Cornelsen Verlag, Berlin, Detuschland Plurizentrik im DaF-Kurs Die Existenz nationaler Varietäten ist linguistisch für das Deutsche unbestritten. DeutschLehrwerke verstärken bis auf wenige Ausnahmen den Eindruck, es gebe nur ein Standarddeutsch und dies sei in Deutschland zu Hause. Wer sich auf einen Aufenthalt in Österreich oder der Schweiz vorbereitet, braucht Unterricht, der nicht nur auf die Lebenswirklichkeit Deutschlands vorbereitet. Gründe für die häufig fehlende Umsetzung des plurizentrischen Ansatzes sind vielfältig und werden im Workshop diskutiert. Mihaela Mihova, Sprachenzentrum der Universität Wien, Österreich Brücken schlagen durch Erzählen über-, mit- und füreinander In diesem Workshop geht es um das Erzählens einer eigenen, erlebten Geschichte. Nach einem kurzen theoretischen Input wird das Konzept des Play Back Theaters vorgestellt (interaktives Theater, bei dem die Zuschauer_innen über persönliche Erfahrungen erzählen. In der Folge können sie zusehen, wie diese auf der Bühne in Szene gesetzt werden) und von den WorkshopTeilnehmer_innen ausprobiert. Ziel dieser Aktivität ist neben aktivem Sprechen und Schauspielern ein gemeinsames Erleben einer Geschichte als Brücke zueinander. Milka Hadjikoteva, New Bulgarian University, Sofia, Bulgaria Talking about current events in class Motivating students to talk about current events in class aims to develop not only productive but receptive skills as well. The presentation focuses on an activity used to make students efficient EFL speakers when talking about topics of their interest prepared in advance. The set of skills developed in the process involve skimming, scanning, reading for detail, speaking, asking and answering questions, note-taking, summary writing, and commenting on peers’ performance. Милка Стефанова Хаджикотева, Мария Нейкова, HБУ, София, България Приложения за мобилни устройства в обучението на студенти по английски език НБУ въвежда за първи път в сферата на висшето образование в България обучение по чужд език с помощта на таблети. Иновативният образователен подход в чуждоезиковото обучение се прилага в отговор на нарастващата популярност на мобилните технологии в съвременния свят. Използването на приложенята в обучението на студенти по английски език допринася за увеличаване на активността и мотивацията, създава предпоставки за индивидуализиран подход и повишаване на ефективността в процеса на обучение.

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Miryam Diko, Universität Bukarest, Rumänien Multiethnolekte im Deutschen und Schwedischen: Funktionen vom Ghetto-Slang bei Jugendlichen In meinem Vortrag möchte ich die Hauptfunktionen der Multiethnolekte hervorheben, wie etwa Identitätsmarkierung, Gruppenzugehörigkeit, Sozialstatus und Protest, wobei ich gleichzeitig beweisen möchte, dass diese kein Zeichen von „doppelter Halbsprachigkeit” sind, und damit kein Sprachverfall, sondern Multiethnolekte sind eine äußerst interessante Herausforderung der Zweisprachigkeit. Es geht folglich um völlig bewusste Jugendliche, die auf eine kreative Weise mit der Sprache umgehen und unabhängig von ihrer Herkunft und Muttersprache, eine bestimmte Aussprache und einen bestimmten Sprachinhalt übernehmen, als eine Art, Empathie mit der multiethnischen Gemeinschaft, aus der sie Teil sind, zu zeigen. Monika Janicka, Uniwersytet Marii Curie-Skłodowskiej, Lublin, Polen Individualisierung im Fremdsprachenunterricht – Utopie oder Notwendigkeit? Durch den Paradigmenwechsel in der Didaktik, der den Schwerpunkt des Interesses von der Lehrperson auf den Lerner übertragen hat, wurde u.a. der Blick für die „Individualisierung der Lehr-Lernprozesse“ geschärft. Da aber der Begriff „Individualisierung“ mit einer Bedeutungsvielfalt beladen ist, wird in dem Vortrag der Versuch unternommen, Möglichkeiten und Grenzen von Individualisierung im Fremdsprachenunterricht unter Bezugnahme auf ausgewählte Studien zu eruieren. Montasser Mohamed Abdelwahab Mahmoud, College of Languages and Translation at AlImam University, Saudi Arabia Misalignment between university translation courses and the labour market This study aims to explore the status of translation courses taught at Al-Imam University, College of Languages and Translation and identify how much they provide graduates with the skills that equip them for the job market of translation. This study reflects upon the main problem that lies in the gap between what’s needed and what’s being taught; the incompetence of translation courses and programs to provide the right skills for employability, and the inadequacy of such courses and programmes to bring the learning experience closer to the reality of the working environment in the field of translation. Natalija Kotar, Osnovna šola Brinje Grosuplje, Schuldirektorin, Slowenien Ein Blaues Pferd und Eine Grüne Kuh Auch die Kunst im Unterricht kann äußerst attraktiv ausgeführt werden. Dies zeigt die Präsentation mit Blauem Pferd und grüner Kuh. Die Kinder lernen dabei ihre unmittelbare Alltagswirklichkeit genau wahrzunehmen und sich spielerisch und kreativ mit ihr auseinanderzusetzen. Dass dabei auch Deutsch gelernt wird, geschiet fast nebenbei, denn für die Kinder steht die spielerische Gestaltung im Vordergrund. Integriert werden auch kleine Tricks und Muntermacher im Unttericht, damit die Kinder Deutsch mit Freude lernen. Наталья Серпикова, Московский государственный университет путей сообщения (МИИТ), Гуманитарный институт, Москва, Россия Профессионально ориентированное обучение иностранным языкам в техническом вузе Доклад посвящен методике обучения иностранному языку как студентов технических вузов (бакалавров и магистрантов), так и специалистов-практиков с учетом их профессиональной деятельности. Данный подход усиливает мотивацию учащихся, повышает их заинтересованность в конечном результате. Интерактивные формы работы способствуют снятию у учащихся языкового барьера. Внимание уделяется всем видам речевой деятельности – аудированию, говорению, чтению и письму.

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Neli Miteva, Konstantin-Preslavsky-Universität Schumen, Bulgarien Referate vorbereiten und halten im Studium – sicher und überzeugend auftreten Referate sind ein fester Bestandteil des Studiums, sie bereiten aber einem Großteil der Studierenden enorme Schwierigkeiten und Stress. Vor anderen reden zu müssen ist für viele Studenten eine enorme Belastung und für viele wird die mündliche Präsentation eines Referats mit dem Vorlesen einer Hausarbeit gleichgesetzt. Der vorliegende Beitrag geht auf die Kenntnisse und Strategien, die Studierenden vermittelt werden sollen, um sicher und überzeugend auftreten zu können. Es wird Zwischenbilanz gezogen und Schlussfolgerungen gemacht über die Schlüsselkompetenzen, die die erfolgreiche Vorbereitung eines wissenschaftlichen Referats und dessen Präsentation sicherstellen. Николина Бурнева, ВТУ „Св. Св Кирил и Методий“, България Културните реалии – дидактически фокус на чуждоезиковото обучение в Европа Уъркшопът произтича от наблюдения при подготовката на учители (в бакалавърска и магистърска степен на ВТУ) и при квалификационни семинари на вече завършили специалисти. Културните реалии са представени в гъвкава понятийна и дискурсивна система, позволяваща и конкретни анализи с дидактическа цел, и потенциално неограничени възможности за обогатяване на корпуса с нови позиции. Целта е участниците да работят в екип, за да създадат една примерна методическа единица с мултикултурна структура. Nur Cebeci, Trakya University, Turkey Teacher as a catalyst: Prospective teachers’ perspective In this study, the term catalyst teacher is determined, and teacher role as a catalyst is examined from the perspective of prospective teachers. Prospective teachers at ELT Department of Trakya University were interviewed through semi-structured interview to explore their understanding of teacher cognition. The investigation was carried out within three different dimensions: their previous learning experiences; their recent experiences, and their school practicum experiences – in terms of mentor teachers’ roles. Olesia Serebrova, Moskauer Städtische Pädagogische Universität, Russland Innovativer Deutschunterricht mit Bewegung und Comics Diese Arbeit hat sich das Ziel gesetzt einige Methoden des innovativen Unterrichts darzustellen. Der Unterricht muss Spaß machen und die Lerner motivieren. Motivierend wirken abwechslungsreiche und interessante Aufgaben, wie z.B. Bewegung, Musik oder Comics. Mit der Bewegung und Comics kann man wie Grammatik als auch Phonetik oder Wortschatz üben. Energieaufbauübungen bringen Leichtigkeit in den Unterricht, entspannen die Lerner und machen die Atmosphäre lockerer. Olja Milosevic, International School of Belgrade, Serbia Get your students excited about learning! Throughout our teaching careers, we all compile a large collection of activities that work in most situations. I will share with you some of my favorite easy-to-implement classroom activities that have stood the test of time. You will experience speaking and writing tasks that require a little preparation but encourage students to produce a lot of language. Owain Llewellyn, British Council – Bulgaria Sustainability in English: Real topic, real language, real purpose! What is the most fascinating, relevant and motivating topic for the English language classroom? A top candidate is the environment. In case you were wondering if you read that right, yes, it is the environment! Would you like to know more? Hear Owain Llewellyn, author of ground-breaking ELT blog www.eltsustainable.com argue the case while showcasing startling, effective and up-todate lesson ideas and you’ll never again relegate the topic to the final lesson of term.

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Пахалкова-Соич Татьяна, Морозова Лана, Харьковский национальный университет радиоэлектроники, Харьков, Украина Формирование языковой системы второго языка в ситуации учебного двуязычия Языковая личность обязана учитывать картину восприятия мира при моделировании высказываний. Таким образом, можно говорить о национально-культурном маркировании. Следовательно, необходимо формировать у учащихся готовность к социальному взаимодействию для совместного решения различных проблем и достижения взаимопонимания, толерантного отношения к народам, язык которых изучается. Результатом внедрения лингвокультурологического подхода становится формирование лингвокультурологической компетентности. Один из шагов в этом направлении – проведение уроков-конференций в условиях билингвизма Украины. Péguret Muriel, York university, Toronto, Canada Communication ou apprentissage de la langue lors d’une tâche ? Alors que l’approche actionnelle influence nos pratiques, il importe de prendre en compte les avertissements de la recherche. Selon Griggs (2009), une tâche communicative peut empêcher de penser à la langue seconde en contexte. C’est un problème observé dans les programmes d’immersion pré-universitaires au Canada. A l’université, il faut alors former nos étudiants à faire attention à la langue pendant la communication. Dans cet objectif, nous présenterons deux activités pédagogiques. Penny Ur, Oranim Academic College of Education, Israel Making textbook exercises interesting Perhaps the best way of motivating students is to make our lessons interesting. One problem with this is that the textbooks we use may not engage their interest: topics may not be relevant or attention-catching; tasks may not involve any interesting challenge. In this workshop we shall look at, experience and discuss some textbook activities, and see what makes them more – or less! – interesting for participants. In conclusion, we shall try to define some practical theories about what is and is not conducive to learner interest in classroom activities. Polina Mitkova, Varna University of Management, Varna, Bulgaria Teaching refusals in business communication to Bulgarian native speakers This presentation will look at the ways Bulgarian native speakers express the speech act of refusal in business situations and consider some approaches for teaching it in English. Rada Vasileva, Universität “Hll. Kyrill und Method“ Veliko Tarnovo, Bulgarien Syntaktische Transformationen in der Übersetzung Im Beitrag werden kompliziertere bzw. doppeldeutige syntaktische Strukturen behandelt, die das Verständnis von anspruchsvolleren deutschsprachigen Texten erschweren (z. B. erweiterte Attribute, längere, überladene Sätze, doppeldeutige Präpositionalphrasen). Es wird gezeigt, wie die Anwendung syntaktischer Transformationen zur Effizienz im Übersetzungsunterricht beitragen kann. Recep Ragıp Başbağı, Marmara Universitæt, Turkey Vergleichende Landeskunde – ein Projekt im DaF Im Vortrag mit dem Titel “Vergleichende Landeskunde – ein Projekt im DaF” sollen Ergebnisse eines Projektes dargestellt werden. Hierbei sollen die von Studierenden erstellten Posterbeitræge zu unterschiedlichen landeskundlichen Themenbereichen aus einem kontrastiven Aspekt heraus im DaF-Seminar an der Lehrerausbildung der Marmara Universitæt thematisiert werden. Ziel des Beitrages ist es, durch einen interessanten Informationsaustausch unter Student/Innen zur KulturGeographie und Geschichte zu gewinnen.

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Renata Straková, Grundschule Lidická, Hrádek nad Nisou, Tschechien Grenzenlos voneinander lernen, mit den Grenzen miteinander leben Wie läuft die Zusammenarbeit unter mehreren Partnerschulen im Dreiländereck Tschechien, Deutschland und Polen? Wie und was können wir voneinander lernen, wie können wir miteinander leben? Die Schule in Hrádek nad Nisou in Tschechien kooperiert seit 15 Jahren mit anderen Schulen in Deutschland und Polen. Sind Sie neugierig, wie sich unsere Schüler miteinander helfen können oder was Schüler im Rahmen der Kooperation an den deutschen und tschechischen Seiten erleben? In meiner Präsentation stelle ich einen Einblick in diese fünfzehnjährige Zusammenarbeit an der Primar- und Sekundarstufe der Partnerschulen vor. Rob Howard, EFLtalks/ Founder EFLtalks – teachers teaching teachers – connecting educators worldwide EFLtalks is an open and free space for Teacher Development for EFL teachers worldwide. EFLtalks, which has top-named, veteran teaching professionals producing archived videos available year-round was nominated for the 2016 ELTon Award. Our innovative concept uses 10-minute, 10 slide video presentations, archived on our site, to offer the latest technology, methodology and terminology available globally. The speaker will tell you about the global project and how you can join. Robson Carapeto-Conceição, Europa-Universität Viadrina, Germany Identitätsprozesse im transkulturellen Rollenspiel – Eine Methode für Unterricht und Forschung Im transkulturellen Ansatz geht es darum, sprachlich-kulturelle Grenzen im kommunikativen Vorgehen durchlässig zu machen, indem Identitäten ständig neue Gestalten gewinnen. Betrachten kann man das als Praxis der Alterität sowie als hybride Kompetenz und Zweck des Sprachlernens. Durch Fragenstellen und Rollenspielen entwickeln sich Lernende und Lehrende Bewusstsein dafür, dass Identität und Sprachen praxisdefiniert sind, weil sie sich verflechten und aus Verflechtungen entstehen. Dem ethnografischen Forscher führt es zur Offenbarung neuer Spracherwerbsprozesse. Rumyana Todorova, Konstantin Preslavsky University of Shumen, Bulgaria EFC cultural awareness: Brexit – creating or destroying bridges to the future The talk deals with raising cultural awareness in English Studies students at Shumen University through issues related to Brexit and its aftermaths based on opinions and interpretations from UK citizens, blogs, media and Internet information (articles, advertisements, video clips and sketches) and students’ reflections and knowledge about the matter in question. It summarizes students’ discussions of these materials and presents various activities connected with the respective topic. Sanja Tasic, ELTA, Serbia Minimal Resources for Maximum Effectiveness Responding to the needs of its members is a very important aspect of the functioning of an association. One of the ways in which ELTA Serbia does this is the project ‘Small Bites for Teaching and Learning English,’ which will be presented in this workshop. It consists of several useful activities which require only a piece of paper and a pen, are easily prepared by the teacher and very much enjoyed by the students. Sevginar Dincherova, Konstantin-Preslavsky-Universität Schumen, Bulgarien Die Rolle der kulturspezifischen Missverständnisse beim Fremdsprachenlernen Beim Fremdsprachenlehren und -lernen bereiten die grammatischen und kulturellen Unterschiede viele Schwierigkeiten, weil jede Sprache ihre eigenen sprachlichen und kulturellen Eigenschaften hat. In dieser Studie wurde festgestellt, dass zwischen dem Deutschen und Bulgarischen und dem Deutschen und Türkischen viele Unterschiede und Ähnlichkeiten vorhanden sind. Sie sind kontrastiv untersucht worden, damit die Lernenden beim Kommunikationsprozess problemlos und von Missverständnissen frei kommunizieren können. Hier wurden besonders einige 31

kulturspezifischen Phraseologismen, Verwandtschaftsbezeichnungen und andere Wörter auf der sprachlichen Ebene analysiert. Slavica Stojchevska, Primary School 11 Oktomvri, Kumanovo, R. Macedonia Are you ready for a quiz? Quiz time seems to be the perfect solution for flavoring the regular activities, helping students learn ina memorable way and creating a game-oriented classroom. Participants will explore the game concept of the quiz for achievement of lesson's aims while participating in dynamic and enjoyable quiz activities with the use of everyday objects. Afterwards, several digital tools for creating and playing quizzes that promote language learning will be presented. Стамена Христова, Частна детска градина „Мечтатели”, директор Обучение на деца по английски език: Learning English is Fun! Проектът Learning English is Fun! цели да предостави и популяризира иновативна педагогическа практика, насочена към цялостното детско развитие чрез използване на игри и игрови упражнения в ранното чуждоезиково обучение на деца и ученици от 3 до 9 годишна възраст. В рамките на проекта са изработени специфични образователни продукти, смислово съгласувани със съвременните психолого-педагогически науки и експериментално проверени във всички свои компоненти. Stefka Kitanova and Vasil Chakarov, FACT world/AEDE Bulgarian section European literacy – literacy for Europeans How important is the literacy for European citizenship? The presentation will focus on the common framework for European citizenship education with some practical examples. Svetlana Dimitrova-Gyuzeleva, New Bulgarian University, Bulgaria 2 in 1: Life skills and career development through English Preparing young people for their future professional and/or academic career is one of the key priorities in the Bulgarian education system and EU education policy. The present workshop will zoom in on some of the more creative solutions offered in the Erasmus+ partnership project "BE READY - Life Skills and Career Development: Helping Young People Progress into Success", which integrate career guidance activities into the foreign language classroom. Svetlana Nedelcheva, Konstantin Preslavsky University of Shumen, Bulgaria Teaching phrasal verbs through corpus linguistics This study focuses on the widely used in contemporary English phrasal verbs (PV). They are challenging to foreign language learners not only because they are numerous in number but also with their multiple meanings. Polysemous phrasal verbs are seen from a new perspective with the development of cognitive linguistics. Here we provide some promising suggestions to teaching PVs using a cognitive-based approach to help EFL learners memorize phrasal verbs more efficiently. Syana Harizanova and Svetla Tashevska, New Bulgarian University, Bulgaria Professional development for Bulgarian EL teachers today – needs and opportunities If you believe that teaching is also all-time learning, you are probably looking for opportunities to increase and improve your professional competence, no matter if you are a beginner or an experienced teacher. The aim of this discussion is to review the current needs of Bulgarian teachers of English and to outline the existing mechanisms for and main providers of in-service teacher training in Bulgaria. Teachers, teacher trainers and education policy developers are all welcome to contribute with relevant suggestions, ideas and personal experience.

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Tatjana Atanasoska, Centre for Teacher Education, University of Vienna, Austria German as a foreign language at schools in Scotland, Sweden and Macedonia – a comparative study This presentation compares the curricula of German as a modern language at secondary schools in three European countries: Sweden, Scotland and Macedonia. German at schools in these three countries can be called a “small” subject, as student numbers are dwindling, as are teachers’ numbers. While this is surely the case for Sweden and Scotland, the juxtaposition with a country in a very different part of Europe can shed some light on differences and similarities. Temenuzhka Seizova and Petranka Ruseva, Shumen university, College-Dobrich, Bulgaria BYU-BNC and some ways of expressing inducement in classroom language Imperatives are recognized as the most common clause type used for expressing inducement in the classroom, nevertheless there are other possibilities used by native speakers for the same purpose in the English language as attested by the corpus. The paper pays attention to the interrogatives and declaratives with the modals can/must/will in addition to the well-known structures. It explores spoken classroom language drawn from the BYU-BNC corpus analysis and offers conclusions in conformity with the results. Tery Lemanis, Express Publishing, ELT Consultant Gamification: Practical application Gamification is the application of game-design elements and principles in non-game contexts. Organizations, governments, and corporations are all utilizing gamification to motivate users, and engage employees and customers. Game-enhanced learning can also be utilized in education with great benefits. Not only can it help improve student motivation and knowledge gain, but also provide learners with an opportunity to develop cognitive, social and emotional skills. Tery Lemanis, Express Publishing, ELT Consultant Platforms, DigiBooks аnd Dog-Proof Homework During this presentation, we will demonstrate some of the possibilities that the digital versions of course material and the corresponding online platforms can provide for schools, students and teachers. We will demonstrate some of the basic functions and look at how they can make language learning flexible and organized for students at all levels. Valya Kaschieva, Technical University -Varna, Bulgaria Understanding culture in the process of learning When translated into language teaching and learning, the so called knowledge-based view of culture often takes the form of teaching information about another country, its people, its habits, cultural perspectives and so on. Culture is not, however, simply a body of knowledge but rather a framework in which people live their lives and communicate shared meanings, creating meaningful patterns. This ‘cultural’ pole implies the development of knowledge about culture which remains external to the learner and is not intended to confront or transform the learner’s existing identity, practices, values, attitudes, beliefs and worldview. Violeta Karastateva, Technical University of Varna, Bulgaria The challenges of ESP syllabus design Syllabus design is an essential part of lecturers’ duties at tertiary level. It is both a routine and creative process subjected to various requirements and restrictions. The author shares her experience in designing ESP syllabi for different specialities at the Technical University of Varna. The multiple problems and concerns accompanying this challenging activity are discussed. A sample syllabus for Automation Engineering students demonstrates how to meet professional standards along with actual students’ needs.

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Zarina Markova, SWU ‘Neofit Rilski’, Blagoevgrad, Bulgaria I am Laughter: Lessons from a dance with creativity In this talk, I will share gleanings from my 7-year exploration of creativity and creative writing in the primary classroom. First, I will describe briefly the preconditions for successful creative writing with young learners. We will then focus on samples of creative products and discuss what they can teach us about children’s world. Finally, we will consider the potential of such products for teaching moral and aesthetic values. Zhivka Ilieva, Dobrich College, Shumen University, Bulgaria Desislava Terzieva, Estliya Ltd, Bulgaria End of the year celebrations with very young learners The presentation focuses on the end of the school year feasts at the kindergarten. They aim to motivate children and parents, to raise their interest in EFL learning, to show what the children have learned, to attract more children. These presentations usually include singing songs, saying rhymes, solving quizes, performances (drama). Some of the activities can be used with young learners as well. Zsuzsanna Adrigan, Szechenyi Istvan Universitat, Ungarn Fachsprachenunterricht in Deutsch für zukünftige Lebensmittel-, Agrar- und landwirtschaftliche Maschinenbauingenieure an der Széchenyi István Universität in Ungarn Zur Durchführung eines erfolgreichen Fachsprachenunterrichts braucht der Lehrer außer den pädagogisch-didaktischen Fähigkeiten auch fachwissenschaftliche Kenntnisse. Um den Fachsprachenunterricht effektiv zu gestalten, muss die unterrichtende Person die Ziele dieser Zielgruppe vor Augen halten. Der kommunikative Ansatz bekommt eine größere Rolle als die sprachliche Richtigkeit. Im Vortrag wird das Ergebnis einer Untersuchung unter den Studenten präsentiert, die die Motivation und die Meinung der Lernenden über den Unterrichtsinhalt, die Entwicklung der Fertigkeiten, die Aufgabentypen bzw. deren Brauchbarkeit in ihrem späteren Berufsleben vorstellt. Solche Rückmeldungen sind für den Lehrer von großer Bedeutung, um den Fachsprachenunterricht praxisorientiert gestalten zu können, was auch der Oualitätssicherung im Hochschulwesen dienen sollte. Zuzana Tomaš, Eastern Michigan University, USA More than paraphrasing and citing: Understanding rhetorical functions of referencing Recent work in effective academic writing built on using outside sources suggests that it’s important to teach students how references function rhetorically in academic writing. However, most textbooks and online resources continue to promote decontextualized paraphrasing activities with few opportunities for students to engage with more authentic aspects of source use. This session introduces the rhetorical functions of referencing and provides academic writing teachers with instructional materials to teach them.

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