Poster Sessions

Monday 13 May | Tuesday 14 May | Wednesday 15 May | Thursday 16 May | Friday 17 May

Friday 17 May

POSTER SESSIONS
An exhibition of 13 posters. Each poster presentation takes about 10 minutes, so take advantage of the time you have and familiarise yourself with as many interesting posters as possible.
Place: R&D Showroom (B lobby)
Time: 8.30 – 10.00

POSTER 1:
Learning English through the (Re)discovery of a Movie (Mr. Nobody, 2009),
Mr. Jean-Philippe Thiriart, ISFSC, Belgium

Description: As an English teacher and also a cinema critic, I would like to help other English teachers to see or revisit the film, Mr. Nobody (Jaco Van Dormael 2009), with fresh eyes. Although this is a Belgian film, both in terms of its director and financing, it has an international cast and is in English. The main theme raised by Van Dormael is universal, how one decision leads to and influences future decisions. I honestly believe that this is a film that everyone can relate to. I would like to offer other teachers valuable material to introduce Mr. Nobody in the classroom using key elements such as the film poster, the trailer, music and film reviews.

POSTER 2:
Kahoot! and Curiosity,
Ms. Õie Tähtla, Tallinn Health Care College, Estonia

Description: There are 4 options one can use when creating a Kahoot! game. Usually teachers use quiz-mode. I would like the teachers to be curious and discover other modes, too: jumble, discussion and survey. Therefore I would like the ways I have used other modes with the students, so that everyone could test it back at home.

POSTER 3:
Project: Bilingual Dialogue Guide for Acute Nursing, Finnish-Swedish,
Ms. Sari Myllymäki, Tampere University of Applied Sciences, Finland

Description: I would like to present our project and show that the language teachers also have other duties, like project manager. Also many students are involved in this and I can tell about their roles too. The goal of the project is to compile a public, bilingual dialogue guide for acute nursing. The guide will be usable as training material and in the working life. The aim of the guide is to improve both patient safety as well as communication and interaction skills between the customer/next of kin and the nurse. The project also develops the teaching of Finnish and Swedish languages through activating teaching methods. The partners in the project are TAMK, Novia (Vaasa) and Svenska samskolan (Tampere). The project ist financed by Svenska Kulturfonden.

POSTER 4:
País Vasco, ¡ven y cuéntalo!,
Ms. María Estefanía Aguirre, Friedrich-Alexander University Erlangen-Nürnberg, Germany

Description: Un pequeño viaje por la perla del norte de España: El País Vasco, ¡ven y cuéntalo! Bidai ikusgarri bat Euskal Herritik – Zatoz nirekin, ongi etorri! – verdes y salvajes paisajes, – fiestas, tradiciones, música, bailes, deportes, – una lengua exótica y – una estupenda gastronomía.

POSTER 5:
Or Am I Mistaken?,
Mr. Martin Schnell, University of Augsburg, Germany

Description: Objective: A critical self-evaluation of foreign-language competence; Approach: Students (at the B2+/C1 level in English) receive a modified version of a newspaper article about a controversial topic; they enter into a discussion of the subject matter usually quite eagerly, but typically do not notice mistakes/weaknesses which were built into the text. Once they are told to read the text more closely, they tend to question all sorts of passages, including ones that are perfectly correct. The exercise has worked well as an “eye-opener” at the beginning of a writing class.

POSTER 6:
Achievements and Problems during the Project Work in Business German Classes,
Ms. Judit Török, Budapest Business School, Hungary
Mr. András Kétyi, Budapest Business School, Hungary

Description: Due to challenges of the labour market and changed habits and learning attitudes of the generation Z our team led in the project based language learning (PBLL) in September 2017. The poster aims to present a mixed research, our sample is first year-students learning Business German (n=65). Results show how the students have developed their problem-solving skill. Students solve complex problems that have no single correct solution, assess other students’ work, they convey their ideas using media and always have an output presenting it in front of an audience. But one of the main goals of PBLL is to develop both the personal and social responsibility of students. The focus of our question is how to increase students’ motivation and curiosity in order to well-balanced work and more complete project result? The second question: how teachers should evaluate students work regarding different contribution?

POSTER 7:
ESP Learning Portfolio,
Ms. Jolita Sliogeriene, Vilnius Gediminas Technical University, Lithuania

Description: Nowadays in the age of information technology when social media in education has become the buzz phrase, teachers tend to look only at the progress tests and final examination results of their students while ignoring the process of learning and competence based approach leading to the selfregulated development of certain skills. Portfolio is a tool that reveals a clear picture of the student growth and development. The paper presents the results of the research based on the implementation of language learning portfolio in and outside classroom. The article describes students attitude shift in selftracking progress and the development of selfregulated learning.

POSTER 8:
Students’ Video Projects in the Lithuanian Language (as a Foreign Language),
Mr. Giedrius Zidonis, Lithuanian University of Health Sciences, Lithuania

Description: Why do students willingly choose video projects as independent homework? Why is this useful? Video projects in first-year student groups. A student survey.

POSTER 9:
Enhancing Speaking through Real-life Situations,
Ms. Isabel Chumbo, Polytechnic Institute of Bragança, Portugal

Description: The IPB Language Centre trains students who go on an Erasmus + exchange through semester long courses in English during which all four skills are focused on. Since a mobility period is demanding for students in terms of speaking, several real life activities are introduced into the classroom to enhance their skills and boost their confidence. The aim of this presentation is to demonstrate how real life situations can be successfully introduced in language-related educational settings and to provide feedback on the students learning experience with regards to their speaking skills. This experience was carried out over the last three years thus allowing to overcome the gap between a standardized classroom speaking activity and to improve performance in real life situations.

POSTER 10:
Coursebooks and the Diversity in the Classroom,
Ms. Clara Lara Terrero, Universitat Autònoma de Barcelona, Spain

Description: This poster reflects upon the EFL coursebooks currently in use around the world. Coursebooks are still a very useful asset. Most teachers use a coursebook. However, we are concerned with how coursebooks represent the variety of social groups and the relationship between the programs, the books selected, the learners and the teachers. We will recommend critical ways to improve the use of coursebooks so as not to be detrimental to our students but use them as a tool to question prejudice.

POSTER 11:
VIR_TEACH: A Comprehensive Language Teacher Training Digital Platform,
Ms. María Amor Barros del Río, University of Burgos, Spain

Description: According to recent studies developed by the European Commission, there is an urgent need to improve Initial Teacher Education (ITE) to make it more attractive, collaborative and system-wide focused. Some of the detected shortcomings are poor competencies and selection, short term vision and poor evaluation system performance. Moreover, as labour mobility is in continuous growth, there is no unified format for teacher training at European level. In the light of this situation, VIR_TEACH: A VIRtual Solution for a comprehensive and coordinated training for foreign language TEACHers in Europe is an international project (co-funded by Erasmus+) whose aims are; to create a digital tool to improve the postgraduate certificates on Masters on Education (Foreign Languages): to provide teachers, researchers, student teachers and policy-makers with open-source tools and resources; to raise and homogenise the required competencies for an efficient and high-quality teaching labour at Secondary Education stages, developing methodologies and systematic analysis of the current situation in the EU and deploying a set of resources for taking the right steps and progress steadily in the right direction; to implement training activities for teachers and students; to create a reference digital platform to share good practices; to contribute to the convergence of curricular formats in terms of foreign language teacher training at a European level. In summary, the project’s goal is to promote long-term cooperation in joint virtual programs for teacher training and therefore, to create an international network of excellence in the field of language teacher training.

POSTER 12:
Virtual Language Learning for Students with Special Needs,
Ms. Concetta Sigona, University of Burgos, Spain

Description: The accessible online environment, designed through the EN-ABILITIES project funded by Erasmus+, develops tools aimed at encouraging autonomous language learning for people with disabilities, in formal and no-formal education settings. The project provides adult students with Special Educational Needs (SEN) with a suitable and tailored tool to learn languages, contributing to improve and extend their opportunities to education. This virtual environment aims at: improving and extending the supply of high quality learning opportunities tailored to the needs of individual; developing tools to encourage autonomous language learning for adult students with SEN, in formal and no-formal education settings, through a Virtual Learning Environment (VLE); drafting practical guidelines to professionals with the main aim to equip them with the required knowledge to create and/or adapt accessible resources for language learning. Furthermore, this innovative approach enhances students’ learning experiences by including computers and the Internet in the learning process through communication, producing work, resource hub, dynamic home pages, links to outside sources, embedded content, podcasts and videos.The expected results of this on-going project will contribute to reduce burden in formal and non-formal education and language training. Moreover, they will increase among SEN students their language competences and their capacity to communicate at a European level and, consequently, their employability, their civic participation, their mobility, and their social inclusion.

POSTER 13:
Teaching Languages across Frontiers,
Ms. Lyudmila Shvydka, Cherkasy National University, Ukraine

Description: The aim of this session is to present Cherkasy National University which is a well-established regional university in Ukraine. One of our major subdivisions is Education and Research Institute of Foreign Languages that trains teachers of foreign languages. At present both faculty and students are facing the problem of limited academic mobility opportunities caused by the challenging social and economic situation in Ukraine. To provide quality linguistic preparation of would-be teachers the university invites native speaking professional instructors from Germany, the US, Poland etc. Also, the Institute of Foreign Languages maintains close ties with Goethe-Institute, British Council and Peace Corps Ukraine. Teachers and students participate in Fulbright scholarship programs and DAAD, as well as regularly intern at Polish universities. Our institute is interested in getting acquainted with the European experience of teaching foreign languages and we hope to attract cooperation of international professionals in this field.