PROGRAMME AND ABSTRACTS

PROGRAMME AND ABSTRACTS 4 6 September 2014 Fribourg, Switzerland Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices Sprachenzentren an Hochschulen: Mehrsprachige Profile und Praxis von Mehrsprachigkeit erkunden und gestalten Centres de langues dans l enseignement supérieur: Concevoir et explorer des profils et des pratiques plurilingues Centri Linguistici Universitari: Esplorare e Formare Profili e Pratiche Plurilingui - 1 -

Cover photo : Croci&du-Fresne Fotografie - 2 -

CONTENTS COMMITTEES... 4 Steering Committee... 4 Programme Committee... 4 Scientific Committee... 4 WELCOME... 5 PLENARY SPEAKERS... 6 ROUND TABLE... 7 GENERAL INFORMATION... 8 CONFERENCE PROGRAMME... 10 ORAL PRESENTATIONS... 12 Thursday 4 September 2014 (afternoon session)... 12 Friday 5 September 2014 (morning session)... 14 Friday 5 September 2014 (afternoon session)... 16 Saturday 6 September 2014 (morning session)... 18 POSTER PRESENTATIONS... 20 Friday 5 September 2014... 20 ABSTRACTS BY THEMES... 21 Teaching methodologies, learning and media... 21 Plurilingualism for academic and professional purposes... 39 Assessment and alternative forms of assessment... 47 Staff and quality development... 54 Policy and policy implementation... 58 MAGICC... 66 Translation... 72 POSTERS... 75 INSTITUTIONAL SUPPORT... 81 COMMERCIAL EXHIBITORS AND SPONSORS... 81 CONFERENCE MAP... 82 AUTHOR INDEX... 84 A FEW WORDS OF THANKS... 86-3 -

COMMITTEES Steering Committee Sabina Schaffner Petra Gekeler Stefanie Neuner-Anfindsen Elisabeth Paliot Walter Seiler President, Language Center of the University of Zurich and ETH Zurich Member, Language Centre of the University of Basel Member, Host, Language Centre of the University of Fribourg Member, Language Centre EPF Lausanne (UNIL) Member, Language Competence Centre, Zurich University of Applied Sciences Programme Committee Ueli Bachmann Paulette Bansac Claudine Brohy Anna Dal Negro Daniela Fernando Brigitte Forster Vosicki Petra Gekeler Stephan Meyer Elisabeth Paliot Sabina Schaffner Iris Schaller-Schwaner Language Center of the University of Zurich and ETH Zurich Zurich Language Centre of the University of Fribourg/Freiburg Language Center of the University of Zurich and ETH Zurich Zurich University of Applied Sciences Language Centre of the University of Lausanne Language Centre of the University of Basel Language Centre of the University of Basel Language Centre EPF Lausanne (UNIL) Language Center of the University of Zurich and ETH Zurich Language Centre of the University of Fribourg/Freiburg Scientific Committee Gillian Mansfield Anne-Claude Berthoud Daniela Forapani Marta Genís Anne Räsänen President CercleS University of Lausanne Università degli studi di Parma Secretary General CercleS University of Jyväskylä - 4 -

WELCOME Dear colleagues It gives me great pleasure to welcome you all to Switzerland and to the University of Fribourg. The Association of Swiss Language Centres in Higher Education (Fremdsprachenunterricht an Hochschulen in der Schweiz, IG-FHS / Enseignement des langues dans les Hautes Ecoles en Suisse, GI-ELHE, and the Language Centre of the University of Fribourg) are honoured to host the 13th CercleS International Conference in Fribourg, Switzerland, on 4-6 September 2014. The European Confederation of Language Centres in Higher Education (CercleS) has been promoting interaction and cooperation between different institutions involved in language teaching in Europe since 1991, bringing together language centres, departments, institutes, faculties and schools in higher education whose main responsibility is the teaching of languages. The conference theme, Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices, reflects the important role of language centres in higher education in 7 areas: 1. Teaching methodologies, learning, and media 2. Plurilingualism for academic and professional purposes 3. Assessment and alternative forms of assessment 4. Staff and quality development 5. Policy and policy implementation 6. MAGICC - Modularising Multilingual and Multicultural Academic Communication Competence 7. Translation and terminology management What I hope you will remember the CercleS 2014 conference for is not only its academic programme, but also the friendly atmosphere of the university and its staff, the lively discussions at the sessions and the Round Table, the inspiring keynotes, the beautiful old town of Fribourg, the social programme and the smooth organisation of the conference. As you probably will agree, a successful conference is not only about academic exchange. It is also and maybe even more importantly about meeting colleagues and friends and making new acquaintances. On behalf of the conference organizing committee: Welcome to Fribourg, and enjoy the conference! Sabina Schaffner President of IG-FHS - 5 -

PLENARY SPEAKERS In his role as State Councillor, CHARLES BEER was responsible for the department of public education, culture and sport. In this capacity, he was also a member of both the Swiss Conference of Cantonal Ministers of Education (EDK) and the Inter-cantonal Conference of Public Education for French- and Italian-speaking Regions of Switzerland (CIIP). He developed a language policy within the framework of the Swiss harmonisation process (HarmoS) and worked to introduce a curriculum for the French-speaking region (PER). This included establishing cantonal measures to consider the place of Latin and the role of the native languages of pupils with migrant backgrounds. At the level of postcompulsory education, he extended the range of bilingual Matura programmes at Swiss high schools and developed a teacher training programme within the framework of the PER. He was also a strong advocate of language exchanges. On December 18 2013, the Federal Council has appointed Charles Beer as new President of Pro Helvetia. ALEXANDRE DUCHÊNE is Professor of Sociolinguistics at the University of Fribourg and Director of the Institute of Multilingualism at the University of Fribourg/University of Teacher Education, Fribourg. His research investigates the links between language and social inequality, political issues pertaining to linguistic minorities, multilingualism in the new globalised economy, as well as the role played by linguistic competences in processes of social selection (at school, in the workplace, etc.). His numerous publications include: Ideologies across Nations (2008, Mouton de Gruyter), Discourses of Endangerment (with Monica Heller, 2007, Continuum), Langage, genre et sexualité (with Claudine Moïse, 2010, Nota Bene), Language in Late Capitalism: Pride and Profit (with Monica Heller, 2012, Routledge) and Language, Migration and Social Inequalities (with Melissa Moyer and Celia Robert, 2013, Multilingual Matters). Alexandre Duchêne is President of the Francophone Network of Sociolinguistics (RFS) and Vice President of the Swiss Association for Applied Linguistics (Vals- Asla). UTE SMIT is Associate Professor of Applied Linguistics at the Department of English Studies, University of Vienna. Her current research and publications focus on English as a lingua franca, English-medium instruction at the tertiary level and content-and-language-integrated learning. She has also published on teacher education, motivation in language learning and English in South Africa. Currently, she is a member of an international research project on Language and content integration: Towards a conceptual framework (ConCLIL), financed by the Academy of Finland. Her major publications include Integrating Content and Language in Higher Education (AILA Review 25, ed. with Dafouz 2012), English as a Lingua Franca in Higher Education (2010), Language Use and Language Learning in CLIL Classrooms (ed. with Dalton-Puffer 2010), Empirical Perspectives on CLIL Classroom Discourse (ed. with Dalton-Puffer 2007), A New English for a New South Africa? Language Attitudes, Language Planning and Education (1996) - 6 -

ROUND TABLE CLAUDINE BROHY was raised multilingually in Switzerland. Originally trained as a language teacher and later as a sociolinguist, she currently teaches linguistics and German as a second/foreign language at the bilingual University of Fribourg/Freiburg, where she also serves as teacher trainer for CLIL. She has participated in cantonal, regional, national and international committees and working groups in the areas of language policy and language rights, language teaching, multilingual concepts, bilingual education, and popularising scientific ideas about multilingualism. Her research interests include the evaluation of multilingual school models, diglossia, language planning, minorities, language contacts at large, and, more generally, the interface between institutional, social and individual multilingualism. FRANK HEYWORTH has been a programme consultant with the ECML for the last ten years and coordinated a number of ECML projects related to teacher training, to project management and quality assurance. His publications for the ECML include «A Guide to Project Management» and «the Set up and Organisation of Innovation in Language Education». After studying English and Education at Oxford, he taught English in adult and higher education in Scandinavia, Iran, Germany and France and worked for the British Council in Ghana and Nigeria as an Adviser on language teaching, before joining the Eurocentres Foundation in Switzerland as, successively, Head of Schools and Director General. He was a Founder of Eaquals and until recently on the Eaquals Board. He has written widely on applications of the CEFR and on quality in language education and made frequent presentations to professional conferences. LEON DE STADLER is the director of the Stellenbosch University Language Centre in South Africa. The Centre provides a wide array of services in support of language policy, including a variety of language and communication courses, writing lab support, reading development, terminology development, translation and other language services, and educational interpreting. Leon de Stadler specialises in the fields of language planning and management and document design. In 2002 he led the development of a new language policy for Stellenbosch University; in the same year he also established the Language Centre. Since then he has been actively involved in the evolution and management of language policy as well as in language planning at his institution. Since 2012 ISABELLE JACOBI has been the director of the political radio programme Echo der Zeit on SRF Radio, where she also acts as a producer. The forty-five year-old journalist has been with SRF for fifteen years, of which three years as a freelance correspondent in New York. She studied at Pepperdine University in California and received her degree from the University of Bern, where she studied English and American Literature and Swiss History and Theater. While in New York, she also earned a certificate in Business Administration from Columbia University. - 7 -

GENERAL INFORMATION Conference venue The conference is being held in the University of Fribourg and will take place in several buildings located on the campus Misericorde (Avenue de l Europe 20, 1700 Fribourg). Map of Fribourg There is a map of Fribourg in your conference bag. Registration and information desk Registration takes place at the conference office in the Hall of Honour of the Aula Magna (MIS 01). The office will be open: Thursday Sept. 4th: 08:00 20:00 Friday Sept. 5th: 08:00 18:00 Saturday Sept 6th: 08:00 12:00 Secretariat Artefact Management ltd liab. co Rue des Epouses 3, 1700 Fribourg Switzerland T. +41 (0) 26 321 31 09 E-mail: info@cercles2014.org - 8 -

Access to conference The name badge that you receive upon registration entitles you to enter all session rooms and to enjoy complementary coffee and lunch services arranged for participants. We kindly ask you to wear the badge at all conference events. Additional tickets should be shown for access to the Reception and Conference Dinner. These will be included in the personal envelope that you receive upon registration. Internet access Internet access has been arranged for all delegates. Access codes are available in the conference bags. Food and drink Lunch, drinks and snacks during the morning and afternoon breaks and the Welcome reception are included in the registration fee. Conference assistants There are conference assistants ready to help delegates and to provide technical assistance in the session rooms. Liability By registering for the conference participants and exhibitors agree that neither CercleS 2014, the Organising Committee nor the Conference secretariat assumes any responsibility for damage or injury to persons or property during the conference. Participants and exhibitors are advised to organise their own health, travel and personal insurances. Conference dinner The conference dinner takes place on September 5th, 19:30 22:00, in the centre of the city of Fribourg, close to the cathedral located on the Place de Notre-Dame 4 (Grenette Room on the first floor of the Punkt Restaurant). Punkt Restaurant Grenette Room - 9 -

CONFERENCE PROGRAMME Wednesday 3 September 2014 15.00-19.00 CercleS Executive Committee Meeting MIS10 (2.01) Thursday 4 September 2014 10.00-17.00 Registration Hall of Honour 08.30-11.30 CercleS Coordinating Committee: meeting and elections MIS10 (2.01) 08.30-11.30 Focus groups meetings MIS03 (misc.) 09.30-11.30 Guided city tour (optional, free) Hall of Honour 12.30-13.15 Opening session Aula Magna 13.15-14.15 Plenary lecture (F/E; slides in E) Language work in the new globalized economy: between precarization and banalization Alexandre Duchêne, Professor of sociolinguistics, University of Fribourg Aula Magna 14.30-15.00 Coffee + Swiss Language Centres presentations Hall of Honour 15.00-18.00 Parallel sessions Teaching methodologies, learning and media Plurilingualism for academic and professional purposes Assessment and alternative forms of assessment Staff and quality development Policy and policy implementation MAGICC: Modularising Multilingual and Multicultural Academic Communication Competence MIS10 (1.13+1.16) MIS10 (3.16) MIS03 (3028) MIS03 (3027) MIS03 (3026) MIS03 (3000B) 19.00-20.30 Reception Hall of Honour 21.00-23.00 Friday 5 September 2014 Swiss film evening (optional, free) Sister (F, subtitles in E) Direction: Ursula Meier (2012) MIS02 (Cinema room) 09.00-13.00 Registration (continues) Hall of Honour 09.00-10.00 Plenary lecture (E; slides in E) English-medium education: plurilingual and intercultural practices in multilingual university settings Ute Smit, Associate Professor of Applied Linguistics, Department of English Studies, University of Vienna Aula Magna 10.00-10.30 Coffee + Poster presentations Hall of Honour 10.30-12.45 Parallel sessions Teaching methodologies, learning and media Plurilingualism for academic and professional purposes Assessment and alternative forms of assessment MIS10 (1.13+1.16) MIS10 (3.16) MIS03 (3028) - 10 -

Staff and quality development Policy and policy implementation MAGICC: Modularising Multilingual and Multicultural Academic Communication Competence Translation and terminology management MIS03 (3027) MIS03 (3026) MIS03 (3000B) MIS03 (3025) 12.45-14.00 Lunch Hall of Honour 14.00-16.00 Parallel sessions Teaching methodologies, learning and media Plurilingualism for academic and professional purposes Assessment and alternative forms of assessment Policy and policy implementation MAGICC: Modularising Multilingual and Multicultural Academic Communication Competence Translation and terminology management MIS10 (1.04+1.13+1.16) MIS10 (3.16) MIS03 (3028) MIS03 (3026) MIS03 (3000B) MIS03 (3025) 16.00-16.30 Coffee + Poster presentations Hall of Honour 16.30-17.30 Round table (E) The challenges of multilingualism Claudine Brohy, Lecturer of German as a foreign language and linguistics, University of Fribourg, Switzerland Frank Heyworth, Programme consultant, European Centre for Modern Languages of the Council of Europe, Switzerland Leon de Stadler, Director of the Language Centre, Professor in Document Analysis and Design, University of Stellenbosch, South-Africa Moderation: Isabelle Jacobi, Broadcast journalist, Swiss National Public Radio SRF Aula Magna 17.30-19.00 CercleS General Meeting Aula Magna 19.30-22.00 Conference Dinner La Grenette room Saturday 6 September 2014 09.00-11.00 Parallel sessions Teaching methodologies, learning and media Plurilingualism for academic and professional purposes Assessment and alternative forms of assessment Policy and policy implementation MIS10 (1.04+1.13+1.16) MIS10 (3.16) MIS03 (3028) MIS03 (3026) 11.00-11.30 Coffee Hall of Honour 11.30-12.30 Plenary lecture (F, slides in E) Geneva and multilingualism: the role of a language policy, reality or illusion? Charles Beer, President of Pro Helvetia, Former State Councillor Geneva Aula Magna 12.30-13.00 Closing Aula Magna - 11 -

ORAL PRESENTATIONS Thursday 4 September 2014 (afternoon session) Teaching methodologies, learning and media Teaching methodologies, learning and media Plurilingualism for academic and professional purposes Assessment and alternative forms of assessment Room MIS10 (1.16) MIS10 (1.13) MIS10 (3.16) MIS03 (3028) Conv. Marie Hanzlíková Daniela Fernando Thomas Vogel Sara Cotelli 15.00-15.30 15.45-16.15 16.30-17.00 Joachim Schlabach, Eeva Boström Plurilinguale Mitarbeiter für die internationale Geschäftskommunikation 17.15-17.45 Libor Štěpánek Creative approach to language teaching: theory and practice Anton Ledergerber, Douglas MacKevett Two cases for transformative CLIL in tertiary education Jeannette Regan A dance of learning: encounters between a teacher and her students that sparked the creation of materials and methods Samantha Gouyette Compétences spécifiques et travail collaboratif à travers un wiki Hana Katrňáková Students selfdriven videoconferencing classes contents, organization, feedback and selfassessment (a lesson for a teacher) Pauli Kudel, Hans- Joachim Schulze Potential und Herausforderungen eines Moodle- Kurses Robert Helán, Pavel Sedláček The implementation of media literacy in English language teaching: learning to think critically in the Web 2.0 age Maurizio Gotti Plurilingualism and code-switching in English-medium education for academic and professional purposes Iris Schaller- Schwaner The habitat factor in ELF(A) and English for plurilingual academic purposes Patrick Studer, Paul Kelly Preparing for English-medium instruction in higher education: the role of communicative awareness Cristina Perez- Guillot, Julia Zabala Delgado Language competence exams: needs analysis Cristina Perez- Guillot, Asuncion Jaime Pastor Analyse des tâches de compréhension orale B2 des examens de vérification linguistique CertAcleS Dagmar Vrběcká Speaking and its testing - influence of new trends in testing Satu Tuomainen Recognition and assessment of nonformal and informal learning of ESP at the University of Eastern Finland - 12 -

Thursday 4 September 2014 (afternoon session) Staff and quality development Policy and policy implementation MAGICC: Modularising Multilingual and Multicultural Academic Communication Competence Room MIS03 (3027) MIS03 (3026) MIS03 (3000B) Conv. Alena Hradilová Ruth Tobias Manuel Célio Conceiçâo 15.00-15.30 Richard Rossner Supporting language teacher development: the role of the European Profiling Grid Ruben Comadina Granson, Cristina Irún Chavarría MFL in the Netherlands: weathering the Anglo-Dutch storm Brigitte Forster Vosicki Modularising Multilingual and Multicultural Academic Communication Competence: rationale and purpose of the MAGICC project 15.45-16.15 16.30-17.00 17.15-17.45 Berna de Boer Quality and commitment of freelance teachers at the Language Centre of the University of Groningen (the Netherlands) Carola Rewell, Johanna Manner-Kivipuro Teaching development project - how did we grow professionally? Daniele Lazzeri Lernszenarien für einen mehrsprachigen Kontext von den Studierenden zu den Dozierenden Anje Dijk International classroom a language centre perspective Andrea Koblížková Role of language centre in university strive for higher ranking John Morley Non-specialist language learning in UK higher education Anne Räsänen, Teija Natri Towards the MAGICC conceptual framework Brigitte Forster Vosicki The MAGICC conceptual framework: a basis for the development of graduates multilingual and multicultural communication profiles María Luisa Pérez Cavana, Cornelia Gick, Bärbel Kühn MAGICC scenarios: learning opportunities for the development of academic multilingual and multicultural competence Marina Allal Innovative aspects of the MAGICC pedagogical scenarios: concrete examples - 13 -

Friday 5 September 2014 (morning session) Teaching methodologies, learning and media Teaching methodologies, learning and media Plurilingualism for academic and professional purposes Assessment and alternative forms of assessment Room MIS10 (1.16) MIS10 (1.13) MIS10 (3.16) MIS03 (3028) Conv. Richard Abplanalp Marie Hanzlíková Ben Haymond Heidi Rontu 10.30-11.00 11.15-11.45 12.00-12.30 Daniela Fernando, Edgar Marc Petter, Sibylla Laemmel, Hans Schütz, David Stamm Mehrsprachige Unterrichtsansätze im Spannungsfeld zwischen Lehr- und Lerntradition, Fachcurriculum und Praxisorientierung am Sprachenzentrum einer Mehrsparten- Fachhochschule David Bowskill Zwei Sprachen mit einer Klappe? Two languages for the price of one? Due lingue al prezzo di una? Anikó Brandt, Sigrid Behrent eportfolioarbeit für Lerner und Dozenten: ein Praxistest Anthony Stenton The automatic annotation of lexical stress patterns in film scripts for foreign language teaching and learning. An innovative syllabifier for improving listening perception and oral production Jean-Philippe Coen, Mercedes Iturrizaga Pratiques et réflexions didactiques sur les dimensions (inter)culturelles d un cours de «langue & cinéma» (B2-C1) en français et en espagnol Marcus Grollmann Teaching English for Specific Purposes (ESP) to 1st language English speakers Kari K. Pitkänen, Cintia Widmann Etchemaite, Tuula Lehtonen, Michele Simeon, Sandro Amendolara, Vincent Kirby, Roy Siddall Developing a modular approach to academic writing courses for Englishmedium Master's degree students Hana Němcová Collaborative learning in a science-based language course Robert Helán Encoder-messagedecoder: invoking the communication model for teaching academic writing Stephan Meyer Which competences and resources must plurilinguals mobilise? Revisiting the framework of reference for pluralistic approaches to languages and cultures Alberta Biasiolo, Dietlinde Ebeling Construire ensemble: comment évaluer la compétence de la communication interculturelle - 14 -

Friday 5 September 2014 (morning session) Staff and quality development Policy and policy implementation MAGICC: Modularising Multilingual and Multicultural Academic Communication Competence Translation and terminology management Room MIS03 (3027) MIS03 (3026) MIS03 (3000B) MIS03 (3025) Conv. Michael Dejong Andrea Koblížková Marina Allal Julia Harvey 10.30-11.00 Dorothee Rückert Mehrperspektiven- Evaluation als Chance und Instrument für Qualitätsentwicklung 11.15-11.45 12.00-12.30 Hana Reichová, Alena Hradilová Wie kann die Leitung eines Sprachenzentrums professionalisiert werden? Heidi Rontu, Petra Gekeler, Marta Estellea Clota, Raija Elsinen, Daniela Forapani, Jolanta Wielgus Coping with challenges a managerial perspective Denyze Toffoli, Samah El Khatib University student plurilingual profiles in a French frontier city: a quantitative approach Jolanta Wielgus, Ewa Jurkiewicz- Sękiewicz The influence of the language centre multilingual policy on the development of the university, exemplified by teaching Asian languages María Luisa Pérez Cavana Developing language awareness through multilingualism: the MAGICC project Estelle Meima, Jeroen van Engen Become familiar with MAGICC s assessment criteria and grids Julia Harvey The Translation Focus Group and Tuning 2014 and beyond Sabine Nunius (Translation) terminology management as a policy challenge demands, obstacles and (possible) solutions Fiona Kelso Diversify, specialise or both? Recent experiences at the UAB translation service - 15 -

Friday 5 September 2014 (afternoon session) Teaching methodologies, learning and media Teaching methodologies, learning and media Teaching methodologies, learning and media Plurilingualism for academic and professional purposes Room MIS10 (1.16) MIS10 (1.13) MIS10 (1.04) MIS10 (3.16) Conv. 14.00-14.30 Claudine Brohy Mobilitätsstudierende lernen Deutsch an einer zweisprachigen Universität - Plurizentrik und Mehrsprachigkeitsdidaktik 14.45-15.15 15.30-16.00 Libor Štěpánek Craig Hamilton GSP: Evidencebased pedagogy in English writing courses Kris Buyse, Meritxell Uriel Dictionaries and writing tasks: a perfect marriage? Maria Del Carmen Arau Ribeiro Kari K. Pitkänen, Johanna Vaattovaara, Tuula Lehtonen Encouraging research-based teaching development what, why, and how? Monika Schumacher Subjektive Theorien von C2+- Lernenden: Der Wunsch nach maximaler Sprachbeherrschung ein Widerspruch zur postulierten funktionalen Mehrsprachigkeit in Alltag und Beruf? Mariana Jo Bisset, Barbara Goedeke Integrated learner support through language advising; initial experiences and considerations at Padova University Language Centre Muriel Hemmi Raphaël Noir, Ruben Gomez The Ça joue! project: facilitating integration of future students into a new linguistic environment through autonomous e- learning Maurizio Gotti Fabienne Quennet, Nicola Jordan Fach- und Berufssprache Medizin: Wie viel(e) Sprache(n) müssen Mediziner können? Martha Voyiatzi, Irma Endres Français-allemand pour les juristes: deux concepts pour répondre aux mêmes besoins. Comment optimiser les cours de langue de spécialité en milieu universitaire? Anne-Maria Kuosa Integration im Fremdsprachenunterricht nur ein Traum oder schon Wirklichkeit? - 16 -

Friday 5 September 2014 (afternoon session) Assessment and alternative forms of assessment Policy and policy implementation MAGICC: Modularising Multilingual and Multicultural Academic Communication Competence Translation and terminology management Room MIS03 (3028) MIS03 (3026) MIS03 (3000B) MIS03 (3025) Conv. Raija Elsinen Stephan Meyer 14.00-14.30 14.45-15.15 15.30-16.00 Martin Beck New developments in oral language exams a look at key aspects Johann Fischer, Marianne Broermann A task-based approach to teaching and assessment at beginners level?! Leon De Stadler, Sabina Schaffner Understanding and managing language attitudes: scourge or opportunity? Part 1 Leon De Stadler, Sabina Schaffner Understanding and managing language attitudes: scourge or opportunity? Part 2 Alexander Imig, Noriko Nagai, Fergus O Dywer Implementation of language policy: CEFR driven changes in Japan Liliana Szczuka- Dorna Jürgen Friedrich, Maria Fernandez- Toro, Dorota Zarnowska, Patricia Kohler MAGICC academic eportfolio media support for developing and documenting multilingual and multicultural academic communication competences Cornelia Gick, Patricia Kohler Implementierung der Resultate des MAGICC-Projekts an der zweisprachigen Universität Freiburg/Fribourg: Was bringt das Projekt? Wo liegen die Stolpersteine? Julia Harvey Bert Keurentjes Translation: providing added value and overcoming external competition - 17 -

Saturday 6 September 2014 (morning session) Teaching methodologies, learning and media Teaching methodologies, learning and media Teaching methodologies, learning and media Room MIS10 (1.16) MIS10 (1.13) MIS10 (1.04) Conv. Fiona Dalziel Anikó Brandt Raphaël Noir 09.00-09.30 09.45-10.15 10.30-11.00 Urszula Kamińska Writing a technical language coursebook how to face this challenge Valeria Buttini, Claudia Ricci Una nuova grammatica dell italiano L2 tra intercomprensione e approccio contrastivo Noriko Nagai, Takayuki Nakanishi, Keiko Okada, Seiki Ayano What should be explicit in explicit grammar instruction? Maria Del Carmen Arau Ribeiro Public speaking: best practices for teaching this highly relevant language competence Frank Kauffmann Deutsch im realen Kontext Stephan Meyer, Valérie Blondel, Beatrice Mall- Grob Cours de conversation à l'université : entre structure et spontanéité Konversationskurse an der Universität: zwischen Struktur und Spontanität Conversation courses at university: between structure and spontaneity Jue Wang-Szilas, Claudia Berger Online language and culture exchange integrated in language curriculum: reflection from a course designer s perspective Anna Schröder-Sura, Bärbel Kühn CEFR and ELP facing new needs: developments and perspectives - 18 -

Saturday 6 September 2014 (morning session) Plurilingualism for academic and professional purposes Assessment and alternative forms of assessment Policy and policy implementation Room MIS10 (3.16) MIS03 (3028) MIS03 (3026) Conv. Barbara Althaus Naomi Shafer Regina Mügge 09.00-09.30 09.45-10.15 10.30-11.00 Franck Bouquet Dispositif hybride et collaboratif pour l enseignement d une compétence universitaire en français Fergal Bradley Investigating the interview: interview organisation and the role of the interviewer in English language exemption tests at the University of Helsinki Language Centre Johann Fischer, Nicole Wolder Bewertungsraster zum Testen der produktiven Fertigkeiten im handlungsorientierten Kontext Fergus O Dwyer, Mark de Boer Approaches to assessment in CLIL classrooms Leon De Stadler The evolution of a multilingual language policy: a South African case study Peter Skrandies Multilingualism and the LUCIDE network: any lessons for university language centres? - 19 -

POSTER PRESENTATIONS Friday 5 September 2014 10.30-12.45 & 14.00-16.00 Hall of Honour Maria Del Carmen Arau Ribeiro, Daniela Forapani, Jaana Franti, Elisabeth Paliot Creating the CercleS professional experience in conferences and events:results of ongoing work by CercleS focus group 8 Brigitte Forster Vosicki Modularising Multilingual and Multicultural Academic Communication Competence: the MAGICC project Marie Hanzliková New LAP exam at the Faculty of Arts, Charles University Jean-Philippe Hashold A bilingual course is not rocket science! Yveta Linhartova Translation and interpreting at language centres Laimdota Ločmele Developing the strategies of reading judgements of the European Court of Justice in the course of legal English Laila Niedre Die Problematik der Beurteilung von Fachsprachenkompetenzen im Fachsprachenkurs Deutsche Rechtssprache an der Universität Lettland, Riga Eva Šrámková Motivation als wesentliches Element bei der Aneignung der Fachsprache im Bereich der Rechtswissenschaft Johanna Vaattovaara, Ullamaija Fiilin, Jaana Jokinen Becoming a multilingual expert by obtaining a bilingual degree at the University of Helsinki - 20 -

ABSTRACTS BY THEMES Notes: - The language of the abstract is the language of the presentation. - The language of the summary is the language of support material. Teaching methodologies, learning and media Creative Approach to Language Teaching: theory and practice Štěpánek Libor (lstep@fss.muni.cz), Masaryk University This paper presents a newly developed method, a Creative Approach to Language Teaching (CALT), with the aim to offer a practice-oriented insight into the approach and into corresponding shifts in roles of teachers and learners in the academic environment. A fusion of creativity-related theories - organic system curriculum change (K. Robinson), system models (M. Csikszentmihalyi), lateral thinking (E. de Bono), divergent thinking (J.P. Guilford), community of practice (Lave, J. and Wenger, E.) and holistic approach to experiential programme development (Krouwel, B.) - was applied in the action research method in nine different courses in English, Czech, Spanish and French in the 2009-2013 period. Course syllabi, activities, students work and feedback were analysed and compared to non-calt courses. Our findings indicate that teachers using CALT prefer adopting roles of language facilitators, guides and advisers to maintaining traditional hierarchically justified authoritative positions. They tend to share negotiated responsibilities with the rest of the learning community-of-practice and create a more flexible and dynamic learning environment. Students exposed to CALT, on the other hand, usually become natural co-authors and actively engaged creators of learning activities. Results of this pedagogical practice confirm that Creative Approach to Language Teaching enriches personal teaching styles, fosters autonomous learning and encourages flexibility of language courses across disciplines and languages. There, however, continues to be a need for research regarding its effectiveness potential and optimum balance between CALT and non-calt methodologies. La communication se fixe pour objectif de présenter une approche créative de l'enseignement des langues (ACEL). Cet aperçu pratique met l accent sur des changements des rôles d enseignant et d apprenant dans les domaines de compétences et d'activités, de matériels didactiques et de conception des cours. Les résultats obtenus au cours des années 2009-2013 prouvent que l'acel enrichit les styles d'enseignement personnel, favorise l'apprentissage autonome et encourage la flexibilité des cours de langue dans toutes les spécialités et langues. Two cases for transformative CLIL in tertiary education Ledergerber Anton (anton.ledergerber@hslu.ch), Lucerne University of applied sciences and arts MacKevett Douglas PURPOSE: Despite a recent surge in the literature and a flurry of conferences on CLIL in tertiary education, little attention appears to have been devoted to achieving the full potential of transformative CLIL. This is understood to occur when adults change the way they interpret their experiences and actions, opening themselves to alternative frames of reference and thus transforming how they make meaning of the world. Language practitioners in tertiary education seem to content themselves with the approach of secondary education, which focuses on the skills necessary to perform a pragmatic function and on the normative constraints on the function in a foreign culture. Our study tries to remedy this neglect of deep learning and true intercultural competence. - 21 -

METHOD: Two heuristic case studies were conducted to explore transformative CLIL on the example of Swiss business school students in a taught-in-german bachelor degree course. In one case students learnt how to present in English, in the other how to negotiate in English. RESULTS: An approach to CLIL in tertiary education which focuses on transformative learning is not only desirable but actually achievable under the circumstances described in our study. This may have far-reaching implications for the institutional context in which foreign languages are taught and for the instructional design of such modules. CONCLUSIONS: If tertiary CLIL adopts a merely skills-based and normative approach, practitioners risk foregoing recognition among students and faculty alike. Thus, we recommend conceptualizing foreign language learning in tertiary education as content-based modules, integrating them into the non-language curriculum as closely as possible. Trotz der Aktualität von CLIL im Tertiärbereich scheint die Frage, wie das volle transformative Potential des Ansatzes auszuschöpfen ist, wenig Beachtung zu erhalten. Dabei würden Erwachsene durch transformativ ausgestaltete Lernprozesse befähigt, eigene Vorannahmen oder Denkweisen kritisch zu reflektieren und zu verändern. Die vorliegende Studie zeigt anhand von zwei Fallstudien an der Hochschule Luzern Wirtschaft auf, wie dieses transformative Lernen und echte interkulturelle Kompetenz über eine enge Integration des Fremdsprachenunterrichts ins universitäre Fachcurriculum erreicht werden kann. A dance of learning: encounters between a teacher and her students that sparked the creation of materials and methods Regan Jeannette (jregan@bluewin.ch), University of Fribourg Language learning can be thought of as a dance in which both learners and teachers take steps to which the other responds. This presentation will consider the importance of this dance of learning within higher-education language centers to spark creativity in staff as they design materials and methods. The language centers of the Universities of Lausanne and Fribourg have shaped language learning and policy in Switzerland and Europe since the late 1980s. In part, each of these hubs has been able to do so because they provided the setting in which encounters between and among their center s staff and researcher/instructors were facilitated. The latter in turn encountered students who responded to the materials and methods offered. The presentation will chronicle, as an example, the process of the presenter s dance of learning at both centers. The presenter has been able to take one small step at a time, using action research and action learning to adapt her teaching to students emerging needs for academic English, their heterogeneous backgrounds, and their diverse disciplines. She has also taken a number of steps to collaborate with instructors of several languages and of other disciplines to develop more appropriate materials and learning environments. The presentation s focus will be specific and practical, showing how specific encounters prompted the development of materials and methods and the use of opportunities to contribute to the development of teaching language for students in other disciplines. L apprentissage d une langue pourrait être considéré comme une danse au cours de laquelle l enseignant(e) et l apprenant(e) prennent tour à tour le contrôle des pas. Cette présentation envisagera cette danse d apprentissage dans le contexte universitaire. La présentatrice/enseignante se concentrera sur les rencontres qui l ont amenée, dans un processus de recherche action, à mieux adapter son enseignement aux besoins émergeants des étudiant(e)s qui fréquentent ses cours d anglais scientifique, à l Université de Lausanne ou de Fribourg. - 22 -

Compétences spécifiques et travail collaboratif à travers un wiki Gouyette Samantha (samantha.gouyette@unil.ch), University of Lausanne Dans le contexte académique internationalisé actuel, les étudiant-e-s ont besoin de compétences spécifiques et académiques en anglais. Les centres de langues (Cdl) doivent relever ce défi et offrir des modules répondant à ces besoins. Cette présentation se propose d'examiner le module: «Comprendre et analyser des textes scientifiques en sciences infirmières en anglais» pour des étudiant-e-s en Master en sciences infirmières n ayant pas un niveau B2 conçu par Cdl de l Université de Lausanne pour répondre au besoin de ce public cible spécifique. Le défi du cours est multiple: un niveau hétérogène (A1/A2-B2) et un mélange de 1ère et 2ème années avec donc une expérience en méthodologie scientifique variable. Se pose alors la question de savoir quelles compétences développer? Au niveau langagier, des stratégies de lecture, de la méthodologie scientifique? Mais aussi, quels supports utiliser? Pour tenter de répondre à ces enjeux, un wiki de classe a été créé. Il s'agit d'un véritable espace de collaboration et de réflexion sur l apprentissage: les étudiant-e-s s entraident pour arriver à une compréhension collective par des «discussions», pour coécrire des résumés d articles et documenter leur apprentissage dans un journal. Ils/elles sont actifs/-ves et autonomes mais peuvent compter sur l expérience des autres. L enseignant-e devient facilitateur/-trice en donnant du feedback, éclaircissant les incompréhensions et encourageant la discussion. En cours, les étudiant-e-s travaillent différentes stratégies de lecture et des outils langagiers nécessaires pour comprendre la structure d un texte scientifique. Cette présentation a pour but d échanger des idées pratiques face aux demandes spécifiques. Offering courses which develop specific and academic skills is a challenge which Language Centres must face. Let s exchange practices! This presentation will talk about the module Understanding and Analysing Scientific Articles in English in Nursing Sciences created for 1st & 2nd year Master students in Nursing Sciences with an English level ranging from A1/A2-B2. The aim was mainly to develop reading strategies. A class wiki was created as a space in which to collaborate and reflect. Collaborative discussions to co-write article summaries and learning diaries were two uses of this wiki. Students self-driven videoconferencing classes contents, organization, feedback and selfassessment (a lesson for a teacher) Katrňáková Hana (Hana.Katrnakova@law.muni.cz), Masaryk University Masaryk University Language Centre has been actively involved in teaching students in a virtual classroom via videoconferencing (VC) for a number of years with their partners at the Helsinki University Language Centre and Aberystwyth University. Whereas Czech and Finnish students are usually in a homogeneous class, students at Aberystwyth University are Erasmus students, so they provide a rich source for learning about intercultural differences in communication. Although the Czech students are given a mini-lesson in specific features and differences in communication across cultures, their first-hand experience has more validity for them. The presentation will describe one type of VC focusing on the role of students, who are given a lot of independence by the teacher in preparing the contents of lessons, their control before, during and after VCs and management of the group. The presentation will share students feedback and their selfevaluation of their learning outcomes based on qualitative questionnaires and individual feedback. Students used a closed Facebook group for the whole virtual class for preparing sessions, but when the class natural leaders needed to activate others, they created another group and switched into their mother tongue and managed to engage also the passive students into preparation. The teacher s role was to observe and in the most urgent cases to interfere. - 23 -

The feedback provided by students showed their learning outcomes and the lesson they learnt for the future. Das Zentrum für Sprachenausbildung der Masaryk-Universität befasst sich schon eine Reihe von Jahren mit dem Unterricht per Videokonferenz, besonders mit den Partneruniversitäten in Helsinki und Aberystwyth. Der Beitrag beschreibt Videokonferenzen mit Erasmus-Studenten in Aberystwyth. Diese Konferenzen waren für die homogene Gruppe tschechischer Studenten eine wertvolle Quelle, um sich interkultureller Unterschiede in der Kommunikation bewusst zu werden. Insbesondere war es ein Test, wie der Unterricht zu organisieren, zu führen und zu bewerten war, in welchem die Studenten maximale Freiheit genießen und der Lehrer in den Hintergrund tritt. Der Beitrag resümiert ebenfalls die Ergebnisse des qualitätsbezogenen Fragebogens der Studenten. Potential und Herausforderungen eines Moodle-Kurses Kudel Pauli (pauli.kudel@aalto.fi), Aalto-Universität Helsinki Schulze Hans-Joachim In unserer Präsentation beziehen wir uns auf Sektion 1(Lehrmethoden, Lernen und Medien) und dort auf neue Rollen von Lernenden/Lehrenden und die Weiterentwicklung der Didaktik. Vorgestellt wird das Projekt eines Landeskundekurses auf dem Open-Source- Kursmanagementsystem Moodle. Der Kurs richtet sich an Studierende dreier verschiedener Fachrichtungen der Aalto-Universität Helsinki: Ingenieur-, Wirtschafts- sowie Design- und Kunststudierende. Unter Beachtung der jeweiligen Lernziele waren wir bestrebt, einen passenden didaktischen Mix der unterschiedlichen Lehr- und Lernmethoden zu erstellen. Der Anspruch des Kurses besteht darin, autonomes Lernen und den Präsenzunterricht didaktisch sinnvoll miteinander zu verbinden. Lernerautonomie wird im Sinne einer verstärkten Zuständigkeit für das eigene Lernen gefördert. Die zunehmende Selbstverantwortung und ihre Förderung gehören auch zum strategischen Konzept unserer Universität. Die Lernaktivitäten weisen im Sinne konstruktivistischer Lernansätze ein hohes Maß an Autonomie, Authentizität und Kooperation auf. Anhand des Kursmaterials möchten wir aufzeigen, wie wir autonomes Lernen einsetzen, wie sich die Studierenden jeweils auf die nächste Unterrichtseinheit vorbereiten, und wie sich das im Präsenzunterricht bewährt. Durch Blended Learning-Visionen kann man das Lernmaterial mit seinen abwechslungsreichen Aufgabenstellungen gewinnbringend in das didaktische Gesamtkonzept einbinden. Daraus ergibt sich ein bedeutender Mehrwert, z. B. durch Online-Diskussionen, interdisziplinäres Verständnis dreier Fachrichtungen und Schulung von interkulturellem Verständnis. Damit orientieren wir uns an den Herausforderungen eines modernen Fremdsprachenunterrichts hinsichtlich kommunikativer und Medienkompetenz, selbständigem und kollaborativem Lernen sowie kultureller und fachlicher Authentizität. Our presentation introduces a new type of cultural studies course accessible via the Moodle e-learning platform. Tailored for the varied needs of engineering, business and design students at Helsinki s Aalto University, the course employs a mix of different learning and teaching strategies, combining autonomous units with face-to-face modules. Meeting contemporary language tuition challenges, the course is designed to foster communicative competence, media literacy, intercultural understanding, interdisciplinary cross-fertilization and efficient usage of online learning tools. - 24 -

The implementation of media literacy in English language teaching: learning to think critically in the Web 2.0 age Helán Robert (rhelan@med.muni.cz), Masaryk University Sedláček Pavel The paper discusses the merits of employing media literacy strategies (via analyzing e.g. manifest, latent, and cumulative messages contained in the media) in the context of teaching English as a foreign language (TEFL). These strategies help students acquire the ability to distinguish mediated from real images of people, places, and cultures. Specifically, it reports on an interdisciplinary collaboration between a language instructor and media specialist in organizing a content- and language-integrated course for MA students called Theory and Methods of Genre Analysis, held at Masaryk University, Faculty of Social Studies. The theoretical part of the paper deals with the definition of the concepts of media literacy and Web 2.0 in relation to TEFL. The practical part illustrates the ways media literacy can be used for the development of students critical thinking skills in the Web 2.0 age as an important part of language education. It is argued, in line with Quinlisk (2003), that by helping our students become more media literate we simultaneously help them become more successful as language learners. Der Beitrag befasst sich mit der Ausnutzung der Medienkompetenz, insbesondere im Unterricht Englisch als Fremdsprache. Konkret informiert er über interdisziplinäre Zusammenarbeit zwischen einem Fremdsprachen-Lektor und einem Medienspezialisten, die einen Kurs an der Masaryk Universität vorbereiten, der sowohl Sprachkenntnisse, als auch spezielle Kenntnisse im jeweiligen Fach erweitern soll. In dem theoretischen Teil versuchen die Autoren, die Begriffe Medienkompetenz und Web 2.0 zu definieren. Im praktischen Teil werden die Formen der Ausnutzung der Medienkompetenz präsentiert, die kritisches Denken in einem Zeitalter von Web 2.0 entwickeln, das einen wichtigen Bestandteil des Fremdsprachenunterrichts darstellt. Mehrsprachige Unterrichtsansätze im Spannungsfeld zwischen Lehr- und Lerntradition, Fachcurriculum und Praxisorientierung am Sprachenzentrum einer Mehrsparten- Fachhochschule Fernando Daniela (daniela.urank@zhaw.ch), ZHAW Zurich University of Applied Sciences Laemmel Sibylla, Petter Edgar Marc, Schütz Hans, Stamm David Mehrsprachigkeitsdidaktik als konsequente Weiterentwicklung des kommunikativen und interkulturellen Ansatzes im Sprachunterricht umzusetzen ist gegenwärtig ein Desiderat, das im Fachhochschulalltag an seine Grenzen stösst. Zum einen beschränken Komplexität, Zeit- und Inhaltsdichte der Studiencurricula und die auf sprach- oder fachspezifischen Unterricht ausgerichtete Modulorganisation die Umsetzung in die Praxis. Zum anderen ergibt sich ein breites Spannungsfeld im Bereich neuer Lernenden- und Lehrendenrollen, die erst definiert und erprobt werden müssen. Ausgehend von der Fragestellung, wie mehrsprachiges Denken und Handeln bei Studierenden und Dozierenden gefördert werden können, begibt sich ein Dozierendenteam in diesem Beitrag auf Schnittstellensuche und unternimmt folgende Praxisschritte: Eine Umfrage basierend auf gängigen Sprachportfoliofragen und den Deskriptoren des Referenzrahmens für plurale Ansätze zu Sprachen und Kulturen (ECML, Graz) soll die Haltung, das Bewusstsein und die Voraussetzungen in Bezug auf Mehrsprachigkeit bei den Studierenden erheben. In einem zweiten Schritt wird anhand der Umfrageergebnisse und erster Erfahrungsberichte aus sprachübergreifendem Unterricht (z.b. mehrsprachige Unterrichtseinheit Französisch-Englisch im Studiengang Organisationskommunikation, zweisprachige Projektschiene Englisch-Deutsch im Studiengang Energie- und Umwelttechnik, englische Übungsbegleitung zu deutschsprachiger Vorlesung im Studiengang Pflege, Mehrsprachigkeitsdidaktik in den CAS-Lehrgängen für LehrerInnen DaF/DaZ) ein Leitfaden für Sprachdozierende erstellt, welcher Erkenntnisse aus den Pilotprojekten zusammenfasst, mögliche Schnittstellen aufzeigt, neue Rollenbilder und Zielsetzungen beschreibt und damit zum vernetzten, d.h. sprach- und fachübergreifenden Unterricht anregen soll. - 25 -

Based on the results of a student survey and pilot projects, this paper seeks to explore challenges and constraints in the practicability of plurilingual language teaching across the multifaceted range of study programmes at a university of applied sciences. Notre équipe s est proposé de relever le défi d un enseignement multilingue au sein d une université des sciences appliquées. Afin d encourager d autres expériences plurilingues, nous présenterons des recommandations concernant leur mise en pratique dans un contexte institutionnel marqué par de fortes contraintes organisationnelles. Zwei Sprachen mit einer Klappe? Two languages for the price of one? Due lingue al prezzo di una? Bowskill David (david.bowskill@spz.hu-berlin.de), Humboldt-Universität Berlin Multicultural Issues/Argomenti Multiculturali An English/Italian bilingual course at the Language Centre of Humboldt University Berlin. The presentation deals with a successful attempt (according to tutor and student evaluations) to implement a bilingual project course at a university language centre. The idea for this course came from the tutors experience of attending each other s language courses as students. The example of the trilingual course Communicating in a multilingual environment offered at Basel University Language Centre inspired the tutors to put their ideas into practice. This presentation will introduce and critically evaluate the development and initial delivery (in winter semester 2013/14) of a B2 CEFRlevel course in English and Italian at Humboldt University Berlin. The focus of the course is on the promotion of multilingualism, flexilingualism and intercultural competence. The success of the following course objectives will be evaluated: - the simultaneous use and development of two languages within one course - putting the concepts of multilingualism and multiculturalism into practice - providing added value in terms of experience and knowledge for both students and teachers - the analysis, comparison and discussion of aspects of British and Italian society with the aim of using the differences as a resource in contributing to the development of multilingual and multicultural European citizens Il contributo vuole presentare i risultati di un corso sperimentale bilingue italiano e inglese tenutosi al Centro Linguistico della Humboldt Universität nel 2013-2014. Gli obiettivi perseguiti sono: l uso simultaneo e lo sviluppo di due lingue in un unico corso esercitando la capacità di code switching, mettere in pratica il concetto di multilinguismo e multiculturalismo, infine analizzare, discutere e comparare aspetti delle due società con lo scopo di valorizzare le differenze e trasformarle in risorse che contribuiscono allo sviluppo di cittadini europei multilingui e multiculturali. eportfolioarbeit für Lerner und Dozenten: ein Praxistest Brandt Anikó (brandt@uni-bremen.de), Universität Bremen Behrent Sigrid EPOS ist ein auf Basis des ESP am Fremdsprachenzentrum Bremen entwickeltes eportfolio. Es schöpft das epotenzial von Portfolios aus, ist leicht anwendbar und wird ständig technisch und didaktisch weiterentwickelt. EPOS ist klar auf Mehrsprachigkeitsförderung angelegt: Lernende nutzen ein Portfolio für verschiedene Sprachen sowie Lernkontexte und können diese miteinander verknüpfen. Somit kann es einen lebenslangen Lernprozess abbilden. - 26 -