Conference themes


Welcome to the 7th International EDiLiC Congress. Participants are invited to contribute to the proceedings by delivering papers, conducting workshops or presenting posters on the following themes:

  1. Pluralistic approaches in the context of learner competences in the foreign language classroom

Nowadays, foreign language classrooms at schools are becoming special places where students from various milieus and social groups meet. The changing reality forces teachers to use suitable tools and mediatory strategies which would enable students to engage in effective dialogue on a linguistic, cultural and social level.

In this thematic section, we aim to search for answers to the following questions:

  • To what extent can openness to languages lead to opening to another person in a way that would enable the learner to see the cultural heritage of a particular language community?
  • How can raising learners’ cultural awareness help strengthen interpersonal relations at a linguistic, emotional, cultural and social level?
  • What mediatory strategies can be helpful in exchanging information about one’s language and culture in an atmosphere of mutual respect?
  • To what extent can pluralistic approaches become a mediatory tool in solving problems in a linguistically, culturally and socially diversified group?
  1. Pluralistic approaches in teacher education and their practical application in a school context

Today, the practical use of mediatory skills that help to develop learners’ multilingual and multicultural competences is one of the greatest challenges for teachers. We would like to reflect upon the role of pluralistic approaches (openness towards languages, mutual comprehensibility between related languages, an intercultural approach, integrated teaching) in pre-service and in-service teacher training.

In this thematic section, we would like to focus on the following issues:

  • To what extent do pre-service and in-service teacher training programmes take into account pluralistic approaches and their practical classroom application?
  • How do teachers themselves perceive the possibility of applying pluralistic approaches in their everyday work?
  • Do pre-service and in-service teacher training programmes address the issue of mediatory teaching as a means of supporting the teaching/learning process?
  • What forms of working with learners that pertain to linguistic and cultural diversity are used by teachers?
  • To what extent do forms of working with learners used by teachers serve to establish and maintain social interactions between learners on a linguistic and cultural level?
  1. Integrated teaching – methodological problems and practical implications

The aim of the third thematic section is to emphasize the role in the teaching/learning process of the synergy of a learner’s resources, knowledge and skills which occurs during the simultaneous acquisition of two languages. We would like to reflect upon the extent to which the interconnection between languages taught at school and outside of the school environment, as well as the learner’s mother tongue, influences the optimisation of teaching outcomes.

We would like to address the following questions:

  • To what extent does the integrated teaching approach help in developing tools that would enable learners to use the similarities between the languages they know in the process of learning other languages?
  • To what extent does the chosen methodology enable the learner to use their knowledge and skills most effectively?
  • What are the possible effects of the integrated approach on shaping the learner’s multilingual and multicultural competence?
  • To what extent do language teaching programmes make use of the principle of synergy in terms of the learner’s knowledge and skills?
  • What role could the integrated teaching approach play in language education policy?


Your contribution will be most welcome!

On behalf of the Organizing Committee

Marlena Deckert, PhD

Małgorzata Piotrowska-Skrzypek, PhD


the Congress website: