"Searching for a Common Language" 

Abstract submission is open!

The working language during the conference is English. Presentations in any other  language are welcome. No translation will be provided. Proposals should be submitted in the language of the presentation. The language of the presentation will be indicated in the program.

Conference „Searching for a Common Language“ is focused on actual themes of literacy and multilingual education (read more below):

early literacy and intervention

 literacy teachers and instruction

digital competences and literacy

literacy environments and libraries

equal access to literacy and support to students with special needs

lifelong development of literacy skills

Priority will be given to quality presentations that address the education of culturally and linguistically diverse learners.

Read the European Declaration of the Right to Literacy in full.

Theme 1: Early literacy and intervention –

informing multilingual (including migrant) families and parents about educational opportunities and support systems; support programs for parents in case of social problems, consistent social case work, faster support for families (managing socially, healthcare, unemployment vs excess employment, low level of education); collaboration between different social groups – pensioners, young families, younger and older students; science based means for monitoring and supporting the development of children regardless of their language, international cooperation and web environments for collaboration between parents, teachers and counselors of any language 

Theme 2: Qualified literacy teachers and instruction –

in multilingual education each subject teacher is also a language teacher – how much support does this principle receive in the actual preparation of teachers; language learning (language didactics) and cultural awareness for subject teachers; enhancing the qualification requirements for teachers in the context of multilingual education; evaluation of teacher candidates; feedback to teacher training – what type of teacher is needed to work in multilingual education; the work of school psychologist, social educationalist, speech therapist in multilingual education; qualification of support staff – teacher assistant, assistant teacher, support person

Theme 3: Digital competences and literacy –

learning environments for minor languages, multilingual materials for basic education, learning alphabets, writing techniques and computer literacy through digital resources; scientific research about the connections between literacy and digital competences

  
Theme 4: Literacy environments and libraries –

multilingual books, silent books, easy reading materials for other language speakers, creations of children as teaching texts; support of community for acquiring reading materials; curriculum expectations for unilingual and multilingual students; does multilingual learning mean simplifying learning materials and learning outcomes to a certain extent

   
Theme 5: Equal access to literacy and support to students with special needs –

noticing developmental distinctions of a multilingual child; collaboration between native language and learning language study assistants; collaboration between educational institution support system and families; different forms of multilingual study; opportunities for individual learning journey

Theme 6: Lifelong development of literacy skills –

promoting of literacy and language learning in different age groups – teenagers, youth, parents, elderly; promoting literacy for labor market success; projects of national, municipal and non-governmental organizations for promoting literacy among different interest groups and to secure social coherence