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To learn more about this issue please visit TLC Archive.

The theme for this year was Teaching and Learning Languages in the Multicultural World: Policy and Practice, continuing the concerns expressed last year by policy makers, researchers and practitioners continually faced with a fragmented and constantly changing body of students as well as disconnects between those who decide on policy and those charged with implementing it. The context of plurilingual, multicultural classrooms and the provision of training for refugees and the teachers of refugees took centre stage, but discussions ranged further than that with contributions from a wide variety of experiences and interests.

Those new to ICC conferences spoke favourably about the size of the conference – not so big that it becomes overwhelming – and the friendliness of the atmosphere. This is one of the special qualities of ICC conferences. It brings together those involved in research, policy and classroom practice, not just from the point of view of language teaching per se, but also intercultural communication, internationalisation, professional purpose training, materials development among others. And everyone can (and does) contribute. Our thanks to keynote plenary speakers Bessie Dendrinos, Michael Carrier and Thomas Tinnefeld for providing thought-provoking sessions that were a platform for discussion and debate and which connected well with the workshop sessions. Thanks to all the workshop presenters and facilitators for the wide range of topics and for enlarging our own knowledge and expertise. Please see our ICC website for details of the presentations and workshops. Finally, thanks to Ellinor, Ozlem and Malou for their energy and organisation. You will be able to see the slide presentations and summaries of the presentations on icc-languages.eu/ICCjournal. We’re busy planning next year’s exciting venue, provisionally 8th-10th May. Put it in your diaries now and we’ll advise next year’s conference centre soon.

ICC has now set up a new action plan offering more support to ICC members and other educational institutions (schools, colleges, universities or training centres) who are aiming for educational excellence. The EUROLTA Trainer’s Pack, now available in German and in English, contains a detailed module-by-module guide and is full of tips and advice for new language teachers. The Trainee’s pack includes the necessary handouts and practical easy-to-implement activities.

Furthermore, the ICC will provide a series of teacher training resource packs containing material for various kinds of delivery – from 60 minute workshops to 20 hour modules. Topics will include teaching languages for special purposes, using digital tools in the classroom, an introduction to teaching literacy, a short module on cultural training, how to facilitate interaction between teacher and student, and many others.

A EUROLTA online and a EUROLTA blended course will be available soon.

Educational specialists need to invest in their teaching staff. For this reason, it is now possible to host a EUROLTA course in your centre. ICC offers support and provides the training materials, trainers and assessors (if needed). If interested, please visit ICC website or contact info@icc-languages.eu.

To learn more about this issue please visit TLC Archive.

This conference examines the challenges faced by teachers across a range of classroom environments. It offers reflections on planning, policy making and practical tips for those of us on the front line. It also examines how the training of teachers and the training of trainers can be developed if we are to adapt to the ever-changing needs of the language learning environment.

Conference venue: Europäische Akademie Berlin (The European Academy Berlin). Conference dates: May 3-5, 2019. Register now at icc-languages.eu.

The programme is based on our unique holistic approach to the Arabic language which focuses on Language Unity of Arabic varieties (formal/informal; spoken/written; standard/colloquial). The programme emphasises the communicative competences required for effective use of Arabic in a variety of Arabic speaking contexts. The application can be filled out online at bit.ly/CertificateSurvey.

Membership can consist of single institutes, groups of institutes and associate members. The rights and duties of member organisations are laid out in the Statutes. Organisations interested in joining the ICC are requested to complete the Application Form and return the signed and stamped copy to the ICC Head Office. Membership of the ICC is granted by decision of the Executive Board subject to ratification by the General Assembly.

Membership is open to educational institutions, professional associations / organisations, producers and distributors of products and services in the field of language training and publishers. The ICC is currently building up a network of institutes of higher education (Universities of Applied Sciences and similar institutes).

Discuss with an ICC representative the opportunities available for your organisation by phone, Skype or in-situ visit. Detailed membership information is available at icc-languages.eu/membership.

If you hold a EUROLTA Certificate you have demonstrated that you have the knowledge and skills necessary to plan, teach and evaluate your language classes within your institutional context:

  • you can adapt your institution’s course programme to meet the collective and individual needs and preferences of your group;
  • you can select and adapt from the teaching materials available;
  • you command a wide range of teaching skills and techniques and you can apply these appropriately in your teaching context to the learning preferences of your learners and their cultural background;
  • you are guided by a well-grounded understanding of language and language acquisition; in particular, you are familiar with the Common European Framework of Reference for Languages: Teaching, Learning, Assessment (CEFR) and its model for describing communicative competence;
  • you have also demonstrated a professional self-awareness that enables you to plan and achieve your further professional development.

For language teachers:

  • practical and flexible training related to the trainee's own teaching context;
  • a qualification open to teachers of all languages;
  • portfolio-based assessment;
  • programmes that are based on the principles of the Common European Framework of reference for Languages (Council of Europe);
  • a learner-centred methodology based on reflection on one's own practice;
  • an internationally recognised and monitored qualification.

EUROLTA Certificate is designed for people with no or little language teaching experience and language teachers who feel they need to upgrade their practical skills. EUROLTA Diploma is designed for teachers with at least three years’ teaching experience at different levels. EUROLTA is open to teachers of any language, recognises the different educational environments that professionals work in, and is based on sound educational principles that apply to all environments.

Yet some things remain the same as RUDN University remains loyal to its traditions and values and continues to evolve thanks to the input of every single teacher, student and administrator. In 2018, the university strengthened its position in the World QS Ranking going up by 104 positions right off the bat.

The rating draws on graduates’ CVs posted on hh.ru and Career.ru – the most popular Russian headhunting resources – and takes account of interview invitations, offered wage rates and employer surveys.

The trainers for the course are Professor of Linguistics, author of English language textbooks, lecturer in Foreign Languages Dpt of the Faculty of Economics Wayne Rimmer, and CSc in Linguistics, Associate Professor in Foreign Languages Dpt of the Faculty of Economics Svetlana Popova.

The Association to Advance Collegiate Schools of Business, also known as AACSB International, is an American professional organisation founded in 1916 to provide accreditation to schools of business. Established early in the 20th century, the association has expanded to more than 100 countries around the world, helping business schools, students and businesses to succeed. The association has 3 international headquarters and offers over 95 professional development activities annually. According to the Financial Times, 96% of FT500 executives studied at an AACSB-accredited school.

The highest ER is provided by native posts, i.e. real stories from real people, such as an interview with a post-graduate student from Italy Antonella Selvitella who studies foreign language teaching methodology and dreams of coming up with new approaches to learning Italian. RUDN University Facebook user coverage exceeds 12 million people.

The agreements are the first case of joint MA programmes of the BRICS Network University. The joint training of Russian and Brazilian students was initiated and organised by the Faculty of Economics and the Marketing Department of RUDN University.

Ranking results are available at topuniversities.com.

This year, GreenMetric assessed 719 universities representing 81 countries. The rating assesses universities in terms of facilities convenience, transport policy, waste management programmes, the use of energy-efficient technology, water conservation, and education in the field of sustainable development.




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