11.00 – 13.00
Session I: Education Theory and Practice – Teaching/Learning Methodology

•  Chair: Edita Hornáčková Klapicová
• Assistant: Hana Bogdanová
• online session

 

1. Elwira Lewandowska
The Role of Transversal Skills in Foreign Language Education and Beyond

The paper examines the significance of transversal skills (TVS), which play a critical role in various aspects of individuals’ adult lives but remain underrepresented in European educational policies. As a result, students often develop these skills outside the formal school context. The present work focuses on defining transversal skills, assessing their level of implementation, and analyzing teachers’ perceptions of their importance. A quantitative research design will be employed to investigate how teachers incorporate TVS into their classrooms. The study involves a small-scale survey of approximately 100 teachers in Poland, aiming to measure their awareness and application of TVS. The data will be analyzed statistically to identify correlations between teachers’ recognition of TVS and their instructional strategies, as well as their overall perception levels regarding the importance of these skills. The study is expected to reveal how teachers’ perceptions of TVS influence their classroom approaches and highlight discrepancies in the implementation of TVS across different teaching contexts. Additionally, it contributes to the limited body of research that holistically examines TVS as a framework, addressing the gap between theoretical understanding and practical application in education.

Keywords: English as a foreign language, transversal skills, classroom practice, teachers perceptions, quantitative study.

2. Tiffany Boury & Meg Reister
Our Study Abroad Program: Collaboration for International Teaching and Learning

This paper will describe the founding and creation of an education course that one university created, oversaw, and implemented in the university’s Study Abroad Program. ELISA, which stands for English Learners in Specialized Atmosphere, was named by the founding principals and partner schools in Gaming and Scheibbs, Austria. Designed as part of a study abroad semester, the course offered pre-service educators valuable and diverse teaching experiences through Austrian teacher mentors. While the program has evolved to reflect the changing needs of the local schools and the university, its core values remain the same: fostering cultural competency, embracing multiple perspectives, and engaging with international curricula. These foundational goals continue to drive this global experience. Additionally, this paper seeks to show how investment in such programs fosters opportunities for research collaboration through how two professors from different countries connected and combined their research interests in teaching and learning English as a Foreign Language. Using ELISA as a gateway to pre-service teacher recruitment, the professors provided additional teaching opportunities for college students participating in the university’s study abroad program. Given the current political and funding uncertainty in higher education, this paper seeks to show the crucial need to support international programs that afford future teachers opportunities to build their global perspectives, engage in collaborative practitioner research, and grow in teaching skills and pedagogy within the international classroom.

Keywords: study abroad, teaching, learning, cultural competency, otherness.

3. Edita Hornáčková Klapicová & Eva Smatanová
Translation as Communication: A Didactic Model of Teaching Spanish in Secondary and Higher Education

The study presents Popovič’s communicative model as a theoretical framework for enhancing translation skills and other skills in learners of Spanish as well as other foreign languages in secondary and higher education in Slovakia. The main goal of the study is to present a new understanding of the translation method which, in contrast to the traditional perception of translation as a passive approach to language acquisition, understands the translation process as communication between the author of the original text, the reader/translator and the reader of the target text. According to Popovič (1983), the process that takes place between the original text and the translation is a communicative process. Therefore, the communicative translation method can be considered as one of the effective plurilingual approaches that are currently especially important due the increasing linguistic diversity in schools in Slovakia.

Keywords: Popovic’s communicative model, translation skills, cognitive skills, soft skills, language skills.

4. Daniel Leka & Brikena Kadzadej
Autonomie durch gezielte Lernstrategien: Eine empirische Untersuchung am Beispiel albanischer Deutschlerner

This study examines the promotion of learning autonomy and the application of effective learning strategies in German as a foreign language class in Albanian schools. Learning autonomy is defined as „the learner’s self-control and personal responsibility in the context of a foreign language class that consciously allows and promotes this“. The aim is to analyze the significance of these approaches and develop suggestions for optimizing the learning process. Building on an analysis of the terms autonomy and learning strategies and their role in foreign language classes, central aspects of research on learning strategy competence are discussed. This is considered an essential component of learning autonomy, since autonomous learners are able to set learning goals and develop appropriate strategies. The study is based on a combination of theoretical literature research and an empirical study. The data collection took place at “Sami Frashëri,, high school in Tirana, where German is increasingly taught. Questionnaires were used to record the level of learning autonomy and learning strategies of the students, while classroom observations documented active participation and methods. The analysis shows that strategic skills and autonomy are crucial for sustainable language acquisition.

Keywords: learner autonomy, strategies, german language, didactic.

5. Ariana Nepravishta & Artur Beu:
Teachers‘ Perceptions of Task-based Language Teaching in English Classes in Albanian Vocational Schools

The integration of a communicative approach into the new curriculum of the English language has been a priority of the reforms undertaken by the Albanian Ministry of Education recently. Task-based language teaching (TBLT) is one of the most popular English language teaching (ELT) methods and is seen as a realization of communicative language teaching. One of the characteristics of it – the focus on language task as a reflection of real-world communication – has exerted considerable influence in our country. This article uses a mixed methods approach to explore vocational schools English teachers’ perceptions of TBLT in Albania. The topics in consideration are the perceptions of teachers and understandings of TBLT and their views on usefulness of TBLT in the Albanian context, with a focus on ELT in vocational schools. The data is collected from a survey with 65 respondents from 15 vocational schools in different regions of Albania. Some valuable qualitative data are taken from semi-structured interviews with six teachers from different teaching backgrounds. The article offers interesting findings into the feasibility of TBLT in Albania and enriches the actual literature on TBLT and communicative approach in general. At the same time it stresses the importance of further studies in order to create a full picture of the implementation of TBLT in Albania.

Keywords: TBLT, vocational school, teachers’ perception, communicative approach, implementation.

6. Enkelejda Kokomani
Competency-Based Education (CBE)

The focus of competency-based education (CBE) is on developing practical skills, applying knowledge in real-world situations, and creating individualized learning paths. By defining clear learning outcomes, this approach allows learners to progress at their own pace, promoting a personalized and engaging experience. This paper examines the transformative role, historical development, benefits, and challenges of CBE in modern education systems and its ability to meet the demands of the 21st century. It highlights efficiency gains, improved student engagement, and tailored training programs. Additionally, this study shifts the emphasis of traditional, time-based education to a student-centered model that prioritizes individual progress and mastery of specific skills, while also exploring the role of adaptive blended learning programs in implementation. Case studies illustrate successful strategies, showcasing the positive impact of CBE on student engagement and achievement. Looking ahead, CBE is recognized as a vital tool for preparing learners to meet the dynamic challenges of the workplace, aided by technological advancements that create a more flexible and accessible erudition environment. Furthermore, modern technology and adaptable learning infrastructures ensure scalability and long-term effectiveness. This research concludes that CBE has the potential to transform the education system and equip students with the skills needed to succeed in a complex and dynamic society.

Keywords: CBE, competency-based learning, technology in education, personalized learning, progress.

7. Aida Goga
The Role of Philosophy in the Development of Critical Thinking and Moral Values in Children

The development of critical thinking and moral values is one of the fundamental objectives of philosophy. The Preschool Education Curriculum Framework in Albania, which has been implemented for over a decade, emphasizes the development of key competencies in children. This framework is specifically aligned with issues such as personal identity, intellectual and ethical development, as well as the cultivation of responsibility towards oneself, others, society, and the environment. This paper aims to explore the significance of philosophy in early childhood education, particularly in fostering critical thinking and ethical values. The inclusion of philosophical inquiry in early education can play a crucial role in nurturing children’s ability to engage in reflective thinking, question assumptions, and approach problems from diverse perspectives. Such skills not only contribute to academic achievement but also support the holistic development of children as thoughtful, responsible, and compassionate individuals. Philosophy, when embedded within the curriculum, can facilitate the development of critical thinking of children. Therefore, it is recommended that philosophy be incorporated into the national curriculum, as it complements and enhances the development of essential competencies for preschool children.
Keywords: philosophy, children, critical thinking, moral values, curriculum.

8. Karin Kopasová
Development of Language Competence in Bilingual Children: a Case Study

The aim of our research was to determine whether bilingual children are able to distinguish between individual languages as separate systems and what types of errors they make in speech production at the levels of grammar, vocabulary, and meaning. To achieve this goal, the case study method was used, with the author examining the speech production of bilingual individuals of preschool and early school age over a period of twelve months. The collected data were evaluated based on the analysis and comparison of the respondents‘ utterances. When interpreting the results, we found that the levels of language competence among the bilingual respondents varied based on individual variables.

Keywords: Children’s multilingualism, Language competence, Simultaneous bilingualism, Communication skills.

9. Emilda Roseni & Fjona Abazi
Perspectives of Pre-service and In-service Teachers on Ludic Methodology in Early Childhood Foreign Language Learning

The increasing importance of foreign language acquisition in today’s globalized world raises critical questions about the optimal timing and methods for language learning. Research suggests that early childhood—preschool and the early primary years—represents the most effective period for language acquisition. However, the nature of language learning at this stage and the most effective pedagogical approaches remain subjects of debate. This study examines the benefits and challenges of introducing foreign languages in early childhood, with a particular focus on play-based (ludic) learning methodologies. The research employs a mixed-methods approach, integrating both quantitative and qualitative analyses. A survey was conducted among early childhood educators and parents to assess the perceived effectiveness of play-based language instruction. Additionally, a qualitative review of existing studies on early childhood foreign language education was performed, utilizing content analysis and thematic coding to evaluate the role of ludic methodologies in language acquisition. The study addresses three key research questions: (1) How do play-based learning approaches support foreign language acquisition in early childhood? (2) What challenges arise in integrating ludic methodologies into early childhood curricula? (3) How can play-based activities be structured to align with both educational and linguistic objectives? By systematically analyzing these aspects, this paper aims to contribute to the discourse on early childhood foreign language education and highlight the pedagogical potential of play-based learning strategies.

Keywords: early childhood, foreign language learning, ludic methodology, play-based learning, language acquisition.

14.00 – 16.00
Session IV: Applied Linguistics – Pragmatics and Discourse Analysis, Sociolinguistics

• Chair: Augustín Sokol
• Assistant: Patrícia Kubišová
• online session

 

1. Paula Józefczyk-D’Amelio
Assessing Students’ Pragmatic Competence. The Case of Humour

In the field of foreign language (FL) teaching, the emphasis on holistic development of target language users have gained prominence. However, the role of humor in developing pragmatic competence remains underexplored, particularly in the Polish university context. This study addresses this gap by examining the understanding of humor among advanced EFL learners (B2/C1) through a quantitative analysis of punchlines from popular sitcoms. Research instruments were developed based on a pilot study identifying the most-watched humorous TV shows within the socio-linguistic context of interest. The presentation highlights exploratory findings on participants‘ comprehension of humor, assessed through their ability to select accurate explanations of humorous instances. This was analyzed alongside variables such as linguistic proficiency (both tested and self-perceived), gender, and prior exposure to pragmatics-focused classroom activities, whether teacher- or self-initiated. Results revealed that humor comprehension emerged as a distinct skill, largely independent of these variables except for gender, which showed a notable correlation. The findings suggest that humor-related pragmatic competence should be treated as a separate area of focus in EFL instruction. Tailored pedagogical strategies are necessary to address this skill effectively, emphasizing the importance of integrating humor into language teaching to enrich learners‘ pragmatic competence. This study contributes new insights into the interplay between humor and language learning, paving the way for more nuanced teaching approaches in the EFL context.

Keywords: pragmatic competence, humour, foreign language learning.

2. Awder Raza Aziz
Apology Strategies Used by Iraqi Kurdish Advanced EFL Learners

Proficiency in a language requires more than linguistic competence. While linguistic proficiency in a foreign language may enable individuals to express their messages, effective and appropriate communication also depends on achieving sufficient pragmatic competence. This study investigates the apology strategies employed by multilingual Iraqi speakers of Kurdish using an adapted Discourse Completion Task (DCT) and the CCSARP coding scheme. A total of 48 Iraqi Kurdish advanced EFL learners participated in the study. The findings indicate that the choice of apology strategies was influenced by factors such as social power, social distance, and the rank of imposition. Although statistically significant gender-based differences were observed, participants generally demonstrated a preference for using explanations as an apology strategy. These results underscore the importance of teaching the appropriate use of apologies in English as a Foreign Language (EFL) context and highlight apology strategies‘ cultural and contextual variability.

Keywords: apology strategies, Kurd EFL learners, pragmatic competence, speech act.

3. Alcina Sousa
Terms of Address: (Un)marked Gender Roles and Relationships in Real Life and Fictional Discourse

The selection of terms of address in everyday communicative practices as well as in institutional contexts has long been a concern for linguists, especially discourse analysts, sociolinguists and stylisticians. This paper wishes to analyse from a pragmatic linguistic framework, drawing on a corpus-based approach (Baker 2006), the way Susan Lilian Townsend uses the social markers in speech (Brown & Fraser 1979, Ide 2005, Wodak 1997, Taatvitainen & Jucker 2016), particularly commonly used honorifics in English (“Mr”, “Mrs, “Ms”, among other), and naming (Lakoff 1979), from the diarist’s point of view, in three novels: Adrian Mole from Minor to Major (1991), The Wilderness Years (1993), and Cappuccino Years (1999). With Adrian’s saga, Townsend is believed to have “held a mirror up to” Great Britain while making readers “happy to laugh at what [they] see in it” (Sunday Telegraph, in The Cappuccino Years, 1999). Adrian’s and other characters’ register evidences terms of address, from polite to impolite, from intimate to distant, and from colloquial to formal (Taatvitainen & Jucker, 2016, Lakoff, 1987) in English as he wishes to think of himself as a “civilized man” (Townsend 1999) who keeps “a civil tongue in his head” (Townsend 1991). It is the aim of this exploratory study to discuss (un)marked gender roles and relationships in real life and fiction (Mills 2014) by looking at speakers’ implied meaning and presuppositions (Austin 1959) in the distinct use of honorifics (Larina, 2015) which underpin multiple and shifting identities. Hence, through humour and the creation of a male chauvinist character at odds with reality, Townsend contributes to make readers aware of (new) social and cultural identities (Hua, 2010), also signaling politeness (Brown & Levinson 1987) and power relations (Fraser 2005), or even unexpected social markings (Matsumoto 1989).

Keywords:

4. Ardita Dylgjeri
Empathy, as a Currency in the Albanian Deliberative Political Discourse

A new emphasis on empathy appeared with the deliberative turn in democratic theory. Empathy is certainly gaining recognition as a valuable currency in the modern world, particularly in leadership and fostering inclusivity. But, what is happening with the Albanian deliberative democracy and its political discourse? While Albania has made progress in promoting deliberative democracy, there are still challenges to overcome. These include limited citizen participation, lack of transparency in decision-making, and the influence of special interests. As a result, more democratic progress in the EU candidate country, considered a hybrid, or only partly democratic regime, is needed.
Political discourse, especially pre-electoral one`s role in this respect is undisputedly crucial. This paper argues that by seeking to understand the experiences, perspectives, interests and feelings of others, and by showing willingness to communicate and articulate that attempt at understanding, empathy can provide valuable insights into how diverse sections of the population, perceive and respond to policy-decisions. Following a pragma-rhetorical qualitative approach, this analysis will be based on the discourse elaborated in meetings between politicians and voters, such as town hall meetings and online platform, during the general election campaign in 2021 in Albania.

Keywords: empathy, emotions, Pathos, persuasion, manipulation.

5. Zuzana Kováčová & Dominika Bednáriková
Conceptual Metaphor and Devices of Persuasiveness in Television Advertising Discourse

The study focuses on the analysis of television advertising discourse from the perspective of pragmalinguistics. Its focus primarily centers on the cognitive-semantic potential of indirect expressions based on conceptual metaphor. Conceptual metaphor stands out as one of the most effective means of influencing the human psyche. The study analyzes the methods of expression used for both overt and covert persuasiveness in contemporary television advertising discourse in Slovakia. For this purpose, narrative discourse analysis and content analysis are employed. The devices of overt and covert persuasiveness, or manipulation, aimed at influencing the decision-making and behavior of the recipients, enable us to establish the criteria for identifying two fundamentally different types of television advertising discourses. These two types differ from each other in the ratio of rational to emotional elements in the process of social address. The quantitative and qualitative indicators include the occurrence and frequency of indirect expressions (specifically polysemy, lexicalized metaphor, and both traditional and modified idioms) regarding the strategic handling of figurative expression on the axis of semantic value versus pragmatic meaning or on the axis of spoken versus thought. What may appear as linguistic creativity is, in fact, a strategy of covert persuasiveness.
Keywords: pragmalinguistics, conceptual metaphor, persuasiveness, polycode texts, television advertising discourse.

6. Suzana Samarxhiu
A Comparative Study of Negation in English and Albanian

This study aims to find and analyze different constructions used to express negation as it plays a crucial role in shaping the structure and meaning of sentences in both English and Albanian. While both languages utilize negation to express the denial, rejection, or opposite of a proposition, they exhibit distinct syntactic and morphological patterns. In English, negation is typically achieved through auxiliary verbs (e.g., „do not,“ „is not“) negative adverbs (e.g., „never,“ „nothing“) and certain affixes. Conversely, Albanian employs a more complex system where negation is often expressed through the use of the negative form (“nuk”, s’) and negative adverb at the same time.Additionally, Albanian allows for more flexibility in sentence structure, influencing the syntactical positioning of negation elements. This paper explores the similarities and differences in negation strategies between these two languages, examining their impact on sentence construction, meaning, and communication. Through a comparative approach, it highlights the syntactic, morphological, and semantic implications of negation in both languages, providing a deeper understanding of how negation functions in cross-linguistic contexts.
Keywords: syntax, morphology, comparative approach, negation, language.

7. Augustín Sokol
Intercultural, Social and Communication Dimensions of Speech Acts with a Contact Function in the Context of Foreign Language Education

Our focus is on the contact-based speech acts in the discursive space of English classes at a secondary vocational school in Slovakia. We follow from the fact that utterances with a contact function are classified as formulaic language stereotypes. The intercultural aspect of such formulas raises the question of their universality on the one hand, and cultural dependence on the other. Since these verbal means are determined by the cultural and linguistic environment, the formulaic expressions with identical meaning have different renditions in the Slovak (native) and English (foreign) language. The social aspect results from the social solidarity of the participants, i.e. from the participation of interlocutors (speaker and addressee), which is represented by the teacher → student, student → student and student → teacher relationship. The communication aspect is related to their communicative intentionality, which is realized in the communication space of foreign language education. The formulas can be observed in the sense of function → content → form. We focus on identifying the reception communication competence in secondary vocational school students. Through tests, we verify the ability to predict the content and functional aspects of selected formulas (agreement, praise, encouragement, apology, reproach, etc.) and the ability to distinguish pragmatic nuances of the affirmative and negative attitude, e.g. in terms of emphasized and relativized agreement and the speaker’s weakened and resigned attitude. We also investigate whether the transparency of form helps the students to correctly interpret the meaning and activate the relevant illocutionary scenario.

Keywords: speech acts with a contact function, formulaic expressions, speech knowledge, feel for language, communication situation.

8. Manjola Zaçellari & Lediana Beshaj
Language Policy and National Identity in Multilingual Societies: Case Studies of Kosovo and North Macedonia

National identity is strongly linked to language. But in multilingual societies, where two or more languages coexist, with official status or not, this identity is also linked to ethnic, political and cultural identities. This paper aims to analyze the delicate relationship between language, national identity, and political stability in multilingual societies. It examines how respective language policies reflect broader concerns about ethnic identity, political legitimacy, and social integration and at the same time it highlights the limitations of current legal frameworks. To examine these dynamics, the study employs a qualitative approach using case studies of Kosovo and North Macedonia as specific examples of multilingual countries. Governmental reports, language policy documents, media reports that detail the language policies and their impact on national identity, political legitimacy, and ethnic relations will be analyzed. In an increasingly globalized world, where multilingualism is becoming a defining feature of many nations, this study contributes to ongoing discussions about the role of language in shaping political and social landscapes. Through its exploration of Kosovo and North Macedonia, the paper seeks to shed light on the challenges and opportunities of managing linguistic diversity in a way that fosters political stability, ethnic harmony, and a cohesive national identity.

Keywords: language, policy, multilingual, Kosovo, North Macedonia.

9. Nur Syasya Qistina Mazeree
ESL Instructors’ Belief about Sociolinguistic Competence: A Qualitative Case Study in a Malaysian ESL Classroom

Language learners are expected to know and use the target language appropriately in various social contexts to avoid misunderstandings and miscommunication. The capacity to execute such expertise emerges from an important concept in communicative competence, known as sociolinguistic competence. This study explores how a pair of Malaysian university ESL instructors conceptualise L2 sociolinguistic competence, recommend teaching strategies for developing students’ sociolinguistic skills, and assess the role of sociolinguistic competence in communicative competence. The data were collected through semi-structured interviews and analysed thematically to identify the instructors’ beliefs, strategies, and challenges related to sociolinguistic competence. The findings indicate that these Malaysian ESL instructors prioritise the integration of sociolinguistic competence into the development of the ESL curriculum and ESL teaching strategies. The instructors suggest several instructional approaches, such as role play, authentic language input, and real-life tasks, to improve students’ sociolinguistic skills. Malaysian ESL educators consider sociolinguistic competence to be essential for Malaysian ESL learners to effectively communicate, demonstrate cultural sensitivity, and develop intercultural competence.

Keywords: Sociolinguistic competence, Malaysian ESL instructors, beliefs, teaching strategies.

10. Rovena Mera
Style and Variations of /R/ and /RR/ in Poetry: The Case of Standard Albanian

This study aims to explore the use and variation of the phoneme’s /r/ and /rr/ in Standard Albanian, focusing on their phonetic, social, and stylistic dimensions. It examines their significance as markers of proficiency in the standard norm and as expressions of cultural and artistic identity. The research involves an analysis of the challenges in acquiring the standard norm, particularly in contexts where dialectal influence is prominent, as well as the role of social and educational environments in shaping linguistic competence. Stylistically, it examines the use of /r/ and /rr/ in various poems, focusing on their aesthetic, rhythmic, and semantic functions. Examples from renowned Albanian poets illustrate the artistic impact of these phonemes on poetic expression. The findings reveal a close interplay between linguistic variation and the stylistic functions of /r/ and /rr/. This interaction reflects the relationship between the standard norm and individual creativity, highlighting the role of these phonemes as key elements in enriching linguistic and poetic expression. The study contributes to understanding the connections between the standard norm, sociolinguistic variation, and the stylistic use of the Albanian language. It also suggests new approaches to teaching and promoting Standard Albanian in a more conscious and creative manner.

Keywords: Standard; stylistic plan; contrast /r/-/rr/; alternation and stylistic beauty.