The need to transform the education sector is overdue. The closure of schools around the world
triggered by the COVID-19 crisis has exposed the challenges faced by schools, teachers and
students to secure education continuity away from classrooms. How has the pandemic changed
education and opened an opportunity to rethink schooling?
In addition, the recognition of non-formal and informal learning is an important means for
making the ‘lifelong learning for all’ agenda a reality for all and, subsequently, for reshaping
learning to better match the needs of the 21st century.
It is very likely that learning taking place at home or elsewhere, is a lot more important, relevant
and significant than the kind of learning that occurs in formal settings. How can we recognize,
appreciate and value this?
Global Citizenship Education is a strategic area of UNESCO’s Education Sector programme,
and builds on the work of Peace and Human Rights Education. It aims to instil in learners the
values, attitudes and behaviours that support responsible global citizenship: creativity,
innovation, and commitment to peace, human rights and sustainable development.
Global citizenship has become one of the most important issues for English language teachers
around the world, as we are witnessing its growing importance in the international scenario and
its incorporation as part of a process of inclusion/e-inclusion.
How can inspiring input, suggestions, and ideas related to the issue of global citizenship be
addresses in ELT?
It is widely recognised that at the outset of the pandemic, many teachers felt they lacked
appropriate training and were unprepared for the remote and hybrid teaching scenarios they
had to face. Teachers found their beliefs challenged as they had to adapt to new modes of
teaching, collaborate with colleagues, and work in unpredictable, challenging situations. To
what extent are these new scenarios having an impact on teachers’ beliefs?
Research shows that faced with a plethora of online CPD opportunities based on new
pedagogical approaches for the new normal, teachers have constantly risen to the challenge
and demonstrated their commitment to professional learning and development and that their
paramount values and beliefs have continued to help teachers forge their didactic action.
But just how are new forms of CPD currently influencing teachers’ practices, and what CPD can
we offer to support evolving post-pandemic teacher profiles?
During the last decade more people than ever in the history of mankind have been on the move
all over the world, because of unsustainable social conditions. Forced to abandon their
homeland, they brought with them their own identities and their language. This disruptive
condition has modified the language and cultural landscapes of many countries and of their
It is within this reconfiguration of peoples and cultures that the notions of ‘translanguaging’ and
of ‘translanguaging spaces’ have emerged. Translanguaging has been defined as “the ability of
multilingual speakers to shuttle between languages, treating the diverse languages that form
their repertoire as an integrated system” (Canagarajah, 2011).
The pedagogical implications of translanguagism are multiple, and translingual practices have
proved as particularly effective when used by multilingual learners to communicate and to learn in the language classrooms. Welcome to this conference are all those teaching and learning
experiences and projects that use translanguagism as an approach engaging multilingual
learners to communicate and to integrate their language repertoires.