{"id":16,"date":"2019-10-10T11:35:43","date_gmt":"2019-10-10T11:35:43","guid":{"rendered":"http:\/\/cyprusconferences.org\/clc6\/?page_id=16"},"modified":"2021-09-03T06:48:55","modified_gmt":"2021-09-03T06:48:55","slug":"program","status":"publish","type":"page","link":"https:\/\/cyprusconferences.org\/clc6\/program\/","title":{"rendered":"Program"},"content":{"rendered":"

[et_pb_section fb_built=”1″ prev_background_color=”#ffffff” _builder_version=”3.29.3″ background_image=”http:\/\/cyprusconferences.org\/clc6\/wp-content\/uploads\/2019\/10\/Nicosia_panorama_banner.jpg” min_height=”241px” custom_padding=”||101px|||” top_divider_style=”graph3″][et_pb_row _builder_version=”3.29.3″][et_pb_column type=”4_4″ _builder_version=”3.29.3″][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”3.29.3″][et_pb_row _builder_version=”3.29.3″][et_pb_column type=”4_4″ _builder_version=”3.29.3″][et_pb_text _builder_version=”3.29.3″]<\/p>\n

Program<\/strong><\/h1>\n
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[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.7.6″ _module_preset=”default”][et_pb_column type=”4_4″ _builder_version=”4.7.6″ _module_preset=”default”][et_pb_text _builder_version=”4.7.6″ _module_preset=”default”]<\/p>\n

CROSSROADS OF LANGUAGES AND CULTURES 6<\/strong><\/p>\n

UNIVERSITY OF CYPRUS, OPEN UNIVERSITY OF CYPRUS, POLYDROMO<\/strong><\/p>\n

2-4 September 2021<\/strong><\/p>\n

<\/strong><\/p>\n

PROGRAM<\/strong><\/h2>\n

<\/strong><\/p>\n

All times are in Cyprus (Nicosia) time UTC+3, GMT+3 \u2013\u00a0<\/a>Click here to calculate your local time\u00a0<\/a><\/strong><\/p>\n

All presentations will be live through Zoom<\/p>\n

\u00a0<\/p>\n

[\/et_pb_text][et_pb_button button_url=”http:\/\/cyprusconferences.org\/clc6\/wp-content\/uploads\/2021\/08\/CLC-6_Program-1.pdf” url_new_window=”on” button_text=”Download Program” button_alignment=”center” disabled_on=”on|on|on” _builder_version=”4.7.6″ _module_preset=”default” custom_margin=”||5px|||” disabled=”on”][\/et_pb_button][et_pb_text disabled_on=”on|on|on” _builder_version=”4.7.6″ _module_preset=”default” disabled=”on”]<\/p>\n

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<\/b><\/strong><\/a><\/span><\/span><\/b><\/span><\/h3>\n

Thursday, September 2 2021<\/o:p><\/span><\/b><\/span><\/p>\n\n\n\n\n\n\n
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\u00a0<\/o:p><\/span><\/p>\n<\/td>\n

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ROOM A<\/o:p><\/span><\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

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18.00 -18.30 <\/o:p><\/span><\/p>\n<\/td>\n

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Welcome
<\/o:p><\/span><\/p>\n<\/td>\n<\/tr>\n

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18.30 -19.00 <\/o:p><\/span><\/p>\n<\/td>\n

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Crossroads of Languages and Cultures: before and now<\/o:p><\/span><\/p>\n<\/td>\n<\/tr>\n

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19.00 -20.00 <\/o:p><\/span><\/p>\n<\/td>\n

\n

Plenary talk by Ofelia Garc\u00eda<\/span><\/i><\/o:p><\/b><\/span><\/p>\n

Being and Languaging<\/span> in the Crossroads.<\/o:p><\/span><\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\n<\/div>\n

[\/et_pb_text][et_pb_text disabled_on=”on|on|on” _builder_version=”4.7.6″ _module_preset=”default” disabled=”on” inline_fonts=”Arial,Verdana”]<\/p>\n

<\/span><\/p>\n

 <\/p>\n

\u00a0Friday, September 3 2021<\/strong><\/span><\/span><\/p>\n

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
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\u00a0<\/o:p><\/span><\/p>\n<\/td>\n

\n

ROOM A<\/o:p><\/span><\/b><\/span><\/p>\n<\/td>\n

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ROOM B<\/o:p><\/span><\/b><\/span><\/p>\n<\/td>\n

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ROOM C<\/o:p><\/span><\/b><\/span><\/p>\n<\/td>\n

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ROOM D<\/o:p><\/span><\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

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9.00- 9.30<\/o:p><\/span><\/p>\n<\/td>\n

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SYMPOSIUM<\/span><\/b><\/o:p><\/span><\/b><\/span><\/p>\n

\u0393\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae
\u03b1\u03c5\u03c4\u03bf\u03b2\u03b9\u03bf\u03b3\u03c1\u03b1\u03c6\u03af\u03b1
\u03ba\u03b1\u03b9 \u03c0\u03bf\u03bb\u03c5\u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae<\/span>
\u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7.<\/span><\/i><\/span><\/p>\n

\u039a\u03bf\u03c5\u03ba\u03bf\u03cd\u03bb\u03b7 \u039c\u03b1\u03b3\u03b4\u03b1\u03bb\u03b7\u03bd\u03ae\u00a0<\/span><\/i><\/b><\/span>
\u0395\u03c5\u03b1\u03b3\u03b3\u03b5\u03bb\u03af\u03b1\u00a0\u039c\u03c0\u03bf\u03c5\u03bd\u03c4\u03bf\u03c5\u03c1\u03ac<\/span><\/span><\/i><\/b><\/p>\n

<\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u0393\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae
\u03b1\u03c5\u03c4\u03bf\u03b2\u03b9\u03bf\u03b3\u03c1\u03b1\u03c6\u03af\u03b1: \u03ad\u03bd\u03b1 \u03b5\u03c1\u03b5\u03c5\u03bd\u03b7\u03c4\u03b9\u03ba\u03cc
\u03b5\u03c1\u03b3\u03b1\u03bb\u03b5\u03af\u03bf \u03b3\u03b9\u03b1 \u03c4\u03b7\u03bd \u03c0\u03c1\u03bf\u03c3\u03ad\u03b3\u03b3\u03b9\u03c3\u03b7 \u03c4\u03b7\u03c2
\u03c0\u03bf\u03bb\u03c5\u03b3\u03bb\u03c9\u03c3\u03c3\u03af\u03b1\u03c2 \u03bc\u03ad\u03c3\u03c9 \u03c4\u03bf\u03c5\u00a0\u03b1\u03bd\u03b1\u03c3\u03c4\u03bf\u03c7\u03b1\u03c3\u03bc\u03bf\u03cd\u00a0<\/span>\u03c3\u03c4\u03b7 \u03c3\u03cd\u03b3\u03c7\u03c1\u03bf\u03bd\u03b7
\u03c3\u03c7\u03bf\u03bb\u03b9\u03ba\u03ae \u03c4\u03ac\u03be\u03b7.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Ioanna\u00a0Tyrou<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Can wikis environments enhance learning of a foreign language and its culture? A statistical approach.<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n<\/td>\n

\n

Dobrochna<\/span><\/i><\/b><\/span> Futro<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Translanguaging<\/span><\/span> art. Transformative potential of contemporary art for language teaching in a multilingual context. Case study from Scotland.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u039c\u03b1\u03c1\u03af\u03bd\u03b1 \u0393\u03b5\u03c9\u03c1\u03b3\u03af\u03bf\u03c5 \u039c\u03ce\u03c1\u03b9\u03b1<\/span><\/span><\/i><\/b><\/span><\/p>\n

TikTokin<\/span><\/span>\u2019:
\u039a\u03b1\u03c4\u03b1\u03c3\u03ba\u03b5\u03c5\u03ac\u03b6\u03bf\u03bd\u03c4\u03b1\u03c2
\u03bd\u03bf\u03ae\u03bc\u03b1\u03c4\u03b1 \u03bc\u03ad\u03c3\u03b1 \u03b1\u03c0\u03cc \u03c4\u03b7
\u03b4\u03b9\u03b1\u03ba\u03b5\u03b9\u03bc\u03b5\u03bd\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1 \u03ba\u03b1\u03b9 \u03c5\u03b2\u03c1\u03b9\u03b4\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1<\/span>
\u03c4\u03c9\u03bd \u03c0\u03bf\u03bb\u03c5\u03c4\u03c1\u03bf\u03c0\u03b9\u03ba\u03ce\u03bd\u00a0<\/span>\u03ba\u03b5\u03b9\u03bc\u03ad\u03bd\u03c9\u03bd.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

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9.30 <\/span>-10.00<\/o:p><\/span><\/p>\n<\/td>\n

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SYMPOSIUM<\/span><\/b><\/o:p><\/span><\/b><\/span><\/p>\n

\u0393\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae
\u03b1\u03c5\u03c4\u03bf\u03b2\u03b9\u03bf\u03b3\u03c1\u03b1\u03c6\u03af\u03b1
\u03ba\u03b1\u03b9 \u03c0\u03bf\u03bb\u03c5\u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae<\/span>
\u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7.<\/span><\/i><\/span><\/p>\n

\u0395\u03c5<\/span><\/i><\/b><\/span>\u03b1\u03b3\u03b3\u03b5\u03bb\u03af\u03b1 \u039c\u03bf\u03c5\u03c3\u03bf\u03cd\u03c1\u03b7<\/span><\/span><\/i><\/b> <\/o:p><\/span><\/span><\/p>\n

Autobiographies
langagi\u00e8res<\/span> des \u00e9tudiant.e.s<\/span>
en<\/span> langues<\/span><\/span> :<\/span> figures des plurilinguismes<\/span>
et construction d\u2019une<\/span> posture professionnelle<\/span>.<\/o:p><\/span><\/p>\n<\/td>\n

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Kapitolina<\/span><\/i><\/b><\/span> Fedorova<\/span>\u00a0<\/span>
Vlada Baranova<\/o:p><\/span><\/span><\/i><\/b><\/span><\/p>\n

Writing in <\/span>migrant languages
in Russian web-space as new literacy practices: who, for whom, and how.<\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Alexandra Kamaretsou\u00a0 \u00a0 Magda\u00a0Vitsou<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Educational drama and socio-emotional activities to improve peer
relationships in a class of refugee children.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u0391\u03bd\u03b1\u03c3\u03c4\u03b1\u03c3\u03af\u03b1 \u03a3\u03c4\u03ac\u03bc\u03bf\u03c5<\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

“\u039c\u03ac\u03b8\u03b5\u03c4\u03b5 \u03b3\u03b5\u03c1\u03bc\u03b1\u03bd\u03b9\u03ba\u03ac \u03c3\u03c4\u03b7
\u03c7\u03ce\u03c1\u03b1 \u03c4\u03b7\u03c2 <\/span>Porsche<\/span> \u03ba\u03b1\u03b9 \u03c4\u03bf\u03c5 <\/span>Schiller<\/span>“:
\u039a\u03b1\u03c4\u03b1\u03c3\u03ba\u03b5\u03c5\u03ad\u03c2 \u03ba\u03b9\u03bd\u03b7\u03c4\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1\u03c2
\u03ba\u03b1\u03b9 \u03c0\u03bf\u03bb\u03c5\u03b3\u03bb\u03c9\u03c3\u03c3\u03af\u03b1\u03c2
\u03c3\u03b5 \u03b9\u03c3\u03c4\u03bf\u03c3\u03b5\u03bb\u03af\u03b4\u03b5\u03c2 \u03ba\u03ad\u03bd\u03c4\u03c1\u03c9\u03bd \u03b5\u03ba\u03bc\u03ac\u03b8\u03b7\u03c3\u03b7\u03c2 \u03c4\u03b7\u03c2 \u03b3\u03b5\u03c1\u03bc\u03b1\u03bd\u03b9\u03ba\u03ae\u03c2 \u03c9\u03c2 \u03be\u03ad\u03bd\u03b7\u03c2 \u03b3\u03bb\u03ce\u03c3\u03c3\u03b1\u03c2.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

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10.00-10.30<\/o:p><\/span><\/p>\n<\/td>\n

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SYMPOSIUM<\/span><\/b><\/o:p><\/span><\/b><\/span><\/p>\n

\u0393\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae \u03b1\u03c5\u03c4\u03bf\u03b2\u03b9\u03bf\u03b3\u03c1\u03b1\u03c6\u03af\u03b1
\u03ba\u03b1\u03b9 \u03c0\u03bf\u03bb\u03c5\u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae<\/span>
\u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7.<\/span><\/i><\/o:p><\/span><\/i><\/span><\/p>\n

\u0394\u03ae\u03bc\u03b7\u03c4\u03c1<\/span><\/i><\/b><\/span>\u03b1 \u03a4\u03b6\u03ac\u03c4\u03b6\u03bf\u03c5<\/span><\/span><\/i><\/b><\/span><\/p>\n

The role of language autobiographies in <\/span>personal and professional awareness and reflection: Teachers\u2019 representations\u00a0<\/span>in the framework of a blended learning training course on <\/span>plurilingualism\u00a0<\/span>and <\/span>pluriculturalism<\/span>.<\/span><\/p>\n<\/td>\n

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Anastasia Olga Tzirides<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Digital technologies and refugee language education: Teacher perspectives from Greece.<\/o:p><\/span><\/p>\n

\u00a0<\/o:p><\/span><\/p>\n<\/td>\n

\n

Maria Argyriou<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Working towards diversity, inclusion, and policy change in a global music education \u201cplurilingualism<\/span>\u201d context.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u03a6\u03c9\u03c4\u03b5\u03b9\u03bd\u03ae \u0395\u03c5\u03b8\u03c5\u03bc\u03af\u03bf\u03c5<\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u0397 \u03b5\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae \u03c9\u03c2 \u03b4\u03b5\u03cd\u03c4\u03b5\u03c1\u03b7
\u03b3\u03bb\u03ce\u03c3\u03c3\u03b1 \u03bc\u03ad\u03c3\u03b1 \u03b1\u03c0\u03cc \u03c4\u03b7 \u03ba\u03c1\u03b9\u03c4\u03b9\u03ba\u03ae \u00ab\u03b1\u03bd\u03ac\u03b3\u03bd\u03c9\u03c3\u03b7 \u03c4\u03bf\u03c5 \u03ba\u03cc\u03c3\u03bc\u03bf\u03c5\u00bb \u03c4\u03bf\u03c5
\u03a6\u03c1\u03ad\u03b9\u03c1\u03b5.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

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\u00a0<\/o:p><\/span><\/p>\n<\/td>\n

\n

BREAK<\/o:p><\/span><\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

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10.45-11.15<\/o:p><\/span><\/p>\n<\/td>\n

\n

SYMPOSIUM<\/span><\/b><\/o:p><\/span><\/b><\/span><\/p>\n

\u0393\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae \u03b1\u03c5\u03c4\u03bf\u03b2\u03b9\u03bf\u03b3\u03c1\u03b1\u03c6\u03af\u03b1
\u03ba\u03b1\u03b9 \u03c0\u03bf\u03bb\u03c5\u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae<\/span>
\u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7.<\/span><\/i><\/span><\/p>\n

\u0392\u03b1\u03c3\u03b9\u03bb\u03b9\u03ba\u03ae \u039a\u03b9\u03bc\u03b9\u03c3\u03ba\u03af\u03b4\u03bf\u03c5<\/span>
<\/i><\/b><\/span>\u0393\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ad\u03c2 \u03b1\u03c5\u03c4\u03bf\u03b2\u03b9\u03bf\u03b3\u03c1\u03b1\u03c6\u03af\u03b5\u03c2
\u03ba\u03b1\u03b8\u03b7\u03b3\u03b7\u03c4\u03ce\u03bd \u03b3\u03bb\u03c9\u03c3\u03c3\u03ce\u03bd: \u03c0\u03c1\u03bf\u03c3\u03b5\u03b3\u03b3\u03af\u03c3\u03b5\u03b9\u03c2
\u03ba\u03b1\u03b9 \u03c0\u03c1\u03bf\u03ba\u03bb\u03ae\u03c3\u03b5\u03b9\u03c2
\u03b3\u03b9\u03b1 \u03c4\u03b7 \u03b4\u03b9\u03b4\u03b1\u03c3\u03ba\u03b1\u03bb\u03af\u03b1 \u03b3\u03bb\u03c9\u03c3\u03c3\u03ce\u03bd \u03c3\u03c4\u03bf
\u03b3\u03c5\u03bc\u03bd\u03ac\u03c3\u03b9\u03bf.<\/span><\/o:p><\/span><\/p>\n<\/td>\n

\n

Yolanda Ruiz da Zarobe<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Education at the crossroads of languages and cultures: moving
towards plurilingualism<\/span> at school.<\/span><\/o:p><\/span><\/i><\/span><\/p>\n<\/td>\n

\n

Frans<\/span><\/i><\/b><\/span> Hinskens<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Reconsidering
the principles guiding language policy in the domain of primary and secondary education \u2013 the case of Dutch in the Netherlands and Flanders.<\/o:p><\/span><\/p>\n<\/td>\n

\n

\u039d\u03b9\u03ba\u03bf\u03bb\u03ad\u03c4\u03c4\u03b1\u00a0\u03a0\u03b1\u03bd\u03b1\u03b3\u03ac\u03ba\u03b7<\/span>
\u0391\u03c1\u03b3\u03cd\u03c1\u03b7\u03c2 \u0391\u03c1\u03c7\u03ac\u03ba\u03b7\u03c2<\/span>
\u0392\u03af\u03bb\u03bb\u03c5 \u03a4\u03c3\u03ac\u03ba\u03c9\u03bd\u03b1<\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u03a4\u03bf\u03c0\u03bf\u03b8\u03b5\u03c4\u03ae\u03c3\u03b5\u03b9\u03c2
\u03c0\u03bb\u03b5\u03b9\u03bf\u03bd\u03bf\u03c4\u03b9\u03ba\u03ce\u03bd\u00a0<\/span>\u03ba\u03b1\u03b9
\u03bc\u03b5\u03c4\u03b1\u03bd\u03b1\u03c3\u03c4\u03ce\u03bd\/\u03c4\u03c1\u03b9\u03ce\u03bd
\u03bc\u03b1\u03b8\u03b7\u03c4\u03ce\u03bd\/\u03c4\u03c1\u03b9\u03ce\u03bd \u03b1\u03c0\u03ad\u03bd\u03b1\u03bd\u03c4\u03b9 \u03c3\u03c4\u03bf\u03c5\u03c2\/\u03c3\u03c4\u03b9\u03c2
\u03c0\u03c1\u03cc\u03c3\u03c6\u03c5\u03b3\u03b5\u03c2\/\u03b9\u03c3\u03c3\u03b5\u03c2<\/span>: \u03a3\u03c5\u03b3\u03ba\u03bb\u03af\u03c3\u03b5\u03b9\u03c2 \u03bc\u03b5
\u03ba\u03b1\u03b9 \u03b1\u03c0\u03bf\u03ba\u03bb\u03af\u03c3\u03b5\u03b9\u03c2 \u03b1\u03c0\u03cc \u03c4\u03bf\u03bd \u03b5\u03b8\u03bd\u03b9\u03ba\u03cc
\u03bb\u03cc\u03b3\u03bf.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

11.15-11.45<\/o:p><\/span><\/p>\n<\/td>\n

\n

SYMPOSIUM<\/span><\/b><\/o:p><\/span><\/b><\/span><\/p>\n

\u0393\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae
\u03b1\u03c5\u03c4\u03bf\u03b2\u03b9\u03bf\u03b3\u03c1\u03b1\u03c6\u03af\u03b1
\u03ba\u03b1\u03b9 \u03c0\u03bf\u03bb\u03c5\u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae<\/span>
\u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7.<\/span><\/i><\/span><\/p>\n

\u0395\u03c1\u03bc\u03bf\u03c6\u03af\u03bb\u03b7<\/span><\/i><\/b><\/span> \u039a\u03b1\u03bb\u03b1\u03bc\u03b1\u03ba\u03af\u03b4\u03bf\u03c5<\/span><\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u03a3\u03c5\u03bd\u03c4\u03ac\u03c3\u03c3\u03bf\u03bd\u03c4\u03b1\u03c2 \u03c4\u03b7 \u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae
\u03b1\u03c5\u03c4\u03bf\u03b2\u03b9\u03bf\u03b3\u03c1\u03b1\u03c6\u03af\u03b1 \u03c3\u03c4\u03bf \u0393\u03c5\u03bc\u03bd\u03ac\u03c3\u03b9\u03bf:
\u0388\u03bd\u03b1 \u03b5\u03c1\u03b3\u03b1\u03bb\u03b5\u03af\u03bf \u03b3\u03b9\u03b1 \u03c4\u03b7\u03bd
\u03b1\u03bd\u03ac\u03b4\u03c5\u03c3\u03b7 \u03ba\u03b1\u03b9 \u03b1\u03be\u03b9\u03bf\u03c0\u03bf\u03af\u03b7\u03c3\u03b7
\u03c4\u03c9\u03bd \u03c0\u03bf\u03bb\u03c5\u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ce\u03bd<\/span>
\u03ba\u03b1\u03b9 \u03c0\u03bf\u03bb\u03c5\u03c0\u03bf\u03bb\u03b9\u03c4\u03b9\u03c3\u03bc\u03b9\u03ba\u03ce\u03bd \u03c1\u03b5\u03c0\u03b5\u03c1\u03c4\u03bf\u03c1\u03af\u03c9\u03bd
\u03c4\u03c9\u03bd \u03bc\u03b1\u03b8\u03b7\u03c4\u03ce\u03bd.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Yanhong<\/span><\/i><\/b><\/span> Li<\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Translanguaging<\/span><\/span> pedagogies in Spanish foreign language classroom: Meaning
making in trilingual space for Chinese students.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

George Androulakis<\/span> <\/o:p><\/i><\/b><\/span><\/p>\n

From \u2018default\u2019 to \u2018practiced\u2019 language policy: a critical study of refugee education in Greece. <\/o:p><\/span><\/p>\n<\/td>\n

\n

\u00a0\u03a0\u03b1\u03c1\u03b1\u03c3\u03ba\u03b5\u03c5\u03ae \u0398\u03ce\u03bc\u03bf\u03c5\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u0394\u03b9\u03bf\u03bd\u03c5\u03c3\u03af\u03b1 \u039a\u03bf\u03bd\u03c4\u03bf\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7<\/span><\/em><\/strong><\/p>\n

\u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7 \u03b4\u03af\u03b3\u03bb\u03c9\u03c3\u03c3\u03c9\u03bd
\u03c0\u03b1\u03b9\u03b4\u03b9\u03ce\u03bd: \u0397 \u03c0\u03b5\u03c1\u03af\u03c0\u03c4\u03c9\u03c3\u03b7 \u03c4\u03c9\u03bd
\u03c4\u03ac\u03be\u03b5\u03c9\u03bd \u03c5\u03c0\u03bf\u03b4\u03bf\u03c7\u03ae\u03c2.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

11.45-12.15<\/o:p><\/span><\/p>\n<\/td>\n

\n

SYMPOSIUM<\/span><\/b><\/o:p><\/span><\/b><\/span><\/p>\n

\u0393\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae
\u03b1\u03c5\u03c4\u03bf\u03b2\u03b9\u03bf\u03b3\u03c1\u03b1\u03c6\u03af\u03b1
\u03ba\u03b1\u03b9 \u03c0\u03bf\u03bb\u03c5\u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae<\/span>
\u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7.<\/span><\/i><\/span><\/p>\n

\u0398\u03b5\u03bf\u03c6\u03b1\u03bd\u03bf\u03cd\u03bb\u03b1<\/span><\/i><\/b><\/span> \u039c\u03c0\u03b1\u03bb\u03af\u03c4\u03b1<\/span>
<\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u0393\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ad\u03c2 \u03b1\u03c5\u03c4\u03bf\u03b2\u03b9\u03bf\u03b3\u03c1\u03b1\u03c6\u03af\u03b5\u03c2\u00a0\u03c0\u03c1\u03bf\u03c3\u03c6\u03c5\u03b3\u03bf\u03c0\u03b1\u03af\u03b4\u03c9\u03bd<\/span>
\u03ba\u03b1\u03b9 \u03b5\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ce\u03bd \u03c0\u03bf\u03c5 \u03b4\u03b9\u03b4\u03ac\u03c3\u03ba\u03bf\u03c5\u03bd
\u03c3\u03b5 \u0394\u03a5\u0395\u03a0: \u03b1\u03bd\u03ac\u03bb\u03c5\u03c3\u03b7 \u03ba\u03b1\u03b9
\u03c3\u03c5\u03bd\u03b5\u03b9\u03c3\u03c6\u03bf\u03c1\u03ac \u03c4\u03bf\u03c5\u03c2 \u03c3\u03c4\u03b7 \u03b4\u03b9\u03b4\u03b1\u03c3\u03ba\u03b1\u03bb\u03af\u03b1\/\u03b5\u03ba\u03bc\u03ac\u03b8\u03b7\u03c3\u03b7 \u03c4\u03c9\u03bd \u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ce\u03bd
\u03ba\u03b1\u03b9 \u03bc\u03b7-\u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ce\u03bd \u03bc\u03b1\u03b8\u03b7\u03bc\u03ac\u03c4\u03c9\u03bd \u03c0\u03bf\u03c5
\u03c0\u03c1\u03bf\u03c3\u03c6\u03ad\u03c1\u03bf\u03bd\u03c4\u03b1\u03b9 \u03c3\u03c4\u03b9\u03c2 \u0394\u03a5\u0395\u03a0<\/span>H<\/span>.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Christina Gkougkoura<\/span>\u00a0<\/span><\/i><\/b><\/span>
Sevie<\/span><\/i><\/b><\/span> Paida<\/span><\/span><\/i><\/b><\/p>\n

Promoting multilingual emergency remote teaching. A case study
in an elementary language-diverse classroom.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Evdokia<\/span><\/i><\/b><\/span> Karavas<\/span><\/span><\/i><\/b><\/span>
Bessie Mitsikopoulou<\/span><\/span><\/i><\/b>
Maria Iakovou<\/span><\/i><\/b><\/p>\n

Place-based pedagogy for social integration: A critical account of an adult refugee
language programme<\/span> in the city of Athens.<\/o:p><\/span><\/p>\n<\/td>\n

\n

\u039d\u03af\u03ba\u03b7 \u039a\u03cc\u03bc\u03b7
\u0395\u03c5\u03b3\u03b5\u03bd\u03af\u03b1 \u0392\u03b1\u03c3\u03b9\u03bb\u03ac\u03ba\u03b7
\u0393\u03b9\u03ce\u03c1\u03b3\u03bf\u03c2 \u0391\u03bd\u03b4\u03c1\u03bf\u03c5\u03bb\u03ac\u03ba\u03b7\u03c2<\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u0397 \u03b5\u03bc\u03c0\u03b5\u03b9\u03c1\u03af\u03b1 \u03bc\u03b5\u03bb\u03bb\u03bf\u03bd\u03c4\u03b9\u03ba\u03ce\u03bd \u03b5\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ce\u03bd \u03bc\u03b5\/\u03c3\u03b5 \u03c0\u03bf\u03bb\u03cd\u03b3\u03bb\u03c9\u03c3\u03c3\u03b1
\u03c0\u03b5\u03c1\u03b9\u03b2\u03ac\u03bb\u03bb\u03bf\u03bd\u03c4\u03b1 \u03b4\u03b9\u03b4\u03b1\u03c3\u03ba\u03b1\u03bb\u03af\u03b1\u03c2
\u03c4\u03b7\u03c2 \u03b5\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae\u03c2.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

12.30-13.00<\/o:p><\/span><\/p>\n<\/td>\n

\n

Christine H\u00e9lot<\/span><\/o:p><\/i><\/b><\/span><\/p>\n

Freinet<\/span><\/span> pedagogy
meets with a translanguaging<\/span> pedagogy of literacy exploring the notions of stance, design and shifts.<\/span> <\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Anastassia<\/span><\/i><\/b><\/span> Zabrodskaja<\/span>
Sviatlana\u00a0<\/span>Karpava<\/span>
Natalia Ringblom<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Translanguaging<\/span><\/span> and language transmission in young heritage speakers: Two poles of the same continuum?<\/span><\/o:p><\/span><\/span><\/p>\n

\u00a0<\/o:p><\/span><\/p>\n<\/td>\n

\n

\u0395\u03bb\u03ad\u03bd\u03b7\u00a0\u03a3\u03b5\u03bb\u03bb\u03ac
\u03a6\u03c1\u03b5\u03b9\u03b4\u03b5\u03c1\u03af\u03ba\u03b7 \u039c\u03c0\u03b1\u03c4\u03c3\u03b1\u03bb\u03b9\u03ac
\u0391\u03b9\u03ba\u03b1\u03c4\u03b5\u03c1\u03af\u03bd\u03b7 \u039a\u03b9\u03b3\u03b9\u03c4\u03c3\u03b9\u03cc\u03b3\u03bb\u03bf\u03c5
\u0395\u03c5\u03b1\u03b3\u03b3\u03b5\u03bb\u03af\u03b1 \u039b\u03b5\u03b6\u03ad
\u039c\u03b1\u03c1\u03af\u03b1 \u03a1\u03bf\u03bc\u03c0\u03bf\u03c0\u03bf\u03cd\u03bb\u03bf\u03c5<\/span><\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u0394\u03af\u03b3\u03bb\u03c9\u03c3\u03c3\u03bf\u03b9\/\u03c0\u03bf\u03bb\u03cd\u03b3\u03bb\u03c9\u03c3\u03c3\u03bf\u03b9
\u03c6\u03bf\u03b9\u03c4\u03b7\u03c4\u03ad\u03c2\/\u03c6\u03bf\u03b9\u03c4\u03ae\u03c4\u03c1\u03b9\u03b5\u03c2 \u03ba\u03b1\u03b9 \u03b1\u03c0\u03cc\u03c6\u03bf\u03b9\u03c4\u03bf\u03b9
\u03b5\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ce\u03bd \u03c0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03b7\u03bc\u03af\u03c9\u03bd:
\u0394\u03b5\u03be\u03b9\u03cc\u03c4\u03b7\u03c4\u03b5\u03c2, \u03c0\u03b5\u03b4\u03af\u03b1 \u03c7\u03c1\u03ae\u03c3\u03b7\u03c2 \u03ba\u03b1\u03b9
\u03c3\u03c4\u03ac\u03c3\u03b7 \u03ad\u03bd\u03b1\u03bd\u03c4\u03b9 \u03c4\u03b7\u03c2 \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae\u03c2
\u03ba\u03b1\u03b9 \u03c4\u03c9\u03bd \u03ac\u03bb\u03bb\u03c9\u03bd \u03b5\u03bd \u03c7\u03c1\u03ae\u03c3\u03b5\u03b9
\u03b3\u03bb\u03c9\u03c3\u03c3\u03ce\u03bd.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u03a0\u03b1\u03bd\u03b1\u03b3\u03b9\u03ce\u03c4\u03b1\u00a0\u0393\u03ac\u03c4\u03c3\u03b7\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u0393\u03b9\u03ce\u03c1\u03b3\u03bf\u03c2 \u03a3\u03b9\u03bc\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2<\/span><\/span><\/i><\/b><\/span><\/p>\n

\u0397 \u03c0\u03b5\u03c1\u03af\u03c0\u03c4\u03c9\u03c3\u03b7 \u03c4\u03c9\u03bd
\u03c3\u03c7\u03bf\u03bb\u03b5\u03af\u03c9\u03bd \u03b3\u03bb\u03c9\u03c3\u03c3\u03ce\u03bd
\u03ba\u03b1\u03c4\u03b1\u03b3\u03c9\u03b3\u03ae\u03c2 \u03c3\u03c4\u03b7\u03bd \u0395\u03bb\u03bb\u03ac\u03b4\u03b1.
\u03a0\u03c1\u03bf\u03ba\u03bb\u03ae\u03c3\u03b5\u03b9\u03c2 \u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7\u03c2
\u03c3\u03b5 \u03ad\u03bd\u03b1 \u03bd\u03ad\u03bf \u03c0\u03bf\u03bb\u03c5\u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03cc<\/span>
\u03c4\u03bf\u03c0\u03af\u03bf.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

13.00-13.30<\/o:p><\/span><\/p>\n<\/td>\n

\n

Theoni<\/span><\/i><\/b><\/span> Neokleous
Stavroula Kontovourki<\/span> <\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u0391n<\/span><\/span><\/span> exploration of distinct literacy practices for preschool
children and parents in Cyprus.<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u00a0<\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u00a0<\/o:p><\/span><\/p>\n<\/td>\n

\n

Christina Maligkoudi
Nikos Gogonas<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Commodifying heritage languages: A case study of a Czech complementary school in Greece.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u03a0\u03ad\u03bd\u03b9\u03b1<\/span><\/i><\/b><\/span> \u03a3\u03ba\u03b1\u03bc\u03bd\u03ac\u03ba\u03b7<\/span><\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u039a\u03bf\u03b9\u03bd\u03cc\u03c4\u03b7\u03c4\u03b5\u03c2 \u03c0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ae\u03c2 \u03ba\u03b1\u03b9
\u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ad\u03c2 \u03c3\u03c4\u03ac\u03c3\u03b5\u03b9\u03c2 \u03c6\u03bf\u03b9\u03c4\u03b7\u03c4\u03ce\u03bd\/\u03c4\u03c1\u03b9\u03ce\u03bd
\u039a\u03bf\u03b9\u03bd\u03ae\u03c2 \u039d\u03b5\u03bf\u03b5\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae\u03c2 \u03ba\u03b1\u03b9
\u039a\u03c5\u03c0\u03c1\u03b9\u03b1\u03ba\u03ae\u03c2 \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae\u03c2.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u0398\u03b5\u03bf\u03b4\u03bf\u03c3\u03af\u03b1\u00a0\u039c\u03b9\u03c7\u03b5\u03bb\u03b1\u03ba\u03ac\u03ba\u03b7<\/span><\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

(\u0386\u03c4\u03c5\u03c0\u03b7) \u03b4\u03b9\u03b4\u03b1\u03c3\u03ba\u03b1\u03bb\u03af\u03b1
(\u03b1\u03c1\u03b1\u03b2\u03b9\u03ba\u03ae\u03c2) \u03b3\u03bb\u03ce\u03c3\u03c3\u03b1\u03c2 \u03c9\u03c2
\u03bc\u03ad\u03c3\u03bf \u03b4\u03cc\u03bc\u03b7\u03c3\u03b7\u03c2 \u03c4\u03b7\u03c2
\u03b8\u03c1\u03b7\u03c3\u03ba\u03b5\u03c5\u03c4\u03b9\u03ba\u03ae\u03c2 \u03c4\u03b1\u03c5\u03c4\u03cc\u03c4\u03b7\u03c4\u03b1\u03c2.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

13.30-14.00<\/o:p><\/span><\/p>\n<\/td>\n

\n

Stavroula Tsiplakou
Evanthi\u00a0Papanicola<\/span><\/span><\/i><\/b><\/span><\/span><\/p>\n

Linguistic variation and critical literacy despite diglossia<\/span>.\u00a0 <\/span>Data
from Cypriot schools.<\/span> <\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Diana Peppoloni<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u00a0<\/o:p><\/span><\/i><\/b><\/span>Child language brokering practices in the Italian multilingual\u00a0<\/span>school system.<\/span><\/p>\n<\/td>\n

\n

\u03a6\u03c1\u03b5\u03b9\u03b4\u03b5\u03c1\u03af\u03ba\u03b7\u00a0\u039c\u03c0\u03b1\u03c4\u03c3\u03b1\u03bb\u03b9\u03ac
\u039a\u03b1\u03c4\u03b5\u03c1\u03af\u03bd\u03b1\u00a0\u039a\u03c5\u03b3\u03b9\u03c4\u03c3\u03b9\u03cc\u03b3\u03bb\u03bf\u03c5\u00a0<\/span>\u0392\u03bb\u03ac\u03c7\u03bf\u03c5<\/span><\/span><\/i><\/b><\/span><\/p>\n

\u0393\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae \u03c0\u03bf\u03b9\u03ba\u03b9\u03bb\u03cc\u03c4\u03b7\u03c4\u03b1
\u03ba\u03b1\u03b9 \u03b4\u03b9\u03b4\u03b1\u03ba\u03c4\u03b9\u03ba\u03ae \u03be\u03ad\u03bd\u03b7\u03c2 \u03b3\u03bb\u03ce\u03c3\u03c3\u03b1\u03c2:
20\u03b5\u03c4\u03ae\u03c2 \u03b5\u03bc\u03c0\u03b5\u03b9\u03c1\u03af\u03b1 \u03b1\u03c0\u03cc \u03c4\u03b1
\u03c0\u03c1\u03bf\u03c0\u03c4\u03c5\u03c7\u03b9\u03b1\u03ba\u03ac \u03c0\u03c1\u03bf\u03b3\u03c1\u03ac\u03bc\u03bc\u03b1\u03c4\u03b1 \u03c3\u03c0\u03bf\u03c5\u03b4\u03ce\u03bd \u03c4\u03c9\u03bd \u03a4\u03bc\u03b7\u03bc\u03ac\u03c4\u03c9\u03bd \u0393\u03b5\u03c1\u03bc\u03b1\u03bd\u03b9\u03ba\u03ae\u03c2 \u0393\u03bb\u03ce\u03c3\u03c3\u03b1\u03c2
\u03ba\u03b1\u03b9 \u03a6\u03b9\u03bb\u03bf\u03bb\u03bf\u03b3\u03af\u03b1\u03c2 \u03c4\u03bf\u03c5 \u0395.\u039a.\u03a0.\u0391. \u03ba\u03b1\u03b9
\u0393\u03b1\u03bb\u03bb\u03b9\u03ba\u03ae\u03c2 \u0393\u03bb\u03ce\u03c3\u03c3\u03b1\u03c2 \u03ba\u03b1\u03b9 \u03a6\u03b9\u03bb\u03bf\u03bb\u03bf\u03b3\u03af\u03b1\u03c2 \u03c4\u03bf\u03c5 \u0391.\u03a0.\u0398.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u03a1\u03bf\u03cd\u03bb\u03b1 \u039a\u03af\u03c4\u03c3\u03b9\u03bf\u03c5
\u0395\u03bb\u03ad\u03bd\u03b7\u00a0\u039a\u03b1\u03c1\u03b1\u03bd\u03c4\u03b6\u03cc\u03bb\u03b1<\/span>
<\/i><\/b><\/span><\/o:p><\/span><\/i><\/b><\/p>\n

\u0395\u03b8\u03bd\u03bf\u03b3\u03c1\u03b1\u03c6\u03b9\u03ba\u03ac \u03b4\u03b5\u03b4\u03bf\u03bc\u03ad\u03bd\u03b1 \u03b1\u03c0\u03cc
\u03c7\u03ce\u03c1\u03bf\u03c5\u03c2 \u03b3\u03c1\u03b1\u03bc\u03bc\u03b1\u03c4\u03b9\u03c3\u03bc\u03bf\u03cd<\/span>
\u03b1\u03c1\u03b1\u03b2\u03cc\u03c6\u03c9\u03bd\u03c9\u03bd \u03bd\u03ad\u03c9\u03bd
\u03c0\u03c1\u03bf\u03c3\u03c6\u03cd\u03b3\u03c9\u03bd.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

14.00-15.00<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

LUNCH BREAK<\/span><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

15.00-15.45<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Plenary talk by Clare Mar-Molinero<\/span><\/o:p><\/i><\/b><\/span><\/p>\n

Researching\u00a0multilingually<\/span>: How do we research multilingualism in the city?<\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

15.45-16.15<\/o:p><\/span><\/p>\n<\/td>\n

\n

Karin Vogt
Bassey<\/span><\/i><\/b><\/span> Antia<\/span><\/span><\/i><\/b><\/p>\n

Annotations as insights into multisemiotic\u00a0<\/span>text processing.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Emma Abbate<\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Application of companion volume descriptors for plurilingual<\/span> competence in CLIL settings.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u039c\u03b1\u03c1\u03af\u03bd\u03b1\u00a0\u03a4\u03b6\u03b1\u03ba\u03ce\u03c3\u03c4\u03b1<\/span><\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u0397 \u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae \u03c0\u03bf\u03b9\u03ba\u03b9\u03bb\u03cc\u03c4\u03b7\u03c4\u03b1
\u03c9\u03c2 \u03b1\u03bd\u03c4\u03b9\u03ba\u03b5\u03af\u03bc\u03b5\u03bd\u03bf \u03b4\u03b9\u03b4\u03b1\u03c3\u03ba\u03b1\u03bb\u03af\u03b1\u03c2: <\/span>H<\/span>
\u03c0\u03b5\u03c1\u03af\u03c0\u03c4\u03c9\u03c3\u03b7 \u03c4\u03b7\u03c2 \u03ba\u03c1\u03b7\u03c4\u03b9\u03ba\u03ae\u03c2
\u03b4\u03b9\u03b1\u03bb\u03ad\u03ba\u03c4\u03bf\u03c5.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u0395\u03bb\u03b9\u03c3\u03ac\u03b2\u03b5\u03c4\u00a0\u039a\u03b9\u03bf\u03cd\u03c1\u03c4\u03b7
\u039d\u03ac\u03bd\u03c3\u03b9\u03b1\u00a0<\/span>\u039a\u03c5\u03c1\u03b9\u03ac\u03ba\u03bf\u03c5
\u039c\u03b1\u03c1\u03af\u03b1 \u03a7\u03c1\u03b9\u03c3\u03c4\u03bf\u03b4\u03bf\u03cd\u03bb\u03bf\u03c5<\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Greek<\/span> <\/span>online<\/span>: \u03a3\u03cd\u03b3\u03c7\u03c1\u03bf\u03bd\u03b5\u03c2 \u03c0\u03c1\u03bf\u03c3\u03b5\u03b3\u03b3\u03af\u03c3\u03b5\u03b9\u03c2 \u03c3\u03c4\u03bf\u03bd \u03c3\u03c7\u03b5\u03b4\u03b9\u03b1\u03c3\u03bc\u03cc \u03b5\u03be
\u03b1\u03c0\u03bf\u03c3\u03c4\u03ac\u03c3\u03b5\u03c9\u03c2 \u03c0\u03c1\u03bf\u03b3\u03c1\u03ac\u03bc\u03bc\u03b1\u03c4\u03bf\u03c2
\u03b3\u03b9\u03b1 \u03c4\u03b7 \u03b4\u03b9\u03b4\u03b1\u03c3\u03ba\u03b1\u03bb\u03af\u03b1 \u03c4\u03b7\u03c2 \u03b5\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae\u03c2
\u03c9\u03c2 \u03b4\u03b5\u03cd\u03c4\u03b5\u03c1\u03b7\u03c2\/\u03be\u03ad\u03bd\u03b7\u03c2 \u03b3\u03bb\u03ce\u03c3\u03c3\u03b1\u03c2 <\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

16.15-16.45<\/o:p><\/span><\/p>\n<\/td>\n

\n

Dina Tsagari<\/span> <\/o:p><\/span><\/i><\/b><\/span><\/p>\n

English as a lingua franca in inclusive multilingual classrooms in Norway: the ENRICH E+ project<\/span><\/p>\n

<\/o:p><\/p>\n

\u00a0<\/o:p><\/span><\/p>\n<\/td>\n

\n

Bernadett\u00a0Jani<\/span>-Demetriou<\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Stylisation<\/span><\/span> at school: managing increased classroom heterogeneity.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u039c\u03b1\u03c1\u03af\u03b1 \u03a1\u03ac\u03c0\u03c4\u03b7 \u039a\u03c9\u03bd\u03c3\u03c4\u03b1\u03bd\u03c4\u03af\u03bd\u03bf\u03c2\u00a0\u0393\u03ba\u03b1\u03c1\u03b1\u03b2\u03ad\u03bb\u03b1\u03c2<\/span><\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u0397 \u03b1\u03bd\u03b1\u03c0\u03b1\u03c1\u03ac\u03c3\u03c4\u03b1\u03c3\u03b7
\u03c4\u03b7\u03c2 \u03b3\u03b5\u03c9\u03b3\u03c1\u03b1\u03c6\u03b9\u03ba\u03ae\u03c2 \u03c0\u03bf\u03b9\u03ba\u03b9\u03bb\u03af\u03b1\u03c2
\u03c3\u03c4\u03bf\u03bd \u03c4\u03b7\u03bb\u03b5\u03bf\u03c0\u03c4\u03b9\u03ba\u03cc \u03bb\u03cc\u03b3\u03bf \u03ba\u03b1\u03b9 \u03b7
\u03b4\u03b9\u03b4\u03b1\u03ba\u03c4\u03b9\u03ba\u03ae \u03c4\u03b7\u03c2 \u03b1\u03be\u03b9\u03bf\u03c0\u03bf\u03af\u03b7\u03c3\u03b7 \u03c3\u03c4\u03bf
\u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03cc \u03bc\u03ac\u03b8\u03b7\u03bc\u03b1: \u0397 \u03c0\u03b5\u03c1\u03af\u03c0\u03c4\u03c9\u03c3\u03b7 \u03c4\u03b7\u03c2 \u03c4\u03b7\u03bb\u03b5\u03bf\u03c0\u03c4\u03b9\u03ba\u03ae\u03c2 \u03c3\u03b5\u03b9\u03c1\u03ac\u03c2 \u00ab\u03a4\u03bf \u03a3\u03cc\u03b9
\u03a3\u03bf\u03c5\u00bb.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u0399\u03c9\u03ac\u03bd\u03bd\u03b1\u00a0\u03a3\u03ba\u03bf\u03c1\u03b4\u03ae<\/span><\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Microsoft<\/span> <\/span>Office<\/span> 365
<\/span>Education<\/span> \u03ba\u03b1\u03b9
\u03b4\u03b9\u03b4\u03b1\u03c3\u03ba\u03b1\u03bb\u03af\u03b1
\u03c4\u03b7\u03c2 \u03b5\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae\u03c2
\u03c9\u03c2
\u03b4\u03b5\u03cd\u03c4\u03b5\u03c1\u03b7\u03c2\/\u03be\u03ad\u03bd\u03b7\u03c2
\u03b3\u03bb\u03ce\u03c3\u03c3\u03b1\u03c2 \u03c3\u03c4\u03b7
\u03b4\u03b5\u03c5\u03c4\u03b5\u03c1\u03bf\u03b2\u03ac\u03b8\u03bc\u03b9\u03b1
\u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

16.45-17.15<\/o:p><\/span><\/p>\n<\/td>\n

\n

Spyros Armostis
Dina Tsagari<\/span><\/o:p><\/span><\/span><\/i><\/b><\/span><\/p>\n

Diglossia<\/span><\/span> in EFL classrooms: does the use of native varieties hinder L2
literacy?<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Polina<\/span><\/i><\/b><\/span> Papui<\/span>
Carla Bagna<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Experience for PrimeLingue<\/span> in Italy:
language learning in a pre-school age and multilingualism.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u0395\u03b9\u03c1\u03ae\u03bd\u03b1<\/span><\/i><\/b><\/span> \u039a\u03bf\u03c5\u03bd\u03b9\u03b1\u03c1\u03ad\u03bb\u03bb\u03b7<\/span><\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u039a\u03bf\u03b9\u03bd\u03c9\u03bd\u03b9\u03bf\u03b3\u03bb\u03c9\u03c3\u03c3\u03bf\u03bb\u03bf\u03b3\u03b9\u03ba\u03ae\u00a0<\/span><\/span>\u03c0\u03c1\u03bf\u03c3\u03ad\u03b3\u03b3\u03b9\u03c3\u03b7
\u03c4\u03b7\u03c2 \u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae\u03c2 \u03c0\u03bf\u03b9\u03ba\u03b9\u03bb\u03af\u03b1\u03c2 \u03c4\u03b7\u03c2
\u0391\u03b3\u03b9\u03ac\u03c3\u03bf\u03c5 \u039b\u03ad\u03c3\u03b2\u03bf\u03c5: \u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ad\u03c2
\u03c3\u03c4\u03ac\u03c3\u03b5\u03b9\u03c2 \u03c4\u03c9\u03bd \u03b7\u03bb\u03b9\u03ba\u03b9\u03b1\u03ba\u03ce\u03bd
\u03bf\u03bc\u03ac\u03b4\u03c9\u03bd 20 \u03ad\u03c9\u03c2 40 \u03b5\u03c4\u03ce\u03bd.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\n<\/td>\n<\/tr>\n

\n

\u00a0<\/o:p><\/span><\/p>\n<\/td>\n

\n

BREAK<\/o:p><\/span><\/span><\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

17.30-18.30<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Yahg<\/span><\/i><\/b><\/span>-Zhen Chen<\/o:p><\/span><\/i><\/b><\/span><\/p>\n

The notion of diversity in the teaching of Chinese as a main subject in French
universities: How are Chinese languages and cultures introduced<\/span>
and explained?<\/o:p><\/span><\/p>\n

\u00a0<\/o:p><\/span><\/i><\/b><\/span><\/p>\n<\/td>\n

\n

Marilena<\/span><\/i><\/b><\/span> Karyolemou<\/span>\u00a0\u00a0<\/span>
Maria Maglara<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

From orality to literacy: the design and implementation of writing for languages
of oral tradition.<\/o:p><\/i><\/b><\/span><\/p>\n<\/td>\n

\n

WORKSHOP 1 –\u00a0(17:30-19:30)<\/strong><\/o:p><\/span><\/b><\/span><\/p>\n

\u0393\u03b9\u03ce\u03c1\u03b3\u03bf\u03c2\u00a0<\/span><\/i><\/b>\u03a3\u03b9\u03bc\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2<\/span><\/i><\/b><\/span>\u00a0<\/span>
Naoko Imoto
\u0395\u03b9\u03c1\u03ae\u03bd\u03b7\u00a0\u03a0\u03b1\u03b8\u03b9\u03ac\u03ba\u03b7<\/span>
\u0393\u03b9\u03ce\u03c4\u03b1 \u0393\u03ac\u03c4\u03c3\u03b7<\/span><\/span><\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u03a6\u03c4\u03bf\u03cd<\/span><\/span> \u03ba\u03b1\u03b9 \u03b2\u03b3\u03b1\u03af\u03bd\u03c9! \u039c\u03b9\u03b1
\u03b5\u03c1\u03b3\u03b1\u03bb\u03b5\u03b9\u03bf\u03b8\u03ae\u03ba\u03b7 \u03b4\u03c1\u03b1\u03c3\u03c4\u03b7\u03c1\u03b9\u03bf\u03c4\u03ae\u03c4\u03c9\u03bd
\u03c0\u03bf\u03bb\u03c5\u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae\u03c2\u00a0<\/span>\u03ba\u03b1\u03b9
\u03ba\u03bf\u03b9\u03bd\u03c9\u03bd\u03b9\u03ba\u03ae\u03c2-\u03c3\u03c5\u03bd\u03b1\u03b9\u03c3\u03b8\u03b7\u03bc\u03b1\u03c4\u03b9\u03ba\u03ae\u03c2
\u03bc\u03ac\u03b8\u03b7\u03c3\u03b7\u03c2.<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u00a0<\/o:p><\/span><\/i><\/b><\/span><\/p>\n<\/td>\n

\n

WORKSHOP<\/span><\/b> 2 –\u00a0(17:30-19:30)<\/strong><\/o:p><\/span><\/b><\/span><\/p>\n

\u039c\u03ac\u03b3\u03b4\u03b1\u00a0\u0392\u03af\u03c4\u03c3\u03bf\u03c5<\/span><\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u03a4\u03bf \u03b8\u03ad\u03b1\u03c4\u03c1\u03bf \u03c4\u03b7\u03c2 \u03b5\u03bc\u03c8\u03cd\u03c7\u03c9\u03c3\u03b7\u03c2
\u03c9\u03c2 \u03b5\u03c1\u03b3\u03b1\u03bb\u03b5\u03af\u03bf \u03b5\u03bd\u03af\u03c3\u03c7\u03c5\u03c3\u03b7\u03c2 \u03c4\u03b7\u03c2
\u03c0\u03bf\u03bb\u03c5\u03b3\u03bb\u03c9\u03c3\u03c3\u03af\u03b1\u03c2 \u03c3\u03c4\u03bf \u03c3\u03c7\u03bf\u03bb\u03b5\u03af\u03bf:
\u03ad\u03bd\u03b1 \u03b2\u03b9\u03c9\u03bc\u03b1\u03c4\u03b9\u03ba\u03cc \u03b5\u03c1\u03b3\u03b1\u03c3\u03c4\u03ae\u03c1\u03b9\u03bf
\u03b3\u03b9\u03b1 \u03b5\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03bf\u03cd\u03c2 \u03c0\u03c1\u03c9\u03c4\u03bf\u03b2\u03ac\u03b8\u03bc\u03b9\u03b1\u03c2
\u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7\u03c2.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

18.30-19.00<\/o:p><\/span><\/p>\n<\/td>\n

\n

Hanna\u00a0Ragnarsdottir<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Immigrant students\u2019 experiences of Higher Education in Iceland: The importance of culturally and linguistically responsive teaching<\/em><\/span><\/p>\n<\/td>\n

\n

Marilena<\/span><\/i><\/b><\/span> Karyolemou<\/span><\/span><\/i><\/b> <\/o:p><\/span><\/span><\/p>\n

Cypriot Arabic on the move: Language changes prompted by literacy and language teaching as result of revitalization.<\/o:p><\/span><\/p>\n<\/td>\n

\n

\u00a0<\/o:p><\/span><\/i><\/b><\/span><\/p>\n<\/td>\n

\n

 <\/p>\n

\n<\/td>\n<\/tr>\n

\n

19.00-19.30<\/o:p><\/span><\/p>\n<\/td>\n

\n

Safia<\/span><\/i><\/b><\/span> Serai<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Teachers\u2019attitudes towards translanguaging<\/span> in the Algerian
University EFL classrooms.<\/o:p><\/span><\/p>\n<\/td>\n

\n

Tihomir<\/span><\/i><\/b><\/span> Rangelov<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Education in an endangered language in a complex multilingual context: The case of Ahamb<\/span> (Vanuatu).<\/o:p><\/i><\/b><\/span><\/p>\n<\/td>\n

\n

\u00a0<\/o:p><\/span><\/i><\/b><\/span><\/p>\n<\/td>\n

\n

\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/o:p><\/span><\/p>\n<\/div>\n

 <\/p>\n

[\/et_pb_text][et_pb_text disabled_on=”on|on|on” _builder_version=”4.7.6″ _module_preset=”default” disabled=”on”]<\/p>\n

Saturday, September 4 2021<\/span><\/b><\/span><\/h2>\n
\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

\u00a0<\/o:p><\/span><\/p>\n<\/td>\n

\n

ROOM A<\/o:p><\/span><\/b><\/span><\/p>\n<\/td>\n

\n

ROOM B<\/o:p><\/span><\/b><\/span><\/p>\n<\/td>\n

\n

ROOM C<\/o:p><\/span><\/b><\/span><\/p>\n<\/td>\n

\n

ROOM D<\/o:p><\/span><\/b><\/span><\/p>\n<\/td>\n

\n

ROOM E<\/o:p><\/span><\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

9.00-9.30<\/o:p><\/span><\/p>\n<\/td>\n

\n

Zoi<\/span><\/i><\/b><\/span> Antonopoulou<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

The adult language learner in the 21st century: Crossroads of
cultures and identities.<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n<\/td>\n

\n

\u03a7\u03c1\u03ae\u03c3\u03c4\u03bf\u03c2 \u03a0\u03b1\u03c1\u03b8\u03ad\u03bd\u03b7\u03c2
\u03a0\u03b1\u03c1\u03b1\u03c3\u03ba\u03b5\u03c5\u03ae \u0395\u03bb\u03b5\u03c5\u03b8\u03b5\u03c1\u03af\u03bf\u03c5
\u039b\u03b1\u03bc\u03c0\u03c1\u03b9\u03bd\u03ae\u00a0\u03a3\u03b9\u03bf\u03cd\u03bb\u03b7<\/span><\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u039c\u03b1\u03b8\u03b7\u03c4\u03ad\u03c2 \u03bc\u03b5 \u03b5\u03c4\u03b5\u03c1\u03bf\u03b3\u03b5\u03bd\u03ae \u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ac \u03c5\u03c0\u03cc\u03b2\u03b1\u03b8\u03c1\u03b1:
\u03b4\u03b9\u03b1\u03c0\u03bf\u03bb\u03b9\u03c4\u03b9\u03c3\u03bc\u03b9\u03ba\u03ae \u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7 \u03ba\u03b1\u03b9
\u03b1\u03c0\u03bf\u03c4\u03b5\u03bb\u03b5\u03c3\u03bc\u03b1\u03c4\u03b9\u03ba\u03ac \u03c3\u03c7\u03bf\u03bb\u03b5\u03af\u03b1.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u039c\u03b1\u03c1\u03af\u03b1\u00a0\u03a1\u03bf\u03bc\u03c0\u03bf\u03c0\u03bf\u03cd\u03bb\u03bf\u03c5<\/span><\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

H<\/span> \u03c5\u03b9\u03bf\u03b8\u03ad\u03c4\u03b7\u03c3\u03b7 \u03c4\u03b7\u03c2 \u03c0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ae\u03c2
\u03c4\u03b7\u03c2 \u00ab\u03b4\u03b9\u03b1\u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1\u03c2<\/span>\u00bb
\u03c3\u03c4\u03b7 \u03b4\u03af\u03b3\u03bb\u03c9\u03c3\u03c3\u03b7 \u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7
\u03c4\u03b7\u03c2 \u03b5\u03bb\u03bb\u03b7\u03bd\u03bf\u03c1\u03b8\u03cc\u03b4\u03bf\u03b4\u03bf\u03be\u03b7\u03c2<\/span>
\u03bc\u03b5\u03b9\u03bf\u03bd\u03cc\u03c4\u03b7\u03c4\u03b1\u03c2 \u03c4\u03b7\u03c2
\u039a\u03c9\u03bd\u03c3\u03c4\u03b1\u03bd\u03c4\u03b9\u03bd\u03bf\u03cd\u03c0\u03bf\u03bb\u03b7\u03c2:\u00a0 <\/span>\u03a0\u03c1\u03bf\u03b2\u03bb\u03b7\u03bc\u03b1\u03c4\u03b9\u03c3\u03bc\u03bf\u03af \u03ba\u03b1\u03b9 \u03c0\u03c1\u03bf\u03c4\u03ac\u03c3\u03b5\u03b9\u03c2.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u039d\u03b9\u03ba\u03bf\u03bb\u03ad\u03c4\u03c4\u03b1\u00a0\u03a4\u03c3\u03b9\u03c4\u03c3\u03b1\u03bd\u03bf\u03cd\u03b4\u03b7-\u039c\u03b1\u03bb\u03bb\u03af\u03b4\u03b7<\/span><\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u039a\u03c1\u03af\u03c3\u03b5\u03b9\u03c2 \u03c3\u03b5 \u03b4\u03b9\u03b1\u03b4\u03bf\u03c7\u03ae \u03ba\u03b1\u03b9 \u03c1\u03b1\u03b3\u03b4\u03b1\u03b9\u03cc\u03c4\u03b7\u03c4\u03b1<\/span>. \u0391\u03bd\u03c4\u03af \u03b3\u03bb\u03ce\u03c3\u03c3\u03b1\u03c2,
\u03c3\u03c4\u03c1\u03ce\u03bc\u03b1\u03c4\u03b1 \u03b3\u03bb\u03ce\u03c3\u03c3\u03b1\u03c2.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

SYMPOSIUM<\/o:p><\/span><\/b><\/span><\/p>\n

Continuities, discontinuities and transformations in Greek language
education abroad.<\/span><\/i><\/span><\/p>\n

Aspasia\u00a0Chatzidaki<\/span> <\/span><\/i><\/b><\/span><\/p>\n

Greek state schools in Germany: Competing teacher and student discourses on
educational choice and learner identities.<\/o:p><\/span><\/span><\/p>\n

\n<\/td>\n<\/tr>\n

\n

9.30-10.00<\/o:p><\/span><\/p>\n<\/td>\n

\n

Isaak Papadopoulos
Smaragda<\/span> Papadopoulou<\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Investigating “translanguaging<\/span>“
as a factor affecting communication in enriched language classrooms: a multi- dimensional study
in Greece.<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u00a0<\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u00a0<\/o:p><\/span><\/p>\n<\/td>\n

\n

\u0393\u03b9\u03ce\u03c1\u03b3\u03bf\u03c2\u00a0\u03a3\u03b9\u03bc\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2<\/span>
\u039b\u03ae\u03b4\u03b1 \u03a3\u03c4\u03b5\u03c1\u03b3\u03af\u03bf\u03c5<\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u00ab\u0388\u03bc\u03b1\u03b8\u03b1 \u03ba\u03b9 \u03b5\u03b3\u03ce \u03bb\u03af\u03b3\u03b1 \u03c6\u03b1\u03c1\u03c3\u03af\u2026\u00bb:
\u039f\u03b9 \u03b5\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03bf\u03af \u03b3\u03b9\u03b1 \u03c4\u03b9\u03c2 \u03b3\u03bb\u03ce\u03c3\u03c3\u03b5\u03c2 \u03c0\u03c1\u03bf\u03ad\u03bb\u03b5\u03c5\u03c3\u03b7\u03c2
\u03c0\u03b1\u03b9\u03b4\u03b9\u03ce\u03bd \u03bc\u03b5 \u03c0\u03c1\u03bf\u03c3\u03c6\u03c5\u03b3\u03b9\u03ba\u03cc
\u03c5\u03c0\u03cc\u03b2\u03b1\u03b8\u03c1\u03bf.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u03a7\u03b1\u03c1\u03bf\u03cd\u03bb\u03b1\u00a0\u03a7\u03b1\u03c4\u03b6\u03ae\u03bc\u03b9\u03c7\u03b1\u03ae\u03bb<\/span><\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u0394\u03b9\u03b1\u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1<\/span><\/span>, \u03b4\u03b9\u03b1\u03c0\u03bf\u03bb\u03b9\u03c4\u03b9\u03c3\u03bc\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1<\/span>
\u03ba\u03b1\u03b9 \u03b4\u03b9\u03b1\u03c3\u03b7\u03bc\u03b5\u03b9\u03c9\u03c4\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1<\/span>
\u03ba\u03b1\u03c4\u03ac \u03c4\u03b7\u03bd \u03b5\u03c0\u03b9\u03bb\u03bf\u03b3\u03ae
\u03b5\u03ba\u03bc\u03ac\u03b8\u03b7\u03c3\u03b7\u03c2 \u03c4\u03b7\u03c2 \u03ba\u03b9\u03bd\u03b5\u03b6\u03b9\u03ba\u03ae\u03c2 \u03b1\u03c0\u03cc
\u03c0\u03bf\u03bb\u03cd\u03b3\u03bb\u03c9\u03c3\u03c3\u03bf\u03c5\u03c2 \u0395\u03bb\u03bb\u03b7\u03bd\u03b5\u03c2<\/span>.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u03a3\u03c9\u03c4\u03b7\u03c1\u03af\u03b1\u00a0\u039a\u03b1\u03bb\u03bc\u03c0\u03ad\u03bd\u03b7<\/span>
\u0395\u03c5\u03b3\u03b5\u03bd\u03af\u03b1 \u0392\u03b1\u03c3\u03b9\u03bb\u03ac\u03ba\u03b7
\u0395\u03bb\u03ad\u03bd\u03b7 \u0393\u03ba\u03b1\u03bd\u03ac<\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u00ab\u0395\u03af\u03bd\u03b1\u03b9 \u03c9\u03c1\u03b1\u03af\u03bf \u03bd\u03b1
\u03b2\u03bb\u03ad\u03c0\u03b5\u03b9\u03c2 \u03cc\u03c4\u03b9 \u03bf\u03b9
\u03ac\u03bb\u03bb\u03bf\u03b9 \u03c0\u03b5\u03c1\u03b9\u03bc\u03ad\u03bd\u03bf\u03c5\u03bd \u03bd\u03b1
\u03bc\u03ac\u03b8\u03bf\u03c5\u03bd \u03ba\u03ac\u03c4\u03b9 \u03b1\u03c0\u03cc \u03b5\u03c3\u03ad\u03bd\u03b1\u00bb. \u038c\u03c4\u03b1\u03bd \u03bf \u03ba\u03c1\u03b1\u03c4\u03bf\u03cd\u03bc\u03b5\u03bd\u03bf\u03c2
\u03bc\u03b1\u03b8\u03b7\u03c4\u03ae\u03c2 \u03b3\u03af\u03bd\u03b5\u03c4\u03b1\u03b9 \u03bf
\u03b4\u03ac\u03c3\u03ba\u03b1\u03bb\u03bf\u03c2, \u03c3\u03c4\u03bf \u03c0\u03bb\u03b1\u03af\u03c3\u03b9\u03bf \u03bc\u03b9\u03b1\u03c2
\u03ba\u03c1\u03b9\u03c4\u03b9\u03ba\u03ae\u03c2 \u03b5\u03b8\u03bd\u03bf\u03b3\u03c1\u03b1\u03c6\u03af\u03b1\u03c2.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

SYMPOSIUM<\/o:p><\/span><\/b><\/span><\/p>\n

Continuities, discontinuities and transformations in Greek language
education abroad.<\/span><\/i><\/span><\/p>\n

Vally<\/span><\/i><\/b><\/span> Lytra<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Discursive
struggles over the positioning of Greek at an international school home language programme<\/span><\/span>.<\/o:p><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

10.00-10.30<\/o:p><\/span><\/p>\n<\/td>\n

\n

Giulia Pepe<\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Translanguaging<\/span><\/span> as an in-group educational practice: Learning English in multilingual London.<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u00a0<\/o:p><\/span><\/p>\n<\/td>\n

\n

\u039c\u03b1\u03c1\u03b9\u03b1\u03c1\u03ad\u03bd\u03b1<\/span><\/i><\/b><\/span> \u039c\u03b1\u03bb\u03bb\u03b9\u03b1\u03c1\u03bf\u03cd<\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u03a0\u03bf\u03bb\u03c5\u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae\u00a0<\/span><\/span>\u03c3\u03c5\u03bc\u03c0\u03b5\u03c1\u03b9\u03c6\u03bf\u03c1\u03ac
\u03bc\u03b5\u03c4\u03b1\u03bd\u03b1\u03c3\u03c4\u03ce\u03bd \u03ba\u03b1\u03b9 \u03c0\u03c1\u03bf\u03c3\u03c6\u03cd\u03b3\u03c9\u03bd
\u03bc\u03b1\u03b8\u03b7\u03c4\u03ce\u03bd \u03bc\u03b5 \u03c3\u03c4\u03bf\u03bd \u03c3\u03c7\u03bf\u03bb\u03b9\u03ba\u03cc
\u03c7\u03ce\u03c1\u03bf: \u03bc\u03b9\u03b1 \u03ad\u03c1\u03b5\u03c5\u03bd\u03b1 \u03c3\u03c4\u03bf\u03bd
\u0392\u03cc\u03bb\u03bf.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Nuri<\/span><\/i><\/b> <\/span><\/i><\/b>Silay<\/span><\/i><\/b><\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u0391\u03be\u03b9\u03bf\u03c0\u03bf\u03af\u03b7\u03c3\u03b7 \u03c4\u03c9\u03bd
\u03bf\u03bc\u03bf\u03b9\u03bf\u03c4\u03ae\u03c4\u03c9\u03bd \u03c4\u03b7\u03c2 \u03a4\u03bf\u03c5\u03c1\u03ba\u03b9\u03ba\u03ae\u03c2
\u03ba\u03b1\u03b9 \u03c4\u03b7\u03c2 \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae\u03c2
\u03b3\u03bb\u03ce\u03c3\u03c3\u03b1\u03c2 \u03ba\u03b1\u03b9 \u03c4\u03c9\u03bd \u03b4\u03b9\u03b1\u03bb\u03ad\u03ba\u03c4\u03c9\u03bd
\u03c4\u03b7\u03c2 \u039a\u03cd\u03c0\u03c1\u03bf\u03c5 \u03b3\u03b9\u03b1 \u03bc\u03b9\u03b1 \u03c0\u03b9\u03bf
\u03b1\u03c0\u03bf\u03c4\u03b5\u03bb\u03b5\u03c3\u03bc\u03b1\u03c4\u03b9\u03ba\u03ae \u03b4\u03b9\u03b4\u03b1\u03c3\u03ba\u03b1\u03bb\u03af\u03b1
\u03c4\u03c9\u03bd \u03b3\u03bb\u03c9\u03c3\u03c3\u03ce\u03bd. <\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u0395\u03bb\u03ad\u03bd\u03b7\u00a0\u03a3\u03c4\u03b1\u03bc\u03b1\u03c4\u03bf\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7<\/span><\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u0391\u03bd\u03b1\u03b3\u03ba\u03b1\u03b9\u03cc\u03c4\u03b7\u03c4\u03b1 \u03b5\u03c0\u03b9\u03bc\u03cc\u03c1\u03c6\u03c9\u03c3\u03b7\u03c2
\u03b5\u03c0\u03b1\u03b3\u03b3\u03b5\u03bb\u03bc\u03b1\u03c4\u03b9\u03ce\u03bd \u03c5\u03b3\u03b5\u03af\u03b1\u03c2 \u03ba\u03b1\u03b9
\u03c6\u03c1\u03bf\u03bd\u03c4\u03af\u03b4\u03b1\u03c2 \u03c3\u03b5 \u03b8\u03ad\u03bc\u03b1\u03c4\u03b1
\u03b4\u03b9\u03b1\u03c0\u03bf\u03bb\u03b9\u03c4\u03b9\u03c3\u03bc\u03b9\u03ba\u03ae\u03c2 \u03b1\u03b3\u03c9\u03b3\u03ae\u03c2.<\/span><\/o:p><\/span><\/span><\/p>\n

\u00a0<\/o:p><\/span><\/p>\n<\/td>\n

\n

SYMPOSIUM<\/o:p><\/span><\/b><\/span><\/p>\n

Continuities, discontinuities and transformations in Greek language
education abroad.<\/span><\/i><\/span><\/p>\n

Maria\u00a0Zerva<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Learning
Greek in Higher Education: “local” and dominant discourses in
interaction.<\/o:p><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>\u00a0\u00a0\u00a0\u00a0\u00a0<\/span>BREAK<\/o:p><\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

10.45-11.15<\/o:p><\/span><\/p>\n<\/td>\n

\n

Christiane Bongartz<\/span>
Maria Andreou
Vasileia<\/span> Skrimpa<\/span>
Jacopo Torregrossa<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Can linguistics and literacy be separated<\/span><\/span>? Evidence from a \u201csymbiotic\u201d relationship.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Jessika Sierk<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u201cThey see us lower\u201d: Critical latinx\u00a0<\/span>indigeneity and multilingualism in the new Latinx\u00a0<\/span>diaspora.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Vicky McLeroy\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Sotiroula Stavrou<\/span>
<\/span><\/o:p><\/i><\/b><\/span><\/p>\n

Dragons in Cypriot folk tales: Transforming spaces of literacy through local literature, translanguaging<\/span> and digital storytelling in a Cypriot primary classroom.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u0386\u03bd\u03bd\u03b1 \u0391\u03bb\u03b5\u03be\u03b9\u03ac\u03b4\u03bf\u03c5<\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u039f\u03b9 \u03b1\u03c0\u03cc\u03c8\u03b5\u03b9\u03c2 \u0395\u03bb\u03bb\u03ae\u03bd\u03c9\u03bd\/\u03af\u03b4\u03c9\u03bd<\/span>
\u03b3\u03bf\u03bd\u03ad\u03c9\u03bd \u03b3\u03b9\u03b1 \u03c4\u03b7\u00a0\u03b4\u03b9\u03b1\u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1<\/span>:
\u03b7 \u03c0\u03b5\u03c1\u03af\u03c0\u03c4\u03c9\u03c3\u03b7 \u03c4\u03b7\u03c2 \u03bd\u03ad\u03b1\u03c2 \u03b3\u03b5\u03bd\u03b9\u03ac\u03c2
\u03bc\u03b5\u03c4\u03b1\u03bd\u03b1\u03c3\u03c4\u03ce\u03bd \u03c3\u03c4\u03bf \u038c\u03c3\u03bb\u03bf<\/span>
\u039d\u03bf\u03c1\u03b2\u03b7\u03b3\u03af\u03b1\u03c2.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

SYMPOSIUM<\/o:p><\/span><\/b><\/span><\/p>\n

Pedagogy of multiliteracies<\/span> and critical literacies and translanguaging<\/span>: insights from Luxembourg, Canada and Finland.<\/span><\/i><\/span><\/p>\n

Claudine Kirsch
Gabrijela<\/span> Aleksi\u0107<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Perspectives
on multilingual literacies and translanguaging<\/span> from
early childhood educators in Luxembourg.<\/o:p><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

11.15-11.45<\/o:p><\/span><\/p>\n<\/td>\n

\n

Giacomo Klein<\/span><\/i><\/b><\/span>
Eleni Agathopoulou\u00a0<\/span><\/span><\/i><\/b>
Despina Papadopoulou
Christiane Bongartz<\/span><\/span><\/i><\/b><\/p>\n

Greeks in Germany: Social and psychological predictors of L1
attrition.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Fabio\u00a0Scetti<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Languages and <\/span>identities within
the Italian community in Montreal.<\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Elena\u00a0Ioannidou<\/span>
Ellada<\/span> Evangelou<\/span>
Valentina Christodoulou<\/o:p><\/span><\/i><\/b><\/span><\/p>\n

From ethnography to performance:\u00a0Recontextualizing<\/span>
narratives through space and multiple audiences.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u03a7\u03c1\u03c5\u03c3\u03bf\u03cd\u03bb\u03b1\u00a0\u03a4\u03c3\u03af\u03c1\u03bc\u03c0\u03b1<\/span>
\u039d\u03b5\u03ba\u03c4\u03ac\u03c1\u03b9\u03bf\u03c2 \u03a3\u03c4\u03b5\u03bb\u03bb\u03ac\u03ba\u03b7\u03c2<\/span><\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u0391\u03bd\u03ac\u03b3\u03ba\u03b5\u03c2 \u03b3\u03bf\u03bd\u03ad\u03c9\u03bd \u03b3\u03b9\u03b1
\u03c3\u03c5\u03bc\u03bc\u03b5\u03c4\u03bf\u03c7\u03ae \u03c3\u03b5 \u03c0\u03c1\u03bf\u03b3\u03c1\u03ac\u03bc\u03bc\u03b1\u03c4\u03b1
\u03bf\u03b9\u03ba\u03bf\u03b3\u03b5\u03bd\u03b5\u03b9\u03b1\u03ba\u03bf\u03cd\u00a0\u03b3\u03c1\u03b1\u03bc\u03bc\u03b1\u03c4\u03b9\u03c3\u03bc\u03bf\u03cd<\/span>.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

SYMPOSIUM<\/o:p><\/span><\/b><\/span><\/p>\n

Pedagogy of multiliteracies<\/span> and critical
literacies and translanguaging<\/span>: insights from
Luxembourg, Canada and Finland.<\/span><\/i><\/span><\/p>\n

Gabrijela<\/span><\/i><\/b><\/span> Aleksi\u0107<\/span>,
D\u017eoen<\/span> Bebi\u0107-Crestany<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

A professional development course in translanguaging<\/span>:
Teachers, parents and children working together.<\/o:p><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

11.45
\u2013 12.15<\/o:p><\/span><\/p>\n<\/td>\n

\n

Ifigeneia<\/span><\/i><\/b><\/span> Dosi<\/span>,<\/span><\/i><\/b><\/span>
Despina Papadopoulou<\/span><\/i><\/b>
Ianthi<\/span><\/i><\/b><\/span> Maria Tsimpli<\/span><\/span><\/i><\/b><\/p>\n

Bilingual vocabulary knowledge in Greek-Albanian children: the
impact of home language input and emergent literacy.<\/span> <\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Stavros\u00a0Assimakopoulos<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

When language ideology meets discrimination: The layperson\u2019s understanding<\/span> of multilingualism when
discussing migrant education policies.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Roula<\/span><\/i><\/b><\/span> Kitsou
Marianna\u00a0Kondyli<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Construing intercultural \u201creligious landscapes\u201d through translingual<\/span> practices.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u03a3\u03ac\u03b2\u03b2\u03b9\u03b1<\/span><\/i><\/b><\/span> \u0399\u03b1\u03ba\u03ce\u03b2\u03bf\u03c5<\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u03a3\u03c4\u03ad\u03bb\u03bd\u03bf\u03c5\u03bd \u03c7\u03b1\u03c1\u03c4\u03b9\u03ac \u03b1\u03bb\u03bb\u03ac
\u03b4\u03b5\u03bd \u03c4\u03b1 \u03ba\u03b1\u03c4\u03b1\u03bb\u03ac\u03b2\u03c9:
\u0393\u03bb\u03ce\u03c3\u03c3\u03b1 \u03ba\u03b1\u03b9 \u03b5\u03c0\u03b9\u03ba\u03bf\u03b9\u03bd\u03c9\u03bd\u03af\u03b1
\u03c3\u03c4\u03bf \u03ba\u03c5\u03c0\u03c1\u03b9\u03b1\u03ba\u03cc \u03c3\u03c7\u03bf\u03bb\u03b5\u03af\u03bf.
\u0392\u03b9\u03ce\u03bc\u03b1\u03c4\u03b1 \u03b3\u03bf\u03bd\u03ad\u03c9\u03bd \u03bc\u03b5\u03c4\u03b1\u03bd\u03b1\u03c3\u03c4\u03ce\u03bd
\u03ba\u03b1\u03b9 \u03b5\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ce\u03bd
\u0394\u03b7\u03bc\u03bf\u03c4\u03b9\u03ba\u03ae\u03c2 \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7\u03c2.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

SYMPOSIUM<\/o:p><\/span><\/b><\/span><\/p>\n

Pedagogy of multiliteracies<\/span> and critical literacies and translanguaging<\/span>: insights from Luxembourg, Canada and Finland.<\/span><\/i><\/span><\/p>\n

Eleni Louloudi<\/span>\u00a0<\/span><\/span><\/i><\/b><\/span>
Julie A. Panagiotopoulou<\/span><\/span><\/i><\/b><\/p>\n

<\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Critical literacy, translanguaging<\/span> and social justice
education: Making connections and comparisons.<\/o:p><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

12.15-
14.30<\/o:p><\/span><\/p>\n<\/td>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>LUNCH\u00a0\u00a0 <\/span>BREAK<\/o:p><\/span><\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

14.30-15.15<\/o:p><\/span><\/p>\n<\/td>\n

\n

Plenary talk by Eleni Skourtou<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>\u00a0<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>\u00a0<\/span><\/o:p><\/i><\/b><\/span><\/p>\n

Inclusive theory as transtheory<\/span>.<\/span><\/i><\/b><\/o:p><\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

15.30-16.00<\/o:p><\/span><\/p>\n<\/td>\n

\n

Sviatlana<\/span><\/i><\/b><\/span> Karpava<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Underlying ideologies of multilingual linguistic landscape of Cyprus, translanguaging<\/span> and plurilingualism<\/span>.<\/span><\/o:p><\/span><\/b><\/span><\/p>\n<\/td>\n

\n

Georgios\u00a0Neokleous<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u201cA motivating force\u201d: Student and in-service teacher attitudes
towards translanguaging<\/span> in increasingly multilingual EFL classrooms in Cyprus.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Vasiliki<\/span><\/i><\/b><\/span> Erotokritou<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Teaching word order and prosody in Greek as Foreign Language.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u0395\u03bb\u03ad\u03bd\u03b7\u00a0\u039b\u03c5\u03ba\u03ac\u03ba\u03b7<\/span>
\u03a0\u03b1\u03c1\u03b1\u03c3\u03ba\u03b5\u03c5\u03ae \u0398\u03ce\u03bc\u03bf\u03c5<\/span><\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u0395\u03ba\u03bc\u03ac\u03b8\u03b7\u03c3\u03b7 \u03b1\u03ba\u03b1\u03b4\u03b7\u03bc\u03b1\u03ca\u03ba\u03bf\u03cd
\u03bb\u03b5\u03be\u03b9\u03bb\u03bf\u03b3\u03af\u03bf\u03c5 \u03b1\u03c0\u03cc \u03b4\u03af\u03b3\u03bb\u03c9\u03c3\u03c3\u03bf\u03c5\u03c2
\u03bc\u03b1\u03b8\u03b7\u03c4\u03ad\u03c2 \u0393\u03c5\u03bc\u03bd\u03b1\u03c3\u03af\u03bf\u03c5.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u00a0<\/o:p><\/span><\/i><\/span><\/p>\n

\u00a0<\/o:p><\/span><\/i><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

16.00=16.30<\/o:p><\/span><\/p>\n<\/td>\n

\n

Christopher Lees<\/o:p><\/span><\/i><\/b><\/span><\/p>\n

The translation <\/span>landscape of
Thessaloniki: Some initial findings from a cross-disciplinary approach to
translated texts in public spaces.<\/o:p><\/i><\/b><\/span><\/span><\/p>\n<\/td>\n

\n

Antri<\/span><\/i><\/b><\/span> Kanikli<\/span> <\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Factors affecting parents\u2019 initial language choices in
multilingual families.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Michail-Chrysovalantis<\/span><\/i><\/b><\/span> Markodimitrakis<\/span>
Hermione Sefentin<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Translanguaging<\/span><\/span> and code- switching in teaching Greek as a second language to
migrants and refugees: The example and challenges of \u201cAgalide<\/span>\u201d.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u0391\u03b8\u03b1\u03bd\u03ac\u03c3\u03b9\u03bf\u03c2 \u039c\u03b9\u03c7\u03ac\u03bb\u03b7\u03c2<\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u0394\u03b9\u03b4\u03b1\u03c3\u03ba\u03b1\u03bb\u03af\u03b1 \u03c4\u03b7\u03c2 \u03b3\u03bb\u03ce\u03c3\u03c3\u03b1\u03c2
\u03ba\u03b1\u03b9 \u03c4\u03c9\u03bd \u03ba\u03b5\u03b9\u03bc\u03ad\u03bd\u03c9\u03bd:
\u03a0\u03cc\u03c3\u03b5\u03c2 \u03b3\u03c1\u03b1\u03bc\u03bc\u03b1\u03c4\u03b9\u03ba\u03ad\u03c2 \u03b4\u03b9\u03b4\u03ac\u03c3\u03ba\u03bf\u03bd\u03c4\u03b1\u03b9; <\/span>\u03a0\u03cc\u03c3\u03b5\u03c2\u00a0<\/span><\/span>\u03b5\u03b9\u03b4\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b5\u03c2<\/span>
\u03b4\u03b9\u03b4\u03ac\u03c3\u03ba\u03bf\u03c5\u03bd\u00a0<\/span>\u03c4\u03bf<\/span> \u03bc\u03ac\u03b8\u03b7\u03bc<\/span>\u03b1
\u03b1\u03c5\u03c4\u03cc<\/span>;<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u00a0<\/o:p><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

16.30-17.00<\/o:p><\/span><\/p>\n<\/td>\n

\n

Stavroula<\/span><\/i><\/b><\/span> Tsiplakou\u00a0<\/span><\/span><\/i><\/b><\/span>
Kyriaki<\/span><\/i><\/b><\/span> Tsitsou<\/span><\/span><\/i><\/b><\/p>\n

Translingual<\/span><\/span> data from linguistic landscapes as alternative literacy
practices: translanguaging<\/span> from the dead zone.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Hanna\u00a0Ragnarsdottir<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Language policies and practices of immigrant families in Iceland
and their implications for their children\u00b4s education<\/span>.<\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u00a0<\/span>Sophia Ioannou<\/o:p><\/i><\/b><\/span><\/p>\n

The effects of corrective feedback strategies and learners\u2019
proficiency on the acquisition of the Greek past tense morphology.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u0391\u03c6\u03c1\u03bf\u03b4\u03af\u03c4\u03b7 \u0391\u03b8\u03b1\u03bd\u03b1\u03c3\u03bf\u03c0\u03bf\u03cd\u03bb\u03bf\u03c5<\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u0394\u03b9\u03b3\u03bb\u03c9\u03c3\u03c3\u03af\u03b1
\u03ba\u03b1\u03b9 \u03bb\u03bf\u03b3\u03bf\u03c4\u03b5\u03c7\u03bd\u03af\u03b1. <\/span>Code-switching \u03ba\u03b1\u03b9 code-mixing \u03c3\u03c4\u03bf\u03bd\u00a0<\/span>\u03a3\u03bf\u03bb\u03c9\u03bc\u03cc<\/span>.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u00a0<\/o:p><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>BREAK<\/o:p><\/span><\/b><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

17.15-17.45<\/o:p><\/span><\/p>\n<\/td>\n

\n

Pedro Alvarez Mosquera<\/span>\u00a0<\/span>
Frieda Coetzee<\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u201cAs long as you can understand what is this<\/span>,
spelling it\u2019s no longer important\u201d: Literacy practices in the linguistic landscape
of semi-informal markets in South African townships.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Roula<\/span><\/i><\/b><\/span> Tsokalidou<\/span><\/span><\/i><\/b><\/span>
Evi<\/span><\/i><\/b><\/span> Kompiadou<\/span><\/span><\/i><\/b><\/p>\n

\u2018Training Musefir<\/span>\u2019-a journey into translanguaging<\/span> and identity texts.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Marilena<\/span><\/i><\/b><\/span> Paraskeva<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Systematizing written language production: The case of teaching
Greek as a second language (L2) in Cyprus.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Ioli\u00a0Orphanide<\/span>
<\/i><\/b><\/span><\/span>Anna\u00a0Hatzipanagiotidi<\/span><\/span><\/i><\/b><\/p>\n

Should
we teach the dialect? Views of teachers of Greek as a Second Language amidst
a diglossic<\/span> setting.<\/o:p><\/span><\/p>\n<\/td>\n

\n

\n<\/td>\n<\/tr>\n

\n

17.45-18.15<\/o:p><\/span><\/p>\n<\/td>\n

\n

Dimitra Karoulla-Vrikki<\/span>\u00a0<\/span><\/i><\/b><\/span>
Lydia\u00a0Sciriha<\/span><\/span><\/i><\/b><\/p>\n

The linguistic panorama of the capital cities in two
Mediterranean Islands \u2013 Malta and Cyprus.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Anastasia Gkaintartzi<\/span>
Evi<\/span> Kompiadou<\/span>
Kostantinos<\/span> Petrogiannis
<\/span><\/span><\/i><\/b><\/span>Kostis<\/span><\/i><\/b><\/span> Tsioumis
<\/span><\/span><\/i><\/b>Roula<\/span><\/i><\/b><\/span> Tsokalidou<\/span><\/span><\/i><\/b><\/p>\n

The ‘ISOTIS’ project and its case study in Greece: Success
features and facilitators for promoting multilingual and multicultural
diversity in education.<\/span><\/o:p><\/span><\/b><\/span><\/p>\n<\/td>\n

\n

Thomais<\/span><\/i><\/b><\/span> Roussoulioti<\/span>
Dimitra Melissaropoulou<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Vocabulary learning strategies in academic environment: \u0399s<\/span> morphological segmentation quite important?<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Adele\u00a0Bardazzi<\/span> <\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Multilingualism,
translation, and dialects in contemporary Italian poetry.<\/o:p><\/span><\/p>\n<\/td>\n

\n

\n<\/td>\n<\/tr>\n

\n

18.15-18.45<\/o:p><\/span><\/p>\n<\/td>\n

\n

Elena Varlamova<\/span>\u00a0 \u00a0 <\/span><\/i><\/b><\/span>Fanuza\u00a0<\/span><\/i><\/b><\/span>Tarasova<\/span><\/span><\/i><\/b><\/p>\n

Russian, Tatar and English in the linguistic landscape of Kazan: language policy and degree of language integration.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Marianthi<\/span><\/i><\/b><\/span> Oikonomakou\u00a0 \u00a0<\/span>Vassilia<\/span> Kourtis-Kazoullis<\/span><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Transforming literacy and translanguaging<\/span>
practices in language teaching for adult refugees.<\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

\u0399\u03c9\u03ac\u03bd\u03bd\u03b1 \u039a\u03af\u03c4\u03c3\u03bf\u03c5<\/span><\/i><\/b><\/o:p><\/span><\/i><\/b><\/span><\/p>\n

\u039a\u03bf\u03ba\u03ba\u03b9\u03bd\u03bf\u03bc\u03ac\u03bb\u03bb\u03b7\u03c2
\u03ba\u03b1\u03b9 \u03ba\u03b1\u03c3\u03c4\u03b1\u03bd\u03cc\u03bc\u03b1\u03bb\u03bb\u03bf\u03c2<\/span>:
<\/span>\u03b5\u03be\u03c9\u03ba\u03b5\u03bd\u03c4\u03c1\u03b9\u03ba\u03ac<\/span><\/span> \u03c3\u03cd\u03bd\u03b8\u03b5\u03c4\u03b1
\u03ba\u03b1\u03b9 \u03b7 \u03b1\u03bd\u03c4\u03b9\u03bc\u03b5\u03c4\u03ce\u03c0\u03b9\u03c3\u03ae
\u03c4\u03bf\u03c5\u03c2 \u03b1\u03c0\u03cc \u03c6\u03bf\u03b9\u03c4\u03b7\u03c4\u03ad\u03c2 \u03c4\u03b7\u03c2 \u03bd.\u03b5<\/span> \u03c9\u03c2
\u03be\u03ad\u03bd\u03b7\u03c2. <\/span><\/o:p><\/span><\/span><\/p>\n<\/td>\n

\n

Hana El Shazli<\/span> <\/o:p><\/span><\/i><\/b><\/span><\/p>\n

Loanwords in Cypriot Maronite Arabic.<\/o:p><\/span><\/p>\n<\/td>\n

\n

\u00a0<\/o:p><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

18.45-19.00<\/o:p><\/span><\/p>\n<\/td>\n

\n

CLOSING REMARKS<\/o:p><\/span><\/b><\/span><\/p>\n

ROOM A<\/o:p><\/span><\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/o:p><\/span><\/p>\n<\/div>\n

\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

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