December 8th-11th, 2018 in Graz, Austria.
The conference was organised by the Fachdidaktik Anglistik team at the University of Graz, with the cooperation of the Fachdidaktikzentrum GeWi and the University of Maribor.
Successfully bringing together teachers, researchers and academics who discussed different approaches to crossing the various borders that appear in language education, the conference consisted of 115 presentations, five thematic symposia, 14 workshops with a more practical orientation, and 13 poster presentations.
Some presentation themes:
The plenary talks framed the conference every day: Friday started with a talk by Claire Kramsch, and ended with Amos Paran. On Saturday, the conference started with a talk by Penny Ur, and finished with Michael Hoey, Sunday started with Janez Skela and ended with a talk by Barbara Seidlhofer.
Original text source: https://language-education.uni-graz.at/
The purpose of my talk was to share the findings from my MA in Coaching in Education research project. I conducted classroom research to see what impact a particular coach-approach to teaching and learning had on a group of 18 undergrad students in their 2nd semester of an international business degree course at one of the universities I teach at in Germany.
The particular coach-approach I refered to is the non-directive “time to think” coaching developed by Nancy Kline.