Section 1: Teaching methodologies, learning and media
This section foregrounds didactics in plurilingual education. It investigates, for example, the de/compartmentalisation of didactics for distinct languages, seeking to establish which aspects are unique to individual languages and/or which aspects apply across different languages. It also examines the methodologies of content and language integration, as well as reciprocities in the didactics of plurilingualism and intercultural communication.
This section includes, but is not limited to, the following areas:  
  • Conceptualising and developing media and materials that allow transfers amongst languages and amongst diverse teaching methods
  • Fostering and responding to new learner and lecturer roles and practices
  • Refining the didactics of content and language integrated teaching and learning
  • Training intercultural understanding and mediation in multilingual settings

Section 2: Plurilingualism for academic and professional purposes
This section approaches the conference theme through the lenses of languages for academic and professional purposes. We invite contributions focusing on plurilingual language use (and surrounding controversies) in specific purpose contexts as well as on the development, implementation and analyses of materials and methodologies in and for language for special purposes acquisition settings.
This section includes, but is not limited to, the following areas:
  • Status and role of national languages and languages of wider communication in academia (e.g. diglossia, language alternation, lingua franca practices)
  • Multilingual needs, goals and target language notions in LSP courses: theory, reflected experience and good practice
  • Mobilising, using and promoting students’ plurilingual competencies in instructed, guided, independent and other specific purpose acquisition settings
  • Innovative methods, contexts and tools for shaping plurilingual communicative competence in LSP

Section 3: Assessment and alternative forms of assessment
This section considers contributions dealing with practical assessment based on recent concepts and research. The focus could be on assessment and critical discussion of plurilingual and pluricultural competence.
This section includes, but is not limited to, the following areas:
  • Reflective and criterion-based practices in alternative and multi-dimensional forms of assessment
  • Different purposes of assessment (learner proficiency, learner development, testing, etc.)
  • Lifelong learning and documentation of the plurilingual profile (European Language Portfolio, Career Portfolio, etc.)
  • Assessment of specific communicative competences, intercultural communication competence, learning and communication strategies, study skills, etc.

Section 4: Staff and quality development
This section explores the interaction between staff and quality development in relation to plurilingual profiles and practices. It analyses occasions for plurilingual exchange amongst teaching staff and their ability to cope with cultural diversity. In addition, it examines the effects of sustainable staff development practices on the quality of teaching and cooperation.
This section includes, but is not limited to, the following areas:

  • Development and implementation of quality concepts at language centres in higher education
  • Development and implementation of human resource concepts at language centres in higher education (job profiles / recruitment / working conditions / qualifications / development)
  • Interfaces between staff and quality development: dealing with challenges and developing coping strategies
  • Best practices of:
-        Collecting feedback from students, staff and stakeholders
-        Analysing and using evaluation outcomes for programme, staff and quality development

Section 5: Policy and policy implementation
This section explores the relations between language policy and plurilingual profiles and practices. It examines the impact of language policies on students’ language biographies, mobility and careers. It further investigates the role of Language Centres in policy development and implementation.
 This section includes, but is not limited to, the following areas:
  • Mono- and plurilingual policies for academic communication  (national and international study programmes / languages for mobility and research)
  • Interactions amongst national, local and/or institutional language policies and/or strategies for their implementation
  • Language centres in higher education between policy development and language practices
  • Best practices of language centres in higher education, their networks, management, and/or teaching staff concerning language policy implementation

Section 6: MAGICC: Modularising Multilingual and Multicultural Academic Communication Competence
This section presents findings from a three-year ERASMUS Multilateral Project supported by the EU Lifelong Learning Programme (2011 – 2014): Modularising Multilingual and Multicultural Academic Communication Competence for the BA and MA levels. Project participants will cover the following topics:
  • A conceptual framework: transnationally shared learning outcomes defining the constitutive elements of multilingual and multicultural academic and professional communication competences with aligned assessment criteria
  • Scenarios for developing and assessing students’ multilingual and multicultural core communication competences for academic and professional purposes: innovative activities and tasks
  • Transparency tools for shared transnational understanding to improve recognition of broad and multi-dimensional forms of assessment: set of performance samples for international harmonisation and standardisation of marking procedures
  • An academic ePortfolio expanding the features of the Council of Europe’s European Language Portfolio to match new needs in higher education: visibility and recognition of academic and professional communication competences

Section 7: Translation and Terminology Management
This section addresses the conference theme from the ambit of translation. The panel will discuss issues of practical concern to administering and developing translation services and terminology management in a higher-education context, remarking especially the strategic significance of these issues both for language services and internal clients alike.