The Image Conference '19: Breakout Session 1.6 & Saturday's Closing Plenary

Image Conference: Breakout Session 1.6

Coffee Break
16:10 – 16:30 (Exhibition Area)

Session 1.6 (16:40 – 17:25)

3.12 - Keynote Strand
Nóra Nagy
Taking knowledge out of the classroom: scaffolding exhibition visits (Images)

In my research, I explored the potential benefits of art exhibition visits in second language development with higher education students. A series of pre-and post-visit writing and speaking activities were designed to develop the students’ multimodal literacy and language skills. The talk describes the most effective tasks and their implementation.

Irini Papakammenou
Interactive Paintings – Visual intriguing art for language enhancement (Art)

This presentation is about Interactive pieces of art which are created by an artist and students. The goal in this work is twofold - to raise awareness of global issues such as migration and to help learners develop language proficiency. It aims to help students collaborate both artistically and linguistically.

Georgios Chatzis
Mozart Meets Queen: De-desensitizing the YouTube Generation to Social Issues (Video)

Using Mozart’s Marriage of Figaro and Queen’s ‘Radio Gaga,’ this presentation will show how video can give context to music to bring social issues into focus and engage students. It will give examples of how videos can make such issues relevant to post-millennials and inspire them to get involved in social projects.

Paul Herron Campos
The mind’s eye: L2 acquisition through visualization (Mental Imagery)

Our innate ability to visualize with our eyes closed is known as our mind’s eye. Top achievers such as elite athletes habitually employ visualization techniques to prepare and enhance their performances. In this workshop, I will explore activities to provide teachers and learners with useful visualization techniques for language acquisition.

Saturday’s Closing Plenary

Aula 3.13
Nayr Ibrahim
Children’s plurilingual voices in English language classrooms: a visual turn

Children come to class with multiple languages and identities, which are often ignored and hence the children silenced. We will explore how drawing, objects and multimodal approaches provide a visual narrative space to help children learn English, give children a voice in the language classroom and validate their plurilingual selves.