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Poster Presentations: Friday, 23 September 12-1pm

12:00 – 12:20: Orientation in Gather

Participants can browse posters and choose their preferred room for the pitches.

12:20 – 12:35: Poster pitches

The presenters in a room take turns pitching their work in 3-minute mini presentations.

12:35 – 13:00: Exchange

Participants can continue to look at posters and talk to poster presenters.


Room 1: Focus on the (student) teacher

Room 2: Focus on L2 production

Room 3: Focus on technology-supported language learning 

 Room 4: Focus on teaching Programs

Room 5: Focus on teaching methodology

1A) Paul Berge, University of Trier:

Teaching young learners through a low-competence target language in primary school CLIL: A teacher cognition study of the Dortmund International Primary Schools (DIPS)


2A) Heather Dyche, University of Lyon Lumière:

A Typology of pronunciation errors made by young francophone learners of English as a foreign language.

3A) Daniela Avello / Carmen Muñoz, University of Barcelona:

How suitable are captioned-animated cartoons for primary school learners?

4A) [CANCELLED] Joanna Baumgart / Martin Koch / Kristin Kersten, Stiftung Universität Hildesheim:

Digitally yours: TBLT through the lens of digital competence

5A) Mirjam Anugerahwati / Irene Maria Cahyaningtyas Rinukti, Universitas Negeri Malang:

Enhancing students´ writing competences through the four-square writing method

1B) Tjaša  Dražnik, University of Ljubljana / Abo Akademi University:

Linguistically sensitive teaching in all classrooms: Preparing student teachers to promote plurilingual competence in young learners

2B) Esther Fischer, Pädagogische Hochschule Heidelberg:

The knowledge and opinions of education students on teaching and assessing written language skills in the EFL elementary classroom

3B) Emilie Charles, INSA-Lyon / Emilie Magnat, Université Lyon 2 / Marie-Pierre Jouannaud, Université Paris 8 / Coralie Payre-Ficout, Université Grenoble Alpes / Mathieu Loiseau, INSA-Lyon:

Effect of an EFL listening comprehension learning game on phonemic awareness in French


4B) Rowena Kasprowicz / Heike Krüsemann, University of Reading:

Progression in Primary Languages: A longitudinal study of the route and rate of language learning in primary school in England

5B) Anna Bittman, University of Potsdam:

"Getting what I know across" - Insights into embodiment-based L2 communication on scientific terminology in CLIL primary school science classes

1C) Marius Ritter, University of Münster:

"What's happening?" Fostering Student Teachers' Professional Vision

2C) Anne Lorenz, Leipzig University / University of Luxembourg:

On the influence of the first writing system on second writing acquisition in bilingual German-French primary school context

3C) Lenka Garshol / Susan Erdmann, University of Agder:

The use of digital tools in early instructed language learning

4C) Martina Kramar, University of Zagreb / KGS Leoschule Neuss:

Qualitative Content Analysis of German Language Subject Curriculum for Primary Education in the Republic of Croatia in Terms of Intercultural Competence


5C) Joel Guttke, University of Duisburg-Essen: 

The subject-specific operationalization of cognitive activation in primary EFL education. Developing student and teacher questionnaires

1D) [CANCELLED] Melike Ünal Gezer, TED University Ankara:

Pre-Service EFL Teachers'  Foundational Linguistic Knowledge in Early Literacy Instruction

2D) Ruth Trüb, Pädagogische Hochschule FHNW:

An Empirical Study of EFL Writing at Primary School

3D) Sarah Reader, Chemnitz University of Technology:

Asynchronous Intercultural Video Exchange Project for Young EFL Learners: An Exploratory Study

4D) Yuki Otsuki, Meiji University:

CAN-DO List Clarifies English Objectives for Japanese Elementary School Pupils and Teachers

5D) Nataliia Sharkova, Ukrainian State University of Science and Technologies / Svitlana Sharkova, H.S. Kostiuk Institute of Psychology of the Academy of Educational Sciences of Ukraine:

The ways of improving memory performance by engaging young learners in non-verbal activities during foreign language classes




Benedikt Wagner, University of Paderborn:

Fostering L2 Reading Motivation through the Use of Digital "Choose Your Own Adventure" Stories in the Primary EFL Classroom