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As part of ARLE/IFTE Barcelona 2026, keynote speakers invited to the conference will lead sessions and engage in dialogues for local teachers on Saturday morning. These events are jointly organised with the UAB Education Institute and the Regional Government, as part of the Barcelona Summer School for Teachers.
Day 3
Conferences & dialogues for local teachers
Saturday
9 a.m. to 2 p.m.
Included in the Conference Fee - No registration needed for ARLE participants
In Barcelona, educators have a strong tradition of attending summer schools focused on in-service teacher education. These schools typically occur in the final days of June and early July.
One of the institutions that best represents this spirit—both for primary and secondary education—is the UAB Education Institute, founded in the early seventies, still under the Franco Regime.
Another key organisation, active since the 1960s and dedicated to primary education, is the Associació Rosa Sensat, where the ARLE/IFTE Doctoral School will take place.
Programme
8:45-9:00 – Welcome (Aula Magna, Faculty of Geography, UB)
9:00 – 10:00 – Montserrat Castelló (Universitat Ramon Llull): Writing at school
10:00 – 11:00 – Josep Ballester (Universitat de València): Literary education, today
11:00 – 11:30 – Coffee break
11:30 – 12:30 – Round Table:
“The Luxury of Thinking about Languages: Public Outreach, Commitment and Citizenship – A Tribute to The Luxury of Language by Jesús Tuson on the 40th Anniversary of its Publication (1986–2026)”
Speakers: Luci Nussbaum, Artur Noguerol, Mila Segarra and Amparo Tuson
The book The Luxury of Language inaugurated an extraordinary series of works dedicated to the public dissemination of linguistic knowledge. With unusual clarity, Jesús Tuson demonstrated that reflecting on languages is not an exercise reserved for specialists, but rather a collective necessity for any society that seeks to understand itself.
The work of the linguist is undoubtedly rooted in basic research: describing, analysing and explaining how languages function, their variation, their history and their expressive potential. Yet this work does not end within the academic community. As Tuson argued, linguistic knowledge also entails a public responsibility: helping to educate society in ideas that encourage appreciation of languages, respect for them, and an understanding of the remarkable diversity within unity that they represent.
Public dissemination is not about simplifying knowledge, but about making rigorous thinking accessible. It involves challenging linguistic prejudices, dismantling artificial hierarchies between languages and speakers, and showing that all languages are part of our cultural heritage and instruments of human dignity.
In this sense, love and respect for languages also become a school of citizenship: they help us build societies that are more just, more open, and more committed to respect for people. This round table seeks to pay tribute to a book and to a way of understanding linguistics as knowledge, as commitment, and as a public service.
12:30 – 14:00 – Literary route - Neus Real (UAB): “The Mercè Rodoreda's Barcelona".
Literary routes offer experiences that go beyond the text and deepen understanding of literary works in their full complexity and human depth. Walking through the places that appear in key works of a culture allows us to become more aware of the importance of social, historical, and geographical contexts (urban or rural) in interpreting literary texts.
The literary route proposed here focuses on several works by Mercè Rodoreda, with the aim of exploring how real spaces interact with literary construction and enrich the interpretation of these works.
The UAB Education Institute (Institut de Ciències de l'Educació, ICE) was created in the early 1970s, still during the Franco dictatorship. At that time, the establishment of Institutes of Education Sciences represented a pioneering initiative in Spain aimed at strengthening the relationship between universities and the education system, as well as promoting the modernisation of teaching and teacher education.
From its beginnings, the ICE at UAB has played an important role in educational innovation and teacher education. It has promoted numerous initiatives for teacher training, collaborated with schools and educational institutions, and supported research on teaching and learning processes. During the expansion of the education system in the 1970s and 1980s, the institute became firmly established as a key space for teachers’ professional development and for the dissemination of innovative pedagogical practices.
Today, the ICE continues to act as a bridge between the university and the education system. Its activities include continuing professional development for teachers, support for educational innovation, and collaboration with schools and educational institutions. Through these initiatives, the institute contributes to improving teaching practices and fostering dialogue between educational research and classroom practice.
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