Virtual Learning for Global Competence aims at building environment to unite leaners and teachers from different educational contexts. How international projects empower higher education via university academic staff training. How to develop a successful project proposal? See the aim and define the ways to achieve it.

Motivating special-needs students through reading activities will make them happier and more fulfilled. Hence, inclusive classroom teachers should implement correct strategies to teach reading skills for children with disabilities. Correct teaching strategies will lead such students to love readings and books which strengthen their brain, increase empathy, reduce stress, and improve their health, memory and focus. As a result, books will become their best, accessible, and constant friends.

Now, let's dive a little deeper to better understand the advantages of teaching strategies of reading skills for an Inclusive classroom with Aitbubu Abdyibraeva.

The goal of research is to explore the university students' perceptions of learning English online to meet their expectations and deal with problems.

This online presentation highlights the Fellow partnership between the U.S. Department of State and Eurasian National University, with an overview of the online and offline collaboration with university students and faculty during the COVID-19 era in delivering effective multimedia technology teacher training across Kazakhstan.

Virtual Foresight Laboratory is the hub between all stakeholders in education serving the role of the tool in the digitalising the relations of actors in educational sphere. The research is focused on the steps of developing Virtual Foresight Laboratory as the result of Erasmus+ EU Project "KUTEL" in Kostanay (BKRU).

The work presents the findings of the Lesson study conducted to reveal the efficiency of reading strategies that would enhance students’ argumentative skills.

Borders have never been more blurred as they are today in the era of digital learning and remote education. Today, language learners can access any culture at a click of a button. This talk highlights language & culture exchange sessions and how they can be organized online.

In this session you will learn about opportunities in partnering with the U.S. universities, resources and materials on internationalization available, and success stories of grantees of this project. The project is supported and funded by the U.S. Embassy in Nur-Sultan and the U.S. Department of State

With implementation of the updated content of education differentiated learning has become one of the effective approaches in teaching foreign languages in Kazakhstan. This presentation will provide information why and how differentiation can be applied at EFL classrooms involving all English learners considering their learning preferences and styles.

This research is a part of a master paper on Linguo-cognitive approach to learning a language. The thesis is based on the assumption that linguo-cognitive tasks enforce the learning process, memory capacity and better acqusition of a language.

In our presentation we discuss types of tasks which can be used for widening students’ metaphoric vocabulary. They are based on strategies of scientists who have conducted a number of researches on using conceptual metaphor in foreign language acquisition.

A 3 cycled Educational Action Research project realization focused on the experimental study of pre-test, EAR intervention and post-test on the basis of mixed method and triangulation research design. The scientific research was conducted to address the issues of first-year EFL students’ higher order reading comprehension.

This session will engage participants in strategies and tools that they can use to bridge the screen gap and cross the digital divide. Participants will be able to walk away with practical tools that they can implement in the digital classroom to help them more fully connect and engage with their students.

The presentation will demonstrate how the process of gamification can help teachers to turn the process of teaching English into an interesting game. This educational approach motivates students and promotes engagement. The participants will be presented some practical material based on our own experience.

The TEd Talk will focus on the importance of educating young people to be active citizens of their community and will provide teachers with some information on various international opportunties that will help them enhance their understanding on integrating civic engagement into their teaching.

A teacher is at the table to get ready for tomorrow’s classes. What is planned? A new warm-up, introduction of a platform, an exit ticket. What else? The thoughts are scattered. Most of them jump into the future imagining what might happen; some are in the past remembering similar situations. How much of a teacher is here, at present?

Imagine, one Canadian got a two-storey house just by trading a red paper clip! He didn't even pay a dollar for his house.! What a creativity!

If you can come up with 30 ways of how to use a paperclip in 3 minutes, it means you have a creative thinking - one of 10 top softs kills of 21 century. So let’s boost our creativity for lessons, life and against dementia

One consequence of the global pandemic has been a sharp increase in the amount of online professional development that is available to teachers of English. While for some teachers learning online has been a new and challenging experience, it is also clear that online programmes – especially those that create communities of practice – offer teachers several advantages compared to those delivered face–to–face. This talk discusses some of these advantages and what teachers can do to benefit most from them.

Language skills programmes in universities, colleges and schools traditionally cover the four main skills – reading, writing, listening and speaking. Study skills may also be included as a fifth skill. This talk looks at how critical thinking, an important ‘21^st century skill’, can be also added to such a programme.

There are a number of ways we can do this. We can add a critical thinking component to the course which includes many of the thinking sub-skills such as building a strong argument, supporting an opinion, thinking about thinking, defining terms, looking at data critically, etc. Alternatively, we can add a variety of discrete activities into our lessons – ranging from puzzles and mind games to analysis of advertisements and scam emails. A third and simpler alternative, which is the main focus of this talk, is to add ‘critical thinking value’ to our existing language programme.

The latter approach has the advantage of not consuming more time in what may be an already packed curriculum. It involves making sure that vocabulary, grammar and in particular reading and writing skills are developed in a way that makes use of the learners’ higher-order thinking skills. For example, instead of teaching vocabulary by simply matching words and definitions or completing gaps in a text, we can make use of grouping and classification of word items or getting students to use items in sentences to demonstrate meaning. These ways of adding value and others ideas are explored in the talk.