Annotations and Medallions ****************************************************************************************** * Annotations ****************************************************************************************** *========================================================================================= * Navigating International Classroom - diversity and cooperation *========================================================================================= Key words:   Teaching and Learning in an International Classroom, Foreign Language as a medium of instr Diversity, Cooperative Learning    Abstract   In our practical workshop, we will unpack the role of language in international classrooms simulation activity and explore some strategies how to overcome challenges when the langua is not the mother tongue of all students. We will also delve into the dynamics of multicul identifying key cooperative learning elements that enhance team effectiveness. Participant the opportunity to share and learn from diverse teaching experiences in international educ environments.    Methodological approach andinteractivity:   Interactive workshop, presentation and interactive discussions at round tables    Structure and itinerary:   • Advantages and challenges of 'diversity' in an international classroom  • Dealing with language challenges  • Maximizing teamwork: cooperative learning key elements  • Working with classroom scenarios, sharing experience and exchanging teaching tips  • Wrap up    Facilitators:   Adriana Dergam(MIIC)  Eva Janebova(Mestenhauser Institute)  Lucie Weissova (Halmstad University, Universita Cattolica del Sacro Cuore)    Workshop outcomes:   Practical takeaways of teaching tips and ideas on how to deal with language challenges and work in multiculturally diverse setting of an international classroom.    Conclusion   Next steps after the conference: At the end of each workshop, a summary of the results of and recommendations for practical steps or tools that can be used will be produced as an o activity. This summary will be made available to all participants of the conference worksh period of time on on-line whiteboard. In this way, participants will have the results of t as well as the results of the other workshops. This should help to complete and reconnect which are interrelated and complementary in different ways. And no one will be at a loss f those who wanted to present their good practice but were not included in the program for c can post their poster / presentation / paper /video there as well.)  *========================================================================================= * Global Growth in universities within the Czech Republic: Maximising Impact through Engag Recruitment, and Retention *========================================================================================= Key words  Recruitment/Student Engagement/Student Retention, diversity of national and international high school counsellors, IECs, agents, international education migration, obstacles, schol and passport hierarchies, case studies  Methodological approach: Cooperative workshop   Abstract   What are the internationalisation strategies used by universities today that create suppor • Recruitment  • Student engagement  • Student retention  Are internationalisation strategies based on quality or quantity? One of several recruitme working with high school counsellors and IECs. They can serve as ‘right fit’ advocates for promoting higher education locations, universities and opportunities for students and fami vital role in guiding students through selecting universities and guiding through the appl What are the obstacles universities in the Czech Republic face when working towards intern goals? Bureaucracy, Visa obstacles, Immigration higher education narratives, Lack of aware demographics that are multilingual, multirace, multicultural, passport hierarchies etc…  What can we do collectively to support the overall internationalisation of universities wi Republic which ultimately supports an international student body that allows for universit Structure and itinerary: 14:00 – 14:20: Presenting internationalisation strategies  14:20 – 14:50: Divide into small groups based on (universities/faculties) tackling strateg obstacles  14:50 – 15:05 Next steps in impactful strategies to educate, empower universities and the Make a list of strategies that might be new that each person attending this session will t with their university teams when they go back 15:05 – 15:30: Workshopconclusion  Active participant(s) / collaborating colleague(s) (if any) / facilitators: Preeti and Martina. Possibly colleagues from the Study in Prague consortium can actively f groups (Martin Hanker, Caleb House, LenkaBalíková)  Workshop outcomes: We hope participants will acquire knowledge around existing and refining impactful strateg internationalisation. Taking away useful goals for their contextual university settings, w to collectively collaborate as the Czech Republic becomes more global.    Conclusion Next steps after the conference: At the end of each workshop, a summary of the results of and recommendations for practical steps or tools that can be used will be produced as an o activity. This summary will be made available to all participants of the conference worksh period of time on on-line whiteboard. In this way, participants will have the results of t as well as the results of the other workshops. This should help to complete and reconnect which are interrelated and complementary in different ways. And no one will be at a loss f those who wanted to present their good practise but were not included in the programme for can post their poster / presentation / paper /video there as well.  *========================================================================================= * How can we help international students to thrive in their new environments? *========================================================================================= Key words Cultural transition; socio-psychological adaptation; culture shock; wellbeing; community b inclusion; peer support; staff interactions   Methodological approach  Customized Knowledge Café   Interactivity Input session from workshop lead, followed by small group and full group discussions   Abstract The aim of this workshop is to consider collectively what we mean when we say that we want students to “thrive” in their new study environments, and also how we can achieve this goa means for a student to thrive may vary from context to context, so the initial input sessi variation in this concept, with contributions from participants. Following this, participa small groups to discuss different ways in which international students can be supported to thriving. Participants will change groups for multiple small group discussions. The worksh with a full group discussion, where participants will share potential future actions that implement in their educational contexts.??    Structure and itinerary: 1.Introductory input session (15 minutes) 2.Small group discussions (1 hour) 3.Full group discussion (15 minutes) Active participant(s)  Dr Eoin Jordan    Workshop outcomes:  Participants will gain a deeper understanding of what it means for international students well as insights from peers on different initiatives to help international students thrive environments. Participants will also have reflected and received feedback from peers on in shared in discussion sessions. Conclusion Next steps after the conference: At the end of each workshop, a summary of the results of and recommendations for practical steps or tools that can be used will be produced as an o activity. This summary will be made available to all participants of the conference worksh period of time on on-line whiteboard. In this way, participants will have the results of t as well as the results of the other workshops. This should help to complete and reconnect which are interrelated and complementary in different ways. And no one will be at a loss f those who wanted to present their good practise but were not included in the programme for can post their poster / presentation / paper /video there as well. *========================================================================================= * Language teaching and testing. Linguistics and academic skills and needs of foreign stud foundation and graduate programmes at Czech universities. *========================================================================================= Key words:   Languages of instructions, language of teaching, Czech/English as the second language / as specific purpose, academic skills, language teaching methodology, language certification,   Abstract   At universities we develop two types of study programmes - Czech and international. One of questions in the process of building an internationalized community is language(s). In the will look at the role of Czech in international programmes, as well as the possibility of cooperating between international and Czech students and staff in terms of supporting lang will also be discussing the teaching of the Czech language to those students who wish to s language degree programmes.     We will consider the role and teaching methods of language as a second language and langua purposes, the various methodological approaches available, including equal participation i - multilevel classes, cooperation between foundation programmes and language teaching at f recognition of certificates, language certification system, necessary level of knowledge, teaching materials, syllabus design, definition of learning outcomes and their use in each and lesson.    Methodological approach andinteractivity:   We will use the Safari method of interaction. In 4 stations the participants will explore themes and questions. People are divided into groups and move from one station to the next visited every station and every theme of the workshop, gradually creating images of ideas concepts and models for each theme. Each group writes down the key ideas to leave 'traces' the next visitors to the station. The Safari method brings in-depth analysis of the differ and the creation of an incremental, wiki-like picture of the participants' knowledge and e relation to the issues under discussion, which is concluded by the facilitators.   There are 25 minutes for the first station, 20 for the second and 15 for the last two, as follows the previous one, adding ideas and tools.    Structure and itinerary:   • Introducing the topics, setting up the stations, dividing into groups, starting the disc • Group activity - moving from station to station, exploring the theme, discussing and giv concepts and examples, setting visions and wishes, adding comments and ideas to a previo bringing new points.  • Conclusion for each station and presentation to the rest of the audience.   • Closing of the whole workshop by the facilitators.    Facilitators: each station has an expert to facilitate the discussion   Dana Hůlková Nývltová (CU ILPS)  Barbora Štindlová(CU ILPS)  Kateřina Vodičková(CU ILPS)  Eliška Králová (CU 2nd Faculty of Medicine)    Workshop outcomes:   • Reflect on current teaching practices in relation to foreign students and their language • Identify potential challenges and risks associated with multilingual environments and mu teaching.    • Discuss the motivation of students of international/English programmes to learn Czech an motivating factors.   • Identify the appropriate methodological approach for teaching Czech as a foreign languag low or no prior knowledge of the language.   • Demonstrate the ability to tailor cooperation between the foundation and degree programm potential challenges and enhance positive outcomes.  • Develop strategies to enhance methodological support for teaching Czech for specific pur • Identify areas for improvement.  • Bring practical tools to improve teaching, course design, collaboration with other facul departments.  • Develop the competences of the Framework for Effective Teaching at CU, Pillars One and F planning and design and professional collaboration).       Conclusion   Next steps after the conference:  At the end of each workshop, a summary of the results of and recommendations for practical steps or tools that can be used will be produced as an o activity. This summary will be made available to all participants of the conference worksh period of time on on-line whiteboard. In this way, participants will have the results of t as well as the results of the other workshops. This should help to complete and reconnect which are interrelated and complementary in different ways. And no one will be at a loss f those who wanted to present their good practice but were not included in the program for c can post their poster / presentation / paper /video there as well.)   *========================================================================================= * Supporting international student transitions on higher education programmes *========================================================================================= This presentation will explore the themes of international student adaption and overcoming on higher education programmes, and particularly preparatory programmes. It will suggest p for how the culture shock U-curve model can be used to assist students in transitioning to environments, how to use critical incident exercises to develop intercultural competence, courses and personal tutoring systems can be used to support transitioning international s presenter will draw on his experience of working with international education programmes i and China to highlight examples of successful initiatives. *========================================================================================= * Internationalization at Home *========================================================================================= In today's increasingly interconnected world, internationalisation stands as a pivotal mec for fostering diversity and inclusivity but also for bolstering academic success among for This keynote speech delves into the multifaceted role of internationalisation as a catalys individuals to discomfort and otherness, thereby catalyzing personal and intellectual deve advocating for the integration of internationalisation principles into study programs, reg students' backgrounds, the speech underscores the transformative potential of globalised e shaping a more enriched and equitable learning environment for all. ****************************************************************************************** * Medallions ****************************************************************************************** *========================================================================================= * PhDr. Dana Hůlková Nývltová, Ph.D. *========================================================================================= Dana Hůlková Nývltová has been the Director of the Institute for Language and Preparatory Charles University since 2020. She holds a master’s degree from the University of Hradec K holds a PhD from Charles University, specialising in philology. In addition to Czech as a she has worked on literature, gender in literature or literature written by women, and his founded the Methodology Centre, which is systematically dedicated to the training and supp of Czech as a second / foreign language. Her motto is: “A teacher is a leader, and a leade everyone has to excel at what they do best, they need a good chance to do so, and the resu of the whole.” Dana's research activities focus on designing syllabi, defining course objectives and lear in language teaching in various situations, from Czech as a foreign language to language f purposes. She is also involved in the criterial analysis of textbooks and teaching materia development of new programmes and the redefinition of existing ones. Her favourite subject comprehension. *========================================================================================= * prof. PhDr. Eva Voldřichová Beránková, Ph.D. *========================================================================================= As vice-rector of Charles University for Foreign Affairs, Eva is involved in inter-univers strategic partnerships, all kinds of international agendas, mobility, representation of Ch abroad, university groups, cooperation with the Czech Ministry of Foreign Affairs, embassi agendas related to UKIP at CU. Eva studied French Philology and Slavic Literature at the Faculty of Philosophy of Charles and at the Sorbonne Université (Ph.D. in cotutelle 2001) and subsequently taught at the In Romance Studies, where she was head of the French Department for many years. Her research contemporary Francophone literature, Hegelian studies, sociological criticism, postcolonia the relationship between literature and cinema. From 2014 to 2018, she was Vice-Dean for I Affairs at the Faculty of Arts, where she was involved in the creation of the KREAS projec partnerships with KU Leuven, Brown University and other educational institutions. She is t four single monographs and numerous articles in impact and peer-reviewed journals. She is international cooperation (4EU+, CEACS) and in her spare time organises international summ for the Jan Hus Educational Foundation. *========================================================================================= * Dr. Eoin Jordan, EdD SFHEA *========================================================================================= Eoin is Director of the International Education Institute at University of St Andrews, and variety of teaching, administrative and leadership roles related to international and lang mostly in higher education contexts. He has previously worked in Japan, Hungary and China, Acting Director and Deputy Director of the Language Centre at Xi’an Jiaotong-Liverpool Uni an EdD in Higher Education, and is a Senior Fellow of the Higher Education Academy (SFHEA) Eoin’s scholarly activities are focused on the enhancement of educational practice, often of technology, but also based on an understanding of the nature of language, and on sensit differences. His professional activities are intertwined with this focus. These activities the development of new educational programmes, reviewing and redeveloping existing program providing leadership/mentorship to fellow educational practitioners. *========================================================================================= * Lucie Weissova, MA *========================================================================================= Lucie Weissova is a PhD candidate at the Center for Higher Education Internationalisation Cattolica del Sacro Cuore, Italy. Her research interest is in the internationalisation of curriculum at home and other inclusive forms of internationalisation. As a practitioner, L Internationalisation at Home Coordinator at Halmstad University, Sweden. *========================================================================================= * Preeti Samuel Rajendran *========================================================================================= Preeti Samuel Rajendran was born in Papua New Guinea to Indian parents and spent her early on a 'floating bookstore' ship that travelled the world. Her extensive international exper shaped her life and work, which now spans over 18 years in international education. Preeti life stories to share insights. She has worked in international schools, guiding hundreds universities worldwide, and is well-versed in national curriculums, as well as the AP and She has also worked for a US university in Pennsylvania, traveling extensively to recruit with students across Asia, Latin America, the Middle East, Africa, Europe, and North Ameri continues to work in these regions. Today, Preeti is the founder of Innustame, a global pl collaborates with students, parents, international high schools, and universities. Innusta insights into international education trends through guidance consultations, workshops, an Additionally, Preeti serves as a full-time consultant for student recruitment and internat support strategies at institutions like Charles University, Faculty of Social Sciences in expertise includes understanding shifting geopolitics, country specific diversity, experie opportunities, passport hierarchies and holistic student-driven internationalization strat *========================================================================================= * Mgr. Ing. Martina Kotasová Ferreira *========================================================================================= Martina Kotasová Ferreira works as a Coordinator for Internationalization at the Rectorate University since March 2023. Since 2016, she joined the Department for EU Affairs at the M Education, Youth and Sports. She was in charge of coordinating the Czech Republic's partic Erasmus+ program. In 2019, she took part in a five-month internship for national experts a Commission's Directorate-General for Education and Culture (DG EAC) in the International C Unit. Since 2020 she was the Head of EU Affairs Unit in the Ministry. She came to Brussels the presidency team in August 2021 and she worked as youth and education attaché at the Cz Representation in Brussels until February 2023. *========================================================================================= * Dr. Eva Janebová *========================================================================================= Eva Janebová is the founding director of the Mestenhauser Institute for International Coll newly appointed Committee Chair at the European Association of International Education (EA Prof. at Palacky University. Her qualifications were gained from Columbia University, Char Masaryk University, and the University of Minnesota where she was the very first Mestenhau 2018. She has served as an academic advisor to the Council for International Education Exc Ministry of Education, and on the International Advisory Board of Morgan State University. author of ‘Mapping the Dimensions of Inclusive Internationalization’ in Inequalities in St Routledge), and ‘The Challenge of Culture’ in Mestenhauser and the Possibilities of Intern (2022, Routledge). *========================================================================================= * PhDr. Barbora Štindlová, Ph.D. *========================================================================================= Barbora Štindlová is the Deputy Director of Studies at ÚJOP UK. From 2003 to 2017 she was Associate Professor at the Department of Czech Language at the Faculty of Science, Humanit of the Technical University in Liberec. She has been cooperating with Czech schools and Cz abroad for a long time. Her professional interests include the acquisition and teaching of Czech grammar for non-n linguistic accuracy and the topic of errors in language use. She has been involved in a nu in the field of CzFL/Cz2J, e.g. building the learner corpora CZESL and Merlin, creating a low-threshold courses and developing a curriculum for the Czech language exam for permanen important part of her activity is designing new educational programmes reflecting the chan group and educational practice and supporting her colleagues who teach CzFL/Cz2L. She regu professional seminars focused on Czech as a foreign/second language, trains teachers in me issues, and is the (co)author of several textbooks on Czech for foreigners and a number of texts on the topic of CzFL/Cz2L.