September 7, 2016


  • Antonella Sorace is Professor of Developmental Linguistics at the University of Edinburgh. She is a world leading authority and has published widely in the field of bilingual language development, where she brings together methods from linguistics, experimental psychology, and cognitive science. She is also committed to disseminating the findings of research on bilingualism in different sectors of society. She is the founding director of the research and information centre Bilingualism Matters, which currently has 26 branches in 3 different continents.

  • Antonella Sorace
    University of Edinburgh

  • Erika Hoff is Professor of Psychology at Florida Atlantic University. Her research addresses the relations among properties of children’s early environments, their language experience, and their language development. She is the Principal Investigator on an NICHD-funded longitudinal study of Spanish-English bilingual development. She is the author of numerous articles and chapters; she is the author of the textbook, Language Development; and she is the editor of multiple books on early language development, including Research Methods in Child Language: A Practical Guide and, with Peggy McCardle, Childhood Bilingualism: Research on Infancy through School Age.

  • Erika Hoff
    Florida Atlantic University

  • Robert Phillipson is an Emeritus Professor at Copenhagen Business School, Denmark. British by origin, he studied at Cambridge and Leeds Universities, UK, and has a doctorate from the University of Amsterdam. He worked for the British Council in Algeria, Yugoslavia, and London, before emigrating to Denmark in 1973. His main books are Linguistic imperialism (Oxford University Press, 1992), English-only Europe? Challenging language policy (Routledge, 2003), updated and translated into French as La domination de l’anglais: un défi pour l’Europe (Libre & Solidaire, 2019), and Linguistic imperialism continued (Routledge, 2009). He has co-edited books on language rights and multilingual education, including Why English? Confronting the Hydra (2016) and Language Rights (four volumes, with his wife, Tove Skutnabb-Kangas, 2017). He was awarded the UNESCO Linguapax prize in 2010. Details of publications and CV.

  • Robert Phillipson
    Copenhagen Business School

  • Sanita Lazdiņa is a Professor of Applied Linguistics at Rēzekne Academy of Technologies in Rēzekne, Latvia. Since 2016 she has also been a Senior Expert in the ESF project A Competence-based Approach to Learning Processes conducted by the National Centre for Education in Latvia, in which she is leading an expert group for developing a new school curriculum for Latvian in primary and secondary schools of Latvia. In 2009-2010 she worked as a guest professor at University of Greifswald (Germany), and in 2014 she was a visiting scholar at Tallinn University with support from the Estonian Ministry of Education and Research and the Archimedes Foundation.
    Among her fields of research are language and educational policies, approaches and methods in language acquisition (L1 and L2), monoglossic and heteroglossic ideologies in language education, but also multilingualism in the Baltic States in general, e.g. with regard to regional and minority languages, the economic value of less used languages, folk linguistics and other issues. Her articles have been published in Sociolinguistica, Current Issues in Language Planning, Journal on Ethnopolitics and Minority Issues in Europe and others. Together with Heiko F. Marten, she has co-edited the book Multilingualism in the Baltic States. Societal Discourses and Contact Phenomena (2019, Palgrave Macmillan).

  • Sanita Lazdina
    Rēzekne Academy of Technologies

  • Sari Pöyhönen is Professor of Applied Linguistics and deputy head of department at the Centre for Applied Language Studies, University of Jyväskylä, Finland. Her research and writing (ca 100 publications, including over 30 peer-reviewed journal articles) focus on language, identity and belonging; minorities and language rights; migration, asylum and settlement; and adult migrant language education policies. Through linguistic ethnography, creative inquiry and narrative approaches she focuses on language issues within wider cultural and political contexts and social structures. Currently, she is PI of three research projects: Jag bor i Oravais (everyday life of adults and unaccompanied minors seeking asylum in Swedish Ostrobothnia, Svenska Kulturfonden), Toinen koti – Other home (Documentary theatre project based in the Finnish National Theatre, Academy of Finland), and Rajojen yli – Crossing Borders (Artistic practices in performing and narrating belonging, Academy of Finland).

  • Sari Pöyhönen
    University of Jyväskylä

  • Claudia Maria Riehl is professor for German Linguistics and German as a Foreign Language. She is chair of the Institute of German as a Foreign Language and director of the International Research Unit of Multilingualism (IFM) at the Ludwig-Maximilians-Universität München. Her research interests are sociolinguistic and cognitive aspects of multilingualism, language contact, minority languages and language policy, multiliteracy, and second language teaching. Professor Riehl is the author of many titles, among them the German-speaking introduction into multilingualism and multilingualism research (Mehrsprachigkeit: Eine Einführung. Darmstadt: WBG 2014).

  • Claudia Maria Riehl
    Ludwig-Maximilians-Universität München

  • Nayr Correia Ibrahim is Associate Professor of English Subject Pedagogy at Nord University in Bodø, Norway. Originally from South Africa, where she grew up multilingual, Nayr has worked in Portugal, Cairo, Hong Kong and 20 years in Paris, where she headed the Young Learner and Bilingual Education programmes for the Teaching Centre at the British Council.
    Nayr’s interests include early language learning, bi/multilingualism, multiple literacies and language and identity. Nayr holds an MA in TEFL and a PhD in trilingualism, triliteracy and identity from the University of Reading. She has published articles and chapters on bi/multilingualism and identity in books and journals, such as, Multilingual Matters and the Encyclopaedia of Language and Education. She has also contribute to projects on multilingualism in the EU: she was on a panel of experts reviewing the EU’s Key Competencies for Lifelong Learning (2018) and contributed to the ECML project, Early Language Learning: Inspiring language learning in the early years.
    Nayr’s research also focuses on children’s voices, learning to learn in the language classroom, children’s language rights and authentic children’s literature for cross-curricular and intercultural development. Her publication, Teaching children how to learn, Delta Publishing, with Gail Ellis, won an award at the 2016 ESU English Language Awards in the category, Resources for Teachers. Nayr is a member of the Nord Research Group for Children’s Literature in ELT (CLELT).

  • Nayr Correia Ibrahim
    Nord University

Russian minorities and Russian migrants – integration challenges and perspectives in Estonia and Norway

This workshop will present the results of research cooperation project between Tallinn University in Estonia and Bergen University in Norway. Results bring out the differences in integration context in the two countries – Estonia and Norway, and the relation with integration and acculturation attitudes of Russian minorities.

Prof. Raivo Vetik, Tallinn University, Estonia
Prof. David Lackland Sam, Bergen University, Norway
Marianna Makarova, Tallinn University / Integration and Migration Foundation Our People, Estonia

Radicalisation – responsibility of immigrants or local community members?

What kind of local communities tend to radicalise more? Is Estonian society open for a new behavioural and belief system, which could prevent radicalisation and various violence occurrences? In this workshop, we take a look at two target groups, local community and immigrants’ attitude, and discuss how on one hand the ability of local population to accept new and sometimes unusual behavioural models, and on the other hand immigrants’ readiness to make changes in their habits to accept Estonians lifestyle, influence the likelihood of radicalisation. The main focus is on preventing radicalisation.

Prof. Ringo Ringvee, Ministry of Interior
Mai Beilmann, Tartu University
Prof. Shamit Saggar, Essex University
Linda Noor, Minotenk
Alo Raun, Eesti Päevaleht, Estonia

Culture, identity and multiculturalism

Presentations of this workshops will explore such questions as culture, multiculturalism and interculturality, local and regional identity, history and their role and importance in the context of integration.

Petr Potchinshtshikov, Art Promotion Center, Finland
David Edwards, Glasgow University, UK
Marianne Leppik, Tartu University, Estonia
Chair: Prof. David J Smith, University of Glasgow

Segregation at Estonian labour market – challenges and opportunities

The discussion in this workshop evolves around the recently conducted meta-analysis of studies on ethnic segregation in Estonian labour market. This analysis has combined results from different research projects conducted in Estonia during the last decades. Experts from various organisations in Estonia will join to discuss the developments and trends in Estonian labour market, with a focus on ethnic segregation.

Kristjan Kaldur, Institute of Baltic Studies, Estonia
Marta Traks, Estonian Unemployment Insurance Fund, Estonia
Kelly Grossthal, Human Rights Centre, Estonia

Memory Conflicts in History Lessons

The aim of this workshop is to analyze the ways of addressing the themes that may evoke strong emotional reactions, or may be strongly intertwined with national identity. We discuss different methods of teaching history in the school, especially in the multi-national class. The workshop is meant to study issues of historical memory and public history, in particular, what role may history lessons play in the conflict resolution in the multicultural societies? How to deal with situations in society where there are different histories? Are history lessons meant to educate patriots or citizens?

Timur Guzairov, University of Tartu, Estonia
Merit Rikberg, University of Tartu, Estonia

How to develop intercultural competence through non-formal learning methods?

Practical examples of games and non-formal learning methods aimed at language learning for children and adults.
Group size limit: 30 people.

Aleksei Razin, GameClub, Estonia

Inclusive leadership to support diversity in education sector

It is increasingly important for all organisations to be diverse and inclusive. But what does this actually mean, and how might organisations becoming more inclusive. One of the great challenges facing an organization is getting all employees to develop the competence and confidence to embrace its diversity. This workshop will provide opportunity for participants to develop understanding of diversity competence and the importance of inclusive leadership by all members of an organisation.

Prof Uduak Archibong, University of Bradford, United Kingdom
Prof Nazira Karodia, University of Wolverhampton, United Kingdom

Vene vähemused ja vene migrantrahvastik – lõimumise väljakutsed ja perspektiivid Eestis ja Norras

Antud töötoas esitletakse Tallinna ülikooli ja Norra Bergeni ülikooli teaduskoostööprojekti tulemusi. Tulemused kajastavad lõimumisega seotud erinevusi kahes riigis – Eestis ja Norras, ja nende seoseid vene vähemuste lõimumise ja kultuurilise kohanemise hoiakute kujunemisega.

Prof. Raivo Vetik, Tallinna Ülikool, Eesti
Prof. David Lackland Sam
, Bergeni Ülikool, Norra
Marianna Makarova, Tallinna Ülikool / Integratsiooni ja Migratsiooni Sihtasutus Meie Inimesed, Eesti

Radikaliseerumine – immigrantide või kohaliku kogukonna liikmete vastutus?

Millised kohalikud kogukonnad kipuvad rohkem radikaliseeruma? Kas Eesti ühiskond on avatud uuele käitumis- ja ususüsteemile, mis võiks ära hoida radikaliseerumist ning vägivallailminguid? Antud töötoas vaatleme kahe sihtrühma, kohaliku kogukonna ja sisserändajate suhtumist. Arutame, kuidas ühest küljest kohaliku elanikkonna võime aktsepteerida uusi ja mõnikord tavatuid käitumismudeleid ning teisest küljest sisserändajate valmisolek muuta oma kombeid, et aktsepteerida eestlaste elustiili, mõjutavad radikaliseerumise tõenäosust. Tähelepanu keskmes on radikaliseerumise ärahoidmine.

Ringo Ringvee, Siseministeerium
Mai Beilmann, Tartu Ülikool
Shamit Saggar, Essex’i Ülikool
Linda Noor, Minotenk
Alo Raun, Eesti Päevaleht, Eesti

Kultuur, identiteet ja mitmekultuurilisus

Antud töötoa esitlustes käsitletakse selliseid teemasid nagu kultuur, mitmekultuurilisus ja kultuuridevahelisus, kohalik ning piirkondlik identiteet, ajalugu ja nende roll ning tähtsus lõimumise kontekstis.

Petr Potchinshtshikov, Art Promotion Center, Soome
David Edwards, Glasgow Ülikool, Suurbritannia
Marianne Leppik, Tartu Ülikool, Eesti
Chair: Prof. David J Smith, Glasgow Ülikool

Eesti tööturu rahvuslik ja keeleline jaotus – väljakutsed ja võimalused

Antud töötoa arutelus keskendutakse hiljuti tehtud analüüsile, mis keskendus viimastel aastatel avaldatud Eesti tööturu uurimisprojektide kohta. Eesmärk on teha kindlaks peamised suundumused ja arengusuunad seoses rahvusliku jaotumisega Eesti tööturul. Selle analüüsi tulemuste aruteluga ühinevad Eesti erinevate organisatsioonide eksperdid.

Kristjan Kaldur, Balti Uuringute Instituut, Eesti
Marta Traks, Eesti Töötukassa, Eesti
Kelly Grossthal, Inimõiguste Keskus, Eesti

Mälu konfliktid ajalootundides

Antud töötoa eesmärk on analüüsida, kuidas käsitletakse teemasid, mis võivad tekitada väga tugevat emotsionaalset reaktsiooni või olla rahvusliku identiteediga tihedalt põimunud. Arutleme ajaloo õpetamise eri meetodeid koolis, eriti eri rahvusest õpilastega klassis. Eesmärk on uurida ajaloolise mälu ja rahva ajaloo küsimusi ning eelkõige seda, kuidas saab ajalootundide abil lahendada konflikte mitmekultuurilises ühiskonnas. Kuidas toimida eri olukordades ühiskonnas, kus on erinevad ajalood? Kas ajalootundides tuleks kasvatada patrioote või kodanikke?

Timur Guzairov, Tartu Ülikool, Eesti
Merit Rikberg, Tartu Ülikool, Eesti

Kuidas arendada mitmekultuurilist kompetentsi mitteformaalse õppe meetodite abil?

Interaktiivne töötuba pakub praktilisi näiteid laste ja täiskasvanute keeleõppeks kasutatavate mängude ja mitteformaalsete õppemeetodite kohta.

Aleksei Razin, GameClub, Eesti

Kaasav juhtimine toetamas mitmekesisust haridussektoris

Aina tähtsam on muutumas organisatsioonide võimekus olla mitmekesised ja kaasavad. Aga mida see tegelikult tähendab ja kuidas saavad organisatsioonid muutuda kaasavamaks? Üks peamisi katsumusi, mis organisatsiooni ees seisab, on arendada kõikide töötajate pädevust ja suurendada kindlustunnet, et võtta omaks organisatsiooni mitmekesisus. See töötuba pakub osalejatele võimalust arendada arusaamist mitmekesisusega seotud pädevusest ja sellest, kui tähtis on kõikide organisatsiooni liikmete kaasav juhtimine.

Prof. Uduak Archibong, Bradfordi Ülikool, Suurbritannia
Prof. Nazira Karodia, Wolverhamptoni Ülikool, Suurbritannia