Here is a quick recap of some of the presentations that took place on Friday and Saturday.
![](https://gcmc.global/wp-content/uploads/2023/06/CXWL5604-1024x768.jpg)
📸 1: Anabela V. Simões (University of Aveiro, Portugal)
“Developing global and intercultural competence through community-school engagement projects”
![](https://gcmc.global/wp-content/uploads/2023/06/WNNJ7386-1024x576.jpg)
📸 2: Effie Kyrikakis (MetaMathesis Educational Organization, Greece)
“Global citizenship and wellbeing – Investing in happiness in the multilingual classroom”
![](https://gcmc.global/wp-content/uploads/2023/06/HZRT2118-1024x768.jpg)
📸 3: Adcharawan Buripakdi (Suranaree University of Technology, Thailand)
“Global citizenship and metrolingualism in ELT textbooks and curriculum for primary education in China”
![](https://gcmc.global/wp-content/uploads/2023/06/KMZR3405-1024x768.jpg)
📸 4: Negin Arabi (Johannes-Gutenberg-Universität Mainz, Vytautas Magnus University) “Multilinguals in Bed: Sex Talk Between Partners With Different First Languages”
![](https://gcmc.global/wp-content/uploads/2023/06/SLYT0876-1024x768.jpg)
📸 5: Fabiana Fazzi Ca’ Foscari University of Venice, Italy)
“Analysing the affordances of a Digital Social Reading project aimed at promoting EFL students’ mediation skills and reflection about global issues”
![](https://gcmc.global/wp-content/uploads/2023/06/WSXB8588-1024x1003.jpg)
📸 6: Laura Ambrosio (University of Ottawa, Canada)
“Languages in education, for work and social integration”
![](https://gcmc.global/wp-content/uploads/2023/06/OHGF6375-1024x768.jpg)
📸 7: Meltem Kaygusuz and Semra Karaali (Tarsus University, Turkey)
“A review of Education for Sustainable Development in Teacher Education”
![](https://gcmc.global/wp-content/uploads/2023/06/WITC6830-1024x768.jpg)
📸 8: Karmen Pižorn University of Ljubljana, Slovenia)
“Slovene Primary Students’ Perceptions of Their Plurilingual Competencies”
![](https://gcmc.global/wp-content/uploads/2023/06/IMG_6330-1024x768.jpg)
📸 9: Lisa Horvath “Supporting sustainable education with social emotional learning in language learning textbooks”