Four theme sessions have been accepted for the conference. All abstracts submitted for the theme sessions should be sent both to the organizer of the session and to the main conference secretariat ( by 20 February 2019:


The convenors:

Anna Stolarczyk-Gembiak (State University of Applied Sciences in Konin),
Barbara Lewandowska-Tomaszczyk (State University of Applied Sciences in Konin),
Bożena Miastkowska (State University of Applied Sciences in Konin)

The workshop aims to define and discuss the most important challenges for translators who work with Polish as their source and/or target language. The topics include, but are not limited to, Polish stylistic and grammatical correctness, the interpretation of intentions of the authors of the original texts in cultural context, the specificity of LSP in the Source Language and its rendition in a Target Language. A special emphasis will be put on the didactics of native language education for translational purposes.

We invite the authors of accepted workshop abstracts to prepare 10-minute long presentations focusing on the workshop themes. Each presentation will be followed by a 5-minute moderated discussion. The workshop will include a short translation task and a discussion of its cultural and linguistic challenges.

The workshop will be concluded with a panel discussion.

Please send the abstracts to Bożena Miastkowska at and to

The details concerning abstract submissions can be found in the section “Registration & Abstract Submission”.

The language of the workshop is Polish.



The convenors:

Marco Venuti (University of Catania)
Valeria Monello (University of Catania)
Mikołaj Deckert (University of Łódź)
Barbara Lewandowska-Tomaszczyk (State University of Applied Sciences in Konin)

A major premise of this panel is that rather than being a case of objective computation and manipulation of structures, language use is critically conditioned by affective content and cognitive factors.

One question that the session seeks to address is how language interacts with emotion, on the one hand, and with cognition, on the other hand. The panel will look into these interactions across communicative contexts and in both intralingual as well as cross-linguistic perspectives.

The second major question is about the theoretical frameworks (e.g. cognitive linguistics, pragmatics) and research methods (e.g. experimental methods, corpus approaches) that are best-suited to capture different facets of the relationships between language, cognition and emotion as well as the effect that emotion has on the conceptualizer who constructs meanings based on language stimuli.

With these two broad questions in mind, the theme session aims to highlight the theoretical and practical implications that affective components can hold, e.g. in the domains of language teaching, translation and argumentation.

Examples of topics to be explored are:

  • affective framing in discourse
  • sentiment analysis
  • emotion and processing fluency
  • emotion and translation
  • emotion and argumentation

The following contributions to the theme session have been confirmed:

Marco Venuti, “#ComeOutForTransEquality! Twitter discourses on the Gender Recognition Act Reform”

Barbara Lewandowska-Tomaszczyk & Paul A. Wilson “Contextual Oppositeness in Elaborate Emotion Event Scenarios: Love-hate relationship”

Mikołaj Deckert & Piotr Pęzik “Quantity conceptualisations and emotionality – a contrastive corpus perspective”

Valeria Monello & Francesca Vigo “Neither soul food, nor ‘slave’ food made you fat”

Raffaele Zago “ ‘I’m super excited to be on this show’: emotional language in The Voice US”

Paul A. Wilson “The Relationship between Cognition and Emotion”

Please send the abstracts to Mikołaj Deckert at and to

The details concerning abstract submissions can be found in the section “Registration & Abstract Submission”.

The language of the theme session is English.



The convenors:

Ewa Urbaniak-Rybicka (State University of Applied Sciences in Konin)

Krzysztof Majer (University of Łódź)

Ewa Macura-Nnamdi (University of Silesia)

Rawi Hage (b.1964), a Lebanese-Canadian writer who spent his childhood in war-torn Lebanon and presently resides in Montreal, is one of the most critically acclaimed writers in Canada. His four novels – De Niro’s Game (2006), Cockroach (2008) Carnival (2012) and Beirut Hellfire Society (2018) – have been awarded and shortlisted for numerous prestigious Canadian as well as international literary prizes. Hage, due to his heritage together with the immigration experience, is suspended between literary traditions, cultures, religions and languages. So are his works of fiction.

The panel discussion which begins the thematic session concentrates on this multidimensional clash between the Orient and the Occident in his novels. Set, literally and metaphorically, alternatively between the Middle East and Canada, with their disparate styles, genres, and intertexts, Hage’s literary works feature highly traumatized individuals. These alienated outsiders are manipulated by various intercultural as well as interreligious forces as they try to survive during a military conflict (De Niro’s Game, Beirut Hellfire Society) and/or take part in an existential battle in a Canadian city as frequently discriminated newcomers who are  simultaneously fascinating and repelling for other inhabitants of the adopted motherland due to their incomprehensible pasts (Cockroach, Carnival). 

Reading the perspectives of the others can be an eye opening experience as Rawi Hage notices in one of the interviews: “My novels don’t change the world but they create an awareness of possibilities and hence might (…) contribute to change”. (Sakr 2011: 349)

The panel discussion, therefore, will focus on reading and interpreting the above mentioned aspects  in all of Rawi Hage’s works. Additionally, translating the writer’s prose into Polish together with the challenge of rendering cultural concepts from one language to another will be discussed.

In the subsequent part of the session the papers on Rawi Hage’s fiction are welcome as well as, possibly, essays dealing with analogous cultural, stylistic or generic encounters in other English speaking Canadian or north American contemporary writers’ literary output.

Please send the abstracts to Ewa Urbaniak-Rybicka at and to

The details concerning abstract submissions can be found in the section “Registration & Abstract Submission”.

The language of the theme session is English.



The convenor:

Agnieszka Borowiak (State University of Applied Sciences in Konin)

There is a growing pool of evidence casting doubt on the assumption that traditional model of teaching both a foreign language and a content subject is still efficacious. Practitioners and theorists claim alike that there may be enumerated some weaknesses of traditional language teaching, especially in terms of learning which takes place exclusively in the classroom (Muñoz, 2007). For example, the use of non-authentic materials and limited exposure to a foreign language, and therein lies the problem. Language learners may lack motivation, enthusiasm and even interest in the target language or content subject they are learning. It is claimed that learning foreign languages should involve linguistic competence and it should also include intercultural competence. Learners should be provided ample opportunities of acquiring skills that will enable them to explore cultural complexity and enhance cultural understanding (Rodríguez & Puyal, 2012).

In light of recent development in the area of foreign language teaching, many educators and scholars are interested in catering for learner diversity with different approaches. It may imply the use of modern technology and various approaches to teaching foreign languages taking into consideration different learning variables. One way out of the conundrum may be Content and Language Integrated Learning which is defined as “(…) a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language” (Coyle, Hood & Marsh, 2010, p. 1). This educational approach is often described as an innovative fusion of content subjects and a foreign language (Coyle et al, 2010). Thusly, the main aim of this session is to delve into the topic of CLIL. Particular issues of note for this session will include, though not be limited to:

1)     the psycholinguistic principles of CLIL,

2)     promoting of intercultural competence through CLIL.


Coyle, D., Hood, P. & Marsh, D. (2010). CLIL. Content and Language Integrated Learning. Cambridge: Cambridge University Press.

Muñoz, C. (2007). CLIL: some thoughts on its psycholinguistic principles. Volumen Monográfico (2007), 17-26.

Rodríguez, L. M. & Puyal, M. B. (2012). Promoting intercultural competence through literature in CLIL contexts. Journal of the Spanish Association of Anglo-American Studies 34.2 (December 2012), 105–24.

Please send the abstracts to the organizer Agnieszka Borowiak at and to

The details concerning abstract submissions can be found in the section “Registration & Abstract Submission”.

The languages of the theme session are Polish and English.

Participation FEE:

The participants interested in session participation will pay 50 PLN fee/15 Euro (foreign visitors), which includes the participation in the plenary lecture on Wed 3 April and session papers. The refreshments during the coffee/tea break are also included. The session participants interested in the participation in the whole conference are kindly requested to consult the information on the conference fees at (second call for papers).