Teacher Training Workshop
THIRD EDITION
19-22 May 2026
Co-operation, collaboration and integration: the role of LSP instructors in higher education
ProgrammE
information
Teacher Training Week UNamur Language Center Namur 2026
Teacher Training Workshop
Day 1
Tuesday 19 May
Day 2
Wednesday 20 May
Day 3
Thursday 21 May
Day 4
Friday 22 May
Teacher Training Week UNamur Language Center Namur 2026
Day 1
Tue 19 MAY
10:30 - 11:00 Faculty of Science (hall)
Welcome
11:00 - 12:30 S07
Introduction
Natassia Schutz
12:30 - 14:00 > LUNCH
14:00 - 15:00 L01
Reframing LSP-Content Partnerships in Higher education
Karen Fleischhauer
15:00 - 15:30 >
BREAK
15:45 - 18:00
Goûter and boat trip
18:30
Dinner
(Not included in the fee)
Teacher Training Week UNamur Language Center Namur 2026
Day 2
wed 20 MAY
8:30 - 8:45 >
COFFEE
8:45 - 9:00 L01
Recap of Day 1
9:00 - 10:00 L01
My Territory, Your Territory: A Reflexive Look at Working Together in ICLHE
Julie Walaszczyk
Chaïma Seddiki
10:00 - 10:30 >
COFFEE
11:00 - 12:30 / 13:30 - 15:00 S07
Workshop #1 Designing an Action Plan for Interdisciplinary Engagement in Your LSP Context
Aude Labetoulle
11:00 - 12:30 / 13:30 - 15:00 S05
Workshop #2 Unpacking the Glocal Teaching Toolbox: A Roadmap for LSP–Content Lecturer Partnerships
Julie Walaszczyk
12:00 - 13:30 >
LUNCH
15:00 - 15:30 >
BREAK
15:30-16:30 S07
Serial sharing session
19:00
Gala Dinner
Teacher Training Week UNamur Language Center Namur 2026
Day 3
thu 21 MAY
8:30 - 8:45 >
COFFEE
8:45 - 9:00 L01
Recap of Day 2
9:00 - 10:00 L01
From stand-alone skills to integrated learning paths: collaborating on academic skills
Eric Van Luijt
11:00 - 12:30 / 13:30 - 15:00 S07
Workshop #3 Learning by Doing: Integrating Languages across Disciplines through Project-Based Collaboration
Christelle Hoorelbeke
Patrick Foissac
11:00 - 12:30 / 13:30 - 15:00 S05
Workshop #4 ESD-Safaris: Identifying Sustainable Teaching Moments with AR and Card-Game Reflection
Julia Edeleva
12:00 - 13:30 >
LUNCH
15:00 - 15:30 >
BREAK
16:00 - 18:00
Visit of Namur's Citadelle
19:00
Dinner
(Not included in the fee)
Teacher Training Week UNamur Language Center Namur 2026
fri 22 MAY
8:30 - 8:45 >
COFFEE
8:45 - 9:00 S07
Recap of Day 3
9:00 - 10:30 / 11:00 - 12:30 S07
Workshop #5 Evolve or perish? Navigating collaborations with content specialists in the age of GenAI
Sara Reymenams
Rachel Rubin
9:00 - 10:30/ 11:00- 12:30 S05
Workshop #6 Language, Culture and Emotion in LSP Courses: An Interinstitutional Approach
Sophie Naveau
Aurélie Marsily
12:30-13:00 TBA
Closing roundtable
All Participants
Teacher Training Week UNamur Language Center Namur 2026
Accommodation
Campus map
Organizing team
Our partners
Teacher Training Week UNamur Language Center Namur 2026
Accomodation
B&B HOTEL
40 Bd Ernest Mélot 5000 Namur
Campus
Teacher Training Week UNamur Language Center Namur 2026
University of Namur, Faculty of Science, Rue Grafé, 2 5000 Namur (Belgium) #09 on the campus map
Click to view journey from...
Teacher Training Week UNamur Language Center Namur 2026
Organizing Team
UNamur
Natassia SCHUTZAude HANSELChristelle HOORELBEKESophie NAVEAUJérémie DUPALAmélie BULONPatrick FOISSACCindy TREFOISAurélie MARSILY
RANACLES
Tom GRAINGER
Souhila GRIFI
Gérard ROUZIES
Marc SCHIRES
Teacher Training Week UNamur Language Center Namur 2026
Our partners
Our partners
Profile
Julie Walaszczyk
ICLHE Advisor and e‑Learning Developer at the University of Mons. Since 2015, she has supported EMI teaching across disciplines, contributed to programme (re)design, and focused on team-teaching, CPD, curriculum internationalisation, inclusion, multilingualism, and innovative pedagogy. She also serves on the ICLHE Association board.
The EMCP (Economy, Management, Communication and Political Science) faculty at UNamur proposes in its programs the « learning by doing » approach through integrated Teaching Units (UEIs). A UEI is a set of courses organised around a common goal that aims at the completion of a cooperative project by students. Students are encouraged to mobilize their knowledge and skills acquired across the disciplines involved, fostering a transversal, multidisciplinary learning process. This approach comes with several challenges for teaching teams. In this workshop, participants will explore three of them: assessment practices, strategies for managing groups and limiting free riding, and effective collaboration between LSP instructors and disciplinary lecturers.
As universities adopt content-based language instruction for internationalization and multilingual competence development, effective LSP-content collaboration becomes critical. However, misconceptions persist: language teachers feel pressured to be content experts, while content specialists may underestimate language's role in disciplinary learning. This presentation examines how role perceptions shape collaboration across two settings—co-teaching partnerships in CLIL mathematics and math tutorial interactions. Drawing on classroom observations and stimulated recall interviews, the research reveals both explicit and implicit language mediation practices. Findings challenge assumptions about expertise distribution and offer evidence-based strategies for productive LSP-content partnerships that enhance both language and disciplinary learning outcomes.
This workshop explores how the Centre de Langues collaborates with other institutions to strengthen the cultural dimension in language teaching. Our projects stem from a shared observation: the need for authentic experiences to enhance students’ motivation, sense of choice, and emotional engagement. We will present several interdisciplinary initiatives, illustrated with concrete examples and accompanied by an outline of the challenges encountered. In the interactive second part, participants will work in small groups to reflect on the role of culture from both student and teacher perspectives, and to exchange strategies and ideas for enriching their own practice.
This presentation examines an institution-wide collaboration between the Tilburg University Language Center and the Tilburg School of Economics and Management to integrate academic and professional skills into disciplinary curricula. Moving beyond stand-alone skills courses, the program aligns writing and presentation training with authentic content assignments across all undergraduate programs. In year 1, students receive foundational support; in year 2, skills instruction is embedded in content courses, with shared but domain-specific assessment by language and content lecturers. The talk discusses design choices, first-hand experiences, and institutional challenges, offering a transferable roadmap for integrating skills training into disciplinary programs.
profile
Christelle Hoorelbeke
Lecturer in English and Dutch at the UNamur Language Center, where she also serves as a pedagogical counsellor.
Chaima Seddiki
Lecturer and researcher at the Faculty of Architecture and Urban Planning, University of Mons. Her work thoughtfully explores colonial-era heritage in the Global South. Deeply committed to socially responsible education, she strives to connect architecture with human experience, foster dialogue across borders, and contribute with care to more inclusive academic spaces.
Profile
Karen Fleischhauer
LSP instructor for German and English at Technical University of Darmstadt, where she also directs the Centre for Digital Language Teaching and Learning (ZediS). Her research examines forms of collaboration in CLIL mathematics instruction, particularly co-teaching partnerships.
Abstract will soon be available
profile
Patrick Foissac
English lecturer a the UNamur language center who is involved in several projects based on the "learning by doing" approach.
Info soon available
Closing roundtable
12:30-13:00 TBA
The final debrief covering the whole event. The last opportunity for participants and contributors to share their feelings about the past few days.
profile
EricVan Luijt
English lecturer at the Tilburg University Language Center, where he teaches academic communication skills and coordinates the academic skills integration projects presented in this talk. He also leads the university’s writing center, works on responsible AI applications for student writing, and serves on one of the university's examination boards.
Sustainability is a core societal challenge, yet a gap often persists between teachers' beliefs about Education for Sustainable Development and their classroom practice. Language-for-specific-purposes teachers are uniquely positioned to bridge this gap: their content-rich classrooms naturally connect to learners' professional and real-world contexts, making them ideal facilitators for sustainability-oriented discourse and reflection. This workshop sharpens LSP teachers' professional vision — their ability to recognise teachable moments where sustainability concepts can be introduced. Using interactive AR-extended card-game scenarios from the Vision4Sustainability project, participants will identify these moments, reflect on pedagogical strategies, and co-create approaches linking sustainability theory to classroom practice.
profile
Julia Edeleva
She earned her PhD in psycholinguistics. Her areas of interest are multilingualism and language education with a particular focus on sustainability. She has extensive experience designing participatory research formats. Her work bridges research and classroom practice across international collaborations, with several externally-funded projects in language education, over 40 publications and an award-winning innovation from the Global Design Thinking Challenge.
Objectives: By the end of the session, participants will have developed an actionable plan to initiate an interdisciplinary activity with content specialists.Content: LSP instructors often lack time to build sustained collaboration with content specialists. This workshop offers a structured space to reflect on how to embed disciplinary knowledge into participants’ teaching contexts. Drawing on key LSP research (Hyland, 2000; Belcher, 2009; Yu et al., 2020) and studies of work-study environments (Haramboure, 2013; Labetoulle et al., 2024), the session guides participants through a step-by-step planning process addressing context, learning outcomes, resources, activity design, logistics, and follow-up.
English‑medium and multilingual higher education increasingly bring language specialists and subject lecturers into close collaboration, often revealing overlapping roles, shifting identities, and subtle power dynamics. While reflexivity in EMI typically focuses on individual awareness, this study explores what happens when reflection is shared. Seven educators from different disciplines used a tool for interdisciplinary integration to examine how they positioned themselves and one another within an ICLHE team. Their reflections uncovered moments of tension, reframing, and boundary‑blurring that illuminated how authority and roles are negotiated. The findings show that collaboration improves when educators reflect not only on teaching, but on how they work together.
Profile
Aude Labetoulle
Associate professor at the Conservatoire National des Arts et Métiers (Paris). Her research focuses on the design and evaluation of ESP training programmes, particularly for engineers, and apprenticeship-based/work-study education. She is currently a member of the GERAS executive board.
Profile
Julie Walaszczyk
ICLHE Advisor and e‑Learning Developer at the University of Mons. Since 2015, she has supported EMI teaching across disciplines, contributed to programme (re)design, and focused on team-teaching, CPD, curriculum internationalisation, inclusion, multilingualism, and innovative pedagogy. She also serves on the ICLHE Association board.
profile
Sophie Naveau
Lecturer in Dutch and English at the UNamur Language Center and is responsible for immersive and cultural activities in Dutch.
profile
RachelRubin
English lecturer at ILT, KU Leuven. She received her PhD in Linguistics from the VUB and UCLouvain in 2025 with a project focusing on complexity in Dutch as a second language. She teaches various English for Specific Purposes courses with an emphasis on Academic Writing.
profile
SaraRymenams
Lecturer at the KU Leuven Language Institute (ILT) with extensive experience in respectively French and German for specific purposes. They develop, teach and evaluate customised courses in several faculties of the university and have combined this function over the years with various projects at other institutions.
Profile
Natassia Schutz
Director of the UNamur Language Center. She holds a Phd in English corpus linguistics and specializes in English for Academic Purposes and popular science.
profile
Aurélie Marsily
Lecturer in Spanish and English the UNamur Language Center.
Teacher Training Workshop Namur 2026
Marc Schirès
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Transcript
Teacher Training Workshop
THIRD EDITION
19-22 May 2026
Co-operation, collaboration and integration: the role of LSP instructors in higher education
ProgrammE
information
Teacher Training Week UNamur Language Center Namur 2026
Teacher Training Workshop
Day 1
Tuesday 19 May
Day 2
Wednesday 20 May
Day 3
Thursday 21 May
Day 4
Friday 22 May
Teacher Training Week UNamur Language Center Namur 2026
Day 1
Tue 19 MAY
10:30 - 11:00 Faculty of Science (hall)
Welcome
11:00 - 12:30 S07
Introduction
Natassia Schutz
12:30 - 14:00 > LUNCH
14:00 - 15:00 L01
Reframing LSP-Content Partnerships in Higher education
Karen Fleischhauer
15:00 - 15:30 >
BREAK
15:45 - 18:00
Goûter and boat trip
18:30
Dinner
(Not included in the fee)
Teacher Training Week UNamur Language Center Namur 2026
Day 2
wed 20 MAY
8:30 - 8:45 >
COFFEE
8:45 - 9:00 L01
Recap of Day 1
9:00 - 10:00 L01
My Territory, Your Territory: A Reflexive Look at Working Together in ICLHE
Julie Walaszczyk
Chaïma Seddiki
10:00 - 10:30 >
COFFEE
11:00 - 12:30 / 13:30 - 15:00 S07
Workshop #1 Designing an Action Plan for Interdisciplinary Engagement in Your LSP Context
Aude Labetoulle
11:00 - 12:30 / 13:30 - 15:00 S05
Workshop #2 Unpacking the Glocal Teaching Toolbox: A Roadmap for LSP–Content Lecturer Partnerships
Julie Walaszczyk
12:00 - 13:30 >
LUNCH
15:00 - 15:30 >
BREAK
15:30-16:30 S07
Serial sharing session
19:00
Gala Dinner
Teacher Training Week UNamur Language Center Namur 2026
Day 3
thu 21 MAY
8:30 - 8:45 >
COFFEE
8:45 - 9:00 L01
Recap of Day 2
9:00 - 10:00 L01
From stand-alone skills to integrated learning paths: collaborating on academic skills
Eric Van Luijt
11:00 - 12:30 / 13:30 - 15:00 S07
Workshop #3 Learning by Doing: Integrating Languages across Disciplines through Project-Based Collaboration
Christelle Hoorelbeke
Patrick Foissac
11:00 - 12:30 / 13:30 - 15:00 S05
Workshop #4 ESD-Safaris: Identifying Sustainable Teaching Moments with AR and Card-Game Reflection
Julia Edeleva
12:00 - 13:30 >
LUNCH
15:00 - 15:30 >
BREAK
16:00 - 18:00
Visit of Namur's Citadelle
19:00
Dinner
(Not included in the fee)
Teacher Training Week UNamur Language Center Namur 2026
fri 22 MAY
8:30 - 8:45 >
COFFEE
8:45 - 9:00 S07
Recap of Day 3
9:00 - 10:30 / 11:00 - 12:30 S07
Workshop #5 Evolve or perish? Navigating collaborations with content specialists in the age of GenAI
Sara Reymenams
Rachel Rubin
9:00 - 10:30/ 11:00- 12:30 S05
Workshop #6 Language, Culture and Emotion in LSP Courses: An Interinstitutional Approach
Sophie Naveau
Aurélie Marsily
12:30-13:00 TBA
Closing roundtable
All Participants
Teacher Training Week UNamur Language Center Namur 2026
Accommodation
Campus map
Organizing team
Our partners
Teacher Training Week UNamur Language Center Namur 2026
Accomodation
B&B HOTEL
40 Bd Ernest Mélot 5000 Namur
Campus
Teacher Training Week UNamur Language Center Namur 2026
University of Namur, Faculty of Science, Rue Grafé, 2 5000 Namur (Belgium) #09 on the campus map
Click to view journey from...
Teacher Training Week UNamur Language Center Namur 2026
Organizing Team
UNamur
Natassia SCHUTZAude HANSELChristelle HOORELBEKESophie NAVEAUJérémie DUPALAmélie BULONPatrick FOISSACCindy TREFOISAurélie MARSILY
RANACLES
Tom GRAINGER
Souhila GRIFI
Gérard ROUZIES
Marc SCHIRES
Teacher Training Week UNamur Language Center Namur 2026
Our partners
Our partners
Profile
Julie Walaszczyk
ICLHE Advisor and e‑Learning Developer at the University of Mons. Since 2015, she has supported EMI teaching across disciplines, contributed to programme (re)design, and focused on team-teaching, CPD, curriculum internationalisation, inclusion, multilingualism, and innovative pedagogy. She also serves on the ICLHE Association board.
The EMCP (Economy, Management, Communication and Political Science) faculty at UNamur proposes in its programs the « learning by doing » approach through integrated Teaching Units (UEIs). A UEI is a set of courses organised around a common goal that aims at the completion of a cooperative project by students. Students are encouraged to mobilize their knowledge and skills acquired across the disciplines involved, fostering a transversal, multidisciplinary learning process. This approach comes with several challenges for teaching teams. In this workshop, participants will explore three of them: assessment practices, strategies for managing groups and limiting free riding, and effective collaboration between LSP instructors and disciplinary lecturers.
As universities adopt content-based language instruction for internationalization and multilingual competence development, effective LSP-content collaboration becomes critical. However, misconceptions persist: language teachers feel pressured to be content experts, while content specialists may underestimate language's role in disciplinary learning. This presentation examines how role perceptions shape collaboration across two settings—co-teaching partnerships in CLIL mathematics and math tutorial interactions. Drawing on classroom observations and stimulated recall interviews, the research reveals both explicit and implicit language mediation practices. Findings challenge assumptions about expertise distribution and offer evidence-based strategies for productive LSP-content partnerships that enhance both language and disciplinary learning outcomes.
This workshop explores how the Centre de Langues collaborates with other institutions to strengthen the cultural dimension in language teaching. Our projects stem from a shared observation: the need for authentic experiences to enhance students’ motivation, sense of choice, and emotional engagement. We will present several interdisciplinary initiatives, illustrated with concrete examples and accompanied by an outline of the challenges encountered. In the interactive second part, participants will work in small groups to reflect on the role of culture from both student and teacher perspectives, and to exchange strategies and ideas for enriching their own practice.
This presentation examines an institution-wide collaboration between the Tilburg University Language Center and the Tilburg School of Economics and Management to integrate academic and professional skills into disciplinary curricula. Moving beyond stand-alone skills courses, the program aligns writing and presentation training with authentic content assignments across all undergraduate programs. In year 1, students receive foundational support; in year 2, skills instruction is embedded in content courses, with shared but domain-specific assessment by language and content lecturers. The talk discusses design choices, first-hand experiences, and institutional challenges, offering a transferable roadmap for integrating skills training into disciplinary programs.
profile
Christelle Hoorelbeke
Lecturer in English and Dutch at the UNamur Language Center, where she also serves as a pedagogical counsellor.
Chaima Seddiki
Lecturer and researcher at the Faculty of Architecture and Urban Planning, University of Mons. Her work thoughtfully explores colonial-era heritage in the Global South. Deeply committed to socially responsible education, she strives to connect architecture with human experience, foster dialogue across borders, and contribute with care to more inclusive academic spaces.
Profile
Karen Fleischhauer
LSP instructor for German and English at Technical University of Darmstadt, where she also directs the Centre for Digital Language Teaching and Learning (ZediS). Her research examines forms of collaboration in CLIL mathematics instruction, particularly co-teaching partnerships.
Abstract will soon be available
profile
Patrick Foissac
English lecturer a the UNamur language center who is involved in several projects based on the "learning by doing" approach.
Info soon available
Closing roundtable
12:30-13:00 TBA
The final debrief covering the whole event. The last opportunity for participants and contributors to share their feelings about the past few days.
profile
EricVan Luijt
English lecturer at the Tilburg University Language Center, where he teaches academic communication skills and coordinates the academic skills integration projects presented in this talk. He also leads the university’s writing center, works on responsible AI applications for student writing, and serves on one of the university's examination boards.
Sustainability is a core societal challenge, yet a gap often persists between teachers' beliefs about Education for Sustainable Development and their classroom practice. Language-for-specific-purposes teachers are uniquely positioned to bridge this gap: their content-rich classrooms naturally connect to learners' professional and real-world contexts, making them ideal facilitators for sustainability-oriented discourse and reflection. This workshop sharpens LSP teachers' professional vision — their ability to recognise teachable moments where sustainability concepts can be introduced. Using interactive AR-extended card-game scenarios from the Vision4Sustainability project, participants will identify these moments, reflect on pedagogical strategies, and co-create approaches linking sustainability theory to classroom practice.
profile
Julia Edeleva
She earned her PhD in psycholinguistics. Her areas of interest are multilingualism and language education with a particular focus on sustainability. She has extensive experience designing participatory research formats. Her work bridges research and classroom practice across international collaborations, with several externally-funded projects in language education, over 40 publications and an award-winning innovation from the Global Design Thinking Challenge.
Objectives: By the end of the session, participants will have developed an actionable plan to initiate an interdisciplinary activity with content specialists.Content: LSP instructors often lack time to build sustained collaboration with content specialists. This workshop offers a structured space to reflect on how to embed disciplinary knowledge into participants’ teaching contexts. Drawing on key LSP research (Hyland, 2000; Belcher, 2009; Yu et al., 2020) and studies of work-study environments (Haramboure, 2013; Labetoulle et al., 2024), the session guides participants through a step-by-step planning process addressing context, learning outcomes, resources, activity design, logistics, and follow-up.
English‑medium and multilingual higher education increasingly bring language specialists and subject lecturers into close collaboration, often revealing overlapping roles, shifting identities, and subtle power dynamics. While reflexivity in EMI typically focuses on individual awareness, this study explores what happens when reflection is shared. Seven educators from different disciplines used a tool for interdisciplinary integration to examine how they positioned themselves and one another within an ICLHE team. Their reflections uncovered moments of tension, reframing, and boundary‑blurring that illuminated how authority and roles are negotiated. The findings show that collaboration improves when educators reflect not only on teaching, but on how they work together.
Profile
Aude Labetoulle
Associate professor at the Conservatoire National des Arts et Métiers (Paris). Her research focuses on the design and evaluation of ESP training programmes, particularly for engineers, and apprenticeship-based/work-study education. She is currently a member of the GERAS executive board.
Profile
Julie Walaszczyk
ICLHE Advisor and e‑Learning Developer at the University of Mons. Since 2015, she has supported EMI teaching across disciplines, contributed to programme (re)design, and focused on team-teaching, CPD, curriculum internationalisation, inclusion, multilingualism, and innovative pedagogy. She also serves on the ICLHE Association board.
profile
Sophie Naveau
Lecturer in Dutch and English at the UNamur Language Center and is responsible for immersive and cultural activities in Dutch.
profile
RachelRubin
English lecturer at ILT, KU Leuven. She received her PhD in Linguistics from the VUB and UCLouvain in 2025 with a project focusing on complexity in Dutch as a second language. She teaches various English for Specific Purposes courses with an emphasis on Academic Writing.
profile
SaraRymenams
Lecturer at the KU Leuven Language Institute (ILT) with extensive experience in respectively French and German for specific purposes. They develop, teach and evaluate customised courses in several faculties of the university and have combined this function over the years with various projects at other institutions.
Profile
Natassia Schutz
Director of the UNamur Language Center. She holds a Phd in English corpus linguistics and specializes in English for Academic Purposes and popular science.
profile
Aurélie Marsily
Lecturer in Spanish and English the UNamur Language Center.