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Yen-‐Ling Teresa TING - Liceo Scientifico Fermi
1/8 TING - curriculum vitae_short version (July 2014) CURRICULUM VITAE Yen-‐Ling Teresa TING E-‐MAIL: [email protected] BORN: TAIPEI, TAIWAN MARCH 12, 1964. PLACES OF RESIDENCY: Taiwan 1964-‐68; Australia 68-‐73; Taiwan 73-‐75; Malaysia 75-‐76; Libya 76-‐ 77; Malawi 77-‐80; USA 80-‐89; Italy 89-‐91; Israel; 91-‐93; Italy 93-‐95; USA 95-‐96; Italy 96-‐present. LANGUAGES: English (mother-‐tongue); Italian (intermediate); Chinese (spoken – advanced; writing and reading -‐ elementary). CURRENT POSITION: Ricercatore (Assistant Professor -‐ Tenured) The Department of Chemistry and Chemical Technology & Department of Linguistics and Education The University of Calabria (UNICAL) Arcavacata di Rende (CS) 87036, ITALY DEGREES HELD: Master of Arts (MA) in Professional Development for ELT Practitioners The University of East Anglia, Norwich, UK July 2003 Thesis: From the Security of Numbers to the Warmth of the Narrative: An auto/biographical account of the transition from the quantitative world of physical science research to the qualitative world of language teaching. Doctor of Philosophy (PhD) in Biology with Major in Neurobiology Kent State University, Kent, Ohio, U.S.A. August 1984 Dissertation: Triethyltin Neurotoxicity: Effects on Central Nervous System Synaptic Transmission. Bachelor of Science (BSci) in Biology with Minor in Chemistry Bachelor of Science (BSci) in Psychology May 1984 (with honours Magnum cum Laude) Muskingum College, New Concord, Ohio, U.S.A. Senior Research Thesis: Battered Women: Profile of the Abuser and the Victim. TING - curriculum vitae_short version (July 2014) 2/8 SU INVITO CONFERENZE/WORKSHOPS (EUROPA ECC., FUORI ITALIA) • • Member Expert Panel: British Council Signature Event “English medium instruction: cure or curse?” IATEFL Conference 2014, Harrogate (UK), April 02, 2014. http://iatefl.britishcouncil.org/2014/sessions/2014-‐04-‐ 02/british-‐council-‐signature-‐event-‐english-‐medium-‐instruction-‐cure-‐or-‐curse Invited Expert: Invitation only workshop “CLIL Policy and Practice”: British Council, Lake Como (IT), March 10-‐12, 2014. http://englishagenda.britishcouncil.org/news/clil-‐policy-‐and-‐practice-‐invitation-‐only-‐policy-‐ workshop-‐draft-‐new-‐strategy-‐clil-‐europe • • • • • • Invited Workshops: Cambridge English Teacher Webinars (http://www.cambridgeenglishteacher.org/): • Webinar 1 -‐ How to CLIL (August 14 2013) • Webinar 2 – Why do CLIL (August 28 2013) Invited Speaker: How to CLIL & Why CLIL. European Summer Course “Multilingual Education for Multilingual Citizens: Content and Language Integrated Learning in Europe”. San Sebastian, Spain, July 15-‐17, 2013. Invited Speaker: "Meeting the challenges and reaping the opportunities for sustainable renovation in science education: empirical data from classroom research and teacher-‐training". European Language Council, 15th Anniversary FORUM, Brussels 30/Nov-‐01/Dec, 2012. Plenary: CLIL-‐Science: towards language-‐aware science-‐education. Congreso Retos de la Educaciòn Bilingue, (“Challenges of Bilingual Education”) Organized by the Spanish Ministry of Education, Escoriale, Madrid, Spain, 5-‐9 Luglio 2010. Plenary: CLIL and neuroscience: how are they related? Symposium on Content and Language Integrated Learning (CLIL), Organized by Facultad de Letras, Universidad del País Vasco, Vitoria-‐Gasteiz, Spain, 8-‐9 Maggio 2009. Invited Seminar: A neurobiologist talks about CLIL. Doctoral School Seminar, Department of Linguistics, Vrije Universiteit, Brussels. Belgium, May 10, 2008. • Invited Seminar: The communicative approach for Chinese Technology Universities. The University of Electronic Science and Technology of China, SzenDu, China – 10 July 2002. TEACHER-‐TRAINING IN EUROPE • • Since 2012. University College of Education, Vienna, Austria Course: Content and Language Integrated Learning -‐ Dual Language Programme (27-‐29 February 2012) Course: Content and Language Integrated Learning for Austrians HTLs (Höhere Technische Lehranstalten (HTL, Higher Technical Institute) (08-‐13 October 2012) Course: Content and Language Integrated Learning for Austrians HTLs (4-‐6 March 2013) Course: Content and Language Integrated Learning for Austrians HTLs (Oct 15-‐16 2013) Course: Content and Language Integrated Learning -‐ Dual Language Programme (03-‐04 March 2014) Course: Content and Language Integrated Learning for Austrians HTLs (05-‐06 March 2014) 2012. Department of English Philology, Universidad Compultense, Madrid, Spain Course: Master's Programme: Master Universitario en Linguistica Inglesa: Nuevas Aplicaciones y Comunicacion Internacional (26-‐29 March 2012) TING - curriculum vitae_short version (July 2014) • • • 3/8 2012. Escuela Universitaria Cadenal Cisneros, Universidad de Alcalà, Madrid, Spain Course: CLIL Teacher Training at Higher Education (22-‐27 January 2012) 2011 (August) Teacher-‐Trainer for Pilgrims (training for a) CLIL and b) neuroscience and education), Canterbury, UK. 2010 (August) Teacher-‐Training Workshops on “CLIL and Neuroscience”, Pilgrims Teacher-‐Training Programme, Pilgrims, Canterbury, UK. SU INVITO (CONFERENZE/WORKSHOPS FUORI CALABRIA) • • Invited Plenary: The Marriage of Language with Content. A good deal for Language? LEND (Lingua Nuova Didattica) Summer School http://www.lend.it/italia/index.php/programma-‐summer-‐school Invited Workshop: “How Language can stay married to Content and continue to enjoy it (tips and tricks) Invited Speaker: CLIL: Transforming Upper Secondary Education. GLO CLIL2 Bridging the Gap between Theory and Practice, Bari (IT), 23 October, 2013. http://www.youtube.com/watch?v=Ys-‐02DhL41Q • Invited Speaker: Progettare una didattica delle scienze “brain-‐compatible”. Summer Course “ScientificaMente: La neuroscienza ed educazione”. Messina, Italy, July 22-‐26, 2013. • Plenary: “Plasmare l’insegnamento della scienza verso un apprendimento “brain-‐compatible”. Scuola Estiva di Ricerca Educativa e Didattica Chimica “Ulderico Segre” della Società Chimica Italiana, Lecce, 14-‐18 Settembre 2011. • Invited: Seminario di Formazione dell’Ufficio Scolastico Regionale Puglia, Liceo Linguistico Istituto Tecnico Economico Statale “Marco Polo”, Bari, 18 November 2011. • Plenary: CLIL-‐Science Part I – How. Imparare ad insegnare in Ambiente CLIL. • Workshop: CLIL-‐Science Part II – Why. Imparare ad insegnare in Ambiente CLIL. TEACHER-‐TRAINING IN ITALY (FUORI CALABRIA) • • Progetto METODO di STUDIO e PENSIERO CRITICO: Blended Distance Teacher-‐Education sponsored by the Italian Ministry of Education. February-‐May 2013. Istituto Comprensivo “Masaccio”, Firenze Istituto Comprensivo “Don Milani”, Lamezia Istituto Comprensivo “Ilaria Alpi”, Milano Progetto EMOTICON Nord (MIUR), Istituto Comprensivo “Masaccio”, Firenze, 01 Dicembre 2011. Teacher-‐ Training Workshop: Applicazione delle neuroscienze nel campo dell’apprendimento. • Sezione Didattica, Congresso Nazionale della Società Chimica Italiana, Lecce, 11-‐16 Settembre 2011. Teacher-‐ Training Workshop: CLIL (Content and Language Integrated Learning) per un apprendimento “learner-‐ centred” della chimica: Part I. Un esempio. • Scuola Estiva di Ricerca Educativa e Didattica Chimica “Ulderico Segre”, Urbino, 12-‐18 Luglio, 2009. Teacher-‐ Training Workshop: "Learning by doing: la chimica interattiva" (con A. Golemme) TING - curriculum vitae_short version (July 2014) 4/8 PUBLICATIONS • Ting Y.L.T. (2014). Learning ScientificaMente through CLIL: Part I: the learner. Atti della Scuola Permanente per l’Aggiornamento degli Insegnanti di Scienze Sperimentali “ScientificaMente”, Messina, 22-‐27 luglio 2013 Quaderni di Ricerca in Didattica (Science), 6: 83-‐105. ISBN 978-‐88-‐907460-‐4-‐8. • Ting Y.L.T. (with Langellotti, M) (2014). Learning ScientificaMente through CLIL: Part II: the teacher. Atti della Scuola Permanente per l’Aggiornamento degli Insegnanti di Scienze Sperimentali “ScientificaMente”, Messina, 22-‐27 luglio 2013 Quaderni di Ricerca in Didattica (Science), 6: 106-‐129. ISBN 978-‐88-‐907460-‐4-‐8. • Ting Y.L.T. (with Coyle, D., Halbach, A., Meyer, O., Schuck, K.) (2014). Developing literacy through CLIL. CLIL Magazine, http://clilmagazine.nl/developing-literacy-clil • Ting Y.L.T. (2013). Cambridge English Teacher Resources, Cambridge University Press. (http://www.cambridgeenglishteacher.org/resources) • Teaching Task 1: Identifying and optimizing language moments. • Teaching Task 2: Identifying task difficulty and staying within our comfort zones. • Teaching Task 3: ‘Clozing in’ on content-‐specific language. • Teaching Task 4: Beyond terminology, into discourse • Teaching Task 5: Equilibrating between content and language. • Ting Y.L.T. (with Grandinetti, M. and Langellotti, M.). (2013). How CLIL can provide a pragmatic means to renovate science-education - even in a sub-optimally bilingual context. International Journal of Bilingual Education and Bilingualism 16/3: 354-374. ISSN: 1367-0050. • Ting, Y.L.T. 2013. Why is CLIL – Content and Language Integrated Learning – humanistic? Humanizing Language Teaching, ISSN 1755-‐9715. • Ting, Y.L.T. (2012). Into the Business Brains of Learners: How Neuroscience Research can Guide the Development of Language Learning Materials. In Carmen Argondizzo (Ed: M. Gotti General Series Editor), Creativity and Innovation in Language Education. (pp. 223-‐241). Berlin: Peter Lang, ISBN 978-‐3-‐0343-‐1080-‐2. • Ting Y.L.T. (2012) CLIL: towards brain-‐compatible science-‐education. In: Marsh, D. & Meyer, O. (Eds). Quality Interfaces: Examining Evidence & Exploring Solutions in CLIL. (pp. 12-‐25). Eichstaett Academic Press, ISBN: 978-‐3-‐ 943318-‐05-‐0. • Ting, Y.L.T. (2011) CLIL: un approccio "brain-‐compatible" all'apprendimento di lingua e contenuto. In Cristina Piva (ed), Prospettive per un’educazione bilingue. Sperimentazioni CLIL in Calabria. QUADERNI DEL DIPARTIMENTO DI LINGUISTICA -‐ UNIVERSITÀ DELLA CALABRIA, vol. 2, p. 55-‐64, Cosenza, Klipper. ISSN: 1128-‐7675 • Ting, Y.L.T. (2011) (con Do Coyle, Ana Halbach, Franca Gisella Parise, Y.L. Teresa Ting e Piet van de Craen). II potenziale CLIL: molto più che la somma delle parti. In Cristina Piva (ed), Prospettive per un’educazione bilingue. Sperimentazioni CLIL in Calabria, QUADERNI DEL DIPARTIMENTO DI LINGUISTICA -‐ UNIVERSITÀ DELLA CALABRIA, p. 27-‐32 Cosenza: Klipper. ISSN: 1128-‐7675 • Ting, Y.L.T. (2011) CLIL-‐Science: towards language-‐aware science-‐education. In Edición Retos de la Educación Bilingüe, Secretaría General Técnica, Subdirección General de Documentación y Publicaciones del Ministerio de Educación (Ed), pp. 104-‐126. NIPO: 820-‐11-‐298-‐X, DL: M.38.844-‐2011, ISBN 978-‐84-‐369-‐5178-‐3. • Ting, Y.L.T. (2011) CLIL…not only not immersion but also much more than the sum of its parts. English Language Teaching Journal, 65(3): 314-‐317. • Ting, Y.L.T. (2011) CLIL and Neuroscience: How are they related. In (eds.) Y. Ruiz de Zarobe, J. M. Sierra and F. Gallardo del Puerto, Content and Language Integrated Learning: Contributions to Multilingualism in European Contexts. Vienna: Peter Lang (pp. 75-‐101) ISBN 978-‐3-‐0343-‐0074-‐2. TING - curriculum vitae_short version (July 2014) 5/8 • Ting, Y.L.T. (2011) (con Bonanno, A., Sapia, P., Ting, Y.L.T.) Multimedia CLIL: enhancing technology-‐enhanced learning. In L. Gómez Chova, D. Martí Belenguer, A. López Martínez (Eds), International Association of Technology, Education and Development, pp 4026-‐4036. ISBN 978-‐84-‐615-‐0441-‐1. • Ting, Y.L.T. (2011). CLIL, much more than the sum of its parts: an example from CLIL-‐Science. In M. Gotti and C. Nickeling (Eds.) Multilingualism, CLIL e Innovazione Didattice: Proceedings of the 7th AICLU Conference (Brixen July 7-‐ 9, 2011) (http://bupress.unibz.it/en/multilinguismo-‐clil-‐e-‐innovazione-‐didattica.html) pp123-‐140. ISBN: 978-‐88-‐6046-‐ 056-‐1. • Ting, Y.L.T. (2010) Assisting EFL research article writers: a sociolinguistic approach for EFL-‐teachers. In R. Laugier (Ed), Intercultural, interculturalità: dalla teoria alla pratica, Quaderno Centro Linguistico 5: pp 257-‐279. ISBN 978-‐ 88-‐498-‐2952-‐5. • Ting, Y.L.T. (2010) (con Bonanno, A., Sapia, P., Ting, Y.L.T.) Multimedia [science+foreign language] transfer: a tool for innovative 21st century learning. Proceedings from the International Conference on Education Research Innovation, pp 5279-‐5287. ISBN 978-‐84-‐614-‐2439-‐9. • Ting, Y.L.T. (2010) CLIL appeals to how the brain likes its information: examples from CLIL-‐(Neuro)Science. International CLIL Research Journal, 1 (3):1-‐18, (In Focus Article). http://www.icrj.eu/13-‐73 . ISSN 1797-‐948X. • Parise, F.G & Ting, Y.L.T. (2010) Taking CLIL-‐Science beyond merely [language + science]: a case study. In Current Issues in English Language Teaching and Learning. An International Perspective, M. Cal Varela, F. J. Fernández Polo., L. Gómez Garcia & I. M. Placios Martínez (eds). Cambridge Scholars: Newcastle upon Tyne, pp. 113-‐127. ISBN (10)1.4438-‐1967-‐0. • Ting, Y.L.T. & Caponsacco, B. 2010. A brain-‐aware EFL teacher: can’t be more humanzing than that! (a case study). Humanizing Language Teaching, February, ISSN 1755-‐9715. • Ting, Y.L.T. 2010. Pineapple Please! Vocabulary for kids: purposeful but painless repetition©. English Teaching Professional, 71: 24-‐26. ISSN 1362-‐5276. • Ting, Y.L.T. (2009) Chinese learners of Italian: bridging cultural gaps and linguistic abysses. In C. Argondizzo (ed.), Studenti in mobilità e competenze linguistiche: Una sfida accademica, linguistica e culturale, Quaderno n.3, Atti XI Seminario AICLU, Rubbettino Università: Soveria Mannelli, pp. 93-‐112. ISBN 978-‐88-‐498-‐2583-‐1. • Argondizzo, C., DeBartolo, A.M. & Ting, Y.L.T. (2009) Towards Internationalised Tertiary Education: Preliminary Findings of a Content-‐Language Integrated Programme. In C. Argondizzo (ed.), Studenti in mobilità e competenze linguistiche: Una sfida accademica, linguistica e culturale, Quaderno n.3, Atti XI Seminario AICLU, Rubbettino Università: Soveria Mannelli, pp. 167-‐182. ISBN 978-‐88-‐498-‐2583-‐1. • Ting, Y.L.T. & Watts, M.F. 2009. Narrative Inquiry: Defogging Expatriate Expectations In. Femi J. Kolapo (ed.), Immigrant Academics and Cultural Challenges in a Global Environment, Amherst, NY: Cambria Press, pp. 73-‐106. ISBN 978-‐1-‐60497-‐568-‐0-‐9. • Ting, Y.L.T. 2009. Learning to hypothesize with confidence through Sudoku game play. English Teaching Forum (USA State Department), 47(1): 26-‐31. US ISSN 1559-‐663X/0425-‐2656. • Ting, Y.L.T. & Watts, M.F. (2008) From rats to language learners: What professional tools eased the transition from the biochemistry laboratory to the language laboratory? In Thomas S.C. Farrell (ed.), Novice Language Teachers: Insights and Perspectives for the First Year. London: Equinox, pp. 132-‐149. ISBN 978-‐1-‐84553-‐403-‐5. • Ting, Y.L.T. 2008. Developing oral presentation skills and communicative courage: cultivating learners’ FL-‐ID. New Ways International, 2:13-‐18. ISSN 2011-‐6454. • Ting, Y.L.T. 2008. Pronunciation: The lazy mouth trick©. English Teaching Professional, 54: 24. ISSN 1362-‐5276. TING - curriculum vitae_short version (July 2014) 6/8 • Ting, Y.L.T. (with Argondizzo, C., DeBartolo, A.M.) (2007) ICLHE: are those who might willing and prepared? A quantitative survey and an in depth qualitative analysis of case studies of ICL attempts in the university context. In R. Wilkinson and V. Zegers (eds.), Researching Content and Language Integration in Higher Education. Maastricht University Language Centre, pp 48-‐67. ISBN: 978 90 5625 269 4. • Ting, Y.L.T. (with Parise, F.G.) (2007) Verso un curricolo CLIL, L’apprendimento integrato di lingua straniera e contenuti nell’ottica della ricerca-‐azione. Bollettino dell’Associazione Nazionale Docenti (AND), IX (3): 11-‐14. • Ting, Y.L.T. (2007) Insights from Italian CLIL-‐science classrooms: refining objectives, constructing knowledge and transforming FL-‐learners into FL-‐users. The Vienna English Working Papers, 16 (3):60-‐69. • Ting, Y.L.T. (2007) A Collective end-‐of-‐symposium reflection: the state of the art of CLIL and future prospects. On http://www.ichm.org/clil/pdfs/summary_symposium07.pdf (site of the AILA CLIL-‐Research Network, 10 pp). • Ting, Y.L.T. (with Parise, F.G.) (2006) Towards a content and language integrated learning (CLIL) curriculum: defining learning objectives through field-‐based experiential data. Perspectives, a Journal of TESOL Italy, XXXIII (2): 31-‐39. • Ting, Y.L.T. 2006. (with Mandoliti, A.M.) Developing authentic learning materials from authentic video-‐clips of student presentations: not as daunting as it might first appear. Humanising Language Teaching, 7(6): November 2006: http://www.hltmag.co.uk/nov05/mart.htm. • Ting, Y.L.T. (2005) Empowering the Teacher-‐researcher: Adopting a Tool from Biochemist-‐researcher Training. TESL-‐EJ, 9(2):1-‐13, (refereed e-‐journal). • Ting, Y.L.T. (2005) Content and language integrated learning: what would enhance the willingness of subject instructors? In C. Argondizzo (Ed.) L’Altra Didattica: Proposte e riflessioni su aspetti di didattica innovative delle lingue moderne nell’università italiana, Rubbettino Università: Soveria Mannelli, pp. 175-‐189. ISBN: 978 88 498 1634 1. • Ting, Y.L.T. 2005. Let’s All Dialogue: Encouraging Spontaneous Speech in Large Groups©. English Teaching Professional, (41):19-‐20. ISSN 1362-‐5276. • Ting, Y.L.T. 2005. Mickey and Co. inspiring authentic language production, “Tips for Teachers” of TESOL-‐Italy Newsletter, Sept-‐Oct: 9. • Ting, Y.L.T. (2004) Research in the EFL classroom: Criteria of quantitative and qualitative methodologies. Perspectives, a Journal of TESOL Italy, XXXI (1): 17-‐28. • Ting, Y.L.T. 2003. Order of Descriptive Adjectives. The Internet TESL Journal, IX (11) November. This article is also included in the following site for EFL Teachers: http://antice.apinc.org/stockpotatoes/accueil_visiteur.php?matiere_ID=1&niveau_ID=3&theme_ID=3 http://219.216.192.3/englishonline/jxyj/iteslj/Lessons/index.asp • Ting, Y.L.T. 2003. Real Conversational English: Children's comics for advanced adults©. Modern English Teacher, July: 41-‐43. ISSN 0308-‐0587. • Ting, Y.L.T. 2003. A Lesson on Food Idioms. The Internet TESL Journal, IX (6) June. This article is also included in the following site for EFL Teachers: http://www.nwlincs.org/orelbeta/mhccsupersizeact1.htm http://ggyy.nankai.edu.cn/english/jxyj/iteslj/indexprev03.asp TING - curriculum vitae_short version (July 2014) 7/8 • Ting, Y.L.T. (2002) Giving students time to reflect in class: Useful moments of autonomy? In P. Evangelisti & C. Argondizzo (eds). L'Apprendimento Autonomo delle Lingue Straniere: Filosofia e attuazione nell'università Italiana. Rubbettino (pp 187-‐198). ISBN: 88 498 0266 8. • Ting, Y.L.T. (2002) Language enhanced education across the curriculum: Examining the possibility of CLIL at an Italian University Science Faculty. Perspectives, a Journal of TESOL Italy, XXIX (2): 57-‐74. • Ting, Y.L.T. 2002. An in-‐house training session on the use of songs. Humanising Language Teaching, 4(2): March. http://www.hltmag.co.uk/mar02/mart2.htm • Ting, Y.L.T. 2002. A reading exercise with food related phrasal verbs. The Internet TESL Journal, VIII (5) May. • Plastina, A., Robinson, I., Serrago, N. & Ting, Y.L.T. English on Campus. C. Argondizzo (ed.). Rubbettino, 2001. • Ting, Y.L.T. 2000. My encounter with the Cosenza Chapter of TESOL -‐ reflections on an INSET song workshop. TESOL-‐ Italy Newsletter, IX. MONOGRAPHS • • Ting, Y.L.T. From the Security of Numbers to the Warmth of the Narrative: An auto/biographical account of the transition from the quantitative world of physical science research to the qualitative world of language teaching. Thesis for a Master of Arts Degree in Teaching of English as a Foreign Language. The University of East Anglia, UK, 2003. Ting, Y.L.T. The Value of Narrative Inquiry in Professional Development: A case-‐study in recognising the value of equilibrated qualitative and quantitative methodologies in teacher-‐led classroom research. Centro Editoriale e Librario, Università degli Studi della Calabria, 2005. ISBN:88-‐7458-‐033-‐9. BOOK REVIEWS • Ting, Y.L.T. (2011) Invited and commissioned Book Review: CLIL in Spain: Implementation, Results and Teacher Training, D. Lasagabater and Y Ruiz de Zarobe (eds), Cambridge Scholars Publishing, 2010, 299pp, ISBN 9781443818575. English Language Teaching Journal, 65(4): 495-‐498. • Jack C. Richards (ed.) Teaching in Action: Case Studies From Second Language Classrooms. Alexandria, VA: Teachers of English to Speakers of Other Languages (TESOL), 1998. In Perspectives, a Journal of TESOL Italy, XXIX (2): 221-‐224, 2002. TING - curriculum vitae_short version (July 2014) 8/8 RESEARCH PROJECTS & AWARDS European Centre for Modern Languages (ECML) 2013-‐2015 Programme Project: "Literacies through CLIL (LTC): Effective Learning Across Subjects and Languages" (Project Submitted by Do Coyle, University of Aberdeen) Start Date 01/2013 x 3 years: role Associate Member Progetto PRIN 2010CX2TLM (2013-‐2015) "Integrated supramolecular technologies for chemical information processing: advanced molecular devices and materials (InfoChem)" (Project Coordinator VENTURI Margherita) Unità Operativa Settore T3: Education and Dissemination (Responsabile Prof. FLORIANO Michele Università degli Studi di Palermo, Dipartimento di CHIMICA) Start Date 02/2013 x 3 years: role as member of Unità Operativa T3 ELTons 2013 Award Winner (British Council, MacMillans Publishing & Cambridge ESOL). Winner of the 2013 “MacMillan Education Award for Innovative Writing” Product “CLIL-‐Biology Towards IGCSE: Content and Language Integrated Learning towards International Science standards” (author Y.L.T. Ting). (http://englishagenda.britishcouncil.org/eltons) OTHER ACADEMIC RESPONSIBILITIES in Education Research • Since 2011. Member of the Italian Ministry of Education Research Committee: METODO di Studio e Capacità Critiche (Methods for Developing Critical Thinking) Direzione Generale per gli Ordinamenti scolastici e per l'Autonomia Scolastica. • 2010. Consultant, Italian Ministry of Education Project: EMOTICON NORD (Emotion and Learning), Direzione Generale per gli Ordinamenti scolastici e per l'Autonomia Scolastica. • Since 2009. Coordinatore, The CLIL-‐ICLHE Division, The University Language Centre, Università della Calabria. • Since 2008-‐2010. Member of the Ph.D. School in Conoscenze e Innovazioni per lo Sviluppo “Andre Gunder Frank”. • 2012. External Examiner, Ph.D. Thesis, Department of Linguistics, Vrije Universiteit Brussel, Belgium, Relatore Prof. Piet van de Craen. Candidate: Paschalina Katsigri: The Dyslexic Brain: Neurolinguistic Approach to the Logopedic Treatment of Dyslexia. • 2011. Thesis Advisor, Facoltà di Lettere e Filosofia. Candidate: Carnevale Cristina: Bilinguismo tardivo ed embodied cognition: una ricerca sperimentale. • 2010/2011: CLIL-‐Coordinator of “Libera Idea” (Science Teacher-‐Training Project funded by the regional government of Calabria for ameliorating science education in 30 schools throughout the region: CLIL modules in 20% of the science modules for which teachers will be trained) • 2009. Member of the Organization Committee: NeuroLang Strategic Workshop (with Profs. K. Mondt & P. van de Craen, Vrije Universiteit Brussels). Trans-‐European Workshop on bridging neuroscience research and language education. Cetraro, Italy April 17-‐18, 2009. • 2008. Member of the European Project: CMC – Communicating in Multilingual Contexts: Awareness and development of academic language skills for mobility students. (Progetto coordinato dalla Prof. C. Argondizzo), Università della Calabria. TING - curriculum vitae_short version (July 2014) 9/8 • 2008: Member of Organizing Committee for the Teacher-‐Training Workshop entitled “CLIL Tra Teoria e Pratica” (CLIL, from theory to practice), 13/03/2008: Faculty of Science, Faculty of Engineer (UNICAL) and the Italian National Teachers’ Association (AND). • 2008. Member of Symposium Organization Committee: Learning and Neuroscience (with Profs. K. Mondt & P. van de Craen, Vrije Universiteit Brussels). Symposium Session at International Conference entitled CLIL Fusion: Multilingual Mindsets in a Multicultural World (Building Quality Learning Communities), Tallinn, Estonia October 24-‐25, 2008. • 2006-‐2007: Liceo Scientifico “Pitagora” Rende (CS): External CLIL-‐Science Expert & Consultant. • 2004. External Examiner of Doctoral Thesis English for Specific Academic Purposes: A Case Study of English for Law at the Ethiopian Civil Service College submitted by Mr. Tsegay, Solomon. The School of Education and Professional Development, University of East Anglia, Norwich, UK. Viva voce May 10th 2004.