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The "Language Prosveshcheniye" company is founded by JSC "Publishing House" Prosveshcheniye" among other partners. It is an exclusive partner and official distributor of "Pearson" international educational corporation in the Russian Federation.


The "Language Prosveshcheniye" company is focused on the development of a modern and technologically advanced educational environment for learning English and offers a set of modern educational solutions for higher educational institutions, private linguistic courses, corporate training, as well as for private and public general education schools within the framework of providing paid educational services in accordance with the law on supplementary education.

The English Language Exams Department of the University of Cambridge is engaged in the development and conduct of Cambridge Exams. Cambridge exams provide a comprehensive assessment of achievements in learning English, making learning interesting and effective for more than 5.5 million worldwide. Cambridge exams are recognized by more than 25,000 organizations worldwide.

The exams are based on the results of scientific research in the field of teaching and learning foreign languages. Each of the exams corresponds to a certain level of the Pan-European Scale of Language Competence (CEFR), which helps to consistently improve the skills of speaking, writing, reading and listening comprehension.

Cambridge Assessment English
Elvira V. Maimina, General Director of LLC “Language. Prosveshcheniye” (the meaning of the word “prosveshcheniye” in English is “enlightenment”)
Interview with an expert: «Innovative forms of interaction between education and business in the context of the formation of a competency-based labour model»

The Interview will touch upon the following issues of the current state of specialists training:

  • Strategic priorities for economic development and the formation of a competence-based model of the labor market.
  • Changing the educational paradigm and building a new mechanism of interaction between "consumers" (enterprises) and "suppliers" (educational organizations) of labor resources.
  • Business transitions from passive "consumption" of trained personnel to active participation in their "production".
  • Formation of a competence-based model of graduates of educational organizations according to the methodology of functional analysis of the labor content and professional standardization.
  • Organization of a parity partnership between education and business in the implementation of a graduate's competence model, project management of their interaction.
  • Interaction forms between enterprises and educational organizations (traditional and innovative) and the problems of their implementation in practice.
  • Review of the best practices of interaction between education and business according to the National Agency for the Development of Qualifications. Review of the best practices for the development of practice-oriented vocational education.

Graham Seed

Graham Seed is the European Research Manager in the Research & Thought Leadership Department at Cambridge Assessment English. His current professional interests include the operationalisation of the CEFR; and multilingualism in assessment contexts. He holds an MA in Language Testing from Lancaster University, DELTA and CELTA, and previously taught EFL in Bosnia, Russia and the UK.

Session title: Theory and practice of the CEFR for HE language learning.

The Common European Framework of Reference (CEFR), first published in 2001 and updated in the 2020 Companion Volume, sets out its “action-oriented” approach to language learning and assessment, while presenting illustrative descriptors exemplifying second language acquisition across a series of reference levels. This presentation aims to explain the CEFR’s underlying theory, showcase the framework of levels and descriptors, and set out how the recent updates are useful for language learning in the higher education space.

Ian Cawley

Ian has been involved in English language teaching and assessment for 25 years, with his time fairly evenly split between working overseas as a Teacher, Academic Manager, Examiner Trainer and Exam Centre Manager, and working for Cambridge Assessment English in the UK. During his teaching career, Ian specialised in business English and exam preparation, and was the lead IELTS examiner trainer for the SEAP region.

At Cambridge, he is currently the Global Product Manager for Business (BEC) Qualifications and the Cambridge English Placement Test (CEPT). Ian is a specialist in both business English assessments and online testing. He has been involved in the development of Cambridge English’s new, flagship online testing product – Linguaskill and has also worked extensively on IELTS.

Ian has lived and worked in six of the world’s seven continents but hasn’t given up hope of at least visiting Antarctica one day!

Session title: Acquiring talent & improving performance through AI powered English testing.

Measuring the effectiveness of teaching and learning is important at every level of education. In Higher Education, engaging systematically in applying scientific methods in measuring the impact of teaching on student learning and successful attainment of course learning outcomes is paramount, if we are to deliver the best education to our students. This session will look at Cambridge English AI powered English test, how AI-powered language tests enable effective learning and improve students’ performance.

The interconnectivity of smart devices and the ability to capture large amounts of data in real time, means that we can measure learners’ performance in ways we have never previously been able to do. We can combine data and devices with artificial intelligence to create more personalised testing and learning opportunities.

We have developed an artificially intelligent auto-marker that can take a piece of learner’s writing, analyse it, compare it to international standards, grade the writing and give detailed, specific and personalised feedback and suggest how each individual learner can improve. We already use this technology to power on demand, multi-level tests such as Linguaskill to measure the level of a candidate’s written language.

Our next generation of digital tests give organisations fast, accurate results with clear test reports that reflect their students’ real ability in all four skills they are in a position to make informed decisions around language training.

We will show how the use of learners’ performance data, artificial intelligence and formative feedback, and how, when combined, these can create more effective testing and a more motivating language-learning experience.

Graeme Harrison

Graeme Harrison is the Principal Impact Manager at Cambridge Assessment English. Graeme has worked for many years in English teaching, assessment and education reform in a variety of different countries in South America, Europe and Asia. His current role as Principal Impact Manager for Cambridge English involves leading on impact professional development, and carrying out impact research on Cambridge products and services.

Session title: Impact Theory and Practice. Case Study: The impact of Cambridge English exam preparation classes in Moscow state schools.

This presentation will begin with an explanation of what we mean by impact and why it is important for a non-profit organisation like Cambridge English to measure the impact of their work. The rest of the presentation will focus on an impact study undertaken with a group of Moscow state schools in 2021. The purpose of this study was to investigate the impact of Cambridge English exam preparation classes as an extra-curricular activity in terms of effects on students, teachers and the schools themselves. Areas of interest included students’ English proficiency, attitude to and motivations for learning English, and perception of the Cambridge English exams. Teachers’ approach to teaching the exam classes, as well as their perceptions of the exams were also investigated, and school managers’ views on the impact of the exams, and the exam preparation classes, on their schools, were solicited. A further area of interest for all three groups was how they adapted to the move to online learning which occurred in 2020.

Heather Belgorodtseva, а Director of Studies for Teacher Training at BKC-International House Moscow.
Showcase: «How to give effective feedback online, and what this can teach us about giving effective feedback offline»
Abstract: Teaching online has given us all an opportunity to re-examine teaching techniques - to adapt familiar routines effectively to the new environment we need to think carefully about why we are doing something at all.
We will look at the different options for providing feedback online and consider the different lesson stages and tasks we might use them for. We will think about how this is related to our choices of interaction patterns and online monitoring. Finally, we will decide what our offline classrooms can learn from this about efficient, responsive feedback.
This talk is based on my experiences of assisting teachers on over 80 CELTAs offline and then comparing this with the experience of running online CELTAs over the last year and a half. I have also collected responses from both teachers and students from online CELTA courses

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