Language Education as a Space of Encounter: University of Leeds and a Slovak NGO Research Shows How a Language Programme Can Build Connection Across Difference
Collaborative research by the Centre for Language and Education Research at the University of Leeds and Slovak NGO Cesta von reframes language education as a space of dignity, equality and partnership
The research project Encounter: Language Education in Third Spaces offers a powerful new vision for language education research and practice - one grounded in partnership, dignity, and mutual learning. Led by Professor Maggie Kubanyiova from the Centre for Language and Education Research (CLER) at the University of Leeds, in close collaboration with the Slovak non-profit Cesta von, the study shows that language education can become a space of encounter - a meeting ground where people from different backgrounds engage in deep listening, co-create knowledge, and learn from each other’s lived experiences.
The Encounter research grew from Cesta von’s AMAL language support programme, established in 2021 to help women from marginalised Roma communities employed by Cesta von as early years educators (known as omamas) develop their Slovak language skills. Each omama is paired with a volunteer tutor (amal, meaning “friend” in Romani) for weekly one-to-one online conversations. What began as a skills-development initiative evolved into something much more transformative: a relational model of education where language is not simply taught, but shared as part of a human connection.
“Thanks to this collaboration, we realised that language teaching is not about fixing a lack, but about building a relationship. For most participants, particularly the women from marginalised communities, this was the first time that a research project placed them in the position of experts. The insights generated through listening to one another have made a tangible difference to what the programme looks like today. What started as an initiative to develop the learners’ skills in the society’s dominant language has evolved into a programme that connects people from diverse backgrounds as partners. Through conversation and sharing, they mutually enrich and teach each other.”
Between 2020 and 2022, the Encounter research followed five tutor–learner pairs through observation, interviews, and reflective dialogue. Guided by principles of ethical encounters developed as part of Professor Kubanyiova’s Arts and Humanities Research Council Project (ether.leeds.ac.uk), the research placed participants at the centre of the research process, valuing their insights, questions, and everyday realities as key sources of expertise. This participatory approach challenged traditional hierarchies in education and research, showing how inclusive methodologies can create “third spaces” where education and social change happen simultaneously.
At its core, the research highlights that the value of language education lies not only in developing linguistic competence, but in enabling participants to live meaningfully, attentively, and with care for one another in a world of diverse others.
The main outcome of the study - the Encounter Guide - translates these insights into practice. Co-created by Professor Kubanyiova and the AMAL team and participants, the guide offers practical principles and real-world examples for tutors working in multilingual and intercultural contexts. It has become an essential part of AMAL’s tutor training cycle and continues to shape how the volunteer educators approach inclusive, participatory language education.
“Encounter: Language Education in Third Spaces reminds us that ethical encounters begin with listening. When researchers, educators and learners meet in genuine partnership, they transform not only their language, teaching or research skills. They change how they see each other and the world around them, building foundations for a larger cultural shift.”
Since its release, the Encounter Guide has reached a wide international audience. Available in both Slovak and English on the Cesta von website, it has been shared with NGOs, educators, and institutions working in multilingual and intercultural education. It was presented at the European Commission’s “Inclusion as Partnership” (2024) and Teach for Slovakia’s “Together for Better Education” (2025) conferences and is featured on EPALE, the European platform for adult and lifelong learning.
The Centre for Language and Education Research (CLER) studies how language shapes education, life opportunities, and social participation. Working with partners worldwide, CLER researchers address challenges such as inequality, migration, stigma, and digital transformation. CLER research develops inclusive pedagogies and resources, strengthens practitioner networks, and uses arts-based interventions to challenge deficit views of language to help communities thrive.
Cesta von (“Way Out”) is a Slovak non-profit organisation dedicated to breaking the cycle of poverty in marginalised Roma communities. Through programmes such as the Omama Project and AMAL, Cesta von empowers women, supports early childhood development, and promotes inclusive education that values human dignity and lived experience.
The AMAL Programme was launched in 2021. This community education initiative pairs Roma community educators (omamas) with Slovak-speaking volunteers (amals) for weekly online sessions focused on learning through friendship and dialogue. Rooted in empathy, understanding and equality, AMAL uses language learning as a tool for connection and inclusion and extends its approach across other Cesta von programmes.
