Multiple short presentations and discussion of a current ELT issue focusing on practice, research, and/or advocacy. They are 60-minute pre-recorded presentations, which may be followed by a 15-minute live text Q & A session and/or a 15-minute round-table video discussion with presenters. Some panel sessions may only be pre-recorded without Q & A or round-table discussion.

*Note: All sessions and presenters are subject to change. Time for each session Q & A can be found on the virtual convention platform. 

Pre-recorded Panel Sessions with Q and A

Thursday, 25 March

  • Creating a Space for Multilingualism in EFL/ESL Classrooms in Norway
  • Cultivating literacy in diverse and multilingual EFL/ESL classrooms
  • A New Systematic Multimodal Framework for Analyzing Classroom Digital Stories
  • Empowering Educators: A Collaboration to Expand English Opportunities in Djibouti
  • Humanizing Research: Voices From Palestine and the United States
  • Early Field Experiences and their Impact on Preservice Teacher Self-Efficacy
  • Usable knowledge in ELT professional development: A transnational examination

Friday, 26 March

  • Dual Language Digital Badges-Teacher Preparation Skill Development and Assessment
  • Language Desires in the Current Era of Globalization and Transnationalism
  • Reimagining a Multilingual TESOL Through a Translanguaging Lens
  • Bridging ELLs to College Composition
  • Turbulent Times: The Future of USA Post-Secondary English Programs
  • Translanguaging in Bilingual and ESL Classrooms: Current Understandings and Applications
  • Supporting Classroom Teachers of ELs: Best Practices of EL Coaching
  • Empowering Effective EFL/ESL Teacher Training in the Post-Pandemic World
  • Naming and Disrupting White Complicity in TESOL Teacher Education
  • Aviation English Teacher Training: Models of ESP--Aviation Training Collaboration
  • Empowering Adult Learners for Academic and Workplace Writing
  • Service Learning to Prepare TESOL Teachers: Models, Experiences, and Perspectives

Saturday, 27 March

  • Mythbusters 2.0 Research-Based L2 Writing Classroom Practices
  • Tools for Developing Cultural Competence in Teacher Education Programs
  • Models for Preparing Adult ELs for the Workforce
  • Critical Friending and Peer Coaching during the Disruptive COVID-19 Pandemic
  • Invoking “Disruptive” Teacher Leadership Among EL Pre- and In-service Teachers
  • Pivoting Online: Supporting Teachers in Online Teaching

On-Demand Panel Sessions

  • Bridging the Gap Between Linguistic Theory and Practice in TESOL
  • ESL/EAP Programs and the College Completion Movement: Cross-State Policy Perspectives
  • Learning Oriented Assessment in Programs, Curricula, Teaching, and Learning
  • Recommendations to Identify an EL's Learning Disability: Theory and Practice
  • Student challenges with disciplinary writing: Implications for curriculum design
  • English for Specific Purposes Teacher Preparation: Challenges and Lessons Learned
  • Diversity and Leadership: Trajectories From 4 TESOL Past Presidents
  • Preparing Teachers and Leaders for K-12 TESOL: Research, Issues, Approaches
  • EFL Writing Teacher Education and Professional Development in Under-researched Contexts
  • Overcoming Inter- and Intracultural Challenges in L2 Composition Classes
  • Challenges and Benefits of an Experiential, Project-Based ESL Curriculum
  • Developing Feedback Experience Through Long-Distance Professional Development Writing Groups
  • Disabilities and EL- Practical Applications for Referring and Assessing Students
  • Community College English Learners in First-Year Composition: Research, Practice, Policy
  • Insight to Action: Black ESL Students in the United States
  • Race, Language, and Power in ELT
  • A 2-Pronged Pedagogy: Bridging Language and Community
  • The Immigrant Song: Challenges SIFEs Face in Host Countries