Research-oriented adjudicated sessions that discuss the presenters’ work in relation to theory and/or practice. They are 30-minute pre-recorded presentations, which may be followed by a 15-minute live text Q & A session with presenters. Some presentations may only be pre-recorded without Q & A.

*Note: All sessions and presenters are subject to change.

Presentations with Q and A

  • Deconstructing Binary Understanding of Israel and Palestine Through Linguistic Landscape
  • Rhetorical Moves Exploration
  • Training General Education Teachers to Make Content Accessible for ELs
  • Teaching Pre-Engineering to ELs: Content, Practice, and Language
  • Math: Not-So-Universal Language for ELs
  • Implementing 6 Thinking Hats in Large Language Classrooms
  • Navigating a New World of Online Instruction with ESOL Interns
  • Increasing Accessibility and Fostering Inclusive Classrooms with Microsoft Learning Tools
  • Integrating Language and Content Instruction in EAP Courses
  • Development of Linking Adverbial Usage in L2 University Student Writing
  • Using Gamification to Balance Academic Rigor and Soft Skill Development
  • Ten Quick and Easy Tricks for Creating Effective Reading Worksheets
  • Helping Newcomers Become Resilient: I Have, I Am, I Can
  • Investigating Bullied ELs' Otherness, L2-Avoidance, Resistance, and Identity Struggles
  • Role of Nepali English in Education and Society in Nepal
  • Improving Emotional Intelligence of ELs Through Dance and Mindfulness Practices
  • Working Memory, Long-Term Memory and Language Teaching
  • Academic Writing Development of College ESL Students Through Collaborative Writing
  • Engaging Students in the Digital Classroom
  • The Utility of Infographics: Scaffolding Students' Writing Development
  • The Multilingual Turn: Encouraging Prolinguistic Diversity Ideologies for EL Advocacy
  • Using MOOCs for Teacher Training in Low-Resourced Areas
  • Understanding Student Resistance as Identity Work in College Literacy Classes
  • NNEST Identity-as-Pedagogy in U.S. Writing Classrooms
  • Writing Immigration Stories in the High School EL Class
  • Innovative Scaffolded MA Linguistics (TESOL) Program for Teachers in Vietnam
  • How readers cope with unknown vocabulary: An eye tracking study
  • Modeling Technological-Pedagogical-Content-Knowledge to Engage Rural School Teachers in CALL Training
  • International Students in Higher Education: Faculty Experiences and Support Needed
  • Language Teachers’ Research Engagement: Developing Inquiry-based Communities of Practice
  • Enriching K-12 ESL Teachers’ Professional Development Experiences
  • Making Aviation English Globally Accessible and Pedagogically Sound
  • Genre-based Instruction: Frequently asked questions--and answers
  • Flipped Classrooms: Challenges, Best Practices, and Outcomes
  • Collaborative Reflective Practice in Everyday Language Teaching Contexts
  • A Study Design Checklist for Practitioners to Evaluate Vocabulary Research
  • A Web-Based Archive of Pedagogical Materials for Professional Development
  • Anti-Racist Genre Pedagogy: Considerations for a North American Context
  • Planning for Visually Successful Materials for English Language Learners
  • Teaching English in the Multilingual Context of Balochistan: Challenges and Solutions
  • Developing social justice understanding in the preparation of EFL teachers
  • Linguistic Funds of Knowledge
  • Teaching Large-Enrollment Online EFL Courses: Faculty Perspectives and Curricular Models
  • An Iterative Process for Designing an EAP Placement Test
  • Promoting Cross-Cultural Dialogue Through Virtual International Exchange
  • Beyond the Textbook: Creating Engaging ESL Materials
  • The Brain is Behind the Operation: Evidence-based English Language Teaching
  • Critical Reading and Stance-taking: Effective Online Practices
  • Teacher Development on Twitter: What Social Network Analysis Tells Us
  • Teacher Book Clubs: Examining the Refugee and Resettlement Experience
  • Using a Generative Learning Model to Approach Mentor Texts
  • Title lll Consortium Support for Low-Incidence Districts
  • High-Tech to No-Tech: Interactive Strategies to Promote Engagemen
  • How Refugee-background Adults Make Meaning in Language and Literacy Assessments
  • Interactivity, Choice, and Access: Integrating UDL Guidelines into Virtual Classrooms
  • Cultivating Intercultural Competence Abroad Through Guided Reflection
  • International Collaborative Projects: Empowering the Newer Generation of ELs
  • Using Calligraphy and the Visual Arts to Teach English Vocabulary
  • A Pathways Model: Collaborating With University Instructors in Materials Delivery
  • Worth the Risk: Toward Decentering Whiteness in ELT
  • A technology-integrated complexity system approach to L2 pronunciation teaching
  • Smart Time Management: A Must in the 21st Century
  • The National Dual Language Education Teacher Preparation Standards: An Overview
  • Training Learners to Recognize Sarcasm in Conversation
  • Beyond Zoom: WhatsApp as an alternative platform for adult ESL
  • Engaging Students While Inductively Teaching Grammar Via Presentation Software
  • Intercultural Communication Training: Bolivia in the Global Software Development Industry
  • Questioning Culture: An Intercultural Communication Module for Advanced Multilingual Learners
  • Female leadership in ELT in Latin America
  • Best Practices for Instructional Coaching in EL Teacher Education
  • A Case for Unfocused Written Corrective Feedback
  • Peer collaboration and professional accountability through observations
  • Survey of Graduate Writing Assignment Genres at a STEAM University
  • Language and Interculturality: Teaching From a Discourse Approach
  • Trained Conversation Partners in the ESL Classroom: Facilitating Intercultural Dialogue
  • Meaning-Making by Refugee-Background Adults in USCIS Naturalization Test Study Materials
  • A Norming System for Writing Assessments that Works
  • Building Reading Skills Across Levels: Text Structure and Citation Strategies
  • Pre-Service ESL Teachers and Undocumented Students
  • Integrating Design Thinking in Language Curriculum Design
  • Using Photo-Narrative Frames to Explore EFL Teachers' Professional Identities
  • Evidence-Based Vision-Building Motivational Strategies in the L2 Classroom
  • Balancing Output Practice and Reading for Academic Vocabulary Learning
  • Paired-Speaking Tasks: Planning Conditions and Task Performance
  • Overcoming Obstacles in Professional Development
  • Adapting Programs to Online Contexts
  • (Re)considering learner engagement through digital technologies: Lessons from Hong Kong
  • Perceptions of the Caribbean English Language Teacher
  • A Task-Based Analysis of Target Discourse on Academic Conference Abstracts
  • Mission Possible: Interweaving Content-Language Learning Outcomes for Student Success
  • Enhancing Virtual Collaboration for TESOL Pre-service Educators
  • Empower Science Content PLUS Language Skills with Engaging Singable Books
  • Increasing Rigor for Academic and Workplace Success
  • 10 Great Vocabulary Games for Secondary ESOL
  • But I'm Not ESL: Addressing Identities/Needs of University Pathway Students
  • Entry Points and Trajectories: Teachers Learning and Doing Translanguaging Pedagogy
  • Preparing Underprepared Culturally Linguistically Diverse High School Graduates for College Coursework
  • Addressing Rural (and Distance) Challenges: Creative, Effective K-12 PD Approaches
  • The Future is Now: COVID-19, the Zoom-Practicum, and Mixed-Reality Classrooms
  • Recognizing and Optimizing Language Learner Agency
  • When Students Use Proofreading Services: Ethics, Instructional Implications, and Recommendations
  • Utilizing Schematic Integrations to Enhance the Development of Spatial Prepositions
  • Identity Construction in Areas of Conflict
  • Bilingual, bicultural first-year teachers, Funds of Knowledge, and teacher preparation.
  • Designing CBI for a Health Science Program
  • Culture, the Final Frontier: Teaching Vocabulary Through Allusions
  • Inspired With Content, Empowered Through Academic Literacy: Reassessing Course Design
  • Demystifying ESL Humor: Connecting Pragmatics Research, Learner Needs, and Pedagogy
  • English as a Lingua Franca: A Target for Classroom Assessments
  • Data Driven Learning in ELT: What, Why and How
  • Using New CEFR Mediation Scales for Assessment in Project-Based Courses
  • Community-Linked Literacy Projects to Amplify the Voices of Multilingual Learners
  • Language Practices for Content Teaching: Coteaching and Professional Collaboration
  • Unlocking Complex Grammar: 4 Steps to Improving Reading and Writing
  • The teacher's choice framework: Professional development using TESOL's 6 Principles
  • Benefits and Best Practices: Dubbing Apps in ESL Education
  • Teaching Civics/ESL to Immigrants With Limited English Proficiency During COVID-19
  • Working with Multiword Expressions across Language Levels and Skills
  • Task Design in the Hospitality English Curriculum: Practical Considerations
  • Beyond information transfer: lecture listening for emphasis, viewpoint and critique
  • Formative Speaking Assessment in Adult English Language Classrooms
  • Supporting Racial Literacy Among Teachers of Multilingual Learners
  • Objectives, Outcomes, Materials, and Assessment: A Systematic Curriculum Review Process
  • Graphic Gains: Utilizing Visual Storytelling to Maximize Vocabulary Acquisition
  • Building an ESL Curriculum to Achieve Academic Success for ELs
  • Expanding and Using Vocabulary with Word Clouds
  • Empowering Multilingual Learners Through Classroom Assessment in Multiple Languages
  • A Contrast of Phrase-Frames in Native and Nonnative Business Emails
  • A critical lens of inclusivity for mainstream classrooms
  • Why Literacy Is Essential for Rohingya Children at Cox’s Bazar
  • Engaging Vocational Students in Online English Language Learning
  • Sticky Feedback: Speaking Corrections that Stay with Students
  • Meeting the Needs of ELs With Disabilities When Using Visuals
  • Creating Safe Spaces for Diverse Populations: Being Culturally Humble
  • ALP-Ish: Finding the Balance Between Accelerated Learning and Corequisite Models
  • Integrating Information Literacy Into an Advanced Writing Curriculum
  • Supporting Instructors in Using Corpora in the Classroom
  • Culturally Responsive ESP Curriculum Design for Global and Local Contexts
  • Digital Storytelling Mash-up: Pixar Plus Adobe Spark Video
  • Oral Academic and Workplace Discourse Socialization of International MBA students
  • Using a Systemic Functional Linguistics Based Framework for EAP and Graduate-Level Students
  • Revamping the Cultural Artifact Activity to Prepare Critical Intercultural Teachers
  • High-Leverage Instructional Practices to Promote Rigor in Adult Education
  • Reality TV as Authentic and Optimal Input
  • Fostering Leadership Through Project-Based Language Learning

On-Demand Presentations

  • Transforming Nonnativeness in the Classroom: Lessons from Faculty Learning Community.
  • Inspired and Empowered - English for Peacekeepers
  • Language Ideology in Academic Writing: Eliciting Multilingual Students’ Perspectives
  • Emotional and Ethical Work of Rural Teachers of English Learners
  • ESL Teacher Certification Policy: The Good, Bad, & Ugly
  • Diagnosing Discipline-Specific Vocabulary Knowledge in ESP Classrooms
  • High School ELs Go to College: Barriers and Hopes
  • Teaching Young EFL Learners in Videoconferencing English Classes
  • Examining Academic Vocabulary in EFL and English-medium Institutions
  • Building Communities, Not Walls: Educating to Elevate Underserved Communities
  • Undergraduate Multilingual Students’ Adaptive Transfer in Writing Across the Curriculum
  • Supporting Languaging and Learning in Spaces of Play
  • Combining Content and Language in Course Design
  • A Research-Based Model of Feedback for ESL Composition: An Enactment
  • Addressing Bias, Discrimination, and Stereotype in the EL Classroom
  • Adapting Open Educational Resources for EAP: Potentials and Pitfalls
  • Monitoring Affect and Minimizing L2 Anxiety to Foster Learning
  • Make Remote Learning Work: Exploring Virtual Literature Circles
  • Increasing English Language Teachers’ Capacity to Teach for Social Justice
  • Rehearsing and Applying Critical Thinking/Writing Skills Through Digital Platforms
  • Teacher Education in Service of Emerging Bilinguals: A Mixed-Methods Study
  • The Impact of Coaching on Pre-Service Teachers’ Instructional Practices
  • Accelerating Language Acquisition Among Beginning Language Learners
  • Cross-Linguistic Influence on L2 Collocation: The Case of Vietnamese Learners
  • Make It Stick: Vocabulary and Technology Come Together
  • ESL Preservice Teachers’ Digital Literacy and Learning Through Online Discussions
  • Sharing Responsibility: Teacher Positioning of ELLs and Self
  • Web-Based Formative Assessment: Introducing the English Online Diagnostic Assessment
  • Supporting English Medium Instruction at a Southern Brazilian University
  • Inconsistencies in the Assessment of Graded Reader Difficulty
  • First-Year Composition and ESL Integration: A Case Study
  • Challenging Deficit Narratives: How ELs With Disabilities See Themselves
  • Fostering Student Self-Directed Learning in Collectivist Cultures Using Art
  • Effective Shortcuts to Understanding English Tense-Aspect Grammar Rules
  • Teaching Mathematics and Science to English Learners: The CLD-PCK Model
  • The Nuts and Bolts of Teaching Effective Listening Strategies
  • Surfing Strategies and Digital Age Activities for Online Readers
  • Thanks a Latte: True Starbucks Student Stories and Pronunciation Lessons
  • An Understanding of Mentoring Practices through Teacher Professional Development
  • Education for Sustainable Development (ESD) in EFL Context
  • Developing Translingual Practices via Family Games
  • English as Gendered Symbolic Power: Findings of a Qualitative Inquiry
  • Energizers Icebreakers: A Playlist for Classroom Engagement
  • Multilingual Identities as Becoming: Counter-Stories From Refugee-Background Students in Poland
  • Just Do It! You, Too, Can Make Teaching Videos
  • Challenges to and Benefits of Implementing Differentiated Instruction in EFL
  • International Students in a Mainstream College Classroom: A Pedagogical Shift
  • Media Literacy Skills Development in EFL Classrooms
  • Expanding the Textbook: Getting More Communication from Textbook Activities
  • Effective Writing-to-Learn Strategies Across the Curriculum for ELs
  • Leveraging Diverse Picturebooks to Create Spaces for Translanguaging in Classrooms
  • Advocating for ELs Who Have Been Identified as Having Disabilities
  • Promoting L2 Socialization Through Course Projects
  • Becoming a Publishing Writer: Early-Career Scholars Writing for Publication
  • Softening Teacher Feedback Through Affiliative Interactional Resources
  • Toward Social Justice: Integrating Disability Into L2 Writing
  • Vietnamese Working Adults’ Attitudes Toward Standard English Norms
  • Involving ESL Students in Classroom-based Writing Assessment through Genre Pedagogy
  • Providing Financial Equity through Open Educational Resources for ESL Writing
  • Tutors on Location: Tutor-mediated Peer Reviews in ESOL Classes
  • Plurilingual Students and Language Negotiation Across the Disciplines
  • Vocabulary Remedy: Using Book Creator-based Portfolios to Boost Lexical Repertoire
  • Incorporate Scaffolding Strategies into Your Lessons: Experience and Share
  • Process-Genre Instruction in CBI Classrooms: Effects on Writing Development
  • Negotiation of Linguistic Ideology and Cultural Identities in English Learning
  • Digital Pedagogy in TESOL Curriculum: Multimodal ensembles and students' perceptions
  • Building STEM Discourse for Emergent Bilinguals Ensuring Maximum Content Knowledge
  • A Framework of Digital Game-based L2 Use: Theory in Practice
  • Tajik Voices: Resilience Through Digital Storytelling
  • Art in EFL Lessons: Widening Students’ Horizons Beyond Language
  • Sociocultural Factors in International Students’ University Experiences
  • Public Speaking in EFL: Problems and Ways to Tackle them
  • Filling Gaps: ESP for International Business University Majors in Honduras
  • Teachers' Perceptions to the Higher Secondary English Textbook in Bangladesh
  • Multimodal and Translingual Literacy Practices of Young English Learners
  • Assessing Technical Vocabulary Knowledge to Inform Course Design
  • Beyond Brainstorming: Coming Together throughout the Writing Process
  • Translanguaging and Process Writing-Based Language Instruction: Curriculum Materials Development
  • Assessing Social Justice Education in Bilingual Teacher Education Programs
  • Problematizing Unproblematic TOEFL Scores: Exploring Chinese International Freshmen’s Linguistic Functioning
  • Development of Multilingual Learners’ Multimodal Communicative Competence and Data Commentaries
  • Cultural Expectations for Class Participation: International Students in Seminar Classes
  • Cross-Cultural Health Communication in Elder Care
  • Recalibrating How We Select Texts in the ESL Writing Classroom
  • The Case for Video-Based Listening Tests: Authenticity, Difficulty, Motivation.
  • Teaching English for Global Citizenship in a Multicultural University Context
  • Art, Poetry and Drama Empower Tanzanian Youth and Mitigate COVID-19
  • Language, Life Skills, Laughter, and Leadership: Creating Unlikely Future Leaders
  • Promoting collaboration among university-level ESL/EFL instructors through Professional Learning Communities
  • Becoming Language Teachers: International Students in Teacher Preparation Programs
  • A Rhetorical-Metacognitive Approach to Teaching Grammar to ELLs
  • 6 Principles, 4 Board Games: Activating Vocabulary and Grammar
  • A match made in heaven? Exploring faculty and multilingual students’ beliefs about teaching and learning
  • Teaching About the Nobel Peace Prize
  • Multilingualism and Identity Shift Among Immigrant Students in Iceland
  • Effects of Learner Autonomy in Service-Learning-Enhanced EAP Courses
  • A Systematic Approach to Vocabulary Instruction to Support Reading Skills
  • Supporting All Teachers’ Meaningful Use of Standardized English Proficiency Tests
  • Engaging Students by Teaching Grammar through Varied Approaches
  • Exploring Idiom Learning Immersion in AR-infused Worlds
  • English Teacher Mentors Zoom In with a Teacher-Driven Observation Protocol
  • From STEM to TESOL: Professional identities reconsidered
  • Preparing Culturally and Linguistically Responsive Teachers
  • Screencast Video Feedback in Online Classes
  • Translingual Awareness: Perspectives on English From Chinese Professionals
  • Designing, Implementing, and Assessing Cross-Cultural Composition: Implications from Programmatic Research
  • Fostering Global Competencies and Creating Global Citizens in EAP Classrooms
  • Arguing to Learn: Exploring Beyond the Traditional Argumentative Essay
  • You're in America, Speak English!: Challenging Linguicism/Racism Through Translingual Pedagogy
  • Anatomy of an online activity: Design, implementation and assessment
  • Instructional Shifts and Culturally Responsive Teaching in Collaboration
  • Using ELL Shadowing Data to Drive Instructional Change
  • The Way We Planned This: Equitable Learning Outcomes in Collaboration
  • University Teacher Learning in a Cotaught CBI Program
  • Technology-mediated collaborative writing as an instructional strategy in first-year composition
  • The Practice of Active Learning: Creating a Note-Taking Portfolio Project
  • Zoom Teaching: Self-Confrontational Reflections and Engaging Strategies
  • Scaffolding Students’ Literacy Development Through the Use of Purposeful Repetition
  • Meta-Analytic Review About Interventions on Improving Nonnative English Speakers’ Intelligibility
  • English as Medium of Instruction Policies at a Brazilian University
  • Activate your Textbook!
  • The Efficacy of Authentic Texts in the Speaking Classroom
  • Reducing English Language Classroom Anxiety in Japanese University Contexts
  • Pre-Service Teachers’ Resilience in Post-Pandemic Practicum: the Vietnamese Context
  • A Learner-Centered Approach to Bolstering ESL Students’ Cultural Competence
  • Evaluating Teacher Training and EFL Educator Empowerment: A Mixed-Methods Study
  • Writing Class by Google Docs via laptop, cellphone, and iPad
  • Professional Reflective Writing for Digital Portfolios in Teacher Education
  • Digital Tools to Support ELs with and Without Disabilities
  • Translanguaging Pedagogy through Teacher Collaboration in Language Arts
  • “Dear Teacher”: Immigrant Students' (Counter) Narratives and Pedagogical Love
  • Identifying as Language Learners/Teachers: The Experience of Teacher Candidates
  • When Research Meets Instruction: Teaching L2 English Articles and Noun-Types
  • Practicing Communication with CLD Families through Mixed-Reality Simulation
  • How Words Achieve Meaning in the U.S. Hyperpartisan Raciopolitical Context
  • Bringing ELs' Worlds Together: A Showcase of Family Engagement Initiatives
  • Integrating TBLT and CBI to Promote Classroom Communication
  • Empowering Language, Building Community with Multi-Level Virtual Field Studies
  • Socializing L2 Learners to Culturally Appropriate Email Practices
  • An Exploration of Refugees’ Stories about Online Language Learning
  • The Role of Culture in Refugees’ Education
  • K-12 Teachers’ Growth in Implementing the SIOP Model
  • Writing Strategies of International College Students: A Longitudinal Study
  • Correcting oral Mistakes
  • Language Learning Strategies Past-Present: Where We Are as a Field
  • Negotiating Literacy in L2 Writing Tutorials: Affording/Denying Learning Opportunities
  • Principles for Effective and Rigorous Classroom Assessment in Adult ESL
  • Ways to Increase Our Students’ Confidence in Speaking and Listening
  • Teaching Inferencing and the Language of Certainty for Text-Based Claims
  • Re-orienting professional development in community-based adult ESL: A concept-based approach
  • Ridding EL Programs of Othering Practices
  • Developing Global and Intercultural Perspectives through Oral Academic Communication
  • Pronunciation Training and Oral English Improvement Among Adult ESL Beginners
  • Best Assess that Vocab Mess
  • Several butterflies in one net: Innovating Literacy, Spelling and Vocabulary.
  • Designing ESP Curricula at the Professional School Level
  • Jumpstart for Success: Virtual and Traditional Classroom Adaptations
  • In Kahoots: Studying a Gamification App that Brings Students Together
  • Achieving Learner Autonomy through Blended Language Learning in Pakistan
  • Culturally Sustaining Performing Arts Pedagogies in Low-Resource Contexts
  • Religious Text as Linguistic Capital: Missing Opportunities for ESL Teachers
  • Shaping English Language Instruction to the Vessel of Online Learning
  • How to be American: What Citizenship Textbooks Teach About Identity
  • Case Study: Administration and Operation of an L2 Conversation-Partner Program
  • The Study Buddy Map: An English Language Tutoring Tool
  • Language Learning Essentials: How and Why to Share With Learners
  • Providing Delayed Corrective Feedback on Students’ Spoken Production
  • The Dynamics of Peer Review in Adult ESL Writing Classrooms
  • Learning Through Mindfulness: Techniques to Reduce Anxiety and Empower Students
  • Turning Negative Transfer Into a Positive in the Classroom
  • Using Video as a Tool for Teacher Education
  • The affordances and pitfalls of gamification in online EFL instruction
  • Pathways: Collaborative Ways to Deliver Successful University Content Courses
  • Designing a Whole-Class Approach to Supporting English Learners
  • What School Leaders Need to Know to Support ELs
  • L2 Writers Online: Instructor Preparation and Teaching Strategies
  • Critical Incident Reflection to Inform Instructional Decision-Making for Diverse Learners
  • Flipped Learning activities with smartphones, tablets and laptops
  • Practicing What We Preach and Preaching What We Practice
  • The Plot Thickens: Creating Books about Books to Motivate Readers
  • Vocabulary: Using Online Resources for Practice and Materials Development
  • Navigating Around Communication Breakdowns: Teaching Strategies for the ESL Classroom