Challenging Standardizing Language Ideologies and Practices in Multilingual Writing
This panel offers a semistructured forum for dialogue about ways we can challenge standardizing movements in ELT. The focus of the discussion is on how we can design and foster environments for multilingual writing creativity and hybridization.
Primary Interest Section: Bilingual-Multilingual Education
Clara Bauler, Adelphi University, New York, NY, United States
María Rosa Brea, New York University, New York, NY, United States
JPB Gerald, Hunter College, New York, NY, United States
SunYung Song, Athens State University, Athens, AL, United States
Zhongfeng Tian, The University of Texas at San Antonio, San Antonio, TX, United States
From Gate-Keepers to Advocates: Paradigm Shifts in ITA Program
This academic session addresses ITA programs' efforts to move away from colonialist and deficit models, including research on raciolinguistic perspectives and language biases in students' and other stakeholders' attitudes to ITAs. Speakers offer approaches to reframe programs' goals and curricula to support ITAs without delegitimizing their Englishes and cultures.
Primary Interest Section: International Teaching Assistants
Cynthia DeRoma, Yale University, New Haven, CT, United States
Nicholas Subtirelu, Independent, Washington, DC, United States
J. P. B. Gerald, Hunter College–CUNY, New York, NY, United States
Stephen Looney, The Pennsylvania State University, University Park, PA, United States
Vijay Ramjattan, University of Toronto, Toronto, ON, Canada
Scaffolding Multilinguals' Learning in Mathematics, Science, and Literacy Lessons
This panel analyzes typical activities from mathematics, science, and English language arts lesson plans for their efficacy in supporting multilingual learners. Though some theoretical frameworks are presented, the focus of the discussion is on curating a collection of practical strategies to support and scaffold multilinguals' learning in content-area classes.
Primary Interest Section: Pre-K–12
Mary Soto, California State University, East Bay, Hayward, CA, United States
Gina Borgioli Yoder, Indiana University–Purdue University Indianapolis, Indianapolis, IN, United States
Derek Braun, Columbus City Schools, Columbus, OH, United States
From Responsibility to Practice: Dis/ability and Equity in ELT
This panel looks at dis/ability through the lens of social responsibility as a way to (re)think pedagogical and assessment practices. This topic is explored through four presentations, sharing perspectives on disability as a social responsibility, applying linguistics to disabilities studies, equity and assessment, and critical pedagogy.
Primary Interest Section: Social Responsibility
Ethan Trinh, Georgia State University, Atlanta, GA, United States
Luis Javier Pentón Herrera, University of Warsaw, Warsaw, Poland
Patricia Friedrich, Arizona State University, Tucson, AZ, United States
Laurene Christensen, WIDA, University of Wisconsin-Madison, Madison, WI, United States
James Mitchell, WIDA, University of Wisconsin-Madison, Madison, WI, United States
Caroline Torres, Kapiʻolani Community College, Honolulu, HI, United States
Preparing TESOL Professionals to Be Teacher Leaders
Now, more than ever, ESL teachers are called to support ELs beyond the English language classroom. Unfortunately, few teachers have the leadership preparation needed to do so. This panel presents examples of teacher leadership development in the areas of policy, coaching, PD delivery, strategic planning, and curricular design.
Primary Interest Section: Teacher Educator
Michelle Benegas, Hamline University, St. Paul, MN, United States
Kate Reynolds, Central Washington University, Ellensburg, WA, United States
James Whiting, Plymouth State University, Plymouth, NH, United States
Suzanne Panferov, University of Arizona, Tucson, AZ, United States
Social-Emotional Learning Supportive Classroom Management
Melissa Ferro, PhD, and Deany Goode, MA, moderate a panel of Higher Education Interest Section (HEIS) members in a discussion about social-emotional learning and supportive classroom management to inform and support colleagues in the future of our profession.
Primary Interest Section: Higher Education
Deany Goode, Metropolitan Community College Kansas City-Penn Valley, Kansas City, MO, United States
Melissa Ferro, The University of Texas at Austin, Austin, TX, United States
Allison Yasukawa, California College of the Arts, San Francisco, CA, United States
Collin Blair, Lansing School District, Lansing, MI, United States
Klára Lancová, Charles University, Prague, , Czech Republic
Peggy Semingson, The University of Texas at Arlington, Arlington, TX, United States
Intersections of Interculturality and Multimodality: Perspectives and Possibilities
In the face of a global pandemic, the need for equitable and socially just intercultural communication and language education through multiple modes beyond language has never been greater. This session brings together researchers who explore how nontraditional modes of expression can empower students in their additional language and intercultural development.
Primary Interest Section: Intercultural Communication
Roxanna Senyshyn, The Pennsylvania State University, Abington College, Abington, Pennsylvania, PA, United States
Yilin Sun, Seattle Colleges, Seattle, WA, United States
Amir Kalan, McGill University, Montreal, QC, Canada
Andrea Lypka, University of South Florida, Tampa, FL, United States
Chi Rehg, University of South Florida, Tampa, FL, United States
Christy Williams, University of South Florida, Tampa, FL, United States
Leanne Rempel, University of Toronto, Toronto, ON, Canada
Zahra Safdarian, University of Toronto, Toronto, ON, Canada
Dania Wattar, University of Toronto, Toronto, ON, Canada
Emmanuelle Le Pichon, University of Toronto, Toronto, ON, Canada
Building Critical Thinking Skills in ESP Contexts
Critical thinking enables students to process complex information, solve problems, and make important decisions. Panelists from a range of ESP settings share experiences building critical thinking skills to help students succeed in specialized areas. Approaches to integrating development of higher order thinking skills into ESP curricula are discussed.
Primary Interest Section: English for Specific Purposes
Pamela Dzunu, Independent, Carrickfergus, Northern Ireland, , United Kingdom
Alan Orr, Embry-Riddle Aeronautical University, Daytona Beach, FL, United States
Neil Bullock, EnglishPlus Language Consultancy, Lausanne, , Switzerland
Hamidreza Moeiniasl, University of Toronto, Toronto, ON, Canada
Tarana Patel, LearnEd LLC, Los Angeles, CA, United States
Innovations, Challenges, and Possibilities: Teacher Agency in EFL Settings
The crucial role of teachers in the delivery of EFL programs at all stages has been examined in the relevant research. This presentation revisits teacher agency in response to challenges posed by the pandemic. EFL teacher agency is highlighted in assessing the possibilities and innovations at individual teacher levels.
Primary Interest Section: English as a Foreign Language
Muhammad Kamal Khan, Allama Iqbal Open University, Islamabad, Pakistan
Turki Alsolami, King Abdulaziz University, Jeddah, , Saudi Arabia
Shahid Abrar-ul-Hassan, Yorkville University, New Westminster, BC, Canada
Nadia Idri, University of Bejaia, Bejaia, Algeria
Jiyoung Bae, Kongju National University, Gongjusi, Korea, Republic of
Reimagining English Teaching and Learning Through Gameplay
The role of gaming has evolved during the pandemic with the rise of classroom gaming during virtual learning. This colloquium presents four speakers with insights on gaming trends, research, and pedagogies to help expand our English teaching practices through gameplay in HTML5, 3D RPG, AR/VR, and existing commercial games.
Primary Interest Section: Computer-Assisted Language Learning
Jeff Kuhn, Ohio University, Athens, OH, United States
Howard Hao-Jan Chen, National Taiwan Normal University, Taipei, Taiwan
James York, Tokyo Denki University, Tokyo, Japan
Carolyn Blume, Technical University Dortmund, Dortmund, Germany
Improving L2 Vocabulary and Reading Skills in K–12
This session links practical and theoretical approaches to vocabulary and reading skills learning and instruction with young learners. The presenters discuss issues such as educational policies at institutional and national levels, best instructional practices, and promoting learner engagement in varied and diverse contexts in K–12 in EFL and ESL settings.
Primary Interest Section: Reading and VocabularyLuciana de Oliveira, Virginia Commonwealth University, Richmond, VA, United States
Persida Himmele, Millersville University, Millersville, PA, United States
William Himmele, Millersville University, Millersville, PA, United States
Development and Validation of Aviation and Medical English Assessments
Panelists discuss issues of developing and validating aviation and medical English assessments. This session features enriched discussions on ESP test development and validation necessarily entailed with undertaking risk management, exploring the relationships among constructs, standards and contexts, and conducting systematic needs analysis for assessment task and rubric development.
Primary Interest Section: Applied Linguistics
Jennifer Roberts, Embry-Riddle Aeronautical University, Daytona Beach, FL, United States
Angela Garcia, Carleton University, Ottawa, ON, Canada
Brigita Séguis, University of Cambridge, Cambridge, United Kingdom
Jirada Wudthayagorn, Chulalongkorn University, Bangkok, Thailand
ELs With Dis/abilities: An Asset-Focus and Universal Design
This academic panel explores views of dis/ability and the intersection of language learning and supporting language learners. These topics are discussed by three panelists, focusing on specific learning disabilities and the language learning and cognitive effects, techniques for classroom support, and universal design for learning as an inclusive framework.
Primary Interest Section: Supporting Students With Disabilities
Rosa Dene David, University of British Columbia, Vancouver, BC, Canada
Caroline Torres, Kapiʻolani Community College, Honolulu, HI, United States
Judith Kormos, Lancaster University, Lancaster, United Kingdom
Anne Margaret Smith, ELTwell, Lancaster, United Kingdom
Loui Lord Nelson, The UDL Approach, Indianapolis, IN, United States
Effective Program Adaptations in a Postpandemic World
Administrators and faculty from a variety of contexts share how their programs incorporated new pandemic practices and lessons learned into the 2021–2022 academic year. Presenters discuss changes made, successes and challenges, and future implications/recommendations.
Primary Interest Section: Program Administration
Brad Teague, Duke University, Durham, NC, United States
Pamela Smart-Smith, Virginia Tech, Blacksburg, VA, United States
Adil Bentahar, Univeristy of Delaware, Newark, DE, United States
Jeanne Beck, Iowa State University, Ames, IA, United States
Gary Ockey, Iowa State University, Ames, IA, United States
Jacqueline Record, California State University, Long Beach, Long Beach, CA, United States
Mike Ennis, Free University of Bozen-Bolzano, Bozen-Bolzano, Italy
Methods and Implementation of L2 Speaking and Pronunciation Assessment
L2 speaking and pronunciation assessment are regularly integrated into both teaching and research. When preparing classroom tasks or research projects, a range of assessment options are available. This session equips attendees with knowledge that supports alignment of assessment goals with desired outcomes in a valid and reliable way.
Primary Interest Section: Speech, Pronunciation, and Listening
Alyssa Kermad, California State Polytechnic University, Pomona, Pomona, CA, United States
Daniel R. Isbell, University of Hawaiʻi at Mānoa, Honolulu, HI, United States
Valeria Bogorevich, Arizona Western College, Yuma, AZ, United States
Dealing With Tensions as TESOL Practitioners or Teacher-Scholars
Linguistic stratification and discrimination in diverse societies could be barriers to status, legitimacy, and adequate employment opportunities for NNESTs. How do these barriers intersect with social justice? How do NNEST leaders address them? What contextual factors contribute to those barriers? How can we advocate for and support those TESOL practitioners?
Primary Interest Section: "Nonnative" English Speaker Teachers
Bedrettin Yazan, University of Texas, San Antonio, San Antonio, TX, United States
Zia Tajeddin, Tarbiat Modares University, Iran
Forging Inclusive Paths in Social and Emotional Programming
Though social and emotional learning (SEL) is gaining attention in education, providing support for emergent ELs can be challenging. Well-intentioned curricula glosses over linguistic and cultural differences. In this session, experts discuss barriers and solutions to help promote safe, connected, and inclusive learning experiences for ELs.
Primary Interest Section: Refugee Concerns
Christina Cipriano, Yale University, New Haven, CT, United States
Cynthia Reyes, University of Vermont, Burlington, VT, United States
Larbi Ghemari, University of Vermont, Burlington, VT, United States
Sherry MacKay, Transformational Learning Communities, Riverside, CA, United States
Brenda Perez Mendoza, Illinois ASCD, Chicago, IL, United States
Research-Guided Materials Development
This session discusses considerations, context, and needs in the development of ELT materials, then introduces current research of language teaching, applied linguistics, and L2 acquisition. Following, presenters provide a framework to help overcome emotional learning challenges in academic contexts and best practices of language education into printed materials.
Primary Interest Section: Materials Writers
Lisa Horvath, Independent, Hungary
Kirti Kapur, National Council of Educational Research and Training, New Delhi, India
Beatrix Burghardt, Indiana University, IN, United States
Richard Silberg, U.S. Department of State English Language Programs, DC, United States
Genre-Based Writing Instruction Across L2 writing Contexts
This panel explores genre across a variety of L2 writing contexts, including higher education, IEP, EFL, and K–12. Panelists discuss how genre-based pedagogies have been effectively implemented in their unique contexts, as well as the challenges teachers still face with genre-based writing instruction and how they might be better supported.
Primary Interest Section: Second Language Writing
Ann Johns, San Diego State University, San Diego, CA, United States
Christine Tardy, University of Arizona, Tucson, AZ, United States
Nigel Caplan, University of Delaware, Wilmington, DE, United States
Silvia Pessoa, Carnegie Mellon University, Doha, Qatar
Luciana de Oliveira, Virginia Commonwealth University, Richmond, VA, United States