Unless indicated, otherwise, sessions are presented at the TESOL 2022 Convention in Pittsburgh, Pennsylvania. The times and locations for sessions will be listed in the TESOL 2022 Convention Program and in the online itinerary planner. Prerecorded presentations are available on the virtual convention platform. All in-person convention attendees will have access to the virtual convention platform.

Problematizing the Problem: Approaches to a Multicultural and Multilingual Classroom

Panelists from their respective approaches, including world Englishes, culturally responsive teaching, and translingualism, discuss the challenges teachers face related to the linguistic and cultural diversity in classrooms. They also present ways of managing those tensions and how to facilitate and maximize the learning experiences of emergent bi/multilinguals.

Primary Interest Section: Applied Linguistics

Secondary Interest Section: Teacher Education

 

Christopher Jenks, Aalborg University, Aalborg, Denmark

M'Balia Thomas, University of Kansas, Lawrence, KS, United States

Tabitha Kidwell, American University, Washington, DC, DC, United States

Polina Vinogradova, American University, Washington, DC, DC, United States

Brooke Schreiber, Baruch College–CUNY, New York, NY, United States  

Reimagining Translingual Pedagogy in Multilingual Reading Instruction and Assessment
(prerecorded presentation)

Drawing upon their own experience as linguists and educators who work with multilingual students in different regions of the world—the United States, Israel, and Singapore—panelists discuss how teachers integrate translanguaging practices in instruction and assessment to promote bi/multilingualism and advance a social justice agenda.

Primary Interest Section: Bilingual-Multilingual Education

Secondary Interest Section: Reading and Vocabulary

 

Clara Bauler, Adelphi University, New York, NY, United States

Nothing About Us Without Us: Education, Leadership, Advocacy, and Community
(prerecorded presentation)

Misconceptions and preconceptions of forcibly displaced individuals and populations permeate decision-making in education, research, outreach, policy planning, and all aspects of public service. Attendees learn about root causes and critical needs and gain strategies for addressing challenges and empowering students and families from leaders who have experienced migration.

Primary Interest Section: Pre-K–12

Secondary Interest Section: Refugee Concerns

 

Haneen Hasan, American Youth Academy, Temple Terrace, FL, United States

Lallia Allali, San Diego Unified School District, San Diego, CA, United States

Alia Hadid, Rhode Island College, Providence, RI, United States

An Exploration of the Barriers NNESTs Face in TESOL
(prerecorded presentation)

NNESTs face barriers when they seek employment around the world. Recently, NNESTs' education and experience started to be valued, but they still encounter an array of hurdles in their personal and professional contexts. This panel explores barriers faced by NNESTs in the field of ESL/EFL inside and outside the United States.

Primary Interest Section: Social Responsibility

 

Fares Karam, University of Nevada, Reno, NV United States
Khawla Dwikat, University of Jordan, Amman, Jordan
Vesna Dimitrieska, Indiana University, Bloomington, IN United States
Rashi Jain, Montgomery College, Rockville, MD United States

 

Teacher's Leadership Through Advocacy

Global EL teachers lead in the development of policy and programs through advocacy. In this discussion, panelists discuss (1) teachers leading through advocacy, 2) teachers' well-being from the purview of advocacy and social responsibility, and (3) teachers leading to engage actions despite political and academic restrictions.

Primary Interest Section: Teacher Educator

Secondary Interest Section/Affiliate Network: Social Responsibility and the Affiliate Network

 

Heather Linville, University of Wisconsin-LaCrosse, LaCrosse, WI, United States

Sarah Mercer, University of Graz, Graz, Austria

George Kormpas, Al Yamamah University, Riyadh, , Saudi Arabia

James Whiting, Plymouth State University, Plymouth, NH, United States

Keeping a Balance Between the Needs of Students and Faculty
(prerecorded presentation)

ESL program administrators in higher education try to balance the needs of students and faculty. During the pandemic, administrators supported both groups with remote versus in-person learning, different time zones, technology, and course scheduling. Panelists discuss these areas in their own programs and invite participants to share their experiences.

Primary Interest Section: Higher Education

Secondary Interest Section: Program Administration

 

Maria Ammar, Salt Lake Community College, Salt Lake City, UT, United States

Pamela Smart-Smith, Virginia Tech, Blacksburg, VA, United States

Brad Teague, Duke University, Durham, NC, United States

Angela Hakim, King's College London, London, United Kingdom

Jennifer Despain, North Carolina State University, Raleigh, NC, United States
Rosario Giraldez, Alianza Cultural Uruguay, Montevideo, Uruguay

English L2 Writing in Specific Contexts: Lessons Learned During COVID-19

Using technical language is challenging, especially when certain fields require production of complex writing. Teaching L2 learners navigating high expectations of their fields is challenging under normal circumstances; during a pandemic, new challenges arise. Panelists from TESOL's ESP Interest Section and SLW Interest Section present how they overcame pedagogical challenges during COVID-19.

Primary Interest Section: English for Specific Purposes

Secondary Interest Section: Second Language Writers

 

Nell Novara, Northwestern University, Chicago, IL, United States

Karen Schwelle, Washington University in Saint Louis, St. Louis, MO, United States

Shelley Saltzman, Columbia University, New York, NY, United States

Sharon Cavusgil, Georgia State University, Atlanta, GA, United States

Assessing ELs in Postpandemic Education

The pandemic has led to lasting effects on ELT communities and practices worldwide. Analyzing how language teaching programs can best respond to the new pedagogical realities of postpandemic education is critical. This session focuses on assessment practices in specific and general purpose English language education in different contexts.

Primary Interest Section: English as a Foreign Language

Secondary Interest Section: English for Specific Purposes

 

Shahid Abrar-ul-Hassan, Yorkville University, New Westminster, BC, Canada

Wenwen Tian, Northwestern Polytechnical University, Xi'an, China, People's Republic of

Marvin Hoffland, Carinthia University of Applied Sciences, Klagenfurt, Austria

Kevin Knight, Kanda University of International Studies, Chiba, Japan

Hatice Altun, Pamukkale University, Denizli, Turkey

Intercultural Communication and ITAs: A Two-Way Training Approach

Communication skills are needed between both ITAs and students, yet two-way training is seldom employed. A panel of ITAs join researchers as they share their training model; ITAs give their own perspectives. Participants consider ways to develop intercultural trainings for their own institutions.

Primary Interest Section: International Teaching Assistants

Secondary Interest Section: Intercultural Communication

 

Stephanie Lindemann, Georgia State University, Atlanta, GA, United States
Nicholas C. Subtirelu, Georgetown University, Washington DC, DC, United States
Soyoung Sarah Han, The Pennsylvania State University, State College, PA, United States
Kobe Ashley, Georgia State University, Atlanta, GA, United States
Saurabh Anand, University of Georgia, Athens, GA, United States
Ha Nguyen, North Carolina State University, Raleigh, NC, United States

Practical Approaches to Collaborative Online Learning

This panel highlights online pedagogies and technology to enhance learner engagement and collaboration in both synchronous and asynchronous settings. Speakers demonstrate how to use interactive tools such as GoReact and Jamboard, and the adaptation of multiple online platforms, collaborative assignments, and video-based collaborative activities to augment online engagement.

Primary Interest Section: Computer-Assisted Language Learning

Secondary Interest Section: International Teaching Assistants

 

Jane Chien, National Taipei University of Education, Taipei, , Taiwan Contact person only

Katya Arshavskaya, Utah State University, Logan, UT, United States Presenter

Morag (Mo) Burke, Georgia Institute of Technology, Atlanta, GA, United States Presenter

Haley Dolosic, Washington University in St. Louis, St. Louis, MO, United States Presenter

Online Resources for Reading Fluency and Vocabulary Building

With myriad resources now available online, the classroom teacher might have a hard time separating the wheat from the chaff. Finding material that meets the needs of one's own students need not be a matter of trial and error. This colloquium presents four speakers to help you make effective choices.

Primary Interest Section: Reading and Vocabulary

Secondary Interest Section: Computer-Assisted Language Learning

 

Derek Hansen, Brigham Young University, Provo, UT, United States

Thomas Robb, Extensive Reading Foundation, Japan

Hetal Ascher, Dulwich College, Beijing, China, People's Republic of

Charles Browne, Meiji Gakuin University, Tokyo, Japan

 

Adapting Open Educational Resources for Intercultural Learning

In this presentation, panelists describe the need for high-quality and relevant intercultural learning materials in EFL textbooks, how open educational resources can help meet that need, and their experiences in adapting open educational resources for intercultural learning.

Primary Interest Section: Intercultural Communication

Secondary Interest Section: Material Writers

 

Najma Janjua, Kawasaki Medical School, Kurashiki City, Japan

Kendra Staley, American Councils for International Education, Samarkand, Uzbekistan

Amina Douidi, University of Southampton, Southampton, United Kingdom

Sharon Tjaden-Glass, Sinclair Community College, Dayton, OH, United States

Ramin Yazdanpanah, Full Circle Language Learning, Tallahassee, FL, United States

Dis/ability and the Global South: Lessons From the Field
(prerecorded presentation)

This panel discusses what it means to have a dis/ability outside of predominantly Western scholarship, which often fails to address experiences in World-English contexts. Panelists look at the work of scholars across four continents to highlight the ways in which disability, inclusion, and ELT are addressed.

Primary Interest Section: Supporting Students With Disabilities

Secondary Interest Section: English as a Foreign Language

 

Rosa Dene David, University of British Columbia, Vancouver, BC, Canada

Brenda Bernaldez, Teach for Mexico, Mexico City, Mexico

Eugenia Dell’Osa, Glasgow College, Buenos Aires, Argentina

Salimata Bocoum, Sight Savers, Senegal

Kirti Kapur, National Council of Educational Research and Training, New Delhi, India

Asma Batool, Ajyal Center for Comprehensive Education & Life Skills, Dhahran and Arizona, Saudi Arabia

Alaa Zaza, Chemonics International, Washington DC, United States

Assessment Concerns of Pre-K–12: Guidance for Educators and Administrators
(prerecorded presentation)

ELs are labeled "at risk" and face continuous assessments that impact their development, mental health, and social and academic journeys. This session offers educators and administrators a comprehensive guide to current assessment issues, including strategies to address disproportionality, equity, and validity as well as tools for placement, teaching, and learning.

Primary Interest Section: Program Administration

Secondary Interest Section: Pre-K-12

 

Annela Teemant, Indiana University-Purdue University Indianapolis, Indianapolis, IN, United States

Ester de Jong, University of Florida, Gainsville, FL, United States

Fran Herbert, ASHA, Colorado Springs, CO, United States

Lynda Espinoza Idle, Colorado TESOL, Denver, CO, United States

Stacy Brown, Refugees Forward, Office of Refugee Resettlement Contractors, Oklahoma City, OK, United States

 

The Trickle-Down Problem: Pronunciation From Teacher Education to the Classroom

Teaching pronunciation is often considered an implicit part of social, oral language instruction. Instructors may not feel confident or have the knowledge to incorporate pronunciation into skills-based or content-based language instruction. The presenters explore reasons for this and share examples of application of pronunciation instruction in the teacher education classroom.

Primary Interest Section: Speech, Pronunciation, and Listening

Secondary Interest Section: Teacher Educator

 

Kate Mastruserio Reynolds, Central Washington University, Ellenburg, WA, United States

Mara Haslam, Stockholm University, Stockholm, Sweden

Jennifer A. Foote, University of Alberta, Edmonton, AB, Canada

Catherine E. Showalter, Northeastern University, Boston, MA, United States

Khanh-Duc Kuttig, University of Siegen, Siegen, Germany

Discriminatory Hiring Practices Against NNEST: Practical and Ideological Concerns
(prerecorded presentation)

One of the challenges that NNESTs encounter is "nativeness superiority," which leads to discriminatory practices. This issue has both practical and ideological concerns. The point at stake is what can be done to achieve equality and eliminate discrimination in all its registers to have a better tomorrow for NNESTs all over the world.

Primary Interest Section: "Nonnative" English Speaker Teachers

Secondary Interest Sections: Social Responsibility & English as a Foreign Language

 

Sunyung Song, Athens State University, Athens, Greece

Bashar Al Hariri, University of Toledo, Ohio, OH, United States

Fatmeh Alalawneh, University of Toledo, Ohio, OH, United States

Araceli Salas, Benemérita Universidad de Puebla, Mexico, Mexico

Identifying and Advocating for Refugee Students With Disabilities

This panel focuses on identifying, supporting, and advocating for refugee and immigrant students with disabilities and their families. This topic is explored through different perspectives from panelists, including a focus on early childhood education and supporting families through the individualized education program (IEP) process.

Primary Interest Section: Refugee Concerns

Secondary Interest Section: Supporting Students with Disabilities

 

Maria Cioè-Peña, Montclair State University, Montclair, NJ, United States

Andrea Decapua, University of North Florida, Jacksonville, FL, United States

Maiko Hata, University of Oregon, Eugene, OR, United States

Jennifer Hurley, University of Vermont, Burlington, VT, United States

Developing Materials to Support ELs With Disabilities

This panel focuses on developing materials to support ELs with disabilities. This topic is explored through panelists delving deeper into the areas of using universal design for learning, leveraging a WIDA framework to identify access points for instruction, and reducing barriers in Japan for students with disabilities.

Primary Interest Section: Materials Writers

Secondary Interest Section: Supporting Students with Disabilities

 

Alexandra Burke, Gifu Women’s University, Gifu, Japan

Vitaliy Shyyan, Smarter Balanced Assessment Consortium, St. Paul, MN, United States

Davey Young, Sophia University, Tokyo, Japan

Madison Leech, Central Bucks School District, Doylestown, PA, United States

Kimberley Brown, Portland State University, Portland, OR, United States

Bringing in New Voices: The Affordances of Multimodal Writing Instruction

This panel explores the affordances of multimodal teaching across a variety of L2 writing contexts, including EAP and first-year composition. Panelists discuss the ecology of digital literacies and the effects on L2 writing instruction and share example tools and collaborations that support both teachers and students.

Primary Interest Section: Second Language Writing

Secondary Interest Section: Speech, Pronunciation, and Listening

 

Megan Siczek, The George Washington University, Washington, DC, DC, United States

M. Sidury Christiansen, The University of Texas at San Antonio, San Antonio, TX, United States

Ilka Kostka, Northeastern University, Boston, MN, United States

Doreen Ewert, San Francisco University, San Francisco, CA, United States