Future-Proof Competencies: The Soft Skills Students Need for Employment
Based on what current research indicates as being instrumental for young people seeking to achieve success in their professional and personal lives, this session focuses on how students can be enabled to develop the new competencies that are increasingly recognised as vital by employers and societies around the world.
Daniel Xerri, University of Malta, Msida, Malta
Moving Beyond Inclusion: Bearing Witness to the Forced Migration Experience
From pre- to postresettlement, survivors of forced displacement of all ages endure overlapping and often preventable experiences of exclusion and trauma. Drawing on three decades of research and outreach, this session discusses ways allyship and inclusion impose nuances of otherness and inherent power dynamics, and methods to realign inclusion.
Stacy Brown, Refugees Forward, Oklahoma City Public Schools, Oklahoma City, OK, United States
Reframing the Conversation: Achievement Gap or Cultural Dissonance?
This presentation introduces the mutually adaptive learning paradigm. MALP is a culturally responsive-sustaining pedagogical approach that supports students who prefer oral transmission as a learning process, who bring a collectivistic world view to their participation in schooling, and who, as a result, experience extreme cultural dissonance in formal educational settings.
Helaine Marshall, Long Island University–Hudson, Purchase, NY, United States
Turning to Wonder: Culture, Self, and "Other" in Stressful Times
Have the past 2 years left you adrift in a world you used to know? In this presentation, a veteran ESOL teacher and anthropologist suggests how the ethnographic method and wisdom from other cultures can help us find wonder at work, in our classrooms, and in our personal lives.
Mary Peacock, Dallas College, Dallas, TX, United States
Dogme ELT Comes of Age
It's 21 years since Dogme ELT was launched (by analogy with the film movement of the same name) as a corrective against an overreliance on material resources in L2 teaching. So, how has it fared, and what has happened since then that might lend support to such an approach?
Scott Thornbury, Independent, Barcelona, Spain
Rendering the Invisible Visible in Our Classrooms and Beyond?
The ideologically rooted fallacies of "neutral" teaching of the English language—and which English are we talking about?—have had a long history with the intereffecting dynamics of language use, racialized identities, societal and historical contexts, cultural ascriptions, and positionalities in English language learning classrooms being microcosms of society.
Christian Chun, University of Massachusetts Boston, Boston, MA, United States
Adapting Assessment for Language Skills for the 21st Century
With "deeper learning" and "21st-century skills" now buzzwords in education, let's review how language is taught and assessed. How do we move from testing the four skills of reading, writing, listening, and speaking to incorporating 21st-century skills into language courses and effectively measuring mastery of these?
Khanh-Duc Kuttig, University of Siegen, Siegen, Germany
Equity Through the Content, Language, and Literacy Integration Framework
This session presents a planning approach that facilitates the seamless integration of content, language, and literacy while leveraging students' fluid language practices. It provides teachers a lens for planning academic language use students need to express their content standard understandings. Examples of oracy, reading, writing, and metalanguage in the content areas are addressed.
Sandra Mercuri, Sandra Mercuri Educational Consultants, Houston, TX, United States
Language of Power or White Hegemony?: Raciolinguistics and Academic Literacy
Long-held beliefs that academic communications in higher education should follow the conventions of "standard" English(es) are increasingly being challenged. This session explores the tensions involved in efforts to disrupt the dominance of "standard" English(es). It draws on theoretical and practical understandings from racial justice research and considers teaching implications.
Mary Jane Curry, University of Rochester, Rochester, NY, United States
TESOL and the Three Cs: Compassion, Courage, and Criticality
In this session, participants discuss the rationale and research underlying positive language education, which is a sustainable dual-strand approach to teaching language and life skills simultaneously. The focus lies on practical ideas for teaching with compassion, courage, and criticality in TESOL to enhance individual and collective well-being and social equity.
Sarah Mercer, University of Graz, Graz, Austria