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TESOL International Association China Assembly

  • Date: 23 July 2019
  • Location: Hangzhou, China
  • Address: Hangzhou International Expo Centre

2019 TESOL China Assembly Banner_Resized2

English Education in China: A New Era, A Shared Vision
25-28 July 2019, Hangzhou, China

Organized by China Daily in partnership with TESOL International Association, Shanghai International Studies University and Hangzhou Municipal Government, TESOL International Association China Assembly is a high-level international English Language Teaching event in China. It aims to promote scholarship and cross-cultural understanding among English educators in China, and to enhance dialogue between China's ELT professionals with their peers worldwide.​

This year, the TESOL International Association China Assembly will be held in Hangzhou, China ​from 25-28 July 2019. The Assembly will have twelve themes of presentation and include of keynote speeches, featured presentations, panels, workshops and demonstrations​ and much more. Through interaction with leading experts in the field and opportunities for peer-to-peer network and knowledge sharing, the assembly provides ​attendees with practical, research-based ideas, strategies, and tools to facilitate on-going professional development among ELT professionals.

Proposal Submission Deadline: 15 May 2019
Registration Deadline: 15 July 2019

Keynote Presentations

Opening Keynote Presentation

The Case for Introducing Task-Based Language Teaching in Asian Primary Schools

Rod Ellis, Curtin University, Perth, Australia

The global importance of English has led a number of Asian countries to introduce English in the primary school despite the fact that there is no clear evidence that an early start results in higher levels of English proficiency. At the same time educational authorities in these countries have mandated the use of communicative language teaching - and, in particular, task-based language teaching (TBLT) - as the means for developing children’s communicative skills. I will begin by reviewing language policy in Asian primary schools. Then, after reviewing research on the relationship between age and second language acquisition, I will argue that if English is to be introduced at the elementary level, it is essential that a strong communicative approach, such as found in TBLT, is adopted as this is the approach most likely to develop the capacity to communicate confidently in English. I will also consider a number of misconceptions about TBLT that underlie the criticisms that have been directed at it. Finally, I will address a number of practical and structural problems that prevent the effective implementation of TBLT in primary schools in counties such as Japan.
Rod Ellis  Rod Ellis is currently a research professor in the School of Education at Curtin University in Perth, Australia. He is also a visiting professor at Shanghai International Studies University and an Emeritus Distinguished Professor of the University of Auckland.  He has recently been elected as a fellow of the Royal Society of New Zealand and has written extensively on second language acquisition and task-based language teaching. His most recent book is Reflections on Task-Based Language Teaching (2018) published by Multilingual Matters. 

Saturday Keynote Presentations

Imported Ideas, Professional Confidence and Using What You Know to Teach in English

Donald Freeman, University of Michigan, Ann Arbor, Michigan USA

This presentation examines three ideas that profoundly shape the work teachers do in their ELT classrooms: language proficiency, methodology, and classroom management. The presenter argues that these ideas are less than helpful to teachers than we have been led to think because they do not really belong to the classroom work of language teaching. Instead they are imported to define, and often to judge, what teachers ought to know and should do.  In their place, he will suggest a different perspective--the notion of professional confidence-- that is based on researching what language teachers do as they teach. I will define this particular type of confidence and examine the elements that make it up. I will make the argument that professional confidence is key to ‘effective’ classroom teaching and discuss what teachers can do to develop and sustain it in their teaching. 
Donald Freeman is professor of education, University of Michigan, where his work focuses on researching and designing ELT teacher learning at scale. He is a past TESOL president, past chair of TIRF, and senior advisor on the ELTeach Project (National Geographic Learning), which provides on-line professional development to ELT public-sector teachers worldwide. 

Providing Metacognitive Scaffolding to Students for Effective Learning of English as a Foreign Language

Lawrence Jun Zhang, University of Auckland, Auckland, New Zealand

In many foreign language classrooms, learners are faced with a deluge of information and many of them feel lost as they are unclear of the goals, processes, and strategies for optimizing their learning outcomes. Despite existing research on the role of metacognition in language learning, taking stock of this powerful concept in language teachers’ daily work with second/foreign language learners and providing learners with metacognitive scaffolding become an important pedagogical agenda. In this plenary keynote, I present an overview of the importance of metacognition, illustrating how a metacognitive perspective can contribute to our understanding of learners, learning tasks, and learning strategies for bringing to the fore the crucial role of metacognitive scaffolding in language classrooms. I describe several metacognitive scaffolding strategies that teachers might find useful in planning and execution of their lesson plans in order to help their students to enhance learning effectiveness and achieve higher levels of English proficiency. 

Lawrence Zhang
Lawrence Jun Zhang is Professor of Linguistics-in-Education and Associate Dean, Faculty of Education and Social Work, University of Auckland. As the sole “TESOL Award for Distinguished Research 2010” recipient, he has a particular interest in learner metacognition and has published over 100 articles/reviews/chapters on language learning and teaching. 

Closing Keynote Presentation

The 6 Principles®: The Foundation for English Language Teaching in China

Deborah J. Short, TESOL International Association, Arlington, Virginia, USA

This keynote presents an overview of TESOL’s The 6 Principles for Exemplary Teaching of English Learners® and the application of these 6 core principles to settings where English is taught as a foreign language. It describes the vision for English education, explains optimal conditions for second language learning, showcases effective instructional and assessment practices,  and discusses how to use 6 Principles for teacher development and program improvement. By implementing the 6 Principles in strategic ways, EFL teachers can create lessons that promote learner success.

Deborah Short
Deborah J. Short directs Academic Language Research & Training and provides professional development on academic literacy, content-based English, and sheltered instruction worldwide. She has directed research projects related to English learner education, co-developed the SIOP Model, and was lead writer for The 6 Principles book. She’s TESOL President-Elect (2019-20). 

Registration Information

Registration Fees

including materials, certificate, light snacks/beverages and lunches on 26-28 July

  • Early Registration Fee (before 15 May 2019) -  2​50 USD
  • Regular Registration Fee - ​300 USD 
​To register, please go to and click on 'Register'. 

  • Registration deadline: July 15, 2019. 
  • All payments are non-refundable and non-transferable.

Call for Proposal Submission

All proposals must be submitted online.  Mailed or faxed proposals will be not be accepted. If you have questions, e-mail


Wednesday, 15 May, 2019 12:00 pm EDT/ 24:00 pm GMT +08. To find the due date and time where you are, please click here. Proposals received after the deadline will not be considered. 

Submission Process

  • Visit Web site at "Call for Participation 2019 TESOL China Assembly."
  • Follow the instructions to submit your proposal.
  • After your proposal has been successfully submitted, you will receive a message confirming receipt of your submission online. You can also check the process in your registration account.
  • Do not mail or fax a duplicate copy of your proposal.
Click here to see a copy of the proposal rating rubric that the reviewers will use to score the proposals. 

Type of Session

Panel Discussion: 90-minute presentation+10-minute Q&A, 3–4 presenters
Multiple, short presentations and discussion on a current ELT issue focusing on practice, research, and/or advocacy. Proposals should include a synopsis of issue(s) and a plan for the topic and for each presentation (without listing presenters’ names). Panelists should be recruited prior to proposal submission.

Workshop: 90-minute presentation+10-minute Q&A, 1–6 presenters
Structured hands-on professional development activity tackling an issue or developing a specific teaching or research technique. Proposals should include session goals, a synopsis of the theoretical framework, and a description of workshop tasks and procedures. They should also provide interactive activities in which participants share information, participate in simulations, and/or create materials and action plans.

: 40-minute presentation+10-minute review/comment, 1 presenter
A session for presenter to demonstrate a teaching design, teaching method or tips etc. by using video equipment individually. Presenter may submit a written teaching design and a real class video clip as required.

Paper Presentation: 20-minute presentation+5-minute Q&A, 1–2 presenters
Oral presentations that may be delivered individually or as part of a group discussion. Presenters share their ideas, experiences, and perspectives gleaned from their research, practice, or policy background and/or focus. These sessions provide the audience with opportunities for participation and engagement, and they serve as springboards stimulating further discussion, dialogue, reflection, and action. 

Poster Session: 90 minutes, 1–2 presenters
A summary of an academically sound, scholarly or creative project presented in a visually engaging format, highlighting work through charts, graphs, maps, etc. Proposals should include the main topic(s) and description of the visual display. Presenter(s) should plan on short, informative discussions with convention attendees throughout the entire poster session.

Submission Requirements

Presenters are encouraged to submit and present all in English, including:
  • Session Title (10 words max)
  • Session Summary (50 words max)
  • Session Description (500 words max)
  • Presenter(s) Bio Summary (50 words each presenter)
If you have questions, e-mail