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2021 Global English Education China Assembly

  • Date: 22 July 2021
  • Location: Hangzhou, China
  • Address: Hangzhou International Expo Centre

TESOL 600X200

22-25 July 2021, Hangzhou, China

Organized by China Daily in partnership with TESOL International Association, Shanghai International Studies University and Hangzhou Municipal Government, 2021 Global English Education China Assembly is a high-level international English Language Teaching event in China. This is a high-level international English Language Teaching (ELT) event in China that is designed to promote cross-cultural understanding among English educators in both China and other countries.

This year, the Global English Education China Assembly will be held in Hangzhou, China from 22-25 July 2021. 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.

For more details regarding the Assembly and to register for the event, please visit https://tesol.i21st.cn/2021/.

Keynote Presentations

Fundamentals of Language Acquisition

We acquire language and develop literacy in only one way: When we understand what we hear and what we read. Optimal input is not only comprehensible, but also interesting to ensure that we will pay attention to it. It is rich in language, which aids interest and comprehension, and there also is a substantial amount of it. Stephen Krashen presents some of the research supporting the idea of “optimal input” and the limits of grammar study.

He also discusses two ways of providing optimal input, based on the work of Beniko Mason: story-listening and guided self-selected reading. The goal is to bring students to the point where they can improve on their own.
Stephen Krashen_2 Stephen Krashen has published more than 500 articles and a dozen scholarly books in the fields of literacy, language acquisition, neurolinguistics, and bilingual education.  He is the most frequently cited scholar in the field of language education.   

Preparing Teachers of Young Learners of English: Examples of Promising Practices in Literacy Instruction

This keynote provides examples of promising practices used by teachers of young learners of English at the elementary school level in the United States. These practices draw on students’ backgrounds and experiences while also expanding their repertoires in the English language. Luciana C. de Oliveira demonstrates how these promising practices in literacy instruction foster linguistic, literate, and cultural multilingualism and describes ways in which teachers can promote learning through language and learning about language.
Luciana
Luciana C. de Oliveira is associate dean for academic affairs and professor in the School of Education at Virginia Commonwealth University in Richmond, Virginia, USA. Her research focuses on issues related to teaching multilingual learners at the elementary and secondary levels. Dr. de Oliveira as president of TESOL International Association (2018–2019) and as a member of the Board of Directors (2013–2016).

Reexamining the Grammar Feedback and Assessment in Writing Instruction

Many language teachers argue that impeccable grammar is important for academic and professional communication and believe that grammar feedback and assessment are essential in helping students achieve their learning goals. In this presentation, Paul Kei Matsuda—an internationally renowned expert on second language writing—examines the common assumptions behind grammar feedback and assessment and suggests balanced and productive ways of using grammar feedback and assessment that can facilitate students’ language and writing background. 
Paul Kei Matsuda Paul Kei Matsudais professor of English and director of second language writing at Arizona State University, USA. He is founding chair of the Symposium on Second Language Writing and former president of the American Association for Applied Linguistics. He has published widely on issues related to language, writing, and identity. A sought-after speaker, he has given keynote and plenary talks as well as lectures and workshops in various countries and regions, including many parts of China.

AI and Language Learning – How can Educators Leverage the Technology to Support Learners?

Most people in countries where modern technology is widely used will be interacting with Artificial Intelligence (AI) through its many practical applications in computers that have visual capabilities, that can learn, solve problems, make plans, and understand and produce natural language, both spoken and written. In this presentation, Rosemary Luckin will explore how AI is relevant to Language Learning, what AI can contribute to teaching and learning to help students and educators progress their understanding and knowledge more effectively, and how language learning educators can become AI Ready.

 rose100image Rosemary Luckin is Professor of Learner Centred Design at UCL Knowledge Lab. Her research involves blending theories from the learning sciences with techniques from Artificial Intelligence. She is author of Machine Learning and Human Intelligence: the future of education in the 21st century (2018); director of EDUCATE Ventures Research Limited, a London accelerator for educational technology start-ups; president of the International Society for AI in Education; co-founder of the Institute for Ethical AI in Education; member of the UK Office for Students Horizon Scanning panel; adviser to the Topol review into the NHS workforce; one of the 20 most influential people in Education (Seldon List 2017). 

Social and Cultural Dimensions of Language Teaching, Learning, and Use

Second language learning involves much more than the accumulation of linguistic knowledge and the ability to put that knowledge to use in oral or written communication, although that is certainly very important. In this presentation, Patricia Duff considers social and cultural aspects of language teaching, learning, and use; current theoretical orientations to this topic; and implications for language education. 
Patsy Duff Patricia (Patsy) Duff is professor of applied linguistics and associate dean of research in the Faculty of Education at the University of British Columbia, Canada. She is also president of the American Association for Applied Linguistics (2021–22). Her teaching, research, lectures, and publications are related to language teaching, learning, socialization, and use across a range of formal and informal multilingual contexts worldwide, as well as contemporary theories and research methods in applied linguistics. 

Questions?

Contact: proposal@i21st.cn