PCI 7 Coaching Across Cultures: Collaborative Planning and Classroom Observation
How can classroom observation build trust rather than judgment? Whether supporting teachers across cultures, schools, or roles, the challenge is how to guide growth. This interactive workshop helps teacher educators, coaches, and teacher leaders practice a support cycle for planning conversations, evidence-based observation, reflective dialogue, and actionable next steps.
Presenters: Yichung Huang
PCI 8 Developing Critical Language Awareness in Pre-Service Teacher Education: A Workshop
This interactive workshop aims to equip teacher educators with strategies to enhance pre-service teachers' language awareness. Focused on the roles of language user, analyst, and teacher, participants will engage in hands-on tasks and discussions to systematically integrate grammar, lexis, discourse, and pragmatics into teacher education.
Presenters: Khanh-Duc Kuttig, Miriam Moore, Aimee Schoonmaker & Bridget Schvarcz
PCI 9 Inside Out: Building a Sustainable Toolkit for Resilient, Trauma-Informed Teaching
Educators face increasing stress while supporting learners affected by trauma, adversity, and change. This interactive workshop explores trauma-informed, resilience-oriented practices that promote educator well-being and student success. Participants will develop practical strategies for self-regulation, compassionate communication, psychological safety, and creating sustainable, trauma-responsive learning environments.
Presenters: Mary Scholl & Kim Carroll
PCI 10 Their Stories Are Not Symptoms: Humanizing Curriculum through Refugee Narrative Knowledge
This workshop invites language educators to move beyond labels such as “traumatized,” “behind,” “limited English,” or “interrupted schooling” and instead approach students from refugee backgrounds as knowledge holders. Drawing from refugee narrative knowledge, the session introduces five forms of expertise students often carry: survival knowledge, language knowledge, cross-world knowledge, pathmaking knowledge, and aspirational knowledge. Participants will examine how trauma discourse, when used alone, can reduce students to symptoms rather than recognizing their full humanity, histories, languages, and strengths. Through reflection, discussion, and classroom-based scenarios, educators will practice identifying the knowledge embedded in students’ stories and designing language-learning practices that build from what students carry. The workshop argues that healing begins not by ignoring trauma, but by refusing to see students only through trauma. To support students fully, educators must recognize them first as whole human beings, knowledge holders, and contributors to the classroom community.
Presenters: Fatima Aldajani & Yacoub Aljaffery
