_{The following sessions are prerecorded. The times for the live text-based Q and A with presenters will be listed in the TESOL 2022 Convention Program and in the online itinerary planner.} 

Challenging Standardizing Language Ideologies and Practices in Multilingual Writing

This panel offers a semistructured forum for dialogue about ways we can challenge standardizing movements in ELT. The focus of the discussion is on how we can design and foster environments for multilingual writing creativity and hybridization.

Primary Interest Section: Bilingual-Multilingual Education

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

María Rosa Brea, New York University, New York, NY, United States

JPB Gerald, Hunter College, New York, NY, United States

SunYung Song, Athens State University, Athens, AL, United States

Zhongfeng Tian, The University of Texas at San Antonio, San Antonio, TX, United States

Scaffolding Multilinguals' Learning in Mathematics, Science, and Literacy Lessons

This panel analyzes typical activities from mathematics, science, and English language arts lesson plans for their efficacy in supporting multilingual learners. Though some theoretical frameworks are presented, the focus of the discussion is on curating a collection of practical strategies to support and scaffold multilinguals' learning in content-area classes.

Primary Interest Section: Pre-K–12

Mary Soto, California State University, East Bay, Hayward, CA, United States

Gina Borgioli Yoder, Indiana University–Purdue University Indianapolis, Indianapolis, IN, United States

Derek Braun, Columbus City Schools, Columbus, OH, United States

Effective Program Adaptations in a Postpandemic World

Administrators and faculty from a variety of contexts share how their programs incorporated new pandemic practices and lessons learned into the 2021–2022 academic year. Presenters discuss changes made, successes and challenges, and future implications/recommendations.

Primary Interest Section: Program Administration

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

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

Adil Bentahar, Univeristy of Delaware, Newark, DE, United States

Jeanne Beck, Iowa State University, Ames, IA, United States

Gary Ockey, Iowa State University, Ames, IA, United States

Jacqueline Record, California State University, Long Beach, Long Beach, CA, United States

Mike Ennis, Free University of Bozen-Bolzano, Bozen-Bolzano, Italy

Dealing With Tensions as TESOL Practitioners or Teacher-Scholars

Linguistic stratification and discrimination in diverse societies could be barriers to status, legitimacy, and adequate employment opportunities for NNESTs. How do these barriers intersect with social justice? How do NNEST leaders address them? What contextual factors contribute to those barriers? How can we advocate for and support those TESOL practitioners?

Primary Interest Section: "Nonnative" English Speaker Teachers

Bedrettin Yazan, University of Texas, San Antonio, San Antonio, TX, United States

Zia Tajeddin, Tarbiat Modares University, Iran

Genre-Based Writing Instruction Across L2 writing Contexts

This panel explores genre across a variety of L2 writing contexts, including higher education, IEP, EFL, and K–12. Panelists discuss how genre-based pedagogies have been effectively implemented in their unique contexts, as well as the challenges teachers still face with genre-based writing instruction and how they might be better supported.

Primary Interest Section: Second Language Writing

Ann Johns, San Diego State University, San Diego, CA, United States

Christine Tardy, University of Arizona, Tucson, AZ, United States

Nigel Caplan, University of Delaware, Wilmington, DE, United States

Silvia Pessoa, Carnegie Mellon University, Doha, Qatar

Luciana de Oliveira, Virginia Commonwealth University, Richmond, VA, United States

From Responsibility to Practice: Dis/ability and Equity in ELT

This panel looks at dis/ability through the lens of social responsibility as a way to (re)think pedagogical and assessment practices. This topic is explored through four presentations, sharing perspectives on disability as a social responsibility, applying linguistics to disabilities studies, equity and assessment, and critical pedagogy.

Primary Interest Section: Social Responsibility

Ethan Trinh, Georgia State University, Atlanta, GA, United States
Luis Javier Pentón Herrera, University of Warsaw, Warsaw, Poland
Patricia Friedrich, Arizona State University, Tucson, AZ, United States
Laurene Christensen, WIDA, University of Wisconsin-Madison, Madison, WI, United States
James Mitchell, WIDA, University of Wisconsin-Madison, Madison, WI, United States
Caroline Torres, Kapiʻolani Community College, Honolulu, HI, United States

ELs With Dis/abilities: An Asset-Focus and Universal Design

This academic panel explores views of dis/ability and the intersection of language learning and supporting language learners. These topics are discussed by three panelists, focusing on specific learning disabilities and the language learning and cognitive effects, techniques for classroom support, and universal design for learning as an inclusive framework.

Primary Interest Section: Supporting Students With Disabilities

Rosa Dene David, University of British Columbia, Vancouver, BC, Canada
Caroline Torres, Kapiʻolani Community College, Honolulu, HI, United States
Judith Kormos, Lancaster University, Lancaster, United Kingdom
Anne Margaret Smith, ELTwell, Lancaster, United Kingdom
Loui Lord Nelson, The UDL Approach, Indianapolis, IN, United States