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PreK–12 Day Program

An interactive education program for primary and secondary mainstream and English language teachers and administrators

Program Schedule and Themes

Join us for this interactive education program for content teachers, English language teachers, program directors, and administrators from around the world to discuss key issues impacting their professional practice. PreK–12 Day will be a post–Virtual Convention event on Sunday, 23 November 2025

Designed to help you better support your multilingual learners of English, this highly engaging and interactive online event features in-depth workshops led by top English language teaching experts in critical areas of the field.

Strands include: 

  • Strand 1: Teacher Professional Development and Identity
  • Strand 2: Equity, Inclusion, and Advocacy
  • Strand 3: Student Learning, Language Development, and Well-Being
  • Strand 4: Global and Contextual Trends in ELT

Timetable for LIVE sessions

8:30–9:30 a.m. ET

Strand 3: Student Learning, Language Development, and Well-Being
Well-Being: Why Won’t It Stick?
Jamie O'Dowd

Strand 4: Global and Contextual Trends in ELT
Teaching English in Low-Resource Settings: Practical Strategies for Maximizing Impact
Mamadou Barry

10:00–11:00 a.m. ET

Morning Panel
______________________

Affecting Policy Through Partnership and Coalition: The National English Learner Roundtable

The National English Learner Roundtable represents more than 20 organizations whose members are serving multilingual learners of English and their educators, schools, and communities in the United States. Panelists from partner associations and former directors of the U.S Department of Education Office for English Language Acquisition will provide an overview of activities and efforts to affect positive policy for English learners in public education.

Dr. William Rivers (Co-chair, NELR), José Viana (former director of OELA), Samuel Aguirre (WIDA), Jeff Hutcheson (TESOL)

11:30 a.m.–12:30 p.m. ET

Strand 1: Teacher Professional Development and Identity
Teachers and Classroom Research: Ownership, Relevance, and Conceptualisations
Daniel Xerri

Strand 2: Equity, Inclusion, and Advocacy
The Library Is Open: Humanising Materials With LGBTQ+ Stories
Tyson Seburn

1:30–2:30 p.m. ET

Strand 1: Teacher Professional Development and Identity
Empowering Collaboration to Support English Learners in Every Classroom 
Erica Birkenholz and Molly Galloway

Strand 4: Global and Contextual Trends in ELT
Bridging Global Trends and Local Realities: Transforming ELT Through Contextual Innovation
Grazzia Maria Mendoza Chirinos 

2:30–3:30 p.m. ET

Strand 2: Equity, Inclusion, and Advocacy
Transformative Leadership: Ethical Practice When Change Is the Norm
Stacy Brown

Strand 3: Student Learning, Language Development, and Well-Being
The LIEP Model in Action: Integrating Learning, Language, and Student Well-Being
Meredith Hedrick, Jen Cory, and Tricia Kapuscinski 

4:00–5:00 p.m. ET

Afternoon  Panel
______________________

Affecting Policy Through Partnership and Coalition: The National English Learner Roundtable

The National English Learner Roundtable represents more than 20 organizations whose members are serving multilingual learners of English and their educators, schools, and communities in the United States. Panelists from partner associations and former directors of the U.S. Department of Education Office for English Language Acquisition will provide an overview of activities and efforts to affect positive policy for English learners in public education.

Dr. William Rivers (Co-chair, NELR), Montserrat Garibay (former director of OELA and current advocacy chair with NABE), Dr. Megan Alubicki Flick (NAELPA), Jeff Hutcheson (TESOL)

 

Strand 1: Teacher Professional Development and Identity

Teachers and Classroom Research: Ownership, Relevance, and Conceptualisations

Language teachers are sometimes described as having a difficult relationship with classroom research. This talk explores how the underlying reasons for this are related to who owns the research process, its relevance for teachers and learners, and the way research is conceptualised. Rethinking what research consists of can empower teachers to be owners of the process on their terms, for their professional needs, and in ways that are relevant to their contexts, learners, and practice.

  Daniel Xerri is an associate professor in applied linguistics and TESOL at the University of Malta, and the Chairperson of the ELT Council. He has edited and authored over 200 publications, and has delivered plenaries and keynotes in 20 countries. His main research interest is professional learning. www.danielxerri.com 

Empowering Collaboration to Support English Learners in Every Classroom

We invite you to learn more about the SWEL program in District 196, serving the communities of Rosemount, Apple Valley, and Eagan in Minnesota. Through this initiative, English language development teachers are trained to collaborate with general education staff to better support multilingual learners of English. Over the past year, Erica Birkenholz and Molly Galloway have served as lead SWEL mentors, guiding and supporting other coaches to deepen the program’s impact across schools.

Erica Birkenholz began her career in 2008 as a bilingual teacher in Houston, Texas, later serving as an ESL coordinator. Now in Minnesota, she works as an ELD teacher and SWEL coach. She completed ELM (English Learners in the Mainstream) training in 2018 and became a SWEL coach in 2022.
Molly Galloway, an ELD teacher in District 196 for 23 years, has been involved in the SWEL initiative since its start in 2022. She previously participated in the ELM Project beginning in 2018, continuing her commitment when it transitioned to SWEL to support English learners more holistically.

Reflective Leadership in ELT: Identity, Practice, and Global Contexts

This session explores how reflective leadership and critical pedagogy shape teacher identity and classroom practice in English language teaching. Drawing on transnational experiences and leadership frameworks, the presenter shares practical tools, including journaling prompts, identity maps, and leadership inventories, to support inclusive instruction and teacher growth. Participants will receive a reflective leadership toolkit to foster reflection, cultural responsiveness, and agency in their classrooms. Bridging theory and action, the session empowers educators to lead and teach with intention across diverse global contexts.

  Doaa Rashed, PhD, is a teaching professor and director of the Language Engagement Project at Rutgers University, and founder of I-EmpowerEd, LLC. With 30 years of global experience in ELT, teacher education, and leadership development, her research focuses on transnational identities, critical pedagogy, and professional growth in multilingual and intercultural contexts.

Professional Development From the Inside Out: The Empathy 360 Process

In this prerecorded session, educators are introduced to “Empathy 360,” a reflective tool based on nonviolent communication (NVC) that supports professional development through self-empathy and empathy for others. By revisiting challenging classroom moments with compassion, teachers often discover new clarity, insight, and energy. With clear guidance and a real-life example, this session equips educators to use the process independently, fostering emotional awareness, relational skills, and intentional growth in their teaching practice.

Mary Scholl is an educator, facilitator, and founder of the Institute for Collaborative Learning in Costa Rica. With more than 30 years in language education, adult learning, and mindfulness, she facilitates experiences that foster empathy and relational agility. Mary supports compassionate, inclusive, and transformative practices locally and globally.

TESOL's The 6 Principles: Building an Engaging Learning Environment 

This session illustrates effective teaching practices from TESOL’s The 6 Principles for Exemplary Teaching of English Learners: Grades K-12. Presenters discuss how teachers can apply The 6 Principles to create productive and high-quality instruction for diverse learners. They also explain essential and beneficial conditions that empower multilingual learners of English to develop social and academic language skills. There is a focus on the critical role teachers play in engaging students in active, meaningful learning.

Wing Shuen (Alice) Lau, PhD, is a lecturer at Seattle Pacific University and SUNY Cortland. She also teaches English language acquisition classes at Renton Technical College and Highline College. Her most recent research integrates culturally responsive practices and social-emotional learning to strengthen multilingual learners’ literacy development and promote equitable instruction.
Deborah Short, PhD, provides professional development on academic literacy, content-based English, and sheltered content instruction worldwide. She codeveloped the SIOP Model, has directed research and evaluation studies regarding multilingual learners and programs, and was TESOL International Association president in 2020–21. She is the series editor for The 6 Principles resources.

Strand 2: Equity, Inclusion, and Advocacy

The Library Is Open: Humanising Materials With LGBTQ+ Stories

Queerness seems to be blossoming around us while simultaneously being squashed by backward-seeking policy. "Usualisation" and "disruption" approaches to pedagogy may be widely known to interested audiences, yet there is no large-scale representation shift in language teaching materials. Is this glacial progress unavoidable? No. Together, we lead the way! We’ll explore how bringing in LGBTQ+ narratives complements the topical and linguistic requirements of our curricula, improving authenticity and creating stronger empathy between learners.

Tyson Seburn, MA EdTech and TESOL, University of Manchester, is an EMI/EAP lecturer at the University of Toronto and tutors for Trinity DipTESOL. His interests focus on Queer and racialised ELT experiences. He is the author of Academic Reading Circles (2015) and How to Write Inclusive Materials (2021).

Transformative Leadership: Ethical Practice When Change Is the Norm

When navigating systems in distress, how do we move forward with integrity? This session explores how to honor the legacy of what has ended, find connection in what remains, and build potential in new circumstances. We’ll examine key issues impacting our field and strategies to address those challenges while continuing to serve our learners. We’ll reflect on ways to take purposeful action and redefine stability not as something we wait for—but something we cocreate.

Stacy Brown is a multilingual advocate with 30+ years of experience in education, policy, and humanitarian response. She collaborates with and in service to forcibly displaced individuals and families, grounded in the belief that those living through war and displacement are not recipients—but architects—of stability, recovery, and change.

Generating a Positive Environment Through Equity, Inclusion, and Advocacy

Do you want to start, add to, or sustain equity, inclusion, and advocacy? This session provides tips for all parts of the cycle to help you get to where you want to be using an asset-based approach. The research behind the ideas is presented along with ways to go about the process. And, topics for reflection are provided for future growth.

Dr. Gilda Martinez-Alba is a professor in the College of Education at Towson University. Her books include the bestselling titles Wordless Books: So Much to Say! and Social-Emotional Learning in the English Language Classroom. She enjoys making free bilingual children’s books for her YouTube playlist.

Creating Culturally and Linguistically Responsive Classrooms

Creating culturally and linguistically responsive classrooms is more than just good practice. It is essential for multilingual learners’ academic and linguistic success. Educators learn practical strategies to make instruction more inclusive, engaging, and effective for students from diverse language and cultural backgrounds. We explore the integration of students’ home languages and cultures into daily lessons and consider ways to foster a strong sense of belonging where every learner feels valued and seen.

Valentina Gonzalez is a teacher educator, author, and immigrant with more than 25 years of service in education. She is known for the passion she brings to serving and teaching multilingual learners. Valentina has remained steadfast in her commitment to promoting literacy, celebrating culture, and nurturing language development.

Strand 3: Student Learning, Language Development, and Well-Being

Wellbeing: Why Won’t It Stick?

Discover practical, creative strategies to boost wellbeing in any educational setting through The A–Z of Wellbeing. In this session, Jamie Odowd shares evidence-based activities, inspiring stories, and adaptable tools that support mental health, resilience, and positive relationships for students and staff. Drawing on the PERMA model and years of pastoral leadership experience, this engaging workshop will leave you with ready-to-use ideas to foster a thriving school culture from A to Z.

Jamie O'Dowd is assistant head of a senior school with responsibility for pastoral care and wellbeing. Author of The A–Z of Wellbeing, he specialises in fostering positive school cultures through evidence-based strategies, restorative practices, and the PERMA model. Jamie is an experienced educator, conference speaker, and advocate for student mental health.

The LIEP Model in Action: Integrating Learning, Language, and Student Well-Being

At Annandale High School, a public school of more than 2,000 students in Fairfax County Public Schools, Virginia, USA, education teams use the Language Instruction Educational Program (LIEP) model to address challenges such as literacy development and meeting rigorous state graduation requirements. Serving students with diverse educational and cultural backgrounds from more than 53 countries, educators collaborate across content areas to deliver targeted language instruction and culturally responsive supports. This approach ensures multilingual learners build literacy, language skills, and academic readiness for graduation while prioritizing student well-being and care.

Meredith Hedrick, Jen Cory, and Tricia Kapuscinski have spent more than 15 years helping Annandale High School’s multilingual learners thrive. With master’s degrees, overseas teaching experience, and a passion for equity, they bring global perspectives, warm support, and innovative strategies to a vibrant school community where more than 80% of the students speak English as a second language.

Use What You Have: Practical Ways to Revitalize Learning Resources

This session explores how to draw teaching inspiration from existing resources without being overwhelmed by both, the sheer number of online resources available, and limited preparation time. Participants learn practical strategies for using music, games, and nearby nature to create multimodal activities that support fun language practice and use. Through hands-on examples, the session offers simple yet effective ways to create more engaging, memorable lessons — using what you already have in the classroom.

  Annita Stell balances her roles as a writing instructor, learning designer for younger multilingual learners of English, and academic in tertiary education in Brisbane, Australia. As the author of the TESOL No-Prep Activity Cards: Literacy, she enjoys making learning fun and not a chore through combining creativity, scholarship, and innovation.

A Few Lessons in SustAInability

In this session, we’ll explore the carbon footprints, water footprints, and cognitive footprints of our digital habits, all through the lens of language education. From the hidden cost of AI queries to plastic-free time machines, we’ll consider how to use AI responsibly in the classroom, without outsourcing all the thinking. Expect climate-themed data games, interactive tasks, and thought-provoking prompts designed to engage learners’ minds while reducing emissions. Because teaching with AI in language education shouldn’t mean leaving your students’ brains, or the planet, behind.

Harry Waters wears many hats, both literally and figuratively. He’s a multi-award-winning teacher trainer, climate activist, writer, and TEDx speaker. He wrote Activities for a Greener Mindset and founded Renewable English to merge language learning with youth empowerment and environmental consciousness. Passionate about sustainability, he weaves eco-friendly practices into education, from second-hand shirts to impactful teaching.

Teacher's Well-Being as a Path to Student growth 

This session aims to provide information on how integrating social-emotional learning (SEL) principles into everyday language learning can enhance students' engagement, language development, and well-being, while emphasising the importance of teachers' well-being as a foundation for sustainable, joyful teaching. Educators take away adaptable routines, sentence frames, and reflective practices to create emotionally supportive and culturally responsive classrooms for multicultural learners.

The photo is on its way!

María del Carmen Rondal has been a passionate Ecuadorian ELT educator for more than 20 years and an inspiring speaker about teacher well-being and student empowerment. She integrates SEL into language instruction to foster student agency, identity, affirmation, and inclusion. Her work centers on creating emotionally safe classrooms where both teachers and learners thrive.

Strand 4: Global and Contextual Trends in ELT

Teaching English in Low-Resource Settings: Practical Strategies for Maximizing Impact

Teaching English in low-resource settings presents many challenges, such as limited materials, technology, and trained staff. Yet, these constraints can inspire innovative, context-specific strategies. This session explores practical, adaptable approaches for maximizing the impact of English language teaching in resource-constrained environments. Referring to diverse contexts, the presentation highlights low-cost teaching aids, learner-centered methodologies, and community-based support systems. It emphasizes the role of teacher creativity, local knowledge, and peer collaboration in overcoming systemic limitations.

Mamadou Barry is an ELT trainer and the coordinator of the English Language Programme at ISSEG, Republic of Guinea. He headed the English Department from 2011 to 2022 and has more than 15 years of experience in ELT. He is currently a PhD student in Education at the University of Makeni. 

Bridging Global Trends and Local Realities: Transforming ELT Through Contextual Innovation

This session examines global shifts in English language teaching, from translanguaging to digital access, and connects them to the realities of K–12 classroom. It highlights practical strategies to align instruction with sociocultural and linguistic diversity, equipping educators to implement context-driven, equitable practices that reflect and respond to multilingual learners’ needs. Participants leave with adaptable lesson ideas and reflective tools that aid them in localizing global trends.

Grazzia Maria Mendoza Chirinos is an experienced teacher trainer and educator who has been in the field for 32 years. Her roles have allowed her to impact the classroom and the field. Recognized by the U.S. State Department, USAID, and TESOL, she brings a breadth of experience to the field.

Teacher Isolation in English-Speaking Primary Schools in Antananarivo, Madagascar

Using qualitative data collected from interviews and surveys in three schools, this session examines leadership, structural, and contextual factors contributing to or combatting teacher isolation. It highlights the impact on teacher well-being and performance, and suggests strategies to foster connection and collaboration through continuous professional development and mentoring programs. Viewers gain practical and context-sensitive techniques for addressing teacher isolation in similarly multilingual, resource-limited educational settings.

Mialy Ravaka Andrianjohary is the founder of an English language center and administrator of an English-speaking elementary school in Antananarivo, Madagascar. She holds a Bachelor's degree in linguistics and leads the English Language Teachers' Association of Madagascar, which she founded in 2024 to support ELT educators in Madagascar and beyond.

Bridging Science of Reading and Multilingual Learners' Success

As international schools globally adopt Science of Reading practices, educators face unique challenges supporting multilingual learners of English alongside monolingual peers. Drawing from personal experience as a multilingual educator, this session explores practical strategies for implementing phonics-based instruction while honoring students' linguistic assets. Participants examine practical strategies for implementing Science of Reading instruction that honors multilingual learners' assets while maintaining high expectations for all students.

Sruthi Krishnan teaches Grade 4 at American International School Chennai, with four years in homeroom and two years teaching Grade 2 EAL during the pandemic. Since 2013, she has worked across public schools, special needs education, and is now in her eighth year at the American school, including two years as a TA. She believes languages are the gateway to authentic learning and identity.

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Register online by 31 October to receive our Early Registration discounted rate!

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