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BC TEAL is proud to present our 2025 Annual Conference: Disruptive Educational Practices: Strategies for Transformation.

Please note that the Friday evening event, the TEAL Charitable Foundation Awards & Fundraiser, requires an additional ticket purchase. Please register here to secure your spot and join us in celebrating the awardees while fundraising for a better cause in TEAL.

Educators shine in times of change to face unexpected challenges. This is when creativity flourishes by combining proven practices with fresh and innovative ideas. These times call for transformation which can be rooted in tradition or experience, or it can arise through unexplored approaches. The synthesis of old and new ideas drives meaningful progress. Join other insightful and creative educators as we flourish within the power of our community.
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Friday, May 2
 

8:00am PDT

Registration Opens
Friday May 2, 2025 8:00am - 3:00pm PDT
TBA
Friday May 2, 2025 8:00am - 3:00pm PDT
TBA
  BC TEAL

8:30am PDT

Avenue Management Strategies for Administrators and Coordinators
Friday May 2, 2025 8:30am - 9:15am PDT
TBA
Effectively managing Avenue.ca resources within your organization is crucial for optimizing educational outcomes and ensuring a seamless experience for both instructors and learners. This workshop covers these areas:
1. Startup Strategies: Initiating the use of Avenue.ca requires thoughtful planning and knowledge of all of avenue’s features. It's important to familiarize your team with the platform's capabilities and inform all staff through initial training sessions can help new educators establish courses more efficiently.  
 
2. Organizing Materials: A structured approach to content management enhances accessibility and learning efficiency. Develop a content naming convention for files and modules, categorize materials logically, and utilize Avenue.ca's folder systems to keep resources organized.  
3. Leveraging the Content Bank: The Content Bank sees as a repository of reusable H5P learning objects. Encourage educators to and utilize this resource to ensure that future updates or augmentation can be resolved with less effort through the Content Bank.
 
4. End-of-Term Best practices: Concluding each  term effectively involves several steps. Archiving completed course  records for future reference is an option. Collecting and analyzing feedback from learners provides insights into course effectiveness and areas for improvement. Additionally, reflecting on term's successes and challenges can inform strategies for subsequent sessions. Resetting courses is also an important practice.
5. Avenue Manager Roles: Defining the roles and responsibilities of Avenue managers is vital. Determine user permissions and ensure that the platform operates smoothly while protecting course and student data.
6. Completion Tracking and ePortfolio: Utilizing Avenue's completion tracking  features allows managers to monitor learner progress systematically and discretely. The ePortfolio tool enables students work to be measured for potential suggestions of improvement or promotion.
7. Reporting Options: Avenue.ca offers various reporting tools that provide insights into course participation, completion rates, and learner performance.
8. Organizational Collaboration Courses: Creating collaborative courses allows for professional development, resource sharing, and collaborative planning, leading to a more cohesive and supportive teaching environment.
9. Professional Development Pathways: Investing in ongoing professional development is essential for instructors to stay abreast of educational technologies and pedagogical advancements. Offering workshops, seminars, and courses focused on effect Avenue.ca utilization and other relevant topics ensures that educators are well-equipped to deliver high-quality instruction.
By focusing on these areas, organizations can maximize the potential of Avenue.ca, leading to enhanced educational experiences and outcomes.
Speakers
avatar for Nancy Van Dorp

Nancy Van Dorp

Manager, Distributed Learning, New Language Solutions
Nancy Van Dorp, M.Ed., is the Manager of Distributed Learning for projects at New Language Solutions.She is fascinated with the affordances of edtech solutions.
avatar for John Allan

John Allan

Manager of Training Development, New Language Solutions
John, certified Ontario teacher, is as an experienced e-learning developer, instructor mentor and live support operator. He has been working on the Avenue project since the inception. He presented his first BCTEAL session in 1996.
Friday May 2, 2025 8:30am - 9:15am PDT
TBA
  Administration/Leadership, LINC

8:30am PDT

Critical and decolonizing approaches to TEAL: What do we know?
Friday May 2, 2025 8:30am - 9:15am PDT
TBA
In Canada, equity, diversity, inclusion, and decolonization (EDID) remain a top priority. This is evidenced by various projects and initiatives that have developed in recent years, such as student equity and diversity census initiatives at leading universities (e.g., McGill University, 2024; University of British Columbia, 2023) as well as the federal government’s official EDID action plans (Canadian Research Chairs, 2022). Yet, EDID policies and related initiatives rarely address linguistic diversity among student populations, even though linguistic differences often intersect with EAL speakers’ experiences of racialization in English-speaking contexts (e.g., Flores & Rosa, 2015; Ramjattan, 2022). At the same time, recent scholarship has underscored the tensions between instructors’ asset-based beliefs about multilingualism and pedagogical practices which reinforce monolingualism (e.g., Burner & Carlsen, 2023; Shin & Sterzuk, 2019). Thus, more work is required to attend to linguistic differences as part of the work of EDID in EAL classrooms.


In response to these ongoing tensions between EDID efforts and EAL teaching practices, this presentation addresses the following question: from an EDID perspective, which theories and corresponding pedagogical approaches can inform current teaching practices involving multilingual students studying English as an additional language? To answer this question, this presentation first reviews key theoretical concepts that have shaped current scholarly conversations around critical and decolonizing pedagogies for multilingual students learning additional languages. Following this, a select number of theoretical and empirical texts are discussed to illustrate how critical and decolonial pedagogical approaches may be operationalized in classroom settings. To conclude, potential challenges and limitations of carrying out critical and decolonizing pedagogical approaches will be examined. While this presentation focuses on postsecondary settings, the takeaways of this talk will apply to anyone teaching EAL students.
Speakers
avatar for Alex Ross

Alex Ross

Doctoral student, University of British Columbia
Alex Ross (she/her) is a PhD student in TESL at the University of British Columbia. She has over a decade of experience teaching English as an additional language in South Korea, Mexico and Central and Western Canada.  Her research interests include the teaching and assessment of... Read More →
Friday May 2, 2025 8:30am - 9:15am PDT
TBA
  Equity Diversity and Inclusion (EDI), Equity Diversity and Inclusion (EDI)

8:30am PDT

Empowering Immigrant Learners: Building Resilience through Storytelling and UDL
Friday May 2, 2025 8:30am - 9:15am PDT
TBA
In this session, we will explore how storytelling and Universal Design for Learning (UDL) can disrupt traditional language teaching practices by addressing both the emotional growth and language learning of adult immigrant learners. Through storytelling, learners can share their living experiences, fostering emotional resilience and confidence while simultaneously improving their language skills. Using UDL principles, we will demonstrate how multimodal storytelling—through podcasts, videos, writing, and other creative expressions—provides diverse learners with multiple pathways for engagement, expression, and representation. This session will equip educators with practical tools to validate learners' unique experiences, empowering them to recognize the challenges they face in learning a new language and adjusting to a new life. The ultimate goal is to create an inclusive, supportive classroom where language learners feel heard, valued, and empowered in their journey as newcomers to Canada.
Speakers
avatar for Parisa Moghaddam

Parisa Moghaddam

EAL Instructor, Immigrant Services Association of Nova Scotia (ISANS)
Parisa Moghaddam is an EAL Instructor at Immigrant Services Association of Nova Scotia, holding a master’s degree in Education with a specialization in Educational Linguistics.
Friday May 2, 2025 8:30am - 9:15am PDT
TBA
  Equity Diversity and Inclusion (EDI), LINC

8:30am PDT

An Exciting New Reader for EAL: A Powwow Story
Friday May 2, 2025 8:30am - 9:15am PDT
TBA
Join author and curriculum developer Mary Bertucci as she shares key features and uses of her recently published EAL novel A Powwow Story. Hear about how to use this this unique resource in beginner to intermediate-level classes. The accompanying teacher's resource guide will be referenced as well. All are welcome!
Speakers
avatar for Mary Bertucci

Mary Bertucci

LINC Instructor - Curriculum Developer - Author, Bertucci Education and Consulting; S.U.C.C.E.S.S.
Mary Bertucci (she/her/hers) is a LINC instructor and writer living in Metro Vancouver. She focuses on diversifying curriculum and incorporating Indigenous content into EAL.
Friday May 2, 2025 8:30am - 9:15am PDT
TBA
  Indigenization

8:30am PDT

Transforming PBLA: Strategies for Meaningful Student Engagement
Friday May 2, 2025 8:30am - 9:15am PDT
TBA
Portfolio-Based Language Assessment (PBLA) is a cornerstone of language instruction in Canada, yet its implementation can sometimes feel rigid or overwhelming. This session aims to disrupt traditional PBLA practices by reframing its five pillars-Needs Assessment, Goal Setting, Learning Activities, Collecting Evidence, and Reflection as dynamic tools for learner empowerment and engagement.
 
Participants will first explore each pillar’s role in supporting student learning. Through guided discussions, they will share challenges and successes in PBLA implementation. The session will provide practical strategies for making PBLA more meaningful, such as using diagnostic assessments to personalize learning, embedding goal-setting into classroom routines, and leveraging formative assessment to drive instruction.
 
A key focus will be on shifting PBLA from a teacher-driven process to a collaborative one, where students take ownership of their learning. Strategies for fostering student reflection and self-assessment will be highlighted, along with techniques for providing actionable feedback.
 
This session is designed for instructors seeking to make PBLA more effective, engaging, and adaptable to their teaching contexts. Attendees will leave with concrete ideas for integrating PBLA pillars into their daily practice while ensuring students remain at the center of the learning process.
 
Speakers
WR

Wellington Reynoso

LINC Instructor and PBLA Lead, Immigrant Services Society of British Columbia (ISSofBC)
Wellington Reynoso is a LINC instructor and PBLA lead, specializing in CLB 1-4. He focuses on student-centered learning, assessment planning, and language acquisition for newcomers.
Friday May 2, 2025 8:30am - 9:15am PDT
TBA
  Materials and Curriculum Development, Assessment/Testing

8:30am PDT

Towards empathy and creativity: teacher development through book clubs
Friday May 2, 2025 8:30am - 9:15am PDT
TBA
In times where technological advances have been dominating the debate about when teachers will be replaced by AI, it is essential that teachers reconnect with what makes English language professionals unique and irreplaceable. This presentation focuses on the impact of respectful discussions in teacher book clubs to benefit their own classrooms with increased empathy and creativity. Reading classical and contemporary literature – mostly fiction – has proved effective in boosting core human skills that are powerful in education. 
First, the presenter will define the scope of teacher development as the complex process that goes beyond training and techniques and helps teachers increase their understanding of situations they prepare to deal with. In an ever-changing world, the relevance of innovative approaches to teacher education also affects their classroom towards positive change. In this talk, the choice was to focus on accessing a range of fictional stories to make sense of the world teachers help their students navigate.
Secondly, the audience will be invited to reflect upon the power of stories and diverse voices in developing teachers’ repertoire. The variety of narratives – local and global – adds a variety of perspectives and has proven to contribute to the development of critical thinking and empathy as readers connect with characters.  
Then, examples of conversations held in the book club meetings will be presented – from unconventional book choices to unpredictable discussion outcomes. The format of debates proposed in the book club meetings will exemplify how teachers involved participate in safe spaces and build understanding together.
Finally, the presenter will share examples of how the book club discussions impacted the teachers’ classrooms and their local needs. Testimonials from teachers will be shared to show they sustained creativity and courage to try new approaches (including their perspective towards embracing AI with no fear) and help their students more effectively.
Speakers
avatar for Marcela Cintra

Marcela Cintra

Teacher educator, Freelancer
Marcela Cintra is a freelance teacher educator and frequently volunteers for teacher associations in the hope of contributing to a developing culture among language teachers. 
Friday May 2, 2025 8:30am - 9:15am PDT
TBA
  Teacher Education, Well-being

9:00am PDT

Coffee / Exhibitors
Friday May 2, 2025 9:00am - 9:30am PDT
TBA
Friday May 2, 2025 9:00am - 9:30am PDT
TBA
  BC TEAL

9:30am PDT

Opening Ceremonies
Friday May 2, 2025 9:30am - 10:00am PDT
TBA
Friday May 2, 2025 9:30am - 10:00am PDT
TBA
  Plenary Session

10:00am PDT

Opening Plenary: Contesting Normative Assumptions in English Language Teaching: Challenges and Possibilities
Friday May 2, 2025 10:00am - 10:45am PDT
TBA
English language teaching has long been dominated by normative assumptions surrounding which varieties of English and which groups of English users are more legitimate than others. It has also been driven by the expectation that acquiring the majoritarian ways of communicating promises social and economic success. These assumptions and expectations have forced racialized English users of non-standardized varieties to culturally and linguistically assimilate. Furthermore, the same assimilationist ideology has caused longstanding colonial oppression of Indigenous people. However, since the 1980s, these beliefs have been challenged by anti-normative paradigms, such as world Englishes, English as a lingua franca, translanguaging, advocacy for nonnative speakers, antiracism, and decolonization. While these frameworks disrupt normative ideologies, transforming the status quo in the real world requires enactment of criticality in everyday practices. This is not easy to do, since critical actions for change require (1) overcoming entrenched neoliberal systems of competition, accountability, and complicity; (2) negotiating diverse cultural, political, and ideological positions in situated ways, and (3) disrupting the siloed nature of academic work through knowledge mobilization in broader terrains. This presentation will outline critical approaches to affirming linguistic and human diversity, examine the challenges delineated above, and offer ideas for knowledge mobilization with critical engagement by sharing some examples from the documentary film, World Englishes: Voices in Canada, which addresses the global diversity of English and English users.
Speakers
avatar for Dr Ryuko Kubota

Dr Ryuko Kubota

Professor, Department of Language and Literacy Education, University of British Columbia
Ryuko Kubota is a professor in the Department of Language and Literacy Education in the Faculty of Education at University of British Columbia. Her research interests include critical pedagogy, critical multiculturalism, critical race theory, and language ideologies. She is a co-editor... Read More →
Friday May 2, 2025 10:00am - 10:45am PDT
TBA
  Plenary Session

11:00am PDT

Helping New Teachers Become Part of the LINC Team
Friday May 2, 2025 11:00am - 11:45am PDT
TBA
Teaching in LINC requires specialized knowledge and specific training which can be overwhelming even to experienced EAL instructors. Teachers without understanding of task-based teaching, CLBs and PBLA have little time when starting a new position to grasp their program’s and students’ expectations before needing to deliver CLB-aligned lessons and PBLA assessments in class. While supports are available, such as the online CLB Bootcamp and facilitated PBLA training, these cannot always be completed before the first day of a teacher’s new class. 
 
From long experience, particularly with the high turnover of teachers due to illness, retirements, and changing of professions during and since the pandemic, and the smaller number of teachers entering the EAL field, ISSofBC has developed a model to quickly and smoothly onboard new, inexperienced and/or untrained teachers to the requirements of PBLA and teaching in LINC. The process and components ensure teachers experience success and learn by support and immersion rather than feeling confused with too much to remember. The result, according to the new hires themselves, is a much higher degree of satisfaction with teaching in the LINC program, even with all its requirements.  
 
To support the sector and hopefully grow the pool of teachers wanting to work in LINC, the ISSofBC Instructional Coordinator team would like to share its successful model with other providers. Administrator participants in this workshop will have opportunity to share their issues with onboarding new teachers and then work through how these common challenges are addressed in the ISSofBC
Speakers
avatar for Claire Pinkett

Claire Pinkett

Instructional Coordinator, LINC, ISSofBC
Claire Pinkett  is a Lead PBLA teacher and ISSofBC Instructional Coordinator with 35+ years of teaching experience in LINC, EAL and TEFL. 
avatar for Lisa Herrera

Lisa Herrera

PBLA Coach, CCLB
Lisa Herrera has an MA in Educational Administration from UBC and is a PBLA Regional Coach, training Lead and classroom teachers online since 2014.  She taught in LINC for 15 years and has been the Lead Instructional Coordinator for ISSofBC LINC since 2008. Lisa has also been the... Read More →
avatar for Alla Sotnikova

Alla Sotnikova

Instructional Coordinator, LINC, ISSofBC
Alla Sotnikova is a Lead PBLA teacher and ISSofBC Instructional Coordinator with 35+ years of teaching experience in LINC and EAL. 
SC

Sandra Carignan

Instructional Coordinator, LINC, ISSofBC
Sandra Carignan has been in EAL for 30+ years teaching and supporting teachers. She also taught in and supervised the ISSofBC LCC TESOL Program.
Friday May 2, 2025 11:00am - 11:45am PDT
TBA
  Administration/Leadership, Teacher Education

11:00am PDT

Social enterprise as disruptive educational practice: A case study of MOSAIC Engage
Friday May 2, 2025 11:00am - 11:45am PDT
TBA
In 2021, MOSAIC Engage re-launched its fee-for-service English program, a social enterprise providing English classes to underserved newcomer communities. Through this program, our goal is to challenge traditional business practices in TEFL by combining the social mission of a non-profit with the entrepreneurial practices of a business.

As a social enterprise, we are able to deliver accessible and affordable EFL education to those who are both excluded from LINC eligibility and lack the means to access the for-profit industry. Over the last four years, we have grown into a thriving community of educators and students with a focus greater accessibility, personalized learning, real-world relevance, and mutually beneficial partnerships.

This presentation will describe the history of MOSAIC Engage as a social enterprise, the challenges and triumphs encountered along the way, and the disruptive potential of social enterprise in the TEFL industry.
Speakers
avatar for Zach Jurista

Zach Jurista

Business Manager, MOSAIC Engage
With my team at MOSAIC engage, I run programs that support newcomers to BC with affordable and accessible English language training.Our programs are open to all, regardless of status, and we welcome hundreds of new immigrants each year into our community-based English classes. I am... Read More →
Friday May 2, 2025 11:00am - 11:45am PDT
TBA
  Administration/Leadership

11:00am PDT

Enhancing Student Engagement with PearDeck & Padlet: Transformative Strategies
Friday May 2, 2025 11:00am - 11:45am PDT
TBA
Bitner and Bitner (2002) identify eight key areas that aid teacher integration of technology, including fear of change, training, personal use, teaching models, and motivation. They emphasize that technology enhances student learning. Fisher et al. (2014) stress that meaningful, student-driven learning fosters engagement. Online tools provide benefits such as student check-ins, feedback collection, and digital citizenship (Haleem et al., 2022).TESOL Technology Standards guide English language teachers in using technology effectively (Standards, n.d.). Ødegård and Solberg (2024) note that teachers often rely on individual behavior management strategies like reorientation and exclusion, while collaborative approaches remain underutilized. Parsonson (2012) advocates for proactive classroom management, emphasizing structured routines and positive reinforcement. As digital technology transforms education, Howell and O’Donnell (2017) examine its impact on content delivery in Canadian classrooms. Juanis et al. (2023) found that Pear Deck improved interaction and retention, while Zainuddin et al. (2020) demonstrated that Padlet fosters collaborative learning and participation.
This workshop empowers educators with PearDeck and Padlet, two transformative tools that spark interaction, creativity, and deeper learning. With hands-on demonstrations and collaborative activities, participants will leave with confidence and actionable insights to immediately enhance their teaching. Whether one is new to ed-tech or looking to refine your approach, this session ensures your students, irrespective of the age group stay motivated, engaged, and excited to learn.
Execution: In-Person plus Online ( Google Meet for Online)
Session Outline: 
5 Minutes: Introduction: Where are we at?
5 Minutes: What does the research say and our objectives today
15 minutes: Let's Walk the Talk - Demo time -10 minutes ( Demo of two tools - Peardeck and Padlet 
15 minutes: Let's Practice: Individual activity/ Teamwork 
5 minutes: Way forward- Putting into action 


Speakers
avatar for Shrawani Sen

Shrawani Sen

Full time Faculty (UAP), University Canada West
Shrawani, with 15 years of experience, specializes in EAP and LINC 7-8. She teaches at UCW (full-time) and New Directions, blending business and education expertise.
Friday May 2, 2025 11:00am - 11:45am PDT
TBA
  Education Technology, Education Technology

11:00am PDT

Beyond the Classroom: Building a Thriving Community in LINC
Friday May 2, 2025 11:00am - 11:45am PDT
TBA
LINC classrooms serve as more than just spaces for language instruction—they can foster meaningful connections that support students’ settlement journeys. This session provides educators with hands-on approaches to create inclusive environments where learners feel valued, engaged, and empowered.
Participants will explore practical strategies that encourage student autonomy, peer collaboration, and emotional well-being. Through goal-setting techniques, instructors can help learners develop personalized objectives that align with their settlement and career aspirations. Student-led activities, such as role-plays and cultural exchanges, will be highlighted as effective tools to boost confidence and participation. Additionally, the session will introduce trauma-informed teaching strategies that acknowledge students’ lived experiences while fostering a safe and supportive classroom atmosphere.
This interactive session includes real-life case studies, group discussions, and hands-on activities that enable educators to apply these strategies to their own classrooms. By the end, participants will leave with concrete tools and ideas to transform their teaching practice—ensuring that their classrooms become thriving communities where students not only improve their language skills but also build resilience, social connections, and confidence in their new environment.
Speakers
AI

Ammarah Imran

ID, MOSAIC
Ammarah is a dedicated and an experienced ESL /LINC teacher with over twenty years of teaching experience in diverse educational settings. She incorporates engaging teaching methods, interactive activities, technology, and real-life scenarios to create a dynamic learning environment. Beyond... Read More →
SS

Sabrina Siddiqui

ID, MOSAIC
Sabrina has decades of diverse teaching experience, working with children, teens, adults, and seniors from various cultural backgrounds. Her teaching philosophy is centered on “effective communication with ease.” With eight years of experience in ESL and LINC, she is dedicated... Read More →
MJ

Mahsa Johnson

LINC Instructor, MOSAIC
Mahsa is a passionate ESL/LINC instructor with a strong commitment to creating engaging and meaningful learning experiences. With over a decade of teaching in diverse international and Canadian settings, she brings creativity, humor, and interactive methods into the classroom to foster... Read More →
Friday May 2, 2025 11:00am - 11:45am PDT
TBA
  Equity Diversity and Inclusion (EDI), LINC

11:00am PDT

Is This Appropriate? Evaluating Extension Activities with Indigenous Content
Friday May 2, 2025 11:00am - 11:45am PDT
TBA
Through the evaluation of extension activities and discussion with peers, participants will gain more confidence to recognize and create appropriate materials for their classrooms, ones that appreciate culture rather than appropriate it.

The session will begin with a land acknowledgement and speaker introduction. Participants will then hear a short story about a phone call from a colleague about a problematic speaking activity that inspired the workshop. Next, participants will imagine that they have found an excellent reading resource about ribbon skirts. They want to create an extension activity to go with the lesson. They will have a short time to discuss how confident they would feel making an extension and what they might consider as they create such an activity. Then they will be shown a sample speaking activity to evaluate (Presentation: Create Your Own Ribbon Skirt). Participants will need to think about three main questions: 1) Which parts of the activity are okay? 2) Which parts are problematic? 3) How can we change this to make it an appropriate activity? After some discussion, participants will share their answers to the questions. Then a sample of an appropriate activity for the lesson will be shown along with a definition of cultural appropriation.


Following the example exercise, participants will have time to evaluate 2-3 more extension activities (presentation suggestions, role plays, writing, guest speaker opportunity) using the three guiding questions. After reviewing the sample activities, ideas will be shared with the group through an open discussion format. At the end, participants will be given a list of 5 tips that can guide them as they create and review extension activities. These ideas apply when centering Indigenous content but also any cultural content that is not oneʼs own. If time permits, there will be a short Q&A. Sample slides attached.
Speakers
avatar for Mary Bertucci

Mary Bertucci

LINC Instructor - Curriculum Developer - Author, Bertucci Education and Consulting; S.U.C.C.E.S.S.
Mary Bertucci (she/her/hers) is a LINC instructor and writer living in Metro Vancouver. She focuses on diversifying curriculum and incorporating Indigenous content into EAL.
Friday May 2, 2025 11:00am - 11:45am PDT
TBA
  Indigenization, Indigenization

11:00am PDT

Transforming Avenue.ca Live Help and Support
Friday May 2, 2025 11:00am - 11:45am PDT
TBA
Real-time, live support has been a feature of Avenue.ca since its inception. However, technology has advanced such that we can provide additional help and support. Through the new, state-of-the-art Live Help and Support system, help has been streamlined for instructors. 


No more looking back to find training files in various stages of training, or even waiting for Live Help to be staffed. No more looking through the YouTube channel because you would prefer to see a demonstration. No more searching for an email to find the Avenue Standards for Technology Enhanced Language Learning (TELL). No more looking for the most recent copy of requests forms. No more looking for current publications and brochures, or the regularly-updated Annotated Bibliography of Adult Settlement Blended Language Learning.  

Live Help and Support has been transformed to be a One Stop Help Shop, and is available just-in-time when instructors need it.  

This session will explain how, where, when and why to access all these resources in one place.  

By the end of this session, instructors will:
~ be informed on how to access all available help and resources on the Avenue Project
~ be confident in their ability to access live help and support
~ understand how to make the most of all the resources they find


Speakers
avatar for Paul Carter

Paul Carter

Online Resource Developer and Mentor, New Language Solutions
Paul Carter supports teachers across Canada and BC as a LearnIT2teach Mentor, Live Help Assistant, and Avenue/CanAvenue Resource Developer for New Language Solutions.
avatar for Nancy Van Dorp

Nancy Van Dorp

Manager, Distributed Learning, New Language Solutions
Nancy Van Dorp, M.Ed., is the Manager of Distributed Learning for projects at New Language Solutions.She is fascinated with the affordances of edtech solutions.
avatar for John Allan

John Allan

Manager of Training Development, New Language Solutions
John, certified Ontario teacher, is as an experienced e-learning developer, instructor mentor and live support operator. He has been working on the Avenue project since the inception. He presented his first BCTEAL session in 1996.
Friday May 2, 2025 11:00am - 11:45am PDT
TBA
  LINC, LINC

11:00am PDT

Transforming English Learners’ Experiences with LEGO® Serious Play
Friday May 2, 2025 11:00am - 11:45am PDT
TBA
This workshop addresses the current challenges of teaching English across diverse contexts such as LINC, general English, or English for Academic Purposes. Drawing on the principles of LEGO® SERIOUS PLAY® (LSP)—a creative, hands-on method rooted in constructionism—participants will discover how tactile activities promote deeper engagement, collaboration, and language development. Research indicates that playful, tangible activities can deepen conceptual understanding and support learner well-being (Nerantzi & James, 2019). Additionally, the LEGO Education State of Classroom Engagement Report (2024) underscores the importance of bringing joy and curiosity into the classroom, highlighting improved academic outcomes, enhanced well-being, and lower teacher attrition.
During this interactive session, participants will build and share LEGO® models representing common challenges in learning English, ranging from vocabulary acquisition to effective communication in multicultural environments. By translating abstract ideas into physical models, learners gain a clearer grasp of complex concepts, shifting from passive recipients of information to active problem-solvers. The workshop also presents findings from a survey conducted with non-native English learners at a Canadian institution, highlighting how LSP positively impacted students’ creativity, collaboration, engagement, and language outcomes.
Attendees will explore practical strategies for designing LEGO® activities that foster creativity, collaboration, and deeper levels of engagement. They will learn how to adapt these tasks to fit different teaching contexts and learner needs. Emphasis will be placed on guiding students to reflect on the building process—encouraging metacognition and more meaningful application of language skills.
By the end of the session, participants will have hands-on experience with LSP techniques, an understanding of the theoretical foundations behind this approach, and a toolkit of adaptable lesson ideas. Ultimately, this workshop aims to demonstrate how playful pedagogies can transform language instruction, motivating learners to experiment, inquire, and collaborate as they develop essential communication skills in various English-teaching contexts.
References
 Nerantzi, C., & James, A. (2019). LEGO® for University Learning: Inspiring academic practice in higher education. https://doi.org/10.5281/zenodo.2813448
 The LEGO Group. (2024). State of classroom engagement report: How global insights from 6,000-plus administrators, teachers, parents, and students reveal strategies to build more engaged classrooms. The LEGO Group.
Speakers
avatar for Olga Gonokhova

Olga Gonokhova

English Instructor, Acsenda School of Management
Olga Gonokhova is an enthusiastic EAL/EAP instructor who cultivates a creative and engaging classroom environment through LEGO® Serious Play®, inspiring curiosity, collaboration, and meaningful outcomes.
avatar for Fuat Ramazanov

Fuat Ramazanov

International Business Management Instructor, Program Director, Acsenda School of Management
Fuat Ramazanov is a LEGO® SERIOUS PLAY® Certified Facilitator who designs engaging learning experiences, showcasing the importance of LEGO® in higher education.Fuat is a strong advocate for teaching practices that cultivate students' creativity and promote innovative approaches... Read More →
Friday May 2, 2025 11:00am - 11:45am PDT
TBA
  Materials and Curriculum Development, Materials and Curriculum Development

11:00am PDT

Disrupting Academic Publishing: The Story of the BC TEAL Journal
Friday May 2, 2025 11:00am - 11:45am PDT
Poster Session
The BC TEAL Journal is an open access peer-reviewed publication promoting scholarship related to English as an additional language (EAL) teaching and learning, with articles relevant to a wide range of contexts in British Columbia. Since its inception in 2016, the journal has been disrupting academic publishing and transforming the way English language teaching organizations support their members. Key to this disruption is the variety of topics that find their way into the pages of the journal. An overview of the past nine issues of the journal is provided, with highlights including canine-assisted therapy (Binfet et al., 2016), portfolio-based language assessment (Drew & Mudzingwa, 2018), workplace writing (Hu & Gonzales, 2020), task-based language lessons (Huang, 2022), EAP presentations (Martin, 2023), and care ethics (Baslee, 2024). The free and open dissemination of papers such as these are transforming the building of knowledge, theory, and practice in the field of EAL teaching and learning. The field is further being transformed by opportunities to contribute to the journal as readers, authors, and peer reviewers. Visitors to this poster will become more familiar with the journal and learn how it can support their own continuing professional development. The supports in place for the publication process are described and major steps such as manuscript preparation, peer review, copy editing, proof reading, and layout are outlined in detail. The goal of this poster presentation is to inspire BC TEAL members to continue to engage with local scholarship, volunteer as peer reviewers, and begin to plan their next article for submission.  
 
References
 
Binfet, J.-T., Trotman, M. L., Henstock, H. D., & Silas, H. J. (2016). Reducing the affective filter: Using canine assisted therapy to support international university students’ English language development. BC TEAL Journal, 1(1), 18–37. https://doi.org/10.14288/bctj.v1i1.225
Drew, R., & Mudzingwa, C. (2018). The portfolio-based language assessment model: Perceptions of adult immigrant English language learners. BC TEAL Journal, 3(1), 1–21. https://doi.org/10.14288/bctj.v3i1.267
Hu, J., & Gonzales, L. (2020). English-as-an-additional-language employees’ perspectives on writing in the workplace. BC TEAL Journal, 5(1), 91–108. https://doi.org/10.14288/bctj.v5i1.343
Huang, L.-S. (2022). The stories of my life: A task-based, oral narrative lesson for employment purposes for learners with refugee backgrounds. BC TEAL Journal, 7(1), 42–54. https://doi.org/10.14288/bctj.v7i1.459
Martin, J. L. (2023). The problem of presentations: An EAP lecturer’s approach to teaching presentation skills. BC TEAL Journal, 8(1), 29–42. https://doi.org/10.14288/bctj.v8i1.539
Baslee, S. (2024). A care ethics approach to digital literacies: Supporting language acquisition, identity, and overall well-being of adult EAL learners with refugee experiences in Canada. BC TEAL Journal, 9(1), 49–59. https://doi.org/10.14288/bctj.v9i1.598
Speakers
avatar for Scott Roy Douglas

Scott Roy Douglas

Professor, University of British Columbia
Scott Douglas is a professor in the Okanagan School of Education, where his focus is on EAL teaching and learning in post-secondary contexts.
Friday May 2, 2025 11:00am - 11:45am PDT
Poster Session
  Publishing, Publishing

11:00am PDT

Challenges in integrating professional certification and graduate education in TESOL
Friday May 2, 2025 11:00am - 11:45am PDT
TBA
In the early 21st-century, the proliferation of unregulated programs purporting to offer ESL teacher training led to the development of provincial and national standards in adult ESL teacher training, most notably through TESL Canada (Thomson, 2004; Sivell, 2005; Chafe & Wang, 2008). While this led to important quality assurance improvements, the prominence of TESL Canada certification has led to some organizations requiring “their instructors to have it…as a prerequisite for employment” (TESL Canada, 2015).
 
This, combined with the loose ways in which “TESL,” “certificate,” and related terms are used in both public and private educational institutions, can make ESL teaching credentials confusing to teachers, employers, and the general public, and the commodification of TESL certification (Bernstein, 2023) continues to be a problem.
 
One area in which we have seen this is in TESL-focused graduate programs. At the program we will discuss in this presentation, faculty frequently field questions about the program’s role in future employability, whether the program’s name confers legitimacy and/or eligibility for certification (see Murray & Chrichton, 2010), which outside accreditation bodies should be sought, and whether a practicum is available or necessary. 
 
This presentation will offer perspectives from a faculty member, program assistant, and current students regarding the students’ pursuit of TESL Canada certification. There have been both internal and external challenges involving recognition of international credentials, funding for programs, availability of practicum supervisors, differences in TESL Canada standard levels, and a host of related issues. 
 
In this presentation, we each narrate our experience of the place and importance of professional accreditation in relation to masters-level teacher education in ELT and suggest changes that can make the connection between professional accreditation and graduate-level academic programs clearer and smoother in the future, particularly for international graduate students beginning new careers in Canada. 
Speakers
CM

Carol M. Suhr

Douglas College
TBA
JH

Joel Heng Hartse

Senior Lecturer, Simon Fraser University
see other bio
MT

Maria Thereza Palhares

Simon Fraser University
tba
DA

Dorsa Alami

Simon Fraser University
tba
TJ
Friday May 2, 2025 11:00am - 11:45am PDT
TBA
  Teacher Education, Teacher Education

11:00am PDT

Empowering ESL Teachers with AI: A Transformative Course for GenAI Integration
Friday May 2, 2025 11:00am - 11:45am PDT
TBA
Generative AI (GenAI) is reshaping ESL education by offering innovative solutions for lesson planning, language instruction, and assessment. However, many educators struggle with structured AI integration, raising concerns about pedagogical effectiveness and ethical considerations. This session introduces AI for ESL Teachers, a project-based professional development course designed to equip instructors with practical strategies to incorporate AI into ESL teaching in a meaningful and responsible way.
This course explores how AI-driven lesson planning enhances curriculum design through adaptability and differentiation, ensuring lesson plans accommodate diverse learning needs. It also examines AI-assisted instruction for both productive and receptive skills, guiding educators in leveraging AI tools to support reading, listening, speaking, and writing instruction. Additionally, the course explores the role of AI in teaching essential language components, such as grammar, vocabulary, and pronunciation, demonstrating how AI-powered tools can enrich traditional teaching methods while fostering student engagement.
A crucial component of the program focuses on AI-enhanced assessment, where educators learn to implement adaptive testing and automated feedback student progress tracking to streamline evaluation processes. Participants will also gain insight into the ethical dimensions of AI integration, including bias mitigation, responsible implementation, and academic integrity, ensuring AI serves as a complement to, rather than a replacement for, human-centered teaching.
Developed by three ESL educators at Score Guides Academy, this course draws on extensive teaching experience and AI research. Designed as a hands-on professional development opportunity, it will soon be officially launched, providing ESL instructors with practical AI integration skills.
Live demonstrations will showcase real-world applications of GenAI in ESL instruction, providing attendees with hands-on insights into AI-driven lesson planning and instructional strategies. Additionally, participants will have access to a free introductory training module, offering a preview of AI-powered ESL teaching methodologies. This session is ideal for ESL educators, administrators, and curriculum designers seeking practical, research-backed strategies to integrate GenAI into teaching and assessment, ensuring they remain at the forefront of AI-enhanced education.
Speakers
MH

Mona Hoorvash

Faculty, Yorkville University
Mona is a faculty member at Yorkville University. She is also a Certified Teacher Trainer and Strategy Development Advisor at ScoreGuides Academy. Holding a PhD in English Language and Literature, she has over 20 years of experience teaching ESL/EFL.
NG

Neda Ghandhari

Faculty, University Canada West
Neda Ghandhari, PhD in Applied Linguistics, M.Ed, TESL-certified, is a faculty member at University Canada West and a ScoreGuides Academy Coordinator with 10+ years in education.
GS

Golsa Saadi

Faculty, Yorkville University
Golsa Saadi is a faculty member at Yorkville University and LaSalle College, specializing in developing inclusive and innovative learning environments. She teaches English for Academic Purposes (EAP) and University Studies.
Friday May 2, 2025 11:00am - 11:45am PDT
TBA
  Teacher Education, Artificial Intelligence

12:00pm PDT

Lunch
Friday May 2, 2025 12:00pm - 1:00pm PDT
TBA
Friday May 2, 2025 12:00pm - 1:00pm PDT
TBA
  BC TEAL

1:00pm PDT

Learn about the new National LINC Curriculum Guidelines!
Friday May 2, 2025 1:00pm - 1:45pm PDT
TBA
The National LINC Curriculum Guidelines (NLCG) is funded by Immigration, Refugees and Citizenship Canada (IRCC). The NLCG is an innovative online tool designed to foster consistency and excellence in language instruction for newcomers to Canada. 


Developed through a collaborative effort among educators, subject matter experts and stakeholders, the Guidelines serve as a comprehensive roadmap to support instructors, administrators and curriculum developers involved in LINC programs across the country. The NLCG can modernize the LINC program whilst empowering instructors to deliver instruction that is relevant, engaging, and responsive to the diverse needs of learners in their current context.


The Guidelines advocate for a holistic approach in language instruction by delineating essential language skills, competencies, and learning outcomes for each proficiency level. Additionally, they emphasize the importance of digital skills and strategies to keep pace with evolving technological advancements. They also incorporate principles of inclusivity and trauma-informed practices, recognizing the significance of cultural sensitivity within language instruction.


By acknowledging the diverse backgrounds and experiences of learners, they foster an inclusive and supportive learning environment. Further, the Guidelines provide comprehensive support to instructors by consolidating PBLA and other pedagogical resources, offering assessment strategies and addressing a range of other considerations. Join this panel to learn how best to maximize NLCG for your LINC teaching and learning needs!
Speakers
avatar for Rafa Khan

Rafa Khan

Manager, National LINC Curriculum Projects, Achēv
Rafa Khan (BSc, MPA, PMP) manages the National LINC Curriculum Projects at Achēv in Ontario. She works to develop CLB- and PBLA- aligned LINC materials. 
Friday May 2, 2025 1:00pm - 1:45pm PDT
TBA
  Assessment/Testing, LINC

1:00pm PDT

[Part 1] Avenue.ca Local Innovation Leadership
Friday May 2, 2025 1:00pm - 1:45pm PDT
TBA
The session will delve into the challenges educators face in integrating technology, such as limited access, training gaps, and resistance to change. It will also explore the barriers posed by current policies and funding structures, as well as shifting priorities among funders that impact technology implementation in language training programs.


We will then describe a tool for instructors and leaders: technology standards and their importance in guiding change. This session will provide a comprehensive overview of Avenue Technology-enhanced Language Learning (TELL) Standards and their importance in guiding effective integration of technology into settlement language training. Participants will gain insight into the rapidly evolving landscape of learning technologies, identifying both opportunities and obstacles to their adoption.


Attendees will leave with a deeper understanding of the critical need for technology standards and a clear perspective on how these standards can empower educators to adapt and thrive in a changing settlement landscape. This session is designed for language educators, program administrators, and decision-makers interested in leveraging technology to enhance teaching practices and student outcomes.


Through engaging discussions, participants will reflect on their own experiences and identify strategies to overcome obstacles while embracing opportunities for innovation. The session sets the foundation for practical, hands-on exploration in the second part of the workshop.
Speakers
avatar for Rob McBride

Rob McBride

Executive Director, New Language Solutions
Rob has worked for NLS for many years. Rob works as a teacher, researcher, writer, producer and project manager.
avatar for Dr. Deborah Healey

Dr. Deborah Healey

Professor, University of Oregon
Deborah is a teacher educator, the 2019-2020 President of TESOL International Association, and a contributor to TESOL and Avenue Technology Standards publications.
avatar for Matthias Sturm

Matthias Sturm

Lead Evaluator and Researcher, New Language Solutions
Matthias Sturm has been researcher and evaluator for the Avenue-LearnIT2teach Project since 2010. Matthias is also working on a PhD in digital inclusion and equity.
avatar for Bonnie Nicholas

Bonnie Nicholas

Mentor, New Language Solutions
Bonnie is a mentor with Avenue and has taught online and blended classes for over a decade. She is always learning and improving her practice.
Friday May 2, 2025 1:00pm - 1:45pm PDT
TBA
  Education Technology, LINC

1:00pm PDT

Anti-Racist Pronunciation Pedagogy for CELBAN: First Nations English Dialects
Friday May 2, 2025 1:00pm - 1:45pm PDT
Poster Session
The goal of this session is to suggest a new chapter in the Centre for Canadian Language Benchmark Assessment for Nurses (CELBAN) listening workbook. CELBAN is designed to assess the English proficiency of Internationally Educated Nurses (IEN).  The current CELBAN workbooks have no mention of Indigenous, Aboriginal, or First Nations peoples of Canada. People entering Canada with hopes of working in the medical field need to be aware of First Nations English Dialects (FNED) (Ball, J., Bernhardt, B., & Deby, J., 2006; Ball, J., & Bernhardt, B.M., 2008; Bird, K. R., E., 2011; Fadden, L., & LaFrance, J., 2008) in addition to the Canadian history of colonialism and how this affects Indigenous people in healthcare today. Drawing on theories regarding Anti-Racist Pronunciation pedagogy and the responsibility of the listener (Ramjattan, 2023), this poster session argues that IENs must learn about FNED in order to meet the CELBAN requirements of identifying motivations, purposes, attitudes, and intention of speech. Focusing on sharing phonological resources and using each other’s pronunciation practices, encouraging a desire to understand one another despite barriers, and the creation of strategies for communication breakdown (Ramjattan, 2023, p. 321), the presenters suggest that this transformative approach could play a useful role at the intersection of the two broad communities in question. The presenters suggest an addition to the CELBAN Listening Handbook and Assessment, including audios of different dialects of English in Canada, with a primary focus on FNED, to facilitate an awareness of different pronunciations. By addressing the gap in CELBAN, the presenters are able to make suggestions to promote culturally safe care for the communities within Canada that require it the most. More implicitly, the presenters’ aim is also to help IENs with gaining confidence in their own pronunciations. The poster suggestions are thereby transferable to practitioners’ contexts, since the presenters argue that listening skills should be taught with an emphasis on understanding different accents in Canada with a grounding in APP and theories of decolonization in the EAL classroom.  
Speakers
avatar for Meghan Jones

Meghan Jones

Student and Research Assistant, University of Victoria
Meghan Jones works on SSHRC-funded research for the School of Languages, Linguistics, and Culture Applied Linguistics Department at the University of Victoria. 
AA

Anna Armanca

Student, University of Victoria
Anna Armanca is a student in the School of Languages, Linguistics and Culture Applied Linguistic department at the University of Victoria
Friday May 2, 2025 1:00pm - 1:45pm PDT
Poster Session
  English for Specifc Purposes (ESP), Indigenization

1:00pm PDT

[PART 1] Untangling Placement vs Progression in PBLA
Friday May 2, 2025 1:00pm - 1:45pm PDT
TBA
This session supports administrators to distinguish between placing a learner in a level for learning, and progressing a learner to a level based on completed CLBs, in order to reduce confusion for clients and teachers.
Speakers
avatar for Kathy Hughes

Kathy Hughes

Project Manager, Centre for Canadian Language Benchmarks
Kathy Hughes is a Project Manager with the Centre for Canadian Language Benchmarks and has a strong background in project management for training initiatives. 
avatar for Lisa Herrera

Lisa Herrera

PBLA Coach, CCLB
Lisa Herrera has an MA in Educational Administration from UBC and is a PBLA Regional Coach, training Lead and classroom teachers online since 2014.  She taught in LINC for 15 years and has been the Lead Instructional Coordinator for ISSofBC LINC since 2008. Lisa has also been the... Read More →
avatar for Rana Ashkar

Rana Ashkar

Coordinator and Content Developer, CCLB
Rana Ashkar works with the Centre for Canadian Language Benchmarks, she has a Bachelor’s in Education, a Master of Arts in English Literature, is CTESL trained, and has a background in ESL teaching and project management.
Friday May 2, 2025 1:00pm - 1:45pm PDT
TBA
  LINC, Assessment/Testing

1:00pm PDT

Unlock Language Through Movement and Innovation!
Friday May 2, 2025 1:00pm - 1:45pm PDT
TBA
Workshop Objectives & Outcomes
By the end of this workshop, participants will be able to:
  1. Implement Personalized Learning Strategies – Design and facilitate activities that connect learners’ prior skills, interests, and experiences with second-language acquisition to foster engagement and confidence.
  2. Leverage Technology for Language Development – Utilize digital tools such as Quizlet, Kahoot, H5P, Wordwall, Ellii.com, and Avenue.ca to create interactive, student-centered learning experiences.
  3. Enhance Language Learning Through Multi-Sensory Approaches – Integrate kinesthetic, auditory, and visual elements to promote deeper understanding and retention of language skills.
  4. Promote Mental Well-being Through Meaningful Engagement – Develop lessons that empower immigrant and refugee learners by incorporating real-world applications of their language skills in professional and personal contexts.
  5. Utilize Continuous Assessment & Feedback – Apply interactive surveys (e.g., Ellii.com), Likert-scale assessments to monitor progress and adapt instruction to student needs.
 
 
 
Proposed Session Outline:
1. Introduction & Icebreaker (5 minutes)
  • Warm-up activity: Quick kinesthetic language game 
  • Overview of workshop objectives: Personalization, technology integration, and feedback-driven engagement.
2. The Power of Personalization (10 minutes)
  • Discussion: Why adult learners need personalized learning 
  • Demonstration: “Language & Life” Mapping – Attendees create a visual map connecting past skills, hobbies, and new language goals.
3. Tech-Enhanced Learning (10 minutes)
  • Overview: How digital tools empower learners beyond the classroom.
  • Hands-on demo: Attendees explore how Avenue.ca, Quizlet, Kahoot, Wordwall, and Ellii.com can be incorporated to enhance digital literacy skills 
  • Group challenge: Participants create an interactive quiz or activity using one of these tools.
4. Continuous Feedback for Lasting Engagement (10 minutes)
  • Why feedback matters: Quick assessment methods that keep learners motivated.
  • Try it out: Attendees complete an interactive Ellii.com survey or a Likert-scale classroom feedback tool.
  • Collaborative discussion: How to implement ongoing feedback loops in the language classroom.
5. Wrap-Up & Takeaways (5 minutes)
  • Reflection: Participants share one key strategy they will apply.
 
 
 
 
Speakers
SH

Stefanie Henders

Lead Teacher and LINC Instructor, S.U.C.C.E.S.S., S.U.C.C.E.S.S.
Lead Teacher and LINC Instructor, S.U.C.C.E.S.S.
MB

Micaela Bilot

LINC Instructor, S.U.C.C.E.S.S.
LINC Instructor, S.U.C.C.E.S.S.
Friday May 2, 2025 1:00pm - 1:45pm PDT
TBA
  Materials and Curriculum Development, Materials and Curriculum Development

1:00pm PDT

Enhancing Learners’ Communication Skills through Interactive Visual Storytelling
Friday May 2, 2025 1:00pm - 1:45pm PDT
TBA
This workshop is designed to enhance communication skills through interactive visual storytelling and reflective activities. In the first part, participants will mark major milestones in their lives—such as graduating from school—on a timeline using simple symbols like a graduation cap. They will then exchange their timelines with peers who interpret the symbols and recount the life stories behind them, promoting collaborative discussion and authentic communication. In the second part, students complete an additional worksheet that focuses on visualizing their future by projecting significant milestones for both the near and distant future. Once again, they engage in discussions, interpreting the symbols and expanding them into rich narratives. The objectives of the session are multifaceted: to encourage self-reflection by having students identify and reflect on meaningful personal milestones; to promote independent thinking and creativity by reducing reliance on AI; to emphasize humanistic, student-centered learning that prioritizes personal growth and self-expression; to motivate students with different learning styles (e.g verbal, visual, kinesthetic); to foster peer interaction through collaborative interpretation; to reinforce practical language use, such as practicing various tenses; and to connect language learning with real-life skills like goal setting. The approach is underpinned by robust theoretical and empirical research. Robin (2008) shows that storytelling is an engaging teaching tool that boosts creativity, reflection, and communication. Similarly, Sadik (2008) explores digital storytelling as a means to enhance student engagement and learning, noting that the process of creating and sharing narratives reinforces communication skills and reflective learning—key elements in language education. Moreover, Wammes et al. (2015) demonstrate that drawing during learning significantly enhances memory recall, suggesting that learner-generated drawings improve retention of vocabulary and concepts. Complementing these findings, Van Meter and Garner (2005) provide meta-analytic evidence that student-generated drawings generally improve comprehension and retention, supporting their use to deepen linguistic processing.
 
References 
Robin, B. R. (2008). Digital Storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47(3), 220–228. https://doi.org/10.1080/00405840802153916
 
Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487–506. https://doi.org/10.1007/s11423-008-9091-8
 
Van Meter, P., & Garner, J. (2005). The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis. Educational Psychology Review, 17(4), 285–325. https://doi.org/10.1007/s10648-005-8136-3
 
Wammes, J. D., Meade, M. E., & Fernandes, M. A. (2015). The drawing effect: Evidence for reliable and robust memory benefits in free recall. Quarterly Journal of Experimental Psychology, 69(9), 1752–1776. https://doi.org/10.1080/17470218.2015.1094494
Speakers
avatar for Maryam Rostamy

Maryam Rostamy

Full-time Faculty, University Canada West
Maryam holds an MAEd in TESOL. She’s been teaching English for 20 years. Currently, she teaches University Access Programs and Communication courses.
avatar for Siavash Rokhsari

Siavash Rokhsari

Assistant Professor, University Canada West
Siavash holds a PhD in TESL, level-three TESL Canada and PIDP with extensive teaching and research experience in TESL and Communication
Friday May 2, 2025 1:00pm - 1:45pm PDT
TBA
  Speaking, Speaking

1:00pm PDT

Bridging the Gap: Innovative Training for LINC Instructors
Friday May 2, 2025 1:00pm - 1:45pm PDT
TBA
The LINC program requires teachers to have significant training to meet IRCC requirements. Instructors must deliver task-based lessons that are CLB-aligned, with content which enables learners to progress in their language skills and successfully participate Canadian society.  Training needs include knowledge and application of: Canadian Language Benchmarks, PBLA, GBA+, Trauma Informed practice, and Indigenous Reconciliation.    In addition, instructors must be able to teach in fully online and blended delivery models, often in multi-level classes.  Current ESL teacher training does not address all these training needs. As a result, Service Providers must provide extensive additional training. Larger providers may have resources to provide this training, but smaller providers often do not have those resources.  To address these gaps, a 6-week, online training program for LINC Instructors was developed.  This pilot began in June 2024 and will continue until April 1, 2028. The training is free and open to all LINC instructors in BC, with a focus on inclusion of instructors from smaller SPOs. The goal of the training is to provide the foundation for successful delivery of LINC classes (with emphasis on blended and remote instruction, CLB-aligned lesson planning, feedback and creating safe and caring learning spaces) and to promote retention of LINC instructors (with an emphasis on setting healthy boundaries and reducing prep time).
The presentation covers:
  1. The need for additional training for LINC instructors/gaps in current CCLB training.  This includes audience participation on identifying training needs.
  2. Development of curriculum.  What exactly is covered in the training?  How were those topics decided?  What design principles were followed in the development?  See attached Project Description for details on curriculum.
  3. Delivery of the training.  Who were the participants? What was the participant experience?  Data from participant surveys.
  4. Future training.  When will future training take place? Who can participate?  
Speakers
avatar for Pat Marilley-Bodner

Pat Marilley-Bodner

Project Manager, Language Training and Special Project, MOSAIC
Pat has been in ESL education for 20 years.  Her passion is developing client-centred programs to support newcomers experiencing complex barriers in their settlement journey.
avatar for Shaya Jamshidi

Shaya Jamshidi

ESL Instructor, PBLA Lead Teacher, MOSAIC
I have a master’s degree in Teaching English, and have been working as a LINC instructor and PBLA Lead Teacher for the last 12 years.
avatar for Sara Wynne

Sara Wynne

ESL Instructor, Curriculum Developer, MOSAIC
Sara Wynne is an EAL instructor, curriculum developer, and online learning developer. She enjoys developing and teaching interactive, multimodal, and communicative content for all levels.
Friday May 2, 2025 1:00pm - 1:45pm PDT
TBA
  Teacher Education, LINC

1:00pm PDT

Take Control of Your Day: Transformational Journaling to Conquer Everyday
Friday May 2, 2025 1:00pm - 1:45pm PDT
TBA
ELT teachers often feel overwhelmed as they plan their lessons in a rapidly changing digital world. This presentation will offer teachers a concrete reflective exercise, combining transformational journaling with the 333 Anti-Anxiety Rule, to combat the psychological symptoms that cultivate feelings of nervousness, tension, and worry in the classroom or at a faculty meeting. Attendees will learn how to draft short teacher journal responses (on an app or in a journal) using the “ Rule of Three”: identify 3 things individuals can see, hear, and touch in moments of personal crisis. In addition to alleviating anxiety, this grounding technique as a written exercise helps strengthen the brain’s neuroplasticity by bolstering optimal brain processing, relaxing one’s physiological state, and calming the nervous system; therefore, it is a powerful addition to any teacher toolkit.
Speakers
TL
Friday May 2, 2025 1:00pm - 1:45pm PDT
TBA
  Well-being, Well-being

2:00pm PDT

Practical GenAI Prompts for the EAL Classroom
Friday May 2, 2025 2:00pm - 2:45pm PDT
TBA
Sharing my journey from an uncertain start to discovering the power of AI to enhance both my teaching approach and students’ learning experiences. This session will begin with discussing the intrinsic value of language education, the differences between AI and human intelligence, and their unique roles in language learning. 
Participants will gain insights into how AI tools can enhance language education by infusing AI into their instructional practice. I will cover practical prompts for material preparation, feedback methods, and learner activities, offering concrete examples of how AI technologies can help learners focus on the process of learning and not solely on the correct answer. I will also share the results and my implementation of AI writing task to enhance my teaching approach and students’ learning experiences. We will also address important ethical considerations, ensuring that educators are aware of the implications, such as data privacy, algorithmic bias, of using AI in their classrooms and potential pitfalls to be aware of when incorporating AI in language learning, providing a balanced perspective on this emerging field. 
Speakers
avatar for Denise Lo

Denise Lo

Full-time Faculty, Douglas College
Denise Lo teaches EAP and TESL at Douglas College and has 15+ years of experience from post-secondary institutions in Alberta and California. Denise's passion for EdTech earned her the University of Alberta Remote Teaching Award and is the current BCTEAL Post-Secondary Chair.
Friday May 2, 2025 2:00pm - 2:45pm PDT
TBA
  Artificial Intelligence, Artificial Intelligence

2:00pm PDT

Writing Assessment on the Duolingo English Test
Friday May 2, 2025 2:00pm - 2:45pm PDT
TBA
Speakers
avatar for Dr. Ben Naismith

Dr. Ben Naismith

Senior Assessment Scientist, Duolingo English Test
Ben Naismith is a Senior Assessment Scientist for the Duolingo English Test. Ben has worked in numerous contexts (including Vancouver) as a teacher, teacher trainer, materials developer, assessment specialist, and researcher. He holds a PhD in Applied Linguistics, and his research... Read More →
avatar for Dr. Ramsey Cardwell

Dr. Ramsey Cardwell

Assessment Specialist, Duolingo English Test
Ramsey Cardwell is an Assessment Scientist for the Duolingo English Test. He received his PhD in Educational Measurement with a focus on language testing. Prior to grad school, Ramsey spent several years as an EFL teacher in Korea. His research interests include language testing... Read More →
Friday May 2, 2025 2:00pm - 2:45pm PDT
TBA
  Assessment/Testing, Assessment/Testing

2:00pm PDT

[Part 2] Avenue.ca Local Innovation Leadership
Friday May 2, 2025 2:00pm - 2:45pm PDT
TBA
Building on the foundational insights from the first session, this workshop will focus on practical applications of TELL standards through interactive discussions and multimedia resources. Participants will review video interviews and testimonials from both Avenue Learning Leadership course graduates and the attendees of NorQuest College’s Standards workshops. These real-world examples showcase successful implementations of learning technology and provide actionable takeaways for educators.


The session will also feature curated multimedia elements, including short podcasts and participant reflections, to foster a dynamic and engaging learning environment. Through these resources, attendees will explore innovative solutions for integrating technology into their teaching practices, overcoming challenges, and creating more engaging and effective learning experiences for their students.
Interactive discussions will encourage participants to reflect on their own experiences and collaborate on identifying practical strategies for navigating barriers, leveraging opportunities, and aligning with shifting funder priorities. By engaging directly with peer experiences and best practices, participants will develop actionable plans tailored to their unique contexts.


Designed to be both reflective and practical, this session equips attendees with tools, ideas, and inspiration to implement TELL standards effectively and drive innovation in their programs. Presenters will share their expertise and insights, creating a collaborative space where participants can explore technology integration and leadership development.
Speakers
avatar for Rob McBride

Rob McBride

Executive Director, New Language Solutions
Rob has worked for NLS for many years. Rob works as a teacher, researcher, writer, producer and project manager.
avatar for Dr. Deborah Healey

Dr. Deborah Healey

Professor, University of Oregon
Deborah is a teacher educator, the 2019-2020 President of TESOL International Association, and a contributor to TESOL and Avenue Technology Standards publications.
avatar for Matthias Sturm

Matthias Sturm

Lead Evaluator and Researcher, New Language Solutions
Matthias Sturm has been researcher and evaluator for the Avenue-LearnIT2teach Project since 2010. Matthias is also working on a PhD in digital inclusion and equity.
avatar for Bonnie Nicholas

Bonnie Nicholas

Mentor, New Language Solutions
Bonnie is a mentor with Avenue and has taught online and blended classes for over a decade. She is always learning and improving her practice.
Friday May 2, 2025 2:00pm - 2:45pm PDT
TBA
  Education Technology, LINC

2:00pm PDT

National LINC Online Curriculum for Stage I
Friday May 2, 2025 2:00pm - 2:45pm PDT
TBA
This presentation will showcase a recently launched, innovative online courseware: The National LINC Online Curriculum (NLOC), funded by IRCC.  Developed for the Language Instruction to Newcomers to Canada (LINC) Program, this courseware fills a language learning gap for self-directed, asynchronous learning, offering off-the-shelf, comprehensive eLearning units that learners can do anytime, anywhere. The presentation will explain and demonstrate how the courseware can be used asynchronously, in blended learning, and in synchronous in-class settings.


This courseware includes the principles and best practices for a PBLA-aligned curriculum, incorporating real-world tasks, prior knowledge and experience, skill-building activities, skill-using and assessment tasks, and reflection. The presentation will walk attendees through some of the content to demonstrate how it is organized across 21st century themes. It will also outline how activities are designed to take learners on a journey to coherently build skills and strategies needed for integration in work, education and community.  


75 NLOC eLearning units across CLBs 3-5 are currently accessible through the course builder on avenue.ca, with brand new eLearning units to come over the next three years.  Attendees will appreciate how eLearning units have a consistent and intuitive look and feel for seamless use and integration. Accessibility and specialized content are top priorities for this project. Likewise, incorporating the principles of universal design and weaving topics distinct to Canada (ex. Indigenization, Francophone Perspectives, Inclusivity) are also evident across the courseware.   In this presentation, instructors will be familiarized to all elements of the eLearning and get the chance to preview and demo some activities in a group.
Speakers
avatar for Rafa Khan

Rafa Khan

Manager, National LINC Curriculum Projects, Achēv
Rafa Khan (BSc, MPA, PMP) manages the National LINC Curriculum Projects at Achēv in Ontario. She works to develop CLB- and PBLA- aligned LINC materials. 
Friday May 2, 2025 2:00pm - 2:45pm PDT
TBA
  LINC, LINC

2:00pm PDT

[PART 2] Untangling Placement vs Progression in PBLA
Friday May 2, 2025 2:00pm - 2:45pm PDT
TBA
This session aims to support practitioners to make an informed judgment around student movement in programs.  Using different scenarios, this session will provide participants the opportunity to practice making evidence-based decisions about placement and progression in programs.
Speakers
avatar for Kathy Hughes

Kathy Hughes

Project Manager, Centre for Canadian Language Benchmarks
Kathy Hughes is a Project Manager with the Centre for Canadian Language Benchmarks and has a strong background in project management for training initiatives. 
avatar for Lisa Herrera

Lisa Herrera

PBLA Coach, CCLB
Lisa Herrera has an MA in Educational Administration from UBC and is a PBLA Regional Coach, training Lead and classroom teachers online since 2014.  She taught in LINC for 15 years and has been the Lead Instructional Coordinator for ISSofBC LINC since 2008. Lisa has also been the... Read More →
avatar for Rana Ashkar

Rana Ashkar

Coordinator and Content Developer, CCLB
Rana Ashkar works with the Centre for Canadian Language Benchmarks, she has a Bachelor’s in Education, a Master of Arts in English Literature, is CTESL trained, and has a background in ESL teaching and project management.
Friday May 2, 2025 2:00pm - 2:45pm PDT
TBA
  LINC, Assessment/Testing

3:00pm PDT

Coffee / Exhibitors
Friday May 2, 2025 3:00pm - 3:30pm PDT
TBA
Friday May 2, 2025 3:00pm - 3:30pm PDT
TBA
  BC TEAL

3:30pm PDT

Disrupting Assessment: Formative Joy and Summative Strategies
Friday May 2, 2025 3:30pm - 4:15pm PDT
TBA
Disrupting Assessment: Formative Joy and Summative Strategies 
While a small percentage of second-language learners embrace an additional language for social reasons, most study English and other languages to complete academic requirements and/or as a necessity for employment (Patel, Solly, & Copeland, 2023). The resulting reality, in both academic and employment contexts, is that, for many learners’, the foremost goal is not to learn a language, but to pass tests. Government standardized tests in particular can be challenging for English-language learners (Coltrane, 2022; Erum, 2023). 
 
This creates two problems for language teachers, both closely tied to learner motivation, and through motivation, retention: How can we inject joy into the formative assessment process to creatively motivate learners to acquire a language? and, What do we need to do to prepare learners for a variety of summative language assessments with confidence? 
 
This interactive presentation focuses on joy by exploring innovative ways learners can show what they have learned in open-ended ways. It then shares practical strategies for teachers to help learners succeed when confronted with a range of standardized test types. The purpose of the talk is to help teachers shift learners’ perspectives away from a short-term hardship to pass academic and employment tests, and instead motivate them to learn language as an enjoyable lifelong commitment.   
 
Coltrane, B. (2002, November). English language learners and high-stakes tests: An overview of the issues. Center for Applied Linguistics
Erum, M. (2023, April 24). Standardized tests are failing English language learner students, according to educators and academics. New Canadian Media. www.newcanadianmedia.ca/standardized-tests-are-failing-english-language-learner-students-according-to-educators-and-academics/
Patel, M., Solly, M. & Copeland, S. (2023). The future of English: Global perspectives. British Council
Speakers
avatar for Dr. Ken Beatty

Dr. Ken Beatty

Professor, Anaheim University
Dr. Ken Beatty is a writer (149 readers and textbooks) and TESOL Professor who’s worked in 35 countries. He researches critical and creative thinking.
Friday May 2, 2025 3:30pm - 4:15pm PDT
TBA
  Assessment/Testing, Assessment/Testing

3:30pm PDT

ASCEND’s Transformative Approach to Soft Skills Training
Friday May 2, 2025 3:30pm - 4:15pm PDT
TBA
Introduction
ASCEND (Applied Skills Curriculum to Empower Newcomer Development) is a blended learning program designed to help skilled immigrants succeed in the Canadian workplace. The program provides coaching-based learning, strengthens language skills, and leverages partnerships to deliver effective programming. This session will provide an overview of these key components.
1. Co-designed with employers
ASCEND was developed with input from Canadian employers, HR experts, immigrant service organizations, and skilled newcomers working in their fields. The content is current and addresses real-life challenges participants may encounter in the workplace. It is practical and aligned with the opportunities and obstacles newcomers face as they transition into the Canadian job market.
2. Coaching principles for soft skills training
Many newcomers come to Canada with valuable professional experience and transferable soft skills, but may face challenges navigating Canadian cultural norms and professional expectations. ASCEND uses coaching principles to help participants strengthen these skills, emphasizing self-awareness and building confidence. The program includes role-playing, peer learning, and direct feedback from facilitators, creating a transformative learning experience.
3. Partnership-based delivery model
Partnerships are foundational to ASCEND. The program complements existing Service Delivery Partners in Canada who provide settlement services. This model allows newcomers to engage with trusted partners and reduces the complexity of navigating the settlement process. For those participating in the blended version, workshops offer an opportunity to build networks with fellow newcomers, providing a sense of community and shared learning.
4. Language training
To participate, newcomers must have at least a CLB 6 in English or an intermediate level of French. ASCEND includes a glossary of key terms used in each module. The program reinforces professional terminology in work-specific contexts, helping participants strengthen their language skills. Some French speakers even join the English cohorts to further develop both official language skills.
5. Case Study: VCC’s Experience
Speakers
RW

Rachel Warick

Program Coordinator, VCC Partnership Development Office (CareerLAB)
Rachel has a diverse background in career development, work-integrated learning (WIL), EDIA, and collaboration in the post-secondary sector.
avatar for Anna Savelyeva

Anna Savelyeva

Program Manager, Workforce Development, Immigrant Employment Council of British Columbia
Anna has a diverse background across multiple sectors working on advancing social and economic issues. She is also a language tutor and a life coach.
avatar for Pantea Fard

Pantea Fard

Program Coordinator, Workforce Development, Immigrant Employment Council of British Columbia
Pantea has experience in administration, management, and education. She aspires to support newcomers in their professional journeys.
Friday May 2, 2025 3:30pm - 4:15pm PDT
TBA
  Cross-cultural Competencies, LINC

3:30pm PDT

Work-Life Balance Strategies for your Teaching Practice with Avenue
Friday May 2, 2025 3:30pm - 4:15pm PDT
TBA
The workshop begins with a review of findings from user feedback of theAvenue.ca learning and teaching platform and instructor training. These findings provide a current, evidence-based context for the session. Avenue (formerly EduLINC and LearnIT2teach) has been serving the LINC community since 2010. 
 
Avenue has enjoyed broader and broader adoption by the LINC sector since the start of the pandemic. The online teaching that language instructors adopted rapidly in response to the limitation to in-person program delivery has accelerated learning technology innovation since. Many teachers are committed to take their online and blended language training practices to higher levels of efficiency and effectiveness.
 
Online and blended program delivery disrupts practices of instructors and managers. This workshop presents strategies for transformation embedded in front-line experiences through an open discussion about teachers’ better work-life balance. 
 
The vison and support of local leaders has a central role in the innovation process. This session will also offer findings from an evaluation of the Avenue Learning Leadership Certificate (ALLC) training, offered to LINC instructors, lead teachers, and program administrators. The training takeaways are reinforced by the leadership experiences of LINC instructors, LearnIT2teach mentors, and a program leader from Vancouver Community College (VCC).
 
Participants will benefit from an environment for open discussion. The workshop will explore what constitutes effective strategies and leadership: What is effective and efficient 21st Century teaching practice and program delivery? How can skillful use of learning technology contribute to a better work-life balance for instructors? 
 
The objectives of this workshop are for participants to:
  • Learn about findings from user feedback of Avenue.ca and an evaluation of the Avenue Learning Leadership Certificate (ALLC)
  • Share experiences of teachers and administrators demonstrate lessons learned from frontline practice
  • Receive practical tips on improving your work-life balance though more effective and efficient blended and online teaching practice 
Speakers
avatar for Vesna Radivojevic

Vesna Radivojevic

Assistant Department Head, Vancouver Community College (VCC)
Vesna Radivojevic has been teaching EAL for 23 years, mostly in ELSA/LINC programs. She supports instructors as a coordinator and Assistant Department Head at VCC. 
avatar for Matthias Sturm

Matthias Sturm

Lead Evaluator and Researcher, New Language Solutions
Matthias Sturm has been researcher and evaluator for the Avenue-LearnIT2teach Project since 2010. Matthias is also working on a PhD in digital inclusion and equity.
avatar for Chayan Mallick

Chayan Mallick

Mentor, New Language Solutions (Avenue)
Chayan has 25 years of ESL teaching experience in home and abroad. She has also been working as an online mentor with Avenue since 2016. 
avatar for Bonnie Nicholas

Bonnie Nicholas

Mentor, New Language Solutions
Bonnie is a mentor with Avenue and has taught online and blended classes for over a decade. She is always learning and improving her practice.
Friday May 2, 2025 3:30pm - 4:15pm PDT
TBA
  Education Technology, LINC

3:30pm PDT

Enhancing Avenue.ca: 2025 – 28
Friday May 2, 2025 3:30pm - 4:15pm PDT
TBA
On January 1st The Avenue Project celebrated its 15th birthday. Neither the project nor the learning technology landscape has stayed still during all this time. The project constantly innovates to incorporate new technology and refine our services to newcomers, educators and the settlement language training sector. Participants in this session will learn about our plans and strategies for the 2025 - 28 IRCC LINC/CLIC funding cycle. 
 
As of January 23rd 2025 there were 416 BC LINC courses and 3703 BC users active on the Avenue platform in the previous 30 days. Avenue is IRCC’s recommended platform for learning and teaching in LINC and CLIC programs across the province and the country. The LMS has been customized extensively to address the needs of LINC and CLIC professionals and the sector. It features an ePortfolio solution that supports effective PBLA, and a Course Builder that allows teachers to readily build custom courses to meet their learner’s needs from a collection of over 400 eUnits.
 
In this session, the presenters will discuss plans for:
  • Addressing policy shifts in immigrant language training
  • New PBLA-aligned eModules
  • The evolution of the teacher training stages
  • In-service supports like Live Help
  • AI integration in Avenue and bot-mediated access to support files
  • Evaluation and constant improvement in all we do
 
The session will provide opportunities for participants to ask questions and provide feedback on the opportunities and challenges they encounter to learning technology innovation. Participants will be asked to share the local solutions they’ve developed to resolve barriers and better address the needs of newcomer clients.
Speakers
avatar for Rob McBride

Rob McBride

Executive Director, New Language Solutions
Rob has worked for NLS for many years. Rob works as a teacher, researcher, writer, producer and project manager.
avatar for Nancy Van Dorp

Nancy Van Dorp

Manager, Distributed Learning, New Language Solutions
Nancy Van Dorp, M.Ed., is the Manager of Distributed Learning for projects at New Language Solutions.She is fascinated with the affordances of edtech solutions.
avatar for John Allan

John Allan

Manager of Training Development, New Language Solutions
John, certified Ontario teacher, is as an experienced e-learning developer, instructor mentor and live support operator. He has been working on the Avenue project since the inception. He presented his first BCTEAL session in 1996.
Friday May 2, 2025 3:30pm - 4:15pm PDT
TBA
  LINC, Administration/Leadership

3:30pm PDT

The "Missing" ELLs in Metro Vancouver's K-12 Schools
Friday May 2, 2025 3:30pm - 4:15pm PDT
TBA
Public data reveals that many BC schools report having “zero” English language learners (ELLs) -- this includes nearly 100 schools in Metro Vancouver, where nearly 50% of residents speak a first language other than English.
These are primarily independent schools; according to the Federation of Independent School Associations of BC, because these schools do not receive "per-student" funding, they may have little incentive to report ELLs to the Ministry. However, there may be additional reasons relating to public perceptions of English Language Learners, and the sometimes stigmatizing and politically contentious issues which arise when certain students are designated as ELLs while others are not.
Public and scholarly discussions of students for whom English is an additional language often focuses on their dissimilarity from native English speakers in terms of English language skills. This has been called a “deficit discourse” (Shapiro, 2014), “deficit model” (Khan, 2020), or “deficit identity” (Marshall, 2009) for those students, with their “lack” of English proficiency being positioned as a problem to be overcome, rather than developing bilingual ability and fluency in another language being embraced as an asset.        
In recent years, there have been scholarly discussions of the stigma and harm the “ELL” label can cause (e.g., Linse, 2013; Gunderson, 2020; Flores et al. 2015; Nguyen, 2021; Umansky, 2016). So are BC schools being progressive by refusing to “label” students as ELLs, or are they reinforcing the deficit discourse by positioning “ELL” as an undesirable designation?                     
This project seeks to understand the source of this puzzling mismatch, and contribute to understanding how students are labelled “ELLs” in schools, the media, and public discourse generally, both by looking at descriptive statistics from schools’ reports of ELLs and looking at selected BC schools' websites to analyze the way ELLs, English language education, and related concepts are represented.
Speakers
JH

Joel Heng Hartse

Senior Lecturer, Simon Fraser University
see other bio
Friday May 2, 2025 3:30pm - 4:15pm PDT
TBA
  Research, Research

3:30pm PDT

Empowering Educators and Learners through Neuroscience and Metacognition
Friday May 2, 2025 3:30pm - 4:15pm PDT
TBA
The evolving demands on educators and students underscore the importance of integrating wellbeing and resilience into educational frameworks. This presentation will equip teachers with critical insights and tools to transform their teaching practices. Participants will understand how external circumstances, such as trauma or systemic stress, affect the brain and impact the learning process. By leveraging neuroscience, educators will discover how to promote their own wellbeing while fostering greater learner engagement. Practical strategies will be introduced for incorporating neuroscience and metacognition into the classroom, empowering students to become autonomous and motivated learners. Teachers will also explore the features of a resilient brain and learn actionable techniques to build resilience in themselves and their learners.
 First, we briefly highlight the many ways the COVID-19 pandemic has amplified mental health challenges, significantly impacting cognitive, social, and emotional development, especially among children and teenagers. Teachers, grappling with systemic stress and shifting learner needs, require innovative solutions to navigate these challenges effectively.
Then, we demonstrate how neuroscience offers a transformative approach to education by emphasizing the brain's malleability (neuroplasticity) and fostering metacognition—the ability to think about thinking. Research highlights that learners who understand brain functions and neuroplasticity become more efficient and confident, leading to improved academic performance. We will provide insights and opportunities for teachers to reflect on their current practices and explore ways to enhance the use of metacognition strategies in their classrooms.
Finally, we will talk about resilience. A cornerstone of wellbeing, it is characterized by the brain’s capacity to recover from adversity. We will introduce key strategies including mindfulness, fostering a growth mindset and promoting attentional focus to sustain motivation and engagement.
By merging neuroscience, metacognition, and professional coaching, this session inspires educators to break traditional paradigms and create dynamic, compassionate learning environments suited for the 21st century. 
Speakers
avatar for Cathy Introligator

Cathy Introligator

Licensed Trainer, Efficient Language Coaching
Cathy Introligator, graduate of the Institut d’Études Politiques Paris with international experience, trains educators to leverage the brain's potential for enhanced learning with Neurolanguage Coaching®.
Friday May 2, 2025 3:30pm - 4:15pm PDT
TBA
  Well-being, Well-being

4:30pm PDT

BC TEAL AGM
Friday May 2, 2025 4:30pm - 5:00pm PDT
TBA
Friday May 2, 2025 4:30pm - 5:00pm PDT
TBA
  BC TEAL

5:00pm PDT

TCF Awards & Fundraiser Gala
Friday May 2, 2025 5:00pm - 8:00pm PDT
TBA
*Additional Ticket Registration Required*
Event registration site: https://www.zeffy.com/en-CA/ticketing/2025-tcf-fundraising-gala

Join the TEAL Charitable Foundation in celebrating EAL educators and students. The wine and appetizer event will begin with honouring the 2024-25 educator and student award winners. The awards ceremony will be followed by a talk from Raymonde Tickner, one of the editors, and several authors of "Geographies of the Heart: Stories from Newcomers to Canada". This book was published last year by UBC Press and contains inspiring stories of resilience from newcomers to Canada. According to BC Bookworld: "[The] accounts [of Geographies of the Heart] belie the many misconceptions about immigration and immigrants by revealing that the paths into Canada are as diverse as the people who journeyed them."  

What: TCF Awards & Fundraising Gala
When: Friday, May 2nd
Time: 4:30pm - 8:00pm
Place: VCC Downtown Campus, 250 West Pender Street
Cost: $50 or $75 (includes a copy of "Geographies of the Heart")
Details: The event will include the presentation of TCF awards, as well as a talk by an editor and authors of "Geographies of the Heart: Stories from Newcomers to Canada". The ticket price includes wine, beer, and non-alcoholic beverages, as well as appetizers.
https://www.ubcpress.ca/geographies-of-the-heart
Friday May 2, 2025 5:00pm - 8:00pm PDT
TBA
  BC TEAL
 
From CA$115.47
BC TEAL 2025 Annual Conference
From CA$115.47
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