BC TEAL 2025 Annual Conference

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

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.

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

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.

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

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

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

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

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

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

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

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.

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 →

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.

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

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

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

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 →

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 →

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

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

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.

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.

John Allan

Manager of Training Development, New Language Solutions

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

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.

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

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 21^st-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

Carol M. Suhr

Douglas College

TBA

Joel Heng Hartse

Senior Lecturer, Simon Fraser University

see other bio

Maria Thereza Palhares

Simon Fraser University

tba

Dorsa Alami

Simon Fraser University

tba

Tahereh Jalali Chimeh

tba

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

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.

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.

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

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

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.

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.

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.

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

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.

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

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.

Lisa Herrera

PBLA Coach, CCLB

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:

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.
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.
Enhance Language Learning Through Multi-Sensory Approaches – Integrate kinesthetic, auditory, and visual elements to promote deeper understanding and retention of language skills.
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.
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

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.

Micaela Bilot

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

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.

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:

The need for additional training for LINC instructors/gaps in current CCLB training. This includes audience participation on identifying training needs.
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.
Delivery of the training. Who were the participants? What was the participant experience? Data from participant surveys.
Future training. When will future training take place? Who can participate?

Speakers

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.

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.

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

Tremonisha LaVay Putros

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

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

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 →

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

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.

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.

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.

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

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

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.

Lisa Herrera

PBLA Coach, CCLB

Rana Ashkar

Coordinator and Content Developer, CCLB

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

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

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.

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.

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

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.

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.

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.

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 1^st The Avenue Project celebrated its 15^th 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 23^rd 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

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.

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.

John Allan

Manager of Training Development, New Language Solutions

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

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

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

8:00am PDT

Registration Opens

Saturday May 3, 2025 8:00am - 3:00pm PDT

TBA

Saturday May 3, 2025 8:00am - 3:00pm PDT
TBA

BC TEAL

8:30am PDT

Crafting Interactive Language Activities: Teaching Transformed Through Generative AI

Saturday May 3, 2025 8:30am - 9:15am PDT

TBA

This hands-on workshop demonstrates how generative AI can transform the creation of interactive language learning materials. The session shows how educators can leverage AI tools to develop custom digital activities, transforming traditional materials development while maintaining pedagogical effectiveness. During this session, participants will learn to create interactive online activities using generative AI such as generating web artifacts, creating H5P elements using AI chatbots, and developing HTML/JavaScript pages without even knowing how to program.

The workshop bridges AI technology with established principles of materials development (Tomlinson, 2013) and digital task design (Chapelle, 2020). The session demonstrates how AI can enhance rather than replace teacher creativity in materials development.

Participants will be given an overview of AI tools and pedagogical considerations followed by interactive demonstrations including creating single-file HTML/JavaScript activities, practicing activity creation, and troubleshooting common issues. Participants will also learn about generating web artifacts for language practice by understanding platform capabilities and best practices for chat prompting. Additionally, the session will help users leverage AI for H5P content. There will also be time to address practical considerations and limitations. Key features include step-by-step guides for each tool, prompt templates and examples, quality control strategies, pedagogical best practices, and adaptation guidelines for different language levels.

Participants will leave with practical skills for leveraging AI in materials development, understanding both the potential and limitations of these tools in creating interactive language learning experiences.

References

Chapelle, C. A. (2020). Teaching culture in the digital age: Research and practice. TESOL Journal, 11(1), e00450.

Tomlinson, B. (2013). Materials development in language teaching (2nd ed.). Cambridge University Press.

Zappa-Hollman, S. (2024). Artificial intelligence in language teaching: Pedagogical considerations and practical applications. Language Teaching, 57(1), 1-15.

Speakers

Nathan Hall

Instructor, Douglas College

Nathan Hall is an English language / TESL educator with over 19 years of experience. He is passionate about pedagogically-sound uses of technology for education.

Saturday May 3, 2025 8:30am - 9:15am PDT
TBA

Artificial Intelligence, Artificial Intelligence

8:30am PDT

SCULPT to SLICK: Applying Accessible Design Principles in Digital Resources

Saturday May 3, 2025 8:30am - 9:15am PDT

TBA

In this interactive session, participants, whether instructors, administrators, or content developers, will learn the basic principles of SLICK from TMU, which was adapted from Helen Wilson’s SCULPT framework.

Introduce some statistics to participants about people who identify with disabilities
Brief overview of SCULPT and SLICK origins
How to apply the principles of SLICK in everyday use
Demonstrate to participants how a screen reader would read a document, slide, H5P, or video CC
Discuss in a group what SLICK principle they would like to start implementing and why they chose it to begin, i.e., importance.
In a brainstorming session with other members, use the time-blocking handout to make a feasible action plan, and you can stick with it to start implementing the SLICK framework in your educational resources.
Share their plan and call to action with other members and gain insight and ideas from other group members on applying the principles of SLICK.

As the facilitator of this interactive session, I will use the objectives mentioned above to introduce the need to make all created resources digitally accessible, using statistics from the Canadian Census and WHO presently and in the future. I will briefly introduce the SCULPT framework and go more in-depth with the principles of SLICK depending on my audiences’ profession, i.e., instructor, admin, or developer. If a mix, I can talk about all of them briefly. I will also demonstrate with recordings a screen reader reading text with and without the SLICK principles to see the difference. After going in more depth with the principles of SLICK, I will ask participants to brainstorm in a group and discuss how they could make their content more accessible using the principles in this session. Then, as a group, they will complete their plan using a weekly time-blocking handout and discuss it.

Speakers

Brooke Witkowski

Instructor Support, LINC Home Study Ontario, Achev

She has experience teaching in Canada and abroad. Her professional interests include digital accessibility in educational resources and creating eLearning content.

Saturday May 3, 2025 8:30am - 9:15am PDT
TBA

Education Technology, Education Technology

8:30am PDT

Transform Your Teaching and Have Your Three Wishes Granted

Saturday May 3, 2025 8:30am - 9:15am PDT

TBA

Your Three Wishes Granted: 1) Multi-level, CLB-aligned materials 2) Emerging learner & literacy support 3) Occupational training

Roberta will walk attendees through the grants ( and the application process) provided through Pro Literacy, and how they give adult learning programs free access to easy to use solutions for online and in class learning.

Mobile Learning Fund Grants, which are available year round, give programs access to:

1) A results driven English learning platform used to upskill English language learners to prepare them for real world taks, increase civic engagement, fill in-demand jobs and advance in the workforce.
2) A fun and engaging app to help learners make gains in reading, English, math, work,life, health, digital and financial literacy.
3) A high-school equivalency test prep platform ( with the Canadian Adult Education Credential) that can be understood and easily utilized by learners at a foundational skills level.
4) A weekly online news source with easy-to-read global current events stories and a plethora of Canadian articles that build EAL learners reading language, and media literacy skills.

The goal is to continue building capacity among literacy and language programs by supporting the adoption of digital learning solutions, helping all types of learners who may...
•have very busy lifestyles with work/ and or parenting, etc.
•not be able to regularly attend classes.
•be on a waiting list.
•need to make faster gains.

Grants provided through the National Book Fund assist literacy, EAL and basic education programs by providing quality print materials through New Readers Press to enable a better serving of students.

Speakers

Roberta Power

Educational Consultant, Pro Literacy New Readers Press

An English instructor/ LINC teacher for more 20 years, Roberta is now the Educational Consultant in Canada for Pro Literacy's publishing division, New Readers Press.Additionally, Roberta has lived out her passion for the English language and the human psyche by creating self-help... Read More →

Saturday May 3, 2025 8:30am - 9:15am PDT
TBA

Education Technology, LINC

8:30am PDT

Partnership on University Plagiarism Prevention: Strategies Against Plagiarism and AIgiarism

Saturday May 3, 2025 8:30am - 9:15am PDT

TBA

Plagiarism is “the act of presenting the words, ideas, or images of another as your own” (American Psychological Association, 2020, p. 256). As suggested by Eaton and Christensen Hughes (2022), plagiarism is a growing and complex concern across Canada. Assisted by artificial intelligence (AI), this widespread offence has become more serious, resulting in AIgiarism or AI-generated plagiarism (Tang 2024). One study found that while 27% undergraduate education students have positive attitudes toward plagiarism, 57% have such attitudes toward Aigiarism (Khalaf, 2024). To tackle the situation, universities have developed guidelines, which, however, fail to offer practical strategies to prevent plagiarism and AIgiarism. Hence, teachers feel baffled and yearn for effective strategies. Unfortunately, research in this direction has been limited (Eaton et al, 2023; Hu & Yu, 2023). Indeed, Gustilo et al. (2024) call for “more research on the strategies that can mitigate the threats of AI invasion in the human world” (p. 36). Hence, our research question is: What strategies do teachers adopt to prevent student plagiarism and aigiarism?
The study reports on Partnership on University Plagiarism Prevention, a SSHRC project, which recently conducted one-hour semi-structured individual qualitative English interviews with 69 university instructors in North America and Europe on how the latter teach informational, writing, and referencing skills to undergraduate students. The study uses NVivo 15 to help discover themes in search for teacher strategies to prevent plagiarism and AIgiarism. Preliminary analysis indicates that teachers use a variety of traditional and innovative strategies such as collecting diagnostic student-writing samples, having students sign declarations, assigning reflective journals, designing multi-layered assignments involving peer- and teacher-feedback, recommending student self-detection software, and detecting AI hallucinations by validating citations and references.
Session participants raise questions, exchange views, share experiences, and leave empowered by strategies to prevent plagiarism and AIgiarism.

Speakers

JIM HU

Associate Professor, Thompson Rivers University

Dr. Jim Hu is an Associate Professor at TRU, teaching EAP and TESOL. His research interests include online learning, academic writing, and plagiarism prevention.

Mia Xie

Thompson Rivers University

Mia Xie is an MEd student and research assistant at Thompson Rivers University. Her research interests include intercultural communication and plagiarism prevention.

Saturday May 3, 2025 8:30am - 9:15am PDT
TBA

Research, English for Academic Purposes (EAP)

8:30am PDT

Maximize Speaking Time with Ellii Polls

Saturday May 3, 2025 8:30am - 9:15am PDT

TBA

Did you know that the average English learner only speaks for about 90 seconds per class? Ellii Polls will get your students talking! In this demo, we'll show you how teachers in 10,000+ schools around the world are using Ellii's latest interactive feature to engage learners with relevant topics and maximize speaking time in the classroom.

Speakers

Ben Buckwold

Editor, Ellii

Kate Peters is a proofreader, translator, and language teacher. She edits Ellii's content to make sure it's ready for teachers to use in their classes. Kate has been teaching English for eight years and got her start teaching in Japan from 2017 to 2021 with the Japan Exchange and... Read More →

Saturday May 3, 2025 8:30am - 9:15am PDT
TBA

Speaking, Speaking

8:30am PDT

Game ON: Let's Talk Climate Change

Saturday May 3, 2025 8:30am - 9:15am PDT

TBA

Drawing inspiration from RegenerateBC's "Getting into Action" course, this workshop offers educators practical strategies to guide their students in creating actionable, solution-focused plans to address climate change. Participants will explore methods to foster student creativity and engagement in developing feasible climate action initiatives.
By the end of the session, educators will be equipped to adapt and implement the provided action plan in their classrooms with minor modifications tailored to their students' needs. This approach will empower students to take ownership of their learning and contribute meaningfully to environmental solutions.
Participants will receive a copy of the comprehensive action plan and a curated list of resources for further exploration of RegenerateBC's course and additional climate change education materials.

Speakers

Garima Yadav

Manager, Student Learning Commons, Acsenda School of Management

A dedicated, passionate and optimist professional who seeks to create safe spaces for students, faculty, and staff to engage in meaningful dialogue on important issues.

Saturday May 3, 2025 8:30am - 9:15am PDT
TBA

Sustainability / Global Issues, Sustainability / Global Issues

8:30am PDT

Drowning in research? Rethinking professional development for EAL teachers

Saturday May 3, 2025 8:30am - 9:15am PDT

TBA

The rapid pace and vast volume of research publications in today’s academic landscape present a unique challenge for teachers. Although they are not responsible for this proliferation, teachers are often expected to sift through an ever-expanding body of literature and integrate research-based evidence into their practice. However, many do not actively engage with current research as part of their professional development. Those who wish to do so often struggle to navigate the overwhelming flood of publications. A recent study (Hall, 2023) found that teachers from various countries expressed frustration with the sheer number of scholarly publications. A key concern was the difficulty of identifying the most relevant research-based recommendations for their practice.

This presentation will examine how the emphasis on research productivity—driven by a neoliberal academic business model—disrupts the scholarly ecosystem of education in general (Ahern-Dodson & Dufour, 2023) and EAL education in particular (Author, in press). To address this issue, I propose a strategy focused on developing EAL teachers’ interpretive capacity to help them critically engage with research-based recommendations. This approach emphasizes three key areas:

Critical reading of research: Encouraging thoughtful evaluation of research findings for pedagogical purposes.
Contextual attunement: Interpreting research findings in relation to specific teaching contexts.
Emotional awareness: Recognizing and addressing teachers’ emotional responses to research and practice.

Drawing from my previous and current studies (Author, 2017, 2019, 2025), I will illustrate how cultivating this interpretive capacity may empower teachers to bridge the so-called gap between research and practice. I will conclude by discussing how this approach can help EAL teachers contextualize theories (Taşdemir & Karaman, 2022) and develop professional competencies that are personally, situationally, and socially relevant (Blömeke & Kaiser, 2017).

Speakers

Anwar Ahmed

Assistant Professor, University of British Columbia

Hello! I am an assistant professor in the Department of Language and Literacy Education at the University of British Columbia. I look forward to seeing you at the BCTEAL Conference. You can find some of my publications here: https://www.researchgate.net/profile/Anwar-Ahmed-2/rese... Read More →

Saturday May 3, 2025 8:30am - 9:15am PDT
TBA

Teacher Education, Professional Development

8:30am PDT

Integrating dynamic assessment in LINC classes writing assessment

Saturday May 3, 2025 8:30am - 9:15am PDT

TBA

Researchers have suggested that interactional feedback which is between teacher and learner during their writing is associated with L2 learning because it prompts learners to notice L2 forms. Giving corrective feedback in a procedural stage and starting from implicit and moving to explicit one by a teacher can help learners internalize the form. This feedback in the writing can be with specific grammar point, choice of vocabularies, tenses, articles, subject-verb agreement, countable and uncountable. Also, in the online classes some computerized feedback can help learners to focus more and find out their mistakes. This kind of feedback can be in the form of prefabricated comments by using Artificial Intelligence(AI). For giving feedback the typology of corrective feedback can be used.
Typology of corrective feedback in writing adapted from Ellis (2009)
●Direct: The teacher crossing out the mistakes
●Indirect : the teacher just mentioned the students made some mistakes
●Metalinguistic: the teacher comments on mistakes
●The focus of feedback: the teacher selectively
●Electronic: The teacher provides hyperlink to the learners that provides some correct examples
●Reformulation: the teacher rewrites student’s writing.
One type of giving feedback can be :
1.Metalinguistic implicit corrective feedback: The teacher provided some kind of metalinguistic clues at the bottom of the writings and provided some examples.
2.Metalinguistic implicit-explicit corrective feedback: The teacher highlighted the line which contained the error; she neither underlined the error itself nor provided the corrected form.
3.Explicit corrective feedback: The teacher would directly and explicitly correct the error by writing the correct form for the student

Speakers

Mori Lavasani

LINC INSTRUCTOR, Mosaic

I have been teaching as a LINC instructor for three years. Currently, I am teaching as a casual teacher in Mosaic and regular in ISS BC.

Saturday May 3, 2025 8:30am - 9:15am PDT
TBA

Writing, LINC

9:15am PDT

Coffee / Exhibitors

Saturday May 3, 2025 9:15am - 9:45am PDT

TBA

Saturday May 3, 2025 9:15am - 9:45am PDT
TBA

BC TEAL

10:00am PDT

AI Grader: Using Artificial Intelligence as a grading tool

Saturday May 3, 2025 10:00am - 10:45am PDT

TBA

With the increasing adoption of Artificial Intelligence (AI) in education, examining its ethical use has become essential. AI-related concerns extend beyond issues like deepfakes and biased algorithms to include critical considerations for classrooms, such as equity, fairness, academic integrity, and data privacy. Despite the growing interest, studies exploring AI in education often lack actionable ethical guidelines for educators.
This presentation aims to address this gap by critically examining the application of AI in education and providing ethical recommendations for instructors. The session will begin with an overview of the historical evolution and current role of AI in education. Next, it will showcase practical applications of AI, including a demonstration of an innovative AI Grader software developed by one of the presenters. Key ethical challenges, including equity and access, bias and fairness, and data privacy, will be analyzed in depth. Finally, the presentation will offer best practices for ethical AI implementation in classrooms and strategies to foster student awareness and engagement. This comprehensive approach seeks to empower educators to leverage AI effectively while upholding ethical standards.

Speakers

Naghmeh Babaee

LaSalle College Vancouver

Dr. Naghmeh Babaee has taught Liberal Arts courses such as Critical Thinking, Academic Writing, and Cultural Theory for over 20 years in Canada and abroad.

Tijana Sretenovic

LaSalle College Vancouver

Tijana Sretenovic teaches Math at LaSalle College Vancouver.

Saturday May 3, 2025 10:00am - 10:45am PDT
TBA

Artificial Intelligence, Artificial Intelligence

10:00am PDT

Using Roshi.ai to Generate Assessments, Rubrics, and Feedback

Saturday May 3, 2025 10:00am - 10:45am PDT

TBA

This workshop will teach instructors how to ensure that AI aligns with standards when creating assessments and feedback.
Nowadays, there are countless AI tools available for creating lesson materials. However, a paradoxical gap remains between the vast capabilities of AI and the narrow, specific needs of teachers when assessing students. For example, ChatGPT can easily generate countless questions, but it won’t directly reference the specific CLB benchmarks when creating those questions. As a result, teachers often still have to manually flip through curriculum documents and struggle to write rubrics.
The same gap exists when creating feedback on assessments. Many AI tools can provide general feedback on a student’s writing assessment, but teachers often need the feedback to be directly based on the rubric for that assessment.
Roshi.ai, an AI tool used by teachers across Canada, has recently sought to bridge this gap by providing tools that let teachers create standards-aligned assessments, detailed rubrics, and automated feedback based on those rubrics.
In this workshop, we will discuss in detail how these tools were developed in tandem with Canadian teachers to tackle this issue, and we will walk through exactly how teachers can use these tools in their assessments.
Specifically, teachers will learn to do the following:

Generate content for assessments that is both realistic and tailored to the assessment’s level
Create forms (e.g., dentist intake forms), brochures, and other documents
Develop dialogues and monologues with high-quality voices
Craft illustrated stories
Generate detailed rubrics that are both aligned with standards (e.g., CLB) and relevant to the assessment content
Get AI recommendations for feedback on student submissions, directly based on the rubrics

Presentation Outline:

Introduction
Why AI still struggles with assessments

Speakers

Jonny Kalambay

Founder, Roshi

Jonny is an education technology expert and the creator of Roshi.ai, a tool used by teachers across Canada to create lessons and assessments.

Saturday May 3, 2025 10:00am - 10:45am PDT
TBA

Artificial Intelligence, Assessment/Testing

10:00am PDT

Empowering Students for Success in a Dynamic Work Environment

Saturday May 3, 2025 10:00am - 10:45am PDT

TBA

The objective of this session is to raise attendees’ awareness of the importance of acquiring digital soft skills necessary for hybrid roles because such skills may not be incorporated into the curriculum. The presenters aim to present practical opportunities for developing these skills based on a comprehensive framework to enhance students’ adaptability, ethical decision-making, digital collaboration, and empathy in virtual settings. The practical suggestions offered in the session include:

Preparing Students for Hybrid Workplaces: Focusing on traditional milestones such as job interviews and resumes, tailored for hybrid work environments by conducting regular workshops on specific soft skills such as digital collaboration, empathy, and ethical decision-making. Students can also be offered personalized coaching sessions to help them identify and develop their soft skills.
Incorporating Digital Soft Skills: Integrating digital soft skills into educational programs to help students improve their collaboration, empathy, and ethical decision-making in hybrid workplaces (Walker & Venker Weidenbenner, 2019). Simulation-based learning (SBL) can be implemented to provide students with realistic, hands-on experiences in a controlled environment.
Exploring Innovative Technologies and Teaching Methods: Investigating new technologies and pedagogical approaches to enhance digital soft skills (Czymoniewicz-Klippel & Cruz, 2023). Students need to be introduced to various digital collaboration tools, for example, Microsoft Teams, Slack or Trello.

Seletced References

Czymoniewicz-Klippel, M. T., & Cruz, L. E. (2023). Engagement of online biobehavioral health students in ethics education through virtual immersive experiences. Pedagogy in Health Promotion, 9(3), 182-192. https://journals.sagepub.com/doi/pdf/10.1177/23733799231158384
García-Pérez, R., Santos-Delgado, J. M., & Buzón-García, O. (2016). Virtual empathy as digital competence in education 3.0. International Journal of Educational Technology in Higher Education, 13, 1-10.https://link.springer.com/article/10.1186/s41239-016-0029-7

Speakers

Olivera Jovovic

EAL Support Instructor, Vancouver Community College

Olivera Jovovic is an English Language Teaching professional with more than 15 years of experience in supporting EAL students in a variety of roles.

Nahid Ghani

EAL Support Instructor, Vancouver Community College

Nahid Ghani is an English language teaching expert with a PhD in historical linguistics

Saturday May 3, 2025 10:00am - 10:45am PDT
TBA

Education Technology, Education Technology

10:00am PDT

The Promise and Precarity of Critical Pedagogy in English for Academic Purposes

Saturday May 3, 2025 10:00am - 10:45am PDT

TBA

English for Academic Purposes (EAP) is formally described as “the study of English for the purpose of participating in higher education” (Bruce, 2011, p. 6) and is designed to prepare students for the linguistic and cultural challenges of studying in English at post-secondary institutions. Paulo Freire’s critical pedagogy (1968) aims to empower students by transforming oppressive contexts and fostering critical thinking.
There are key parallels between EAP and critical pedagogy. Both fields emphasize the importance of decoding and encoding academic language and concepts, situating learning within students' real-life contexts, integrating theory and practice (praxis), and developing students' critical thinking skills. These shared goals underscore the potential for critical pedagogy to enhance EAP instruction.
However, there are also significant challenges and tensions. EAP is often viewed as a remedial service rather than a legitimate academic discipline
(Haque, 2007; MacDonald, 2016), which undermines its potential. Additionally, many EAP instructors face job insecurity, which hampers their ability to fully engage with critical pedagogy. The economic focus of international education, which often prioritizes the financial benefits of international students over their educational and cultural contributions, further complicates the integration of critical pedagogy into EAP.
Despite these challenges, promising initiatives align with critical pedagogy. These include inclusion-oriented applied linguistics, which addresses linguistic barriers to student inclusion, and language-informed critical pedagogy, which examines language use in various contexts to promote critical thinking and social justice.
I advocate for greater recognition of the contributions of EAP and its instructors and call for a more integrated approach to critical pedagogy within EAP. I discuss implications to policy and practice to enhance the educational experience of international students and realize the full potential of both fields.

Speakers

Jennifer Walsh Marr

Lecturer, UBC Vantage College

She is an instructor and perpetual student. Her interests in genre, power and justice show up in both her teaching and research.

Saturday May 3, 2025 10:00am - 10:45am PDT
TBA

English for Academic Purposes (EAP), English for Academic Purposes (EAP)

10:00am PDT

Maximizing Tutela

Saturday May 3, 2025 10:00am - 10:45am PDT

TBA

In this session, participants will review the following:
1. Best practices for searching on Tutela.
2. Favouriting, Previewing and Downloading resources including H5Ps.
3. Tutela/Avenue Integration
4. Importing H5Ps to Avenue.ca

Speakers

Diane Ramanathan

Community Outreach Coordinator, Tutela.ca

Diane Ramanathan is the community outreach coordinator for Tutela.ca. She is also a LINC Home Study instructor and part of the TESFL team at Algonquin College.

Saturday May 3, 2025 10:00am - 10:45am PDT
TBA

LINC, LINC

10:00am PDT

Transforming Reading Strategies: Phonological Awareness and Explicit Multisensory Instruction.

Saturday May 3, 2025 10:00am - 10:45am PDT

TBA

As a former public-school psychologist, the presenter has worked in the field of education her entire professional career. A mid-career change found her teaching literacy to adults. Currently as an Accessibility Support Instructor, she works with students and teachers to overcome barriers to learning. Part of this role is to provide instructional support for students with reading challenges.

In this session, the presenter will share knowledge from the field of learning disabilities and why some students have trouble learning to decode phonetically.

Phonological awareness will be introduced as an essential skill for reading development and you will have opportunities to use some assessment activities designed to gauge your student’s proficiency in this area.

The presenter will demonstrate how she uses multisensory techniques adapted from the learning disabilities field and how they can be used to improve students reading. Time to practice these strategies and think about how to implement them in your own classroom, will be integrated throughout the session.

In this session, you will learn:

The reasons many students struggle with decoding.
Why explicitly teaching phonological awareness will help students become better readers.
How and why to use multisensory activities to support reading instruction in the EAL classroom.

Speakers

Heidi Brooks

Accessibility Support Instructor, Immigrant Services Association of Nova Scotia

Heidi is an Accessibility Support Instructor at ISANS who provides consultation and support for learning challenges. Her past roles include literacy instructor and public-school psychologist.

Saturday May 3, 2025 10:00am - 10:45am PDT
TBA

Literacy Learners, Equity Diversity and Inclusion (EDI)

10:00am PDT

[Part 1] Disrupting the Norm: A Coach Approach to Teaching and Learning

Saturday May 3, 2025 10:00am - 10:45am PDT

TBA

In recent years coaching has emerged as a growing and effective source of support for students and educators (Aguilar, 2013; Kristjánsson, et al., 2018; Kristjánsson & Mohan, 2023). In this first session of a two-part workshop, we will take a brief look at different types of coaching along with key benefits, principles, and practices of a strength-based coach approach for teaching and personal / professional development. By the end of this session, participants will:

Understand foundational principles of coaching as they apply to teaching
Recognize the potential of effective coach approach questioning for transformative shifts in thinking
Appreciate how the top strengths they bring to teaching might be leveraged in their own coach approach to teaching and learning

Workshop activities will include:

Introduction and warm-up - (10 minutes)
- Think-Pair-Share activity
Coaching Overview (10 minutes)
- Listening to the presenter
Coach Approach vs Traditional Teaching (10 minutes)
- Sample Coaching questions re teaching
- Individual reflection and group interaction
Strength awareness exercise (10 minutes
- Reflect on and identify top strengths they bring to teaching from a core strengths profile
- Personal reflection as response to a coaching question about how these might be leveraged to bring about a desired aspect of change in their teaching settings.
- Q&A (5 minutes)

Speakers

Carolyn Kristjansson

Associate Professor, MAES, Trinity Western University

Carolyn Kristjánsson teaches in the MAES program at Trinity Western University. She is also a Certified Executive Coach. Her research includes coaching in teacher education.

Saturday May 3, 2025 10:00am - 10:45am PDT
TBA

Teacher Education, Teacher Education

11:00am PDT

Enhancing Language Learning with collaboration of AI and Teachers: Action-Oriented Feedback for Student language learning achievement

Saturday May 3, 2025 11:00am - 11:45am PDT

TBA

Feedback is essential for language acquisition and learning. However, providing detailed, actionable feedback can be time-consuming and challenging for language teachers. Artificial Intelligence (AI) has the potential to support language teachers by offering high-quality, personalized feedback to learners.
This paper explores how AI can assist language teachers in delivering feedback more effectively. First and foremost, prompt engineering is one of the essential skills to develop appropriate action-oriented feedback. A well-structured prompt should include students’ proficiency level, a full description of the task, assessment criterion, and learning objectives. In addition, AI could be prompted to start with positive reinforcement, identify areas for improvement, and provide actionable suggestions for progress. Additionally, AI can analyze all student errors and mistakes in a particular task and provide you with an action plan to enhance your classroom procedures.
Despite its benefits, AI-generated feedback has limitations. AI lacks contextual awareness and emotional sensitivity, which may reduce the connection between teachers and students. Furthermore, AI feedback is often overly formal which hinders learners from full understanding of the feedback. Therefore, while AI cannot replace human educators, integrating AI with teacher guidance can enhance the feedback process. In conclusion, educators should refine AI-generated feedback to better meet students’ individual learning needs.

Speakers

Malihe Mouavi

LINC Instructor, SUCCESS

Malihe is a dedicated TESOL professional with a PhD in English Language Teaching. She has co-authored qualitative academic journal articles and English language learning books. Currently, she is a LINC instructor.

Saturday May 3, 2025 11:00am - 11:45am PDT
TBA

Artificial Intelligence, Artificial Intelligence

11:00am PDT

Ready to transform your teaching? Let’s teach online with Avenue.

Saturday May 3, 2025 11:00am - 11:45am PDT

TBA

Participants in this workshop will be encouraged to share ways that they have transformed their online courses on platforms such as Avenue from cookie-cutter versions to something more personalised, more engaging, and more accessible.

The facilitators, who between them have 20 years of experience in blended and online environments, will share some ways that they themselves have made their online courses more user-friendly for the learners, while focusing on the goal of quality teaching and learning within online spaces. They will first briefly discuss the Community of Inquiry framework (Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.), which suggests that successful teaching in online spaces requires a teaching, social and cognitive presence, sharing how online courses can be transformed by creating these presences.

They will then briefly look at selected aspects of the Avenue Instructor Standards for Technology-Enhanced Language Learning and demonstrate how the standards can validate instructors’ current practices while guiding them towards innovation in their online or blended courses — to move beyond our current practices and the way we’ve always done things; to think about instructional design and to try some tested tools and resources in new ways.

Attendees will participate in two short breakout groups to discuss how they create presence in their online classes, to share their experiences in how they have been creative and transformed their own courses, and then report back to all attendees. The facilitators will collect these ideas, organize them, and share them with the participants, who will leave with concrete and creative ideas for disrupting their own educational practices, moving past the way they may have always done things, and using their own and others’ experiences to transform online learning spaces.

Speakers

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.

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.

Saturday May 3, 2025 11:00am - 11:45am PDT
TBA

Education Technology, LINC

11:00am PDT

Teaching old methods in creative ways: is it possible?

Saturday May 3, 2025 11:00am - 11:45am PDT

TBA

It is common for EAL educators to study texts that review and critique key historical methodologies and approaches in language teaching, e.g., Richards (2017) and Thornbury (2017), at different stages of their academic and professional careers, including the direct method, immersion approaches, audio-lingualism, task-based learning, grammar translation, lexical approaches, and many more.

In this interactive session, I focus on three well-established strategies that I am interested in and which I strive to employ creatively in EAP and academic literacy classes: [i] grammar translation, [ii] vocabulary learning, and [iii] peer review. After presenting a brief overview of the key ideas associated with each strategy and why they may be critiqued, I will ask participants to spend a few minutes doing exploratory writing to reflect on how/if these strategies may be useful to them as teachers and the issues arising in their practice.

Drawing on a long career teaching EFL, EAP, academic literacy, and applied linguistics in different international settings, I will then show issues that have arisen in my own practice, illustrating how I have aimed to engage learners in creative ways in my classes and in the materials that I develop for EAP and academic writing classes. Specifically, we will look at the following: the case of much-maligned grammar translation as effective plurilingual pedagogy (Galante et al., 2029; Lau & Van Viegen, 2020) that can embrace other languages and perspectives in the classroom; teaching academic vocabulary through extension and usage rather than solely focusing on meaning; and bringing self-evaluation into formative peer review in academic writing classes (Lundstrom & Baker, 2009; Wakabayashi, 2013). The session will be interactive, involving participants’ analysis of scenarios, their responses, and consideration of related classroom materials. The session will thus give participants a space to reflect on their own practices and those of others.

Speakers

Dr Steve Marshall

Professor, and Associate Dean, Research and International, Simon Fraser University

Steve Marshall is a Professor and Associate Dean, Research and International in the Faculty of Education at Simon Fraser University. His research focuses on plurilingualism, academic literacy, and international teacher education. Steve has taught EFL, EAP, and applied linguistics... Read More →

Saturday May 3, 2025 11:00am - 11:45am PDT
TBA

English for Academic Purposes (EAP), English for Academic Purposes (EAP)

11:00am PDT

How New Directions used AI to Transform and Improve Assessments

Saturday May 3, 2025 11:00am - 11:45am PDT

TBA

New Directions and Roshi.ai are the proud recipients of the TEAL Charitable Foundation Settlement Language Resource Award. This workshop intends to tell the story of the transformative initiative that the award enabled us to undertake, and to share the practical knowledge we’ve gained in the process

Since the start of the year, we have set out to reimagine the process of creating CLB-aligned modules for LINC teachers across Canada. Born from the challenges of creating differentiated materials for diverse learner levels, our project harnessed AI to develop materials that include the following:

Real-world documents such as forms, brochures, and invoices
Situational dialogues with high-quality voices
Interactive exercises such as matching exercises and questions
Detailed rubrics for any CLB skill and level
Full assessments comprised of all the above
AI-generated assistance in writing feedback for students
Training resources for the AI tools used

This presentation will walk you through our story—from the initial challenges to the breakthrough moments that redefined our approach. Along the way, live demonstrations will illustrate how we used our AI tools to create interactive real-world tasks, generate assessments, and dynamically adjust lesson material levels.
The workshop is structured as a narrative interwoven with practical demonstrations, culminating in a Q&A session where you can ask about the tools, the challenges we encountered, and how you might apply these techniques to your own practice.
Rough Outline:

Introduction: Who we are and the challenges we faced
Project Vision: Our proposed solution using AI

Speakers

Jonny Kalambay

Founder, Roshi

Jonny is an education technology expert and the creator of Roshi.ai, a tool used by teachers across Canada to create lessons and assessments.

Saturday May 3, 2025 11:00am - 11:45am PDT
TBA

LINC, Assessment/Testing

11:00am PDT

Engage, Represent, Express: UDL in the English Classroom

Saturday May 3, 2025 11:00am - 11:45am PDT

TBA

This practice-oriented session addresses the need for inclusive teaching practices in English language teaching by demonstrating how the principles of Universal Design for Learning (UDL) can transform traditional classroom approaches. Participants will be able to explore how UDL can transform their classroom in more accessible and effective learning environments for all students. Participants will learn how to leverage the three core UDL principles to transform their learning spaces into a more welcoming environment for all learners. This workshop is grounded in CAST's UDL framework (Meyer et al., 2014) and its application to language teaching (Collins, 2018). The session demonstrates how UDL principles naturally align with current language teaching methodologies while addressing diverse learner needs.

Attendees will be given a short overview of the principles of UDL and their relevance to English Language Teaching. This is followed with some short practical applications: transforming language instruction through multiple means of representation, reimagining assessment practices with multiple means of action and expression, and creating inclusive speaking activities using multiple means of engagement. Each demonstration includes step-by-step implementation guidelines, common challenges and solutions, ready-to-use materials and templates, and adaptation strategies for different contexts.

Participants will leave with practical tools for implementing UDL principles in their classrooms, understanding how these guidelines can transform traditional ELT practices into more inclusive and effective learning experiences.

References

Collins, L. (2018). The impact of universal design for learning in the English language classroom. TESOL Journal, 9(1), 157-179.

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.

Speakers

Nathan Hall

Instructor, Douglas College

Nathan Hall is an English language / TESL educator with over 19 years of experience. He is passionate about pedagogically-sound uses of technology for education.

Saturday May 3, 2025 11:00am - 11:45am PDT
TBA

Materials and Curriculum Development, Equity Diversity and Inclusion (EDI)

11:00am PDT

Empowering Educators: Self-Marketing Strategies for Career Advancement

Saturday May 3, 2025 11:00am - 11:45am PDT

TBA

As the digital landscape reshapes educational methodologies, educators face the dual challenge of fostering student growth while continuously advancing their own professional skills. This presentation, "Empowering Educators: Self-Marketing Strategies for Career Advancement," addresses this crucial balance by emphasizing the importance of self-marketing for educators. Drawing upon my extensive experience as a two-time TEDx speaker, department chair, full-time tenured professor, U.S. Department of State language specialist, YouTuber, and author, I will present actionable strategies for educators to effectively promote themselves within the educational sector and beyond.

Attendees will learn to recognize their value as service providers in the educational field, requiring proactive self-promotion to secure better career opportunities and achieve financial stability. The session will cover three main areas: identifying and articulating one's unique educational offerings, utilizing digital platforms and social media for effective personal branding, and engaging in strategic networking within and outside educational circles.

We will delve into practical tools and approaches, including developing a compelling online presence, leveraging public speaking opportunities to increase visibility, and cultivating partnerships for continuous professional development. Interactive exercises will allow participants to directly apply these strategies, creating immediate action plans to enhance their professional profiles.

By the end of this session, educators will be equipped with the knowledge to not only enhance their teaching but also navigate the complexities of career advancement in today's digital world. This approach not only elevates individual educators but also contributes to the broader educational landscape, fostering a more dynamic, skilled, and adaptable teaching workforce.

This session aligns with the conference theme of "Disruptive Educational Practices: Strategies for Transformation" by providing educators with disruptive strategies that transform their professional journeys and, consequently, their educational environments.

Speakers

Teresa X. Nguyen

Department Chair & Professor, Golden West College

Teresa X. Nguyen, Department Chair and Professor of ESL, ELL, and GED at Golden West College, is a published author, TEDx speaker, and U.S. Department of Education Language Specialist. With 20 years of experience, she shares teaching strategies at national and international conferences... Read More →

Saturday May 3, 2025 11:00am - 11:45am PDT
TBA

Professional Development, Well-being

11:00am PDT

[Part 2] Disrupting the Norm: A Coach Approach to Teaching and Learning

Saturday May 3, 2025 11:00am - 11:45am PDT

TBA

Understand foundational principles of coaching as they apply to teaching
Recognize the potential of effective coach approach questioning for transformative shifts in thinking
Appreciate how the top strengths they bring to teaching might be leveraged in their own coach approach to teaching and learning

Workshop activities will include:

Introduction and warm-up - (10 minutes)
- Think-Pair-Share activity
Coaching Overview (10 minutes)
- Listening to the presenter
Coach Approach vs Traditional Teaching (10 minutes)
- Sample Coaching questions re teaching
- Individual reflection and group interaction
Strength awareness exercise (10 minutes
- Reflect on and identify top strengths they bring to teaching from a core strengths profile
- Personal reflection as response to a coaching question about how these might be leveraged to bring about a desired aspect of change in their teaching settings.
- Q&A (5 minutes)

Speakers

Carolyn Kristjansson

Associate Professor, MAES, Trinity Western University

Carolyn Kristjánsson teaches in the MAES program at Trinity Western University. She is also a Certified Executive Coach. Her research includes coaching in teacher education.

Saturday May 3, 2025 11:00am - 11:45am PDT
TBA

Teacher Education, Teacher Education

11:00am PDT

Social Emotional Learning : a game-changer for English language learners

Saturday May 3, 2025 11:00am - 11:45am PDT

TBA

Research highlights that the emotional and social aspects of a learner play a crucial role in language learning success or failure. But how can we, as teachers and educators, create a more inclusive and supportive learning environment, help learners build resilience and adaptability in today’s rapidly changing world, and prepare them with the skills increasingly valued in the global job market?

This session explores the transformative power of Social Emotional Learning (SEL) in language acquisition—boosting confidence, emotional regulation, and social skills. Participants will:
•   Discover the Power of SEL: Understand why Social Emotional Learning is a game-changer for English language learners.

•   Integrate with Ease: Learn practical strategies to seamlessly incorporate SEL into their ESL curriculum.

•   Foster Holistic Growth: Explore how focusing on the whole person enhances both language skills and personal development.

•   Create Inclusive Classrooms: Gain insights on building a supportive, culturally sensitive environment that promotes student well-being.

•   Equip for the Future: Prepare your students with the emotional intelligence and skills crucial for success in today’s job market.

Through an interactive, hands-on approach, this session introduces simple yet effective strategies backed by real-world activities from Connections, a six-level General English series published by TC Media ELT.

While Connections provides a framework for examples, the strategies shared can be easily adapted to any teaching context. No matter what resources they use, educators will leave with fresh, practical techniques to enhance student motivation, engagement, and overall success in language learning.

Speakers

Shawna Cole

Learning and Organization Development Specialist, Cole Educational Designs

For 15 years, Shawna Cole has been strengthening human connections through learning, culture, and leadership—driving meaningful change and real impact as an L&OD strategist.

Saturday May 3, 2025 11:00am - 11:45am PDT
TBA

Well-being, Equity Diversity and Inclusion (EDI)

11:00am PDT

Arguments: Their Shape, Flow and Use in the SLA Classroom

Saturday May 3, 2025 11:00am - 11:45am PDT

Poster Session

In its most basic form, an argument is a claim and a reason to accept the claim. Argumentation is the process of clarifying the question at issue, gathering relevant evidence, and formulating the aforementioned reasons and the claim. Although it is a truism to state that arguments are everywhere and that everyone argues, one forum where arguments have yet to find a permanent place is the SLA classroom in Japan, perhaps because argument is conceived as a confrontational, win or lose interaction. This poster shows cooperative argument activities and their underlying concepts that have been used successfully in SLA classrooms.
Another reason for the hesitation to use argumentation activities may be that arguing well is challenging for students. College and high school students have difficulty judging argument quality but do respond positively to various interventions, including engaging in argument with peers, media tutorials and scaffolding (Kuhn, D., Zillmer, N., Crowell, A., & Zavala, J., 2013; Larson, Britt & Kurby, 2009; Wilson, K., & Devereux, L. 2014).
This poster presentation summarizes just such interventions. Following from the concept-based language instruction claim that learners need to internalize the systematic, scientific principles that underpin linguistic phenomena of interest via working with their materializations, salient features of arguments are shown as flow charts, diagrams, pictures and maps, to form SCOBAs, or schema for the orienting basis of action (Gal’perin, 1989; Hadidi, 2021; Lantolf and Thorne, 2006).
These features include common lines of argument (e.g. cause to effect, effect to cause, sign, generalization), their elements (i.e. evidence, claim, warrant, qualifier, etc.), how the elements interact and, most importantly, a variety of arguments relevant to college-aged learners. What is the best book or movie for someone who wants to understand Japanese culture? What is marriage? Is it marriage good or bad? Should people get married? Should I get married?
Participants can see and learn how arguments are structured, how they function, and how they enrich SLA classrooms of almost any level, background and topic.

References
Gal'perin, P. Y. (1989). Mental actions as a basis for the formation of thoughts and images. Soviet Psychology, 27(3), 45-64.
Hadidi, A. (2021). Application of a SCOBA in educational praxis of L2 written argumentative discourse. Language and Sociocultural Theory, 8(1), 68–96. https://doi.org/10.1558/lst.19037
Kuhn, D., Zillmer, N., Crowell, A., & Zavala, J. (2013). Developing norms of argumentation: Metacognitive, epistemological, and social dimensions of developing argumentive competence. Cognition and Instruction, 31(4), 456-496.
Lantolf, J.P. & Thorne. S.L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
Larson, A. A., Britt, M. A., & Kurby, C. A. (2009). Improving students' evaluation of informal arguments. The Journal of Experimental Education, 77(4), 339-366.
Wilson, K., & Devereux, L. (2014). Scaffolding theory: High challenge, high support in Academic Language and Learning (ALL) contexts. Journal of Academic Language and learning, 8(3), A91-A100.

Speakers

Michael Herke

Setsunan University

Michael Herke is an Associate Professor at Setsunan University in Osaka, Japan. Before joining Setsunan, he taught at high school in Vancouver, BC, and at schools and universities around Osaka.

Saturday May 3, 2025 11:00am - 11:45am PDT
Poster Session

Writing, Materials and Curriculum Development

12:00pm PDT

Lunch

Saturday May 3, 2025 12:00pm - 1:00pm PDT

TBA

Saturday May 3, 2025 12:00pm - 1:00pm PDT
TBA

BC TEAL

1:00pm PDT

Avenue and AI

Saturday May 3, 2025 1:00pm - 1:45pm PDT

TBA

In this session, I invite managers and instructors to discover the latest advancements in integrating artificial intelligence (AI) within Avenue's learning resources. Recent AI developments and the upgrade to Moodle 4.5 have introduced innovative features designed to enhance the educational experience. WE are currently examining our options. We have deployed several AI features on our CanAvenue resource and will be using our experiences with this with the Moodle 4.5 upgrade in March 2025. Moodle 4.5 offers us the new opportunities such as a flexible AI subsystem that allows organizations to choose if, how, and where they want to integrate AI tools into their Moodle site. This subsystem supports integration with various AI providers, including OpenAI and Azure AI, enabling functionalities such as text generation, course content summarization, and image generation. These capabilities streamline content creation, allowing educators to generate text and images directly within Moodle's editor, thereby saving time and effort. Additionally, AI-generated content is tagged for transparency, and descriptions for generated images are automatically added, making it easier to create inclusive, accessible learning materials. When enabled by their instructor, learners can also use AI tools within Moodle to create content and summarize text, with all actions logged for review and continuous learning improvement. This session will provide an overview of these new AI-powered features and demonstrate how they can be effectively utilized to enhance both teaching and learning experiences. In May, there will be functioning and future AI integrations presented at this session.

Speakers

John Allan

Manager of Training Development, New Language Solutions

Saturday May 3, 2025 1:00pm - 1:45pm PDT
TBA

Artificial Intelligence, LINC

1:00pm PDT

Enhancing ESL Listening Assessments with AI Tools

Saturday May 3, 2025 1:00pm - 1:45pm PDT

TBA

Title:
Enhancing ESL Listening Assessments with AI Tools

Abstract:
As technology evolves, educators have new opportunities to integrate AI tools into language instruction. This session explores how AI can improve ESL listening assessments through various methods, including AI-generated audios. The presentation will showcase AI-driven listening activities, discuss their impact on student comprehension and engagement, and provide practical steps for educators to implement similar strategies in their classrooms. Participants will leave with actionable insights on using AI to enhance listening assessment.

Session Objectives:
By the end of this session, participants will:

Understand the benefits of using AI tools in ESL listening assessments.
Learn how AI-generated content can enhance student comprehension.
Explore practical steps for incorporating AI into listening activities.
Discuss potential challenges and solutions for using AI in ESL instruction.

Relevance:
This session aligns with the conference theme by blending traditional ESL teaching methods with emerging AI innovations. As educators navigate changing learning environments, AI offers new ways to support student engagement and assessment. By focusing specifically on listening, this presentation provides a targeted and practical approach that teachers can apply immediately.

Session Outline:

Introduction (5 min) – Overview of AI in ESL listening assessments and its significance.
AI in Listening Assessments & Practical Implementation (30 min) – Exploring AI-generated content, interactive tools, and their impact on comprehension. Includes a demonstration of AI tools and examples of how they can be used in listening assessments.
Q&A and Discussion (10 min) – Addressing audience questions and sharing insights.

Speakers

Mahsa Rezaeian

ESL Instructor, Mosaic

I am an ESL instructor at MOSAIC with an MA in TESOL. I currently teach CLB 3 learners and have some experience teaching EFL and ESL.

Saturday May 3, 2025 1:00pm - 1:45pm PDT
TBA

Assessment/Testing, Artificial Intelligence

1:00pm PDT

Textbook to AI & Going National – Transforming Healthcare Communication Courses

Saturday May 3, 2025 1:00pm - 1:45pm PDT

TBA

In this session, attendees will learn about ways to incorporate technology into healthcare communication courses. The presenters will discuss their experience in addressing time, distance, and scalability challenges in delivering their courses. They will also explore how applying disruptive educational practices helped them address communication needs and eventually enabled them to offer their courses nationally.
Internationally Educated Healthcare Professionals (IEHPs) face significant challenges in integrating into the Canadian healthcare system, particularly in adapting to workplace communication requirements and cultural differences, as do many newcomers in regulated professions. To support their successful integration, it is essential to identify these barriers and implement educational strategies that help IEHPs overcome them. As communication needs in healthcare continue to evolve, so too must our approach to language learning.
Historically, face-to-face classes and textbooks sufficed, but the dynamic nature of licensure requirements, skill needs, and immigration policies now requires more flexible and innovative approaches. Disruptive educational practices, driven by course design and technology, are essential to ensuring courses remain relevant, focused, practical, and scalable.
This session highlights the presenters’ journey from offering traditional face-to-face courses in Halifax to adopting blended learning and, most recently, delivering 100% online courses with synchronous and asynchronous options across the country. These changes have allowed them to offer their healthcare communication courses across Nova Scotia and, in collaboration with national partners, to newcomer healthcare professionals across Canada.
The presenters will explore how integrating technology—such as online learning platforms, simulations, and AI - addresses the challenges of time, distance, and scalability while meeting the evolving needs of IEHPs. This session will provide practical insights into how disruptive educational practices can be used to adapt courses, ensuring they remain relevant and effective in preparing IEHPs for success in the Canadian healthcare system.

Speakers

Paivi Kehler

Instructional Coordinator - ISS Language and Career College of BC, ISS Language and Career College of BC

Paivi Kehler - National Healthcare Language Program facilitator and Instructional Coordinator at ISS Language and Career College of BC, with a wealth of EAL experience.

Carolyn Duvar

National Healthcare Language Project Project Lead, Immigrant Services Association of Nova Scotia

Carolyn Duvar – Project Lead for the National Healthcare Language Program at ISANS with years of experience designing and facilitating courses for healthcare professionals.

Rebecca Martin-Fraser

National Healthcare Language Program Facilitator and Developer, Immigrant Services Association of Nova Scotia

Rebecca Martin-Fraser - Facilitator and Developer for the National Healthcare Language Program at ISANS, specializing in intercultural and workplace communication programming for internationally educated professionals.

Katherine Comberbach

Managing Director, Interactive Health International (CyberPatient)

Katherine Comberbach is a strategic leader at CyberPatient, specializing in supporting global healthcare simulation and education. She collaborates with university students and faculty to enhance experiential learning, drive engagement, and integrate virtual hospital training into... Read More →

Dr. Karim Qayumi

Dr. Karim Qayumi is a Professor of Surgery at UBC and founder of the Centre of Excellence for Simulation Education and Innovation. As CEO of CyberPatient, he pioneers technology-driven healthcare education, collaborating with faculty and students to advance simulation-based learning... Read More →

Saturday May 3, 2025 1:00pm - 1:45pm PDT
TBA

Education Technology, Education Technology

1:00pm PDT

Integrating digital technology with academic coaching to transform students’ learning

Saturday May 3, 2025 1:00pm - 1:45pm PDT

TBA

Academic coaching is valuable in improving student achievement and retention, both by increasing GPA and allowing students to feel a sense of belongingness in university, which provides students with the confidence and skill sets necessary for academic success. However, in the current evolving academic landscape, students have quickly adapted to Generative AI for their study, while teachers are frustrated by their misuse of such tools. With limited university resources and time provided for both teachers and students, it seems inevitable that innovative digital technology will be integrated with teaching and coaching contexts to not only meet the demand of second language learners’ academic support effectively but also help them develop self-directed learning ability. This panel aims to discuss the challenges of academic coaching amid the active use of Generative AI among 1^st-year international undergraduates in a university transition program and share how to ensure that L2 learners use it appropriately without experiencing impediments to their language development. After introducing the context of the University 1 (First-year) program and a 100-university-level academic writing course, mandatory for the L2 learners, panelists will demonstrate strategies for implementing AI-powered digital tools in a coaching context to foster independent study skills, support vocabulary development, and ensure if they effectively use suggestions offered by Grammarly to develop long-term writing improvement. Lastly, they will share how these strategies can mitigate the temptation to use AI tools in ways that sabotage student learning and achievement.

Speakers

Shine Hong

Assistant Professor, a course lead, Academic Director of International Pathway Program, Trinity Western University

She received a MA in TESOL in 2012 and served a learning coach position in 2013; since then, she has been teaching first-year undergraduates writing.

Anna Stanko

Lead Learning Coach in a University 1 (First-year) Program, Trinity Western Univeristy

Anna earned an MA TESOL in 2012 and began her career teaching EAL. Since 2016, she has been a Learning Coach for first-year international students.

Jessica Draper

Part-time learning coach in a Univeristy 1 (First-year) Program and writing instructor, Trinity Western Univeristy

Jessica earned an MA TESOL in 2024. She is currently a learning coach and part-time instructor for first-year international students.

Saturday May 3, 2025 1:00pm - 1:45pm PDT
TBA

English for Academic Purposes (EAP), English for Academic Purposes (EAP)

1:00pm PDT

Disrupting the Future: Collective dreaming for Social Justice

Saturday May 3, 2025 1:00pm - 1:45pm PDT

TBA

We are no doubt at a crossroads within the field of EAL. With rapidly changing social policy, technological advances, and political tides turning, how do we manage the hopes and anxieties of our students as well as ourselves in the classroom? Is there a way to harness education to enact true change given these tumultuous times? How do we disrupt the present from the past to create a more socially just future?
The Black poet and activist Langston Hughes tells us “to hold fast to dreams, for if dreams die, life is a broken winged bird that cannot fly.” As educators, we cannot let go of our dreams of a better future. More importantly, we can collectively dream with our students as a powerful way to resist oppression. As Garcia & Mirra (2023) write, educators and students can “engage in joyful social dreaming to confront injustice.”
This workshop will introduce two learning theories to practically bring the dreams of our students into our teaching: futures literacy and speculative pedagogy. Miller (2018) defines futures literacy as the “acquired…skills needed to decide why and how to use… imagination to introduce the non-existent future into the present.” Futures literacy is used globally across disciplines, contexts, and populations to enact social change. We will discuss the three tenants of futures literacy and how they fit practically into our instruction:
1) Using the Future to Rethink the Present
2) Fostering Diverse Futures
3) Agency and Empowerment (UNESCO, n.d.).
Bringing ideas of futures literacy into education specifically, we will discuss the techniques of speculative pedagogy, which entails students imagine the yet-to-come—a different present that what currently exists (Garcia & Mirra, 2023). Speculative pedagogy enacts futures literacy in the classroom through three techniques (Garcia & Mirra, 2023):
a)   Decentering the global and (re)emphasizing local, historical, and culturally relevant relationships
b)   “Iterative, practice-based” learning (Garcia & Mirra, 2023)
c)   Use of the imagination to enact social change
We will look at relevant examples of how speculative pedagogy can be brought into the EAL classroom and what educators need to consider when introducing futures literacy and speculative pedagogy into their practice. Plenty of time will be given to participants to engage in creative discussion and lesson planning.
Through exploration of both speculative pedagogy and futures literacy, workshop participants will walk away with inspirational techniques to explore and enact collective dreams for a better future for our students, ourselves, the Land, and community.
References
Garcia, A. & Mirra, N. (2023). “Always a war story”: Speculative pedagogies and breaking the narrative of multicultural education possibilities. In A. Garcia & N. Mirra (Eds.) Speculative Pedagogy: Designing equitable educational futures (pp. 1-8). Teachers College Press.
Hughes, L. (1995). The voice of Langston Huges [Album]. Smithsonian Folkways Recordings.
Miller, R. (2018). Futures literacy: transforming the future. In R. Miller (Ed.) Transforming the Future: Anticipation in the 21st Century (pp. 1-12). Taylor & Francis.
UNESCO. (n.d.) Futures literacy & Foresight. https://www.unesco.org/en/futures-literacy

Speakers

Jennifer Cummins

Instructor / Student, Simon Fraser University / Vancouver Community College

Jennifer Cummins is an EAL educator with almost two decades of experience. She is a doctoral student at SFU in the Languages, Cultures, and Literacies department.

Saturday May 3, 2025 1:00pm - 1:45pm PDT
TBA

Equity Diversity and Inclusion (EDI), Equity Diversity and Inclusion (EDI)

1:00pm PDT

Orientation to CCLB Literacy Tools, Task Analysis and Resource Alignment

Saturday May 3, 2025 1:00pm - 1:45pm PDT

TBA

This CCLB session will present a quick review of key ideas from CCLB resources such as the CLB: ESL for Adult Literacy Learners (ALL), the CLB document, the ESL for all Support Kit as well as other tools and webinars that guide ESL literacy best practices. The Tutela PBLA Literacy Checklist integrates these ESL literacy key ideas and best practices into a convenient checklist that allows instructors to see whether literacy materials are aligned to these best practices. This session will take a quick walk through the checklist then practice using the checklist with sample literacy materials from the Identifying Learner Literacy Needs and Task Analysis Professional Learning Sessions.

Speakers

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.

Larry Iveson

Rana Ashkar

Coordinator and Content Developer, CCLB

Saturday May 3, 2025 1:00pm - 1:45pm PDT
TBA

LINC, LINC

1:00pm PDT

Academic Reading Circles: Transforming Reading Instruction Through Student Collaboration

Saturday May 3, 2025 1:00pm - 1:45pm PDT

TBA

This interactive workshop introduces Academic Reading Circles (ARC) as a collaborative approach to reading instruction in English language teaching. Unpacking Seburn's (2016) framework, this session demonstrates how ARC transforms traditional teacher-centered reading practices by empowering students through structured co-working and role-based exploration of texts. By the end of this session, participants will understand the five core ARC roles and their implementation, examine ARC sample work from both student and teacher perspectives, and develop strategies for implementing ARC in their specific teaching contexts

This workshop is grounded in sociocultural learning theory (Vygotsky, 1978) and draws on research demonstrating the effectiveness of collaborative reading approaches in academic contexts (Seburn, 2016; Daniels, 2002). The session shows how ARC transforms traditional reading instruction by distributing cognitive load and fostering deeper engagement with texts.

The session will begin with an overview of the ARC framework and its transformative potential followed by a demonstration including a brief modeling of each role (Leader, Visualizer, Contextualizer, Connector, Highlighter), a guided ARC simulation using a short academic text, and a discussion on role implementation and classroom management. The end of the session is dedicated to implementation planning and guided development of implementation strategies. Practical components include role templates and guidelines, sample texts and activities, assessment strategies, troubleshooting common challenges, and adaptation strategies for different levels.

Participants will leave with practical tools for implementing ARC, understanding how this approach can transform traditional reading instruction into a more engaging, student-centered learning experience that develops both reading comprehension and academic discussion skills.

References

Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. Stenhouse Publishers.

Seburn, T. (2016). Academic reading circles. The Round.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Speakers

Nathan Hall

Instructor, Douglas College

Nathan Hall is an English language / TESL educator with over 19 years of experience. He is passionate about pedagogically-sound uses of technology for education.

Saturday May 3, 2025 1:00pm - 1:45pm PDT
TBA

Reading, Teacher Education

1:00pm PDT

Exploring Strategies: Engagement, AI, and new best practices

Saturday May 3, 2025 1:00pm - 1:45pm PDT

TBA

This presentation is an interactive panel discussion that explores some of the challenges that EAL instructors have had to face and how they are overcoming them. The EAL profession is again facing uncertain times, but we have overcome the challenges in the past and will continue to do so now. The topics which are in the form of questions to be shared at tables include switching to online, engaging students, assessing without AI, and sharing new skills/techniques.
The presenters will address each question sharing from their perspectives (LINC, EAP, teacher education). The audience will have an opportunity to share their perspectives on each question in smaller groups and leave with a better understanding of how to navigate changes that are constantly occurring in the EAL industry. This type of presentation would work well in either a workshop or a panel discussion stream.

Speakers

Amber Lavoie

EFP Coordinator and lecturer, UBC Okanagan

Amber Lavoie has worked in the EAL industry for over 20 years and is currently a lecturer in the Okanagan School of Education at UBC's Okanagan campus. She is passionate about working with EAL students, B.Ed students as well as Practicum students in the TEAL certificate program... Read More →

Amanda Zotto

LINC instructor, UBC Okanagan

Passionate EAL instructor (8 years) and LINC Facilitator (2.5 years), specializing in Real-World English, student-centered learning, and empowering newcomers to build confidence and communication skills.

Anita Veal

Lecturer, UBC Okanagan

Since 2010, Anita has been teaching various English courses such as EAP, English Composition and Cross-Cultural Communication. In addition to teaching, Anita has experience assessing placement tests.

Saturday May 3, 2025 1:00pm - 1:45pm PDT
TBA

Teacher Education, Artificial Intelligence

1:00pm PDT

The Voice of Crises in ESL

Saturday May 3, 2025 1:00pm - 1:45pm PDT

Poster Session

Learning Objectives- recognize the importance of sharing and caring for teacher empowerment during challenging times
- value the necessity of building growth mindset for the betterment of an educational environment
- analyze what a trauma- sensitive or trauma-informed environments in the ELT world are
- examine the conditions of the ESL teachers in Ukraine during and after the war and the ESL teachers in Türkiye in the southeast region affected by the devastating earthquake in February, 2023.
- discuss the role and power of photovoicing even in a mini case study

Content Takeaways"The power of photos and how one can voice them" is hoped to be a good example for further studies in ELT education and teacher empowerment.
The method used in this case study is photovoicing, which aims at raising awareness in communtiy development and building the feeling of belonging in a community through empathy.

Other InformationThere will be photos and the related recordings of the teachers on a Padlet wall within the ethical guidelines.I will add QR codes for the links as well. Thank you for your evaluation.

Speakers

Pinar Sekmen

Founder & Academic Coordinator, PS:Professional Support in Education

Pınar Sekmen has been in the ELT world for over two decades. She is thefounder and academic coordinator of PS:Professional Support in Education for teachers and learners. She has been working in the fields of EAL,teacher training, and education management programs. Her interests... Read More →

Saturday May 3, 2025 1:00pm - 1:45pm PDT
Poster Session

Well-being, Well-being

1:00pm PDT

Inclusive Second Language Writing Instruction with the Universal Genre Sphere

Saturday May 3, 2025 1:00pm - 1:45pm PDT

TBA

This presentation introduces the Universal Genre Sphere (UGS), an instructional model for teaching academic writing to all learners, including neurodiverse students, dis/abled students, and students with limited formal education (David & Anderson, 2022). While research on second-language writing for neurodivergent EALs is expanding, little work has explored ways to scaffold writing instruction to serve all learners, including learners from other vulnerable and underserved communities. Rooted in Universal Design for Learning (UDL) and the Genre-Based Approach (GBA), UGS fosters equitable, inclusive, and effective learning environments (Hyland, 2003; David & Brown, 2020; CAST, 2025). UGS prioritizes inclusive design, aligning instruction with students’ interest while breaking learning into manageable and adaptable segments, making academic writing more accessible to a wider range of learners.
This presentation will be divided into two parts. The first will provide an overview of UGS and findings from a one-year longitudinal study examining its impact on EAL students in a Master of Education TESL program at a Colombian university. The program’s traditionally lecture-based academic writing instruction was redesigned using a blend of principles from UDL and GBA to create a student-driven, multimodal learning experience. The redesign incorporated audio-visual materials for input and feedback, maximizing student-instructor interaction to support writing development. The second half of this session will be a hands-on workshop where participants will learn how to apply UGS principles into their own teaching contexts. Through a series of guided activities, educators will explore strategies aligned with UGS to enhance accessible and engagement in L2 writing instruction. Participants will leave with concrete strategies, and practical tools to implement UGS in their classrooms, making academic writing instruction more inclusive, flexible, and effective.

Speakers

Rosa Dene David

PhD Candidate, Lecturer, The University of British Columbia

Rosie Dene David, a PhD Candidate at the University of British Columbia, teaches in the Teacher Education program and holds a MATESOL from Portland State University.

Saturday May 3, 2025 1:00pm - 1:45pm PDT
TBA

Writing, Writing

2:00pm PDT

Transforming Language Learning with AI: Practical Tools for Educators

Saturday May 3, 2025 2:00pm - 2:45pm PDT

TBA

In times of change, educators thrive by integrating emerging technologies with established pedagogical practices. This session will demonstrate how AI-powered tools can transform language learning in higher education, making instruction more interactive and adaptive. First, the speaker will discuss the role of AI in modern classrooms and its impact on student engagement. Next, we will explore three powerful AI tools: Kapwing, which enables educators to craft and modify multimedia content seamlessly; Eleven Labs, which generates authentic listening materials to enhance pronunciation and cultural awareness; and Perchance, which creates AI-generated narratives for scenario-based language learning. Finally, the speaker will examine student feedback and classroom applications, showcasing AI’s ability to promote critical thinking, creativity, and real-world connections. By embracing these tools, educators can foster a vibrant and transformative learning environment, exemplifying the power of innovation in education.

Speakers

Annie Tran

Associate Faculty, Irvine Valley College

I have been ESL teaching for over 10 years, and I love every moment of it. When I am not teaching, I spend time with my family and friends.

Saturday May 3, 2025 2:00pm - 2:45pm PDT
TBA

Artificial Intelligence, Artificial Intelligence

2:00pm PDT

QRiosity: Effective Technology Integration for Literacy Students.

Saturday May 3, 2025 2:00pm - 2:45pm PDT

TBA

This workshop will explore various methods to effectively integrate technology into mid-level literacy classes, with the goal of adapting current literacy practices and enhancing teaching methods.

First, Ruben Puentedura’s (2010) SAMR model will be introduced as an effective framework for implementing technology in the classroom. This model will help students unlock the potential of technology and achieve several class objectives.

Next, the process of creating effective QR codes will be explained, with guidance on how to use them with tools such as Quizlet and Wordwall. These tools will assist students in learning vocabulary and improving skills such as spelling and sentence formation.

Additionally, attendees will have the opportunity to explore ways to integrate accessible digital learning materials into their teaching practices, supporting students in developing their digital competencies. Finally, a Q&A session will be provided to clarify any questions and deepen understanding of key concepts.

That being said the learning objectives for this session include:

Introduce the SAMR Model: Participants will gain an understanding of Ruben Puentedura’s SAMR model and learn how to effectively integrate technology into mid-level literacy classes to enhance teaching practices and student learning outcomes.
Explore Practical Tools for Vocabulary Learning: Teachers will be equipped with strategies for creating and using QR codes with platforms like Quizlet and Wordwall to support students in learning vocabulary and improving key literacy skills such as spelling and sentence formation.
Support Digital Competencies Development: Educators will discover ways to incorporate accessible digital learning materials into their classrooms, enabling students to develop their digital competencies alongside their literacy skills.

Speakers

Carlos Peralta

EAL Instructor, Immigrant Services Association of Nova Scotia. (ISANS)

Carlos Peralta is an experienced language educator and EAL instructor for ISANS who is dedicated to creating engaging learning experiences. He has a proven track record in curriculum development, digital competences, and integrating technology into pedagogy. He is committed to fostering... Read More →

Saturday May 3, 2025 2:00pm - 2:45pm PDT
TBA

Education Technology, Education Technology

2:00pm PDT

Transformative Strategies for the Classroom

Saturday May 3, 2025 2:00pm - 2:45pm PDT

TBA

The Theoretical aspects of transformative strategies will be discussed and a case study of an English for Special Purposes program shown. Instructors will learn about transforming students for social justice and incorporate student engagement.
As an EAL/Communications instructor for the Health Care Assistant program (HCA) (for caregivers) and someone doing her masters in Equity and Adult Education, I was inspired by learning about transformative education and how it could be used in class to inspire students and spark an interest in social justice. I will go through aspects of transformation as defined by researchers Mezirow (2009) , O'Sullivan (2016), Schlattner, (2022), Lange (2023) and Stuckey and Taylor (2024) as well as give a case study on the transformation of my HCA students at the end of a 2 year program. I will make sure there is relevance to the EAL classroom. This also connects to UDL Principles and in teaching in different contexts. We will also touch on the topic of transformation/reflection, how this is measured, who notices and why that is important. The transformational principles include a post-colonial lens. Participants will be given a transformative survey link by Stuckey and Taylor (2024) https://sites.psu.edu/transformativelearning/
to use themselves and with their students. Topics include self-awareness, change in world view, openness, using art, how dialoguing fosters growth, imagination, spiritual connection, action, critical reflection, embodiment, and the environment.

Speakers

Tanya Cowie

Instructor, VCC

Tanya is an EAL and Communications instructor at VCC. She is at present doing her masters at the University of Athabasca studying an MA in Interdisciplinary Studies with a focus on Equity and Adult Education. She is especially interested in transformative education.

Saturday May 3, 2025 2:00pm - 2:45pm PDT
TBA

English for Specifc Purposes (ESP), English for Specific Purposes (ESP)

2:00pm PDT

Piloting the PAITE: Supporting Inclusive Teaching at SFU

Saturday May 3, 2025 2:00pm - 2:45pm PDT

TBA

This presentation details our experience at Simon Fraser University (SFU) piloting the Protocol for Advancing Inclusive Teaching Efforts (PAITE), developed by Dr. Tracie Addy and colleagues. Recognizing the importance of inclusive teaching in supporting our increasingly diverse student population, we sought a concrete tool to help instructors implement and refine inclusive practices. This work directly aligns with SFU’s Academic Plan, which emphasizes the importance of “inclusive excellence and access” where everyone can thrive (SFU, n.d.). As noted in the literature, diverse student groups, including but not limited to students with disabilities, LGBTQ+ students, first-generation students, and multilingual students, often experience a decreased sense of belonging, which can negatively impact academic success (Strayhorn, 2018; Vaccaro et al., 2015). Further, many instructors express a desire to teach more inclusively, but struggle with lack of training, time constraints, and uncertainty about best practices (Addy et al., 2021). The PAITE protocol offers a structured, evidence-based approach to address this by providing formative, data-informed feedback on observable inclusive teaching practices.

We begin by briefly introducing the protocol, drawing on Addy et al. (2022). We then describe our team's experience becoming PAITE observers. The core of our presentation focuses on the pilot implementation of PAITE with a small cohort of SFU faculty. We will describe our recruitment process, the observation and debriefing procedures, and examples of personalized feedback provided to participating instructors. We will share anonymized examples of observed teaching practices and discuss how the PAITE framework helped to identify both strengths and areas for growth. Initial reflections, gathered through post-observation debriefs, suggest that the PAITE process has been well-received by participating faculty and has prompted meaningful reflection on their teaching practices. Our presentation will conclude by discussing the challenges and successes of the pilot project and outlining our plans for expanding the use of PAITE at SFU.

References:
Addy, T. M., Reeves, P. M., Dube, D., & Mitchell, K. A. (2021). What really matters for instructors implementing equitable and inclusive teaching approaches. To Improve the Academy: A Journal of Educational Development, 40(1). https://doi.org/10.3998/tia.182
Addy, T. M., Younas, H., Cetin, P., Rizk, M., Cham, F., Nwankpa, C., & Borzone, M. (2022). The development of the protocol for advancing inclusive teaching efforts (PAITE). Journal of Educational Research and Practice, 12(0), 65–93. https://doi.org/10.5590/JERAP.2022.12.0.05
Simon Fraser University. (n.d.). Academic plans. Office of the Vice-President, Academic. https://www.sfu.ca/vpacademic/our-role/academic-planning/academic-plans.html
Strayhorn, T. L. (2018). College students' sense of belonging: A key to educational success for all students. Routledge.
Vaccaro, A., Daly-Cano, M., & Newman, B. M. (2015). A sense of belonging among college students with disabilities: An emergent theoretical model. Journal of College Student Development, 56(7), 670-686.

Speakers

Amanda Wallace

EAL Consultant, Simon Fraser University

As an EAL Consultant at SFU’s Centre for Educational Excellence, I collaborate with and provide specialized guidance to faculty in designing linguistically-responsive curricula and teaching methodologies.

Eilidh Singh

EAL Consultant, Simon Fraser University

I’m an EAL Consultant at SFU’s Centre for Educational Excellence, where we work with a flexible, evidence-based lens to facilitate inclusive teaching support for everyone.

Saturday May 3, 2025 2:00pm - 2:45pm PDT
TBA

Equity Diversity and Inclusion (EDI), Teacher Education

2:00pm PDT

Getting the most from your Avenue Courseware and ePortfolio

Saturday May 3, 2025 2:00pm - 2:45pm PDT

TBA

We want to take teachers on a detailed tour of the new updates to the Avenue course-builder, e-Portfolio and Binder. The new course-builder is there to help the instructors to create their own classroom. During the session we will provide some tips and tricks to customize the Avenue courseware, so it makes the course page more user friendly and fast.

Topics covered include symptoms of a large course, using the Course Builder, creating a Sandbox Course/New Course, moving course content, using the Sharing Cart and Mass Actions Blocks, using Export/Import, using Back-up and Restore, removing topics, removing blocks, and large media files/YouTube streaming.

We have added more activity types that can be auto-collected to the e-Portfolio with tags, and these will empower teachers to create even more PBLA aligned material that can create e-Portfolio artifacts automatically for them.

We will also demonstrate several activity and resource types that teachers can leverage for things like Inventory Sheets, Skill-Using Tasks, and Assessment Tasks. Guiding teachers through the process to set up these materials and demonstrating in real-time the time-saving potential inherent in the Avenue e-Portfolio through the use of sample students and the artifacts created during the session.

Speakers

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.

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.

Saturday May 3, 2025 2:00pm - 2:45pm PDT
TBA

LINC, LINC

2:00pm PDT

TESL Practicum: Learning and Teaching in the Time of Turmoil

Saturday May 3, 2025 2:00pm - 2:45pm PDT

TBA

The Douglas College TESL program recently developed a new practicum model that effectively addresses previous challenges in training future EAL teachers while creating new opportunities for underserved EAL learners in the community. Presenters will first provide an overview of the challenges they faced in the post-COVID world, including limited sponsor teacher support from partner schools, as well as their own institutional policy constraints. They will then outline the steps taken to create the new in-house practicum model and explain its beneficial effects on both the TESL program and community EAL learners.
This initiative, which is based on the Teaching and Learning Cycle (TLC) framework (Derewianka & Jones, 2016), has proven effective for TESL students and their learning as it is based on scaffolding and reinforced by classroom instruction. The benefits for EAL learners, however, seem to extend beyond language learning, impacting their current and future identities and creating lasting effects on their lives. The presenters will share their classroom experience and explain the reasons behind these effects, highlighting a somewhat unexpected finding from this initiative: a significant imbalance between the demand for EAL instruction and the available options for learners.
The experience underscores the importance of finding creative ways to better serve the EAL community during the time they are most vulnerable, despite difficulties posed by institutional and governmental regulations. It emphasizes the need for teacher training and language teaching providers to come together in support of students. Attendees will leave the session with ideas on how this can be achieved.
Reference
Derewianka, B., & Jones, P. (2016). Teaching Language in Context (2nd ed.). Oxford University
Press Australia & New Zealand.

Speakers

Gordana Sokic

Instructor, Douglas College

Gordana Sokic is a TESL and EAP instructor at Douglas College, with experience in EAL teaching, curriculum writing, and teacher training in diverse settings.

Nathan Hall

Instructor, Douglas College

Nathan Hall is an English language / TESL educator with over 19 years of experience. He is passionate about pedagogically-sound uses of technology for education.

Kat Suric

TESL practicum facilitator, Douglas College

Kat Suric is an experienced EAL teacher. Her most recent experience includes acting as a sponsor teacher in the TESL program’s practicum at Douglas College.

Saturday May 3, 2025 2:00pm - 2:45pm PDT
TBA

Teacher Education, Teacher Education

2:00pm PDT

Educator Wellbeing in Times of Change

Saturday May 3, 2025 2:00pm - 2:45pm PDT

TBA

The workshop will delve into three initiatives undertaken at a private business school to ensure the overall well-being of the faculty members under English Studies from the years 2020-2024. As a member of the management team, one of the challenges has been to find ways to support the team members and focus on wellbeing is not emphasized as the members are sessional who work on a contractual basis. The three wellbeing initiatives that will be discussed are

The ‘wellbeing afternoon’ was introduced as a short-term program during 2020-2022 that allowed all staff and faculty members to finish work early one day of the week (usually Fridays) and use the time to relax and focus on their wellbeing. However, this initiative was not available for sessional or part-time members including faculty.
ES Faculty social is an evening arranged on a term basis to allow faculty members to disconnect from work and relax. The invitation is extended to all English Studies faculty members only.
Healthy snacks are provided exclusively for English Studies faculty members who need a quick energy boost between classes.

Like all post-secondary institutes, financial constraints are a big hurdle to be crossed when trying to implement wellness initiatives, but in the private sector, most of the conversation does not proceed as everything boils down to contractual obligations.
The purpose of this workshop is to connect with individuals and initiate a conversation on finding ways to support the well-being of our educators.

Speakers

Garima Yadav

Manager, Student Learning Commons, Acsenda School of Management

A dedicated, passionate and optimist professional who seeks to create safe spaces for students, faculty, and staff to engage in meaningful dialogue on important issues.

Saturday May 3, 2025 2:00pm - 2:45pm PDT
TBA

Well-being, Equity Diversity and Inclusion (EDI)

2:00pm PDT

Pre-Writing Skill Building Activities for LINC Classrooms

Saturday May 3, 2025 2:00pm - 2:45pm PDT

TBA

In this workshop, I will explore three pre-writing strategies rooted in the writing studies discourse: freewriting, inkshedding, and loop-writing. These strategies are designed to help writers generate ideas, overcome writer’s block, and build confidence in articulating their thoughts on paper. Beyond introducing these techniques, I will demonstrate how they can be adapted into engaging, skill-building activities for the LINC (Language Instruction for Newcomers to Canada) classrooms (specifically CLB 4). Using examples drawn from key LINC themes such as Citizenship, Education, and more, I will showcase how these strategies can be seamlessly integrated into lesson plans to enrich learning experiences.
By incorporating these methods into their teaching practice, LINC instructors can provide learners with valuable opportunities to develop their writing fluency, enhance their ability to organize ideas effectively, and foster a more creative and fluid writing process. Participants in this workshop will gain hands-on experience with each strategy and learn practical ways to customize them to meet the diverse needs of LINC students, ultimately creating a more supportive, inclusive, and dynamic classroom environment.

Speakers

Rigvi Kumar

LINC Instructor and PBLA Lead Teacher, ASSIST Community Services Center

I'm a LINC Instructor and a PBLA Lead Teacher at ASSIST Community Services Center. I have experience in various English teaching environments, including EAP, LINC, and Writing Studies. Currently, I'm finishing my Masters in TESL at the University of Alberta. I'm deeply passionate... Read More →

Saturday May 3, 2025 2:00pm - 2:45pm PDT
TBA

Writing, LINC

3:00pm PDT

Coffee / Exhibitors

Saturday May 3, 2025 3:00pm - 3:30pm PDT

TBA

Saturday May 3, 2025 3:00pm - 3:30pm PDT
TBA

BC TEAL

3:30pm PDT

Closing Plenary: International English language teachers studying in Canada: practice, identities, opportunities, and constraint

Saturday May 3, 2025 3:30pm - 4:15pm PDT

TBA

While considerable research in educational and applied linguistics has focused on student mobility and study abroad, fewer studies have analyzed the experiences of international English language teachers who take graduate studies and professional development programs in countries such as Canada. In my talk, I will share data from two studies of international English language teachers from Japan and four southeast Asian countries who studied in Canada, and whom I followed up to learn about the impacts of studying in Canada. I focus on four questions:

How do international English language teachers perceive their professional identities during and after studying in Canada?
What opportunities and benefits does completing a graduate program in Canada bring to international English language teachers?
What challenges and constraints do teachers face when applying knowledge learned in Canada in local contexts, and how do they overcome them?
And, how should higher education programs frame their practices to welcome international English language teachers in ways that are inclusive and which honour different ways of understanding education?

Through the discussion, I will look for connection to the contexts of learning and teaching EAL in BC colleges and language schools. I will conclude by presenting a set of principles for teaching international English language teachers, arguing for the following: internationalization that is not top-down, understanding knowledge borders as blurred rather than clearly delineated, seeing professional teacher identities as disrupted and fluid rather than fixed and linear, and shifting from a target native speaker of English to a speaker of English as a lingua franca.
Selected References
Barkhuizen, G. (Ed.). (2022). Language teachers studying abroad: Identities, emotions and
disruptions. Bristol, UK: Multilingual Matters.
Ilieva, R. (2010). Non-native English–speaking teachers' negotiations of program discourses in their construction of professional identities within a TESOL program. Canadian Modern Language Review, 66(3), 343-369.
Ilieva, R., Beck, K., & Waterstone, B. (2014). Towards sustainable internationalisation of higher education. Higher Education, 68, 875-889.
Ilieva, R., & Ravindran, A. (2018). Agency in the making: Experiences of international graduates of a TESOL program. System, 79, 7-18.
Marshall, S. & Amburgey, B. (2024). Challenges faced by Japanese English teachers applying knowledge after study abroad. In K. Beck & R. Ilieva (Eds.) Language, Culture, and Education in an Internationalizing University: Perspectives and Practices of Faculty, Students, and Staff (pp. 129-146). Bloomsbury.
Marshall, S., & Spracklin, A. K. (2022). “We are in our country. Why do we have to resort to western ways of doing things?”: an analytic framework for knowledge application in language teachers studying abroad. Educational Linguistics, 1(2), 267-289.

Speakers