BC TEAL 2025 Annual Conference

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.

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.

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!

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:

1. Introduction (5 min) – Overview of AI in ESL listening assessments and its significance.
2. 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.
3. Q&A and Discussion (10 min) – Addressing audience questions and sharing insights.

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