BC TEAL 2025 Annual Conference

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:

1. Critical reading of research: Encouraging thoughtful evaluation of research findings for pedagogical purposes.
2. Contextual attunement: Interpreting research findings in relation to specific teaching contexts.
3. 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).

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.

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.

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.