Unless indicated, otherwise, sessions are presented at the TESOL 2022 Convention in Pittsburgh, Pennsylvania. The times and locations for sessions will be listed in the TESOL 2022 Convention Program and in the online itinerary planner. Prerecorded presentations are available on the virtual convention platform. All in-person convention attendees will have access to the virtual convention platform.

Challenging Standardizing Language Ideologies and Practices in Multilingual Writing
(prerecorded presentation)

This panel offers a semistructured forum for dialogue about ways we can challenge standardizing movements in ELT. The focus of the discussion is on how we can design and foster environments for multilingual writing creativity and hybridization.

Primary Interest Section: Bilingual-Multilingual Education

Clara Bauler, Adelphi University, New York, NY, United States

María Rosa Brea, New York University, New York, NY, United States

JPB Gerald, Hunter College, New York, NY, United States

SunYung Song, Athens State University, Athens, AL, United States

Zhongfeng Tian, The University of Texas at San Antonio, San Antonio, TX, United States

From Gate-Keepers to Advocates: Paradigm Shifts in ITA Program

This academic session addresses ITA programs' efforts to move away from colonialist and deficit models, including research on raciolinguistic perspectives and language biases in students' and other stakeholders' attitudes to ITAs. Speakers offer approaches to reframe programs' goals and curricula to support ITAs without delegitimizing their Englishes and cultures.

Primary Interest Section: International Teaching Assistants

Cynthia DeRoma, Yale University, New Haven, CT, United States

Nicholas Subtirelu, Independent, Washington, DC, United States

J. P. B. Gerald, Hunter College–CUNY, New York, NY, United States

Stephen Looney, The Pennsylvania State University, University Park, PA, United States

Vijay Ramjattan, University of Toronto, Toronto, ON, Canada

Scaffolding Multilinguals' Learning in Mathematics, Science, and Literacy Lessons
(prerecorded presentation)

This panel analyzes typical activities from mathematics, science, and English language arts lesson plans for their efficacy in supporting multilingual learners. Though some theoretical frameworks are presented, the focus of the discussion is on curating a collection of practical strategies to support and scaffold multilinguals' learning in content-area classes.

Primary Interest Section: Pre-K–12

Mary Soto, California State University, East Bay, Hayward, CA, United States

Gina Borgioli Yoder, Indiana University–Purdue University Indianapolis, Indianapolis, IN, United States

Derek Braun, Columbus City Schools, Columbus, OH, United States

From Responsibility to Practice: Dis/ability and Equity in ELT
(prerecorded presentation)

This panel looks at dis/ability through the lens of social responsibility as a way to (re)think pedagogical and assessment practices. This topic is explored through four presentations, sharing perspectives on disability as a social responsibility, applying linguistics to disabilities studies, equity and assessment, and critical pedagogy.

Primary Interest Section: Social Responsibility

Ethan Trinh, Georgia State University, Atlanta, GA, United States
Luis Javier Pentón Herrera, University of Warsaw, Warsaw, Poland

Patricia Friedrich, Arizona State University, Tucson, AZ, United States

Laurene Christensen, WIDA, University of Wisconsin-Madison, Madison, WI, United States

James Mitchell, WIDA, University of Wisconsin-Madison, Madison, WI, United States

Caroline Torres, Kapiʻolani Community College, Honolulu, HI, United States

Preparing TESOL Professionals to Be Teacher Leaders

Now, more than ever, ESL teachers are called to support ELs beyond the English language classroom. Unfortunately, few teachers have the leadership preparation needed to do so. This panel presents examples of teacher leadership development in the areas of policy, coaching, PD delivery, strategic planning, and curricular design.

Primary Interest Section: Teacher Educator

Michelle Benegas, Hamline University, St. Paul, MN, United States

Kate Reynolds, Central Washington University, Ellensburg, WA, United States

James Whiting, Plymouth State University, Plymouth, NH, United States

Suzanne Panferov, University of Arizona, Tucson, AZ, United States

Social-Emotional Learning Supportive Classroom Management

Melissa Ferro, PhD, and Deany Goode, MA, moderate a panel of Higher Education Interest Section (HEIS) members in a discussion about social-emotional learning and supportive classroom management to inform and support colleagues in the future of our profession.

Primary Interest Section: Higher Education

Deany Goode, Metropolitan Community College Kansas City-Penn Valley, Kansas City, MO, United States

Melissa Ferro, The University of Texas at Austin, Austin, TX, United States

Allison Yasukawa, California College of the Arts, San Francisco, CA, United States

Collin Blair, Lansing School District, Lansing, MI, United States

Klára Lancová, Charles University, Prague, , Czech Republic

Peggy Semingson, The University of Texas at Arlington, Arlington, TX, United States

Intersections of Interculturality and Multimodality: Perspectives and Possibilities

In the face of a global pandemic, the need for equitable and socially just intercultural communication and language education through multiple modes beyond language has never been greater. This session brings together researchers who explore how nontraditional modes of expression can empower students in their additional language and intercultural development.

Primary Interest Section: Intercultural Communication

Roxanna Senyshyn, The Pennsylvania State University, Abington College, Abington, Pennsylvania, PA, United States

Yilin Sun, Seattle Colleges, Seattle, WA, United States

Amir Kalan, McGill University, Montreal, QC, Canada

Andrea Lypka, University of South Florida, Tampa, FL, United States

Chi Rehg, University of South Florida, Tampa, FL, United States

Christy Williams, University of South Florida, Tampa, FL, United States

Leanne Rempel, University of Toronto, Toronto, ON, Canada

Zahra Safdarian, University of Toronto, Toronto, ON, Canada

Dania Wattar, University of Toronto, Toronto, ON, Canada

Emmanuelle Le Pichon, University of Toronto, Toronto, ON, Canada

Building Critical Thinking Skills in ESP Contexts

Critical thinking enables students to process complex information, solve problems, and make important decisions. Panelists from a range of ESP settings share experiences building critical thinking skills to help students succeed in specialized areas. Approaches to integrating development of higher order thinking skills into ESP curricula are discussed.

Primary Interest Section: English for Specific Purposes

Pamela Dzunu, Independent, Carrickfergus, Northern Ireland, , United Kingdom

Alan Orr, Embry-Riddle Aeronautical University, Daytona Beach, FL, United States

Neil Bullock, EnglishPlus Language Consultancy, Lausanne, , Switzerland

Hamidreza Moeiniasl, University of Toronto, Toronto, ON, Canada

Tarana Patel, LearnEd LLC, Los Angeles, CA, United States

Innovations, Challenges, and Possibilities: Teacher Agency in EFL Settings

The crucial role of teachers in the delivery of EFL programs at all stages has been examined in the relevant research. This presentation revisits teacher agency in response to challenges posed by the pandemic. EFL teacher agency is highlighted in assessing the possibilities and innovations at individual teacher levels.

Primary Interest Section: English as a Foreign Language

Muhammad Kamal Khan, Allama Iqbal Open University, Islamabad, Pakistan

Turki Alsolami, King Abdulaziz University, Jeddah, , Saudi Arabia

Shahid Abrar-ul-Hassan, Yorkville University, New Westminster, BC, Canada

Nadia Idri, University of Bejaia, Bejaia, Algeria

Jiyoung Bae, Kongju National University, Gongjusi, Korea, Republic of

Reimagining English Teaching and Learning Through Gameplay

The role of gaming has evolved during the pandemic with the rise of classroom gaming during virtual learning. This colloquium presents four speakers with insights on gaming trends, research, and pedagogies to help expand our English teaching practices through gameplay in HTML5, 3D RPG, AR/VR, and existing commercial games.

Primary Interest Section: Computer-Assisted Language Learning

Jeff Kuhn, Ohio University, Athens, OH, United States

Howard Hao-Jan Chen, National Taiwan Normal University, Taipei, Taiwan

James York, Tokyo Denki University, Tokyo, Japan

Carolyn Blume, Technical University Dortmund, Dortmund, Germany  

Improving L2 Vocabulary and Reading Skills in K–12

This session links practical and theoretical approaches to vocabulary and reading skills learning and instruction with young learners. The presenters discuss issues such as educational policies at institutional and national levels, best instructional practices, and promoting learner engagement in varied and diverse contexts in K–12 in EFL and ESL settings.

Primary Interest Section: Reading and Vocabulary

Luciana de Oliveira, Virginia Commonwealth University, Richmond, VA, United States
Persida Himmele, Millersville University, Millersville, PA, United States
William Himmele, Millersville University, Millersville, PA, United States

Development and Validation of Aviation and Medical English Assessments

Panelists discuss issues of developing and validating aviation and medical English assessments. This session features enriched discussions on ESP test development and validation necessarily entailed with undertaking risk management, exploring the relationships among constructs, standards and contexts, and conducting systematic needs analysis for assessment task and rubric development.

Primary Interest Section: Applied Linguistics

Jennifer Roberts, Embry-Riddle Aeronautical University, Daytona Beach, FL, United States

Angela Garcia, Carleton University, Ottawa, ON, Canada

Brigita Séguis, University of Cambridge, Cambridge, United Kingdom

Jirada Wudthayagorn, Chulalongkorn University, Bangkok, Thailand

ELs With Dis/abilities: An Asset-Focus and Universal Design
(prerecorded presentation)

This academic panel explores views of dis/ability and the intersection of language learning and supporting language learners. These topics are discussed by three panelists, focusing on specific learning disabilities and the language learning and cognitive effects, techniques for classroom support, and universal design for learning as an inclusive framework.

Primary Interest Section: Supporting Students With Disabilities

Rosa Dene David, University of British Columbia, Vancouver, BC, Canada

Caroline Torres, Kapiʻolani Community College, Honolulu, HI, United States

Judith Kormos, Lancaster University, Lancaster, United Kingdom

Anne Margaret Smith, ELTwell, Lancaster, United Kingdom

Loui Lord Nelson, The UDL Approach, Indianapolis, IN, United States

Effective Program Adaptations in a Postpandemic World
(prerecorded presentation)

Administrators and faculty from a variety of contexts share how their programs incorporated new pandemic practices and lessons learned into the 2021–2022 academic year. Presenters discuss changes made, successes and challenges, and future implications/recommendations.

Primary Interest Section: Program Administration

Brad Teague, Duke University, Durham, NC, United States

Pamela Smart-Smith, Virginia Tech, Blacksburg, VA, United States

Adil Bentahar, Univeristy of Delaware, Newark, DE, United States

Jeanne Beck, Iowa State University, Ames, IA, United States

Gary Ockey, Iowa State University, Ames, IA, United States

Jacqueline Record, California State University, Long Beach, Long Beach, CA, United States

Mike Ennis, Free University of Bozen-Bolzano, Bozen-Bolzano, Italy

Methods and Implementation of L2 Speaking and Pronunciation Assessment

L2 speaking and pronunciation assessment are regularly integrated into both teaching and research. When preparing classroom tasks or research projects, a range of assessment options are available. This session equips attendees with knowledge that supports alignment of assessment goals with desired outcomes in a valid and reliable way.

Primary Interest Section: Speech, Pronunciation, and Listening

Alyssa Kermad, California State Polytechnic University, Pomona, Pomona, CA, United States

Daniel R. Isbell, University of Hawaiʻi at Mānoa, Honolulu, HI, United States

Valeria Bogorevich, Arizona Western College, Yuma, AZ, United States

Dealing With Tensions as TESOL Practitioners or Teacher-Scholars
(prerecorded presentation)

Linguistic stratification and discrimination in diverse societies could be barriers to status, legitimacy, and adequate employment opportunities for NNESTs. How do these barriers intersect with social justice? How do NNEST leaders address them? What contextual factors contribute to those barriers? How can we advocate for and support those TESOL practitioners?

Primary Interest Section: "Nonnative" English Speaker Teachers

Bedrettin Yazan, University of Texas, San Antonio, San Antonio, TX, United States

Zia Tajeddin, Tarbiat Modares University, Iran

Forging Inclusive Paths in Social and Emotional Programming

Though social and emotional learning (SEL) is gaining attention in education, providing support for emergent ELs can be challenging. Well-intentioned curricula glosses over linguistic and cultural differences. In this session, experts discuss barriers and solutions to help promote safe, connected, and inclusive learning experiences for ELs.

Primary Interest Section: Refugee Concerns

Christina Cipriano, Yale University, New Haven, CT, United States

Cynthia Reyes, University of Vermont, Burlington, VT, United States

Larbi Ghemari, University of Vermont, Burlington, VT, United States

Sherry MacKay, Transformational Learning Communities, Riverside, CA, United States

Brenda Perez Mendoza, Illinois ASCD, Chicago, IL, United States

Research-Guided Materials Development

This session discusses considerations, context, and needs in the development of ELT materials, then introduces current research of language teaching, applied linguistics, and L2 acquisition. Following, presenters provide a framework to help overcome emotional learning challenges in academic contexts and best practices of language education into printed materials.

Primary Interest Section: Materials Writers

Lisa Horvath, Independent, Hungary

Kirti Kapur, National Council of Educational Research and Training, New Delhi, India

Beatrix Burghardt, Indiana University, IN, United States

Richard Silberg, U.S. Department of State English Language Programs, DC, United States

Genre-Based Writing Instruction Across L2 writing Contexts
(prerecorded presentation)

This panel explores genre across a variety of L2 writing contexts, including higher education, IEP, EFL, and K–12. Panelists discuss how genre-based pedagogies have been effectively implemented in their unique contexts, as well as the challenges teachers still face with genre-based writing instruction and how they might be better supported.

Primary Interest Section: Second Language Writing

Ann Johns, San Diego State University, San Diego, CA, United States

Christine Tardy, University of Arizona, Tucson, AZ, United States

Nigel Caplan, University of Delaware, Wilmington, DE, United States

Silvia Pessoa, Carnegie Mellon University, Doha, Qatar

Luciana de Oliveira, Virginia Commonwealth University, Richmond, VA, United States