Illuminating the T in LGBT: Perspectives From the Field
Within TESOL advocacy, the pendulum of focus seldom settles on experiences of trans and nonbinary people. In this Lesbian, Gay, Bisexual, & Trans (LGBT) Professional Learning Network academic session, Dr. Kris Knisely discusses gender-just pedagogies and how to engage with gender in ways that center trans knowledges and honor trans and nonbinary colleagues and students.
Primary PLN: Lesbian, Gay, Bisexual, & Trans
Kris Aric Knisely, The University of Arizona, Tucson, AZ, United States
Jennifer A. Mott-Smith, Towson University, Towson, MD, United States
Carter A. Winkle, Barry University, Miami Shores, FL, United States
Centering Criticality and DEI: Meanings for the TESOL Profession
Especially in recent times, with a spotlight on systemic equity and justice, it is vital that diversity, equity, and inclusion (DEI) be understood and practiced through a critical lens. To work toward justice in the field of TESOL, this panel examines what centering DEI critically means for the TESOL profession.
Primary PLN: TESOL Diversity Collaborative
Lavette Coney, Fessenden School, Newton, MA, United States
Christine Voight, University of Florida, Gainesville, FL, United States
Ethan Trinh, Georgia State University, Atlanta, GA, United States
Challenges Facing Women in TESOL: Focus on Nonnative Speakers
The speakers in this session explore the lived experiences—the testimonios of nonnative-English-speaking female educators in the field of TESOL. Their stories reveal accounts of social inequity, discrimination, or injustice and explore the ways in which women enact their identities and personal goals.
Primary PLN: Womentorship in ELT
Laura Baecher, Hunter College–CUNY, New York, NY, United States
Hind Elyas, Niagara College, Riyadh, Saudi Arabia
Eleni Symeonidou, British Council, Hong Kong, Hong Kong
Luciana C. de Oliveira, Virginia Commonwealth University, Richmond, VA, United States
Araceli Aras, Benemérita Universidad Autónoma de Puebla, Puebla, Mexico
Larissa Lopez-Hallman, Colegio San Antonio Abad, Humacao, , Puerto Rico
Faith-Inspired Collaboration and Reconciliation in ELT
TESOLers face challenging times. This presentation highlights faith-inspired collaboration and reconciliation through English teaching and teacher training. Six panelists share best practices from their Buddhist, Christian, Hindu, and Muslim collaborations and teaching experiences in diverse contexts in Africa, America, Asia, and Europe. Be encouraged through collaboration and reconciliation in ELT.
Primary PLN: Faith in English Language Teaching
Michael Lessard-Clouston, Biola University, La Mirada, CA, United States
I Komang Budiarta, Mahasaraswati Denpasar University, Kota Denpassar, Indonesia
Jan Edwards Dormer, Messiah University, Mechanicsburg, PA, United States
Maxine Pond, Northwest University, Kirkland, WA, United States
Rabia Algadiri, Alnahada Secondary School, Alnahada, Libyan Arab Jamahiriya
Leona Leighton, Independent, Boston, MA, United States
TESOL Career Path Development PLN: Riding The Waves of Change
Join an engaged and committed group of TESOLers who've inspired one another and empowered hundreds of teachers during the most challenging year we've ever known. Hear more about the TESOL Career Path Development Professional Learning Network's mission, outstanding achievements, and plans for networking and learning for the future—and plan to join us in 2022.
Primary PLN: Career Path Development
Lizabeth England, Liz England & Associates, WINCHESTER, VA, United States
Lynne Clark, University of Florida, Gainesville, FL, United States
Linda Chu, University of Arizona, Tucson, AZ, United States
Shirlaine Castellino, Spring International, Littleton, CO, United States
Damon Anderson, Independent, xxx, PA, United States
John Schmidt, Independent, Austin, TX, United States
Melina Jimenez, University of Florida, Gainesville, FL, United States
Julie Lake, Georgetown University, Washington, DC, United States
Racial Equity, Social Justice, and Identity in ELT
How can ELT resist the impact of racism, colonialism, and linguistic imperialism to become a more inclusive profession that elevates professionals and practices that do not fit essentialist notions of English? The panelists address this question and provide a broad spectrum of perspectives relevant to multiple contexts.
Primary PLN: Black English Language Professionals & Friends
Tomeka Robinson, Murphy Family Ventures, LLC, Wallace, NC, United States
Quanisha Charles, Jefferson Community and Technical College, Louisville, KY, United States
Renee Figuera, University of the West Indies St. Augustine, St. Augustine, Trinidad and Tobago