The following sessions are prerecorded. The times for the live text-based Q and A with presenters will be listed in the TESOL 2022 Convention Program and in the online itinerary planner. 

Reimagining Translingual Pedagogy in Multilingual Reading Instruction and Assessment

Drawing upon their own experience as linguists and educators who work with multilingual students in different regions of the world—the United States, Israel, and Singapore—panelists discuss how teachers integrate translanguaging practices in instruction and assessment to promote bi/multilingualism and advance a social justice agenda.

Primary Interest Section: Bilingual-Multilingual Education

Secondary Interest Section: Reading and Vocabulary


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

Nothing About Us Without Us: Education, Leadership, Advocacy, and Community

Misconceptions and preconceptions of forcibly displaced individuals and populations permeate decision-making in education, research, outreach, policy planning, and all aspects of public service. Attendees learn about root causes and critical needs and gain strategies for addressing challenges and empowering students and families from leaders who have experienced migration.

Primary Interest Section: Pre-K–12

Secondary Interest Section: Refugee Concerns


Haneen Hasan, American Youth Academy, Temple Terrace, FL, United States

Lallia Allali, San Diego Unified School District, San Diego, CA, United States

Alia Hadid, Rhode Island College, Providence, RI, United States

An Exploration of the Barriers NNESTs Face in TESOL

NNESTs face barriers when they seek employment around the world. Recently, NNESTs' education and experience started to be valued, but they still encounter an array of hurdles in their personal and professional contexts. This panel explores barriers faced by NNESTs in the field of ESL/EFL inside and outside the United States.

Primary Interest Section: Social Responsibility


Fares Karam, University of Nevada, Reno, NV United States
Khawla Dwikat, University of Jordan, Amman, Jordan
Vesna Dimitrieska, Indiana University, Bloomington, IN United States
Rashi Jain, Montgomery College, Rockville, MD United States

Assessment Concerns of Pre-K–12: Guidance for Educators and Administrators

ELs are labeled "at risk" and face continuous assessments that impact their development, mental health, and social and academic journeys. This session offers educators and administrators a comprehensive guide to current assessment issues, including strategies to address disproportionality, equity, and validity as well as tools for placement, teaching, and learning.

Primary Interest Section: Program Administration

Secondary Interest Section: Pre-K-12


Annela Teemant, Indiana University-Purdue University Indianapolis, Indianapolis, IN, United States

Ester de Jong, University of Florida, Gainsville, FL, United States

Fran Herbert, ASHA, Colorado Springs, CO, United States

Lynda Espinoza Idle, Colorado TESOL, Denver, CO, United States

Stacy Brown, Refugees Forward, Office of Refugee Resettlement Contractors, Oklahoma City, OK, United States

Discriminatory Hiring Practices Against NNEST: Practical and Ideological Concerns

One of the challenges that NNESTs encounter is "nativeness superiority," which leads to discriminatory practices. This issue has both practical and ideological concerns. The point at stake is what can be done to achieve equality and eliminate discrimination in all its registers to have a better tomorrow for NNESTs all over the world.

Primary Interest Section: "Nonnative" English Speaker Teachers

Secondary Interest Sections: Social Responsibility & English as a Foreign Language


Sunyung Song, Athens State University, Athens, Alabama, United States

Bashar Al Hariri, University of Toledo, Ohio, OH, United States

Fatmeh Alalawneh, University of Toledo, Ohio, OH, United States

Araceli Salas, Benemérita Universidad de Puebla, Mexico, Mexico

Keeping a Balance Between the Needs of Students and Faculty

ESL program administrators in higher education try to balance the needs of students and faculty. During the pandemic, administrators supported both groups with remote versus in-person learning, different time zones, technology, and course scheduling. Panelists discuss these areas in their own programs and invite participants to share their experiences.

Primary Interest Section: Higher Education

Secondary Interest Section: Program Administration


Maria Ammar, Salt Lake Community College, Salt Lake City, UT, United States

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

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

Angela Hakim, King's College London, London, United Kingdom

Jennifer Despain, North Carolina State University, Raleigh, NC, United States
Rosario Giraldez, Alianza Cultural Uruguay, Montevideo, Uruguay

Dis/ability and the Global South: Lessons From the Field

This panel discusses what it means to have a dis/ability outside of predominantly Western scholarship, which often fails to address experiences in World-English contexts. Panelists look at the work of scholars across four continents to highlight the ways in which disability, inclusion, and ELT are addressed.

Primary Interest Section: Supporting Students With Disabilities

Secondary Interest Section: English as a Foreign Language



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

Brenda Bernaldez, Teach for Mexico, Mexico City, Mexico

Eugenia Dell’Osa, Glasgow College, Buenos Aires, Argentina

Salimata Bocoum, Sight Savers, Senegal

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

Asma Batool, Ajyal Center for Comprehensive Education & Life Skills, Dhahran and Arizona, Saudi Arabia

Alaa Zaza, Chemonics International, Washington DC, United States