Plenary Speakers

Sebah Al-Ali

Inclusive education with GenAI: What should EFL teachers know?

Abstract:

The influence of generative AI (GenAI) on assessment and teaching practices is undeniable, and its integration into our classrooms is inevitable. So, how can we, as language educators, effectively integrate GenAI to support inclusive practices in EFL settings? In this session, Al-Ali discusses the technology of GenAI and its impact on education in EFL classrooms. She examines how GenAI can simultaneously facilitate and challenge inclusive teaching practices. Al-Ali concludes with practical recommendations and critical considerations for educators to ensure the effective and inclusive integration of GenAI in education.

Biodata

Sebah Al-Ali is an educational researcher, a teacher trainer, and a language teacher. She holds a PhD in E-Research and Technology Enhanced Learning. She has experience teaching English and academic writing in higher education, as well as developing and delivering training opportunities for educators on integrating technology into education. Additionally, she serves as the Associate Editor of Studies in Technology Enhanced Learning journal. Her research examines transitions and development in teaching, exploring the roles technology plays during moments of change and instability. Al-Ali’s current research interests focus on generative AI, higher education, teacher training, and research literacy.

Michela Gronchi

Assessment in English Medium Instruction: untangling the conundrum between language and content

Abstract

English Medium Instruction (EMI) has become widespread in Higher Education across the globe in order to promote internationalisation and knowledge sharing. Due to its complex nature, assessment in EMI is still a rather unchartered area in the literature, especially as it regards the role of language and content in the evaluative process. This interactive presentation discusses the use of an argumentative essay and the evaluative rubric used by the instructors of a Linguistics module taught in English. The aim is to reflect on the discrepancies between the declared module objectives and the actual practices in the assessment phase. Practical tips on how to develop assessment procedures coherent with the module objectives are provided.

Biodata

Michela Gronchi is an assistant professor in Educational Linguistics at Ca' Foscari University in Venice and works as a language specialist for the University of Genoa in Italy. She is currently a PhD candidate of the Professional Doctorate in TESOL at the University of St. Andrews in Scotland. Her main research interests are English for English Medium Instruction with a strong focus on language learning assessment and teacher identity.

Cris D. Barabas

Centering Entanglements and Becomings in Language and Literacy Education

Abstract

Whilst recent discourses in language and literacy education currently focus on grappling with the place of AI, we cannot disregard the relationship between humans and non-humans across learning spaces. This also calls for maintaining a critical eye on the social-emotional learning of students in relation to human inter/intra-actions and material objects. This talk highlights the concepts of learner/material entanglements and becomings in language and literacy education. Borrowing from recent literature in literacy studies, the talk will discuss the conceptualizations of sociomaterialism and affect theories and how these could be tied with issues on inclusion. The session will then attempt to demonstrate how these concepts might look like in classroom spaces, drawing on my own pedagogical practices and those of other scholars.

Biodata

Cris D. Barabas is a Canada Graduate Scholar (SSHRC) and PhD candidate in Educational Studies at McGill University. He has also taught in the department’s teacher education programme. He served as Principal Editor of the Journal of Language & Literacy Education at the University of Georgia. Before emigrating to Québec, he served as an administrator and teacher at an international school in China where he gained expertise in International Baccalaureate and Cambridge programmes. His latest degree is an MA in advanced educational practice from the University College London. His research interest is at the intersection of urban immigrant youth identities, out-of-school critical multiliteracies and queer pedagogies.

Eugenia Dell’Osa

Teaching your students to think critically.

Abstract

We have the power to significantly impact the introduction of new ideas and cultivate Critical Thinking strategies within our students' language learning process. This session explores activities that foster the development of our students' thinking skills. Whether dealing with young learners or adults, encompassing reading to speaking, and drawing inspiration from Maslow to Bloom, this presentation aims to empower educators to nurture thoughtful and analytical minds in their students. Join us as we embark on a journey to enhance their ability to think critically and creatively.

Biodata

Eugenia Dell'Osa has been dedicated to ELT since 1995. With more than 20 years of classroom experience, she has worked in the creation and implementation of bilingual curriculums in kindergartens and primary schools as well as teacher development courses. She has participated as a speaker at national and international conferences such as FAAPI, IATEFL'S YTLSIG, BRAZTESOL, PARATESOL, BETA Conference, and others. She coordinates groups of teachers in different educational contexts and leads two innovative Diplomas in Teaching EFL at Universidad de Morón. She is a life-long learner, passionate about teaching in non-traditional ways.

Karen Haller Beer

Background Knowledge: A Fundamental Tool in Developing Second-Language Proficiency

Biography

Karen Haller Beer has spent more than two decades teaching and developing learning materials for major US-based and international publishers. She has taught learners from twelve years of age to adult and has authored and edited a variety of textbooks and ancillary components in World Language and English Language Teaching. She holds a master’s degree in applied linguistics, with an emphasis on bilingual education and English-language teaching. When she’s not working, Karen enjoys spending time with her family, traveling, and cooking.

Abstract

Historically, the perception of education is that teachers are experts whose primary task is to impart knowledge to students. This presentation will outline ways in which teachers can challenge this system by recognizing and harnessing students’ own background knowledge. In doing so, teachers will reflect on ways to utilize this effective tool – a tool that does not require extra funding or training, but rather one that comes with each student as they enter the classroom. During this session, teachers will reflect on ways to leverage students’ background knowledge to develop oral proficiency, reading comprehension, and interpersonal connections in the second language classroom.

Mauro Costantino

Corpus Studies and Computational Linguistics: Tools for Making the Learning Student-Centered and Inclusive

Abstract:

Modern technology offers several tools for English teachers, both for generating class material and also for ESP. We will focus on two specific topics: corpus linguistics and computational tools as sources for authentic material in English teaching. More specifically, we will analyze English corpora as a source for English varieties and as frequency and usage indicators. We will also briefly explore the possibilities that learner corpora offer to develop better and more to-the-point evaluations. Furthermore, we will present a case study that, as a hands-on experience, can be used for ESP planning and as a source of material for our teachers.

Biodata:

Mauro Costantino is head of the Department of Research, Postgraduate Courses, and Social Interaction (DIPGIS) at UMSA in La Paz, Bolivia. He works in research management and fund hunting for research, promoting and coordinating postgraduate courses, and social interaction. He holds a doctorate in Linguistics, Applied Linguistics, and Linguistics Engineering from the University of Torino, Italy, and teaches Italian as a Foreign language. He’s currently working on contact Spanish and its implications in teaching, learning, and applying computational methods to Spanish and native languages. Other than linguistics, he is interested in Project Management and Continuous Education.

Jose Manuel Mendivil

"The Fall of the Wall"

Abstract

The Fall of the Wall: Lowering the Affective Filter in the EFL Classroom with Technology In this presentation, we will explore innovative strategies to lower the affective filter in English as a Foreign Language (EFL) classrooms, making use of current technologies. Inspired by Stephen Krashen's work, we will discuss how breaking down emotional and psychological barriers can enhance language acquisition. Through a blend of theory and practical examples, we will attempt to demonstrate how interactive tools can create a supportive, engaging, and stress-free learning environment. Join us to discover actionable techniques and real-world case studies that empower EFL teachers to foster motivation, reduce anxiety, and boost student confidence in language learning.

Biodata

José Manuel Mendivil Sánchez holds a bachelor's degree in computer science from San Andrés University. He is currently writing a thesis for a master’s degree in higher education at San Andrés University. He was an examiner for the ECCE and ECPE tests for nine years. He has been working as a CBA teacher for more than 18 years. He also worked as a CBA Teacher Counselor for seven years. He worked as the Academic Director of the CBA for three years. He holds several certificates for having attended different workshops, seminars and webinars, virtual courses and MOOCs. He’s given several workshops and seminars, and is currently working as a freelancer for Pearson Education. He is interested in the use of technological tools that can make the job of a teacher easier. José Manuel is also interested in the Theories of Meaningful Learning, Behaviorism, Constructivism, and their connections to Content‐based Instruction, Task-based Language Teaching, the Communicative Approach and other approaches to EFL.

Beatriz Erazo

Integrating AI Technology and Action Research for Inclusive EFL Classrooms

Abstract:

This seminar focuses on using Exploratory Action Research (EAR) to personalize learning, promote learner autonomy, and address diverse student needs in EFL classrooms. Participants will explore how EAR enables teachers to reflect on their practice and adapt teaching strategies effectively. The session also examines the ethical, responsible use of technology and Generative AI (GenAI) to enhance learning, including AI-powered tools and collaborative platforms that complement human teaching without bias. Attendees will leave equipped with practical, research-based methods for fostering student-centered learning, integrating technology and GenAI tools while maintaining ethical standards in the classroom.

Biodata:

Beatriz Erazo, a Fulbright alumna with an MA in TESOL, is a doctoral student at the DProf in TESOL Program of St Andrews University, Scotland. She is an English teacher at Bolivian Catholic University and a teacher educator at the Higher University of San Andres in La Paz, Bolivia. Beatriz has presented at numerous national and international ELT events. She is a committed English instructor and passionate teacher trainer with over 30 years of experience. Her interests are learner autonomy, critical thinking, reflective learning and teaching, and professional development, focusing on technology integration.

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