Conferences
Romero, G. (2023). Bringing Together Theory and Practice through an Inclusive TESOL Research Community in Chile. 4th Symposium of the Ontario Universities. University of Toronto. Canada.
Rojas, L., Romero, G. & Orellana, J. (2023). Collaborative Interdisciplinary Practices in a Teacher Professional Learning Community. ESERA 2023. Turkey.
Romero, G., Lara, M. &; Prades, V. (2023). Alternative ways to teach English: Integrated Skills Activities for Successful Learning. Escuela de Verano 2023 de la Universidad de Santiago de Chile. USACH. Chile.
Romero, G. (2022). Deconstructing Novice Teachers' Actions and Reactions to Nonharmonic Chilean School Communities of Practice. Segundo Congreso Internacional de Literacidades Fundamentales. Universidad Santo Tomas. Chile.
Romero, G., Lara, M. &; Prades, V. (2022). Re-directing Initial English Teacher Training: Challenges and Opportunities During the Implementation of an ELT Methodology Course COVID-19. International Conference on Language Education, Literature and Linguistics (ICLELL-2022). Kutahya Dumlupinar University School of Foreign Languages. Turkey.
Romero, G. (2022). The Neoliberal Blow to English Language Teaching: Deconstructing the Teacher Academy Program in Chile. 2nd Symposium on Social Justice in ELT. Sinop University. Turkey.
Romero, G., Lara, M. &; Prades, V. (2022). Maker Pedagogy for English Language Teaching Education. Trends in Language Teaching Conference. Okinawa JALT. Japan.
Romero, G. (2022). Novice teachers of English in Chile: Language teaching capabilities in marginalized school contexts. Taking Action. Conference on Social Justice in language classrooms and teacher education. University of Dortmund. Germany.
Romero, G., Lara, M. &; Prades, V. (2022). Estrategias de Evaluación Significativa en la Enseñanza de Inglés en Tiempos de Cambios: Influencias del Movimiento Maker Maker. V Seminario de Didácticas Especificas en la formación del Profesorado de la Universidad de Santiago de Chile. USACH. Chile.
Romero, G. (2021). Social educational vulnerability and English language teaching in Chile. Online ATESL 2021 conference. Lighting the Future, Expanding Expectations. Canada.
Romero, G. (2021). Social educational vulnerability in Chile: Preparedness of novice teachers of English. I Congreso internacional de literacidades fundamentals: Comprension y produccion de la lengua en contextos diversos. Universidad Santo Tomas. Chile.
Romero, G., Lara, M. &; Prades, V. (2021). Re-learning to teach in times of Covid-19: New paradigms for language teaching education. 1st Research conference: Learning, teaching, and using languages in 21 st -century South America and the Southern Hemisphere: New trends and challenges. Departamento de Linguistica. Facultad de Filosofia y Humanidades. Universidad de Santiago de Chile.
Romero, G. (2021). The professional lives of novice teachers: Beginning their career paths. CCERBAL. University of Ottawa. Canada.
Romero, G. & Vasilopoulos G. (2021). Post-method design for an English language teacher-training study abroad program. AAAL (American Association of Applied Linguistics). USA.
Romero, G., Lara, M. & Prades, V. (2021). Re-aprendiendo a enseñar en tiempos de COVID-19. Encuentro de Didácticas Especificas. USACH.
Romero, G. (2020). Harmonic and Non-harmonic Communities of Practice and their influence on the teaching of novice teachers of English in Chilean schools. Seoul. National University International Conference on Linguistics. Korea.
Romero, G. (2019). Beyond language proficiency: Teaching and learning English in times of inequity in Chile. Opening presentation. RICELT 3 rd BIANNUAL CONFERENCE. Universidad Andrés Bello, Santiago. Chile.
Romero, G. & Fleming, D. (2019). Defying the conventional to innovate in the language classroom: The case of rural teachers from Western China EDUCLANG Conference: Taking stock of the issues related to language teaching and learning. University of Ottawa, Ottawa. Canada.
Romero, G. & Wang. Y. (2019). Innovative English teaching in rural China: Defying the conventional through community support CAERDA Conference. Xian. China.
Romero, G. (2019). English teaching and learning in rural China: Pushing for innovation. Transregional Belt and Road Conference. College of Arts and Science, Yunnan Normal University. Kunming, China.
Romero, G. (2019). Teaching communities of practice for teacher development and learning: The case of the West China Project. Transregional Belt and Road Conference. College of Arts and Science, Yunnan Normal University. Kunming, China.
Romero, G. (2019). El Espanol una lengua viva Transregional Belt and Road Conference. College of Arts and Science, Yunnan Normal University. Kunming, China.
Romero, G. & Wang, Y. (2019). Professional development communities for teacher empowerment: The case of teachers from rural western China. CAERDA Conference. Toronto. Canada.
Romero, G. (2018). Novice teachers of English in schools communities of practice: Social participation and exclusion. ISLS: International Society for Language Studies Conference. University of Waterloo. Canada.
Fleming, D. & Romero, G. (2018). Linking activism to innovation and epistemological challenges in language education: Canadian perspectives (Panel): CANADIAN PERSPECTIVES. ISLS: International Society for Language Studies Conference. University of Waterloo. Canada.
Romero, G. (2018). RICELT: Sustaining an online research community of practice. EDUCLANG Conference Faculty of Education. University of Ottawa. Canada.
Romero, G. (2017). Novice teachers of English: Participation and teaching in School communities of practice in Chile Sociocultural perspectives on education: Communities, identities, learning and teaching Symposium. Faculty of Education. University of Ottawa. Canada.
Romero, G. (2017). Support systems in English teaching communities of practice and their impact on novice teachers’ approach to teaching English/ CSSE: The Canadian Society for the Study of Education, Ryerson University, Toronto. Canada.
Romero, G. (2017). Volunteering to teach in a foreign country: The case of Canadian native English speakers. CAAL: Canadian Association of Applied Linguistics, Ryerson University, Toronto. Canada.
Romero, G. (2017). Welcoming and non-welcoming English school communities of practice: Participation and teaching experiences of novice teachers. AILA: International Association of Applied Linguistics, Rio de Janeiro Innovation and Epistemological Challenges in Applied Linguistics.
Fleming, D. & Romero, G. (2017). Innovation and epistemological challenges in language education: Canadian perspectives (Panel). AILA: International Association of Applied Linguistics, Rio de Janeiro Innovation and Epistemological Challenges in Applied Linguistics.
Romero, G. (2016). Novice Teachers of English in Public School Communities of Practice. AERA: American Educational Research Association, Washington Public scholarships to educate diverse democracies. USA.
Romero, G. (2016). Novice teachers: Participation in school communities. Jean-Paul Dionne Symposium, Pedagogies of participation. University of Ottawa. Canada.
Romero, G. (2016). Novice teachers’ resilience: striving to survive in school communities. GSAED: Graduate Students’ Association Interdisciplinary Conference, Building resiliency. University of Ottawa. Canada.
Romero, G. (2015). Pecha Kucha & Round Table: Teaching and learning in Chilean school communities of practice GSAED: Graduate Students’ Association Conference, Collaboration: Creating Communities in Academia. University of Ottawa. Canada.
Romero, G. (2015). Seeking answers beyond the conventional: Low proficiency in English in public school students Jean Paul Dionne Symposium, Def[y/in] conventions. Moving bodies of knowledge. University of Ottawa. Canada.
Arnott, S., Romero, G., Fairbrother, M. (2015). To continue or discontinue?: Studying student motivation and attrition in core French. World Conference of Modern Languages, Collaborating across languages and borders. Niagara Falls. Ontario. Canada.
Romero, G. (2015) Novice Teachers of English: Participation in EFL School Communities of Practice. CSSE: The Canadian Society for the Study of Education, University of Ottawa. Canada.
Romero, G. (2015). EFL School Student’s Low Proficiency in English Explained from Two World Views (poster). CSSE: The Canadian Society for the Study of Education, University of Ottawa. Canada.
Fleming, D., Romero, G., Pratt, D., Durepos, J. Pierre, C. (2015). Colonized by the language learning context: Volunteer teachers in a foreign country. In panel: Identity, race, ethnicity, globalization, social class, and second language education. CSSE: The Canadian Society for the Study of Education, University of Ottawa. Canada.
CSSE: The Canadian Society for the Study of Education, University of Ottawa. Canada.
Romero, G. (2015). Public Novice ESL Teachers’ experience and knowledge development in School Communities of Practice. Expanding horizons. Drawing on experience and knowledge Conference. TESL Ontario, Toronto.
Romero, G. (2015). “p”olitics and neo-liberal policies behind low proficiency in second language learning: The case of Chile. 6th Annual Ottawa-Region Conference on Latin America and the Caribbean. Mirrors and Mirages. Carleton University. Canada.
Romero, G. (2014). Volunteer English Teachers’ experiences in a foreign country: A case study. Pecha Kucha. GSAED: Graduate Students’ Association,. Local Communities, Local Dialogues. University of Ottawa. Canada.
Romero, G. (2014). What would you like to drink during the interview? “Beer”!: Experiencing interviewing as a Novice Researcher. Jean Paul Dionne Symposium, Breaking Boundaries: Images of Collaborative Inquiry. University of Ottawa. Canada.
Romero, G. (2014). Canadian Volunteer Teachers' confirmed, modified, and denied expectations about teaching abroad. CSSE: The Canadian Society for the Study of Education, Brock University. St. Catharine’s. Ontario.
Romero, G. (2014). Low Proficiency in English in the Chilean School Context: “p”olitic, Socioeconomic, and Cultural Reasons. IATEFL Harrogate. UK.
Romero, G. (2014). Canadian English teachers: Volunteering to teach their mother tongue in a foreign country. CCERBAL: Canadian Center for Studies and Research on Bilingualism and Language Planning. University of Ottawa. Canada.
Romero, G. (2013). From Native Speaker to English Teacher: Social Knowledge Construction and Experiencing. EGSS: Education Graduate Students’ Society. Meeting in the Middle: (de)Constructing Knowledge. University of McGill, Montreal. Canada.
Romero, G. (2013). Low Proficiency English Language Learning: Beyond ELT Factors (round table). Jean Paul Dionne Symposium, Remixing knowledge: A new perspective on knowledge(s). University of Ottawa. Canada.
Romero, G. (2013). Volunteer English teaching in Chile (round table). CSSE: The Canadian Society for the Study of Education, University of Victoria, Victoria Island. Canada.
Romero, G. (2011). Milennials teaching millennials: NET generation teachers in language schools LABCI: Latin American British Cultural Institutes, Asuncion. Paraguay.