Event Programme
Key: Sesson Types
27th Thursday Programme
Registration
Management Training, Project Management in Education: Models, Case Studies, and Hands-On Practice - Session 1
This full-day training workshop offers participants an in-depth exploration of project management tailored to the education sector. Combining foundational knowledge, practical insights, and experiential learning, the session is structured into three dynamic parts:
- Understanding Core Methodologies: Learn how frameworks like Agile, Waterfall, and Hybrid models can be applied to educational contexts for effective planning and execution.
- Real-World Applications: Analyze case studies that showcase successes and challenges in educational project management, gaining actionable insights.
- Hands-On Practice: Collaboratively design and simulate projects, from course launches to technology integration, with expert guidance and peer feedback.
By the end of the day, participants will leave equipped with tools, strategies, and confidence to lead impactful educational projects in their organizations.
Eaquals Inspector CPD - Reflections and Horizons: A year in Review and the Road Ahead
Eaquals Inspector CPD - Introduction to QA principles
Coffee Break & Exhibition
Management Training, Project Management in Education: Models, Case Studies, and Hands-On Practice - Session 2
This full-day training workshop offers participants an in-depth exploration of project management tailored to the education sector. Combining foundational knowledge, practical insights, and experiential learning, the session is structured into three dynamic parts:
- Understanding Core Methodologies: Learn how frameworks like Agile, Waterfall, and Hybrid models can be applied to educational contexts for effective planning and execution.
- Real-World Applications: Analyze case studies that showcase successes and challenges in educational project management, gaining actionable insights.
- Hands-On Practice: Collaboratively design and simulate projects, from course launches to technology integration, with expert guidance and peer feedback.
By the end of the day, participants will leave equipped with tools, strategies, and confidence to lead impactful educational projects in their organizations.
Eaquals Inspector CPD - Deep dive into what is evidence
Lunch Break & Exhibition
Management Training, Project Management in Education: Models, Case Studies, and Hands-On Practice - Session 3
This full-day training workshop offers participants an in-depth exploration of project management tailored to the education sector. Combining foundational knowledge, practical insights, and experiential learning, the session is structured into three dynamic parts:
- Understanding Core Methodologies: Learn how frameworks like Agile, Waterfall, and Hybrid models can be applied to educational contexts for effective planning and execution.
- Real-World Applications: Analyze case studies that showcase successes and challenges in educational project management, gaining actionable insights.
- Hands-On Practice: Collaboratively design and simulate projects, from course launches to technology integration, with expert guidance and peer feedback.
By the end of the day, participants will leave equipped with tools, strategies, and confidence to lead impactful educational projects in their organizations.
Eaquals Inspector CPD - Deep dive into 7.3
Coffee Break & Exhibition
Eaquals Inspector CPD - Inspector Forum
Informal Dinner at Razzett L'Antik (pre-booking required)
28th Friday Programme
Registration
Conference Opening
Opening Plenary, Tim Goodier Memorial Plenary - Towards establishing a common understanding of Diversity, Equity and Inclusion in ELT
Coffee Break & Exhibition
Eaquals Members: Discussion and Q&A
At Eaquals, we’re committed to upholding a standard of excellence among our members, in line with our core values. As we lead by example, we are facilitating a unique feature at conference which is a session dedicated to discussion groups for members only, providing a platform to address any questions or concerns you may have about the association. Topics that are of interest or concern will be explored during these sessions. Your input will ensure that our discussions are relevant and impactful.
Introduction to Eaquals: Accreditation
Workplace Wellness: creating a wellness programme to support mental health in your school
Awareness of the importance of wellness within organizations is on the rise. Ample evidence demonstrates that supporting our employees and colleagues in the workplace can significantly enhance physical and mental well-being, job satisfaction, relationships, connection, productivity, and overall company outcomes. It’s truly a win-win situation! The positive impact at personal, professional, corporate and community levels can be exponential.
Over the past year, I have studied and researched workplace wellness, organisational culture, wellbeing policy development and implementation and I can show you how you can create a program with immense potential to elevate wellness in your organization and beyond.
Building Foundations: Essential Steps in Establishing a Professional Development Unit
This presentation explores the foundational steps required to establish a successful Professional Development (PD) Unit within an educational institution. The steps that will be explained include (but are not limited to) the following: preparing a comprehensive needs analysis to identify key areas for teacher growth, calling for collaboration from all parts in defining and implementing best practices to create a cohesive teaching framework of the institution, building mentorship and observation schemes, addressing the needs of both novice and experienced educators, strategies for organizing INSET (In-Service Education and Training) sessions and promoting self-directed professional development activities.This holistic approach aims to create a robust and sustainable PD structure that enhances instructional quality and fosters ongoing professional growth.
Winds of Change: Adapting Teaching Objectives for an AI-Driven Future
This session examines how an English-medium university in Turkey is adapting its English prep classes in response to AI tools like ChatGPT and other related changes. In our presentation, we will share the results of the survey that we conducted with current faculty students who completed the preparation year and alumni to understand the broader implications of AI on language skills. After sharing our findings about how students and graduates utilize ChatGPT, we will also explore the challenges they face in faculty courses and professional settings, and the specific language skills they need. Then, we will outline the policy shifts, such as transitioning writing assessments to in-class tasks to maintain academic integrity in our institution. We will share practical ideas and discuss how universities might shape their teaching objectives to prepare students for the evolving demands of both faculty courses and the workplace in an AI-driven world.
AI in the Language Classroom: Transforming Teaching, Empowering Learning
In an era of rapid technological advancement, this presentation explores how artificial intelligence (AI) is revolutionizing English language teaching. Drawing from practical classroom experience, I will demonstrate innovative AI applications that enhance teacher productivity while fostering student autonomy and digital literacy. The session will showcase cutting-edge platforms that personalize reading experiences, provide instant feedback, and adapt content to individual learning levels. Through interactive demonstrations, participants will discover how AI-powered gamification can transform language acquisition into an engaging and effective learning journey. I will also present adaptive learning systems that optimize vocabulary acquisition and retention. Beyond methodology, this presentation examines the broader implications of AI integration including essential digital competencies for educators and learners, ethical considerations, data privacy, and responsible technology use.
Utilizing Assessment Data to Support Mainstream, Minority, and Heritage/Home Languages
This presentation explores practical strategies for leveraging assessment data to support mainstream, minority, and home languages in various educational settings. Attendees will gain insights into real-world projects carried out in mainstream institutions, private language schools, and home language programs, providing them with adaptable examples for their own initiatives. Additionally, the presentation highlights recent trends emphasizing minority and home languages, reflecting a growing focus at both national and local levels. By showcasing case studies and analyzing these trends, this session equips participants with a replicable blueprint applicable across languages. Whether aiming to enrich mainstream curricula or enhance home language programs, attendees will discover actionable approaches to effectively utilize assessment data, foster linguistic diversity, and promote equitable language learning experiences.
Fostering Excellence: Standardization, Quality Control, and Collaborative Growth in Education
This talk explores the interconnectedness of standardization, quality control, and teacher collaboration within language education. At DVHE, a comprehensive approach has been implemented to ensure both consistency in course delivery and CPD.
Standardization plays a crucial role in providing consistent learning objectives and reducing disparities among students, ensuring equitable educational experiences. Quality control mechanisms, such as compulsory pedagogical meetings, student and teacher feedback, and classroom observations, are in place to maintain high standards.
Equally essential, teacher development through peer observation and feedback foster an environment of continuous growth and innovation. Teachers and academic managers engage in constructive dialogue, identifying areas for improvement and sharing effective teaching strategies. This approach highlights the importance of collaborative growth among educators in sustaining quality in standardized programs, promoting reflective practices, and enhancing teaching methodologies to meet diverse student needs.
Creating a teacher competency framework in the age of AI
Skills mapping, in 2024, is a hot topic, not just in teacher training. At Speexx, we have seen our clients conducting skills mapping across many different disciplines while, as our teacher network grew, we also became acutely aware that we needed a coherent framework to map out the skills and competencies of an expanding virtual teacher network, identifying gaps and areas where our teachers would most benefit from professional development, and also going beyond what teachers needed for their job.
While invaluable as a starting point, we noticed that the E-Grid only mapped part of the competencies we needed and wanted to develop further, and thus we set out to create our framework, combining the E-Grid with AI and ICT-based teaching competency frameworks to derive a framework that reflected and integrated everything our teachers need to succeed in the changing landscape of Online Business English Teaching.
This presentation will look at how we developed, piloted and applied our framework, showcasing its impact on our CPD strategy and the continuous improvement of our teaching team.
Students as Inspectors: A New Angle on Quality Assurance in EAQUALS-Accredited Preparatory Programs
Quality assurance in university preparatory programs has traditionally been institutionalized by associating the level outcomes measurement and evaluation practices, class observations, continuous professional development, and management processes of the academic institution. External inspections at regular intervals also reinforce such internal efforts. These external inspections are provided by different accreditation bodies such as EAQUALS for the confirmation of compliance to quality standards. This research challenges the conventional wisdom that school administrations and teachers are the sole guardians of quality. Rather, it postulates that students themselves act as the most immediate and consistent inspectors of institutional standards.
The research will be carried out in EAQUALS-accredited institutions within the country and is based on the hypothesis that, even without formal inspections, students are crucial determinants of whether or not schools remain current in terms of academic and operational standards. In this context, the research will use both qualitative and quantitative data to analyze student perceptions, experiences, and feedback for the purpose of determining the quality of institutions. It will explore the extent to which students’ observations align with formal accreditation criteria, shedding light on how student accountability influences the sustainability of educational standards.
This presentation will present preliminary findings, discuss implications of student-led quality evaluation for institutional practices, and provide recommendations on integrating students’ perspectives into quality assurance frameworks.
References
- EAQUALS (2020). Accreditation Manual. Retrieved from EAQUALS website.
- Harvey, L., & Green, D. (1993). Defining Quality. Assessment and Evaluation in Higher Education, 18(1), 9-34.
- Middlehurst, R. (2001). Quality Assurance Implications of New Forms of Higher Education. European Journal of Education, 36(3), 245-259.
Lunch Break & Exhibition
Eaquals Members: Country-based focus groups
Collaborative environments indeed foster innovation and creativity, often leading to valuable solutions and insights. This rings especially true for country-specific issues, where collective discussion can provide fresh perspectives.
This session is a new opportunity for country-based focus groups for Eaquals members only. Here, you’ll have the chance to raise issues pertinent to institutions within your region and openly discuss them with peers facing similar challenges. This collaborative platform offers an opportunity to explore new ideas, tap into the Eaquals Network, and connect with professionals in your geographical area. Together, we can effect meaningful change for our institutions.
Introduction to Eaquals: Frameworks
Digital Leadership for Schools: Strategies in a Tech-Driven World
In today’s rapidly evolving technological landscape, school managers and teachers are under pressure to develop the digital skills they need to keep up with new and complex technologies. This presentation will offer a step-by-step roadmap for transforming every individual at school, starting with the leadership team. We will explore practical strategies for developing digital leadership and fostering professional growth, focusing on learning-centered approaches that benefit the entire school community.
The session will address the specific challenges of adapting to the rapid evolution of AI and provide concrete, actionable strategies for school leaders to navigate these changes confidently. We will highlight the importance of transforming each school member, beginning with the manager, to incorporate AI and other educational technologies.
By the end of this session, participants will understand how to build digital skills from the ground up, implement AI and tech-driven changes effectively, and foster a culture of continuous learning, preparing their schools for the future.
Opening Plenary: Follow up Q&A
Assessing English Proficiency through Mediation Tasks
Mediation is one of the four modes of successful communication as identified in the CEFR Companion Volume (2020). It extends beyond traditional communicative competence to emphasize learners’ capacity to create and negotiate meaning across linguistic boundaries and modes. Mediation encompasses more than linguistic transfer, involving critical elements of agency, social awareness, and intercultural competence. By focusing on learners as active meaning-makers, mediation challenges traditional assessment models and provides a more nuanced understanding of communicative effectiveness.
In this talk, I will explore mediation in the context of English proficiency assessment and offer an innovative solution that builds on the CEFR Companion Volume descriptors. This alignment offers a promising approach to capturing sophisticated linguistic and multi-modal capabilities, with test takers as co-creators of meaning.
Boosting Remedial EFL Speaking Skills with Task Repetition and ChatGPT Support
This study explores the effects of integrating ChatGPT with repeated speaking tasks to improve the speaking skills of remedial EFL learners in a Turkish university. Using an action research framework, a test-teach-test approach was implemented over several weeks in a B1-level course, focusing on addressing grammar deficiencies through targeted, personalized support with ChatGPT. The study collected pre- and post-intervention data through questionnaires, speaking assessments, and interviews, revealing notable improvements in task completion and grammatical accuracy. Students demonstrated heightened motivation and a more positive attitude towards English learning, with the AI-supported structure offering a flexible, engaging way to address specific learning needs. While gains in vocabulary and fluency were less pronounced, the findings suggest the potential of ChatGPT to support language accuracy and build learner confidence. This approach offers a model for educators to enhance remedial speaking programs by combining technology with effective pedagogical strategies.
A flexible, inclusive approach to a statutory CEFR alignment requirement in Ireland
TrustEd Ireland is a new QA scheme that will be authorised to HE and ELE providers who demonstrate quality and consistency in the educational experience for international learners. The scheme has been developed and is now being implemented by Associate Eaquals member, Quality and Qualifications Ireland, the state agency responsible for QA in tertiary education. The scheme includes a requirement for ELE programmes to be clearly and closely aligned to the CEFR, and Guidelines have been developed to support providers in their alignment project. These Guidelines had to be practical and accessible to a wide range of providers, including 24 Eaquals members, and we will illustrate how we adapted the process outlined in the ALE CEFR Handbook. The Guidelines were supported by a series of face-to-face briefings which were critical in ensuring the success of the process implementation. We will present approaches and insights, bringing in voices from providers on their experience, and the resources and activities which were most effective on their journey towards TrustEd Ireland authorisation.
Presidential Precedents: Lessons in Leadership
As Americans adjust to life under their 47th President, we ask if there are leadership lessons we, as academic managers, can learn from past occupants of the White House. In this presentation, we will explore what behaviours contribute to effective leadership, decision-making skills required in a crisis and the values we should embrace (and avoid) to build successful teams. Firstly, we look at essential leadership behaviours three candidates (Abraham Lincoln, Hillary Clinton and JFK) demonstrated during election campaigns. We then take a key moment from the Kennedy presidency – the Cuban Missile Crisis – as a model of effective decision-making, looking at the principles that guided JFK when the stakes were as high as they get. Finally, we compare two leaders during Watergate: President Nixon and Katherine Graham, publisher of the Washington Post. We look at how Nixon’s distrust led to his downfall, while Graham’s trust in her team helped unseat a President.
How to foster quality and self/peer-development culture - a case study of FLC WUT
It has always been our priority at FLC WUT to maintain a high standard of services offered to our students and employees. Hence, there has been a need to develop and maintain a comprehensive quality and professional development system. This presentation will start with an overview of how we adapt WUT’s offer to FLC’s specific needs. Then we will discuss our strategy for promoting excellence, development and well-being. We will present how we manage to combine peer observations, spot checks, needs analysis, appraisal interviews, and professional training in methodology, soft skills and psychology creating a system which takes away or at least reduces the stress factor involved in those and offers maximum possible effectiveness. We will share our idea of organizing regular peer support development days and reveal the secret behind our success in activating both more and less experienced teachers to share their knowledge and strategies. While focusing on the advantages, we will mention challenges of our solution as well as potential improvements that could be introduced in the future.
Embracing sustainability in learning environments: a collaborative approach
It is widely recognised that education plays an important role in the transition to a sustainable future. Learning content and environments that embrace sustainability can provide opportunities for learners to develop the skills they need to live more sustainably, become responsible citizens, and play an active part in shaping their worlds for the better. But responding to that challenge is not straightforward. In this interactive session, we will use real life examples from organisations tackling the challenge of sustainability in educational spaces, and will create opportunities for sharing of ideas to confront the issues we collectively face as a planet. We will also showcase Cambridge’s work bringing sustainability into language teaching and learning, and our approach to leading by example in our operational practise. Finally, we will explore how organisations like Cambridge can work in partnership with leaders and managers in education to embrace their own ambitions for greener learning environments and curricula.
Coffee Break & Exhibition
Challenging cisheteronormativity in the EFL classroom
| Exclusion of LGBTQ+ identities from English Language Teaching materials is a documented problem, and the field often perpetuates the attitude that cisgender and heterosexual identities are preferred norms. While many have proposed ways of challenging anti-LGBTQ+ bias, these primarily focus on teaching higher-level learners in queer-friendly liberal Western countries. In 2023, I conducted interviews exploring the experiences of queer instructors challenging cisheteronormativity in university-level English preparatory classes in Istanbul, Turkiye, collecting their approaches for combatting cisheteronormativity in less welcoming contexts and with low-level learners. This session will introduce the planned classroom activities used by the participant instructors to make their classrooms more queer-inclusive, as well as touching on how these instructors responded to unplanned incidences of anti-queer bias. Attendees will leave the session with inspiration for both direct and indirect ways to support their often marginalized LGBTQ+ learners, whatever their contexts and levels. |
Generative AI Advances Drive EAP Course Development
This case study explores the practical evolution of MEF University’s Faculty English (EAP) program, focusing on generative AI integration. Since 2020, our program has shifted from in-person to online and asynchronous formats, with voluntary tutorials enhancing students’ learning. Addressing plagiarism challenges, assessments moved from written essays to face-to-face presentations followed by detailed evaluations.
In the 2024-2025 academic year, MEF University’s AI policy was created and our EAP classes took the policy on board. Our courses now address the ethical and responsible use of AI in academic contexts. New rubrics incorporate an AI component to foster critical engagement, and standardized questioning in presentations focuses on oral skills and content. Compulsory tutorials provide hands-on support, ensuring students understand content, critical AI engagement, and presentation expectations.
This session will offer practical strategies for integrating AI into language programs. Participants will explore how presentation observations guide ongoing improvements in courses.
The Red Carpet Language Learning Experience
Using their considerable experience in managing and directing English Language Schools, Ian and Anna will look at a whole school approach to quality assurance, the learner’s expectations and fears, the institution’s local context and USPs, the teaching and learning experience, and other potential highs and lows along the way. They will look at practical ways ELEschools can personalize the educational journey, provide transformational experiences and use social media to celebrate the achievements.
Rethinking CPD: Empowering Practitioners through Collaborative Researcher-Practitioner Partnerships
CPD is often seen as a top-down process with limited teacher involvement in its content. This interactive talk presents an innovative approach to CPD through a researcher-practitioner partnership (RPP). By means of collaborative action research (CAR), the project focused on GenAI’s integration into writing lessons and its impact on teachers’ professional identities. The aim was to enable practitioners to master this tool and encourage them to rethink their roles as their professional identities adapted to the volatility of the 21st century (Bauman, 2007). The talk demonstrates how RPP allows practitioners and researchers to co-create the PD process. In this project, four process writing lessons were collaboratively designed and then implemented by the practitioners. Its dialogic approach included collaborative evaluation through post-lesson interviews and reflective journals. The session explores how such professional learning can harness teachers’ agency and help them navigate their identity. Participants are encouraged to reflect on how RPP and CAR can be applied to their contexts.
Navigating the Promise and Concerns of Gen AI with TeacherMatic
Teacher retention rates are at an alarmingly low level, with many educators leaving the profession due to excessive workloads, feeling undervalued, high levels of stress, and burnout. At Avallain, we recognize these challenges and believe generative AI can play a vital role in alleviating some of these pressures. However, we are also deeply aware of the valid concerns educators and institutions have about AI’s impact on teaching.
In this talk, we will present how we’ve tailored TeacherMatic specifically for language teachers, aiming to save them valuable hours on lesson preparation while enhancing creativity and diversifying classroom activities. We will also address key concerns, including the lack of prompt engineering skills, maintaining ethical and safety standards, and preserving teacher autonomy and agency in the classroom.
Designing Authentic Language Tasks: Adapting Classroom Activities to Real-Life Communication Needs
Language teachers often face the challenge of using classroom tasks that may not align with their students’ real-life experiences or future needs. To address this, teachers must be equipped to adapt existing tasks or create new ones tailored to the specific needs and learning objectives of their students. This presentation offers a step-by-step guide for developing authentic tasks, with practical examples focusing on speech acts. It will illustrate how certain tasks such as role-play activities and Discourse Completion Tasks (DCTs) can be created by using exemplar generation and likelihood investigation techniques. By grounding these tasks in students’ actual communication contexts, teachers can foster more meaningful, engaging, and relevant language practice that prepares students for real-world language use.
Catching the wave in Portuguese: a case study
Language course redesign in well-established language schools can be challenging. Yet, action needs to be taken to address the evolving goals and needs of learners. This implies revising, discussing, updating, monitoring, evaluating and adjusting institutional documents, pedagogical materials, teaching practices and assessment tools. This presentation aims to present a case study of the changes introduced in CIAL, a Portuguese language school that has been offering Portuguese as a Foreign Language courses for more than five decades. We will start by covering the issues that led to the redesign and reorganization of all courses in line with CEFR, CEFR companion volume and Referencial PLE Camões and to the replacement of materials in use. We will then discuss the measures taken to implement the courses and address the importance of tutoring students and supporting teachers to ensure a successful uptake of the pedagogical changes. We will conclude with some ideas about action plans oriented to drive transformative change in traditional teaching settings.
Deploying Advanced AI in School Operations and Quality Management
AI has become a part of our personal and professional lives, with our reliance growing as it advances with features like data processing, content generation, coding, and web search capabilities. Although AI is often regarded as the defining tool of our age, most users engage only with foundational models and limit themselves to traditional chat interactions, resulting in much of the technology’s true capabilities being overlooked.
In this presentation, advanced and reliable uses of AI will be introduced. School managers and quality experts will be shown specific case scenarios where common tasks are systematically managed with advanced AI support. Participants will gain a deeper understanding of bot creation and how to utilize them in school operations, including quality assurance tasks transformed by AI. New and trained models, features from major AI service providers, AI workspace, the use of canvas and the simultaneous deployment of multiple bots will be introduced, and practical applications will be demonstrated.
Sustainability in Action: Unit-Based Strategies for Language Schools
In today’s educational landscape, sustainability is not just a trend but a necessity. “Sustainability in Action: Unit-Based Strategies for Language Schools” addresses the integration of sustainable practices across language school units. This presentation provides practical strategies for promoting environmental responsibility in school operations, covering areas like testing, curriculum design, materials development, CPD, student activities, digital services, and standardization. Attendees will explore methods such as implementing paperless assessments, developing eco-conscious curricula, and initiating resource-saving strategies in both academic and administrative roles. It also emphasizes building a sustainable school culture through student-led projects and staff development. Featuring real-world examples, the session equips school leaders and educators with actionable ideas to embed sustainability into their institutional mission and daily practices, benefiting those seeking practical, scalable approaches to make their schools more environmentally responsible.
Does high-stakes test preparation truly prepare students for the real-world and their future?
Making the most of Pearson English assessment preparation courses for test-takers, teachers and language centres.
This session will look at the options available to language centres for test preparation. We will explore how a wide range of test preparation materials can be exploited to support prospective test-takers, such as those preparing to take the Pearson Tests of English (PTE) or other high-stakes tests, while offering a practical and scalable solution for language centres. The session will consider the demands of different types and lengths of course and how content can be employed to make high-stakes test preparation a rewarding and empowering experience for both test-takers and teaching staff.
Gala dinner at Bacchus in Mdina (pre-booking required)
Making the most of Pearson English assessment preparation courses for test-takers, teachers and language centres.
This session will look at the options available to language centres for test preparation. We will explore how a wide range of test preparation materials can be exploited to support prospective test-takers, such as those preparing to take the Pearson Tests of English (PTE) or other high-stakes tests, while offering a practical and scalable solution for language centres. The session will consider the demands of different types and lengths of course and how content can be employed to make high-stakes test preparation a rewarding and empowering experience for both test-takers and teaching staff.
29th Saturday Programme
Registration
Theory and Practice: A Social Justice Approach in Language Education
Communication and identity are fundamental aspects of language learning, providing educators with a unique opportunity to address gender biases, foster inclusive learning environments, and empower students of all genders through equitable teaching practices. Drawing on feminist and trans+ pedagogies, as well as the experience of delivering a Social Justice: Gender Equity extracurricular course within an English language program at a university in Türkiye, this presentation will explore practical approaches for integrating gender equity and social justice into language curricula and teaching practices. It will examine how educators can engage students in critical discussions about gender diversity, equity, and inclusion in the language classroom.
Piecing Together the Puzzle: Aligning Course Materials with Curriculum Goals and Student Needs
Selecting the right course materials is crucial for ensuring effective learning outcomes. This session explores key theoretical frameworks for evaluating and selecting course materials. In the first part, prominent criteria for material evaluation, drawing on both recent research and established practices in language education will be outlined. In the second part, insights from personal experience as a level coordinator at a university language school will be shared. The challenges and practicalities of choosing materials that align with our curriculum goals, meet institutional expectations, and support student needs will be discussed. By examining the steps taken to assess materials and the tools used to measure effectiveness, the attendees will be provided with strategies they can adapt to their own contexts. This presentation aims to equip language educators with both a theoretical foundation and practical approaches to confidently select and implement effective learning materials for their language program.
Effective Communication: A Key to Organizational Success
Effective communication is fundamental to the success of any organization, as it builds trust, enhances collaboration, and drives organizational alignment. In educational organizations, clear and transparent communication fosters a supportive environment where staff and learners feel valued and engaged. This presentation explores how strategic communication practices contribute to organizational effectiveness and resilience. Key themes include the role of transparency in building trust, active listening and empathy in fostering stronger relationships, the importance of open-door policies to promote accessibility, and the impact of structured communication channels on reducing misunderstandings and improving morale. Using case studies from educational settings, this session will illustrate how leaders can leverage effective communication to create a cohesive culture, enable change management, and address challenges proactively.
Instant Avatars in Education : Challenges and Opportunities
This workshop addresses current needs in language education through the use of educational avatars, leveraging developments such as asynchronous learning and the integration of AI into training programmes. Its goal is to encourage participants to critically assess the use of avatars in their professional practice, while adapting to their own familiarity with these technologies. By introducing tools for creating instant avatars, the workshop also provides practical skills that can be applied immediately. Through an interactive exploration of the possibilities and limitations of educational avatars, participants will be able to consider concrete applications in their professional contexts, gaining transferable skills to enhance their pedagogical practices.
The Use of AI in Grading English Language Learners' Speaking Skills
AI-generated tools have been present in our lives and utilized for educational purposes, including language learning. However, with the recent release of generative pretrained transformer (GPT) large language models (LLMs), the role of AI tools in language education has been popular. Regarding this trend, the current case study aims at investigating the effectiveness of AI tools on grading language learners’ speaking skills by comparing grades given by a specific AI tool (ChatGPT 4o) with the ones given by human instructors. Therefore, data obtained from English preparatory university students’ speaking exam recordings have been graded by AI using a speaking skills assessment criterion which includes content, discourse management, range of language use, accuracy of language use and fluency. Later, the mean scores of the grades given by AI and human raters have been compared in these five areas. We expect to find out that AI may be as efficient as human raters in grading English language learners’ speaking skills and can assist language teachers being an alternative to human graders.
Towards Inclusivity: Trauma-informed practice and transformative pedagogy
As educators we have no real idea of who are learners are when they first show up in our classrooms, just as they largely do not know anything about us. While this may be true of all strangers meeting for the first time, in education we spend a considerable amount of time with those strangers. In light of this, it is necessary to be conscious of what experiences our students are bringing into our classrooms and how our interactions impact them. The world has undoubtedly experienced challenging times in recent years and all of us have been impacted by these events.
A combination of transformative and trauma-informed pedagogy can be applied to facilitate a nurturing educational community and support our learners through the educational and social-emotional challenges they face in the modern world.
By the end of the session, attendees will have a greater understanding of the concepts of trauma-informed practice, transformative pedagogy, and radical inclusivity. Additionally, they will leave with ideas on how to apply these principles in their own classrooms.
Adapting Language Training Materials for better inclusion of LGBTQ+ students
While the idea of inclusive schooling seems straightforward, putting it into practice is often challenging. This is why many schools continue to struggle with creating truly inclusive environments that embrace diversity and cater the unique needs of every learner. In this presentation we look to evaluate the true meaning of inclusive schooling by emphasising its key role in creating an educational setting where every student feels valued and supported. Engaging in real-world scenarios we look to analyse materials already in use in the classroom and look to how best adapt them to promote inclusion for LGBTQ+ students.
We're all individuals... (I'm not!)
Working with a team always throws up a number of challenges, not least of which is working with the individual characters on the team.
Using anecdotes from own experience, and some self-reflection on your part, we will look at different character types and how they respond to different situations, thinking about how we can adjust our approach to get the most out of each type of person, particularly when giving feedback, managing meetings, and communicating messages, whilst taking into consideration our own personality types.
Teaching about language: engaging learners through language history and etymology
Are your learners tired of the same old themes in their textbooks? What new topics would motivate them?
This talk suggests engaging students in learning about the language(s) they are learning, using storytelling activities to engage learners in the history & development of different languages.
Short texts and images are used to help students re-tell stories about the history of their language and its relation to the Indo-European family (spoken by over 4 billion people) and other language families.
The talk suggests reading activities, pair/group speaking and writing activities, centred around researching and re-telling these stories.
It uses activities that look at word histories, word borrowings and cognates to stimulate learners’ interest and motivation. This includes activities matching cognates between multiple languages, matching word borrowings with the source language, and analysing etymologies.
Practical takeaway activities are included for teachers. A further learner takeaway is an appreciation of where words come from, and the diversity of our shared languages.
Enhancing Academic Reading Skills with AI
In this session, we will explore effective strategies for teaching academic reading skills and examine how artificial intelligence can support learners in this process. Participants will gain practical insights into breaking down complex texts, fostering critical thinking, and improving comprehension. We will also discuss how AI tools—such as adaptive platforms, summarization tools, and personalized feedback systems—can enhance learners’ engagement and autonomy in mastering academic reading. By integrating innovative approaches with AI-driven solutions, educators can better address individual learning needs and improve overall outcomes. Join us to discover new ways of empowering students in their academic reading journey. Please note that Example texts and tasks from Skillful 3rd Edition series will be used.
Coffee Break & Exhibition
Language with purpose: project-based learning for digital literacy and global citizenship
Imagine an ESL classroom where students become digital storytellers, critical thinkers, and engaged global citizens. This session introduces a project-based course model that integrates digital skills, higher-order thinking, and global perspectives into language instruction.
Through collaborative multimedia projects and authentic news-based content, students tackle real-world issues, building digital competence while advancing their language skills. This approach allows students to analyze current events, express informed opinions, and address global challenges.
This presentation offers practical strategies for developing digitally fluent, globally conscious learners in today’s tech-driven world. Through student examples, the session will demonstrate how task-based projects bring learning to life, preparing students to confidently face the challenges of a rapidly changing world.
Empowering Language Learners: Personalized Coaching, CEFR, and Certification Pathways
In this dynamic session, we’ll dive into empowering language learners through personalized coaching aligned with the CEFR scale. Discover how formative assessments and defined language proficiency pathways can support learners’ self-directed goal-setting, growth and progress tracking. Learners of all languages, regardless of age, benefit from well-articulated pathways and tangible, gamified rewards. Through practical examples from diverse educational settings in both in-person and virtual settings across multiple countries, discover key strategies to boost learner autonomy and build language proficiency. Explore the growing certification trend to recognize and document achievements, emphasizing their role in motivating students and boosting self-confidence. Join in to learn actionable techniques that guide students in taking ownership of their learning journey, with an emphasis on personalized feedback and skill development that supports measurable and meaningful growth.
Defeating Systemic Bias in ELT
This session examines the deep-rooted biases within English Language Teaching (ELT) that limit equitable opportunities for non-native and marginalized teachers. Despite advances in educational practices, many institutions continue to prioritize native speaker status, often overlooking the skills and qualifications of non-native professionals. Drawing from research and personal experiences, I will demonstrate how biases based on nationality, accent, and linguistic background create barriers to professional growth, recognition, and career advancement. These biases not only limit the opportunities available to talented educators but also perpetuate a narrow view of what constitutes a “qualified” teacher in the field.
Participants in this session will engage with actionable strategies to counteract these biases and foster inclusivity in their own institutions. We will discuss ways to redefine outdated standards, including broadening hiring practices, developing unbiased evaluation processes, and establishing equal pathways for career development.
The digital classroom: the next tipping point
Having started teaching in an audio-lingual method school in 1993, I feel that the structure of that school, not it’s teaching materials, reflects how private and state schools now need to move to deal with the digital revolution; Gen-Z expectations and abilities; and the growing use of AI.
Since the Romans, teachers stand at the front of a group of pupils and as the font of knowledge try to transfer that knowledge to their students. That 2000-year-old method is becoming redundant. Students increasingly are turning their back on traditional lessons and gain their input from more flexible and efficient digital means.
Teachers and schools are still at the centre of a students’ education, but the role has changed. This presentation will show why schools must change and how they might go about it. The second tipping point is being reached and we must change the way we teach generally and languages in particular to stay in business as private schools and to produce more efficient and meaningful education in state schools.
Charting the Jagged Frontier of AI-Empowered Research Writing
The rise of AI calls for careful consideration of its ethical use and potential to support learning. As the discourse on AI in language education shifts toward ‘cautious optimism’, significant progress has been made in developing frameworks that uphold academic integrity while promoting AI literacy and core competencies. With increasing clarity on how to navigate the challenges of responsible AI integration, there is a growing need for context-specific practical implementation. This session will explore an adaptation of the Artificial Intelligence Assessment Scale (AIAS) proposed by Perkins et al. (2024) for a content-integrated research writing course, defining ‘appropriate use’ in alignment with Bloom’s Taxonomy and examining its potential as a ‘mediating artifact’ to support the development of critical thinking skills and essential competencies for the future.
Unlocking Student Potential: Formative Assessment for Language Growth and Self-Reflection
This session will explore the principles of formative assessment, emphasizing its role in identifying individual learning needs, promoting goal-setting, and fostering self-reflection. It will give some key formative techniques that enable continuous learning and adaptability. It will also share insights on how educators and students can effectively utilize formative tests to enhance language learning, support continuous language development and inspire student motivation. Formative tests are designed to provide a personalized view of student progress in reading, writing, listening, and speaking. Detailed reporting support targeted instruction, personalized learning, and student self-assessment, fostering a growth mindset by allowing learners to track incremental progress toward CEFR milestones. By providing targeted feedback based on CEFR-aligned results, students can accurately identify their current proficiency levels, enabling them to focus on specific areas for improvement.
Reform or Revolution? CEFR and Differentiated Language Learning at UCLouvain.
How can we better meet the needs of language learners with heterogenous levels? How can we offer language courses to all students regardless of their level and despite limited institutional resources? These were the questions raised in 2022 when ESPO (social sciences faculty) at UCLouvain Belgium decided to reform its Bachelor’s degree program, including its language courses, which are a required by students for all three years of their undergraduate education. Previously, students were required to take one to two foreign languages (i.e., English, Flemish, German, Spanish) in accordance with their academic year and field of study. This system was replaced by one organized around CEFR-level based tracks. In our presentation, we will detail the main challenges and potential benefits of the reforms by discussing the preexisting language course structure; the new system (i.e., students follow a CEFR-based language “track”); the reform’s future and offer key takeaways from our experience, which we hope will inform and inspire other (language) institutions considering such changes.
Developing an organisational ‘Statement’ validating the inclusion of learners’ languages
A plurilingual approach (PA) has gained traction in ELT countering the century-long dominant monolingual/native teacher approach. Although widely endorsed by scholars and practitioners, transitioning to a PA across ELT contexts will take time given the long-held beliefs of many teachers/learners and the continued application by some organisations of policies/recruitment practices that reflect native-speakerism and discourage ‘other’ language use. Reviewing organisational polices/practices is a starting point. But, while some stakeholders may welcome the shift, others may resent it. So, when creating and implementing the British Council ‘Statement’ supporting the judicious use of learners’ languages in our global teaching contexts, I took a non-prescriptive, transitionary approach rather than a top-down ‘policy’ route. This presentation shares the rationale for creating the ‘Statement’, supported by survey data and research and the rollout approach taken to strategically engage and support key teaching context stakeholders (i.e teaching teams, customer services and learners/parents).
Remote, not detached: Managing offsite teaching teams
Managing remote teams of language teaching professionals involves navigating a unique set of psychological and emotional challenges, including feelings of isolation, potential disconnection from institutional culture, and limited opportunities for giving and receiving feedback. Additionally, the lack of spontaneous peer interactions can hinder collaboration, diminish motivation, and impact teachers’ sense of belonging. All these factors may ultimately affect teaching quality and overall job satisfaction.
This session addresses strategies for fostering a cohesive, supportive team culture across physical divides. The speakers will present a selection of practical guidelines from the literature, illustrated with examples from their professional experience in team management. The session will also include time for participants to share their practices and reflect on challenges and solutions in their own teams.
By the end of the presentation, managers will leave with practical tips to help them cultivate an emotionally resilient, motivated, and collaborative remote teaching teams.
Bridging the Digital Skills Gap in German Language Teacher Training
The shortage of skilled language teachers is growing, while the push for internationalization and rising student expectations increase the demand for teachers proficient in digital teaching methods. However, online teaching skills remain underrepresented in German teacher training programs. A qualification initiative is needed to embed e-skills development into the academic training of future German language teachers.
The “DaF2L: Deutsch lehren, Deutsch lernen” project responds to this need. Together, g.a.s.t., LMU, and h_da are developing an Online Tutoring Qualification (OTQ) program to build the digital competencies of upcoming German teachers. LMU offers the OTQ as a practice-oriented course within the German as a Foreign Language degree program, with hands-on teaching practice conducted in h_da’s online language courses.
This presentation will share DaF2L’s findings and participant feedback, examining how OTQ aligns with the Eaquals Framework for Language Teacher Training. We will also explore the potential for expanding this model into ongoing professional development.
Lunch & Exhibition
AI Tools to Enhance Teacher Productivity
In today’s rapidly evolving educational landscape, AI tools offer great opportunities for English language teachers to enhance their productivity. This hands-on workshop explores the latest practical applications of AI, from streamlining lesson planning to providing personalized student feedback. Participants will learn effective strategies for leveraging AI to create engaging materials, automate routine tasks, and support differentiated instruction. Through guided demonstrations and interactive activities, teachers will discover how to integrate these tools into their teaching practice.
Task-based learning in a flipped classroom using backward lesson design
Educators with limited exposure to the flipped classroom model often think it is about making videos and using technology. While certainly aspects of flipped classes (and flipped teachers’ workloads), at the core of the pedagogy are the notions of individual and group learning spaces. Turning the classroom into a productive student-centered group space requires teachers to provide students with tasks that engage them in collaborative learning vis a vis their own questioning and shared investigations. In language learning, this means facilitating student L2 production in ways that help them better grasp the applicable value of the grammar, target language and functionality of the language focus in any given lesson. This workshop offers participants an opportunity to explore task-based learning in a group space, and to play with backward lesson designs to maximize what autonomous learners can produce in meeting the expectations of a group task. We’ll also consider the roles of teacher and peer feedback in pushing students to achieve deeper learning experiences.
And they lived happily ever after… or did they?
In fairy tales, the happy couple walk off into the sunset and we never learn what happens in the “ever after”, when the curtain goes down, real life starts, and with it, inevitable conflicts. Every bigger conflict, even if resolved in a satisfactory way, creates a certain shift within a relationship, or a team. In business, managing a team is not only about the “now”, but also about dealing with the “ever after”. In this practical session will we examine conflict aftermath and explore constructive ways of dealing with it. We will also look at the difference between conflict management and conflict resolution, and when it is more beneficial to strive for one over the other.
Supporting Dyslexic Language Learners in Higher Education
Dyslexia is a lifelong condition that varies in severity, presenting challenges in language-focused classrooms. Even university-level students may struggle when reading and writing demands are heightened. This interactive workshop, tailored for higher education, explores research-backed strategies to support dyslexic learners both online and face-to-face. Participants will learn techniques to help students engage more confidently with texts and improve their writing skills. The session examines accessible learning materials, assistive technology, and personalized support plans to meet diverse learner needs. Through collaborative group activities, attendees will adapt best practices to their own teaching contexts. The workshop empowers teachers to address these students directly in the classroom without lengthy diagnostic procedures. Targeting practical interventions for students with varying degrees of dyslexia, this session equips educators with a comprehensive toolkit of strategies, expanding their professional skill set and enabling them to address diverse learning needs.
Creating a motivating and interactive learning environment through technology
In today’s classrooms, maintaining student motivation is a common challenge for teachers. This interactive workshop offers strategies for integrating technology to create a more engaging and motivating learning environment that promotes collaboration among learners. Participants will explore various tools that are current and applicable to their context, including gamification, podcasts, videos, and Artificial Intelligence. Through hands-on practice, teachers will gain insights into how to apply these tools effectively, ensuring they leave with ready-to-use ideas for their classrooms. The main aim of this workshop is to raise awareness of how tools like these can be used creatively in the classroom. Through collaborative activities—including jigsaw listening, vocabulary-building exercises and gamified tasks —teachers will discover ways to incorporate technology effectively into their lessons. By the end of the session, participants will leave with practical ideas on how to foster an engaging, collaborative, and motivating classroom environment relevant for today’s learners.
Renegotiating authenticity in materials design
Authenticity is an important principle in materials design and a topic on many materials-development programmes. However, definitions of authenticity are often oversimplified whilst other interpretations are problematic, with an emphasis on native speaker models, audiences, and ‘target cultures’. Widdowson (2003) also suggests that authenticity does not travel with the text, so though it may be authentic according to many definitions, it may not be so for different groups of learners.
In this workshop, I will show how a diverse group of teachers on a materials development course discussed issues with current concepts of authenticity. This led the group to ditch the course timetable and instead create a taxonomy of 10 types of authenticity to build the course around.
After I define these terms and discuss why they matter, we will work together to identify different types of authenticity in some of the material created by the teachers on the course. The audience will then discuss how they might incorporate some of these ideas into their own materials design or training.
How to develop a curriculum
Many organisations, education systems and language schools want a curriculum that distinguishes them from competitors, shows that they are innovative, forward thinking and attuned to the needs, desires and aspirations of their target audience. A ‘modern’ curriculum that takes multiple factors into account can give competitive advantage.
But how do you go about designing a curriculum? How do you integrate the numerous different dimensions required for the modern world: 21CS , thinking skills, life skills, study skills, exam preparation skills, learner autonomy, to name a few? And what is the place of specific learning content in a curriculum document?
Using examples from Egypt, Colombia, Georgia, and a global language school, we will discuss prioritisation of multiple dimensions depending on organisational desires and learner needs. Participants will adapt examples based on their own context. Interactive discussion on issues and pros and cons of different courses of action will equip you with the tools you need to help you feel less daunted in tackling this enormous task.
Enhancing Language Teaching Through Deep Analysis of Modality
This workshop provides language educators with a comprehensive framework for teaching modal verbs, focusing on how to effectively analyze and convey their functions, forms, and nuanced meanings. Using interactive tasks and detailed resources, participants will explore methods for categorizing modal verbs, applying concept-checking questions (CCQs) for clarity, and using a structured Language Analysis Sheet to ensure an in-depth understanding across proficiency levels.
The session begins by examining common challenges in teaching modality, including form, meaning, and context-sensitive usage. Educators will then engage in hands-on activities that reinforce modal verb analysis, such as identifying modals in texts, categorizing by function, and exploring distinctions between core modals and semi-modals. Participants will leave equipped with adaptable resources, practical CCQ strategies, and tools for tailoring modality lessons to suit varied language levels and contexts. This workshop aims to deepen educators’ mastery of modality, making it both accessible and engaging for learners.
Enhancing Professional Growth: A Practical CPD Cycle for Language Educators
This workshop focuses on a MEF University SoFL CPD cycle designed to foster continuous professional growth among language instructors. This annual cycle incorporates six observation methods—each serving to maintain teaching standards, enhance student engagement, and provide valuable feedback. Participants will explore how this approach to observation integrates into a broader professional development framework that encourages instructors to set and pursue individualized goals. MEF SoFL supports this development culture through structured meetings, feedback mechanisms, and a formalized line management system, enabling instructors to engage in a range of developmental activities. By sharing MEF SoFL’s CPD model, this workshop aims to inspire participants to consider adaptable, holistic CPD frameworks that nurture reflection, sustained engagement, and a collective commitment to excellence in language education. Practical feedback mechanisms will be shared during the session, and participants will be asked to refer to a digital workbook throughout.
Empowering EAP Students to Critically Use AI in Academic Assignments
As AI tools become prevalent in education, students need guidance to use these resources effectively and ethically. This workshop introduces strategies to help EAP students critically use AI for assignments in MEF University’s asynchronous EAP courses. Based on our course design and evaluation feedback from 168 students, the workshop reflects our efforts to adapt formative assignments to AI’s growing influence. Participants will explore practical techniques for integrating AI responsibly in academic writing, focusing on skills like analytical thinking and source evaluation. Through practical activities, attendees will engage with methods for guiding students in evaluating AI-generated content for accuracy and relevance. Participants will also see examples of assignments and assessment criteria that support AI use while promoting original thought and ethical standards. Participants will leave with a checklist to assess if AI was used critically to help students make better use of AI for genuine learning. Participants can transfer their understanding to their own context of teaching.
Coffee Break & Exhibition
Closing Plenary, Sharing is Caring: Some Lessons on Professional Learning
In the ever-evolving field of language education, professional growth thrives on collaboration and collective wisdom. This plenary explores how fostering a culture of sharing among educators transforms not only individual teaching practices but entire learning communities. Drawing on real-world examples and research-backed strategies, we will examine how openness to exchange ideas, resources, and experiences fosters innovation, resilience, and sustained professional growth. The talk foregrounds actionable insights on building collaborative networks that amplify impact and enrich language education.
