INVITED SPEAKERS
OpenTESOL is honored to introduce our featured and keynote speakers at the 10th OpenTESOL International Conference 2022.
Dr. Luciana C. de Oliveira
Dr. Luciana C. de Oliveira (Ph.D.) is Associate Dean for Academic Affairs and Graduate Studies in the School of Education and a Professor in the Department of Teaching and Learning at Virginia Commonwealth University, Richmond, Virginia, USA. Her research focuses on issues related to teaching multilingual learners at the elementary and secondary levels, including the role of language in learning the content areas, multiliteracies, and teacher education. Currently, Dr. de Oliveira’s research examines scaffolding in elementary classrooms. She has authored or edited 27 books and has over 200 publications in various outlets. She has delivered plenary and keynote presentations in 30 U.S. states and several countries such as Australia, Bolivia, Brazil, Canada, Chile, China, Costa Rica, Croatia, Honduras, Greece, Russia, United Arab Emirates, and Uruguay. Dr. de Oliveira served in the presidential line (2017-2020), was President (2018-2019), and was a member of the Board of Directors (2013-2016) of TESOL International Association, the largest international organization for English language teachers worldwide with over 17,000 members as of 2022.
Keynote 1: A Pedagogy of Multiliteracies for English as an Additional Language Classrooms
This keynote presents a pedagogy of multiliteracies framework, including strategies, tools, and resources for teaching and learning 21st century literacies. In today’s world, language is often combined with other semiotic modes in meaning-making. Using language alone in teaching and learning does not address the increasing needs of students learning English as an additional language (EAL). A pedagogy of multiliteracies connects language, content, and other modes and includes principles to guide pedagogical practices. I will describe the potential of this framework for EAL classrooms and examine implications of this framework for teacher education.
Pre-conference Workshop: A Genre-based Approach to Writing Instruction for Multilingual Learners
This workshop presents a genre-based approach to writing instruction for multilingual learners, drawing on work in systemic-functional linguistics. This approach emphasizes an apprenticeship model – the Teaching and Learning Cycle - based on detailed reading, deconstruction, joint construction, and independent construction. The presenter highlights some challenges a genre approach can address and shows how teachers can assist second language writers in the context of the classroom.
Prof. Tammy Sue Gregersen
Tammy Gregersen is a professor of TESOL at the American University of Sharjah in the United Arab Emirates. First and foremost, though, she is a teacher. She is co-author, with Sarah Mercer on Teacher Wellbeing and the Routledge Handbook of the Psychology of Language Learning and Teaching and with Peter MacIntyre, on Capitalizing on Language Learner Individuality and Optimizing Language Learners’ Nonverbal Communication in the Language Classroom. She is also a co-editor with Peter and Sarah on Positive Psychology in SLA and Innovations in Language Teacher Education. She has published extensively on individual differences, teacher education, language teaching methodology, positive psychology and nonverbal communication in language classrooms.
Keynote 2: On the Road to Recovery: Cultivating Language Learners’ Digital Wellbeing
The onslaught of Covid accelerated the use of digital resources for educational purposes and although most parts of the world are now moving from response to recovery, wellbeing-concerned language teachers will be keeping in mind not only measures to sustain their learners’ mental and emotional health but also actions they can take to secure learners’ digital wellbeing. This webinar will begin by exploring ideas for linking language instruction to learners’ back-to-class mental and emotional welfare. However, because online learning is most likely here to stay, we will also delve into the notion of “digital wellbeing” and ways that language teachers can mitigate the negative impact of digitalization while intensifying the positive power of technology. Particular attention will be focused on finding balance through creating boundaries.
Dr. Mai Nguyen |
Dr. Phung Dao |
Dr. Mai Nguyen is a lecturer in Applied Linguistics and TESOL at the Department of Languages, Information and Communications, Manchester Metropolitan University, UK. She has had 12 years’ experience in teaching English and training second language teachers in Vietnam, Australia, and the UK. Her main research interests are centred around aspects of teacher learning and professional development within and beyond teacher education programs, such as teacher identity, autonomy, and research engagement. Her research work has appeared in Teaching and Teacher Education, TESOL Quarterly, TESOL Journal, Modern Language Journal, Computer Assisted Language Learning, RELC Journal, Innovation in Language Learning and Teaching, among others. Her current teacher development project, funded by the British Council Vietnam, aims to develop English language teachers’ understanding of three key aspects of their professional identity: their being (perceptions of who they are and aspire to be as language teachers), their doing (pedagogy), and their feeling[s] (attitudes and emotional responses to teaching and learning events).
Dr. Phung Dao is a lecturer in Applied Linguistics and TESOL at the Department of Languages, Information and Communications, Manchester Metropolitan University, UK, where he teaches undergraduate and postgraduate courses and supervises PhD students in TESOL/Applied Linguistics. His research interests focus on technology for language teaching, instructed second language acquisition (ISLA), learner engagement in second language (L2) face-to-face and online classes, and Task-Based Language Teaching (TBLT). His publications appear in multiple Applied Linguistic journals such as Modern Language Journal, TESOL Quarterly, Studies in Second Language Acquisition, Language Teaching, Computer Assisted Language Learning, Language Teaching Research, and System, among others. His current research projects, funded by British Council and IELTS IDP Australia, investigate online English language teaching in Vietnamese public schools, IELTS impacts on stakeholders, and young learners’ engagement L2 learning tasks.
Dr. Phung Dao is a lecturer in Applied Linguistics and TESOL at the Department of Languages, Information and Communications, Manchester Metropolitan University, UK, where he teaches undergraduate and postgraduate courses and supervises PhD students in TESOL/Applied Linguistics. His research interests focus on technology for language teaching, instructed second language acquisition (ISLA), learner engagement in second language (L2) face-to-face and online classes, and Task-Based Language Teaching (TBLT). His publications appear in multiple Applied Linguistic journals such as Modern Language Journal, TESOL Quarterly, Studies in Second Language Acquisition, Language Teaching, Computer Assisted Language Learning, Language Teaching Research, and System, among others. His current research projects, funded by British Council and IELTS IDP Australia, investigate online English language teaching in Vietnamese public schools, IELTS impacts on stakeholders, and young learners’ engagement L2 learning tasks.
Keynote 3: Learner engagement in second language classrooms:
Connecting research and practice
In second language (L2) classrooms, one of teachers’ frequent concerns is how to engage learners in learning activities. The general assumption is that when learner engagement in L2 task-based interactions is high, it is likely to result in greater learning outcomes. The construct of L2 learner engagement has therefore gained increased attention from L2 researchers. However, what L2 learner engagement refers to, what subcomponents it entails, and how it is operationalised are still under discussion. In this talk, we will probe this construct by 1) discussing its theoretical, conceptual, and operationalisation issues and 2) connecting it to classroom teaching practices. More specifically, in the first part of the talk, we will explore various theoretical models of L2 learner engagement and present an overview of recent research findings on L2 learner engagement. In the second part of the talk, we will focus on discussing pedagogical implications drawn from L2 engagement research. We then propose ways of applying these techniques into classroom practices by considering teachers’ personal practical knowledge and teacher and learner identity.
Mr. Andy Duenas
Mr. Andy Duenas is the Senior Teacher Trainer and Academic Consultant for National Geographic Learning Vietnam. He has been teaching English language to children and adults since 2008 in both South Korea and Vietnam. Experienced in teaching Vietnamese students in a variety of contexts, his professional interests focus on helping teachers maximize opportunities for speaking, participation, and collaboration, and his academic interest lie in corpus linguistics and language assessment.
Featured Speech: Policy, Language Learning, and Writing: Is There a Case for Keyboarding?
Writing is a multi-level process requiring the use of motor skills, memory, and meta-cognitive processes. However, many English-language instructional materials do not include an explicit focus on keyboarding. For older learners with keyboarding experience in their first language, this skill may or may not transfer to their L2, and it may be enhanced with explicit instruction and practice. For younger learners who are in the stages of developing their literacy skills in L1 and L2, the appropriate place, time, and method of keyboarding instruction is less clear. This talk will consider the fundamentals of writing instruction in relation to developing writing skills with the aim of directing policy makers and materials designers to the appropriate research when considering whether or not they should include explicit keyboarding instruction and practice in L2 English language classes.
