BC TEAL 2026 Annual Conference: Full Schedule

The primary objective of this session to initiate a meaningful conversation about how academic support units can continue to build effective, student-centered services at a time when there’s shrinking staff capacity and growing workloads. The session focuses on the creation of Learning Commons – central hub of academic support and its connection with Writing Centre and English Studies faculty to develop academic resources that support the core skills – Listening, Speaking, Reading, and Writing.
The discussion will also focus on the challenges faced with student engagement and active collaboration with faculty members. It also sheds light on to the manner academic support units as well as faculty members are at the front lines of taking care of students well-being in high stressful situations.

Speakers

Garima Yadav

Manager, Learning Commons, Acsenda School of Management

Academic support developer with over 5 years of experience in the private post secondary educational institute.

BC TEAL 2026 Building resources pptx

Friday May 1, 2026 10:15am - 11:00am PDT
S1620

Administration / Leadership

10:15am PDT

More than Tech Help: Training Digital Assistants in Avenue Support

Friday May 1, 2026 10:15am - 11:00am PDT

S1714

Avenue, the national LMS used in LINC and ESL programs, plays a central role in supporting newcomer learning across Canada. Many learners arrive with limited digital skills, and instructors—while trained to teach on Avenue—often need additional support managing the platform, navigating classroom tools, or troubleshooting activities. Increasingly, organizations rely on digital navigators or digital assistants to offer this support. These staff members act as trusted guides, helping clients to access devices and develop digital confidence, and helping instructors to make full use of their online learning environment.
Until now, digital assistants had only one training option: to take the same Avenue course that was designed for teachers. The new Avenue Digital Assistant Course was developed to offer targeted, support‑oriented skills with training tailored specifically to those who assist learners and instructors rather than teach classes.
This workshop introduces the ADAC course and highlights how it equips digital assistants with essential competencies, including navigating user roles, supporting classroom setup, using the Avenue Course Builder, managing tools like the calendar and gradebook, working with learning activities (forums, quizzes, H5P, etc.), and guiding instructors in using the ePortfolio. The course emphasizes practical, hands‑on learning through videos, help‑file links, and interactive simulations.
Participants in this workshop will first discuss which common issues digital assistants are typically asked to address, then explore some sections of the ADAC course and discover how this role-specific training can strengthen the support system in your organization. Attendees will leave with clear insight into how the course works, how it benefits organizations, and how to request access for their own digital support staff.
This workshop is ideal for anyone seeking scalable, effective training that boosts organizational capacity and improves digital experiences for both instructors and newcomers.

Speakers

John Allan

Lead Learning Technologist and Mentor, New Language Solutions

John is an education technology specialist who works on the avenue.ca project and contributes to the language teaching and settlement sector when opportunities open up.

Marijke Geurts

TBLV coordinator, online content developer, Avenue Teacher Trainer, New Language Solutions

Marijke is a mentor, content developer and TBLV coordinator with NLS. She's been an ESL instructor for over 10 years and uses a creative approach to make engaging materials for learners, teachers and volunteers.

Friday May 1, 2026 10:15am - 11:00am PDT
S1714

Administration / Leadership, LINC

10:15am PDT

Designing for Neurodiversity in LINC Classrooms

Friday May 1, 2026 10:15am - 11:00am PDT

S1711

This workshop focuses on Universal Design for Learning, neurodiversity, and metacognitive strategy training in adult LINC classrooms. While related approaches such as multisensory engagement, translanguaging, and guided technology are explored in depth in a companion session, this workshop centers on proactive instructional design and learner self regulation, highlighting how UDL and metacognitive practices can support learners who may experience reading, writing, attention, or processing challenges.
Participants are introduced to UDL as a design framework that anticipates learner variability from the outset. The session begins by examining observable indicators of possible learning differences and discussing how intentional planning can reduce barriers before they affect participation or progress. Translanguaging and multisensory strategies are briefly revisited as supporting methods within this broader framework.
The workshop then moves from theory to practice through clear classroom guidelines organized across two stages. Stage 1 focuses on building comprehension and confidence using multimodal input, guided translation, and structured word finding. Stage 2 emphasizes language expansion and production through reflective feedback, task based speaking and writing, and metacognitive self monitoring. Examples are aligned with receptive and productive skills and demonstrate how these strategies can be embedded into community based modules such as Health and Safety or Civic Engagement while maintaining alignment with PBLA competencies.
By integrating UDL with metacognitive practices across both stages, participants explore ways to enhance accessibility, learning efficiency, and effective use of teaching time. Attention is also given to supporting learner autonomy through goal setting, reflection, and strategy awareness.
By the end of the workshop, participants will be able to apply UDL principles proactively, incorporate metacognitive strategies into LINC tasks, and use supportive techniques such as translanguaging to strengthen engagement. The final 15 minutes are dedicated to facilitated discussion, allowing participants to share experiences and co create practical adaptations for their own LINC contexts.

Speakers

Mehdi Hajizadeh

New Directions Vocational Testing and Counselling Services Ltd. (New Directions)

Mehdi is a LINC instructor at New Directions with an MEd, teaching LINC 1 to 4 and LINC 6 to 8, with 25 years’ experience in ESL, EFL, ESP, and proficiency courses.

Friday May 1, 2026 10:15am - 11:00am PDT
S1711

LINC, Equity Diversity and Inclusion (EDI)

10:15am PDT

E-Learning Design for Lower Stage 1 Learners

Friday May 1, 2026 10:15am - 11:00am PDT

S1717

E-learning design is not just about technology. It is about the intersection of technology, content and pedagogy and based on deep practical insight from the classroom. Here we will share experiences with designing for lower Stage 1 learners.

In this presentation we will outline key reasons why CLB 1 & 2 learners need digital skills for life in Canada. We will also discuss e-learning design considerations for low Stage 1 LINC learners including device use, literacy issues and tech familiarity and lead a discussion in the workshop.

We will also showcase 1. H5P activities, including multimedia choice, 2. Wordwall, and 3. Simple YouTube videos and accompanying worksheets. We will also demonstrate how CLB 1 and 2 e-activities can be created from authentic materials and simulate real-world experiences and discuss the ways e-activities can be used in different modes (F2F, Zoom, asynchronously). Resource lists and cheat sheets on how to make the activities will be shared.

Speakers

Natalie Anderson

Learning Developer, MOSAIC

Natalie Anderson has 10 years of experience as a LINC instructor, curriculum designer, and online developer. She has taught Literacy to CLB 8 and is passionate about developing engaging learning materials that simulate real-world experiences for language learners of all levels. Recent... Read More →

Astrid van der Pol

Manager of Online Learning (LINC), MOSAIC

Astrid van der Pol is a Manager for Online Learning (LINC) at MOSAIC. She has an MED in TESOL from UBC and has worked in the LINC program since 2008 as a LINC instructor, PBLA Lead, and now designs e-learning resources for LIT to CLB 7 learners. She has presented at BCTEAl, TESL Ontario... Read More →

Friday May 1, 2026 10:15am - 11:00am PDT
S1717

LINC

10:15am PDT

Engaging Beginning-Level LINC Learners in Monthly Self-Reflection: Practical Strategies

Friday May 1, 2026 10:15am - 11:00am PDT

S1715

Premise

Guided by an autonomy-oriented and learner-centered approach to teaching, the presenter aims to design activities that engage learners cognitively, emotionally, and physically to support meaningful learning outcomes. Implementing the PBLA requirement of self-reflection is no exception. Within PBLA, self-reflection is both a required component and a powerful learning tool supporting learners in taking ownership of their progress and learning needs (Centre for Canadian Language Benchmarks [CCLB], 2014, 2019). However, implementing meaningful self-reflection can be particularly challenging in low-level LINC classes since adult learners may have had limited prior experience with in-class self-reflection practices (Abbott, 2019).

Motivated by these challenges, the primary presenter designed a simple, structured, and engaging approach to self-reflection for lower Stage I CLB learners. Rather than treating reflection as a one-time task, the goal was to develop an ongoing process that helps learners understand both the concept of self-reflection and its importance in their learning. By breaking reflection into manageable steps and embedding it into regular classroom practice, this approach aims to make self-reflection meaningful, enjoyable, and achievable for learners at the earliest stages of language learning.

Outline

The session begins with brief interactive discussion questions to activate participants’ experiences with learner self-reflection. The primary presenter then introduces a step-by-step self-reflection model, using visuals, classroom samples, and documentation. She then shares how the model was implemented across different classes, presenting classroom evidence, learner outcomes, and adaptations from two participating LINC 2 instructors. The session continues with the second and third presenters, sharing findings with literacy/LINC 1 and LINC 1-2 classes. The final segment highlights practical digital tools and strategies for implementing the model in remote contexts.

Outcomes & Objectives

By the end of the session, participants will be able to identify practical self-reflection strategies for low-level learners, examine adaptable approaches across instructional contexts, and apply flexible tools to support learner autonomy and engagement.

References

Abbott, M. L. (2019). Project report: Developing an interpretive argument to guide the use of portfolio-based language assessment in beginning adult English language literacy classes. P2P Canada. https://p2pcanada.ca/wp-content/blogs.dir/1/files/2019/07/Portfolio-based-Language-Assessment-in-Beginning-Adult-English-Language-Literacy-Classes.pdf
Centre for Canadian Language Benchmarks. (2014). Portfolio-
based language assessment (PBLA): Guide for teachers and
programs. https://listn.tutela.ca/wp-content/uploads/PBLA_Guide_2014.pdf
Centre for Canadian Language Benchmarks. (2019). PBLA practice guidelines 2019. https://pblapg.language.ca/wp-content/uploads/2019/02/PBLA-Practice-Guidelines-2019_978-1-897100-78-3-RA.pdf

Speakers

Haebin Pan

LINC Instructor, MOSAIC

Haebin Pan is a LINC instructor at MOSAIC with in-depth experience teaching adult learners, complemented by expertise in digital literacy support and remote instruction.

Klara Seaton

LINC Instructor, MOSAIC

Klara has been teaching newcomers since 2009 in programs such as LINC and bridging programs for internationally-trained professionals. She has been with MOSAIC since 2014.

Sepideh Tasmimi

LINC/ESL Instructor, MOSAIC

Sepideh Tasmimi is a LINC/ESL instructor with MOSAIC who embraces an autonomy-oriented, learner-centered approach, creating dynamic, interactive, and supportive learning environments.

Friday May 1, 2026 10:15am - 11:00am PDT
S1715

LINC

10:15am PDT

Inside TELSN: The Accredited Inclusive TESOL Specialization Certificate

Friday May 1, 2026 10:15am - 11:00am PDT

S1802

This session presents TELSN (Teaching English Learners with Special Needs), a 60-hour TESL Canada–accredited specialization certificate in inclusive TESOL offered by Score Guides Academy. The program has been fully designed and accredited and is currently offered to candidates across Canada and internationally. It can be completed within 3 to 8 weeks, providing flexible yet structured professional development. TELSN addresses a significant gap in TESOL training by focusing specifically on inclusive practice and special educational needs in language classrooms.
The objectives of this session are to:

Describe the instructional design foundations of the TELSN certificate.
Explain how inclusive education theories are operationalized within TESOL contexts.
Demonstrate the program’s delivery structure, content organization, and assessment design.

The certificate is grounded in Universal Design for Learning (UDL), Multi-Tiered Systems of Support (MTSS/RtI), differentiated instruction, and IEP-aligned planning. The curriculum reflects Canadian inclusive education policy while remaining relevant to diverse ESL and EAL contexts globally.
Delivered fully online through Moodle, the program combines structured asynchronous modules with synchronous virtual meetings. The curriculum is organized around four core pillars: inclusive lesson planning, inclusive instruction of language skills and components, inclusive assessment and learner support, and curated inclusive resources and assistive tools for classroom implementation.
The session will highlight the program’s interactive design, including instructional videos, podcasts, guided readings, discussion forums, formative quizzes, and applied assignments such as adapted lesson plans and video-based observation and reflection tasks. Flexible assessment options maintain academic rigor while supporting diverse teacher needs. Graduate testimonials and participant feedback will be briefly shared to illustrate the impact on professional confidence and classroom implementation. The session will conclude with an invitation for collaborative partnerships and dialogue aimed at extending inclusive Canadian TESOL practices into broader professional and institutional contexts.
Attendees will leave with a clear understanding of how a TESL Canada–accredited specialization certificate can translate inclusive theory into sustainable, classroom-ready TESOL practice.

Speakers

Mary Bertucci

LINC Instructor - Curriculum Developer - Author, Score Guides Academy & Bertucci Education and Consulting

Mary Bertucci is a LINC instructor and writer living in Metro Vancouver. She has been teaching English for nearly two decades and loves to develop thoughtful, positive curriculum for beginner-level students. She is part of an Indigenous family and focuses on diversifying curriculum... Read More →

Dr. Shirin Mohamadzadeh

Instructor & Curriculum Developer, Score Guides Academy; University Canada West

Shirin is a passionate educator and researcher with 16 years of experience. She holds a PhD in Teaching English as a Foreign Language, a TESOL certificate, and a certificate in Dyslexia and Foreign Language Teaching (Lancaster University). She has published extensively on educational... Read More →

Friday May 1, 2026 10:15am - 11:00am PDT
S1802

Materials and Curriculum Development, Equity Diversity and Inclusion (EDI)

10:15am PDT

Colouring Clearer English, Rooted in Sound

Friday May 1, 2026 10:15am - 11:00am PDT

S1650/S1670

English sound and spelling rarely match, making pronunciation challenging for learners and difficult to teach systematically. As a result, pronunciation is often sidelined in EAL classrooms, even though clear, confident speech plays a vital role in academic success, workplace advancement, and community participation.This session focuses on supporting clearer, more confident speech while honouring learners’ existing accents and linguistic identities.
As longtime EAL instructors who now support teachers in their professional practice, we understand the frustration of trying multiple strategies while seeing limited improvement in learners’ speaking clarity. Our search for a more coherent framework led us to Judy Thompson’s Colour Vowel chart — a visual system developed in Canadian ESL classrooms by Thompson, a TEDx speaker, English and literacy facilitator, and author. Having met Judy and learned more about her tireless work supporting newcomers, we were deeply inspired by both the clarity of her framework and her commitment to helping learners succeed.
This interactive workshop introduces a practical, classroom-tested approach that brings together vowel sound awareness and word stress. Rather than focusing on isolated sounds or complex phonetic symbols, the Colour Vowel system helps learners identify the stressed syllable and categorize its vowel sound, creating meaningful connections between spelling, sound, and rhythm.
Participants will explore four simple questions that bring consistency to pronunciation work: How many syllables does the word have? Which syllable carries the stress? Is the vowel r-influenced? Is the sound long or short? Together, these questions create a repeatable structure that supports clearer, more confident speech.
The session will also introduce a clear, visually organized reference tool that helps learners recognize patterns across many words and supports teachers in making pronunciation instruction more concrete and accessible. Through demonstration and guided practice, attendees will experience how this framework can be applied across levels, themes, learner populations, and existing classroom resources.
Participants will leave with adaptable strategies for improving speech clarity and building learner confidence in any EAL classroom.

Speakers

Anca Mihaela Nichifor

Educational Consultant; Teacher Trainer; TESOL Educator, Skillstree Rising | Canadian English solutions

Anca is an English educator and curriculum leader committed to personal, learner, and organizational growth. She has led English programs internationally and supports language development through innovative, learner-centered practice.

Roberta Power

Educational Consultant for Canada, Pro Literacy New Readers Press

Roberta Power is a veteran EAL and LINC educator and Educational Consultant for Canada with ProLiteracy’s New Readers Press. She combines creativity and practical pedagogy to support adult language learners and educators.

Friday May 1, 2026 10:15am - 11:00am PDT
S1650/S1670

Pedagogy: Listening Speaking Reading Writing, Professional Development

11:15am PDT

New Avenue Tools to Simplify Program Management

Friday May 1, 2026 11:15am - 12:00pm PDT

S1714

This session introduces a new Avenue management tool designed to streamline administrative workflows for Service Provider managers and teachers. Through a structured live demonstration, participants will see how the tool supports efficient, accurate, and centralized program management within a single system.

The session objectives are to demonstrate how the tool simplifies administration and to highlight how improved data organization strengthens oversight, accountability, and reporting. Participants will observe practical workflows, including creating teacher accounts, registering them for Avenue training, configuring funders, assigning funding to specific courses or learners, and managing enrolments across programs. The session will also demonstrate how these relationships are reflected automatically in real-time reporting outputs.

A key focus is reducing duplication and manual tracking. By centralizing course, learner, and funding data, the tool improves record integrity and simplifies communication between instructors, administrators, funders, and leadership teams. Participants will see how built-in reports can be generated for internal monitoring, compliance requirements, and external reporting to funders and management.

The session will include a demonstration of best practices to enhance the overall Avenue experience. This will cover practical strategies for managing course size and content structure, optimizing student enrolments, and improving system speed and performance. These operational practices complement the new tools and help ensure sustainable, scalable program delivery.

Grounded in current digital administration practices in adult language training, this session responds directly to the need for transparent, auditable, and efficient program management. By the end of the session, participants will understand how the new Avenue tools and accompanying best practices can reduce administrative burden, improve data quality, and support informed decision-making.

Speakers

John Allan

Lead Learning Technologist and Mentor, New Language Solutions

John is an education technology specialist who works on the avenue.ca project and contributes to the language teaching and settlement sector when opportunities open up.

Jeremy Cole

Technology Developer, New Language Solutions

Jeremy Cole leads innovation and development in Canada’s national Moodle-based training platforms. He specializes in server administration, Moodle architecture, custom plugin development, and solutions for stakeholders, teachers and students.

Friday May 1, 2026 11:15am - 12:00pm PDT
S1714

Administration / Leadership, Materials and Curriculum Development

11:15am PDT

Tapping the Strength of GenAI: Scalable, Individualized Feedback for Writing and Pronunciation Tasks

Friday May 1, 2026 11:15am - 12:00pm PDT

S1620

GenAI can help EAL instructors tap into scalability to fill in the gaps when providing individualized feedback, saving hours of typing out every suggestion. Drawing on personal EAP classroom this academic year, the research focus is practical, using GenAI to enhance instructor-guided feedback on writing and speaking tasks to include personalized examples and practice for each learner. The presenter will share tailored prompts focusing on common learner weaknesses in writing structure (e.g., clarity, organization, and word choice) and on suprasegmentals in pronunciation (stress, rhythm, intonation), without overwhelming students or instructors. The goal of the session is to share what worked and what didn’t. Successes included prompts that stayed focused on one skill at a time, feedback delivered in digestible formats, and practice activities that could raise student’s awareness and help to self-identify weaknesses for future tasks. Challenges included trying to do too much for each stage of the assignment and producing feedback that felt too long. The session will link each challenge to a practical adjustment that attendees can adopt immediately. Survey results reporting student reactions and preferences will also be discussed when receiving AI feedback, including hesitation to trust AI feedback and the importance of Instructor guidance. By the end of the session, attendees will leave with a set of prompt templates to use for scalable, individualized feedback prompts while, hopefully, avoiding some of the pitfalls.

Speakers

Denise Lo

Faculty & Coordinator, Douglas College

Denise Lo teaches EAP and TESL at Douglas College and has 15+ years of experience from post-secondary institutions internationally and in Canada. Denise's passion for EdTech earned her the University of Alberta Remote Teaching Award and continues to develop student-centered AI tasks... Read More →

Friday May 1, 2026 11:15am - 12:00pm PDT
S1620

Artificial Intelligence, English for Academic Purposes (EAP)

11:15am PDT

Digital Mindset for Assessment in EAL Programs

Friday May 1, 2026 11:15am - 12:00pm PDT

S1717

As English as an Additional Language (EAL) programs adopt online platforms, assessments often trail in design quality. Simply porting paper tests to screens erodes reliability, validity, and equity. This interactive session introduces a digital mindset—a flexible, learner‑centred, problem‑solving stance that emphasizes intentional tool choice, data‑informed iteration, and practical constraints. Grounded in Social Constructivism, we frame assessment improvement as a socially mediated process in which knowledge is co‑constructed through dialogue, collaboration, and shared reflection. Participants will engage in spectrum positioning, scenario analysis, and group redesign tasks that model constructivist practices and foster collective sense‑making.
We begin with the “Digital Mindset Spectrum” to activate prior knowledge and surface diverse comfort levels. Short, realistic scenarios then highlight common pitfalls of adopting tools for speed rather than pedagogy, moving tests online without rethinking timing or formats, and misaligning external scores with local outcomes. Drawing on The Digital Mindset to clarify what it takes to thrive amid data, algorithms, and AI (Leonardi & Neeley, 2022), and Co‑Intelligence to position AI as a collaborative partner in assessment workflows (Mollick, 2024), we explore practical ways to enhance design while protecting integrity.
A concise framework organizes five essentials for digital placement assessment: reliability, validity, security, accessibility, and practicality. Using common Canadian university pain points, participants diagnose challenges in writing, listening, speaking, and reading placements, then propose possible improvements. Attendees will redesign a placement task for digital delivery to clarify instructions, reduce construct‑irrelevant difficulty, plan for accessibility, and add features such as adaptive logic, automated feedback, and test security.
We conclude with a five‑question decision tool that centres pedagogy, equity, actionable data, instructor workload, and program outcomes.
By the end, participants will:

Define and apply a digital mindset in assessment design.
Leverage AI as a co‑intelligent aid while maintaining standards.
Implement one concrete, constructivist‑informed change to strengthen their assessments.

References
Leonardi, P. M., & Neeley, T. (2022).

Speakers

Beth Konomoto

Instructor, Camosun College

Beth Konomoto, MA TEFL/TESL and Royal Roads doctoral student, teaches at Camosun College. She presents widely on a variety of EAL innovations.

Friday May 1, 2026 11:15am - 12:00pm PDT
S1717

Education Technology, Assessment / Testing

11:15am PDT

Life After LINC 4: Empowering Clients on Their Journey

Friday May 1, 2026 11:15am - 12:00pm PDT

S1711

With the closure of Stage II classes it is an important time to come together and share ideas and practical strategies to assist students, LINC staff including, admin, instructors and programs leaders with the challenges on the journey ahead. This presentation from MOSAIC's LINC Sector Coordination BC/Yukon offers ideas on supporting students, instructors, and program administrators through the transition after LINC 4. Drawing from direct experience, this session will share ideas on key challenges and lessons learned on delivering program changes, and provide suggestions for guiding and coaching clients through their next steps. Grounded in adult education theory, this presentation shares insights on how clients can identify goals and engage in self- advocacy towards their employment, academic English, community and civic engagement goals after LINC 4.

Speakers

Alison Heath

Manager, LINC Convenor - LINC Sector Coordination BC/Yukon, MOSAIC

Experienced adult educator, program planner and facilitator committed to collective work in strengthening services for/with vulnerable learners. Currently convening LINC Sector activities to for BC/Yukon.

Pat Marilley-Bodner

Project Manager Language Training and Special Projects, MOSAIC

Experienced teacher, coordinator, project manager with a passion for client centred language programs and extending services to clients who experience complex barriers in their settlement journey.

Life After LINC 4 Empowing Clients on Their Journey 2025 05 01 BC TEAL pdf

Friday May 1, 2026 11:15am - 12:00pm PDT
S1711

LINC, Administration / Leadership

11:15am PDT

What Sticks When Jobs Don’t: Identity, Emotion, and Precarity in EAL

Friday May 1, 2026 11:15am - 12:00pm PDT

S1802

Internationally trained EAL professionals often enter the field with strong hopes for stability, belonging, and long-term professional security. However, for many immigrant educators, even with prior experience and professional expertise, work in EAL contexts is shaped by temporary contracts, funding instability, and unexpected layoffs. This session examines how these structural conditions shape professional identity and teacher emotion across career stages for immigrant EAL professionals working in Canada
Using the Korean film No Other Choice as a narrative anchor, the session explores experiences of job loss and precarity not as isolated events, but as identity-shaping moments. Drawing on affect theory (Ahmed, 2010), the presentation examines how concepts such as hope, professionalism, gratitude, and resilience operate as “sticky objects” that emotionally bind immigrant EAL professionals to institutions, even when working conditions are unstable. These attachments can intensify self-blame, silence, and emotional self-regulation following layoffs, particularly for educators who have invested migration, legitimacy, and future security in the profession.
Alongside the film, the session incorporates lived narrative from internationally trained, experienced immigrant EAL professionals whose careers have unfolded across shifting institutional, immigration, and employment contexts. These narratives extend the film’s depiction of constraint by examining how hope is not erased under precarity, but reconfigured. Under insecure employment conditions, hope becomes less about institutional stability and more about naming structural conditions, sustaining professional relationships, and refusing to internalize precarity as personal failure.
The session also draws on critical work on teacher emotion and professional identity (Benesch, 2017) to reframe emotional responses to precarity as institutionally produced rather than individual weakness. By foregrounding lived experience alongside theory, the presenters highlight how insecure employment destabilizes not only income, but EAL professionals’ sense of professional worth, belonging, and voice.
Rather than offering prescriptive solutions, this session invites participants to engage in reframing and collective sense-making around emotion, identity, and precarity in EAL work. Participants will engage in guided reflection and leave with clearer language and perspectives for considering sustainability, equity, and retention in the EAL profession.

Speakers

Leila Ghodrat Jahromi

LINC Instructor, SUCCESS

ESL, LINC Instructor BC TEAL Digital Media Board chair

Carol M. Suhr

Faculty member, University of Fraser Valley; Simon Fraser University

Adult Education Instructor (UFV);
TESL Educator (UFV);
PhD student (SFU)

Friday May 1, 2026 11:15am - 12:00pm PDT
S1802

Professional Development, Sustainability / Global Issues

12:00pm PDT

Poster Session

Friday May 1, 2026 12:00pm - 1:00pm PDT

Concourse

Finding Relevance: The BC TEAL Journal’s Pathway to Scholarly Publication
Scott Roy Douglas

With over ten issues, the BC TEAL Journal offers an array of papers related to the field of English as an additional language (EAL) teaching and learning. As EAL educators face a changing world, these papers provide a solid grounding in which the field can continue to take root. Strong roots underscore not only the relevance of EAL teaching and learning, but also its vital contribution to the common good. A common good demonstrated by the journal’s commitment to free and open access.

From its start, the BC TEAL Journal has supported scholarly inquiry by explicitly reflecting and making connections to the varying contexts of BC TEAL’s membership. These contexts include adult education, graduate studies, post-secondary settings, K-12 schools, teacher education, and professional development. Within these contexts, overarching themes include academic misconduct, assessment, culture, curriculum development and programming, diversity and inclusion, language and literacy, educational materials, teaching methods, services, research engagement, theory building, vocabulary, workplace English, and writing instruction.

This poster provides an overview of the types of papers published in the journal as well as an outline of the key stages from submission to publication for prospective authors. These stages include submission, editorial review, peer review, revisions, developmental editing, copy editing, layout and proof reading, and publication. Factors to keep in mind at each of these stages are shared with prospective authors, with an inside look at the various pitfalls and supports that can be found along the way. There are also opportunities for attendees to find out about becoming a volunteer peer reviewer as part of their own continuous professional development. Visitors to this poster will leave with a strong understanding of what the journal offers to BC TEAL’s members as well as the opportunities they have to offer back to the journal in turn.

Speakers

Scott Roy Douglas

Professor, University of British Columbia

Scott Roy Douglas is a professor and the director of EAL programs in the University of British Columbia's Okanagan School of Education. His focus is on EAL teaching and learning in adult and post-secondary settings. He is also the editor of the BC TEAL Journal.

Friday May 1, 2026 12:00pm - 1:00pm PDT
Concourse

12:00pm PDT

Lunch

Friday May 1, 2026 12:00pm - 1:00pm PDT

Upper Café

Friday May 1, 2026 12:00pm - 1:00pm PDT
Upper Café

BC TEAL

1:00pm PDT

PANEL: Using Avenue with LINC Literacy Learners: Challenges, Successes, and Opportunities

Friday May 1, 2026 1:00pm - 2:00pm PDT

Concourse

Since the shift to online learning during the pandemic, digital platforms have become a regular part of LINC programming. Literacy instructors continue to navigate how (and whether) the Moodle-based Avenue platform fits the needs of their learners. While some instructors find Avenue challenging and time-consuming, others have discovered practical ways to use it to support literacy development.This panel brings together instructors from different organizations across British Columbia who have used Avenue with literacy-level LINC learners. Panelists will draw on their classroom experience, focusing on the challenges they face, what they actually do in practice, and what has worked with their students. The session will showcase ready-to-use Avenue units and activities, as well as available supports, offering multiple perspectives shaped by different learner needs, program contexts, and levels of instructor comfort with technology.

Relevance to the BC TEAL CommunityThis session reflects the conference theme by grounding digital instruction in the realities of literacy classrooms while responding to a changing instructional landscape. By centering instructor experience and learner needs, the panel supports relevant, adaptable EAL practices that acknowledge both opportunities and limitations of digital platforms in LINC literacy programs across BC.
Focus of Each Presenter’s Portion

Presenter 1: Moderator Literacy Materials on Avenue and Instructor Support
Presenter 2: The use of Avenue in a Literacy/CLB 1 in-person course with 12-18 students as part of a weekly routine to enhance digital literacy and classroom material, as well as an exploration of constructive solutions to ease the login process, maintain a simple course design, and implement literacy-friendly activities through Avenue’s URL option.
Presenter 3: Teaching LINC-Online for literacy learners in remote areas, focusing on accessibility to learning and practical strategies to engage with Avenue successfully.
Presenter 4: Administrative supports and systems that reduce barriers for literacy learners accessing online language training, and on building digital capacity in ways that are practical, sustainable, and learner-centered.

Panelists are practicing LINC literacy instructors with hands-on experience using Avenue with literacy students. Their expertise is rooted in daily teaching practice and working directly with adult literacy learners in varied instructional contexts.

Speakers

Kerry Clark

Language Instructor, Columbia Basin Alliance for Literacy

Kerry Campbell is a Language Instructor for the Columbia Basin Alliance for Literacy (CBAL). She has over twenty years' experience in international LAC curriculum development designed for multilingual classroom environments. (LAC - language/literacy across curriculum)
Kerry approaches teaching and learning with an asset-based philosophy, emphasizing the recognition and appreciation of each learner's unique strengths and variations. She values the individual differences that students bring to the classroom and integrates content, language, and literacy... Read More →

Shayna Jepsen

Language Program Coordinator, Lead Teacher and Assessor, Columbia Basin Alliance for Literacy

Shayna Jepsen is an adult ESL professional and LINC program leader based in Grand Forks, BC. Currently, she is the Language Program Coordinator, Lead Teacher and Assessor at the Columbia Basin Alliance for Literacy (CBAL). Her work spans multiple levels and delivery models, with... Read More →

Vesna Radivojevic

Avenue Mentor for LINC Instructors, New Language Solutions

Vesna has worked in the EAL field since 1996, teaching primarily in the ELSA/LINC settlement sector. She joined New Language Solutions/Avenue Canada as a BC Avenue mentor for LINC Instructors in 2020 and was an early adopter of the EduLINC/Avenue platform, which she used with her... Read More →

Sarah-Ann Wijngaarden

LINC Instructor, Archway Community Services

Sarah-Ann Wijngaarden has had the joy of working as a LINC Instructor at Archway Community Services in Abbotsford, BC since early 2023. She has supported instructors and learners in the Literacy level up to CLB 4, but currently works in-person supporting one and teaching two Literacy/CLB... Read More →

Friday May 1, 2026 1:00pm - 2:00pm PDT
Concourse

LINC, Education Technology

2:00pm PDT

Filling the gap: Faith-based community programs for ELLs

Friday May 1, 2026 2:00pm - 2:45pm PDT

S1715

With no funding for CLB 5 and up, there is a huge gap of services, especially for those newcomers who want to attend post-secondary institutions. Where can they practice their English, so they don’t lose the progress they made in LINC 1 to 4? As in the past, faith communities continue to address the needs of newcomers with informal English language classes, conversation circles and social events. A sense of belonging and social connection is vital for newcomers, and ethnic faith communities have been filling that need. This interactive session will inform participants about English language services in Baha’i, Christian, Islam, Jehovah Witness and Mormon communities in metro-Vancouver. The handout will also provide info about the free public library offerings.

Some of the program facilitators have been offering newcomer language and social services for more than 30 years. Research about Christian programs conducted in 2013 showed that 50% of the programs did not have any faith components or content (Kristjansson, 2018). Currently, a much smaller percentage of the 40+ programs in metro-Vancouver offer Bible content, which is often optional. Preliminary survey research on the other faith groups shows a higher percentage of spiritual life content.

Participants need not be a believer of any faith group to express the advantages and disadvantages of English classes hosted in places of worship. The focus is on the wide variety of program structures and elements for program development. Current statistics may not be complete since programs start and close because of human resources, makeup of the newcomers in their neighborhood, etc. However, participants will leave with a sense of the depth and width of the programs offered through places of worship. They (especially unemployed teachers) may even be inspired to start their own community-based program. (292) words)

Reference (41 words)
Kristjánsson, C. (2018). Church-sponsored ESL in western Canada: Grassroots expressions of social and spiritual practice. In M. S. Wong & A. Mahboob (Eds.), Spirituality & language teaching: Religious explorations of teacher identity, pedagogy, context, and content. (pp. 172–194). Multilingual Matters.
Description for Program booklet
You need not belong to a faith community to discuss and learn how faith-based communities have served the social and linguistic needs of newcomers in metro-Vancouver. (26 words)

Speakers

Janice GT Penner

Independent

After 40 years in the classroom, Janice is retired, volunteering and downsizing. Her heart remains with newcomers and meeting their needs through curriculum development.

Friday May 1, 2026 2:00pm - 2:45pm PDT
S1715

Administration / Leadership, Cross-cultural Competencies

2:00pm PDT

Feedback That Teaches: Using AI to Generate Annotated Comments on Student Writing

Friday May 1, 2026 2:00pm - 2:45pm PDT

S1714

This session will explore how teachers can use AI to produce formative, annotated feedback on student writing without losing the personal touch.

We’ll look at examples where large language models generate margin comments that highlight strengths, note recurring issues, and suggest next steps - while keeping teacher voice, tone, and judgment central. Participants will learn practical prompting techniques, ways to scaffold AI-generated feedback for different proficiency levels, and ethical considerations such as transparency and student data privacy.

We will use Google AI Studio to create a simple workflow that allows teachers to:

- Paste in text from a student writing assignment
- Generate color-coded and categorized annotations directly on the text
- Import assessment criteria or rubrics to guide AI-generated feedback

The focus is on prompt design, feedback categorization, and practical classroom application. Teachers will leave with a working prototype they can adapt independently.

Speakers

Jonny Kalambay

Founder, Roshi AI

Jonny is a multilingual educator and software engineer. He combines his passion for language education and technology as the developer of Roshi.ai.

Friday May 1, 2026 2:00pm - 2:45pm PDT
S1714

Artificial Intelligence, Education Technology

2:00pm PDT

How AI Supports Fair and Valid Language Testing

Friday May 1, 2026 2:00pm - 2:45pm PDT

S1717

As artificial intelligence becomes more visible in education and assessment, many educators and administrators have questions about how AI is actually used in language testing, and how concerns about fairness, bias, and validity of AI-enhanced language tests are addressed in real-world settings. This session provides a practical, non-technical overview of how AI supports test design, administration, and scoring in a high-stakes English proficiency assessment.
Using the Duolingo English Test as a concrete case, we describe how AI tools assist with tasks such as generating test content, managing secure test delivery at scale, and supporting scoring processes. Rather than replacing human expertise, these systems are intentionally designed to operate within a human-in-the-loop model, where assessment specialists review AI-generated materials, monitor test performance, and intervene when anomalies or equity concerns arise.
The session emphasizes process over theory, focusing on how responsible AI use is operationalized in practice. Topics include how test developers determine which components are appropriate for automation, how quality control and bias checks are embedded throughout the test lifecycle, and how accountability is maintained when automated systems are involved. The role of transparency—both for institutions using test scores and for test takers themselves—is also addressed.
In addition, the session considers issues of access and inclusion, illustrating how technology can expand global testing opportunities while maintaining consistent standards. Participants will leave with a clearer understanding of how AI is currently used in cutting-edge language assessment, what safeguards are in place to protect test takers, and how educators and administrators can critically evaluate AI-assisted tests when making admissions, placement, or policy decisions.

Speakers

Ramsay Cardwell

Assessment Specialist, Duolingo

Ramsey is an assessment specialist with the Duolingo English Test, with a PhD in educational measurement, who works on test validation research and research communication.

Friday May 1, 2026 2:00pm - 2:45pm PDT
S1717

Artificial Intelligence, Assessment / Testing

2:00pm PDT

Teaching AI Literacy and Awareness in LINC/ESL Classrooms

Friday May 1, 2026 2:00pm - 2:45pm PDT

S1620

Artificial Intelligence (AI) is increasingly shaping how learners access information, communicate, and learn languages. From translation tools and grammar checkers to AI-generated images, videos, and voices, learners are interacting with AI daily—often without the skills needed to understand how these tools work or how to use them safely, critically, and effectively.
This session introduces a new AI literacy course in Avenue.ca for adult ESL and settlement-focused language programs at CLB 1-4. The activities are aligned with the Avenue Learner Standards for Technology-Enhanced Language Learning (TELL). The course supports learners in building a foundational understanding of AI and generative AI, recognizing AI-generated and manipulated content, and developing awareness of how AI can both support learning and be used to mislead or cause harm.
The course is highly visual and experiential. Learners engage with a wide range of AI-generated images, videos, and audio samples to observe how realistic AI content can appear. Hands-on activities guide learners through identifying common features of AI-generated media, checking sources, and questioning accuracy. Several AI engines and AI-powered language learning tools—such as translation, pronunciation, and writing support apps—are introduced, with step-by-step instructions that help learners use these tools effectively while understanding their limitations.
The presentation will showcase how the course integrates interactive tasks, guided discussions, and reflection activities that promote learner agency and critical thinking. Participants will also see how the course explicitly addresses Avenue standards related to digital safety, ethical technology use, and independent learning.
Attendees will leave with practical insights into designing AI-aware lessons, concrete examples of learner-friendly activities, and strategies for supporting learners as they navigate AI tools and information in their everyday lives and communities.

Speakers

Sepideh Alavi (PhD TEFL)

Associate Executive Director, New Language Solutions

Sepideh has been an ESL/EFL instructor, university professor and course designer since 1992. She has extensive experience with adult language education and using technology to create effective learning experiences. She has designed materials for New Language Solutions, as well as... Read More →

Friday May 1, 2026 2:00pm - 2:45pm PDT
S1620

Artificial Intelligence, Materials and Curriculum Development

2:00pm PDT

Inclusive LINC Futures: Multisensory, Translanguaging, and Guided Technology

Friday May 1, 2026 2:00pm - 2:45pm PDT

S1809

LINC classrooms are among the most linguistically and culturally diverse learning environments in Canada, with learners bringing multiple languages, learning preferences, and varied educational backgrounds. This workshop introduces a research-informed framework grounded in multisensory engagement, translanguaging, and guided technology. Drawing on neuroscience and TESOL literature, the session first clarifies what each of these approaches involves and how they work together to strengthen memory, inclusion, and learner engagement.
The workshop then moves from theory to practice by presenting clear classroom guidelines organized across two stages. Stage 1 focuses on building comprehension and confidence through guided translation, structured word finding, and multilingual meaning making. Stage 2 emphasizes language expansion and production through reflective feedback, vocabulary development, and task-based speaking and writing. Participants explore how the same principles can be applied across both stages to support listening, reading, speaking, and writing.
Using examples from receptive and productive skills, the session demonstrates how passive “snapshot” technology use can be replaced with guided practices that promote productive struggle, metalinguistic awareness, and learner autonomy. Attention is also given to how translanguaging validates learners’ identities while strengthening classroom community. By integrating multisensory engagement, translanguaging, and guided technology across Stage 1 and Stage 2, participants examine ways to enhance learning efficiency while also making more effective use of teaching time.
By the end of the session, participants will be able to connect research to classroom practice, apply adaptable guidelines across stages, and integrate the three clusters to support engagement, accuracy, and autonomy. The final 15 minutes of the workshop are dedicated to facilitated discussion, allowing participants to reflect on implementation challenges and share practical adaptations for their own LINC contexts.

Speakers

Mehdi Hajizadeh

New Directions Vocational Testing and Counselling Services Ltd. (New Directions)

Mehdi is a LINC instructor at New Directions with an MEd, teaching LINC 1 to 4 and LINC 6 to 8, with 25 years’ experience in ESL, EFL, ESP, and proficiency courses.

Friday May 1, 2026 2:00pm - 2:45pm PDT
S1809

LINC, Pedagogy: Listening Speaking Reading Writing

2:00pm PDT

Language Support that Works: Volunteers Make the Difference!

Friday May 1, 2026 2:00pm - 2:45pm PDT

S1802

If you have asked yourself one of the following questions, then this workshop will be of interest to you:

How can volunteers help bridge the gap in settlement language and employment programs during times of funding cuts?
What strategies make volunteers effective partners in supporting newcomers and instructors?
What training do volunteers really need to succeed in second language classrooms, conversation circles, and community programs?

TESL Basics for Language Volunteers (TBLV), its French version AFIB, and the employment focussed TBLV Works, are free, online trainings that equip volunteers with essential tools to assist newcomers to learn a second language. TBLV courses were co-created with instructors and have been piloted with multiple cohorts of volunteer participants. The training includes topics such as cultural awareness, supporting language learning and integration into the workplace.
By the end of this session you will:

Understand the role volunteers can play in settlement language and employment training programs for newcomers.
Be able to identify effective strategies for integrating volunteers into classrooms and employment training programs to support both instructors and newcomers.
Have gained practical ideas and tools for onboarding and training volunteers, addressing barriers, and maximizing their impact without increasing workload.
Have explored the TESL Basics for Language Volunteers (TBLV), l’ABC du FLS pour instructeurs bénévoles (AFIB), and TBLV Works programs, including their purpose, content, and practical applications.

Speakers

Marijke Geurts

TBLV coordinator, online content developer, Avenue Teacher Trainer, New Language Solutions

Friday May 1, 2026 2:00pm - 2:45pm PDT
S1802

LINC, Pedagogy: Listening Speaking Reading Writing

2:00pm PDT

Mental health-Informed teaching Strategies for LINC Classrooms

Friday May 1, 2026 2:00pm - 2:45pm PDT

S1711

This session focuses on small ways LINC instructors can respond when students’ mental health challenges show up in class. Adult immigrant learners juggle work, parenting, settlement, health, and language stress, so mood, focus, or safety concerns often appear as absences, lateness, irritability, or disengagement. Using short LINC-based scenarios, we will explore how teachers can notice signs of distress, respond with empathy, and make appropriate referrals without becoming counsellors. The session highlights indirect regulation strategies (emotional check-ins, predictable routines, brain breaks) and clarifies boundaries, including when concerns feel heavy or unsafe and how to loop in settlement workers, counsellors, or admin.
By the end of the session, the audience will be able to more confidently notice and respond when mental health concerns show up in your LINC classroom. Firstly, they will be able to recognize common signs that a learner may be struggling with their mental health and understand the difference between noticing/responding and diagnosing. Secondly, they will be able to apply small, indirect strategies to support learner regulation and engagement. Finally, they will be able to use simple phrases to set boundaries and refer students to appropriate supports when concerns go beyond their role or raise safety issues.

Speakers

Nachwa El Aini

LINC Instructor, MOSAIC

Nachwa is a LINC/ESL instructor in BC and counselling psychology graduate student, supporting newcomers through language learning, wellbeing, and culturally responsive, client-centred practice.

Ammarah Imran

Instructional Developer, MOSAIC

Ammarah is an Instructional Developer at MOSAIC Surrey and experienced ESL/LINC teacher. She uses engaging methods, technology, and real-life scenarios to empower learners confidently.

Friday May 1, 2026 2:00pm - 2:45pm PDT
S1711

LINC, Wellbeing

2:00pm PDT

Teaching ELL in the K-12 Public System

Friday May 1, 2026 2:00pm - 2:45pm PDT

S1650

What is BC TESOL?
Qualifications for teaching in BC
Roles and responsibilities - elementary and secondary
Q&A time

Speakers

Janis Sawatzky

District Teacher ELL, Langley School District

Kiran Abraham

Friday May 1, 2026 2:00pm - 2:45pm PDT
S1650

Professional Development

2:45pm PDT

Coffee Break

Friday May 1, 2026 2:45pm - 3:15pm PDT

Concourse

Friday May 1, 2026 2:45pm - 3:15pm PDT
Concourse

BC TEAL

3:15pm PDT

Demonstration of the GoC's GenAI FASTER Guidelines with Gemini Storybook

Friday May 1, 2026 3:15pm - 4:00pm PDT

S1715

This session adult language educators will be introduced to a GenAI tool and the Government of Canada's advice on careful adoption, usage or rejection of new GenAI technologies. Participants will walk participants through an example of story book generation Google Gemini’s storybook feature. Although the results are initially impressive, educators need to look more closely when using GenAI tools. When we are considering GenAI offerings, we should not just focusing on tool mastery. In this session, we will examine a generated story to apply the Government of Canada's FASTER principles (Fair, Accountable, Secure, Transparent, Educated, Relevant). Instructors examine cultural representation, data privacy, transparency with learners, pedagogical value and instructional fit. The session models how teachers can critically assess AI generated materials while maintaining professional judgment and learner-centered decision-making. Participants leave with a practical framework for evaluating GenAI tools.

Speakers

John Allan

Lead Learning Technologist and Mentor, New Language Solutions

John is an education technology specialist who works on the avenue.ca project and contributes to the language teaching and settlement sector when opportunities open up.

Friday May 1, 2026 3:15pm - 4:00pm PDT
S1715

Artificial Intelligence, Education Technology

3:15pm PDT

Rooted in Language, Navigating AI: EAL Students’ Critical Awareness in their Engagement with Automated Writing Technologies

Friday May 1, 2026 3:15pm - 4:00pm PDT

S1717

English as an additional language (EAL) students have increasingly been found to use AI-powered technologies in their learning process (Du & Yang, 2025). However, existing research has largely focused on the affordances and challenges of these tools, paying limited attention to how students’ English language proficiency shapes their engagement with AI-mediated writing. Based on a case study of six EAL graduate students at a Canadian university, this research addresses this need by posing the question: To what extent does English language proficiency enable EAL graduate students to critically engage with AI-generated writing suggestions and resist the standardized language ideologies embedded in these tools?
Data were collected through observations of AI use in writing, semi-structured interviews, and digital artifacts such as screenshots of writing processes and generated texts. Thematic analysis followed an inductive approach, complemented by multimodal analysis in which artifacts were annotated and linked to emergent themes.
Positioned within critical language awareness (Fairclough, 1992; Motha, 2014), findings reveal that participants’ levels of English proficiency significantly shaped engagement with AI technologies. As these graduate students have advanced English language proficiency, they strategically used AI as a reference for their writing process, questioning suggestions, refining prompts, challenging standard language ideologies, and selectively incorporating revisions to preserve their authorial voice. The study also found that AI tools promoted standardized academic conventions, influencing lexical choices and syntactic complexity. Students with stronger linguistic confidence were more likely to resist homogenizing effects and maintain ownership of their texts.
The presentation concludes by arguing that English language proficiency should be understood as a foundation for critical language awareness in AI-mediated contexts. EAL classrooms should position English language proficiency not merely as accuracy or fluency, but as a resource for critical engagement with AI, equipping learners to recognize, negotiate and resist the standardized language ideologies these tools promote.

Speakers

Chunxiao He

PhD student, The University of British Columbia

Chunxiao He is a PhD student in the Department of Language and Literacy Education at the University of British Columbia in Vancouver, Canada. She has worked in English language teaching and digital literacy training in Canada and internationally. Her research interests include critical digital li... Read More →

Friday May 1, 2026 3:15pm - 4:00pm PDT
S1717

Artificial Intelligence, English for Academic Purposes (EAP)

3:15pm PDT

CLB‑Based, Tuition‑Free ESL Program and Courses at VCC

Friday May 1, 2026 3:15pm - 4:00pm PDT

S1650/S1670

The English as an Additional Language (EAL) Department at Vancouver Community College offers ESL Pathways, a tuition‑free, CLB‑aligned English program, designed to support newcomers and Canadian citizens who need to continue language development beyond Stage 1 and settlement-based classes. This session highlights two key options: the ESL Pathways Program and a set of elective/part-time English courses, including Grammar, Pronunciation, Writing, and EAL for Health Care. The program and all courses are funded by the provincial government, making them accessible to learners who may face financial or program‑availability barriers.
With recent cuts in LINC Stage 2 offerings, many learners are left without a next step. At the same time, we have found that many LINC instructors and community partners are not fully aware of VCC’s no‑cost English options. Our session provides practical information about eligibility, CLB placement, course content, delivery formats, and progression routes to help practitioners have a better understanding of the program.
This session connects directly to the conference theme Rooted and Relevant: EAL Approaches in a Changing World by showcasing the program that is accessible and responsive despite shifts in the settlement and post-secondary education sectors.

Speakers

Vesna Radivojevic

Avenue Mentor for LINC Instructors, New Language Solutions

Shannon O'Keefe Mandarino

Department Head EAL Department, VCC

Sarah Kay

Assistant Department Leader, EAL Department, VCC

Sarah has taught a wide range of EAL courses and levels for over 20 years both domestically and internationally. For the past 15 years, she has worked as an EAL instructor at Vancouver Community College. She currently, is an Assistant Department Head in the EAL Pathways Program at... Read More →

Friday May 1, 2026 3:15pm - 4:00pm PDT
S1650/S1670

English for Academic Purposes (EAP), LINC

3:15pm PDT

Fortifying Futures: Volunteer Pathways for Language Learners

Friday May 1, 2026 3:15pm - 4:00pm PDT

S1620

This panel examines how classroom‑based volunteering can serve as a meaningful developmental pathway for language learners seeking future roles in education. In a TEAL landscape marked by rapid change, access barriers, and shifting learner demographics, volunteering creates space for learners to strengthen their language proficiency, workplace readiness, and emerging pedagogical identities through authentic participation in instructional environments. These practices align with the 2026 conference theme Rooted and Relevant: EAL Approaches in a Changing World, emphasizing flexible, learner‑centered approaches that respond to current sector challenges.
Our focus is on learners who have limited access to full‑time language programming, including graduates of settlement‑language programs, temporary residents such as CUAET visa holders, and Stage 2 learners navigating fragmented or constrained educational pathways. Their experiences illustrate how volunteering can bridge structural gaps, foster confidence, and support career exploration within Canadian educational contexts. The session’s objectives are to: demonstrate how volunteering enhances language development, communication skills, and learner confidence through situated practice; illustrate how classroom volunteering supports workplace competencies and early pedagogical awareness for learners pursuing education‑related career pathways; and provide instructors with strategies for identifying, mentoring, and integrating learner‑volunteers in ways that benefit both volunteers and classroom communities.
The panel includes multiple perspectives: one presenter examines language‑learning gains associated with classroom volunteering; another highlights how volunteering builds workplace readiness and community connections; a third discusses how volunteer engagement nurtures interest in education careers and supports foundational teaching skills. The chair synthesizes these insights, situates them within broader TEAL sector shifts, and facilitates discussion on practical implications for instructors and programs. Participants will leave with evidence‑informed strategies for leveraging learner‑volunteer strengths, fostering inclusive community‑rooted practices, and responding to sector challenges in ways that remain both rooted in learner needs and relevant to evolving TEAL contexts.

Speakers

Karla Hiltermann

LINC Instructor, Volunteer Support, Archway Community Services

Karla is a LINC Instructor and Volunteer Support person at Archway Community Services. She enjoys wearing both hats at once, encouraging graduates from stage one language classes to volunteer in stage one classes as a way to increase fluency and gain Canadian workplace experience... Read More →

Yuki Yamazaki

Archway Community Services

Sarah-Ann Wijngaarden

LINC Instructor, Archway Community Services

Jessy Singh

Archway Community Services

Friday May 1, 2026 3:15pm - 4:00pm PDT
S1620

LINC, Equity Diversity and Inclusion (EDI)

3:15pm PDT

Surviving and Thriving in a New Stage I LINC Class

Friday May 1, 2026 3:15pm - 4:00pm PDT

S1711

We live in interesting times in the national LINC program. In 2026, 29 years since CLB 5 programming was introduced, LINC will cease offering English instruction at CLB 5, 6, 7, and 8. Add to that funder-mandated cost-saving program cuts, and many teachers will be scrambling for a new job. If they stay in LINC, they will need to adapt their teaching approach to be successful with Stage I LINC learners. This means adapting the style of communication used in the classroom, the pacing of lessons and approach to instructions and activities, and importantly, the choice of teaching materials.

Changing to a new CLB level and making all these adaptations is stressful! From the combined 130+ years experience in the LINC and EAL fields of the presenters, feeling comfortable at a new CLB level can take several months of trial and error; more if the teacher is new or newer to teaching and classroom management. Over that time, teachers can become frustrated and exhausted, especially when learners don’t understand and don’t progress.

In this hands-on workshop, the ISSofBC LINC Instructional Coordinator team will provide guidance and direction to participants on how to adapt their teaching approach to a new LINC teaching assignment and much more quickly meet the needs of Stage I CLB level learners. Both new and experienced teachers will learn how to adjust their classroom and written communication to the CLB Profile of Ability of learners; how to choose appropriate materials based on the CLB Features of Communication; and what interactive, communicative lesson delivery needs to look like for Stage I CLB learners to succeed. Teachers will walk away feeling better prepared and more confident to thrive in a new teaching assignment in Stage I LINC.

Speakers

Sandra Carignan

Instructional Coordinator, LINC, ISSofBC

Sandra Carignan is a LINC Instructional Coordinator at ISSofBC. During 30+ years in EAL, she has taught, developed curriculum, and supervised the LCC TESOL Program.

Lisa Herrera

Lead Instructional Coordinator, LINC, ISSoFBC

Lisa Herrera has an MA in Educational Administration and is a Project Lead, CLB Expert, PBLA Regional Coach, and the Lead Instructional Coordinator at ISSofBC.

Claire Pinkett

Instructional Coordinator, LINC, ISSofBC

Claire Pinkett is an Instructional Coordinator in the LINC Program at ISSofBC.  She has 35+ years’ experience in LINC/ELSA, EAL, and TEFL, and curriculum and materials development.

Alla Sotnikova

Instructional Coordinator, LINC, ISSofBC

Alla Sotnikova is an Instructional Coordinator and PBLA Lead teacher at ISSofBC. She has 35+ years of experience teaching in LINC/ELSA and various EAL programs. 

Friday May 1, 2026 3:15pm - 4:00pm PDT
S1711

LINC, Equity Diversity and Inclusion (EDI)

3:15pm PDT

Does your research study have credibility? Here’s how to tell!

Friday May 1, 2026 3:15pm - 4:00pm PDT

S1802

Research has the potential to be a highly valuable tool for teachers, permitting them opportunities to expand their knowledge, enhance their pedagogical creativity, or explore a potential solution to a teaching or learning challenge they encounter in their classroom. As such, it enables them to keep their professional knowledge and practice rooted in sound principles and relevant to their students’ needs. However, as with assessment, it is important to conduct research in a manner that assures its quality and credibility.

The purpose of this session is primarily to present to participants the ten criteria–ranging from selecting the best approach and design, meeting ethical criteria, choosing correct data analytical procedure(s)–for evaluating any research study and for ensuring that their own research possesses the qualities need to make findings credible–believable and valid. The presenter will introduce each criterion and explain its importance, providing specific examples from teacher classroom research studies. Participants will then have an opportunity to evaluate a sample study for group discussion. The session will conclude with a summary evaluation of the sample study and time for questions and answers.

Reference:

TBA

Speakers

Gordon Moulden

Faculty, School of Education, Trinity Western University

Gordon Moulden has been an ELT professional for thirty five years. He is currently a faculty member the School of Education at Trinity Western University. He has taught courses in research methods, language assessment and intercultural leadership. His professional passion is training... Read More →

“Is this Really your Work?” A Qualitative Study of TeacherLed Interviews and Student Accountability in the Age of Generative AI pdf

Tri Council Policy Statement 2022 pdf

Does your research study have credibility ppt presentation REVISED pptx

Friday May 1, 2026 3:15pm - 4:00pm PDT
S1802

Professional Development, English for Academic Purposes (EAP)

4:00pm PDT

Annual General Meeting + Prize Draw

Friday May 1, 2026 4:00pm - 5:00pm PDT

N2201 Theatre

Friday May 1, 2026 4:00pm - 5:00pm PDT
N2201 Theatre

BC TEAL

5:00pm PDT

TCF Awards Ceremony

Friday May 1, 2026 5:00pm - 5:45pm PDT

N1200 (Lower Café)

Friday May 1, 2026 5:00pm - 5:45pm PDT
N1200 (Lower Café)

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