BC TEAL 2026 Annual Conference

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.