BC TEAL 2026 Annual Conference

This is a fun, active, and participatory workshop that requires an open space large enough for approximately 20 participants to stand in a circle. Attendees are invited to join and/or observe the modeling of several group improvisation games designed to create memorable opportunities for students to practice speaking in the language classroom.


Two types of improv games will be explored. First, large-circle rhythm and repetition games will be introduced. These are used to reinforce useful speaking patterns and high-frequency phrases (e.g., go to the store, on the weekend, need to + verb). Second, participants will experience contextual “on-stage” speaking games in which students practice spontaneous communication within familiar roles and relationships (for example: parent and child, teacher and student, employer and employee, or classmates). In these games, some students speak, and other students enjoy the short show. Then a new group of students is rotated in.


These activities, adapted specifically for English language learners and classroom use, are drawn from the practices of professional improvisers and improv training environments. The games have been tested successfully over three years with learners at all proficiency levels (A2–C2) at the University of Victoria’s English Language Centre.


A brief overview, practical guidance, and take-home handouts will be provided. The objective of the workshop is both to model accessible improv-based speaking activities and to inspire participants to incorporate these flexible, low-prep games into their own English language teaching contexts. Participants will leave with a set of adaptable, low-prep improv speaking games ready for immediate classroom use. The games can be easily adjusted to align with a wide range of course content and communicative goals.

This research session presents findings from a systematic review examining factors associated with postsecondary international students’ academic success beyond language proficiency, with a particular focus on implications for building effective support systems for EAL learners in postsecondary contexts. The study responds to growing evidence that language proficiency scores alone are insufficient indicators of students’ ability to succeed academically and socially in English-medium institutions.
The review addressed the research question: What factors, beyond language proficiency test scores, are associated with international students’ academic success in postsecondary education? Using established systematic review procedures, the authors conducted a comprehensive search of peer-reviewed literature published between 2000 and 2023. Studies were included if they examined predictors of academic outcomes (e.g., GPA, program completion) among international students. Following screening and eligibility checks, 54 empirical studies were retained. Data were extracted on study design, participant characteristics, outcome measures, and identified success factors, and findings were synthesized thematically.
Results show that while language proficiency is a meaningful contributor to academic performance, success is shaped by a broader constellation of factors. These include prior educational experiences, self-regulation and study strategies, social and academic integration, sense of belonging, and access to institutional support structures. Across studies, students’ ability to navigate academic expectations and engage with support networks emerged as critical mediators of success, often interacting with language proficiency.
The session will discuss how these findings can inform the design of responsive support systems for EAL students. Implications include the need for coordinated academic, linguistic, and psychosocial support; clearer pathways connecting language development with disciplinary study; and institutional practices that view language assessment data as one input among many. At a policy level, the findings support more holistic approaches to admissions, placement, and student support as well as the importance of EAP programs for scaffolding international student success.

This CCLB Professional Learning Session supports LINC instructors to use AI ethically, confidently, and effectively in PBLA‑aligned classrooms. Grounded in current Canadian guidance on the responsible use of generative AI, the session highlights key considerations such as privacy, transparency, and accountability when using AI tools with learners. Through discussion and problem‑solving activities, instructors will examine common challenges such as bias, over‑reliance on AI, and use of professional judgement to name a few, and leave with concrete strategies and questions to guide ethical decision‑making in their own LINC classrooms.


Learning outcomes:  
 
▪ Learn about the Canadian government standards for the use of AI  
▪ Explore appropriate uses of AI in a PBLA-aligned language learning class 
 ▪ Practice identifying problems and solutions with using AI in LINC