BEGIN:VCALENDAR VERSION:2.0 X-WR-CALNAME:bcteal2026 X-WR-CALDESC:Event Calendar METHOD:PUBLISH CALSCALE:GREGORIAN PRODID:-//Sched.com BC TEAL 2026 Annual Conference//EN X-WR-TIMEZONE:UTC BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T151500Z DTEND:20260501T154500Z SUMMARY:Registration DESCRIPTION:\n CATEGORIES:BC TEAL LOCATION:Concourse\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:3ce0a8f8fa86ee84702c267cefe2e1ab URL:http://bcteal2026.sched.com/event/3ce0a8f8fa86ee84702c267cefe2e1ab END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T153000Z DTEND:20260501T171500Z SUMMARY:Coffee Break DESCRIPTION:\n CATEGORIES:BC TEAL LOCATION:Concourse\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:81d64743a5a32ade4bfe6cfb05df3eda URL:http://bcteal2026.sched.com/event/81d64743a5a32ade4bfe6cfb05df3eda END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T154500Z DTEND:20260501T161500Z SUMMARY:Opening Ceremony DESCRIPTION:\n CATEGORIES:BC TEAL LOCATION:Concourse\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:d9f26775d4c4a329211c5fca7beffc64 URL:http://bcteal2026.sched.com/event/d9f26775d4c4a329211c5fca7beffc64 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T161500Z DTEND:20260501T170000Z SUMMARY:PLENARY: Holding the Line: A Relational Ethics of Belonging and Rootedness for EAL Educators in Difficult Times DESCRIPTION:\n CATEGORIES:BC TEAL LOCATION:Concourse\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:644be5c7f5828f343b56b90b5d00926c URL:http://bcteal2026.sched.com/event/644be5c7f5828f343b56b90b5d00926c END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T171500Z DTEND:20260501T180000Z SUMMARY:Building Resources in Times of Scarcity & Unending Change DESCRIPTION: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. \;\nThe 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. \; CATEGORIES:ADMINISTRATION / LEADERSHIP LOCATION:S1620\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:e62f659b9add36ce56927e90c63a28b1 URL:http://bcteal2026.sched.com/event/e62f659b9add36ce56927e90c63a28b1 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T171500Z DTEND:20260501T180000Z SUMMARY:More than Tech Help: Training Digital Assistants in Avenue Support DESCRIPTION: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.\nUntil 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.\nThis 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.\nParticipants 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.\nThis workshop is ideal for anyone seeking scalable\, effective training that boosts organizational capacity and improves digital experiences for both instructors and newcomers. CATEGORIES:ADMINISTRATION / LEADERSHIP LOCATION:S1714\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:3b6bfc79a13fbc6507ca903210a67f1c URL:http://bcteal2026.sched.com/event/3b6bfc79a13fbc6507ca903210a67f1c END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T171500Z DTEND:20260501T180000Z SUMMARY:Designing for Neurodiversity in LINC Classrooms DESCRIPTION: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.\nParticipants 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.\nThe 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.\nBy 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.\nBy 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. CATEGORIES:LINC LOCATION:S1711\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:ac9d8a0fa5a75fc3bd758dc4958760a0 URL:http://bcteal2026.sched.com/event/ac9d8a0fa5a75fc3bd758dc4958760a0 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T171500Z DTEND:20260501T180000Z SUMMARY:E-Learning Design for Lower Stage 1 Learners DESCRIPTION: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. \;\n\nIn 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. \;\n\nWe 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. \;\n\n\n\n\n CATEGORIES:LINC LOCATION:S1717\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:2954107397430070a12b88f83d27c248 URL:http://bcteal2026.sched.com/event/2954107397430070a12b88f83d27c248 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T171500Z DTEND:20260501T180000Z SUMMARY:Engaging Beginning-Level LINC Learners in Monthly Self-Reflection: Practical Strategies DESCRIPTION:Premise\n \;\nGuided 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).\n \;  \;\n \;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.\n \;\nOutline\n \;\nThe 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.\n \;\nOutcomes & Objectives\n \;\nBy 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.\n\n\n \;\nReferences \; \;\n \;\nAbbott\, 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\nCentre for Canadian Language Benchmarks. (2014). Portfolio-\n \;  \;  \;  \;  \;  \; based language assessment (PBLA): Guide for teachers and  \;  \;\n \;  \;  \;  \;  \;  \;programs. \;https://listn.tutela.ca/wp-content/uploads/PBLA_Guide_2014.pdf\nCentre 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 CATEGORIES:LINC LOCATION:S1715\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:8822f12d62ff9e66c35c82822f0090ef URL:http://bcteal2026.sched.com/event/8822f12d62ff9e66c35c82822f0090ef END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T171500Z DTEND:20260501T180000Z SUMMARY:Inside TELSN: The Accredited Inclusive TESOL Specialization Certificate DESCRIPTION: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.\nThe objectives of this session are to:\nDescribe 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.\nDelivered 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.\nThe 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.\nAttendees will leave with a clear understanding of how a TESL Canada–accredited specialization certificate can translate inclusive theory into sustainable\, classroom-ready TESOL practice. CATEGORIES:MATERIALS AND CURRICULUM DEVELOPMENT LOCATION:S1802\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:c9042ab1067f2820d7083f1f24fadc5e URL:http://bcteal2026.sched.com/event/c9042ab1067f2820d7083f1f24fadc5e END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T171500Z DTEND:20260501T180000Z SUMMARY:Colouring Clearer English\, Rooted in Sound DESCRIPTION: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.\nAs 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.\nThis 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.\nParticipants 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.\nThe 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.\nParticipants will leave with adaptable strategies for improving speech clarity and building learner confidence in any EAL classroom. CATEGORIES:PEDAGOGY: LISTENING SPEAKING READING WRITING LOCATION:S1650/S1670\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:2976d4798ea7000459d9b75d3fc9d16b URL:http://bcteal2026.sched.com/event/2976d4798ea7000459d9b75d3fc9d16b END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T181500Z DTEND:20260501T190000Z SUMMARY:New Avenue Tools to Simplify Program Management DESCRIPTION: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.\n\n\nThe 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.\n\n\nA 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.\n\n\nThe 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.\n\n\nGrounded 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. CATEGORIES:ADMINISTRATION / LEADERSHIP LOCATION:S1714\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:ab48488d2d6f5ca810402ad9dd865d3f URL:http://bcteal2026.sched.com/event/ab48488d2d6f5ca810402ad9dd865d3f END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T181500Z DTEND:20260501T190000Z SUMMARY:Tapping the Strength of GenAI: Scalable\, Individualized Feedback for Writing and Pronunciation Tasks DESCRIPTION: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. \; CATEGORIES:ARTIFICIAL INTELLIGENCE LOCATION:S1620\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:ad9ee68064ebd52d2e6221b6e926eb74 URL:http://bcteal2026.sched.com/event/ad9ee68064ebd52d2e6221b6e926eb74 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T181500Z DTEND:20260501T190000Z SUMMARY:Digital Mindset for Assessment in EAL Programs DESCRIPTION: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.\nWe 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.\nA 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.\nWe conclude with a five‑question decision tool that centres pedagogy\, equity\, actionable data\, instructor workload\, and program outcomes.\nBy the end\, participants will:\nDefine 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\nLeonardi\, P. M.\, & Neeley\, T. (2022). \; CATEGORIES:EDUCATION TECHNOLOGY LOCATION:S1717\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:bdb885402f2dfb2304dac015bcd08911 URL:http://bcteal2026.sched.com/event/bdb885402f2dfb2304dac015bcd08911 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T181500Z DTEND:20260501T190000Z SUMMARY:Life After LINC 4: Empowering Clients on Their Journey DESCRIPTION: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. \; CATEGORIES:LINC LOCATION:S1711\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:e473e21de97eace9e6da4d7413e3c45e URL:http://bcteal2026.sched.com/event/e473e21de97eace9e6da4d7413e3c45e END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T181500Z DTEND:20260501T190000Z SUMMARY:What Sticks When Jobs Don’t: Identity\, Emotion\, and Precarity in EAL DESCRIPTION: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\nUsing 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.\nAlongside 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.\nThe 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.\nRather 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. CATEGORIES:PROFESSIONAL DEVELOPMENT LOCATION:S1802\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:b957c5593ebb87972862d124dba32cac URL:http://bcteal2026.sched.com/event/b957c5593ebb87972862d124dba32cac END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T190000Z DTEND:20260501T200000Z SUMMARY:Poster Session DESCRIPTION:Finding Relevance: The BC TEAL Journal’s Pathway to Scholarly PublicationScott Roy DouglasWith 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. CATEGORIES: LOCATION:Concourse\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:333b4cdf3d5ed7ebb1bc7319b8692d94 URL:http://bcteal2026.sched.com/event/333b4cdf3d5ed7ebb1bc7319b8692d94 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T190000Z DTEND:20260501T200000Z SUMMARY:Lunch DESCRIPTION:\n CATEGORIES:BC TEAL LOCATION:Upper Café\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:0c0340a595f1a02877f92435b8e69464 URL:http://bcteal2026.sched.com/event/0c0340a595f1a02877f92435b8e69464 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T200000Z DTEND:20260501T210000Z SUMMARY:PANEL: Using Avenue with LINC Literacy Learners: Challenges\, Successes\, and Opportunities DESCRIPTION: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.\n\nRelevance 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.\nFocus 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.\n\nPanelists 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. CATEGORIES:LINC LOCATION:Concourse\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:7227e02bec639064027f2652a3d75060 URL:http://bcteal2026.sched.com/event/7227e02bec639064027f2652a3d75060 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T210000Z DTEND:20260501T214500Z SUMMARY:Filling the gap: Faith-based community programs for ELLs DESCRIPTION: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.  \; \;\n \;\nSome 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.  \;  \; \;\n\n\nParticipants 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)\n\n\nReference  \;(41 words) \;\nKristjánsson\, 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.\nDescription for Program booklet\nYou 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) \; CATEGORIES:ADMINISTRATION / LEADERSHIP LOCATION:S1715\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:6bd92ee81473f467519086852a8354c7 URL:http://bcteal2026.sched.com/event/6bd92ee81473f467519086852a8354c7 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T210000Z DTEND:20260501T214500Z SUMMARY:Feedback That Teaches: Using AI to Generate Annotated Comments on Student Writing DESCRIPTION:This session will explore \;how teachers can use AI to produce formative\, annotated feedback on student writing without losing the personal touch.\n\n\nWe’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. \;\n\n\nWe will use Google AI Studio to create a simple workflow that allows teachers to:\n\n\n- Paste in text from a student writing assignment\n- Generate color-coded and categorized annotations directly on the text\n- Import assessment criteria or rubrics to guide AI-generated feedback\n\n\nThe focus is on prompt design\, feedback categorization\, and practical classroom application. Teachers will leave with a working prototype they can adapt independently. CATEGORIES:ARTIFICIAL INTELLIGENCE LOCATION:S1714\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:97cd68d27e4644d27573ffec2c508c1a URL:http://bcteal2026.sched.com/event/97cd68d27e4644d27573ffec2c508c1a END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T210000Z DTEND:20260501T214500Z SUMMARY:How AI Supports Fair and Valid Language Testing DESCRIPTION: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.\nUsing 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.\nThe 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.\nIn 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. CATEGORIES:ARTIFICIAL INTELLIGENCE LOCATION:S1717\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:e869275c6057deac67b0224b5a95df73 URL:http://bcteal2026.sched.com/event/e869275c6057deac67b0224b5a95df73 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T210000Z DTEND:20260501T214500Z SUMMARY:Teaching AI Literacy and Awareness in LINC/ESL Classrooms DESCRIPTION: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.\nThis 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.\nThe 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.\nThe 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.\nAttendees 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. CATEGORIES:ARTIFICIAL INTELLIGENCE LOCATION:S1620\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:f3f796394696034e9fd247f49741a63b URL:http://bcteal2026.sched.com/event/f3f796394696034e9fd247f49741a63b END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T210000Z DTEND:20260501T214500Z SUMMARY:Inclusive LINC Futures: Multisensory\, Translanguaging\, and Guided Technology DESCRIPTION: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.\nThe 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.\nUsing 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.\nBy 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. CATEGORIES:LINC LOCATION:S1809\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:9144bfd072a2a89a28c2fa15af5905ca URL:http://bcteal2026.sched.com/event/9144bfd072a2a89a28c2fa15af5905ca END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T210000Z DTEND:20260501T214500Z SUMMARY:Language Support that Works: Volunteers Make the Difference! DESCRIPTION:If you have asked yourself one of the following questions\, then this workshop will be of interest to you:\nHow 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.\nBy the end of this session you will:\nUnderstand 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. CATEGORIES:LINC LOCATION:S1802\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:450f3d0c31962e44f11c60c285149919 URL:http://bcteal2026.sched.com/event/450f3d0c31962e44f11c60c285149919 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T210000Z DTEND:20260501T214500Z SUMMARY:Mental health-Informed teaching Strategies for LINC Classrooms DESCRIPTION: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.\nBy 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. CATEGORIES:LINC LOCATION:S1711\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:10a35a3ba1e81a21150852d91fa43cf5 URL:http://bcteal2026.sched.com/event/10a35a3ba1e81a21150852d91fa43cf5 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T210000Z DTEND:20260501T214500Z SUMMARY:Teaching ELL in the K-12 Public System DESCRIPTION:What is BC TESOL?\nQualifications for teaching in BC\nRoles and responsibilities - elementary and secondary\nQ&A time CATEGORIES:PROFESSIONAL DEVELOPMENT LOCATION:S1650\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:dd91e44c0979b2a77100d78b82981d55 URL:http://bcteal2026.sched.com/event/dd91e44c0979b2a77100d78b82981d55 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T214500Z DTEND:20260501T221500Z SUMMARY:Coffee Break DESCRIPTION:\n CATEGORIES:BC TEAL LOCATION:Concourse\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:7e0e125f37bcb160e450a9a658525870 URL:http://bcteal2026.sched.com/event/7e0e125f37bcb160e450a9a658525870 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T221500Z DTEND:20260501T230000Z SUMMARY:Demonstration of the GoC's GenAI FASTER Guidelines with Gemini Storybook DESCRIPTION: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. \; CATEGORIES:ARTIFICIAL INTELLIGENCE LOCATION:S1715\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:6fac581aa5e6b4278a7df6f492fdf725 URL:http://bcteal2026.sched.com/event/6fac581aa5e6b4278a7df6f492fdf725 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T221500Z DTEND:20260501T230000Z SUMMARY:Rooted in Language\, Navigating AI: EAL Students’ Critical Awareness in their Engagement with Automated Writing Technologies DESCRIPTION: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?\nData 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.\nPositioned 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. \;\nThe 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. CATEGORIES:ARTIFICIAL INTELLIGENCE LOCATION:S1717\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:dedda3b360ccd6acdb56b45443b4aca6 URL:http://bcteal2026.sched.com/event/dedda3b360ccd6acdb56b45443b4aca6 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T221500Z DTEND:20260501T230000Z SUMMARY:CLB‑Based\, Tuition‑Free ESL Program and Courses at VCC DESCRIPTION: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.\nWith 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.\nThis 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. \; CATEGORIES:ENGLISH FOR ACADEMIC PURPOSES (EAP) LOCATION:S1650/S1670\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:d9ada63c35153bc2e27887c49a870a4d URL:http://bcteal2026.sched.com/event/d9ada63c35153bc2e27887c49a870a4d END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T221500Z DTEND:20260501T230000Z SUMMARY:Fortifying Futures: Volunteer Pathways for Language Learners DESCRIPTION: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. \;\nOur 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. \;\nThe 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. CATEGORIES:LINC LOCATION:S1620\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:76370ec8a8992da37e78c1a8ac7374cb URL:http://bcteal2026.sched.com/event/76370ec8a8992da37e78c1a8ac7374cb END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T221500Z DTEND:20260501T230000Z SUMMARY:Surviving and Thriving in a New Stage I LINC Class DESCRIPTION: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.\n\n\nChanging 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.\n\n\nIn 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. CATEGORIES:LINC LOCATION:S1711\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:3d1b9c84a2770a322cd6c863f4d03a38 URL:http://bcteal2026.sched.com/event/3d1b9c84a2770a322cd6c863f4d03a38 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T221500Z DTEND:20260501T230000Z SUMMARY:Does your research study have credibility? Here’s how to tell! DESCRIPTION: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.\n \;\nThe 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.\n \;\nReference:\n \;\nTBA CATEGORIES:PROFESSIONAL DEVELOPMENT LOCATION:S1802\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:7ecab36ce869c0c20e31e23f46341bef URL:http://bcteal2026.sched.com/event/7ecab36ce869c0c20e31e23f46341bef END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260501T230000Z DTEND:20260502T000000Z SUMMARY:Annual General Meeting + Prize Draw DESCRIPTION:\n CATEGORIES:BC TEAL LOCATION:N2201 Theatre\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:f13f96fc7d726d2f098bd2e422ab9710 URL:http://bcteal2026.sched.com/event/f13f96fc7d726d2f098bd2e422ab9710 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T000000Z DTEND:20260502T004500Z SUMMARY:TCF Awards Ceremony DESCRIPTION:\n CATEGORIES:BC TEAL LOCATION:N1200 (Lower Café)\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:be385a8acb9635e6519c598bab978e39 URL:http://bcteal2026.sched.com/event/be385a8acb9635e6519c598bab978e39 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T150000Z DTEND:20260502T160000Z SUMMARY:Registration DESCRIPTION:\n CATEGORIES:BC TEAL LOCATION:Concourse\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:d5f7afccc7facd1ba46ae3edd54e8f6a URL:http://bcteal2026.sched.com/event/d5f7afccc7facd1ba46ae3edd54e8f6a END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T153000Z DTEND:20260502T163000Z SUMMARY:PANEL: A Fireside Chat on the Applications of AI for the CLB DESCRIPTION:Language Instruction for Newcomers to Canada (LINC)\, as well as most provincially funded programs\, are rooted in the CLB. As AI tools become more accessible and relevant\, they are increasingly shaping teaching and learning practices in these programs\, particularly at a time of sector restructuring. Educators are therefore faced with urgent questions of alignment and pedagogical appropriateness of these tools. This convergence raises critical questions about how AI use interacts with the CLB and what we are learning from early adoption of this technology.  \;  \;  \;\n \;\nThis fireside chat brings together knowledge experts and practitioners in CLB\, second language acquisition\, and generative AI to discuss AI applications for the CLB\, including benefits and limitations. Participants will learn about the different ways AI is currently being used with the CLB as well as about potential future applications. \;\n \;\nThe objectives of the sessions are to:\n(1) examine how AI is being used in CLB-based instructional and assessment contexts\;\n(2) critically explore benefits\, risks\, and limitations of AI for language instruction and assessment\;\n(3) support educators in making informed\, pedagogically sound choices about AI integration rooted in the CLB.\n \;\nRather than individual presentations\, the moderator will engage the 3-person panel in a 35-minute focused discussion\, eliciting responses\, reactions\, and thoughtful interactions in a natural\, yet structured exchange. There will be 10 minutes for questions from the audience at the end. \;\n \;\nAmong the topics discussed will be principled uses of AI in CLB-aligned content generation\, such as creating realia for real-word tasks\, classroom materials\, and lesson plans\; how it can be used for automated scoring and qualitative feedback in evaluation for different skills\; how AI tools can ease teacher workload and help them navigate resources and documents\; and how AI can develop both teacher and learner’s skills in using AI. \; CATEGORIES:ARTIFICIAL INTELLIGENCE LOCATION:N2201 Theatre\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:4d4f0bd99d104d177ecbc7f7eb8936cc URL:http://bcteal2026.sched.com/event/4d4f0bd99d104d177ecbc7f7eb8936cc END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T163000Z DTEND:20260502T171500Z SUMMARY:From AI Readiness to AI Ethical Readiness in Education DESCRIPTION:Given the increasing attention to and application of Artificial Intelligence (AI) in education\, investigating its ethical use is timely. AI safety concerns are not limited to deep fakes. They also include the ethical application of AI in classrooms such as bias\, fairness\, transparency\, and academic integrity. The studies which have investigated using AI in education tend to lack ethical recommendations for educators. To address this gap\, this study\, informed by the Seoul Declaration for safe\, innovative\, and inclusive AI\, will aim to review the application of AI in education and offer recommendations for educators to ethically employ it. First\, the historical background of AI and the current landscape of AI in K-12 and higher education in international contexts will be explained. Then\, the application of AI in Education will be reviewed\, and ethical concerns will be examined. Finally\, best practices for K-12 and post-secondary educators to implement AI in class will be offered. CATEGORIES:ARTIFICIAL INTELLIGENCE LOCATION:S1711\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:27475ad062529b16ef2ed426ce16a048 URL:http://bcteal2026.sched.com/event/27475ad062529b16ef2ed426ce16a048 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T163000Z DTEND:20260502T171500Z SUMMARY:Translanguaging-informed critical use of GenAI to support EAL learners DESCRIPTION:In their use of generative artificial intelligence (GenAI)\, EAL educators can both reinforce and challenge dominant language ideologies\, reflected in how large language models tend to privilege standardized practices in English\, Indigenous\, and other named languages (Stap & Araabi\, 2023\; Lau\, 2024). This presentation explores how developing and enacting a translanguaging stance—a belief system for leveraging learners’ full linguistic repertoires holistically (García et al.\, 2017)—can support the critical use of GenAI in EAL instruction\, especially when the educator and their students do not share a similar linguistic and cultural background.\nDrawing on his Design-Based Research (DBR) project\, the presenter demonstrates how ChatGPT was used in translanguaging-informed ways to make instructional materials more linguistically and culturally responsive for teaching Japanese exchange students in a sociolinguistics course. This work involved the deliberate integration of: (1) translanguaging theory grounded in antiracist\, decolonial\, and poststructuralist perspectives (Li\, 2018)\; (2) emerging knowledge of Japanese language and sociocultural norms\; (3) complementary digital tools such as DeepL to support proofreading and cross-checking translingual outputs where appropriate\; and (4) the linguistic and cultural expertise of students and colleagues\, including a teaching assistant proficient in Japanese.\nThrough short practice-based vignettes\, the presentation illustrates how such critical GenAI use strategies can potentially help identify\, negotiate\, and disrupt deficit-oriented language ideologies embedded in GenAI-generated output. The findings highlight both the pedagogical possibilities and ideological tensions of GenAI use\, and offer practical implications for EAL educators seeking to design or revise teaching materials through a translanguaging-informed\, socially just lens in Canada and beyond. CATEGORIES:ARTIFICIAL INTELLIGENCE LOCATION:S1620\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:0e74cfe59ede00b2554c9319a24dd0e0 URL:http://bcteal2026.sched.com/event/0e74cfe59ede00b2554c9319a24dd0e0 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T163000Z DTEND:20260502T171500Z SUMMARY:Information overload: Helping EAP students to develop media literacy DESCRIPTION:When carrying out written assignments\, university and college students are on safe ground with journal articles. These have been peer-reviewed and are generally trustworthy. However\, much of the information they uncover in the course of their research will be less reliable. This session addresses the other information students might come across\, namely websites and non-academic articles. Attention is also given to visual input\, specifically photographs.\nThe session provides guidance on how to approach this material critically and thereby develop media literacy. Specifically\, delegates will be shown the kinds of questions they can encourage their students to ask about non-academic materials. A systematic approach to these materials will equip students to evaluate this input effectively\, and to determine whether or not it can be used as a source for written tasks in academic courses.\nThere are over 1.5 billion websites in the world\, and while some are reliable\, many are not. The CRAAP test (currency\, relevance\, authority\, accuracy\, and purpose) enables consumers of web material to approach it critically and determine its usefulness. Non-academic articles\, such as magazine stories and personal blogs\, often rely on anecdotes to make a point. It is helpful to examine the use of language in these stories and to consider how language may be used to manipulate the reader’s thoughts. Questions about photographs will explore how an image might be used to evoke a specific reaction. \;\nIn all cases\, examples will be provided\, and suggestions for class activities will be shared. Delegates should come away from this session with ideas for activities they can adapt for their own classes to encourage critical thinking and media literacy\, and to help their EAP students to become better consumers of the information they may encounter. Examples are from the second edition of Critical Reading (TC Media ELT\, 2026).  \; CATEGORIES:ENGLISH FOR ACADEMIC PURPOSES (EAP) LOCATION:S1802\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:56cd375a7de1891704564e3f29a7578b URL:http://bcteal2026.sched.com/event/56cd375a7de1891704564e3f29a7578b END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T163000Z DTEND:20260502T171500Z SUMMARY:Where Language Meets Trades Certification: An Accelerated Learning Model DESCRIPTION:This workshop presents an innovative English Language Support program designed for internationally trained skilled-trade professionals seeking Canadian certification or prior learning recognition. Operating at the intersection of English language development\, occupational context\, and assessment literacy\, the program demonstrates how deeply contextualized instruction can lead to rapid and lifechanging outcomes.\n\nParticipants will examine an Integrated Dual-Expert Model that pairs a certified EAL instructor with a Red Seal Certified trades instructor. The session illustrates how language decoding\, trade-specific content\, and exam deconstruction are intentionally aligned to support learners navigating high-stakes certification examinations. Attendees will analyze how this model accelerates English development while improving test performance and workplace confidence.\n \;\nThe program is grounded in four learning theories: English for Specific Purposes\, Situated Learning Theory\, the Cognitive Apprenticeship Model\, and Scaffolding and the Zone of Proximal Development. Language instruction occurs exclusively within authentic trade tasks\, while exam literacy is explicitly taught through deconstruction of mock certification exam questions and assessment structures. Learning is scaffolded using Moodle-based trade-specific courses\, one-to-one coaching\, as well as some small-cohort instruction.\n \;\nParticipants will leave inspired by success stories and a practical instructional framework for integrating language\, occupational expertise\, and exam preparation. They will gain strategies for designing authentic EAL tasks\, supporting learners who are facing high-stakes testing environments\, and collaborating effectively with subject-matter experts. The session offers a replicable model for EAL programs seeking relevance and measurable impact in a changing workforce. CATEGORIES:ENGLISH FOR SPECIFIC PURPOSES (ESP) LOCATION:S1717\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:40700662cb02846a873139eaadc01cf8 URL:http://bcteal2026.sched.com/event/40700662cb02846a873139eaadc01cf8 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T163000Z DTEND:20260502T171500Z SUMMARY:Make Patterns Stick: Improv Games for Confident Student Speaking DESCRIPTION: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.\n\n\nTwo 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.\n\n\nThese 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.\n\n\nA 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. CATEGORIES:PEDAGOGY: LISTENING SPEAKING READING WRITING LOCATION:S1714\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:db270100a680929c5e6011b1851482a1 URL:http://bcteal2026.sched.com/event/db270100a680929c5e6011b1851482a1 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T163000Z DTEND:20260502T171500Z SUMMARY:Language as a Gift: Rethinking Resource-Oriented EAL Education DESCRIPTION:We can conceptualize language in different ways\, and these conceptualizations shape how languages are taught\, learned\, and valued in society. For example\, Ruíz (1984) proposed a framework of language as problem\, right\, and resource. He wanted us to reflect on “what is thinkable about language in society” so we can imagine new possibilities (p. 16). Among these orientations\, the language-as-resource orientation has been widely embraced as a progressive counter to deficit perspectives (Hult & Hornberger\, 2016). However\, in contemporary conditions of neoliberal globalization\, language-as-resource has increasingly been mobilized within market logics that treat language as a form of capital or commodity. The global expansion of English language teaching and high-stakes proficiency testing illustrates how language abilities are packaged\, marketed\, and consumed (Cameron\, 2012).\nThis presentation argues that\, while language-as-resource has opened important possibilities\, it is insufficient for resisting the commodification of languages. I therefore propose a complementary fourth orientation: \;language-as-gift. Drawing on Robin Kimmerer’s (2013) work on gift economy\, I conceptualize language as a relational offering sustained by gratitude\, reciprocity\, and responsibility. From this perspective\, language practices are not merely transactions for individual gain but contributions to shared meaning-making and community wellbeing.\nI ground this theorization in examples from my recent study of argumentative writing in English for academic purposes. Analysis of interview data and student writing samples suggests that the genre of argumentative writing can position language as a personal resource for displaying competence and winning arguments. In contrast\, a language-as-gift orientation reframes argumentation as dialogue oriented toward understanding\, relationship-building\, and the co-construction of knowledge. The presentation concludes with pedagogical implications for EAL educators\, including ways to design tasks\, assessment\, and feedback practices that foreground reciprocity\, ethical communication\, and relationality in a rapidly changing world. Attendees will leave with practical strategies and reflective questions for their own teaching contexts. CATEGORIES:PROFESSIONAL DEVELOPMENT LOCATION:S1809\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:be1b5f4c16c63a4f413335107c0d55bb URL:http://bcteal2026.sched.com/event/be1b5f4c16c63a4f413335107c0d55bb END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T163000Z DTEND:20260502T171500Z SUMMARY:Community Is Resistance: Trauma-Informed Classroom Practices for Collective Care and Student Action DESCRIPTION:The objectives of this session are to support educators in applying trauma-informed practices as collective\, justice-oriented classroom strategies. By the end of the session\, participants will be able to identify trauma-informed responses to common classroom challenges such as silence\, disengagement\, emotional regulation\, and conflict\, and apply concrete strategies that foster safety\, belonging\, and student agency across different language classroom contexts. Participants will also design level appropriate student inquiry or action activity that positions community care as a form of resistance and aligns with principles of equity and human rights.\nThis session is grounded in trauma-informed educational frameworks that emphasize safety\, trust\, choice\, collaboration\, and skill building (Harris & Fallot\, 2001\; Minahan\, 2019). Trauma is understood as shaped by both individual experience and structural conditions\, with significant impacts on attention\, memory\, emotional regulation\, and learning (SAMHSA\, 2014\; Perry\, 2006). Drawing on research in trauma-informed education and language learning\, the session adopts a critical orientation that resists deficit perspectives and reframes trauma-informed practice as ethical\, relational\, and collective pedagogical work rather than therapeutic intervention (Carello & Butler\, 2014\; Boylan\, 2021). Classroom strategies emphasize multimodal learning\, predictability\, and non-disclosure-based participation to avoid retraumatization while supporting engagement and agency\nThis highly interactive session engages participants in hands-on trauma-informed activities used in real classrooms\, including short regulation and grounding practices\, selective attention listening tasks\, and multimodal expression activities. Participants analyze real classroom scenarios\, practice trauma-informed teacher language\, and collaboratively redesign a familiar lesson to include choice\, flexibility\, and community-building structures. The session concludes with participants co-creating a simple\, developmentally appropriate student inquiry or action project connected to equity and justice.\nParticipants will leave with practical classroom activities\, adaptable lesson structures\, sample trauma-informed language\, and a clear framework for supporting student engagement and collective action without requiring personal disclosure.\nReferences:\nBoylan\, M. (2021). Trauma informed practices in education and social justice: towards a critical orientation. \;International Journal of School Social Work\, \;6(1). https://doi.org/10.4148/2161-4148.1071\nCarello\, J.\, & Butler\, L. D. (2014). Potentially Perilous Pedagogies: Teaching Trauma Is Not the Same as Trauma-Informed Teaching. Journal of Trauma & Dissociation\, 15(2)\, 153–168. https://doi.org/10.1080/15299732.2014.867571\nHarris\, M.\, & Fallot\, R. D. (2001). Envisioning a trauma-informed service system: A vital paradigm shift. \;New Directions for Mental Health Services\, \;2001(89)\, 3–22. https://doi.org/10.1002/yd.23320018903\n\n\nMinahan\, J. (2019). Trauma-Informed Teaching Strategies. \;Educational Leadership\, \;77 CATEGORIES:WELLBEING LOCATION:S1715\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:a93024ee0f02f1b4d5f1904b19ba99f5 URL:http://bcteal2026.sched.com/event/a93024ee0f02f1b4d5f1904b19ba99f5 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T173000Z DTEND:20260502T180000Z SUMMARY:Coffee Break DESCRIPTION:\n CATEGORIES:BC TEAL LOCATION:Concourse\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:8aca8f1eb5c6167c85c7dc1767812ca7 URL:http://bcteal2026.sched.com/event/8aca8f1eb5c6167c85c7dc1767812ca7 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T180000Z DTEND:20260502T184500Z SUMMARY:Don't Create\, Adapt! Using AI to Differentiate your Worksheets DESCRIPTION:We've all heard countless talks about using AI to create academic material. This session instead explores practical ways language educators can adapt existing paper-based materials using AI tools. By digitizing and adapting familiar worksheets\, teachers can create level-appropriate\, interactive versions that better meet students’ diverse needs without starting from scratch.\n\n\nWe’ll walk through examples of how large language models can simplify\, extend\, or differentiate worksheet content\, and discuss what this means for curriculum design\, accessibility\, and teacher autonomy. \;\n\n\nIn this session\, I will demonstrate how teachers can use AI to:\n\n\nScan or upload an existing worksheetDeconstruct the worksheet into its functional componentsRender the content into an editable formatRevise and differentiate the worksheet through a combination of prompting and manual editingThe emphasis is on adapting existing materials rather than generating new ones from scratch\, with workflows that teachers can implement independently. CATEGORIES:ARTIFICIAL INTELLIGENCE LOCATION:S1809\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:c18c8d786258d6c1ac8385d14dd3ff84 URL:http://bcteal2026.sched.com/event/c18c8d786258d6c1ac8385d14dd3ff84 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T180000Z DTEND:20260502T184500Z SUMMARY:Jamming with Copilot for EAP Writing Feedback DESCRIPTION:Generative AI (GenAI) tools such as Microsoft Copilot and ChatGPT are becoming increasingly capable of offering detailed\, pedagogically useful feedback on student writing\, particularly in areas such as grammar\, diction\, clarity\, organization\, and academic style (Alnemrat et al.\, 2025\; Gjorevski et al.\, 2025\; Hyland\, 2025\; Ofgan\, 2024\; Yin\, 2025). This Ed Tech Jam session demonstrates how Copilot can serve as a practical support tool for teachers working with EAL learners in EAP contexts. \;\nDuring the session\, the presenters will use a sample student essay and showcase Copilot’s capabilities by prompting the AI tool to: 1) \;Distinguish whether the student text appears human‑ or AI‑generated. \;2) Apply two rubrics\, one teacher‑provided and one AI‑generated\, to assess the sample student essay and justify the scoring. \;3) Provide targeted feedback on grammar\, diction\, and clarity. 4) \;Comment on content development and organizational effectiveness. \;5) Check APA citations and reference formatting. \;\nThe presenters will also discuss pedagogical strategies for integrating Copilot into feedback workflows\, including using AI for formative feedback\, preliminary assessment\, or initial comments that are reviewed and refined by the teacher in a complementary hybrid fashion.\nParticipants will have hands‑on opportunities to try Copilot for the five tasks above and explore additional prompts of their choosing. They will also share questions and insights related to AI feedback reliability and responsible classroom integration.\nThis hybrid human‑AI approach especially supports large‑class essay marking\, accelerates formative feedback\, and assists less‑experienced teachers. Participants will leave with a set of adaptable prompts and a clearer understanding of Copilot’s strengths\, limitations\, and potential for enhancing feedback practices in EAP writing classes. \;\n \;\n \;\n \;\n \;\n \;\n \; CATEGORIES:ARTIFICIAL INTELLIGENCE LOCATION:S1717\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:47f4c7472929c775c47946c2b70e813d URL:http://bcteal2026.sched.com/event/47f4c7472929c775c47946c2b70e813d END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T180000Z DTEND:20260502T184500Z SUMMARY:Making AI Visible: A New Approach to Teaching Beyond Plagiarism DESCRIPTION:As generative AI (GenAI) tools become commonplace in higher education\, many instructional responses continue to focus on restriction\, detection\, or punitive approaches to academic integrity. This practice-based presentation offers an alternative: a postplagiarism-informed teaching strategy that makes GenAI use visible\, intentional\, and ethically grounded within a creative problem-solving task. Postplagiarism emphasizes that while learners may outsource aspects of their work to GenAI tools\, human responsibility and accountability for the final output remain central (Eaton\, 2023). Drawing on classroom practice in undergraduate management education\, this session introduces a short\, structured activity in which students are explicitly encouraged to use GenAI tools while documenting and reflecting on both human and GenAI contributions across stages of creative problem solving\, including problem framing\, idea generation\, solution development\, and evaluation. By designing the activity to surface rather than conceal GenAI use\, students engage in ethical decision-making\, develop judgment about when and how GenAI is appropriate\, and take ownership of their learning. For instructors\, this approach supports academic integrity without reliance on surveillance technologies\, while fostering trust\, transparency\, and student engagement. We will briefly outline the postplagiarism framework\, describe the classroom activity\, and share key instructional insights gained from its implementation. Although situated in management education\, the approach is adaptable across disciplines and learning contexts. \; CATEGORIES:ARTIFICIAL INTELLIGENCE LOCATION:S1620\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:98b05f0009793a12d3f89cd9d928f6cc URL:http://bcteal2026.sched.com/event/98b05f0009793a12d3f89cd9d928f6cc END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T180000Z DTEND:20260502T184500Z SUMMARY:Beyond Proficiency Scores: Language Assessment and Academic Success DESCRIPTION: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.\nThe 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.\nResults 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.\nThe 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. CATEGORIES:ASSESSMENT / TESTING LOCATION:S1714\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:f9abf06b3c7858fa86a6f76d56b63450 URL:http://bcteal2026.sched.com/event/f9abf06b3c7858fa86a6f76d56b63450 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T180000Z DTEND:20260502T184500Z SUMMARY:Credit‑Bearing EAP: A Paradigm Shift DESCRIPTION:This session examines the emergence of credit‑bearing EAP courses in BC\, tracing their roots in the EAP‑for‑Credit movement and exploring the challenges and implications of crossing the developmental divide. It highlights new possibilities for multilingual students and the potential for the future positioning of EAP in the changing post‑secondary world. CATEGORIES:ENGLISH FOR ACADEMIC PURPOSES (EAP) LOCATION:S1650\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:74c6f3bfa53906b132a88e5fae319cdd URL:http://bcteal2026.sched.com/event/74c6f3bfa53906b132a88e5fae319cdd END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T180000Z DTEND:20260502T184500Z SUMMARY:Avenue Using Moodle 4.5 - Tips and Tricks DESCRIPTION:Avenue transitioned to Moodle 4.5. As a result\, instructors and administrators have access to a cleaner interface\, improved navigation and new tools designed to support more efficient course design and delivery. This practical demonstration focuses on tips and tricks that help educators quickly adapt to Moodle 4.5 while making the most of Avenue’s teaching and learning environment.\n\n\nSession participants will explore key interface changes\, smarter ways to organize courses\, content and efficiencies that will \;improve the Avenue learning experience for both instructors and learners. The session also includes navigation shortcuts\, activity setup efficiencies and accessibility enhancing design choices. These can make Avenue courses easier to manage for educators and more intuitive for students.\n\n\nDesigned for educators with varying levels of Moodle experience\, this session emphasizes what’s new\, what’s different and what’s useful right now. Participants will leave with practical knowledge and strategies they can immediately apply in their Avenue courses to enhance usability\, learner engagement and instructional efficiency. CATEGORIES:PROFESSIONAL DEVELOPMENT LOCATION:S1711\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:679ff6d2ed0425d9d550cddab2bb2b9b URL:http://bcteal2026.sched.com/event/679ff6d2ed0425d9d550cddab2bb2b9b END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T180000Z DTEND:20260502T184500Z SUMMARY:Burnout and Well-Being Among University EFL Learners DESCRIPTION:This research report examines how intensive English as a foreign language (EFL) learning may relate to student burnout and learning quality in undergraduate programs in a non-Anglophone context. The session aligns with the BC TEAL 2026 theme\, “Rooted and Relevant\,” by offering context-sensitive\, practical options that EAL educators can adapt to local constraints.\nTwo lenses guide the study. Cognitive load theory suggests that high task demands\, rapid pacing\, and limited automatized vocabulary may overload working memory and weaken learning quality (Sweller\, 2011). Burnout theory frames exhaustion\, cynicism\, disengagement\, and academic efficacy as connected indicators of student well-being and academic functioning (Maslach & Leiter\, 2016).\nThe study uses a mixed-methods design. Survey data (n = 213) were analyzed using a validated 17-item burnout scale that measures exhaustion\, cynicism\, disengagement\, and academic efficacy. Open-ended responses were coded using a structured approach aligned with these dimensions. Results suggest high exhaustion and elevated disengagement. Exhaustion shows strong positive links with cynicism and disengagement. Academic efficacy shows negative links with the other burnout dimensions. Qualitative findings suggest three mechanisms that may intensify burnout in intensive EFL settings: linguistic overload during dense reading\, writing\, and assessment cycles\; translation-driven and test-driven routines that may limit deep processing\; and identity threat when capable students underperform and lose confidence in using English for academic work.\nThe session presents key findings and then translates them into feasible actions. These include entry diagnostics with targeted support\, glossed and leveled materials\, explicit teaching of academic vocabulary and discourse moves\, assessment designs that reduce construct-irrelevant language load\, and brief well-being check-ins to support timely referral when needed. Participants leave with ideas that can be implemented in courses\, tutoring units\, and program planning. CATEGORIES:WELLBEING LOCATION:S1715\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:5d57db4553376a29ed472dad58ec9a29 URL:http://bcteal2026.sched.com/event/5d57db4553376a29ed472dad58ec9a29 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T190000Z DTEND:20260502T200000Z SUMMARY:Poster Session DESCRIPTION:Ethical and Inclusive AI-Infused Business Communication Micro-Credential\nGolsa Saadi\n\nThe presenter showcases a micro-credential demonstrating ethical\, inclusive integration of generative AI (e.g.\, ChatGPT) in workplace communication. Infographics and workflows illustrate how Universal Design for Learning and privacy principles underpin the program. Attendees discover strategies to harness AI tools for professional communication with integrity.\nThis poster presents the design and outcomes of an AI-infused business communication micro-credential focused on the ethical\, inclusive use of generative AI in workplace communication. The short non-credit course teaches learners to integrate AI (e.g.\, ChatGPT) into professional communication tasks in an ethical\, accessible manner. Aligned with Universal Design for Learning (UDL) guidelines\, it incorporates multiple means of engagement\, representation\, and expression (CAST\, 2018) \;to support diverse learners.\nThe curriculum addresses concerns such as bias\, privacy\, and authenticity by fostering AI literacy and ethical awareness (Almufarreh et al.\, 2025). Participants practice real workplace tasks (e.g.\, emails\, reports\, presentations) with AI “in the loop” and reflect on the process\, rather than using AI uncritically. This approach builds communication skills while instilling critical evaluation of AI outputs\, ensuring learners leverage AI responsibly.\nPoster Features: The poster includes an infographic of key AI ethics guidelines (fairness\, transparency\, privacy) and a chart of the micro-credential’s module structure (from AI basics and limitations to applied projects). Sample workflow diagrams illustrate course activities – for instance\, a guided email writing task with ChatGPT under set guidelines\, followed by human revision and fact-checking. These visuals demonstrate how UDL and accessibility are embedded in each task to ensure inclusion and alignment with professional standards.\nEngagement: Attendees gain insight into designing UDL-aligned\, AI-enhanced learning experiences that uphold academic and workplace integrity. The micro-credential model offers a flexible approach to upskilling\, opening doors for diverse learners (Galindo et al.\, 2024). For interactivity\, the poster poses questions inviting viewers to spot biases in an AI-generated sample and prompts discussion on strategies for integrating AI into language education ethically and effectively. Viewers will leave with practical ideas to implement similar innovations in their own teaching or training contexts.\n\n\nGenAI FASTER conversations\nJohn Allen\, Jen Arten\n\nThe GenAI FASTER conversations was a series of six webinar conversations intended to provide LINC and ESL teaching professionals a means to consider and potentially contribute their experiences\, questions and thoughts on emerging generative AI technologies in their work spaces.  \;This undertaking was inspired as we identified gaps of GenAI discussion opportunities for some instructors in our sector. The GenAI webinar sharing sessions offered Canadian instructors and administrators in our sector an opportunity to get together and share. These webinar discussions will be hosted on the Tutela.ca network in the first four months of 2026.  \;This poster will provide key issues revealed during these sessions and links to the workshop materials to offer the potential for others to replicate these event in their own centres or professional learning events. CATEGORIES: LOCATION:Concourse\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:723f7d140ba20db10c6b6c5263ad3311 URL:http://bcteal2026.sched.com/event/723f7d140ba20db10c6b6c5263ad3311 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T190000Z DTEND:20260502T200000Z SUMMARY:Lunch DESCRIPTION:\n CATEGORIES:BC TEAL LOCATION:Upper Café\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:eaea46c53edf38f22796670500adc2d6 URL:http://bcteal2026.sched.com/event/eaea46c53edf38f22796670500adc2d6 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T200000Z DTEND:20260502T210000Z SUMMARY:PANEL: Beyond Traditional Assessment: Reimagining EAP DESCRIPTION:In this panel discussion\, various EAP assessments will be introduced and described in detail. \;\nPhotovoice is a practice of image-making and storytelling inviting presence in EAP classrooms\, where international students often navigate displacement\, transition\, and cultural dissonance. The photovoice illustrates how image-making opens space for self-connection\, sense of place\, and reflective meaning within cross-cultural journeys. The aesthetic assessment enables educators to see students more fully\, attune to what matters to them\, and respond with care while supporting both learning outcomes and students’ emerging identities.\nThe reading and vocabulary course engages students with readers for extensive reading and internet/book articles for analysing.  \;While reading projects allow students to choose a book and share meaningful moments\, reading portfolios consist of differentiated articles offering both choice and level. Multimodal Assessments include video\, drawing\, ppt\, reflection journal\, concept map\, and digital poster. \;\nThe writing and grammar course uses a scaffolded assessment design to support multilingual students’ academic writing development. Assessments such as reflective journal writing promote language awareness\, fluency\, and metacognitive engagement. Genre-based writing portfolios require students to apply academic conventions across disciplines and contexts. Assessment criteria is positioned as both a learning tool and a bridge between students’ lived experiences and university-level academic discourse.\nStudents complete a cumulative capstone project in the form of a poster \;that brings together learning from all sections of the EAP course. Students choose one learning outcome from each of the sections of the EAP course and explain how each outcome connects to their future academic growth and personal lives. The capstone emphasizes reflection and synthesis with students often incorporating visuals\, drawings\, symbols\, and personal narratives into their posters. Criteria covers major aspects of the EAP course.\nParticipants will leave with a toolkit of EAP assessments of language skills to use in their classrooms. CATEGORIES:ASSESSMENT / TESTING LOCATION:N2201 Theatre\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:e096ff0aa40bcb6a146483fd7ca0e7d8 URL:http://bcteal2026.sched.com/event/e096ff0aa40bcb6a146483fd7ca0e7d8 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T210000Z DTEND:20260502T214500Z SUMMARY:Let's Talk About GenAI: The FASTER Principles DESCRIPTION:In this session\, participants will be provided with a summary of Let’s Talk About GenAI\, FASTER conversations.  \;These were a series of webinars\, hosted on tutela.ca\, that provided the opportunity for adult language and settlement instructors across Canada to explore implications of generative GenAI tools through the lens of the Government of Canada’s ethical framework FASTER Principles. These involve considering Fair\, Accountable\, Secure\, Transparent\, Educated and Relevant principle.\, Each webinar session offered a safe and shared space to move beyond hype-driven fears toward thoughtful\, practical understanding of how GenAI intersects with everyday instructional duties.\nEach FASTER workshop began with a short overview of the FASTER Principles and what each concept means in the context of language instruction. A relevant GenAI technical issue was clarified to enrich each conversation. These included how hallucinations happen\, GenAI creates content\, security can be enhanced with good practices. Participants then engaged in guided small group conversations\, where they shared their current experiences\, questions and concerns about using GenAI tools in lesson planning\, assessment and materials creation. Through peer discussion exchanges\, teachers considered issues including security\, bias\, accountability\, safety\, ethics and more. \;\nThe focus of the workshops was to build a shared understanding of the responsibilities of educators including ethical\, pedagogical and professional considerations.  \;The facilitators of this session will share reflections and FASTER resources for the participants consideration with the possibility of the materials being repurposed and facilitated in Canadian LINC and ESL centres.  \; \; CATEGORIES:EDUCATION TECHNOLOGY LOCATION:S1620\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:09f8d0dfdc753163a2aa65b59974f4b8 URL:http://bcteal2026.sched.com/event/09f8d0dfdc753163a2aa65b59974f4b8 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T210000Z DTEND:20260502T214500Z SUMMARY:Partnership on University Plagiarism Prevention: Teacher Strategies (an Update) DESCRIPTION:Plagiarism has become a serious concern globally\, especially with the rise of GenAI tools enabling AI-generated plagiarism\, called AIgiarism (Tang\, 2024). Indeed\, plagiarism has been redefined as presenting the words or ideas of another person\, or those generated by artificial intelligence\, without reference to the source\, for an advantage in an evaluation context (Peters\, 2023). L2 students often resort to GenAI tools to compensate for their underdeveloped language proficiency. While universities have developed academic integrity guidelines\, instructors seek practical strategies to prevent\, not just respond to\, plagiarism (Liu\, 2025). Yet\, research on preventing plagiarism remains limited (Eaton\, 2020\; Gustilo et al.\, 2024\; Scurr\, 2025\; Sopcak & Hood\, 2022). Thus\, this presentation reports on an original study exploring university instructors' strategies to prevent student plagiarism.\nTo pool the wisdom of university instructors on their perceptions of plagiarism prevention\, the study draws on individual semi-structured qualitative interviews with 59 instructors in North America and Europe\, collected through an international research partnership in 2023-2024 and analyzed using NVivo 15. By employing a grounded theory approach to gain a data-driven perspective (Corbin & Strauss\, 2008)\, the researchers adopted an inductive method to select relevant excerpts\, code them into themes\, and categorize the themes into structured groups. Based on the analysis\, the report shares 30 selected plagiarism prevention strategies aligned with different stages of the student writing process. Examples include positive instruction first\, “deplagiarization” demonstrations\, multi-layered assignments\, progress checks via Google Docs\, interactive conferences\, and “share chat” links. Session participants leave with actionable takeaways. \; CATEGORIES:ENGLISH FOR ACADEMIC PURPOSES (EAP) LOCATION:S1802\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:f9a0d278918d2d47a5019d01634d0999 URL:http://bcteal2026.sched.com/event/f9a0d278918d2d47a5019d01634d0999 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T210000Z DTEND:20260502T214500Z SUMMARY:AI and Professional Judgement in PBLA DESCRIPTION: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.\n\n\nLearning outcomes: \; \;\n \;\n▪ Learn about the Canadian government standards for the use of AI \; \;\n▪ Explore \;appropriate uses \;of AI in a PBLA-aligned language learning class \;\n \;▪ Practice \;identifying \;problems and solutions with using AI in LINC \; CATEGORIES:LINC LOCATION:S1714\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:be873a77bce8da2b87ad9ffcb81ca804 URL:http://bcteal2026.sched.com/event/be873a77bce8da2b87ad9ffcb81ca804 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T210000Z DTEND:20260502T214500Z SUMMARY:Smarter Learning: Making Learning Strategies Visible in EAL DESCRIPTION:This workshop focuses on learning strategies in EAL contexts and explores why they are often overlooked or assumed rather than explicitly taught. While research consistently shows that learning strategies play a key role in learner autonomy and academic success\, many EAL learners are expected to “figure them out” on their own while also managing new language\, academic expectations\, and unfamiliar learning environments.\nThe session begins with a brief overview of learning strategies\, including cognitive\, metacognitive\, and affective strategies\, and how they relate to self-regulated learning. This framework is then connected to everyday EAL teaching practices in listening\, reading\, speaking\, and writing. Rather than treating strategies as an extra component\, the workshop demonstrates how they can be naturally integrated into skills-based lessons before\, during\, and after classroom tasks.\nParticipants will take part in short interactive activities that encourage reflection on their own teaching practices\, particularly moments where expectations around planning\, monitoring\, or evaluating learning may be implicit. Practical classroom examples and adaptable activities will be shared to show how strategy instruction can be made more explicit\, accessible\, and supportive for diverse EAL learners.\nBy the end of the session\, participants will have a clearer understanding of why learning strategies are frequently neglected in EAL instruction\, along with concrete ideas for embedding strategy instruction into their lessons. The goal is for participants to leave with practical\, realistic approaches that support learner independence and help students become more confident and effective language learners in a changing educational landscape. CATEGORIES:PEDAGOGY: LISTENING SPEAKING READING WRITING LOCATION:S1809\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:bae538cbc1d4f01db40203837c7807b1 URL:http://bcteal2026.sched.com/event/bae538cbc1d4f01db40203837c7807b1 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T210000Z DTEND:20260502T214500Z SUMMARY:Affective Literacies and Material Agency: Immigrant Stories of Belonging and Identity DESCRIPTION:This study examines how emotional and material entanglements shape the identities of six immigrant women teachers living across Canada. Drawing on qualitative interviews and visual narratives and analyzed through a material-discursive framework (Barad\, 2007\; Deleuze & Guattari\, 1978/2020)\, the research explores how objects—such as jewelry\, coins\, and handwritten notes—act as emotional anchors that mediate belonging\, literacy practices\, and professional identity. Through these affective-material encounters\, participants narrate how their emotional connections to objects sustain their resilience\, foster multilingual literacy practices\, and bridge transnational ties between home and host countries. The findings reveal that literacy development among immigrant educators extends beyond textual practices to include embodied\, affective\, and material dimensions of meaning-making. By highlighting the agency of emotions and objects in shaping self-perception and pedagogical engagement\, this research contributes to new materialist perspectives in applied linguistics and immigrant teacher education. It advances understandings of literacy as a relational practice embedded in emotional and material life\, challenging skills-based paradigms and offering implications for inclusive literacy policies and practices that honour teachers’ transnational experiences. CATEGORIES:PROFESSIONAL DEVELOPMENT LOCATION:S1711\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:dbf087e179d33cbe579c37dd0050b4ee URL:http://bcteal2026.sched.com/event/dbf087e179d33cbe579c37dd0050b4ee END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T210000Z DTEND:20260502T214500Z SUMMARY:Designing Business English Courses with Workplace Tasks and AI DESCRIPTION:The presenter showcases an experiential\, TESOL Canada–accredited micro-credential for Business English course design. Participants discover how real workplace tasks and AI trends inform curriculum development through Kolb’s experiential cycle and UDL principles. Attendees leave with interactive strategies to align Business English teaching with current workplace communication demands.\nThis practice-oriented workshop introduces the Teaching Business English Certificate (TBEC)\, an experiential micro-credential program that equips English instructors to design business English courses aligned with authentic workplace communication tasks and emerging AI influences. Grounded in Kolb’s experiential learning theory (Kolb\, 1984) and Universal Design for Learning\, TBEC emphasizes learning by doing. Instructors engage in the full cycle of concrete experience\, reflection\, conceptualization\, and experimentation\, ensuring that classroom activities mirror real job tasks like business emails\, presentations\, and meetings. By aligning training with labour-market needs\, the program ensures relevant\, job-ready skills\; unlike traditional degrees\, micro-credentials focus on specific\, industry-demanded competencies \;that translate directly to improved workplace performance (Zukowski\, 2025).\nThe workshop clearly models TBEC’s approach. The presenter guides participants through adapting a workplace scenario into a lesson plan: attendees experience a sample business communication task and collaboratively reflect on the language and soft skills involved. Using UDL principles\, the session demonstrates how to design inclusive course materials that are “accessible\, inclusive and challenging for every learner” (CAST\, 2024). For example\, participants see how multiple means of engagement and expression can support diverse learners in a business-English context. The session also addresses current AI trends in workplace communication (e.g. AI writing assistants) and discusses how these can be incorporated ethically into course design\, so instructors stay ahead of technological shifts. Throughout the workshop\, interactivity and reflection are emphasized: participants brainstorm course ideas\, evaluate alignment with learning outcomes\, and exchange feedback.\nBy the end\, attendees will have gained a framework and practical techniques for designing Business English curriculum that is experiential\, inclusive\, and tightly connected to the evolving communication needs of today’s workplaces.\n \;\nReferences \;\nCAST. (2024). \;Universal Design for Learning Guidelines 3.0. CAST.\nKolb\, D. A. (1984). \;Experiential learning: Experience as the source of learning and development. Prentice Hall.\nZukowski\, S. (2025\, April 3). Microcredentials: Empowering modern learners & employers. \;The EvoLLLution. CATEGORIES:PROFESSIONAL DEVELOPMENT LOCATION:S1717\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:6eb50f0305b0208af27c3d2fcd7a56cb URL:http://bcteal2026.sched.com/event/6eb50f0305b0208af27c3d2fcd7a56cb END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T210000Z DTEND:20260502T214500Z SUMMARY:Strength-Based Flourishing in the Adult ESL Classroom DESCRIPTION:This session presents a strength‑based approach to fostering flourishing in adult ESL classrooms. It draws on theoretical insights and related scholarship on personality‑driven motivation and interpersonal strengths (Maccoby\, 2018\; Porter\, 1976\; Scudder\, 2021) combined with insights from Cultural Intelligence scholarship (Livermore\, 2024)\, to help educators understand how differing motivational tendencies\, in both learners and teachers\, can \;come to bear on classroom interaction\, engagement\, and the experience of safety.\nThe objectives of the session are to: (1) increase educators’ awareness of the diverse personality‑based strengths adult ESL learners bring\; (2) explore how a teacher’s own motivational patterns and preferred strengths influence classroom dynamics\, expectations\, and interpretations of learner behaviour\; (3) demonstrate how instructional choices can create flourishing conditions across personality types\; and (4) equip participants with strategies for recognizing and responding when normal\, healthy strengths may unintentionally trigger discomfort or conflict in others.\nA brief theoretical synopsis highlights how individuals tend to act from core motivational patterns\, including tendencies to be people‑focused\, task‑focused\, process‑focused\, or flexibility‑focused\, and how these tendencies come to bear on communication preferences\, decision-making\, and stress responses. In adult ESL classrooms\, this awareness supports asset‑oriented pedagogy by reducing misinterpretation\, enhancing relational understanding\, and strengthening psychological safety to support flourishing of both learners and teachers.\nWorkshop activities include analyzing classroom vignettes to identify motivational value patterns and strengths being expressed\, and role‑playing teacher responses that promote well-being or de‑escalate emerging tension. Participants will reflect not only on learner strengths\, but also on their own natural tendencies\, exploring how their “default strengths” influence pacing\, feedback style\, tolerance for ambiguity\, and conflict response. This offers an opportunity to view their own role in the interactional system of the classroom from a strengths-informed perspective and to recognize opportunities for intentional pedagogical choices aligned with a strengths-informed perspective of learner needs. CATEGORIES:WELLBEING LOCATION:S1715\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:88e5416a353cd465ab0c07273d0b252f URL:http://bcteal2026.sched.com/event/88e5416a353cd465ab0c07273d0b252f END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T220000Z DTEND:20260502T223000Z SUMMARY:Coffee Break DESCRIPTION:\n CATEGORIES:BC TEAL LOCATION:Concourse\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:e628adaaa80ecbc88c49db0e3b5296e9 URL:http://bcteal2026.sched.com/event/e628adaaa80ecbc88c49db0e3b5296e9 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T223000Z DTEND:20260502T233000Z SUMMARY:PLENARY: AI in Language and Academic Literacy Education - Where Do We Go From Here? DESCRIPTION:\n CATEGORIES:BC TEAL LOCATION:N2201 Theatre\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:a608480e5aea2bd0ef5f4f43168b9565 URL:http://bcteal2026.sched.com/event/a608480e5aea2bd0ef5f4f43168b9565 END:VEVENT BEGIN:VEVENT DTSTAMP:20260504T044400Z DTSTART:20260502T233000Z DTEND:20260503T000000Z SUMMARY:Closing Ceremony + Prize Draw DESCRIPTION:\n CATEGORIES:BC TEAL LOCATION:N2201 Theatre\, 700 Royal Avenue\, New Westminster\, BC\, Canada SEQUENCE:0 UID:88db2a561c8595dfd2c6b0db06bdf393 URL:http://bcteal2026.sched.com/event/88db2a561c8595dfd2c6b0db06bdf393 END:VEVENT END:VCALENDAR