Land Based Learning
Step outside the four walls of your classroom. Allow the land to be your teacher and guide in this learning journey. Rekindle and reconnect with natural spaces and learn to include them in your teaching and learning practice.
Join a community of like-minded educators dedicated to bringing eco-response-ability into teaching, learning, and research in the field of English language instruction for adults. This group is open to everyone, whether you are new to eco-response-ability or have been engaging with this topic for years. The main focus of this Community of Practice (CoP) is on critical evaluation of pedagogy, curriculum, and instruction in relation to the Land and its peoples. Our CoP provides a brave space for instructors to share resources, ideas, and strategies that promote eco-literacy in ourselves, each other, and the EAL classroom.
Gather with us for the initial event of the Eco-Response-ability Community of Practice: Guided Forest Walk. We will be meeting at the Stanley Park Pavillion on June 13th at 4pm. Rain or shine.
Decolonial and inclusive pedagogies
A lot has changed in the field of English language research over the years, yet these concepts do not find their way into our classroom. We are stuck with age-old methodologies and ideologies of native speakerism in our teaching practice.
My aim is to bridge the gap between research and classroom practice. Join us in learning about inclusive teaching practices based on scholarly research.
English-only Zone? Translanguaging in Multilingual Contexts
This session addresses the persistent emphasis on native-like English competency in language education and proposes an alternative approach grounded in learner identities and socio-cultural practices. Participants will explore Translanguaging as a classroom methodology that supports bilingual and multilingual learners. The session will include critical reflection and practical strategies to increase intercultural awareness and strengthen learner identity through inclusive pedagogy.
WHO AM I? Exploring Teacher Identity
LEARNING OUTCOME
Teachers are trained to think and ask questions about learner identity, their motivations, needs and aspirations. But what about teacher identity? Who are you as a teacher? What drives your teaching practice? Who dominates your ideologies? Whose values do you include in your classrooms? This interactive workshop aims to explore the impact of colonization on the personal, professional and linguistic identity of teachers who identify as non-native speakers of English. Participants will be encouraged to analyze their lived experiences though various theoretical lenses that inform research on race, teacher identity, teacher education and the field of ELT.