tesol 2023

CELEBRATING DIVERSE PERSPECTIVES IN ELT

Diversity and Inclusion are the current trends in education because they help to open the mind to accept similarities and differences, reduce the possibility of discrimination, and increase the level of importance of understanding and respect for each other. In such a learning environment, each individual learner finds themselves always welcome, listened to, and supported, resulting in more enjoyable learning experiences. Learners’ motivation to learn is then increased, their autonomy is enhanced, and their creativity is boosted. Learners can step-by-step achieve milestones on their English learning journey and also in their understanding of culture and life. Consequently, they become citizens with solid knowledge and skills needed in the future.

In the field of English language teaching, to build such a classroom environment, apart from encouraging and guiding teachers, educators need to create a similar working environment for teachers. VUS TESOL 2023 with the theme “Celebrating Diverse Perspectives in ELT” wishes to create a forum for educators at home and abroad to analyze the opportunities, challenges, and approaches for creating a diverse and inclusive working and learning environment to better escort students in their discovery of real-world knowledge throughout the stages of their learning journey.

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VUS TESOL CONFERENCE 2023 - AGENDA

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Time TIME
EVENT EVENT
PRESENTERS PRESENTERS
ROOM ROOM
07:30 – 08:00
Checking-in
 
Reception Area
08:00 – 08:30
Opening Ceremony
 
Elite
08:30 – 09:40
Plenary
Storytelling for Change
  • Storytelling has the power to shape, influence, and redefine people's perceptions of the world and their place in it.
  • Through strong visual representations and resonant content, storytelling can reflect the life experience of students, colleagues, and diverse ways of living in the world, helping to build diverse and inclusive space in the classroom and professional working environments.
  • In this plenary speech, National Geographic Storyteller Lillygol Sedaghat will share powerful multimedia stories from across the Asia-Pacific region that integrate ideas of diversity and inclusion, culture and the environment.
  • Through images, videos, and oral storytelling, Lillygol will demonstrate how strong, diverse, and inclusive spaces can connect students to ELT content, and inspire educators to realize their own potential in applying these techniques to enhance their professional environments.
National Geographic
Explorer Lillygol
Sedaghat (NGL)
Lillygol

Lillygol Sedaghat is a National Geographic Explorer and Multimedia Storyteller at the intersection of culture, identity, and the environment. She is the host and producer of the Webby-nominated podcast, “Expedition: Earth,” a Fulbright Storytelling Fellow, and co-founder of Suan Tian Stories.

Lillygol’s work has been featured in National Geographic Magazine three times, National Geographic Learning's AP Human Geography Textbook and 4-6th Grade Social Studies Curriculum for the Ministry of Education, Egypt.

She holds a B.A. in Political Economy from University of California, Berkeley and a Master of Science in Nature, Society, and Environmental Governance from the University of Oxford.

Elite
09:40 – 10:00
Coffee Break
 
Lobby
10:00 – 11:00
Breakout 1
The Realia Deal:
A Fresh Perspective on
Celebrating Diversity in ELT
through the Use of Realia
  • Effective language learning involves using innovative teaching methods that cater to the diverse needs of students. One such approach is incorporating real-life objects, situations, and materials (realia) in the English as a Foreign Language (EFL) classroom.
  • This workshop explores the use of realia in teaching different age groups and adapting to changing student needs. We showcase case studies of successful realia-based activities and draw from current research to present evidence-based recommendations and best practices for implementing realia effectively. We also discuss common challenges and limitations, and strategies to overcome them.
  • By embracing realia, EFL educators can create a dynamic and engaging learning environment that enhances language proficiency and communication skills. Our goal is to inspire and empower educators to integrate realia in their classrooms, fostering a more interactive and student-centered approach to language learning.
Ms. Huynh Thuc Phuong
(The presenter cancelled the presentation.)
Ms. Huynh Thuc Phuong

Huynh Thuc Phuong is an experienced freelance English teacher with an unwavering commitment to excellence and a passion for education.

Her self-experiences from former professional engagements bring a unique perspective to her classes. She believes language acquisition is a means to gain a new perspective on the world, emphasizing its transformative power. Phương fosters an immersive learning environment that encourages students to question, reflect, and explore critically.

As a moderator of the Community of English Practice teacher community group and an ambassador of Twinkl Vietnam, she shares her knowledge and experiences with fellow educators. Her dedication and expertise make her an inspiring and motivating teacher, leaving a profound impact on individuals' mindset towards language learning.

Venus
Fostering Healthy
Competition – I Win, You Win,
We All Win
  • We all understand the advantages of competitive activities for our students, both in education in general and in English Language Teaching (ELT) specifically. However, it is essential to recognize that not all competitions are created equal. While healthy competition can motivate and benefit students, unhealthy competition can have long-term negative consequences that may not be immediately apparent.
  • As an educator who wishes to encourage students in their learning through the use of competitive games or activities, it is crucial to carefully consider the principles of competition. In this presentation, we will explore some key principles for fostering healthy competition in the classroom and discuss potential unexpected scenarios that may arise, as well as strategies for handling them.
  • By embracing these principles, we can ensure that the competitions we create are beneficial, inclusive, and encourage students to become better learners and collaborators.
Mr. Ngo Hung Phong (VUS)
Mr. Ngo Hung Phong (VUS)

Ngo Hung Phong is an experienced English teacher and teaching quality manager with a master's degree in TESOL from Horizons University of France.

Phong began his teaching career in New Zealand, where he taught English to students from various backgrounds for five years. Upon returning to Vietnam, he joined VUS as a teacher and was awarded Teacher of the Year in his first year with the organization.

Today, Phong is a Teaching Quality Manager at VUS Dong Nai-Phan Trung campus, supporting and mentoring other teachers. He is passionate about learning and exploring new resources for English teachers.

Mercury
Creating An Inclusive Classroom
For Every Learner To Reach
Their Potential
  • No two learners are the same. There are considerable differences of aptitude and level between learners in any one group and teachers find themselves having to teach mixed ability and mixed level classes. Despite the varying talents and abilities that learners bring to the classroom, we must find ways to make our classrooms inclusive, providing opportunities for learners to thrive and reach their potential.
  • Differentiation is about catering for all of our learners’ individual needs, and modifying - or differentiating our teaching accordingly. So how, as teachers, can we utilise differentiation to ensure that both learners who need extra challenge, and learners who need to catch up, get the best opportunities to do so?
  • This session examines what differentiation is, explores how it can help create a more inclusive classroom, and introduces techniques and activities to ensure learners are provided with the support to help them reach their full potential.
Mr. Derek (Del) Spafford (Macmillan Education)
Mr. Derek (Del)

Derek ‘Del’ Spafford (MA TESOL; Dip.TESOL) is the Asia regional Professional Development Manager for Macmillan Education. He has been working in ELT for over 20 years.

His experience includes 11 years with the British Council in Thailand, where he has planned and delivered teacher professional development in a variety of contexts including both private and public schools.

He is a passionate educator and publisher and thrives on integrating research-based methods and ideas into courses and supporting teachers to implement effective learning strategies in the classroom.

Fontana
Inclusive Classrooms
through Diversification
  • Inclusion is paramount to differentiation in the English Language Teaching (ELT) classroom. By including diverse activities born from diverse perspectives, teachers can create a collaborative and inclusive classroom.
  • In this workshop participants will explore different ways to include students from different backgrounds, with diverse abilities and with differing needs in the ELT classroom. Through various platforms such as arts-based pedagogy; inquiry-based learning and teaching; project-based learning and teaching and real-life based learning and teaching, teachers can inspire the love of learning English in their students.
  • This workshop sets out to empower teachers by providing them with samples of a variety of approaches to add to their practical teaching ‘toolbox’.
Ms. Peetra Lechte (NEAS)
Ms. Peetra Lechte (NEAS)

NEAS Australia is a global leader in quality assurance for the English Language Teaching (ELT) sector. In the role of Quality Assessor, Peetra Lechte brings 30 years’ experience in teaching English through drama, TEFL, TESOL, EAL in adult education and primary schools and has also worked as an Examiner of Cambridge First and Advanced Certificates in English, and IELTS.

As part of Peetra’s global ELT experience she enjoyed directing English musicals and plays in Japan; was formerly Director Of Studies at Brighton School of Languages in Spain and Subject Leader for EAP at Trinity College Foundation Studies, Melbourne University.

Pavilon
Vibrant Vocabulary:
Transforming Learning Through Student-Led Teaching and Interactive Activities
  • Traditional teacher-centered instruction can lead to disengaged students and high levels of teacher talking time. In contrast, research conducted by Nagy and Anderson (1984) and Schmitt and Zimmerman (2002) suggests that students need repeated exposure to new words in meaningful contexts to remember and fully understand them.
  • This workshop presents a dynamic approach to teaching vocabulary that places students at the center of their own learning.
  • Participants will learn how to implement student-led teaching, where students take responsibility for teaching new vocabulary to each other,
  • This is followed by kinesthetic and technology-based vocabulary games that make vocabulary practice engaging and interactive.
  • The workshop will conclude with a production activity that challenges students to apply their new vocabulary in context, leading to deeper retention and better long-term learning outcomes.
  • Participants will leave with practical strategies for creating an interactive and student-centered vocabulary practice in their classrooms.
Ms. Tran Ha Mai Uyen
(International University - Vietnam National University)
Ms. Tran Ha Mai Uyen

Tran Ha Mai Uyen is currently working towards her MA in Applied Linguistics and TESOL while serving as a Lecturer at International University - Vietnam National University and a Head Teacher and Teacher Trainer at YOLA Educational Institute.

With 7 years of experience in English teaching, teacher training, and curriculum design, her areas of interest in language teaching and learning include educational technology, activity-based learning, and teacher professional development.

Platin
11:00 – 11:10
Break
 
Lobby
11:10 – 12:10
Breakout 2
Practical Sustainability Education: Classroom Activities to Create a Better Future
  • As educators, it is our responsibility to equip learners of all ages with the necessary skills to succeed in their future careers and become responsible global citizens. By integrating sustainability education into our language classrooms, we can inspire learners to engage with both local and global issues while improving their English language proficiency.
  • During our session, we will explore a comprehensive framework that integrates sustainability skills development into classroom practices, enabling learners of all ages to become informed, compassionate, and innovative agents of positive change.
  • Everyone who attends this session will leave with a range of practical activities designed for young learners, teenagers, and adults for each core area of the framework in order to help educators develop learners' sustainability skills in an authentic and engaging way.
Mr. Allen Davenport
(Cambridge University Press & Assessment)
Mr. Allen Davenport

Allen Davenport is a highly experienced education professional who focuses on developing teachers to instruct English learners from diverse backgrounds. As the Professional Learning and Development Manager at Cambridge University Press & Assessment, he collaborates with educators to enhance their skills and improve student outcomes.

With over 20 years of expertise spanning teaching, training, consultancy, academic management, and examining for international exam boards, Allen frequently presents at global conferences, sharing insights on effective teaching techniques and emerging trends in ELT. He is passionate about integrative approaches to learning, teaching, and assessment and fostering creativity in the classroom.

Elite
Revolutionizing Classroom Management Skills with Whole Brain Teaching: The Key to Engagement and Productivity
  • Classroom management is a critical component of effective teaching, but it is often overlooked in teacher training. Whole Brain Teaching (WBT) offers a highly engaging approach that uses game-like challenges and motivational techniques to keep students focused and verbally engaged.
  • WBT emphasizes mimicry, allowing students to learn naturally, and focuses on four areas of learning. A study found that using WBT techniques resulted in a 20% learning gain and improved student motivation.
  • The Big Seven teaching techniques of WBT enhance classroom management, student interaction, and engagement. This workshop offers practical techniques for teachers to implement the Big Seven strategies effectively and keep their classes organized and productive.
Ms. Nguyen Huynh Ngoc Ha (VUS)
Ms. Nguyen Huynh Ngoc Ha (VUS)

Nguyen Huynh Ngoc Ha is the Teaching Quality Manager (TQM) of Cong Hoa Campus at VUS.

Ha specializes in teaching methodology and is responsible for providing teachers with feedback, training, mentoring sessions and workshops to assure VUS commitment to excellence in teaching quality.

With over eight years of teaching experience for students from all age groups, and a master’s degree in TESOL, her work is rooted in the belief that a great education is foundational to success in life.

Mr. Ngo Quang Tung (VUS)
Mr. Ngo Quang Tung (VUS)

Ngo Quang Tung is an accomplished English language professional with over nine years of teaching experience across South Vietnam. He holds a Master's degree in English linguistics and has worked in a variety of settings, from private language centers to public schools and universities.

Having previously served as a teacher at the VUS – The English Center, Tung now serves as the Teaching Quality Manager (TQM) at the Ut Tich campus. In this capacity, he is responsible for providing training, coaching, and mentoring to teachers in order to ensure that the VUS maintains its commitment to teaching and learning excellence. Tung's research interests include writing, problem-based learning, and excellence in teaching.

Venus
Empowering Vietnam's Education: EdTech Integration for Impactful Learning Experiences
  • This presentation emphasizes the crucial role of incorporating EdTech platforms, such as ClassIn, in revolutionizing English language teaching and enriching learning experiences in Vietnam.
  • We will study innovative initiatives like EdSpace, which uses technology to deliver engaging English courses for diverse learners. Real-life case studies will showcase the advantages of technology-enhanced learning solutions, highlighting improvements in language skills and streamlined educational processes.
  • The presentation will also address the challenges and opportunities educators encounter when adopting EdTech, stressing the importance of professional development and collaboration among teachers, technology providers, and policymakers. In essence, this keynote seeks to encourage Vietnamese educators to recognize the potential of EdTech within a learning-centred framework, cultivating a more inclusive and forward-thinking educational environment.
Mr. Hoang Minh Thong (Classin)
Mr. Hoang Minh Thong

Driven by a passion for language teaching and EdTech, Hoang Minh Thong has dedicated 15 years to quality education across K-12, higher education, and corporate training.

A Chevening Scholar with an MSc in Education (Leadership and Policy) from the University of Bristol and a CELTA holder from Cambridge, Thong excels as Academic Director at EdSpace Vietnam, impacting over 1000 adult learners through innovative language and thinking courses.

In his roles as Deputy Head of English and Head of Education Excellence and Quality Assurance at the High School for the Gifted - VNUHCM, Thong continuously strives to elevate student learning experiences.

Mercury
From Good to Great: Turbocharge Your Writing Lessons with AI Technology
  • In today’s rapidly evolving educational landscape, the integration of Artificial Intelligence (AI) technology has the potential to transform writing instruction, offering educators a powerful way to elevate their writing lessons.
  • This presentation will explore the exciting possibilities of AI in the writing classroom, showing how it can boost student engagement, provide individualized feedback, and support skill development across different writing genres. We will also examine the potential pitfalls of using AI and offer some suggestions to overcome these challenges in order to achieve a balanced integration of AI and teacher input as well as to help our students critically evaluate the content generated by AI tools while taking ethical considerations into account.
  • We hope that this presentation will inspire you to further explore the possibilities and limitations of AI in teaching writing and to adopt a critical and creative approach to using technology in your teaching practice.
Ms. Tran Kim Thy (VUS)
Ms. Tran Kim Thy (VUS)
Tran Kim Thy is currently a Teaching Quality Manager at VUS. She attained her Master degree in TESOL from Canberra University, Australia in 2002. She has experience in teaching young learners, high school and university students as well as adults and corporate clients. Her professional interests include educational psychology and motivational techniques to optimize student engagement.
Mr. Nguyen Hung Yen (VUS)
Mr. Nguyen Hung Yen

Nguyen Hung Yen, an MBA holder with 8 years of teaching experience, currently holds the position of Teaching Quality Manager at VUS. Throughout his teaching career, he has effectively guided and educated students with diverse learning goals, including enhancing communication skills and preparing for international exams. His expertise lies in integrating critical thinking into English language instruction, adapting to the evolving needs of students, and exploring emerging pedagogical roles for educators.

Fontana
How Diversity Benefits Student Success
  • Human beings are intrinsically different biologically and intellectually. As teachers, we do not teach a homogeneous group of students but a group of distinct individuals. An effective teacher, therefore, must understand their students as a person and as a learner to be able to facilitate their learning journey to achieve success.
  • For the sake of student productivity and confidence, diversity and inclusion should be consisently implemented throughout the stages: Present, Practice and Perform.
  • At the Present stage, language input should be diverse to accomodate different styles of consuming and remembering information: pictures, graphs (visual/ analytical); videos, (auditory/linguistic); group activities (social); physical activites (kinesthetic), etc.
  • During the Practice stage, a variety of activites should be designed for students for practice the input.
  • Finally, students should be given autonomy over their assessment methods, for instance, making a presentation, writing a paper, conducting a research, creating a product, etc.
Ms. Tran Thi Bich Ngoc (Independent presenter)
Ms. Tran Thi Bich Ngoc

Tran Thi Bich Ngoc has been an ESL trainer and manager, who delivers both instructions for students of various age groups/needs and training sessions for teachers in Vietnam and the U.S.A for around 15 years.

Her professional path is dedicated to improving the quality of English teaching and learning in Vietnam with innovative approaches that are well-grounded in research and practical experience.

Pavilon
Let's Pack Our Bags and Embark
on a Culturally Conscious and
Diverse Class Trip!
  • Learning a foreign language is more than just acquiring grammatical structures for communication. In today's diverse world, it is crucial to develop intercultural awareness and inclusive behaviors to succeed as an intercultural speaker.
  • This presentation will focus on strategies for helping students develop intercultural awareness, embrace the diversity of cultures and backgrounds and foster understanding, respect, and collaboration across cultures.
  • Participants will explore ways to incorporate intercultural learning in foreign language teaching, including promoting cross-cultural communication, understanding cultural norms, developing empathy towards different cultures and maintaining inclusive practices. The presentation will also share practical activities for the classroom, such as using authentic materials, role-playing, and encouraging student-led discussions.
  • By the end of the presentation, participants will have a deeper understanding of the importance of intercultural awareness in foreign language learning and be equipped with practical strategies to implement in their own teaching practices.
Mr. Christoforos Vasileiou
(MM Publications)
Mr. Christoforos Vasileiou

Christoforos Vasileiou was born in Lowell, Massachusetts, USA. He completed his Bachelor’s degree in English Literature and his Master’s degree in Developmental and Learning Disabilities.

He has extensive experience in teaching English as a foreign language at all levels. He has also written course materials for different levels of English as a foreign language.

He is currently working for MM Publications as an ELT consultant and teacher trainer in countries such as Mexico, Ecuador, Peru, China, Albania, Romania, Greece, Serbia, Saudi Arabia, Oman and Turkey

Platin
12:10 – 13:40
Lunchtime
13:50 – 14:50
Breakout 3
Assessing Diversity and
Inclusion in Computer-Mediated
Communication Environments
  • Computer-mediated communication (CMC) is becoming increasingly popular in the second language (L2) classroom. The benefits of CMC extend not only to learners' L2 development, but also to fostering a global awareness of diverse and inclusive ways of thinking.
  • Since 2015, the International Virtual Exchange (IVE) Project has provided an opportunity for learners to engage in CMC. The goal of the project is for learners to develop an awareness and understanding of other cultures while also improving their communication skills.
  • In our presentation, we introduce the project, then discuss ideas for creating or adapting a CMC rubric focused not only on developing learners’ L2, but also on maximizing principles of diversity and inclusion. By using such rubrics, teachers can give learners a clear understanding of their expectations and learners can receive specific feedback on their performance, which can assist learners on their paths to becoming global citizens.
Ms. Heather Woodward
(Rikkyo University)
Ms. Heather Woodward
Heather Woodward earned her M.S.Ed. in TESOL from Temple University in 2018. Heather taught in China, Vietnam, and Japan before joining Rikkyo University, a private university in Tokyo, Japan in 2019. Her academic interests include TBLT, CALL, and material development.
Ms. Keiko Fujino
(Rikkyo University)
Ms. Keiko Fujino
Keiko Fujino earned her M.S. ED. in TESOL from Temple University in 2018. Keiko taught at Kyushu University and other universities before joining Rikkyo University in 2020. Her academic interests include Motivation and Impact of Native Language on Second Language Acquisition.
Elite
Empowering High School
Language Learning: AI Language
Model-Based Activities for
Engaging Student Preparation
  • Globally, AI language models have had a substantial impact on language education, and Vietnam is not an exception. Since the outbreak of COVID-19, the use of mobile devices in Vietnamese high schools has increased, generating an opportunity to employ these models in English as a Second Language (ESL) classes.
  • This workshop aims to introduce activities that utilize two AI language model tools, Gptionary and Furwee, which can respond to queries and prompts with human-like responses. With the aid of these resources, students are required to perform some pre-class preparation related to both content and language knowledge. Through these technology-integrated learning activities, students can become more engaged in their learning and acquire a deeper understanding of the subject matter.
  • During the workshop, interactive exercises will demonstrate how these tools can be implemented in the classroom. Participants will engage in interactive activities to directly experience the advantages of these tools. This workshop seeks to demonstrate the potential of AI language models to improve language education and provide teachers with innovative tools that can benefit their students' language learning.
Ms. Pham Huynh Thuy Uyen (Thong Linh Highschool)
Ms. Pham Huynh Thuy Uyen
Pham Huynh Thuy Uyen is Thong Linh High School's English teacher in Dong Thap Province. She is now a post-graduate student at Ho Chi Minh Open University. Her favorite strands are technology, project-based learning, and blended learning in ELT.
Ms. Mai Thi Thao (Dong Thap University)
Ms. Mai Thi Thao

Mai Thi Thao graduated with a TESOL master's degree from Vinh University in 2021. She is currently working at the International Affairs Office of Dong Thap University. She is also currently in charge of teaching English to young adults (both English-majored and non-English-majored) at the university.

She had five years of experience teaching English to students of different levels, including those in private institutions (English centers) and public organizations (high schools and colleges)

Venus
The Emic and Etic of
Reading Class: Strengthening
Relationships Between Stories,
Learners, and Teachers
  • Educators have a unique opportunity to formulate a curriculum that communicates the universal traits of English while tailoring individual lessons to match classroom and community culture.
  • Globally, there are roughly twice as many English L2 users as native English speakers. This makes standardized reading topics nearly impossible to evaluate consistently since cultural biases can alter contextual understanding.
  • Rather than forcing language acquisition via a narrow range of topics, reading textbooks should provide learners with as many topics as possible to evaluate literacy and fluency. Doing so increases English language exposure while accounting for cultural biases teachers and learners might create.
  • Educators need a culturally balanced approach to primary-level reading and conversation classes to increase engagement and literacy comprehension in intercultural ways while still preparing students to face the rigors of English education at the secondary level and beyond.
Mr. Joseph Hills (e-future)
Mr. Joseph Hills

Joseph Hills is an EFL teacher, content developer, and teacher trainer. He has a bachelor’s degree in History from Guilford College, where he studied folklore and its connections and utility in society.

He has taught English in South Korea for seven years, working with students of all ages. After leaving the classroom, Joseph transitioned to educational content development, where he has written textbooks and teaching materials for young learners and elementary school students.

Joseph joined e-future last year to assist teachers in an ever-changing educational environment.

Mercury
To Hook or Not to Hook:
Engaging Students Should
Not Be an Impossible Mission
  • Effective lesson hooks are an essential tool for promoting student engagement and participation in the classroom. The aim of this workshop is to equip teachers with practical strategies and ideas to capture student interest and enhance their interaction in the classroom.
  • Through this workshop, teachers will be able to create purposeful lesson hooks that are tailored to their specific topics and learning objectives. The workshop will focus on various types of hooks, including sound and sense hooks, as well as end-of-lesson hooks that build curiosity and anticipation for upcoming lessons.
  • Overall, this workshop offers a valuable opportunity for teachers to enhance their teaching practice and promote meaningful student engagement.
Ms. Truong Thi Thu Trang (Thai Binh Duong University)
Ms. Truong Thi Thu Trang

Truong Thi Thu Trang is a lecturer at Thai Binh Duong University, Nha Trang, with an M.Ed in TESOL from Edith Cowan University, Australia.

With 14 years of experience, she specializes in teaching strategies and creative classroom activities. She is an Ambassador for HEW London Teacher Training Hub, Twinkl, and a ClassIn Senior Mentor. She co-founded a community group that conducts teacher training workshops across Vietnam.

Her interests include teaching methods, building a community of practice, and professional development. Thu Trang's dedication to education and passion for teaching have earned her a reputation as an exemplary educator, impacting many students and fellow educators

Fontana
Memory, Meaning, and
the Benefits of Overlearning
  • Join us for an exciting talk where we'll dive into how memory and meaning play big roles in learning languages. We delve into the concept of overlearning; a powerful tool often underutilized in educational settings, and its benefits in enhancing long-term retention and automaticity in language learning. We'll show you how this works in action with examples of children-focused learning technology.
  • But this talk isn't just about technology. It’s about the importance of educators keeping up with how children today actually want to learn. It's about real, useful strategies that can help optimize learning for children. This session is an invitation for all who want to challenge the status quo in language teaching through the lens of current neuroscience-backed research.
  • Grab this chance to refresh your teaching methods - join us and start making a bigger impact inside and outside your classroom today!
Mr. Jake Whiddon (Studycat)
Mr. Jake Whiddon

Jake Whiddon is a respected veteran in the Asian language-learning market with over 17 years of experience. Having managed academic operations and worked as a Regional Trainer for leading education companies like Education First and Macmillan Education, he is currently the Director of Learning Experience at Studycat.

Jake has trained teachers across Greater China, Japan, Thailand, Cambodia, and Myanmar. He is an ex-Trinity College London DipTESOL course director. Jake also holds an International Diploma in Language Teaching Management from the University of Queensland and a MA in Language Learning and Professional Development from the University of Chichester.

Driven by his passion for teaching and training, Jake focuses on developing independent learning skills in young learners and integrating educational technology into classrooms and homes.

Pavilon
Increasing Inclusion and
Encouraging Participation through
Choice-Based Learning and
Team Building Activities
  • It is not uncommon to see the buzzwords of 21st Century Skills, Student-Centered Instruction, Multiple Intelligences, Personalized Learning etc. in the TEFL field in Vietnam in this day and age, which reflects an ever more student-oriented educational landscape where learners are given more freedom and ownership of their own learning.
  • In this light, my workshop aims to provide basic knowledge of and practical suggestions for applying Choice-Based Learning and Team Building Activities to maximize the effectiveness of student-oriented learning. Ultimately, the workshop aims to equip educators with practical strategies for incorporating CBL and TBA into their pedagogical repertoire to promote effective and engaging student-centered learning.
  • Choice-Based Learning allows students to choose how they learn, from preferred practice materials to home assignments and forms of evaluation. This has been proven to result in a higher sense of responsibility and better participation as everyone's learning style is catered for. On the other hand, using Team Building Activities fosters trust, belonginess and boosts collaboration and acceptance, thus creating a supportive environment.
Mr. Le Tran Vinh Hien (VUS)
Mr. Le Tran Vinh Hien

Le Tran Vinh Hien is a Master of Arts in Applied Linguistics with 5 years of teaching experience in both public schools and English centers.

He has had years working as a Teaching Quality Manager at VUS, training and delivering workshops. He also has intensive knowledge and experience in evaluating and choosing programs, LMS/LXP and implications of ICT in teaching.

Overall, Hien has been working in the academic field for almost 10 years both as a teacher and an educator.

Platin
14:50 – 15:10
Coffee Break
 
Lobby
15:10 – 15:30
Rapid fire wrap-ups
Celebrating Diverse
Perspectives in ELT
Host: Steven Happel
Elite
15:30 - 16:30
Plenary 2
Self-regulated Language Learning: Understanding Commonality, Appreciating Diversity
  • As language teachers, our ultimate challenge is surely that of handing over the direction of language learning to learners themselves. This demands that we develop our understanding of the individuals in our classrooms and the ways in which they direct and manage their own learning.
  • In this talk, I consider the concept of self-regulated learning and discuss how it may help us in our task of transferring responsibility and control to language learners. In doing so, I will present a practical framework of self-regulated learning designed to help teachers in the implementation of self-regulated learning in their own teaching contexts.
  • I will conclude by stressing the need for sensitivity and an awareness of diversity, both contextual and individual, when seeking to help others take responsibility, make better decisions, and realize meaningful goals.
Dr. Stephen Ryan (OUP)
Dr. Stephen Ryan

Stephen Ryan has been involved in language education for over 25 years, spending most of that time in Japan.

He is currently a professor in the School of Culture, Media and Society at Waseda University, Tokyo. His research and publications cover various aspects of psychology in language learning, including the award-winning Exploring Psychology in Language Learning and Teaching (OUP), co-authored with Marion Williams and Sarah Mercer, and The Psychology of the Language Learner Revisited, co-authored with the late Zoltan Dörnyei.

He also served as inaugural president of IAPLL (The International Association for the Psychology of Language Learning).

Elite
16:30 -16:50
Closing & Raffle
 
Elite
Time 07:30 – 08:00
Room Reception Area
Event
EVENT
Checking-in
Time 08:00 – 08:30
Room Elite
Event
EVENT
Opening Ceremony
Time 08:30 – 09:40
Room Elite
Event
EVENT
Plenary
Storytelling for Change
  • Storytelling has the power to shape, influence, and redefine people's perceptions of the world and their place in it.
  • Through strong visual representations and resonant content, storytelling can reflect the life experience of students, colleagues, and diverse ways of living in the world, helping to build diverse and inclusive space in the classroom and professional working environments.
  • In this plenary speech, National Geographic Storyteller Lillygol Sedaghat will share powerful multimedia stories from across the Asia-Pacific region that integrate ideas of diversity and inclusion, culture and the environment.
  • Through images, videos, and oral storytelling, Lillygol will demonstrate how strong, diverse, and inclusive spaces can connect students to ELT content, and inspire educators to realize their own potential in applying these techniques to enhance their professional environments.
PRESENTERS
PRESENTER
National Geographic
Explorer Lillygol
Sedaghat (NGL)
Lillygol

Lillygol Sedaghat is a National Geographic Explorer and Multimedia Storyteller at the intersection of culture, identity, and the environment. She is the host and producer of the Webby-nominated podcast, “Expedition: Earth,” a Fulbright Storytelling Fellow, and co-founder of Suan Tian Stories.

Lillygol’s work has been featured in National Geographic Magazine three times, National Geographic Learning's AP Human Geography Textbook and 4-6th Grade Social Studies Curriculum for the Ministry of Education, Egypt.

She holds a B.A. in Political Economy from University of California, Berkeley and a Master of Science in Nature, Society, and Environmental Governance from the University of Oxford.

Time 09:40 – 10:00
Room Lobby
Coffee Break
Breakout 1: *Please scroll horizontally to see more information
Time 11:00 – 11:10
Room Lobby
Coffee Break
Breakout 2: *Please scroll horizontally to see more information
Time 12:10 – 13:40
Lunchtime
Breakout 3: *Please scroll horizontally to see more information
Time 14:50 – 15:10
Room Lobby
Coffee Break
Time 15:10 – 15:30
Room Elite
Event
EVENT
Rapid fire wrap-ups
Celebrating Diverse Perspectives in ELT
PRESENTERS
PRESENTER
Host: Steven Happel
Time 15:30 - 16:30
Room Elite
Event
EVENT
Plenary 2
Self-regulated Language Learning: Understanding Commonality, Appreciating Diversity
  • As language teachers, our ultimate challenge is surely that of handing over the direction of language learning to learners themselves. This demands that we develop our understanding of the individuals in our classrooms and the ways in which they direct and manage their own learning.
  • In this talk, I consider the concept of self-regulated learning and discuss how it may help us in our task of transferring responsibility and control to language learners. In doing so, I will present a practical framework of self-regulated learning designed to help teachers in the implementation of self-regulated learning in their own teaching contexts.
  • I will conclude by stressing the need for sensitivity and an awareness of diversity, both contextual and individual, when seeking to help others take responsibility, make better decisions, and realize meaningful goals.
PRESENTERS
PRESENTER
Dr. Stephen Ryan (OUP)
Dr. Stephen Ryan (OUP)

Stephen Ryan has been involved in language education for over 25 years, spending most of that time in Japan.

He is currently a professor in the School of Culture, Media and Society at Waseda University, Tokyo. His research and publications cover various aspects of psychology in language learning, including the award-winning Exploring Psychology in Language Learning and Teaching (OUP), co-authored with Marion Williams and Sarah Mercer, and The Psychology of the Language Learner Revisited, co-authored with the late Zoltan Dörnyei.

He also served as inaugural president of IAPLL (The International Association for the Psychology of Language Learning).

Time 16:30 -16:50
Room Elite
Closing & Raffle
the overview
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the presenters
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Dr. Stephen Ryan Oxford University Press

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Ms. Lillygol Sedaghat National Geographic Learning

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Mr. Joseph Hills E-Future

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Ms. Trương Thị Thu Trang Thai Binh Duong University

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Mr. Jade Whiddon Studycat

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Ms. Heather Woodward
Ms. Keiko Fujino Rikkyo University

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Ms. Phạm Huỳnh Thúy Uyên Thong Linh Highschool

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Mr. Allen Davenport Cambridge University Press & Assessment

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Mr. Lê Trần Vinh Hiển VUS

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Mr. Christoforos Vasileiou MM Publications

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Mr. Hoàng Minh Thông ClassIn

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Mr. Ngô Hùng Phong VUS

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Mr. Nguyễn Hưng Yên VUS

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Ms. Trần Hà Mai Uyên International University Vietnam National University

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Ms. Nguyễn Huỳnh Ngọc Hà
Mr. Ngô Quang Tùng VUS

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Ms. Trần Thị Bích Ngọc Freelance presenter

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Mr. Derek Spafford Macmillan Education

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Ms. Peetra Lechte NEAS

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Ms. Trần Kim Thy VUS

the sponsors
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Cambridge University Press

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Cdimex

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Macmillan Education

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MM Publications

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National Geographic Learning

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ClassIn

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Fahasa

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Oxford University Press

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Studycat

PLATINUM SPONSORS
National Geographic
Oxford University Press
GOLD SPONSORS
Cambridge
CDIMEX
Classin
Future
FAHASA
MACMILAN
MM
Studycat