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Super pleased to announce that the TESOL Italy 2021 Convention has been given the EVE Purple Award. EVE (Equal Voices in ELT) is an organisation created to recognise both gender and ‘non-native’ / ‘native speaker’ parity in keynotes and plenaries in ELT Conferences worldwide. The purple badge is awarded for gender parity.
Pre-conference Event on 18th Nov
2 Convention Days
Live and Pre-recorded Sessions
5 Plenary Speakers
About Tesol Italy Convention 2021
The TESOL Italy Annual Convention and Materials Exhibition has been one of the main Professional Developments events in the Italian ELT calendar for over 40 years with last year and this year being in a virtual format due to the global pandemic.
Attended by hundreds of teaching professionals from Italy and beyond, it involves a 2-day programme with live and pre-recorded sessions, panels sessions and a fun social programme. In addition to the full two days, this year there is a half-day Pre-Convention event with special sessions. The Convention is a unique opportunity for networking with fellow colleagues, exchanging ideas and creating new partnerships among schools and universities.
In tandem with the Convention there is an innovative Virtual Expo involving the most important ELT-related exhibitors where participants can see all the latest ELT publications and services and interact with authors and publishers.
The 2021 Convention Themes are:
Challenges and Opportunities within and beyond the Classroom
The need to transform the education sector is overdue. The closure of schools around the world triggered by the COVID-19 crisis has exposed the challenges faced by schools, teachers and students to secure education continuity away from classrooms. How has the pandemic changed education and opened an opportunity to rethink schooling? In addition, the recognition of non-formal and informal learning is an important means for making the ‘lifelong learning for all’ agenda a reality for all and, subsequently, for reshaping learning to better match the needs of the 21st century. It is very likely that learning taking place at home or elsewhere, is a lot more important, relevant and significant than the kind of learning that occurs in formal settings. How can we recognize, appreciate and value this?
Foregrounding Global Citizenship Education in ELT
Global Citizenship Education is a strategic area of UNESCO’s Education Sector programme, and builds on the work of Peace and Human Rights Education. It aims to instil in learners the values, attitudes and behaviours that support responsible global citizenship: creativity, innovation, and commitment to peace, human rights and sustainable development. Global citizenship has become one of the most important issues for English language teachers around the world, as we are witnessing its growing importance in the international scenario and its incorporation as part of a process of inclusion/e-inclusion. How can inspiring input, suggestions, and ideas related to the issue of global citizenship be addresses in ELT?
Investigating Teachers' Professional Profiles and Beliefs
It is widely recognised that at the outset of the pandemic, many teachers felt they lacked appropriate training and were unprepared for the remote and hybrid teaching scenarios they had to face. Teachers found their beliefs challenged as they had to adapt to new modes of teaching, collaborate with colleagues, and work in unpredictable, challenging situations. To what extent are these new scenarios having an impact on teachers’ beliefs? Research shows that faced with a plethora of online CPD opportunities based on new pedagogical approaches for the new normal, teachers have constantly risen to the challenge and demonstrated their commitment to professional learning and development and that their paramount values and beliefs have continued to help teachers forge their didactic action. But just how are new forms of CPD currently influencing teachers’ practices, and what CPD can we offer to support evolving post-pandemic teacher profiles?
Translanguagism in ELT: a pedagogical approach
During the last decade more people than ever in the history of mankind have been on the move all over the world, because of unsustainable social conditions. Forced to abandon their homeland, they brought with them their own identities and their language. This disruptive condition has modified the language and cultural landscapes of many countries and of their school population. It is within this reconfiguration of peoples and cultures that the notions of ‘translanguaging’ and of ‘translanguaging spaces’ have emerged. Translanguaging has been defined as “the ability of multilingual speakers to shuttle between languages, treating the diverse languages that form their repertoire as an integrated system” (Canagarajah, 2011). The pedagogical implications of translanguagism are multiple, and translingual practices have proved as particularly effective when used by multilingual learners to communicate and to learn in the language classrooms. Welcome to this conference are all those teaching and learning experiences and projects that use translanguagism as an approach engaging multilingual learners to communicate and to integrate their language repertoires.
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