PDC 2025 Sessions Recordings
Welcome Session
EnglishUSA leadership kicks off the 17th Annual Professional Development Conference with preliminary remarks!
Session One
Empowering Diverse Voices: Inclusive EFL Teaching through UDL and Culturally Responsive Practices
This session focuses on inclusive English language teaching strategies that integrate Universal Design for Learning (UDL) and culturally responsive practices. The aim is to provide equitable educational experiences for students from diverse backgrounds by creating an accessible and inclusive learning environment that respects and values their unique contributions. [Presenter(s):Amy Gooden, Lesley University and Harvard University]
Making Online Collaboration Work
Most research suggests that meetings and collaboration via video-conferencing are less productive and yield fewer novel ideas than face-to-face interaction. The presenters engage the audience in various discussions, and a short group task experiment, to develop criteria for effective “Zooms” for a variety of project constellations. [Presenter(s): Sigrun Biesenbach-Lucas, Georgetown University; and Suzanne Matula, Georgetown University]
Taming the Dinosaur Within: Pathways to Program-Wide Pedagogical Innovation
This session will demonstrate how to introduce pedagogical innovation program-wide and how to encourage faculty on board. The session will discuss why programs should innovate, the value to program, students, and faculty, and provide a roadmap for implementation. Importantly, this session will demonstrate how to tame the dinosaur within! [Presenter(s): Aviva Katzenell, Intensive English Institute, Florida Atlantic University]
Prompting Principles for Materials Creation using Generative Artificial Intelligence
This session will introduce participants to six foundational principles of effective AI prompting. Attendees will explore sample prompts, collaborate in breakout rooms to create their own, and evaluate the success of prompts for various tasks. The session will also cover strategies for refining prompts and improving AI tool interactions. [Presenter(s): Andy Mattingly, Embry-Riddle Language Institute]
Session Two
Encouraging a Growth Mindset in ELLs
Having only some control of factors that affect student success in the classroom, ESL teachers should have a fundamental knowledge of Dweck's growth mindset theory and be able to employ aspects of it in teaching to affect student motivation, achievement, and outcomes, as well as help students reach their goals. [Presenter(s): John Catlett, Saint Joseph's University]
Leveraging Student Focus Groups to Enhance Services
This interactive session explores the utility of student focus groups and helps identify and collect targeted student feedback to improve student services at the center/school. We provide specific examples within the context of two IEPs. Participants will have the opportunity to explore leveraging feedback groups within their own school settings. [Presenter(s): Kathleen Hylen, ELS Chicago, Dominican University; and Lee Hunt, ELS Cincinnati, University of Cincinnati]
Navigating the AI-generated Disinformation Daze to Build Language and Media Literacy
While AI has made it increasingly challenging to distinguish real from fake information, teaching media literacy is critical, and offers highly compelling, engaging, opportunities for language learning. Teaching students to recognize deepfake videos, AI-generated photos, social media and news creates opportunities to develop language through the lens of media literacy. [Presenter(s): Maureen Smith Martindale, U.S. State Department English Language Programs]
Session Three
TikTok as a Teaching Tool
TikTok is creating a linguistic repertoire, allowing access to authentic language, pronunciation guides, and live interaction with English language learners and native speakers. This presentation will demonstrate how teachers can utilize TikTok as a tool for supplemental language practice while avoiding potential pitfalls of this popular social media platform. [Presenter(s): Lynn Wolfe, University of Nevada; and Toni Juart, Indiana University]
Paths to Leadership in University-Governed Intensive English Programs
The Intensive English Program administrator assumes a challenging role that calls for flexibility, adaptability, and equilibrium in response to internal and external conditions. The result of a doctoral research, this session will share how IEP leaders prepare for a multi-faceted role, and understanding of the pathways to successful IEP leadership. [Presenter(s): Mariana Syrotiak, Gannon University]
Linking EAP with First Year Curriculum in Pathway Programs
The presenters will discuss a case study of curricular integration between EAP and an introductory sociology course in the context of a pathway program for first year undergraduate students. The topic of AI as a social phenomenon was used in both courses to meet curricular and program objectives. [Presenter(s): David Lind, International Programs, Syracuse University; and David Patent, College of Professional Studies, Syracuse University]
AI in English Language Programs: Opportunities, Challenges, and the Future
This session explores the evolving role of AI in English Language Programs (ELPs), focusing on three critical areas: policy, classroom applications, and creation of instructional and marketing materials. [Presenter(s): Kateryna Forynna, University of North Carolina Wilmington; Catherine Madden, North Carolina State University; Todd Beard, University of Tennessee; and Amanda Dascomb, University of Tennessee]
Session Four
Building Communicative Awareness Beyond Academics – the Rhetorical Triangle
The presenter will demonstrate how the rhetorical triangle helps students assess their and others' written and oral communication based on purpose, audience, and message. Using the rhetorical triangle, attendees will analyze messages, discuss ways to incorporate the method beyond just writing classes, and devise an activity for their classes. [Presenter(s): Genie Smiddy, St. John's University]
Administrative Practices on Learning Differences in an intensive English Program
Adult ESL students who repeatedly struggle to meet learning outcomes pose a significant challenge for educators. This session offers an IEP director's perspective on addressing this issue, focusing on a referral process, diagnosis of learning disabilities, intervention and accommodation strategies, and final administrative decisions. [Presenter(s): Seo Hyun Park, Divine Word College; and Cindy Ehrlich, Divine Word College]
Developing English Language Skills Through Community Engagement
By implementing equity-based curriculum design, presenters offer strategies, examples, and resources to creatively engage students in service learning while improving English skills and understanding community issues. Participants examine and discuss community-based projects and their practical applications ranging from one lesson to a session-long project. [Presenter(s): Kirsten Stauffer, Georgetown University; and Barbara Flocke, University of Colorado Boulder]
Clarifying What We Mean: Popular Concepts in Education Today
Creativity, critical thinking, and 21st-century skills are common buzzwords among English teachers today. It is important to look behind the labels and discuss the meaning of these terms. Through interactive discussion, participants will develop a more nuanced perspective of these concepts and their application in English language classrooms. [Presenter(s): Karin deJonge-Kannan, Utah State University]
Session Five
Supporting International Students Experiencing Mental Health Crises
This presentation explores how IEP faculty and staff can recognize and support international students experiencing mental health challenges. Through discussion of a case study, attendees learn strategies for identifying signs a student is in distress, how to provide support, and where to turn for campus, community, and professional resources.[Presenter(s): Katherine Brinkmeyer, Indiana University Indianapolis; Thomas Upton, Indiana University Indianapolis; Carrie Hall, Indiana University Indianapolis; and Emilija Zlatkovska, University of Southern Indiana]
Creating Industry-Specific English Curriculum for Targeted Workforce Training
This session explores strategies for developing industry-specific ESL programs that meet workforce needs. Participants learn how to design tailored curricula, engage learners with real-world materials, and implement effective teaching techniques. The session highlights the benefits of these programs for enhancing job readiness, workplace integration, and employee performance. [Presenter(s): Lena Shaqareq, LENa Institute Founder]
Maintaining Quality across Educational Program Types
Foreign language, youth, and teacher training certificate programs fall within the scope of accreditation by the Commission on English Language Program Accreditation (CEA). Data on the types of educational programs accredited by CEA, including those delivered by distance education will be presented along with a summary of common compliance issues. [Presenter(s): Rachel Herman, Commission on English Language Program Accreditation; and Emily Vandermade, Commission on English Language Program Accreditation]
Beyond Presentations: Boosting Oral Discourse Skills in Higher Ed ELLs
The presenters will describe activities they have developed to help their EAP students practice and acquire diverse academic discussion skills. These activities include active listening, extemporaneous speaking, student-led discussions, and other varied types of discussion. The presenters will also describe their multi-layered assessment strategies for these discourse skills. [Presenter(s): Kathleen Philpott Costa, Georgetown University; and Leslie Sheen, Georgetown University]
ELT and Plurilingualism
The presenters will facilitate group and room discussions regarding the benefits of knowing other languages when teaching and learning English in intensive programs. The participants will develop working definitions of plurilingualism (multilingualism) and plurilingual teaching methods and compare them with current CEFR notions of plurilingual and pluricultural competence. [Presenter(s): Gonzalo Isidro, EF International Language Campus Honolulu; and Marc Kets, EF International Language]
