We’re in the countdown to the launch

This track focuses on current perspectives and practices in language assessment within English Language Teaching (ELT). It welcomes proposals that address evaluation, testing, and assessment practices, including formative and summative assessment, alternative assessment, integrated or holistic assessment approaches, the use of continuous feedback to support learning, assessment as a tool for learning, evaluation principles, and assessment policies that promote alignment among curriculum, instruction, and assessment. Special attention is given to emerging approaches that incorporate AI-enhanced assessment, feedback, learning analytics, and assessment design to support student learning and track progress over time, as well as to issues related to academic integrity, fairness, and the ethical and responsible use of AI in assessment. Proposals may also address the use of assessment data to measure students’ progress, inform instructional decisions, predict performance, and identify areas for improvement and support student success.

This track is a special call for educators and researchers working in multilingual and multicultural contexts, including but not limited to English language teaching. It welcomes proposals from educators working with languages taught as foreign, second, additional, or third languages. Proposals related to languages other than English are welcome, provided that presentations are delivered in English. It welcomes contributions addressing pedagogical and sociolinguistic approaches such as translanguaging, plurilingualism, code-switching, and the use of learners’ full linguistic repertoires as resources for learning. Topics may also include multilingual classroom practices, language awareness, multilingual policies, and intercultural communication. Special attention is given to emerging perspectives that position AI as a mediating agent and a form of co-intelligence within multilingual ecologies, enabling new forms of multilingual interaction, cross-linguistic meaning-making, intercultural communication, and knowledge construction.

This track focuses on current perspectives and practices in the pedagogical integration of technology within ELT. It welcomes proposals that explore technology-enhanced learning environments, digital pedagogies, and the design of meaningful learning experiences through the purposeful and pedagogically grounded use of educational technologies, including virtual learning environments. Topics may include the use of digital platforms and tools to support language learning, technology-mediated interaction and collaboration, multimodal learning, online and blended learning environments, and the development of digital learning ecosystems that foster student engagement and autonomy. Special attention is given to emerging approaches that explore the pedagogically meaningful integration of AI-powered technologies in educational contexts, including their use for instructional design, teaching and learning, feedback, assessment, and learning analytics. Proposals may also address the ethical and responsible use of artificial intelligence in education, as well as critical discussions about the evolving role of teachers and learners in technology-rich environments, where human expertise and artificial intelligence interact through emerging forms of co-intelligence in the digital era.

This track focuses on emerging and transformative pedagogical approaches in English Language Teaching (ELT). It welcomes proposals that examine how teaching and learning are being redefined in response to innovation, global challenges, sustainability, and evolving educational paradigms. Topics may include global education, the development of intercultural and global competencies, Collaborative Online International Learning (COIL), education for sustainable development, pedagogical innovation at macro-, meso-, and micro-curricular levels, and pedagogical approaches that connect language learning with real-world issues and contexts beyond the classroom. Contributions may also address learner agency and student-centered approaches, experiential learning, critical and reflective pedagogies, and the design of learning experiences that foster collaboration, problem-solving, and global engagement. Special attention is given to the role of AI as a mediating force and a form of co-intelligence in reshaping pedagogical paradigms, including its potential to redefine the roles of teachers and learners and enable new forms of creativity, inquiry, collaboration, and knowledge construction.

This track focuses on current perspectives and practices in educational leadership within ELT contexts. It welcomes proposals that explore leadership at multiple levels, including classroom, institutional, and system-wide settings. Topics may include instructional and distributed leadership, teacher leadership and leading from the classroom, teacher retention, professional growth and wellbeing, professional development and lifelong learning, and the development of collaborative cultures through professional learning communities. Contributions may also address mentorship and coaching, stakeholder engagement across educational ecosystems, and strategies to promote collaboration, problem-solving, and continuous improvement. Proposals may further examine strategic change management and the role of leadership in shaping language education policies and practices to prepare more resilient, innovative, and adaptable institutions in response to social and technological change. Special attention is given to the role of AI as a mediating force and a form of co-intelligence in educational leadership, positioning leaders as key agents in bridging pedagogy, policy, and institutional management. This includes exploring how human–AI collaboration supports data-informed decision-making, enhances strategic planning and change management, and reshapes leadership practices through learning analytics, governance of AI use, and the ethical and responsible integration of emerging technologies in language education systems.

This track focuses on differentiated instruction as a key pedagogical approach to addressing learner variability in ELT. It welcomes proposals that explore how teaching and learning can be designed to respond to learner variability, including differences in readiness, proficiency levels, interests, backgrounds, strengths, and needs. Topics may include differentiated assessment, the adaptation of content and materials in a multimodal framework, flexible grouping and scaffolding strategies, and the design of varied learning products that promote student choice and engagement. Contributions may also address the creation of inclusive and responsive learning environments, as well as the application of Universal Design for Learning (UDL) or personalized and adaptive learning principles to support access, participation, and meaningful learning for all students. Special attention is given to the role of AI as a mediating force and a form of co-intelligence in differentiated instruction. This includes exploring how human–AI collaboration supports adaptive and personalized learning, enhances teachers’ capacity to design responsive and inclusive learning environments, and supports accessibility and equity, while critically addressing potential bias in AI-supported personalization.