Summer series of FREE professional learning webinars for language educators!
Language teaching and learning materials encompass a rich spectrum of resources—from traditional textbooks and teacher/student-generated content to digital applications, and authentic realia—serving as foundational elements in language programs and classrooms worldwide. These materials bridge the gap between theoretical pedagogical approaches and practical classroom implementation, while providing essential structure to the learning experience. The effectiveness of these resources, however, hinges critically on language educators’ ability to thoughtfully select, adapt, and implement them in ways that align with specific learning outcomes and address diverse student needs within their unique teaching contexts. This crucial intersection of materials and pedagogical expertise will be explored throughout our webinar series, with each speaker offering distinct insights and perspectives.
The webinars are free to attend, but participants must register in advance. Registrants who participate in these events live can request a certificate of attendance for 1.5 hours of continuing education for each webinar they attend. In addition, live attendees will be contacted after each webinar with information about how to apply for a digital badge.
Participants will be able to register for any combination of these webinars.
Implementing Multiliteracies in Textbook-Driven Language Curricula
Webinar presented by Heather Willis Allen (University of Wisconsin-Madison)
Wednesday, April 23, 2025, 10-11:30 AM Arizona/MST (UTC -7)
To see when it begins where you are, click here.
Abstract:
Historically, textbook materials have been an important component of K-12 and collegiate second language (L2) curricula, particularly in programs with multiple sections of elementary and intermediate-level courses. In 1998, Kramsch called textbooks the foundation of syllabus design and lesson planning. More than two decades later, despite an explosion of readily available digital resources and ever evolving communications technologies impacting how and what L2 students learn in academic settings, commercial textbooks remain the bedrock of instruction and professional development in many language programs (Warner & Dupuy, 2018).
This webinar will offer the opportunity for participants to identify benefits and drawbacks of commercial L2 textbooks for student learning and teacher instructional planning before engaging with the question of how language courses can foster students’ understandings of the interrelationships between language and culture by going beyond the textbook. But how can we accomplish this in a manner that is intellectually and personally meaningful for learners and sustainable for instructors? We will explore the notion of literacy as a multidimensional and multimodal learning goal and identify resources and instructional practices that align with a multiliteracies perspective and the aim of engaging learners in Meaning Design. Using pedagogical examples from an intermediate French course, I will argue for a balanced approach to instructional design that balances the use of textbook content with activities and assessments that facilitate L2 Meaning Design.
The Evolving Landscape of Language Instructional Materials: Navigating Challenges and Embracing Opportunities
Presented by Adriana Diaz (University of Queensland).
Wednesday, May 14, 2025, 2-3:30 PM Arizona/MST (UTC -7)
To see when it begins where you are, click here.
Abstract:
Traditionally, instructional materials have shaped what and how students learn – but are they truly accessible, inclusive, and authentic? This interactive webinar invites language educators and program administrators to critically examine the evolving landscape of language teaching materials and explore transformative possibilities for their selection, development, and use. Moving beyond traditional coursebooks, we will (re)define instructional materials to reflect emerging resources that better align with contemporary linguistic and cultural realities, acknowledging the growing role of digital, multimodal, and learner-generated materials in language education.
Through the lenses of social justice, critical pedagogy, and decolonial theory, we will unpack three urgent and interconnected challenges – accessibility, inclusivity, and authenticity – while also exploring the opportunities they offer for more equitable teaching. How can we ensure that instructional materials reflect diverse identities and experiences, rather than reproducing dominant narratives? How can we move beyond static representations of culture to embrace linguistic and cultural fluidity? And how can we provide all students with equitable access to high-quality resources?
A key focus will be Open Educational Resources (OERs) as sustainable solutions that promote equitable access, dismantle normativities, amplify diverse voices, and empower educators to critically engage with content. Participants will explore real-world examples of OERs that challenge normative frameworks, encourage learner agency, and foster critical multilingual awareness.
This webinar will offer practical strategies for educators seeking to make more intentional, justice-oriented choices when selecting, adapting, and creating instructional materials. By the end of the session, participants will leave with concrete ideas for integrating more inclusive and critically engaged materials into their own teaching contexts.
➣ Click here for further details and to register.
Working Smarter, Not Harder: Applying SLA Theory to AI Use in Language Education
Presented by Austin Pack (Brigham Young University-Hawai’i)
Wednesday, June 18, 2025, 10-11:30 AM Arizona/MST (UTC -7)
To see when it begins where you are, click here.
Abstract:
Keeping up with the rapid pace of development of AI tools, such as ChatGPT, can be exhausting. The number and types of models and tools seem to grow daily. Language educators, who are often already overburdened with responsibilities, now have to make additional decisions as to how, when, and to what degree AI tools should be used inside and outside of the classroom to support student learning.
This webinar aims to assist language educators in navigating these questions and in learning how to use these AI tools more effectively. Taking a hands-on and experiential approach, attendees will roll up their sleeves, grapple with ChatGPT, hone their prompt-engineering skills, and gain new insights into how these novel tools can assist them in their specific teaching contexts. To guide us in this endeavor, we will draw upon Ingley and Pack’s (2023) framework for prompt-engineering, and our knowledge of second language acquisition theory to guide our decision-making process. By applying evidence-based principles from second language acquisition theory, we can use generative AI tools thoughtfully and intentionally, potentially empowering us to work smarter, not harder.
Attendees will leave with concrete strategies for prompt-engineering, practical applications for their classrooms, and a clearer understanding of the potential role of AI in augmenting language education. This webinar is geared toward all language educators, regardless of their experience in using generative AI.