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At our conference, we believe that educating multilingual learners means educating all people. We recognize that learners are diverse and have varied needs. Our attendees work in a multitude of settings, from assisting adults who are resettling to supporting children and adults who have experienced trauma, some educators are preparing students for the Ivy League, while others are teaching trades, life skills, or running college gap programs. The intersections of multilingualism and identity are at the core of our discussions.

Join us as we come together to learn from one another, from seasoned professionals, and from individuals with lived experiences. Our goal is to better meet the needs of all our learners. Although the focus of this conference is on English Language Acquisition, we welcome all educators. Whether you are a specialist looking to refine your skills or a core classroom teacher aiming to better support your multilingual students, this conference is for you.

The following guidelines were adapted from TESOL International Association’s Call for Proposals. Please ensure that you are following the format. Failure to do so could cause your proposal to be rejected. To submit a proposal, click the link above.

TITLE 

10 words to catch the reader’s eye

The title should accurately reflect the session content and be clear to the intended audience.

The title must:

  • not exceed 10 words (each part of a slashed or hyphenated word counts as one word)

  • not include exclamation or quotation marks

  • not include presenters’ names, institutions, or titles of their published works

  • capitalize all verbs, nouns, adjectives, adverbs, and pronouns; capitalize conjunctions, articles, or prepositions of fewer than four letters

  • capitalize both terms of hyphenated compounds and the first word after a colon


ABSTRACT

Your basic 50-word elevator speech

The session abstract is your opportunity to win over conference attendees. Abstracts may be edited by NNETESOL. The abstract:

  • will appear in the conference program

  • must not exceed 50 words

  • must not include presenters’ names, institutions, or published works

  • should not include acronym(s) or abbreviation(s) except the following: L1, L2, CALL, CBI, EAP, EFL, EL, ELL, ELT, ESL, ESP, IEP, NNEST, SLA, TESOL, TESL, and TEFL


SESSION DESCRIPTION

200 words to convince reviewers to choose you

Although the session description will not be published in the convention program, its clarity will reflect to reviewers the overall quality of the proposal.Reviewers read and score your entire proposal, so this should not simply repeat your abstract. The session description should:

  • include a clearly stated purpose and point of view

  • include supporting details and examples

  • contain evidence of current practices and/or research

  • conform to an appropriate session type (e.g., dialogue, teaching tip, etc.)

  • include a variety of techniques (e.g., activities, visuals)

  • outline an appropriate amount of material for the allotted time

  • reflect the presentation content and format

  • indicate the target educational context(s) and student population(s)

The description is no more than 200 words. Acronyms should be limited to the ones accepted in TESOL International proposals (L1, L2, CALL, CBI, EAP, EFL, EL, ELL, ELT, ESL, ESP, IEP, NNEST, SLA, TESOL, TESL, and TEFL). You can find the definitions of these acronyms here, along with others commonly used in the profession. Do not use presenters’ names, institutions, or published works.  Use the table below to help you choose a session type and to decide what to include in your abstract:

AUDIENCES

Who is your target?

  • Elementary Education fosters recognition of ESOL as an academic discipline in elementary education, increases awareness of elementary ESOL educators’ needs, and develops new professional resources for teachers and their students. 
  • Secondary Education represents professionals in the area of secondary education whose task is to ensure that secondary-level TESOL students develop the linguistic, cultural, and cognitive skills necessary for success in an English-speaking context.
  • Higher Education advances effective instruction, promotes professional standards and practices, influences and supports policies of TESOL and other associations, determines needs, and considers all other matters relevant to ESL in colleges and universities.
  • Adult Education brings together professionals who represent the knowledge, precepts, and skills of two distinct but compatible areas: adult education and ESL.
  • Workplace ESL supports professionals interested in the design and delivery of courses or programs related to specific purposes or disciplines, such as science, medicine, business, industry, government, and others.
  • Teacher Training/Preparation discusses issues relevant to ESL/EFL teacher education, promotes professional development of ESL/EFL teachers, and formulates policy that will improve conditions of employment and learning for teachers and students.
  • Immigrant/Refugee Education addresses the language, cultural, social, and legal needs (and their interconnections) of refugees at all ages and stages of life.

Rubric

How the judging happens

This is the rubric our proposal readers use to judge submissions. It is a modified version of TESOL International’s proposal rating rubric. 


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