Information and Speakers

1-Title: “Collaborative Language Learning  through Google Earth Projects” by Susan Huss-Lederman

Abstract: Google Earth, a virtual globe allowing users to explore the world, provides a platform well-suited to project-based language learning. In this session, participants will examine how students can collaborate on projects by writing texts and integrating audio and video to share with a specific audience. Participants l will receive a planning guide and discuss how to implement their own projects.

Bio :Dr. Susan Huss-Lederman has been an English language educator for over 30 years. In the United States, she has taught ESL at the university level and administered professional development programs for English language educators. As a Fulbright Scholar and an English Language Specialist, she has led workshops on project-based language learning in several Latin American countries. In 2026, Dr. Huss-Lederman will serve as an English Language Fellow at the Universidad Autónoma de Chiriquí.

2-Title: “Building a Digital  Language Garden»: Collaborative & Asynchronous Project Tasks” by Isabel Cubilla

Abstract: This workshop introduces the Digital Language Garden, a metaphor for collaborative online projects (e.g., shared blogs, Padlet boards, NotebookLM podcasts, and Gemini photos). Participants will learn to design asynchronous tasks that enable students to develop content at their own pace, utilizing various formats (text, audio, and visual). Focus is on low-barrier tech to include all, fostering ownership and a growing, collective body of language.

Bio: Isabel Cubilla is a dedicated educator with over 25 years of experience teaching English in Panama. She holds a master’s degree in Language Teaching Methodology and played a pivotal role in the Panama Bilingue Kids program from 2015 to 2019. Isabel is actively involved in various professional development activities, serving as an organizer, presenter, and mentor. She is also an active member of both local and international TESOL communities. Currently, Isabel works as a coordinator and professor at a private university.

3-Title “Fostering Learners’ Skills with AI-Powered Project-Based Learning” by Jessica Rivas Murillo

Abstract: Lately, Artificial Intelligence (AI) has raised serious concerns regarding its safety and ethical use. However, these tools, reinforced by Project-Based Learning (PBL), could be used to develop various skills, including those related to the target language, while also applying knowledge in a real-life setting. This presentation provides some practical ideas for using AI tools and PBL in EFL contexts.

Bio: Jessica Rivas is a Venezuelan EFL teacher and college professor with over 8 years of teaching experience in different settings. She holds a B.A. in Education major in Foreign Languages and a B.A. in Education major in Philosophy. Currently, she is working at Universidad de Los Andes, and her areas of interest include ICT, teacher training, and intercultural competence.

 

4-Title: “Words to Actions: Using the Action-Oriented Approach in Writing Tasks” by Pearlie Lubin

Abstract: Student reading and writing assessment is vital in English language development. This workshop demonstrates how to transform a writing routine into an action-oriented task while assessing students’ vocabulary and writing skills. Participants will use images and Padlet to generate vocabulary and texts for real audiences. Teachers will leave with practical low-tech and high-tech strategies to enhance writing instruction and assessment.

Bio: Dr. Pearlie Lubin is an English language educator with 16 years of experience teaching learners in Florida, Texas, and Costa Rica. She completed a two-year English Language Fellowship in Costa Rica with the U.S. Department of State and has presented at Brazil TESOL, Panama TESOL, the Guatemala ELT Summit, and the National Conference of Teachers of Costa Rica. Her work focuses on intercultural communication, ethnic identity, and culturally relevant teaching.

 

5-Title: “100% Engaging Online Activities to Review Vocabulary and Grammar” by Victor Crispin

Abstract: The presenter demonstrates meaningful use of entertaining, engaging, and practical online/virtual activities that make participants focus on specific tasks to review, practice, and reinforce the two core linguistic items; vocabulary and grammar. In order to present a pretty effective workshop the session focuses on various activities that involve visual, auditory, and verbal learning styles. Therefore, the participants will participate actively individually using the chat box with the main idea to learn something useful and at the end of each activity reflect and discuss on how to adapt these activities in the classroom and leave this workshop with fresh ideas that help each teacher create a fresh learning environment.

Bio: Victor works as an EFL teacher at Centro Boliviano Americano Santa Cruz. He participated in the «International Visitors Leadership Program» IVLP  sponsored by the U.S. Department of State. He has been recipient of six Teaching Awards «Teacher of the Year: 2003, 2015, 2016, 2017, 2018, and 2019». He was a speaker in Puerto Rico TESOL 2016, TESOL Chile 2017, IATEFL Peru 2018, BETA TESOL 2019, Paraguay TESOL 2020, Honduras International Conference 2021, Kuwait TESOL 2022. and BETA-TESOL 2023. In 2025 he participated as a speaker in the ABLA Convention held in Santa Cruz, Bolivia.

 

 

6-Title : “Beyond the Bot: Strengthening Teacher Agency in AI-Enhanced Classrooms” by Beatriz Erazo

 

Abstract: This hands-on session empowers ELT teachers to exercise agency in integrating generative AI tools for teaching and assessment. Participants learn how to create effective prompts to get useful feedback and flexible materials, check AI results for correctness, teaching quality, and ethics, and use practical strategies in the classroom—making thoughtful and responsible decisions that connect AI use to their learning objectives.

 

Bio: Beatriz Erazo, a Fulbright alumna, is an ELT professional with 30+ years of experience. She holds an MA in TESOL from the SIT Graduate Institute, US. Her international teaching experience includes institutions in Bolivia and the U.S. She has presented at conferences across the Americas, Europe, and Africa. Her areas of expertise include learner autonomy, critical feedback, technology integration, identity, and reflective practice.

 

 

 7-Title : “Using WhatsApp Channels in Secondary School Classrooms” by Andrea Egea Pato 

 

Abstract: WhatsApp channels are a great tool for communicating with our students, particularly when we face restrictions due to privacy concerns. They can be used for nearly everything – from sending text and links to pictures and videos. This presentation will explore the uses of WhatsApp channels for communication with students, how to create them and what to mind when using it.

 

Bio: Andrea Egea Pato is a certified English teacher (I.S.F.D. Nº 1 – Santiago del Estero, Argentina) with extensive teaching experience in Argentina, Uruguay, Italy, Russia, and Australia. Always specializing in Digital Technologies for Education (Catholic University of Santiago del Estero), her interests include creating digital content for teachers and students on social media, creating digital teaching materials in Spanish and English, and giving talks and workshops at national conferences.

 

1-Title :“Designing Meaningful Speaking Activities for Basic Level Learners” by Jesus Gutierrez

Abstract: This workshop focuses on helping English teachers design speaking activities that are meaningful and effective for basic-level learners. After exploring common reasons why students sometimes remain silent during speaking activities, participants will learn a practical framework to transform grammar points into purposeful speaking tasks. Through guided examples and hands-on practice, teachers will work with adaptable activity models that can be reused across different grammar structures and classroom contexts. The session will focus on increasing student confidence and creating opportunities for genuine communication from the earliest stages of language learning. By the end of the workshop, participants will leave with ready-to-use activities and a clear checklist to guide future lesson planning.

Bio : Jesús Gutiérrez is an English teacher and academic consultant with over 22 years of experience in language education. He previously served as Head of the Language Labs at Universidad Simón Bolívar in Venezuela. Currently, he teaches at Centro de Lenguas of UTP and provides language training for national and multinational companies. His work focuses on teacher development, instructional innovation, and the integration of AI to promote practical, real-life language use.

2-Title: “Meaningful and Effective Feedback on Teaching” by José Luis Arjona

Abstract: This workshop focuses on providing teachers with strategies for delivering meaningful and effective feedback on their teaching practices. Participants will learn how to implement constructive criticism, utilize peer feedback, and engage in self-reflection. By exploring practical tools and techniques, teachers will enhance their instructional skills, foster student engagement, and create a culture of continuous improvement within their classrooms

Bio: Currently, Mr. Arjona serves as the Middle School Coordinator at the Oxford School, where he also leads the English department across all The Oxford schools. His role involves implementing the Cambridge International Curriculum of England and preparing students for prestigious international qualifications, including progression exams, checkpoints, IGCSE, and AS levels.

3-Title : “Inclusive Action-Oriented English Learning Through AI-Enhanced Tasks” by Lorybell Moreno & Vanessa Quintero.

Abstract : This workshop presents an innovative instructional framework titled Inclusive Action-Oriented English Learning Through AI-Enhanced Tasks, which integrates artificial intelligence with action-oriented pedagogy to promote inclusive, meaningful, and learner-centered English instruction. Grounded in the CEFR action-oriented approach and Universal Design for Learning (UDL), this model positions language as a tool for accomplishing real-world tasks rather than an isolated subject of study.
Participants will explore how AI-enhanced tools can support project-based “missions” such as designing community initiatives, creating digital products, or simulating workplace interactions. These tasks foster authentic communication, collaboration, and learner autonomy while addressing diverse proficiency levels and learning needs. AI is used strategically to personalize learning pathways, adapt task complexity, and provide timely scaffolding and feedback.
The session highlights inclusive practices such as real-time language assistance (speech-to-text, translation, and text-to-speech tools), multilingual content generation, and adaptive scaffolding to reduce linguistic barriers and language anxiety. Special attention is given to multilingual and mixed-ability classrooms common in the Panamanian ELT context.

Bio: Professor Lorybell Moreno is an English educator and university professor in Panama with over ten years of professional teaching experience. She holds advanced degrees in English Education, Higher Education, and Virtual Learning Environments, and possesses the Cambridge CELT-S certification. Additionally, she completed intensive international training at Edinburgh College. Her academic interests include innovative pedagogical practices, technology-enhanced learning, and the effective integration of digital tools in English language education.
Professor Vanessa Quintero is an accomplished English educator and university professor in Panama with over a decade of experience. She holds advanced degrees in English education, higher education, and virtual learning environments, as well as the Cambridge CELT-P certification. Internationally trained through U.S. and Colombian programs, she leads nationwide teacher development initiatives and specializes in curriculum design, educational technology, artificial intelligence, and contemporary American literature.

4-Title: “Listening Beyond the Textbook: Authentic Audio for Real-World Comprehension” by Sergio Meza Padilla

Abstract: This workshop presents a practical approach to developing students’ listening, vocabulary, and writing skills through the use of authentic audio materials. Centered around Storytime, a segment of The English Spot—a radio program designed for English learners—this session highlights how short, original podcasts can engage A1–B1 students with real-world language input. Drawing on current research in second language listening and the value of authenticity in materials, the session begins with a brief theoretical overview and discussion of how authentic listening differs from textbook-based audio.
By the end of the workshop, participants will leave with concrete ideas, ready-to-use resources, and strategies for integrating authentic listening materials into their teaching practice. This session is ideal for language educators seeking innovative and student-centered approaches to improve real-world communicative competence in the classroom.

Bio: Sergio Meza Padilla is an international educator dedicated to the evolution of teacher training. As the head of Language Coordination at Universidad de Cartagena, Sergio blends institutional leadership with creative media outreach. He is a prominent voice in the ELT community, hosting The English Spot on UdeC Radio and developing engaging digital content. His work focuses on making language learning accessible and interactive, leveraging his extensive background as an academic coordinator and trainer to inspire the next generation of educators.

5-Title : “Unlocking Minds: Thinking Routines from Harvard’s Project Zero” by Dr. Debbie Pshycoyos

Abstract: This interactive virtual session introduces educators to powerful thinking routines from Harvard’s Project Zero that deepen understanding, make student thinking visible, and foster meaningful classroom dialogue. Participants will explore practical strategies to promote curiosity, critical thinking, and reflective learning across diverse TESOL contexts.

Bio: Dr. Debbie Psychoyos is an accomplished educator with more than four decades of experience, deeply committed to fostering lifelong learning. As the founder and CEO of The ProEd Foundation—a UNESCO-recognized nonprofit NGO established in Panama in 2007—she leads transformative efforts to bridge educational inequities and strengthen public education nationwide. Throughout her career, she has championed innovative professional development models that empower educators to drive meaningful change in their classrooms and communities. As a “teacher of teachers,” Dr. Psychoyos continues to inspire, shape, and elevate the educational landscape—one transformative initiative at a time.

6-Title: “From Headspace to Cyberspace: Intelligent Education” by Anna Machura

Abstract: This highly interactive session will explore the complexities of our digital presence as well as the psychological and ethical implications thereof. It can serve as a useful guide for all educators who wish to upskill in the areas of digital citizenship and cyberpsychology, learn about the latest digital adaptations, with recommendations, for practical classroom use. Participants will be able to discuss the metaverse, AI slops, deepfakes, echo chambers, and more.

Bio: Anna Machura is an award-winning educator, UK Standards Office CPD accredited international speaker, certified British teacher trainer, university language teacher, lecturer, neuroscience coach, educational consultant and chair of TEFL Kuwait Neurolinguistics SIG. She is also a registered therapist of a holistic mindset and accredited specialist in neurodiversity-informed practice. Based on her extensive research, experience and board expertise in seven specialisations, Anna has created a unique method – Teaching with Therapeutic Techniques.

7-Title :“From Textbook to Task: Using Technology to Transform a Traditional Reading Class” by Uziel Boniche

Abstract: This presentation explores how a traditionally text-based class was transformed through technology-enhanced, action-oriented tasks. By integrating digital tools, students engaged actively with content, collaborated meaningfully, and accessed learning through multiple modalities. The experience highlights how thoughtful use of technology can promote inclusion, motivation, and participation in diverse learning contexts.

Bio: Uziel Boniche is an English teacher and lifelong learner with experience across various educational settings. He holds a BA in English and postgraduate degrees in Higher Education and English Didactics. He is currently pursuing a master’s degree in applied linguistics at Quality Leadership University

8-Title : “Scaffolding EFL Writing: The Power of Personalized AI Chatbots” by Mariana Cordero Caballero

Abstract: Research shows that using AI-powered chatbots can significantly help students improve their writing skills. These digital assistants offer personalised feedback, scaffolding throughout the writing process and support idea generation. This presentation will explore concrete examples of utilising customised AI chatbots, including those developed by teachers, for argumentative essay writing.

Bio: Mariana Cordero Caballero is a CELTA-qualified English teacher and holds an MA in Applied Linguistics and TESOL and an MSc in Psychology and Education from the University of Sheffield. She has taught English to adult learners across a range of proficiency levels in Mexico and the UK. Her professional interests include teaching writing, vocabulary acquisition, and supporting learners with Special Educational Needs

1-Title: “Flexible Learning Pathways: Inclusive Design Beyond Technology” by Mariana Hidalgo and Maria E Ianiro
Abstract: Flexible Learning Pathways: Inclusive Design Beyond Technology is a teacher-training programme translating Universal Design for Learning (UDL) into classroom-ready practice. Built on Inclusivity, Technology, Metacognition, and Wellbeing, it offers flexible lessons, multimodal materials, scaffolded supports, and low-stakes assessments. All programme resources, such as lesson plans, rubrics, templates, and evaluation tools will be shared for immediate implementation.
Bio : Mariana Hidalgo is an English sworn translator and teacher with a Master’s degree in Applied Linguistics and over 22 years of experience in public and private education. She works as an academic consultant, teacher trainer, and international conference speaker, and has published on socio-emotional learning. She is a member of the IATEFL LAMSIG committee, a tenured professor at a teacher training college, and founder and director of an English language centre in Argentina.
María Eugenia Ianiro holds a BA in English and a Master’s in Professional Development for Language Education. She has over 20 years of experience in ELT, working with learners at all levels. She regularly delivers workshops and presentations online and face-to-face. Her professional interests include methodology, metacognition, CPD, inclusive education, and socio-emotional learning. She is an active ELT professional and a committee member of the IATEFL Teacher Development SIG worldwide.

2-Title: “Stop Scrolling, Start Schooling: Using TikTok in the Classroom” by Andrea Egea Pato

Abstract: This presentation explores the use of TikTok as an educational tool, highlighting its effectiveness in engaging intermediate-level students and above and personalizing learning through authentic content. It outlines strategies for searching, selecting, and integrating TikTok videos into classroom activities. By selecting TikTok content, educators can create dynamic, relevant, and interactive learning experiences for students in the digital age.
Bio :Andrea Egea Pato is a certified English teacher (I.S.F.D. Nº 1 – Santiago del Estero, Argentina) with extensive teaching experience in Argentina, Uruguay, Italy, Russia, and Australia. Always specializing in Digital Technologies for Education (Catholic University of Santiago del Estero), her interests include creating digital content for teachers and students on social media, creating digital teaching materials in Spanish and English, and giving talks and workshops at national conferences.

3-Title: “Every Learner Matters: The Power of Inclusive Education” by Rimajon Sotlikova

Abstract: This conference presentation explores the needs of diverse learners and the importance of equity and equality in education. It highlights various practical approaches, inclusive classroom management, effective seating arrangements, and appropriate materials development to support inclusivity and student engagement. The presentation encourages creating supportive learning environments for all learners in the classroom.
Bio : Dr. Rimajon Sotlikova is an Adjunct Associate Professor in TESOL with extensive international teaching experience, research background, keynote speaking expertise, and leadership in teacher professional development. She is the founder of the PRIME Mentoring Webinar Series and the Global Kids English Club project. She has conducted numerous webinars on research writing, proposal development, academic article publication, and storytelling for children, empowering educators and learners through innovation, mentorship, and global collaboration. She was recently appointed as the Regional Chair of TESOL for Uzbekistan for the period of 2026-2029, approved by ITU (International TESOL Union). Dr. Rimajon Sotlikova is recognized globally for contributions to inclusive education, creativity development, digital literacy, and innovative pedagogy.

4-Title: “Inspire and Empower: Transform Your Classroom with Multiple Literacies” by Sara Rehman
Abstract: Ready to take your English teaching to the next level? Empower your students to thrive as critical thinkers, global citizens, and confident communicators in today’s complex world. This uplifting and transformational session reimagines English teaching by integrating multiple literacies—visual, textual, social, global, and media—to make learning more dynamic, relevant, and inspiring.
Through real-life classroom examples and actionable strategies, participants will explore how to ignite students’ curiosity, help them engage with life’s big questions, and inspire meaningful action beyond the classroom. Walk away energized and equipped with innovative ideas to make English teaching impactful, exciting, and unforgettable. Your students are ready—are you?
Bio : Sara is a National Geographic Learning Academic Consultant for Peru. Originally from the U.K., she graduated as a biologist from the University of Manchester before traveling to Peru to participate in ecological fieldwork and project coordination. After obtaining a TESOL certification, she has taught English in Peru for over 10 years in various institutions and universities, as well as specialized courses for English learners and teachers related to the Global Goals and STEAM Education. She has a passion for uniting education and sustainability and believes that through effective, integrated education in a globalized world, we can create impactful initiatives for a better future.
Photo Sara Reham

5-Title: “Inclusive Education in the Digital Era: Leveraging AI and Action-Oriented Tasks for Equitable Learning” by Cornelia Antonío
Abstract: This proposal investigates how Artificial Intelligence (AI) and the Action-Oriented Approach (AoA) can transform inclusive education in the digital era. It focuses on designing technology-enhanced tasks powered by AI to promote accessibility, collaboration, and equity. By integrating innovative pedagogies and intelligent tools, the study aims to create adaptive learning experiences that empower all learners.
Bio :Cornelia Antonio is an Elementary school educator with extensive experience in teaching English across primary and secondary levels, able to adapt innovative methodologies to various learning stages. Dedicated to providing high-quality academic instruction and fostering a positive influence within the educational community. Skilled in creating didactic sequences that foster critical thinking and communication. An educational leader focused on continuous professional development, with an emphasis on promoting excellence and equity in education.

6-Title :“From Action to Inclusion: STEAM Tech-Enhanced Tasks for Every Learner» by Sugeily Rengifo and Carolina Cruz

Abstract:Steam-based, technologically enhanced tasks promote inclusive, hands-on learning in several EFL settings. Students will examine effective strategies that employ technology to improve accessibility, creativity, and teamwork. Students will also get the flexibility to develop engaging assignments that actively include the entire community.
Bio :Sugeily Carolina Rengifo Pitty is an English teacher with over ten years of experience working with diverse learners in elementary and secondary education. She specializes in inclusive, learner-centered instruction, differentiated teaching, and technology-enhanced learning. Her practice emphasizes meaningful communication, collaboration, and critical thinking, while maintaining strong partnerships with families, colleagues, and school leadership.
Carolina Cruz Machado is an English teacher with four years of experience in the education field. With a background in communication, teamwork, problem-solving, adaptability, and time management. Created a reading club for young learners to explore the amazing world of the English language.

7-Title: “Creating a Creative Classroom: Teaching LSRW for ESL Learners” by Barathi Srinivasan
Abstract : This paper presents creative and classroom-ready activities to enhance LSRW skills among ESL learners using Gardner’s Multiple Intelligences framework. Through gamified, learner-centred tasks such as literature circles, role-plays, digital storytelling, and collaborative writing, the lecture will demonstrate how inductive learning and intelligence-aligned activities improve engagement, confidence, and language proficiency through hands-on practice.
Bio: Dr. S. Barathi is an Assistant Professor of English and Research Supervisor at SASTRA Deemed to be University, India. She teaches English Communication, Business Communication, and GenAI-supported academic writing for undergraduates. A recipient of an ICSSR-funded project (2024–2027), she integrates learner-centred ELT, digital pedagogy, and outcomes-based curriculum design. She is an accepted TESOL 2025 presenter and a 2025 US Exchange Alumni Program selectee.

8-Title :“Interactive Eco-friendly Projects” by Iris Quintero

Abstract: Secondary students are interested in receiving meaningful and interactive English classes. So that they can participate and feel motivation in the social and collaborative projects through interactive activities. High school students develop a series of tasks that involve investigation, oral reports, physical and digital experience, elicitation of ideas, and create solutions to problems using English language for communication.
Bio :Iris Quintero is a teacher at high school with 31 years of experience, currently working at Francisco Morazan High School, David-Chiriquí and at university 23 years of experience in general English courses, ESP courses and post-grade and Master programs in different Universities, currently working at Universidad Autónoma de Chiriquí. She has a Master’s in English teaching Methodology from Universidad Autónoma de Chiriquí -Master in Higher Education from Universidad de Cartago -Certificate in English Language Teaching- Secondary (CELT-S) from University of Cambridge.

1-Title: “Inclusive Digital Material Design Through UDL Representation: Supporting Diverse Learners” by  Justin Urbina Villon

  Abstract :The lack of differentiated materials and various means of representation are often factors that enable EFL educators from fully supporting diverse learning styles. Therefore, this research is conducted qualitatively, utilizing a literature review and a case study design, to explore the importance of utilizing digital tools in creating didactic material, considering one of the key principles of UDL to promote inclusive learning for all students.

Bio :Justin Urbina is an educator committed to promoting meaningful learning through dynamic, inclusive, and student-centered instruction. He seeks continuous professional growth within innovative institutions that value creativity, dedication, and the holistic development of learners.

2-Title: “Using Artificial Intelligence to Support Speaking Task Design” by Jesus Gutierrez

Abstract: This workshop will help English teachers use Artificial Intelligence (AI) as a support tool for designing meaningful speaking activities. Rather than replacing the teacher, AI is presented as an assistant that can help teachers generate ideas, adapt tasks to different proficiency levels, and reduce preparation time. Teachers will explore common concerns about AI in education and learn how to rethink its role in the classroom. Through guided examples and hands-on practice, teachers will experiment with prompts that support speaking task creation while maintaining pedagogical control. The workshop emphasizes professional judgment, intentional use, and the central role of human interaction in language learning.

Bio :Jesús Gutiérrez is an English teacher and academic consultant with over 22 years of experience in language education. He previously served as Head of the Language Labs at Universidad Simón Bolívar in Venezuela. Currently, he teaches at Centro de Lenguas of UTP and provides language training for national and multinational companies. His work focuses on teacher development, instructional innovation, and the integration of AI to promote practical, real-life language use. 

3-Title: “Using Vibrant Songs to Engage & Supercharge Your Classes” by Lorena Ojeda & Pilar Capaul

Abstract: Discover the neuroscience behind the use of songs and explore impactful strategies to turn your classes into memorable upbeat moments for your students. Uncover your students’ potential by tapping into their auditory and kinesthetic style to boost engagement and fun. Design creative lesson plans to keep your students’ motivation up and while using language meaningfully for a safe class environment.

Bio :Lorena Ojeda holds a bachelor’s in English Teaching and another in English with a major in Literature and Linguistics. She holds a TESOL certificate. She has worked as an ESL teacher in the USA and as an EFL teacher in Argentina. She is the Educational Consultant at the UK-based editorial, Planet Pop.

Pilar Capaul is a teacher and ELT content creator who works with Cambridge and British Council. She’s a Digital Ambassador with IHWO, piloting new AI platforms for teachers, and is also the creator of @TeachersofEnglish_ on Instagram, an account where she shares her daily teaching experience and useful ideas.

4-Title : “Narratives to Action: Cognitive, Inclusive, Technology-Enhanced ELT Tasks” by Ms. Loghya Ganesan

Abstract: This presentation explores how Cognitive Narratology enriches the Action-Oriented Approach through technology-enhanced narrative tasks in ELT classrooms. Drawing on narrative cognition, it positions learners as social agents and narrators who construct meaning, identity, and language. Digital storytelling and collaborative tasks demonstrate inclusive, engaging, and equitable pedagogical practices aligned with contemporary ELT pedagogy.

Bio:  Ms. G Loghya is a Research Scholar and English educator with a strong interest in cognitive narratology, identity studies, and contemporary American literature. With over three years of teaching experience, Ms. G Loghya has presented and published papers at national and international forums and actively contributes to ELT pedagogy, inclusive practices, and literary research. Their current research focuses on Joyce Carol Oates through a cognitive and psychoanalytic lens.

5-Title : “From Anxiety to Agency: A Peace-Centric Model of Inclusive English Learning” by Swathi Govindaraju

Abstract: This study examines an action-oriented, technology-enhanced approach to English learning through unstructured digital media engagement. Focusing on undergraduate learners, it shows that interest-led media tasks reduce language anxiety and improve listening, vocabulary, and speaking confidence. The findings highlight inclusive, peaceful learning environments and demonstrate the approach’s applicability across age groups, supporting equitable and lifelong English language learning.

Bio :Swathi G is a research scholar in English at SASTRA Deemed to be University, Kumbakonam, with interests in peace studies, trauma, and contemporary fiction. With academic training and teaching experience, she explores literature as a space for healing, inclusion, and ethical reflection, while aspiring to contribute meaningfully to higher education and research.

6-Title: “Redefining Action: Inclusive Participation in Tech-Enhanced ELT” by Marcela Danowski

Abstract: This session challenges narrow interpretations of action in tech-enhanced ELT classrooms. Drawing on inclusive pedagogy and classroom practice, it explores how redefining action to include observing, listening, questioning, and reflecting enables broader participation. Participants will examine task design choices that support diverse learners and ensure that technology-enhanced innovation truly includes every student.

Bio :Marcela Cecilia Danowski is an English language educator, teacher trainer, and educational consultant based in Buenos Aires, Argentina. With over twenty years of experience across primary, tertiary, and teacher education contexts, she is a speaking examiner and international conference presenter. She is currently pursuing a Master’s degree in Neuropedagogy and focuses on inclusive pedagogy, visual thinking, and ethical uses of technology in ELT.

7-Title: “Innovative Curriculum Design: Assessment for Learning” by Cristobal A. Nieto-Mejia

Abstract: Transformative teaching represents a shift in education through innovative instructional practices and assessment design. This presentation is designed to identify and implement innovative techniques and strategies for teaching and learning the English language in all four of its linguistic skills that promote student-centered learning, equity, and critical inquiry by emphasizing innovative assessments with contemporary educational demands to enhance learner engagement.

Bio :Cristobal A. Nieto-Mejia, a secondary Spanish professor with experience teaching diverse learners, specializing in communicative language instruction, cultural studies, and literacy development. Committed to fostering proficiency, intercultural competence, and student engagement through meaningful, standards-based instruction. I earned a BA in English and Graduate Teaching Diploma both from University of Panama, a Master in Education with concentration in Curriculum, Instruction, and Assessment from Walden University, and a MAT in Spanish Literature, Culture, and Foreign Language from Virginia Tech. More than 20 years of teaching experiences at K-12, SVCC and Brightpoint CC.

8-Title: “I’m Inside a Novel!” Developing Intercultural Competence Through Manhwas” by Jessica Rivas Murillo

Abstract: Manhwas have gained huge popularity due to their genre diversity and plots. These online graphic novels present the opportunity to enjoy reading while also learning about other cultures and stereotypes. Thus, they can also promote other key skills that are required by learners to develop their intercultural communication competence. This presentation aims to provide some ideas about their use and how to foster the intercultural dimension in our classroom.

Bio: Jessica Rivas is a Venezuelan EFL teacher and college professor with over 8 years of teaching experience in different settings. She holds a B.A. in Education major in Foreign Languages and a B.A. in Education major in Philosophy. Currently, she is working at Universidad de Los Andes, and her areas of interest include ICT, teacher training, and intercultural competence.

1-Title: “From Curriculum to Classroom: How the Action-Oriented Approach Strengthens English Language Competencies in the New Curriculum” by Esperanza Diez

Abstract: The new English curriculum to be implemented in Panama in 2026 represents a shift toward action, competence, and inclusion. Grounded in the Action-Oriented Approach, it promotes meaningful language use through collaboration and real-world problem solving, enabling learners to develop communicative competencies through purposeful tasks rather than isolated grammar practice.

Bio: Esperanza Diez is the Academic Coordinator of the National Directorate of Foreign Language Teaching (MEDUCA) in Chiriquí. She has organized seminars, discussion forums, and training programs that promote the development of English teachers’ pedagogical skills to strengthen students’ communicative competencies. She has over 30 years of experience teaching at the pre-secondary, secondary, and university levels.

2-Title: “Scaffolding Complexity: Teaching High-Level Ideas to Low-Proficiency Learners” by Jonathan Van Gray Quintero

Abstract: This session explores how ESL teachers can preserve cognitive rigor while teaching low-proficiency learners. Through specific teaching models and practical scaffolding strategies, participants will learn to separate linguistic support from intellectual demand, ensuring access to complex ideas without reducing academic expectations.

Bio :Jonathan Van Gray is a primary school teacher at IC International School and the CEO of VanGray Inc., an educational initiative focused on language tutoring and personalized learning. He is an active member of the Doctor Yaso Humanitarian Clowns Foundation and the Citizen Awareness Foundation, and a former member of Youth United for Education. His work reflects a strong commitment to educational innovation, social responsibility, and student-centered learning.

3-Title : “Teaching English Through Immersive Action: AR and  VR in Higher Education” by Dr. Arles Gonzalez Atencio

Abstract:This proposal aims to analyze the effects of implementing emerging technologies, specifically Augmented Reality (AR) and Virtual Reality (VR), within a pedagogical environment for the teaching of English as a Foreign Language (EFL) in higher education in Panama. English language learning continues to represent a challenge for Panamanian students, particularly due to the persistence of traditional, teacher-centered methodologies that often lack dynamism, immersion, and contextualized practice. As a result, there is a growing need to incorporate innovative approaches that promote meaningful interaction, motivation, and communicative competence.

Bio :Arles Gonzalez English Teacher from MEDUCA and OTEIMA University with a master’s degree in Language Teaching Methodology from Unachi, and a Doctorate in science of education from David, Chiriquí. Researcher in Panama with experience in all the levels from elementary school to higher education. His research interests include the ActionOriented Approach, technology-enhanced language learning, and inclusive pedagogy. He wants to share his current research exploring the use of Augmented and Virtual Reality to improve pronunciation, speaking skills, and learner engagement in EFL contexts.

4-Title: “Teaching English with Purpose: A TPACK-Informed Workshop” by Dr. Ricardo Acosta G.

Abstract: Teaching English with Purpose: A TPACK-Informed Workshop examines how English teachers can carefully and purposefully integrate their teaching techniques, content, and technology to produce meaningful, tech-enhanced, action-oriented assignments. Participants will learn how to use digital technologies to promote action, engagement, and inclusion in a range of teaching contexts through practical examples and hands-on reflection.

Bio :Dr. Ricardo Acosta is a full professor of English linguistics at the Universidad de Panamá with over 35 years of experience in English language teaching, research, and teacher education. A Fulbright Scholar, he holds advanced degrees in linguistics, English, and education, and has served as an educator, researcher, certified public translator, teacher trainer, academic administrator, and active

contributor to professional development through Panama TESOL.