Prof. Peter De Costa
Michigan State University
Title: Situating Emotions in Second Language Teacher Education
Prof. Peter I. De Costa is a Professor in the Department of Linguistics, Languages & Cultures (College of Arts & Letters) and the Department of Teacher Education (College of Education) at Michigan State University. He is also the English as a Second Language (ESL) graduate director in the College of Education. As a critical applied linguist, his research areas include emotions, identity, ideology and ethics in language learning, language teaching, and language policy. He is the co-editor of TESOL Quarterly and the Immediate President of the American Association for Applied Linguistics.
Abstract
Following the growing interest in sociopolitical dimensions of second language (L2) teacher emotions (e.g., De Costa et al. 2019) and teacher wellbeing (e.g., Mercer, 2021), I examine developments in these adjacent areas of research. Both lines of research consider the ecologies in which teachers are embedded. To illustrate the vibrant and burgeoning L2 teacher emotion research agenda, I draw on two vibrant lines of inquiry: the critical approach to and the positive psychology turn in emotions. With respect the first approach, I illustrate how the L2 teacher education research landscape can be enriched by a systematic investigation of teacher emotion labor (Benesch, 2017) and feeling rules (Zembylas, 2007), with a view to advocate for language teaching professionals. With respect the second approach, I focus on emotion regulation. Specifically, I describe how employing emotion regulation strategies to manage negative emotions and foster positive emotions enhances self-esteem (Costello & Stone, 2012), reduces frustration (Yana & Lib, 2024), and promotes foreign-language enjoyment (Derakhshan & Zare, 2023). In my discussion of both approaches, I will provide examples of how teachers can tap their own emotions and those of their learners in order to enhance learning and teaching outcomes.
Prof. Christoph Hafner
City University of Hong Kong
Title: Digital Multimodal Composing in the Age of AI: Rethinking Language Education Again
Prof. Christoph A. Hafner is Professor and Head of the Department of English, City University of Hong Kong and President of the Asia-Pacific LSP & Professional Communication Association. His latest book is The Handbook of English for Specific Purposes (Second Edition) (Wiley, 2025, co-edited with Sue Starfield).
Abstract
In language and literacy education, there appears to be increasing interest in Digital Multimodal Composing (DMC) as a pedagogical approach. DMC involves students in designing multimodal texts that combine words, (moving) image, sound, and other modes, as with infographics and videos, for example. This approach is thought to both: 1) promote multimodal literacy in tune with contemporary digital communication practices; 2) meaningfully engage and motivate students in ways that also develop ‘traditional’ writing skills. Recently, the advent of multimodal generative AI (GenAI) has presented new challenges and opportunities for DMC practitioners. In particular, issues of trust and risk have come to the fore. In this presentation, I will outline core elements of the DMC approach, consider how GenAI potentially disrupts the process, and suggest a range of ways in which GenAI can be meaningfully and productively integrated into DMC processes.
Prof. Guangwei Hu
The Hong Kong Polytechnic University
Title: A Quest for Productive Teacher Questioning in Hong Kong EMI Classrooms
Prof. Guangwei Hu is a professor in the Department of English and Communication and Associate Dean in the Faculty of Humanities, The Hong Kong Polytechnic University. His research interests include academic literacy, English for academic/specific purposes, English-medium instruction, and classroom discourse. He has published over 200 research papers in refereed journals and edited volumes. He is Co-Editor-in-Chief of the Journal of English for Academic Purposes.
Abstract
Teacher questions are vital to maintaining and sustaining student engagement. In Hong Kong secondary classrooms where English is used as the medium of instruction (EMI), productive teacher questioning has a fundamental role to play in promoting both language and content learning. Drawing on data from a UGC-funded project, this presentation analyzes the questioning practices and beliefs of teachers from EMI schools in Hong Kong. It will demonstrate that the teachers adopted different approaches to questioning. Their questioning practices can be captured by a dynamic model of two intersecting dimensions: cognitive demand (lower- and higher-order questions) and interactional orientation (authoritative and dialogic discourse). These findings support the notion of teacher questioning as pedagogy and demonstrate how skillfully crafted teacher questioning can enhance student engagement. A guiding framework is proposed for productive teacher questioning that relies on the synergistic combination of cognitive demand and interactional orientation.
Prof. Shaofeng Li
The Hong Kong Polytechnic University
Title: The Implementation and Effectiveness of Task-Based Language Teaching
Prof. Shaofeng Li is Professor of Applied Linguistics at The Hong Kong Polytechnic University, where he conducts research and teaches courses on second language acquisition and language pedagogy. He received a Ph.D. in Second Language Studies from Michigan State University. Prof. Li has published on a wide range of topics including task-based language teaching and learning, corrective feedback, second language writing, research methods, meta-analysis, and cognitive and affective individual difference factors such as anxiety, motivation, language aptitude, and working memory. His publications constantly appear in leading journals in the field of applied linguistics, such as Annual Review of Applied Linguistics, Applied Linguistics, Language Learning, Language Teaching, Language Teaching Research, Modern Language Journal, Studies in Second Language Acquisition, TESOL Quarterly, among others. He is the founding editor and editor-in-chief of Research Methods in Applied Linguistics, the first and only journal focusing exclusively on research methods in applied linguistics. He is also the book review editor of TESOL Quarterly, and the co-editor-in-chief of Digital Studies in Language and Literature. He is included in the Stanford University list of the world's top 2% most influential scientists. His recent book projects include a monograph on language aptitude, a monograph on cognitive assessments in second language research, a co-edited volume on individual difference factors in second language acquisition, and an edited volume on individual differences and task-based language teaching and learning. Prof. Li serves on the editorial boards of a number of journals and has given plenary and keynote speeches at various academic venues. He has held university positions in the U.S., New Zealand, and China.
Abstract
Task-based language teaching (TBLT) has gained wide recognition among researchers and practitioners because of its benefits for the acquisition of skills and competencies essential for completing real world communicative tasks. However, to date, there has been little research on how TBLT can be implemented in local contexts, whether it has been properly executed, and whether it is effective for second language development compared with other instructional approaches. In this talk, I will examine the implementational aspects of TBLT programs or courses as reported in empirical studies including needs analysis, syllabus design, task development, task sequencing, and assessment. I will discuss the extent to which these aspects align with TBLT principles and research findings. I will also present findings from comparative studies examining TBLT's effects on learning gains and learner responses such as anxiety, enjoyment, and motivation. I will conclude by discussing practical implications for TBLT implementation and proposing a framework for the macro-level evaluation of TBLT.
Prof. Angel M. Y. Lin
The Education University of Hong Kong
Title: Beyond the Hype: Human Centered Generative AI for English Language Teachers
Prof. Angel M. Y. Lin stands as a pioneering figure in plurilingual education and critical literacies, whose work has transformed approaches to language teaching and learning globally. Currently serving as Chair Professor of Language, Literacy and Social Semiotics in Education at the Education University of Hong Kong, she previously held the prestigious Tier 1 Canada Research Chair in Plurilingual and Intercultural Education at Simon Fraser University (2018-2024). She is also Co-Editor-in-Chief of Language Policy.
Abstract
This practitioner‑oriented keynote distills “Generative AI for Language Teachers: A Crash Course” (Humanistic AI & Wayfinding Research Lab, 2025) into practical ideas for middle school English language educators. We'll briefly clarify what GenAI is—and isn't—then focus on doable ways that can save time, spark creativity, and support learning, guided by the PAA Model (plurilingualism, affect, agency) (Lin & Chen 2025). Emphasizing ethical, culturally responsive use, I'll share adaptable prompt patterns and simple workflows for lesson design, feedback, and student practice, along with quick guardrails for privacy, bias, and cultural sensitivity. The core message is: AI is a smart assistant, not a teacher—human teachers' professional judgment is crucial. Participants will leave with actionable ideas and a decision checklist they can use.
Prof. J R Martin
The University of Sydney
Title: Teaching/Learning: Shifting Gears in Pedagogic Discourse
Prof. J R Martin is Professor of Linguistics (Personal Chair) at the University of Sydney. Professor Martin was elected a fellow the Australian Academy of the Humanities in 1998, and awarded a Centenary Medal for his services to Linguistics and Philology in 2003.
Abstract
One central concern in language teaching is what is generally referred to as ‘explaining’. From the perspective of Systemic Functional Linguistics (SFL), this means focusing on patterns of meaning as lessons unfold and modelling the contributions these patterns make to teaching/learning. The model suggested in this presentation draws on a long-standing concern in SFL with the special nature of pedagogic discourse, which will be further developed here in relation to work by Bernstein on regulative and instructional discourse and Maton’s work on autonomy codes. In particular, the presentation reviews a set of discourse semantic resources that cooperate with one another to coordinate the work undertaken by teachers and students as they shift ground – making the unknown known and interpreting its significance.
The data used for illustrative purposes in this regard is taken from a Year 8 ancient history lesson focusing on castles in a co-educational comprehensive (i.e. non-selective) secondary school in New South Wales, Australia.
References:
Bernstein, B. 1996. The Structuring of Pedagogic Discourse. London: Routledge (Class, codes and control Volume IV).
Maton, K. (2018) Taking autonomy tours: A key to integrative knowledge-building, LCT Centre Occasional Paper 1, pp. 1–35.
Maton, K & S Howard. (2020) Autonomy: The next phase of dialogue between systemic functional linguistics and Legitimation Code Theory, Journal of World Languages, 6 (1–2): 92–112.
Martin, J R. (2024) Coordinating meaning: scaffolding teaching/learning in pedagogic discourse. in J. Hao & J.R. Martin (Eds.) The discourse of history: A systemic functional perspective. London: Cambridge. 95-115.
Rose, D. (2020) Building a pedagogic metalanguage I: curriculum genres. in J.R. Martin, K. Maton & Y.J. Doran (eds.), Accessing Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory. London: Routledge. 236-267.
