Abstracts

The nature of the world and the role of English within it have changed substantially in recent years. The landscape of teaching and learning has also changed since the advent of the World Wide Web and of mobile technology and Artificial Intelligence or AI. This has resulted in a number of implications. One is that learners are no longer dependent upon the classroom as a source of input to their learning. In this presentation I want to look back to the past, to how language teaching was carried out prior to the digital age, and then to consider how the new affordances provided by technology and the internet  are influencing both present and future practices in language teaching. I explore the contributions of classroom-based teaching and out of class learning, and to explore some of the ways in digital and AI resources are changing the nature of both in-class and out-of-class language learning.

In the realm of language acquisition research, Comprehensible Input (CI) theory, as proposed by Stephen Krashen, serves as a cornerstone for fostering fluency and proficiency in English Language Learners (ELLs). This session explores the vital role of CI in language development and presents practical, research-based strategies for creating meaningful connections and building a sense of community in the language classroom. By focusing on providing students with language that is just above their current proficiency level (i+1), teachers can ensure that learners are both challenged and supported, leading to effective language growth. The session will highlight activities designed to engage students in authentic communication, encouraging meaningful interactions and fostering confidence in using English. Attendees will gain insights into using interactive storytelling, cooperative learning, task-based activities, and games to promote active participation and maximize the benefits of CI. Additionally, the session will demonstrate how incorporating CI into classroom routines not only supports language acquisition but also cultivates a collaborative, inclusive environment where students feel motivated to speak and interact in English. This approach is essential for developing both linguistic skills and a sense of belonging in diverse classrooms, ultimately advancing ELLs toward greater fluency and academic success.

Many learners often find English a difficult language to aurally comprehend. Why is this? Broadly speaking, we can divide the world's languages into syllable-timed languages and stress-timed languages. Many Asian languages including Lao are syllable-timed. However, English is a stress-timed language. And many Asian students of English are often unable to aurally comprehend language that they would otherwise fully understand were it written down. And, if learners are unable to comprehend auditory input, vital language learning opportunities are lost. This presentation looks at how we can help Lao learners to develop their listening skills and access the world of English outside the class.