Fall 2026 CoTESOL Convention

Before we educators begin to design and implement linguistically inclusive practices for our students, we must examine our own linguistic repertoires and consider how we can bravely create inclusion through building community, confidence/confianza, and complexity. In this session, we will have the opportunity to analyze and design activities through a translanguaging lens.

CDE CLDE Credit: 5.10(2) ELEMENT B

Audience: Content Area

This interactive session reinforces what distinguishes Translanguaging from translation and provides participants with definitions and concrete examples of how intentional Translanguaging design and instructional shifts enhance not only language and content learning, but also a sense of belonging for multilingual students.

CDE CLDE Credit:  5.11. Quality Standard III, Element A

Audience: Elementary Education (EE); Secondary Education (SE); Content Area (CA)​​​​

This presentation explores how strong teacher–student relationships support social-emotional development in elementary classrooms. Adriana Cabrera, a third-grade teacher at Sopris Elementary School in Glenwood Springs, CO, conducted a year-long action research project with 21 students in her class. Observations took place during morning greetings, family events, cultural celebrations, CREW circles, and small group activities, capturing student engagement, emotional expressions, and attendance patterns.

Grounded in literature highlighting the role of trust, active listening, and inclusive classroom culture, this study documented how intentional relationship-building strategies fostered increased participation, reduced absenteeism, and a stronger sense of community. Cabrera’s findings emphasize the connection between relational practices and student well-being, as evidenced by qualitative indicators such as smiles, hugs, peer-to-peer connections, and enthusiasm for learning.

Participants will gain practical strategies for cultivating positive relationships, integrating cultural events into classroom life, and supporting both social-emotional learning and academic success. The session will also address challenges and provide recommendations for fostering trust in multilingual and culturally diverse classrooms.

Cabrera’s work affirms that for educators especially in diverse communities building authentic relationships is not supplementary but foundational to student growth, belonging, and achievement.

CDE CLDE Credit: 5.09(1) ELEMENT A

Audience: Teacher Education/Action Research

This presentation will examine possibilities when teaching adult ESL learners the perception and production of segmental features of English pronunciation in a hybrid flexible classroom where some students attended in person, and others attended online. Deliberate implementation of pronunciation instruction and practice in a hybrid flexible class can(?) increase students’ equitable access to educational resources If learning outcomes associated with the format are comparable to other formats (i.e. traditional face to face and online synchronous), programs could consider employing it in their hybrid classes. Specific attention will be paid to some of the pronunciation activities used in an adult hybrid ESOL class in Longmont, as well as some of the results of a Master's thesis on this research.

CDE CLDE Credit: 5.10(1) ELEMENT A

Audience: Adult Education

This session addresses the specific needs of multilingual learners who have reached the ‘developing’ stage of language acquisition. These students in grades 3-12 can decode text, but they may not always understand what they’ve read. This session provides concrete strategies for making even grade-level content texts comprehensible for these students.

CDE CLDE Credit: 5.12 Quality Standard IV Element A

Audience: Elementary Education (EE); Secondary Education (SE)

Despite this year’s national policy shifts, accessible and effective advocacy resources remain at our disposal. Through sharing her experience representing Colorado at TESOL’s 2025 Advocacy Action Days in Washington, D.C., the presenter will encourage further discussion/reflection on how CoTESOL professionals can best advocate for their local communities.

CDE CLDE Credit:  5.09 Quality Standard I; 5.09(1) ELEMENT A

Audience: Socio-Political​​​​

Are you currently in the Educator Trenches, unable to find your way out? This session will provide the chance to think about your own experiences and when you may have found yourself in a trench. This session will also focus on tools to help teachers of Multilingual Learners rediscover the reason they got into teaching and ways to combat burnout.

Audience: Teacher Education/Action Research (TE/AR); Socio-Political; Content Area (CA); Secondary Education (SE); Elementary Education (EE)