Fall 2026 CoTESOL Convention

Who helped you on your own learning journey? We all have experienced the blessing of being empowered by an educator. Now as teachers, it is our turn to offer growth opportunities and support the development of a healthy learning mindset. To this aim, we can reflect on the definition of success not only in language learning but also in life. By modeling courage in its multifarious forms, we can inspire our students to redefine success and create their unique learning journey.

CDE CLDE Credit: 5.09(1) ELEMENT A

Audience: General Audience

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 session explores specific strategies and activities that leverage Padlet's features to enhance various aspects of the writing process from brainstorming and prewriting exercises to peer collaboration and feedback. Participants gain hands-on experience in creating and customizing Padlet boards, exploring different layouts, multimedia options, and privacy settings to suit goals.

CDE CLDE Credit: 5.11(2) ELEMENT B

Audience: Elementary Education (EE); Secondary Education (SE); Adult Education (AE); Intensive English Program/Higher Education (IEP/HE); Teacher Education/Action Research (TE/AR); Educational Technology (TECH)

CDE CLDE Credit: 5.09(2) ELEMENT B; 5.12(2) ELEMENT B

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

Culturally Immersive Learning: Living Traditions in Action explores Day of the Dead as a transformative pedagogical framework. Through interdisciplinary, project-based activities spanning arts, STEM, and humanities, participants engage remembrance-driven learning to foster personal and academic growth, genre innovation, and cultural understanding via hands-on experiences in design, coding, history, and anthropology.

CDE CLDE Credit:  5.11(1) ELEMENT B

Audience: Teacher Education/Action Research (TE/AR)

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​​​​

In an era where language classrooms serve increasingly diverse and vulnerable student populations, English language teaching professionals face a profound question: What does it mean to truly educate when our students carry trauma, face systemic barriers, and navigate complex identity challenges alongside their language learning journey?
This keynote challenges the traditional boundaries of language instruction, calling educators to embrace a transformative approach that places courageous care and audacious hope at the center of pedagogical practice. Moving beyond the technical mechanics of grammar rules and vocabulary acquisition, Bryan Jordan will share how language educators become catalysts for healing, empowerment, and social justice.
Through compelling case studies and research-backed strategies, this presentation will examine:

• Courageous Care in Action: How to recognize and respond to student trauma, create psychologically safe learning environments, and use language instruction as a vehicle for emotional healing and cultural affirmation
• Audacious Hope as Pedagogy: Strategies for maintaining and cultivating hope in the face of educational inequity, helping students envision and work toward futures that may seem impossible
• The Intersection of Language and Identity: Supporting students in developing not just linguistic competence, but cultural pride and critical consciousness
• Practical Tools for Transformation: Concrete approaches for integrating social-emotional learning, restorative practices, and culturally sustaining pedagogy into daily language instruction

Attendees will leave equipped with both the moral framework and practical strategies needed to transform their classrooms into spaces where language learning becomes an act of liberation, where every student's linguistic and cultural assets are honored, and where education serves as a pathway to justice and opportunity.
This is not just about teaching English—it's about using the power of language education to change lives, communities, and the world. It's about having the courage to care deeply and the audacity to hope boldly, even when the odds seem insurmountable.

CDE CLDE Credit: 5.10(2) ELEMENT B

Audience: General Audience