Fall 2026 CoTESOL Convention

In this session, we take a page out of history and reframe our current teaching contexts to explore strategies for continuing to uplift and sustain language teaching for the future during these most challenging times.

CLDE CDE Credit: 5.10(1) ELEMENT A

Audience: Higher Education / IEP SIG

This session will explore the four aspects of the TAIL Model: Translation, Adaptation, Interaction, and Language Transformation. Participants will discover how simple (and free) tech tools can provide essential language support, helping teachers adapt materials so students can meaningfully engage with content and their peers in authentic ways. Attendees will understand how to leverage technology to support, engage, and empower multilingual learners. (Be sure to bring a device to this session.)

CDE CLDE Credit: 5.10(1) ELEMENT A

Audience: All members. 

Participants will be informed on general rights of immigrant students as well as possible forms of immigration relief available to them and their families. The presentation will close by empowering participants to refer families in need to resources in the community.

Audience: Sociopolitical SIG

As the population of multilingual learners continues to grow across Colorado, schools face the dual challenge of ensuring equitable access to content while accelerating language development. This session will highlight how Harrison School District 2 is reimagining professional learning through a coaching model grounded in Jim Knight’s Impact Cycle and districtwide initiatives such as Newcomer Support, Co-Teaching Academies, Comprehensible Input, Translanguaging, and increasing high-quality student output. 
Participants will explore how to design and implement systems that (1) empower CLDE teachers as experts in their buildings, (2) position every teacher as a language teacher, (3) provide asset-based support for students and families, and (4) hold staff accountable for student growth without losing the relational core that makes professional learning effective. Attendees will leave with ideas and examples that they can adapt to their own contexts.
This session is designed for educators, coaches, and leaders who want to move beyond compliance and create sustainable, relationship-driven systems that raise expectations and outcomes for multilingual learners.

CDE CLDE Credit: 5.12(1) ELEMENT A

Audience: Secondary Education

Discover how to keep instruction rigorous through purposeful questioning! In this session, you’ll learn how to craft and revise questions to target essential information while maintaining the complexity of vocabulary and content. Explore classroom examples that show questioning in action, and design your own “questioning ladder” to support deeper thinking and meaningful student engagement.

Audience: Elementary Education (EE) and general audience

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