Abstract
Colloquium Organizers: Phoebe Siu, & Angel M. Y. Lin
The proposed colloquium centers on the dynamic interplay of plurilingualism, affect, and agency (PAA) in English language education, emphasizing innovation through translanguaging, trans-semiotizing, and dynamic assessment for learning. In today’s interconnected and plurilingual world, English language teaching (ELT) must embrace a plurilingual ethos, fostering learners’ trans-semiotic repertoires while attending to the affective dimensions of learning and empowering both students and teachers as active agents of change.
The panel papers will explore critical intersections of these themes. Topics include translanguaging and trans-semiotizing as tools for fostering deep, multilingual, multimodal engagement with language learning, as well as the ways in which teacher and student agency can be harnessed to leverage AI as co-agents of change. A key focus is the convergence of inclusivity and responsiveness in assessment for learning.
By connecting theory with practice, the papers in this colloquium aim to provide actionable insights for educators and researchers. It seeks to advance the theory and practice on how plurilingualism, affect, and agency (the PAA model) can be leveraged to create innovative, equitable, and learner-centred environments in ELT, ultimately contributing to more sustainable and inclusive educational futures.
The proposed colloquium centers on the dynamic interplay of plurilingualism, affect, and agency (PAA) in English language education, emphasizing innovation through translanguaging, trans-semiotizing, and dynamic assessment for learning. In today’s interconnected and plurilingual world, English language teaching (ELT) must embrace a plurilingual ethos, fostering learners’ trans-semiotic repertoires while attending to the affective dimensions of learning and empowering both students and teachers as active agents of change.
The panel papers will explore critical intersections of these themes. Topics include translanguaging and trans-semiotizing as tools for fostering deep, multilingual, multimodal engagement with language learning, as well as the ways in which teacher and student agency can be harnessed to leverage AI as co-agents of change. A key focus is the convergence of inclusivity and responsiveness in assessment for learning.
By connecting theory with practice, the papers in this colloquium aim to provide actionable insights for educators and researchers. It seeks to advance the theory and practice on how plurilingualism, affect, and agency (the PAA model) can be leveraged to create innovative, equitable, and learner-centred environments in ELT, ultimately contributing to more sustainable and inclusive educational futures.
| Original language | English |
|---|---|
| Publication status | Accepted/In press - 15 Apr 2025 |
| Event | AsiaTEFL2025:: Care, Innovation and Sustainability in ELT - The Education University of Hong Kong, Hong Kong, Hong Kong Duration: 10 Jul 2025 → 14 Jul 2025 https://www.asiatefl2025.org/ |
Conference
| Conference | AsiaTEFL2025: |
|---|---|
| Abbreviated title | AsiaTEFL2025 |
| Country/Territory | Hong Kong |
| City | Hong Kong |
| Period | 10/07/25 → 14/07/25 |
| Internet address |