FLANC Conference 2025

Saturday, 25 October 2025

Innovation in Language Teaching and Learning

Chabot College

25555 Hesperian Blvd,

Hayward, CA 94545

Short Conference Agenda PDF

Conference Registration

Conference Agenda

Keynote Speaker: Ms. Liz Matchett

Executive Director of the California Language Teachers’ Association

Finding Innovation in Community

11:10 12:10 Keynote Speech @ Room 405

Liz Matchett is a National Board Certified Teacher (WLOE-EAYA) and has been an educator for over 35 years, dedicating herself to teaching and promoting world languages at every level.

Long Conference Agenda PDF

08:00 – 9:00 Conference Registration @ Room 405

09:00 – 9:30 Meet and Greet, FLANC’s President Welcome Note @ Room 405

09:40 – 9:20 Concurrent Session 1

09:30 - 10:10 Concurrent Session 2

10:20 - 11:00 Concurrent Session 3

11:10 - 12:10 Keynote Speech @ Room 405

12:15 – 13:00 Lunch @ Foyer of Room 405

(Reserve Your Meal: $2TBD breakfast and lunch are included in the registration; Fish, Meat, and Vegetarian Burrito)

13:10 – 13:50 Concurrent Session 4

14:00- 14:40 Concurrent Session 5

14:50- 15:20 Concurrent Session 6

15:30 - 16:00 Silent Auction & Raffle Prizes, and Closing Circle @ Room 405

Parking is Free at Parking Lot B

* FLANC Conference Registration is required for all participants.

Concurrent Session 1

9:40 – 9:20

Presentation 1A – Room # 352

What if learning a new language felt less like homework and more like embarking on an epic adventure?

In this dynamic and hands-on session, we will explore how combining the power of gamification with the innovation of design thinking can revolutionize the way students engage with language learning. The result? A more immersive, creative, and purposeful experience. Rather than simply earning points or badges, students will participate in story-driven quests, imaginative challenges, and collaborative missions that spark curiosity and motivation. Picture digital escape rooms, immersive role-plays, and real-world simulations crafted to encourage critical thinking, teamwork, and authentic language use. Together, we will journey through the five phases of design thinking and discover how these stages can inspire richer, student-centered lesson plans and activities. You will gain insights into creating experiences that truly resonate and stick with learners. Whether you are just dipping your toes into gamified learning or ready to take your practice to the next level, you will leave this session equipped with ready-to-use tools, fresh strategies, and a renewed vision of the classroom as a space where students don’t just learn a language but to live it.

Presenter: Tanya de Hoyos (DLIFLC)

Presentation 1B – Room # 353

AI-Driven Situational English: Integrating Emotional Intelligence into B1-Level Language Learning

This study examines how AI can enhance B1-level English conversation drills by incorporating Emotional Intelligence. It finds that AI-driven, emotionally aware prompts and feedback improve learners’ communication skills and engagement. The research highlights AI’s potential to personalize TESOL instruction and support emotionally rich, context-sensitive language learning experiences.

Presenter: Ha Thi Hai Nguyen (University of Languages and International Studies, Vietnam National University, Hanoi)

Presentation 1C – Room #354

Enhancing Student Learning Outcomes through the Implementation of Learner‑Centered Instructional Activities

This presentation begins with participants brainstorming learner-centered activities, then three presenters guide three modules: adaptive quizzes and interactive tasks using BookWidgets for real-time feedback; collaborative role-play and project simulations grounded in social constructivism; and scenario-based challenges structured by Bloom’s Taxonomy, fostering student engagement, deeper metacognitive reflection, and higher-order thinking.

Presenters: Minghua Wong, Chao Liu, and Liping Qin (DLIFLC)

Presentation 1D – Room # 356

Innovative Assessment Practices to Boost Motivation and Foster Cultural Competence

Innovative assessments can boost learner motivation. Presenters will share how Universal Design for Learning and Culturally Sustaining Pedagogy were incorporated in designing engaging assessments to enhance learner motivation and foster cultural competence and inclusivity in language education. Assessment samples, rubrics, feedback processes, peer assessments, and student feedback will be shared.

Presenters: Siyi Gao, Kara Macdonald, and Pascale Koayess (DLIFLC)

Presentation 1E – Room # 357

Micro and Mobile Techniques for Lesson Preparation

This action research outlines micro and mobile techniques for lesson preparation and then purposefully reuses linguistic elements when interacting with learners. Each recording snippet serves as an aggregation of micro-content, including words, short phrases, and grammar patterns. Playlists of voice memos and their respective discourse recordings are looped on mobile devices.

Presenter: Wendy Tu (DLIFLC)

Presentation 1F – Room # 358

Critical comparison of interaction with AI tutors versus real-person interaction

This presentation illustrates an assignment in which L2 learners of Japanese analyzed their interaction with an AI tutor in comparison with a conversation that they engaged in with live, target-language speakers in a course on Japanese culture. It addresses the advantages and drawbacks of practicing talking with an AI tutor.

Presenter: Midori Ishida (San Jose State University)

Concurrent Session 2

9:30 - 10:10

Presentation 2A – Room # 352

Driven to Succeed: Academic Competition as a Learning Catalyst

Competition is a powerful tool that stimulates learning and improves academic results by encouraging students to strive for excellence. It promotes active engagement, sharpens problem-solving skills, and enhances critical thinking. When students compete, they are motivated to study more effectively, set goals, and push their intellectual limits. Healthy academic competition fosters resilience, discipline, and a growth mindset. It also provides opportunities for feedback and reflection, helping learners identify strengths and areas for improvement. Through both individual and team challenges, competition builds confidence and collaboration. Participants of this presentation—educators working with students from elementary school to higher education—will gain practical strategies to design and implement effective, motivating academic competitions.

Presenter: Maria Teresa O'Brien (Chabot College)

Presentation 2B – Room # 353

Mindful Language Learning in the AI Era

This proposal advocates integrating mindfulness into AI-enhanced language learning to address emotional challenges like anxiety and distraction.

By incorporating present-moment awareness techniques, learners can improve focus, motivation, and cultural understanding. The presentation offers research, strategies, and practical tools to create balanced, emotionally supportive learning environments in the digital age.

Presenter: Ying Shiroma (DLIFLC)

Presentation 2C – Room # 353

Beyond the Classroom: Digital Experiential Learning for Cultural Connection and Communication

Digital experiential learning empowers language educators to create culturally rich, authentic classroom environments that foster deeper student understanding and meaningful engagement. This presentation examines how digital experiential strategies—rooted in experiential and task-based learning theories—can help learners connect with the target language and culture in lifelike, immersive ways. Presenters will share practical classroom applications using tools such as virtual and augmented reality, 360° videos, and Google Earth to promote intercultural awareness, real-world communication, and active language use.

Presenters: Mustafa Abid and Hamid Mohammed Ahmed (DLIFLC)

Presentation 2D – Room # 354

Vietnamese Freshmen’s Views on Collaborative Learning and SEL Development

This study explores Vietnamese freshmen’s perceptions of collaborative learning in developing social-emotional competencies. Using mixed methods with 131 surveys and 13 interviews, findings show positive impacts on social awareness and decision-making but negative effects on self-awareness and self-management. Pedagogical recommendations are offered to enhance collaborative learning in higher education.

Presenter: Phuong-Thao Nguyen (Vietnam National University, Hanoi)

Presentation 2E – Room # 357

Foreign Language Learning in the Age of Digital Anxiety

This session explores how foreign language instruction must evolve in response to the psychological realities of today’s youth. Drawing on Jonathan Haidt’s The Anxious Generation, we’ll examine innovative, emotionally responsive teaching strategies that foster engagement, resilience, and social connection in an age marked by anxiety, distraction, and digital immersion.

Presenters: Svetlana Davidek and Mariya Serttunc (DLIFLC)

Presentation 2F – Room # 358

Reimagining Information Gap Tasks for Innovative Communicative Language Instruction

This session explores how redesigned information gap tasks, grounded in SLA theory, can improve fluency, accuracy, and learner engagement. With real-world examples from immersive and military settings, we showcase innovations that elevate these tasks from mechanical exercises to dynamic tools for operational and professional-level communication.

Presenter: Habib Soumahoro (DLIFLC)

Concurrent Session 3

10:20 - 11:00

Presentation 3A – Room # 352

The Vision and Role of Connections Journal in Supporting Emerging Authors

The session provides an overview of Connections, a publication of the Foreign Language Association of Northern California (FLANC) and an affiliate of ACTFL. As a mentor publication, the editor provides an overview of the publication’s scope, submission and review processes, and offers a Q&A for attendees.

Presenter: Hanan Khaled (FLANC)

Presentation 3B – Room # 352

Transformative Learning through Local Site Visits: From Experience to Insight

This presentation examines how educators can design transformative learning experiences through local site visits to cultural and historical landmarks. Participants will explore strategies to scaffold these visits—before, during, and after—in ways that foster deep learning, intercultural understanding, reflective insight, and shifts in personal and cultural perspective.

Presenter: Deborah Choi (DLIFLC)

Presentation 3C – Room # 352

Cultivating Critical Thinking in Language Learners Through Film and Multimedia

This presentation examines how movies and multimedia foster critical thinking in language learners. By engaging students in analysis, interpretation, and reflection through film activities, educators encourage autonomy and higher-order thinking. Multimedia also provides cultural context, promoting active, collaborative learning in language classrooms.

Presenter: Tzu-Chin Chen (DLIFLC)

Presentation 3D – Room # 352

Taming the wild: The use of AI in creating materials

The scarcity of quality materials for Arabic and LCTLs hinders effective instruction. Resources are often outdated, limited in scope, or focused solely on grammar, leaving gaps in cultural content and communicative practice. Educators must create their own materials, which is a challenge. AI offers scalable solutions, bridging resource gaps and supporting cultural relevance.

Presenter: Haitham Mohamed (UC Berkeley)

Presentation 3E – Room # 352

Innovating Language Instruction with Canvas Mastery Paths: Personalized, Flipped Approach

This presentation explores how Canvas Mastery Paths support individualized instruction in SLA by enabling adaptive, student-centered learning. Through a flipped classroom model, presenters demonstrate how to address proficiency gaps and foster autonomy, providing practical tools and a tutorial to help instructors enhance learner motivation and language development.

Presenters: Edna Lima, Sonia Perchaud, and Jean Young Chun (DLIFLC)

Presentation 3F – Room # 352

Using Text Exploitation for Bridging Language Learning Gaps

This presentation demonstrates how text exploitation, supported by AI tools like ChatGPT, can transform authentic texts into scaffolded tasks. By applying lexical mining, text reconstruction, and technology-supported personalization, teachers can empower underperforming students to overcome challenges, get back on track, and even excel in their language learning journey.

Presenters: Robin Berube and Pyong-gag Ahn (DLIFLC)

Keynote Speech @ Room 405

11:10 12:10

Keynote Speaker: Ms. Liz Matchett

Executive Director of the California Language Teachers’ Association

Finding Innovation in Community

*********************************

Lunch

12:15 – 13:00

@ Room # 405 Foyer

*********************************

Concurrent Session 4

13:10 – 13:50

Presentation 4A – Room # 352

Empowering Autonomy: Integrating AI Agents into Flipped Foreign Language Learning

This action research investigates the impact of integrating AI agent tools into flipped foreign language classrooms on learner autonomy and comprehension. Conducted over two 19-week Korean programs, the study analyzes student reflection journals, task completion logs, and survey data to examine how AI supports engagement, confidence, and personalized learning for intermediate and advanced learners.

Presenters: Jisook Kim and Kideok Kim (DLIFLC)

Presentation 4B – Room # 353

Fostering Cultural Competence and Inclusivity Through Social Domain

This presentation focuses on how the social domain in language education fosters cultural competence and inclusivity. Through creating a sociocultural setting in a learning environment and engaging students in meaningful teamwork interaction and learning based on real-life tasks helps learners develop respect for diverse cultures and build inclusive and engaging communication skills.

Presenters: Maida Dzakula and Bozo Dzakula (DLIFLC)

Presentation 4C – Room # 354

Enhancing Student Learning Outcomes through the Implementation of Learner‑Centered Instructional Activities

Presenter: Minghua Wong (DLIFLC)

Presentation 4D – Room # 356

Teaching in a Way that Feels like Home

Have you ever felt like you leave a part of you behind when teaching? This workshop is dedicated to bilingual/multilingual educators. You will confront the personal challenges of identity when teaching multilingual learners and learn culturally relevant and inclusive strategies to support yourself and your students.

Presenter: Michelle Moreno (Oakland Unified School District)

Presentation 4E – Room # 357

ICC Transformative Learning for Global Readiness: An Experiential Approach

This session explores how Intercultural Communicative Competence (ICC) can be fostered through the experiential learning cycle (Kolb’s,984). Attendees explore an example activity depicting the four stages of the ELC and identify various ways the transformative experiential learning provided deeper engagement and understanding of various levels of a culture.

Presenters: Kara McDonald and Li-Yuan Liao, Chia-Ning Liu (DLIFLC)

Presentation 4F – Room # 358

AI for teachers: Combining Innovation with Traditional Practices

This session shows how language teachers can use AI tools like ChatGPT and Brisk to create hands-on, low-tech activities—vocabulary games, writing tasks, and projects—quickly and effectively. It offers time-saving strategies that blend innovation with traditional methods, reducing screen time while keeping students engaged and collaborative.

Presenter: América Salazar (The Harker School)

Concurrent Session 5

14:00- 14:40

Presentation 5A – Room # 352

Reading and Writing Fun Connections

Interesting and Innovative Connections between Reading and Writing for Students K-8

Presenter: Pamela Gordon (Speas Global Elementary, Winston-Salem, North Carolina)

Presentation 5B – Room # 353

Immersive Language Learning with ChatGPT: Fostering Cultural Fluency

Explore how ChatGPT can transform language learning through interactive, culturally immersive experiences. This session demonstrates practical, innovative ways to use AI for role-plays, idioms, and narratives, enhancing both language proficiency and cultural understanding.

Presenter: Mustafa Abid and Dima Almoamin (DLIFLC)

Presentation 5C – Room # 354

Enhancing Language Learning through Pre-Debate Digital Collaboration Tools

This presentation explores how flipped classroom strategies combined with digital tools like OneNote, Padlet, and Kahoot can foster student engagement, critical thinking, and language production through structured pre-debate preparation and collaborative learning.

Presenter: Pyong Gag Ahn and Junghee L Laxton (DLIFLC)

Presentation 5D – Room # 356

Small Lessons, Big Impact: Micro-Learning for Digital-Native Language Learners

This presentation explores microlearning as an innovative language acquisition approach aligned with modern attention patterns. Through live demonstrations of GLOSS (Global Language Online Support System), attendees will discover how this open-access platform from the Defense Language Institute delivers authentic multimedia content and personalized learning pathways for efficient, autonomous language study.

Presenters: Umran Gunsel, Bahar Hanjani, and Sun-Kwang Bae (DLIFLC)

Presentation 5E – Room # 357

Amplifying Teacher Effectiveness Through AI Integration

This presentation explores the functions and effectiveness of three powerful AI tools--Diffit, Padlet, and Magic School--in curriculum design and lesson planning. Through comparative analysis and examples, participants will learn how to integrate these tools to enhance instructional design, improve delivery, and create engaging, innovative, student-centered learning environments.

Presenters: Shuhui Berndt and Su-Chun Liu (DLIFLC)

Presentation 5A – Room # 358

Conversemos, Escuchemos, Hablemos: Communicative Assessments in Spanish OER

Learn how to design communicative assessments that promote real-world language use through conversations, storytelling, and oral reflections. This session offers practical strategies for creating inclusive, culturally relevant activities that develop speaking and listening skills while fostering engagement, accessibility, and authentic learning in the language classroom.

Presenters: Cristina Moon and Alejandro Lee, Sarah Harmon, and Hugo Díaz-Rodil (Chabot College; Santa Monica College)

Concurrent Session 6

14:50- 15:20

Presentation 6A – Room # 352

Padlet as a Catalyst for Collaborative and Communicative Language Learning

This session presents Padlet as a versatile digital platform that transforms language classrooms into collaborative, multimodal learning environments. Rooted in practical classroom experience, the presentation highlights strategies for using Padlet to foster communication, intercultural reflection, and learner autonomy across multiple proficiency levels and instructional settings.

Presenter: Sandrine Chorin, Habib Soumahoro (DLIFLC)

Presentation 6B – Room # 352

Unlocking Student Potential Through Diagnostic Teaching

Diagnostic teaching is an instructional approach that uses ongoing assessment to identify students’ strengths, misconceptions, and learning needs. By tailoring lessons based on diagnostic insights, educators can provide more effective, targeted support that boosts understanding and academic performance. This presentation will explore practical strategies for implementing diagnostic teaching across subjects and grade levels. Participants will learn how to design diagnostic tools, interpret student data, and adjust instruction in real time. Educators from elementary to higher education will leave with actionable methods to enhance student learning, foster engagement, and close achievement gaps through informed, responsive teaching.

Presenter: Maria Teresa O'Brien (DLIFLC)

Presentation 6C – Room #354

Transitional Texts for Introduction to Literary Analysis classes and AP Literature courses

Fostering critical thinking and student agency, these activities are as valuable for introduction to the analysis of literary texts courses (whether for non-heritage or heritage speakers) as for preparation for advanced levels and AP Spanish Literature classes and exams, in which one of the main goals is for students to be able to ipso facto distinguish each of the four basic genres and their characteristics. But what about those texts that, due to their complexity, appear to be hybrid? How to distinguish a narrative, an essay, a play, or a poem with just a quick read of a text that is not clearly defined but quite intricate instead? How can we immediately detect their specificity? This is, more often than not, a daunting challenge for students. We will work with four crucial texts that serve as "bridges" between genres, posing a dilemma for students and thus reinforcing their acquired knowledge of each. Primary texts, handouts, and activities will be in Spanish and will be shared with participants together with a project specifically designed for students to dive into the production of a literary text.

Presenter: Sandra Garcia Sanborn (California State University, Stanislaus)

Silent Auction & Raffle Prizes and Closing Circle

15:30 - 16:00