1. Sen. Ins. Duygu Özler

Mediation: What? Why? And how can I teach it?           

Expect to hear the word ‘mediation’ a lot in the near future. The CEFR has added descriptors for this area of communication. So teachers need to know what it is, why it matters and how you can teach it. Or maybe you already teach the skills needed without knowing it. By the end of this talk you should have a clear idea of what mediation is and how it reflects real-life communication. With examples from Macmillan’s Education’’ general English course, Language Hub, we will look at a range of activities – some familiar, some new – that you can use to develop the mediation skills of your own students.

2. Asst. Prof. Dr. Aman Rassouli

Empowering Teachers, Empowering Learners: Professional Development as the Foundation of Inclusive and Compassionate English Teaching

In inclusive English language classrooms, the diversity of learners’ needs, experiences, and linguistic profiles requires teachers to be adaptable, reflective, and continuously evolving in their practice. This presentation argues that meaningful professional development (PD) is not an optional enhancement but the essential foundation for ensuring that every voice truly matters. When teachers regularly engage in structured, purposeful growth, they become better equipped to integrate creativity, cultivate compassion, and build learners’ confidence — the core pillars of the conference theme.
Drawing on current research and practical examples, the session will explore how ongoing PD enhances teachers’ ability to design equitable learning experiences, respond to diverse learner identities, and implement inclusive pedagogical strategies. Special attention will be given to how reflective practice, digital literacy, intercultural competence, and awareness of learner psychology contribute to more supportive and transformative classroom environments.
The presentation will also address the challenges teachers face — such as heavy workload, limited institutional support, and resistance to change — and propose realistic, sustainable models of PD that empower educators rather than overwhelm them. These include micro-learning communities, peer observation cycles, AI-supported reflection tools, and teacher-led action research.
Ultimately, this session advocates for a culture where teacher growth is valued as a continuous journey. By investing in their own development, teachers cultivate classrooms where all students feel seen, heard, and valued — enabling both educators and learners to flourish together.

3. Ins. Ayse Kalyon

VYGOTSKY FOR BETTER READING

This presentation explores the impact of sociocultural theory and how it can support the teaching of top-down processing in L2 reading lessons. Teachers can encourage learners to use their background knowledge and schemata to develop their understanding in L2 reading. Although many reading lessons depend on bottom-up decoding, it is possible to change them to top-down processing. Learners can be encouraged to use pre-reading discussion questions, visuals, guided questions and vocabulary presentation. The session also highlights common challenges, including limited background knowledge or misunderstandings caused by incorrect schemata. Useful strategies based on Vygotskyan principles will be shared to help teachers create more interactive and supportive reading lessons. By the end of the session, participants will leave with practical and adaptable ideas for combining top-down and bottom-up processing to help learners engage more meaningfully with L2 texts.

4. Asst. Prof. Dr. Aida Ariannejad & Ins. Nilufar Vafadar Esfahan

Do borders matter? Re-examining EFL Academic Achievement through the Lens of Self-Efficacy

For many students, especially those who learn English as a foreign language (EFL), studying abroad can be both challenging and interesting. This usually entails dealing with communication obstacles, adjusting to a new set of social and cultural practices and combining all this to meet academic expectations.

In such conditions, self-efficacy plays an important role in successful adjustment to the new environment and their academic achievement. Self-efficacy seems to be a critical factor in academic success, as it impacts motivation, perseverance, and resilience in the face of challenges. Students’ self-efficacy, their confidence in their ability to reach their goals under particular circumstances, can be significantly impacted by their study abroad experience. In the current presentation, we aim to examine the concept of self-efficacy in depth, outline its major types, and highlight key issues related to its development and measurement among EFL learners, with particular attention to the unique demands of study-abroad contexts.

5. Sen. Ins. Eda Aşılmaz

Inclusive Pedagogies in ELT: Bridging Worlds with Language, Identity and Empathy

In inclusive English language classrooms, what we say—and how we relate—matters. This interactive session explores how thoughtful teacher language, learner identity, and empathetic communication intersect to create a sense of belonging and inclusion. Drawing on practical strategies and classroom examples, the session unpacks three key pillars of inclusive pedagogy: (1) inclusive classroom language that affirms and uplifts, (2) teaching practices that honor student identity and home languages, and (3) empathy-driven communication that strengthens trust and learner engagement. Participants will reflect on their own teaching, share ideas, and leave with actionable tools to create emotionally safe and linguistically empowering classrooms.

KEY MESSAGES

• Teacher language has emotional weight: the way we give instructions, praise, or correct can either include or exclude.
• Acknowledging and affirming students’ identities—linguistic, cultural, personal—builds deeper engagement.
• Empathy isn’t just a feeling; it’s a teachable, practical skill that supports academic and emotional inclusion.

6. Ins. Baran Nazemi

Creating an Inclusive and Diverse Learning Environment

Creating an inclusive and diverse learning environment is essential for supporting learners with different linguistic, cultural, and educational backgrounds. This presentation explores practical strategies for fostering inclusivity in English language classrooms, focusing on empathy, learner-centered teaching, and CEFR-informed mediation practices. By integrating collaborative tasks, culturally responsive materials, and confidence-building activities, teachers can create spaces where every learner feels valued, heard, and supported. The session will highlight how inclusive approaches not only enhance language development but also empower students’ identities and emotional well-being. Examples from real classroom experiences in multilingual contexts—such as those in Northern Cyprus—will demonstrate how diversity can become a resource rather than a challenge. The presentation aims to provide teachers with actionable techniques to promote equality, participation, and meaningful communication among all learners.

7. Ins. Çayan Erhalach

From Silence to Confidence: Encouraging Student Voice in EFL Classrooms

In many EFL classrooms, silence is often misunderstood as a lack of interest, ability, or motivation. However, behind that silence there may be anxiety, fear of making mistakes, low self-confidence, or negative past learning experiences. This presentation explores the journey from silence to confidence and focuses on how language teachers can create a safe, supportive, and inclusive environment where every student feels seen, heard, and valued.

Drawing on classroom experience in an English preparatory program, the session will examine the affective factors that prevent students from using their voices in class and connect these challenges to key theories such as Krashen’s Affective Filter Hypothesis. Practical strategies will be shared to help reduce learners’ anxiety and encourage active participation, including low-risk speaking tasks, peer collaboration, anonymous participation tools, positive error treatment, and the use of digital platforms such as Padlet and Mentimeter.

Participants will be invited to reflect on their own classroom practices and explore ways to shift from a teacher-centered environment to a student-centered space where communication, empathy, and psychological safety are prioritized. By recognizing silence not as a weakness but as a starting point, teachers can empower learners to build confidence, find their voices, and take ownership of their language learning journey. Ultimately, this presentation highlights the belief that in every classroom, every voice truly matters.

8. Valeriya Rimer

Neuroscience-Driven Language Teaching: Building Confidence and Creativity Through Brain-Based Learning

This presentation explores how neurobiology and neurolinguistics can be applied to build confidence and creativity in English language learners. Research shows that confidence increases when the brain’s reward system and prefrontal cortex are activated through small, consistent achievements. At the same time, creativity emerges from the interaction between the default mode network and executive control systems, allowing learners to generate new ideas and use language more flexibly.

The session introduces a brain-based teaching approach that uses guided discovery, low-pressure speaking tasks, and multisensory input to reduce fear and strengthen neural pathways responsible for fluent language production. By creating emotionally safe and stimulating learning environments, teachers can boost neuroplasticity and encourage students to express themselves more boldly and imaginatively.

This talk demonstrates how understanding the brain can transform language teaching into a powerful tool for personal growth.

9. Sen. Ins. Çağla Tokyay İcil

Strengthening Teacher Beliefs in Inclusive Pedagogy

Teacher behaviors significantly influence students in various aspects of learning, especially in diverse ELT classrooms where fostering inclusivity requires greater effort. This workshop reflects on real-life teaching experiences to examine how certain teacher behaviors, often repeated unconsciously, can unintentionally hinder effective learning in diverse ELT classrooms. The session focuses on strategies to mitigate these effects, enabling teachers to create more equitable and supportive learning environments in diverse classrooms while ensuring inclusivity is effectively maintained.

10. Asst. Prof. Dr. Aysegul Salli

Building Confidence Through Compassion: Giving Every Learner a Voice

Creating a classroom where every learner feels able to speak requires more than instructional skill; it requires emotional safety. Many English language learners remain silent not because they lack ability, but because they experience anxiety, perfectionism, or fear of judgement. This workshop explores how compassionate teaching practices can effectively support learner confidence and inclusive participation. Drawing on research in psychological safety, emotional attunement, and language anxiety, the session highlights how micro-behaviours, teacher talk, and predictable routines can reduce performance pressure and empower diverse learners. Participants will analyse short classroom scenarios, identify the emotional needs behind student silence, and co-create compassionate responses using strategies such as silent think time, participation menus, private correction, and face-saving feedback. By the end of the session, teachers will leave with a practical, research-informed toolkit for building confidence through compassion and creating emotionally safe environments where every learner’s voice can emerge and be heard.

11. Sen. Ins. Salih Matthew Nedesem

Digital Voices: How Social Media Shapes Language, Identity, and Inclusion in the English Classroom

In today’s digital world, high school students use social media as a primary space for communication, identity-building, and creative expression. Platforms such as Instagram, TikTok, and WhatsApp have become linguistic laboratories where young people experiment with English, blend languages, and develop unique communication styles. This session explores how these digital practices influence students’ language use, confidence, and sense of belonging in the English classroom. Drawing on research conducted among high school and secondary school students in North Cyprus, the presentation highlights how educators can leverage social media–based language patterns to support inclusive learning. By valuing students’ online voices, teachers can build stronger connections, increase learner motivation, and create more equitable and compassionate classroom environments. Participants will leave with practical strategies for integrating digital habits into English lessons, promoting creativity, and ensuring that every learner’s voice is seen, heard, and respected.

12. Sen. Ins. Arif Celal Sözer

This presentation explores how music can support English language teaching in practical and meaningful ways. Music is not only entertainment; it also acts as a cognitive tool that helps students focus, relax, and learn more effectively. Research shows that music and language share some of the same brain systems, especially in areas connected to pattern recognition and structure. When students listen to soft instrumental music, the brain becomes more organized and ready for learning. Broca’s area and the auditory cortex work together to process both musical patterns and language structures, which makes music useful during classroom activities. This shared network helps learners pay attention, remember information, and understand rules more easily. Background music also reduces anxiety, which is a major barrier for many learners in prep-school environments. A calmer emotional state allows students to engage with tasks without feeling overwhelmed. Soft, steady music supports reading, writing, vocabulary review, and quiet pair-work by creating a stable atmosphere. Repetition in music strengthens memory pathways in a way that parallels language learning. In addition to background music, song lyrics provide rich language input. Songs offer natural pronunciation, real rhythm, and high-frequency vocabulary that students quickly absorb. They also create emotional connections, which make the language more memorable. Using songs in class can improve vocabulary, grammar, pronunciation, and listening skills at the same time. Classrooms that use songs tend to show higher motivation, better memory, and greater confidence. Students often take more risks because songs create a friendly, low-pressure atmosphere. Simple tasks such as gap-fills, line reordering, and prediction activities make song-based lessons effective and easy to manage. Choosing clear, age-appropriate, and moderate-tempo songs ensures successful learning outcomes. Overall, music provides both cognitive and emotional support, making it a powerful tool for English language teaching.

13. Dr. Ahu Neşe Güven Uludağ

This research explores the integration of visual art into language education through the lens of multimodality. Drawing from theoretical frameworks in multimodal theory, cognitive linguistics, and semiotics, it argues for the pedagogical value of using art as a core communicative mode in language classrooms. By examining concrete classroom activities, real-world case studies, and digital tools, the paper demonstrates how art enhances learner engagement, emotional connection, cultural awareness, and narrative competence. While challenges around curriculum integration, assessment, and cultural sensitivity exist, a thoughtful multimodal approach can transform language learning into a more creative, inclusive, and meaning-rich experience.

14. Ins. Benjamin Bailie

This presentation explores why conflict naturally arises in ESL and prep-school classrooms and how teachers can respond effectively. Drawing on adult-learning and behaviour frameworks, it looks at disruptive behaviour as communication rather than defiance. Participants will review a set of five behaviour categories and look at practical, low-escalation strategies for managing them. Through four real classroom scenarios, the session highlights how interpreting and working with conflict, rather than trying to eliminate it, leads to more consistent, supportive, and productive learning environments.