Richard S. Pinner and Richard J. Sampson
Classroom Research and Complexity Perspectives

This plenary talk will focus on the ways that practitioner inquiries are uniquely positioned to provide valuable insights into the complexity of additional language learning. After an introduction to complexity perspectives, the majority of the talk will offer concrete examples of the presenters’ inquiries through action research, exploratory practice, and autoethnography, and how complexity informed or added to the understandings emergent from teaching and research.

Richard S. Pinner is an Associate Professor in the Department of English Literature at Sophia University. He holds an MA in Applied Linguistics and ELT from King’s College London and a PhD from The University of Warwick. He is the author of three books, as well as several articles, which have appeared in international journals such as Language Teaching Research and TESOL Quarterly. His research focuses on the dynamic relationship between authenticity and motivation in language teaching and learning.

Richard J. Sampson is an Associate Professor at Rikkyo University, Japan. He holds a Master of Applied Linguistics from the University of Southern Queensland (Australia) and a PhD from Griffith University (Australia). He is the author and co-editor (with Richard Pinner) of two books dealing with complexity perspectives on additional language learning, and author of numerous research articles published in international journals. He uses action research approaches with his own classes to give voice to the complex, situated experience of language learner psychology and sociality.

Dr. Liz England

TESOL Career Path Development – Opportunities in Challenging Times

Our professional lives have undergone extraordinary change in the past several months and it’s not over yet.  TESOL professionals worldwide face both challenges and opportunities as they move ahead.  We can no longer rely only on our educational backgrounds and degrees to guide our goals for teaching excellence. Instead, intentional career path development allows teachers to a) revitalize their sense of satisfaction and enjoyment at work and at the same time, b) maintain high standards of instruction and student learning.  TESOL career path development is a carefully defined description of how we proceed professionally.  In this plenary, I present an evidence-based structure for teachers to revitalize while retaining high standards in these challenging times. 

With an academic career in the United States and on five continents, Dr. England enjoys contributing to projects focusing on educational and instructional program design and project impact assessment for universities, ministries, and private and government agencies in the United States, on three long-term assignments (Egypt, Hong Kong and Indonesia) and on over 30 short-term projects in 20 countries worldwide including Chile, Costa Rica, Dominican Republic, Mexico and Venezuela.  Her professional interests focus on teachers’ professional development – knowledge, skills and habits.  A teacher educator and researcher, her publications include the recently released book, TESOL Career Path Development, Creating Professional Success (Routledge, 2019), Online Language Teacher Education:  TESOL Perspectives (2012), as well as several chapters in books and journal articles, and TESOL International Association webinar presentations.   With more than 500 members worldwide, TESOL International Association Career Path Development Professional Learning Network was founded by Dr. England in 2016.