The Tunisia TESOL Ninth International Conference, themed Connecting the Dots in ELT, aims to address the pervasive disconnect within the field of English Language Teaching (ELT). Our conference invites participations focusing on problems caused by the missing links, for instance, between various educational levels within a single system, the possible misalignment between theory and practice, and/or the inconsistencies within curriculum components. These issues are not isolated but are indicative of broader systemic challenges that challenge practitioners and could undermine the efficacy and coherence of ELT provision.

Argument

The Tunisia TESOL Ninth International Conference, themed Connecting the Dots in ELT, aims to address the pervasive disconnect within the field of English Language Teaching (ELT). Our conference invites participations focusing on problems caused by the missing links, for instance, between various educational levels within a single system, the possible misalignment between theory and practice, and/or the inconsistencies within curriculum components. These issues are not isolated but are indicative of broader systemic challenges that challenge practitioners and could undermine the efficacy and coherence of ELT provision.

One of the critical challenges in ELT in Tunisia is the disconnection and level gap between primary, secondary, and tertiary education, which often results in a lack of continuity in language learning experiences. Similarly, the risk of misalignment between theoretical frameworks and practical applications can be worth exploring through school-based and classroom-based research in order to discover why theoretical knowledge does not always translate effectively into teaching practices.

Furthermore, many inconsistencies are often observed in the learning process, which can be traced back to the mismatch between various curriculum components.  For instance, assessment methods or instructional materials are not aligned with the curriculum objectives; teachers and learners alike will struggle to meet these objectives, expectations and may find it difficult to reach their full potential. This misalignment also extends to the often-observed disjunction between teaching and testing, where assessment methods and strategies often fail to accurately measure learner progress and/or the knowledge and skills expected to be imparted during instruction. Moreover, curriculum designers, material developers, textbook writers, testing bodies may not treat all language skills equally and comprehensively leading to imbalanced language training and hinder learners’ ability to fully develop competence in the language.   

Taking into consideration the ideas above, Tunisia TESOL conference organizers invite researchers, educators, and practitioners to share their professional experiences, reflections, work in-progress and attempts to create and innovate in response to these challenges.

  The conference, it is hoped, will serve as a platform to explore these and other related issues, with the goal of fostering dialogue, innovation, and reform in ELT practices. In light of the contributions, diverse perspectives and experiences, research results and solutions, we wish   leave guideposts for the ELT community in Tunisia and formulate solutions, which can be relevant both locally and globally.

Contributions are welcomed on a range of subthemes relevant to the conference topic, including but not limited to:

• Multimodality and Technological Innovations in Curriculum Development
• English for Specific Purposes (ESP) and Curriculum Design
• ELT and Glocal Economic Development
• ELT, Learner Motivation, and Employability
• Receptive and Productive Skills in the English Lessons
• The Ideational and the Procedural in Teacher Training and Mentoring
• Teacher Professional Development and Lifelong Learning
• Catering for Specific Learner Needs in Inclusive Education
• Learning Styles and Teaching Styles
• Learner Autonomy and Self-Directed Learning
• Learners in Networked English Language Classrooms
• Language Teaching Syllabus Development and Environmental Concerns
• Connecting Culture(s) and ELT
• Culture(s), Inter-culture, and Cross-culture in Teaching Materials
• Teaching Creativity in English through Literature
• Teaching Vocabulary through literary Genres
• Integrating Soft Skills into ELT
• Bridging the Gap Between Traditional and Modern ELT Approaches
• The Impact of Globalization on ELT Practices
• Gamification and ELT
• Blended Learning and ELT
• Assessment for Learning and Assessment of Learning
• Evaluation and Feedback Mechanisms in ELT.

Types of Contributions

Presentation

20-minute oral presentation which should address one of the topics listed in the call for papers. Presenters share their practice ideas or research-based projects, experiments and/or applications. These sessions are followed by discussion moderated by the designated session chair.

Workshop

45-minute practice-oriented session that may start from a theoretical idea. It should be hands-on addressing the professional development needs of the participants. Proposals should include session goals, a synopsis of the theoretical framework, and a description of workshop tasks and procedures. Presenters should allow for interaction and sharing of ideas and the creation of sample artifacts.

Poster session

A visually-enhanced summary of an academic or practice-based creative project. Presenters are encouraged to highlight their design, research or implementation procedures, and results (outcomes) through the use of charts, graphs, maps, etc. The presenter(s) should be present at the allocated spaces and be prepared to engage with the conference delegates throughout the entire poster session.

Round table discussion

45-minute session. The convenor chooses a theme of interest related to ELT (usually a hot topic related to theory, practice, and policy) and selects key participants to propose connected discussion points. In the first instance, an abstract describing the proposed topic and key points and participants should be submitted. If selected the convener will be required to register to attend the conference and lead/moderate the round table session. The procedure for running the roundtable is also required as part of the submission

Submission guidelines

• Abstracts should be 250 words and a 50-word short biography sent to the link below.
• Make sure to include a maximum of five keywords.
• Select the theme of your contribution in the online form.
• Your contribution should be original and submitted for the first time.
• In case of cancellation, Tunisia TESOL does not issue refunds.
• In case of a "no-show,"  your name will be removed from the program and a certificate will not be issued for you even if you have paid the registration fees.
• Potential presenters will receive a notification of acceptance and a registration form for confirmation of participation.

Deadline : 2024, September 24th

Review Policy

All submissions will be evaluated by two evaluators through a blind review process.

Scientific Committee

• Mohamed Jabeur, University of Carthage, Tunisia
• Mounir Triki, University of Sfax, Tunisia
• Akila Sellami, University of Sfax, Tunisia
• Rached Khelifa, University of Tunis El Manar, Tunisia
• Taoufik Jebali, University of Caen, Normandy, France
• Mohamed Salah Harzallah, University of Sousse, Tunisia
• Hajer Ben Driss, University of Tunis, Tunisia
• Faiza Derbel, University of Mannouba, Tunisia
• Abdelkader Ben Rhit, University of Mannouba, Tunisia
• Ines Ghachem, University of Monastir, Tunisia
• Marwa Mekni Toujani, University of Jendouba, Tunisia
• Adel Hannachi, University of Jendouba, Tunisia

Conference Co-Chairs

• Adel Hannachi, University of Jendouba, Tunisia
• Wissal Belhaj Rhouma, University of Manouba, Tunisia