Keynote Address

Shaping the Future of Language Education Through Reimagination
Nicole Mills, Director of Language Programs, Harvard University

Language educators have found themselves navigating new pedagogical terrain, rethinking the role of technology, and embracing reimagination as a catalyst for transformation. This keynote explores how immersive technologies, artificial intelligence, and future-oriented curriculum design can reshape the language learning experience to be more innovative, inclusive, and impactful. Drawing inspiration from OECD future scenarios and real-world applications, the presentation showcases experimental practices that intersect virtual reality cultural immersion and AI-powered interactive experiences. These initiatives challenge the traditional boundaries of the classroom and invite us to consider alternative futures for language education—futures where students not only learn about language and culture but live it, virtually and creatively.

Rejecting the Stigma: How to Think, Read, and Converse About Mental Health in the Second Language Classroom
Valentina Fulginiti, Cornell University
Valeria Dani, Cornell University

This presentation explores how Italian language courses can engage students in meaningful conversations about mental health. Grounded in content-based teaching and affect theory, it showcases pedagogical arcs using film, literature, and archives to foster empathy, vocabulary development, and cultural understanding through the lens of Italy’s mental health history.

Teaching Language in the Age of AI:  Practical Strategies & the Limits of Technology
Kristin Bidoshi, Union College

This presentation explores the use of AI in language instruction, highlighting practical applications, challenges and limitations. Through case studies from beginning Russian language courses, we’ll examine how ChatGPT4.0 supports students’ speaking, listening, and reading skills. We also address educators’ responsibility in assessing and correcting AI’s inaccuracies, biases, and cultural insensitivity.

Beyond Textbooks: Teaching Spanish for Law and Justice through Multimedia Resources
Ann Warner-Ault, The College of New Jersey

This presentation showcases an innovative three-course certificate program in Spanish for Law and Justice Practitioners developed collaboratively by World Languages and Criminology departments. Using film, media, and authentic materials, the curriculum builds both language proficiency and cultural competence, addressing a critical gap in preparing bilingual legal professionals to serve Spanish-speaking communities.

Intersecting LGBTQI language educator identity negotiation, experience navigation, and institutional heteroprofessionalism: Case study insights
Mehmet Sahin, University of Illinois at Urbana-Champaign

This presentation describes a case-study examination of the intersection of identity, experience, and ideology from the perspective of a 26 year old bigender/pansexual ESL tertiary level educator practicing in the Turkish context for four years. Using interviews, journals, and observations, the case study reveals how institutional heteroprofessionalism shapes LGBTQI educators’ experiences and highlights the need for more inclusive, nonnormative language teaching environments.

The Integration of AI-Generated Formative Feedback for Student Writing Development
Silvia Amigo-Silvestre, Cornell University

Since the advent of Generative AI, instructors and researchers have been trying to figure out whether and how to implement it. In this presentation I will describe the integration of MyEssayFeedback in a 4th-semester Spanish course at Cornell University to develop students’ writing and critical thinking skills through a process of inquiry and reflection.

A Force for Good: Using AI to Create Open Educational Resources: A Case Study in Game-based Learning in Less Commonly Taught Languages
Mahmoud Amer (West Chester University)

This session will demonstrate how AI-created game-based learning resources and other non-commercial and freely accessible gaming platforms can be used to promote deeper connections with language through game-based learning. Participants will actively engage in playing a sample game with parameters that can be embedded in a variety of learning settings

Building Inclusive and Engaging Learning Communities through Technology: The Case of Discord in Beginner Japanese Courses
Chikako Takahashi, Columbia University
Mihoko Yagi, Columbia University

This presentation explores a three-year initiative using Discord in beginner Japanese courses to foster an inclusive learning community. By enabling real-time, student-driven interactions, Discord enhanced accessibility, sense of belonging, and student autonomy. We also examine AI ChatBot integration and discuss challenges, student feedback, and strategies for equitable language learning.

Learner-Artificial Intelligence Interactions For Writing Competence Development in AI-Enabled Writing Classrooms: a Linguistic Ergonomics Investigation
Nikko J. Domingo, The Graduate School, University of Santo Tomas, Manila
Rachelle B. Lintao,The Graduate School, University of Santo Tomas, Manila

The increasing integration of AI-powered digital writing tools (AI-DWTs) in writing instruction calls for investigating their impact on students, teachers, and teaching pedagogies in technology-mediated language learning (TMLL) environments. This linguistic ergonomics study investigated the impact of AI-mediated writing instruction on learners’ writing competence.

The use of digital microlearning resources in Russian language teaching to reinforce student learning of grammar concepts
Marina Grineva, Columbia University

This presentation explores how 7Taps microlearning lessons can reinforce grammar instruction in Elementary and Intermediate Russian courses. Designed for mobile use, these digital lessons align with Gen Z learning habits and aim to supplement traditional instruction with engaging, tech-based methods that enhance motivation and curriculum design.

Digital Storytelling for Language Acquisition: ArcGIS Story Maps and Geography in Modern Greek
Anna Venetsanos, New York University
Christos Angelidis (GIS Specialist)

This presentation explores a project from the Advanced Modern Greek courses at New York University, where students use ArcGIS Story Maps to engage with Greece’s history, culture, and geography. It will demonstrate the platform’s potential for collaborative, immersive language learning, highlighting benefits like real-world content, individualized learning, and interdisciplinary teaching approaches.

Harnessing AI for Equitable and Engaging Spanish Language Learning
Lorena García-Barroso, Columbia University

This presentation explores how AI tools can enhance Spanish instruction through personalized learning, real-time feedback, and cultural engagement. Attendees will interact with AI-driven technologies, consider strategies for equitable integration, and reflect on ethical use. The session offers practical insights aligned with NEALLT 2025’s themes of advocacy, accessibility, and student success.

Empower Language Education through Digital Humanities and Technologies
Dongdong Chen, Seton Hall University

In this presentation, I will introduce a new approach: Digital Humanities-Augmented Technology-Enhanced Project-Based Language Learning (DATE PBLL). This model integrates CALL and DH to enrich language instruction. I will discuss theoretical foundations of this approach and use case studies to illustrate its application in language classrooms.

Once upon a Word: AI-powered Narrative-Based Language Tasks in Virtual Reality
Ogulcan Durmaz, University of Illinois Urbana-Champaign

This presentation showcases a VR language learning game that uses interactive storytelling to teach English vocabulary. Built with Zoe, Eleven Labs, and ChatGPT 4.0, the game adapts to learners’ needs. Attendees will explore its design, pedagogical foundations, and potential for integrating immersive storytelling into language education through a live demo.

Harnessing AI for Future-Focused Learning: Integrating ChatGPT in Advanced Chinese Curriculum
Jingjing Ao, Yale University

This presentation explores integrating ChatGPT into an advanced Chinese course, enhancing curriculum design and fostering independent learning. Through AI-driven projects like Community Exploration and language analysis, students refine critical thinking, cultural insights, and language skills, cultivating adaptable learners with the digital literacy to navigate an AI-integrated world.

Writing Instruction in the Age of AI: Navigating Opportunities, Limitations, and Ethics in Future-Focused Curriculum Design
Mahsa Ghanbarpoor, New York Film Academy
Jia Xu, Columbia University
Salah Algabli, University of Florida

This presentation examines the dual impact of generative AI on writing instruction, highlighting both its potential limitations and benefits. It addresses ethical concerns in the evolving AI landscape, advocates for assignment design strategies that foster responsible engagement with AI tools, and underscores the need to integrate AI literacy into writing curricula.

Empowering Language Educators with ChatGPT: Enhancing Lesson Planning and Material Development
Valentina Lukin, Cornell University

This session explores how ChatGPT enhances lesson planning and language material development, drawing on two years of research across multiple languages. Attendees will engage with AI-driven strategies, live demonstrations, and hands-on activities, gaining practical tools to integrate AI into language instruction while ensuring accessibility and equity in digital pedagogy.

Illustrating Stories with AI: Using Leonardo AI to Enhance Narrative Writing in EFL
Mehmet Sahin, University of Illinois at Urbana-Champaign

Leonardo AI is an advanced artificial intelligence platform designed primarily for generating high-quality images, concept art, and creative assets. It is widely used by digital artists, game developers, and designers to create detailed artwork with minimal effort.