SLSU Hosts NEXT GEN TESOL 2026, Empowers Future English Educators
Southern Leyte State University (SLSU) successfully held its first international TESOL conference, NEXT GEN TESOL 2026, at the Hotel de SLSU Ballroom in Sogod, Southern Leyte, gathering 85 participants composed of pre-service teachers, university officials, faculty members, and international TESOL experts.
Anchored on the university’s core values of Excellence, Service, Leadership and Good Governance, Innovation, Social Responsibility, Integrity, Professionalism, and Spirituality, the event marked a milestone collaboration between SLSU and the U.S. Regional English Language Office (RELO) under the English Language Fellow Program.
The conference was spearheaded by the Global Engagement and Strategic Partnerships Office (GESPO) in partnership with the Faculty of Teacher Education (FTE), Faculty of Education, Technology, and Innovation (FETI), Faculty of Arts and Sciences (FAS), and the the Curriculum Innovation, Credentialing, and Lifelong Learning (CICLL).
A Forward-Looking Vision for English Language Teaching
In his welcome address, SLSU University President Dr. Jude A. Duarte underscored the importance of equipping future educators with innovative and inclusive teaching practices. The conference aimed to strengthen the professional competence of 50+ pre-service teachers from the Tomas Oppus and Sogod campuses.
Designed as a response to the evolving landscape of English language education, NEXT GEN TESOL 2026 highlighted emerging pedagogical trends, digital integration, inclusivity, and global best practices in TESOL. The initiative also supports Sustainable Development Goals 4 (Quality Education), 10 (Reduced Inequalities), and 17 (Partnerships for the Goals).
Insightful Sessions from English Language Fellows
The morning sessions began with Session 1: “Bots, Brains, and Blackboards: Contextualizing Teaching English with AI,” delivered by Prof. Michael Schapiro. He explored how artificial intelligence can be meaningfully integrated into English language teaching while maintaining a balance between technology, teacher expertise, and classroom realities. Prof. Schapiro emphasized ethical and context-sensitive AI tools that support human-centered TESOL instruction, encouraging teachers to use technology not as a replacement, but as a support to effective pedagogy.
This was followed by Session 2: “Multiliteracies in Action: Teaching English Through Texts, Media, and Culture,” presented by Prof. Laura Roach. She demonstrated practical strategies for integrating texts, videos, social media, and cultural content into English lessons to enhance learners’ reading, writing, and critical thinking skills. Participants were introduced to engaging classroom approaches that make English learning dynamic and relevant to today’s students.
In the afternoon, Prof. Maryann Miller facilitated Session 3: “Double the Teachers, Double the Impact: Co-Teaching in Action.” The session focused on co-teaching strategies tailored to English classrooms in the Philippines. Prof. Miller illustrated how teachers, support staff, and pre-service educators can collaboratively plan lessons, share instruction, and address diverse learner needs. The session reinforced inclusive and impactful classroom practices grounded in teamwork and shared responsibility.
A special session was delivered by Prof. Michael Schapiro on Session 4: “Climbing Language Levels: Scaffolding English for Every Learner.” This session highlighted practical scaffolding strategies that guide learners step by step toward greater language proficiency. Participants learned how to structure lessons, provide targeted support, and gradually release responsibility to students to ensure measurable progress, confidence, and engagement in diverse TESOL settings.
Active Participation and Applied Learning
The conference was marked by highly participative sessions, interactive workshops, and open forums. Pre-service teachers actively engaged in discussions, collaborative tasks, and question-and-answer segments. Many participants shared reflections on how the sessions reshaped their perspectives on language instruction in multilingual and multicultural classrooms.
Pre-service teachers notably put their theoretical knowledge into action during the interactive segments, designing sample lesson plans, proposing AI-assisted activities, and simulating co-teaching strategies. Their enthusiasm and thoughtful contributions reflected the growing readiness of SLSU’s future educators to embrace innovation while remaining learner-centered.
As SLSU continues to pursue excellence in teacher education, NEXT GEN TESOL 2026 stands as a testament to the university’s commitment to quality education, sustainable partnerships, and transformative learning experiences for the next generation of teachers.
