Babel On (2015) The Film and the Making Of It, OR Working Within Your Means To Make the Best Film Possible With What You Have: As a lifelong fan of movies, I would often watch interviews with filmmakers, and would come across a number of them lamenting about how a lack of funding or resources prevented them from fulfilling their visions on their projects. For years, I was sympathetic to these struggling artists, but in the past several years, every time I hear one of these laments, I wonder why they went ahead and made a film when they didn't have the proper resources to do so.

The fact of the matter is film-making is hard. It can be mentally, physically, and financially draining. So, if you're going to push yourself to make something, why not make the best thing possible with what you already have instead of compromising, then complaining about it later? This is what I've done with the three short films I've written, produced, and directed.

For this presentation, I will focus on my second short film, "Babel On", a self-financed science-fiction short that I wrote, cast, filmed, and completed in 2 months with minimal cast and crew, to explain how I was able to stretch my limited resources to make something I wanted to, and most importantly, could afford to make.

Grab your popcorn and join us as we watch all the works submitted to our Filmmaking Festival.

Drop by with your morning coffee and/or bagel and hang out with conference goers, to chat about upcoming sessions. A casual, come when you want, leave when you want social zone.

It is widely understood that 'positive' feelings like enjoyment and curiosity can motivate language learning. However, motivation also emerges from 'negative' feelings, like shame, frustration, and antagonism. Some people learn languages to resist, to prove others wrong, and to transform an unjust situation. This presentation is about such 'negative' motivation, and how and why it manifested for one learner of Korean.

This presentation is based on a narrative study of the experiences of a Korean adoptee from the US learning Korean. With illustrative examples from this learner's narrative, the presenter will demonstrate the power of painful emotions and unwelcome social pressures to foster and sustain a long-term commitment to language learning. At issue are the ways that the Korean language and the Korean ethnicity are discursively related, the ways that society pressures individuals to conform, and the ways that language learning decisions can be a response to this pressure. EASTER EGG 2

Despite being taught the English language all throughout their education, many students in South Korea struggle to grasp a basic command in conversational English. In addition, the worldwide pandemic has virtually shifted most learning to remote settings which adds to the complexity of pedagogy and effective practice. This presentation (literature review) will address a span of current and longstanding scholarly sources regarding L2 fluency with additional insights from personal practice. It will critically examine the main pedagogies used in South Korea in respect to building L2 oral fluency. Also, it will demonstrate key components for developing L2 oral fluency and how it may complement within a Korean EFL online context. Lastly, the presentation will offer recommendations and implications that can better serve Korean EFL learners of multiple age groups. MYSTERY EASTER EGG

This talk will be a self-reflective and autoethnographic account of the speaker’s experience guiding filmmaking projects with English language learners and the evolution of these projects over 10 years, in 3 different institutions, as well during the COVID-19 pandemic. The speaker will talk about the early days when she first began doing these projects, important lessons learned along the way, and identify and highlight changes made in her approach based on experiences, institutional and environmental factors, as well as changing student demographics. Participants will see the history of a filmmaking project with English language learners from the beginning, it’s adaptations and transformations over time, and the project’s current incarnation today. Participants can also engage in an open QnA and discussion by sharing their own experiences filmmaking with second language learners. MYSTERY EASTER EGG

World communication has shifted to more visual content and consumption. As ELL educators, embracing this shift with the use of graphic novels is crucial to developing engaged readers and contextual thinkers. The visual nature of graphic novels results in a familiar format for readers to acquire information, which engages reluctant readers. In addition, graphic novels combine images and text to convey critical and contextual storytelling elements, supporting and strengthening ELLs’ comprehension. This workshop explores a variety of graphic novels and how they act as a medium for literacy development by appealing to visual learners. Participants will examine graphic novel adaptation of traditional literature texts and experience how to apply them in the EFL classroom. In addition, participants will discuss their students' needs and make connections to practical classroom application of graphic novels. MYSTERY EASTER EGG

Acting and teaching how do they go hand in hand? How can one help the other and vice versa? Learn the pros and cons and dos and don’ts of both, from one who has been through it all. Explore how teaching can open up the door to finding your calling, and finding yourself. MYSTERY EASTER EGG

How do students feel about the seemingly inescapable role of English learning in 21st century education? This panel will center student voices in the discussion, as we consider the effect of English learning on the students’ education, culture, identities, and more. Panelists include students from the Affiliated High School of Peking University’s international program (Grades 10-12). Their high school experience has included the COVID-19 pandemic and the subsequent forced move to online learning, as well as a heavy focus on successfully learning English. Panelists will reflect on their ELL journeys past and future, discussing issues such as nativism, accent bias, code switching, and economic factors as time and interest allows. EASTER EGG 3

When remote teaching comes unexpectedly, some teachers and some students might find it challenging to adapt to it. Switching suddenly from one educational model to another might entail overwhelming situations that, undoubtedly, affect teachers and students' performance in the distance. So, how to nurture physical and mental well-being in remote teaching times at basic and higher education levels? This presentation intends to share with attendees both, the results that an action-research study carried out at teacher training college and secondary education levels provided during the pandemic of COVID-19, and some practical ideas to be replicated in different contexts. This study was done, first, by applying some actions to pre-service teachers and some educators at Escuela Normal de Amecameca in the State of Mexico, Mexico, and then, by having volunteer teachers from some secondary schools in the area apply some to themselves as well as to their students. EASTER EGG 4

Drop by with your morning coffee and/or bagel and hang out with conference goers, to chat about upcoming sessions. A casual, come when you want, leave when you want social zone.

This presentation will discuss original research that investigated the use of pedagogical chatbots in an EFL conversational English class. Specifically, this study was concerned with how different types of questions can be used to elicit information from students. Within a Bloom’s Taxonomy Framework, lower-order to higher-order levels of thinking were observed among user-bot interactions. Nineteen South Korean English majors completed six chatbot assignments through an in-house developed Facebook Messenger chatbot. The chatbot activity entailed creating original stories for the class presentation. In addition to directives requesting plot details, the chatbot used closed-ended button reply questions, open-ended questions, and fill-in-the-blank template statements to help students create stories. Results indicated that button reply questions allowed for pacing, recall and content assessment and require low levels of critical thinking. Lastly, directives requesting user input resulted in 35% more output, indicating students took more action when told to do something than when asked. MYSTERY EASTER EGG

The research addresses English teachers’ attitudes towards the socioeconomically diverse ELLs affecting their academic practices in rural Bangladesh. The study explores five elementary and high school English teachers’ perceptions about the diverse student population's skills, aptitudes, and achievements. Primary data on teacher beliefs were obtained from interviewing the EFL teachers working in northern Bangladesh using semi-structured forms. Later, the author observed some of their recorded online lectures to understand how teachers’ beliefs and attitudes influenced their strategic preferences and teaching practices. Results show teachers’ attitudes are powerful predictors of pedagogical choices and actions. Insufficient resources, technology, and learner motivation affect teachers' beliefs and ideologies about diverse students. These non-native teachers need better training to teach a foreign language effectively and indiscriminately to the rural poor learners. Therefore, the research calls for rethinking the local teacher preparation programs to address teachers' negative attitudes towards ELLs in non-Anglophone contexts, including Bangladesh and Korea. MYSTERY EASTER EGG

Currently I teach English to college students who major in early childhood education. However, my students dislike the textbook that I teach, but respond well to the activities. I have a background in holistic education. and I decided a new curriculum, with an active learning element would better meet their needs . Therefore, in order to improve the curriculum and add a more holistic approach I studied more about curriculum design and holistic education. I also interviewed students who graduated three years before and , who were in the workforce to find out if they could apply anything from my classes that they had learned. I interviewed these students by phone and in person. I went from a textbook based curriculum to an more practical and active curriculum. In this presentation I will explain what I learned from the research, the results of the student interviews, various activities I use to enhance learning, and how I improved curriculum. Finally, this presentation will show how holistic education best prepares students for a globalized workplace and a better future. MYSTERY EASTER EGG

Come join our Mokbang sesh! You can bring lunch and hang out with the KOTESOL Yongin Chapter friends and co. A casual, come when you want, leave when you want social zone.

This workshop starts with a brief discussion on the definition of, and need for incorporating environmental themes and content within our EFL lessons, and then continues by offering practical ideas for creative content for classes and curricula via a focus on the experiences of nine EFL teachers teaching about environmental issues within South Korea over the last decade, and two more based in Japan. Participants will have the opportunity to share their own experiences of teaching material with an environmental theme, and ask questions at the end. MYSTERY EASTER EGG

The Seoul Trail: 157km of hiking through mountains, rivers and forests all around the entire city of Seoul! Learn more about this not-so-hidden treasure of Korea. One Canadian’s experience and impressions on walking the trail. MYSTERY EASTER EGG

A fundamental goal of education for a sustainable future should be peacebuilding. This involves creating peaceful and just societies, at the heart of which are relationships shaped through our communication. Because English language teaching and research is about learning to communicate in a new language, there are endless ways to embed peace as process, outcome and experience for learners and teachers. In this 45-minute panel, three long-time and active KOTESOL members working in different contexts in South Korea will define key concepts then share observations from their research and practice in the areas of peace linguistics, peace education, nonviolent communication, and peace language education as a springboard for further discussion. It is hoped that participants will leave this dialogic session more aware and excited about fostering peace in their own environments. EASTER EGG 6

Examining the negative connotations related to the perception of change, the study shall explore the mechanics involved in creating a knowledge sharing workplace to combat workplace deviant behaviour. Many factors contribute to such unwarranted behaviour and one of key importance is the relationship between organizational leadership and the employee. This relationship is critical for successful change management. Additionally, the scope of information shared in relation to the change management process will either hinder or enhance positive perception to change. Therefore the working environment is critical for cognitive influence and decision making. Change itself happens in the workplace due to external market pressures, internal policies, and sometimes a combination of both. However, resistance to change also occurs at a cognitive level, where the fear of the unknown, job insecurity and feelings of helplessness are factors that contribute to the negative narrative perception. MYSTERY EASTER EGG