Georgia Teachers of English to
Speakers of Other Languages
Call for Proposals
 2017 36th Annual GATESOL Conference
"K.E.Y.S. to Cultural Proficiency: 
Unlocking the Language of Equitable Instruction"
October 19 - 20, 2017

Keynote Speakers 

Dr. Gloria Ladson-Billings                          Dr. Danny Brassell


Click HERE for the Keynote Speakers' Biographies and more!

The Edgar H. Wilson Convention Centre
200 Coliseum Drive
Macon, Georgia 31217
Submit your Session Proposal TODAY!

Four Reasons Why Pre-service and Practicing Teachers Should Present at Professional Conferences

(MLET: The Journal of Middle Level Education in Texas, Vol. 1, Issue 1, Article 4, 2014)





K       Know Thyself and Others

Share ways you are reflective our teaching, preparation, and interaction with your students, colleagues, and families. 

E        Engage All Stakeholders

Share ways you engage your families, businesses, community leaders, and legislators as you work to affect a change in the lives of your English Learners and members of the multilingual and multicultural populations.

Y        Yield to Public Policy

Share ways you reach out to your Legislators, Representatives, Senators, and other guiding organizations responsible for overseeing education, related programs, and outreach.

S         Strategize Instruction and Collaboration

Share ways you develop lesson plans, deliver professional development, and work across the curriculum to meet the educational and personal needs of your multilingual and multicultural populations.Please prepare your session with the following in mind:


The Inspiration

The term, culturally relevant pedagogy, was established by Dr. Gloria Ladson-Billings to describe “…a theoretical model that not only addresses student achievement but also helps students to accept and affirm their cultural identity while developing critical perspectives that challenge inequities that schools (and other institutions) perpetuate” (1995, p. 469).

The Heart of the Matter

Someone once said, “People like to be celebrated and not tolerated.”  This is true of multilingual and multicultural populations.  What is lamentable is that some tolerate, marginalize, and alienate members of those multilingual and multicultural populations.  This is a reality that adversely affects education, commerce, and international relations.  Culturally proficient leaders are advocates for their multilingual and multicultural populations.  To fulfill this role, leaders, including educators, must be transparent in their personal reflections.  They should examine their existence in their communities, decide to be responsive to their constituents, and become agents of change. 

Above & Beyond

Success in ESOL is not “just good teaching.”   Research has shown that “best practices,” in isolation, is not conducive to success.   If “good teaching” was the solution, then many educators could hide behind “best practices,” fail to challenge their misinformed perceptions of their students and families, and develop students who are well-rounded, socially adjusted, and aware of and take advantage of all the financial and social resources in their communities.  In fact, prejudiced views of an educator might form a barrier that prevents students from researching topics and discourage that same teacher from sharing knowledge that could increase their social and cultural capital (Bourdieu, 1979).  The field of ESOL embraces focused study, research-based strategies, and collaborative efforts of all stakeholders. 

School Leadership & Other Educational Institutions

School districts have become increasingly interested in culturally responsive teaching.  School principals have inquired about their school environments and classroom strategies and how they might be able to make their multicultural and multilingual families feel welcome (Moyer & Clymer, 2009).  Recently, education has recognized that there is more to students’ academic success than simply grades.  In fact, students’ sense of belonging directly impacts their performance (Mertens, Afara, & Caskey, 2007). Students’ culture has a significant part to play in their sense of well-being. 


Bourdieu, P. (1979). Distinction. Cambridge, MA: Harvard University Press.

Ladson-Billings, G. (1995, Fall). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32 (3), 465-491.

Mertens, S. B., Anfara, V., & Caskey, M. M. (2007). The Young Adolescent and the Middle School. Charlotte: Information Age Publishing.   

Please prepare to submit one or more of the following
types of presentations:

Descriptive Report (60 minutes) ­­ Detailed discussion of activity the presenter is 
carrying out related to the theory or practice of instruction of English learners.  Purpose is 
to describe and NOT demonstrate.  Descriptions of program design and implementation, 
policies and procedures, and teacher preparation and development are suitable topics. 
Presenters should allow for audience questions.
Demonstration (60 minutes) ­­ Presentations which show a specific teaching or testing 
technique and/or materials. Purpose is to demonstrate how something is done.  The 
presenter should provide a brief description of the underlying theory, include handouts 
and audiovisual aids, and actively involve participants.  Presenters should allow for audience questions.

Research Papers (60 minutes
­­ Description and/or discussion of research relating to 
language education.  Purpose is to share empirical  research or well - documented 
theoretical/practical perspectives.  Also acceptable: critical reviews of literature, policy 
studies, well-documented  historical studies, critiques, etc.   Presenters use handouts 
and audio­visual aids and present a summary rather than reading a prepared text.  Presenters should allow for audience questions.

Interactive Workshop (60 minutes)
 ­­ Session in which participants develop methods 
or materials, design research studies, analyze  research data.  Purpose is to confront and 
solve actual teaching or research problems.  Workshops must provide participants 
with the opportunity to actively participate.  Emphasis is on providing hands-on experience vs. lecturing.  Presenters should allow for audience questions.
Submission of Proposals  EXTENDED DEADLINE!


Submit proposals via

by 11:59PM August 28, 2017.

Please follow the directions carefully. The Program Committee (made up of representatives from GATESOL’s Conference Team, Executive Board, and esteemed volunteers) will select proposals based on a blind review.  In order to submit your proposal, you will need the following basics:

  • A title of 10 words or less for the program
  • An abstract of 550 characters or less (to appear in the Program Book)
  • A description of the session (activities, content, and time for each part/segment)
  • Names, affiliations, and contact information for all presenters



Registration for the 2017 36th GATESOL Annual Conference via is REQUIRED to present and attendWe want everyone— presenters and attendees—to pre-register.  

Until further notice, please direct all questions and/or concerns about Registration to Katie Simon Kurumada, the Registration Chair, and carbon copy the following: Kendra M. Castelow, the 2017 Conference Chair.

Please direct questions concerning submitted, pending, and processed payments to Greg Wickersham, Treasurer. 

Registration is open TODAY!  

Let's get the conversation started!



 Don't forget to submit your proposal!

We look forward to working with you!

Kendra M. Castelow, 2017 Conference Chair

Jayoung Choi, 2017 Program Chair

Katie Simon Kurumada, 2017 Registration Chair

Greg Wickersham, 2017 Exhibitor Chair

Georgia TESOL

Powered by Wild Apricot Membership Software