![\"Symposium](\"https:\/\/www.nus.edu.sg\/celc\/wp-content\/uploads\/2025\/02\/Symposium-Webpage-Header-Symposium-Dates.png\" "\\"Symposium")
\nWe are excited to announce that a selection of the best papers will be included in a volume that we hope to publish under Springer. Here are the details on how to submit your extended abstracts for consideration:<\/p>\n
- \n
- Download the submission template here<\/u><\/a>.<\/li>\n
- Include a bio-data of 50 to 100 words.<\/li>\n
- Extended abstracts should include the following:\n
- \n
- For conceptual papers\n
- \n
- 10-20 word title<\/li>\n
- 400-500 word description of the context and need to adopt certain teaching approach(es)\/framework\/policies, aim(s) of the chapter, methodology (if applicable), conclusion, and recommendations.<\/li>\n
- key in-text citations and reference list (excluded from the word count).<\/li>\n<\/ul>\n<\/li>\n
- For research papers\n
- \n
- 10-20 word title<\/li>\n
- 400-500 word description of the context and need to adopt certain teaching approach(es)\/framework\/policies, research question(s), aim(s) of the study and chapter, methodology, results, conclusion, and recommendations.<\/li>\n
- key in-text citations and reference list (excluded from the word count).<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/li>\n
- Submissions should be sent as Microsoft Word files to celcsymposium@nus.edu.sg<\/a><\/li>\n
- The deadline for submission is 11.59 pm on Friday, 26 September 2025<\/strong><\/li>\n<\/ol>\n
We look forward to receiving your submissions.<\/p>\n
- \n\n<\/ol>\n
- Technology-enhanced teaching and learning\u00a0<\/li>\n
- Assessments and feedback\u00a0<\/li>\n
- Interdisciplinary\/collaborative teaching and learning\u00a0 \u00a0\u00a0<\/li>\n
- Other topics related to the Symposium theme\u00a0<\/li>\n<\/ol>\n
For more information, please refer to the detailed Symposium description<\/a>.\u00a0\u00a0<\/p>\n\t\t\t\t\t\t
Detailed Symposium Theme<\/h3>\n\t\t\t
What does the future look like and how do English language and communication teachers prepare our learners in higher education for \u200b\u200bthis future?\u00a0 Developments brought about by the global health crisis, technological advancements especially in the digital space, and heightened polarization triggered by socio-economic and political events have made it even more urgent for higher education institutions to better \u200bequip\u200b learners to competently adapt to a future that is expected to be almost always in flux and subject to unpredictable challenges.\u00a0 How are we preparing our students for this kind of future?\u00a0 In the context of English language and communication teaching, what are we doing and how are we dealing with new developments that are expected to shape the future of our learners?\u00a0<\/p>\n
Future-readiness is a concept that has been expounded by thought leaders in the industry and the academe for a number of years now. The Institute for the Future (IFTF)<\/a> proposes that there is compelling need for strategic foresight in order for individuals and organizations to better prepare for the unpredictability of the future.\u00a0 Future-readiness, according to IFTF, requires active preparation to face systemic shocks as well as the development of resiliency to withstand them through the process of adaptation. It also requires systematically making sense of the changing landscape to pursue emerging and unexpected opportunities. Failure to do so would likely cost damage or result in unnecessary expense for people, communities, and organizations.\u00a0\u00a0\u00a0<\/p>\n
At the National University of Singapore, the Centre for English Language Communication (CELC) finds itself in the forefront of preparing students to become able communicators of the future.\u00a0 The able communicators of the future are adaptive to the changing times-adept in using technology in their writing and communication practices and agile in responding to the constraints posed by their various audiences and communication situations. At the same time, they are committed to sustaining effectiveness as well as ethical practice in writing and communication in various contexts-whether in academic or workplace settings.\u00a0 In the evolving present, CELC has pursued initiatives and conversations on how to effectively integrate technology in teaching and learning, foster greater collaboration with its partners in the university and the industry, and define its role in harnessing and disseminating best practices in the teaching of English in higher education.\u00a0 In realizing its mission to develop able communicators, CELC has aimed at crafting and offering courses and support services that not only prepare students to be language proficient, context-sensitive, critical and creative, but are also explicitly designed to meet the need for students to be\u202fdigitally fluent,\u202fto be\u202fcollaborative and engaged with the community, and to be\u202fdisposed towards life-long and independent learning.\u00a0 The Centre also actively collaborates with Faculties, Schools, Residential Colleges as well as units like the Centre for Future-ready Graduates (CFG) created to ensure that students are equipped with “critical\u202flife and employability skills, developing [them to become] highly\u202femployable graduates who are future-ready\u202fand\u202fresilient amidst an ever-changing world.”\u00a0\u00a0<\/p>\n
CELC’s commitment to developing able communicators of the future is a responsibility it shares with the rest of the English language and communication teaching community. English language and communication teachers and researchers are in a position to prepare students for this future.\u00a0 As they engage in active collaboration with various stakeholders in both higher education and industry, EL and communication teachers and researchers inhabit a space where they can influence and shape learners to become the able communicators they are expected to be in the here and now as well as in the future.\u00a0 Moreover, EL and communication teachers and researchers need to gear themselves \u200b\u200bup to better serve and shape competent learners of the future.\u00a0<\/p>\n
The conference invites papers that feature theorizations, conceptualizations and evidenced-based research from EL and communication teachers, practitioners and researchers specifically focusing on preparing learners to be future-ready. This conference provides a platform for EL and communication teachers and researchers to share and discuss ideas and practices relevant in gearing up future-ready learners.\u00a0\u00a0\u00a0<\/p>\n
\n\t\t\tSpeakers\t<\/h2>\n
\n\t\t\tKeynote Speakers\t<\/h3>\n\t\t\t\t
![\"profchan-1Shorten-min\"](\"https:\/\/www.nus.edu.sg\/celc\/wp-content\/uploads\/2024\/08\/profchan-1Shorten-min.png\" "\\"profchan-1Shorten-min\\"")
\n\t\t\t\t \n\t\tProfessor Cecilia Chan<\/h3>Faculty of Education
The University of Hong Kong “AI and the Evolution of Future Readiness in Education”\t\t\t\t\t\n\t\t\tProf. Cecilia Chan is a Professor in the Faculty of Education at the University of Hong Kong (HKU). With a dual-discipline background, she possesses expertise in both engineering and education. Her combined expertise in these fields has enabled her to lead and conduct research on topics such as assessment and feedback, experiential learning, and technology-enhanced learning, with a particular focus on artificial intelligence in education and the development and assessment of holistic competencies. Prof. Chan serves as the President of the Asian Society for Engineering Education and is an associate editor for both the Journal of Engineering Education and Studies in Educational Evaluation. Her book titled “Generative AI in Higher Education: The ChatGPT Effect,” published in March 2024 and is the first of its kind in exploring the intersection of Generative AI and Higher Education. Prof. Chan has been invited as keynote to share her work by many organisations worldwide including UNESCO, QS Summit, Harvard, Oxford, UCL, Sydney University, in addition, her work is being adopted by software companies and organisations particularly on the accreditation of holistic competencies and AI Literacy, visit: http:\/\/tlerg.talic.hku.hk\/<\/a> .\u00a0<\/p>\n
Learn more about her research and professional work here.<\/b><\/a><\/p>\n\t\t
Modal Popup – ID <\/h5>\n\t\tClick here to edit the "Modal Popup" settings. This text will not be visible on frontend.\t\n\t\t\tAI and the Evolution of Future Readiness in Education \u00a0<\/strong>\n
In this Keynote Address, we will explore a comprehensive AI literacy framework, emphasizing its significance in preparing students for an AI-driven world. This framework based on research evidence, tailored for educational contexts, combines technical skills with ethical, social, and practical AI knowledge. The focus then shifts to how this literacy impacts different roles in different disciplines. The session aims to provide educators, policymakers, and academic leaders with insights into developing future-ready educational environments, ensuring students are equipped to navigate and contribute to an increasingly AI-centric world.\u00a0<\/p>\n\t\t\t\n\t\t\t\t\t\t\tAbstract\n\t\t<\/a>\n\t\t\t\t
![\"Heath](\"https:\/\/www.nus.edu.sg\/celc\/wp-content\/uploads\/2024\/08\/Heath-Rose-cropped.png\" "\\"Heath")
\n\t\t\t\t \n\t\tProfessor Heath Rose<\/h3>Department of Education
University of Oxford “The centrality of Academic English support in English medium higher education” \t\t\t\t\t\n\t\t\tHeath Rose is Professor of Applied Linguistics at the Department of Education, University of Oxford. He is the coordinator of the English Medium Instruction Research Group and runs the wider EMI Oxford Research Network. Heath’s research interests are situated within the field of language teaching and language learning. He has published books on Global Englishes, research methods, and data collection. He is series co-editor of Cambridge Elements in Language Teaching. Before moving into academia, Heath worked as a language instructor in a range of settings in Australia and Japan.\u00a0<\/p>\n
Learn more about his research and professional work here<\/a>.<\/b><\/p>\n\t\t
Modal Popup – ID <\/h5>\n\t\tClick here to edit the "Modal Popup" settings. This text will not be visible on frontend.\t\n\t\t\tThe centrality of Academic English support in English medium higher education\u00a0<\/strong>\n
The role of English language support in English medium higher education can vary widely depending on education policy objectives and teachers’ responses to students’ language and learning needs. This presentation provides an overview of research at the crossroads of English medium instruction (EMI) and students’ linguistic needs to meet the academic literacy demands of higher education. Such research highlights the fundamental roles that English for Academic Purposes (EAP) and English for Specific Purposes (ESP) have in the provision of targeted language support for all students. I will show how students enter higher education with varying levels of preparedness, thus academic literacy support is essential to achieving greater equity in terms of supporting students to reach the required education outcomes in their education. I explore ways to improve English language preparatory or in-sessional programs to best support different students’ needs. Underpinning these recommendations is a need for greater cooperation between English language practitioners and discipline specialists to ensure the right type of literacy development and genres are being provided to students. Fundamentally, the presentation concludes that English medium universities need to account for their unique institutional characteristics to ensure Academic English provision is central in organizational and curricular structures; otherwise, they may be leading their own students to struggle in their educational endeavours.\u00a0\u00a0<\/p>\n\t\t\t\n\t\t\t\t\t\t\tAbstract\n\t\t<\/a>\n
\n\t\t\tFeatured Speakers\t<\/h3>\n\t\t\t\t
![\"Icy](\"https:\/\/www.nus.edu.sg\/celc\/wp-content\/uploads\/2024\/08\/Icy-Lee-cropped.png\" "\\"Icy")
\n\t\t\t\t \n\t\tProfessor Icy Lee<\/h3>National Institute of Education
Nanyang Technological University “Feedback over Grades: Enhancing Student Feedback Literacy through Ungrading” \t\t\t\t\t\n\t\t\tIcy Lee is Professor of Education (TESOL and Language Education) at the National Institute of Education in Nanyang Technological University, Singapore. Her main research interests are second language writing and second language teacher education. Her publications have appeared in numerous international journals, such as TESOL Quarterly, Journal of Second Language Writing, Language Teaching, and System. She is former Co-editor of the Journal of Second Language Writing and currently Principal Associate Editor of The Asia-Pacific Education Researcher and Co-editor of the International Journal of Christianity and English Language Teaching. She was Chair of the NNEST (Nonnative English Speakers in TESOL) Interest Section of the International TESOL Association from 2011 to 2012 and President of Hong Kong Association for Applied Linguistics from 2008 to 2010.\u00a0<\/p>\n
Learn more about her research and professional work here<\/a>.<\/b><\/p>\n\t\t
Modal Popup – ID <\/h5>\n\t\tClick here to edit the "Modal Popup" settings. This text will not be visible on frontend.\t\n\t\t\tFeedback over Grades: Enhancing Student Feedback Literacy through Ungrading\u00a0\u00a0<\/strong>\n
Over the past several decades, feedback has garnered significant research attention. In higher education, it is increasingly recognized that feedback presents formidable challenges, often being perceived as inadequate, discouraging, and difficult to understand (Carless & Winstone, 2023). The potential of feedback to enhance student learning depends on student feedback literacy (e.g., Sutton, 2012; Winstone, Mathlin, & Nash, 2019), which refers to “students’ understandings, capacities, and dispositions needed to make sense of information and use it to enhance work or learning strategies” (Carless & Boud, 2018, p. 1319). To develop feedback literacy, students must be given opportunities to make judgments about their own work and that of their peers, act upon the feedback received, and engage actively and meaningfully in the feedback process (Xu & Carless, 2016).\u00a0\u00a0<\/p>\n
In this presentation, I propose ungrading as a powerful and transformative practice to enhance student feedback literacy and promote learning. Ungrading is an “alternative approach for promoting and measuring learning” (Ferns et al., 2021, p. 4500) that minimizes the emphasis on grades to support student learning, highlighting the importance of feedback, self-assessment, and self-reflection instead of assigning grades (Blum, 2017). Feedback and ungrading are interconnected concepts that complement each other and work synergistically to improve learning outcomes.\u00a0\u00a0\u00a0<\/p>\n
I will begin by examining the what, why, and how of ungrading in the context of writing, as well as its synergy with student feedback literacy. I will then provide examples of how ungrading can be implemented and conclude by addressing potential challenges.\u00a0\u00a0<\/p>\n\t\t\t\n\t\t\t\t\t\t\tAbstract\n\t\t<\/a>\n\t\t\t\t
![\"Jessie_L_Moore-min-cropped\"](\"https:\/\/www.nus.edu.sg\/celc\/wp-content\/uploads\/2024\/08\/Jessie_L_Moore-min-cropped.png\" "\\"Jessie_L_Moore-min-cropped\\"")
\n\t\t\t\t \n\t\tProfessor Jessie Moore<\/h3>Center for Engaged Learning
Elon University “Key Practices for Fostering Future-Ready Engaged Learning in English Language and Communication Teaching” \t\t\t\t\t\n\t\t\tJessie L. Moore, PhD, director of the\u202fCenter for Engaged Learning<\/a>\u202f(CEL) and professor of professional writing & rhetoric at Elon University (U.S.), studies engaged learning practices and the writing lives of college students and professionals. She previously coordinated Elon’s first-year writing and professional writing & rhetoric programs. Jessie is the author of\u202fKey Practices for Fostering Engaged Learning: A Guide for Faculty and Staff<\/i><\/a> (Stylus, 2023) and co-editor of five books, including Writing Beyond the University: Preparing Lifelong Learners for Lifewide Writing<\/i><\/a>\u202f<\/i>(with Julia Bleakney and Paula Rosinski, CEL Open Access, 2022), Understanding Writing Transfer: Implications for Transformative Student Learning in Higher\u202fEducation<\/i><\/a>\u202f(with Randy Bass, Stylus, 2017), and\u202fCritical Transitions: Writing and the Question of Transfer<\/i><\/a>\u202f<\/i>(with Chris Anson, WAC Clearinghouse\/University Press of Colorado, 2016). \u00a0<\/p>\n
Learn more about her research and professional work here<\/a>.<\/b><\/p>\n\t\t
Modal Popup – ID <\/h5>\n\t\tClick here to edit the "Modal Popup" settings. This text will not be visible on frontend.\t\n\t\t\tKey Practices for Fostering Future-Ready Engaged Learning in English Language and Communication Teaching\u00a0<\/strong>\n
Engaged learning is<\/i> future-ready learning. When students actively and intentionally participate in their own learning, not only at discrete moments but rather as an ongoing, lifelong activity (Moore, 2023), they develop habits of mind to adapt their prior knowledge and experiences to new workplace and community contexts. They also adeptly reflect on when they need to seek new professional learning to remain future-ready. After briefly introducing the six Key Practices for Fostering Engaged Learning, this presentation focuses on English language and communication research related to three of the Key Practices: offering feedback, framing connections to broader contexts, and promoting integration and transfer of knowledge and skills. These evidence-based Key Practices prepare lifelong learners for ethical and effective lifewide communication.\u00a0<\/p>\n\t\t\t\n\t\t\t\t\t\t\tAbstract\n\t\t<\/a>\n
\n\t\t\tProgramme\t<\/h2>\n\t\t\t\n\t\t\t\t\t\tDownload Programme Booklet\n\t\t\t\t\t<\/a>\n\t\t\t\n\t\t\t\t\t\tDownload Programme (with abstracts)\n\t\t\t\t\t<\/a>\n\t
The Symposium Schedule and Programme Booklet with abstracts can be downloaded via the respective links above. <\/p>\n
Please stay tuned for updates to the programme. Here are some of the exciting offerings at the 7th CELC Symposium<\/p>\n
\n\t\t\tWorkshops\t<\/h3>\n\t
Please sign up for the workshops through the registration form here<\/u><\/a>. Spaces are limited and will be allocated on a first-come-first-served basis.<\/p>\n\t\t\t\t\t\t
The Balancing Act of AI in Assessment (Professor Cecilia Chan) <\/h4>\n\t\t\t
This workshop delves into the balancing act of using AI in assessment. We will address the spectrum of ‘AIgiarism’ practices-ranging from ethical AI use to misuse-and provide concrete tools for fostering AI literacy among students. Participants will learn to design assessments using diverse approaches from the AI Assessment Integration Framework, including performance-based assessments and lifelong learning portfolios.\u00a0\u00a0\u00a0<\/p>\n\t\t\t\t\t\t
How can we make a meaningful transition from EAP to ESAP? (Professor Heath Rose) <\/h4>\n\t\t\t
In this workshop we discuss ways in which English for Academic Purposes can be transformed into English for Specific Academic Purposes. We will explore examples from curricula in other contexts, and evaluate their relevance and feasibility for CELC. Through interaction, we will share the workshop participants’ own practices, as well as discuss ways to address barriers to implementation of ESAP at NUS.\u00a0\u00a0\u00a0<\/p>\n\t\t\t\t\t\t
Educating for the Future: What Artificial Intelligence Cannot Do in Students’ Academic Literacy Development (Professor Icy Lee & Dr. Teo Shi Ling) <\/h4>\n\t\t\t
This colloquium examines the limitations of generative AI (GAI) in fostering students’ academic literacy, focusing on communicative competence and authorial voice in writing. It also explores strategies for teachers to effectively complement GAI, thereby enhancing critical thinking, cultural awareness, and the credibility of students’ academic writing.\u00a0<\/p>\n\t\t\t\t\t\t
Promoting Integration and Transfer of Knowledge for Future-Ready, Lifewide Writing (Professor Jessie Moore) <\/h4>\n\t\t\t
Promoting integration and transfer of knowledge is a key practice for fostering engaged learning as a lifelong activity (Moore, 2023). This workshop explores knowledge transfer strategies for preparing students for future writing success in university coursework, work-integrated learning, employment, and other writing contexts in their daily lives (Bleakney, Moore, & Rosinski, 2022).\u00a0\u00a0\u00a0<\/p>\n
\n\t\t\tKeynote Forum\t<\/h3>\n\t
What does it take for our learners to be future ready? Listen to our keynote and featured speakers address this question and share their insights in a panel discussion to be facilitated by the CELC Director, Associate Professor Lee Kooi Cheng.<\/p>\n
This exciting conversation will be a synthesis of the Symposium, exploring various aspects of practice, research, and advocacy, while offering diverse perspectives and approaches. Join us to share valuable insights and fresh viewpoints.\u00a0<\/p>\n
\n\t\t\tPresentations\t<\/h3>\n\t
The symposium will feature not just paper presentations, but also lightning talks, poster presentations, teaching demonstrations and panel presentations. Engage with thought leaders in the field of English Language and Communication coming from different countries and institutions from around the world.\u00a0\u00a0<\/p>\n
\n\t\t\tProduct Demonstrations\t<\/h3>\n\t
Leading stakeholders of the education industry will be showcasing their innovative and impactful products in seated presentations at the Symposium. Learn about how their solutions can be incorporated into and influence the future of English Language and Communication teaching.\u00a0<\/p>\n
\n\t\t\tSymposium Dinner\t<\/h3>\n\tWednesday, 21 May 2025 (Day 1), 6-8pm<\/strong>
\nDining Hall of College of Alice and Peter Tan<\/a><\/strong>
\n8 College Avenue East, #B1-50, Singapore 138615\u00a0<\/strong>\nJoin us for a delightful evening on the first day of the Symposium. Held at the charming dining hall at the College of Alice and Peter Tan, this event offers a wonderful opportunity to unwind and connect with fellow attendees. Enjoy a diverse international-style buffet with vegan, vegetarian and halal options, along with refreshing non-alcoholic drinks. The dinner is the perfect way to kick off your symposium experience with great company and delicious food. Please register your interest and pay for the Symposium Dinner when securing your Symposium ticket. The full Symposium Dinner poster can be found here<\/a>. <\/p>\n
\n\t\t\tWalking Tour\t<\/h3>\n\t
Thursday, 22 May 2025 (Day 2), evening\u00a0<\/strong><\/p>\n
Come experience the magic of the iconic Gardens by the Bay and the Marina Bay area while enjoying delightful food and great company. The optional walking tour is a fantastic opportunity to network with fellow Symposium attendees while immersing in Singapore’s vibrant local culture. Discover landmark sights, savour authentic local cuisine and connect with others in a relaxed, enjoyable setting. View the Walking Tour poster here<\/a> and stay tuned for further information.\u00a0<\/p>\n
\u00a0<\/p>\n
\n\t\t\tImportant Dates\t<\/h2>\n\t\t\t\t
![\"Important](\"https:\/\/www.nus.edu.sg\/celc\/wp-content\/uploads\/2024\/12\/Important-Dates-3rd-call.png\" "\\"Important")
\n\n\t\t\tCall for Abstracts\t<\/h2>\n\t
The call for abstracts is now closed. Please look forward to the exciting line up of presentations at the Symposium!\u00a0<\/p>\n
\n\t\t\tRegistration\t<\/h2>\n\t
Symposium Fees\u00a0<\/p>\n
\n\t\t\tAbout the Symposium\t<\/h2>\n\t
The Centre for English Language Communication (CELC) finds itself in the forefront of preparing students to become able communicators of the future.\u00a0 The able communicators of the future are adaptive to the changing times-adept in using technology in their writing and communication practices and agile in responding to the constraints posed by their various audiences and communication situations. At the same time, they are committed to sustaining effectiveness as well as ethical practice in writing and communication in various contexts-whether in academic or workplace settings.\u00a0\u00a0\u00a0<\/p>\n
CELC’s commitment to developing able communicators of the future is a responsibility it shares with the rest of the English language and communication teaching community. English language and communication teachers and researchers inhabit a space where they can influence and shape learners to become the able communicators in the evolving present as well as in the future.\u00a0<\/p>\n
The conference invites papers that feature theorisations, conceptualisations and evidenced-based research from EL and communication teachers, practitioners and researchers specifically focusing on preparing learners to be future-ready. Papers may focus on any of the following thematic strands:\u00a0<\/p>\n
- \n
- The deadline for submission is 11.59 pm on Friday, 26 September 2025<\/strong><\/li>\n<\/ol>\n
![\"\"](\"https:\/\/www.nus.edu.sg\/celc\/wp-content\/uploads\/2024\/12\/Getting-to-the-Symposium.png\")
<\/p>\n