36.2956, Confs: 10th Internaional Conference ELT in a Changing World: Realities & Challenges (Tunisia)

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LINGUIST List: Vol-36-2956. Fri Oct 03 2025. ISSN: 1069 - 4875.

Subject: 36.2956, Confs: 10th Internaional Conference ELT in a Changing World: Realities & Challenges (Tunisia)

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Date: 02-Oct-2025
From: Marwa Mekni Toujani [marwaISLT at gmail.com]
Subject: 10th Internaional Conference ELT in a Changing World: Realities & Challenges


10th Internaional Conference ELT in a Changing World: Realities &
Challenges

Date: 28-Nov-2025 - 30-Nov-2025
Location: Hammamet, Tunisia
Meeting URL: https://www.facebook.com/groups/482308881840192

Linguistic Field(s): Applied Linguistics; Language Acquisition
Subject Language(s): English (eng)
Language Family(ies): English based

Submission Deadline: 10-Oct-2025

Geopolitical realignments, economic restructuring, and technological
innovation are reshaping global life in complex, interconnected ways.
Central to these transformations are new regimes of industrial
production and commercialization characteristic of the post-industrial
era, often termed post-Fordism. Marked by flexible production,
decentralized management, and the primacy of knowledge-based labor
(Harvey, 1989), this system represents a significant departure from
earlier industrial paradigms. Globalization, defined as the growing
interdependence of economies, cultures, and populations through
transnational flows of trade, information, and human mobility
(Giddens, 1991), is closely linked to these shifts.
International organizations such as UNESCO, UNICEF, and the World Bank
have played pivotal roles in shaping educational discourse,
particularly through the diffusion of governance models,
accountability measures, benchmarking standards, and quality assurance
mechanisms, key features of the emerging New Economic Order (Rassool,
1999). These discourses have influenced educational policies and
teaching practices, leading to a reformulation of teacher roles and
engagement within institutions across diverse contexts. Educational
perspectives in the post-industrial era emphasize flexible structures
and the cultivation of skills like problem-solving, teamwork, and
communication (Hargreaves, 1994), aligning education with the evolving
demands of the global economy (Giddens, 1991).
Globalization has also transformed language education, especially in
the teaching and learning of English, the world’s lingua franca.
English adapts to varied linguacultural contexts, shaped by the
diverse sociolinguistic realities of its global users (Block, 2000).
As Blommaert (2010) notes, English is used worldwide according to the
agency of its users, who engage in translanguaging (Wei, 2018),
code-mixing, and other hybrid practices that challenge traditional
norms established by the Inner Circle of English (Kachru, 1985). These
practices enrich the language and reflect localized strategies of
identity and communication. The transnational mobility of elites from
the Global South intensifies these dynamics. Language policies, such
as those informed by the Council of Europe’s Frames of Reference
(CEFR), serve as tools for governing inclusion, integration, and
pathways to citizenship (Simpson & Whiteside, 2015). In stratified
labor markets, even concepts like ‘community’ and ‘multilingualism’
are commodified within narratives of internationalization and
inclusion (Tavares, 2017). Positioned within the global knowledge
economy, the ELT industry forms part of a broader structure that
necessitates the accumulation of linguistic capital (Bourdieu, 1991)
in order to secure opportunities, visibility and recognition. The
commercialization of English, conspicuous in both higher education and
training markets, has become a multi-billion-dollar business.
Students, professionals, practitioners, peacekeepers, and politicians
represent the diverse populations served by ELT professionals; within
this context, certification has been promoted to a form of currency
facilitating mobility, enhancing employability, and legitimizing
claims to migration rights (Piller & Cho, 2013).
 The advent of Artificial Intelligence (AI) in language education is
another significant disruption. AI tools offer educators new
opportunities for content creation, individualized input, adaptive
feedback, and the cultivation of learner autonomy (Deckker &
Sumanasekara, 2025; Xu & Wang, 2024). These technologies are
transforming academic writing, curriculum design, material
development, and assessment practices (Chapelle, 2025). However, they
also raise ethical concerns, including data privacy, algorithmic bias,
plagiarism, and transparency (Khan, 2024). These tensions underscore
the need for rigorous research and critical inquiry to inform
effective implementation in ELT contexts.
While academic and policy stakeholders are influential, in-service
teachers remain central to ELT change. Their agency, lived experience,
and responsiveness to learners’ needs shape how innovations are
received, adapted, or resisted. Best practices emerge through
experimentation, reflection, and practical adaptation to local
conditions, highlighting the indispensable role of practitioners in
advancing educational quality.
At the Tunisia TESOL 10th International Conference, researchers,
practitioners, teachers, educators, ELT service providers, and
policymakers, both local and international, are invited to contribute.
This year’s theme, ELT in a Changing World: Realities and Challenges,
seeks to foster dialogue on how ELT professionals are addressing the
complexities of globalization, migration, digitalization, and shifting
pedagogic paradigms. The organizing committee welcomes theoretical,
empirical, classroom-based, and tool demonstration papers, as well as
reflective essays, that critically engage with how change is
contested, accommodated, and embraced in ELT contexts.
Many formats are possible: Presentations, workshops, poster sessions,
panel discussions, demonstrations, in addition, but not exclusively,
to focusing on any of the subthemes below:
 - The changing nature of English
 - ELT and shifts in educational priorities
 - ELT for diverse learner profiles and differentiated instruction
 - Adapting ELT methods to Glocally accommodate learner diversity and
inclusivity
 - Ethics, Uses and Abuses of AI tools and applications in ELT
 - Integrating GenAI into lesson planning, materials design, and
assessment
 - Empowering learners with GenAI: promoting autonomy, creativity, and
real-time language support
 - Task-Based & Project-Based Learning (PBL) and experiential
approaches in ELT
 - Digital tools and personalized, adaptive learning in ELT
 - “Negotiation of meaning” in digital and hybrid learning spaces
 - Intercultural communicative competence (ICC) in the classroom and
beyond
 - Gender, race and class dynamics in ELT contexts.
 - Teacher agency in navigating reforms and mediating curriculum
(Navigating imposed reforms vs. localized practice)
 - Teacher resistance and adaptation to policy changes
 - Institutional support and professional development
 - The business of ELT
 - Certification, employability and career advancement in the sciences
Important Dates:
Abstract submission deadline: 10 October 2025
Notification of acceptance: 15 October 2025
Registration & payment: 7 November  2025
Abstract Submission Guidelines:
Abstracts should be 250 words and a 50-word short biography sent to
the link below. Make sure to include a maximum of five keywords.
Select the theme of your contribution in the online form. Your
contribution should be original and submitted for the first time. In
case of cancellation, Tunisia TESOL does not issue refunds. In case of
a "no-show,"  your name will be removed from the program and a
certificate will not be issued for you even if you have paid the
registration fees.
Abstract submission link: https://forms.gle/Q9XWtWFCUNuCG9Hc8
Review Policy:
All submissions will be evaluated by two evaluators through a blind
review process.
Types of Contributions:
 - Presentation: 20-minute oral presentation which should address one
of the subthemes listed in the CFP. Presenters share their practice
ideas or research-based projects, experiments and/or applications.
 - Workshop: 45-minute practice-oriented session that may start from a
theoretical idea. It should be hands-on addressing the professional
development needs of the participants. Proposals should include
session goals, a synopsis of the theoretical framework, and a
description of workshop tasks and procedures.
 - Poster session: A visually enhanced summary of an academic or
practice-based creative project. Presenters are encouraged to
highlight their design, research or implementation procedures, and
results (outcomes) through the use of charts, graphs, maps, etc.
 - Round table discussion: 45-minute session. The convenor chooses a
theme of interest related to ELT (usually a hot topic related to
theory, practice, and policy) and selects key participants to propose
connected discussion points.
Contact Information
Conference email: tt10th.interconf at gmail.com
Scientific Committee:
Prof. Mohamed Jabeur, University of Carthage, Tunisia
Prof. Mounir Triki, University of Sfax, Tunisia
Prof. Akila Sellami, University of Sfax, Tunisia
Prof. Mohamed Salah Harzallah, University of Sousse, Tunisia
Prof. Zied Ben Amor, University of Sousse, Tunisia
Prof. Faiza Derbel, University of Mannouba, Tunisia
Dr. Abdelkader Ben Rhit, University of Mannouba, Tunisia
Dr. Adel Hannachi, University of Jendouba, Tunisia
Dr. Marwa Mekni Toujani, University of Jendouba, Tunisia
Dr. Mariem Gharbi, Institute of Higher Studies of Tunis, Tunisia
Dr. Olfa Ben Amor, University of Sousse, Tunisia
Dr. Wissal Belhaj Rhouma, Faculty of Humanities and Social Sciences of
Tunis, Tunisia
Conference Co-Chairs:
Faiza Derbel, Mariem Gharbi & Olfa Ben Amor
Organizing Committee:
Chair: Adel Hannachi
Abdelkader Ben Rhit
Faiza Derbel
Ines Ghachem
Mariem Gharbi
Marwa Mekni Toujani
Olfa Ben Amor
Wissal Belhaj Rhouma



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