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This track focuses on current perspectives and practices in language assessment within English Language Teaching (ELT). It welcomes proposals that address evaluation, testing, and assessment practices, including formative and summative assessment, alternative assessment, integrated or holistic assessment approaches, the use of continuous feedback to support learning, assessment as a tool for learning, evaluation principles, and assessment policies that promote alignment among curriculum, instruction, and assessment. Special attention is given to emerging approaches that incorporate AI-powered assessment to support student learning, track progress over time, generate and analyze learning analytics, or enhance assessment practices.

This track is a special call for educators and researchers working with multiple languages or multicultural practices, including but not limited to English or teaching other language teaching contexts. It welcomes contributions addressing pedagogical and sociolinguistic approaches such as translanguaging, plurilingualism, code-switching, and the use of learners’ full linguistic repertoires as resources for learning. Special attention is given to the use of AI as a mediating agent and a form of co-intelligence in multilingual ecologies, where AI facilitates new forms of interaction and plurilingual practices among teachers and learners.

This track focuses on the pedagogical integration of technology in ELT. It welcomes proposals that explore technology-enhanced learning environments, digital pedagogies, and the use of digital tools to support language acquisition and instruction. Special attention is given to the ethical use of AI, the design of AI-powered instructional materials, and the application of learning analytics in technology-rich environments. Proposals may also address the evolving roles of teachers and learners in AI-driven educational contexts and the development of digital citizenship.

This track examines emerging and transformative pedagogical approaches that respond to current innovations and global challenges in ELT. It welcomes proposals that address critical pedagogy, social justice, and sustainability in language education. Special attention is given to the role of AI as a mediating force and a form of co-intelligence in reshaping pedagogical paradigms, emphasizing the need for forward-looking and adaptable educational practices that prepare learners for a rapidly changing world.

This track focuses on leadership at various levels of ELT, from the classroom and institution to broader educational systems. It welcomes proposals that address professional development, mentorship, curriculum leadership, and strategic planning. Special attention is given to the role of human–AI collaboration in educational leadership, exploring how AI supports data-informed decision-making, enhances strategic planning, and reshapes leadership practices through learning analytics.

This track focuses on differentiated instruction as a key pedagogical approach to addressing learner variability in ELT. It welcomes proposals that explore how teaching and learning can be designed to respond to diverse requirements, including differences in needs, proficiency levels, backgrounds, and learning preferences. Special attention is given to the role of AI as a mediating force, exploring how human–AI collaboration supports adaptive and personalized learning.