47th TESOL Greece Annual International Convention
14 March, 2026 - 15 March, 2026
The 47th Annual TESOL Greece
Annual International Convention
"Navigating ELT in a Changing World"
14 - 15 March, 2026
Call for Participation
The 47th Annual TESOL Greece
Annual International Convention
"Navigating ELT in a Changing World"
14-15 March, 2026
Dear Colleague,
We are pleased to invite you to submit a proposal for the 47th TESOL Greece Annual International Convention on March 14-15, 2026 in Athens. Our theme for this year’s convention is “Navigating ELT in a Changing World”. Four amazing plenary speakers will share their perspectives and expertise: Alastair Grant, Dr. Kia Karavas, Dr.Sarah Mercer, Prof. Daniel Xerri.
As always, the focus of this important annual convention is to offer a weekend of high-quality professional development through presentations and workshops — both those related to the convention theme and those related to our ongoing needs as ELT professionals.
We would like to invite you to participate actively in the convention by giving a presentation, a workshop, or a multimedia demonstration/workshop. To submit a proposal, please fill in the call for participation form below by October 31st, 2025.
Important information
● Please note also that a professional presentation should not be used to advance a book, publisher, author, course or examination. TESOL Greece Members are particularly sensitive to the distinction between commercial and professional presentations.
● The proposals go through a blind review process where they are evaluated for their:
– relevance to the convention theme
– relevance to ELT professionals in general or to specific practitioner needs (e.g. young learners, adult learners, use of technology, public school teachers, private school teachers, Higher Ed, etc.)
– clarity, coherence, and cohesion of message
● NB: Unlike many associations, TESOL Greece does not charge a separate convention fee. All presenters who are not currently members of TESOL Greece are required to become members to be able to present at the convention. This low, one-time fee of 50 euros includes access to all events for one calendar year and to the quarterly TESOL Greece Journal publication.
Types of proposals
Workshop (45 minutes)
● A Practice-Oriented presentation, which shows rather than tells.
● There is an expectation of audience participation.
● The presenter helps participants solve a problem or develop a specific technique through a series of structured hands-on activities.
Talk (45 minutes)
● A formal instructive talk given by (a) subject specialist(s).
● Typically has a brief time for Q & A at the end
Please note: All presenters must refrain from changing the content of their session once it has been approved.
We look forward to your submissions!
The TESOL Greece Board of Directors, 2025 – 2026
Plenary Speakers
Alastair Grant
Prof. Kia Karavas
Prof. Dr. Sarah Mercer
Prof. Daniel Xerri
Plenary Presentations
Alastair Grant
“Teaching as a Subversive Act: Reclaiming Critical Thinking in ELT“
“The questions we ask determine the answers we get, and the kind of people we become” (Postman & Weingartner, 1969). In the age of standardised tests, algorithmic answers, and scientized learning, critical thinking risks becoming little more than a slogan. But what if teaching isn’t about providing answers, but disrupting them? This session positions teaching as a subversive act: one that challenges conformity and nurtures doubt. Drawing on Postman and Weingartner’s radical vision, we’ll explore three shifts: from delivering content to cultivating questions, from passive acceptance to active inquiry, and from surface talk to deep dialogue. Teaching, reimagined as resistance.
Alastair Grant is an experienced teacher trainer, academic director, ELT author, and public speaker. He is the founder of Alastair Grant Teacher Training, which delivers professional education programmes such as the Cambridge Delta to teachers worldwide. He is Lead Trainer for the Cambridge Delta 3 at International House Mexico and a trainer for International House Montevideo, where he runs Delta 1 and Delta 3 diplomas, and has lectured at two universities in Argentina. In Buenos Aires, he works for the Directorate of Languages in Education (DILEDU) at the Ministry of Education and is Head of English at Colegio Nuevo de Las Lomas. In 2025, he was appointed Visionary Expert for the English Language by the Ministry of Education in Ukraine.
Prof. Kia Karavas
“When Teachers Thrive, Students Flourish: Teacher Well-Being for Sustainable Education“
Evdokia Karavas is Professor at the Department of English Language and Literature of the NKUA , scientific coordinator of the Teaching Practice Course and Mentor Education programme, assistant Director of the Research Centre for Language Teaching, Testing and Assessment (RceL) and member of the Central Examination Board of the Greek state language proficiency exams (KPG). She has also been scientifically responsible for several national language teacher training programmes. Her research interests include language teacher education and development, curriculum/ programme evaluation, implementation research and language teaching and assessment. Her most recent publication is Plurlingualism and Foreign Language Education (2024) Pedio Publishers
While often framed as an individual responsibility, teacher well being is increasingly recognized a a global educational priority with profound implications for learning. This plenary examines the impact of teacher stress and burnout, drawing on international statistics and recent research conducted in Greece. I will explore how diminished well-being affects professional practice, student outcomes, and teacher retention, highlighting the broader implications for TESOL and beyond. Beyond outlining the challenges, I will share practical, evidence-based strategies for teachers, trainers, and policymakers to sustain resilience and balance in our profession. The message is simple: when teachers flourish, education thrives.
Prof. Dr. Sarah Mercer
“Teaching People, Not Just Language: Compassion in Language Education“
In this talk, we reflect on how we create psychologically safe and supportive classrooms where the focus in not just on the language as a system, but as a way of communicating and connecting with others. Using the lens of compassion, we explore three forms. We begin by examining self-compassion for teachers and also for learners to overcome their fear of mistakes. We then consider compassion in how we teach and build relationships with our learners. Finally, we focus on how we teach our learners to have compassion for others as an integral part of their language learning.
Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria, where she is Head of ELT methodology. Her research interests include all aspects of the psychology surrounding the foreign language learning experience. She is the author, co-author and co-editor of several books in this area. She has served as Principal Investigator on several funded research projects, has worked on the editorial board of various journals, is co-editor of Multilingual Matters’ Psychology of Language Learning and Teaching book series, is currently president of IAPLL, and is an ambassador for IATEFL.
Daniel Xerri is an Associate Professor in Applied Linguistics and TESOL at the University of Malta, and the Chairperson of the ELT Council. He has published widely on different areas of English language education. He has co-edited nine books and authored over 200 publications. His work has appeared in research anthologies, scholarly journals, magazines and newspapers. He has delivered plenary talks and keynotes in 20 countries and his research has been awarded international prizes. His main research interests are teacher research and professional learning. His most recent book is Innovative Practices in Early English Language Education (Palgrave Macmillan, 2023). www.danielxerri.com
Prof. Daniel Xerri
“Teachers as Thinking Beings: Reflection and Technology in Professional Growth“
Respecting English language teachers’ professionalism requires recognising their capacity to reflect on identity and practice. This plenary explores how reflection enables teachers to question, evaluate, and reimagine classroom events while shaping professional beliefs. Through a consideration of video tools, digital portfolios, and AI-supported platforms, it highlights technology’s role as a critical reflective partner when embedded in human-centred, dialogic frameworks. Such tools can deepen metacognition, foster resilience, and strengthen agency, provided they are scaffolded ethically and pedagogically. The plenary argues for reflection that integrates human and technological dimensions, empowering teachers to navigate complex classrooms with adaptability, criticality, and care.