How to Achieve Gender Parity in ELT Conferences and Events: Some Guidelines

How to Achieve Gender Parity in ELT Conferences & Events (1)

I am an active member of JALT GALE SIG and we are discussing how to achieve gender parity in ELT conferences, events, and associations in general. It is believed that some guidelines are needed to make the selection processes systematic as there is a fine line between inclusion and positive discrimination. Some good articles have been shared on the GALE mailing list. As usual, I consulted EVE: Equal Voices in ELT. Also, I personally did a search and found some resources.

Here is the list of articles and other resources on this topic that I have read so far:

And here are the parts that I found interesting:

  1. Become aware of our own biases, which means recognizing the lenses that we’ve looked through for our entire lives.
  2. To reduce gender biases, we need to acknowledge them.
  3. Avoid these excuses: https://www.genderavenger.com/excuses/ and https://www.bbc.com/news/business-44310225
  4. Collect the data; i.e., count the number of women and men attending a conference.
  5. Develop a speaker policy; for example, the conference committee wants to achieve a gender balance of speakers that roughly reflects that of its audience.
  6. Make the policy visible and put it online for everyone to see.
  7. Establish a balanced and informed program committee. If the conference program committee is not diverse, then neither will be the speaker list.
  8. Report the data to see how well the conference, speaker series, or symposium meets its stated policy goals.
  9. Build and use databases because some people find it difficult to come up with names of women speakers, compared with men speakers. Here is an example: https://genderequalityelt.wordpress.com/database-of-women/
  10. Respond to resistance. Most criticisms are easily addressed by establishing a dialogue with those who are critical about establishing a policy, and you can prepare in advance.
  11. Support women at meetings. Women often have primary caring responsibility for children. This can limit their ability to travel and to attend conferences. So, be family-friendly.
  12. Take the pledge: When you are invited to help organize, attend, or speak at a conference, ask to see the conference speaker policy before you accept.
  13. Make diversity a strategic priority and expect those who work for and/or with us to do so as well.
  14. Raise awareness of diversity. If you are asked to present, be on a panel, or serve on a committee, ask if there are (other) women participating. If not, suggest names of women to invite.
  15. Consider not speaking at an event unless the event’s organizers are clearly working hard to address diversity on stage.

At Buffer, they ask themselves if the event displays the characteristics of their core  values. Here are some of them:

  • Default to transparency
  • Listen first, then listen more
  • Have a bias toward clarity
  • Make time to reflect
  • Show gratitude
  • Do the right thing

I think some of these guidelines can be applied to achieve highly proficient speaker parity in ELT conferences and events as well.

Finally, here is the most interesting conflict of interest I have ever read:

CONFLICTS OF INTEREST
We care about diversity in science and may therefore be biased.

If you want to add more guidelines or share some resources on how to achieve gender parity in ELT conferences and events, which should not be an issue but it is in some contexts, please leave a comment.

Thank you.

Peace ❤

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Connecting to Puerto Rico through Augmented and Virtual Realities

This is the story about human connections, about caring, about planting seeds of hope, about changing the world.


Chapter 1: Visa Rejections

Denied yet Present at EUROCALL 2017

My UK visa got rejected three times and I could not physically attend EUROCALL2017. I think the world knows about my visa story, but I share the link here again, just in case:

Denied Yet Present at EUROCALL2017: A Memoir


Chapter 2: Helen DeWaard and VC

I got to know Helen DeWaard through Virtually Connecting (VC) through which I could virtually attend the conference.


Chapter 3: Antonio, Alan, and Postcards for Puerto Rico

After the conference, we stayed in touch on Twitter. She mentioned me in a tweet and introduce a a campaign of mailing postcards to Antonio Vantaggiato and his students, devised by Alan Levine, to say unlike Trump about using these hashtags  . You can read more about the details of the campaign here:

El Puente de Puerto Rico: A Bridge of Postcards by Alan Levine


Chapter 4: My Message

I wrote my message and sent it to Antonio and announced it to the world, and encouraged others to join the campaign.


Chapter 5: Connecting to Puerto Rico

Here are the tweets by Antonio and Alan after receiving my message. Antonio’s blogpost made my day:

I got mail from el Puente de Puerto Rico


Chapter 6: Podcast

I’d love to record one live while Alan is in Australia and interview Parisa Mehran, the author of the first postcard to arrive here, which carried the powerful message:

A woman who has to prove her humanity every day.

We want to talk humanity.

And we did and here are the links to the podcasts:

http://blogs.netedu.info/2017/11/15/podcast-puerto-rico-connection/

http://blogs.netedu.info/2017/12/16/prconnection-episode2/


Chapter 7: Elisabeth Fernandes

Elisabeth

Elisabeth is a great friend and I know her through JALT, . I talked to her about the campaign and she suggested that we could introduce it to our Japanese students and make a lesson pan on how to empathize in English.


Chapter 8: How Can I Change the World: Bookmarks for Puerto Rico

We chose bookmarks as an “educational” item on which our students could write encouraging messages in English, and which could then become a keepsake for the Puerto Rican students.

All about me_001

 

Through the use of virtual reality (VR), our students were able to “travel” to Puerto Rico to experience the devastating results of the hurricane. They were also able to explore the campus of the Universidad del Sagrado Corazón through 3D images.

 

Universidad del Sagrado Corazón 360 View


Chapter 9: Reconnecting to Puerto Rico

Here is Antonio present in our classes.

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Chapter 10: We Care About Puerto Rico

 

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We also utilized augmented reality (AR), Blippar, to bring our #care4sagrado message to life.

AR

My English major students also wrote essays about Puerto Rico:

1-1hggbgj-1ncjsqr.png

http://write4change.edublogs.org/2017/12/04/4-we-care-about-puerto-rico-3/

http://write4change.edublogs.org/2017/12/12/4-we-care-about-puerto-rico-3-group-brainstorming/

http://write4change.edublogs.org/2017/12/12/4-we-care-about-puerto-rico-3-group-outlining-collaborative-writing/

 

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Chapter 11: Humanity

Most of the time I have to deal with micro/macroaggressions and reply to questions that they sound like an interrogation, and people even don’t know my name. “Postcards for Puerto Rico” made a bridge and connected me to people who know my name and they don’t ask me questions. They don’t want me to prove my humanity.

Peace

#MAVRLT Tweet Chat Summary: MAVR and ELT. A match made in Heaven?

MAVRLT

JALT Mixed, Augmented, and Virtual Realities in Learning (MAVR) SIG teamed up IATEFL Learning Technologies (LT) SIG for a tweetchat, #MAVRLT, which took place on Sunday, May 13th, 2018, and that was the first #JALTchat.

The participants:

The guiding questions were:

  • What is MAVR and what has it got to do with language teaching?
  • AR, VR, and MR: How are they different?
  • How can we use MAVR to teach languages?
  • What are your MAVR recommended apps/devices?

MAVR and ELT: A Match Made In Heaven?

@SophiaMav started the chat by asking this question:

@Rach_Ribeiro said that we can use MAVR to enhance the experience within the language learning environment. She provided an example:

Let’s say a lesson theme is travelling and as a grammar focus the use of ‘there is , there are’ to describe places. Instead of just looking at photos, the students can actually experience walking on the street of the cities mentioned.

@teacherphili then mentioned that because it is up for debate, and he asked, “Are MAVR and ELT really a match made in heaven?” @Rach_Ribeiro replied, when MAVR is timely used and not overused, then MAVR and ELT are a match made in heaven. @ParisaMehran said that yes, if the devices are affordable and smaller. @Paul_Driver stated that there are lots of snippets about the technology; however, little said about theory or pedagogical implications. @ChrisRHastings added that he thinks we are at the stage where we all understand the obvious potential, but optimal pedagogies and applications are less clear. He also said that he thinks MAVR is great at tapping into that visual side of language learning and making input delivered through the medium very compelling.

@Rach_Ribeiro remarked that ELT teachers in general know that there is a potential but it is (unfortunately) mostly related to entertainment the way I see it, teachers who have been integrating some sort of VR and AR should share their real case studies. Also, sepending on the day and on how tired students are it does make a difference and changes the vibe of the class. She also emphasized that VR or AR it should be used for no longer than 5 minutes, because the aim is that this VR experience is a start to conversational activities, regardless of the level. Moreover, there is the concern of not getting students dizzy because people react differently to being in a VR environment.

@MehrasaAlizadeh said that entertainment or better say “edutainment” is a merit rather than a drawback especially in low-motivation contexts like Japan. @teacherphili then mentioned that so MAVR is used in Japan because it is more motivational – does that applying to learning a language, too? @MehrasaAlizadeh replied, in my experience, learners get more engaged in language learning activities with the use of MAVR tools such as BlippAR and Google Cardboard. Of course, not all learners but the majority I have worked with said so.

@mothralad said the immersiveness is such a huge advantage: The feeling of actually occupying a space. What @heikephilp likes about VR is that there is no keyboard which is great to encourage speaking, and @SophiaMav had these question for @heikephilp: “Speaking with whom though? Can students speak when wearing the headset – I mean, no eye contact and that does not make the experience a bit lonely? less interactive?”

Here are the answers:

  • @heikephilpThere are a number of social VR worlds only for high end headsets: Sansar, high fidelity, vtime, social vr, altspaces all have as feature voice over IP.
  • @Rach_RibeiroWhile ‘visiting’ a location they can be paired up with another student who is not using the VR set and describe what they see or answer the questions the other st asks. With YLE I ask one question only during the ‘journey’.
  • @oyajimboWith a headset on, you need a guide, i.e., your partner with different information and you cannot read the book. You can see but at the same time ‘blind’. Have to talk!
  • @Eric_Hawkinson: See social VR like Altspace or Facebook Social VR – basicly chatrooms for embodied avatars.
  • @mothraladIn the classroom, breaks in a VR activity where students discuss the content eye to eye can be helpful, then go back in. It’s also helpful for reducing eye strain.

@oyajimbo believed that MAVR is being tried in Japan because the tech is here and connectivity is not an issue and students sometimes need a cattleprodding to get going. @ParisaMehran added that the “wow moments” change the mood of our classrooms. The students come out of their seats and start walking (instead of sleeping). @SophiaMav then asked, “Don’t we need more than the wow factor when it comes to learning a language?” @ParisaMehran replied that she sometimes uses MAVR just to motivate and engage, because it works in Japan. @Eric_Hawkinson argued that wow is fleeting, especially when the content is not relevant and interesting, even in VR.

@SophiaMav pointed out that motivation is a significant factor in language learning. So can we say that MAVR pedagogy’s premises lie in motivation and immersion with regard to language learning? @ChrisRHastings said that not only motivation, but as a way to make input more comprehensible and memorable. @ParisaMehran tried to connect project based learning and TBLT to MAVR. But yes, motivation motivates her to use MAVR.

When @Rach_Ribeiro‘s A1 adult learners ‘visited’ London using VR it was memorable and she could see that her students had never traveled abroad. So, VR brings the understanding closer to you.

@heikephilp said that she is surprised that the extensive research on language learning in virtual worlds seem overlooked. Lots of research has shown the great benefits of real time communication at a distance and the lowering of effective filter. She also added that it seems to her that everyone jumps on a trend without looking at past and if you look at what VR is intended to be, it is certainly not 360° photo for a cardboard like device. It is much more. @SophiaMav then asked, “But where is the distance? We talked about real class environments here. Isn’t there a clear difference between MAVR and Virtual worlds – apart from the obvious similarities?” @ChrisRHastings argued that the VR in MAVR is more concerned with highly immersive headset-based VR, rather than simply any computer-generated 3D virtual environment.

@teacherphili then asked, “Is there a minimum age of students you would use VR in the classroom?” While @oyajimbo believed that he does not use with young learners as it can be addictive very quickly, @ParisaMehran pointed out that young learners are “digital natives” and are already addicted.

@SophiaMav said that all this sounds very promising. But how can we tackle the issue of VR equipment being so unaffordable? Aren’t prices prohibitive for the average classroom/ teacher/ institution?

Chatters provided the following answers:

  • @gegnagoyaIt depends on what you want to do. Google Cardboards can go as low as 500 or 600 yen, but if you want very immersive VR programs, it will be a while before the cost comes down, unfortunately.
  • @ChrisRHastingsStudents already own part of the hardware component, smartphones, and headsets can cost from as little as $10.
  • @gegnagoyaWith university students a BYOD policy usually works since they mostly own smartphones. If you provide the headsets as the instructor, the overall cost can remain quite low.
  • @SophiaMavWith BOYD policies though students – especially young learners and teens need digcit skills otherwise they may get very distracted – by using their devices for other reasons than learning.

What Is MAVR?

@Eric_Hawkinson raised the following question:

@ParisaMehran said, to her, MAVR is an extension but to make it more popular, we need to have specific research groups. She also mentioned that she has good examples of AR (e.g., Pokémon Go) and VR (e.g., Google Cardboard) but not of MR. She added that an example of MR can be Magic Leap but why it is considered as mixed reality is not clear to her. @heikephilp stated that Magic leap has produced a simple device that can be clipped on a cardboard to create hands without controllers.

@teacherphili asked, “Anyone got a good example / demo of Magic Leap?” He wanted to know how ‘mixed’ it is. @Eric_Hawkinson said that Magic Leap has been very closed about demos. “I personally am very suspicious of the videos they have released. But they got $$$”.

@heikephilp argued that we have had immersive learning since early Second Life times and it was not adopted. Not even a headset needed and Second Life was popular in 2006-2008.

@Eric_Hawkinson asked for the definition of CALL or MALL and @SophiaMav provided the following definition:

Back in 1997 Levy defined it as “the search for and study of applications of the computer in language teaching and learning” but of course there are more recent definitions.

@Eric_Hawkinson stated that if you were to follow the logic, you could replace computer in this definition with augmented and virtual technology, but it would not be accurate. In his opinion, this evolution has become more than about the technology. Eric has been focusing on how human interaction with this new media is different.


Research on MAVR

The following question was posed by @SophiaMav about the research done on MAVR: 

@mothralad said that the research on MAVR is still at its early stages. Together with his colleague, @ChrisRHastings, they have preliminary data that study abroad students can benefit from VR training before they depart. But we need to dig deeper with even more subjects.

@MehrasaAlizadeh shared more data on the impact of AR in an EFL class: Learning by design: Bringing poster carousels to life through augmented reality in a blended English course


MAVR Recommended Tools/Apps

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Photo shared by @Eric_Hawkinson 

  • Google Cardboard
  • GoPRO Camera
  • Theta Camera
  • Metaverse
  • Minecraft
  • ARientation
  • HTCVive
  • OculusRift
  • Google Expeditions
  • BlippAR
  • Zappar
  • HP Reveal
  • Aurasma
  • Flight Radar 24
  • Star Walk
  • Google Street View
  • YouTube VR

@SophiaMav asked, “How many of each do we need for a class of say 20 students? One for each student or can they share?” @Rach_Ribeiro replied, I teach 20 students per group and two Google Cardboard boxes are enough as we should use the rotation technique where the groups have different assignments and one of them is the use of Google Cardboard boxes.

@heikephilp said that as a great example for AR is Google lens which uses image recognition and Google search. Great for learning vocabulary. Go to market and point your mobile at fruit.

According to @ChrisRHastings, Google Expeditions is the most practical tool so far for teaching language in content-based classes. @Rach_Ribeiro then explained how to incorporate it into the classroom:

Expeditions has been greatly improved and now it is open to everyone. I’d like to highlight that there are 360º videos on YouTube that can be used as well. Last week, I took a group of 22 6 year-old Young Learners A1 to ‘visit’ Hamleys the toyshop and name the toys. While ‘visiting’ the shop, I asked each one of them: What can you see? They used the words they had previously learned: Teddy bear, action figure, doll, car.

@MehrasaAlizadeh added that with the newly released Google VR Tour Creator, the potentials for student-generated content are expanding more than ever before.


How Can We Use MAVR to Teach Languages?

@ParisaMehran stated that she uses VR as empathy machines to raise social and cultural awareness and promote social justice.

@Rach_Ribeiro said, it reminded me of a similar experience: A year ago the lesson for a group of C1 students was natural disasters and I used Google Cardboard box so my students could ‘visit’ a location in the US during a hurricane. Somebody had used a Gopro to film.

@Eric_Hawkinson also mentioned that others in JALT MAVR SIG have been working with AR and VR to give perceptive and raise empathy (#RefugeesWelcome).


Conclusion

@SophiaMav concluded the chat by asking this question: “So, can we say that we can see the potential in language learning but more research – including action research – is needed? Research that will explore the pedagogy of MAVR in language learning and possibly link to CALL and MALL?

Here are the answers:

  • @ParisaMehranYes, I think so. And I’d like to see more MAVR based lesson plans. I as a teacher need to know how to integrate MAVR into my classes.
  • @ChrisRHastingsSome rigorous longitudinal studies would be nice. Also, theory to link MAVR to key existing ideas in SLA.
  • @alsayeghazizI’ve been using a lot on VR games lately and looking for a possibility of going beyond flipped classroom teaching/learning. There are some issues that I do believe that needs to be looked at. Such as, nausea, full isolation, learners experience, etc.
  •  @Rach_RibeiroDefinitely more action research and case studies , Twitter chats and more sharing!

Here are the links that were shared during the chat:


If you have classroom experiences with MAVR or know other MAVR tools, please leave a comment.

Thanks for reading.

Peace

How to Get More Women to Apply to Speak at a Conference

1

I’ll be holding a pre-conference workshop on Augmented and Virtual Realities in ELT this year and the line-up is not gender-balanced (12 presenters and two are women). I decided to apply because I knew that women usually do not present at these edtech workshops. I submitted my proposal, it was accepted, and I’ll be presenting!

I sent a message to EVECalendar (Equal Voices in ELT) on their Facebook page and asked them to help me find ways how to get more women to apply to speak at a conference, especially CALL-related conferences which are mainly male-dominant, as I am in touch with some conference organizers who really want to make their conferences gender balanced. Then, Fiona Mauchline (@fionamau), co-founder of EVECalendar, responded on Twitter, mentioned her colleagues, and we had a chat about this topic:

Here is a summary of the chat.

*** *** *** *** *** *** *** *** *** *** *** ***

Sue Lyon-Jones (@esolcourses_sue)

How about not expecting people to ‘pay to present’? For people who aren’t funded, the cost of attending conferences can be a barrier to participation. Presenting at conferences can add to the cost, both directly and indirectly – particularly for freelancers.

Andy Hockley (@adhockley)

  1. Encourage women directly (when you meet someone doing interesting work, ask them to consider speaking, telling others).
  2. If they are nervous about presenting, give them support, advice. The IATEFL Leadership and Management SIG (LAMSIG) had a webinar with the FairList on this: 
  3. If there are “cultural barriers” to women travelling to conferences (for example), try and make the conferences go to different places. If they can’t come to conferences, can conferences come to them? 
  4. Don’t be afraid to use affirmative action. If you have to choose between two talks to include on the programme, and there isn’t much between them, choose the one given by a woman.

Sophia Mavridi (@SophiaMav)

There ARE indeed fewer women in tech. It’s usually men who put themselves forward, write books, become “names” and plenary speakers. Two reasons in my opinion:

  1. The “male computer geek” stereotype and unconscious bias. It starts at school and continuous indefinitely. The edtech expert has to prove her “geeky” self all the time.
  2. The fear of being a minority in an environment that is notoriously male-dominated is another serious barrier for many female colleagues. You have to become comfortable with it otherwise you just won’t survive.

As a conference organiser, I have to admit it is not always easy to find edtech women speakers. It takes conscious and ongoing effort but that’s the only way to make things happen. we DO need more women in edtech: Plenary speakers, book writers, app developers, and consultants.

And we do need to spread the word and have more discussions like this one and like the super #EVELT tweetchat organised by EVE (@eve_elt) and IATEFL LT SIG (@iatefl_ltsig). You can find some highlights from #EVELT here.

I think it starts from plenary speakers lineups. They’re usually male dominated (few women experts/ book writers etc in edtech and other reasons I mentioned earlier) so you need to make a conscious effort as an organiser.

If women see that plenary lineups are more balanced and there are more and more women who are acknowledged and appreciated as edtech experts, they are more likely to put themselves forward as speakers.

*** *** *** *** *** *** *** *** *** *** *** ***

I’d like to thank Fiona, Sue, Andy, and Sophia for sharing their thoughts. If you are reading this and have an idea to share about how to have female speakers on conference stages, please leave a comment. Thank you.

Peace

*** *** *** *** *** *** *** *** *** *** *** ***

Here are more comments:

Nicola Prentis (@NicolaPrentis)

If they’re the primary childcarer, ask if you can help with childcare for the day. It might only mean designating one person to stand with a baby at the back of the room for the talk. It might mean a creche. Cover the child’s airfare if needed. Realise this can be a barrier.

TESOL MWIS (@TESOLMWIS)

In general, the process of how one to become plenary or featured speaker is opaque. I know people who just seem to get invited because they are well-known, and others petition for years to be invited to speak at conferences. So maybe speakers can share how they got to be speakers?

Efi Tzouri (@efitzouri)

My personal experience has shown that women’s determination is the greatest source of inspiration!


Fiona Mauchline (@fionamau)

Thinking about it, many of the more prominent women in ELT/EdTech are from or in Greece…. you must be doing something right 🙂 Perhaps it’s a sense of community that helps and encourages. ?

Here are the answers to Fiona’s question for Greence-based ELT reseachers:

Julie Moore (@lexicojules)

I’m speaking at a corpus linguistics conf next month, includes some ELT and I’d def say tech-ish … 2 out of 3 plenaries are female and at a rough glance, probably more female than male speakers overall.

Dimitris Primalis (@dprimalis)

We have a good record in Greece! As Tesol Greece chairman, I invited Eva Buyuksimkesyan to present on LT on TG’s very first webinar in 2013. The tradition continues with many excellent women LT speakers, some of whom often present at big international conferences .

Inviting excellent teachers to share their experience with the rest of the community encourages them to present their work. It usually takes one or two presentations and after that they act autonomously.

ChristinaC (@Kryftina)

We do see many women here giving f2f talks & workshops on tech/elt. I think encouragement starts during training and shapes further during practice. 

Community is certainly very strong here and there is great support, both from associations and individuals 🙂

jenjdobson (@jenjdobson)

There’s quite a lot of healthy debate currently about positive discrimination in ELT. I ‘grew up’ as a young adult in a 1980s London culture when this was the norm in my work circles. Am slightly perplexed why people don’t get it. #elttechwomen

Also use #womenintech just got retweeted by @womentechbot created by @sarahmorris926. Maybe outside of ELT they can give us some insights?

 

 

Diversity at JALT and the JALT Code of Conduct

Diversity at JALT and the JALT Code of ConductAdd subheading

After this incident my life changed completely. Now, I actively give talks about the real Iran and the Iranian people behind the news, and blog about the Iranian identity at https://beyondyourstereotypes.wordpress.com/. I am dealing with smiling depression and social anxiety. To heal myself and learn how to respond to micro/macroaggressions, I participate in events/workshops on harassment. I became an active member of JALT GALE SIG. I joined SIETAR Japan. So, I am trying to create something positive out of a horrible experience.

BTW, I added “An Equity Advocate” to the title of my blog, and a couple of emojis to my Twitter account! I also tweet randomly and quite irrelevantly about the unseen Iran!

I just finished writing a report on Gifu JALT event in January 2018 about diversity at JALT and the JALT Code of Conduct, which was developed due to several unpleasant incidents at JALT conferences (including the incident that happened to me –> That was the reason I did not quit JALT and decided to stick around and make little changes, and I am pushing myself to feel belonged to JALT, as inclusion is not the same as involvement).

Gifu JALT

Here are my sketchnotes:

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p.s. Recently, I have realized that there is no “JALT National Conference” but there is a “JALT International Conference”! Well, it is time to dispel stereotypes about JATL, too 😉 I am working on that 🙂

Here is the link to the report in JALT GALE Newsletter:

http://gale-sig.org/wp-content/uploads/2018/05/Spring-Gale-Newsletter-2018-May-16-FINAL-small-5.31.pdf

Untitled

The Mental Health of English Language Teachers: Research Findings

I am not alone! 🙂

Teacher Phili

This is an extensive summary of the original research I carried out in December 2017.  It is published to coincide with a 30 minute talk at the IATEFL (International Association of Teachers of English as a Foreign Language) conference, in Brighton on 10 April 2018. It is my first ever presentation at any ELT conference.

Click here for a .pdf version of this post

Click here for a 25 minute, pre-recorded version of the presentation

Click here for the final slides

The focus of my talk, ‘Improving the mental health of English language teachers’ changed somewhat when I received such an overwhelming response to my survey.  I carried out a pilot using a small sample of five people – the week before it went live.  I received 156 responses in just the first 24 hours of it being published on 1 December.  I closed the survey after three weeks, having…

View original post 8,593 more words

The ELT Movements I Support

I’m a conference goer, and I’ve decided to put the logos of the following movements on my poster or in my last slide and introduce them to my audience. I contacted them and they kindly allowed me to do so.

  1. ELTtoo To raise awareness against harassment & bulling in ELT
  2. TEFL Equity Advocates and Academy To speak out for equality in ELT
  3. EVE: Equal Voices in ELT To recognize both gender and NNS/NS parity in ELT conferences and events

Here is my last slide at the Tottori JALT event:

Being an Iranian Woman Today

Yesterday I contacted EVE and asked about PanSIG2018’s plenary speakers’ line-up. I am happy to announce that PanSIG2018 qualified for a purple (the Gender Balance) EVE and was included in the EVE calendar:
JALTPanSIG2018