University of Washington & University of Oregon
Language Educator Summits

The UO/UW Language Educator Summits are a collaboration between the Yamada Language Center (UO) and the Language Learning Center (UW) with a goal of increasing professional development for language educators at institutions of higher education in our region, while also being accessible to all educators virtually. While these summits aim to emphasize topics that are particularly relevant to LCTLs, educators of all languages are welcome and should find the topics useful.

There will be one summit each academic quarter centered around an important topic (often involving technology and language learning). The first part of the summit will last one hour and will consist of at least 1 presenter from UW and 1 from UO and will be held in a hybrid format. The presentations will be followed by a hybrid Q&A session. The second part of the summit will be in-person discussion groups about the topic (i.e., UO colleagues will meet at the Yamada Language Center, and UW colleagues will meet at the Language Learning Center separately).

UW Language Learning Center services and events are intended to be inclusive and accessible. If at any time, you have a need or concern please contact us. For accommodation requests connected to a disability or health condition contact Russell Hugo [].

Past Summits

2024 Spring Summit

Accessibility in the University Language Classroom

Where: Denny Hall 159 and Zoom
When: June 3rd | 12:30-1:30pm (Summit) / 1:30-2:00pm (Group Discussion)

* All times PST

The topic for our third summit will be accessibility and accommodation in the university language classroom setting. As we strive to not only meet, but exceed, ADA guidelines, we will explore a multitude of options for improving the learning experience for all students.


Universal Design for Learning (UDL) - exploring ideas and strategies for its application in language teaching

Abstract: In this brief talk, Mihaela will discuss the concept of Universal Design for Learning (UDL) and explore ideas and strategies for its application to language teaching. What does UDL mean? How can we implement its principles in the language classroom? What is the role of digital accessibility? We will explore these and related accessibility questions together.

Mihaela Giurca, M.A., Instructional Consultant, UW Center for Teaching and Learning | Affiliate Assistant Professor, English

Bio: Mihaela taught English as an additional language at the UW for more than two decades. She trained new teachers, mentored and supervised TAs and writing tutors, taught pedagogy courses to faculty from around the world, and worked as an English Language Specialist in the Odegaard Writing and Research Center. She has helped advance pedagogical research with presentations at conferences such as TESOL, AAAL, IWCA, and the UW Symposium on Teaching and Learning. Mihaela also trained as an instructional designer and specializes in designing equitable learning experiences in online and traditional learning spaces. She focuses on applying Universal Design for Learning in higher education and making education accessible to all.


Inclusive Practices in Language Education:Bridging Gaps for Every Learner

Abstract: Muhammad will share with the audience his personal experience with accessibility in language learning and how teachers can bring more inclusive practices into the language classroom.

Muhammad Sohaib, 2023-2024 Fulbright Foreign Language Teaching Assistant | Instructional Consultant, UW Center for Teaching and Learning | English Language Lecturer, University of Haripur


2024 Winter Summit

"A.I.", Large Language Models, and University Language Courses

Where: Denny Hall 159 and Zoom
When: March 15th | 12-1pm (Summit) / 1-1:30pm (Discussion)

* All times PST

The topic for our second summit will be so-called 'A.I.' technologies (e.g., ChatGPT). We will examine practical applications and considerations for both instructor and student use, as well as a variety of ethical and misinformation concerns.


Using ChatGPT to Help Language Learners Achieve Professional Success

Abstract: This session will show how ChatGPT helps language learners prepare for a job interview, practice work-related dialogues, generate lists of useful websites, and view example cover letters and resumes. This presentation demonstrates how teachers can create these resources and inspire learners to do the same.

Zach Patrick-Riley has been teaching English in the United States and around the world since 2009. He has a Master's Degree in Language Teaching from the University of Oregon, and now teaches English to a diverse range of learners at Clark College in Vancouver, Washington.

Interactivity and the potential and limitations of using AI as an interactive partner

Abstract: This session will introduce material from CASLS’s latest professional development offering, a workshop focused on language education in the era of generative AI which focused on AI tools as interactive environments for constructing knowledge in real time. The talk and workshop are designed to equip participants with a solid understanding of AI fundamentals and introduce a range of free tools that can enhance learning by integrating these new digital spaces.

Christopher Daradics, development and learning strategist at the Center for Applied Second Language Studies (CASLS)

Ethical Integration of ChatGPT in Process Writing Instruction

Abstract: This study examines the ethical integration of ChatGPT in a workshop on process writing conducted in two Academic English courses with STEM graduate students at a Japanese university. The 6-week workshop comprised two key modules: the first focused on critical digital literacy (Bacalja et al., 2021) and academic integrity, while the second centered on using ChatGPT as a tool to promote process writing instruction. We demonstrated using various prompts to solicit feedback on grammar, content, and audience awareness from ChatGPT at different stages of the writing process. Students then applied these prompts to obtain feedback on their own writing from ChatGPT, integrating it with their instructor’s feedback, all while considering ChatGPT’s limitations and potential academic integrity concerns. The study concluded with a post-survey on students’ perceptions of the technology, the affordances it offered to their writing process, and their awareness of academic integrity. Our quantitative and qualitative results indicate that students in general were satisfied with the grammar and audience awareness feedback provided by ChatGPT but found the content feedback to be inconsistent. Overall, students felt confident in their ability to use ChatGPT ethically but emphasized the pressing need for clear academic guidelines and more training in prompt engineering.

Sunao Fukunaga is a Professor of Foreign Languages in the Institute of Liberal Arts at Kyushu Institute of Technology. Her research interests include English education policy, language pedagogy, as well as language and identity. Sunao received her Ph.D. in English from the University of Washington, Seattle.

Chak-Lam Colum Yip is an Assistant Professor of TESOL in the Modern Languages Department at the State University of New York at Cortland. His areas of interests include syntactic theory, teacher training, second language writing, and computer-assisted language learning. Colum received his Ph.D. in Linguistics from the University of Washington, Seattle.

Student & Instructor perspectives on "A.I." and Language Learning

Russell Hugo (UW Language Learning Center)

Abstract: This presentation will share the preliminary results of this study.

Please complete the form below to RSVP or to join our mailing list and be notified of future events. *Space is limited in-person (Denny Hall 159).


2023 Fall Summit

Open Educational Resources

Where: Denny Hall 159 and Zoom
When: December 7th | 12-1pm (Summit) / 1-1:30pm (Discussion)

* All times PST

The topic for our first summit will be how Open Educational Resources (OER) and Creative Commons can be leveraged by higher ed language educators.


Lara Ravitch (UO Russian East European and Eurasian Studies)
Using creative commons for Russian OER

Julie Weiss (UO Department of History)
OER for Bilingual Latinx History

Eduardo Viana Da Silva (UW Portuguese Program)
Creating an OER e-textbook for Portuguese

Russell Hugo (UW Language Learning Center)
Effective Integrations of OER in Higher Ed Language Classrooms

We covered how OER can be a great option for:

  • professional development
  • student projects (particularly for LCTLs)
  • supplementing traditional curricula
  • enriching self-directed learning
  • language for specific purposes
  • and more!

We also discussed some exciting funding opportunities (e.g., USDoE, WA OSPI), and how OER projects can enhance other grant programs and initiatives. Invited speakers presented their OER projects and what they have learned.


Location: Denny Hall 1st floor

Working Hours: Monday-Friday 8am-5pm

Contact Us:
Phone: 206-543-0536
Fax: 206-685-1732
Campus Mailbox: Box 353140