12th BELTA International Conference 2026

Call for Proposals

The world today has been fractured by conflict, violence against humanity, rapid displacement of human labor, widening socio-economic gaps, geopolitical tensions, and ecological crises. English language classrooms have been significantly influenced by these contextual realities. In addition, epistemic crises stemming from the dependence of the Global South on the Global North for curriculum development, innovations in pedagogy, and assessment, the digital divide, the uncritical integration of AI (Artificial Intelligence) into the fabric of daily life, and the evolving identities of students due to emotional and mental health challenges have rendered the classroom environment somewhat less effective.

The role of the English language and literature may be reimagined beyond the traditional human-centered paradigms to heal the fractured world. With its philosophical, pedagogical, and political imperatives, Posthumanism offers the potential to address these complex, interconnected crises by repositioning humans away from the center yet entangling them with technology, the environment, and more-than-human actors. Consequently, English language teaching and learning evolve into multimodal and multisensory semiotic endeavors that engage with the dynamic interrelations among semiotic resources, activities, artifacts, and space.

This conference aims to create a platform for English language educators, researchers, teacher educators, and policy advocates to interrogate the prevailing narratives in ELT (English Language Teaching), such as native-speakerism, local and global dialogues, technocentrism, and humanist individualism, while fostering relational, sustainable, situated, pluriversal, and ethically grounded alternatives. By anchoring our inquiry in posthumanist frameworks, including new materialism, critical posthumanism, beyond human pedagogies, and entanglement theories, the conference seeks practical insights for teaching English in classrooms, communities, and digital environments shaped by forces far beyond the individual learner or educators.

Sub-themes include, but are not limited to

• Language Planning, Policy and Practice
• Reimagining English Language Curriculum and Materials Design
• Teacher Identity, Agency, and Professional Development
• English/Bangla Medium Instruction and Translanguaging
• Teaching English at Primary/Secondary/Higher Secondary Levels
• Language Testing and Assessment
• Existential Posthumanism
• Border-crossing Narratives, Displacement, and Fractured Identities
• Critical Pedagogy
• Decolonizing English Language Learning/Teaching
• Digital Surveillance, Consumer Identity, and Narrative Form
• AI Literacy in English Language Education
• English for Specific Purposes
• Social, Cultural and Gender Issues in Language Education
• Eco-trauma, Anthropocene Narratives
• Posthuman Pedagogies: Cyborg Texts in the Classroom
• Gamification and Play-Based Language Learning
• Innovations in English Language Teaching/Learning
• Linguistic Entrepreneurship
• Literature in a Fragmented World/Polycrisis World
• Neurodiversity in English Language Teaching/Learning
• Posthumanism across Genres and Literary Periods
• Socio-emotional Wellbeing of Teachers and Learners

Presentation Types

• Paper Presentation — 15 minutes
• Workshop — 30 minutes
• Poster Presentation — for Students only | Best Poster Award