This is a study on content-based instruction (CBI) and the use of the Harvard Law School: Program on Negotiation (PON) in a business negotiation course for intermediate to advanced English learners. The students were surveyed at the end of the course about different aspects of the PON’s simulations: enjoyability, usefulness, and level of difficulty. Participants’ views yielded mainly positive results, and the details in the students’ answers and comments provide valuable insight into CBI.

Much room is left to examine the effective content and assessment for L2 academic writing through content-based instruction (CBI) in diverse contexts. This study presents the results of process writing with the repetitive use of the rubrics, which enhanced university students’ writing skills as well as topic comprehension.

This presentation aims to give suggestions on how language educators can use apps and online resources for enhancing their lesson preparation. Although many educators are starting to use technology to augment their teaching, there might still be an aversion to integrating mobile phones or tablets in the classroom learning environment. This presentation will give suggestions on how language educators may use apps in planning lessons that, hopefully, will benefit both learners and educators alike.

Foreign language teachers have a unique role to play in reducing hate, bias, and stereotypes. Ideas from the field of human rights education can help us to achieve this important goal. Join this hands-on workshop to learn creative ways to include human rights in content-based language lessons and to experience classroom activities that raise awareness of prejudice, empower students to stand up against discrimination, and promote the tolerance so badly needed in our multicultural world.