First Global Online Workshop
Presentation Schedule
Here is the current schedule for INSTILS' first Global Online Workshop (GOW-01), November 10-12 2025.
Times listed in red are the presenters' local time.
The schedule is evolving, so check back here for updates!
Presenter | UTC -11 | UTC -10 | UTC -9 | UTC -8 | UTC -7 | UTC -6 | UTC -5 | UTC -4 | UTC -3 | UTC -2 | UTC -1 | UTC | UTC +1 | UTC +2 | UTC +3 | UTC +4 | UTC +5 | UTC +6 | UTC +7 | UTC +8 | UTC +9 | UTC +9:30 | UTC +10 | UTC +11 | UTC +12 | UTC +13 | UTC +14 | Presenter |
LUVIT Trust | Sun 21:00 | Sun 22:00 | Sun 23:00 | Mon 00:00 | Mon 01:00 | Mon 02:00 | Mon 03:00 | Mon 04:00 | Mon 05:00 | Mon 06:00 | Mon 07:00 | Mon 08:00 | Mon 09:00 | Mon 10:00 | Mon 11:00 | Mon 12:00 | Mon 13:00 | Mon 14:00 | Mon 15:00 | Mon 16:00 | Mon 17:00 | Mon 17:30 | Mon 18:00 | Mon 19:00 | Mon 20:00 | Mon 21:00 | Mon 22:00 | LUVIT Trust |
Kodrah Kristang | Mon 01:00 | Mon 02:00 | Mon 03:00 | Mon 04:00 | Mon 05:00 | Mon 06:00 | Mon 07:00 | Mon 08:00 | Mon 09:00 | Mon 10:00 | Mon 11:00 | Mon 12:00 | Mon 13:00 | Mon 14:00 | Mon 15:00 | Mon 16:00 | Mon 17:00 | Mon 18:00 | Mon 19:00 | Mon 20:00 | Mon 21:00 | Mon 21:30 | Mon 22:00 | Mon 23:00 | Tue 00:00 | Tue 01:00 | Tue 02:00 | Kodrah Kristang |
Pont. Univ. Javeriana | Mon 02:00 | Mon 03:00 | Mon 04:00 | Mon 05:00 | Mon 06:00 | Mon 07:00 | Mon 08:00 | Mon 09:00 | Mon 10:00 | Mon 11:00 | Mon 12:00 | Mon 13:00 | Mon 14:00 | Mon 15:00 | Mon 16:00 | Mon 17:00 | Mon 18:00 | Mon 19:00 | Mon 20:00 | Mon 21:00 | Mon 22:00 | Mon 22:30 | Mon 23:00 | Tue 00:00 | Tue 01:00 | Tue 02:00 | Tue 03:00 | Pont. Univ. Javeriana |
Annika Pasanen | Mon 03:00 | Mon 04:00 | Mon 05:00 | Mon 06:00 | Mon 07:00 | Mon 08:00 | Mon 09:00 | Mon 10:00 | Mon 11:00 | Mon 12:00 | Mon 13:00 | Mon 14:00 | Mon 15:00 | Mon 16:00 | Mon 17:00 | Mon 18:00 | Mon 19:00 | Mon 20:00 | Mon 21:00 | Mon 22:00 | Mon 23:00 | Mon 23:30 | Tue 00:00 | Tue 01:00 | Tue 02:00 | Tue 03:00 | Tue 04:00 | Annika Pasanen |
CILLDI | Mon 04:00 | Mon 05:00 | Mon 06:00 | Mon 07:00 | Mon 08:00 | Mon 09:00 | Mon 10:00 | Mon 11:00 | Mon 12:00 | Mon 13:00 | Mon 14:00 | Mon 15:00 | Mon 16:00 | Mon 17:00 | Mon 18:00 | Mon 19:00 | Mon 20:00 | Mon 21:00 | Mon 22:00 | Mon 23:00 | Tue 00:00 | Tue 00:30 | Tue 01:00 | Tue 02:00 | Tue 03:00 | Tue 04:00 | Tue 05:00 | CILLDI |
CILLDI | Mon 12:00 | Mon 13:00 | Mon 14:00 | Mon 15:00 | Mon 16:00 | Mon 17:00 | Mon 18:00 | Mon 19:00 | Mon 20:00 | Mon 21:00 | Mon 22:00 | Mon 23:00 | Tue 00:00 | Tue 01:00 | Tue 02:00 | Tue 03:00 | Tue 04:00 | Tue 05:00 | Tue 06:00 | Tue 07:00 | Tue 08:00 | Tue 08:30 | Tue 09:00 | Tue 10:00 | Tue 11:00 | Tue 12:00 | Tue 13:00 | CILLDI |
Leonora Rotomane Houma | Mon 13:00 | Mon 14:00 | Mon 15:00 | Mon 16:00 | Mon 17:00 | Mon 18:00 | Mon 19:00 | Mon 20:00 | Mon 21:00 | Mon 22:00 | Mon 23:00 | Tue 00:00 | Tue 01:00 | Tue 02:00 | Tue 03:00 | Tue 04:00 | Tue 05:00 | Tue 06:00 | Tue 07:00 | Tue 08:00 | Tue 09:00 | Tue 09:30 | Tue 10:00 | Tue 11:00 | Tue 12:00 | Tue 13:00 | Tue 14:00 | Leonora Rotomane Houma |
Rachel McGraw | Mon 14:30 | Mon 15:30 | Mon 16:30 | Mon 17:30 | Mon 18:30 | Mon 19:30 | Mon 20:30 | Mon 21:30 | Mon 22:30 | Mon 23:30 | Tue 00:30 | Tue 01:30 | Tue 02:30 | Tue 03:30 | Tue 04:30 | Tue 05:30 | Tue 06:30 | Tue 07:30 | Tue 08:30 | Tue 09:30 | Tue 10:30 | Tue 11:00 | Tue 11:30 | Tue 12:30 | Tue 13:30 | Tue 14:30 | Tue 15:30 | Rachel McGraw |
James Bednall | Mon 19:00 | Mon 20:00 | Mon 21:00 | Mon 22:00 | Mon 23:00 | Tue 00:00 | Tue 01:00 | Tue 02:00 | Tue 03:00 | Tue 04:00 | Tue 05:00 | Tue 06:00 | Tue 07:00 | Tue 08:00 | Tue 09:00 | Tue 10:00 | Tue 11:00 | Tue 12:00 | Tue 13:00 | Tue 14:00 | Tue 15:00 | Tue 15:30 | Tue 16:00 | Tue 17:00 | Tue 18:00 | Tue 19:00 | Tue 20:00 | James Bednall |
CILLDI | Mon 20:00 | Mon 21:00 | Mon 22:00 | Mon 23:00 | Tue 00:00 | Tue 01:00 | Tue 02:00 | Tue 03:00 | Tue 04:00 | Tue 05:00 | Tue 06:00 | Tue 07:00 | Tue 08:00 | Tue 09:00 | Tue 10:00 | Tue 11:00 | Tue 12:00 | Tue 13:00 | Tue 14:00 | Tue 15:00 | Tue 16:00 | Tue 16:30 | Tue 17:00 | Tue 18:00 | Tue 19:00 | Tue 20:00 | Tue 21:00 | CILLDI |
Garabide | Tue 02:00 | Tue 03:00 | Tue 04:00 | Tue 05:00 | Tue 06:00 | Tue 07:00 | Tue 08:00 | Tue 09:00 | Tue 10:00 | Tue 11:00 | Tue 12:00 | Tue 13:00 | Tue 14:00 | Tue 15:00 | Tue 16:00 | Tue 17:00 | Tue 18:00 | Tue 19:00 | Tue 20:00 | Tue 21:00 | Tue 22:00 | Tue 22:30 | Tue 23:00 | Wed 00:00 | Wed 01:00 | Wed 02:00 | Wed 03:00 | Garabide |
Ítalo Cantarutti Arias | Tue 03:00 | Tue 04:00 | Tue 05:00 | Tue 06:00 | Tue 07:00 | Tue 08:00 | Tue 09:00 | Tue 10:00 | Tue 11:00 | Tue 12:00 | Tue 13:00 | Tue 14:00 | Tue 15:00 | Tue 16:00 | Tue 17:00 | Tue 18:00 | Tue 19:00 | Tue 20:00 | Tue 21:00 | Tue 22:00 | Tue 23:00 | Tue 23:30 | Wed 00:00 | Wed 01:00 | Wed 02:00 | Wed 03:00 | Wed 04:00 | Ítalo Cantarutti Arias |
LUVIT Trust | Tue 05:00 | Tue 06:00 | Tue 07:00 | Tue 08:00 | Tue 09:00 | Tue 10:00 | Tue 11:00 | Tue 12:00 | Tue 13:00 | Tue 14:00 | Tue 15:00 | Tue 16:00 | Tue 17:00 | Tue 18:00 | Tue 19:00 | Tue 20:00 | Tue 21:00 | Tue 22:00 | Tue 23:00 | Wed 00:00 | Wed 01:00 | Wed 01:30 | Wed 02:00 | Wed 03:00 | Wed 04:00 | Wed 05:00 | Wed 06:00 | LUVIT Trust |
ELDP | Tue 06:00 | Tue 07:00 | Tue 08:00 | Tue 09:00 | Tue 10:00 | Tue 11:00 | Tue 12:00 | Tue 13:00 | Tue 14:00 | Tue 15:00 | Tue 16:00 | Tue 17:00 | Tue 18:00 | Tue 19:00 | Tue 20:00 | Tue 21:00 | Tue 22:00 | Tue 23:00 | Wed 00:00 | Wed 01:00 | Wed 02:00 | Wed 02:30 | Wed 03:00 | Wed 04:00 | Wed 05:00 | Wed 06:00 | Wed 07:00 | ELDP |
Craig Kopris | Tue 07:00 | Tue 08:00 | Tue 09:00 | Tue 10:00 | Tue 11:00 | Tue 12:00 | Tue 13:00 | Tue 14:00 | Tue 15:00 | Tue 16:00 | Tue 17:00 | Tue 18:00 | Tue 19:00 | Tue 20:00 | Tue 21:00 | Tue 22:00 | Tue 23:00 | Wed 00:00 | Wed 01:00 | Wed 02:00 | Wed 03:00 | Wed 03:00 | Wed 04:00 | Wed 05:00 | Wed 06:00 | Wed 07:00 | Wed 08:00 | Craig Kopris |
CDRELC | Tue 16:00 | Tue 17:00 | Tue 18:00 | Tue 19:00 | Tue 20:00 | Tue 21:00 | Tue 22:00 | Tue 23:00 | Wed 00:00 | Wed 01:00 | Wed 02:00 | Wed 03:00 | Wed 04:00 | Wed 05:00 | Wed 06:00 | Wed 07:00 | Wed 08:00 | Wed 09:00 | Wed 10:00 | Wed 11:00 | Wed 12:00 | Wed 12:30 | Wed 13:00 | Wed 14:00 | Wed 15:00 | Wed 16:00 | Wed 17:00 | CDRELC |
Talent Mudenda | Tue 23:00 | Wed 00:00 | Wed 01:00 | Wed 02:00 | Wed 03:00 | Wed 04:00 | Wed 05:00 | Wed 06:00 | Wed 07:00 | Wed 08:00 | Wed 09:00 | Wed 10:00 | Wed 11:00 | Wed 12:00 | Wed 13:00 | Wed 14:00 | Wed 15:00 | Wed 16:00 | Wed 17:00 | Wed 18:00 | Wed 19:00 | Wed 19:30 | Wed 20:00 | Wed 21:00 | Wed 22:00 | Wed 23:00 | Thu 00:00 | Talent Mudenda |
Thematic Discussion Schedule
Below is the schedule for the last two days of the Workshop, where we will meet to discuss specific topics related to ILS skills training.
UTC -11 | UTC -10 | UTC -9 | UTC -8 | UTC -7 | UTC -6 | UTC -5 | UTC -4 | UTC -3 | UTC -2 | UTC -1 | UTC | UTC +1 | UTC +2 | UTC +3 | UTC +4 | UTC +5 | UTC +6 | UTC +7 | UTC +8 | UTC +9 | UTC +9:30 | UTC +10 | UTC +11 | UTC +12 | UTC +13 | UTC +14 | |
INSTILS | Wed 02:00Wed 06:00Wed 10:00Wed 14:00Wed 18:00Wed 22:00Thu 02:00Thu 06:00Thu 10:00Thu 14:00Thu 18:00Thu 22:00 | Wed 03:00Wed 07:00Wed 11:00Wed 15:00Wed 19:00Wed 23:00Thu 03:00Thu 07:00Thu 11:00Thu 15:00Thu 19:00Thu 23:00 | Wed 04:00Wed 08:00Wed 12:00Wed 16:00Wed 20:00Thu 00:00Thu 04:00Thu 08:00Thu 12:00Thu 16:00Thu 20:00Fri 00:00 | Wed 05:00Wed 09:00Wed 13:00Wed 17:00Wed 21:00Thu 01:00Thu 05:00Thu 09:00Thu 13:00Thu 17:00Thu 21:00Fri 01:00 | Wed 06:00
Wed 10:00
Wed 14:00
Wed 18:00
Wed 22:00
Thu 02:00
Thu 06:00
Thu 10:00
Thu 14:00
Thu 18:00
Thu 22:00
Fri 02:00 | Wed 07:00Wed 11:00Wed 15:00Wed 19:00Wed 23:00Thu 03:00Thu 07:00Thu 11:00Thu 15:00Thu 19:00Thu 23:00Fri 03:00 | Wed 08:00Wed 12:00Wed 16:00Wed 20:00Thu 00:00Thu 04:00Thu 08:00Thu 12:00Thu 16:00Thu 20:00Fri 00:00Fri 04:00 | Wed 09:00
Wed 13:00
Wed 17:00
Wed 21:00
Thu 01:00
Thu 05:00
Thu 09:00
Thu 13:00
Thu 17:00
Thu 21:00
Fri 01:00
Fri 05:00 | Wed 10:00Wed 14:00Wed 18:00Wed 22:00Thu 02:00Thu 06:00Thu 10:00Thu 14:00Thu 18:00Thu 22:00Fri 02:00Fri 06:00 | Wed 11:00
Wed 15:00
Wed 19:00
Wed 23:00
Thu 03:00
Thu 07:00
Thu 11:00
Thu 15:00
Thu 19:00
Thu 23:00
Fri 03:00
Fri 07:00 | Wed 12:00Wed 16:00Wed 20:00Thu 00:00Thu 04:00Thu 08:00Thu 12:00Thu 16:00Thu 20:00Fri 00:00Fri 04:00Fri 08:00 | Wed 13:00Wed 17:00Wed 21:00Thu 01:00Thu 05:00Thu 09:00Thu 13:00Thu 17:00Thu 21:00Fri 01:00Fri 05:00Fri 09:00 | Wed 14:00
Wed 18:00
Wed 22:00
Thu 02:00
Thu 06:00
Thu 10:00
Thu 14:00
Thu 18:00
Thu 22:00
Fri 02:00
Fri 06:00
Fri 10:00 | Wed 15:00Wed 19:00Wed 23:00Thu 03:00Thu 07:00Thu 11:00Thu 15:00Thu 19:00Thu 23:00Fri 03:00Fri 07:00Fri 11:00 | Wed 16:00Wed 20:00Thu 00:00Thu 04:00Thu 08:00Thu 12:00Thu 16:00Thu 20:00Fri 00:00Fri 04:00Fri 08:00Fri 12:00 | Wed 17:00
Wed 21:00
Thu 01:00
Thu 05:00
Thu 09:00
Thu 13:00
Thu 17:00
Thu 21:00
Fri 01:00
Fri 05:00
Fri 09:00
Fri 13:00 | Wed 18:00Wed 22:00Thu 02:00Thu 06:00Thu 10:00Thu 14:00Thu 18:00Thu 22:00Fri 02:00Fri 06:00Fri 10:00Fri 14:00 | Wed 19:00Wed 23:00Thu 03:00Thu 07:00Thu 11:00Thu 15:00Thu 19:00Thu 23:00Fri 03:00Fri 07:00Fri 11:00Fri 15:00 | Wed 20:00
Thu 00:00
Thu 04:00
Thu 08:00
Thu 12:00
Thu 16:00
Thu 20:00
Fri 00:00
Fri 04:00
Fri 08:00
Fri 12:00
Fri 16:00 | Wed 21:00Thu 01:00Thu 05:00Thu 09:00Thu 13:00Thu 17:00Thu 21:00Fri 01:00Fri 05:00Fri 09:00Fri 13:00Fri 17:00 | Wed 22:00Thu 02:00Thu 06:00Thu 10:00Thu 14:00Thu 18:00Thu 22:00Fri 02:00Fri 06:00Fri 10:00Fri 14:00Fri 18:00 | Wed 22:30Thu 02:30Thu 06:30Thu 10:30Thu 14:30Thu 18:30Thu 22:30Fri 02:30Fri 06:30Fri 10:30Fri 14:30Fri 18:30 | Wed 23:00Thu 03:00Thu 07:00Thu 11:00Thu 15:00Thu 19:00Thu 23:00Fri 03:00Fri 07:00Fri 11:00Fri 15:00Fri 19:00 | Thu 00:00Thu 04:00Thu 08:00Thu 12:00Thu 16:00Thu 20:00Fri 00:00Fri 04:00Fri 08:00Fri 12:00Fri 16:00Fri 20:00 | Thu 01:00Thu 05:00Thu 09:00Thu 13:00Thu 17:00Thu 21:00Fri 01:00Fri 05:00Fri 09:00Fri 13:00Fri 17:00Fri 21:00 | Thu 02:00Thu 06:00Thu 10:00Thu 14:00Thu 18:00Thu 22:00Fri 02:00Fri 06:00Fri 10:00Fri 14:00Fri 18:00Fri 22:00 | Thu 03:00 Thu 07:00Thu 11:00Thu 15:00Thu 19:00Thu 23:00Fri 03:00Fri 07:00Fri 11:00Fri 15:00Fri 19:00Fri 23:00 |
Pedagogical Skills | Wed 00:00Wed 16:00Thu 08:00 | Wed 01:00Wed 17:00Thu 09:00 | Wed 02:00Wed 18:00Thu 10:00 | Wed 03:00
Wed 19:00
Thu 11:00 | Wed 04:00
Wed 20:00
Thu 12:00 | Wed 05:00Wed 21:00Thu 13:00 | Wed 06:00Wed 22:00Thu 14:00 | Wed 07:00Wed 23:00Thu 15:00 | Wed 08:00Thu 00:00Thu 16:00 | Wed 09:00
Thu 01:00
Thu 17:00 | Wed 10:00Thu 02:00Thu 18:00 | Wed 11:00Thu 03:00Thu 19:00 | Wed 12:00Thu 04:00Thu 20:00 | Wed 13:00Thu 05:00Thu 21:00 | Wed 14:00Thu 06:00Thu 22:00 | Wed 15:00Thu 07:00Thu 23:00 | Wed 16:00Thu 08:00Fri 00:00 | Wed 17:00
Thu 09:00
Fri 01:00 | Wed 18:00Thu 10:00Fri 02:00 | Wed 19:00Thu 11:00Fri 03:00 | Wed 20:00Thu 12:00Fri 04:00 | Wed 20:30Thu 12:30Fri 04:30 | Wed 21:00Thu 13:00Fri 05:00 | Wed 22:00Thu 14:00Fri 06:00 | Wed 23:00Thu 15:00Fri 07:00 | Thu 00:00Thu 16:00Fri 08:00 | Thu 01:00Thu 17:00Fri 09:00 |
Linguistic Skills | Wed 01:00Wed 17:00Thu 09:00 | Wed 02:00Wed 18:00Thu 10:00 | Wed 03:00
Wed 19:00
Thu 11:00 | Wed 04:00
Wed 20:00
Thu 12:00 | Wed 05:00
Wed 21:00
Thu 13:00 | Wed 06:00Wed 22:00Thu 14:00 | Wed 07:00
Wed 23:00
Thu 15:00 | Wed 08:00Thu 00:00Thu 16:00 | Wed 09:00Thu 01:00Thu 17:00 | Wed 10:00
Thu 02:00
Thu 18:00 | Wed 11:00
Thu 03:00
Thu 19:00 | Wed 12:00Thu 04:00Thu 20:00 | Wed 13:00Thu 05:00Thu 21:00 | Wed 14:00Thu 06:00Thu 22:00 | Wed 15:00Thu 07:00Thu 23:00 | Wed 16:00Thu 08:00Fri 00:00 | Wed 17:00Thu 09:00Fri 01:00 | Wed 18:00Thu 10:00Fri 02:00 | Wed 19:00
Thu 11:00
Fri 03:00 | Wed 20:00Thu 12:00Fri 04:00 | Wed 21:00Thu 13:00Fri 05:00 | Wed 21:30Thu 13:30Fri 05:30 | Wed 22:00Thu 14:00Fri 06:00 | Wed 23:00Thu 15:00Fri 07:00 | Thu 00:00Thu 16:00Fri 08:00 | Thu 01:00Thu 17:00Fri 09:00 | Thu 02:00Thu 18:00Fri 10:00 |
Metalinguistic Skills | Wed 04:00
Wed 20:00
Thu 12:00 | Wed 05:00
Wed 21:00
Thu 13:00 | Wed 06:00
Wed 22:00
Thu 14:00 | Wed 07:00Wed 23:00Thu 15:00 | Wed 08:00
Thu 00:00
Thu 16:00 | Wed 09:00Thu 01:00Thu 17:00 | Wed 10:00
Thu 02:00
Thu 18:00 | Wed 11:00
Thu 03:00
Thu 19:00 | Wed 12:00
Thu 04:00
Thu 20:00 | Wed 13:00Thu 05:00Thu 21:00 | Wed 14:00Thu 06:00Thu 22:00 | Wed 15:00Thu 07:00Thu 23:00 | Wed 16:00
Thu 08:00
Fri 00:00 | Wed 17:00Thu 09:00Fri 01:00 | Wed 18:00Thu 10:00Fri 02:00 | Wed 19:00Thu 11:00Fri 03:00 | Wed 20:00Thu 12:00Fri 04:00 | Wed 21:00Thu 13:00Fri 05:00 | Wed 22:00Thu 14:00Fri 06:00 | Wed 23:00Thu 15:00Fri 07:00 | Thu 00:00
Thu 16:00
Fri 08:00 | Thu 0:30Thu 16:30Fri 08:30 | Thu 01:00Thu 17:00Fri 09:00 | Thu 02:00Thu 18:00Fri 10:00 | Thu 03:00Thu 19:00Fri 11:00 | Thu 04:00Thu 20:00Fri 12:00 | Thu 05:00Thu 21:00Fri 13:00 |
Documentary Skills | Wed 05:00
Wed 21:00
Thu 13:00 | Wed 06:00
Wed 22:00
Thu 14:00 | Wed 07:00Wed 23:00Thu 15:00 | Wed 08:00Thu 00:00Thu 16:00 | Wed 09:00
Thu 01:00
Thu 17:00 | Wed 10:00Thu 02:00Thu 18:00 | Wed 11:00Thu 03:00Thu 19:00 | Wed 12:00Thu 04:00Thu 20:00 | Wed 13:00Thu 05:00Thu 21:00 | Wed 14:00Thu 06:00Thu 22:00 | Wed 15:00Thu 07:00Thu 23:00 | Wed 16:00Thu 08:00Fri 00:00 | Wed 17:00Thu 09:00Fri 01:00 | Wed 18:00Thu 10:00Fri 02:00 | Wed 19:00Thu 11:00Fri 03:00 | Wed 20:00Thu 12:00Fri 04:00 | Wed 21:00Thu 13:00Fri 05:00 | Wed 22:00Thu 14:00Fri 06:00 | Wed 23:00
Thu 15:00
Fri 07:00 | Thu 00:00Thu 16:00Fri 08:00 | Thu 01:00
Thu 17:00
Fri 09:00 | Thu 1:30
Thu 17:30
Fri 09:30 | Thu 02:00Thu 18:00Fri 10:00 | Thu 03:00Thu 19:00Fri 11:00 | Thu 04:00Thu 20:00Fri 12:00 | Thu 05:00Thu 21:00Fri 13:00 | Thu 06:00Thu 22:00Fri 14:00 |
Culture Skills | Wed 08:00Thu 00:00Thu 16:00 | Wed 09:00Thu 01:00Thu 17:00 | Wed 10:00
Thu 02:00
Thu 18:00 | Wed 11:00Thu 03:00Thu 19:00 | Wed 12:00
Thu 04:00
Thu 20:00 | Wed 13:00Thu 05:00Thu 21:00 | Wed 14:00Thu 06:00Thu 22:00 | Wed 15:00Thu 07:00Thu 23:00 | Wed 16:00Thu 08:00Fri 00:00 | Wed 17:00Thu 09:00Fri 01:00 | Wed 18:00Thu 10:00Fri 02:00 | Wed 19:00Thu 11:00Fri 03:00 | Wed 20:00Thu 12:00Fri 04:00 | Wed 21:00Thu 13:00Fri 05:00 | Wed 22:00Thu 14:00Fri 06:00 | Wed 23:00Thu 15:00Fri 07:00 | Thu 00:00Thu 16:00Fri 08:00 | Thu 01:00Thu 17:00Fri 09:00 | Thu 02:00Thu 18:00Fri 10:00 | Thu 03:00Thu 19:00Fri 11:00 | Thu 04:00Thu 20:00Fri 12:00 | Thu 4:30Thu 20:30Fri 12:30 | Thu 05:00Thu 21:00Fri 13:00 | Thu 06:00Thu 22:00Fri 14:00 | Thu 07:00Thu 23:00Fri 15:00 | Thu 08:00Fri 00:00Fri 16:00 | Thu 09:00Fri 01:00Fri 17:00 |
Planning Skills | Wed 09:00Thu 01:00Thu 17:00 | Wed 10:00Thu 02:00Thu 18:00 | Wed 11:00Thu 03:00Thu 19:00 | Wed 12:00
Thu 04:00
Thu 20:00 | Wed 13:00
Thu 05:00
Thu 21:00 | Wed 14:00Thu 06:00Thu 22:00 | Wed 15:00Thu 07:00Thu 23:00 | Wed 16:00Thu 08:00Fri 00:00 | Wed 17:00Thu 09:00Fri 01:00 | Wed 18:00Thu 10:00Fri 02:00 | Wed 19:00Thu 11:00Fri 03:00 | Wed 20:00Thu 12:00Fri 04:00 | Wed 21:00Thu 13:00Fri 05:00 | Wed 22:00Thu 14:00Fri 06:00 | Wed 23:00Thu 15:00Fri 07:00 | Thu 00:00Thu 16:00Fri 08:00 | Thu 01:00Thu 17:00Fri 09:00 | Thu 02:00Thu 18:00Fri 10:00 | Thu 03:00Thu 19:00Fri 11:00 | Thu 04:00Thu 20:00Fri 12:00 | Thu 05:00Thu 21:00Fri 13:00 | Thu 5:30Thu 21:30Fri 13:30 | Thu 06:00Thu 22:00Fri 14:00 | Thu 07:00Thu 23:00Fri 15:00 | Thu 08:00Fri 00:00Fri 16:00 | Thu 09:00Fri 01:00Fri 17:00 | Thu 10:00Fri 02:00Fri 18:00 |
Scope & Sequence | Wed 12:00Thu 04:00Thu 20:00 | Wed 13:00
Thu 05:00
Thu 21:00 | Wed 14:00
Thu 06:00
Thu 22:00 | Wed 15:00Thu 07:00Thu 23:00 | Wed 16:00
Thu 08:00
Fri 00:00 | Wed 17:00Thu 09:00Fri 01:00 | Wed 18:00Thu 10:00Fri 02:00 | Wed 19:00Thu 11:00Fri 03:00 | Wed 20:00Thu 12:00Fri 04:00 | Wed 21:00Thu 13:00Fri 05:00 | Wed 22:00Thu 14:00Fri 06:00 | Wed 23:00Thu 15:00Fri 07:00 | Thu 00:00Thu 16:00Fri 08:00 | Thu 01:00
Thu 17:00
Fri 09:00 | Thu 02:00Thu 18:00Fri 10:00 | Thu 03:00Thu 19:00Fri 11:00 | Thu 04:00Thu 20:00Fri 12:00 | Thu 05:00Thu 21:00Fri 13:00 | Thu 06:00Thu 22:00Fri 14:00 | Thu 07:00Thu 23:00Fri 15:00 | Thu 08:00Fri 00:00Fri 16:00 | Thu 8:30Fri 00:30Fri 16:30 | Thu 09:00Fri 01:00Fri 17:00 | Thu 10:00Fri 02:00Fri 18:00 | Thu 11:00Fri 03:00Fri 19:00 | Thu 12:00Fri 04:00Fri 20:00 | Thu 13:00Fri 05:00Fri 21:00 |
Logistics | Wed 13:00Thu 05:00Thu 21:00 | Wed 14:00Thu 06:00Thu 22:00 | Wed 15:00
Thu 07:00
Thu 23:00 | Wed 16:00Thu 08:00Fri 00:00 | Wed 17:00
Thu 09:00
Fri 01:00 | Wed 18:00Thu 10:00Fri 02:00 | Wed 19:00Thu 11:00Fri 03:00 | Wed 20:00Thu 12:00Fri 04:00 | Wed 21:00Thu 13:00Fri 05:00 | Wed 22:00Thu 14:00Fri 06:00 | Wed 23:00Thu 15:00Fri 07:00 | Thu 00:00Thu 16:00Fri 08:00 | Thu 01:00Thu 17:00Fri 09:00 | Thu 02:00Thu 18:00Fri 10:00 | Thu 03:00Thu 19:00Fri 11:00 | Thu 04:00Thu 20:00Fri 12:00 | Thu 05:00Thu 21:00Fri 13:00 | Thu 06:00Thu 22:00Fri 14:00 | Thu 07:00Thu 23:00Fri 15:00 | Thu 08:00Fri 00:00Fri 16:00 | Thu 09:00Fri 01:00Fri 17:00 | Thu 9:30Fri 01:30Fri 17:30 | Thu 10:00Fri 02:00Fri 18:00 | Thu 11:00Thu 03:00Fri 19:00 | Thu 12:00Thu 04:00Fri 20:00 | Thu 13:00Thu 05:00Fri 21:00 | Thu 14:00Fri 06:00Fri 22:00 |
Workshop Structure
After the three days of presentations, we will have a two-day (48-hour) workshop, organized around two main activities:
- discussions about INSTILS, its work, its structure, and future plans
- discussions about specific areas of ILS skills training
Overview of INSTILS Discussion
During the two days of the workshop, there will be 12 two-hour time slots dedicated to talking about INSTILS as a research network. Some of our key points of discussion will include:
- making preparations for upcoming funding opportunities, including the SSHRC Partnership Grant
- the plans for the DISTILS conference in May 2026
- other opportunities for Network members to meet (virtually and in-person) and collaborate
- setting research and publication goals for the coming year
- improvements to the INSTILS website
- developing a more formal structure for the Network
Overview of Discussion Topics
For a forthcoming article, Flavelle and Lachler carried out a review of the ILS skills training available through several different programs in North America. Through this review, they identified six broad categories of skills developed through these programs: Pedagogical skills, Linguistic skills, Metalinguistic skills, Documentation skills, Language Planning skills, and Culture and Worldview skills. In addition, they identified the overall design features of the ILS program, as well as the customization of training in different contexts, as important areas for further research. We are using this preliminary framework to guide our discussions during the two-days of the workshop.
For each topic, there are three 1-hour time slots for people to meet. The goal of these discussions is to 1) share our knowledge and experiences related to this topic, 2) explore potential areas of particular shared interest and potential collaboration, and 3) identify some specific research questions that members of the Network may want to begin investigating.
Here is a quick overview of the different discussion topics we will be covering.
Pedagogical Skills
- One of the key goals of language revitalization is to create new, second language speakers. The need for qualified language teachers in these situations is paramount. Many communities have elders and other speakers come into schools to teach the children, but simply because a person can speak a language fluently does not mean that they are able to effectively teach it to others without appropriate training and support.
- Pedagogical Skills are an important factor in the revitalization of a language as they ensure that the language can be taught efficiently and effectively. We take Pedagogical Skills to involve all aspects of teaching a language across a range of settings. In more institutional contexts, Pedagogical Skills can involve knowing how to design curricula to align with certain goals (e.g, governmental standards), being able to write age-appropriate lesson plans and appropriate proficiency level lessons, and being able to deliver meaningful assessments of student progress. In addition, knowing how to incorporate cultural practices into language teaching and being able to employ a range of different teaching methods in various contexts is useful, both in school settings and in more informal language learning contexts such as Mentor-Apprentice programs. Some key discussion questions include:
- What pedagogical skills are useful across contexts, and which are more useful in specific contexts such as K-12, community classes, or Mentor-Apprentice programs?
- How can/should traditional pedagogical practices within communities inform the development of pedagogical skills for language instruction (something most communities have little experience with, traditionally)?
- What pedagogical skills can/should be included in language teaching to support and encourage peer-to-peer mentoring?
Linguistic Skills
We take Linguistic Skills to refer to one's ability to communicate effectively in a language by speaking or signing, reading, writing, and listening. Some key discussion questions include:
- What types of learning environments are available for local languages in your area, and which have shown the most success (e.g. K-12 classes, university courses, community classes, Mentor-Apprentice programs, etc.)?
- What are the key challenges and barriers that learners face in your area (e.g. lack of language resources, lack of access to classes, lack of funding, etc.)?
- What are strategies that can help people become better language learners under less than ideal conditions?
Metalinguistic Skills
We take Metalinguistic Skills to refer to the ability to identify and analyze the patterns in one's language. These includes patterns in sound (phonetics, phonology), word structure (morphology), sentence structure (syntax), conversational interaction (pragmatics), and more. These skills are often brought into a community at first by an outside linguist, but over the years more and more community members are becoming trained in how to do this type of work themselves. Some key discussion questions include:
- What metalinguistic skills do community members in different roles find most valuable?
- Which metalinguistic skills are easier / more difficult for community members to acquire?
- What connections are there between metalinguistic skills and linguistic skills, both for native speakers and for second language learners?
Documentation Skills
The vast majority of languages that are in need of revitalization are also under-documented. As such, documentation is often necessary for a revitalization project as it provides the raw language data that can be turned into useful language materials. We take Documentation Skills to refer to all aspects of creating a documentary record of the language. This skill set can be divided into two main areas: Technical and Interpersonal. Technical Documentation Skills include not only knowing how to operate cameras and microphones and understanding framing and lighting for making good-quality video recordings, but also how to implement data management practices to keep the documentation safe. Knowing how to deal with the elements, how to prepare a recording space, which type of microphone to use in which situation, being able to troubleshoot technological issues with the equipment, making sure one has back-ups for equipment, and that all the documentation is stored securely are all important Technical Documentation Skills. Interpersonal Documentation Skills are those that relate to carrying out documentation with speakers and the types of elicitation strategies that will yield the needed information. Putting into practice multiple types of elicitation strategies—e.g., collecting narratives, picture-description tasks, or vocabulary translation— is an important set of skills to acquire because different elicitation strategies are useful for targeting different types of language data. Moreover, some speakers may respond well to specific types of elicitation and less well to others. Knowing how best to gather data and having a diverse range of strategies is crucial to creating a quality documentary record of the language. Some key discussion questions include:
- What documentation skills are most relevant for communities?
- How has technology changed communities' ability to document their own languages?
- What are the best practices for communities working with legacy documentation?
- How can communities maximize and manage the documentation of their language in a sustainable way?
Culture & Worldview Skills
While ILS sills training focuses on language, we cannot fully separate a language from the culture(s) and worldview(s) of the people who speak it. Language sustainability is also cultural sustainability, and so Culture & Worldview Skills need to inform all aspects of ILS. Some key discussion questions include:
- Can specific cultural and worldview skills be identified and categorized in the way that the skills from other categories can, or is this category different in some fundamental way?
- To what extent does cultural and worldview training need to come from experts within the community itself, and how could that be incorporated into broader-based ILS skills training programs?
Language Planning Skills
Language Planning Skills are essential for developing and implementing the long-term vision of ILS within a community. These include the skills needed for creating short-, mid-, and long-term language goals and plans, knowing how to monitor the progress of revitalization in the community, and maintaining positive community engagement with the language program. These skills stem from the understanding of both the principles of sustainable community language use and the complexities of revitalization at the micro, meso, and macro levels. We view the broad category of Language Planning skills as encompassing at least five important subcategories, namely: Ideology Planning Skills, Usage Planning Skills, Acquisition Planning Skills, Corpus Planning Skills, and Status Planning Skills. Ideology Planning Skills involve documenting, tracking, and engaging with community members' attitudes towards the language and implementing strategies to motivate people to embrace more language-positive ideologies. Usage Planning Skills involve knowing how to create a diverse range of opportunities for individuals in the community to speak or sign, hear, read, and write the language, regardless of their level of proficiency. Acquisition Planning Skills involve developing and implementing programs to teach the language to learners of all different types, from infants in a language nest to children in a school, and to adults in a community evening class. Corpus Planning Skills involve developing an orthography, creating new vocabulary to expand domains of use, and devising a standard written variety of the language. Status Planning Skills involve creating rules and policies within the community regarding the language, legal protections for the use of language in various contexts, and dedicated spaces for the language. Some key discussion questions include:
- How does a language's vitality status impact the Language Planning skills subcategories that a community needs most?
- Within the subcategories, how do cultural differences, sociopolitical realities and other factors shape the specific skills that will be most valuable to particular communities?
- Do different people within a community need to be trained in different types of Language Planning skills, and if so, how can we be sure the right people are being trained with the right skills?
Scope and Sequence
Given the diversity and complexity of ILS skills, defining a scope and sequence for any ILS skills training program can be quite challenging. Each training program around the world has its own approach to this, and it seems clear that there is no one-size-fits-all solution. Some key discussion questions include:
- Which skills from one category are beneficial in learning skills from a different category?
- Within a given category, which skills are logically dependent on other skills, and which skills are more stand-alone?
- What are the pros and cons of training programs with a broader scope (including more different types of ILS skills), and training programs with a more narrow scope (focusing on just oe or two categories of skills)?
Logistics
ILS skills training, by necessity, takes place in a myriad of contexts, involving different modes and methods of delivery, a wide variety of physical environments, and diverse sets of trainees. All of this presents a range of logistical challenges to creating, implementing and sustaining ILS skills training programs. Some key discussion questions include:
- How can we design our ILS skills training to be flexible enough to meet this logistical challenges?
- How can we best train future ILS skills trainers to work in a variety of contexts?
- How can communities and training programs work together to support the success of the training efforts?
Check back here after the workshop for all the highlights!