Join us in our plenary session as we delve into the theme "WE HAVE A DREAM: 201 Countries 201 Dreams," exploring sustainable development narratives from both local and global perspectives. We will uncover how youth engagement plays a pivotal role in driving progress towards the Sustainable Development Goals (SDGs).

In 2021, a project emerged, gathering the dreams of social changers from over 196 countries worldwide through online platforms to create a single book, resulting in "WE HAVE A DREAM." This book, crafted by the hands of young individuals from across the globe, features relevant connections to the SDGs on every page. It has received endorsements from Nobel Peace Prize laureates and prominent CXOs of various companies, gaining readership worldwide.

As we gather in this plenary, we will share the journey that led to the creation of this book, its practical applications in educational settings, and its ongoing impact, including its incorporation into school curricula as a next-generation textbook and its presentation at international forums like the United Nations General Assembly.

In our workshop, we also focus on developing leadership skills through interactive sessions aimed at addressing internal challenges. As part of our leadership development approach, we will be conducting a mini-workshop that utilizes positive psychology techniques. This training is designed not only for leaders but for anyone seeking to transform their worries and concerns into opportunities and a positive mindset in various situations. It offers straightforward yet effective exercises that can help individuals shift from dwelling on their worries to pursuing their dreams. So, why not explore your aspirations while learning to overcome your worries? Let's inspire change together!

In order to know where we are now and where we may be going, it is helpful to know where we have come from. In this presentation, I will reflect on the wider history of the field of language teaching and learning of which the 30-year history of the LD-SIG is part – a period that roughly corresponds to my own involvement in this field. In an article published in Language Teaching (52:1) in 2017, I identified two overlapping eras in this history: the era of ‘learner-centredness’ (late 1960s to early 2000s) and the era of ‘person-centredness’ (early 1990s to the present-day). Using a combination of autobiographical and documentary methods, I want to ask how learner development and learner autonomy fit into the transition between these eras, and what their future roles in the wider field of language teaching and learning may be.

In this dialogic plenary, we will discuss recent challenges learners face at the tertiary level, particularly the physical and psychological impacts on their wellbeing. With a central focus on learner autonomy, we will share the critical elements for promoting the wellbeing of language learners to maintain a stable sense of community and belonging.

Our conversation will start with how reflective dialogues with learners at a self-access center facilitate group advising that fosters learner autonomy. These students are empowered to take control of their learning experiences and explore opportunities for personal and professional growth. Through the feeling of being listened to, the learners consider their emotions and view their aspirations and goals more clearly, supporting a sense of wellbeing in the learning community they are part of. The reflective practice can be adapted to various classrooms and learning spaces.

Then we will explore how educators can actively contribute to fostering the holistic wellbeing of students in multiple contexts. By prioritizing our learners’ psychological and physical health, as teachers, we can all equip students with the necessary tools and support to thrive personally and professionally and prepare them for a more prosperous future.

An essential aspect of our plenary will be encouraging the audience to participate actively in the dialogues from a learner’s perspective. By considering students’ insights and experiences, we can achieve a more comprehensive understanding of the challenges and opportunities in promoting learner wellbeing. We hope the dialogic collaboration of the participants will generate practical strategies and recommendations that can be implemented in diverse educational institutions to support our students’ wellbeing.

This workshop will introduce a ‘spatial’ approach to bridging formal and informal language learning in and beyond the classroom. Participants will be invited to rethink where language teaching and learning take place, and how they can use their knowledge of spaces for learning to extend class-based activities beyond the classroom. They will also be invited to modify some suggested classroom starter activities to their own circumstances.