Bringing Lessons to Life: The Hands-On Power of Delta Module 2
Abstract:
The Cambridge Delta is widely recognized as one of the most respected qualifications for experienced English language teachers, offering a solid framework for deepening both theoretical knowledge and classroom practice. Among its three modules, Delta Module 2 is particularly practical and impactful because it centers on developing professional competence through lesson planning, teaching practice, and detailed reflection. Unlike purely theoretical courses, Module 2 requires teachers to demonstrate how principles of language learning and pedagogy can be applied directly to real classrooms, helping them refine their techniques, adapt to learner needs, and critically evaluate their own practice. For teachers who wish to move beyond intuition and gain internationally recognized expertise, Delta Module 2 provides both the structure and the evidence-based training to make lasting improvements in their teaching. This session will give participants a concise overview of the professional benefits of Module 2, guidance on how to approach it, and practical tips and tricks for completing it successfully.
Bio:
Dr. Bilal Qureshi earned a doctorate in Education from Queen’s University Belfast and a Master’s in TESOL. For over 14 years, he has been teaching at Seokyeong University in Seoul, specializing in English language teaching and teacher development. He is the author of the Progressive Debate textbook series (Active 1–3), which is used in universities and institutions across Korea. With a strong focus on action research, Dr. Qureshi has published widely in journals indexed in KCI, Google Scholar, Crossref, and ResearchGate. He also serves as a Cambridge Speaking Examiner.
What Are We Missing?: Ethnography for Equity in the Classroom
Corrine T. Spencer, SUNY Korea / University at Albany
This workshop introduces ethnography as a practical, reflective tool for promoting fairness and equity in teaching. Drawing on Spindler, Delpit, and education research, participants will explore how cultural assumptions and unconscious bias can shape classrooms. The session incorporates the presenter’s own experiences using ethnographic methods, including field notes, self-observation, and bias checklists, to uncover inequitable patterns and shift practice. Attendees will engage in reflective brainstorming, develop their own bias-awareness indicators, and learn a structured method for self-classroom observation and note-taking. Participants will leave with a practical worksheet packet and a customizable toolset for using ethnographic inquiry to cultivate more inclusive, responsive learning environments.
Bio:
Corrine T. Spencer is a English professor at SUNY Korea and Ph.D. candidate in Educational Policy & Leadership at the University at Albany (SUNY). Her research focuses on international student success, emergency communication, and equity in higher education. With a background in TESOL and academic writing instruction, she integrates ethnographic methods into her teaching to promote fairness and cultural responsiveness. Corrine has presented nationally and internationally on inclusive pedagogy, mentoring and support programs, and curriculum innovation.
