ABSTRACT
At the end of my year as President of TESOL, I gave a plenary at the TESOL Association’s annual convention, which that year was held in Vancouver. The plenary gave me an opportunity to review the ways in which looking at language pedagogy from the learners’ perspective, and gaining insights into pedagogy through learner narratives, helped shape my attitudes and beliefs about language learning and teaching. In the presentation, these beliefs were framed as seven hypotheses.
