Alejandra Oliveri is an ESOL educator and researcher with a deep interest in the intersection of language development and content-based instruction. Holding a Master’s Degree in ELT from Sheffield Hallam University and a Master’s Degree in Professional Development for Language Education from Chichester University, her recent research focuses on student perceptions of learning across distinct curricular contexts. Driven by the question of what constitutes «real learning» for modern students in the era of AI, she advocates for a teaching identity that prioritizes learner security, creativity, and personal growth in a rapidly shifting educational landscape.

In an era of rapid technological change and evolving methodologies, models of content-enhanced learning are frequently championed as the ideal vehicle for modern language acquisition. However, how do ESOL students actually perceive their growth across different academic settings? This presentation shares the counter-intuitive findings of a thesis investigating ESOL student perceptions across two distinct environments: explicit language lessons and content-enhanced lessons. Surprisingly, data revealed that while students viewed content classes merely as a «rehearsal space» to try out tools, they firmly believed «real learning» was anchored within traditional language lessons. This unexpected dichotomy invites a crucial reflection on the «Heart of Teaching and Learning»: Is the push toward autonomous content integration overshadowing the psychological safety and tangible progress that explicit language teaching provides? Shifting away from a conventional lecture format, this highly interactive session treats the audience as active collaborators. Participants will analyse the tension between two distinct teacher roles: the Architect who builds linguistic security, and the Coach who manages the performance stage. Together, we will brainstorm how content-enhanced teachers can transform a vulnerable «rehearsal space» into a validating environment for personal and linguistic growth. Ultimately, this session argues that the futureproof teacher is neither exclusively an instructor nor a facilitator, but a human mentor capable of dynamically balancing both roles.