Generative AI for Translanguaging Pedagogies: Opportunities and Challenges in Adult English Language Classrooms 19 March 2026, 5:30pm – 6:30pm, AEDT, Online Summary The online professional learning session, Generative AI for...
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Kellie Heintz, EAL Curriculum Manager at the VCAA, presented an overview of changes to the Victorian Curriculum Assessment Authority (VCAA) EAL Curriculum. F-10 EAL 2.0 revision includes changes to pathways at A levels to include new AL level and change to use of B pathway inclusively in primary setting settings. C pathway is relevant to secondary settings. Additional changes have been made to structure and content, reducing descriptors and emphasizing explicit teaching of English language skills.
VCAA curriculum guides EAL teachers in Victoria in develop language skills in main modes (stands of language) and sub strands of communication, linguistic and textual knowledge and plurilingual and cultural awareness. The curriculum supports explicit teaching of language and can be used in new arrival settings and mainstream settings along side other curriculum areas to develop English language skills.
The achievement standards inform reporting to level standards and the elaborations give examples of teaching and learning strategies to support the develop of English language skills.
For more information see VCAA EAL Curriculum version 2.0: Introduction – Victorian Curriculum F-10.
This session was not recorded.
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In this session, participants explored what it means for secondary EAL students to learn English while simultaneously developing subject-specific knowledge and skills. April Edwards unpacked the unique challenges faced by multilingual learners as they engage with curriculum content through an additional language. Teachers reflected on the importance of understanding EAL students as individuals with rich cultural and linguistic backgrounds, and how this knowledge can inform meaningful and targeted planning. April examined practical strategies and discussed ways to use them confidently and purposefully in classroom planning. The session concluded with key recommendations to support teachers in addressing the needs and rights of EAL students, ensuring their learning experiences are equitable, engaging, and linguistically responsive. Participants left with clearer direction on how to plan for and support multilingual learners in their everyday practice.
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This collaborative presentation lead by Dr Nashid Nigar explores affective elements of teaching positioned within socio-cultural theories of language learning. Affective influences impact on emotional and motivational factors of individuals’ language learning process. Presentation raises notions of care, belonging, identity and psychosocial safety in classroom to support language acquisition and learning.
Drawing from both research and everyday classroom examples, the presenters demonstrate the myriads of relational and cultural factors that can support language learning.
The presentation inspires us to think about the social and cultural context of language learning and relational factors that support language learning.
Lead Presenter: Dr Nashid Nigar, Lecturer at the University of Melbourne with over 20 years’ teaching experience across schools, TAFE, community education, and universities in Australia and internationally.
Presenters: Liza C Abad, Amna Iqbal, Ashley Starford, Thanh Huong and Martha Heng.
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This presentation explores everyday classroom practice that scaffolds primary learners’ writing. The presentation was drawn from the teaching and learning cycle and functional grammar where language is matched to purpose to develop foundations of persuasive language. Using modelling and understanding of text from within their context, this practical approach examples ways to scaffold language learning for specific purposes. The everyday classroom practices are situated within major language learning models and support the explicit teaching of text and grammar.
Rebekah Piper Jones is an experienced EAL educator and the Primary Curriculum Coordinator at Blackburn English Language School. She holds a Bachelor of Education (Primary) from the University of New England and a Master’s in TESL/TEFL from the University of Birmingham.
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In this lively and hands-on session, Barbara showcased the power of rhythm, rhyme and repetition in supporting newly arrived EAL students to develop oral language skills. She began by highlighting the many benefits of chants and rhymes for building confidence, fluency and clarity in spoken English.
Participants experienced how simple vocabulary and sentence chants—set to a steady four-beat rhythm—can be easily adapted to any classroom topic. Through engaging demonstrations, Barbara illustrated how these playful, yet purposeful routines help students internalise language patterns, expand their vocabulary and enjoy the process of learning English.
Teachers also learned how to create their own chants linked to classroom content, reinforcing key language structures and connecting oral language to literacy in meaningful, memorable ways.
Everyone left inspired and equipped with practical, low-prep ideas they could use straight away—confident that even without musical experience, they can bring the joy of rhythm and rhyme into their classrooms.
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This session was not recorded.
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In this two-hour online workshop, Dr Creely shared ideas and insights to support educators to harness artificial intelligence as a transformative tool for English language learners.
The session covered the foundational concepts of AI literacy and explored the use of AI to support learners in the classroom. Teachers learnt how to employ generative AI for translanguaging activities that validate home languages whilst building English proficiency. Participants worked together in small groups to explore various generative AI tools, strategies for crafting effective prompts that generate scaffolded writing exercises, AI for vocabulary practice, and AI for grammar support. The use of AI to tailor teaching to diverse proficiency levels was a core consideration across all activities.
Throughout the workshop, Dr Creely encouraged participants to discuss and reflect on the ethical considerations and digital citizenship principles essential for responsible AI integration.
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In this insightful and highly practical session, the presenter guided viewers through a comparative analysis of English language textbooks used in Australia and Pakistan at the pre-intermediate level. The session highlighted how these resources support or hinder underprivileged students in acquiring English as a second language, with a focus on accessibility, cultural relevance, and alignment to learners’ needs. Participants were introduced to the methodology used for evaluating the textbooks, including criteria related to language skills, sociocultural context and opportunities for meaningful practice. The presenter demonstrated key findings from the analysis, drawing attention to differences in pedagogical approaches and the implications for classroom practice. Discussions about how the insights from the study could inform curriculum design and teaching strategies in diverse contexts followed the presentation leaving viewers with valuable perspectives and strategies to enhance equity and effectiveness in EAL provision. An engaging and thought-provoking presentation!
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In this session, final year PHD candidate Sherry, from the Queensland University of Technology unpacked her research into digital inclusion and equity for young people from refugee and asylum seekers in Australia. Her findings highlighted the complex challenges faced by students and educators in terms of access, resourcing and safe learning spaces. The session raised important issues for policy makers and the role of educators to provide culturally responsive and safe learning and facilitate resourcing for access to technology. It also provided insight into many of the challenges young people face during re-settlement and the critical role technology plays in both settlement and education.
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VicTESOL were very pleased to have Dr Melanie Baak present the key note address for the 2024 symposium, which set the scene for the rest of the symposium events. Melanie presented on a significant body of research looking at how schools foster resilience for students from refugee backgrounds. She presented key learnings and information that resonated with the experiences of attendees. Melanie’s insights were very thought provoking, which generated lively discussions between attendees in break out room sessions and led nicely to the next programmed event – hearing the experiences of young people of refugee backgrounds in Victorian schools.
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