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Transforming TESOL Practice: AI as a Literacy and Learning Partner

Transforming TESOL Practice: AI as a Literacy and Learning Partner
11 September 2025, 5:30pm – 7:30pm, AEST, Online

Summary

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.

Recording

Resources

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An Analysis of Australian and Pakistani English Language Textbooks in Terms of Acquiring English as a Second Language by Underprivileged Students in Both Countries at the Pre-Intermediate Level

An Analysis of Australian and Pakistani English Language Textbooks in Terms of Acquiring English as a Second Language by Underprivileged Students in Both Countries at the Pre-Intermediate Level
4 September 2025, 5:30pm – 6:30pm, AEST, Online

Summary

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!

Recording

Resources

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Teaching First Nations Students: Things to Consider

Teaching First Nations Students: Things to Consider
25 May 2025, 5:30pm – 6:30pm, AEDT, Online

Summary

In this presentation, Rhonda Oliver from Curtin University took us through some of the key issues that need to be considered when teaching First Nation Australian students, as informed by recent studies in collaboration with other researchers and educators. Some of these issues include a consideration of students’ diverse language backgrounds, the impact of cultural issues on learning, and the importance of family. Rhonda outlined some practical suggestions for different approaches and strategies which support the learning experience for First Nation students and all students of diverse backgrounds.

Recording

Resources

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The Science of Reading in TESOL: Challenges, Opportunities, and Practical Approaches

The Science of Reading in TESOL: Challenges, Opportunities, and Practical Approaches 8 May 2025, 5:30pm – 6:30pm, AEDT, Online Summary This session explores the body of research from science of...

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Teaching EAL (English as an AI-assisted Language): From Exrater to ChatGPT

Teaching EAL (English as an AI-assisted Language): From Exrater to ChatGPT
27 March  2025, 5:30pm – 6:30pm, AEDT, Online

Summary

Summary to come.

Recording

Resources

Resources to come.

 

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Meet the Assessors Online 2025

Meet the Assessors Online 2025 13 February 2025, 4:30pm – 6:00pm, AEDT, Online Summary The VCAA Chief Assessor for VCE EAL, Jenna Gomes, and Deputy Chief Assessors, Linda Hogan and...

This content is available for VicTESOL members.
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‘Wenesh Niin’: Laying the foundation of the Spirit Within

‘Wenesh Niin’: Laying the foundation of the Spirit Within

3 December 2024, 11:00am – 12:00pm 

Summary

Summary to come

Recording 

Resources

 

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Becoming future-ready: Digital inclusion of young refugees and asylum seekers in Australia

Becoming future-ready: Digital inclusion of young refugees and asylum seekers in Australia.

November 28 from 4:30 pm – 5:30pm

Summary

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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2024 VicTESOL Symposium – Keynote Session: Refugee education in Australia: what helps, what hinders and what needs to change

2024 VicTESOL Symposium – Keynote Session: Refugee education in Australia: what helps, what hinders and what needs to change

11 November 2024, 4:30pm – 5:30pm

Summary

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.

Recording

Resources

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2024 VicTESOL Symposium – Workshop: Impacts of Trauma on Learning and Behaviour

2024 VicTESOL Symposium – Workshop: Impacts of Trauma on Learning and Behaviour

20 November 2024, 4:30pm – 6:00pm

Summary

In this session, Lindsey Hogg, Professional Learning Officer, and Allison Greene, Lead and GROWTH Coach, from Foundation House Schools Support Program presented a session on Foundation House’s Recovery Model. This session unpacked practical and developmentally appropriate support strategies for learners’ impacted by trauma. The session emphasized the importance of trauma informed practice when working with learners from refugee or refugee like background and the importance of creating safe and culturally responsive learning environments that empower and promote the establishment of safe and nurturing relationships.

For More information of Foundation House Recovery Model or Refugee Education Support Program or wellbeing services for education sites contact: (03) 9389 8900

School support: https://foundationhouse.org.au/specialised-programs/schools/

Referral Support: https://foundationhouse.org.au/for-clients/make-a-referral/

Recording

Recording to come

Resources used in the session

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Other Resources

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