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The Revised Victorian Curriculum F-10: EAL 2.0

The Revised Victorian Curriculum F-10: EAL 2.0
3 March 2026, 3:45pm – 4:45pm, AEDT, Online

Summary

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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Teaching EAL students in the secondary classroom: A myriad of learning opportunities

Teaching EAL students in the secondary classroom: A myriad of learning opportunities
4 December 2025, 5:30pm – 6:30pm, AEDT, Online

Summary

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.

Recording

Resources

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2025 LMERC Resourcing Event

LMERC Resourcing Event
November 20 from 5:30 pm – 6:30 pm, Languages and Multicultural Education Resources Centre Level 1, CO.AS.IT Building, 189 Faraday St Carlton

Summary

At this intimate event at LMERC, librarian Ruth Woolven offered participants an engaging overview of the centre and its wide range of resources. She showcased a variety of digital tools including e-readers and read-aloud translation pens,and demonstrated how they can support diverse learning needs. Attendees then had the opportunity to explore the library’s extensive collection, network with colleagues, and share ideas about how these resources can be used in their own contexts.

VicTESOL extends its sincere thanks to Ruth for hosting the session and for providing such an insightful introduction to LMERC’s offerings. We look forward to continuing our partnership in the year ahead!

Resources

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Teaching Otherwise: Hybrid Professional Becoming in Multilingual English Classrooms

Teaching Otherwise: Hybrid Professional Becoming in Multilingual English Classrooms
13 November 2025, 5:30pm – 6:30pm, AEDT, Online

Summary

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.

Recording

Resources

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Persuasive Writing for EAL Learners: A Functional Grammar Approach

Persuasive Writing for EAL Learners: A Functional Grammar Approach
6 November 2025, 5:30pm – 6:30pm, AEDT, Online

Summary

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.

Recording

Resources

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Teaching speaking and listening through chants, rhymes and songs

Teaching speaking and listening through chants, rhymes and songs
21 October 2025, 5:30pm – 6:30pm, AEDT, Online

Summary

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.

Recording

This session was not recorded.

Resources

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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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