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VCE Bridging EAL Units 1 & 2

VCE Bridging EAL Units 1 & 2

24 May 2023, 4:30pm – 5:30pm, Online

Summary

On 24 May, teachers from two schools presented on VCE Bridging EAL Units 1 & 2 and how this course has been implemented in their settings.

Lucy Nguyen and Carlo Cosner from Mount Ridley Secondary College outlined the Bridging EAL study design and then detailed how they use the course to best suit the students at their school. The subject plays a key role in supporting their students and it is compulsory for all EAL students at the school to take the subject concurrently with EAL in Year 11. They demonstrated how this subject complements EAL Units 1 & 2 and English language learning across the curriculum and for practical purposes.

Rabecca Mphande from Hampton Park Secondary College then discussed the approach to the implementation of the subject at her setting. She explained the whole school approach to supporting EAL students and provided a number of practical strategies for supporting students’ language skill development in the VCE Bridging EAL classroom.

We are exploring the possibility of running further sessions in relation to this subject and providing opportunities for current and prospective teachers of VCE Bridging EAL to connect and we encourage you to contact us if this is something you would be interested in. Resources for this session are now available to members on the VicTESOL website.

Recording

Resources

Presentation 1 – Lucy Nguyen and Carlo Cosner

Download (PDF, 1.87MB)

Download (DOCX, 32KB)

Download (DOCX, 33KB)

Presentation 2 – Rabecca Mphande

Download (PDF, 1.28MB)

Download (DOCX, 265KB)

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Using Chat GPT to support EAL teaching and planning

Using Chat GPT to support EAL teaching and planning

Introducing a new series of three videos from VicTESOL on using Chat GPT to support EAL teaching and planning. Join us as we explore how to use Chat GPT to create a range of educational materials that are tailored to the needs of EAL learners. In these videos, we will show you how to create a worksheet, a differentiated model text, and a science unit for EAL learners on the topic of climate change. Watch and learn as we demonstrate how Chat GPT can help you to provide engaging and effective learning experiences for your EAL students.

Please note the above description was generated by Chat GPT!

Using Chat GPT to create a worksheet

Using Chat GPT to create a differentiated model text

Using Chat GPT To create a unit of work

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Meet the Assessors Online

Meet the Assessors Online Jenna Gomes and Michael E Daniel 2 March 2023 from 4:30 pm – 6:00 pm Summary In this online event, Assistant Chief Assessors Jenna Gomes and…

This content is available for VicTESOL members.
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The new VCE English and EAL study design 

The new VCE English and EAL study design
Kellie Heintz

December 6 from 4:00 pm – 5:00 pm

Summary

Kellie Heintz, as the EAL Curriculum Manager of the VCAA, presented a clear and insightful presentation on the flexibility of Units 1 and 2, building on earlier presentations around the new English/EAL Study Design. She offered a specific focus on Unit 1, Outcome 1 – Personal response – and how this outcome allows students to explore identity and the self in relation to the text of study through inferences they make around key ideas or events. For Unit 1, Outcome 2 – Crafting Texts she reminded us of the role of the mentor texts to introduce ideas. She provided multiple examples of mentor texts and ideas around the types of written texts students can create. Of note, she drew our attention back to the role of VCE teachers as having significant agency in Units 1 & 2 – that we can make decisions around offering a broad range of assessment opportunities that scaffold EAL students whilst developing their voice through writing, speaking and listening.

The presentation revealed the significant work Kellie and the VCAA have invested in listening to EAL students and teachers in the new design of these outcomes. A wonderfully clear and insightful session that supported planning for both VCE English and EAL teachers.

Recording

Resources

Download (PDF, 3.1MB)

The following resources may be of assistance in your planning

The VCAA EAL website
https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/english-and-eal/Pages/Index.aspx
Planning
https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/english-and-eal/Pages/Planning.aspx
Teaching and Learning
https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/english-and-eal/Pages/TeachingandLearning.aspx
Assessment
https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/english-and-eal/Pages/Assessment.aspx
On Demand Videos
https://www.vcaa.vic.edu.au/news-and-events/professional-learning/VCE/Pages/VCEEnglish.aspx

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LWA and LMERC at the 2022 Symposium

2022 VicTESOL Symposium
LWA and LMERC at the 2022 Symposium

Alfredo Landeros and Ruth Woolven

LWA

LWA were pleased to share a table with LMERC (Languages and Multicultural Education Resource Centre) at the VicTESOL Symposium on Friday 11th November 2022. It was great to showcase with LMERC resources that related to second language acquisition and language teaching methodology for all levels, from early years to adults.

The AMEP 3 new resources: the English Ready Booklets, AMEPOnline, and the Digital Literacies Framework, Guide, and companion Teaching Resources were of great interest to symposium participants and the participants are looking forward to their publication on the Australian Department of Home Affairs website (Adult Migrant English Program page).

Languages & Multicultural Education Resource Centre (LMERC)

The Symposium provided me with a wonderful opportunity to meet so many EAL educators and the sessions were very informative. Being new to LMERC, I enjoyed chatting about what we provide and what is important to you. We appreciate any suggestions/recommendations for resources.

LMERC is a specialist resource centre for educators across all sectors with both digital and physical resources to support EAL teaching and learning. This includes academic and practical teacher resources; culturally inclusive fiction and non-fiction; games and storytelling kits and realia (puppets, masks, clothes and toys).

We regularly provide bi-lingual dictionaries and picture books, readers and other resources to support your students in schools across Victoria. If you need any resources, you can visit us in Carlton, email for suggestions or look through our catalogue and request items. We have a growing collection of ebooks and audio books that you can access through the catalogue.

We send a newsletter once a term with information about our new resources, professional learning opportunities and relevant articles. Please email if you would like to receive the newsletter.

Telephone: (03) 9349 1418
Catalogue: lmerc.softlinkhosting.com.au
Opening hours: weekdays 9am-5pm, including school holidays

How to Join LMERC and select Register in the top right-hand corner

How to get to LMERC

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Panel of Experts: The ACTA EAL/D Roadmap

2022 VicTESOL Symposium
Panel of Experts: The ACTA EAL/D Roadmap

Chair:
Margaret Corrigan (Carringbush Adult Education)

Panelists:
Dr Michael Michell (University of New South Wales), Mark Melican (Blackburn English Language School), Assoc. Prof. Rod Neilsen (Deakin University)

Summary

Summary and Resources to come

Recording

Recording to come

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Unpacking of Keynote and panel sessions

2022 VicTESOL Symposium
Unpacking of Keynote and panel sessions

Facilitated by various VicTESOL Committee Members

Summary

Following the keynote video presentation and panel discussion, symposium participants broke into four groups to unpack the ideas and concepts presented. This acted a teacher-sharing and networking session, facilitated by VicTESOL committee members, where participants worked in small, multi-sectorial groups to discuss their learnings and how this applied to their context.

Groups captured their discussion using a shared Padlet page, guided by the following questions:
1) What’s the role of EAL teachers in your setting?
2) What is specific to your sector and what do you share with other sectors?
3) Was there anything that surprised you about what is happening in other sectors?
4) How can knowledge about other sectors
• help us support students who are transitioning to or from our sector?
• inspire us?
• inform our broad knowledge of TESOL?
• understand ourselves and our own sector?

After the Padlet activity, the small groups then reported back to the facilitator and larger group, which enabled a rich discussion that drew on a wealth of experience and knowledge. It was a valuable opportunity to explore and celebrate the similarities and differences across early childhood, primary, secondary and adult sectors, within local, state, national and international contexts. The aim is that this session will lead to the development of a shared resource, which will be published on the VicTESOL website. VicTESOL extends their gratitude to the participants for sharing their expertise and experience and their contributions to this resource.

Resources

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Learning Through Languages: Plurilingual Pedagogy in the English Classroom

2022 VicTESOL Symposium
Learning Through Languages: Plurilingual Pedagogy in the English Classroom

Michelle Andrews (Preston North East Primary school), Hien Webb (Collingwood English Language School), and Assoc. Prof. Marianne Turner (Monash University)

Summary

Summary to come

Recording

Resources

Download (PDF, 2.21MB)

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Impacts of Traumatic Refugee Experiences on Learning and Behaviour

2022 VicTESOL Symposium
Impacts of Traumatic Refugee Experiences on Learning and Behaviour

Allison Green and Matt Roger (Foundation House)

Summary

In their session “Impacts of Trauma on Learning and Behaviour”, Allison Greene and Matt Roger from Foundation House presented insight into the practical strategies and theories to support students impacted by refugee experiences. Allison and Matt began by providing some of the theory around refugee trauma and then invited participants to investigate 2 fictional case studies of students from refugee backgrounds. In small groups, teachers discussed some of the concerns that were evident relating to the students’ learning, engagement and behaviour and then shared some possible strategies to support them in their transition to Australian schooling.
The provision of knowledge and practical examples provided by Allison and Matt, along with the reflective discussion, assisted educators to develop their trauma informed lens. The session allowed for participants to explore connections between trauma reactions and supportive responses, and consider how our various educational settings can be a restorative space for students and families from refugee backgrounds. Participants in the session were given some excellent resources to take away which included further strategies and support for teachers when dealing with students’ trauma reactions and disclosures. For further information, resources and professional learning educators can visit the Foundation House website at https://foundationhouse.org.au/.

Presentation and other Resources

Download (PDF, 1.98MB)

Download (PDF, 1.6MB)

Download (PDF, 1.81MB)