In this session, Glynis and Rosemary provided feedback on student performance in the 2019 VCE EAL exam, including analysis of student performance in each section and examples of student responses. There were opportunities for participants to ask questions and gain valuable insight into how the exam is assessed. They also suggested ways to prepare students for the 2020 exam.
Glynis Rose is the chief assessor and Rosemary McLoughlin is the assistant chief assessor of the 2019 VCE EAL Examination.
In part 2, we discussed possible ways to audit your current text lists or collections, and give resource recommendations for you to consider introducing at your school or institution.
Jennifer Peck took participants through the resources available through LMERC, including lists of culturally diverse texts.
Stella Schools Manager Lenny Robinson introduced the audience to two resources developed by Stella Schools to support diversity in text selection: The Read Up Reading Guide, developed in partnership with the Victorian Government, and the Stella Sparks Reading Guide, one of several resources included in their Resource Kit for Stella Sparks schools program.
We then split into groups facilitated by SLAV and LMERC librarians who took participants through some resource recommendations. This part of the session was not recorded.
LMERC Suppliers list (Languages, EAL, Aboriginal and Torres Strait Islander perspectives and culturally diverse fiction) https://tinyurl.com/yy2hbepa
Pre-reading
Prior to the session, participants were asked to read the following article – ‘Assessing and selecting culturally diverse literature for the classroom’ by Helen Adam and Laurie Harper (2016) prior to attending the professional learning event: Culturally Diverse Literature Professional Learning Series – Part 2: Choosing culturally diverse literature (Tuesday 15th September 4:00-5:00pm AEST).
Reference: Adam, H., & Harper, L. (2016). Assessing and selecting culturally diverse literature for the classroom. Retrieved from https://ro.ecu.edu.au/ecuworkspost2013/1892
Upcoming professional learning events:
Culturally Diverse Literature Professional Learning Series: Part 3 – Making changes at my school or institution
https://i.imgur.com/aeJqqIF.png00Association Officerhttps://i.imgur.com/aeJqqIF.pngAssociation Officer2020-09-09 10:26:212020-09-16 19:24:14Culturally Diverse Literature Professional Learning Series – Part 2: Choosing culturally diverse literature – Resources
In this workshop, Sue discussed the important role that students’ home languages play in their classroom learning. She explored the rationale for using translanguaging as a pedagogical approach and present some key classroom translanguaging strategies used by teachers to create more inclusive and engaging learning experiences for multilingual learners.
The session was aimed mostly at upper primary and secondary teachers, but the principles can be applied in wide range of contexts.
Dr Sue Ollerhead is a lecturer in Languages Education at the School of Education at Macquarie University. She has worked extensively as a teacher, teacher trainer and researcher in South Africa, Egypt, the United Kingdom, India and Australia. Her current research focuses on translanguaging pedagogies in culturally and linguistically diverse classrooms. Sue is co-editor of the book Plurilingualism in Teaching and Learning: Complexities across Contexts (2018) and the special issue of the Australian Journal of Applied Linguistics: Translanguaging as a resource in teaching and learning (2020).
https://i.imgur.com/aeJqqIF.png00Association Officerhttps://i.imgur.com/aeJqqIF.pngAssociation Officer2020-08-06 12:41:572020-08-06 14:08:57Resources for Participants: Translanguaging in the Classroom- Dr Sue Ollerhead
Thank you for attending this event. Please complete the evaluation survey. This will help VicTESOL to ensure that the professional learning we offer is relevant and useful, and help us provide feedback to the presenter. The survey takes about 2-5 minutes to complete. Thank you.
When we think of the term ‘culture’, it can be easy to focus on concrete elements such as art, music, clothing or food. However, these visible aspects are only the tip of the cultural iceberg (Ting-Toomey & Chung, 2011). Deeper cultural assumptions are hidden from view and are not as easy to identify. These can include our beliefs about learning and teaching, expectations of politeness, values, social norms or unspoken conversational ‘taboos’. Misunderstandings can easily occur across cultures in these areas. A deeper understanding of the ways in which culture and language influence our views of the world and how we communicate is needed (DeCapua & Wintergerst, 2016). Drawing on DeCapua’s (2018) Culture Myths: Applying Second Language Research to Classroom Teaching, this session offered teachers an opportunity to consider and ‘unpack’ some commonly held ‘myths’ about culture which affect learning and teaching in the adult EAL classroom.
Skye Playsted is an educator with over 20 years of teaching experience as a second language and music teacher in Australian schools. She has taught English to adult students as a volunteer in community refugee support groups, and has been teaching in vocational colleges and university academic English programs in the Refugee Welcome Zone of Toowoomba, Queensland. Skye completed her M Ed (TESOL) via distance through the University of Wollongong, NSW, and has recently moved to Brisbane with her family. She has been awarded a PhD scholarship through the Australian government research training program, to research reflective practice, teacher cognition and oral communication pedagogy in beginner adult English language teaching.
Session summary by David Kezilas (VicTESOL Professional Learning Coordinator):
Structured around Andrea DeCapua’s ‘Culture Myths: Applying Second Language Research in Classroom Teaching’, Skye set about explaining a lot of the myths and misunderstandings which can commonly occur in cross-cultural communication.
Thoroughly researched and drawing on a wide variety of sources, the presentation covered many helpful concepts including big ‘C’ and little ‘C’ culture, the cultural iceberg, cultural lenses, high and low context communication, and collectivism vs individualism.
We thank Skye for all her work and for volunteering her time to present. We also thank participants for attending and sharing their reflections and questions on intercultural communication throughout the session.
https://i.imgur.com/aeJqqIF.png00Association Officerhttps://i.imgur.com/aeJqqIF.pngAssociation Officer2020-05-13 21:13:392020-05-28 20:45:43Resources for participants: VicTESOL Webinar- Intercultural communication in the adult EAL classroom: Concepts and classroom practice (Skye Playsted)
Listening skills are ones we all employ, both passively and actively, but how do we teach and evaluate them as part of VCE EAL assessment?
In this session you will consider how to develop and embed valid EAL listening assessment into every outcome of Units 1-4 through the completion and analysis of an existing assessment tool and subsequent creation of a task based on evidence-based listening assessment practices.
As a passionate EAL, Spanish and 7-12 English teacher as well as an active VicTESOL committee member and second language learner, April is highly experienced in the areas of first and additional languages education. She completed her Masters thesis on VCE listening task assessment at the University of Melbourne and is currently training undergraduate and post graduate teachers at La Trobe University in literacy, secondary EAL pedagogy and curriculum and interdisciplinary education. She recently developed materials for the DET Koorie Outcomes Unit to promote the use of EAL teaching practices for improved social and academic outcomes for Victoria’s Indigenous students.
https://i.imgur.com/aeJqqIF.png00David Kezilashttps://i.imgur.com/aeJqqIF.pngDavid Kezilas2020-03-30 14:42:182020-03-30 14:42:18VCE EAL Listening to Texts – How to Teach and Assess
Functional Multilingualism/Translanguaging are currently popular terms being researched, discussed and adapted to diverse learning settings. This webinar was a practical response to the current interest in Translanguaging, suggesting ways this might look in EALD classrooms and what teachers might consider when developing Translanguaging activities. With the intention of bringing students’ linguistic and cultural knowledge to the fore through redesigning Australian Curriculum and SACE task, four tasks, along with samples of student work, were presented and discussed.
Janet Armitage currently works for the South Australian Department for Education in the role of EAL/D Hub Coach supporting teachers in professional development that recognises Aboriginal and Torres Strait Islander EALD learners. Janet undertook action research in a large secondary school in South Australia where she was an EALD teacher and EALD & Languages Coordinator. She is also a PhD candidate in Applied Linguistics with the University of South Australia and has been part of a team providing professional development to Languages teachers across the state.
https://i.imgur.com/aeJqqIF.png00David Kezilashttps://i.imgur.com/aeJqqIF.pngDavid Kezilas2020-03-04 17:36:142021-06-06 22:14:28Multicultural Classrooms – Plurilingualism in Practice Webinar presented by Janet Armitage
Glynis Rose & Rosemary McLoughlin Tuesday 11 February, 4-5:30 pm, Online event In this session, Glynis and Rosemary provided feedback on student performance in the 2019 VCE EAL exam, including…
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https://i.imgur.com/aeJqqIF.png00David Kezilashttps://i.imgur.com/aeJqqIF.pngDavid Kezilas2019-05-22 19:46:562019-06-10 21:00:09Measuring EAL Students’ Growth Using Visible Learning and Data – Jesus Camacho-Morales & Julia Lippold
Glynis Rose is chief assessor of the VCE EAL exam. In this presentation she gives her reflections on the 2018 EAL exam and offers strategies for teaching students the skills needed in the exam.
https://i.imgur.com/aeJqqIF.png00David Kezilashttps://i.imgur.com/aeJqqIF.pngDavid Kezilas2019-05-01 12:23:012019-05-01 12:23:09Meet the Chief Assessor – Glynis Rose
