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2024 VicTESOL Annual General Meeting

VicTESOL Annual General Meeting

Monday 2 December, 2024, 5.00 – 6.00pm AEDT, Online Event

Pre meeting information, documentation, and registration

We would like to invite you to join VicTESOL for our Annual General Meeting.
At the AGM we will listen to presentations from previous VicTESOL Research Grant recipients, hear about VicTESOL’s achievements from the last year, and formally award the 2024 VicTESOL Research Grant to the successful applicants.
Please note this meeting will take place online on Zoom.

Please RSVP by clicking below.
RSVPs close at 5pm, 22nd November 2024.

ACCEPT: Yes – I will attend the VicTESOL AGM

APOLOGY: No – I can’t attend the VicTESOL AGM

  • all nomination forms must be emailed to VicTESOL by 5pm, 22nd of November 2024.
  • all proxy forms must be emailed to VicTESOL by 5pm, 1st of December 2024.

All forms are to be sent to victesol@victesol.vic.edu.au
Forms do not need to be printed and scanned but can be completed using word-processing software and by using an e-signature.

2023 AGM Draft Minutes

Download (PDF, 423KB)

2024 AGM Agenda

Download (DOCX, 38KB)

VicTESOL Committee Nomination Form

Download (DOCX, 107KB)

VicTESOL Proxy Form

Download (DOCX, 79KB)

Please note:

Meeting information

2024 AGM President’s Report

To be uploaded

2024 AGM Treasurer’s Report

To be uploaded

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Immigration Museum and Podcast Launch

Immigration Museum and Podcast Launch

October 17 from 4:30 pm – 6:00pm

Summary

On October 17, VicTESOL hosted an engaging educator’s tour at the Immigration Museum, offering both professional development and an opportunity to explore some of the museum’s latest exhibitions. The evening began with a chance for participants to connect over a selection of tea, coffee and delicious food platters, providing a relaxed atmosphere to chat and network.

Immigration Museum educator Gurmeet Kaur then presented some of the updated resources and educational programs for students visiting the museum. Her insights gave attendees fresh ideas on how to incorporate the museum’s diverse resources and themes into classroom learning. Following this, we heard from Dr. Katrina Tour and A/P Melissa Barnes who officially launched the Voices in TESOL podcast series. The podcast promises to be an invaluable resource for educators in the TESOL community and was a highlight of the evening!

After the presentations, educators had the chance to explore the museum’s exhibitions. The Joy exhibit was a standout, featuring vibrant artworks by Australian artists and interactive elements, including a playful oversized soft bunny and a “Share Your Joy” wall where visitors can reflect on what sparks joy in their own lives. The Videoland exhibit, filled with 90s nostalgia, also provided a fun walk down memory lane! Attendees agreed that the event was a great success and are looking forward to incorporating some of the ideas back in their educational settings.

Resources

Photos from the session

 

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Metacognition and EAL Teaching

Metacognition and EAL Teaching

September 17 from 4:30 pm – 5:30 p

Summary

In this online presentation, Dr Lilly Yazdanpanah discussed the importance of metacognitive thinking for both EAL teachers and students. Dr Yazdanpanah provided participants with a clear definition of both cognition and metacognition and spoke of the benefits to teachers who make space in their teaching, to engage in the reflective practice of systemically considering how their students best learn. Through metacognitive thinking, teachers can become more intentional in their practice, and foster a deeper understanding of their students’ learning experiences.

Additionally, Dr Yazdanpanah emphasized the benefits of teaching metacognitive strategies to students and modelling reflective thinking in the classroom. By demonstrating how to think about their own learning, teachers can guide students to plan for, monitor and evaluate their learning.  During the session, practical examples were shared to illustrate these strategies in action. Through explicitly supporting EAL students to consider the ‘what’, ‘how’, ‘why’ and ‘when’ of their learning, Dr Yazdanpanah demonstrated that EAL students can become more empowered learners.

Resources

Download (PDF, 2.07MB)

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What Grammatical Knowledge is Powerful for Specialist Language Teachers?

What Grammatical Knowledge is Powerful for Specialist Language Teachers?

September 10 from 5:30 pm – 6:30 pm

Summary

On 10 September, we were pleased to have Dr Chris Corbel present the third in his series of webinars for VicTESOL. This webinar focussed on powerful grammatical knowledge for specialist language teachers. Chris first briefly outlined the concept of powerful knowledge. He then explained two types of powerful grammatical knowledge relevant for specialist language teachers:

  • Grammatical know-how – procedural knowledge, the skill of ‘grammaring’. This means the ability to apply grammatical constructions for communicative purposes, to teach grammatical constructions for communicative purposes and to learn about grammatical constructions.
  • Grammatical know-that – propositional knowledge, threshold concepts. This means understanding the core concepts that underpin grammar, not mastery of the details.

This session provided lots of grammatical food for thought for both beginner teachers and experienced EAL teachers.

Recording

Resources

Download (PDF, 1.72MB)

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“Eye-opening”: How we can use multimodal texts with school staff to support more inclusive school and classroom narratives

“Eye-opening”: How we can use multimodal texts with school staff to support more inclusive school and classroom narratives

September 5 from 5:00 pm – 6:00 pm

Summary

In this professional learning session, Ms April Edwards, a Teaching Specialist in English and Literacy Education at the University of Melbourne, led an online session on the role of multimodal texts in promoting inclusivity within schools. This session delved into plurilingualism and multilingual teaching approaches that benefit EAL/D (English as an Additional Language and dialect) students. Key concepts discussed include “Language Interdependence Hypothesis,” which highlights the interconnected nature of students’ language learning across their linguistic repertoires.

This session inspired participating EAL teachers by validating multilingualism, encouraging pride in students’ home languages, and offering practical strategies such as language timelines to incorporate students’ diverse linguistic backgrounds into lessons. It also showcased the impact of recognizing students’ language skills, prompting teachers to reflect on and enhance their own language-inclusive practices.

Attendees were grateful for the learning opportunity and were given the chance to share their own personal and professional experiences.

VicTESOL would like to thank April for generously sharing her knowledge and experience and for her valuable contribution to the VicTESOL professional learning community.

Recording

Resources

Download (PDF, 1.18MB)

ry to come

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Factors influencing EAL teachers’ uptake of AI for teaching and implications for professional development

Factors influencing EAL teachers’ uptake of AI for teaching and implications for professional development

August 15 from 4:30 pm – 5:30 pm

Summary

Factors influencing EAL teachers’ uptake of AI for teaching & implications for professional development covered a study on factors that impacted EAL (English as an Additional Language) teachers’ adoption of AI in teaching, presented at the VicTESOL Professional Learning session by Louise Smith and Dr. Tanya Tran.
The study, conducted with AMES Australia, explored the role of AI in education, focusing on institutional and teacher-related factors that influenced AI use. It highlighted findings from a survey of EAL teachers on their experiences, digital skills, and preferences for professional development (PD) tailored to AI integration.
Key findings revealed that many teachers rated AI as important and felt comfortable using it, with a preference for PD that included practical and reflective activities. Teachers also suggested improvements for tools like the MyAMES Chat app to better support diverse student needs. The presentation concluded with suggestions for future research to explore the broader impacts of AI on teaching practices and teacher collaboration in PD solutions.

Recording

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Exploring strategies for educator wellbeing

Exploring strategies for educator wellbeing

13 June 2024, 5:15 pm – 6:30 pm AEST

Summary

1. Defining Wellbeing
Alexandra began by defining wellbeing as encompassing the health of the whole person, including physical, mental, social, and emotional aspects. Wellbeing is strongly linked to happiness and life satisfaction, influenced by our surroundings and actions, and can change over time. It’s important to note that wellbeing is not a one-size-fits-all concept and requires long-term, sustainable solutions adapted to individual needs.

2. Frameworks for Understanding Wellbeing at Work
Alexandra introduced the PERMA framework as a tool to understand and enhance wellbeing at work. The PERMA model includes:
Positive Emotions: Experiences that contribute to overall happiness and resilience.
Engagement: Being fully absorbed in activities that balance challenge and skill use.
Relationships: Developing meaningful connections with others.
Meaning: Having a sense of purpose and feeling that one’s work is valuable.
Achievement: Accomplishing goals and feeling a sense of competence and pride.

3. Benefits of Setting Boundaries for Wellbeing
Setting boundaries is crucial for maintaining wellbeing. Alexandra emphasized that boundaries help individuals manage stress, prevent burnout, and maintain a healthy work-life balance. Boundaries allow educators to say ‘no’ when necessary, ensuring they do not take on more than they can handle and protecting their time and energy for activities that support their wellbeing.

4. Strategies for Self-Care to Enhance Job Satisfaction, Resilience, and Wellbeing
Alexandra discussed various self-care strategies, including:
Physical Wellbeing: Engaging in regular physical activity and ensuring adequate rest and nutrition.
Emotional Wellbeing: Practising self-compassion, mindfulness, and seeking support when needed.
Professional Wellbeing: Setting realistic goals, celebrating achievements, and continuing professional development.
Social Wellbeing: Building strong relationships with colleagues and participating in a supportive community.

Alexandra also highlighted the importance of creating sustainable habits and reflecting on individual needs to develop a personalised self-care plan.

By integrating these strategies, educators can improve their job satisfaction, resilience, and overall wellbeing.

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Tensions in the Adult ELT Curriculum – Session 2

Tensions in the Adult ELT Curriculum
28 May 2024. 5:30pm – 6:30pm AEST, Online

Summary

On 28th May 2024 Chris Corbel presented the second of two sessions exploring tensions within the current adult ELT curriculum. Using the Adult Migrant English Program (AMEP) as a case study, these sessions explore how its curriculum has changed over time, how the current tensions emerged, and the likelihood of change in the future. Session 1, held on 19th March, looked at how the AMEP has gone through three broad curriculum phases, moving from a focus on elements of language forms (structures), to a focus on elements of language use (functions), and then to the current focus on elements of language tasks (competencies).

In Session 2, The Burden of Compliance, Chris looked at how tensions between policy makers and educators have led to the current onerous compliance demands on teachers in the competency environment. It examined what is being done about these demands and how they may change in the immediate future. Chris highlighted the centrality of trust in the relationship between policy makers and educators, noting that the overburden of compliance has arisen alongside lower trust, the rise of the audit culture and competitive tendering. He is hopeful that with a single national curriculum and a new business model, the burden of compliance may come to be reduced.

Recording

Resources

Download (PDF, 2.33MB)

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Non-native English Language Teachers’ Stories: Constructing Cosmopolitan Professional Identities in Australia

Non-native English Language Teachers’ Stories: Constructing Cosmopolitan Professional Identities in Australia
30 April 2024, 4:00 – 5:15pm AEST, Online

Summary

In this professional learning session, Non-native English Language Teachers’ Stories: Constructing Cosmopolitan Professional Identities in Australia, Nashid Nigar shared her recent PhD findings. In her research she interviewed 16 participants, using a hermeneutic phenomenological narrative (HPN) approach, examining the professional identity construction of immigrant English language teachers (ELTs) in Australia, who speak English as a second or additional language. Nashid discussed the concept of “hybrid professional becoming”, which transcends the binary construct of native and non-native ELTs. This allows for a ‘fluid identity shaped over time by transnational professional agency, ideologies of power, race, language, and cultural intersection’.

The session was a powerful showcase of the challenges and opportunities that exist within the Australian education system. It provided valuable insights into the experiences of immigrant ELTs and how we can foster a ‘richer, more inclusive teaching and learning environment’. Attendees were grateful for the learning opportunity and were given the chance to share their own personal and professional experiences.

VicTESOL would like to thank Nashid for generously sharing her research and for her valuable contribution to the VicTESOL professional learning community.

Recording

Resources

Download (PDF, 4.97MB)