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

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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

Resources to Come

Growing Together and Sustaining Practice

VicTESOL Symposium 2023.
Friday 13th October, 2023, The Academy of Teaching and Leadership

Presenter: Simone Cassidy (Department of Families, Fairness and Housing), Merrilyn Gaulke (Bendigo Crusoe College), and Belinda Gillie Kemmer (Bendigo Crusoe College)

Summary

Summary to Come

Recording

Resources

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Tensions in the Adult ELT Curriculum – Session 1
March 19 from 5:30 pm – 6:30 pm

Summary

In this presentation Dr Chris Corbel talked about how The Adult Migrant English Program (AMEP) evolved through three curriculum eras:

  • Initially, the focus was on specific language structures.
  • Later, the emphasis shifted to language proficiency.
  • Currently, the AMEP emphasises language competencies.

These changes reflect broader shifts in language education. Compliance requirements have adapted accordingly, with a move toward outcomes-based models.

Recording

Resources

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Unit 3 and Unit 4 Exams
March 12 from 4:00-5:00 pm

Summary

In this succinct presentation, Kellie Heintz from the VCAA clearly outlines all 3 sections of the VCE EAL exam through an exploration of the links between the Study Design, the examination tasks themselves and how key skills and knowledge are developed and assessed through in class activities and more formal school-based assessment. She identified key differences from the previous Study Design with regards to final exam questions for each of Sections A, B and C and the role that scaffolded, collaborative formal and informal assessment tasks focussed on specific speaking, reading and viewing, writing and listening skills can and should be explored.

This presentation is a must watch for all English and EAL teachers working not only across Units 3 & 4 as it offers explicit connections between the social elements of teaching and learning, the macro skills and how they can be tied to formal and informal assessment practices.

Recording

Resources

Link to Exam Specifications, and Sample Exam Papers

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