Digital Literacies in EAL Special Interest Group (SIG)
Digital Literacies in EAL SIG is a new initiative facilitated by Dr Katrina Tour (Monash University) and Associate Professor Melissa Barnes (LaTrobe University), and supported by VicTESOL.
It is a group for members of TESOL associations in Australia who are interested in digital literacies and their inclusion in EAL learning.
There is also a Facebook Group dedicated to the SIG – View our online community here!
Previous Events
Summary
Summary to Come
Recording
Resources
Relevant links from Adrian Lam
- AI can explain slang, cultural references, idioms/ proverbs, puns
(https://www.youtube.com/watch?v=GiEsyOyk1m4 ) - Can act as conversation partner (https://www.youtube.com/watch?v=XOXMwsq7ACs )
Role play conversations in different scenarios – friends/ work/ phone calls - Unpacking grammatical structures and quickly get more similar examples.
‘The student asked the teacher what to read.’ In such infinitive clauses, the logical subject of the infinitive verb must be inferred. It may be misinterpreted to mean something like “The students asked the teacher what the teacher was reading.”
So you may ask AI to give 10 more examples and counter examples to help practice with. - MS Reading Coach for basic reading skills – https://www.youtube.com/watch?v=jUwI0aDLhwI in particular 1:06 – 3:23
- Adobe study guide video – help with reading to analyse text
https://images-tv.adobe.com/mpcv3/8120/68e12cb3-3eba-474c-a73c-8616302cf906_1707942857.854x480at800_h264.mp4 - Conversation partner with corrections for beginners
Practice presentation: “Reading Coach” and “GPT-4o”: Feedback on demand
This presentation will introduce educators to “Reading Coach” and “GPT-4o” which can provide on-demand and timely feedback to English language learners. Reading Coach and GTP-4o creates opportunities for English language learners to access personalised instruction and feedback, enhancing pronunciation and fluency. This presentation will discuss how platforms like these can reduce teacher workload while also providing engaging learning experience for students.
Speakers: Adrian Lam
Research presentation: Assessment and feedback: What can we learn from existing research literature and how can digital technologies help to support practice?
A review of existing literature suggests that assessment practices are often shaped by educational policy (e.g. increasing use of formative, online assessments) and that feedback has a significant impact on student learning when students are required to interact with and respond to feedback. This presentation will highlight some key findings in the literature and suggest ways that digital technologies can help transform these findings into practice (e.g., using comment banks for feed-forward comments)
Speaker: Associate Professor Melissa Barnes i
Adrian Lam is an experienced secondary teacher who is currently studying his Master of Education (by research) at La Trobe University. His research explores the use of generative AI and its applications to education. He is also a sessional tutor, teaching pre-service teachers about pedagogy and assessment.
Associate Professor Melissa Barnes is the Associate Dean of Learning and Teaching in the School of Education at La Trobe University. Her teaching focus and research interests are situated within the fields of teacher education, pedagogy, assessment, policy and TESOL. Recent research projects include an examination of teacher education policy reforms and school, family and community partnerships supporting families from refugee backgrounds.
Session 1: Research presentation – Teachers voices on generative AI in adult EAL settings
Presenters: Dr Katrina Tour, Associate Professor Melissa Barnes
Generative AI platforms, such as Chat GPT, have already changed (and continue to change) different domains of life, work and learning, undoubtedly creating both opportunities and challenges. With the rapid adoption of AI by organisations and individuals, AI education and AI literacies are becoming increasingly important in everyday life, learning and work. They are especially significant for adult EAL learners, with teachers playing a crucial role in helping learners to develop capabilities associated with understanding and applying AI. This presentation reports initial insights from a recent research project exploring what EAL teachers think about the use of such tools within EAL settings and the potential of generative AI for language learning.
Practice presentation – Utilising generative AI for resource development: A teacher’s experience with sample materials
The recent rise of generative AI platforms, such as ChatGPT, has ignited considerable discussion regarding their utility in second-language learning contexts. Focusing on ChatGPT, this session will explore how generative AI can be effectively used to develop appropriate, reflective, and responsive ESL learning materials in an ELICOS learning centre within a university setting. Students have been found to engage with the learning materials and have found them useful in their exam preparation. Meanwhile, teachers have expressed curiosity about their effectiveness and student responses regarding their appropriateness at different levels. Practical tips for teachers interested in incorporating generative AI into their resource development will be provided.
Presenter: Ashley Starford
Dr Katrina Tour is a Senior Lecturer in the Faculty of Education at Monash University. Her research focuses on the digital literacies of adults and children from refugee and migrant backgrounds as they settle in Australia to enhance educational policies and pedagogies for digital literacies in EAL/TESOL settings.
Associate Professor Melissa Barnes works within the School of Education at La Trobe University. Her teaching focus and research interests are situated within the fields of teacher education, pedagogy, assessment, policy and TESOL. Recent research projects include an examination of teacher education policy reforms and school, family and community partnerships supporting families from refugee backgrounds.
Ashley Starford is an Academic Adviser and ELICOS Teacher at Swinburne College, Melbourne. He has developed several curriculum items for General English, English for Academic Purposes, and bespoke ELICOS courses. He has worked extensively on developing asynchronous materials and was a member of the 2020 Action Research in ELICOS Program. Ashley also teaches part-time at the Faculty of Education, the University of Melbourne, and has been published on a variety of topics in the English Australia Journal. Aside from AI, he is interested in incorporating inclusivity into the ELICOS curriculum and exploring teacher-student relationships in EAL contexts
Summary
This session was comprised of two parts. Firstly, the panellists provided a rich discussion, drawing on their vast experiences with AI in the context of EAL teaching. The session started by defining AI, giving a demonstration of ChatGTP, and providing useful tools and resources. The panel discussed the key benefits and opportunities for using AI in language learning, and challenged teachers to embrace these evolving technologies. It looked at practical examples of how AI can it be used within an EAL classroom to support language learning.
The panel also discussed the important role of teachers in supporting EAL students to develop their critical thinking and AI literacy skills and knowledge. This is not only in the context of maximising its benefits, but also safeguarding students. The panel inspired and challenged teachers, emphasising the importance (and necessity) of embracing AI, and called upon teacher to practice using them. The panel provided practical examples of how AI can be used within the EAL classroom, and also discussed implications for assessment and plagiarism.
In part two, Dr Tour and A/P Barnes discussed their current research which looks at: 1) How do teachers use generative AI in adult EAL settings?, and 2) How do they see its potential for adult EAL learners? They looked at practical examples of how teachers use AI, such as for creating resources, providing feedback, planning, and using it directly with students.
They discussed the challenges and tensions, including possible resistance or negative perceptions. They also looked at the potential for using AI in the EAL classroom, giving practice examples.
This was a deeply thought-provoking discussion which asked teachers to be open and flexible in responding to new technologies. It discussed the implications of AI on what we teach, how we teach, and how we assess. It also prompted teachers to reflect on how we can embrace AI and use it meaningfully within the EAL classroom.
Recording
Resources
Digital Literacies in EAL SIG: Teaching and learning EAL in the age of generative AI
The rapid growth of generative AI tools, including ChatGPT, in the last year has enormous implications for education more generally and EAL education, in particular. Join Digital Literacies in EAL SIG event in which invited speakers discuss the potential and challenges associated with the use of generative AI in EAL settings.
Session 1: Panel discussion – Generative AI in EAL learning: promises and challenges
Panel members: Dr Alexia Maddox (La Trobe University), Dr Shem Macdonald (La Trobe University) and A/P Mark Pegrum (The University of Western Australia)
This panel discussion, featuring AI and EAL experts, explores the role of generative AI in EAL teaching and learning. Discussion will include topics such as a plethora of AI tools available for language learners; students’ and teachers’ roles in learning with AI, AI literacies; practical and ethical challenges associated with the use of AI in linguistically and culturally diverse classrooms. Join us to learn about the latest developments in AI and education and to engage in a thought-provoking discussion on this important topic.
Session 2: Teachers’ voices on generative AI in EAL settings
Dr Katrina Tour (Monash University) and A/P Melissa Barnes (La Trobe University)
Generative AI platforms, such as ChatGPT, have already changed (and continue to change) different domains of life, work and learning, undoubtedly creating both opportunities and challenges. With the rapid adoption of AI by organisations and individuals, AI education and AI literacies are becoming increasingly important in everyday life, learning and work. They are especially significant for adult EAL (English as an Additional Language) learners, with teachers playing a crucial role in helping learners to develop capabilities associated with understanding and applying AI. This presentation reports initial insights from a recent research project exploring what EAL teachers think about the use of such tools within EAL settings and the potential of generative AI for language learning.
Dr Alexia Maddox is a Senior Lecturer in Pedagogy and Education Futures at La Trobe University. She has a background in the sociology of technology and specialises in researching digital frontiers and socio-technical transformation. Her most recent research draws together insights into emerging technology spaces with immersive environments/sensory experiences and technology trends surrounding artificial intelligence, machine learning, algorithmic processes, Web3 gamification and play. Alexia combines a long-term interest in the social impacts of the internet with practical questions about human-technology encounters and how to research them.
Dr Shem Macdonald is a committee member of VicTESOL and a lecturer in language education working with teachers in pre- and in-service programs in the areas of TESOL, languages and multilingual education. His recent research includes a study of university academic learning support staff and their understanding of the issues around generative AI in university learning.
Associate Professor Mark Pegrum works within the Graduate School of Education at The University of Western Australia, where he is the Deputy Head of School (International). He specialises in digital technologies in education, with a particular focus on mobile learning. His current research focuses on mobile and emerging technologies, including extended reality (XR) and generative artificial intelligence (AI); digital literacies and especially attentional literacy; and the forms digital learning takes in diverse contexts across the Global North and South.
Associate Professor Melissa Barnes works within the School of Education at La Trobe University. Her teaching focus and research interests are situated within the fields of teacher education, pedagogy, assessment, policy and TESOL. Recent research projects include an examination of teacher education policy reforms and school, family and community partnerships supporting families from refugee backgrounds.
Dr Katrina Tour a Senior Lecturer in the Faculty of Education at Monash University. Her research focuses on the digital literacies of refugees and migrants, and investigates the ways in which these groups use digital technologies in EAL (English as an Additional language) for life, learning and employment. Katrina’s research projects in EAL contexts have examined innovative teaching and learning with technologies, including the use of generative AI, teachers’ experience with digital literacies, digital multimodal composing and technology use in refugee communities.
Summary
In this presentation, we heard from Dr Edwin Creely and Dr Peter Waterhouse, who spoke about strategies for fostering effective collaboration among EAL students in digital online learning environments. They showed how teachers can model effective communication and ensure students are all contributing, and highlighted the importance of the cultivation of an inclusive, respectful online culture.
Tanja Rykovska also provided some insights into different ways the online tool Padlet can be utilised in the classroom.
Resources
Research presentation: Enhancing collaboration in online learning environments in EAL classrooms
This seminar presents strategies for fostering effective collaboration among EAL students in digital online learning environments. It offers insights into the dynamics of student interaction in online classrooms and proposes ways to enhance engagement, cooperation, wellbeing, and mutual understanding. Based on research conducted by Monash University, the seminar highlights the significance of carefully designed collaborative tasks, structured use of online platforms, and the cultivation of an inclusive, respectful online culture. Innovative digital tools are examined for their creative role in fostering group collaboration. The seminar also identifies the role of teachers in modelling effective communication and ensuring fair contribution from all participants to enhance students’ learning outcomes in EAL, developing their critical thinking, and improving their interpersonal skills. This seminar provides valuable insights for educators striving to adapt traditional collaborative learning strategies to digital platforms, ultimately aiming to foster a more interactive, engaging online learning experience
Dr Edwin Creely is a Senior Lecturer in the Faculty of Education at Monash University. He has extensive research experience in digital literacies and pedagogies, technologies and education, literacy and second language learning, creativity and creative practices, initial teacher education, and artificial intelligence. Edwin has many years of teaching and leadership experience across all sectors in education, including adult education. With Katrina Tour and Peter Waterhouse, he co-authored the AMEP Digital Literacies Framework & Guide (Commonwealth of Australia, 2021) and Enhancing Digital Literacies with Adult English Language Learners (Routledge 2022).
Dr Peter Waterhouse is a Lecturer in the School of Education, Culture and Society in the Faculty of Education at Monash University. He has been an adult educator, teacher educator and researcher most of his professional life; teaching, consulting, and collaborating across a range of contexts, from community and workplace settings to Higher Education. His research interests include adult, lifelong and experiential learning, adult literacy/ies, digital literacy/ies and learning beyond the boundaries of schools. With Katrina Tour and Edwin Creely, he has co-authored the AMEP Digital Literacies Framework & Guide (Commonwealth of Australia, 2021) and Enhancing Digital Literacies with Adult English Language Learners (Routledge 2022).
Practice presentation – Using Padlet for collaborative learning with low-literacy and digital literacy adult EAL learners
‘Padlet is a software people use to make and share content with others. Padlet empowers everyone to make the content they want, whether it’s a quick bulletin board, a blog, or a portfolio.’ Shared content can include texts, links, photos and videos. In an educational setting Padlet can be used to brainstorm; to gather students’ answers or feedback; to share findings for collaborative research projects; for online student portfolios or to gather student work. Padlet is easy-to-use and private, which makes it an ideal digital tool for low-literacy and digital literacy EAL learners. The presenter will share how to use Padlet to learn writing in a collaborative way. She will describe the process of eliciting and constructing a text that precedes writing. She will then describe her experience using Padlet in an adult EAL class – students share their texts on Padlet and collaborate to edit them.
Tanja Rykovska is an experienced English as Additional Language teacher with keen interest in educational technology. She has had opportunities to design, build and deliver blended and online English language courses. In her leadership capacity as a senior teacher at a large educational institution Tanja has supported teachers learning to use digital technology and finding their ways to teach using digital technology. She considers professional development for educators in this area to be imperative as technology changes and new contexts to use digital technology appear. At the same time, Tanja understands that digital literacies exist in complex systems, educational, social and personal. As a fellow at the International Specialised Skills Institute, she researched digitalisation in adult education in the USA and Europe. Tanja embraces lifelong learning in her professional and personal life. She believes that change is the only constant in life and to be comfortable with it she needs to learn and experience new things regularly.
Summary
In this presentation, we heard from Dr Grace Oakley, who spoke about the use of digital technologies for the creation of multimodal digital texts to support language and literacy learning as well as intercultural understanding. She also spoke the use of such digital texts with younger learners from lower socio-economic communities, and how their creation can support EAL learners.
The second session looked at the use of multilingual and multimodal texts to promote rich discussions amongst EAL learners in a primary school setting at an intensive English language school.
Research presentation: Multimodal digital text creation for language and literacy learning
In this presentation, Grace Oakley will talk about several research projects she has been involved in, centring on the use of digital technologies for the creation of multimodal digital texts (MDTs) to support language and literacy learning as well as intercultural understanding. She will describe two international projects which involved the creation and exchange of multimodal digital texts between students in Australia, Japan and China, and how these exchanges were experienced by teachers and students. Also, some of the considerations that might enhance or impede such programs will be discussed. Secondly, Grace will talk about the creation of MDTs in the early years of school to enhance literacy among children from lower socio-economic communities. How the creation of MDTs can support language learning among children for whom English is a Second or Additional language will be highlighted.
Dr Grace Oakley is an Associate Professor at the Graduate School of Education at the University of Western Australia. She was previously a primary teacher and has had some experience teaching Languages. Her research interests include language and literacy learning and teaching from early childhood to adolescence, teacher professional development, and the use of learning technologies from early childhood to adulthood. Her research has included international digital multimodal text exchanges between schools in Australia and Japan, and schools in Australia and Japan, to enhance language learning and intercultural understanding.
Practice presentation – Using multilingual and multimodal texts with EAL students: A teacher’s experience and students sample works
This session will look at how multilingual and multimodal texts can be used effectively to promote rich discussions amongst EAL learners in a primary school setting at an intensive English language school. Students were found to be highly engaged and enjoyed exploring the many ways to communicate their ideas using their home languages and English through the Bookcreator app.
Speaker: Hien Webb began her teaching career as a language, science and maths teacher at secondary school levels. She has over 25 years of experience working for Cultural and Linguistically Diverse (CALD) communities in a range of sectors including community development, counselling and adult education. She is currently an EAL teacher for the New Arrival Program (NAP) at Collingwood English Language School. She is passionate about developing culturally inclusive curriculum and strategies that develop positive cross-cultural relationships amongst diverse learners. Her students have responded positively to the use of multilingual and multimodal texts in the classroom.
Summary
The first session of a new initiative for members of TESOL associations in Australia who are interested in digital literacies and their inclusion in EAL learning was held on 22 March 2023. Dr Pangrazio began by providing a background and definition of digital literacies, focusing on how this is different to digital citizenship and digital rights.
Louise Whittle spoke about her experience with digital tools and the impact Covid had on her use of these tools. She also talked about software and websites she has used with her students previously, demonstrating with videos, images, and descriptions of the purpose, benefits, and limitations of each.
Participants then had the opportunity to ask presenters questions, and a discussion was facilitated.
Research presentation: What is digital literacy?
Like traditional, print-based literacies, digital literacy refers to a competency or capability with a particular topic, field or issue. However, as both conceptual and material notions of the ‘digital’ are slippery, so too are conceptions of what constitutes being ‘literate’. In fact, defining what is meant by digital literacy has become more complicated over time. Invasions of privacy, increasing dataveillance, and the erosion of the democratic sphere are just some of the complex issues in modern societies that digital literacy is supposed to address.
In this presentation, I will outline what digital literacy is and how it differs from other cognate approaches such as digital rights and digital citizenship. I draw on practical examples and strategies for classroom teachers to incorporate into their practice to develop critical digital literacies. I conclude by outlining what digital literacies cannot achieve, in particular the issues and challenges that are, in many respects, beyond the influence of the teacher and the curriculum.
Dr Luci Pangrazio. Luci is a Chief Investigator in the ARC Centre of Excellence of the Digital Child and a senior lecturer in language and literacy at Deakin University. Her research focuses on digital and data literacies, datafication in the home and school, and the politics of digital platforms.
Practice presentation: An online reading program for EAL students: A teacher’s experience
This session will discuss the challenges and opportunities of an online reading program for EAL students. While the reading program encouraged students to engage in reading, there were challenges associated in relation to access to digital technologies.
Presenter: Louise Whittle. Louise has been a primary school teacher for the last 24 years, working in the South Eastern public sector as a classroom teacher and casual relief teacher. She has had overseas experiences teaching in the USA and UAE, where her interest and love of EAL education started. Louise has been providing EAL Language Support/ Intervention in a mainstream school for the last 5 years.
