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DTSTART;VALUE=DATE:20240126
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UID:34410-1706227200-1721951999@victesol.vic.edu.au
SUMMARY:Teaching in English in Multilingual Classrooms
DESCRIPTION:Teaching in English in Multilingual Classrooms\nVicTESOL is excited to be partnering with Lexis Education to provide access to the Teaching in English in Multilingual Classrooms (TEMC) course. \nWe are also proud to be offering a $1000 subsidy for up to 20 members* to attend the course! \nSummary of the TEMC course\nWho this is for? \nThis course is for all teachers working with diverse student cohorts aged between 8 and 18 years\, and is particularly suitable for EAL teachers. The TEMC tutor training program focuses on the needs of multilingual students and ways to ensure their success in learning. \nWhat will I gain? \n\nEvidence-based strategies to improve EAL students’ writing and comprehending across all learning and literacy areas.\nPositive relationships with peer teachers in a collaborative and engaging adult learning environment.\nUp to 50 hours of PD recognised by tertiary institutions and education departments. A certificate will be awarded upon completion of the course.\n\nWhat will I learn? \n\nThe language-related needs of students learning through a language that is not their primary language.\nTeaching practices that will build up students’ language and visual resources so that they can be successful learners across all learning areas.\nTeaching practices that address students’ language and learning needs in an explicit manner.\nPositive strategies for self-reflection and self-appraisal.\n\nCourse Content \n\nModule 1: Working with multilingual students\nModule 2: Language and literacy in teaching and learning\nModule 3: The role of language in learning and scaffolding\nModule 4: Learning about language: supporting students to comprehend texts (part 1)\nModule 5: Learning about language: supporting students to comprehend texts (part 2)\nModule 6: Developing students’ vocabulary\nModule 7: Supporting writing\nModule 8: Supporting listening and assessing language development\nModule 9: Programming and assessing: setting up successful frameworks\n\nWhat is the time commitment? \nParticipants will be split into two cohorts\, with the course spread out over 4 months with a fortnightly rhythm and accounting for the holiday period. This timeline is deliberate to ensure the course is not too demanding for teachers. Note that the two cohorts will have different trainers. \nCohort 1 (12 participants)\n9 modules for a total of 23 contact hours and an additional 2–3 hours per module to complete the activities and readings. \n\n31 Jan\n14 Feb\n28 Feb\n13 Mar\n27 Mar\nHOLIDAY BREAK\n17 Apr\n1 May\n15 May\n29 May\n\nTrainer: Chris Newton\nChris is a highly experienced teacher\, Education Advisor and Regional Literacy Manager who has worked in both the primary and secondary sectors. Her passion lies in the explicit teaching of language across all curriculum areas to improve outcomes for all students\, both English speaking and second language learners. She has been extensively involved in designing and delivering professional development programs to empower teachers with the knowledge and tools required to deliver quality learning experiences for their students. \nCohort 2 (12 participants)\n9 modules for a total of 23 contact hours and an additional 2–3 hours per module to complete the activities and readings. \n\nFeb 28\nMarch 13\nMarch 27\nHOLIDAY BREAK\n17 April\n1 May\n15 May\n29 May\n12 June\n26 June\n\nTrainer: Lynette Lingard\nLynette currently works as an independent EAL/D and literacy consultant and is based in Queensland. Her career spans over 24 years as an EAL teacher\, advisor and consultant\, having worked in primary and secondary schools as well as specialist EAL centres in the public education system. Most of her work centres on devising\, planning\, and implementing quality literacy professional development programs for educators\, with a special focus on the language needs of second language learners and the development of whole school approaches to the support of EAL learners. Her interest lies in the important role of the explicit teaching of language across all curriculum areas for all students\, both English speaking and second language learners. \nFor further information including videos and a detailed breakdown of the course modules\, please view the Lexis Education TEMC Website here. \nIf you have any questions\, please email our Professional Learning Coordinator at plcoordinator@victesol.vic.org.au \n*To be eligible for the subsidy you must have been a VicTESOL member for a minimum of one year.  VicTESOL will subsidise up to two participants per school on a first come\, first served basis. 
URL:https://victesol.vic.edu.au/event/teaching-in-english-in-multilingual-classrooms/
LOCATION:Online Webinar
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
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DTSTART;TZID=Australia/Melbourne:20240312T160000
DTEND;TZID=Australia/Melbourne:20240312T170000
DTSTAMP:20260519T125045
CREATED:20231220T021236Z
LAST-MODIFIED:20240208T001629Z
UID:35766-1710259200-1710262800@victesol.vic.edu.au
SUMMARY:Unit 3 and Unit 4 Exams
DESCRIPTION:Unit 3 and Unit 4 Exams\n12 March 2024\, 4-5pm – Online\nThis session will present the new English as an Additional Language (EAL) sample exam\, exam specifications and the expected qualities that will be used to assess student responses in the 2024 exam. The presenter will explore the connections between the Study Design and the examination\, and consider the ways in which the sample exam could be used to inform teaching. There will be the opportunity to reflect on the many ways teachers might work with their cohort to build students’ capacity and confidence to demonstrate their knowledge and skills. Part of this will be informed by a clarification of the difference between the role of assessment in Units 1 and 2\, the role of the SACs in Units 3 and 4\, and the role of the final examination. Above all\, this presentation is designed to reassure teachers that the new Study Design offers them the flexibility to design programs to meet their cohort’s needs and respects their capacity to develop dynamic and exciting courses for their students. \nPresenter\nKellie Heintz is currently employed as the EAL Curriculum Manager at the VCAA. Prior to this\, she was a lecturer in language and literacy education at the Melbourne Graduate School of Education\, where she trained pre-service secondary English teachers. She also worked at VATE\, was an educational adviser with the Teach for Australia program\, and taught VCE English and EAL in the Catholic sector for 20 years. \nCost\n$10 – VicTESOL members (including members of other state TESOL associations affiliated with ACTA)\n$30 – Non-members\nBecome a member today\, for member prices!
URL:https://victesol.vic.edu.au/event/unit-3-and-unit-4-exams/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
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DTSTART;TZID=Australia/Melbourne:20240321T163000
DTEND;TZID=Australia/Melbourne:20240321T173000
DTSTAMP:20260519T125045
CREATED:20240208T050605Z
LAST-MODIFIED:20240318T014903Z
UID:36008-1711038600-1711042200@victesol.vic.edu.au
SUMMARY:Digital Literacies in EAL Special Interest Group 5
DESCRIPTION:Digital Literacies in EAL Special Interest Group 5: Generative AI in adult EAL\n21 March\, 4:30 – 5:30pm\, Online\nAre you interested in digital literacies in EAL settings? Join us for the third SIG event. The event will include a reintroduction of the SIG\, followed by a seminar. \nDigital Literacies in EAL SIG is an initiative 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. \nResearch presentation – Teachers voices on generative AI in adult EAL settings \nGenerative 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. \nSpeakers: \nDr 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. \nAssociate 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. \nPractice presentation – Utilising generative AI for resource development: A teacher’s experience with sample materials \nThe 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. \nSpeaker:  \nAshley 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 \nEvent facilitators \nDr Katrina Tour (Monash University) and Associate Professor Melissa Barnes (LaTrobe University). \nCost \n$10 – VicTESOL members (including members of other state TESOL associations affiliated with ACTA)\n$30 – Non-members
URL:https://victesol.vic.edu.au/event/digital-literacies-5/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
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