BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//VicTESOL - ECPv6.15.20//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-ORIGINAL-URL:https://victesol.vic.edu.au
X-WR-CALDESC:Events for VicTESOL
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-Robots-Tag:noindex
X-PUBLISHED-TTL:PT1H
BEGIN:VTIMEZONE
TZID:Australia/Melbourne
BEGIN:STANDARD
TZOFFSETFROM:+1100
TZOFFSETTO:+1000
TZNAME:AEST
DTSTART:20220402T160000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:+1000
TZOFFSETTO:+1100
TZNAME:AEDT
DTSTART:20221001T160000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:+1100
TZOFFSETTO:+1000
TZNAME:AEST
DTSTART:20230401T160000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:+1000
TZOFFSETTO:+1100
TZNAME:AEDT
DTSTART:20230930T160000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:+1100
TZOFFSETTO:+1000
TZNAME:AEST
DTSTART:20240406T160000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:+1000
TZOFFSETTO:+1100
TZNAME:AEDT
DTSTART:20241005T160000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:+1100
TZOFFSETTO:+1000
TZNAME:AEST
DTSTART:20250405T160000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:+1000
TZOFFSETTO:+1100
TZNAME:AEDT
DTSTART:20251004T160000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:+1100
TZOFFSETTO:+1000
TZNAME:AEST
DTSTART:20260404T160000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:+1000
TZOFFSETTO:+1100
TZNAME:AEDT
DTSTART:20261003T160000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:+1100
TZOFFSETTO:+1000
TZNAME:AEST
DTSTART:20270403T160000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:+1000
TZOFFSETTO:+1100
TZNAME:AEDT
DTSTART:20271002T160000
END:DAYLIGHT
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20260311T173000
DTEND;TZID=Australia/Melbourne:20260311T183000
DTSTAMP:20260518T180542
CREATED:20250711T233847Z
LAST-MODIFIED:20260121T064220Z
UID:40404-1773250200-1773253800@victesol.vic.edu.au
SUMMARY:Learner Centred Assessment: Portfolio Assessment of the EAL Framework 
DESCRIPTION:Learner Centred Assessment: Portfolio Assessment of the EAL Framework\n11 March 2026 5:30pm – 6:30pm AEDT\, Online\nCome to this session to hear Gordon TAFE share how they use portfolio as the main assessment method in their adult EAL program. Learn some insights into how this way of designing assessment tasks allows for a flexible\, holistic\, and learner centred approach to gathering and capturing assessment evidence for the EAL Framework. \nSpeaker\nAngela Di Sciascio is a passionate EAL teacher who has worked in the adult sector for over 25 years. Angela is actively involved in state-wide networks including the EAL Framework Adult Sector Advisory Group and VicTESOL committee. She is currently the President of VicTESOL. Angela recently completed her Masters of Education where her research focused on analysing the knowledge underpinning the Victorian EAL Framework accredited curriculum. \nCost\n$10 – VicTESOL members (including members of other state TESOL associations)\n$30 – Non-members\nBecome a member today\, for member prices! \nPlease note: VicTESOL is a not-for-profit organisation. Your registration ensures we can continue to offer high quality professional learning. Registrations are per participant. Purchasing a ticket buys the participant the right to the live online session. Registration is not to be shared with any other person who has not purchased a ticket. 
URL:https://victesol.vic.edu.au/event/learner-centred-assessment-portfolio-assessment-of-the-eal-framework/
LOCATION:Online
CATEGORIES:Affiliated Professional Learning,VicTESOL Professional Learning
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20251113T173000
DTEND;TZID=Australia/Melbourne:20251113T183000
DTSTAMP:20260518T180542
CREATED:20250730T094549Z
LAST-MODIFIED:20250810T013706Z
UID:40557-1763055000-1763058600@victesol.vic.edu.au
SUMMARY:Teaching Otherwise: Hybrid Professional Becoming in Multilingual English Classrooms
DESCRIPTION:Teaching Otherwise: Hybrid Professional Becoming in Multilingual English Classrooms\nLiza Abad\, Amna Iqbal\, Ashley Starford\, Thanh Huong Hang Le (Jo Le)\, Nashid Nigar \nFaculty of Education\, University of Melbourne \n13 November 5:30pm – 6:30pm AEDT\, Online\nA gathering of stories\, senses\, and solidarities \nWhat does it mean to teach English across multiple languages\, lands\, and life-worlds? \nThis session brings together a diverse group of English educators—teaching in schools\, TAFE\, community programs\, and universities across Australia and beyond—who work daily with learners from both English-first and additional-language backgrounds. The panel members are connected through Dr Nigar’s teaching and research on languages and literacies education at the University of Melbourne\, and as participants and/or co-authors in her related projects. Many have also shared narratives of lived experience and professional insight as part of her broader research collaborations. \nTogether with Dr Nigar—whose award-winning research developed the Hybrid Professional Becoming (HPB) approach\, a fluid and relational way of shaping professional identity across contexts—the panel will invite participants into an artefact-rich\, co-created space of epistemic care. \nPremised on Hybrid Relational Onto-Epistemology (HROE)—which we define as mixing diverse ways of being\, connecting\, and knowing—the session foregrounds the lived\, multilingual\, and affectively charged (encompassing emotion\, feeling\, and embodied sense and their movements) knowledge of teachers working with EAL/D learners\, migrant and refugee students\, and culturally diverse cohorts. \nPanellists will share practical and imaginative curriculum provocations\, including: \n· a phonics remix through students’ home languages\, \n· a migration object-as-poem connecting personal histories with classroom learning\, and \n· a pedagogical moment of rupture that reshaped a lesson around student agency. \nThe artefacts do more than illustrate practice—they speak back to standard English focused monolingual standardisation and technocratic pressures\, reclaiming teacher professional identity as ethical\, embodied\, relational\, and affective. \nThrough translanguaging activities such as a Languages of Care Padlet and small-group storytelling\, participants will surface their own hybrid knowings-cum-becomings—shaping professional identity through lived knowledges—and reimagine literacy\, curriculum\, and assessment. Together\, we ask: \n· What do we know as teachers that cannot be measured? \n· Which professional norms feel unliveable? \n· How might we sustain joy\, solidarity\, and agency amid policy constraints? \nParticipants will leave with a practical resource pack—including zines on linguistically and culturally responsive pedagogy\, phonics remixes using students’ home languages\, artefact templates such as ‘migration object-as-poem’ activities\, and care collages designed to build \nclassroom solidarity—which they can adapt for English lessons\, literacy support\, and intercultural projects in their own classrooms and communities”. \nHere\, teaching is reframed not as compliance with fixed norms\, but as a relational and intercultural act of becoming and cosmopolitan envision—a shared journey towards inclusive\, justice-oriented education. \nSpeakers\nLiza C Abad Liza is a globally experienced multilingual teacher\, currently teaching English at a TAFE in Melbourne. With over a decade of experience across ELICOS\, AMEP\, and community education\, she integrates creative and tech-enhanced pedagogies with culturally responsive strategies that honour learners’ journeys\, linguistic assets\, and aspirations. \nAmna Iqbal Amna is a multilingual English teacher and researcher with experience in both public and independent schools\, where she has worked extensively with multilingual EAL students. With a background in English Literature\, Spanish\, and learning design\, she brings creativity\, cultural awareness\, and relational care to her practice. Entering the profession through Teach for Australia\, she is now completing a Master of Education (Research) at the University of Melbourne\, reimagining English teaching as an ethical and inclusive practice that nurtures belonging and curiosity. \nAshley Starford Ashley is an Academic Teacher and Teaching Associate who supports multilingual and EAL learners across higher education and English language programs. He teaches at the University of Melbourne and Monash University and is also an Academic Adviser and ELICOS teacher at Swinburne College. His work centres on inclusive curriculum design\, teacher–student relationships\, and innovative English for Academic Purposes pedagogies. He holds a Master of Education (TESOL) from the University of Melbourne and a Graduate Certificate in Learning and Teaching (Higher Education). \nThanh Huong Hang Le (Jo Le) Jo is a multilingual English teacher and researcher with experience in community\, adult\, and school-based learning settings. Currently supporting students at Collingwood College and AMES Australia\, Jo brings intercultural curiosity\, community care\, and creative inquiry to her teaching. Grounded in lived migration experience and translingual perspectives\, her practice affirms learner voices and cultural heritage while fostering inclusive education. She holds a Master of Education (TESOL) from the University of Melbourne. \nMartha Heng Xia is an EAL/AMEP teacher at Chisholm Institute TAFE with over a decade of experience in English language teaching across TAFE\, RTOs\, and community education. Currently completing her PhD in Education at Monash University\, her research explores multilingualism\, TESOL\, and teacher identities. She designs culturally responsive resources and learning environments that support employability\, life skills\, and student wellbeing\, drawing on her expertise in translating\, intercultural communication\, and learner-centred pedagogy. \nDr Nashid Nigar Nashid is a Lecturer at the University of Melbourne with over 20 years’ teaching experience across schools\, TAFE\, community education\, and universities in Australia and internationally. Awarded the prestigious Mollie Holman Medal for her PhD\, she has made a significant impact on research and practice in English teacher professional identity\, multilingual pedagogies\, and interculturally responsive academic development. Her work focuses on Hybrid Professional Becoming and designing inclusive\, justice-oriented curricula across diverse contexts. \nCost\n$10 – VicTESOL members (including members of other state TESOL associations)\n$30 – Non-members\nBecome a member today\, for member prices! \nPlease note: VicTESOL is a not-for-profit organisation. Your registration ensures we can continue to offer high quality professional learning. Registrations are per participant. Purchasing a ticket buys the participant the right to the live online session. Registration is not to be shared with any other person who has not purchased a ticket. 
URL:https://victesol.vic.edu.au/event/teaching-otherwise-hybrid-professional-becoming-in-multilingual-english-classrooms/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20250911T173000
DTEND;TZID=Australia/Melbourne:20250911T193000
DTSTAMP:20260518T180542
CREATED:20250720T231820Z
LAST-MODIFIED:20250724T221430Z
UID:40457-1757611800-1757619000@victesol.vic.edu.au
SUMMARY:Transforming TESOL Practice: AI as a Literacy and Learning Partner
DESCRIPTION:Transforming TESOL Practice: AI as a Literacy and Learning Partner\n11 September 5:30pm – 7:30pm AEST\, Online\nThis dynamic two-hour online workshop empowers TESOL educators to harness artificial intelligence as a transformative tool for English language learners. Grounded in sociocultural learning theory and multilingual pedagogies\, participants will explore practical strategies that utilise student linguistic repertoires toward effective English language learning. The session begins with foundational concepts of AI literacy before a focus on practical classroom strategies. Teachers will discover how to employ generative AI for translanguaging activities that validate home languages whilst building English proficiency. Participants will learn to craft effective prompts that generate scaffolded writing exercises\, vocabulary practice\, and grammar support tailored to diverse proficiency levels. Interactive demonstrations showcase AI applications for information literacy\, teaching students to critically evaluate AI generated content and develop research skills. The workshop explores creating multimodal learning materials using AI for visual\, textual and interactive content that supports diverse learning styles and cultural backgrounds. A significant focus addresses real world communication preparation\, demonstrating how AI can simulate authentic speaking scenarios from job interviews to community interactions. Teachers will practise designing conversation prompts that reflect lived experiences of students and their future goals and needs. Throughout the workshop\, ethical considerations and digital citizenship principles guide discussions about responsible AI integration. Participants will leave with immediately implementable strategies. This professional development opportunity is designed to transform traditional TESOL approaches\, positioning educators to confidently integrate AI into existing practices. \nSpeaker\nDr Edwin Creely \nDr Edwin Creely is a senior lecturer in the Faculty of Education at Monash University\, Melbourne\, Australia\, bringing over 25 years of classroom teaching experience to his current role. With an international reputation built on more than 60 publications across academic journals and books\, he leads research in digital technologies\, generative artificial intelligence\, and adult education. His recent publications include Digital Empowerment for Refugee and Migrant Learners (2025) and Enhancing Digital Literacies with Adult English Language Learners (2022)\, which provide practical frameworks for educators working with diverse populations. Dr Creely’s research focuses on how emerging technologies can transform teaching practice\, particularly in language education and teacher training programs. His work examines the pedagogical implications of AI integration in classrooms\, developing assessment strategies that support both educators and learners. Through partnerships with educational institutions globally\, he translates research findings into actionable strategies for improving digital literacy outcomes. Dr Creely regularly presents at international conferences on educational technology\, sharing evidence-based approaches that help educators navigate technological innovation while maintaining focus on student learning outcomes and authentic assessment practices. \nCost\n$10 – VicTESOL members (including members of other state TESOL associations)\n$30 – Non-members\nBecome a member today\, for member prices! \nPlease note: VicTESOL is a not-for-profit organisation. Your registration ensures we can continue to offer high quality professional learning. Registrations are per participant. Purchasing a ticket buys the participant the right to the live online session. Registration is not to be shared with any other person who has not purchased a ticket. 
URL:https://victesol.vic.edu.au/event/transforming-tesol-practice-ai-as-a-literacy-and-learning-partner/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20250904T173000
DTEND;TZID=Australia/Melbourne:20250904T183000
DTSTAMP:20260518T180542
CREATED:20250806T105654Z
LAST-MODIFIED:20250806T105654Z
UID:40632-1757007000-1757010600@victesol.vic.edu.au
SUMMARY:An Analysis of Australian and Pakistani English Language Textbooks in Terms of Acquiring English as a Second Language by Underprivileged Students in Both Countries at the Pre-Intermediate Level
DESCRIPTION:An Analysis of Australian and Pakistani English Language Textbooks in Terms of Acquiring English as a Second Language by Underprivileged Students in Both Countries at the Pre-Intermediate Level\n4 September 2025 5:30pm – 6:30pm AEST\, Online\nThis session will cover key research on three theories: Equity Theory\, Cognitive Load Theory and Universal Design Learning while designing a textbook for English as a second language learners. It provide opportunities to interpret language learning resources used in Australia and Pakistan. Discussion will ask how the Australian curriculum might benefit from a comparison with other international contexts\, and vice versa. \nSpeaker\nSameera Ayub Bhatti is a PhD candidate and English and Writing at the University of Sydney. She has 12 years’ experience teaching ESOL in both Australia and Pakistan. She has many publications on English language learning\, teaching\, pedagogy and curriculum\, etc. Her current research presents a comparison of language learning resources in both countries\, informed by current educational theories. \nAbstract \nEnglish is an international language and is used as a way of communication all over the world. English as a second language learners struggle to enhance their language skills due to many factors. The current study explores some of the factors they encounter. It is a comparative research analysis of the textbooks taught in Australian language colleges and Pakistan at the Pre-Intermediate level. It explores the gaps and limitations in accessing textbooks by the underprivileged learners. Underprivileged students’ affordability is taken as a dependent variable of the research\, whereas the analysis of Australian and Pakistani English Language textbooks is the independent variable. This research further aims to identify any disparities or similarities in the educational materials and assess their relevance in fostering language proficiency in not only four skills\, reading\, writing\, listening\, and speaking\, but also in grammar\, vocabulary and pronunciation among underprivileged learners in diverse sociocultural contexts. In  ESL classrooms of colleges and universities in Australia\, the Cutting Edge 3rd Edition Pre-Intermediate textbook and DVD Pack  – 18 January 2013 by Sarah Cunningham (Author)\, Peter Moor (Author)\, Araminta Crace (Author) is taught\, which is analysed in our research. Whereas\, in Pakistan\, the higher education board gives the course outline to teach four skills of language and grammar\, pronunciation\, and vocabulary\, with specific topics. According to those topics\, management or the faculty create handouts by taking content on each topic from the recommended textbooks to teach. Three primary theories are used as a conceptual framework to check the value of the construction of textbooks. Those theories are: Cognitive Load Theory (CLT) by John Sweller (1988)\, Equity Theory by John Stacey Adams (1963) and Universal Design for Learning (UDL) developed by CAST (Center for Applied Special Technology). This research proves productive for future curriculum designers in designing an accessible English Language curriculum for ESL learners. \n  \nKeywords: English as a Second Language Learners (ESL)\, Cognitive Load Theory (CLT)\, Universal Design for Learning (UDL)\, Center for Applied Special Technology (CAST) \nCost\n$10 – VicTESOL members (including members of other state TESOL associations)\n$30 – Non-members\nBecome a member today\, for member prices!
URL:https://victesol.vic.edu.au/event/an-analysis-of-australian-and-pakistani-english-language-textbooks-in-terms-of-acquiring-english-as-a-second-language-by-underprivileged-students-in-both-countries-at-the-pre-intermediate-level/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20250815T080000
DTEND;TZID=Australia/Melbourne:20250815T180000
DTSTAMP:20260518T180542
CREATED:20250205T233313Z
LAST-MODIFIED:20250812T154214Z
UID:38530-1755244800-1755280800@victesol.vic.edu.au
SUMMARY:2025 VicTESOL International Conference
DESCRIPTION:2025 VicTESOL International Conference\nTransforming Futures: Innovations in TESOL\n \nFriday 15 August 2025 from 8:00 am – 6:00 pm\nThe 2025 VicTESOL International Conference will take place on 15 August 2025 at the Pullman Melbourne On The Park. This premier event will bring together national and international educators\, researchers\, and program leaders to explore advancements in the TESOL field. With attendees spanning sectors such as schools\, universities\, and industry\, the conference will foster collaboration and innovation. It will include networking opportunities\, a reception\, and insights into cutting-edge research\, practice\, and services supporting diverse multilingual learners. \nCome along to learn\, share ideas\, and network with colleagues. \nClick here for detailed information about the 2025 VicTESOL Conference.  More information on sessions and speakers to come. \n** EARLY  BIRD Tickets have now sold out** \nTicket Prices  \n$200– VicTESOL members (including members of other state TESOL associations)\n$250– Non-member\n$288– VicTESOL Membership and Conference Ticket Package* \n*Membership and Ticket Package \nThis package includes a ticket to the2025 VicTESOL International Conference \, and an individual membership for VicTESOL for the 2025/26 membership year\, saving you $28 compared to purchasing a membership and then a member rate ticket separately. On purchase\, you will receive a follow up email from VicTESOL advising how to activate your membership. \n 
URL:https://victesol.vic.edu.au/event/2025-victesol-international-conference/
LOCATION:Pullman Melbourne on the Park\, 192 Wellington Parade\, East Melbourne\, Melbourne\, VIC\, 3002\, Australia
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20250515T173000
DTEND;TZID=Australia/Melbourne:20250515T183000
DTSTAMP:20260518T180542
CREATED:20250112T044341Z
LAST-MODIFIED:20250325T214704Z
UID:38507-1747330200-1747333800@victesol.vic.edu.au
SUMMARY:Teaching First Nation Students: Things to consider
DESCRIPTION:Teaching First Nation Students: Things to consider\n15 May 2025. 5:30pm – 6:30pm AEST\, Online\nIn this presentation\, informed by recent studies and collaboration other researchers and educators\, the presenter will describe some of the key issues that need to be considered when teaching First Nation Australian students. This includes a consideration of their diverse language backgrounds\, the impact of cultural issues on learning\, and the importance of family. Suggestions for different approaches and strategies will be outlined. \nSpeaker\nProfessor Rhonda Oliver\, Curtin University \nProfessor Rhonda Oliver has researched extensively in the areas of second language and dialect acquisition\, and task-based language learning. Her recent work includes studies within Australian Aboriginal education settings. She co-edited the award-winning textbook Indigenous Education in Australia Learning and Teaching for Deadly Futures. \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! \nPlease note: VicTESOL is a not-for-profit organisation. Your registration ensures we can continue to offer high quality professional learning. Registrations are per participant. Purchasing a ticket buys the participant the right to the live online session. Registration is not to be shared with any other person who has not purchased a ticket. 
URL:https://victesol.vic.edu.au/event/teaching-first-nation-students-things-to-consider/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20250508T173000
DTEND;TZID=Australia/Melbourne:20250508T183000
DTSTAMP:20260518T180542
CREATED:20250210T012049Z
LAST-MODIFIED:20250325T214813Z
UID:38636-1746725400-1746729000@victesol.vic.edu.au
SUMMARY:The Science of Reading in TESOL: Challenges\, Opportunities\, and Practical Approaches
DESCRIPTION:The Science of Reading in TESOL: Challenges\, Opportunities\, and Practical Approaches\n8 May 2025. 5:30pm – 6:30pm AEST\, Online\nThis session will explore the Science of Reading within the TESOL context\, addressing challenges and misconceptions that often arise. Anh will share key learnings\, practical considerations and necessary modifications for our English language learners. She hopes to provide valuable insights into how TESOL educators can navigate the teaching of reading and in a way that aligns with their students’ needs. \nSpeaker\nAnh Phan has been a secondary EAL teacher since 2014 and is now also a qualified speech pathologist. Her journey with the Science of Reading began in early 2021\, and she has continued to delve deeper into it ever since. During her time at Western English Language School\, she worked collaboratively within the curriculum team to redevelop the school’s reading curriculum and assessments. \nCost\n$10 – VicTESOL members (including members of other state TESOL associations)\n$30 – Non-members\nBecome a member today\, for member prices! \n  \nPlease note: VicTESOL is a not-for-profit organisation. Your registration ensures we can continue to offer high quality professional learning. Registrations are per participant. Purchasing a ticket buys the participant the right to the live online session. Registration is not to be shared with any other person who has not purchased a ticket. 
URL:https://victesol.vic.edu.au/event/the-science-of-reading-in-tesol-challenges-opportunities-and-practical-approaches/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20250327T173000
DTEND;TZID=Australia/Melbourne:20250327T183000
DTSTAMP:20260518T180542
CREATED:20240627T230250Z
LAST-MODIFIED:20250325T214930Z
UID:37188-1743096600-1743100200@victesol.vic.edu.au
SUMMARY:Teaching EAL (English as an AI-assisted Language): From Exrater to ChatGPT
DESCRIPTION:Teaching EAL (English as an AI-assisted Language): From Exrater to ChatGPT\n27 March 2025. 5:30pm – 6:30pm AEDT\, Online\nWhy has Artificial Intelligence (A)I suddenly become such a big issue? Where did it come from? Why should it be of interest to language teachers? This session briefly explores the history of AI\, focusing on Exrater\, an ‘expert support environment’ created for the ASLPR in the 1980s\,  and the use of ChatGPT in a current Masters subject on grammar for language teachers.  EAL teachers are particularly well-positioned to engage with generative AI due to their specialised grammatical knowledge. \nSpeaker\nDr Chris Corbel is a lecturer in the Master of TESOL and Master of Modern Languages Education courses in the Faculty of Education\, University of Melbourne. He has over 50 years’ experience in multiple roles in the AMEP. \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! \nPlease note: VicTESOL is a not-for-profit organisation. Your registration ensures we can continue to offer high quality professional learning. Registrations are per participant. Purchasing a ticket buys the participant the right to the live online session. Registration is not to be shared with any other person who has not purchased a ticket. 
URL:https://victesol.vic.edu.au/event/teaching-eal-english-as-an-ai-assisted-language-from-exrater-to-chatgpt/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20250213T163000
DTEND;TZID=Australia/Melbourne:20250213T180000
DTSTAMP:20260518T180542
CREATED:20241104T045358Z
LAST-MODIFIED:20250210T013254Z
UID:37913-1739464200-1739469600@victesol.vic.edu.au
SUMMARY:Meet the Assessors Online
DESCRIPTION:Meet the Assessors Online\n13 February 2025\, 4:30pm – 6:00pm\, AEDT\, Online\nThis session will provide feedback on student performance in the 2024 VCE EAL exam. In addition\, the main focus of the evening will be on the features of the new Study Design\, particularly in terms of preparing students for the 2025 exam. There will be opportunities for you to ask questions and gain valuable insight into how the exam is assessed. \nPlease note that the content of this session will be similar to that presented through VATE. \nPresenters\nJenna Gomes is currently teaching in the public sector. She was a Co-Chief Assessor in 2023. \nMichael E Daniel has been an EAL assessor since 2004\, and was an Assistant Chief Assessor of EAL in 2022. He is the Head of EAL at Camberwell Grammar School\, and has taught Years 11 & 12 EAL since 2003. \nLinda Hogan has taught VCE English and EAL teacher in the independent and Catholic sectors. \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! \nPlease note: Registrations are per participant. Purchasing a ticket buys the participant the right to the live online session. Registration is not to be shared with any other person who has not purchased a ticket. 
URL:https://victesol.vic.edu.au/event/meet-the-assessors-online-3/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20241203T110000
DTEND;TZID=Australia/Melbourne:20241203T120000
DTSTAMP:20260518T180542
CREATED:20241029T222704Z
LAST-MODIFIED:20241128T211209Z
UID:37982-1733223600-1733227200@victesol.vic.edu.au
SUMMARY:‘Wenesh Niin’: Laying the foundation of the Spirit Within
DESCRIPTION:‘Wenesh Niin’: Laying the foundation of the Spirit Within\n3 December 2024. 11:00am – 12:00pm AEDT\, Online\nNOWPlay is proud to present “Wenesh Niin: Who Am I?”\, a comprehensive teacher’s resource designed to assist educators in understanding and supporting a child’s journey. Created by educators Yvette and Jacinta Manitowabi\, this resource blends Anishinaabe teachings with the Ontario Curriculum to revitalize Anishinaabemowin language and culture while nurturing students’ identities. Through holistic\, land-based learning approach\, it encourages educators to create meaningful environments that connect language\, writing\, and community.\nIn this presentation\, we will highlight some of the activities that are presented in this resource. \nSpeakers\nAnishinaabe Kwe from Wikwemikong First Nation and a part of the Bear Clan\, Jacinta is currently teaching in a partial Immersion kindergarten classroom. She started out as an Early Childhood Educator and later worked at becoming a teacher. Jacinta’s love of Anishinaabemowin and Land Based Learning supports the action research she does with the Northern Oral Language and Writing (NOW Play) through OISE. \nYvette Manitowabi is from the Three Fire Confederacy\, Ojibway\, Odawa\, Potawatomi Nation\, of Wikwemikong ON. Canada\, land of the Robinson Huron Treaty Territory. She is a Anishinaabe Kew\, Nokomis (Grandmother)\, Knowledge Keeper\, and Teacher giving back to her community. She was instrumental in bringing Local Developed courses to their High School. She has taught in a Section 19 classroom\, Primary\, Jr Level and Play Base Kindergarten. Level-up classroom. Her journey continues with her focus on giving students a strong sense of identity\, revitalize their ancestral language and connection to Creator. Presently working as Research Assistant NOW Play\, OISE\, University of Toronto \nCost\n$10 – VicTESOL members (including members of other state TESOL associations)\n$30 – Non-members\nBecome a member today\, for member prices!
URL:https://victesol.vic.edu.au/event/wenesh-niin-laying-the-foundation-of-the-spirit-within/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20241128T163000
DTEND;TZID=Australia/Melbourne:20241128T173000
DTSTAMP:20260518T180542
CREATED:20240707T091750Z
LAST-MODIFIED:20241104T050301Z
UID:37247-1732811400-1732815000@victesol.vic.edu.au
SUMMARY:Becoming future-ready: Digital inclusion of young refugees and asylum seekers in Australia
DESCRIPTION:Becoming future-ready: Digital inclusion of young refugees and asylum seekers in Australia\n28 November 2024. 4:30pm – 5:30pm AEDT\, Online\nThis session will explore the findings of the research on digital inclusion of young refugees and asylum seekers (R/AS) in Australia\, including key issues\, barriers\, available support\, and factors impacting their inclusion both within and beyond the school environment. The thematic analysis of 16 semi-structured interviews and descriptive analysis of 47 survey responses\, from teachers across Australia\, revealed the need for consistent\, targeted\, and ongoing support across various systems influencing the digital inclusion of R/AS youth. Varying skill levels\, access issues\, and migration hardships were identified as major factors impacting their integration into the digital economy. The findings highlight the need for trauma-aware teacher training\, and recognition of the specialized roles of Intensive English Centres and English as an Additional Language/Dialect teachers. The session also addresses the unprecedented challenges posed by the rapidly evolving education landscape with the introduction of Generative Artificial Intelligence\, emphasizing the importance of developing support systems to ensure R/AS youth are not left behind. \nSpeaker\n \nSherry  is a final-year PhD candidate with the School of Teacher Education and Leadership (STEL) at the Queensland University of Technology (QUT). She holds a Masters of Secondary Teaching from Western Sydney University (WSU) and a Bachelors in Business Administration from Macquarie University. Sherry has been employed as a Research Assistant since 2017 on various projects at WSU\, QUT\, and the University of Technology\, Sydney. She has worked independently and collaboratively on local and national research projects for government and industry bodies across education\, health\, technology\, and business disciplines. Driven by her research interests revolving around digital technologies and inclusive education\, her doctoral research focuses on exploring the digital inclusion of young people from a refugee and asylum seeker background upon migration and re-settlement in Australia. \n  \nCost\n$10 – VicTESOL members (including members of other state TESOL associations)\n$30 – Non-members\nBecome a member today\, for member prices!
URL:https://victesol.vic.edu.au/event/becoming-future-ready-digital-inclusion-of-young-refugees-and-asylum-seekers-in-australia/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20241120T163000
DTEND;TZID=Australia/Melbourne:20241120T180000
DTSTAMP:20260518T180542
CREATED:20240826T011924Z
LAST-MODIFIED:20241104T050454Z
UID:37491-1732120200-1732125600@victesol.vic.edu.au
SUMMARY:2024 VicTESOL Symposium - Workshop: Impacts of Trauma on Learning and Behaviour
DESCRIPTION:Impacts of Trauma on Learning and Behaviour\n(2024 VicTESOL Symposium)\n20 November 4:30pm – 6:00pm AEDT\, Online\n\nIn this workshop participants will build collective understanding of how traumatic refugee experiences impact children and young people’s learning\, wellbeing\, and development. In this session you will: \n\nexplore frameworks and tools to support trauma-informed practice\nwork with colleagues using a case study to promote discussion and learning\nidentify strategies you can use to support trauma recovery and learning in the school context\n\nSpeaker\nLindsey Hogg is a Professional Learning Officer in the Foundation House Schools Support program. Lindsey has a background in developing and facilitating professional learning to support capability building in schools and organisations working with children\, young people and families of refugee backgrounds. \nAllison Greene is the leader of the Foundation House Schools Support program. Servicing schools statewide across all sectors\, the Schools Support program is part of the broader Education and Early Years Program\, working to build the capacity of the education sector to meet the needs of children\, young people and families of refugee backgrounds. Allison has a background in school leadership in the Victorian government system and is a certified GROWTH coach. \nCost\nTickets for all four sessions of the 2024 VicTESOl Symposium are now available here. \nIndividual tickets: \n$15 – VicTESOL members (including members of other state TESOL associations)\n$35– Non-members\nBecome a member today\, for member prices!
URL:https://victesol.vic.edu.au/event/workshop-impacts-of-trauma-on-learning-and-behaviour/
LOCATION:Online Webinar
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20241118T163000
DTEND;TZID=Australia/Melbourne:20241118T173000
DTSTAMP:20260518T180542
CREATED:20240826T012247Z
LAST-MODIFIED:20241104T050445Z
UID:37499-1731947400-1731951000@victesol.vic.edu.au
SUMMARY:2024 VicTESOL Symposium - Panel Discussion
DESCRIPTION:Panel Discussion\n(2024 VicTESOL Symposium)\n18 November 4:30pm – 5:30pm AEDT\, Online\n\nCome join the multidisciplinary team of panelists who will unpack the keynote session and discuss their experiences working with students with refugee backgrounds; The panelists will discuss their own experiences\, not only from a teaching of English language perspective but will discuss a wide range of issues that students with a refugee background confront in contemporary schools. \nOur panelists will be made up of individuals who work with students with a refugee background\, in different professional capacities with a whole range of diverse expertise and experiences. \nFacilitator\nApril Edwards has extensive experience working as an EAL and English teacher\, EAL Coordinator and EAL specialist mentor to English teachers. She has promoted the implementation of EAL strategies across the curriculum and for the last 6 years she has worked in Initial Teacher Education and as an EAL consultant to both the Victorian Department of Education and the Victorian and Curriculum Assessment Authority. April currently works at the Faculty of Education\, University of Melbourne\, as a Teaching Academic of English\, TESOL and literacy across the curriculum. Her research focuses on culturally and linguistically sustaining pedagogies that seek to include all learners whilst evoking new\, more pluralistic understandings of the self and others. \nPanel Members \nSarah Cunningham\, Job Readiness Worker\, Catholic Care \nSarah has been employed with CatholicCare Victoria since 2020\, coordinating a Job Readiness Program for refugee youth and their mothers in Geelong’s Northern Suburbs. She is passionate about their clients having informed options\, choice and control over their own education and employment journey once they arrive in Australia. Sarah has worked in education and employment programs and been an advocate with disadvantaged communities for over 14 years and worked alongside many refugee and multicultural clients during that time. \nSarah sees any role she undertakes within the Refugee Community as an absolute honour and loves working alongside inspirational clients and colleagues\, to achieve great things. “We play a small part of a much bigger puzzle for many of our clients\, we can’t do it on our own and I value the many partnerships and programs\, we work with including many amazing teachers and educators. \nDebra Gibson\, Principal at Doveton College P-9 \nDebra Gibson is the Principal of Doveton College – a vibrant learning community comprising an Early Learning Centre for children 0-5 years of age\, school for Foundation to Year 9 and a range of adult learning classes. \nThroughout her career\, she has been dedicated to creating positive and inclusive learning environments for all students with a particular focus on supporting disadvantaged and at-risk young people. Under her leadership Doveton College continues to improve student outcomes (emotional\, social and educational)\, provide equality of access and opportunity and wrap a wide range of health and allied health supports and services around children\, young people and their families. \nAs a educator and educational leader in a range of primary and secondary school settings\, Debra brings a diversity of experience\, a wealth of knowledge\, and an unwavering determination to ensure that every child gets what they need to succeed. \nChristine Bakopanos\, Counsellor-Advocate Senior Practitioner at The Victorian Foundation for Survivors of Torture- known as Foundation House \nChristine Bakopanos is a Counsellor-Advocate Senior Practitioner at The Victorian Foundation for Survivors of Torture- known as Foundation House. Foundation House provides a range of services to people from refugee and asylum-seeker backgrounds who have survived torture or war related trauma. \nChristine has been working at Foundation House for the past 24 years in both research and counselling roles (undertaking individual assessment\, counselling and advocacy\, and therapeutic group work) with adults\, young people and children.  She has also undertaken professional debriefing\, reflective practice and supervision of other service providers\, particularly school wellbeing staff and bicultural workers. \nThrough her years of experience at Foundation House she has developed expertise in refugee trauma counselling\, however her strength and key interest lies in working with refugee young people individually and in therapeutic group work.  She also has had a keen interest in supporting school staff and educators\, as well as the broader educational\, youth service\, and justice sectors\, in being able to best respond to the complex needs and presentations of highly traumatised refugee and asylum-seeker youth\, including unaccompanied minors\, and disengaged at-risk youth who are from refugee backgrounds. \nHouda El Kheir\, Multicultural Education Aide \nHouda El Kheir has been working as a Multicultural Education Aide at Meadows Primary School\, in Melbourne’s north for the last 5 years. She works closely with teachers\, the principal and the wellbeing team in supporting newly arrived and refugee families to navigate the Australian schooling system. Her cultural lens\, strong connection to community and Arabic language have been integral in fostering a safe and supportive environment\, which facilitates the personal growth\, resilience and confidence in both the students and their families. \nHouda facilitates small groups to support students in developing their oral language and communication skills. She translates at Student Support Group meetings and will at times attend school visits with refugee families\, in preparation for high school transition\, or when exploring a Specialist School setting. \nCost\nTickets for all four sessions of the 2024 VicTESOl Symposium are now available here. \nIndividual tickets: \n$15 – VicTESOL members (including members of other state TESOL associations)\n$35– Non-members\nBecome a member today\, for member prices!
URL:https://victesol.vic.edu.au/event/panel-discussion/
LOCATION:Online Webinar
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20241113T163000
DTEND;TZID=Australia/Melbourne:20241113T173000
DTSTAMP:20260518T180542
CREATED:20240826T012242Z
LAST-MODIFIED:20241104T050441Z
UID:37516-1731515400-1731519000@victesol.vic.edu.au
SUMMARY:2024 VicTESOL Symposium - Pre-recorded Interviews: The Experiences of Students from Refugee Backgrounds
DESCRIPTION:Pre-recorded Interviews: The Experiences of Students from Refugee Backgrounds\n(2024 VicTESOL Symposium)\n13 November 2024 from 4:30pm – 5:30pm\, AEDT\n\nHear the unique experiences of senior secondary school students who arrived in Australia through humanitarian pathways. \nPlease note that the pre-recorded interviews will not be made available to those who do not purchase tickets to the symposium or to this individual session. \nTickets for all four sessions of the 2024 VicTESOl Symposium are now available here. \nIndividual tickets: \n$15 – VicTESOL members (including members of other state TESOL associations)\n$35– Non-members\nBecome a member today\, for member prices!
URL:https://victesol.vic.edu.au/event/pre-recorded-interviews-the-experiences-of-students-from-refugee-backgrounds/
LOCATION:Online Webinar
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20241111T163000
DTEND;TZID=Australia/Melbourne:20241111T173000
DTSTAMP:20260518T180542
CREATED:20240826T012245Z
LAST-MODIFIED:20241104T050541Z
UID:37485-1731342600-1731346200@victesol.vic.edu.au
SUMMARY:2024 VicTESOL Symposium - Keynote Session: Refugee education in Australia: what helps\, what hinders and what needs to change
DESCRIPTION:Refugee education in Australia: what helps\, what hinders and what needs to change\n(2024 VicTESOL Symposium)\n11 November 4:30pm – 5:30pm AEDT\, Online\n\nPrevious research has established that young people from refugee backgrounds may have experienced loss and trauma prior to coming to Australia\, may experience  ongoing racism and discrimination in their host country\, and may struggle to adapt to a new and sometimes unfamiliar culture (Arnot & Pinson\, 2005; Baak et al.\, 2020; Block et al.\, 2014; Cooc & Kim\, 2023; Correa-Velez et al.\, 2016; Dryden-Peterson et al.\, 2019; Keddie\, 2012; Koyama & Kasper\, 2021; McIntyre & Hall\, 2020). Students from refugee backgrounds may also require additional learning support to engage with the Australian education system due to limited English language capabilities\, missed or interrupted schooling\, and unfamiliarity with Western curricula and schooling approaches (Brown et al.\, 2006; Woods\, 2009). \nOur study\, the Refugee Student Resilience Study\, sought to explore how schools foster resilience for students from refugee backgrounds.  To do so\, we examined existing policies that shape refugee education and undertook case studies with seven secondary schools.  The case studies were undertaken across two phases. The first phase engaged with over 50 school leaders and teachers to understand current school practices.  The second phase privileged the perspectives and voices of almost 50 students from refugee backgrounds from across the seven schools. The students described the school-level relationships\, activities and services that enable them to develop resilience despite their sometimes-challenging life experiences as young refugees as well as their concerns about cultural issues and educational arrangements that impede their positive development as emerging citizens of an increasingly diverse Australia. \nIn this presentation\, we present key findings from school staff and refugee background students that highlight what currently works and what could be done better in refugee education. \nSpeaker\nDr Melanie Baak  is a Senior Lecturer in UniSA Education Futures and co-convenor of the Migration and Refugee Research Network (MARRNet) and the Race\, Coloniality and Education collective. She is a member of the Centre for Research in Educational and Social Inclusion. Her research and teaching are underpinned by understandings of how systems and structures work to marginalise sections of the population\, particularly Afro-diasporic peoples and those from refugee backgrounds in settler colonial Australia. She currently holds an ARC DECRA Fellowship where she is exploring understandings of un/belonging for Afro-diasporic youth in Australia\, particularly in schools. She was a Chief Investigator on the ARC Linkage Refugee Student Resilience Study (2018-2023). Melanie was awarded an Endeavour Research Fellowship to the University of Glasgow in 2017 where she researched schools as sites of resettlement for Syrian refugees. \nCost\nTickets for all sessions of the 2024 VicTESOl Symposium are now available here. Individual tickets will be released on 26 September 2024. \n$15 – VicTESOL members (including members of other state TESOL associations)\n$35– Non-members\nBecome a member today\, for member prices!
URL:https://victesol.vic.edu.au/event/keynote-session-refugee-education-in-australia-what-helps-what-hinders-and-what-needs-to-change/
LOCATION:Online Webinar
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20241111T080000
DTEND;TZID=Australia/Melbourne:20241120T180000
DTSTAMP:20260518T180542
CREATED:20240826T012835Z
LAST-MODIFIED:20240930T041749Z
UID:37469-1731312000-1732125600@victesol.vic.edu.au
SUMMARY:2024 VicTESOL Online Symposium
DESCRIPTION:2024 VicTESOL Online Symposium\nSupporting students from refugee backgrounds: what helps\, what hinders?\n\nThe 2024 Online VicTESOL Symposium will unpack the perspectives of youth with refugee backgrounds.  It features a keynote presentation by Melanie Baak\, Senior Lecturer in UniSA Education Futures\, who presents her research on the exploration on how schools foster resilience for students from refugee backgrounds. This is followed by a panel discussion to unpack the keynote\, pre-recorded interviews with students with refugee backgrounds and a workshop facilitated by Foundation House. \nClick here for detailed information about the Symposium. \nThe 2024 Online VicTESOL Symposium will deliver FOUR online sessions. Click on the links below to find more information about the individual sessions\, or to purchase individual tickets: \nSession 1: 11 November 2024\, 4:30pm – 5:30pm \nSession 2: 13 November 2024\, 4:30pm  \nSession 3: 18 November 2024\, 4:30pm – 5:30pm \nsession 4: 20 November 2024\, 4:30pm – 6:00pm \nTicket Prices to ALL FOUR sessions: \n$50 – VicTESOL members (including members of other state TESOL associations)\n$130 – Non-member \nDo you work in a well-being focused leadership role? If so\, enjoy 50% OFF our Symposium ticket prices. On purchase\, you will receive a follow up email from VicTESOL to confirm the details of your role. \n$25 – VicTESOL members (including members of other state TESOL associations)\n$65 – Non-member \n*Membership and Ticket Package \n$110 – VicTESOL Membership and Symposium Ticket Package* \nThis package includes a ticket to the 2024 Online VicTESOL Symposium\, and an individual membership for VicTESOL for the 2024/25 membership year\, saving you $28 compared to purchasing a membership and then a member rate ticket separately. On purchase\, you will receive a follow up email from VicTESOL advising how to activate your membership.
URL:https://victesol.vic.edu.au/event/2024-victesol-online-symposium/
LOCATION:Online Webinar
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20241017T163000
DTEND;TZID=Australia/Melbourne:20241017T180000
DTSTAMP:20260518T180542
CREATED:20240430T062635Z
LAST-MODIFIED:20240827T045650Z
UID:36961-1729182600-1729188000@victesol.vic.edu.au
SUMMARY:Educator's Tour of the Immigration Museum and Launch of VicTESOL's Podcast Series
DESCRIPTION:Educator’s Tour of the Immigration Museum and Launch of VicTESOL’s Podcast Series\n17 October 2024\, 4:30pm – 6:00pm AEST\, in person\nJoin us for an in-person event on Thursday 17 October at the Immigration Museum to explore the museum’s resources for your students. \nThe event will include an introduction to the museum’s resources available to educators\, followed by a tour of Joy exhibition and time to explore to explore the museum’s permanent galleries. There will also be opportunities to meet other educators\, network\, and share resources during this event. \nVICTESOL PODCAST SERIES!!!\nWe are also thrilled to announce the launch of our new VicTESOL Podcast series\, hosted by Dr Katrina Tour and A/P Melissa Barnes! This series is dedicated to English language teaching and learning\, bringing you insightful discussions\, expert interviews\, and the latest trends in the field. \nJoin us as we delve into various topics such as innovative teaching strategies\, engagement techniques\, the use of technology and many others. Whether you are an experienced educator or just starting your journey\, VicTESOL Podcast promises to provide valuable content that will inspire and inform you. \nDon’t miss our first episode\, where we discuss the impact of generative AI on English language learning and teaching with Dr Ed Creely from Monash University. \nEpisode 1 – Generative AI in language learning with Dr Edwin Creely \nDr Edwin Creely (Monash University)\, Katrina Tour and Melissa Barnes are diving into the fascinating world of artificial intelligence and its impact on language learning. They discuss exciting opportunities that generative AI offers for language learning and challenges associated with its use. They also speculate about the future developments in AI technologies and what they might mean for language learners and teachers. \nStay curious and stay tuned! \nVENUE INFORMATION \nPlease note there is no parking on-site at the venue\, however\, there are some paid car parks available in the city. The best way to arrive is by public transport; the Museum is close to both tram and train stops. \nThe venue is accessible for wheelchair users. \nCost\n$15 – VicTESOL members\n$40 – Non-members\nBecome a member today\, for member prices!
URL:https://victesol.vic.edu.au/event/educators-tour-of-the-immigration-museum-3/
LOCATION:Immigration Museum\, 400 Flinders St\, Melbourne\, Victoria\, 3000\, Australia
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20240917T163000
DTEND;TZID=Australia/Melbourne:20240917T173000
DTSTAMP:20260518T180542
CREATED:20240709T230120Z
LAST-MODIFIED:20240827T045624Z
UID:37258-1726590600-1726594200@victesol.vic.edu.au
SUMMARY:Metacognition and EAL Teaching
DESCRIPTION:Metacognition and EAL Teaching\n17 September 2024. 4:30pm – 5:30pm AEST\, Online\nResearch has shown that EAL students benefit the most when engaged in metacognitive thinking. This can only be possible when teachers are aware of metacognitive teaching and learning strategies. In this presentation\, we look at what we already know about metacognition and metacognitive teaching and learning strategies. We also discuss how these can be implemented in our teaching and reflection cycles. \nSpeaker\nDr Lilly Yazdanpanah is a Lecturer at La Trobe University’s School of Education. Her research is grounded in issues of equity\, cultural diversity\, and teacher cognition and identity in English language classrooms. Her work with pre-service and in-service teachers has centred on understanding best practices for teaching EAL/D students in Australia and overseas. Incorporating both national and international perspectives\, Lilly has served as a TESOL teacher educator and researcher in over five countries for more than 20 years in higher education. \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/metacognition-and-eal-teaching/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20240910T173000
DTEND;TZID=Australia/Melbourne:20240910T183000
DTSTAMP:20260518T180542
CREATED:20240627T225438Z
LAST-MODIFIED:20240827T045606Z
UID:37181-1725989400-1725993000@victesol.vic.edu.au
SUMMARY:What Grammatical Knowledge is Powerful for Specialist Language Teachers?
DESCRIPTION:What Grammatical Knowledge is Powerful for Specialist Language Teachers?\n10 September 2024. 5:30pm – 6:30pm AEST\, Online\nThis session describes the approach to grammar used in a Masters level subject for specialist language teachers. The subject focuses mainly on grammatical ‘know-how’\, skills in using a scholarly resource\, The Grammar Book. It also addresses  grammatical ‘know-that’\, disciplinary concepts that apply to all grammars and languages. It describes and justifies these ‘grammaring’ skills and ‘threshold’ concepts. But is this grammatical knowledge ‘powerful’ enough for participants’ needs?  Would it work for you? What are the alternatives? \nSpeaker\nDr Chris Corbel is a lecturer in the Master of TESOL and Master of Modern Languages Education courses in the Faculty of Education\, University of Melbourne. He has over 50 years’ experience in multiple roles in the AMEP. \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/what-grammatical-knowledge-is-powerful-for-specialist-language-teachers/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20240905T170000
DTEND;TZID=Australia/Melbourne:20240905T180000
DTSTAMP:20260518T180542
CREATED:20240404T235243Z
LAST-MODIFIED:20240827T045547Z
UID:36650-1725555600-1725559200@victesol.vic.edu.au
SUMMARY:"Eye-opening": How we can use multimodal texts with school staff to support more inclusive school and classroom narratives
DESCRIPTION:“Eye-opening”: How we can use multimodal texts with school staff to support more inclusive school and classroom narratives.\n5 September 2024\,5:00pm – 6:00pm AEST\, Online\nAs EAL teachers\, or as mainstream teachers who work closely with EAL students\, we often advocate for our English language learners. We may discuss ideas with staff and leadership about what it means to be multilingual\, how the use of a home language is beneficial to support English language development and how it fosters our students’ multilingual identity. We also often suggest that EAL pedagogies are good for all learners and feel a sense of frustration that we are not really being heard. But could it be how we frame the issues that is part of the problem? Based on recent research findings\, this professional learning session will give you the opportunity to collaboratively undertake an EAL informed activity that can be taken back to your educational setting to support more holistic conversations around what it means to be a diverse language learner. Discussion questions will also be provided to accompany the task. \nApril Edwards \nApril has extensive experience working as an EAL and English teacher\, EAL Coordinator and EAL specialist mentor to English teachers. She has promoted the implementation of EAL strategies across the curriculum and for the last 6 years she has worked in Initial Teacher Education and as an EAL consultant to both the Victorian Department of Education and the Victorian and Curriculum Assessment Authority. April currently works at the Faculty of Education\, University of Melbourne\, as a Teaching Academic of English\, TESOL and literacy across the curriculum. Her research focuses on culturally and linguistically sustaining pedagogies that seek to include all learners whilst evoking new\, more pluralistic understandings of the self and others. \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/eye-opening-how-we-can-use-multimodal-texts-with-school-staff-to-support-more-inclusive-school-and-classroom-narratives/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20240815T163000
DTEND;TZID=Australia/Melbourne:20240815T173000
DTSTAMP:20260518T180542
CREATED:20240411T010658Z
LAST-MODIFIED:20240411T010658Z
UID:36882-1723739400-1723743000@victesol.vic.edu.au
SUMMARY:Factors influencing EAL teachers’ uptake of AI for teaching and implications for professional development
DESCRIPTION:Factors influencing EAL teachers’ uptake of AI for teaching and implications for professional development\n15 August 2024\, 4:30pm – 5:30pm AEST\, Online\nThe education sector has recently witnessed a growing appetite for teaching and learning applications powered by AI and Generative AI. While many teachers have adjusted to these advances in technology\, they have also observed that their roles are being changed through an increasing role for AI in teaching and learning systems. This underlines the importance of supporting teachers’ AI efficacy through curated training and professional development solutions. The introduction of a bespoke AI-powered language support application at AMES Australia has augmented the range of learning support for its students from migrant and refugee backgrounds studying EAL courses. As well as training the students to use the app\, AMES provided its teachers with professional development sessions on the use of AI in education. This presentation reports on research findings from a survey-based case study of the AMES EAL teachers’ perspectives about and experiences with using AI and the AI app for teaching. This session will present findings about the factors that influenced EAL teachers’ adoption of AI in their teaching practice\, opportunities for influencing enhancements of the app\, and the type of ongoing professional development they would need to fully integrate AI pedagogically and contextually for their students. The presentation includes an opportunity for participants to hear from both the researcher about the research findings\, conclusions and implications and from the AMES Education Quality Manager about the design and delivery of AI professional development at AMES. Participants will have an opportunity to also hear about the limitations and gaps in the current AIED research literature and contribute ideas for future research. \n  \nLouise Smith  \nLouise Smith is a higher degree research student in the area of AI and EAL teaching. She was recently awarded her MTESOL by dissertation for her research into EAL teachers’ use of AI. She is an experienced EAL tutor and consultant\, with a long-standing interest in helping migrants and refugees increase their English proficiency for employment and business development. Prior to commencing a research degree\, she held a number of senior executive roles with the former Department of Immigration where she had the opportunity to live and work in different locations in Australia and overseas. These experiences kindled an interest for her to pursue post-retirement opportunities to contribute to community service organisations that are supporting migrants and refugees in Australia. \nDr Tanya Tran \nDr. Tanya Tran\, the Education Manager Quality Teaching and Learning at AMES\, is the driving force behind the design of professional development programs for EAL teachers that are in line with AMES’ strategic priorities\, including AI and digital engagement. With her Ph.D. in education\, majoring in TESOL from the University of Melbourne\, she has a wealth of knowledge and experience. Before assuming her current role\, she worked as an English teacher educator at a prestigious university overseas\, and as a research specialist in USAID-funded projects. Dr. Tran’s publications focus on teaching practices that promote student learning in higher education settings\, keeping in mind the cultural and contextual features of each particular context. Her expertise in this field is unparalleled\, and she is highly respected for her work. \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/factors-influencing-eal-teachers-uptake-of-ai-for-teaching-and-implications-for-professional-development/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20240725T160000
DTEND;TZID=Australia/Melbourne:20240725T170000
DTSTAMP:20260518T180542
CREATED:20240604T080357Z
LAST-MODIFIED:20240604T080556Z
UID:37063-1721923200-1721926800@victesol.vic.edu.au
SUMMARY:Digital Literacies in EAL Special Interest Group 6: Utilising digital technologies to support assessment practices and feedback
DESCRIPTION:Digital Literacies in EAL Special Interest Group 6: Utilising digital technologies to support assessment practices and feedback\n25 July 2024  4:00pm – 5:00pm\, AEST 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 – “Reading Coach” and “GPT-4o”: Feedback on demand \nThis 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. \nSpeakers: \nAdrian 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. \nResearch presentation: Assessment and feedback: What can we learn from existing research literature and how can digital technologies help to support practice? \nA 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) \nSpeaker:  \nAssociate 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. \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)\n$30 – Non-members
URL:https://victesol.vic.edu.au/event/digital-literacies-in-eal-special-interest-group-6-utilising-digital-technologies-to-support-assessment-practices-and-feedback/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20240613T171500
DTEND;TZID=Australia/Melbourne:20240613T183000
DTSTAMP:20260518T180542
CREATED:20240402T021840Z
LAST-MODIFIED:20240404T235235Z
UID:36645-1718298900-1718303400@victesol.vic.edu.au
SUMMARY:Exploring strategies for educator wellbeing
DESCRIPTION:Exploring strategies for educator wellbeing\n13 June 2024\, 5:15pm – 6:30pm AEST\, Online\nBeing an educator can be immensely meaningful and rewarding\, and at the same time incredibly challenging and stressful. In this workshop we will reflect on our experiences as educators in connection with our sense of purpose\, accomplishment and wellbeing.  We will reflect on ways to enhance our resilience when challenges arise and explore self-care strategies to support our wellbeing at work and in our daily lives. \nSpeaker\nAlexandra Vardis \nAlexandra Vardis is a Learning and Teaching Coach in the Professional Teaching Practice team at Melbourne Polytechnic.  Prior to her current role\, she gained extensive experience as a teacher and Program Leader of Youth EAL and VCAL programs. Alexandra is passionate about partnering with educators through coaching and the facilitation of professional learning to build educator capability in learner-centred and inclusive teaching practices.  Alexandra is committed to fostering learning that is engaging\, challenging and meaningful so that all students can experience success in learning. \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/exploring-strategies-for-educator-wellbeing/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20240606T163000
DTEND;TZID=Australia/Melbourne:20240606T173000
DTSTAMP:20260518T180542
CREATED:20231220T022011Z
LAST-MODIFIED:20240424T022106Z
UID:35772-1717691400-1717695000@victesol.vic.edu.au
SUMMARY:Language and Play: An Australian Intergenerational Family Study
DESCRIPTION:Language and Play: An Australian Intergenerational Family Study\n6 June 2024. 4:30pm – 5:30pm AEST\, Online\nIntergenerational play practices can provide a space and time for social interaction and learning for younger as well as older generations. This presentation reports on an intergenerational family practices project conducted in Australia during 2021-2022. Six families – one from NSW and five from Victoria participated in the study. The research team undertook intergenerational group interviews\, filmed family play activities\, collected video-clips and photos of young children’s play. Four families will be featured in this presentation which will provide educators with a deeper understanding of language and multilingual language development\, and show the importance of valuing family’s and children’s diverse linguistic resources. \nSpeaker\nDr Anne Keary \nAnne’s research\, teaching and engagement work enhances the provision of socially-just education in diverse cultural and linguistic educational settings. She is a senior lecturer with the Faculty of Education and teaches in the areas of Early Childhood and Early Years undergraduate and postgraduate units. Her research employs a qualitative intergenerational longitudinal approach. Anne is an experienced educator who taught across the early childhood\, schools and higher education sectors. On a professional level she has been a member of the Victorian Association of Teaching English to Speakers of Other Languages (VicTESOL) for many 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/language-and-play-an-australian-intergenerational-family-study-2/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20240430T160000
DTEND;TZID=Australia/Melbourne:20240430T171500
DTSTAMP:20260518T180542
CREATED:20240311T214615Z
LAST-MODIFIED:20240424T021119Z
UID:36383-1714492800-1714497300@victesol.vic.edu.au
SUMMARY:Non-native English Language Teachers' Stories: Constructing Cosmopolitan Professional Identities in Australia
DESCRIPTION:Non-native English Language Teachers’ Stories: Constructing Cosmopolitan Professional Identities in Australia\n30 April 2024\, 4:00 – 5:15pm AEST\, Online\nUsing the hermeneutic phenomenological narrative (HPN) approach\, this research examined the professional identity construction of immigrant English language teachers (ELTs) in Australia\, who speak English as a second or additional language. This study addressed two primary problems: the prevalent misrecognition of ELTs’ identity within the Australian context\, rooted in the “binary logic” of native vs. non-native English-speaking teachers\, and the underrepresentation of transnational ELTs’ entire life histories in language teacher PI research. Sixteen immigrant non-native English-speaking teachers participated. Data was generated and analysed using an innovative HPN methods within a hermeneutic phenomenological framework. This research probed the evolution of the ELTs’ professional identity from early childhood to the present\, even projecting their future imagination of professional identity. The absence of a comprehensive theoretical frame for this scope led to the development of a new theoretical construct\, “hybrid professional becoming.” This framework goes beyond the NES—NNEST binary\, presenting a fluid identity shaped over time by transnational professional agency\, ideologies of power\, race\, language\, and cultural intersections. Central to this “hybrid professional becoming” were the determinants like the interaction of the ELTs’ desire in terms of “will to power” and body’s power of affecting and being affected in the identity formation process. Beyond the binary relations of NES—NNEST\, through the practises of reflexivity; agency; solidarity; and productive imagination. This led to their emergence as cosmopolitan English teachers (CTEs)\, who transcend typical binary categorizations. Implications of this research point towards recognizing and endorsing this hybrid professional identity in various professional settings\, offering a potential solution to Australia’s teacher shortage\, and reinforcing multicultural values. Recognizing this hybridity can promote intercultural and ethical English language teacher capabilities and education\, fostering a richer\, more inclusive teaching and learning environment. \nSpeaker\nNashid Nigar \nNashid has over 20 years of English language and academic writing and development teaching experience across various educational sectors in Australia and abroad. Nashid has also completed a PhD on language teacher professional identity in Australia. \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/non-native-english-language-teachers-stories/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20240321T163000
DTEND;TZID=Australia/Melbourne:20240321T173000
DTSTAMP:20260518T180542
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20240312T160000
DTEND;TZID=Australia/Melbourne:20240312T170000
DTSTAMP:20260518T180542
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20240215T163000
DTEND;TZID=Australia/Melbourne:20240215T173000
DTSTAMP:20260518T180542
CREATED:20231220T020412Z
LAST-MODIFIED:20231221T012221Z
UID:35761-1708014600-1708018200@victesol.vic.edu.au
SUMMARY:Multilingual authors 'standing taller' in arts-rich translanguaging spaces
DESCRIPTION:Multilingual authors ‘standing taller’ in arts-rich translanguaging spaces\n15 February 2024\, 4:30pm – 5:30pm\, Online\nIn this presentation\, we will begin by sharing a case study of an arts-rich book making experience facilitated by community organisation\, Kids’ Own Publishing\, to examine how children’s semiotic\, knowledge and identity resources interact to support them to create and sustain meaning making flow and to express unique authorial voices. From this starting point\, we worked collaboratively with Kids’ Own to design a 6 week arts-rich bookmaking experience for Year 4 EAL students to foster students’ identities as resourceful multilingual writers. The second part of this session will explore the elements that supported the development of students’ multilingual writers’ identities: the creation of a translanguaging space\, the use of arts experiences to lead language interactions\, the explicit introduction of translanguaging in a multimodal arts-rich space\, and opportunities to apply translanguaging as multilingual writers. We will demonstrate how the playful multimodal opportunities for meaning making facilitated by arts-rich experiences can support students to build identities as multilingual writers by providing a variety of multimodal entry points to that identity. \nSpeakers\nDr Julie Choi  \nDr Julie Choi is Senior Lecturer in Education (Additional Languages) and leads the Master of TESOL and Master of Modern Languages Education courses in the Faculty of Education\, University \nof Melbourne. She is co-editor and author of multiple books on language\, culture\, identity\, autoethnography\, plurilingualism\, and academic writing. \nDr Rafaela Cleeve Gerkens  \nDr Rafaela Cleeve Gerkens is a primary teacher and lecturer in Language and Literacy and Arts Education in the Faculty of Education at the University of Melbourne. Her research areas include \ndrama-rich pedagogy for learning across the curriculum and arts-rich experiences to support development of children’s critical language awareness. \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/multilingual-authors-standing-taller-in-arts-rich-translanguaging-spaces/
LOCATION:Online
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20240126
DTEND;VALUE=DATE:20240726
DTSTAMP:20260518T180542
CREATED:20230911T113520Z
LAST-MODIFIED:20240201T015050Z
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Australia/Melbourne:20231122T163000
DTEND;TZID=Australia/Melbourne:20231122T180000
DTSTAMP:20260518T180542
CREATED:20230909T061942Z
LAST-MODIFIED:20230909T061942Z
UID:34396-1700670600-1700676000@victesol.vic.edu.au
SUMMARY:Steering the Agentic Vehicle: Exploring English as an Additional language (EAL) Teachers' Professional Agency since the 2021 Victorian EAL Curriculum Reform
DESCRIPTION:Steering the Agentic Vehicle: Exploring English as an Additional language (EAL) Teachers’ Professional Agency since the 2021 Victorian EAL Curriculum Reform\nNovember 22 4:30 pm – 6:00 pm\nThe introduction of the first official EAL curriculum (F-10) in Victoria in 2021 signifies a significant step in acknowledging EAL and English as separate and parallel subjects within the Australian Curriculum (VCAA\, 2021). This curriculum aims to provide EAL teachers with a platform to exercise their professional agency in response to educational change. However\, discussions at the school level regarding the expansion of EAL teachers’ responsibilities within the neo-liberal schooling contexts in Australia\, particularly their agencies\, have been insufficiently provided. \nTo address this gap\, Jiaqi’s doctoral study focuses on how EAL teachers in Victoria demonstrate their professional agency and explores the impact of the introduction of the 2021 Victorian official EAL curriculum. Based on this theme\, we are hosting an event to present the initial findings of this study. We invite you as EAL teachers from across Victoria to join us and share your insights\, experiences\, and challenges related to this new curriculum. Your valuable contributions will enhance our understanding of this curriculum’s implementation and its effects on EAL education in the state. \nDuring the event\, Jiaqi will present the preliminary findings of her research\, shedding light on how EAL teachers have embraced their professional agency and navigated the changes brought by the official EAL curriculum. This discussion will pave the way for a deeper exploration of effective strategies and practices that can elevate EAL education in Victoria. \nBe a part of this insightful event\, as your input will shape the future of EAL teaching and learning in the state. Register now to secure your spot and engage in meaningful discussions with fellow EAL educators. \nJoin us for an inspiring evening of knowledge-sharing and collaboration! \nSpeaker\nJiaqi Li is an English as an additional language (EAL) educator with a focus on students at the secondary and adult levels\, as well as a doctoral researcher in Monash University specialising in EAL teacher education and EAL curriculum planning. She is dedicated to enhancing EAL students’ plurilingual awareness by valuing their multicultural identities through a combination of her research and teaching skills. Her research and commitment to education make her a valuable contributor to discussions on language teaching\, student cross-cultural identity\, and equity in education. \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/steering-the-agentic-vehicle-exploring-english-as-an-additional-language-eal-teachers-professional-agency-since-the-2021-victorian-eal-curriculum-reform/
LOCATION:Online Webinar
CATEGORIES:VicTESOL Professional Learning
ORGANIZER;CN="VicTESOL":MAILTO:victesol@victesol.vic.edu.au
END:VEVENT
END:VCALENDAR