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DTSTART;TZID=Australia/Melbourne:20250515T173000
DTEND;TZID=Australia/Melbourne:20250515T183000
DTSTAMP:20260519T080635
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:20250815T080000
DTEND;TZID=Australia/Melbourne:20250815T180000
DTSTAMP:20260519T080635
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:20250904T173000
DTEND;TZID=Australia/Melbourne:20250904T183000
DTSTAMP:20260519T080635
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:20250911T173000
DTEND;TZID=Australia/Melbourne:20250911T193000
DTSTAMP:20260519T080635
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:20251113T173000
DTEND;TZID=Australia/Melbourne:20251113T183000
DTSTAMP:20260519T080635
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:20260311T173000
DTEND;TZID=Australia/Melbourne:20260311T183000
DTSTAMP:20260519T080635
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
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