These resources have been created as scaffolding tasks to support initial comprehension through to critical analysis via collaborative meaning-making activities for Units 1 and 3, Outcome 1. Students are encouraged to use both English and their common home language to complete these tasks. It is important to note that these documents are not stand alone supports – they should be used in conjunction with a synopsis, extensive discussion about visuals relating to the time and place as well as a range of graphic organisers and models to scaffold writing. However, the nature of the tasks can be adapted for multiple year levels and cohorts when analysing novels, films or plays that are considered challenging for your EAL/D or low SES and multiculturally diverse learners.  

Resources contributed by April Edwards.

Burial Rites Quiz

Download (DOCX, 21KB)

Class Reading Grid

Download (DOCX, 20KB)

Group Reading Task Example 1

Download (DOCX, 17KB)

Group Reading Task Example 2

Download (DOCX, 20KB)

Theme Task

Download (DOCX, 15KB)

Character Quotes Task

Download (DOCX, 18KB)

Symbolism Task (Class generated)

Download (DOCX, 16KB)

Pre and Post Reading Task

Download (DOCX, 17KB)

Mairin Hennebry-Leung & Xuesong (Andy) Gao

Wednesday 19 May, 4-5:30 pm (AEST)

Online Webinar

As most language teachers know, motivation is a vital component of effective language learning. Without it, teachers’ careful planning and creative ideas can quickly be undermined. The research supports this view and finds that motivation can predict anything up to 33% of language learning success. Yet, there is still much we need to understand about motivation in the language classroom. In this talk, we will share insights gathered from a large-scale study conducted among Hong Kong school learners of English.

Two key components of the language learning experience are the teacher and the language environment; we’ll examine what the findings of the study tell us about how teachers’ practices and the language of instruction impact on students’ motivation. A key focus will be on the way in which different features of the language learning experience can lead to a more or less agentive motivation, in other words motivation that is more driven by the student than by the teacher or parents and particularly a motivational orientation more closely tied with a second language identity. We will explore possible explanations for these relationships between classroom features and agentive or less-agentive motivational orientations. Together we will examine what this means for classroom practice and for shaping classrooms that promote and sustain motivated language learning, broadening the discussion to other instructional contexts and drawing on participants’ classroom experience. Through sharing of experiences (good and not so good!) of and challenges and opportunities for generating and sustaining students’ motivation, as well as drawing on relevant theory and research, we will identify key guiding principles of effective motivational language teaching practice.

The talk will be interactive, meaning that participants will be encouraged to share their reactions, reflections and experiences. In order to enrich the conversation, participants will be invited to share specific examples of practice in their diverse contexts. Pause-for-talk moments and breakout rooms will be used to facilitate these conversations.

Mairin Hennebry-Leung started her career teaching Modern Languages and TESOL in a variety of contexts. She joined the University of Tasmania as Lecturer in Languages and TESOL in 2020, prior to which she has held posts in Hong Kong, Scotland and England, working in language education and language teacher education. In addition to this, Mairin has delivered professional development events and materials for teachers in France, Spain, China, Hong Kong and across the UK. Her research focusses on classroom language learning, specifically on language learning motivation, language teacher education, and the relationship between language teaching and citizenship development. Mairin has published widely in international journals including TESOL Quarterly, Language Teaching Research, and Language Learning Journal. She is a co-editor of System: An International Journal of Educational Technology and Applied Linguistics and co-editor of the Edinburgh University Press Textbooks in Applied Linguistics.

Xuesong (Andy) Gao is an associate professor at the School of Education, University of New South Wales, Australia. He has been involved in language teacher education in Hong Kong, mainland China, and Taiwan. His research interests include language learner autonomy, language education policy, and language teacher education. His research has been funded by Research Grants Council (Hong Kong), Sumitomo Foundation (Japan), and the Standing Committee for Language Education and Research (Hong Kong). He has published widely in international journals, including ELT JournalTESOL QuarterlyModern Language Journal, and Teaching and Teacher Education. He is a co-editor of System: An International Journal of Educational Technology and Applied Linguistics and co-editor of the English Language Education book series, published by Springer.

Download (PDF, 772KB)

Here is the reading recommended in the chat function by Mairin during the session:

Chenjing (Julia) You, Zoltán Dörnyei, Language Learning Motivation in China: Results of a Large-Scale Stratified Survey, Applied Linguistics, Volume 37, Issue 4, August 2016, Pages 495–519, https://doi.org/10.1093/applin/amu046

Tuesday March 30, 4:30-6:00 pm Online Event VicTESOL held an afternoon of sharing on the topic of multimedia use in the adult TESOL classroom. The session began with three teachers sharing how they use multimedia in their practice. Fiona Norquay from Carlton Neighbourhood Learning Centre demonstrated how she uses ABC’s ‘90 second news’ program with…

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Jenny Robins Thursday 4 March 2021, 4-5:30 pm (AEDT) Online Event Jenny Robins began as a volunteer in 2011, then became a qualified teacher, working with adult migrants, people from refugee backgrounds and people seeking asylum to help them improve their English. In 2017 Jenny decided to improve her skills and enrolled in a Masters…

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The VicTESOL early childhood and education series will focus on families and communities as a resource for growing and strengthening the development of bi/multilingual children. Registrations are now open for this 2021 professional learning opportunity!


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Luke Treadwell & Tanja Rykovska, AMES Australia

Wednesday 18 November, 4:00-5:30pm AEDT

Online Event

This workshop was based on the premise that digital literacy is vital for living, learning, and working in contemporary Australian society and therefore needs to be a key feature as both a support and an outcome of any relevant EAL program. The session detailed the experience and learnings of one such program that was specifically designed (pre-COVID) to engage low level EAL learners in online learning. The session covered the basic course design principles of our EAL online courses, the strategies developed to engage and support the learners and their challenges and achievements learning in an online environment. Luke and Tanja’s presentation was followed by Q&A and small group discussion.

Luke Treadwell is a senior teacher with many years of program and proect management in AMES. Luke has taught EAL students for many years across many programs and has recently worked extensively with ASMES online learning program.

Tanja Rykovska is an EAL teacher with extensive experience teaching English, designing and delivering EAL programs in various settings and for diverse cohorts. She has a special interest in technology in language learning and has integrated technology in her teaching throughout her career.  She has been involved in AMES online learning initiative since 2015.

 

Download (PDF, 481KB)

If you want to find out more, here is the link to the AMES Course Taster: https://ames-sandbox.mrooms.net/course/view.php?id=51

LMERC information can be accessed by clicking here.  Find out about the collection, services, loan periods and instructions for joining.

 

This presentation was delivered by Jenny Peck at the LMERC Resourcing and Networking Event on Thursday 15th October 2020.

Download (PDF, 4.99MB)

Jenny Peck has prepared a resource sheet in response to some of the questions raised by the participants in this session:

Download (XLSX, 35KB)

 

 

 

Participant contributions are available at:

https://padlet.com/plcoordinator/3iljyoo41ykyuiq8

Online Presentations and Discussion Rooms, Tuesday 6 October, 4-5:30 pm

Naomi Weiler, Stephanie Georgiou, and Maria Papasotiriou

Are you preparing students for the VCE EAL exam? Get ideas and strategies from three experienced EAL teachers and join us afterwards for small group discussions.

Presenters

Stephanie Georgiou has more than 18 years of experience in teaching EAL. She has worked in the adult, Catholic and government sectors, continuing her ongoing tenure at the Department of Education and Training.  She has managed and coordinated multiple programmes throughout her career. This includes setting up a government funded bridging program for refugee students and most recently as Language Centre and EAL coordinator managing the learning of international students and teaching staff within that program. She has run numerous in-house in-services for staff on teaching strategies for EAL students.

Maria Papasotiriou is the Head of EAL at Wellington Secondary College, a large government secondary school in the south eastern suburbs of Melbourne. She is an experienced VCE EAL teacher and has taught local and international students from culturally diverse backgrounds, including refugees with disrupted schooling. She has previously presented at the VATE Conference and has been an English assessor for VCAA.

Naomi Weiler is the EAL Unit 1-4 Coordinator and Gifted Learners’ Leader at St Francis Xavier College. Naomi has ten-years teaching experience in English, EAL, Humanities and Accelerated Subjects. Naomi will be presenting on Section A of the exam. Her approach to the Listening Task is based on the explicit teaching of skills and knowledge to aural content.

Session Resources

Section A Resources – Naomi Weiler, St. Francis Xavier College

Download (PPTX, 604KB)

Section B Resources – Stephanie Georgiou, McKinnon Secondary College

Download (PPTX, 809KB)

Download (DOCX, 312KB)

Download (DOCX, 31KB)

Download (DOCX, 27KB)

Download (DOCX, 28KB)

Download (DOCX, 21KB)

Section C Resources – Maria Papasotiriou, Wellington Secondary College

Download (PPTX, 202KB)

Download (PDF, 348KB)

Yan Yao Choong, Department of Education and Training

Wednesday 12 August, 4:00-5:00pm

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/Pages/default.aspx

https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/discipline/english/literacy/literacy-teaching-toolkit-map-v4.pdf

The Literacy Teaching Toolkit provides practical advice and high impact teaching practices to improve student outcomes in reading, writing and speaking and listening. In 2019, the Foundation to Level 6 Literacy Teaching Toolkit (F-6 Toolkit) was updated to include specific strategies to differentiate for EAL learners.

This webinar introduced the EAL content incorporated in the F-6 Toolkit and how it may be used to support EAL learners. The session was aimed at primary school teachers.

Yan Yao Choong is a Senior Project Officer at the Department of Education and Training (the Department) with ten years of TESOL teaching experience. She has taught English in Korea and tutored EAL students at VCE level. She has worked in Western English Language School and Blackburn English Language School teaching primary-aged migrant and refugee students. Yan Yao was a Primary Curriculum Coordinator at Blackburn English Language School before joining the Department in 2018. She now works to support teachers of EAL learners in conjunction with other areas in the Department.

Download (PDF, 1.03MB)

This session was a practical workshop to assist teachers to modify programs and scaffold learning to assist EAL students to access the Victorian Curriculum across all subject areas. Participants learnt about engaging EAL learners, scaffolding essential vocabulary and making appropriate modifications to learning and assessment tasks.

The session began with a short presentation from Ruth Hibburt. The presentation focused on the ‘nuts and bolts’ of differentiation. The powerpoint presentation is available above. A recording of the presentation will be available shortly.

This presentation was followed by expert teachers from GELC working with participants in small groups to guide them through making appropriate adjustments to a work sample for their EAL learners. Participants were asked to send in a work sample such as lesson plan, unit planner, assessment task or worksheet they are currently using or are planning to use in Term 3 so that GELC staff could formulate recommendations tailored specifically to participants’ needs. This part of the session was not recorded.

This session was aimed at primary and secondary school teachers. Prior to this event, participants were asked to read pages 32-36 of the article ‘Catering for EAL/D Students’ Language Needs in Mainstream Classes: Early Childhood Teachers’ Perspectives and Practices in One Australian Setting’ (Toni Dobinson & Sylvia Buchori).

* Recommended reading: Dobinson, T. J., & Buchori, S. (2016). Catering for EAL/D Students’ Language Needs in Mainstream Classes: Early Childhood Teachers’ Perspectives and Practices in One Australian Setting.. Australian Journal of Teacher Education, 41(2).

Ruth Hibburt is a highly accomplished teacher with over 12 years experience teaching in Victorian Secondary Schools 7-12 and English Language Centres P-10. She specialises in teaching the academic language of Mathematics and Science through planning, engagement, curriculum development, assessment and reporting for EAL Maths and Science P-10. Ruth is a positive change maker in education and an expert in building skills and confidence with teachers and students. She has taught over 3000 students from a diverse range of social backgrounds and learning needs. Ruth currently works in Victorian schools as a Network Numeracy Improvement Teacher.

The GELC staff are all qualified specialist EAL teachers with many years experience in delivering English language programs. GELC programs develop the English language knowledge and skills for students to access the Victorian curriculum across a range of subjects areas including maths, science, humanities and ICT. GELC staff also work in a coaching and mentoring capacity with mainstream classroom teachers to scaffold learning appropriately to meet the needs of EAL students.

Here is a presentation by Premila Veerasamy and Hsah Mu Hen Tun (Geelong English Language School) that covers some further content relating to the discussions from this professional learning event:

Download (PPTX, 4.88MB)