Teaching Otherwise: Hybrid Professional Becoming in Multilingual English Classrooms
13 November 2025, 5:30pm – 6:30pm, AEDT, Online
Summary
Summary to come.
Recording
Resources
Persuasive Writing for EAL Learners: A Functional Grammar Approach
6 November 2025, 5:30pm – 6:30pm, AEDT, Online
Summary
Summary to come.
Recording
Resources
Teaching speaking and listening through chants, rhymes and songs
21 October 2025, 5:30pm – 6:30pm, AEDT, Online
Summary
In this lively and hands-on session, Barbara showcased the power of rhythm, rhyme and repetition in supporting newly arrived EAL students to develop oral language skills. She began by highlighting the many benefits of chants and rhymes for building confidence, fluency and clarity in spoken English.
Participants experienced how simple vocabulary and sentence chants—set to a steady four-beat rhythm—can be easily adapted to any classroom topic. Through engaging demonstrations, Barbara illustrated how these playful, yet purposeful routines help students internalise language patterns, expand their vocabulary and enjoy the process of learning English.
Teachers also learned how to create their own chants linked to classroom content, reinforcing key language structures and connecting oral language to literacy in meaningful, memorable ways.
Everyone left inspired and equipped with practical, low-prep ideas they could use straight away—confident that even without musical experience, they can bring the joy of rhythm and rhyme into their classrooms.
Recording
This session was not recorded.
Resources
Transforming TESOL Practice: AI as a Literacy and Learning Partner
11 September 2025, 5:30pm – 7:30pm, AEST, Online
Summary
In this two-hour online workshop, Dr Creely shared ideas and insights to support educators to harness artificial intelligence as a transformative tool for English language learners.
The session covered the foundational concepts of AI literacy and explored the use of AI to support learners in the classroom. Teachers learnt how to employ generative AI for translanguaging activities that validate home languages whilst building English proficiency. Participants worked together in small groups to explore various generative AI tools, strategies for crafting effective prompts that generate scaffolded writing exercises, AI for vocabulary practice, and AI for grammar support. The use of AI to tailor teaching to diverse proficiency levels was a core consideration across all activities.
Throughout the workshop, Dr Creely encouraged participants to discuss and reflect on the ethical considerations and digital citizenship principles essential for responsible AI integration.
Recording
Resources
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
4 September 2025, 5:30pm – 6:30pm, AEST, Online
Summary
In this insightful and highly practical session, the presenter guided viewers through a comparative analysis of English language textbooks used in Australia and Pakistan at the pre-intermediate level. The session highlighted how these resources support or hinder underprivileged students in acquiring English as a second language, with a focus on accessibility, cultural relevance, and alignment to learners’ needs. Participants were introduced to the methodology used for evaluating the textbooks, including criteria related to language skills, sociocultural context and opportunities for meaningful practice. The presenter demonstrated key findings from the analysis, drawing attention to differences in pedagogical approaches and the implications for classroom practice. Discussions about how the insights from the study could inform curriculum design and teaching strategies in diverse contexts followed the presentation leaving viewers with valuable perspectives and strategies to enhance equity and effectiveness in EAL provision. An engaging and thought-provoking presentation!
Recording
Resources
‘Wenesh Niin’: Laying the foundation of the Spirit Within
3 December 2024, 11:00am – 12:00pm
Summary
Summary to come
Recording
Resources
Becoming future-ready: Digital inclusion of young refugees and asylum seekers in Australia.
November 28 from 4:30 pm – 5:30pm
Summary
In this session, final year PHD candidate Sherry, from the Queensland University of Technology unpacked her research into digital inclusion and equity for young people from refugee and asylum seekers in Australia. Her findings highlighted the complex challenges faced by students and educators in terms of access, resourcing and safe learning spaces. The session raised important issues for policy makers and the role of educators to provide culturally responsive and safe learning and facilitate resourcing for access to technology. It also provided insight into many of the challenges young people face during re-settlement and the critical role technology plays in both settlement and education.
2024 VicTESOL Symposium – Keynote Session: Refugee education in Australia: what helps, what hinders and what needs to change
11 November 2024, 4:30pm – 5:30pm
Summary
VicTESOL were very pleased to have Dr Melanie Baak present the key note address for the 2024 symposium, which set the scene for the rest of the symposium events. Melanie presented on a significant body of research looking at how schools foster resilience for students from refugee backgrounds. She presented key learnings and information that resonated with the experiences of attendees. Melanie’s insights were very thought provoking, which generated lively discussions between attendees in break out room sessions and led nicely to the next programmed event – hearing the experiences of young people of refugee backgrounds in Victorian schools.
Recording
Resources
2024 VicTESOL Symposium – Workshop: Impacts of Trauma on Learning and Behaviour
20 November 2024, 4:30pm – 6:00pm
Summary
In this session, Lindsey Hogg, Professional Learning Officer, and Allison Greene, Lead and GROWTH Coach, from Foundation House Schools Support Program presented a session on Foundation House’s Recovery Model. This session unpacked practical and developmentally appropriate support strategies for learners’ impacted by trauma. The session emphasized the importance of trauma informed practice when working with learners from refugee or refugee like background and the importance of creating safe and culturally responsive learning environments that empower and promote the establishment of safe and nurturing relationships.
For More information of Foundation House Recovery Model or Refugee Education Support Program or wellbeing services for education sites contact: (03) 9389 8900
School support: https://foundationhouse.org.au/specialised-programs/schools/
Referral Support: https://foundationhouse.org.au/for-clients/make-a-referral/
Recording
Recording to come
Resources used in the session
Other Resources
2024 VicTESOL Symposium – Panel Discussion
18 November 2024, 4:30pm – 5:30pm
Summary
This panel was held in response to symposium keynote address by Melanie Baak, Refugee education in Australia: what helps, what hinders and what needs to change. The Pannel was facilitated by Victesol committee member, April Edwards. Pannel members from a range of settings including school leadership and refugee support services discuss their experiences of working with students from a refugee background. This included the teaching of English as Additional Language, creating welcoming and inclusive social environments, supporting pathways and supporting wellbeing. The Pannel discussed ways schools can be culturally responsive and importance of supporting wellbeing and being aware of challenges faced within the settlement process and establishment of new lives and identities.
Panelists:
Sarah Cunningham has been employed with CatholicCare Victoria since 2020, coordinating a Job Readiness Program for refugee youth and their mothers in Geelong’s Northern Suburbs.
Debra 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.
Christine 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.
Houda 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.
Recording
