Tuesday 19 October, 4:00-5:30pm (AEST)

Online Webinar

The arrival of the pandemic saw a fast and impressive pivot to remote learning for all sectors of EAL. But as we move our way forward into a new normal, has the pandemic led to a re-imagining of the future of adult EAL delivery? In this event, a range of adult EAL providers share their experiences and insights on the following:

How has their organization changed the way it delivers EAL programs?

How have they refined blended/remote learning?

What has worked? What hasn’t worked?

What feedback have they had – from students, from teachers?

How has remote learning changed the way they teach/view digital literacy skills?

What implications might these changes have for quality and assessment?

Most importantly, what permanent changes do they see moving forward to 2022 and beyond?

Webinar, Tuesday 14 September, 9-10:30am

Andrea DeCapua, Ed.D. is a teacher, researcher, and educational consultant. She has held university appointments at several institutions of higher learning in the United States, including New York University and the University of North Florida. She consults with school districts and professional organizations and is an invited presenter in North America, Europe, and now Australia. Her research interests include struggling culturally and linguistically diverse language learners, particularly students with limited/interrupted formal education (SLIFE) culturally responsive pedagogy, and cross-cultural awareness training. Dr. DeCapua has published numerous articles, book chapters, and books, including a three-book series on SLIFE with H.W. Marshall: Meeting the Needs of SLIFE (2020); Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education (2011) and Making the Transition to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners (2013). In addition, her e-book: SLIFE: What Every Teacher Needs to Know targeted toward all classroom teachers with SLIFE in their classrooms, appeared in 2019.

Session Description

English as an additional language (EAL) learners are a highly diverse group entering our schools with a wide range of backgrounds and needs. Many of them readily develop the necessary language skills, are able to access grade-level subject area content knowledge, and progress satisfactorily in school. However, there are other EAL learners for whom school presents major challenges, who do not progress smoothly, and who are at high risk, particularly those learners who have experienced limited, interrupted, or in some cases no formal education.  Despite best intentions, teachers frequently find that conventional pedagogical practices are not effective with this population. While there are numerous reasons why these learners struggle and accepted pedagogical practices are largely ineffective, I argue that it is not only the new language and unfamiliar content, but also – and more critically – the nature of formal education itself that is a key barrier to their success. I outline the Mutually Adaptive Learning Paradigm (MALP®), a culturally responsive instructional model that builds bridges to formal education for struggling culturally and linguistically diverse learners.  This model promotes academic achievement by helping these learners access the literacy practices and academic ways of thinking of our schools and contemporary society while honoring and respecting their own learning paradigm.  I conclude by examining ways to infuse this model into the classroom through project-based learning.

Please note that the resources from this session will only be available for session registrants, but may be made more freely available in the future. We thank Andrea for making these resources available.

Download (PDF, 17.19MB)

Download (PDF, 62KB)

VicTESOL, the state association for Teachers of English to Speakers of Other Languages (TESOL) & Multicultural Education, held our annual Symposium on Tuesday 31 August. This was live online event from 4-5:30pm AEST.  For this event, we had a panel of speakers, experts in TESOL and multicultural education and related fields who discussed what they see as implications of the COVID pandemic for the field of teaching English as an Additional Language (EAL) in Victoria and Australia.

They discussed what TESOL might look like in the next few years and in the longer term as a result of what we are currently experiencing. With the pausing and slowing of some programs during the pandemic, is there a chance that TESOL and other programs may change?  Is there a chance that while there are no new arrivals that existing programs and services will be affected, not only in the short term, but also in the longer term? How might this look? What might be some of the advantages of possible changes? What might be some less positive consequences of change during and post COVID? What can we do to prepare ourselves for ensuring we maintain and build on the quality of EAL and associated learning and support that has been established over many, many years?

You can view the recording of the event here:

Panelists:

Jessica Bishop, Migrant Information Centre (Eastern Melbourne)

Margaret Corrigan, CEO of Carringbush Adult Education and President of the Australian Council of TESOL associations

Dr Susan Creagh, Honorary Senior Lecturer, School of Education, The University of Queensland

Associate Professor Russell Cross, Language and Literacy Education, Melbourne Graduate School of Education

Carmel Guerra, Director and Chief Executive Officer, Centre for Multicultural Youth

Mark Melican, Principal of Blackburn English Language School

Matt Rodger, Senior Schools Support Officer – RESP Education & Early Years Program Practice & Sector Development, The Victorian Foundation for Survivors of Torture

Chermaine Thomas, Melbourne Archdiocese Catholic Schools Ltd (MACS)

The panel was chaired by Dr Shem Macdonald, VicTESOL President and Lecturer at La Trobe University.

To view the collated comments of participants from the registration process, see below. Participants were asked to identify one positive and one negative coming out of their experience of working in the TESOL field during the pandemic. .

Download (PDF, 122KB)

During the session there was great engagement in the chat and Q&A. We have collated and edited the responses which can be viewed here:

Download (DOCX, 38KB)

The recent issue of TESOL in Context contains an editorial related to the topic covered in today’s session. It is referred to within the symposium event.

Teaching and learning English in the age of COVID-19: Reflecting on the state of TESOL in a changed world

To access this, click here:

https://ojs.deakin.edu.au/index.php/tesol/article/view/1427

Many thanks to all who were involved in this event.

A lot of professional learning quite rightly focuses on the global, big-picture ideas of teaching and learning, but what about a small, everyday practice of successful teaching. In this series of vignettes, EAL teachers showcase a single activity, idea or resource that they find to be effective in the EAL classroom, and discuss how and…

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A lot of professional learning quite rightly focuses on the global, big-picture ideas of teaching and learning, but what about a small, everyday practice of successful teaching. In this series of vignettes, EAL teachers showcase a single activity, idea or resource that they find to be effective in the EAL classroom, and discuss how and why it works. This vignette is generously contributed from Rosemary Abboud, Dandenong North Primary School. It focuses on an Arrange and Describe activity which she uses with primary-aged EAL students. We thank Rosemary for donating her time and expertise.

There is a wealth of EAL expertise out there! Why not share it with the EAL community? We are keen to showcase this practice of teachers in primary, secondary and adult sectors. If you would like to contribute a vignette about an activity you find to be effective in the classroom, please email plcoordinator[at]victesol.vic.edu.au

Download (PDF, 177KB)

Please note that this arrange and describe activity is widely and freely available from a variety of online sources.

Colony to Nation – Bridging the Gap for EAL Learners

Presented by NGV Learn and VicTESOL

Thursday 22 July 2021

Explore the new suite of Colony to Nation resources for English as an Additional Language (EAL) learners. Featuring practical EAL teaching strategies, they are flexibly designed to develop your confidence in engaging students with Australian history through works in the NGV Collection. Apply your knowledge to further adapt Colony to Nation content for a more accessible and enriching teaching and learning program.

This professional learning program was designed for EAL and classroom teachers delivering the Level 5-6 History curriculum in Victorian schools and/or using the Colony to Nation resources. The content was also relevant to teachers of EAL learners in other year levels keen to develop EAL teaching strategies and techniques.

Presented by specialists from Blackburn English Language School and NGV Educators in collaboration with VicTESOL.

Learning objectives

  • Outline key components of the Colony to Nation resources.
  • Develop practical EAL teaching strategies to engage students with artworks in the NGV Collection before, during and after visiting the gallery.
  • Collaborate and share ideas to further adapt the content in the Colony to Nation resources to support the needs of EAL learners.

We encourage you to access and familiarise yourself with the Colony to Nation resources that were explored during the program. The original resources, along with the EAL adaptations, can be found here:

https://www.ngv.vic.gov.au/school_resource/colony-to-nation/

Participants can also access upcoming NGV teacher and student programs and events here:

https://www.ngv.vic.gov.au/whats-on/programs-events/?type=learn

Download (PDF, 3.96MB)

Dr Anne Keary has generously shared a number of recordings used in the education of pre-service primary school teachers at Monash University.

They cover topics including advice for planning and programing, getting to know learners, behaviour management and how schools have adapted to remote learning.

Michelle Andrews, EAL Teacher Preston North East Primary – Planning

Michelle shares with us an insight into the planning of teachers at Preston North East Primary School. She shows the viewer her school’s Individual Learning Improvement Plan document, highlighting the importance of setting goals and planning lessons in a way that involves students and families.

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Mairead Hannan, Assistant Principal, Collingwood English Language School – Getting to know your learners

Mairead discusses the processes in place for getting to know newly-arrived students at Collingwood English Language school. She takes the viewer through the student profile documents used, highlighting information that can be useful to gather, such as: socio-lingual context, language background, visa codes, nationality, cultural group, position in family, siblings, religion, prior learning, settlement services involvement, and well-being. Mairead also reflects on the need for teachers to not assume anything about their learners and emphasises the need to ask questions to get as good a picture of the student’s prior learning as possible.

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Rosemary Abboud, Dandenong North Primary School, Developing Programs

Rosemary describes the range of programs running at Dandenong High School, including the EAL program and the transition program.

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David Rothstadt, Principal, Noble Park Primary School

David talks about how he and the staff at Noble Park Primary School have adapted to remote learning over the last 18 months. He highlights the flexibility and sheer hard work of teachers to get online programs up and running in a short amount of time, and how teachers supported each other in the transition. David concludes that one of his key learnings from these uncertain times is that the value of face-to-face teacher/student relationships cannot be underestimated or replaced by technologies.

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Various Presenters on Behaviour Management (edited version)

VicTESOL acknowledges and thanks the Faculty of Education, Monash University, for providing these videos.

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)