VicTESOL Symposium 2018

Event Running Order

Time	Activity	Session details
8:30 – 9:00am	Registration
9:00 – 9:15am	Welcome
9:15 – 10:15am	Keynote	Dr Julie Choi Language as a resource or using languages resourcefully? Why perspective matters
10:20 – 10:50am	Parallel Sessions 1	New Arrivals Yvette Slaughter	Early Years / Primary Daniel Thomas	Secondary Julia Lippold & Annette Ambesi	Adult / Community Rebecca Robinson
10:50 – 11:20am	Morning Tea
11:25 – 11:55am	Parallel Sessions 2	Teaching & Learning Cycle Project Prof Beverly Derewianka	Early Years / Primary Melodie Davies & Carolina Cabezas-Benalcazar	Secondary Leah Kontos	Adult / Community Cathy Gill & Rei Chin
12:00 – 12:30pm	Parallel Sessions 3		Early Years / Primary Sara Stefani & Karen Bonson	Secondary Melissa Barnes, Seham Shwayli & Pamalee Matthews	Adult / Community Ken De Wal
12:30 – 1:45pm	Lunch
1:50 – 2:20pm	Parallel Sessions 4	New Arrivals Mervi Kaukko	Early Years / Primary Michelle Andrews	Secondary Michiko Weinmann	Adult / Community Joanne Goodman
2:25 – 3:25pm	Keynote	Professor Alex Kostogriz Transcultural literacy: Connecting languages and cultures in EAL education
3:30 – 4:00pm	Afternoon tea & networking

8:30 – 9:00am

Registration

9:00 – 9:15am

Welcome

9:15 – 10:15am

Keynote
Dr Julie Choi
Language as a resource or using languages resourcefully? Why perspective matters

10:20 – 10:50am

Parallel Sessions 1

New Arrivals
Yvette Slaughter

Early Years/Primary
Daniel Thomas

Secondary
Julia Lippold & Annette Ambesi

Adult/Community
Rebecca Robinson

10:50 – 11:20am

Morning Tea

11:25 – 11:55am

Parallel Sessions 2

Teaching & Learning Cycle Project
Beverly Derewianka

Early Years/Primary
Melodie Davies & Carolina Cabezas-Benalcazar

Secondary
Leah Kontos

Adult/Community
Cathy Gill & Rei Chin

12:00 – 12:30pm

Parallel Sessions 3

Teaching & Learning Cycle Project
Beverly Derewianka (Cont.)

Early Years/Primary
Sara Stefani & Karen Bonson

Secondary
Melissa Barnes

Adult/Community
Ken De Wal

12:30 – 1:45pm

Lunch

1:50 – 2:20pm

Parallel Sessions 4

New Arrivals
Mervi Kaukko

Early Years/Primary
Michelle Andrews

Secondary
Michiko Weinmann

Adult/Community
Joanne Goodman

2:25 – 3:25pm

Keynote
Professor Alex Kostogriz
Transcultural literacy: Connecting languages and cultures in EAL education

3:30 – 4:00pm

Afternoon tea & networking

Keynote Speakers

Dr Julie Choi

9:15 – 10:15am

Biography

Dr Julie Choi is a Lecturer in Education (Additional Languages) at the Melbourne Graduate School of Education. She has worked in the areas of adult English as a Second Language (ESL) or English as a Foreign Language (EFL) teaching in China and Japan, and in professional Teaching English to Speakers of Other Languages (TESOL) teacher development with tertiary-level students in Australia.

Dr Choi is interested in reflective and reflexive writing styles using autoethnographic approaches. Her research projects focus on plurilingual pedagogies, the intersection of language, culture and identity, and the language learning needs of refugee women and youths in Australia.

Dr Choi is co-editor of the book Language and Culture: Reflective Narratives and the Emergence of Identity (2010) and sole author of the book Creating a Multivocal Self: Autoethnography as Method (2017).

Keynote Abstract

Language as a resource or using languages resourcefully? Why perspective matters

Over the past decade, ‘The Multilingual Turn’ has brought about new ways of thinking about language and language use. In this presentation, I discuss a number of projects I have been involved in over recent years investigating the language practices of multilingual learners both in and out of the classroom. These different projects show how learners’ linguistic and non-linguistic resources are activated resourcefully in and out of the classroom. I will make the case that the concept of ‘resourcefulness’ is more helpful and productive than the rather static understanding of ‘language as a resource’.

Professor Alex Kostogriz

2:25 – 3:25pm

Biography

Dr Alex Kostogriz is Professor in Languages and TESOL Education at the Faculty of Education, Monash University. He has previously held leadership positions at Deakin University and Australian Catholic University.

Dr Kostogriz’s research is based on sociocultural approaches to learning and teaching and centres on two overarching goals. The first is to understand the conditions by which students’ involvement in various classroom practices is shaped, and how such involvement affects both what is learned and how it is learned. The second is to use this understanding to help create effective classroom communities of learners and inform teaching practices.

Dr Kostogriz’s current research projects focus on the professional practice and ethics of language teachers, teacher education and experiences of beginning teachers.

Keynote Abstract

Transcultural Literacy: Connecting languages and cultures in EAL education

More than ever in human history, we live and work in times of the large-scale mobility and migration of people across the boundaries of nation-states. While the world is undergoing significant cultural and linguistic reconfigurations, education systems in nation-states continue to grapple with language and literacy as one of their priorities in preparing young people for life in multicultural conditions. This project is complex in so far as it demands, ideally, a convergence of the dominant language and literacy education and the everyday cultural and linguistic practices of diverse students.

There are many positive signs of this convergence that are visible in the curriculum politics of Australia and in school communities that put emphasis on the development of intercultural understanding and the ethical and social capabilities of students. EAL education has been at the forefront of this work, bridging mainstream education and the diversity of students’ cultural and linguistic practices. However, the challenges in building egalitarian approaches to language(s) and literacy education persist.

This presentation explores the current conditions of the EAL teachers’ work in the era of increased accountability for quality teaching, highlighting the detrimental, and often unintended, effects of standards-based reforms on the capacity of schools to recognise linguistic and cultural diversity as a resource for learning. Drawing on research into the literacy practices of young people in a diasporic community in Melbourne, the paper offers a conception of transcultural literacy that arises from ‘new geographies’ of student identity characterised by experiences of cultural and linguistic border-crossing. Transcultural literacy is a phenomenon of the contact zone which refers to the space where languages and cultures meet, often in contexts of asymmetrical relations of power.

Recognising the utility of transcultural literacy for schooling in Australia, the paper concludes with some practical implications for EAL teaching that are framed as a “pedagogy of Thirdspace” – pedagogy that can enable students to understand and negotiate differences, their connectedness and meaning dynamics in a dialogue of recognised differences, on the cultural and linguistic crossroads.

Parallel Sessions 1: Speakers

New Arrivals:

Yvette Slaughter

Senior Lecturer in Language and Literacy Education, Melbourne Graduate School of Education

Translanguaging and the role of L1 in the EAL classroom

Conventional views of teaching English as an Additional Language (EAL) often frame languages as discrete systems that speakers switch between. However, current theories of translanguaging and bilingualism challenge this assumption, arguing that the language practices of bilinguals are drawn from a single linguistic repertoire, and that enabling access to the full breadth of students’ language practices can be a vital resource for further language development (e.g. Garcìa & Wei, 2014).

A perennial challenge is understanding, in the Australian context, is what role languages other than English can play in the EAL classroom. In this presentation, Yvette reports on research, in the Australian school context, into the use of ethnolinguistic mapping as a pedagogic device to assist EAL teachers in understanding their stances towards students’ multilingual repertoires. The research examines how teachers’ pedagogic choices are influenced by their positioning towards multilingualism and their pedagogic choices were changed or reaffirmed through the use of mapping. Through case studies of teachers and classes, Yvette will discuss key variables which influence when and how teachers accommodate linguistic repertoires, and consider the resources marginalised student groups bring into a learning environment and how teachers can leverage this understanding in complex educational environments.

García, O. and Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. New York: Palgrave Macmillan.

Early years

Daniel Thomas

Foundation Teacher, Huntingdale Primary School

Strategies for valuing and modelling language learning as an educator in a unique bilingual immersion setting

Daniel Thomas will focus on the pedagogical strategies used to promote and value home languages in the classroom, whilst also engaging learners in both English and Japanese language through explicitly modelling himself as a learner. The session will also make connections between Thomas’ language immersion setting and more traditional school settings.

Secondary

Julia Lippold & Annette Ambesi

Establishing an EAL program in a mainstream school

Establishing an EAL program in a mainstream school from scratch can be a very daunting task. Being the only EAL teacher in a large mainstream school can also have its challenges. This session focusses on working alongside a school’s administration and will reveal one way of coordinating and establishing an EAL program from its infancy. The structure of this EAL program will be revealed as well as tips for working with administrations who are unfamiliar with EAL pedagogy. This session would suit teachers in the upper primary and secondary sectors.

Biographies
Julia Lippold is an EAL and TESOL specialist teacher with over a decade of teaching experience. She began her formal career working with New Arrivals and refugees at Blackburn English Language School and as a tutor working with refugees on Temporary Protection Visas in various settings. She has also taught in Korea.
At Blackburn ELS Julia worked as a Leading Teacher and International Student Coordinator maintaining close links with the International Division at the Department of Education and Training. Julia now works in the independent sector at Lauriston Girls’ School as the EAL Coordinator (Years 7-12) where she is establishing the EAL program. She has taught in both the junior and senior schools. In addition to teaching VCE, years 7-10 & grades 5-6 EAL, she supports staff in accommodating the needs of their EAL students and delivers staff professional learning workshops across both the junior and senior school.

Annette Ambesi has spent several years working as an EAL Coordinator/New Arrivals teacher in various catholic schools across Melbourne. Annette has worked in independent schools in Melbourne for 14 years where she specialised in EAL and Early Years Programs. She has a commitment to planning and implementing theory and practice with class teachers. She holds a Diploma of Teaching (Primary), Bachelor of Education and Graduate Diploma in Muliticultural Studies, and is completing her Masters of TESOL at Melbourne University. Annette is currently working as an EAL Year 7/8 support teacher at Lauriston Girls’ School.

Adult/Community

Rebecca Robinson

River Nile Learning Centre

Developing connections and communities in the classroom: Supporting and teaching refugee learners

With many students accessing adult and community learning centres entering Australia on Humanitarian Visas, this session will focus on supporting the learning, engagement and wellbeing of these students in the classroom. Time will be spent exploring the impact of trauma on learning and engagement, and consideration will be given to practices that teachers can implement in the classroom to provide a positive learning environment for students from a refugee background.
Biography
After working for many years in mainstream schools with diverse student cohorts, Rebecca completed her Masters of TESOL at The University of Melbourne in 2015. Rebecca currently teaches at the River Nile School / Learning Centre, a specialist school that delivers EAL and VCAL classes to female refugee and asylum seekers. With a background in Psychology, Rebecca also works in student support at River Nile School, with a focus on wellbeing. She is committed to advocating for accessible educational opportunities and empowerment for women from culturally and linguistically diverse backgrounds.

Parallel Sessions 2: Speakers

Teaching & Learning Cycle:

Teaching and Learning Cycle Project

Prof Beverly Derewianka & Project Participants

Teaching and Learning Cycle Project

Professor Beverly Derewianka and project participants will be sharing an exciting new initiative in TESOL education – the teaching and learning cycle project. Professor Derewianka will introduce you to the teaching and learning cycle and project members from across sectors will be talking about resources that are currently being developed. Resources will be available later in the year to teachers in Victoria. An excellent opportunity to find out about a new initiative in TESOL education.

Early Years / Primary:

Melodie Davies & Carolina Cabezas-Benalcazar

The connection between language, identity and wellbeing

This session will look at the link between identity, wellbeing and language in early childhood settings and the work fka Children’s services does to support teachers, educators, children and families.

Biographies
Carolina Cabezas-Benalcazar is a PhD candidate in the Faculty of Education at Monash University. Her research focuses on emergent bilingualism in early childhood, collaborative pedagogies, and multilingual education. Carolina’s interests include autoethnographic and post-qualitative approaches in education research, languages learning, and language education policy.
Melodie Davies is the executive director of FKA Children’s services and leads the organisation in its role in supporting children’s cultural and linguistic rights and active participation in Early Childhood Education and Care services.

Secondary: Leah Kontos

Leah Kontos

Strategies for effective models in classroom observations and professional development

Every day, teachers make a difference to students’ lives, enhancing learning and empowering students to become successful learners. However, teachers cannot achieve this alone. They require a professional learning community and a classroom culture that promotes ongoing professional learning and teacher development. Classroom observations are essential as they provide rich opportunities for self-reflection, feedback, and assist teachers in identifying future goals to improve practice. This workshop will give participants an opportunity to explore how colleagues at Blackburn English Language School have established inclusive and effective models in order to support the implementation of classroom observation, that focuses on building a culture of teacher self-reflection and peer feedback. It also builds a very powerful teaching program as we see the knowledge and the talents of other expert teachers around us!

Biography
Leah Kontos is currently the Learning Specialist at Blackburn English Language School. After completing her studies in TESOL at Victoria University in 2000, she began working in the Northern Region New Arrivals Program teaching newly arrived Secondary students. During her teaching career, Leah has taken on different leadership roles including Professional Learning Leader and the AIZ (Achievement Improvement Zone) Leader, and has also facilitated a range of new projects (Creativity in Schools for new arrival students, the Kaleidoscope Program, Beaut Buddies Program). She is a passionate teacher who strives to inspire EAL students to become successful, lifelong learners in our community. As a mentor and coach, Leah is also dedicated to building other teachers’ capacity in self-reflection through facilitating effective and targeted peer feedback.

Adult / Community:

Cathy Gill & Rei Chin

Carringbush Adult Education

Teacher training videos for teachers of foundation level adult EAL learners

In this session, participants will learn about a new series of teacher training videos developed by Carringbush Adult Education. These resources are specifically designed for teachers of foundation level adult EAL learners.
During this session, there will be an opportunity to view the content and discuss ways that it could be applied in a variety of professional development settings.

Biographies
Cathy Gill is the Assistant Manager at Carringbush Adult Education in inner-city Melbourne. She has been an EAL teacher for almost twenty years and has taught in high school and adult community settings both in China and Australia. She oversees all the Education Programmes at Carringbush and is interested in working with EAL adults with at the beginning of their English language pathway. She recognises the need for suitable and targeted EAL teacher training for foundation level classes.
Rei Chin holds a Graduate Certificate in TESOL and has been teaching EAL for over two years. She is passionate about teaching adults with foundation level English skills and limited prior education. Currently, Rei is the Community Development Manager at Carringbush Adult Education, delivering employment pathways programs for adults of migrant and refugee background. She incorporates English communication and pronunciation teaching methods to improve learners’ outcomes.

Parallel Sessions 3: Speakers

Teaching & Learning Cycle:

Teaching and Learning Cycle Project
Prof Beverly Derewianka & Project Participants

This session is a continuation of session 2.

Early Years / Primary:

Sara Stefani & Karen Bonson

Kensington Children’s Community Cooperative (KCCC)

Inclusion and Diversity

This session will discuss how using a benefit mindset approach ensures that diversity and inclusion are part of our practices and programs for our learning community here at KCCC. The Benefit Mindset Approach (Buchanan, Ash & Greig, Jack, 2018) is an approach to education that asks why we do what we do and how can it benefit others not just ourselves. We have been looking at our learning community as an ecosystem – if one part suffers so does the rest. It makes educators question why we teach what we do. It also helps us to critically reflect on our own bias and beliefs that can inadvertently exclude others.

Biographies
Sara Stefani has been working in early childhood education and care since 2014. In 2016 she finished her Masters of Teaching (Early Childhood) from the University of Melbourne. She is currently the Kindergarten Teacher for an integrated kinder group at KCCC.
Karen Bonson has had many years of teaching in early childhood and is now Program Leader at KCCC.

Secondary:

Dr Melissa Barnes, Dr Seham Shwayli & Pamalee Matthews

VicTESOL Research Grant 2017 Recipients

In this presentation, we will briefly discuss the findings from a study that explored the beliefs, attitudes and experiences of principals and teachers, in two secondary schools in regional Victoria, in regards to their approach to EAL inclusion and support. Their perspectives helped to shape the creation of a professional development course and we will share one component of this course: cultural considerations. With a focus on cultural awareness and multilingual practices, we argue that the development of students’ language and cultural identities is an important part of their success in schools.

Biographies
While Dr Melissa Barnes’ teaching career began in the United States, it is her teaching experiences in Germany, Vietnam, Australia and Brunei that have collectively shaped her understanding of language, literacy, assessment and teacher education in diverse educational contexts. Melissa has been both a primary classroom teacher, an EAL primary specialist and a high school English as an Additional Language teacher. Her research interests include second language assessment, teacher education accreditation and TESOL.

Dr Seham Shwayli recently finished her PhD at Monash University in 2015. She received her Master of Education in TESOL and Linguistics from Monash in 2010 and her Bachelor in Arts /English Education from Basra University, Iraq in 1996. Her PhD, “What Kind of Inclusion: Iraqi Muslim Women’s Experiences in Australia” focuses on social inclusion and challenges facing Muslim women and their families in Multicultural Australia. Seham worked in language education for twelve years in Iraq. She works as an ESL teacher, women’s advocate and multicultural youth worker to support social cohesion for new refugees and migrants in Australia.

Ms Pamalee Matthews has enjoyed a teaching career of more than 30 years and has always been interested in furthering her studies and taking on new positions and roles. After her Graduate Diploma in Education she worked in rural schools in Gippsland. She transferred to Melbourne to study Special Education with a focus on Learning Difficulties. She worked as a visiting teacher in Special Education before undertaking further studies focusing on Gifted Education. When LOTE became a priority, she studied Including studies in the Australian Curriculum and was a LOTE teacher before teaching Visual Arts. Pamalee became very interested in Student Welfare and the impact of trauma on learning and she was very proactive for 5 years as a Student Welfare Coordinator. Seven years ago, she became involved in teaching English as An Additional Language and it has been a highlight of her career and in particular teaching English to refugees and new arrivals. Pamalee is passionate about improving the educational outcomes for EAL students in regional areas particularly in secondary schools.

Adult / Community:

Ken Dei Wal

Chairman, Federation of South Sudanese Associations in Victoria

Immigration and integration of South Sudanese community in Australia

The Federation of South Sudanese Associations in Victoria Inc. is a peak-body community organization that was formed in 2015 to represent various South Sudanese community organizations’ interest in the eastern suburbs of Melbourne. The Federation works collaboratively with numerous stakeholders to ensure easy access to support services, community engagement and participation programs that help empower communities. The Federations’ main areas of focus are advocacy, services provision, social justice and equal opportunity for all.

Parallel Sessions 4: Speakers

Dr Mervi Kaukko

Monash University

Storycrafting with new arrivals

As part of my research with refugee and asylum-seeking students in Finland and Australia, students shared many powerful, beautiful stories about their experiences. The children and I agreed these stories deserve to be heard beyond academic publications. This notion led to a fictional story book Ali and the Long Journey to Australia, and an animation based on the book. The story and artwork were co-created by 13 students at Noble Park Primary School.
In this symposium, I discuss storycrafting as an educational tool to enable newly arrived children use their language(s). I will also encourage the participants to brainstorm on how to create stories with new arrivals and use existing stories (such as the one I will share) in teaching.

Biography
Dr Mervi Kaukko is a lecturer (Education) at Monash University. Her current research ‘Educational Success through the Eyes of a Refugee Child’ explores refugee students’ school experiences, and educational arrangements enable refugee students’ learning in their new home countries.
Before coming to Australia in July 2016, Mervi worked as a lecturer and a teacher educator at University of Oulu, Finland, and conducted research on the praxis development of teachers and educational leaders working with migrant children.
Mervi’s three children Kaneli, Kastanja and Pessi studied in Noble Park Language School in 2016.

Early Years / Primary:

Michelle Andrews

Michelle Andrews is currently working as the EAL specialist at Preston North East Primary school. An experienced Primary EAL teacher, she taught for more than 12 years in the New Arrivals program, undertaking a variety of roles including curriculum leadership. She is an active member of the VicTESOL committee, working mainly in the area of Professional Learning. Passionate about working with other teachers to build excellence in practice, her recent move back into a mainstream Primary school has reinforced her enthusiasm to support student learning and engagement through effective EAL teaching.
Session Details
“Recycling” means actively using and reusing the target language in a variety of carefully planned activities and situations across the curriculum, with gradually decreasing levels of scaffolding, so that it becomes automatic and embedded, and students can reuse it to engage with and talk about new knowledge, or communicate in new situations or for new communicative purposes.”
In this session, we will begin with a brief look at how repetition affects memory. Building on this, we will define the term “recycling,” and examine both some of the theories underlying language recycling, and its use in EAL classroom practice.

Secondary:

Dr Michiko Weinmann

Deakin University

Orientating Multilingualism: Navigating teacher identities

The impact of conversations about language, multilingualism and multiculturalism in education contexts—and their impact on student and teacher interaction—has been frequently remarked upon (Motha, 2014; Cummins & Early, 2010). However, limited research has been undertaken to date to explore the ways in which the normative conditions of language, culture and identity, and their underlying structures and behaviours play out in the practices of Languages and EAL/D teaching.
The data that frames our study was taken from a research project which explored recent changes to Australian Languages and EAL/D curriculum and policy, and its impact on teacher experience and practice. Analysis of the teachers’ conversations about these policies, and their daily experience and practice, made visible the ways in which the discipline areas Languages and EAL/D – and the teachers who taught these subjects – were understood.
The embodied and normative conditions of identity are negotiated and mediated within the frame of language and culture as a multidimensional and reflexive construct defining and shaping normativity and difference (Arber, 2014; May, 2014; Norton, 2013; Spivak, 1999; Weinmann & Arber, 2017). Moreover, Languages and EAL/D teachers’ identities are shaped by the normative terms and conditions of an understanding of languages, Languages and EAL/D education that remains rooted in national, monolingual and unequally empowered perspectives. The authors argue that a deeper interrogation of the production and reproduction of identity and difference, and how these are shaped within the systems teachers work in (Young, 2017) is key to orientating multilingual approaches to Languages and EAL/D education.

Biographies
Dr Michiko Weinmann is Senior Lecturer in Languages education and Co-Director of the Centre for Teaching and Learning Languages (CTaLL) at Deakin University. Her research explores the nexus of language, culture, and identity in global contexts. Bringing together Education and Cultural Studies perspectives, Michiko’s work seeks to contribute to an interdisciplinary reconstitution of established notions of language, culture and identity towards a more complex understanding that regards them as multifaceted, hybrid and fluid. She is passionate about supporting the professional development of pre-service and beginning Languages teachers, and curates the resource website and blog The Language Teacher Helpmate.

Adult / Community:

Joanne Goodman

Melbourne Polytechnic

Change Management: Staying Calm, Communicative and Clear

Adult EAL educators continuously manage changes in new waves of migration cohorts as well as juggling funding contract demands, both challenging in very different ways, requiring an ability to be flexible and ready to adapt. Changes in migration patterns change the demographics in classes, creating a dynamic environment that is in equal parts interesting and challenging. Dependency on first language is greater in adults where culture and language have had longer to form a significant part of an adult person’s identity. Added to this daily complexity is the ever shifting sands of the funding body changes and altered expectations. Managing this continuous change with a calm, clear, communicative approach supports successful EAL delivery. In this workshop we will explore some of these challenges and aspects of successful change management.

To return to the VicTESOL Symposium 2018 page, click here.

VicTESOL Symposium 2018

Event Running Order

Time

Activity

Session details

Dr Julie Choi

Professor Alex Kostogriz

Keynote Speakers

Dr Julie Choi

Biography

Keynote Abstract

Professor Alex Kostogriz

Biography

Keynote Abstract

Parallel Sessions 1: Speakers

Yvette Slaughter

Senior Lecturer in Language and Literacy Education, Melbourne Graduate School of Education

Translanguaging and the role of L1 in the EAL classroom

Daniel Thomas

Foundation Teacher, Huntingdale Primary School

Strategies for valuing and modelling language learning as an educator in a unique bilingual immersion setting

Julia Lippold & Annette Ambesi

Establishing an EAL program in a mainstream school

Rebecca Robinson

River Nile Learning Centre

Developing connections and communities in the classroom: Supporting and teaching refugee learners

Parallel Sessions 2: Speakers

Teaching and Learning Cycle Project

Prof Beverly Derewianka & Project Participants

Teaching and Learning Cycle Project

Melodie Davies & Carolina Cabezas-Benalcazar

The connection between language, identity and wellbeing

Leah Kontos

Strategies for effective models in classroom observations and professional development

Cathy Gill & Rei Chin

Carringbush Adult Education

Teacher training videos for teachers of foundation level adult EAL learners

Parallel Sessions 3: Speakers

Teaching and Learning Cycle Project Prof Beverly Derewianka & Project Participants

Sara Stefani & Karen Bonson

Kensington Children’s Community Cooperative (KCCC)

Inclusion and Diversity

Dr Melissa Barnes, Dr Seham Shwayli & Pamalee Matthews

VicTESOL Research Grant 2017 Recipients

Ken Dei Wal

Chairman, Federation of South Sudanese Associations in Victoria

Immigration and integration of South Sudanese community in Australia

Parallel Sessions 4: Speakers

Monash University

Storycrafting with new arrivals

Michelle Andrews

Dr Michiko Weinmann

Deakin University

Orientating Multilingualism: Navigating teacher identities

Joanne Goodman

Melbourne Polytechnic

Change Management: Staying Calm, Communicative and Clear

Recent Member Resources

Teaching and Learning Cycle Project
Prof Beverly Derewianka & Project Participants