VicTESOL EAL Teacher’s Toolbox
Navigating the educational needs of English as an Additional Language (EAL) students in the classroom can be both rewarding and challenging. This webpage is dedicated to providing educators with the tools and knowledge necessary to effectively support EAL students, especially those encountering this experience for the first time.
Categories
Primary EAL Assessment for New Arrivals – 24 May 2022
Summary
In this informative and practical session, Rebekah Jones (Primary Curriculum Leader) and Barbara Dahlsen (Primary Learning Specialist) from Blackburn English Language School walked participants through a range of activities that they use to assess the language level of newly arrived students. They explained how the tasks are administered and differentiated according to student responses, and then demonstrated how the information gathered is measured against the Victorian Curriculum F-10 EAL assessment standards. Helpful links to the reporting tool were provided, and participants were able to collaborate in small groups to practise assessing student writing samples. Barbara and Rebekah provided practical resources as well as expert guidance that will enable participants to approach EAL assessment with greater confidence. An engaging and very useful presentation!
Presenters
- Rebekah Jones: Primary Curriculum Leader, Blackburn English Language School
- Barbara Dahlsen: Primary Learning Specialist, Blackburn English Language School
Recording
Resources
Visit the resources page to download further resources from the session
Assessment and Reporting for EAL students in primary and secondary schools – 18 November 2021
Summary
This is a Members Only resource page. Please log in and visit https://victesol.vic.edu.au/2021/11/19/members-resource-page-assessment-and-reporting-for-eal-students-in-primary-and-secondary-schools/ to access the recording and other resources for this webinar.
Online Panel Discussion
What does effective assessment look like? How do we give feedback that shows students their strengths and assists them to improve? How is assessment practice changing to meet current research?
In this session, we looked at the big and small questions about assessment and reporting as it applies to EAL teaching and learning in primary and secondary schools. VicTESOL assembled a panel of primary, secondary and new arrivals teachers, as well as department and university representation to take part in a broad discussion.
Presenters
- Anna-Lise Wallis: EAL Unit, Department of Education
- Prachi Patkar: Noble Park English Language School
- Sarah Martin: Blackburn English Language School
- Tahnee Dwyer: Dandenong High School
- Ute Knoch: Language Testing Research Centre at the University of Melbourne
- Michelle Andrews (Panel Host): Preston North East Primary School.
The role of schools in supporting settlement: Focusing on wellbeing in migrant and refugee education – 30 August 2023
Summary
This session explored the vital role schools play in the settlement journey of migrant and refugee-background students. Mollie Daphne (Secondary School Teacher & PhD candidate, Victoria University) unpacked key frameworks which support the conceptualisation of settlement as a multifaceted, multidirectional process shaped by various factors. Throughout the session, participants were invited to consider the roles schools can play, through collaboration with other services, towards supporting the academic and social and emotional needs of newly arrived children and young people.
The session also including an engaging panel of presenters who all currently work in schools, supporting newly arrived students: Elena Di Mascolo, Sarah Douglas, Meagan Becker and Megan Salter. The panel discussed the challenges schools face in seeking to address settlement needs and shared examples from their own extensive professional experience of practical ways schools can advocate for and support young people from refugee and migrant backgrounds.
Presenters
- Mollie Daphne: VicTesol Committee member, PHD candidate at Victoria University, teacher at a large Catholic secondary school in north west of Melbourne.
- Elena Di Mascolo: Dandenong High School
- Sarah Douglas: River Nile School
- Megan Salter: Catholic College Wodonga
Recording
Resources
Visit the resources page to download further resources from the session
Supporting young people from a refugee background in the education system – 31 May 2022
Summary
The VicTESOL professional learning event ‘Supporting young people from a refugee background in the education system’ offered participants valuable insights into working with refugee-background students. Presenters explored identifying and responding to trauma reactions and trauma disclosures with students, and how supports connected to the recovery goals can benefit children and young people. They also walked the audience through a case study, unpacking approaches and strategies that can support and empower young people within the education system. There was also a discussion on the importance of self care when working with students from a refugee background.
This event provided the audience with ideas that they could implement in their schools immediately, thoughts and considerations for future planning, and also ideas about how educational professionals can balance their involvement and be conscious of self care and caring for colleagues within our work.
Presenters
- Allison Greene: Foundation House (Victorian Foundation for Survivors of Torture and Trauma)
- Madeleine Giummarra: Foundation House (Victorian Foundation for Survivors of Torture and Trauma)
- Simone Cassidy: Refugee Minor Program (Dep. of Families, Fairness & Housing)
- Bojana Popovic: Refugee Minor Program (Dep. of Families, Fairness & Housing)
Recording
Resources
Visit the resources page to download additional resources
Foundation House Student Perspectives Report – 7 July 2019
Summary
‘School is where you need to be equal and learn’: Insights from students of refugee backgrounds on learning and engagement in Victorian secondary schools (2019)
This report presents the findings of a research project conducted by the Schools Support Program at the Victorian Foundation for Survivors of Torture (Foundation House). In this webinar, Greg and Matt take you through the findings of this report and provide insights into how this report can inform practice at your school.
Presenters
- Greg Gow: Program Coordinator, Schools Support Program
- Matt Rodger: Schools Support Officer West Region, Schools Support Program
Recording
Resources
View the report here: School is where you need to be equal and learn
Impacts of Traumatic Refugee Experiences on Learning and Behaviour
Allison Green and Matt Roger (Foundation House)
Summary
In their session “Impacts of Trauma on Learning and Behaviour”, Allison Greene and Matt Roger from Foundation House presented insight into the practical strategies and theories to support students impacted by refugee experiences. Allison and Matt began by providing some of the theory around refugee trauma and then invited participants to investigate 2 fictional case studies of students from refugee backgrounds. In small groups, teachers discussed some of the concerns that were evident relating to the students’ learning, engagement and behaviour and then shared some possible strategies to support them in their transition to Australian schooling.
The provision of knowledge and practical examples provided by Allison and Matt, along with the reflective discussion, assisted educators to develop their trauma informed lens. The session allowed for participants to explore connections between trauma reactions and supportive responses, and consider how our various educational settings can be a restorative space for students and families from refugee backgrounds. Participants in the session were given some excellent resources to take away which included further strategies and support for teachers when dealing with students’ trauma reactions and disclosures. For further information, resources and professional learning educators can visit the Foundation House website at https://foundationhouse.org.au/.
Presentation and other Resources
Meet the Assessors Online 2025
13 February 2025, 4:30pm – 6:00pm, AEDT, Online
Summary
The VCAA Chief Assessor for VCE EAL, Jenna Gomes, and Deputy Chief Assessors, Linda Hogan and Michael E Daniel, presented an overview of the 2024 VCE EAL examination. Jenna, Michael and Linda detailed what the assessors are looking for in each section of the exam and provided suggestions for how we can best prepare our students. They outlined the features of strong responses in each section and the task requirements. Participants gained a deeper understanding of the task requirements for Section B: Creating Texts, which is new to the VCE EAL study design, and practical classroom activities teachers can use to develop writing skills and engage with the frameworks of ideas. This was a highly insightful and informative presentation and teachers are encouraged to read the 2024 examination report which is published on the VCAA website at: https://www.vcaa.vic.edu.au/assessment/vce-assessment/past-examinations/Pages/English-as-an-Additional-Language.aspx.
Recording
Unit 3 and Unit 4 Exams – 12 March 2024
Summary
In this succinct presentation, Kellie Heintz from the VCAA clearly outlines all 3 sections of the VCE EAL exam through an exploration of the links between the Study Design, the examination tasks themselves and how key skills and knowledge are developed and assessed through in class activities and more formal school-based assessment. She identified key differences from the previous Study Design with regards to final exam questions for each of Sections A, B and C and the role that scaffolded, collaborative formal and informal assessment tasks focussed on specific speaking, reading and viewing, writing and listening skills can and should be explored.
Presenter
- Kellie Heintz: EAL Division, VCAA
Recording
Resources
Visit the resources page to download further resources from the session
Meet the Assessors Online 2024 – 29 February 2024
Summary
This is a Members Only resource page. Please log in and visit https://victesol.vic.edu.au/2024/03/10/meet-the-assessors-online-2024/to access the recording and other resources for this webinar.
In this online event, co-chief assessors Jenna Gomes and Glynis Rose, and experienced assessor Michael E Daniel presented an overview of the 2023 VCE EAL exam. The presenters detailed what the assessors are looking for in each section of the exam and provided suggestions for how we can best prepare our students.
The presenters emphasised the importance of teachers providing regular opportunities for students to develop their skills throughout the year, detailed common errors in weaker responses and highlighted the necessity of understanding of the task requirements.
Glynis, Jenna and Michael detailed a range of practical strategies for preparing students for the new exam including a thorough overview of the new area of study Creating Texts and how students can best approach this task. They also explained how the new listening task in Unit 3 differs from the old listening task.
This highly informative session enabled participants to gain a deeper understanding of the requirements of the new VCE EAL exam. Previous examination reports, including the examination specifications and sample examination for the new study design can be found on the VCAA website.
Presenters
- Glynis Rose
- Jenna Gomes
- Michael E Daniel
VCE – New study design in 2024 – 1 August 2023
Summary
Kellie Heintz provided an extremely detailed presentation moving through each outcome for Units 3 and 4, highlighting the differences between the old and new curriculum as it is to be implemented in 2024. She offered not only possible resources to support us, and a range of ways to approach some key aspects of outcomes but also a wonderful scope of teacher and student agency in the teaching and learning opportunities, especially in relation to the new Outcome, Creating texts.
Presenter
- Kellie Heintz: EAL Division, VCAA
Recording
Resources
Visit the resources page to download further resources from the session
VCE Bridging EAL Units 1 & 2 – 24 May 2023
Summary
Lucy Nguyen and Carlo Cosner from Mount Ridley Secondary College outlined the Bridging EAL study design and then detailed how they use the course to best suit the students at their school. The subject plays a key role in supporting their students and it is compulsory for all EAL students at the school to take the subject concurrently with EAL in Year 11. They demonstrated how this subject complements EAL Units 1 & 2 and English language learning across the curriculum and for practical purposes.
Rabecca Mphande from Hampton Park Secondary College then discussed the approach to the implementation of the subject at her setting. She explained the whole school approach to supporting EAL students and provided a number of practical strategies for supporting students’ language skill development in the VCE Bridging EAL classroom.
Presenters
- Rabecca Mphande: Hampton Park Secondary College
- Lucy Nguyen: Mount Ridley College P-12.
- Carlo Cosner: Mount Ridley College P-12.
Recording
Resources
Visit the resources page to download further resources from the session
The new VCE English and EAL study design – 6 December 2022
Summary
Kellie Heintz, as the EAL Curriculum Manager of the VCAA, presented a clear and insightful presentation on the flexibility of Units 1 and 2, building on earlier presentations around the new English/EAL Study Design. She offered a specific focus on Unit 1, Outcome 1 – Personal response – and how this outcome allows students to explore identity and the self in relation to the text of study through inferences they make around key ideas or events. For Unit 1, Outcome 2 – Crafting Texts she reminded us of the role of the mentor texts to introduce ideas. She provided multiple examples of mentor texts and ideas around the types of written texts students can create. Of note, she drew our attention back to the role of VCE teachers as having significant agency in Units 1 & 2 – that we can make decisions around offering a broad range of assessment opportunities that scaffold EAL students whilst developing their voice through writing, speaking and listening.
Presenter
Kellie Heintz: EAL Division, VCAA
Recording
Resources
Visit the resources page to download further resources from the session
Looking ahead: an overview of the new VCE English and EAL study design and planning for Units 1 & 2 in 2023 – 10 May 2022
Summary
A thorough and informative presentation about the changes to the new English/EAL Study Design was offered by Kellie Heintz.
She began with an important reminder of the eligibility criteria and Special Circumstances that determine whether students can be assessed in Units 3 & 4 before elaborating how the consultation process undertaken in 2021 together with key EAL principles informed the new Study Design. Many fundamental curricular and assessment differences for EAL students were higlighted, especially around the new Outcomes such as the Personal Response and Writing outcomes as a means to elevate student voice and agency. The role and types of mentor texts were considered as means to explore ideas and Kellie offered wonderful examples of how to plan for use of the Frameworks to inspire future planning.
Presenter
Kellie Heintz: EAL Division, VCAA
Recording
Resources
Visit the resources page to download further resources from the session
Challenges and possibilities in using The Victorian Curriculum F-10: EAL in a Year 7 science unit: A focus on word knowledge – 10 November 2022
Summary
The project explored the collaboration between EAL teachers and content teachers, eliciting valuable strategies to support the learning process for students. The research and teaching team presented their clear and concise findings, highlighting ways for teachers to become more linguistically responsive within the learning environment.
The presentation outlined strategies that can be implemented into teaching to support all students to meet the linguistic demands of a learning experience. Based upon five key principles, the research / teaching team have elicited 25 strategies derived from the analysis of the science classroom. The presentation provided the audience with classroom examples, clearly outlining how teachers can be linguistically responsive; demonstrating how complex and / or abstract learning material can be made accessible to all learners. It was evident within the presentation that implementing linguistically responsive instruction would not only support the learning experience for EAL learners but has the capability to enhance learning for all students.
Presenters
- Emily Smith: Edenbrook Secondary College
- Angie Valcanis: Blackburn English Language School
- Dr Anna Filipi: Monash University
- Dr Minh Hue Nguyen : Monash University
Recording
Resources
Visit the resources page to download additional resources
Looking ahead: an overview of the new VCE English and EAL study design and planning for Units 1 & 2 in 2023 – 10 May 2022
Summary
A thorough and informative presentation about the changes to the new English/EAL Study Design was offered by Kellie Heintz.
She began with an important reminder of the eligibility criteria and Special Circumstances that determine whether students can be assessed in Units 3 & 4 before elaborating how the consultation process undertaken in 2021 together with key EAL principles informed the new Study Design. Many fundamental curricular and assessment differences for EAL students were higlighted, especially around the new Outcomes such as the Personal Response and Writing outcomes as a means to elevate student voice and agency. The role and types of mentor texts were considered as means to explore ideas and Kellie offered wonderful examples of how to plan for use of the Frameworks to inspire future planning.
Presenter
Kellie Heintz: EAL Division, VCAA
Recording
Resources
Visit the resources page to download further resources from the session
What Grammatical Knowledge is Powerful for Specialist Language Teachers?
September 10 from 5:30 pm – 6:30 pm
Summary
On 10 September, we were pleased to have Dr Chris Corbel present the third in his series of webinars for VicTESOL. This webinar focussed on powerful grammatical knowledge for specialist language teachers. Chris first briefly outlined the concept of powerful knowledge. He then explained two types of powerful grammatical knowledge relevant for specialist language teachers:
- Grammatical know-how – procedural knowledge, the skill of ‘grammaring’. This means the ability to apply grammatical constructions for communicative purposes, to teach grammatical constructions for communicative purposes and to learn about grammatical constructions.
- Grammatical know-that – propositional knowledge, threshold concepts. This means understanding the core concepts that underpin grammar, not mastery of the details.
This session provided lots of grammatical food for thought for both beginner teachers and experienced EAL teachers.
Recording
Resources
“Eye-opening”: How we can use multimodal texts with school staff to support more inclusive school and classroom narratives
September 5 from 5:00 pm – 6:00 pm
Summary
In this professional learning session, Ms April Edwards, a Teaching Specialist in English and Literacy Education at the University of Melbourne, led an online session on the role of multimodal texts in promoting inclusivity within schools. This session delved into plurilingualism and multilingual teaching approaches that benefit EAL/D (English as an Additional Language and dialect) students. Key concepts discussed include “Language Interdependence Hypothesis,” which highlights the interconnected nature of students’ language learning across their linguistic repertoires.
This session inspired participating EAL teachers by validating multilingualism, encouraging pride in students’ home languages, and offering practical strategies such as language timelines to incorporate students’ diverse linguistic backgrounds into lessons. It also showcased the impact of recognizing students’ language skills, prompting teachers to reflect on and enhance their own language-inclusive practices.
Attendees were grateful for the learning opportunity and were given the chance to share their own personal and professional experiences.
VicTESOL would like to thank April for generously sharing her knowledge and experience and for her valuable contribution to the VicTESOL professional learning community.
Recording
Resources
The role of schools in supporting settlement: Focusing on wellbeing in migrant and refugee education.
August 30 from 3:30 pm – 5:00 pm, Virtual Event
Summary
This session explored the vital role schools play in the settlement journey of migrant and refugee-background students. Mollie Daphne (Secondary School Teacher & PhD candidate, Victoria University) unpacked key frameworks which support the conceptualisation of settlement as a multifaceted, multidirectional process shaped by various factors. Throughout the session, participants were invited to consider the roles schools can play, through collaboration with other services, towards supporting the academic and social and emotional needs of newly arrived children and young people.
The session also including an engaging panel of presenters who all currently work in schools, supporting newly arrived students: Elena Di Mascolo, Sarah Douglas, Meagan Becker and Megan Salter. The panel discussed the challenges schools face in seeking to address settlement needs and shared examples from their own extensive professional experience of practical ways schools can advocate for and support young people from refugee and migrant backgrounds.
Recording
Resources
Online LMERC Resourcing Event
September 6 from 4:00 pm – 5:00 pm – Virtual Event
Summary
Participants had the opportunity to learn about Languages and Multicultural Education Resource Centre (LMERC) and the resources and assistance available.
Recording
Resources
Resources to Come
Using Chat GPT to support EAL teaching and planning
Introducing a new series of three videos from VicTESOL on using Chat GPT to support EAL teaching and planning. Join us as we explore how to use Chat GPT to create a range of educational materials that are tailored to the needs of EAL learners. In these videos, we will show you how to create a worksheet, a differentiated model text, and a science unit for EAL learners on the topic of climate change. Watch and learn as we demonstrate how Chat GPT can help you to provide engaging and effective learning experiences for your EAL students.
Please note the above description was generated by Chat GPT!
Using Chat GPT to create a worksheet
Using Chat GPT to create a differentiated model text
Using Chat GPT To create a unit of work
Teaching EALD through the Arts
Jodie Whitehurst, Sally Smith, and Carmel Davies
March 17 2023 from 3:00 pm – 6:00 pm
Venkat Raman Singh SHYAM: The world of the Gonds (2017)
Summary: Stellar Cast for Professional Learning
With a dazzling depth of both EAL & Arts experience and knowledge amongst in the presenters, the energy and excitement was palpable for all who attended the National Gallery of Victoria (NGV), VicTESOL event- Teaching EALD through the Arts on Friday 17 March 2023.
Rotating groups of EAL practitioners spent time with these skilled educators to learn and develop creative approaches to EAL teaching:
Jodie Whitehurst an energetic, skilled teacher of Drama and has worked EAL to students of all ages, shared innovative ideas on how to begin with small ideas to build confidence towards empowering relaxed, happy learners. Much laughter and learning took place in this session.
Sally Smith an experienced ESL and Arts educator, took everyone through some inspiring approaches to getting EAL students moving through dance whilst simultaneously acquiring language.
Carmel Davies a passionate arts and EAL teacher and Sharon Duff a creative teacher, educational writer and presenter, together introduced eager EAL teacher participants, how best to integrate song into the EAL classroom. They deftly demonstrated how even reluctant singers can, in a short time, be not only singing but writing songs, that bring such vibrancy to learning.
Art works from the gallery were integrated into each session. The National Gallery of Victoria provided a beautiful venue for this very well attended session of professional learning.
VicTESOL greatly appreciates the contribution made by the NGV staff, in particular Leah Santilli, who attended to every detail, nothing was too much trouble.
VicTESOL looks forward to working further with Caramel, Sharon, Jodie, Sally and NGV to provide more creative and innovative learning for teachers across all education sectors.
Joanne Goodman, VicTESOL Board member attended and facilitated the Professional Learning event.
Resources
Effective implementation of translanguaging pedagogy in TESOL classrooms
Dr Kelly Shoecraft
Thursday, 9 March 2023 from 4:00pm – 5:00pm
Summary
Dr Kelly Shoecraft’s inspiring presentation encouraged us to reframe our ideas around language. She focused on the removal, or softening, of strict boundaries between languages and emphasised fun, fluidity, play and experimentation. Kelly drew on a wealth of professional experience and knowledge as an applied linguist, lecturer and TESOL educator, as well as her own personal experiences of language acquisition and living abroad. Kelly encouraged us to empower students by ‘building bridges’ between languages and positioned plurilingualism as a ‘superpower’. She gave us a range of practical examples of how we can employ plurilingual strategies in the classroom to draw on learners’ existing resources and help students develop their social and linguistic capital.
Recording
Resources
2022 VicTESOL Symposium
Learning Through Languages: Plurilingual Pedagogy in the English Classroom
Michelle Andrews (Preston North East Primary school), Hien Webb (Collingwood English Language School), and Assoc. Prof. Marianne Turner (Monash University)
Recording
Resources
Impacts of Traumatic Refugee Experiences on Learning and Behaviour
Allison Green and Matt Roger (Foundation House)
Summary
In their session “Impacts of Trauma on Learning and Behaviour”, Allison Greene and Matt Roger from Foundation House presented insight into the practical strategies and theories to support students impacted by refugee experiences. Allison and Matt began by providing some of the theory around refugee trauma and then invited participants to investigate 2 fictional case studies of students from refugee backgrounds. In small groups, teachers discussed some of the concerns that were evident relating to the students’ learning, engagement and behaviour and then shared some possible strategies to support them in their transition to Australian schooling.
The provision of knowledge and practical examples provided by Allison and Matt, along with the reflective discussion, assisted educators to develop their trauma informed lens. The session allowed for participants to explore connections between trauma reactions and supportive responses, and consider how our various educational settings can be a restorative space for students and families from refugee backgrounds. Participants in the session were given some excellent resources to take away which included further strategies and support for teachers when dealing with students’ trauma reactions and disclosures. For further information, resources and professional learning educators can visit the Foundation House website at https://foundationhouse.org.au/.
Presentation and other Resources
Developing English through an understanding of how languages work
Summary
On 17 November, presenters from Lexis Education showcased how they use a Systemic Functional Linguistics approach in their classrooms.
Payal Yadav detailed her experience in a New Arrivals primary setting, working with students with diverse language backgrounds. She outlined a unit of work using the description genre on the topic of animals with a range of highly scaffolded yet high challenge language activities to enable students to develop an understanding of how language works.
Imogen Lazarus presented on her work with secondary students and detailed her use of the teaching and learning cycle and explicit instruction about clause and phrase structures.
Both presenters demonstrated how they build students’ metalanguage both for learning English and learning about English. Drawing on students’ existing language resources to contrast English with their first languages was also highlighted in the session. Overall, this was a highly engaging presentation that enabled participants to learn from teachers experienced in this approach and offered a variety of practical ideas for how to develop students’ understanding of how language works using a Systemic Functional Linguistics framework.
Recording
Teaching Resource – Language Portraits
Developed by Kimberley Smith, Blackburn English Language School, in collaboration with Julie Choi, Senior Lecturer in Education (Additional Languages) in the Melbourne Graduate School of Education
This in-class teaching and learning task provides an opportunity for students to explore and communicate their linguistic identities and language practices and the role these play in shaping their experiences as language learners.
NGV Resourcing Events
Summary
Two professional learning events for EAL teachers were held with a focus on works in the collection of the National Gallery of Victoria. These were on 8 and 15 September and took place online. Leah Santilli, Outreach Educator for the NGV, with assistance from her colleagues, Anna Zobel and Lily Feiner (8 September) and Tess Rangelov and Amy Duncan (15 September) showed us some wonderful works and discussed ways that they might be the focus of some engaging lessons with EAL learners, both school aged learners and also adults.
In the first session we saw some amazing shields from the NGV collection that were from various Australian Indigenous peoples. We discussed their creation and usage and looked closely at the patterns, colours and shapes of them, as well as at how they were displayed together in the Gallery. We took part in an activity involving drawing one of the shields that we could see and developing the language to describe it.
We then looked at a couple of works by Australian painter, John Glover: https://www.ngv.vic.gov.au/explore/collection/work/5631/ & https://www.ngv.vic.gov.au/explore/collection/work/98550/. These works are featured in the NGV’s learning resource titled: Colony to Nation. https://www.ngv.vic.gov.au/school_resource/colony-to-nation/ . Adaptions of the materials from this learning resource for use with EAL learners were done in 2021 as part of a collaboration between NGV, VicTESOL and Blackburn English Language School.
For the first session, the Gallery staff were in the Ian Potter Centre at NGV Australia in Federation Square and “led us” virtually around the Gallery, showing us the works, and giving us a feel for what was going on – some visitors to the Gallery at the time took interest in what Leah was telling us and tagged along. In the second session, on 15 September, the Gallery staff spoke to us from the NGV International on St Kilda Road. Again, their excellent coordination and camera work gave us a feel of the activity in the Gallery. The focus this time was on more contemporary works: one by Lee Krasner titled Combat https://www.ngv.vic.gov.au/explore/collection/work/5213/ and the other, Haystacks at Moret – Morning light https://www.ngv.vic.gov.au/explore/collection/work/4366/ by Alfred Sisley. How we might lead our learners to notice things in these works and the ways that language might be developed around this were discussed with lots of opportunities for participants to make suggestions.
Overall, these two sessions were highly engaging and we thank the staff at NGV, in particular, Leah, for their great work and time in preparing and presenting to VicTESOL members and others. We look forward to future events with NGV.
Colony to Nation for EAL teaching and learning (NGV Resourcing Event 1)
Recording
Please note that this recording will be made available until October 2022 ONLY.
Resources
Overview of the Colony to Nation Resources, including EAL adaptations
First Contact: Draw a Shield Activity
See Think Wonder Activity
Compare and Contrast Activity
- Example artwork – The River Nile, Van Diemen’s Land, from Mr Glover’s farm, 1837, John GLOVER
- Example Artwork – Moulting Lagoon and Great Oyster Bay, from Pine Hill, (c. 1838), John GLOVER
Changes to Australia’s Environment: Cause and Effect Activity
EAL Meet & Teach with NGV (NGV Resourcing Event 2)
Recording
Please note that this recording will be made available until October 2022 ONLY.
Resources
Example Artworks
- Combat, Lee KRASNER (1965)
- Haystacks at Moret – Morning light (Les Meules de paille à Moret – effet du matin), Alfred SISLEY (1891)
Questions you can ask about the artworks – Questions allow students to think out loud and elaborate on the ideas and questions of others.
- What do you see when you look at this work?
- What does this art work make you think? Think about the way it was made, what it means, about the artist or their interests/passion/intention.
- What does the artwork remind you of?
- You could even connect it to the name of the artwork or when it was made.
- What do you wonder about this artwork?
- What language could we attribute to this artwork?
- How would this painting have been painted – with what? how would the canvas have been situated
- If this painting was a person, what would their personality be like?
- What would life be like if you were in this painting? What can you see? What would you be doing? (Looking at the Haystacks image) What season would it be? What kind of farm is it? How might the farmers be feeling? What time of day is it?
Some teaching ideas and activities from the padlet
On Wednesday 9 March, 373 EAL practitioners from the adult sector participated in a webinar hosted by VicTESOL. Attendees zoomed in from all states of Australia, from both regional and metropolitan regions. Recent changes to the Adult Migrant English Program has lead to the Victorian EAL Framework curriculum being mandated for use. VicTESOL decided to develop this webinar as a “101” introduction to the curriculum for those new to it.
The Victorian Curriculum Maintenance Manager responsible for the EAL Framework, Nadia Casarotto, presented a thorough overview of the curriculum, its rationale and structure. A back-to-basics explanation of Units of Competency was presented by VicTESOL Vice President Angela Di Sciascio who highlighted some of the particular features that appear in Units from the curriculum.
This was then followed by a dynamic panel discussion, with panel members drawn from a range of providers across Victoria: regional and metro, large and small, TAFE and ACE. The panel members shared their experiences of designing programs using the Framework in a spirit of openness that was greatly appreciated by attendees. There was lots of chatter in the chat room and a broad range of questions asked.
Summary
On 8 June, the second in VicTESOL’s popular adult sector EAL Framework 101 series was held. 328 attendees from all across Australia were able to learn from a range of presenters experienced in designing programs using Victoria’s EAL Framework curriculum.
Cathy Gill from Carringbush Adult Education presented on how their organisation plans and delivers programs to beginners. This was followed by Lyudmila Theodore from Holmesglen TAFE who spoke about Cert I and II levels and finally Frances La Riccia from Melbourne Polytechnic shared their delivery plan for a Cert III level program.
Attendees were very engaged with the speakers with lots of great questions that led to engaging discussion. Many thanks to the presenters who were so willing and open to share their experience and expertise with attendees. The final session in this series will focus on assessment…stay tuned for more details!
Recording
Presentations
Holmesglen
Melbourne Polytechnic
Carringbush
Dr Julie Choi and Ms Kailin Liu presented a session on 24 March entitled: Enacting translation and translanguaging collaboratively between teachers and learners for knowledge building. In this session they prompted us to consider translation and translanguaging as a collaboration and explained that this can take place on a number of levels. Talking about it in relation to learning, we were shown texts in which there were examples of a number of translation strategies used by learners. One was a reading text, where students had not only written words they had translated in the margins, but had also made notes about their translations of larger concepts that appeared within the texts. They also showed us a student notebook explaining that these kinds of texts are intricate spaces where we can observe students and the ways they use translation. They demonstrated that translation isn’t simply a case of converting a word or phrase from Language Code A to Language Code B but is a more complex process involving moving back and forth between languages to find the best fit for meaning. As I understood, this is where translation engages with translanguaging whereby learners and other plurilinguals bring to the fore their knowledge of all languages, or their combined language repertoire, in order to make meaning.
The presenters emphasised the value of collaborative dialogue in which speakers “[engage] in problem solving and knowledge building” (Swain, 2000) involving negotiation of meaning and knowledge building. They then shared with us their own experiences of collaborative dialogue that they themselves had engaged in as part of exploring a language translation issue related to the word “besides” – a vocabulary item in English often inappropriately used by students in their writing.
The session was highly engaging and informative and offered many practical ideas for teachers for working collaboratively with language learners to explore and develop skills in translation and translanguaging. Thank you Julie and Kailin!
On Thursday 19 May, Gurmeet Kaur, the Education Programs Producer at Immigration Museum, shared how the museum’s resources can be best used to engage EAL learners from primary to adult. Gurmeet introduced participants to a range of fantastic resources, both digital and at the museum, including migration stories, cultural stories, objects, timelines and personal stories investigating a myriad of Australian identities. Elsa Brissenden from Bethal Primary School detailed her own experience of taking primary new arrivals students to the museum and how this enhanced a unit of work on identity. Many of the resources highlighted are interactive and enable a high level of engagement. They also provide learners with an opportunity to connect their own story with similar stories of migration to Australia. Participants looked at a range of digital resources and discussed the rich learning opportunities for exploring culture and identity with EAL learners that these resources provide.
Presentation
Don’t forget that teachers are eligible for membership with Museums Victoria. This is a free online subscription service for teachers in Victorian schools and education institutions, as well as homeschool teachers designed to give you easy access to all Museum Victoria museums and education services in order to help you plan school group excursions to our venues.
For more information, go to the Museums Victoria website here.
EAL Writing Strategies in a Primary Setting – 22 February 2023
Summary
This professional learning session focused on EAL writing strategies in a primary setting. Prachi and Selve presented a range of effective EAL strategies to encourage and develop expression, understanding and analysis within language learning. The presenters emphasised the value and importance of investing in the development of writing skills to enrich and enhance a learner’s ability to engage with language deeply and effectively within the classroom. A balance of both theoretical understanding and practical strategies equipped the audience with a rich understanding of approaches to the teaching and learning process to support primary EAL/D learners to succeed and progress with their writing and to meet the linguistic demands of their classroom.
Presenters
- Prachi Patkar: Noble Park English Language School
- Selva Jayaram: Noble Park English Language School
Recording
Resouces
Visit the resources page to download further resources from the session
Supporting EAL students in Inquiry-based Learning – 5 May 2021
Summary
Once upon a time, a good learner was one who could just recall and repeat knowledge. However, in contemporary education we expect learners to do so much more – to locate, evaluate, articulate and create information individually or collaboratively. Reflecting this, Inquiry-based Learning (IBL) has become a popular pedagogical approach in Australian schools. Yet IBL presents unique challenges for EAL/D learners due to the complex language demands involved in problem solving and higher order thinking, as well as those required to work cooperatively with others. This workshop explored how to help EAL students participate and engage in IBL through effective planning and targeted teaching strategies that scaffold understanding, organisation and expression of ideas.
Presenters
- April Edwards: La Trobe University
- Michelle Andrews: Preston North East Primary School
Recording
Using the Foundation to Level 6 Literacy Teaching Toolkit to support EAL learners – 12 August 2020
Summary
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.
Presenter:
- Yan Yao Choong: Department of Education and Training
Recording
Resources
- Click here to access the literacy toolkit: Literacy Toolkit
- Click here to access the literacy toolkit map: Literacy Toolkit Map
Support and Advice for Primary School Teachers of EAL Students – 25 June 2019
Summary
VicTESOL assembled a panel of experts in primary school EAL teaching to answer your questions, offer advice and support, and discuss best practice in primary school EAL teaching. In this online Q&A session, Michelle, Giuliana and Rebekah tailored their discussion around your specific needs. They answered both live questions and questions gathered in the registration process.
Panelists:
- Michelle Andrews, Preston North East Primary School
- Giuliana Mecoli, Department of Education and Training
- Rebekah Jones de Villagran, Blackburn English Language School
Recording
Resources
Visit the resources page to download further resources from the session
Differentiation for EAL across the curriculum – 23 June 2020
Summary
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.
This session was aimed at primary and secondary school teachers.
Presenters
- Ruth Hibburt: Network Numeracy Improvement Teacher.
- Geelong Englis Language Centre Staff
Recording
Resources
Visit the resources page to download further resources from the session
Clustering Delivery and Assessment
6 March 2025, 5:30pm – 6:30pm, AEDT, Online
Summary
In this presentation, Frances La Riccia unpacked the process she and her Melbourne Polytechnic colleagues use to deliver the EAL Framework. The EAL Framework does not prescribe how units should be delivered, which provides an opportunity for teachers to develop different ways to deliver and assess units. Frances shared how she and her team go about delivering and assessing using a clustered approach, to ensure they meet compliance requirements, whilst being effective for students and teachers. Participants in the workshop also shared some of the approaches they use.
Recording
Resources
‘Engaging Learners’ for teachers working in the SEE program
November 15, 2023 from 4:30 pm – 5:30 pm, Virtual Event
Summary
In this presentation, we all benefited from the breadth of experience of Lindee Conway, an adult Migrant educator of many years, who shared so many valuable insights and practical ideas for any EAL classroom.
The focus was on how to keep learners engaged. Mainly via lively and light heated approaches that enable learning through active student engagement. Lindee shared a very useful document with many activities and approaches that allow students to explore language in informal but effective ways.
This was an energetic, engaging, interesting, practical and useful session. It was recorded and can be found on the VicTESOL website.
Recording
Resources
Engagement Ideas Book
The new EAL Framework Curriculum – Adult sector
VicTESOL Symposium 2023.
Friday 13th October, 2023, The Academy of Teaching and Leadership
Presenter: Nadia Casarotto (Victoria University), Margaret Corrigan (Carringbush Adult Education), Angela DiSciascio (Gordon Institute of TAFE)
Summary
In “The New EAL Framework Curriculum” session participants learnt about the new Victorian EAL Framework curriculum and how to apply it to their teaching.
Nadia Casarotto, the Curriculum Maintenance Manager, presented a comprehensive overview of the curriculum, emphasizing significant modifications from the current version.
Subsequently, Angela Di Sciascio delved into a detailed analysis of a unit of competency from Certificate II EAL (Access), elucidating the methodical process of unpacking such units. Angela also provided insights into the pertinent sections of the revamped unit structure tailored for educators, along with practical suggestions on seamlessly incorporating units, skills, and knowledge into assessment practices.
Resources
For Existing users of the EALF – what’s new and different in the new curriculum
October 18 2023 from 6:30 pm – 7:30 pm, Virtual Event
Summary
On the 17th and 18th of October adult sector teachers from all corners of Australia joined webinars that provided information on the recently accredited Victorian EAL Framework curriculum. The Curriculum Maintenance Manager, Nadia Casarotto provided an overview of the curriculum, highlighting the major changes from the current version. Angela Di Sciascio then looked at an example unit of competency from Certificate II EAL (Access) and stepped through the process of unpacking a unit. Angela also explained the relevant sections of the new unit structure for teachers as well as some tips on how to integrate units, skills and knowledge into assessment. Lots of questions were generated and these will be compiled into a FAQ page on the VicTESOL website – stay tuned for more information.
Recording
Resources
Angela DiSciascio Presentation
Nadia Casarotto Presentation
Strategies for Teaching Digital Literacy and Resilience in the Adult EAL Classroom
Emily Tucker
March 16 2023 from 4:00 pm – 5:00 pm
Summary
In her presentation, Strategies for Teaching Digital Literacy and Resilience in the Adult EAL Classroom, Emily Tucker from Carringbush Adult Education, discussed her research with the ISS institute which focused on best practice pedagogies of digital literacy skills for adult EAL migrant and refugee learners within a community-based education setting. These learners encounter significant challenges with digital devices that give them access to information allowing them to participate fully in everyday life, employment and education opportunities in Australia. Despite the obvious need to build these skills, many teachers have not yet been fully equipped with the relevant teaching strategies, but we know are eager to learn.
In this presentation, Emily shared practical strategies and tools for teaching digital literacy, which she observed on her recent US study tour and which she is trialling with her learners at Carringbush. Emily’s fellowship learnings provide an important contribution to the support of teachers in building digital resilience in their own practice and within their students.
Take-aways from Emily’s presentation included links to useful tools and other resources and these can be found below.
Recording
Resources
Presentation
Padlet
Teaching Pronunciation: It’s never too early
Tuesday 10 November 2020, 4:00-5:30pm AEDT
This practical workshop was based on the premise that EAL teachers need to be pro-active in integrating a focus on pronunciation at all levels of teaching with the main goal of instruction being achieving intelligibility. The session gave a brief overview of the different components of pronunciation that students need to master to both make sense of what they hear and to be understood when they speak, and then provided some ideas for the adult EAL classroom which relate to larger units of speech (suprasegmental elements) primarily stress, rhythm and intonation. Most of these activities can be adapted to any level or context. Jacky’s presentation was followed by Q&A and small group discussions.
Jacky Springall has spent most of her EAL career working with new adult migrants and refugees in the Adult Migrant English Program. This has included classroom teaching, curriculum and professional development roles and coordination of delivery programs. One of her enduring interests has been the integration of pronunciation teaching in everyday EAL programs and its significance for the acquisition of oral language skills. Jacky was involved in several collaborations on teaching pronunciation with Dr. Lynda Yates in the golden days of the AMEP Research Centre resulting in Teaching Pronunciation fact sheets and a professional development kit for assessing intelligibility. Jacky is currently working for Box Hill Institute coordinating the AMEP and SEE programs at Lilydale and Ringwood.
Culturally Diverse Literature – A series: 2020
Summary
Stories are powerful. They shape the way we think about the world, ourselves and each other. The stories we choose to present to students at school, as teachers and librarians, profoundly affect how students perceive the world and their place in it. We want to help you choose culturally diverse resources that reflect students’ diverse lives, promote inclusion, challenge stereotypes, confront racism and ultimately strengthen our multicultural society.
This series of professional learning events is a result of collaboration between staff from the Languages and Multicultural Education Resource Centre (LMERC), the School Libraries Association of Victoria (SLAV), Stella Schools, and VicTESOL.
Resources
Visit the resources page to download resources from the session
Creating Trauma-Informed, Strengths-Based Classrooms: Teacher Strategies for Nurturing Students’ Healing, Growth, and Learning
Brunzell, Tom; Norrish, Jacolyn (21/05/2021)
With accessible strategies grounded in trauma-informed education and positive psychology, this book equips teachers to support all students, particularly the most vulnerable. It will help them to build their resilience, increase their motivation and engagement, and fulfil their full learning potential within the classroom.
Based on the successful Berry Street education strategies pioneered by the authors, this book also includes comprehensive case studies, learning points and opportunities for self-reflection, fully supporting teachers to implement these strategies within the classroom.
Trauma Literature in the Classroom: Pitfalls and Potential
Jones, Zach (English in Australia, v56 n2 p49-56 2021)
Psychological trauma is swiftly becoming one of the most significant public health concerns and obstacles to effective education in the current teaching climate. This paper responds to my experiences as both a secondary English teacher and registered psychologist, examining the potential utility of trauma literature in the English classroom for destigmatising trauma as a subject, as well as offering representation and hope for students who have experienced trauma. Reasonable concerns about addressing the subject of trauma, even through fiction, are also discussed.
Windows, Mirrors and Sliding Glass Doors
Rudine Sims Bishop
Books are mirrors when readers see their own lives reflected in the pages. Books are windows when they allow readers a view of lives and stories that are different from their own. Books become sliding glass doors when readers feel transported into the world of the story and when they feel empathy for the characters.
Let’s Start with Heartbreak: The Perilous Potential of Trauma in Literacy
Elizabeth Dutrro
This column explores the complexities of considering trauma in literacy classrooms and the need to foster pedagogies that approach children’s trauma critically and compassionately.
Stories of trauma: How can we approach ‘dark content’ in schools?
Kieran Dale-O’Connor
This article discusses the complexities of teaching trauma-centered literature, highlighting The Bell Jar as an example. While some educators find value in confronting difficult topics, others stress caution, advocating trauma-informed practices like content warnings and offering students control over exposure. Balancing challenging material with emotional safety is crucial. The author argues that, though traumatic literature can encourage empathy and reflection, student well-being must remain the priority to create a supportive, empowering classroom environment.
Languages and Multicultural Education Resource Centre
https://www.schools.vic.gov.au/languages-and-multicultural-education-resource-centre
Foundation House – School’s In for Refugees
https://sifr.foundationhouse.org.au/
The ABCs of EAL/D
https://www.aitsl.edu.au/secondary/comms/aitsl-mail/abcsThe ABCs of EAL/D
Unlocking the Power of Emergent Language in Multilingual Classrooms – The Bell Foundation
The EAL Toolkit
Information about the AMEP program
https://immi.homeaffairs.gov.au/settling-in-australia/amep/about-the-program
AMEP Online free resources
https://ameponline.homeaffairs.gov.au/
Printable Conversation topics
http://esldiscussiontopics.com/
https://printdiscuss.com/topics/
Online grammar explanations and functional language activities to use with your class
https://www.bbc.co.uk/learningenglish
https://www.abc.net.au/education/learn-english
https://learnenglish.britishcouncil.org/
https://www.perfect-english-grammar.com/
https://www.sbs.com.au/language/english/en/learn-english
News for English learners
https://www.sbs.com.au/news/podcast/sbs-news-in-easy-english
Not just surviving, thriving! Preparing for your first year of teaching in an EAL classroom – 28 October 2020
Summary
Panel Discussion and Q&A
Presenters
- Sanam Maner: Melbourne Polytechnic
- Laurence Guttmann: Western English Language School
- Rosemary Abboud: Dandenong High School
- Margaret Corrigan: Carringbush Adult Education
- Julia Lippold: Lauriston Girls School
Recording
Resources
Visit the resources page to download further resources from the session
Meeting graduate standards for working with EAL/D learners – 8 September 2020
Summary
If you expect to work with EAL/D learners in your teaching career, then you will want to be familiar with the EAL/D Elaborations of the Australian Professional Standards for Teachers. In this webinar, Jenny went through some of the thinking behind the document and showed how it can serve teachers both in their preparation and their practice. As convenor of the original writing group, she aimed to bring the EAL/D Elaborations to life, and to answer questions from the participants.
This webinar was aimed at Initial Teacher Education students and pre-service teachers.
Presenter
- Dr Jenny Barnett: TESOL teacher education at the University of South Australia
Recording
Resources
Visit the resources page to download further resources from the session
Panel Discussion: Building Communities Beyond the EAL Classroom – 1 August 2016
Summary
A panel discussion from the 2016 VicTESOL Symposium on different ways to build relationships with families and communities of EAL students. The panel features people from a range of organisations and contexts discussing approaches and projects, and aims to encourage teachers to actively seek out partnership programs within their own settings.
Panelists:
- Anthony Brewergray: EAL Teacher Wodonga Senior Secondary College
- Mairead Hannan: Head of Education and Careers The Huddle
- Jenn Clark: Manager ASRC Schools Program
- David Ogden: Dandenong High School
- Howard Kelly: Education Consultant
Chair:
- Michelle Andrews: Blackburn English Language School Teacher, VicTESOL Committee member
