13 October 2023
8:00am – 4:30pm
The Academy of Teaching and Leadership (Formerly the Bastow Institute of Educational Leadership)
603-615 Queensberry St, North Melbourne,3051
$140 – VicTESOL Member
$180 – Non-member
Non-member Ticket Purchases
From 1 October, the cost of a VicTESOL member ticket and 2022 VicTESOL membership is only $188! Purchase your membership and symposium ticket in the same transaction to receive member rates to the symposium and other upcoming events.
Event Running Order
|8:45am – 9:00||Welcome to Country and Introduction|
|9:00am – 9:45am||Session 1
Sustaining EAL expertise: voices from research (Keynote Presentation)
|9:45am – 10:30am||Session 2
Sustaining EAL expertise: voices from leadership (Panel)
|10:30am – 11:00am||Morning Tea|
|11:00am – 12:00pm||Session 3
Sustaining EAL expertise: voices from the classroom (Unpacking of Keynote and Panel)
|12:00pm – 1:00pm||Session 4
Sustaining EAL expertise: giving voice to everyone (Parallel sessions)
|1:00pm – 2:15pm||Lunch|
|2:20pm – 3:20pm||Session 5
Sustaining EAL expertise: giving voice to everyone (Parallel sessions repeated)
|3:20pm – 3:40pm||Sustaining EAL expertise: voices singing together (Conclusion)|
|3:40pm – 4:30pm||Afternoon Tea & Networking|
Sustaining EAL expertise: voices from research
Keynote: Responsive Mediation and Shifting Novice L2 Teacher Instructional Stance
Prof. Karen E. Johnson (Penn State University, USA)
Sustaining EAL expertise: voices from leadership
Panel of Experts
|Chair||Assoc. Prof. Russell Cross (Melbourne Graduate School of Education)|
|Panelists||Evangelia Kontos (Blackburn English Language School), Assoc. Prof. Janet Scull (Monash University), Amelia Gedeye (Blackburn English Language School), Michelle Andrews (Department of Education)|
|Discussant||Prof. Karen E. Johnson (Penn State University, USA)|
Sustaining EAL expertise: voices from the classroom
Unpacking of Keynote and Panel
|Randomised rooms to enable cross sector discussions|
Sustaining EAL expertise: giving voice to everyone
|Stream 1||Simone Cassidy (Department of Families, Fairness and Housing), Merrilyn Gaulke (Bendigo Crusoe College), Belinda Gillie Kemmer (Bendigo Crusoe College), and Stephanie Dole (Bendigo Crusoe College)|
|Stream 2||Nadia Casarotto (Victoria University), Margaret Corrigan (Carringbush Adult Education), Angela DiSciascio (Gordon Institute of TAFE)|
|Stream 3||Sarah Douglas (River Nile School)|
|Stream 4||Dr Katrina Tour (Monash University), Associate Professor Melissa Barnes (LaTrobe University), Dr Alexia Maddox (La Trobe University), Dr Shem Macdonald (La Trobe University), Associate Professor Mark Pegrum (University of Melbourne)|
|Stream 5||Prof. Heidi Harju-Luukkainen (University of Jyväskylä, Finland, and Nord University, Norway)|
Sustaining EAL expertise: giving voice to everyone
|As for Session 4 above|
Karen E. Johnson is Kirby Professor of Language Learning and Applied Linguistics at The Pennsylvania State University. Her scholarship has been devoted to building theory and conducting research on L2 teacher cognition within and for the field of L2 teacher education. Grounded in a Vygotskian sociocultural ‘theory of mind’, her scholarship centers on understanding the learning of L2 teaching, the activity of L2 teaching, and the practices of L2 teacher education. She has accomplished this by empirically documenting the dialogic mediation that emerges inside the practices of L2 teacher education, tracing L2 teacher development as it is unfolding, and detailing the consequences of these interactions on the ways in which L2 teachers begin to think about and attempt to enact their instructional practices with L2 students in the socially situated institutions in which they live and work.
Additionally, she has argued that the transformative power of teachers engaging in narrative activities lies in its ability to ignite cognitive processes that can foster L2 teacher professional development and, as a result, critical to the design, enactment, and assessment of the consequences of L2 teacher education.
‘She has published nine scholarly books, the most recent Praxis-oriented Pedagogy for Novice L2 Teacher: Developing Teacher Reasoning (2023, Routledge). At the core of this book lies a unique set of pedagogical concepts: linguistically compact, conceptually rich chunks of language that function as psychological tools for L2 teaching.
In the MA TESL and the Ph.D. in Applied Linguistics degree programs, she teaches courses in Teaching English as a Second Language, Teaching L2 Writing, Communication in Second Language Classrooms, Theory and Research in Language Teacher Education, and Sociocultural Theory and L2 Learning.
Abstract – Praxis-Oriented Pedagogy and the Development of
L2 Novice Teacher Expertise
Karen E. Johnson, Deryn P. Verity and Sharon S. Childs,
European Journal of Applied Linguistics and TEFL; Halifax Vol. 9, Iss. 2, (2020): 3-23.
While past L2 teacher cognition research has critically examined what L2 teachers know, believe, and think, limited progress has been made in addressing fundamental questions about the development of L2 teacher/teaching expertise. Grounded in Vygotskian sociocultural theory, this article tracks the developmental trajectory of three novice ESL teachers over two years as they move through three praxisoriented pedagogy courses. The findings illustrate how a specific set of pedagogical concepts come to function as mediational means, enabling them to shift their instructional stance from teacher-centred to teaching as dialogic mediation.
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We look forward to seeing you there!