Category Archives: Uncategorized

AusELT Twitter Chat 13 Oct: Where PD is taking us in 2019

bubbles 4

What events have you attended, and which topics grabbed your attention?

What PD events have you presented at, and on which topic?

What are your take-aways, about changes in your thinking and in your practice?

Join us for a slow-burn Twitter chat all day Sunday, using the tag #AusELT. The topic is timely, given all the PD events this year. Some people in the community are more active on Twitter than Facebook, and vice versa, so a chat on Twitter is a good place to make new connections as well as share resources and thoughts.

This leisurely style of chat means you can send a tweet, read and comment any time from 10am AEDT onwards, dropping in at different times to see what’s happening.

Check the starting time in your zone here.

For links to many of the events of 2019 so far, click here.

New to #AusELT? New to Twitter? If you’re not sure what to do, get in touch with any of the #AusELT admin team on Facebook or Twitter (eg @SophiaKhan4 and @Clare_M_ELT) or by leaving a comment below. Here are some posts that should also help you get started:

 

2019 Professional Development Opportunities

Here is a collection of many of the opportunities for PD we have had so far in 2019. Please let the admin of the month know about any we can add, and any links which could be added.

AusELT picture

AusELT Twitter Chat Feb 3

Learning from our students

https://auselt.com/2019/01/29/learning-from-our-students-auselt-twitter-chat-sunday-3-feb-2019-8-30-9-30pm-aest/

PD West Sat March 9

Building Creativity, Building Skills, Building Academic English Skills, Building Community

https://www.englishaustralia.com.au/documents/item/590

AusELT Twitter chat Empowerment and Teachers 7 Apr

https://auselt.com/2019/04/06/what-would-you-like-to-talk-about-on-april-7th/

NEAS Management Conference Sydney May 8-10

Leadership in ASEAN and Australia: Influencers in ELT

UECA PD Fest Sydney Sat Apr 13

Innovate! Delivery, Assessment, Support and Services in EAP and Pathway programs

http://www.ueca.edu.au/pdfest2019/

AusELT Twitter chat June 2

Transferability of Skills

https://auselt.com/2019/06/02/transferability-of-skills-auselt-twitter-chat-2-june-2019-8-30pm-aest/

AusELT article discussion June

From feedback to backfeed: Increasing student engagement with feedback: Bianka Malecka UNSW Global

https://www.englishaustralia.com.au/documents/item/624

UECA Assessment Symposium Brisbane July 13-14

http://www.ueca.edu.au/assessment2019/index.php

MeetELT Melbourne Aug 14

IDEA: Innovate, Digitalise, Engage, Activate

MeetELT Sydney 28 Aug

pruh-nun-see-ey-shun

https://meetelt.wixsite.com/meetelt/testimonals?fbclid=IwAR0J1VPP8ZPdvaQfjyrzfRkxH7s29j8DjA1zED8brPu_PbMR1H-D16iKpJU

English Australia Conference 2019 Melbourne Sept 18-20

‘Engage, Include, Adapt’

https://www.englishaustralia.com.au/professional-development/2019-english-australia-conference

ACAL Conference 2019 Sydney Oct 4-5

Australian Council for Adult Literacy Conference

Critical re-imagining: adult literacy and numeracy practices for sustainable development

https://acal.edu.au/2019-acal-conference/

Upcoming:

UECA PD Fest Melbourne Oct 26

Shape: Tech, Academic, Social and Cultural Engagement

http://www.ueca.edu.au/pdfest2019-melbourne/index.php

ALTAANZ / ALAA / ALANZ Conference 2019 Nov 25-27

Applied Linguistics and Language Teaching: Making Connections

http://www.alaa-alanz2019conference.com/

AALL Biennial Conference Fremantle Nov 27-29

Association for Academic Language and Learning

http://www.aallconference2019.com/

And ongoing

English Australia

Webinars upcoming and past

https://www.englishaustralia.com.au/professional-development/webinars

Action Research information

https://www.englishaustralia.com.au/professional-development/action-research

Continuing Professional Development Framework / CPDF resources

https://www.englishaustralia.com.au/professional-development/resources

Special Interest Groups / SIGs

https://www.englishaustralia.com.au/professional-development/special-interest-groups

Journals current and past

https://www.englishaustralia.com.au/professional-development/journal

Guides to Best Practice

https://www.englishaustralia.com.au/professional-development/best-practice-guides

NEAS

Workshops, webinars and online learning

https://neas.org.au/professional-development/

TESOLANZ

Teachers of English to Speakers of Other Languages Aotearoa NZ

http://www.tesolanz.org.nz/Site/Noticeboard/FreeResourceLinks.aspx

Article Discussion Group: June 2019

book-club

Image courtesy of http://kausarbilal.com/book-club-launch-at-south-asian-study-group/

Discussion of the article: From feedback to backfeed: Increasing student engagement with feedback. Bianka Malecka, UNSW Global

Bianka writes:

While the value of timely feedback, whether formative, summative, corrective, confirming, written or oral is no longer contested, there seems to be insufficient focus on what happens after students receive feedback. After all, feedback needs to demonstrate effects and its utility ultimately depends on whether students engage with it. This is not often the case, however.

This sets the scene for her article on making feedback useful and engaging for her students. She approached this problem through an action research (AR) project, noting that a as a UEEC (University English Entry Course) writing teacher she is responsible for 8 hours of weekly writing lessons including Writing Skills, Writing Practice, Writing Workshops and Consultations. She also notes that on average, a writing teacher provides 216 feedback reports in 10 weeks!

In the AR project, Bianka surveyed all her students about their experiences with written feedback. She also interviewed her colleagues to find out what they did. This resulted in 77 student responses and 6 teacher interviews.

Bianka writes:

As for suggested improvements to feedback, seven students suggested marking strengths as well as weaknesses while 10 students mentioned providing increased opportunities for one-on-one oral feedback.
In terms of students’ perception of the most valuable essay feedback, 34% of respondents wanted teachers to correct their errors, 24% would like to have their errors underlined, 16% valued teacher’s use of error correction code (intended to identify the type of error, without correcting it) and only 5% viewed evaluation sheets as helpful in their progress.

Interestingly, correction codes, which many teachers seem to favour, were not preferred by students.

Some questions to get us started:

  • How do you think your students would compare to these findings?
  • What do you think of the examples of feedback tasks the author outlines?
  • Do you practice any other kinds of feedback/backfeed?

Welcome to the voting page of the Article Discussion Group. The idea is for us all to vote for our preferred article from the latest English Australia Journal, read it, and then join in a moderated discussion of the article. Authors will either join in on the discussion, or respond offline to points raised and questions asked, facilitated by the moderator. The discussion will take place on the #AusELT Facebook page and is scheduled as such: June 17-23 is reading time; June 24-30 is discussion time.

The articles are all relevant to many of the contexts in which members of AusELT practice. One is a research article focused on technology-enhanced academic language support for EAP-type programs. Another is an investigation of teachers’, students’ and administrators’ beliefs about an English-only college policy. The third introduces strategies for increasing student engagement with feedback. Each article has been peer-reviewed, meaning that the editor has invited leading TESOL scholars to review and offer suggestions for improving earlier drafts. We have some excellent reviewers who, together with the authors, have ensured you receive the best quality research reports upon which you can make some decisions about your own teaching.

The discussion moderator will orient you by providing a summary of the research design (where applicable) and the overall purpose of the research. The discussion will not only focus on how the article can inform your own teaching, but also on opportunities for further research in any form. It will hopefully spark ideas for improving the quality of life in many classrooms! Each article has an abstract for you to read; after all, just as you can’t judge a book by its cover, you can’t judge a research article by its title. The complete articles are all open access, freely available online here and downloadable in pdf here. The chosen article will be made available as a pdf and available for download on this page.

Abstracts


A developmental framework for technology-enhanced academic language support (TALS)

John Smith

Griffith English Language Institute, Griffith University

 

Technology-enhanced academic language support (TALS) refers to any adjunctive learning and teaching program that utilises digitally based technologies to support and develop academic English language and skills. Despite its prevalence, TALS has been largely ignored in the literature. This lack of research and exploration is concerning, not only because such a widespread learning and teaching practice has been so neglected, but also because there is real need for good guidance. With the increasing rapidity of change in technology-enhanced education, there is a correspondingly increased need for TALS programs to have a solid grounding in theory, educational design and quality assurance. This paper will therefore briefly present a framework for TALS development that can be utilised across a variety of contexts and settings. It is expected that this framework will be of most use to teachers and developers interested in online academic language learning and teaching.


English-only policy in an ELICOS setting: Perspectives of teachers and students

Yulia Kharchenko and Phil Chappell

Macquarie University

Contrary to growing multilingual theories of language learning, beliefs in the advantages of monolingual instruction in English teaching are widespread and often result in an English-only approach that rarely takes into account the perspectives of the parties involved. This article reports on a study that explored perceptions of a strict English-only policy and its impact on students and teachers in an Australian English Language Intensive Courses for Overseas Students (ELICOS) setting. In a mixed-methods approach, data from a student survey and group interviews with teachers revealed a discrepancy between generally positive beliefs about the policy and a mixed impact of its implementation in practice. The study also highlighted the limitations of framing a linguistic strategy as an official policy, including the potential for conflict between the teaching staff and the students. The findings have implications for language policy decisions in the wider ELICOS sector and support research on multilingual pedagogy and first language use in English teaching and learning.


From feedback to backfeed: Increasing student engagement with feedback

Bianka Malecka
UNSW Global

Developing strategies to encourage students to backfeed, i.e., engage in the process of mindful reflection and analysis of the meaning of feedback seems to be a genuine need to fast-track their learning. Technology has a vital role to play in this process as it makes backfeed accessible to staff and students so that a longer-term picture of learning can emerge. Using Learning Management Systems (LMS), online platforms and collaborative technologies to provide feedback and backfeed makes it more dialogic and gives students a voice in the process of feedback communication, a voice that they may be deprived of when not given an opportunity to interact with feedback. This paper explains the concept of backfeed and provides examples of strategies to integrate it in the classroom.

Voting


So, without any more fanfare, please cast your vote! Closes Sunday June 16, 2019 at 5 pm EST

Poll closed: winning article: From feedback to backfeed: Increasing student engagement with feedback: Bianka Malecka UNSW Global

Your moderator, Phil Chappell (@TESOLatMQ)

Learning from our students #AusELT Twitter chat Sunday 3 Feb 2019

 

auselt twitter chat visualThis chat has been held – read through the chat transcript here.

To kick off the new year, we shared what we’ve learned and continue to learn from students. These were the questions posed during the chat:

  • What have you learned?
  • How did this come about?
  • What impact did this have?
  • Did you share it with anyone else?
  • What’s the best way to record such experiences?
  • How do we keep building on these insights?
  • How can we open up more opportunities to learn from our students?

A simple topic, but powerful.

This chat has been held – read through the chat transcript here.

New to #AusELT? New to Twitter? If you’re not sure what to do, get in touch with any of the #AusELT admin team on Facebook or Twitter (eg @SophiaKhan4) or by leaving a comment below. Here are some posts that should also help you get started:

·        Need help with Twitter?`

·        #AusELT 1-page guide to Twitter

·        So you have a Twitter account – now what?  (from Cult of Pedagogy)

 Photo and post by @Clare_M_ELT (edited and tanscript added by @cioccas)

 

 

Article Discussion Group: June 2019

book-club

Image courtesy of http://kausarbilal.com/book-club-launch-at-south-asian-study-group/

 

Welcome to the voting page of the Article Discussion Group. The idea is for us all to vote for our preferred article from the latest English Australia Journal, read it, and then join in a moderated discussion of the article. Authors will either join in on the discussion, or respond offline to points raised and questions asked, facilitated by the moderator. The discussion will take place on the #AusELT Facebook page and is scheduled as such: June 17-23 is reading time; June 24-30 is discussion time.

The articles are all relevant to many of the contexts in which members of AusELT practice. One is a research article focused on technology-enhanced academic language support for EAP-type programs. Another is an investigation of teachers’, students’ and administrators’ beliefs about an English-only college policy. The third introduces strategies for increasing student engagement with feedback. Each article has been peer-reviewed, meaning that the editor has invited leading TESOL scholars to review and offer suggestions for improving earlier drafts. We have some excellent reviewers who, together with the authors, have ensured you receive the best quality research reports upon which you can make some decisions about your own teaching.

The discussion moderator will orient you by providing a summary of the research design (where applicable) and the overall purpose of the research. The discussion will not only focus on how the article can inform your own teaching, but also on opportunities for further research in any form. It will hopefully spark ideas for improving the quality of life in many classrooms! Each article has an abstract for you to read; after all, just as you can’t judge a book by its cover, you can’t judge a research article by its title. The complete articles are all open access, freely available online here and downloadable in pdf here. The chosen article will be made available as a pdf and available for download on this page.

Abstracts


A developmental framework for technology-enhanced academic language support (TALS)

John Smith

Griffith English Language Institute, Griffith University

 

Technology-enhanced academic language support (TALS) refers to any adjunctive learning and teaching program that utilises digitally based technologies to support and develop academic English language and skills. Despite its prevalence, TALS has been largely ignored in the literature. This lack of research and exploration is concerning, not only because such a widespread learning and teaching practice has been so neglected, but also because there is real need for good guidance. With the increasing rapidity of change in technology-enhanced education, there is a correspondingly increased need for TALS programs to have a solid grounding in theory, educational design and quality assurance. This paper will therefore briefly present a framework for TALS development that can be utilised across a variety of contexts and settings. It is expected that this framework will be of most use to teachers and developers interested in online academic language learning and teaching.


English-only policy in an ELICOS setting: Perspectives of teachers and students

Yulia Kharchenko and Phil Chappell

Macquarie University

Contrary to growing multilingual theories of language learning, beliefs in the advantages of monolingual instruction in English teaching are widespread and often result in an English-only approach that rarely takes into account the perspectives of the parties involved. This article reports on a study that explored perceptions of a strict English-only policy and its impact on students and teachers in an Australian English Language Intensive Courses for Overseas Students (ELICOS) setting. In a mixed-methods approach, data from a student survey and group interviews with teachers revealed a discrepancy between generally positive beliefs about the policy and a mixed impact of its implementation in practice. The study also highlighted the limitations of framing a linguistic strategy as an official policy, including the potential for conflict between the teaching staff and the students. The findings have implications for language policy decisions in the wider ELICOS sector and support research on multilingual pedagogy and first language use in English teaching and learning.


From feedback to backfeed: Increasing student engagement with feedback

Bianka Malecka
UNSW Global

Developing strategies to encourage students to backfeed, i.e., engage in the process of mindful reflection and analysis of the meaning of feedback seems to be a genuine need to fast-track their learning. Technology has a vital role to play in this process as it makes backfeed accessible to staff and students so that a longer-term picture of learning can emerge. Using Learning Management Systems (LMS), online platforms and collaborative technologies to provide feedback and backfeed makes it more dialogic and gives students a voice in the process of feedback communication, a voice that they may be deprived of when not given an opportunity to interact with feedback. This paper explains the concept of backfeed and provides examples of strategies to integrate it in the classroom.

Voting


So, without any more fanfare, please cast your vote! Closes Sunday June 16, 2019 at 5 pm EST

Your moderator, Phil Chappell (@TESOLatMQ)

AI in the classroom – #AusELT ‘slowburn’ Twitter Chat – 9 September 2018

Our #AusELT Twitter chat on Sunday September 9th will be in the ‘slowburn’ format This means instead of the usual 1-hour format, we are spreading out over a whole 12 hours, starting at 10am Sydney time and ‘officially’ closing at 10pm. During that time, we will be posting discussion questions on the hour so feel free to come and join the discussion. If you are new to using Twitter or have a Twitter account but find regular chats a bit intimidating because of their pace, this is an ideal way to get involved without the usual time pressure.

For this chat, we will be heading into the area of educational futurism and looking at the notion of AI (artificial intelligence) in the classroom. We will springboard off the article that was posted in the Facebook group last week about AI replacing teachers (and that has been reposted below along with links to a couple of other recent articles on the topic). For years, people have been predicting a time when the presence of a human teacher will become unnecessary in our classrooms. In the chat we will look at the current developments in and use of AI in education and consider just how long it might be before our jobs are genuinely at risk.

For any help with Twitter, please visit the dedicated page on this blog.

https://thejournal.com/articles/2018/08/29/the-promise-of-ai-for-education.aspx

https://www.livemint.com/AI/lqVPJwrICdNQWQqXGXZpzJ/How-artificial-intelligence-is-making-the-education-system-m.html

This post by @Penultimate_K