Action Research SIG: Natalie Dipsellas (Academy of English, Academies Australia) - English Australia
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Action Research SIG: Natalie Dipsellas (Academy of English, Academies Australia) My name is Natalie Dipsellas, I am currently the Academic Manager at Academy of English, Academies Australia. I am glad to submit my application materials to English Australia for the position as convener deputy convener for the Action Research SIG for the following two years. I have been very fortunate to have gained an extensive range of experience at various colleges throughout my career which began in 2006. Notably was being EAP coordinator developing EAP courses taking them through the NEAS accreditation process of that time, then articulating these courses with various tertiary institutions between the years 2006-2009. I also am an International musician, singer and guitarist and toured overseas. During this period, I was offered the position of Global Manager of a luxury eyewear brand based in Japan. I gained extensive management experience in this setting. However, I discovered there, that my true passion lay in education and with this discovery I realised that I still have something to give back to the field. I decided to repatriate to Australia and undergo a Master of Education (Educational Management and Leadership) by dissertation capstone ‘Teachers’ Perceptions of the Relevance of the Common European Framework of Reference (CEFR) for English in Australia’. Projected completion date is June 2020. For me personally, the dissertation serves as a consolidation of my experience thus far within a theoretical context and a way to articulate the various forces that impact each other, with the hope that professionally and academically, it generates further discussion and contributes positively to the field. Since returning, I have moved into my first Academic Management experience at Academy of English. Academy of English is an English college of Academies Australasia. Academies Australasia is an education group made up of 18 separately licensed colleges offering more than 250 qualifications in Australia and Singapore. The qualifications offered, range from Secondary to Post-Secondary levels, starting with courses at High School, to ELICOS, to Vocational, to Higher Education qualifications within the group. Being part of this education group offers me the opportunity to be in close contact with Secondary level providers as well as providers in various levels of the Post- Secondary sector and the chance to understand how they inter-relate on practical day-to-day, legal, financial and regulatory terms. It also offers me the opportunity to work both directly and indirectly with various peak and regulatory bodies such as English Australia, NEAS, ASQA, TEQSA and NESA. I believe that based on my experience, current position, and my passion to contribute further into the field, I would be a very suitable candidate and would be very keen and honoured to be included as a convener or deputy convener of the Action Research SIG. I thank you for reviewing my submitted information.
Action Research SIG: JENNY WALLACE
ELT Program Coordinator and PD Committee Chair, UTS Insearch
I am passionate about English Language learning and teaching, and
teacher professional development (PD) has been the cornerstone of
my career. I enjoy working with teachers to cultivate curiosity and
enthusiasm for continuous PD.
I have been an ELT Program Coordinator at UTS Insearch for most of the past four years. Part of
my role is working with teachers on their PD plans, and during 2020 I have designed and run
our training for online learning and teaching. I have worked in ELT as a teacher, senior teacher
and coordinator since undertaking my CELTA in 2010. I have gone on to complete a Master of
Education, and most recently a Delta in 2018. For the past five years, I have also been a key
contributor to the UTS Insearch ELT PD Committee, and this year I am serving as Chair. I ensure
all teachers at my institution can participate in regular PD by promoting PD opportunities, and
running special PD Days (four each year) and training events.
My interest in action research (AR) began when I participated in the English Australia (EA)
Action Research Program in 2013. I have continued to be involved in the world of AR in ELT ever
since. Through our own AR Program at UTS Insearch, in my role as Program Coordinator I have
helped 30 teachers to undertake their own AR projects. My guidance, knowledge and
mentoring have supported many teachers to share their findings through conference
presentations and peer-reviewed publications. I am proud that UTS Insearch have been
awarded the 2020 Anne Burns Action Research Grant from English Australia as recognition for
our achievements. In our local, national and international communities, I am a regular
conference presenter on the subject of AR and the UTS Insearch AR Program. I have also
published articles on my own AR project and reviewed AR materials for teachers.
These experiences and traits are what attract me to the role of Convenor of the EA Action
Research SIG. While our profession has experienced seismic changes in course delivery,
supporting teachers to maintain an active role in their PD remains a priority. The new SIG
recognises this and will drive further engagement in AR. I would feel privileged to serve our
teaching community in Australia in the role of Action Research SIG Convenor. Thank you very
much for your consideration.
Assessment SIG: Cara Dinneen (Macquarie University International College and English Language Centre) Cara DINNEEN is the Associate Director, Learning and Teaching at Macquarie University International College and English Language Centre. Cara holds an MA TESOL, Graduate Certificate in Business Educational Leadership, Trinity Diploma of TESOL, BA Communications and is currently completing a Master Professional Practice in Digital Learning Leadership. Cara has 18 years’ experience in English language teaching, learning and leadership, having taught and managed programs in Victoria and NSW Australia, the Sultanate of Oman and Spain. In her current role, Cara oversees the learning and teaching programs for EAP and Pathway courses at Macquarie University and has a keen professional interest in learning and assessment design. Cara has served as the Head Convenor for the English Australia Assessment Special Interest Group since its inception in 2018 and is a strong believer in sector collaboration. Her current area of research is digital learning and sustainable assessment design for ELICOS direct entry programs.
Assessment SIG: Hora Hedayati (UNSW Global) Hora Hedayati is the Manager of Education Development at UNSW Global with oversight of Continuing Professional Learning and quality assurance for Education Programs. Programs include Academic English Programs, Foundation Studies and Diploma Programs. Hora is the chair of the Education Assessment Subcommittee at UNSW Global and is a member of UNSW Global Assessment Strategy. She holds a PHD in TESOL/Applied Linguistics and has worked as a general English teacher, Academic English teacher, senior specialist teacher and TESOL lecturer and researcher since 2000. For more than a decade, she has been involved in (Academic) English Language Testing and Assessment for more than a decade. She has been involved in designing and developing English language tests for general and high stakes academic English courses in Australia and overseas. She has served as the co-convener of inaugural English Australia Assessment SIG where she collaborated with Cara Dinneen and Stephen Walker to promote the best practice in Language Assessment practices within English Australia member colleges. Hora has also conducted research in the area of English language assessment policy and Language Test validation and co-authored papers in peer-reviewed journals of Annual Review of Applied Linguistics, TESOL-EJ and ReCALL. She has also presented in national and international conferences and her most recent presentations were at UECA Language Assessment Symposium and WorldCALL5. She has been a regular reviewer for Computer-Assisted Language Learning (CALL) and ReCALL, for the past seven years. She is a member of International Language Testing Association (ILTA), Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ) and Applied Linguistics Association of Australia (ALAA).
Assessment SIG: Tony Hickey (Centre
for English Teaching University of
Sydney)
Education Manager University
Pathways
Nomination as Convenor or Deputy Convenor of the English Australia Assessment Special Interest Group
Supporting Statement
I have been working in English teaching for over 25 years in Germany, Poland and Australia. In Australia, I
have worked in both ELICOS centres and university centres. In my current role I mange the direct entry
courses at the University of Sydney, and assessment is a significant part of that role.
My interests are in all aspects of assessment: its purpose, its construct, the design and writing of
assessment tasks, implementation and scoring, standardising, moderating, benchmarking and reviewing.
The Assessment SIG has been a fascinating and invaluable forum for sharing ideas, experience and
expertise with like-minded colleagues around the country. I hope to be able to contribute to this
community and help to continue its good work.
Feel free to contact me if you have any questions.
tony.hickey@sydney.edu.au
0480 262 664
Assessment SIG: Stephen Walker (ICTE – The University of Queensland) Academic Manager: English Language Assessment Dear English Australia Colleagues, I would like you to consider my nomination to convene the EA Assessment SIG. I am passionate about English language assessment and about helping English Australia members to build expertise in developing and validating, reliable English language assessments. Two years ago, when no dedicated forum for language assessment developers existed within the Australian ELT sector, I proposed and then took the lead role in delivering the UECA Assessment Symposiums in 2018 and 2019. Those events provided the first ever opportunity for those of us responsible for assessment development within our centres to come together and share our experience, expertise and challenges in the area of English language assessment. I subsequently proposed the creation of an EA Assessment SIG because I believed it could reach those working across the full gamut of ELT contexts within Australia. During its first two years of operation it has proved to be a great success by providing a forum through which to share and gain knowledge, meet challenges and work towards best practice across the industry. During 2020, with the tumultuous changes that the COVID pandemic has brought to our industry, the SIGs have been incredibly valuable in allowing us to meet to share our learnings and challenges and work together towards solutions. I look forward to having the opportunity to continue working to achieve the aims of the Assessment SIG in the role of SIG convenor and would welcome your support of my nomination. Yours sincerely Stephen Mr Stephen Walker CTEFLA, DTEFLA, MA Applied Linguistics &ELT Academic Manager – English Language Assessment Institute of Continuing & TESOL Education The University of Queensland Brisbane Qld 4072 Australia
Direct Entry Programs SIG: Will Alderton (CQUniversity English Language
Centre Melbourne)
I have been the Director of Studies (ELICOS) at CQUniversity Australia’s English Language
Centre in Melbourne, CQUEnglish, for six years, having worked as an English teacher and
academic manager both in Australia and abroad for almost a decade before this. I was
elected as the inaugural convener for English Australia’s Direct Entry Programs SIG (DEPSIG)
in December 2018 and have continued in the role since then. Together with two deputy
conveners, we have run several workshops and webinars, as well as a pre-conference
workshop in 2019 to build the DEPSIG community. With the transition to online teaching and
learning in 2020, these sessions have been vital. Given next year is shaping to be equally as
challenging, I believe it is essential that we maintain this community and continue to hold
workshops where members can share ideas to further enhance our programs for the benefit
of our students. It is for this reason that I am renominating as convener.
I have been involved with DEPs as both a teacher and academic manager for over 12 years. I
gained initial experience on the Direct Entry Academic Program (DEAP) at UTas, and I then
taught on Curtin English’s Bridging Program in Perth. Since I commenced at CQUEnglish, I
have been involved in redeveloping our EAP curriculum, which now includes two DEPs
aligned to the CEFR, one of which was run across four campuses prior to COVID-19. The DEPs
at these three centres are unique in their size, student cohort and footprint (single or multi-
campus), and as such, my awareness of the challenges faced are not limited to one context.
This year, I successfully oversaw the transition to an online delivery mode for our DEPs, for
students both onshore and offshore. In working for a small to medium sized centre such as
CQUEnglish, I have an understanding of DEPs from multiple perspectives, including
leadership, product development, online delivery, quality assurance, teaching and
recruitment.
I believe DEPs need to both improve the English language skills of our students and
adequately prepare them for tertiary education in a post digital world, and done well,
provide an effective alternative pathway into university. Our biggest challenges are to both
ensure and promote this effectiveness, particularly given English proficiency test scores
continue to carry so much weight as an entry point into in higher education. As such, I feel it
is essential we take a sector wide approach to ensuring we are adequately benchmarking
the outcomes (and hence assessments) of our DEPs. Furthermore, with the upheaval caused
by COVID-19 and the closure of Australia’s international border, it is important we explore
sustainable models for online, blended and face to face delivery, which ensure the ongoing
effectiveness of our programs. The DEPSIG community is the ideal forum for the sharing of
these ideas.
Direct Entry Programs SIG: Maria Naidoo (UNSW Global) I am the Education Manager for UNSW Global’s University Academic Programs which includes Global’s flagship English Direct Entry Program, the University English Entry Course (UEEC). Prior to this, I worked as an Academic Manager in the Adult Migrant English Program and have also taught ESL and worked as a curriculum writer on a number of projects, including online Academic English programs. Since 2019, I’ve been part of the English Language Support Steering Committee at UNSW which oversees the provision of language support for international students in UNSW faculties. Since December 2018 I’ve had the privilege of being a Deputy Convenor on the English Australia Direct Entry Program (DEP) SIG working closely with Will Alderton and Maggie Swannock. In this time, the DEP SIG has fostered engagement on a number of topics of significance to pathway programs offered by a range of providers in Australia. In 2019, the focus was on external benchmarking and syllabus design, with members coming together to explore issues relevant to the sustainability of DEPs as well as the ELICOS sector. Highlights included hosting a NSW DEP SIG Local Forum, helping to organise a webinar for members on examining the balance between academic literacy and language proficiency in our own programs and a DEP SIG pre-conference workshop at the 2019 English Australia Conference. In 2020 UNSW Global’s Academic English Language Programs have seen a number of curriculum transformations, including the migration of UEEC to a new online platform. Our Direct Entry Programs are currently undergoing a rethink of assessment approaches, exploring alternatives to large-scale high stakes exams. I have been fortunate to work with several project teams involved in these activities, and the opportunities to engage with external stakeholders such as UNSW Faculty members and the Language Testing Research Centre in Melbourne have meant deepened insights on the continuous improvements possible to better serve the needs of international students on a pathway to university. The extraordinary events in 2020, and our sudden shift in gear, brought the DEP SIG community together on several occasions, with members generously sharing their challenges and responsive approaches to delivering programs online. Seeing these exchanges gain momentum this year has been exciting and it would be gratifying to continue to support initiatives to sustain and deepen these important dialogues in 2021.
Ed-Tech SIG: Henno Kotzé (Institute of Continuing and TESOL Education (ICTE) at the
University of Queensland)
Background
I was the Senior Teacher for Ed-Tech at the Institute of Continuing and TESOL Education
(ICTE) at the University of Queensland since 2016, although this role was recently
disestablished due to the current COVID pandemic. In this role, I was responsible for
supporting the ICTE leadership team, the 100+ teaching staff and 3000+ annual
students and various other stakeholders with their educational technology needs. In
this role, I lead our institute’s rapid transition to emergency remote teaching this year.
I have also been an ESL teacher working for Australian universities in Vietnam, South
African and Australia for almost 15 years, specialising in pathways programs and EAP.
I have written, presented, and published extensively on educational technology in ELT for English Australia and other
leading organisations in the industry, spanning a range of topics including gamification and game-based learning,
MOOCs, online pedagogy and digital literacy, ed-tech tools and platforms, amongst others.
Achievements as SIG Co-Convenor
As co-founder and co-convenor of the English Australia Ed-Tech SIG, I have been closely involved with its creation and
development from its inception in July, 2019. Since its founding, the SIG has been successful in a number of initiatives
which I have been involved in, including:
• Supporting a thriving online community of practice through its Facebook group of almost 600 members which
include teachers, academic managers, and digital learning specialists from Australia and abroad.
• Creating engagement through its social media channels which include LinkedIn, Twitter and Facebook.
• Successfully launching the inaugural English Australia Ed-Tech Online Symposium, a two-day event with:
o 401 attendees from 12 countries and 5 continents
o 14 presenters and sessions
• Publishing regular blog posts on the SIG blog (https://edtechsig.wordpress.com/blog-feed/) on relevant ed-
tech topics written by SIG members. As editor of the blog, I source writers, wrote the style guide and also edit
and publish the posts.
Possible Future SIG Considerations
If I were to be reselected as a member of the SIG Convening team, I intend to work closely with the other SIG
convenors/deputy convenors to ensure that the SIG continues to grow and support its community with professional
development in ed-tech and language learning, especially in guiding its member colleges through these current
transformative times and ensuring the ELICOS industry can establish sustainable online teaching, learning and ed-tech
practices. Some possible initiatives I would like to consider for the next two years and beyond include:
• A 2nd Ed-Tech Online Symposium
• A ed-tech research initiative with a possible research book as the outcome
• Further promotion of the SIG through its social media channels
• Continuing the SIG’s blog with relevant posts from SIG members
• Improving the SIG’s mentorship program
• Regular virtual SIG meetings to identify member’s needs
• A series of regular ed-tech themed webinars
• Improving the SIG’s website
Thank you for your consideration.
Henno
Ed-Tech SIG I’m currently a full-time First Certificate Exam
Kelly Mannix teacher and Cambridge digital resources
administrator (moodle) for International House
Sydney.
I have over a decade of teaching experience
across continental Europe and Australia. With a
Bachelor in Communication design (Graphic
design) and CELTA certificate, I have
successfully delivered hundreds of professional
English courses as well as writing and
delivering courses and specialised skills
workshops both face to face and online.
A passion for teaching pedagogy and how
students learn and retain information coupled
with a background in graphic design, means I
have always been enthusiastic about digital
technology and the capabilities and
advancements that are emerging in the
education sector. This has led me to study a
Certificate in Education (Learning design) for
QUT. I hope to be a small part of a community
moving education forward and see my
involvement with Ed-Tech SIG as a part of this.
As well as being a tech-savvy individual I’m also
well versed in most graphics programs. My
professionalism, strict time management skills,
ability to empathise with individuals, and
positive mindset have always ensured that
each project I’ve undertaken has been a
rewarding experience for my company, clients,
students, and myself. Volunteering for TEDx
when it came to my city of Liege, Belgium for
the first time is an example.
I hope you will find my background, experience,
and skills suitable for this position.Ed-Tech SIG: Kirsty Phease (Navitas English) Kirsty is the Senior Teacher for Blended Learning at Navitas English (Master of Education, DELTA, Grad Cert. Special Educational Needs, CELTA, BA Asia-Pacific Studies) and has 21 years’ experience in ESL, EFL and ELICOS in Japan, the Czech Republic, Slovakia, Singapore and Australia. Based in Melbourne, Kirsty is currently responsible for training and supporting teachers in Navitas English centres across Australia in their online teaching delivery, and adapting and developing online content and assessments for the Academic English suite of courses at Navitas English. Kirsty has a strong belief in the use of educational technology to improve students’ digital literacy, digital citizenship and accessibility to education. She is a strong proponent of empowering students’ choices and opportunities through the better choice and use of educational technology. She sees educational technology as a powerful tool for enabling education access, communication and collaboration. Kirsty sees the training and empowerment of teachers as the key to offering high quality educational technology to students. She is strongly committed to developing the skills, confidence and awareness of teachers as they interact with educational technology in the classroom, lesson delivery and student assistance programs. Kirsty believes a teacher that can choose, use and model the use of appropriate and assistive educational technology is the key to developing students as confident and proficient online communicators.
Mental Health SIG: Trish Behan (Macquarie University English Language Centre) My name is Trish Behan and I have had the privilege of being the Mental Health SIG Convenor for the past two years. This has given me many opportunities to delve into the area of student and staff mental health and wellbeing and connect with many ELT colleagues through our FaceBook Community of Practice, English Australia presentations, webinars and pre- conference workshops, virtual catch ups and newsletters. Making meaningful contributions to our ELICOS industry and making connections and friends on a local and national sector level while representing our SIG has been immensely rewarding and humbling for me. I am currently a Senior Teacher at Macquarie University English Language Centre, Sydney. I have been working at the ELC since 2003 as a teacher, course coordinator and student advisor until I became Senior Teacher in 2013. I have a BA in English and Politics, a Postgraduate Diploma in Journalism and Media Studies and a MA in Applied Linguistics. If ever there was a time for more support in the area of mental health and wellbeing it was in 2020 and after witnessing an unwavering amount of support within our own ELICOS industry this year I continue to feel very passionate about gaining a greater insight into the challenges our students and staff face on a daily basis. Continuing to acknowledge the stigma surrounding the issues of mental health and the potential we have as mentors and leaders, to make a difference is what motivates me to continue my work in this space. I am also constantly reminded how important it is to keep our focus on our own wellbeing and that of our friends and colleagues. Our managers, teachers and frontline line staff are of the utmost importance now more than ever and it is through the SIG that I can see huge opportunities to highlight the significance of this. This year I was humbled to receive the English Australia John Gallagher Memorial Professional Bursary for my contribution to ELICOS sector in the area of mental health and wellbeing, and I would be honoured to have the opportunity to continue this work as a Convenor of the English Australia Mental Health SIG. Trish Behan Nov 2020
Mental health SIG: Chaido Kiourkou (Greenwich English College) My name is Chaido Kiourkou and I am currently the Head of Operations for the T&D Division within Redhill Education Group with Greenwich English College being our EA member unit. I am leading the Student Services teams across our campuses in NSW, Victoria and Queensland. Over the last two years I have been a Deputy Convenor for the Mental Health SIG in EA and I am happy to see that we have managed to establish a community of people who are extremely interested not only in student but also teacher and support staff mental health, the challenges each one of us faces and the possible ways to support all of us through changes, adverse conditions. The pandemic has made the need for active involvement in building support networks more prominent than ever. Throughout these two years, we have not only successfully organized webinars to provide the opportunities for everyone to exchange ideas and experiences in managing various mental health issues but also establish a go to network for everyone interested in the wellbeing of all people in the industry. In 2019, we organised an interesting and engaging pre conference workshop focusing on common practices across the industry regarding Student Wellbeing and Mental health and also work on plans to develop established approaches further. After the pandemic outbreak, we conducted webinars on how people are managing the urgency of the outbreak and what can be done to support all those in distress. I would like to be able to contribute again to this exceptional English Australia initiative for the next two years as there needs to be even more focus on effective ways to support students, teachers and support staff. The pandemic has transformed our world to such an extent that everyone’s wellbeing and mental health is paramount in order to be able to continue offering unforgettable experiences to our students irrespective of whether they are domestic or international, ELICOS, VET or Higher Education. They are all facing challenging times and have been affected in a detrimental way in many instances. On a more personal level I am self-motivated and have an enthusiastic 'can do’ attitude and always aim at fostering team spirit and collaboration and bring innovative perspectives and experiences in regards to best practice for education services. My interest in Mental Health has arisen from my interaction with students and education professionals from various backgrounds that have had to face and overcome adversities such as relocations, wars and financial austerity and recently world pandemic which have impacted them in multiple ways. Discussions with health professionals have strengthen my belief that psychological support and wellbeing are of utmost importance if the aim is optimum academic performance and enhanced education experience.
Mental Health SIG: Robert Smeaton (Hawthorn Melbourne) Rob’s Background I have worked in international education as a teacher and manager in Australia and overseas for more than twenty years and, at Hawthorn-Melbourne for seventeen years. In my current role as Senior Teacher for Student Liaison at Hawthorn-Melbourne, my focus is on our students’ overall experience of study. I support students as they navigate challenges related to academic resilience, homesickness, dealing with bureaucracy, loneliness, family and financial pressures, work-life balance and… the list goes on! For many years, I have worked closely with our school’s Student Services team, particularly the counsellor, to support students who have experienced mental health issues. I’m pleased that I have been a well-known and friendly face for many students who visited my office in search of a ‘safe place’ where they can ask for help. Students often turn to their teacher when they are troubled. In light of this, my contributions to the Professional Development team at my school, have mostly focused on how we, as teachers, can most effectively support students with mental health or other issues. This year I began a Graduate Diploma of Counselling at the Australian College of Applied Psychology (ACAP) to enhance skills that I have been learning ‘on the job’ and to expand my knowledge of mental health issues. Moving to live and study in another country is a huge challenge for most people. In 2020, this challenge increased ten-fold (at least) for everyone! Students and teachers had to find new ways to communicate with and support each other. My new focus is to keep improving how we support our students whether it be in person, by Zoom, via the information and activities our college provides or simply, by asking: are you ok?
Mental Health SIG
Fiona Taylor - ESL Teacher
UWA Centre for English Language Teaching
As an ESL educator, my passion is to promote good health and wellbeing. Both are
paramount to ensuring students have positive experiences when living and studying
overseas. Over the years, I have gained considerable experience from working with
individuals from diverse cultures and backgrounds. Providing students with support and
essential tools on their ‘student journeys’ is one of my main aims.
In addition to teaching, I have extensive experience providing individual and team support
with health & wellness. I coach and deliver workshops & programs designed to meet
personal/group needs, such as, those of international students and busy professionals.
I welcome an opportunity to share my knowledge and insights with the team at the Mental
Health SIG, and to extend the discussion for the promotion of excellent mental health.
Fiona Taylor November 2018English Australia PEAL SIG Convenor
Nomination
Dr Pamela Humphreys
DIRECTOR, MACQUARIE UNIVERSITY INTERNATIONAL
COLLEGE & ENGLISH LANGUAGE CENTRE
It is my pleasure to nominate to be a Convenor of the PEAL SIG. This nomination aims to summarise my
experience in PEAL and what I would hope to achieve if voted into the position.
I have worked in ELICOS for 30 years in a range of roles including teacher, teacher trainer, Senior Teacher, DOS,
examiner, and examiner trainer. I have worked in the UK, Spain, Italy, Singapore and Australia. I am currently the
Director of the Macquarie University International College & English Language Centre, where I oversee ELICOS,
Foundation and Diploma courses. I am a TEQSA Expert, a member of the NEAS Advisory Council, a UECA
committee member, and a convenor of the English Australia PEAL SIG.
I have been involved in post-entry academic language and learning (PEAL) for 12 years at two universities and my
experience includes developing, implementing, and evaluating a range of mechanisms as part of a multi-award-
winning strategy, including:
• Credit-bearing units
• A drop-in consultation service
• Postgraduate adjunct tutorials
• Targeted language enhancement for HDRs
• Diagnostic testing and exit testing
Along with colleagues and teams that I have led, I have been the recipient of a number of institutional citations and
national awards for PEAL, including an award for programs that enhance learning from the Australian Awards for
University Teaching, the IEAA award for innovation, the inaugural award for international education from the
Australian Financial Review, and the English Australia/TOEFL award for innovation. My professional area of interest
is English language proficiency in higher education, and my PhD thesis on this topic was awarded the IEAA
Outstanding Postgraduate Thesis in International Education in 2016. On a practical level, I have supported the
transition of dozens of ELICOS teachers into academic language and learning roles, delivered numerous PD sessions
and presentations at national conferences in the ELICOS and higher ed sectors, and been invited speaker in relation
to PEAL and related topics.
It has been my pleasure to be one of the convenors of the PEAL SIG over the last year since its inception, and to have
co-delivered two well-received sessions on PEAL. I was delighted to have been invited to be one of the plenary
speakers at the 2020 English Australia conference and to speak on PEAL as a way of reinventing ourselves in this
challenging time. If elected, I would continue to provide PD on a range of topics requested by members, which might
include some of the following:
• PEAL archetypal support mechanisms: The pros, the cons, and the sweet spot
• What happens to language proficiency during university studies?
• Beyond ELICOS: the Higher Education Standards
• Working with academics: Collaboration and cooperation
• Evaluating the impact of PEAL activity
Never has there been a more critical time for ELICOS practitioners to diversify and utilise our transferable skills in
other roles. I believe that my experience as a scholar-practitioner in PEAL would stand me in good stead to lead the
ongoing work of this SIG, and I am delighted to re-nominate to continue this work. Thank you in advance for your
support.
TO CONTACT PAMELA
Macquarie University NSW 2109 Australia
E: pamela.humphreys@mq.edu.au
mq.edu.au
CRICOS Provider No 00002JPEAL SIG: Katherine Olston (Centre for English Teaching at the University of Sydney) Katherine Olston is the Director, Centre for English Teaching and Academic Enrichment at the University of Sydney. Katherine oversees the provision of pre-entry and post-entry English language and academic language and learning courses, support programs and initiatives, and mathematics and statistics support programs, to advance University strategic initiatives, support student learning, enhance student outcomes and contribute to a positive and productive student experience across the University. Her most recent research interests investigate how developing first year international students’ conversational confidence and knowledge of university culture fosters an emerging sense of empowerment and feeling of legitimacy and supports fuller participation in university life.
PEAL SIG: John Smith (Griffith English Language Institute) I am currently Assistant Director of Studies, University Programs at Griffith English Language Institute, Griffith University, and I am in interested in the Post-entry English and Academic Language SIG for the opportunity it provides to meet and connect with other teachers and academic managers who work in the academic language and learning (ALL) space. I have worked in tertiary education for over 20 years as a teacher, teacher trainer, materials developer, lecturer and administrator, and since 2011, I have been an academic operations manager for the Griffith English Language Enhancement Strategy (GELES), a multi-strand, post-entry ALL support provision for international students at Griffith. In this role, I am responsible for the administration, delivery, ongoing development and evaluation of three strands of the GELES: EnglishHELP, an academic language and learning student consultation service; the English Language Enhancement Courses (ELEC), a suite of undergraduate, credit-bearing language and communication courses; and Postgraduate English Language Enhancement (PELE), postgraduate academic language and skills tutorials. I am also a convenor for the postgraduate 7011CAL Communication for IT Students and the pre-entry 9011CAL Griffith Bridging English course, which is aimed at domestic, non-school leavers. Finally, I am sessional lecturer and course developer for the M TESOL program in the Griffith School of Humanities, Languages, and Social Sciences. I have a demonstrated passion and commitment for continuing professional development. I currently serve on the English Australia Professional Development Advisory Council and the recently established international Academic Council of the Mentor Academy. Since 2012, I have been a member of the English Australia Queensland Branch PD Fest planning committee—an annual event attended by over 200 teachers, and I was a member of the planning committee for the 2015 English Australia National Conference. Since 2018, I have been a Griffith University industry mentor to postgraduate students who are seeking careers as language teachers. My work in professional development was officially recognised by English Australia, the national peak body for English language teaching, when I was awarded the English Australia 2016 John Gallagher Professional Bursary. Thank you for your time and consideration.
PEAL SIG: Marta Spes-Skrbis (Australian Catholic University) For the past 22 years, I have worked in education, within the secondary and higher education sectors. I have held teaching, management and leadership roles in Catholic secondary schools, Monash University and Australian Catholic University. I am currently employed as a Director, Education Pathways at Australian Catholic University in Sydney. I have extensive expertise in supporting the English language development as well as experience, engagement and success of international students. Working within the Student Engagement and Education portfolios at Monash University, I have led the university’s agenda of post-entry English language enhancement for all students. Tasked with improving students’ academic experience and engagement, I have conceptualised, designed, and managed a world-class, globally awarded suite of programs that annually reaches over 40% of all commencing international students. This has made Monash University one of the top Australian universities in the area of student satisfaction with English language support. I am a firm believer in the importance of student-centredness and inclusion. Within this philosophy, I have designed peer-to-peer interactive programs which have significantly increased students’ retention rate, engagement and sense of belonging. These programs are now recognised as leading innovation in the area of student support and enrichment and are currently being replicated at three other Australian universities. I have established an informal national network of colleagues in the area of post-entry English language support which eventually lead to the establishment of English Australia SIG PEAL in early 2019. I stand for collaboration and sharing knowledge, experience and best practices, which I have demonstrated through the establishment and leadership of the network. I have been in managerial and leadership roles in education since 2007, leading a range of teams of teaching and professional staff. I have managed teams through institutional change and conflict situations. Currently, I manage teams that work on access, participation, pathways, transition and success of students ACU nationally. One of the teams is ACU English Language Centre, which I lead and inspire with innovative approaches and areas of engagement. With co-convening PEAL SIG I wish to facilitate collaboration, sharing and co-creation of a common understanding of the intellectual and practical pursuit of ideas, research and practice in post-entry English language landscape in Australian tertiary education.
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