PD West 2020 Saturday 14th March, 8.30am - 12.45pm - Curtin Medical School Building 410 - English Australia
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
PD West 2020 Saturday 14th March, 8.30am – 12.45pm Curtin Medical School Building 410 Hayman Road Bentley
Map of Curtin University Campus
Road works may
be in place
PD WEST
2020
https://properties.curtin.edu.au/maps/
Welcome to PD West 2020
English Australia would like to welcome you to its sixth annual professional development event for Western
Australian member colleges and the English teaching community. The event is one of the highlights of the
annual professional development calendar in WA and provides an excellent opportunity for teachers to
come together to share in a day professional development facilitated by both new and experienced
presenters. We are delighted to be able to host the event once more in the beautiful Curtin Medical School
Building.
Thank you all for your continued support, and we hope you have a fantastic day of professional
development.
The PD West Committee
Schedule
Time Event Rooms
08.00 – 08.30am: REGISTRATION & COLLECT NAME BADGES Foyer, L2
08.30 – 08.45am: Welcome, acknowledgement of country, housekeeping 201
08.45 – 09.15am: PLENARY ELICOS Sector ‘Matters’ 201
English Australia CEO, Brett Blacker
09.20 – 10.00am: SESSION 1 4 presentations 101, 201
See below for titles & presenters 209, 307
10.05 – 10.45am: SESSION 2 4 presentations 101, 201
See below for titles & presenters 209, 307
10.45 – 11.05am: BREAK & MORNING TEA Foyer, L2
11.05 – 11.45pm: SESSION 3 4 presentations 101, 201
See below for titles & presenters 209, 307
11.50 – 12.30pm: SESSION 4 4 presentations 101, 201
See below for titles & presenters 209, 307
12.35 – 12.45pm: Closing 201
Follow Tea and coffee are available
us on from the pink coffee van parked
Facebook: at the front of the building:Presentations
CLASSROOM PRACTICE: EVERYTHING EAP: SPEAKING & COMMUNICATION: CLASSROOM MANAGEMENT /
WHOLE SCHOOL PRACTICE:
Room 101 Room 201 Room 209 Room 307
SESSION 1 Shake your body Critical thinking & writing in the ESL How to teach Aussie English so the students Proactive classroom management: Exploring
09.20 - 10.00 Classroom don’t walk away sounding like Crocodile the relationship between planning effective
Dundee instructions and successful lessons
Bridget Hutchings Svetlana Cotchin (Stanley College) & Honor Stewart Inayah Ariffin
(Navitas English) Jacqueline Sim (Phoenix Academy) (Lexis English) (Navitas English)
An uplifting session to encourage teachers to get International students who continue their education Often Aussie English materials online are full of old Have you ever set up a task for students, only to
their students moving in the classroom. By firstly in Australian institutions come from various fashioned and uncommonly used slang words like find that they seem confused, distracted or are
looking at the relationship between body and educational backgrounds and have mostly teacher- ‘sheila’ ‘bloke’ and ‘strewth’! Also, textbooks based asking their partner what they should be doing? Did
memory and the physiological benefits of centred classroom and passive learning on Australian English are old and outdated. My you know that there are specific steps you can take
movement, this workshop teaches simple ways to experience. They struggle with forming opinions challenge was to create materials that felt authentic before your lesson even starts to ensure this will
get students' concentration levels up whilst and thinking critically, as they find it challenging to to me and that would be useful information to help not happen with your students?
simultaneously creating a positive classroom speak and write using the higher order thinking students integrate faster into Australian Culture. I
culture. Such techniques will include Total Physical skills. Their ideas are often shallow, and their structured the course to deliver materials based on Planning your instructions is the key to ensuring the
Response to help students remember difficult discussions lack depth. Yet, to meet the 4 main categories (history, language, pop culture success of any lesson and is essential for
grammar points, how to connect pronunciation to expectations of their courses, it is crucial that they and current events). This builds the students’ preventing unproductive behaviours in your
our movements, the benefits of using AUSLAN and are able to think and write critically. So, how can confidence and knowledge over a period of time learners. During this session, I will place a
maybe we’ll get time for some interpretive dancing teachers assist in developing this ability of thinking over a variety of subjects. During this PD, I will give magnifying lens over what should be happening
too! critically and asking critical questions? How can our you examples of how I teach Australian English and before, during, and after each classroom task, and
students be helped to write analytically and culture and various resources I use and help you to present some ready-to-use techniques for giving
This session is aimed at any teachers who would evaluatively? This workshop will share how integrate this method into your own style. I will also clear instructions for activities.
like practical ideas to energize their students and to “problem solving” is used as an inclusive and show you a way to integrate the learning and get
spice up their classes on Monday. By the end of this session you will have all the tools
engaging approach to create a critical thinking the students to produce an interview with a local at and confidence you need to give effective
environment in the classroom to develop and the end of the course, which is both challenging instructions in your next lesson.
enhance critical thinking among the students and rewarding for them. This session is interactive
especially for their speaking and writing abilities. and will include examples and student feedback
The use of “problems” allows the learning process and interviews.
to take on as many possible directions while
producing the desired outcomes in preparing the
students to adapt to academic critical thinking
situations.
Wifi – Select ‘Curtin Guest’ in available networks
Username: pdconference@curtin.edu.au
Password: YO~kY1Presentations
CLASSROOM PRACTICE: EVERYTHING EAP: SPEAKING & COMMUNICATION: CLASSROOM MANAGEMENT /
WHOLE SCHOOL PRACTICE:
Room 101 Room 201 Room 209 Room 307
SESSION 2 Beyond role-play: Acting in the classroom Academic integrity – a village approach Presentations: Encouraging communication Supporting students with foreign language
10.05 - 10.45 anxiety through the promotion of foreign
language enjoyment and positive
psychology classroom strategies
Helen Trenos Bronwyn Mortimer & Sarah Kent Melanie Talbot Pia Valeen
(Curtin English) (Curtin College) (Perth International College of English) (Murdoch Institute of Technology)
As a longstanding actor trainer and academic as Studies have highlighted students at pathway A good presentation should be a communicative It is now recognised that Foreign Language Anxiety
well as English language teacher, I have always providers are often at higher risk of some cheating act between the speaker and the audience, but it (FLA) negatively impacts foreign language
tried to find ways in which acting can be utilised in behaviours (TEQSA 2017). This has strongly often looks more like an awkward dance performed acquisition at the neurological, psychological,
the ESL classroom beyond the well-trodden path of influenced one pathway College in Western at gunpoint. physical, and behavioural level. In turn this impacts
role-play. Australia to implement a village approach to student language achievement, progression and
awareness and education around Academic We ask students to speak in public (famously more retention. The recent emergence of Positive
In this workshop presentation I will demonstrate Integrity. This workshop will focus on the journey frightening than death), in a language in which they Psychology and the concept of Foreign Language
how acting skills, strategies, and techniques can be we have taken over the last 10 years in applying are not fluent, following the public speaking style Enjoyment (FLE) are exciting and relatively new
used in a non-threatening way to develop oral Donald McCabe’s (2005) “village approach” to and conventions of a foreign culture, and we often areas of research in Second Language Acquisition
communication competency. reshaping our policy and procedures to ensure assess them while they do it. It’s the perfect storm (SLA); in particular, the significance of emotions, an
students, academic and administration staff, and and we often get perfectly terrible results. area until recently neglected in favour of cognitive
Areas covered will include overcoming self-
key stakeholders fulfil their responsibilities in this perspectives, is now on the rise.
consciousness, instigating and sustaining However, from a teaching perspective,
conversation, improving pronunciation, and area. This workshop will provide you with practical presentations are valuable, as they practice a wide
tools and strategies to address academic integrity This PD will review causes and symptoms
developing skills in working collaboratively. range of language and research skills. Additionally, associated with FLA and will then explore the
from the admissions process through to graduation. many of our students are moving into further study
The tools we will share with you all meet TEQSA’s emergence of Positive Psychology, Foreign
and work where they may have to present tutorials, Language Enjoyment (FLE), and the role of positive
23 good practice examples (2017). We will also be reports, business proposals and so on, all in high
sharing some of the myths associated with some emotions in SLA. Lastly, practical classroom
stakes contexts. strategies will be provided to assist teachers in
tools like Turnitin.
So how can we make this experience less terrifying better supporting students with FLA through the
promotion of FLE.
and closer to a genuine communicative act rather
than just a hated requirement?
Over the last two years I’ve been working with on
helping students build presenting skills for an
academic context. I’ve developed a variety of
techniques for creating presentations that are
clearer and more engaging for the audience and
less intimidating for the presenter.
BREAK
10.45 - 11.05 BREAK & MORNING TEA (FOYER, LEVEL 2)
Wifi – Select ‘Curtin Guest’ in available networks
Username: pdconference@curtin.edu.au
Password: YO~kY1Presentations
CLASSROOM PRACTICE: EVERYTHING EAP: SPEAKING & COMMUNICATION: CLASSROOM MANAGEMENT /
WHOLE SCHOOL PRACTICE:
Room 101 Room 201 Room 209 Room 307
SESSION 3 Extending ‘exceeding-level’ learners in The Antisocial EAP Class Phonemic symbols with lower levels: help or It’s OK to not be OK (assessing student
11.05 - 11.45 mixed ability classes hindrance? WELL-being)
Matthew Stott & Alison Hill Mojtaba Sanati Kelly Murphy Fiona Taylor
(Curtin English) (Kaplan International English) (Navitas English) (UWA CELT)
Differentiation strategies addressing the ‘problem’ EAP has long been considered the temple of As a teacher, I lacked confidence in teaching What was once a woo woo topic is now part of the
of mixed ability classes are often, and rightly, boredom in the kingdom of ELT. In essence, it pronunciation. With a busy curriculum, which conversation. Well-being (mental, physical &
focused on providing extra support for students lacks the time or capacity for ‘educational’ games included regular testing for grammar, vocabulary emotional) is one of the keys to the success of a
viewed as at risk of failing to meet course or the gamification of language learning tasks so and skills, I often viewed the teaching of student's experience living & studying overseas.
outcomes. However, students who easily achieve common in the e-board driven ELT classes of pronunciation as an after-thought. I often rushed Providing the right support is challenging - think
course outcomes also need support to reach today. McLarty correctly attributes this to “the and undervalued it. However, given its relevance language & culture! As teachers we are often the
beyond their personal ‘ceilings’. According to abundance of long reading texts at the core of for the skills of speaking and listening, I was first to notice changes in student behaviour. So,
educators such as Tomlinson (2001) and George many courses” (McLarty, 2013). uncomfortable with my approach. As such, I how do we check in?
(2005), easy success and lack of challenge don’t decided to take part in the 2019 Action Research in
just cause boredom and behavioural issues: they There have been many tips and tricks proposed to ELICOS program in order to reflect on and improve In this workshop, we'll look at ways of assessing,
can lead to fear of risk-taking and failure; make the classroom more ‘engaging’ to learners, my teaching practice. My proposal for this monitoring & referring students from the classroom
procrastination; prioritisation of high scores over such as ‘using pop culture’ (Meadows, 2016), and presentation centres around my participation in this up and learn how to engage students in
real learning; low self-efficacy; and failure to while somewhat successful, they have project using phonemic symbols with lower level difficult/challenging conversations. As a participant,
develop study and coping skills. Yet tackling predominantly focused on altering and classes (elementary and pre-intermediate). For this you'll be able to share your ideas & experiences.
differentiation can be challenging for teachers – manipulating the content or tasks to make them presentation, I would draw on my reflective
from difficulties in diagnosis and categorization of more interactive, group-focused, and thus more experience. I would explore how I encouraged
students to the ongoing practical need to minimise appealing to the learner using group activities and students at A2 level to actively produce the
lesson preparation. social interactions. symbols of the charts in short intervention lessons.
I would also share some of the practicalities of my
To deal with these issues in our own classrooms, It is evident that the new generation of learners is
more interested in digital forms of communication symbol-based lessons, as well as reflections on
we have been exploring various methods to what worked well and what I wouldn't do again.
address the needs of more advanced learners and and interaction (i.e. social media) than actual
human contact. As teachers, we have chosen to This session would aim to give teachers more
extend them beyond simply meeting course practical take-away ideas, as well as act as a
outcomes. Our presentation will introduce some of shun this behaviour as antisocial and we are
probably right, but does that mean that there is no platform to consider how symbols can be used with
the strategies we have been trialling in our lessons, our students in the real-life contexts in which we
with an emphasis on low-preparation, student- way to embrace the new behavioural and
communicative trends among students to our operate.
selected activities. These include a ‘menu’ of
extension tasks which students can consult on their benefit? More specifically in this case: Could this
own initiative, as well as on-the-spot, meaningful antisocial behaviour be used to create a more
extensions of planned lesson activities. engaging EAP classroom?
My answer is yes, and in this workshop, I will lay
out the logic as well as the methods to achieving
this goal. I will also share my own experience of
using social media style educational platforms such
as Google Classroom and other ways of bringing
digital communication to the classroom to create an
active, engaged EAP learner cohort both during the
lesson and at home.
Wifi – Select ‘Curtin Guest’ in available networks
Username: pdconference@curtin.edu.au
Password: YO~kY1Presentations
CLASSROOM PRACTICE: EVERYTHING EAP: SPEAKING & COMMUNICATION: CLASSROOM MANAGEMENT /
WHOLE SCHOOL PRACTICE:
Room 101 Room 201 Room 209 Room 307
SESSION 4 Failing to succeed Reading circles The how and what of fluency development A fresh look at professional development at
11.50 - 12.30 Edith Cowan College
Simon Friend Carolyn Martin & Will Law-Davis Ryan Pain Alison Hirst & Felicity Mason
(Navitas English) (UWA CELT) (Edith Cowan College) (Edith Cowan College)
In my classroom, learning is accelerated by a Reading Circles is a strategy that aims to engage The term ‘fluent’ is often used in place of ‘native’ or Classroom observations have been part of the
process of PROTOTYPING – activities that allow students at all age levels in critical thinking and ‘native-like’ to broadly refer to overall L2 speaking fabric of ECC since Alison took over as DoS in
students to make errors that are big, public, reflection as they read, discuss and respond to a text. proficiency. However, such use is problematic for 2007. However, it was clear that both the
messy and very frequent… and then have another It is one of the tools that teachers may use to improve a number of reasons; it obfuscates the way in observers and the observed were very ready for a
crack. reading comprehension and encourage students to which the concept manifests less broadly in change and challenge. So, with major input from
take responsibility for their reading and thinking language production as one dimension of L2 senior staff and brainstorming sessions from all
These prototyping activities are based on the about a text. By student’s taking on one of the six performance; it fails to account for fluency at staff, the PD Menu was born. There is now a
following pattern: roles in this process, learning becomes visible and different levels of proficiency and as an accurate selection of Professional Development
*A shared text is used to prompt a team audible, which assists with a deeper understanding measurement of these; and it says nothing about opportunities and challenges for the very
production exercise. This is marked publicly, of texts, plus builds collaboration, confidence and how fluency can be developed through experienced and long-standing teaching staff at
sometimes live and sometimes with multiple independence amongst students. This session will pedagogical intervention. This presentation seeks ECC.
actively explore the process of Reading Circles. to arrive at a more useful definition of ‘fluency’, it’s
opportunities for instant revisions* So far, the PD Menu has been met with
importance as the focus of explicit instruction, and
I’ll share a number of these activities, focusing on specific classroom activities that can be used to enthusiasm and some very positive outcomes both
develop it without neglecting accuracy and for the college and the individual teachers
how we can leverage authentic texts, such as
scenes from feature films, to prompt team complexity. involved. Alison and her co-presenter, Felicity
Mason, will be surveying staff in February 2020 to
production exercises. Also, I’ll look at how
platforms such as WhatsApp can enable efficient capture their thoughts to date with a view to
including this at the EA Conference in September
and sometimes almost instantaneous feedback.
2020.
Attendees will have a chance to try some of these
activities.
We will discuss the difference between a
classroom that is about ‘correct or incorrect’ vs a
classroom that is about “OK, try again”, reflect on
the dangers of students confusing repeated
mistakes with repeated failures and talk about
strategies to help empower students to value
discovery and learning more than a need to be
always correct.
Closing
12.35 - 12.45
Room 201
Wifi – Select ‘Curtin Guest’ in available networks
Username: pdconference@curtin.edu.au
Password: YO~kY1The Presenters Alison Hill Alison Hill has a passion for connecting people across diverse languages and cultures. She spent 10 years with collaborative research teams in language and education at Edith Cowan University and the WA Department of Education before exploring a wide range of public and private se ctor organisations. Then her cross-cultural ‘bug’ bit again and she completed a CELTA at Milner College, where she also started teaching. She gained a MAppLing (TESOL) from the University of New England and has been teaching at Curtin English, Curtin University, since 2015. Alison Hirst Alison Hirst is ELICOS Coordinator at Edith Cowan College. She has been working as an English language teacher since 1987 and during that time has taught General English classes, Cambridge and IELTS exam courses, as the main course tutor on CELTA equivalent Teacher Training cour ses in Brunei Darussalam for in-service teachers and was a tutor on the distance DELTA in 2005 for two members of her staff at the Australian College of Engl ish (Now Navitas English, Perth). Bridget Hutchings Bridget has been working as an ESL/EFL/ELICOS Teacher for seven years in various language academies and universities around the world. With a background in drama, sports and performance, she regularly uses interactive and energetic activities in the classroom. She strongly beli eves in making learning an enjoyable experience by maintaining a positive, safe and welcoming classroom culture through the use of music, theatre and dance! Bronwyn Mortimer Bronwyn Mortimer is a passionate educator who has worked in the ELICOS, VET and Higher Education sectors. She’s taught all le vels in ELICOS and a range of exam preparation classes. Her experience as an Academic Manager VET gave her an insight into competency -based learning. Now, in her role as Academic Coordinator – Language, Learning and Teaching at Curtin College, she looks at ways to create meaningful learning experiences for students. Her focus is on providing teachers with innovative learning and teaching strategies to help engage students and maximise learning in language support classes and across programs. Carolyn Martin Carolyn is currently teaching EAP at UWA CELT. She has modified the EAP course at UWA CELT as well as Navitas English with the aim to constantly improve student performance and outcomes in academic English. She also teaches students on the bridging course at UW A and had an experience of teaching for the University of Melbourne English Language Bridging Program over one summer. Carolyn has developed the website www.smartenglish class.com with lessons to prepare students for academic tertiary studies in English. Wh en she was a high school English teacher she developed and co -wrote a series of three textbooks published by Pearson Education called English Outcomes 1, English Outcomes 2, and English Outcomes 3. Felicity Mason Felicity Mason is a Senior Teacher at Edith Cowan College. She has been working as an English language teacher since 1994 and during that time she has taught General English classes, Cambridge and IELTS exam courses, and on CELTA Teacher Training courses. She now works mainly in the area of Academic English at ECC. Fiona Taylor Fiona Taylor is an ESL Teacher at UWA CELT. For Fiona, good health & well-being are paramount to ensuring students have positive experiences when living & studying overseas. Providing students with support & essential tools on their 'student journeys' is one of her aims. In addition to teaching, she has extensive experience providing individual & team support with health & wellness. She coaches & delivers workshops & programs designed t o meet personal/group needs, such as, those of international students & busy professionals. Helen Trenos Helen has worked as an actor with leading theatre companies in Melbourne and Perth as well as extensively in television. In a ddition to acting, she has worked as a theatre director as well as generating new works. Throughout her theatre and TV career, Helen pursued her other passion: English language teaching. Helen holds a master’s degree (Edith Cowan University) and PhD (University of Western Australia). She has recently returned to Perth after 10 years at the University of Tasmania where she was a lecturer and Head of Theatre. Honor Stewart Honor has been teaching English at Lexis English, Scarborough for the past three years. She has taught general English, Cambridge PET and Aussie English, which her my favorite. In 2019, she also ran an Aussie English evening course to a group of international students at St Catherine’s College, UWA. She is passionate about teaching Aussie English because of her background growing up and working in various remote and rural areas of Australia and interacting with all different variations of English and ways of living. She loves helping students get an insight into and find common ground with Australian people. Inayah Ariffin Inayah has a BA in Mass Communications, a CELTA and a Dip. Ed (Secondary). She has been teaching ESL (mostly to adult learners) for over 8 years and has worked at Navitas English for almost as long. She has taught General English (all leve ls) as well as specialised courses (Cambridge, IELTS) and would like to try her hand at Academic English when the opportunity arises. She has also done a lot of one -to-one & small group tutoring for IELTS and PTE. In the future, she would like to obtain qualifications in counselling / social work and community services. Jacqueline Sim Jacqueline Sim is a teacher at Phoenix Academy and has been teaching and lecturing for more than 20 years overseas and in Australia. She has taught different language programs ranging from proficiency English to Academic English and Business Communication. Jacqueline has been conducting research an d writing academic papers, especially in the area of teaching methodology, and her other interest is in education for students with learning needs. She holds a Bachelor of Arts (Hons) in English Language and Management, a Master of Education (TESL) and a Certificate IV in Training and Assessme nt. Matthew Stott Matt is Senior Teacher at Curtin English and has taught in ELT for more than ten years in Japan and Australia. During this time Matt has developed a keen interest in e-learning, and in his current role he runs regular workshops for his colleagues focusing on ideas for using technology in the classroom. He has a particular interest in developing authentic tasks involving the use of apps. His Twitter handle is @ThisIsMattStott . Melanie Talbot Melanie has a BA in Linguistics and Chinese and has taught in the ESL industry for the last 10 years. She particularly enjoys analysing and teaching pronunciation. In 2015, she designed and taught a specialised pronunciation course and presented the results at PD West 2016. “Pronunciation for Vietnam ese students”, won the Best Presenter award and was subsequently presented at UECA PD Fest 20 16. More recently she has been working on integrating public speaking and presentation skills into Academic electives.
The Presenters
Mojtaba Sanati
Mojtaba holds a B.A. in English language and Literature, a CELTA, and DELTA and has spent the majority of his professional life in the ELT sector. With just
over 15 years teaching experience to students from a variety of backgrounds, ages and first languages, he has done his fair s hare of teaching. Despite thoroughly
enjoying teaching, he has recently stepped into ELT Manag ement as Head Teacher and Academic Advisor at Kaplan International Languages in Perth. He
considers interacting actively and constructively with academic and administrative staff to meet the goals and objectives of the LTO as the key factor to success
in his role.
Pia Valeen
Pia is a teacher, teacher trainer, and DOS at Murdoch Institute of Technology with 17 years’ experience. She holds a Bachelor of Science from Murdoch University
and a Master of Applied Linguistics from Newcastle University (NSW). Having moved to Australia at the age of 8, Pia experienced first-hand the challenges of
learning a foreign language (and culture); an anxious and daunting time, it left an indelible mark which has driven a desire for connection and belonging, and an
interest in all things foreign.
Ryan Pain
Ryan Pain currently teaches at Edith Cowan College, Mt Lawley. He has BA, GradDipEd, MAppLing and a Cambridge Delta and has a pproximately 10 years’
experience teaching GE, EAP and exam preparation classes in Australia an d Japan. His teaching and research interests include fluency development, principled
listening instruction, pronunciation and TBLT.
Sarah Kent
Sarah Kent teaches a foundation level academic research and writing unit at Curtin College. In her practice, she seeks to equip students with key writing skills
needed for tertiary study and is always seeking new ways to increase engagement and student collaboration. Her research inter ests include English language
teaching and online learning technologies.
Simon Friend
Simon has taught English all over Australia for about 15 years. He has a BA, a Dip Ed and a CELTA.
Kelly Murphy
Kelly has been teaching English as a Second Language at Navitas English Perth for two years and has taught across a range of levels and courses. She
participated in the 2019 Action Research program with English Australia and Cambridge Assessment English.
Svetlana Cotchin
Svetlana has been teaching English as a Foreign Language in tertiary education (in Russia and Australia) for 25 years. She ha s qualifications in MEd (major in
TEFL), PhD in Philology (Comparative Linguistics), CELTA and TAE 40116, and she has gained extensive experience in ESL teaching (including ELICOS,
Business English, IELTS, PTE, AMEP and CSWE). She is the former Vice -Rector of Moscow Co-operative University in charge of International Students
Department, and currently, she is working as an ELICOS Teacher at Stanley International College, Perth, WA.
Will Law-Davis
Will is an experienced teacher with a broad educational background, who has taught at all levels of education in both Austral ia and the United Arab Emirates. He
has worked on curriculum development in the areas of adult literacy and numeracy and special projects with the National Heart Foundation, Isolated and Distance
Education, Boys in Education with the Abu Dhabi Education Council and the Australian Awards/Africa Short Course Awa rds-Mining Resources and Regulation.
Will has lectured and tutored on numerous teacher education programs linked to Deakin University, Melbourne University and the University of Western Australia.
He has also recently been working in the area of adult lite racy and numeracy with the Western Australian Department of Training and Workforce Development,
developing and implementing related support programs in the VET system. Will is currently working at the Centre for English L anguage Teaching at the University
of Western Australia.
PD West Organising Committee Our Sponsors
➢ Anne-Marie Wright (UWA CELT) ➢ Pearson
➢ UECA
➢ Danielle Rock (Navitas English)
➢ IELTS
➢ Leanne Howarth (Curtin English)
➢ Cambridge English
➢ Nicki Blake (Kaplan International English)
Acknowledgements
➢ Simon Baronowitz (Navitas English)
➢ Curtin Administration & Staff
➢ Sophie O’Keefe (English Australia) ➢ Student Helpers
We welcome your feedback and thoughts about participating in PD West 2020.
Please click on the link to take a quick survey: https://www.surveymonkey.com/r/DNR8TFB
Or use this QR code:You can also read
