Wellington Association of Teachers of English to Speakers of Other Languages
EXPO 2017
Massey University Wellington Campus
Wallace St, Mt Cook
Saturday 1 July
9am – 1.15pm
Nau mai, haere mai
Welcome
TESOLANZ and WATESOL members free
Non-members $25 waged, $10 unwaged
Massey Wellington Campus map:
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WATESOL Expo 2017
WATESOL Expo ProgrammeJuly 1 2017
8.30-9.00The Pyramid / Registration9.15 – 10.15am
Lecture theatre
LT200 / Plenary:
Resettlement Issues for Refugee Students
Jamie Shackleton
Humanitarian Services, New Zealand Red Cross
10.15-10.45
The Pyramid /
Morning tea
10.50 -11.35am / LT200Teaching pronunciation for acceptability
Marty Pilott / 5C11
ELLS and learning difficulties – a kernel, snug inside a shell, wrapped in flax, behind a multi-scape screen of descriptors
Marianne / 5C18
Project-based learning: pay-offs and pitfalls
Anne Webster and Helen Tolja / ESS
The Push-Pullfactors affectingformative feedback in New Zealand classrooms
Prema Shoba Perumanathan
11.35 -11.40am / 5 minute break between sessions
11.40am -12.25pm / LT200
Call the innovative tune: New ways in teaching with music
Jean Arnold, Ha Hoang, Friederike Tegge / 5C11
ELLS and learning difficulties – the state of play in Wellington (What are we doing?)
Sarah Roper and Marianne / 5C18
Pastoral care for international students in NZ
Chris Beard
Lyn House
12.25 – 12.30pm / 5 minute break
12.30 -1.15pm / LT200
Vocabulary in spoken academic English: What do learners and teachers need to know?
Averil Coxhead
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WATESOL Expo 2017
9.00am Keynote Speaker: Jamie ShackletonHumanitarian Services, New Zealand Red Cross
Resettlement Issues for Refugee Students
10.50 - 11.35amLT200
Teaching pronunciation for acceptability
Marty Pilott
Target audience: All teachers of ESOL / EFL
The current goal of pronunciation teaching is intelligibility. However, my research shows that this goal is not always sufficient, because migrants’ pronunciation can be intelligible but still unacceptable for employment.
This workshop covers the key features of pronunciation (e.g. sounds of a language, intonation, connected speech etc.) and which are likely to be important for intelligibility and which for acceptability.
Participants will then listen to samples of migrant speech and evaluate the speakers’ needs to meet the above criteria. We will then discuss teaching and learning techniques.
Marty Pilott is the Programme Manager, English Language, Whitireia Polytechnic.
He has recently graduated with a PhD in Applied Linguistics (migrant pronunciation).
He has presented numerous talks and workshops on pronunciation. He is now preparing articles on the findings of his thesis for publication in journals.
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5C11
ELLS and learning difficulties – a kernel, snug inside a shell, wrapped in flax, behind a multi-scape screen of descriptors
Marianne
Target audience: Secondary and Tertiary educators
The presentation gives an overview of students’ vocabulary learning in an international high school (in Europe) over a 6 year period. The data was gathered in order to develop a profile of students’ vocabulary levels on arrival and at annual intervals until graduation (or departure). This was used to inform / improve both pedagogy and materials.
The relevance of this data in a New Zealand context is what it reveals about English Language Learners – from fluently bilingual (English + mother tongue) to Long Term ELLs who are not fluent in any language. This presentation uses that data to explore the connexions between ELLS, vocabulary knowledge, academic achievement, and learning difficulties.
Marianne is currently employed in a tertiary context teaching academic writing & ESL to undergraduates, and ESL/EFL pedagogy to in-service
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5C18
Project-based learning: pay-offs and pitfalls
Anne Webster and Helen Tolja
Target audience: all ESOL teachers
Project-based learning is recognised as a way of making learning more engaging and student-centred. Students get involved in real-life problems and situations, which enables them to develop strategies that not only assist with the task at hand, but also can help them become independent learners. This workshop will provide tutors with ideas for ways to scaffold and conduct project-based learning activities that can be used in the ESOL classroom with students at all levels and abilities.
Anne Webster and Helen Tolja: Anne and Helen work at WelTec teaching English to students in preparation for entry to mainstream programmes. Anne also works in the Capability Development Unit and her teaching and research interests lie in the fields of active learning, teacher training and staff capability development. Helen is interested in vocabulary acquisition and blended learning.
Anne Webster: Mon-Fri
Helen Tolja: (Mon – Wed)
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ESS
The Push-Pullfactors affectingformative feedback in New Zealand classrooms
Shoba Perumanathan
Target audience: all ESOL educators
Research on formative feedbackand assessment classroom practices are increasingly emphasizing the role of teacher’s beliefs influencing the implementation process. This research findings reveals how the push-pull factors such as teachers’ beliefs about formative feedbackand their assumption on students’ abilities during the formative feedback influenced their classroom practice. Qualitative data obtained through observations, interviews, teaching documents and field notes revealed that teachers had adopted many strategies associated with good formative feedback practice. However, the push-pull factors that influenced individual teachers’ beliefs and practices revealed the inconsistencies between beliefs and practices. These were influenced further by a range of contextual factors, including the diversity of students’ needs, differing collegial support, the structure of school writing programmes, teachers’ limited professional development and/or learning about formative assessment and feedback, and teachers’ learning having been undertaken in an era that favoured behaviourist practices.
Shoba Perumanathan is a tutor at Whitireia New Zealand and has experienceteaching in the areas of Education and ESOL at the tertiary level. Shoba’s research interest has been on teaching of writing,specifically the process of formative assessment and feedback during the process ofteaching writing.
Shoba Perumanathan:
11.40am -12.25pmLT200
Call the innovative tune: New ways in teaching with music
Jean Arnold, Ha Hoang, Friederike Tegge
Target audience: Secondary, tertiary, and adult education teachers
Skill-based teaching? Theme-based teaching? Fun-based teaching? Music can bring unlimited options. This workshop first covers the research-based evidence for using music in your classrooms. It then introduces a range of activities to illustrate how music can help teachers jazz up the lessons, pull out all the stops and make beautiful music together with their students. The workshop also gives participants the first glimpse at lessons from the New Ways in Teaching with Music book from TESOL Press (2017). The workshop will provide teachers with examples of music-based lessons and hands-on experience in creating them. Q&A follows.
Jean Arnold, Ha Hoang, Friederike Tegge:Jean and Ha teach at Victoria University in the ELI, and Rike is at Massey University.
Jean, Ha and Rike allusemusic in the classroom and have contributed lessons to the forthcoming New Ways in Teaching with Music book from TESOL Press, which Jean co-edited. Jean has contributed to other TESOL books on idioms, vocabulary, humour, creative writing and grammar and enjoys writing non-fiction short stories. Ha holds a PhD from Victoria University and is interested inmetaphor, community writing practices, teacher professional development and autonomy. Rike's PhD thesis, Investigating song-based language teaching and its effect on lexical learning, was completed in 2015 and Rike recently published an article in System called “The lexical coverage of popular songs in English language teaching.”
; ; f.tegge@
5C11
ELLS and learning difficulties – the state of play in Wellington (What are we doing?)
Sarah Roper and Marianne
Target audience:Primary & Secondary
This workshop provides a face to face opportunity for ESL teachers and TAs to discuss the range of issues, resources, materials, and supports for ESL students who also have a learning difficulty (diagnosed or otherwise). Given that between 3% and 15% of ESL students (depending on your data source) have a learning difficulty you would think research, theory and pedagogy would be on top of it.
The aim of the workshop is to identify the scope and range of the ESL LD issues, current teaching practices & materials, and consider what educators really need in order to be able to meet the needs of their students.
Sarah Roperis a secondary teacher of ESOL and English and HOD English Language at Hutt Valley High School.
Marianne is a former high school EFL teacher and current tertiary ESL
5C18
Pastoral care for international students in NZ
Chris Beard and Lyn House
Abstract etc tbc
12.35 – 1.15pmKeynote speaker:Averil Coxhead
LT200
Vocabulary in spoken academic English: What do learners and teachers need to know?
While there is a great deal of research now into vocabulary in written academic English, there is little research into the nature of spoken academic vocabulary in schools and universities. The talk will look at three studies of academic speaking. The first is an analysis of teacher talk in Maths, Science and English as an Additional Language in an international school in Germany. The second is a study of laboratories and tutorials in university contexts. The third looks at English for Academic Purposes textbook activities for vocabulary in speaking. The talk will draw these studies together to look at findings and implications for teaching and learning.
Averil Coxhead is a senior lecturer in the School of Linguistics and Applied Language Studies at Victoria University of Wellington, where she teaches undergraduate TESOL, MA courses in vocabulary and EAP, and supervises PhD research in a range of areas.
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WATESOL Expo 2017