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THE 13TH UNIVERSITY OF SYDNEY TESOL
RESEARCH NETWORK COLLOQUIUM In conjunction with the University of Sydney Centre for English Teaching (CET)
and the Department of Linguistics, Macquarie University, Australia
Sydney School of Education and Social Work, Faculty of Arts and Social Sciences 7-8 September 2018 The University of Sydney
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TABLE OF CONTENTS
1. Map to the Colloquium location (The University of Sydney Law School) 2 2. Welcome and Thanks 3 3. About the TESOL Research Network Colloquium 4 4. Program Overview 6 5. Presentation Schedule 7 6. Keynote Abstracts 13 7. Symposium and Individual Abstracts 16 8. The TESOL Research Network 22 9. Postgraduate Degrees in TESOL at The University of Sydney 23 10. The Centre for English Teaching 26 11. Applied Linguistics and TESOL, Macquarie University 27 12. Books 30
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MAP TO THE COLLOQUIUM
The Colloquium venue is located in The University of Sydney Law School (not in the Sydney School of Education and Social Work)
Directions: The Colloquium venue is located in The University of Sydney Law School. It is close to Fisher Library. For a larger map, visit: http://sydney.edu.au/maps/campuses/?area=CAMDAR
We are here.
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WELCOME AND THANKS
I would like to welcome you to today’s TESOL Research Network Colloquium. A key aim of this colloquium is to foster networking and collaboration between people working in the area of TESOL and TESOL-related research. A further aim of the network is to develop links with other institutions with an interest in research in this area. I especially welcome our keynote speakers for today, Ann Johns from San Diego State University and Honglin Chen from The University of Wollongong. Thank you as well to Ann Johns and Jack C Richards for the pre-colloquium workshops they conducted yesterday. We are delighted to have such well-regarded scholars with us who are so willingly sharing their work. I would also like to thank my colleagues at the University of Sydney and Macquarie University for the contribution each of them has made in preparing for today’s Colloquium. Thank you also to our colleagues from other universities for accepting our invitation to be part of today’s activities. Today’s event has been funded by the Sydney School of Education and Social Work through its research network funding scheme as well as by the University of Sydney Centre for English Teaching (CET) and the Linguistics Department at Macquarie University. Thank you all for coming today. I hope we will continue our discussions beyond today’s event and well into the future. Brian Paltridge Professor of TESOL Director, TESOL Research Network Sydney School of Education and Social Work The University of Sydney
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ABOUT THE TESOL RESEARCH NETWORK COLLOQUIUM
The University of Sydney TESOL Research Network Colloquium aims to provide a forum for discussing and sharing research in the area of TESOL, as well as to encourage future research collaboration in this area. The Colloquium is a place where both new and established TESOL researchers can network. The Colloquium includes presentation sessions on a wide range of TESOL and TESOL-related research, as well as pre-colloquium workshops.
Free Pre-Colloquium Workshops Workshop 1: Using Varied Summaries to Connect EAP Reading and Writing
Date: Friday 7 September, 2018
Time: 9.00 am - 12.00 pm Presenter: Ann Johns, San Diego State University
Venue: Old Teacher’s College 427
Abstract: Most summary assignments found in textbooks and online merely give students vague instructions about text length, authenticity, and language use. Often, what they don’t do is distinguish among summary types and provide models for student study. In this workshop, we will be focusing on models and instruction for three types of summaries common to the disciplines: problem/solution, argumentation, and the research article abstract. Suggestions for modelling text analysis and scaffolding student writing will be provided.
Workshop 2: Curriculum designs for novices
Date: Friday 7 September, 2018
Time: 1.00 pm - 4.00 pm Presenter: Jack C Richards, The University of Sydney
Venue: Old Teacher’s College 427
Abstract: Curriculum design deals with the planning and implementation of educational policies, and includes the study of language policies, national educational goals, educational systems, instructional design, program design, testing and evaluation. This workshop will examine the nature of course design. Course design is that field within curriculum studies that deals with deciding what to teach, how to organize the contents of a course most effectively as a basis for teaching and learning, and how to evaluate the success of the resulting language course or program. The workshop will include lecture-based input on the key features of the course design process, including forward and backward design, need analysis, planning goals and learning outcomes, syllabus frameworks, and evaluation. Throughout the workshop, practical group-based activities will be used to familiarize participants with many of the issues and processes involved in developing a language course.
Location: Old Teachers College (A22)
Map: http://sydney.edu.au/maps/campuses/?area=CAMDAR (A22)
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TESOL Research Network Colloquium Date: Saturday 8 September, 2018
Keynote Presentation
1. Speaker: Ann Johns, San Diego State University
Title: Preparing students for writing in the disciplines
Time: 09.00-10.00 Venue: New Law School Theatre 101
2. Speaker: Honglin Chen, The University of Wollongong
Title: Investigating the teaching of argumentative writing in culturally diverse contexts
Time: 13.00-14.00 Venue: New Law School Theatre 101
Colloquium convenors
Aek Phakiti, Marie Stevenson, and Phil Chappell
Members of the organizing committee
David Hirsh, Brian Paltridge, Andrew Ross, Marie Stevenson, Hui-Zhong Shen
Volunteers
Students undertaking the Master of Education (TESOL) as well as Higher Research Degree students (TESOL) in the Sydney School of Education and Social Work at the University of Sydney
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PROGRAM OVERVIEW
8.15-8.50 Registration Venue: Outside New Law School Theatre 101
8.50-9.00 Welcome: Brian Paltridge, Director of the University of Sydney TESOL Research Network
9.00-10.00 Keynote: Ann Johns, San Diego State University Title: Preparing Students for Writing in the Disciplines Venue: New Law School Theatre 101
10.10-10.25 Coffee Break 10.30-12.00 Symposia and Individual papers
Venue: New Law School Annexe 340, 342, 344, 346, 440
12.00-12.55 Lunch break Venue: Outside New Law School Theatre 101 Presentation of Dean’s award for the most outstanding Master of Education (TESOL) Dissertation submitted in 2017 Book launches
13.00-14.00 Keynote: Honglin Chen, The University of Wollongong Title: Investigating the teaching of argumentative writing in culturally diverse contexts Venue: New Law School Theatre 101
14.10-15.40 Individual papers Venue: New Law School Annexe 340, 342, 344, 346, 440
15.45-16.30 Closing and Networking: Drinks Venue: Outside New Law School Theatre 101
PRESENTATION SCHEDULE MORNING SESSIONS
08.50-09.00
Welcome: Brian Paltridge
09.00-10.00
Keynote: Ann Johns, San Diego State University
Title: Preparing students for writing in the disciplines
Venue: New Law School Theatre 101
10.00-10.25
COFFEE BREAK
Venue: Outside New Law School Theatre 101
SR340 SR342 SR344 SR346 SR440
10.30-11.00
Symposium
Branching out with Action Research in ELICOS
Anne Burns, Sophie O’Keefe, Tania Bencic, Meredith Macaulay, Bianka Malecka, Gemma O’Donoghue, and Jennifer Wallace,
Researching the physical features of language classrooms and their impact on teaching and learning
Neil England
Global Identities and Global English: A multiple case study exploring self-perceptions and global/local affiliations among Korean English language users
Colum Ruane
The utility rate of initial and final-letter consonants in words suitable for beginner readers
Tania Jamieson
The effects of noticing training, model input and task repetition on L2 learners’ speech performance
Matt Campbell
11.00-11.30
The use of Rogerian reflections in responding to doctoral students’ research papers in one-on-one writing conferences
Pilanut Phusawisot
Academic vocabulary in university tutorials and laboratories
Averil Coxhead
Mapping international student participation in situated language learning
Olivia Groves
Inadequate pragmatic input in Vietnamese national EFL textbook series
Anh T. Ton Nu and Jill Murray
11.30-12.00
Exploring EFL/ESL teachers’ perceptions of professional development experiences in their home countries
Maria Febriani Seran
Acquiring word knowledge through morphological awareness in Thai learners of English
Apisak Sukying
Personality and its Role in L1 and L2 Self-Efficacy Beliefs
Damian J. Rivers and Andrew S. Ross
Interaction and collaboration across proficiency levels in the English language classroom
Lydia Dutcher
12.00-12.55
LUNCH
Venue: Outside New Law School Theatre 101
Presentation of the Dean’s Award for the Most Outstanding Master of Education (TESOL) Dissertation submitted in 2017
Book Launches
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COLLOQUIUM SCHEDULE
AFTERNOON SESSIONS
13.00-14.00
Keynote: Honglin Chen, The University of Wollongong
Title: Investigating the teaching of argumentative writing in culturally diverse contexts
Venue: New Law School Theatre 101
SR340 SR342 SR344 SR346 SR440
14.10-14.40
Symposium 2
Ethical issues in language educational research: Global issues, local practices
Roger Barnard, Anita Pu, Banchakarn Sameephet, Shazre Sarfaz and Esra Yaghi
L2 adolescent students’ response to teacher written feedback in Australian high school preparation English program contexts
Mazin Yousif
How Vietnamese EFL tertiary students direct learning activities beyond the classroom
Vinh Nguyen
Intermediate EFL learners’ strategies in extracting multiword expressions from authentic texts
Thuy Bui
Chinese international students’ interpretations of intercultural experiences during their first-year study in an Australian university
Jinyang Zhan
14.40-15.10
The influence of pre-writing strategies on the quality of essay structure and topic sentences in ESL academic writing
Adam Steinhoff
Student expectations of university internationalization in Japan: Spotlight on student perspectives on taking classes in languages other than Japanese
Yoko Mori
Teachers’ verbal interaction in second language classrooms: a comparison of Chinese and English university lecturers
Pengxuan Xie
Developing undergraduates' argumentation and 21st century skills through multimodality
Billy Chun-chuen Chan
15.10-15.40
Critical thinking in English language teaching from a cultural perspective
Vo Thi Nu Anh
Mobile technology assisted English learning: Learner interaction in the classroom and WeChat discussion groups
Chuan Gao and Hui-Zhong Shen
Personal support needs of “native English-speaking teachers”: A case study
Nhu-Hien Luong-Phan
Teachers' perceptions and implementation of technology in an EFL classroom: A case study of using e-books in Chinese EFL class
Yijun Yin
15.45-16.30
Closing and Networking: Drinks
Venue: Outside New Law School Theatre 101
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KEYNOTE ABSTRACTS Keynote: Ann Johns, San Diego State University, USA
Title: Preparing students for writing in the disciplines
Time: 09.00-10.00
Venue: New Law School Theatre 101
There are few, if any, homogeneous EAP classes at most educational levels. Our students can be diverse in a number of ways: linguistically, culturally, or in terms of academic goals. How do we create a course that can serve them all, ensuring that what we are teaching will be transferred to their disciplinary classes? In this plenary, the presenter explores research and theory relating to transfer of learning, arguing that we need to set a few, central goals for our classes and then provide continuous, distributed practice, followed by reflection, of the skills and abilities that enhance these goals. Drawing from the extensive research and pedagogy found in English for Specific Purposes genre theory (e.g., Paltridge, 2001, Hyland, 2002 & 2008, Swales & Feak, 2012), she discusses how she has organized her academic classes to focus on what is known about text structures and language that cross disciplinary boundaries as well as how we can assist students to be “genre aware” in their future writing contexts. Specific examples of assignments from both undergraduate and graduate classes will be provided.
Biography Ann M. Johns, Professor Emerita/San Diego State University (CA/USA) has devoted her professional life to teaching and researching academic reading and writing. In addition to studying student success in these areas, she has taught or led teacher-training at all levels of education, developed literacy curricula for classes in the United States and abroad, and presented plenaries and workshops in more than thirty countries.
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KEYNOTE ABSTRACTS Keynote: Honglin Chen, The University of Wollongong, Australia
Title: Investigating the teaching of argumentative writing in culturally diverse contexts
Time: 13.00-14.00
Venue: New Law School Theatre 101
Developing students’ ability to argue persuasively has increasingly been recognised as an important educational goal in national and international English curricular reforms in schools and universities (Newell, Beach, Smith, & VanDerHeide, 2011). Despite numerous efforts to promote persuasive writing, existing research consistently shows that arguing well presents significant challenges to students of all ages and backgrounds (Kuhn, Zillmer, Crowell, & Zavala, 2013; Moore & MacArthur, 2012; Morton-Standish, 2014). These challenges are often attributed to teachers’ lack of pedagogical skills to foster argumentation in the classroom (Jonassen & Kim, 2010). This presentation examines the extent to which teachers’ epistemic cognition, which is their thinking about knowledge and knowing, is related to how they engage in the teaching of argumentative writing. The presentation considers what is already known about teaching and learning of argumentative writing, and the importance of epistemic cognition in teaching argumentative writing. The presentation also spotlights ongoing longitudinal research by Chen and colleagues in which interviews with teachers, classroom observation data, and students’ writing samples have been collected from three primary classrooms that have large culturally diverse populations of EAL/D (English as an Additional Language or Dialect) students. The findings add to the current body of work in teacher cognition and provide new insights into the potential relationship between teachers’ epistemic cognition and their pedagogic practices.
References Jonassen, D. H., & Kim, B. (2010). Arguing to learn and learning to argue: Design justifications and guidelines. Educational
Technology Research and Development, 58(4), 439-457. Jones, P.T., Chen, H., Derewianka, B., Freebody, P., Kervin, L., McKenzie, B., Mantei, J., Matruglio, E., Mehorter, B.,
Rutherford Vale, E. & Turbill, J. (2014-2018, University of Wollongong & the Australian Government, formerly DEEWR, $400,000). Transforming Literacy Outcomes (TRANSLIT).
Kuhn, D., Zillmer, N., Crowell, A., & Zavala, J. (2013). Developing norms of argumentation: Metacognitive, epistemological, and social dimensions of developing argumentive competence. Cognition and Instruction, 31(4), 456-496.
Moore, N. S., & MacArthur, C. A. (2012). The effects of being a reader and of observing readers on fifth-grade students' argumentative writing and revising. Reading and Writing, 25(6), 1449-1478.
Morton-Standish, L. (2014). Using online media to write extended persuasive text. Reading Teacher, 67(6), 419-429. Newell, G. E., Beach, R., Smith, J., & VanDerHeide, J. (2011). Teaching and learning argumentative reading and writing: A
review of research. Reading Research Quarterly, 46(3), 273-304.
Biography
Honglin Chen is an Associate Professor in TESOL and Language Education at the University of Wollongong, Australia. Her research focuses primarily on learning and teaching of writing across a range of school and tertiary contexts. She has a keen interest in the roles of metalinguistic understanding, talking about writing, thinking and reasoning, and intersubjectivity in promoting writing development.
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SYMPOSIUM ABSTRACTS Time: 10.30-12.00
Branching out with Action Research in ELICOS
Anne Burns, University of New South Wales; Sophie O’Keefe, English Australia; Tania Bencic, University of New South Wales Global; Meredith Macaulay, University of New South Wales Global; Bianka Malecka, University of New South Wales Institute of Languages; Gemma O’Donoghue and Jennifer Wallace, UTS Insearch
This symposium focuses on different aspects of the English Australia Action Research in ELICOS Program, which is run in partnership with Cambridge Assessment English. It will outline the impact of the Program on past and present participants and on the English language teaching sector more generally. The Action Research in ELICOS Program aims to raise levels of teachers’ professional practice. It supports teachers to plan, act, observe and reflect on approaches to a ‘problematic’ aspect of their teaching and share outcomes. Following an introduction to the Program and action research, two researchers from the 2018 Program will present their project: ‘Making Connections: Student Investigations of their future disciplines within a Direct Entry EAP [English for Academic Purposes] course.’ Next, a 2015 Program participant will discuss how action research has become a useful tool in the classroom to investigate various issues. She will outline how she explored different modes of feedback used by writing teachers at UNSW Institute of Languages through action research and how this was instrumental in formulating the context for two subsequent investigations - on ‘backfeed’ and ipsative feedback. Finally, representatives from UTS Insearch will discuss the inception of their institution’s action research program, inspired by English Australia. A participant will detail her research, which focused on the development of independent learning skills of students with lower English levels. She will also mention how her program participation has led to further opportunities.
Time: 14.10-15.40
Ethical issues in language educational research: Global issues, local practices Roger Barnard, Anita Pu, Banchakarn Sameephet, Shazre Sarfaz and Esra Yaghi, University of Waikato, New Zealand
This symposium is presented by a group of PhD students and one of their supervisors currently working on an edited volume of case studies and commentaries. Each of the students has written a chapter in which they report a number of ethical challenges that arose while actually collecting data. From the start of their project, they were encouraged to consistently maintain a personal research journal throughout their entire study intended to capture their ‘in the moment’ reflections on their academic development and progress, cognitive, affective and ethical challenges, and anticipated or actual solutions. Each chapter is based on the author’s entries in these journals which they kept before, during and after data collection. The symposium will begin with an overview of the project explaining why the issues raised are relevant to the present community of research practitioners. This will be followed by brief presentations by four of the case study authors, identifying some of the ethical challenges they faced while collecting data in their respective contexts – New Zealand, Pakistan and Thailand. The audience will then be presented with a number of other critical incidents that occurred in the presenters’ projects to discuss and consider appropriate courses of action.
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INDIVIDUAL ABSTRACTS Time: 10.30-11.00
Researching the physical features of language classrooms and their impact on teaching and learning
Neil England, School of International Studies, University of Technology Sydney
In this talk I provide novice language teacher researchers with direction on a small-scale study of the physical features of their school’s classrooms and the impact of these features on teaching and learning.
Global Identities and Global English: A multiple case study exploring self-perceptions and global/local affiliations among Korean English language users
Colum Ruane, Macquarie University
The continued proliferation of English worldwide has seen it permeate many aspects of local media, resulting in a vibrant global community constructed through multiple local voices. The researcher reports on interviews conducted with seven Korean participants on such concepts as world English(es), native/non-native accents, global/local identities, language appropriation/empowerment, and self-motivations.
The utility rate of initial and final-letter consonants in words suitable for beginner readers
Tania Jamieson
This presentation will explore the phonics generalisations (rules) that achieve the highest utility rate possible for a set of consonant elements in the initial and final-letter position of words suitable for beginner and emerging readers. Phonics is an aid to teaching reading to both native-English speakers and ESL students.
The effects of noticing training, model input and task repetition on L2 learners’ speech performance
Matt Campbell, Macquarie University
A central issue in task-based language research is concerned with finding ways to direct L2 learners’ attention to form while maintaining a primary focus on meaning during speaking tasks. This study investigates the impacts of task repetition, noticing training and model input on the speech performance of L2 English learners.
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Time: 11.00-11.30
The use of Rogerian reflections in responding to doctoral students’ research papers in one-on-one writing conferences
Pilanut Phusawisot, Mahasarakham University, Thailand
This study investigates how a teacher’s use of Rogerian reflections in one-on-one writing conferences helps improve doctoral students’ research papers. The data were obtained from text-based interviews with the students. The findings indicate that Rogerian reflections help improve their paper and facilitate the interaction between the teacher and the students.
Academic vocabulary in university tutorials and laboratories
Averil Coxhead, Victoria University of Wellington
The focus of this talk is vocabulary in university tutorials and laboratories, drawing on interviews with lecturers and students, an analysis of phrases for speaking provided by EAP/ESP textbooks, and a corpus-based study of the textbook phrases and the coverage of five existing academic word lists.
Mapping international student participation in situated language learning
Olivia Groves, University of Wollongong
This presentation uses the linguistic concept of register, or analysis of situation, to examine the interactions of international students in local English speaking communities. The findings reveal few casual conversations or connection in interactions with the members of the local community. Suggestions as to how quality interactions might be fostered are made.
Inadequate pragmatic input in Vietnamese national EFL textbook series
Anh T. Ton Nu and Jill Murray, Macquarie University
This study was conducted to see how pragmatics is incorporated into Vietnamese EFL textbooks. The results show that there is a paucity of explicit information on pragmatics in these textbooks, and that the pragmatic information presentations were theoretically inadequate.
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Time: 11.30-12.00
Exploring EFL/ESL teachers’ perceptions of professional development experiences in their home countries
Maria Febriani Seran, Macquarie University
This qualitative study examined the perceptions of EFL/ESL teachers on professional development program (PD) experiences and identified the main PD programs in their home countries. Seven English teachers from different countries were interviewed, and their data was examined through the use of content analysis.
Acquiring word knowledge through morphological awareness in Thai learners of English
Apisak Sukying, Mahasarakham University, Thailand
This study reports on the effects of affix interventions on L2 vocabulary learning. Affix features, including their linguistic and semantic transparency, impact the acquisition of morphologically complex words. Learners require more time to master affixes. Implications of these findings are discussed in light of current pedagogical practice and theory.
Personality and its Role in L1 and L2 Self-Efficacy Beliefs
Damian J. Rivers, Future University Hakodate, Japan
Andrew S. Ross, University of Sydney
Self-efficacy beliefs represent ‘the foundation of human agency’ (Bandura, 2001, p. 10) and have attracted considerable attention in the TESOL field. Our presentation examines the contribution of personality traits from the five-factor model to L1 (Japanese) and L2 (English) communication self-efficacy beliefs within a population of 300 Japanese university students.
Interaction and collaboration across proficiency levels in the English language classroom
Lydia Dutcher, University of Sydney Centre for English Teaching
I will present the results of a conversation analytic study that investigates peer–peer interaction in multi proficiency level GE class sessions. The study contributes to our understanding of the interrelation between asymmetries in linguistic proficiency and participation in group work through the interactional competence of initiating and taking up joint projects.
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Time: 14.10-14.40
L2 adolescent students’ response to teacher written feedback in Australian high school preparation English program contexts
Mazin Yousif, University of Sydney
This study explores how adolescent students respond to teacher written feedback in Australian High School Preparation English Program contexts. The study’s findings point out that students’ response to feedback is a key factor in the success of formative assessment in high school preparation teaching contexts where multiple drafting is utilised.
How Vietnamese EFL tertiary students direct learning activities beyond the classroom
Vinh Nguyen, University of Canberra
The study explored how Vietnamese EFL tertiary students directed their English learning outside the classroom. Results showed that learners naturally engaged in learning opportunities via their part-time jobs, social activities, and personal hobbies. Besides, learners focused on the development of language skills rather than on curricular goals or examination.
Intermediate EFL learners’ strategies in extracting multiword expressions from authentic texts
Thuy Bui, Victoria University of Wellington and Hanoi National University of Education, Vietnam
This classroom-based study investigates the strategies used by intermediate EFL learners when extracting multiword expressions from authentic texts. Qualitative analysis of learners’ audio recordings was conducted for the most commonly-employed tactics. Pedagogical implications on ways that teachers can assist their learners in accumulating multiword expressions are also included.
Chinese international students’ interpretations of intercultural experiences during their first-year study in an Australian university
Jinyang Zhan, University of New South Wales
This qualitative ethnographic case study aims to explore Chinese international students’ interpretations of intercultural experiences during their first-year study in an Australian university including English language pathway and Management and Commerce Masters degrees by coursework programs.
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Time: 14.40-15.10
The influence of pre-writing strategies on the quality of essay structure and topic sentences in ESL academic writing
Adam Steinhoff, University of Sydney
Pre-writing strategies - thought to lighten the cognitive load of writers during the writing phase - were examined to investigate their influence on in-class essay writing structure. The findings reveal that both outlining and concept mapping may be effective in improving writing structure with students favouring outlining over concept mapping.
Student expectations of university internationalization in Japan: Spotlight on student perspectives on taking classes in languages other than Japanese
Yoko Mori, University of Tokyo
The presentation will share the exploration of student expectations of university internationalization in Japan, which typically involves student participation in international events on campus, interactive teaching, and English mediated content classes. The aim of this study is to seek whether such involvement meets the student expectations.
Teachers’ verbal interaction in second language classrooms: a comparison of Chinese and English university lecturers
Pengxuan Xie; University of Waikato, New Zealand
This presentation is based on a PhD study investigating codeswitching practices of second-language university lecturers: two teaching Chinese in New Zealand, and two teaching English in China. Students were at either initial or advanced level. Data were analyzed into the following categories: responding, sociating, organizing, directing, presenting, evaluating, and eliciting.
Developing undergraduates' argumentation and 21st century skills through multimodality
Billy Chun-chuen Chan, University of Sydney
This presentation outlines a multimodal argumentation pedagogy that combines argumentation and digital storytelling for academic English in higher education. A brief lesson demonstration will be provided to further explain and illustrate how to use multimodality as both input and output for teaching and learning academic argumentation.
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Time: 15.10-15.40
Critical thinking in English language teaching from a cultural perspective
Vo Thi Nu Anh, Macquarie University
This study examines critical thinking (CT) in English language teaching from a cultural perspective. Findings of a study of 4 teachers and 12 senior students from a Vietnamese university suggest a strong link between English, its cultures and CT, and reflect the understanding of cultures as dynamic and fluid constructs.
Mobile technology assisted English learning: Learner interaction in the classroom and WeChat discussion groups
Chuan Gao and Hui-Zhong Shen, University of Sydney
This case study examines the perceptions, interactive patterns and dynamics of a group of Chinese university EFL students in a mobile-technology-assisted context. The virtual learning platform facilitated by WeChat is effective in encouraging learners’ sustained involvement in learning and interaction beyond the classroom and also accumulating shared knowledge repertoire.
Personal support needs of “native English-speaking teachers”: A case study
Nhu-Hien Luong-Phan, University of New South Wales
This study investigates the personal support needs of “native English-speaking teachers” (NETs) teaching at Foreign Language Centres (FLCs) in Vietnam. Twenty-three semi-structured interviews with educational leaders and teachers across both public and private FLCs were conducted. Similarities and differences in the perceptions of personal support needs of NETs will be discussed.
Teachers' perceptions and implementation of technology in an EFL classroom: A case study of using e-books in Chinese EFL class
Yijun Yin, Macquarie University
This study, by using E-book as the most commonly used educational technology, explored EFL teachers' perceptions and implementations of the technology in public and private primary schools in China's first-tier cities. The findings revealed that teachers' positive attitude to CALL does not guarantee eventual CALL implementation in teaching practice.
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UNIVERSITY OF SYDNEY TESOL RESEARCH NETWORK The TESOL Research Network was established in the Faculty of Education and Social Work at The University of Sydney in 2006, with the aim of fostering research and publication in the area of TESOL. The particular goal of the TESOL Research Network is to profile research activity, as well as to increase research and publication activity in the area of TESOL. This goal is achieved through support for and coordination of research activities and a range of other activities for staff and students, early career researchers and postgraduate students. The Network aims to foster the mentoring of beginning TESOL researchers and provide support for established TESOL researchers to undertake both individual and collaborative research, as well as to get their work published. The Network also aims to develop national and international research alliances with others with an interest in TESOL-related research.
The TESOL Research Network’s activities include: • The development of research teams with the aim of supporting research and publication in the
area of TESOL • Research Seminar Series in TESOL and Language Studies • An annual University of Sydney TESOL Research Network Colloquium • The University of Sydney Papers in TESOL, a set of refereed papers published by the TESOL
Research Network
For further information Website:
http://sydney.edu.au/education_social_work/research/centres_and_networks/tesol/index.shtml
Blog:
http://tesolresearchnetwork.blogspot.com.au/
Facebook (please like us):
https://www.facebook.com/tesolresearchnetwork/
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TESOL AT THE UNIVERSITY OF SYDNEY
Master of Education in TESOL (MEd TESOL)
The MEd in TESOL is designed for English language teachers who seek to develop their professional expertise and further their understanding in the areas of language education, and particularly in the area of English language teaching to children, adolescents or adults. The program explores a range of issues relating to language teaching and learning, and socio-cultural contexts of education. It also develops themes relating to practical issues in language teaching and learning in second and foreign language contexts, and investigates the theoretical basis of these issues in the light of recent research. This program is intended to develop the teaching and professional skills of teachers of English as a second or foreign language. It is suited to both teachers who are intending to teach in local contexts and those who are intending to teach in international contexts.
Outcomes
At the conclusion of the designated degree students should:
• be familiar with current theoretical and pedagogical debates in the area of teaching English to speakers of other languages (TESOL)
• understand theoretical and methodological issues and principles underlying the learning, teaching and assessment of English for speakers of other languages in diverse contexts
• understand pedagogical principles relevant to language learning, teaching and assessment of English for speakers of other languages
• develop knowledge of research that has been undertaken in the fields of TESOL and TESOL-related disciplines
• develop knowledge about language as it relates to the teaching English to speakers of other languages
• develop a range of skills necessary for effective research-led pedagogical practice in the area of TESOL
• select, devise and use teaching and assessment materials appropriate and sensitive to individual learners’ needs and language teaching contexts
• provide leadership in developing TESOL programs for teaching, learning and assessment purposes in second and foreign language contexts
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Course content
The MEd in TESOL is undertaken by choosing eight of the following units of study (4 core units & 4 electives):
• Discourse and Language Teaching (core unit) • Grammar and the Language Classroom (core unit) • Second Language Acquisition (core unit) • Literacy in Language Teaching (core unit) • Methodology and Language Teaching (core unit) • Contemporary Developments in English Language Teaching (core unit) • English for Specific Purposes (elective) • Language Testing and Assessment (elective) • Language Teacher Professional Development (elective) • Research Methods in Language Studies (elective) • English in Academic Settings (elective) • Dissertation (elective) • Special Project (elective)
NOTE: Electives from the Linguistics department can also be included.
Admission requirements
To be eligible for entry into the MEd in TESOL, candidates need:
(i) a bachelor’s degree from the University of Sydney or equivalent qualification and either a postgraduate English language teaching qualification or at least two years’ full-time English language teaching experience; OR
(ii) a bachelor’s degree in English language teaching or equivalent qualification and at least one year’s full-time English language teaching experience.
Period of candidature
The MEd in TESOL can be completed in two semesters of full time study by taking four units per semester. Part time candidates typically undertake two units per semester, taking two years to complete the degree.
MEd (Research), MPhil, and PhD in TESOL
The Sydney School of Education and Social Work also offers higher research degrees in TESOL including the Master of Education (Research), the Master of Philosophy (MPhil) and the Doctor of Philosophy (PhD). Further information can be found at: http://sydney.edu.au/education_social_work/doctoral_studies/pgindex.shtml
Potential supervisors can be found at: http://sydney.edu.au/research/opportunities/opportunities/523
Academic staff
• Ken Cruickshank, BA, (Sydney), Dip Ed (STC), Grad Dip TESOL, MA, PhD (UTS)
• David Hirsh, BA, PG Dip TESL, MA (Applied Linguistics), PhD (Wellington)
• Brian Paltridge, BA (Wellington), RSA Dip TEFLA, Grad Dip TESOL (UTS), Ass Dip Community Languages (UWS), MA (Applied Linguistics) (Sydney), PhD (Waikato), NAATI III
• Aek Phakiti, BA (English) (Chiang Mai), MA (Applied Linguistics) (Melbourne), PhD (Melbourne)
• Andrew Ross, BA (ANU), Grad Dip Ed. (Canberra), MA (TESOL) (Canberra), PhD (Applied Linguistics) (Canberra).
25
• Huizhong Shen, BA (English) (Fudan), BEd (Hons) (La Trobe), DipEd (Languages) (La Trobe), PhD (La Trobe)
• Marie Stevenson, BA (UNSW), RSA Dip TEFLA, MA (Amsterdam), PhD (Amsterdam)
• Hongzhi (Veronica) Yang, BA (English) (Zhengzhou), GradCert (Higher Education) (Sydney), GradDip (Secondary Teaching) (UNSW), PhD (Education) (UNSW),
Further information Contact Dr Marie Stevenson (MEd TESOL Convenor)
Tel: (+61 2) 9351 3684
Email: [email protected] or visit:
Website
http://sydney.edu.au/courses/master-of-education-tesol
26
THE CENTRE FOR ENGLISH TEACHING (CET) The Centre for English Teaching (CET) at the University of Sydney is an industry leader in innovative English Language programs including Pathways Courses, Academic Preparation and Transition, Global English, and Teacher Training and is breaking new ground in faculty integration with discipline specific programs including Teaching English Internationally, Teaching English for Academic Purposes, Engineering Critical Thinking, and English for Health Sciences.
CET also actively contributes to enhancing the student experience at the University of Sydney via the ‘Speak and Connect’ program. This peer-facilitated program supports students in their first semester of study and aims to build confidence in conversational English and foster a sense of deeper connectedness with peers and the University community.
The Centre is also renowned for innovation in technology-enhanced teaching and learning, and offers a MOOC Specialisation ‘Academic Skills for University Success’, which supports students in transition to tertiary study through developing 21st century skills for university, such as information and digital literacy, problem solving, critical thinking and communication.
CET's mission is to:
• Connect the best and brightest global citizens to the University of Sydney • Empower students through innovative pedagogies • Transform people’s lives through education.
The Centre for English Teaching, now in its 30th year of operation, is located right in the centre of the beautiful and historic main campus of the University of Sydney with access to all facilities.
Connect with CET Website at www.sydney.edu.au/cet
Visit CET at Level 5 of the Wentworth Building.
Website
http://sydney.edu.au/cet/
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KEY FEATURES
• Allows the opportunity to study with one of the largest and most diverse Linguistics departments in Australia, which features four research centres
• Flexible study options allow study on-campus�PS online �GVMM�UJNF�PS�QBSU�UJNF
• Provides an internationally relevant and highly regarded qualification
• $PWFST�B�XJEF�SBOHF�PG�UPQJDT�JO�"QQMJFE�-JOHVJTUJDT
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COURSE INFORMATION
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WHAT YOU WILL STUDY
• -BOHVBHF �-FBSOJOH�BOE�$PNNVOJUZ• (FOSF �%JTDPVSTF�BOE�.VMUJNPEBMJUZ• 4FDPOE�-BOHVBHF�"DRVJTJUJPO• &YQMPSJOH�%JTDPVSTF�JO�$POUFYU�BOE�"DUJPO• Language for Specific Purposes • -BOHVBHF�5FTUJOH�BOE�&WBMVBUJPO• Pragmatics and Intercultural Communication • Research Methods in Language Study • Teaching English for Academic Purposes• -BOHVBHFT�BOE�$VMUVSFT�JO�$POUBDU�
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FACULTY OF HUMAN SCIENCES
Master of Applied Linguistics
The Master of Applied Linguistics and TESOL (Teaching English to Speakers of Other Languages) is a teaching qualification. It covers theoretical and methodological issues, with a particular focus on TESOL. Students develop their understanding of the complex relations between language use and context in educational and professional settings, and apply this understanding to the teaching and learning of languages. This degree is valued by major TESOL employers in Australia and internationally.
KEY FEATURES• Allows the opportunity to study with one of the largest and most
diverse Linguistics departments in Australia, which features four research centres
• Flexible study options allow study on-campus, online, or blended learning modes
• Provides an internationally relevant and highly regarded qualification
• This degree can be combined with the Master of Translating and Interpreting studies
CAREER OPPORTUNITIESGraduates will be able to teach in a variety of Australian and overseas English language teaching contexts, including:
• Australian Migrant English Program (AMEP) • English Language Intensive Courses for Overseas Students
(ELICOS)
• Teaching ESL or EFL in international settings
• Overseas language colleges for young, adolescent and adult learners
• Overseas schools (requirements will vary by country)
• In private companies as language tutors in English for Specific Purposes programs
ENDORSEMENTThis is an internationally relevant and highly regarded qualification that qualifies graduates to teach in ELICOS, AMEP, LL&N, Australian University language centres, and many contexts overseas.
COURSE INFORMATION
Minimum course duration 18 months - 2 years depending on prior qualifications and experience, or part-time equivalent
Attendance mode Internal, external
Study mode Full-time, Part-time
Commencing Session 1 (February)
Session 2 (July)
Credit points required 64
ENTRY REQUIREMENTS• Australian bachelor degree or recognised equivalent
WHO SHOULD APPLY • Experienced teachers wanting a recognised TESOL qualification• Prospective teachers wishing to enter the field of TESOL• Anyone with a completed Bachelor degree and an interest in
applied linguistics and English language teaching
WHAT YOU WILL STUDY This degree includes subjects such as:• Language Teaching Methodologies• Planning and Programming in TESOL• Linguistics and Language Teaching• Practicum in TESOL• Classroom, Curriculum and Context • Communicative Grammar • Language for Specific Purposes • Pragmatics and Intercultural Communication • Research Methods in Language Study • Teaching English for Academic Purposes
Master of Applied Linguistics and TESOL
FIND OUT MORE courses.mq.edu.au/MAppLing [email protected] +61 (2) 9850 7102
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• %S�1IJM�$IBQQFMM• %S�+PIO�,OPY• %S�$BTTJ�-JBSEFU• %S�+JMM�.VSSBZ• %S�1FUFS�3PHFS• %S�)FMFO�4MBUZFS��
March 2018: 234x156: 160pp
Hb: 978-1-138-22647-0 | £115.00eBook: 978-1-315-39762-7
New Book from Routledge
English MediumInstruction ProgrammesPerspectives from South East AsianUniversities
Edited by Roger Barnard, University of Waikato, NewZealand and Zuwati Hasim, University of Malaya, Malaysia
This book is an exploration of the desirability and feasibilityof English Medium Instruction (EMI) in specific universitysettings in Southeast Asia. It intends to occupy this researchspace, by reviewing historical and contemporary trendsand changes to EMI, and by eliciting the perceptions of anumber of applied linguists in a range of Asian universities.This book will provide guidance for decision-makers andpractitioners for the effective planning and implementationof EMI programmes where English is an additional languagefor lecturers and students.
10% Discount Available - enter the code FLR10 atcheckout*Hb: 978-1-138-22647-0 | £103.50* Offer cannot be used in conjunction with any other offer or discount and only applies tobooks purchased directly via our website.
For more details, or to request a copy for review, please contact: ShengBin Tan, SeniorEditorial Assistant, [email protected]
For more information visit:www.routledge.com/9781138226470
Book launch:
The Cambridge Guide to Learning English as a Second Language edited by Anne Burns and Jack C. Richards
ISBN: 9781108408417
This volume provides an up-to-date and comprehensive coverage of second language learning. The focus throughout the book is primarily on language learning, but each chapter also discusses the implications for teaching and assessment, thus informing both understanding and practice. The book contains nine sections, which aim to organise and reflect different dimensions of the diverse and complex scope of learning English as a second or additional language. Four themes which permeate the chapters are: learning and learners; learning and language; learning and language development; learning and learning context.
The 36 chapters are up-to-date and authoritative, written by experts in the field. The content is accessibly written, with questions for discussion and follow-up reading suggestions provided.
Available from your local bookseller, or contact: [email protected]
The 13th University of Sydney TESOL Research Network Colloquium, 8 September 2018 Sydney School of Education and Social Work, The University of Sydney
Jack C. Richards’ 50 Tips for Teacher Development Jack C. Richards
ISBN: 9781108408363
This book offers 50 practical ideas for teachers to use for professional development. The tips cover a wide range of activities that can be carried out individually or in collaboration with others, including self and peer observation, journal writing, online forums, classroom research, action research, team teaching, lesson review, materials review, lesson study, mentoring, peer coaching, reading groups, and workshops. Each tip is described in a two-page format that gives the rational for the activity and step-by-step procedures for implementing it. The tips can be used with both novice and more experienced teachers and are intended to provide a basis for teachers to review the current state of their professional learning and to develop and implement goals for their professional development.
Available from your local bookseller, or contact: [email protected]
palgrave.com
1st ed. 2018, LVI, 824 p. 97 illus., 58 illus. in
color.
A. Phakiti, P. De Costa, L. Plonsky, S. Starfield (Eds.)
The Palgrave Handbook of Applied Linguistics Research Methodology
• Enables researchers to expand their analytical repertoire by taking on new or
enhanced techniques
• Provides a comprehensive and accessible guide to all areas of research methodology
in applied linguistics
• Explores a range of research approaches and perspectives including designing and
implementing research instruments, techniques and analysing applied linguistics
data
• Addresses contemporary and cutting edge topics, especially as regards quantitative
and statistical analysis
This Handbook provides a comprehensive treatment of basic and more advanced research
methodologies in applied linguistics and offers a state-of-the-art review of methods particular to
various domains within the field. Arranged thematically in 4 parts, across 41 chapters, it covers a range
of research approaches, presents current perspectives, and addresses key issues in different research
methods, such as designing and implementing research instruments and techniques, and analysing
different types of applied linguistics data. Innovations, challenges and trends in applied linguistics
research are examined throughout the Handbook. As such it offers an up-to-date and highly accessible
entry point into both established and emerging approaches that will offer fresh possibilities and
perspectives as well as thorough consideration of best practices. This wide-ranging volume will prove
an invaluable resource to applied linguists at all levels, including scholars in related fields such as
language learning and teaching, multilingualism, corpus linguistics, critical discourse analysis,
discourse analysis and pragmatics, language assessment, language policy and planning, multimodal
communication, and translation.
“Within the expanding interest in the role of methodology for how applied linguistics constitutes
itself, this Handbook readily distinguishes itself for the expansive view it has chosen for
circumscribing its domain – from wrestling with issues of knowledge construction, to the need for
nuanced application of diverse methodological options, to the challenge of venturing theoretical,
empirical, and practical interpretations of what our tools can yield. Its critically reflective stance will
make it a valued source for emerging and established scholars alike.”
— Heidi Byrnes, Professor Emeritus, Georgetown University, USA
“The editors have assembled an international team of leading scholars and produced an impressive
volume of know-how. It is masterfully balanced in terms of theoretical insight and practical guidance.
The writing style is consistently lucid and warm throughout. It is an indispensable companion to
anyone who is serious about applied linguistics research.”
— Li Wei, Chair of Applied Linguistics, University College London, UK
Printed bookHardcover
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Transitions in WritingEdited by Kristyan Spelman Miller, University of Liverpool and Marie Stevenson, University of Sydney
Transitions in Writing addresses the experiences of writers as they move between contexts of writing and juggle new and different demands. Spelman Miller and Stevenson bring together research by scholars in a range of settings across the world who approach transition from different standpoints. Transition is often conceived of as a change in setting, coinciding with physical or temporal relocation, such as between stages of an educational or professional career. However, writers also manage more local, micro-level transitions as they move between genres, registers and rhetorical moves to meet the demands of the task. The combination of both macro- and micro-level perspectives on transition offers a novel, broad conception of the types of change a writer encounters, and illustrates a range of methodological approaches appropriate to exploring such transitions.
Contributors are: Viktoria A� kerlund, Sally Baker, Brid Delahunt, Ann Everitt-Reynolds, Clare Furneaux, Arlene Harvey, Bronwyn James, Victoria Johansson, Margaret Kettle, Minkang Kim, Ellen Krogh, Moira Maguire, Veronica Ong, Mary Ryan, Birgitta Sahlén, Kristyan Spelman Miller, Marie Stevenson, Eszter Szenes.
ea ers ip:The collection is of interest to a wide range of scholars, researchers and teachers with an interest in engagement with writing, education, or literacy.
Kristyan Spelman Miller, University of Liverpool, is Associate Pro-Vice-Chancellor Education and a National Teaching Fellow. Since her PhD in 2000 she has written on written text production, with particular reference to second language writing.
Marie Stevenson is a senior lecturer at the School of Education and Social Work, University of Sydney. She has published widely in the field of literacy, including writing processes, academic literacy, digital literacy, and discourse analysis of writers’ texts.
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Transitions in Writing - SBN: 9789004330399
