NEAS Pre-Conference Workshops
The sessions are 3 hr workshops aimed at focusing on a certain topic in English Language Training (ELT)
When: Wednesday 8th May 2019
Cost: $150 per Session (only one session can be selected per time slot)
Buy an All Access Pass for only $1250 and receive access to all three days, including workshops, Gala dinner and Welcome drinks!
Please see below for all the pre-conference sessions.
Tickets are available for purchase!
Morning NEAS Management Conference pre-conference sessions (9:30 - 13:00)
Speaking and listening in the EAP class room
The craft of teaching English for Academic Purposes (EAP) has traditionally been learned by teachers “on the job”, working alongside experienced colleagues, undergoing professional development, and through collaboration with university lecturers. Furthermore, formal training typically focuses on writing and reading. In this workshop, we will focus on approaches to speaking and listening in EAP. These oft- overlooked areas are crucial for student success at university both inside and outside of the classroom.
In this workshop, we will introduce the following aspects of listening and speaking in EAP, guided by the BALEAP (British Association of Lecturers of EAP) framework of competencies and relevant literature:
- genres of spoken discourse at university;
- using the ‘rhetorical situation’ as an analytical tool for students and teachers;
- the concept of ‘joint activity’ to understand and scaffold group work;
- process listening’ as a technique for developing authentic listening skills.
Participants will experience practical activities for use in the EAP classroom and will gain insights into current best practice in teaching speaking and listening in EAP.
Out-of-class English language learning: a whole of college approach?
Type “reasons to study English in Australia” into any search engine, and the chances are high that you will be referred to web pages that extol the virtues of quality language education, opportunities to work while studying here, and a vast range of social and recreational activities readily available, all with the underlying premise of a life abroad immersed in the English language. Indeed, Australia is the third most popular education destination in the world, attracting students from all parts of Asia, the Americas, Europe and beyond.
Research indicates the realities of a temporary sojourn in Australia for English language students are quite different to what many may imagine. Data from student surveys show high satisfaction levels with experiences in their English colleges, however, the same cannot be said for life away from the college. Our research shows that students typically have a geographically confined setting in which they spend most of their time, and the social networks within these settings often limit the students’ opportunities to use, practice and learn English.
In this workshop, participants will examine case studies of international English language students and focus on identifying key themes related to out-of-class English use. The focus will then be on developing a range of strategies to support students’ English language learning out-of-class. We will conclude by discussing the question posed in the title of this workshop – should this be a whole of college approach, where everyone is responsible – teachers, student services, academic managers, accommodation coordinators and so on? If so, what responsibilities can we assign to each department? If not, whose responsibility is it?
Participants can expect to gain greater understandings of the complex lives of international English language learners away from the college, and greater understandings of a range of support strategies for improving opportunities for out-of-class English language learning
Quality in Welfare for Under 18s – how much more than orientation is needed?
NEAS Assessor JPIC Manager, Education & Administration
We know we are not just responsible for teaching English language skills, but… we are enrolling young students from an increasing range of education and cultural backgrounds. Our centres may not necessarily have signed a CAAW letter for the young students in attendance in our classes, but we are obliged to monitor the well-being and welfare of our students and provide on-going support. A quick sweep of centre websites gives us much of the vocabulary. What do we do with it all?
· Student protection · Well-being · Age appropriate · Cyber safety · Safety and the law · Positive psychology · Mental health · Character strengths · Kids on the fringes · Enrichment · Guidance & Counselling · Pastoral care · Leadership · Engagement · Organisational skills · Initiative · Health programs · Good study habits · Lifelong learning · How to deal with bullying · Positive education · Positive outcomes · Social, emotional, behavioural skills.
How are centres to navigate all this? A Director of Studies may only have minimal experience in working with teenagers or in thinking about their welfare in a way that helps the students prepare for their future study as well as ticks the regulatory boxes. Similarly, does a Principal Administrator know what they are assigning a student liaison officer to do? This session at the 2019 NEAS Management Conference, will explore the range of issues that are involved in the welfare support of Under 18s. The workshop will look at policies and procedures related to this field, but it is more than P & Ps! We will look at what teachers should be focusing on in classrooms and possible professional development.
Afternoon NEAS Management Conference pre-conference sessions (13:45 - 17:00)
NEAS Self-Assessment Pre-Conference Workshop
What is Quality Assurance? What is the difference between Compliance and Quality Assurance? How is Quality Assurance best conducted?
In this 3 hour workshop, the NEAS Management team will address these questions, reflecting NEAS’ philosophy of Quality Assurance in ELT. We will explore how each component of the NEAS Quality Assurance cycle contributes to a complete Quality Management System for English Language Teaching Centres.
With the introduction of a new Self-Assessment tool to the NEAS Quality Assurance process, a considerable part of the workshop will focus on assisting providers to navigate the Self-Assessment activity effectively in their educational contexts, and maximise the benefits of agency for Professional Development and Continuous Improvement.
TOEFL iBT® Test Centre Workshop
Current and potential TOEFL test centres are invited to join us for our annual TOEFL test centre workshop. We will update you on test centre matters, including some of our promotional activities along with some test centre operational and security developments. This year we are incorporating a presentation on a topic of interest beyond immediate test centre concerns.
Following feedback from test takers and score users, a number of new initiatives are being released by ETS TOEFL during the year. Our new test registration system is being released progressively over the first few months of 2019. The purpose of this and other upcoming changes is to enhance the test taker experience and increase information on test scores for score users. There will also be the opportunity to share your feedback about specific issues related to TOEFL testing.
Leadership in ELT
Every organisation needs leaders that pursue quality. Whether in management, teaching or administration, a leader in English Language Teaching (ELT) influences the decisions of others through dedication and practice.
In Leadership in ELT, NEAS will be presenting key skills that are vital in leading your organisation. The workshop includes a face to face session and access to the online course: NEAS ELT Leadership Program (NELP). As a participant you will be part of an online community, gaining insights from counterparts at the 2019 CamTESOL Conference. Conference Workshop participants will be encouraged to reflect on the Belbin team roles, actively engage in how the roles play out in the ELT Centre environment and make important connections with other members of the ELT Community. Pre and post conference, participants will be able to investigate the NEAS Online ELT Leadership Program, which has been underpinned by the instructional design concept of Thiagi’s four doors. The four doors are The Library (Readers are Leaders!), The Cafe (Social Learning), The Playground (Learning as Play) and Assessment Centre (Formative and Summative) and explores topics such as authentic, transformational, emerging and inspirational leadership.