title title
Don MacD, DSM
abstarcat presentations of ‘tried and tested’ approaches used with organisations or learning groups. Each submission should explain the background to the approach, the education, learning and training challenge it intends to address and a small but relevant body of work that has informed the development of the approach. Practice Tasters might include materials development, community engagement activities, policy initiatives or research methodologies.
bio presentations of ‘tried and tested’ approaches used with organisations or learning groups. Each submission should explain the background to the approach, the education, learning and training challenge it intends to address and a small but relevant body of work that has informed the development of the approach. Practice Tasters might include materials development, community engagement activities, policy initiatives or research methodologies.
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title title
Don MacD, DSM
ABSTRCAT Abstracts and proposals are due by March 19, 2017 and acceptances will be notified by March 31, 2017. Peer-review option: abstracts are due by March 19, 2017, acceptances will be notified by March 31, 2017. The full paper is to be submitted by June 30, 2017, revisions will be due by July 26, 2017. The final PDF will be added to the conference website in late August.
BIO Abstracts and proposals are due by March 19, 2017 and acceptances will be notified by March 31, 2017. Peer-review option: abstracts are due by March 19, 2017, acceptances will be notified by March 31, 2017. The full paper is to be submitted by June 30, 2017, revisions will be due by July 26, 2017. The final PDF will be added to the conference website in late August.
The superhero: the female heroine: using South Sudanese women's stories to teach writing in English
Jeanne Solity, Deakin Univerity
A 21st Century Yol u ‘Bothways’ approach to English and Warramiri Literacy at Gäwa.
Ben van Gelderen, Charles Darwin University, School of Education
In North-East Arnhem Land there are numerous stories concerning the Yol u ‘ancestral dog’ Djuranydjura. The most famous concerns his interaction with the Macassans who established mutually beneficial relationships with Yol u over the centuries; trepang collecting services traded for articles such as fish hooks, tobacco, knives and cloth (Macknight, 1976). Nevertheless, in the Djuranydjura story, when the Macassan offers rice and shoes and blankets, he rejects them all, in favour of his own land and resources (Warner, 1958; Berndt & Berndt, 1989, McIntosh, 1994). At Gäwa homeland on Elcho Island, this powerful story of identity and ‘defiance in the face of outside intrusion’ (McIntosh, 2003, p. 314) is interpreted to also include the arrival of balanda (white) teachers, and their focus on English literacy. However, it is not that English literacy is not a priority, but that it must maintain its proper place; negotiated to sit alongside literacy of the land, and the foundational Warramiri language itself(Guthadjaka, 2012). One approach of applying such a ‘Bothways’ pedagogy through utilising a systematic literacy suite such as ‘Accelerated Literacy’ for both languages and cultures is outlined to demonstrate that synthesis and strengthened identity is quite attainable when teachers and community work together.
Ben van Gelderen is a Lecturer in Education; Co-ordinator of the Growing Our Own project. This innovative program involves the delivery of the Bachelor of Education in five remote Indigenous communities in the Northern Territory. Ben has worked as a Lawyer, English teacher, Chaplain, Teacher/Linguist, EAL/D consultant and Curriculum Advisor. His Master of Education project was collaborative and transdisciplinary research with the Gäwa community to help provide digital resources for the intergenerational transmission of language and cultural knowledge and his PhD study is a multidisciplinary history of Gäwa Christian School.
I hate Maths.
Christine Tully, Melbourne Polytechnic
How often do you here people say this? Why is Maths such an issue for people? In this workshop we will explore students pre-conceptions about maths and the difficulties they had with learning it. We will then look at the types of numeracy they need for functioning in society including financial literacy, information literacy and technology literacy. We will then explore practical ways to involve students in learning numeracy that connects it their needs. Participants will be given a opportunity to discuss what has worked for them and why it has worked and what hasn't. It will be an opportunity for them to bring along any resources that work with their students. They will also be explore some delivery materials and concepts that have proved successful with a variety of adult students.
Chris Tully has worked in the Adult Education field for 26 years across a range of areas. Recently she has worked in the Literacy and Numeracy support area, providing numeracy support to a variety of VET programs. She also has extensive experience in delivery numeracy to adults including in classes with a high number of EAL students, indigenous students, people returning to study and in workplaces. She has been involved in the accreditation and re-accreditation of various curriculum and training packages including the CGEA.
A comparative investigation into the delivery of Adult Basic Education in British Columbia and New South Wales
Berni Aquilina, TAFE NSW
This paper summarises key findings from a NSW Premier's Teacher Scholarship study tour to British Columbia that took place in June 2016. The purpose of the tour was to investigate how Adult Basic Education is delivered in BC including use of technology for remote and Aboriginal learners. Comparisons are made regarding current delivery practices of Foundation Skills in NSW and several recommendations are made concerning levels of technology, use of volunteers, cultural inclusion and the need for an adult literacy strategy for NSW.
Berni is a Head Teacher of Foundation Skills at TAFE NSW. She became an adult literacy teacher in New Zealand following a long pearling career that took her across northern Australia and through the Pacific where she developed and delivered pearl technician training for local people in the Cook Islands, Marshall Islands and Kiribati. In Nelson, New Zealand, Berni was a tutor, teacher and trainer for Adult Learning Support, a community-based literacy organisation that's part of Literacy Aotearoa. She came to live in Mudgee, NSW, to provide care to elderly family members.
1977 to 2017: How did we get here?
Pamela Osmond, University of Technology Sydney
The presentation will trace the forty year development of the field of adult basic education in Australia with particular focus on the socio-economic drivers of change. It will trace its beginnings, grounded in a liberal humanist view of literacy education, to the present day employment-driven, human capital view and trace the influences on the profession through those decades. It is the aim of the presentation, and of the study from which it draws its data, to help practitioners to contextualise their practice and to identify ways in which they might regain something of the agency over their profession which was evident in earlier eras. The presentation will draw on data from an historical interpretive study of adult literacy and basic education in NSW. The data is relevant, however, to the development of programs nationally, since all states have been subject to similar socio-economic influences.
Pamela Osmond has worked in the field of Adult Basic Education since the 1970s. She has taught in a range of contexts and occupied a number of management and curriculum support roles in TAFE NSW. She is the author of a wide range of teaching / learning resources, including 'So You Want to Teach an Adult to Read…?' and 'Literacy Face to Face'. Pamela’s present roles are as teacher educator at OTEN, TAFE NSW and as project officer at the Reading Writing Hotline. She is at present researching the history of Adult Basic Education in NSW.
Using digital storytelling to enhance female South Sudanese refugees writing in English.
Jeanne Solity, Deakin University
South Sudanese women are adept at creating and delivering oral stories, learnt since childhood these pass on the nation’s language, culture and knowledge, both informing and reflecting this culture. However, often unacknowledged is the major role women play as narrators and performers. Here female figures perform a central role within the most popular of these narratives, often contesting the roles and status of women within this predominantly patriarchal society. This is where super heroines struggle to overcome almost insurmountable obstacles, their identity often endowed with miraculous, magical powers, where they save lives and overcome evil in many imagined communities. In my Melbourne- based doctorate research, I worked with six female South Sudanese refugees, to create their digital stories. In seeking to overcome their barriers to writing and high dropout rates in AMES programs, their oral stories were shared, discussed and edited in critical consciousness-raising circles and then converted into digital stories. Their traditional narrations became perhaps the first to be published by female South Sudanese refugees in Australia. These were then being utilised to study and enhance their SLL skills and understandings of writing in English. They gained status in their own lives, communities and wider Australian society, securing the confidence to both conquer their writing barriers and move into employment or work-retraining programs.
Jeanne Solity has been working in the field of literacy and TESOL for three decades, in both London and Melbourne. In 1985, she developed some of the first women's literacy and student publishing cooperatives in London in the 1980's, recorded in her 1985 MA thesis. In 1999 she authored three publications in 'The Gender language and power' series, outlining a gender inclusive literacy curriculum, in response to a national survey of Australian women's literacy needs. She has been publishing women's stories on specific themes of health, work and migration since 1999. Her research interests include: gender, identity, ESL, narrative and literacy studies.
Technology Tearoom - A social learning model to assist mature age learners in developing skills in using digital devices.
Kerrie Tomkins, Leopold Community & Learning Centre
Many mature aged learners build barriers and have developed a range avoidance strategies when dealing with digital devices. All of our mature aged learners who participate in the Technology Tearoom stated that they were reliant on younger members of their family to assist them and some even express anxiety around internet and smart phones. Many of our learners stated that they limited their use of smart phones to just making calls and found the phones confusing to use. The Technology Tearoom was developed to assist our mature aged learners to build their confidence and competence in using a range of digital devices. The program is delivered in a social setting and the curriculum is developed with input from individual learners (they identify what they want to learn to do at the beginning of each term. A constructivist learning model has been used which uses the existing knowledge and experience of each individual learner to support them to build their own learning framework and reduce the levels of anxiety they experience using digital technology. The social context of the Technology Tearoom facilitates peer teaching and learning and has been a key aspect in developing individual strategies for our mature aged learners.
Kerrie Tomkins, MBA, B Edn (Honours), Dip Teaching, Dip Sustainability. Experience working in education for over twenty years, with the last five years focused on adult learning. Under taken research into constructivist learning theory and developed a learning model using the theory to assist adult learners to build their own framework. Currently the centre Coordinator for Leopold Community and Learning Centre, prior to this appointment was a Regional Education Officer working with business, local government and community organisations in sustainability education for the Victorian State Government .
Language at Home and in the Academy: Resistance and Compromise
Birut Zemits, Charles Darwin University
Languages spoken and used in the community can be radically different to that which is needed in academic situations. This is particularly true for speakers of Aboriginal and Torres Strait Islander languages, Kriol, Pidgin and Aboriginal English. These languages, which are essential to define ways of knowing, are also intrinsic to individual social and cultural identity. Sometimes there are tensions and difficulties with negotiating this space between academic English and home language. At other times, compromise is easy when there is a bigger picture or motivation in view. This panel will discuss some issues related to language maintenance and individual adjustments needed to survive and succeed in the English dominated academic domain. Ideas and research by panel members will highlight a diverse range of situations from linguistic research, literature studies, teaching of academic literacy and the perspective of being a university student. Exploring the fine line between resistance and compromise with language between home and the academy will raise many questions that apply to a broad range of situations.
Birut Zemits will chair this panel. She works in the School of Academic Language and Learning at CDU. Teaching in the Tertiary Enabling Program, co-ordinating external studies in a common unit (Cultural Intelligence and Capability) in undergraduate level and also supervising post-graduate researchers, Birut has a broad overview of language demands for students in the university.
• Robyn Ober, Lecturer and researcher from Batchelor Institute has been researching Aboriginal English and language shifts in formal contexts and written extensively on Both Ways philosophy. She will highlight the pragmatic approaches people have in negotiating the appropriate language for the context of use, especially when dealing with demands of study. • Melanie Mullins and Therese Parry are university students with the School of Education (CDU) who work concurrently as teaching assistants in the Catholic Education system at their home community af Nauiu (Daly River). They explore some of the tensions in negotiating academic language demands of study with speaking and teaching students with a shared language in a community classroom setting. • Adelle Sefton-Rowston from the School of Academic Language and Learning at Charles Darwin University explores how Aboriginal English and the perception of this language form is represented by Indigenous authors in literature and proposes positive representation of this language usage in academic situations. • Michele Willsher and Janine Oldfield have been working with Aboriginal and Torres Strait Islander students at CDU who are enrolled in mixed-mode and who attend workshops at Batchelor Institute. Michele and Janine assist with recognising and responding to the demands of writing for Higher Education. They argue that for an academic writing course to be effective, one needs to be culturally responsive to help students navigate the interface between prior learning, language and undergraduate study.
Yes, I Can! Aboriginal Adult Literacy Campaign
Bob Boughton, University of new England & Literacy for Life Foundation
Yes, I Can! (or Yo Si Puedo’) is an Aboriginal-led adult literacy campaign that aims to achieve population-level change (Boughton and Durnan 2014a). It was first piloted in Australia in 2012 in Wilcannia, a community in the Murdi Paaki region of north western NSW (Boughton et al. 2013). The pilot followed a model originally developed in Cuba and deployed in the national literacy campaign in Timor-Leste (Boughton 2010). Over the last six years, the campaign has extended to 7 western NSW Aboriginal communities, and by the end of 2017, over 130 Aboriginal adults will have successfully participated. The Literacy for Life Foundation which coordinates the campaign in partnership with local communities and their organisations is now planning to move to the Northern Territory, with several trial sites proposed. In this workshop, three local Aboriginal community staff from western NSW will present on the campaign in their communities, supported by a member of the national campaign team and the campaign evaluator. The workshop will explain how the campaign is rolled out in a community in three phases, how local staff are recruited and trained, what resources are needed at each phase, and how participants progress through it. The will also show some film taken of the campaign in one site, so workshop participants can see for themselves the transformations that are occurring. By the end of the workshop, people who attend should be able to make a more informed decision about whether this model would work in their contexts, and what steps they can take to extend the campaign into more communities.
Bob Boughton teaches adult education at the University of New England
Can we learn anything from Kiwis across the ditch?
David Do, Advisor, Adult Literacy and Numeracy, Tertiary Education Commission, New Zealand
New Zealand’s coordinated approach to lifting adult literacy and numeracy skills – system change and integrating adult foundation skills assessment with teaching and learning. We will inform and inspire on what Australia and its states could do better to help more adults reach their full potential by lifting literacy and numeracy skills. We want participants understand the: • benefits from improving and integrating assessment systems with teaching, learning, and the use of data; • factors supporting good public policy; and • assessment tools that support learner success. We will describe the New Zealand government’s world-leading programme of system change to create the right conditions to improve adult literacy and numeracy skills. David helped develop the latest iteration of this approach. He will also describe the benefits and value to learners, tertiary institutions, employers/industry, and the economy. Lindee Conway’s 2016 International Specialised Skills Institute fellowship study sparked this workshop. She looked at New Zealand’s response to Foundation Studies needs among adults. Her report canvasses the benefits of a single assessment tool, the associated rigorous research-based teaching and assessment approaches that have provided positive results for adult learners, and and lessons applicable from New Zealand to Victoria. The adults we serve would benefit from for more considered approaches to teaching, learning, and assessment. Both countries’ recent results in the OECD’s Survey of Adult Skills (PIAAC) provide further impetus for such moves. Participants can then consider what could be done differently in Australia nationally or in states.
David Do has been Advisor in Adult Literacy and Numeracy since 2012. He led the development of the TEC’s Adult Literacy and Numeracy Implementation Strategy 2015-19 which set directions for the TEC’s future work in this government priority area. Son of a Vietnamese refugee and Chinese migrant, he’s a proud Kiwi born in Auckland. He grew up there to get a Bachelor of Arts (Honours) in Politics from the University of Auckland. David was the Co-President of the New Zealand Union of Students’ Associations 2010-2011 after being Auckland University Students’ Association president in 2008.
Lindee Conway - Head of School, Foundation & Preparatory Studies, Melbourne Polytechnic, LindeeConway@melbournepolytechnic.edu.au Lindee Conway has almost 30 years’ experience in the Foundation Studies sector of adult education. She has worked in both the community and VET sectors as a teacher, program coordinator and team leader. Her interest in how assessment works successfully for learners and teachers has grown over the last fifteen years. This interest, which is reflected in her fellowship, began in the effort to make formal LLN assessment manageable for educators and meaningful for adult learners. Lindee Conway, Head of School, Foundation & Preparatory Studies, Melbourne Polytechnic, authored this report http://www.issinstitute.org.au/wp-content/media/2016/09/Conway-Final-LowRes.pdf
Phonics-based adult literacy resources
Kate Randell, Adult Literacy Resources
The targeted audience is language, literacy and numeracy practitioners. There are fantastic resources available for practitioners working with students looking to further develop literacy skills, but very few evidence-based resources for adult students who are just starting their literacy journey. This presentation aims to explore some resources available for beginner students.
Kate Randell has taught English language and literacy classes for twenty years and has a strong interest in evidence-based teaching strategies.
Tacit Knowledge and Performativity in Organizations: An Uneasy Tension in the Digital Age'
John Garrick, Charles Darwin University
This paper interrogates the relationships between the tacit knowledge of professionals and performance measurement regimes of post-modern organizations. Drawing on Polanyi’s (1958; 1968) influential ideas about tacit knowledge and Lyotard’s (1984) theory of performativity with regard to criteria such as profit-performance it assesses the applicability and relevance of tacit, working knowledge in the internet age. It examines (i) the effects of context on KM; (ii) tacit knowledge and performativity around the production, validation and assessment of knowledge within organizations; (iii) KM and the mercantilisation of knowledge, and (iv) critical questions as to how performativity impacts tacit knowledge and organisations in the digital era. The paper deconstructs popular and fashionable narratives around tacit knowledge to critically appraise approaches to knowledge construction and transfer in contemporary commercial contexts. The study draws on various specific critical incidents in commercial practice to assess where (and why) things went wrong with, for example, KM practices in the aftermath of the GFC and in more recent attempts at large scale corporate fraud such as the VW ‘emissions scandal’. Tacit knowledge involves a sense of what’s going on and this is not easily measured or codified. Central to tacit knowledge is an experiential understanding of what is required when engaging with clients, colleagues, senior partners, other businesses (and cultures) and the political contexts in which employees’ work. So too are performance measures and reward systems. Herein is a key source of tension between tacit knowing and performance. What one’s tacit knowledge picks up and what one actually does is sensitive to power and context. Although the nature of any transfer of tacit knowledge is problematic, such employee know-how remains critical to organizational performance and to what knowledge is to be validated and shared. Key words: tacit knowledge, performativity, knowledge management, experiential learning, working knowledge, organizational performance, key performance indicators, data.
John Garrick LLB (Hon 1, UTS), M.Soc Stud (Sydney), Ph.D (UTS), is currently Senior Lecturer in Business Law at Charles Darwin University. He is a Supreme Court attorney in Australia and, until 2007, was in private legal practice with a major Sydney law firm specialising in international comparative law and Chinese commercial law reform. He is author and co-editor of a wide range of scholarly publications including several well-known Routledge books on workplace learning and power and international commercial law. He has worked extensively in both legal practice and academia in Hong Kong, the Middle-East, North America and Australia.
Prioritising people: Developing a wellbeing framework for literacy and numeracy provision
Judy Hunter, Wilf Malcolm Institute of Educational Research, the University of Waikato
For the past two decades, the dominant paradigm of literacy and numeracy provision in Australasia and across most OECD countries has been skills-based, underpinned by international and national standardised testing regimes. Such tests often impose high-stakes compliance demands on providers, accompanied by a discourse that prioritises skills outcomes as necessary for employability and productivity. At the same time, there is a growing awareness of the importance of literacy and numeracy learning as meaningful for people in their everyday lives. In a large part, it has been limited to anecdotal commentary and brief acknowledgment in policy documents, despite providers’ widespread recognition. This presentation reports on an ongoing study to capture the nature and extent of wellbeing outcomes of literacy and numeracy programmes in New Zealand. In collaboration with literacy and numeracy tutors and learners, it aims to extend the applicability of a 2011 M ori wellbeing framework to multicultural settings. The enhanced framework, using existing digital technologies, is being developed and trialled in classrooms with the aim of highlighting connections between literacy and numeracy, wellbeing and agency. It will enable a more complete picture of outcomes to be recognised, valued and enhanced.
Judy Hunter is a Senior Research Fellow at the Wilf Malcolm Institute of Educational Research, the University of Waikato. She supervises thesis students and has taught migrants, pre-service and in-service teachers in literacy and language education. Her research draws on ethnographic and other qualitative approaches to understand the ways that people make sense of their world through language and literacy in use, with the theoretical frame of social practice. The aim of this research perspective is to promote progressive, inclusive approaches to language and literacy education for migrants with English as an additional language and others from nondominant populations.
jane.furness@waikato.ac.nz Jane: +6478562889 ext 8498 Jane Furness, Wilf Malcolm Institute of Educational Research, the University of Waikato, jane.furness@waikao.ac.nz Jane Furness is a Postdoctoral Research Fellow in the Wilf Malcolm Institute of Educational Research at the University of Waikato, New Zealand. A community psychologist, she brings together her interests in wellbeing and education in her research and teaching. Jane’s work in adult learning and adult and family/whanau literacy began with her government role in the implementation of New Zealand Adult Literacy Strategy in 2001. She has since taught in the area of family and community literacies and working with diverse learners. Her PhD explored the link between literacy learning and wellbeing in family literacy programmes.
Digital literacies, hyper-personalisation, new tribes and points of contact
Stefan Popenici, Charles Darwin University
The aim to personalise education is now widely accepted as one of the most attractive ideas in educational theory and policies. The possibility to utilise new tools to identify and address students’ strengths and specific needs and create individual educational packages based on their needs is raising the promise of a better and more efficient process. However, education can learn from what personalisation tools from dominant Silicon Valley companies revealed in the last decades. Individuals are susceptible to become trapped in ‘echo chambers’ that isolates them from opposing viewpoints, more open to accept viral nonsense, pseudoscience or carefully curated information packaged to manipulate consumer or political options. The hyper-personalisation is created in online environments by algorithms that select what information is most susceptible to raise Internet traffic and the interest of a certain user. These algorithms are created not only with programmers’ own biases and filters, but with the main goal to maximise profits, not to objectively inform or educate responsible citizens. The creation of opposite tribes by the ‘filter bubble’, based on the limited option to come in contact only with individual’s own points of view is raising the importance to develop new digital literacies in higher education.
Dr Stefan Popenici is currently working at Charles Darwin University and is an Honorary Fellow of the Melbourne-CSHE at the University of Melbourne. He is also Associate Director of the Imaginative Education Research Group at Simon Fraser University, Canada. Stefan is an academic with extensive work experience in teaching and learning, governance, research and academic development with universities in Europe, North America, South East Asia, New Zealand and Australia. Dr. Popenici was a Senior Advisor of Romania’s Minister of Education on educational reform and academic research, a Senior Consultant for various international universities and institutions in education.
Blended Learning for the LLN Classroom
Kathrin, Heather and Ruth Colgan, Drummond and Ryan, Chisholm Institute
This workshop will assist educators to familiarise themselves with blended learning tools and applications such as Moodle, Edmodo, Nearpod, Kahoot, and Edpuzzle. As part of a Vet Development Centre grant in 2016, presenters were involved in a 6 month trial of blended learning products with LLN and CALD students. They are keen to share their successes and strategies for overcoming difficulties in implementing blended delivery tools in the classroom. The workshop will be hands on and enhance teachers’ technological skills, as well as cover tips for instructional design and dealing with copyright. At the end of the workshop each participant will have an engaging activity to take away and trial with their students. This is a BYOD workshop and participants are encouraged to download Nearpod, Kahoot and Edpuzzle before the session.
The EAL teaching team at Chisholm Institute have been working closely with their students to develop engaging activities through technology that not only strengthens the delivery in daily classes, but prepares the students to enter the new world when they go on with their education. Each of the team members bring more than 20 years’ experience in teaching EAL and also draw on their current capability of working with different delivery models and funding streams. Kathrin, Ruth and Heather welcome you to share the techknowledgey at our workshop.
ALPA-Developing a Healthy Indigenous Workforce
Angela Nolan Nolan, Arnhem Land Aboriginal Progress Corporation
This presentation will showcase programs delivered by the Arnhem Land Progress Aboriginal (ALPA) Corporation, demonstrating how these are contextualised to the workplace, while addressing the Language Literacy and Numeracy needs of Indigenous participants. ALPA owns five community stores throughout Arnhem Land and manages twenty-two community stores in the Northern Territory. ALPA’s training department identified that there is no word for ‘measurement’ in Australian indigenous languages and has addressed the LLN skills gap by developing a specific program “Ready 4 Djama” (work) with a focus on measurement and preparing employees to apply these skills in the workplace. Indigenous Australians are one of the most disadvantaged population groups in Australia as indicated by their poor health status. Identifying the need for education and training in nutrition, the ALPA nutritionist developed a Good Food Person Program, and plans for each store to employee a trained Good Food Person, who can advise customers on nutrition and healthy eating practices. Videos, power point, ALPA wiki spaces and hardcopies of LLN resources will be used during the presentation, to share ALPA’s knowledge.
Angela Nolan has eight years’ experience in indigenous vocational education and training, with considerable experience in contextualising assessment tools and addressing the Language Literacy and numeracy needs of an indigenous cohort. As the Training Manager for the ALPA RTO she manages the retail user choice contract for one hundred and thirty students. Angela developed the ready for work program for CDP and is currently implementing an Indigenous leadership program. In 2016 Angela completed a Diploma of Vocational Education and Training/Design and Development and in 2014 a Graduate Diploma of Adult LLN practice.
Tracey Fitzgibbon’s passion for nutrition began during her career with Coles as a Department manager for the Delicatessen, Fruit and Vegetable Department and Grocery Department. After her career with Coles, Tracey decided to complete a Bachelor’s Degree in Nutrition and Dietetics and began her career with ALPA. During this time she also completed a Certificate IV in Training and Assessment which developed her training skills. Her responsibilities as a Senior Nutritionist involve nutrition and food safety training with staff and managers, promoting healthy options and improving access and affordability of nutritious food.
LLN for employees, is a change of focus required?
Lesley Harvey, TAFESA - APY Lands
Participation in employment requires specific LLN and communication competencies which do not necessarily mean that a person has to be able to read and write the English language to a high ACSF level. Training has historically focused on the delivery of generic LLN skills that may or may not empower the student in the world of work. For Indigenous people living and working in remote central Australia this approach can have a significant impact on their ability to undertake employment. By contextualising delivery of language and literacy skills specific to workplace requirements, students identify with the relevance of the training and participation improves. It has also been found that students, once engaged can determine to own their learning and in addition, when they have mastered the skills required for their work, actively seek to improve their overall literacy and language skills. From the employer perspective workforce development is paramount to ensure a positive relationship with employees and to improve retention rates. The current delivery model for LLN in the APY Lands is incorporating and building on these employment focused skills and forging strong relationships with employers and students to ensure the needs are met in a realistic, contextualised and dynamic environment.
Lesley Harvey is an Education Manager for TAFESA based in metropolitan Adelaide and managing a team of lecturers in the remote APY Lands in the far north of South Australia. She has been in this role for 16 years travelling regularly to the APY Lands to facilitate the delivery of LLN training. Delivery of training is to Indigenous adult students for whom English is a second or third language and who have low levels of schooling. Lesley is passionate about improving the life skills and opportunities for Anangu students and has been able to forge lasting relationships with many community members in the time she has been travelling to the APY Lands.
Marc Brierty, Melbourne Polytechnic
Call for papers for the 2017 ACAL Conference Show me the Money Presentation Show me the money is a presentation based around students being able achieve a number of EAL Framework Curriculum assessment modules simultaneously and is a valuable example of how teachers can incorporate theme based project activities into their learning plans. The oral presentation modules in Certificates III and IV in EAL (Further Study) are compulsory core units that students normally complete in semester one each year. The emphasis is on an active group learning environment and maintaining authenticity and currency. To achieve this, real life examples of realia are used to improve students understanding of other cultures and real life situations. Australian Bank Notes and Coins are used in class as a spring board, to develop team work skills, research and oral presentation skills. The activity examines elements of Australian Art, Culture and History as well as numeracy and WIL. Students are motivated to go beyond the classroom into their communities, families and friends and the exercise empowers them to communicate with local native speakers because money is an everyday item and it’s a great talking point. (See examples of idioms, proverbs, clichés, and jargon on Money – there are pages of them!) Student comment how they have been able to talk to their family and friends about who are the famous people on the Australian currency. The assessment activity incorporates Speaking, Listening, Reading, Writing and Researching. The task runs on a weekly basis throughout the semester once it’s established. The task is based around groups of four students giving oral presentations, listening & note taking and investigating Australian Art, Culture and History. The students learn that Melbourne is the home of plastic notes (known formally as polymer notes) and it’s a theme that permeates so many facets of life as we discover how money really does make the world go round. The task integrates a whole cluster of learning outcomes that can be covered simultaneously and is a good example of project based learning. Marc Brierty Certificate III / IV EAL Framework teacher Foundation Studies Department Epping Campus Melbourne Polytechnic 03 9269 1083 0435 103 960 marcbrierty@melbournepolytechnic.edu.au
Marc Brierty taught at Victoria University for 10 years, La Trobe University for 12 years and for the past 6 years he has been teaching EAL to Migrants and Refugees at Melbourne Polytechnic. Marc has also taught English to adults in the UK, Japan, Saudi Arabia and China.
The use of legacy materials for Indigenous literacy development
Cathy Bow, Charles Darwin University
During the era of bilingual education, many Indigenous children in remote schools in the Northern Territory were given the opportunity to learn to read and write in their mother tongue as a stepping stone to literacy in English. A vast range of materials were produced for this purpose, and also supported adult literacy skills and a rich documentation of Indigenous language and cultural practices. With the demise of bilingual education programs, such activities are significantly diminished, leaving few opportunities for Indigenous children and adults to develop literacy in their own languages. Many of the materials created for the bilingual programs are now available online at the Living Archive of Aboriginal Languages (www.cdu.edu.au/laal) and continue to provide opportunities to engage with vernacular literacy. The variety of genres represented in the collection demonstrate a rich literary landscape, which sometimes defies Western categorisation, creating a challenge for classification, and inviting reflection on how the language resources and technologies configure each other. This paper will describe the archive and some of the affordances it offers not only for literacy development but also for new knowledge practices in a digital context, through access to a rich cultural heritage.
Cathy Bow is a linguist with research experience in both descriptive and applied linguistics. She currently works as project manager for the Living Archive of Aboriginal Languages at Charles Darwin University, and is completing her PhD (jointly between CDU and ANU) in digital technologies and Aboriginal languages.