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Welcome

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News

Looking to sign up for a PD event in WA? Click here.
Looking for news pertaining to ESL and EAL/D in WA? Click here.
Looking for information on advocacy work we’re doing to support ESL and EAL/D in WA? Click here.

Library

Looking for more general information on TESOL in WA ? Click here.
Looking for videos of presentations and PDs? Click here.
Looking for old editions of our TESOL Links Magazine? Click here.

Special Offers

Looking for TESOL courses on offer in WA? Click here.
Looking for a new ESL job or volunteer posting overseas? Click here.
Looking for special deals with our Partners and Affiliates? Click here.

Quarterly E-Newsletter

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The quarterly WATESOL E-Newsletter is provided free to WATESOL members. Please click here to access the Members’ Area to access copies of our E-Newsletters and also our Digests and other Learning and Assessment Materials like the Mock EALD/ATAR WACE Exam materials.

Newsletter Submissions

Articles, reports, notices, advertisements, reviews or any other item for inclusion in the journal should be emailed or posted to president@watesol.org.au

Guidelines for Writing an article for the E-Newsletter

  • Content need not be formal but can also be ‘chatty’ in style, and can be light and entertaining as well as informative.
  • Contributions should be typed in 12pt Times New Roman, with no formatting.
  • Contributor’s name and work location or field of interest should be provided.
  • Sources to be cited wherever possible.
  • Copyright regulations must be observed.
  • The editor reserves the right to edit articles that are accepted for publication.

Suggested Topics

  • A day in the life of an ESL teacher
  • Review useful resources, e.g. books, programs, websites, games.
  • Learning styles
  • Assessment
  • Pedagogy
  • Customs/cross-cultural issues
  • Language across the curriculum
  • Report on a conference or seminar
  • Using technology in the classroom
  • “How to teach” pronunciation/reading/writing/spelling/etc.
  • “A good lesson on teaching” grammar/ speaking/ listening/ etc.
  • A personal perspective on teaching

Kate Mullin Award now open for nominations

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Are you or do you know an educator who has helped to improve the language and literacy of Aboriginal students?

 

The Kate Mullin Award has been created in memory of Kate Mullin, former WATESOL President and an educator who worked passionately and tirelessly to improve outcomes for Aboriginal EALD learners.

 

This award aims to recognise and celebrate excellence in language and literacy education of Aboriginal students.

For more details, click on the attachment:Kate_Mullin_Award[1]

2012 WATESOL Prize at UWA

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Elisa Laitt [nee McGowan] received the  for the highest average mark in the TESOL Curriculum units.

Elisa also received the overall Graduate School Education Master of Teaching (Secondary) Prize.

WATESOL is proud to support new graduates and recognise excellence in TESOL education.

Winning entries – WATESOL/MLTAWA JOE DALE WORKSHOP Saturday 15 June 2013

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Hello everyone – two very enjoyable and informative sessions on Saturday – thank you so much to Joe [Dale] for presenting and Claire [Leong from MLTAWA] for organising.

Joe and Claire have also done their ‘judging’ for the winners of the Language Perfect vouchers.

There were 11 entries overall and according to Claire all ‘really fabulous creative sound recordings [using Audacity or similar software]. One teacher even had a guitar accompaniment! Very impressive overall. In the end the winning entry for the morning was a pair entry from Natalia and Mirella Kerrigan for a recording of an Italian conversation. The winner of the afternoon session was Mary Verstegan who did a very humorous recording on Joe!’

Congratulations to Mirella, Natalia and Mary – a great effort and use of the technology. We’ll be in touch with the LP prize.

Nadia Civa

Vice-president MLTAWA 2013

‘For immigrant students, early arrival is best.’

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PISA data shows that for immigrant students, arriving after 12 years of age makes education in the new language much harder. The article, in PISA In Focus No. 29, concludes that:

“More immediately, though, targeted help with language skills for those foreign-born students who arrive when they’re in their teens can limit the need for future assistance; and flexible arrangements to defer tracking can help to ensure that students perform at their full potential when decisions are taken about further education. Both measures will have a direct impact on these students’ employment prospects later on.”

For the full article, please follow this link: PISA in Focus No. 29: Do immigrant students’ reading skills depend on how longthey have been in their new country?