Conference Sessions

The program and individual sessions are subject to change without notice. Where possible changes will be shown on this website.

We're delighted to be able to announce the following sessions will be part of the conference program.

Session A Tuesday

A1 Paddocks to pathways

Julie Johnston and Sue Paull, Diamond Valley Learning Centre

Recent housing booms have stretched the map of Melbourne into the clear skies and paddocks to the north, beyond the easy reach of community and educational services. This lack of services presents both a responsibility and an opportunity for adult community centres. But how do ACE providers make connections in these areas? Who exactly are these new, 'settlers'? What courses will attract them to learning? What new opportunities are there for employment and what training would smooth the pathway? Current data reveals that a significant number of these new ‚'settlers' have CALD backgrounds, and have both language and literacy barriers to social inclusion and employment. Diamond Valley Learning Centre is in easy driving distance of one of these vast housing developments and in 2011, we received funding to investigate ways of connecting with CALD learners in these new suburbs. In this workshop we will share the practical results of our research and journey.

Sue Paull has taught in adult literacy programs for over 30 years in both TAFE and ACE. She currently coordinates and teaches in the language and literacy program at DVLC.

Julie Johnston has worked in adult education for ten years as an ESL teacher and manager.

A2 Are we there yet?

Jana Scomazzon, Facilitator of the ISC Foundation Skills Network on behalf of Service Skills Australia

No More Excuses, the Industry Skills Councils (ISC) response to addressing the language, literacy and numeracy (LLN) challenge, calls for an overarching blueprint for action on LLN by industry and across all education sectors - employers and educators working together to improve the foundation skills of the workforce. This response is one of many initiatives by Industry Skills Councils in the area of workplace adult literacy. This workshop will explore LLN challenges facing ISCs at the moment, which include responding to renewed focus on foundation skills in the streamlined Training Packages to come; getting the message out through ISC workforce development teams about the need to support foundation skills building; and supporting successful outcomes for Indigenous learners. It will present a range of activities that the network has been involved in over the past year, as well as initiatives that individual ISCs have shared with the network to do with LLN.

Jana Scomazzon is the facilitator of the Industry Skills Council Foundation Skills Network and has been a member of the network (and its various previous iterations) since 1995, believing passionately that a person’s participation in community and work hinges on their language, literacy and numeracy skills.

Previously an adult literacy practitioner and executive member of ACAL, Jana has worked in vocational education and training for the past 16 years on a range of projects, including WELL strategies for industries, unit of competency development, resource development, research and policy projects, and quality assurance of support and endorsed Training Package material.

A3 Indigenous voices: teaching us better

Alison Reedy, Charles Darwin University and Heleana Gulwa, Maningrida School, (NT DET)

This workshop describes a project 'Indigenous Voices: Teaching us better' which emerged from a vision to improve the experiences of Indigenous students in VET. The project aimed to provide teachers and trainers with insight into the experiences of Indigenous students in education. A website was developed during the project and contains short video and audio clips of interviews with current and past Indigenous VET students from a range of disciplines and from urban and remote locations in the NT. The website is structured around 9 key themes that emerged from the interviews and includes strategies that can be implemented by teachers and trainers in response to the issues raised by Indigenous learners. The project was developed collaboratively with the support of a number of Indigenous organisations and students and provides an opportunity for adult Indigenous learners to tell the teachers and trainers how to 'teach us better'. The Indigenous voices: teaching us better website can be accessed at

Alison Reedy is an Educational Designer at Charles Darwin University in the NT. Her academic background and teaching experience are in the areas of English language and literacy. She has extensive experience working with migrants, refugees and Indigenous Australians, and has a particular interest in the use of technology to enhance teaching and learning. Her research interests are in Indigenous education, ESL and literacy, and educational uses of technology.

Heleana Gulwa is an Nakara and Dungbon woman from Maningrida, Arnhemland in the NT. Heleana works as a trainee teacher in the very remote community of Maningrida and has recently commenced a Bachelor of Teaching and Learning at Charles Darwin University. Heleana previously worked for Bawinanga Aboriginal Corporation in the areas of land management and tourism. She is a graduate of Batchelor Institute of Indigenous Tertiary Education having completed the Certificates II and III in Spoken and Written English. She is currently completing her final units in Preparation for Tertiary Success concurrently with her teaching studies. Heleana believes that the Indigenous voices: teaching us better project and website assists in the important area of building communication and understanding between Indigenous and non-Indigenous Australians.

A4 Adult numeracy teaching and learning in developing countries: lessons from Timor-Leste

Beth Marr, Numeracy consultant

This will be an interactive workshop based on sharing some of the issues encountered, and strategies used, whilst teaching adult numeracy to two groups of East Timorese learners. The first group was in a workplace training situation within Timor's Ministry of Finance, where all teaching was done through interpreters. The second was a group of T-L Defence Force officers undertaking CGEA at Charles Darwin University and simultaneously improving their English language skills in preparation for future training in Australia. The workshop will intersperse discussion of the dilemmas faced, and reflections arising, with activities and strategies developed to teach more effectively with these groups of learners. It will consider aspects of culture, adult education principals and numeracy teaching methodologies which should be applicable in a range of teaching situations, particularly with LOTE learners.

Beth is widely experienced in many aspects of adult numeracy education, including teaching, curriculum development, professional development and creation of resources such as Mathematics: A New Beginning; Strength in Numbers and Numeracy on the Line, all of which promote active learning ideas for adult numeracy. She has worked extensively in TAFE and later at RMIT University in teacher training for VET teachers and trainers including many projects with trainers from developing countries. During 2008/9 Beth led a team of workplace numeracy trainers who developed and conducted numeracy programs for the Ministry of Finance staff in East Timor. Last year she taught Numeracy and Mathematics within an intensive CGEA program for visiting Timorese army officers at Charles Darwin University.

A5 Singing for language learning

Jane Coker, Community Music Victoria

This entirely participatory workshop will give participants practical tools for using group singing as a means to enhancing the learning of spoken English. You will take away useful songs and activities that you can use the very next time you teach. No musical training or singing skills are required to make use of these simple tools, just a little vocal confidence and a passion for the connecting power of group singing.

Since 2002 Jane has devised and led inspiring community singing leadership skills workshops. As well as leading several community singing groups and a community street band, Jane is currently a board member, facilitator and volunteer co-ordinator for Community Music Victoria, designing and organising networking and skills development for community music facilitators. Jane’s workshops are inspiring, encouraging and most of all offer participants practical tools and strategies that they can apply in their daily lives.

A6 Together we do better: Building social capital through partnership

Peter Newnham, Victoria University and Catherine Cooney, Foundation House

In 2009 Victoria University Youth ESL joined the Ucan2 program which was developed in partnership between AMES, Centre for Multicultural Youth and Foundation House. The Ucan2 program seeks to build the social capital of young people from refugee backgrounds who have arrived in Australia typically having experienced significant trauma and disruptions to their lives as a result of war and social unrest in their countries of origin. The program integrates mental health support and the processes for increasing social networks into an existing ESL class utilizing the learning context of developing part time work skills. This workshop will give participants the opportunity to learn about the components and discuss the Ucan2 program with teachers and facilitators.

Peter Newnham has been teaching for 20 years in VCE, ESL, and Youth ESL. He is currently Program Manager ESL Youth at Victoria University and has a keen interest in developing pedagogy and partnerships that increase the social capital and wellbeing of students with refugee experience.

Kath Cooney is a social worker at Foundation House (Victoria Foundation for the Survivors of Torture), and previously was a secondary school teacher. Working with young people who have arrived in Australia from refugee backgrounds enables her to extend her interest in social justice and a rights based approach to education.

A7 Health literacy as a complex practice

Judy Hunter and Margaret Franken, Faculty of Education, University of Waikato

As attention to health literacy grows across the OECD, policy discourse continues to draw on skills deficit and patient compliance, buttressed by the dominant political discourse of individual responsibility. Yet for patients, the health domain is interwoven with linguistic challenges, significant affective issues, underlying cultural dimensions, political and economic exigencies, and cognitive and situated complexity.

From these perspectives, the presentation reports on findings of an ongoing study of health literacy demands in the Midlands region of the North Island of New Zealand, an area of high ethnic and socio-economic diversity. It analyses health professionals’ conceptions and expectations of health literacy needs for patients, health information documents for patients, and patients’ understandings and assessments of health care information.

Implications of the study support the need for improvement in language and literacy skills among patients, but also recognition of complexity and a collective responsibility for effective health communication.

Judy Hunter coordinates the undergraduate and postgraduate diplomas in adult literacy and numeracy education at the Faculty of Education, University of Waikato, NZ. She has done ethnographic research on workplace and school literacies and was a co-author of Reading Work. She is currently working on a health literacy project with Margaret Franken.

11.15 am to 12.15 pm LLN Community Educator Network Café

This session is being offered to both the ACAL and ALA conference delegates.
Facilitated by Michael Chalk, PRACE and Pat Grosse, Springboard Training Solutions Pty Ltd
Come meet your peers in the LLN community educator network for a Cafe-style problem-sharing session. This will be an opportunity for some face to face networking and focussed time to engage in explorative and constructive conversation. Bring a story from your classroom, a problem you haven't managed to solve yet, and be ready to network. We'll bring some challenging scenarios and our facilitators' hats, ready to start up the collaborative conversations. You will benefit from hearing some different perspectives from other educators you can connect with and share learning experiences. This is also an opportunity to find out more about the Australia-wide LLN community educator network, and how you can get involved in the live webinar sessions, as well as more open problem-solving discussions. There will be online follow up from this session, so you'll find ways to stay in touch and nurture new professional connections.

Michael Chalk is an adult educator (language, literacy and numeracy) who supports teachers to use technology for classroom learning. He's been involved in state (Victoria) and national (Australia) e-learning projects such as Access ACE e-Learning Research Circles and Community Engagement. More details at .

Pat Grosse is an experienced project manager, focussing on adult learning and training. She has a background in developing professional development programs for adult educators and has facilitated a number of networks and communities of practice.

Session B Tuesday

B1 An overview of the revised ACSF including the Pre-Level 1 supplement

Philippa McLean, Philippa McLean Consultancy

This workshop will outline the main changes to the ACSF. It will include some interactive tasks based on the new document. The session will also look in detail at the new ACSF pre-level 1 supplement.

Philippa has extensive and successful experience in the Vocational Education and Training, VET, sector, with particular expertise in adult language, literacy and numeracy. In recent years Philippa’s prime focus has been on the delivery of professional development and project work for adult language literacy and numeracy teachers and trainers at a statewide and national level. She has worked on national projects developing exemplar LLN assessment tools and delivery resources;
Philippa is a member of the consortium that developed the Australian Core Skills Framework, ACSF. She was the project manager for the two DEEWR projects: revision of the ACSF; development of an ACSF pre level 1 supplement.

Session C Tuesday

C1 Is this a career? Women and work in the language and literacy educational sector

Ruth Trenerry

In this presentation I will provide an outline of the methodology organizing the three projects forming my doctoral portfolio, and then focus on the research findings that inform the question of career activity in the adult literacy sector. My doctoral work, explored the career actualities of one group of women to discover career constructions deriving from their employment. A qualitative study, it is an interpretive explication of a woman's career actualities, utilizing Institutional Ethnography as a research practice, and Dorothy Smith's social ontology as a resource (1987, 1990a, 1990b, 1999, 2005). Embodied, textual and professional career constructions draw from the women's paid work trajectories, employment that is predominantly achieved in the post compulsory language and literacy educational sector.

An educator since the early 1970's, I have worked in a number of institutional settings. My recent employment in TESOL university preparation programs, was preceded by adult language and literacy labor market teaching, coupled with ALNARC research activity. I have recently completed a professional doctorate in education.

C2 Financial literacy as a context for strengthening literacy and numeracy for adults

Jacqui Remnant, Ahikiwi Research & Consulting

This presentation will include the key findings from a literature review completed as part of the applied project for the Masters in Adult Literacy and Numeracy Education at AUT, which was based on the following research questions:

  1. What is the relationship between financial literacy knowledge and behaviour, and literacy and numeracy skills?
  2. Where and how has financial literacy been used as a context for strengthening literacy and numeracy skills and knowledge for adults?
  3. How can financial literacy be used as a context for strengthening adult literacy and numeracy skills and knowledge in New Zealand?

The presentation will include information on the following issues:


Jacqui Remnant is an independent researcher and consultant, currently contracted to the Ministry of Education. Jacqui was a Senior Advisor in Literacy and Numeracy at the Tertiary Education Commission in NZ for 3 and a half years, in the team responsible for the implementation of the Literacy and Numeracy for Adults work programme. Jacqui has been involved in the national work programme for Financial Literacy which is led by the Retirement Commission and includes a number of government and private organisations. Jacqui recently completed her Masters in Adult Literacy and Numeracy Education with Distinction at the Auckland University of Technology.

C3 Transitioning f2f LN professional development to online blended environment

Nicola McCartney and Lynette Winter, National Centre of Literacy and Numeracy for Adults, University of Waikato

Currently under development is the process of transitioning f2f embedded literacy and numeracy professional development delivery to an online blended environment for the New Zealand tertiary sector. This is a process requiring considerable effort, innovation, enthusiasm and resources. We have only just begun but our intention in sharing our work is to contribute to the wider body of online professional development delivery work. The presentation is aimed at educators, managers and tutors who are already involved in online LN professional development or who are yet to start. In terms of sustainable practices blended online delivery is desirable and has the potential to reach a wider audience. What this process looks like including personnel, content development and challenges will be discussed and demonstrated. We will conclude with key learnings from our experience.

Nicola McCartney is the Associate Director of the National Centre of Literacy and Numeracy for Adults at the University of Waikato and is responsible for the professional development programme. In terms of effective professional development, Nicola is interested in how tutors can model the quality of learning they would like from their learners. Transitioning f2f professional development delivery to an online blended environment is a new direction: one which excites and also challenges. What does this new environment look like and how can it further support the work of the tutors? Nicola has post graduate studies in international and comparative education and an MPhil in workplace literacy. Her research interests are in professional development approaches and experiences.

C4 Numeracy - online resources

Libby Rowswell, Swinburne University of Technology

This workshop will discuss some of the many resources available on the internet that can be useful in developing Numeracy skills. Theory, printable worksheets, interactive exercises, and games can be found from a broad variety of sources and these can support classroom delivery. Interactive resources can be used to provide both remedial support and extension activities, making them useful in multi-level classes. In addition to these, the workshop will also explore websites that provide real life contexts and activities that are useful in developing numeracy skills.

Libby Rowswell has been involved in teaching Numeracy and computing skills in CGEA for over 15 years and in the past, has been e-Learning Leader, mentoring staff in use of technology. She has previously presented at ACAL in New Zealand and Perth. Libby has been involved in Toolbox development and enjoys using technology to promote independent learning and sharing ideas and resources to enrich the learning experience.

C5 Meeting the CALD learner halfway

Tina Vlahos, PRACE

To present the findings of our Action Research project, 'Training cleaners: language and cultural matters'. We have been fortunate enough to receive a grant which is being funded by the Responding to CALD Learners, one of the ACE capacity initiatives funded by the ACFE Board. Our aim is to find ways to support CALD learners who wish to undertake the Cert II in Asset Maintenance (Cleaning Operations).

We have had many expressions of interest for this course from members of our CALD community who unfortunately have not been able to enter the course due to not yet being able to meet the pre requisites. We wish to find ways to support these learners in two ways. 1. To help prepare them for participation and 2. To support them throughout the course in order that they make successfully complete it.

I am a former ESL teacher and as part of the Action Research Project I will be doing the course alongside the CALD learner(s). The purpose of this is to offer support for the learner(s) and to get an inside picture of what is involved - the challenges, the language, literacy and numeracy needs and their practical applications. I would very much like to share this journey with my teaching colleagues.

C6 Looking beyond the results - what's sitting behind international surveys? Lessons for teaching

Dave Tout, ACER and Jan Hagston, Multifangled

 The Programme for the International Assessment of Adult Competencies (PIAAC) is to be administered in OECD and partner countries (including Australia) this year. PIAAC includes the assessment of literacy and numeracy and the results will allow comparison with the results of the Adult Literacy and Life Skills Survey. Sitting behind the survey is a theoretical framework of literacy and numeracy - a framework that offers insights for teachers about what literacy and numeracy in the 21st century incorporates and the factors that make tasks difficult. This presentation will give an overview of the constructs behind the literacy and numeracy components of PIAAC, briefly describe the nature of the survey instrument and allow participants to gain an understanding of how the factors of task difficulty can inform teaching and assessment practices.

Jan is passionate about education, particularly about providing equity and empowerment through education. She has wide experience in teaching, resource development, professional development, assessment and research. She is currently the Executive Officer of the Victorian Applied Learning Association (VALA) and is a member of the PIAAC Literacy Expert Group.

Dave is a Senior Research Fellow at ACER, and has had almost 40 years experience in the education sector including in schools, TAFEs, ACE providers, universities and workplaces. He has wide experience not only in teaching and training, but also in working at a state, national and international level in research, curriculum and assessment. He is a member of the numeracy expert group for PIAAC.

C7 Remotely interesting: opportunities for VET students to strengthen the LLN skills

Catherine Ralston, Kimberley TAFE

This interactive presentation will show some of the ways that Kimberley TAFE provides opportunities for people in the North West of Australia to strengthen their language, literacy and numeracy while they are working toward a vocational qualification. We are particularly focussed on meeting the need for Aboriginal people to have access to appropriate support within their communities which are sometimes a really long way from anywhere else. The presentation will follow the sometimes rocky learning journey taken with our community and industry partners, to find out what works, what doesn't and what we can keep doing. The methods that are currently used include resource development, tutorial assistance, co-delivery and opportunity for professional development for both VET and LLN staff.

Cath Ralston has been employed by Kimberley TAFE since 1999 and has worked on a range of access programs undertaking both campus-based and community- based delivery. As Principal Lecturer Cath seeks to find solutions to working in the complex environment in remote WA. Cath is particularly interested in finding sustainable ways to provide opportunities for Aboriginal people in the Kimberley region to access language, literacy and numeracy support.

Session D Tuesday

D1 The word nerd

Bronwen Hickman, Centre for Adult Education

Capture their imagination with interesting ways to look at words - ways to write them, ways to find their meaning, spell them, remember them. We hear so much about the confusion of English words, and so little about the logic and symmetry of so many of them. Why aren't we teaching our students about what it all means, and how it all fits together, instead of letting them flounder with what a primary school teacher told them once, that 'it doesn't make any sense - you just have to learn it!' This session is designed to equip participants to go on discovering the richness and variety of the language for themselves; to provide the tools to make teaching of writing and spelling easier for both teachers and students, and to make language learning a rewarding experience all round. Notes will be provided.

Bronwen Hickman is a word nerd from way back. Author of 'Spelling Well', CAE Press 2005, and member of the (Samuel) Johnson Society, she has been immersed in language learning since a far-sighted teacher inspired her in primary school. She has an MA in Communication Studies, and has taught spelling, grammar and language skills at CAE for 28 years.

D2 On track: indigenous mentors providing language, literacy and numeracy learning

Sue Muller, The Learning Workshop

Indigenous Mentors working within community, training and businesses environments are proving a successful learning model for Aboriginal and Torres Strait Islander people. Indigenous Mentors currently provide a range of support services to learners in many regional and remote communities across Australia. In 2011, The Learning Workshop received National Workplace English Language and Literacy Programme Resource funds to develop an interactive CD ROM to assist Indigenous Mentors provide language, literacy and numeracy support to their Indigenous clients. The resource supports the Federal government's ‚'Closing the Gap' strategy in relation to education and employment. It also supports the Australian Employment Covenant's (AEC) aim regarding placement and long-term retention of 50,000 Indigenous people into sustainable jobs. The resource targets current and trainee mentors. It aims to develop the skills base of Indigenous Mentors to include best practice in delivery of LLN learning and support

Sue Muller is a Director of The Learning Workshop, a private registered training organisation based in Cairns. She has an established career in public and private training sectors across Australia, drawing on a broad spectrum of experience in delivering training, research and resource projects to communities and workplaces. The Learning Workshop has developed particular expertise in delivery of training and resource development projects to Indigenous workplaces and communities in regional and remote Queensland.

D3 The out-of-class reading of adult English language learners

Kim Hastwell, AUT University and Elizabeth Brugh, AUT University

Reading is an essential component of ESOL for Work and Education, a course run by AUT University, Auckland for adults who are mainly from refugee backgrounds. The course endeavours to provide learners with a meaningful and relevant reading programme to enhance their ability to access, engage with and negotiate the texts that are part of their daily lives in New Zealand. In order to provide a reading programme that is actually informed by the learners themselves, individual semi-structured interviews were carried out with a group of learners. The interviews sought to learn more about learners' out-of-class reading practices, both in English and their other language(s); their reading needs; strategies for overcoming any difficulties in reading the texts they encounter; and whether factors such as previous education, place in the family and length of time in New Zealand influence out-of-class reading.

This paper reports on the study's preliminary findings.

Kim Hastwell and Elizabeth Brugh are both teachers on AUT University Auckland's programme ESOL for Work and Education, a full-time course for adult learners with low levels of English, literacy and numeracy. They also have roles on an on-line Masters in Adult Literacy and Numeracy Education degree taught by the university. Their interests are literacy and numeracy teaching and learning with low proficiency learners and the teaching and learning of refugees.

D4 The object is the story

Liz Suda, Melbourne Museum

Objects provide an excellent stimulus for writing about the past and for exploring personal stories. The Museum Victoria Small Object Big Story online resource provides a fantastic resource for using objects as a means to stimulating a range of writing genres. Students can create their own exhibition or a multi media event by exploring objects and artefacts. Liz will facilitate a hands on with objects session to show you how to use museum artefacts and personal objects to enliven your classroom. A visit to one of Museum Victoria's three sites can provide a springboard into a range of activities

Liz Suda is Program Co-ordinator, Humanities at Melbourne Museum. She has worked in secondary schools, adult literacy and further education settings, in the tertiary sector and more recently at Melbourne Museum. She is a passionate educator with a broad range of interests that translate into a comprehensive bag of tricks for the adult literacy classroom.

D5 Regional voices crying out to be heard!

Jo Hart, CY O'Connor Institute

One step from literacy online to National Strategy consultation online. Where to next? This interactive online workshop will use tools and strategies in the Elluminate virtual environment to:

I’m a CGEA lecturer in TAFE. My students are very varied including mature age adults and "Youth at Risk". I teach three CGEA certificates solely online with regional/remote students. This innovative programme is the first completely online programme in my college, and possibly the first of its kind with these learner groups. I use Virtual Classroom (Elluminate) a lot, CE8 Learning Management System and anything else "e-" that might provide a blend that gives this cohort enough support and flexibility to keep them on track. Recently I was Elluminate adviser and primary moderator for WA’s regional consultation on the NFSS.

D6 Am I job ready?

Christine Tully and Vicki Doukas, Kangan Institute

This will be a hands on work shop where activities will be presented that have successfully been used in adult Numeracy classes. The activities have been used with students from NES background. We will also look at which employability skill each activity encourages. Participants will trial the activities and be given copies of worksheets.

Chris Tully has worked in the TAFE sector for 20 years teaching across a variety of areas including Adult numeracy, indigenous education, VCE and diploma of occupational health and safety. Vicki is a skilled numeracy and science teacher who has taught adults, youth in VCAL programs and VCE.

D7 What happened to the professionals - professional teaching standards and the role of adult literacy and numeracy teachers working in the vocational sector.

Margaret McHugh, ACAL, Pauline O’Maley, VALBEC

This presentation will focus on the definitions of teacher skills that are emerging from the national discussions around 'foundation skills'. For the last decade and a half, the roles, skills and qualifications of literacy and numeracy specialists have been constrained, some would argue distorted, by the terminology, concepts, processes and compliances asserted by the vocational training sector. Perhaps we have reached a point where we really should drop the E from VET: education no longer plays a role in sector. This presentation will put forward an argument that qualifications, skills and knowledge of specialist literacy and numeracy teachers in the adult sector are different from those of vocational trainers, require very high levels of abstract knowledge about semiotic and social systems, and demand the application of specialist skills. Like TESOL teachers, adult literacy and numeracy teachers should have a national standard to protect and define their professional competence.

Margaret McHugh has been a member of the ACAL executive since 2005. Since 1991 she has worked in the vocational education and training sector in Western Australia in a policy and development role. This role has involved development of new curriculum particularly those which are used in Western Australia to embed language, literacy and numeracy with vocational training. A current focus of her work is Aboriginal literacy taking a bi-dialectal approach with colleagues in the school sector in WA.

Pauline has recently joined Victoria University as an Educational Developer, Language, Literacy and Numeracy Strategy within the Arts, Education and Human Development faculty. Previously, Pauline worked with the Salvation Army in a range of teaching and management roles. She was involved in the development, implementation and coordination of two innovative and successful programs: More Intensive Flexible Service (MIFS) and Community Reintegration Program (CRP). Pauline is a long serving VALBEC committee member and has served as ACAL co-president.

D8 A bite size experience volunteering in South Africa

Leonie Francis, Riverina Institute TAFE NSW

Welcome to a bite size anecdotal conversation relaying my short but transformative journey as a literacy volunteer in South Africa. The conversation includes reflections on being a volunteer in a literacy project in Cape Town and how I received much more than I paid for.

Leonie Francis is an adult literacy practitioner and Head of Department in a large regional TAFE campus in Wagga Wagga NSW. Leonie's professional interests include developing and promoting literacy conversations with colleagues in her Institute and beyond and discovering new and innovative ways to engage literacy learners, especially in community settings.

Session E Wednesday

E1 Hard to engage learners

Julie Neeson, Southern Grampians Adult Education, Kaye Scholfield, RMIT Melissa Collits, Project Worker,

This presentation is a continuation of the presentation at the VALBEC Conference 2010 'Positive Parenting Pupil Participation' where the partnership of a rural primary school, regional AACE organisation and a Regional University campus looked at literacy in a school environment as a means to engage parents in literacy and skills development. The initial project has now been completed and it is planned to extend the findings into a larger primary school environment.

Julie Neeson is Executive Officer at Southern Grampians Adult Education. Julie has worked in adult education in South West Victoria for over 20 years. With a passion for literacy Julie has developed many programs with a lifeskills literacy focus. The anecdotal generational impact of literacy has led to the development of this project. Dr Kaye Scholfield manages RMIT's Hamilton campus. She has a particular interest in rural education, including the need for access to appropriate education, training and employment for rural people and developing initiatives that develop community capacity. Melissa Collits, co presenter and Project Worker has worked in the publishing industry and while living in Hamilton used her project management and communications experience in the local educational sector.

E2 Teaching outside the comfort zone: self-reflective practice in the ESL classroom

Mary Brooke, Pilbara TAFE

This session presents the experience of one lecturer who has trodden the path of uncomfortable pedagogical self-examination and lived to tell the tale! Truly self-reflective practice is a conundrum for many LLN practitioners, especially for those working alone or in an isolated region. Without colleagues in the field to observe and comment on teaching practice, how can we avoid becoming set in our ways and allowing our techniques to become stale? This paper includes the background, methodology and results of an action research project undertaken on the South Hedland campus of Pilbara TAFE in Western Australia, the aim being to improve outcomes for small groups of English language learners, specifically by examining teacher habits and attitudes, with some unexpected results.

Mary Brooke is a lecturer in language and communication in the remote Pilbara region of Western Australia, where she teaches ESL, literacy and numeracy. Her teaching career includes two years in Japan, as well as many years spent in both the private and public education sectors in Western Australia. Along the way, she has gained a Master of Arts (Applied Linguistics) and a Graduate Diploma (Tertiary and Adult Education). As well as being fascinated on a daily basis by her students, she is deeply interested in research which explores different teaching methodologies for engaging learner groups.

E3 Embedding numeracy into a trades course

Warren Shepheard, National Centre for Adult Literacy and Numeracy

This session looks at how a tutor, with support from a Numeracy Developer, went about identifying the numeracy needs of his group of 18 to 24 year old students. How he developed a plan of actions involving deliberate acts of teaching and how he assessed his effectiveness and student success. The tutor was running a 20 week course involving getting students back into the work force. His area of expertise was in landscaping.

Warren Shepheard spent 16 years as a teacher. In 1985 he joined the Ministry of Education as a mathematics adviser. In 2000 he went into private enterprise as a mathematics consultant and contracted to the then SKillNZ, later to become the Tertiary Education Commission, where he ran numeracy workshops for tutors throughout New Zealand. For the last 2 years he has been a Numeracy Developer at the ‚'National Centre for Adult Literacy and Numeracy‚' supporting ITP's and PTE's in adult numeracy education. He was also involved in the development of the 'Numeracy Progressions' for Adult Learners.

E4 Shape shifting

Karen Dymke, Luther College

Teaching Literacy across the curriculum and the sectors, from community, to TAFE, to a secondary setting has provided the opportunity to observe the innovations, trends and uptake of pedagogies in literacy. This workshop will describe the journey , the lessons learnt and the possible connections. It will also look at how Literacy is understood and prioritized across the sectors.

Karen Dymke has been a member of the ACAL executive, and has taught in community, TAFE and the University sector. After 7 years as a Literacy consultant, primarily with VCAL, Karen is now the Director of Learning at Luther College. She still can't spell.

E5 What if your lesson was stunningly relevant? Teaching speaking in context

Lindee Conway, Community West

What if you invited an employer or industry consultant to talk at a staff meeting, about "What do our learners need to know, so they can find work?"; and you only did it so you could tick a box on your compliance audit?

But, what if the info you received was so useful for the learner that you could turn it into a lesson that made you feel like you were teaching something very helpful? Wouldn't that be beaut?

This workshop will focus on the positive, AND tick some boxes.

Lindee Conway is an experienced ESL and LLN practitioner. Her interest is in good teaching, and students feeling they have an active role in their learning. Her current contract, as an Education Manager, calls for ensuring that a variety of KPI's are met. This workshop is about ticking all the boxes, and not giving up on the over-arching importance of a great lesson for adult learners. This will be a practical, and lively workshop.

E6 Mapping tertiary student capabilities - shared concepts of literacy and learning

Anne Taib, Victoria University

Freebody argues that locating literacy in the ‚'human capital' model (Freebody, 2004), has led government and media to foreground the testing, measuring and assessment of literacy levels. Victoria University's response to this is the Language, Literacy and Numeracy (LLN) strategy underpinned by a developmental approach and contextualised LLN requirements for each discipline. In this workshop we report the work carried out using Post Entry LLN Assessment (PELLNA), and how we mapped discipline specific assessment to the Australian Core Skills Framework (ACSF). One of the outcomes was that this process has provided a constructive means for discussing shared concepts about language and literacy learning. The next step will be integrating these components into curriculum, thereby making discipline specific requirements of discourses explicit. This is tripartite collaboration involving content teachers, staff from language and learning, and LLN developers, to bridge the rich funds of student knowledge and

Anne is the Manager of the Victoria University LLN Strategy. She has extensive experience as a teacher, teacher educator and manager of educational projects in secondary, higher education and broader tertiary contexts. Her academic background includes a Bachelor of Arts, Post-graduate Diploma in TESL and Master of Education studies in Applied Linguistics. Her professional focus in the last fifteen years has been in international education; scholarship of teaching and learning, academic language, learning and literacy; language assessment and teacher development. Anne's current research interests include the impact of diversity on teaching, learning and literacy and the development of inclusive pedagogies.

Session F Wednesday

F1 Exploring new options for professional development and skill building - support materials for TAE70110 and TAE80110

Robert Bluer, IBSA and Louise Wignall, Lynne Fitzpatrick, Anita Roberts , on behalf of IBSA

The TAE10 Training and Education Training Package has been developed by Innovation and Business Skills Australia (IBSA), and represents part of the continuing cycle of quality improvement in Training Packages. Language, literacy and numeracy (LLN) skill and knowledge development is one of the principal focus areas in TAE10, with the two new vocational graduate qualifications developed to support the delivery of LLN in vocational education and training (VET) undertaken in industries, enterprises, government agencies, training organisations, and community and school settings. The two qualifications that are the focus for this User Guide are: * TAE70110 Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice, which represents the skills and knowledge required to address the LLN skill development of learners. * TAE80110 Vocational Graduate Diploma of Adult Language, Literacy and Numeracy Leadership, which provides leadership and research opportunities.

F2 Wading into the reading whitespace: a literacy perspective on e-collaboration to exploit visual texts

Jenni Percy, Unitec Institute of Technology

As we become increasingly exposed to visual imagery in our daily lives, it is crucial that we give our learners strategies for decoding, interpreting and challenging the often highly complex cultural messages they contain. But this takes time and with the pressure to complete everything in a tightly prescribed curriculum, we don't often give ourselves permission to slow down, and to spend more time exploring fewer texts in a deeper way. This workshop will look at a model of teacher collaboration to create a bank of activities for exploiting a single visual text, in this case an advertisement. Participants will then evaluate the activities from the perspective of Freebody and Luke's 4 roles of a reader and will leave with a shared pool of ready to use or easy to adapt ideas for enabling learners, across all levels, to be more critical readers of visual texts.

Jenni Percy has worked as an EAL/literacy teacher for over 20 years. She currently balances the dual roles of teacher of a Beginner level adult migrant EAL course, and Literacy Support Coordinator charged with enhancing the literacy capability of EAL teachers in the Department of Languages at Unitec Institute of Technology. In this latter role she is constantly exploring effective ways to share best practice without adding to workload.

Sessions G Wednesday

G1 Diverse environments - educational voices in the workplace

Rhonda Pelletier, Fiveways Training Support and John Molenaar, Manufacturing Learning Victoria

Educational Voices in the Workplace is a WELL Strategic project funded by DEEWR. The project visited each state, and the Northern Territory to talk to current WELL practitioners. Practitioners came from urban, rural and remote training providers; from private, public, community, large and small registered training organisations. The years of experience of the practitioners ranged from 15 yrs to one year. The message from the practitioners was very consistent: much professional satisfaction and personal enjoyment comes from enabling people to communicate more effectively in their workplace. However, there was variation when asked if they would consider returning to classroom delivery. A summary of the findings, excerpts from the DVD and the trialled induction activities will be presented to gain participants' feedback.

Rhonda has taught in a variety of language, literacy and numeracy settings since to early ‚'90's including employment and workplace programs. Her current interests include working with VET teachers to develop pre-training LLN assessments using the ACSF, to integrate LLN into their programs by building on good current practice; writing curriculum materials.

G2 Helping learners understand calculations in a course: moving learners from step 4 to step 5/6 of the make sense of number progressions

Jenny Amaranathan, National Centre of Literacy and Numeracy for Adults, The University of Waikato

Working with numbers is fundamental to operate successfully in work and everyday life. Do you have learners who can find the answer to 35 x 47 but struggle to find the answer to 4.5 x 3.7 or who struggle to: convert within the metric system, work out materials needed for a job, find area and volume, understand % off sales, do currency conversion? In this workshop we will look at a range of instructional approaches especially designed to help learners. The workshop will also look at key ideas and misconceptions that hold back many adult learners.

I have been involved in mathematics education for over twenty years as a teacher, facilitator and professional developer. I was a member of the team that worked on the development of the ‚'Learning Progressions for Adult Literacy and Numeracy' and the adult numeracy professional development. For over five years I have worked with educators/trainers in ITPs, PTEs, Wananga and ITOs focusing on numeracy development. I have a particular interest in ‚'attitudes to numeracy' and lifting the profile of numeracy in the workplace.

G3 Digital literacy and future LLN provision

Sue-Ellen Evans, Community Services and Health Industry Skills Council and Kerry Rock, Response Training

Digital Literacy is now embedded in any Literacy instruction. An increase in the number of text types and text structures as a result of the use of digital technologies as well as the expanded use of the Internet mean that the two can no longer be listed as separate skills. Therefore any comprehensive LLN Program should include digital literacies. Developing an awareness of the issues surrounding the use of technology in workplace settings and the implications for critical literacy both receptive and expressive needs to be incorporated in future LLN programs. Digital technology needs to be harnessed as a way of training rather than as a training tool. Embracing technology in LLN provision is futuristic and supports sustainability in training practice.

I have worked as an LLN Trainer since 1982, working as a TAFE literacy Numeracy teacher and Adult Literacy Officer for over 25 years. I have co ordinated and taught on WELL programs and community Literacy programs. I have maintained currency in the field by completing my Masters in Adult Education through UTS in 2010. I have recently been involved in presenting (in partnership with Kerry Rock from Response Training) several workshops for DEEWR regarding Digital Literacy and E Learning Training and Assessment.

G4 Breaking down barriers

Vicki Singleton, Swinburne University (TAFE) and Marina Makushev, Swinburne University (TAFE)

Students from a Level 2/3 adult CGEA class (including ESB and NESB learners) have been involved in interactive classroom activities with a VCAL class at the same campus. The experience has been a win-win situation for both groups, with valuable sharing of ideas and knowledge taking place and preconceived ideas about members within each group often being dispelled. Themes have included: Goal-setting, Cultural Awareness and Youth Culture. By providing an audience for each other, students have been motivated to fine-tune presentation skills, and feedback offered after the sessions (mainly written) has provided an insight into the significant personal and educational value of the whole experience. The workshop will include opportunities for practitioners to share similar relevant teaching experiences and to brainstorm other suggestions for interactive activities involving seemingly disparate groups.

Vicki Singleton started her teaching life as a secondary English teacher, but soon afterwards retrained as an ESL teacher. Having taught at Swinburne University (TAFE) for the past 20 years (across 3 campuses and at all levels of the CGEA), she has had a broad experience of different types of students and classes. In 2003 she obtained a Master of Education (ICT in Education) and tries to incorporate technology in her teaching practice where possible. As well as being a teacher, Vicki is a campus convenor and voluntary tutor coordinator.

Marina Makushev “fell” into teaching ESL in the ACE sector many moons ago, which she absolutely loved and earned nomination for “Tutor of the Year”. Soon after, she “fell” again into teaching another cohort of learners - “at risk” youth, this time – and actually won this prestigious award. She has specialised in engaging and innovative delivery of literacy, personal development and work related skills across both the CGEA and VCAL programs ever since. Nine years, in fact, at Swinburne TAFE. Whilst enjoying her role as Youth Programs Coordinator for some of these years, it is in the “trenches” that her passion lies and in the achievements there that she takes greatest pride.

G5 Do we need a paradigm shift?

Manalini (Lini) Kane

Adult learners bring-along local and/or overseas life experiences in a classroom, added with multilingual/multicultural perspectives. As ESL learners, they need to build-in independent learning strategies when they progress step by step and build up confidence in articulating their thoughts with clear and intelligible pronunciations in English.

Many teachers/trainers believe in the inclusion of IPA, implicit or explicit, but some are dead set against it. This interactive presentation will be useful for teachers who would like to update their views on this issue: based on research and pragmatic strategies, in addition to handy and wonderful resources.

After initial group discussion, we will be delving deep into current research on learner centred approach to teaching intelligible pronunciation and how bilingual/multilingual understanding can be enhanced with the inclusion of IPA, would be a focus of this presentation.

So, why not take an active part? Come & join us!

Lini is an experienced English specialist, current LLNP trainer, and trilingual NAATI accredited translator.

G6 Adult LLN on the Level - Blurring the Lines Between Community and School

Malcolm Lobban and Catherine Forrest, Christies Beach High School High School ACE Centre
November 2010 - "We don’t have the luxury anymore of accepting mature age students into our normal schooling system" – SA State Treasurer
'If education is the great social leveler, the State Labor Government seems to have traded conscience for cash by axing funding for adult re-entry…'
Christies Beach High School ACE Centre (Winner of 2009 Best Education Category - SA of Year Awards) had doggedly kept its LLN focus for highly disadvantaged adult learners despite shifts in government policy. This presentation will highlight the ‘community of practice’ approach recently developed in partnership with four local Community Centres and TAFESA. Collaboration, dedicated LLN practitioners and programs from experiential at Community Centres to more rigorous and structured pre-SACE at CBHS ACE Centre offer adult learners new paths to SACE or TAFE.
The bumpy terrain for disenfranchised adult learners is bolstered using dynamic pedagogy and andragogy, and the 'blurring' of lines between school, community and the adult learner.

Malcolm Lobban is a qualified Developmental Educator, Special Education/LOTE teacher and Career Development Practitioner and has worked in both private and public sectors over 30 years, currently working as Adult Manager at Christies Beach High School, a highly disadvantaged school. Malcolm manages the 250 students of the Adult Community Education Centre as part of the Learner Outreach Program. He holds 5 university qualifications with Degrees in Disability Studies, Special Education, Modern Languages and Career Development, currently completing the Doctor of Education program at UniSA, his research focussing on his work at CBHS.
Catherine Forrest has arrived at the ACAL Conference via employment in media, retail, administration, hospitality, education and self-employment, completing a BA (Hons) and CELTA qualifications along the way. A DEEWR scholarship winner in 2010, Cath is now gaining formal qualifications and experience in LLN. Cath has strength in imparting enthusiasm for literacy and breaking through learning difficulties of highly disadvantaged adult learners. Through the new Foundation Skills Partnership between local Community Centres, school and TAFE, Cath is utilising her skills in assessment and training and creation of programs to reach a wide range of disenfranchised adult learners in the wider community.