Reflect, Renew, Revitalize

RMIT Vietnam’s School of English & University Pathways is pleased to announce our upcoming Teacher Talks event for 2024, “Reflect, Renew, Revitalize: Past lessons, future visions”.

Through this event, we aim to take the opportunity to review the highlights of the past six years of Teacher Talks events and reflect on how we have developed in these areas over the years, as well as how we move forward in our field in a time of big changes in technology and the role that English language learning and teaching plays in Vietnam and the region.

As always, our workshops will be interactive and focus on delivering practical, achievable takeaways that you can adapt to your teaching contexts, as well as allowing you the opportunity to share ideas with your peers in discussions around a variety of topics.

We will run our Hanoi and Danang events on 30 November, and Saigon South campus (HCMC) On 7 December.

Hanoi

Workshops in Hanoi (closed)

Saturday, 30 November 2024

Link to photos

Promoting Independence through Extensive Reading

Daniel Holt

Abstract

In this interactive workshop we will be exploring how extensive reading strategies can inspire learners to become more autonomous outside of the classroom. Extensive reading already has a strong evidence base, but it isn’t always clear how we as teachers should implement reading programmes, or how we can develop independent reading habits in our students.

Participants will join in a series of classroom-based activities that are aimed at boosting engagement whilst being simple and easy to implement. We will have time to discuss any possible challenges of the particular challenges as well as brainstorming solutions. We will also explore the benefits of reading fiction in particular, and how reading stories gives learners with different needs the opportunity to build social skills whilst at the same time developing confidence and fluency in reading.

It will be shown that, by implementing a handful of simple techniques, we as teachers can leverage a strong sense of engagement, adding to a classroom culture of future-readiness and imagination.

Bio

Hi, my name is Daniel Holt. I have been teaching at RMIT now for almost five years. With a background in Philosophy from my undergraduate studies, I have recently completed a Master’s in TESOL and Applied Linguistics. I am also a qualified teacher in the UK, holding both Qualified Teacher Status (QTS) and a PGCE in Modern Foreign Languages. I teach Academic English and IELTS, but my specialism is English for Teens. I am passionate about learning and have a deep love of languages. I believe that good quality language learning involves not only the mechanics of grammar and vocabulary, but a deeper exploration of culture and the world around us.

How To Talk to Your IELTS Students About AI

Kevin Franklin

Abstract

This 25-minute, practice-oriented workshop provides a comprehensive guide for ESL educators on how to effectively introduce the concept of Artificial Intelligence (AI) to their students. In this session, we will provide strategies for engaging students in meaningful discussions about the productive use of AI. Grounded in theory that centers student motivation, promoting teachers as facilitators and student autonomy, this workshop aims to shift perceptions of AI as a tool merely for cheating or plagiarism, to being recognized as a powerful resource for learning and innovation. We hope to equip educators with the knowledge and tools to foster a more nuanced understanding of AI among their students, highlighting its potential for enhancing student autonomy rather than undermining it. Attendees will leave the session with techniques to address this emerging technology and its implications among students and methods to foster critical thinking around its use. It prepares educators for an AI-influenced future, making AI a relevant and engaging part of ESL instruction, thereby enhancing the student learning experience and preparing them for the technological advancements they will encounter in their academic and professional lives.

Bio

Kevin Franklin (BA, CELTA, MSW) has been working as an ESL educator since 2008, teaching in South Korea, China, Ecuador, the USA, and Vietnam. He currently teaches at RMIT, primarily as an specialist in the New Initiatives and corporate English programs. Kevin is an experienced teacher trainer and manager, and has presented at several national education conferences, including the COABE (Coalition on Adult Basic Education), VietTESOL, LaoTesol, CamTESOL, and JALT. He is primarily interested in exploring avenues for developing students’ self-study skills, and classroom hybridization.

Cultivating Vocabulary: Spaced Repetition and Word Cards in EFL Learning

Luke Coldham-Fussell

Abstract

Success in language learning depends on vocabulary growth. However, traditional rote memorization techniques often fall short in ensuring long-term retention and engagement, and students frequently lack an effective framework to manage their vocabulary learning. Spaced repetition, a research-based approach, enhances memory retention by strategically timing review sessions. When combined with well-designed word cards, this technique can significantly improve vocabulary acquisition and retention.

This interactive workshop provides an in-depth exploration of spaced repetition and the effective use of word cards in EFL vocabulary teaching and learning. Participants will examine the cognitive principles underpinning spaced repetition's effectiveness, apply best practices for creating impactful word cards (both physical and digital), and explore strategies for integrating these techniques into classroom routines and learner self-study. Through hands-on activities, attendees will experience spaced repetition methods firsthand.

By the end of the session, participants will be equipped to implement spaced repetition in their teaching and guide learners in effective word card use. They will gain familiarity with digital tools which support these methods and leave with actionable insights and resources to enhance vocabulary instruction in EFL classrooms.

Bio

Luke Coldham-Fussell is an English Language Educator at RMIT University with over 20 year’s teaching experience in New Zealand, Vietnam, Japan, and South Korea. Specializing in English for university pathways, IELTS preparation, and instruction for teens, Luke holds a Master’s in Teaching English to Speakers of Other Languages (MTESOL) from the University of Auckland. Luke's professional interests include vocabulary acquisition, extensive reading and listening, and fostering learner autonomy, and he is passionate about giving learners the tools to uncover their own passions in language learning.

Approaches to pre-teaching vocabulary to foster engagement and interest.

Nicholas Skews

Abstract

Pre-teaching vocabulary is a crucial element to aid student understanding before meeting complex texts. Yet, teachers sometimes struggle to provide vocabulary in an interesting or intriguing way. Having a variety of activities, especially collaborative activities, leads to more engagement and better preparedness to approach the text. Once students feel more confident with the unknown vocabulary, they tend to feel more confident when meeting a new text.

In this workshop we will look at four different approaches to pre-teaching upcoming vocabulary which can be scaled to different age groups and levels. In addition, I will share a couple of tools to help teachers identify potentially difficult words that may block student comprehension when vocabulary to pre-teach is not provided.

Participants will leave the session with clear and practical activities and tools to approach identifying and pre-teaching vocabulary in listening and reading texts. These activities will aid teachers in creating an engaging atmosphere through peer collaboration that boosts student confidence and enhances interaction with the text.

Bio

Nicholas Skews is Learning and Teaching Lead, School of English & University Pathways (SEUP), Hanoi. He has been teaching at RMIT for close to 4 years and has taught for over a decade across four different countries. He has a passion for teacher training and development He has also presented at conferences in Vietnam and South Korea on various topics from textbook adaptation to teacher-led professional development. He holds multiple certificates from Cambridge University and International House, a diploma from the University of Queensland, a bachelor's degree from the University of Roehampton and a master’s from the university of Sunderland.

The Power of Comic Books in Second Language Learning: Useful activities to explore and exploit comic books in the classroom. 

Paul Stanton

Abstract

Comic books have usually been unfairly judged as they are usually seen as reading material for children only. They are often referred to as having no value for learning with course books and academic texts often taking precedence. However, as research as suggested, comic books can be a powerful tool in learning any second or additional language. Whether comic books are used for in class activities targeting grammar and vocabulary, or used outside the class for extensive reading activities, comic books could prove to be the most powerful way to study and learn any language successfully.

This workshop will share successful tried and tested classroom activities that could help learners learn language more effectively and deeply; becoming more fluent in the second language of their choice in the process. Participants will leave the session with practical ideas of how to use and exploit comic books so their learners can learn new language points and improve all the four skills in English. This, in turn, will make the lessons fun and engaging for learners who are already familiar with comic books and the characters they know from these worlds.

Bio

Paul Stanton is an English Language Educator with RMIT University and Teacher trainer with over 15 years’ experience of teaching in Vietnam within academic institutions and private language centers. He holds an MA in TESOL and Second Language Acquisition, a Cambridge DELTA and a CELTA. He is also fluent in the Vietnamese language and has a deep interest in the mysteries of how languages are learnt, and of course, reading comic books.

Paraphrasing – an overlooked, but fundamental language skill.

Wilmie Van Schalkwyk

Abstract

Paraphrasing is something that native and proficient speakers of a language naturally and easily do. It is something that is rarely practiced as a skill in its own right in the typical EFL classroom, but it deserves more attention and practice for those learning English. Paraphrasing is too often overlooked in classes in favour of practicing vocabulary, grammar or skills (RWLS) instead. This can be really harmful, first, to students' ability to communicate naturally, for example, rephrasing to check their understanding, and secondly, academic performance if we consider that many exam question types require it. Additionally, it is an essential skill for those aiming to use English in an academic context.

In this session, we will look at practical ways to integrate paraphrasing practice into the classroom on a regular basis - for example, using in-class listening or reading texts, which require minimum preparation from teachers. Many of the activities can be adapted to mixed-level groups or different numbers of students and can be practiced with little to no extra resources apart from the textbook. Teachers can reflect on how they would apply them within their own contexts and will take away practical ideas to use in their classrooms.

Bio

Wilmie Van Schalkwyk is an Educator in the School of English and University Pathways at RMIT Vietnam. She completed her bachelor’s in language studies, and followed it up with a PGCE in language teaching. She has been teaching for 12 years, of which 7 years has been in Vietnam, to a wide variety of ages and learners. Before coming to Vietnam, she taught in South Africa, Austria and the Maldives. Wilmie is interested in the development of teaching practices in an ever-changing world and in finding ways to engage with students that go beyond the classroom.

"I just Don't Know How to Help Them" – Creating an Accessible Classroom with Minimal

Keiran Rossteuscher

Abstract

In English as a Second Language (ESL) classrooms, we encounter diverse student populations. As awareness of Individual Learning Needs (ILNs) grows, educators face the challenge of creating materials that cater to students with varying learning abilities, and not always with the support or skills required in already busy classrooms. This hands-on workshop will focus on fostering inclusive classrooms; helping to identify ILNs and strategies for creating accessible materials with limited resources.

Bio

Keiran Rossteuscher is an Educator and Equitable Learning & Accessibility Liaison at the School of English and University Pathways (SEUP), RMIT Vietnam. Keiran has a Bachelor of Community Education, CELTA and International House Certificate in Teaching Young Learners & Teenagers. With eight years of ESL teaching in Vietnam and Australia, and a decade of HIV education and Community Development, Keiran is passionate about equitable learning in diverse classrooms.

HCMC

Workshops in HCMC (cancelled)

Saturday, 7 December 2024

Link to photos (update after event)

Action Research for Classroom Solutions and Professional Growth

Loralee Simonitch

Abstract

This hands-on workshop introduces educators to the power of action research for addressing classroom challenges and fostering continuous professional development. Through clear explanations and engaging activities, participants will learn what action research is and how to apply it effectively.

The workshop will guide participants in developing focused research questions and utilizing a logic model to define research goals. By breaking down these processes into simple steps, the workshop ensures that educators gain the confidence to initiate their own action research projects.

Participants will leave the workshop with:
- A clear understanding of action research principles and its practical applications in the classroom.
- The skills to formulate research questions that target specific issues and promote positive change.
- A practical tool to outline research goals and strategies for data collection and analysis.

This workshop aims to empower educators to use action research as a tool for ongoing professional growth and make a lasting impact in their classrooms.

Bio

Loralee Simonitch, Senior Educator and Professional Learning Specialist at RMIT SGS campus.

With 12 years’ experience teaching English both online and in the classroom, Loralee brings a range of both virtual and face-to-face strategies to the classroom. While working in different contexts in Indonesia, Thailand, Russia and now Vietnam, Loralee’s students spanned from very young learners to mature adults. Her current area of interest is building independent learning in students and independent research in teachers.

Scanning for Success: Practical ways of using QR codes in the classroom.

John King

Abstract

Like a lot of technology, QR codes have slowly made their way into various aspects of our lives over recent years, from scanning advertisements and exploring products to ordering and paying for a simple cup of coffee. But have you ever thought about how this simple tool could be used in the classroom?

In this workshop I want to share some of the ways I have been experimenting with QR codes in different areas of my own everyday teaching practice at RMIT. There will be the opportunity to explore and discuss authentic materials that show how this technology can help boost student engagement and participation, can allow for more personalisation and easier differentiation, and can even open the door to completely new types of classroom activities.

Participants will hopefully leave the session feeling qualified and ready with some quality resources for quick results in the classroom!

Bio

John King (M.A. Linguistics and German) is a Senior Educator and Curriculum Specialist at RMIT University, where he has been teaching Academic English for just over two years. Before that, he spent another six years teaching teenagers and young adults at different universities and IELTS preparation centres across Ho Chi Minh City.

A fan of quiz shows and boardgames, John loves finding new ways to engage his learners and challenge the way they think about topics, and he is always looking for new tools and resources to maximise student success in the classroom.

“I Just Don’t Know How to Help Them!” – Creating an Accessible Classroom with Minimal Resources

Dom Reed

Abstract

In English as a Second Language (ESL) classrooms, educators encounter diverse student populations. Although awareness of Individual Learning Needs (ILNs) is growing, educators face the challenge of creating materials that cater to students with varying learning abilities, while not always having the support or skills required to do so in already busy learning environments.

This hands-on workshop will focus on fostering inclusive classrooms; helping to identify ILNs and strategies for creating accessible materials with limited resources. We will explore how anyone can create an inclusive learning environment where every student can thrive, and the crucial role of recognizing individual needs. We delve into methods for identifying students with ILNs and provide actionable steps to support those students on their learning journey.

Through a variety of interactive and engaging activities, participants will gain insights and practical strategies for adapting and creating accessible materials that cater to diverse learning needs. We address both modifying existing resources and designing new ones to meet the needs of all students. Attendees will leave with ideas and approaches immediately applicable to the classroom. By bridging the gap, our goal is to make ESL materials accessible to every student, regardless of their ILNs or conditions.

Bio

Dominic Reed is an RMIT Educator and ELA Liaison who is currently pursuing his MA in Applied Linguistics and TESOL. With 7 years of teaching experience, Dominic is passionate about creating accessible and equitable learning environments where all students can thrive.

How to teach Grammar

Michael Graham

Abstract

This is a practical session exploring approaches to teaching grammar, covering meaning, form and pronunciation.

We will begin by examining the issues inherent in the way course books approach the topic (read the rules and do the exercises), before establishing the distinction between inductive and deductive approaches to teaching grammar. Participants will then explore the advantages and disadvantages between the 2 approaches.

The session moves on to examine how meaning is dealt with, exploring the importance of ulitising context and highlighting the significance of using concept checking questions, and timelines (where appropriate) and participants will practice this.

As a large number of the participants are likely to be local teachers, I anticipate that some of them will have misgivings about dealing with pronunciation in the grammar lessons. They will participate in a demo and then try some drilling themselves.

The session will finish with a brief review of form (as this is the part teachers are most likely to feel confident with) before a review of what we have covered.

The approach in this session is very much task based with plenty of opportunity for participants to discuss and to practice.

Bio

Michael Graham (BA Hons, PGCE, CELTA, DELTA) is a teacher at RMIT university.

Prior to working at RMIT, he was a CELTA trainer for 9 years and is an approved DELTA trainer. He has trained teachers in Europe and Asia.

He has over 20 years of EFL teaching experience and prior to working in EFL was a qualified primary school teacher in the UK.

He is interested in catering to learners' needs and providing them with communicative language practice. He also cares deeply about developing teaching skills

Tommy won't talk! Purposeful speaking production for younger learners

Tin Mai

Abstract

Have you noticed a change in your students' production skills post Covid-19? Young teen learners were heavily affected by Covid-19 as they struggled to come to grips with online learning. This means that their productive skills are now lagging behind their receptive ones. But have no fear, a framework is here!

With this issue in mind, we have designed a research-driven framework to streamline productive tasks and make them more purposeful for students. We believe this framework can be used to increase student production more effectively in class. This workshop aims to provide opportunities for attendees to critique and assess example productive tasks using our framework.

The workshop will begin with some input on the basic parameters of productive practice and why it should be purposeful. After using the framework to critique some example materials, attendees will then design their own task using the framework provided and will reflect on their own teaching practices. Attendees will leave the workshop ready to apply the framework to their own teaching context to increase student production in class.

Bio

Tin Mai, Educator and Study Success Specialist.
Tin is an experienced educator who holds a Master of Arts in Teaching TESOL from the University of Southern California. He currently teaches Academic English at RMIT Vietnam in HCMC. With 13 years of language teaching experience, Tin's areas of interest include researching and implementing strategies to help students become more effective and engaged learners. Tin is passionate about empowering his students to reach their full potential through innovative teaching methods and a learner-centered approach.

Classroom Rapport

David Oakley

Abstract

This workshop focuses on class rapport. The focus is on sharing ways in which classroom morale can be improved.

For face-to-face teaching, the take aways from the meeting will be simple effective ways to register and manipulate classroom rapport to improve attention in class. The workshop will focus on analysis of reasons for loss and gain of class rapport; methods to improve morale; analysis of the structure of a lesson; and an investigation into the different types of classroom atmospheres.

The participants will receive an opportunity to share their experiences with various classroom situations; improved direction / refresher regarding how to make a classroom more pro-active; and rational for any situational changes and directions presented.

Participants will discuss and theory and share knowledge, receive guidance and training on how to regulate and improve the overall classroom atmosphere for improved learning and better mental stability for all participants.

Bio

Mr. David Stuart Oakley MA TESOL, IDLTM, CELTA
Senior Educator SEUP RMIT

David is a senior educator, mentor, mentor advisor in the English Department at RMIT. He is involved with placement testing, advising, teaching, course development, and improvements in materials.

Having taught for 23 years, 17 in Vietnam, 3 in Poland, and 3 in Thailand, David has a wealth of experience that he brings to the department. David has been an examiner for Cambridge ESL, has taught English for Specific Purposes in banking, and logistics,

David presented in Borneo, Malaysia on The Memory Palace Technique, and Teacher Talks RMIT twice before on Vocabulary Acquisition. He is interested in teacher training and neurological differences between different learners.

Providing practice in grammar lessons

Michael Graham

Abstract

This session is focused on providing meaningful opportunities for language practice, and how teachers can manage these tasks to ensure that learners benefit from them.

We will begin by establishing what controlled and freer practice tasks are, and participants will evaluate a number of tasks, deciding if they are more controlled or more free.

After that, some discussion questions will encourage participants to think about the benefits and issues connected to controlled tasks and about how monitoring and decision making are central to ensuring that learners benefit from these stages.

Participants will share their feelings about freer practice before moving on to discuss why freer practice should be the goal of any grammar lesson, highlighting the fact that if

learners cannot use the language they are exposed to in the classroom, the teaching we have done is of limited value.

Teachers will look at a range of problems connected to freer production activities and will discuss together how they might overcome these. After that, they will look at some language points and consider what kind of tasks would generate the language, before working together to identify what communicative goals could be set, to motivate production.

Bio

Danang

Workshops in Danang (cancelled)

Saturday, 30 November 2024

Link to photos (update after event)

Synchronising self-study plans with course content to promote autonomous learning

Jack Crean & Philip Morris 

Abstract

When learning a language, what learners do outside of class can be just as, if not more, important than what they do in class. However, when deciding what and how to self-study, our learners often lack direction. Synchronising course outcomes with self-study plans helps to support learners in their language learning journey through concrete and appropriate subject focuses (Moir, 2022). The correct use of student self-study plans allows learners to reflect and implement action plans based on their own diverse learning needs. In doing so, each student is fully included in their learning journey in a way that best supports them.

This workshop will outline how we have developed self-study plans for language programmes at the School of English and University Pathways in RMIT, Danang. These self-study plans incorporate focused course ‘can-dos’ that guide our learners to identify their strengths, and plan ways to improve areas where they have room for growth. They involve further stages of targeted teacher feedback and self-review of learner progression. These stages of self-study, course design, and interactions with learning align with the Community of Inquiry framework (Garrison, Anderson and Archer, 2000) to create an effective and engaging learner experience.

After sharing our own processes and findings, participants will explore ways their learners can use this self-study plan framework to evaluate their own language learning strengths and weaknesses, before applying strategies that focus on improving problem areas. Finally, we will focus on guidelines for giving teacher feedback on the self-study plans that promote and guide effective autonomous language learning.

Bio

Philip Morris 

Senior Educator, School of English & University Pathways (SEUP), RMIT Foreign Language Training Centre in Danang, RMIT University Vietnam 

MA (Applied linguistics and ELT), BA (Hons), CELTA, CELTYL 

Philip Morris is an English teacher at SEUP, RMIT University Vietnam, currently teaching at the Danang campus. He has over ten years’ experience teaching in Vietnam in various locations with a wide range of levels, ages and course types and has also spent time teaching in Portugal and Ecuador. He is interested in vocabulary development, first language use in English language learning, curriculum design and developing learner autonomy. 

Jack Patrick Crean

Educator, School of English & University Pathways (SEUP), RMIT Foreign Language Training Centre in Danang, RMIT University Vietnam 

MA (Education), US DC Licenced Educator (TESOL and PE), BA (History and English), CELTA

Jack Patrick Crean is an educator in the SEUP, RMIT University Vietnam. He works in the RMIT Danang campus. Jack has been teaching in Vietnam for six years and has worked with a wide variety of age groups and courses. He currently specialises in teaching IELTS and Corporate course. Jack is passionate about course design, inclusive practice in education, and empowering students with autonomous learning skills.

Listening as a skill

Daniel Cross

Abstract

Traditional ESL listening instruction often prioritizes comprehension over skill development, leaving students ill-equipped to navigate authentic listening challenges. This workshop will shift the focus to listening as a process, essential for identifying and addressing students’ specific listening gaps.

After attending this workshop, you'll walk away with a clear understanding of why following a process listening focused lesson is far more valuable than simply listening for comprehension. You'll also be equipped with practical activities that can be easily adapted for your classrooms and learners.

Bio

Daniel Cross

Educator, School of English & University Pathways (SEUP), RMIT Foreign Language Training Centre in Danang, RMIT University Vietnam 

With five years of teaching experience in Vietnam, I've honed my skills in English language education across diverse age groups. My background includes roles in both international primary and high schools, focusing on English and Business Studies. More recently, I've dedicated my time to IELTS preparation, teen English, and corporate training at RMIT University.

I am passionate about empowering adults and teenagers to enjoy the language learning process. Through engaging classroom activities and fostering independent learning, I aim to create dynamic and effective learning environments.

Working with emergent language in the classroom: activities to support and predict language issues

Stuart Turner

Abstract

Even the best-planned lesson can go astray if a class struggles with the target language, has a lot of grammar questions, or even just finds the material unsuitable for their needs. A focus on emergent language; spontaneous language or language errors produced by learners during the lesson, can help overcome these issues. This workshop will look at what emergent language is, some problems teachers may face in dealing with it, how it can be a useful tool in the classroom and finally, we will look at how we can use a dictogloss activity to ‘predict’ emergent language issues and thus deliver a ‘spontaneous’ and incredibly learner-centred lesson that exemplifies the best practices of emergent language work.

Participants will gain an understanding of what emergent language is and how it can be utilised in the classroom, have the opportunity to share their own teaching contexts, and practice a dictogloss activity that takes a very emergent language-rich approach to teaching.

Bio

Stuart Turner

(B.A., cTEFL, Delta, IDLTM, Diploma an Academic Management)

Senior Academic English Manager, School of English & University Pathways (SEUP), RMIT Foreign Language Training Centre in Danang, RMIT University Vietnam 

He represents the centre as senior manager. Stuart has worked for RMIT Vietnam for twelve years, previously working in the Saigon South Campus in HCMC as Professional Learning Coordinator, responsible for the development and implementation of national and local Professional Development programs for academic and professional staff in SEUP. Stuart has also previously worked in schools in Vietnam since 2008, including managing a language centre in HCMC.

Stuart has previously presented on topics including Pineapple Charts (a peer observation program he helped set up for SEUP), purposeful process writing, writing assessment items, gamification and online learning, and listening processes.