Tertiary

Tertiary SIG Co-ordinator

Gillian Skyrme

G.R.Skyrme@massey.ac.nz

Tertiary SIG Steering Committee:

Steering Committee (established at CLESOL Wellington, July 2014)

The Tertiary Special Interest Group is a diverse grouping of people with a range of interests across the post-compulsory education sector. While we share many interests, we also belong to specific subgroups and have particular issues in focus. In recognition of this, we wish to give members the opportunity to connect and participate in conversations around some of these issues. We have therefore identified Key Contact People who have indicated a willingness to be a central contact for such issues, to receive the names and contact details of those who wish to be part of those conversations, and to circulate news, questions, comments and so on as they arise.

Gillian Skyrme, Palmerston North email

Nita Hutchinson, New Plymouth, email

Ailsa Deverick, Auckland, mail

Jo de Lisle, Waikato email

Dorothy Thwaite, Wellington, email

Su Ellis, Waikato email

Sue Edwards, Waikato email

Celia Hope, Waikato email

Beverley Roser, Auckland, email

Alages Andre, Auckland email

Tabassum Razi, Auckland email

Key contact people

Key Contact People who have indicated a willingness to be a central contact for such issues, to receive the names and contact details of those who wish to be part of those conversations, and to circulate news, questions, comments and so on as they arise.

Below is a list of these contact people. Please identify any issues that you would like to be part of and make contact with that person.

International students

Gillian Skyrme email

Literacy and Numeracy Assessment Tools and Adult Community Education:

Kim Paterson email

English for academic purposes:

Ian Bruce email

Teacher education / Language teacher qualifications:

Ailsa Deverick mail

Refugees:

Judi McCallum email

Funding issues for community education:

Jo de Lisle email

NZ CEL:

Steve Varley email


If you would like to suggest any other issues of subsectors, please contact Gillian Skyrme.

If you are interested in receiving emailed information relating to the Tertiary Special Interest Group, you may wish to join our listserv by which we circulate messages from time to time. To do so, you should send a request to Moyra Sweetnam-Evans (moyra.sweetnam@otago.ac.nz).

Reports for the International Mother Language Day, EAP Review and NZCEL Review

1. InIternational Mother Language Day Celebration (21st February)

TESOLANZ approved a Special Project fund application on 11/2/2017 from Anna Filippochkina (CLANZ) and Angela Bland (CANTESOL). This was ratified on 20th February by the TESOLANZ Exec Zoom meeting

This initiative was created by Anna Filippochkina (CLANZ) and supported by Angela Bland (TESOLANZ) and Thi Phan (Hagley Community College). The event took place on Saturday, the 18th February. It was a great event, opened by a Maori blessing, welcoming migrants to NZ. More than 200 people attended with a full of cafeteria at Hagley College. There were 11 ethnic groups who presented their traditional songs, music and shared their languages. Eight ethnic groups prepared their traditional food for tasting (Korea, Vietnam, Russia, Bhutan, Nepal, China, Samoa, Afghanistan).

This is the first year celebrating this event at Hagley College. The Special Project Funding was essential to the success of the day as we were able to support the various communities.

2. NZQA English for Academic Purposes Review Panel (25-26th October 2016)

This was a two day review of the English for Academic Purposes Standards. Annie Chan (NZQA) facilitated the review with the following panel: Dr Ian Bruce TESOLANZ / University of Waikato, Mark Dawson-Smith NZCEL Providers’ Forum (ITP) / WINTEC, Angela Bland Secondary ESOL Cluster groups / Ricarrton High School, Ana Gerzic Rutherford College, Supriya Darp English NZ / DynaSpeak, Te Wānanga o Aotearoa, Kaye Pollock Eastern Institute of Technology Kirsten Shaw ALNE National moderator, NZQA. The two day panel review went very smoothly. The EAP revised standards are now out for consultation which closes on the 28th February.

3. NZCEL Review Panel (1-2 August, 29-30th August, 29-30th September and 5-6 December)

The NZCEL Review Panel team met four times during 2016.This was facilitated by Annie Chan (NZQA). The panellist were: Steve Varley NZCEL Providers’ Forum (ITP) / UNITEC, Mark Dawson-Smith NZCEL Providers’ Forum (ITP) / WINTEC, Liz Signal NZCEL Providers’ Forum (PTEs)/Bay Learning Academy, Terry Leotta English NZ / Auckland Institute of Studies, Su Ellis TESOLANZ / English Aotearoa, Angela Bland TESOLANZ / Ricarrton High School, Julie Luxton Secondary Schools / University of Canterbury and John Read University of Auckland (Monday only). After the first three meetings, the revised NZCEL was sent out for consultation. The team met again on the 5/6th December to consider and revise the certificate once more. On the 9th Feb, Annie Chan informed that the reviewed and new NZCEL qualifications have been submitted to the NZQA quality assurance team for evaluation and approval. Applications usually take 45 working days to process. Any request for information (RFI) would add a further 20 working days to this time frame. Steve and Mark are working on evidence of support for the development of 2x Level 3 qualifications. This is likely to be requested in the RFI. Once Annie has received the evaluation report, she will call another meeting. This is likely to be sometime in late April or early May.

Knowledge base for EAP practitioners.

UK BALEAP Symposium on EAP: Knowledge and the EAP Practitioner(January 28, 2017)

Those teaching EAP may be interested in the three relatively brief paperspresented at a symposium in the UK at the University of Leeds on January 28.The symposium was organised by BALEAP (the British EAP association) and it wasentitled 'Knowledge and the EAP Practitioner'.

The focus of the symposium was on the knowledge base of EAP - the knowledgerequired by the EAP practitioner in their teaching practice as well as theircareer development. The questions posed by the symposium can be accessed via thislink.(On that page there is also a link to a 'Storify' of tweets and comments byparticipants in the event.)

Responding to the questions posed for the Symposium, three invited speakers (IanBruce, TESOLANZ EAP Rep was one) each prepared a 3000 word paper. The papers werecirculated to participants a week before the event. On the day, each speakerpresented their paper and responded to questions prepared by a respondent Therespondent questions were then followed by more open plenary discussion of theissues.

The three papers prepared for this symposium can be accessed and downloadedfrom the following link https://teachingeap.wordpress.com/

EAP unit standards - reminder, call for panel applicants [unclassified]

This is a reminder that NZQA is inviting applications for panellists to review English for Academic Purposes unit standards.

Applications to be a review panel member may be made by completing and returning an application form, located on the webpage for Review of English for Academic Purposes unit standards or via this application form link. Please submit your application by return email to this mailbox, by 9am Friday 7 October 2016.

Background

In October 2016, NZQA will begin the review of the five English for Academic Purposes unit standards currently listed on the Directory of Assessment Standards (DAS):

Unit 22750 Write a crafted text using researched material in English for an academic purpose

Unit 22751 Read and process information in English for academic purposes

Unit 22891 Deliver an oral presentation in English for an academic purpose

Unit 22892 Demonstrate understanding of spoken texts and process information in English for academic purposes

The purpose of this standards review is to ensure that:

· the standards remain fit for purpose

· there is a suite of unit standards suitable for those who wish to use them as assessment tools in programmes towards the NZ Certificate in English Language (Academic) (Level 4)

· the standards retain the integrity, specifically units 22750 and 22751, in meeting the university entrance literacy requirements.

The selected panel will have balanced representation from across the education sector. They will comprise of people who collectively have:

· expertise in English for Academic Purposes

· expertise in English Language and/or English as a mainstream secondary school subject

· knowledge of New Zealand Certificates in English Language

· experience in assessment, design and moderation of EAP unit standards

· involvement in EAP related projects, reviews and programme implementation

The review panel will meet on 19 and 20 October 2016, and may reconvene for a further, two day, face-to-face meeting in early December to continue the review process. There is also the possibility of shorter meetings by teleconference or Skype, so access to appropriate equipment will be useful.

Members of the review panel will be paid a sitting fee, and travel and accommodation expenses.

National Qualifications Services (NQS)

NZQA - Mana Tohu Matauranga o Aotearoa

125 The Terrace
P O Box 160
Wellington
New Zealand
nqs@nzqa.govt.nz

Recommendations of Good Practice in Applied Linguistics

The ‘Recommendations of Good Practice in Applied Linguistics’, published by the British Association for Applied Linguistics, has long been used as a source of information and guidance relating to research practices and ethics in Applied Linguistics, by researchers and students alike. The recommendations have now been revised, extended and brought up to date. Applied Linguists in other countries may find the guide useful. It can be accessed via this link http://www.baal.org.uk/public_docs.html, under the heading ‘Good Practice Guide 2016’.


Literacy and Numeracy Implementation Strategy 2015-19

Hi everyone,

Here is our final Literacy and Numeracy Implementation Strategy 2015-19. Thanks for your contribution over the past year to this touchstone which will guide the TEC’s work for the next 4 years. You’re receiving this email because you put in feedback (written or face to face) as we refreshed this Strategy.

We are hopeful of making more real progress for more adults, businesses, families, and the country than ever before. We look forward to working with you over the next few months and years as we carry out the Strategy. It is something that the Minister for Tertiary Education, the TEC Board, and TEC senior management are really interested in.

This email is a ‘preview’ because we plan to publish the Strategy soon on the TEC website. I will send out the link once this happens. Ive also attached a document that will also be online which summarises what the feedback said and outlines the changes between the draft and final Strategy.

Happy to answer any questions or clarifications you may have.

David Do

Advisor

:: david.do@tec.govt.nz

:: www.tec.govt.nz

Summary of main themes from Strategy consultation feedback and changes made to finalsie Strategy

Literacy and Numeracy Implementation Strategy FINAL

Proposed Trial for NCALNE (Voc) - TESOL Option

TEC funding conditions mean that some experienced and trained ESOL teachers still need to complete the National Certificate in Adult Literacy and Numeracy Education (Vocational/Workplace).

Graeme Smith from ALEC has approached the TEC with an idea for trialing an evidence-based approach that is more informed by what ESOL teachers already do in their work.

Graeme has a background in TESOL and is aware of the issues faced by teachers in this situation.

The TESOL option combines online professional development work with a teaching portfolio of ESOL-specific evidence to meet the qualification outcomes.

Interested parties can contact Graeme on 021857786 to find out more. Or email assess@alec.ac.nz for how to join the trial.

Tertiary SIG Report

Report of activities in the Tertiary area March 2015.

Further information on required teacher qualifications.

2015 Announcements for Tertiary SIG members

Notes from Tertiary SIG meeting, September 30, 2015

Present: Ailsa Deverick, Alages Andre, Beverley Roser, Sue Edwards, Gillian Skyrme, Dorothy Thwaite

NZCEL

Alages raised three issues relating to NZCEL which had been canvassed at an External Moderators’ meeting, and called for further consideration.

1. The demands of the courses: There is a huge gap between Level 2 and Level 3 and Level 3 and Level 4. Students are funded for a single semester, but this seems to be far too challenging. Providers feel that two semesters would be a more realistic passage of time for students to progress from one level to the next.

Even within one level, the different strands can have considerable discrepancy in relation to the demands made of them. For example in the Level 3 Academic qualifier, one of the speaking assessments is a tutorial discussion whereas in the General qualifier it is a social conversation.

Ailsa was also concerned that there are 5 Unit Standards which form a required part of Level 4 assessment, and which all must be passed in order to pass the course. Her recommendation was that only the two that are mandatory for entry into mainstream study should be compulsory. These two are:

22750 is Write a crafted text using researched material in English for an academic purpose

22751 is Read and process information in English for academic purposes.

Another point is that there is no intercultural communication learning component in the courses.

2. Discrepancies in how the regulations are put into practice:

At Level 3, there is different practice around allowing bilingual dictionaries. NZCEL Qualification Details Doc (Level 3: page.3) indicate that monolingual dictionaries are required, whereas some providers use bilingual dictionaries because they are not explicitly forbidden.

Qualification (Learning) outcomes in the NZCEL Qualification Details Doc (Level 3: page 4) have been modified by some providers, apparently with approval. If this is the case, the information should be more widely promulgated.

NZCEL was set up as a pilot programme, and a review was set to occur last year. It was postponed and no date has been set since. It was resolved that we should bring this up at the TESOLANZ AGM, and send a request for such a review to occur as soon as possible, including in the request our concern at the matters raised.

Another matter in relation to the qualification is the question of whether Universities and other ITP providers of mainstream education (eg MIT / Unitec / Wintec / CPIT) had written Level 4 and/or level 5 Academic strand into their admission criteria (see Appendix 2 of this document for NZQA endorsement of that): http:

http://www.nzqa.govt.nz/assets/About-us/Our-role/Rules/Prog-App-Accred-Rules-2015.pdf

Those present with links to such providers (Gillian, Massey; Sue, Wintec; Beverley, AUT) will investigate their institutions and if there appears to be problem, this can be brought up at the AGM and action taken to make such institutions aware of its function as a nationally approved qualification intended to prepare students for tertiary study.

Report of activities in the Tertiary area March 2015.

Further information on required teacher qualifications.

Teacher education

Qualifications for Tertiary Foundation Level courses. There has been a requirement since the beginning of the year that teachers on such courses, with the exception of those with an ESOL focus, should have the NCALNE qualification (or a very short list of equivalents, at postgraduate level, none of which is ESOL-based). Thus far, ESOL-focused courses have been exempted but there is considerable anxiety about whether that might change, and there is an indication that in some cases teachers on ESOL-focused courses are already being required to have this qualification. A recent meeting of the Refugee Resettlement Group discussed this matter and was adamant that the requirement was unnecessary and disrespected the skills and experience of ESOL teachers. The questions that arose included what are TEC’s processes for checking qualifications, and what is the value of NCALNE over other qualifications for those teaching on ESOL-focused courses.

It was resolved that Beverley would contact David Do at TEC to get more clarity about the current requirements, and that this could be discussed further at the AGM to come to recommendations for further moves.

NZ Cert Language Teaching. Ailsa updated the meeting about this qualification which is now the NZQA-approved qualification for all TEC-funded courses at Level 4 or 5. The review which set it up has a wide scope, covering all tertiary teaching eg Education Specialisation and Support (including Language Teaching) Specific Learning Disabilities, Holistic Education, Education Support and Care, Pregnancy, Childbirth, and Early Parenting Education and so on. The language teacher education qualifications were developed by a Working Party headed by Annie Chan, with membership from members of TESOLANZ, including Ailsa. The qualification has not yet been listed on the website, but when it is, any organisation can seek approval to develop a course, and then, with further approval, to deliver it. Currently many qualifications are at a higher level, and they will not be affected. Thus far, Unitec and CPIT are delivering the qualification.

PD opportunities for staff involved in Teacher Education. Sue brought up the dearth of such opportunities, pointing out that in the past there was a move, based in Auckland, to have regular cross-sector meetings, including staff employed in universities and polytechnics, as well as those delivering Trinity Certificates and CELTA, and so on. These were highly successful for a while until people’s other commitment got in the way and they tailed off. Beverley mentioned the value of Webinars as a possible means of offering such PD nationally, and Sue will follow up with the committee of CLESOL, given its role in bringing people together nationally, to see whether it might be an ongoing forum for this.

Refugees

Gillian raised the issue of the implications of current discussion of increasing refugee intake for members of this profession. There will be a Walk for Refugees in Auckland on October 14. Beverley pointed out that the existing infrastructure for refugee support (for example, the Mangere Refugee Resettlement Centre) is entirely inadequate to cope with a large influx of refugees, such as the 10,000 which has been suggested in some places.

Communicating nationally

There was some concern about how this sector can communicate nationally. Gillian drew attention to the TIG listserv which Moyra Sweetnam-Evans operates from Otago, and several of those present were not on that list. Gillian recommended that they contact Moyra and ask to be added, and agreed to contact other TESOLANZ members who have identified the Tertiary sector as of interest to them to suggest they do likewise.

ESOL AND NCALE

(From Ailsa Deverick, contact person for this issue).

This will appease those who are delivering ILN ESOL but I know many others are worried about other ILN courses and quals needed. I’ll see if I can communicate with David Do @ TEC with the feedback provided by Marty and Gillian

I had a look at the TEC Now website and found this (dated 29 Jan 2015) (my highlights). This means that ILN ESOL is excluded from the quals required for foundation-level courses so that’s good news


Information on the qualification requirement for foundation-level tutors

2015 is a transitional year for the new qualification requirement for tutors who teach foundation-level courses in the Student Achievement Component (SAC) levels 1 and 2 (competitive and non-competitive, including the Maori and Pasifika Trades Training initiative), Intensive Literacy and Numeracy (excluding ILN ESOL), and Workplace Literacy. More information on this requirement is available in the TEC of 10 November 2014.

The list of qualifications that meet the qualification requirement for foundation-level tutors

Currently, the list of qualifications that meet the qualification requirement is as follows:

  • National Certificate in Adult Literacy and Numeracy Education (Vocational/Workplace) (Level 5)
  • National Certificate in Adult Literacy and Numeracy Education (Educator) (Level 5)
  • National Diploma in Adult Literacy and Numeracy Education (Level 6)
  • Graduate Diploma of Teaching (Adult Literacy and Numeracy) (Level 7)
  • Master of Adult Literacy and Numeracy Education (Level 9).

Tutors who have achieved any of the qualifications listed above have met the qualification requirement and do not need to take any further action.

2014 Announcements for Tertiary SIG members

ESOL AND NCALE

The TEC has announced that all teachers on Level 1 and 2 SAC funded courses will be required to hold an NCALE (National Certificate in Adult Literacy and Numeracy Education) even if they are fully qualified ESOL tutors. The NCALE (Educator) is an 18-month full-time programme with a high workload. It is the view of TESOLANZ that a qualified ESOL teacher can quickly master any additional skills involved in reported literacy and numeracy to TEC for the purposes of an ESOL programme (and note that the NZCEL has no numeracy component).

We wrote to the TEC on 23 October (letter from TESOLANZ to TEC) and have received a reply (email from TEC to TESOLANZ) rejecting our case. We have heard that applications could be made by 1 December 2014 for certain qualifications to be recognised as equivalents. Given this impossible time frame we have asked for it to be extended until March 2015. We also continue to maintain that NCALE is unnecessary for ESOL teacher who do not wish to specialise in literacy.

If you have any views or supporting evidence please contact Gillian Skyrme, Tertiary SIG coordinator Email.

1. A reminder for Tertiary SIG members to join the mailing list

For Tertiary SIG members to keep in touch and up-to-date with what is happening in the sector, we have an email discussion list where issues of interest to the SIG are raised, discussed and debated. The list is hosted by the University of Otago and run by Moyra Sweetnam Evans, a staff member at Otago. More information on the list is available at:

http://lists.otago.ac.nz/listinfo/tesol-tertiary-interest-group

You will not be inundated with emails and you do not have to engage in any on-line activity or chats. You can set how often you want to receive emails from the list. For example, you can receive an email every time someone sends an email to the list (the listserver then forwards this on automatically to all subscribers), or you can opt to receive digests weekly or monthly. The list activity depends entirely on the SIG members. If no-one sends an email to the list (for all to read and respond to if they choose to do so), then nothing happens.

To subscribe to the list, fill in the relevant information on this website or send an email to the list owner, Moyra Sweetnam Evans at

moyra.sweetnam@stonebow.otago.ac.nz

To get an idea of what is discussed on the list, visit the archives at:

http://lists.otago.ac.nz/pipermail/tesol-tertiary-interest-group/

2. An invitation to attend the Tertiary SIG meeting at CLESOL

If you are going to be at CLESOL conference in July 2014, please join us at 'Tertiary SIG meeting on Saturday 12 July 2014, 4:45pm-5:35pm, Location: RHGO3).

2014 NOTICES

1. Essay competition for university students. Click here

2013-2014 Some useful links and resources

1. Some useful links (Contributed by Laura Haseley, Waikato Email)

2. Understanding the autism spectrum (Contributed by Laura Haseley, Waikato Email)

3. Mental health issues in refugees and its impact on the ESL classroom (Contributed by Laura Haseley, Waikato Email)

4. Guidelines for maximising student use of Independent Learning Centres (Contributed by Kerstin Dofs, Christchurch)

5. Free book: the publication of a new book of articles on language and integration, funded by the ESOL Nexus project. Language issues in migration and integration:perspectives from teachers and learners.

2013 NOTICES

1. A copy of the letter sent to Stephen Joyce regarding ESOL funding. Click here.

2013 Feedback from Tertiary SIG members

Here is a summary of a questionnaire survey conducted with Tertiary SIG members. Please click here. The survey is still open (http://flexiblelearning.auckland.ac.nz/tesolsurvey) and your feedback and comments will be very useful for the Tertiary SIG.

2011 NOTICES

New English for Academic Purposes (ESOL) standards & UE Literacy Proposals

Information on these proposals can be found here.

What is happening with national ESOL qualifications?

In November 2010, the NZQA National Qualifications Services (NQS) team gained agreement from the sector to lead the development of nationally recognised NZ ESOL qualifications, in collaboration with ESOL providers and peak body organisations.

On 16 February 2011 NQS convened a meeting with the Ministry of Social Development, Tertiary Education Commission (TEC), Ministry of Education (MoE) and Department of Labour (DoL) to discuss cross-agency Government strategies aligned to ESOL provision, and how a framework of NZ ESOL qualifications could provide support to these strategies.

NQS has also established a NZ ESOL Qualifications Project Advisory Group (PAG). The Terms of Reference for the PAG is to provide governance to the project; develop a framework for the qualifications; and provide a brief to the qualifications development panel who will be drafting the qualifications. The PAG is representative across provider types including, Wananga, Institutes of Technology and Polytechnics, Private Training Establishments, Industry Training Organisations and Secondary Schools.

The PAG met on two occasions in March and has completed a provisional framework and the brief. In completing these, the PAG has considered the needs of:

  • learners (international students, migrants, refugees, and secondary students)

  • education organisations (secondary schools, polytechnics, private training establishments, universities)

  • overseas educational institutions

  • employers

  • New Zealand government agencies.

The PAG also took into account the varying purposes for learning English (for everyday, academic or employment purposes).

A qualifications development panel has been selected from across the sector and will be tasked with drafting the qualifications under the new NZ Qualification Framework (NZQF) qualification listing requirements. The panel’s first meeting will be in April.

Once the suite of qualifications has been drafted and confirmed by the sector, NQS will complete a Review report and recommendations for qualifications to NZQA’s Service Delivery unit for approval. Upon approval of the recommendations, NQS can go ahead and complete development of the qualifications. The final drafts will be consulted on and confirmed before they are submitted for listing on the NZQF.

NQS will provide updates at significant development stages. For updates go to http://www.nzqa.govt.nz/about-us/consultations-and-reviews/, or for enquiries, please contact Annie Chan at annie.chan@nzqa.govt.nz

2010 NOTICES

For Tertiary SIG members to keep in touch and up-to-date with what is happening in the sector, we have an email discussion list where issues of interest to the SIG are raised, discussed and debated. The list is hosted by the University of Otago and run by Moyra Sweetnam Evans, a staff member at Otago. More information on the list is available at:

http://lists.otago.ac.nz/listinfo/tesol-tertiary-interest-group

You will not be inundated with emails and you do not have to engage in any on-line activity or chats. You can set how often you want to receive emails from the list. For example, you can receive an email every time someone sends an email to the list (the listserver then forwards this on automatically to all subscribers), or you can opt to receive digests weekly or monthly. The list activity depends entirely on the SIG members. If no-one sends an email to the list (for all to read and respond to if they choose to do so), then nothing happens.

To subscribe to the list, fill in the relevant information on this website or send an email to the list owner, Moyra Sweetnam Evans at

moyra.sweetnam@stonebow.otago.ac.nz

To get an idea of what is discussed on the list, visit the archives at:

http://lists.otago.ac.nz/pipermail/tesol-tertiary-interest-group/

NZQA ESOL Level 4 Assessment Resources

Request for Proposal

There has recently been a debate on the issue of whether work permit holders should have eligibility for subsided ESOL programmes. Jo de Lisle has written the following article in support of the proposal.

Student Work Permit Holders - a Missed Opportunity

Immigration Bill

See the TESOLANZ submission November 2007.

NZQA National Certificates in ESOL

Go to the Secondary SIG page to see the TESOLANZ proposed national certificates.

Reports and Meetings

Minutes of meeting at 2008 AGM
Tertiary SIG Report to 2008 AGM
Tertiary SIG Report to 2007 AGM
Pathways to University Level Education Report
Pathways to University Level Education survey results

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