Welcome to the Australian Council of TESOL Associations website.
We seek to advocate for and enhance the profile of the TESOL
profession in Australia through a wide range of activities in
local, regional, national and international contexts. If you are
currently a member of your state or territory TESOL professional
association, membership with ACTA is automatically included
together with a copy of our journal TESOL in Context . If
you are not a member of an Australian state or territory TESOL
organisation, you might like to browse our site to see what it is
that we do and then contact your state association to join.
ACTA INTERNATIONAL CONFERENCE
Diversity: Exchanging Ways of Being
Perth, Western Australia
Melbourne September 30 - October 3, 2014
ACTA President Adriano Truscott opens Day 2 of the
Delegates at #ACTA2014
The ACTA International TESOL conference is held every 2 years
and hosted by a State or Territory TESOL association.
In 2016 it will be hosted by WATESOL in Perth April 7-10.
Visit our conference pages to find out about past
Membership of ACTA is through your
local state or territory TESOL association.Find out more about the
benefits of Membership.
ACTA and ALAA
(the Applied Linguistics Association of Australia) jointly manage
the Penny McKay Award for Promising Doctoral Research in
School-Based Language Development, Curriculum and
Assessment. To read more about applying for the award and
download a donation form please click here.
ACTA 2014 State of EAL/D Schools Report now
available (November 2014)
After collecting responses from
over 200 members across the country, and analysing over 1000
comments, ACTA is proud to release the preliminary draft report on
the ACTA 2014 State of EAL/D survey. This report reflects current
experiences and challenges faced by EAL/D teachers through
anonymous quotes, accompanied by respective sector and
jurisdiction, and comments on apparent trends. The writers have
strived to remain objective, quoting in context and covering all
jurisdictions. To read more
Language, Literacy and Numeracy Practitioner Scholarships
Programme- Applications due 12 November 2014
Up to 50 scholarships are available
in Round Five for individuals interested in undertaking an approved
course in adult LLN, in 2015. Go to the website to find out
National Foundation Skills for Adults Practitioner Survey
Who is delivering Foundation Skills?
If you teach or help people develop
their English language, literacy, numeracy or employability skills
please complete a short survey
To read more about the survey, see
our Adult EAL news and issues page.
Penny McKay Memorial Award 2014
The Australian Council of TESOL
Associations (ACTA) and the Applied Linguistics Association of
Australia (ALAA) are delighted to announce the winners of the 2014
Penny McKay Memorial Award for Best Thesis in Language Education.
Their Executive Committees have accepted the Selection Committee's
recommendation that there be two recipients of the inaugural award
due to the outstanding quality of both submissions.
The 2014 winners are Susan Creagh and Julia Rothwell. To read more..
ACTA EAL/D Teacher Standards - updated Elaboration draft and
Feedback Survey now available
ACTA has recently been developing
an Elaboration of the Australian Professional Standards for
Teachers (APST) for teachers working with EAL/D learners. An
updated draft (July 2014) of the EAL/D Standards
Elaboration is now available, in summary and expanded
versions. We also ask you to provide feedback on the EAL/D
Standards Elaboration in terms of its content and usefulness - see
links to documents and the survey on the National
Professional Standards for Teachers page.
Members of affiliated state and
territory TESOL associations receive the ACTA journal TESOL
in Context as part of their membership and do not need to
Issue 24 Number 1, June 2014
The broad range of
topics discussed within this issue of TESOL in Context
highlights the different layers of understandings which frame the
work of English language teachers. This journal issue concerns the
pivotal and broader question 'How do we define the best pedagogy
for diverse students in the very different contexts in which we
work in Australia and world-wide'? Our response to the question
brings to the fore the complex interconnections which exist within
and between notions of language, identity and context. This issue
contains papers by Xuan Pham, Byanjana, Sharma and Karen Slikas
Book reviews in this issue include
English-Medium Instruction at Universities and
Principles and Practices of Teaching English as an