Welcome to the Australian Council of TESOL Associations website.
We seek to advocate for and enhance the profile of the TESOL
profession in Australia though a wide range of activities in local,
regional, national and international contexts.
If you are currently a member of your state or territory
professional association, membership with ACTA is automatically
included. 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!
ACTA International TESOL Conference 2014
September 30 - October 3
Melbourne Convention & Exhibition Centre, South Wharf
VicTESOL is the host of the
2014 ACTA conference.
ACTA International TESOL Conference
TESOL in Context Special Conference Edition S3 is now
To view the program, visit the 2012 ACTA
Selected PowerPoint presentations from the conference are
For local and international 2013 conference listings, click here
Membership of ACTA is through your
local state or territory TESOL association.Find out more about the
benefits of Membership.
Members of affiliated state and territory TESOL
associations receive copies of the ACTA journal TESOL in
Context as part of their membership
Issue 22 Number
2, February 2013
The first article in this edition , written by
Robert Phillipson, is a version of his keynote address at the
Australian Council of TESOL Associations (ACTA) International
Conference 2012 held in Cairns. Responding to the issue of TESOL as
global trade, Phillipson explores the historical purposes of using
English as an imperial language and as a dominant language of the
neoliberal economic order and globalization.
Next article, ‘We really need help! Providing appropriate
written feedback on the drafts of higher degree by research
students for whom English is an additional language,’ is
written by Robert Bloomfield. A student advisor at a large
multi-campus university in South Australia, Bloomfield explores the
ways of providing a more effective written advice to his EAL Higher
Research Degree (HDR) students. Beginning with the premise
that students should receive a quality advice that speaks to their
needs, the study explores the dimensions of what counts as useful
and explicit feedback.
In the final piece, Rhonda Oliver, Ellen Grote, Judith Rochecouste
and Mike Exell focus their article on needs analysis for EAL/EAD
task-based learning. Oliver et al describe a case study of
VET Indigenous students that uncovered the actual language and
literacy tasks that these students are likely to encounter in
various workplace settings and the implications of these tasks for
Special Edition S2.
Edited by Kate Cadman, Jenny Barnett & Cally Guerin (2009).