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2026 February- ACTA International Conference Call for Papers Closing Soon!

We warmly invite you to submit a paper for the ACTA International Conference, to be hosted by ATESOL NSW from October 1-3 this year.  Areas of focus for the conference include developments in policy, pedagogy and research in: national and international state of English as an additional language or dialect education, leadership and teacher education  […]

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2026 February- ACTA International Conference: Early bird registration is open!

Planning your professional learning for this year? We are excited to remind you that you are now able to register for the ACTA International Conference and receive early bird rates! The ACTA conference, hosted by ATESOL NSW, will be held on 1-3 October 2026. It will bring together national and international educators, researchers, and leaders

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2025 November- 2026 Conference Registration is Now Open

ACTA International Conference The ACTA conference, hosted by ATESOL NSW, will bring together national and international educators, researchers, and leaders to explore emerging challenges and opportunities in the TESOL field in early childhood education, schools, universities, and industry. Areas will focus on developments in policy, pedagogy and research in:  national and international state of English

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2025 October- 2026 ACTA Conference -Call for Papers is Now Open

ACTA International Conference The ACTA conference, hosted by ATESOL NSW, will bring together national and international educators, researchers, and leaders to explore emerging challenges and opportunities in the TESOL field in early childhood education, schools, universities, and industry. Areas will focus on developments in policy, pedagogy and research in:  national and international state of English

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2025 October – TESOL in Context Call for EOI- Editors 2026-2028

TESOL in Context Call for Expressions of Interest: Editors 2026-2028 The Australian Council of TESOL Associations (ACTA) invites Expressions of Interest (EOIs) for the role of Associate Editor for TESOL in Context for the term 2026-2028. Applications from teams (2-3 people as a team) for the honorary Editorial position are warmly welcomed. About the Journal

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2025 October- Reformatted EAL/D Learning Progression now available!

Dr Michael Michell, President of ATESOL NSW and former president of ACTA, has been working with ACARA to improve the accessibility of the EAL/D Learning Progression pages. The Reformatted EAL/D Learning Progression is now available as a downloadable document on the Australian Curriculum website.  See https://www.australiancurriculum.edu.au/student-diversity/eal-d-students#accordion-47609c6685-item-d7e361f211. Many thanks to Michael and ACARA for this great

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2025 August – Initiatives re the AMEP Curriculum and Contract Framework

Following the appointment of Dr Anne Aly as Minister for Multicultural Affairs in the new Albanese Government, ACTA is seeking to pursue the issues raised in submissions to the 2024 Parliamentary Inquiry into Government Contracts: see https://tesol.org.au/advocacy/#advocacy-3 The Adult ESOL Consultancy Group requested a meeting with Minister Aly. On 18 August, representatives met with Mr

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2025 June – ‘First Nations and migrant learners’ experiences with foundation skills courses’

Adult ESOL Sector News: New publication released    First Nations and migrant learners’ experiences with foundation skills courses was released by NCVER last Thursday. This research uniquely amplifies the voices of First Nations and migrant learners who have disengaged from foundation skills courses. By understanding their goals, experiences, and recommendations, ways to better support their

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2025 June – Important research: Supporting EAL learners effectively

Supporting EAL learners effectively: Important research   A new research report from the Australian Education Research Organisation (AERO) examines 9 years of data from over 110,000 NSW students and reveals that Australian English as an additional language (EAL) learners need sustained support to thrive academically. One key finding from the research was that students commencing

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