Leadership in ELT: Creating Cultures of Belonging in university English language centres
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Creating inclusive and supportive learning environments where all students feel they belong is crucial to student success in the English language classroom and may also set solid foundations for success at university. Belonging is understood to be crucial for students’ well-being and academic success and research in second language acquisition also suggests belonging plays a role in the language acquisition process. In addition, in university English language centres where many students are continuing on to further study in higher education, belonginess to the academic community can also play a role in reducing the likelihood of engagement in academic misconduct (Finn & Frone, 2004).
In order to build cultures of belonging, it is important to understand how students experience belonging. This presentation will explore student concepts of belonging in contemporary higher education settings and then examine the role leaders in university English language centres can play in fostering cultures of belonging.
For this presentation, Zoe will draw on current research from Ajjawi, Gravett & O’Shea (2023) on how ‘belonging’ is conceptualised. Eleven ways of experiencing belonging will be presented as images (https://www.belongingtouniversity.co.uk/), providing an opportunity for attendees to better understand how students experience belonging in university settings and consider how these learnings may be relevant to their teaching context. Zoe will also share some practical examples of how one university English language centre cultivates a culture of belonging in English language learners preparing for university study.
References
Ajjawi, R., Gravett, K., & O’Shea, S. (2023). The politics of student belonging: identity and purpose. Teaching in Higher Education, 1–14. https://doi.org/10.1080/13562517.2023.2280261
Finn, K. V., & Frone, M. R. (2004). Academic Performance and Cheating: Moderating Role of School Identification and Self-Efficacy. The Journal of Educational Research, 97(3), 115–121. https://doi.org/10.3200/JOER.97.3.115-121
Presenter: Zoe Hancock
Zoe has been teaching English for over 25 years. After an early career pivot from accounting, Zoe began her teaching career in Japan.
She returned to Australia to complete a MA in Applied Linguistics at UTS and taught in a number of private colleges and university English language Centres in NSW and QLD across a range of courses including, General English, IELTS Prep, Cambridge prep, EAP, Direct-entry and Post-entry English and Academic language (PEAL).
Zoe has also worked in the area of teacher training from Cert IV through to Masters level. Most recently she has been involved in the development and delivery of an innovative online transnational English for specific Academic Purposes unit at Southern Cross University (SCU).
Transitioning into management and leadership roles, Zoe is focused on developing skills to ensure English language programs at SCU are effective, sustainable and responsive to the needs of both student and teachers.
