THE UNIVERSITY OF SYDNEY 2010

CENTRE FOR ENGLISH TEACHING ANNUAL REPORT

CONTENTS

02 DIRECTOR’S REPORT03 MAJOR ACHIEVEMENTS 201004 THE CENTRE FOR ENGLISH TEACHING (CET)06 2010 IN REVIEW07 COMMUNITY WORKSHOPS09 RESEARCH10 STAFF DEVELOPMENT11 FINANCE REPORT 12 STAFF

“We are your first choice for excellence in teaching and learning. Our highly qualified instructors have extensive experience teaching both internationally and in Australia. Our friendly and caring learning environment will make studying at Sydney a worthwhile experience.”

2

In 2010, over 3,170 students from 68 countries chose CET as their English language provider of choice. This was a very encouraging result considering the tough market conditions.

Despite the downstream effects of the global financial crisis, currency fluctuations and the continuing downturn in inbound international students, CET managed to return a positive contribution to the University.

During the year, CET contributed $7 million to consolidated revenue. Whilst this revenue represented an overall decrease of 7% on the previous year, the strength of our overall performance is indicated by an increase in operating margin, and the stringent budgetary controls that we introduced.

In addition to this operational achievement, the CET team managed to further develop and strengthen the academic credibility of our Direct Entry Pathway programs and diversify the sources and context of students in our Customised and General English (GE) programs. Leaner and with better programs, we are well placed for 2011 and beyond.

SOME MAJOR ACHIEVEMENTS IN 2010

– Major strategic review: This project aligned the CET vision and mission with the University strategic direction for 2011 – 2015. Highlights included the incorporation of CET into the Education Portfolio to better support international students during their learning journey in our University.

– Better pathways to University: The success of CET’s teaching of genre-based writing in our Direct Entry Courses (DEC) was highlighted in research, and commended in the EA/TOEFL Awards for Innovation in ELICOS 2010. Diversity of the student cohort continued to increase, with an additional 11 different nationalities represented. Student focus group feedback returned positive indicators of the usefulness of DEC in later university studies.

– Quality reviews plus program and teacher development: During 2010 the CET team continued to review and develop CET programs in response to changing student and market needs. A major review and consolidation of the Academic English (AE) program into an IELTS preparation focus resulted in updated curriculum. Our teachers consistently received high student satisfaction ratings in areas such as explaining concepts clearly, correcting errors and giving useful and relevant feedback. Customised programs were more specialised and discipline specific, focusing on the needs of international high school teachers, science, physics and biomedical engineers, as well as Australian business practice and globalisation for managers.

I am very proud of the way that CET has responded to the challenge of a tighter marketplace. CET’s continued and ongoing success is due to a combination of entrepreneurial management, innovative programming, responsive and flexible business practice, quality assurance processes, enthusiastic and dedicated staff and the respect brought by the name of the University of Sydney.

Thank you to our University stakeholders and Agents for your enthusiasm for CET and your contribution to our success.

My sincere thanks to the management team, staff and teachers for their dedication and continued success in 2010.

We are proud of our achievements in 2010 as outlined in this report. We hope that in reading it, you will join us in celebrating the difference we are continuing to make in the support of international students at our University. The strategic value of CET to the University is evident in the initiatives it has undertaken to increase the exposure of the University to international markets through innovative course offerings, and the financial return to CET.

Patrick Pheasant Director

Patrick Pheasant, CET Director

DIRECTOR’S REPORT2010 - A CHALLENGING YET REWARDING YEAR FOR CET

3

MAJOR ACHIEVEMENTS 2010

STUDENT ENROLMENTS

Each year, our University welcomes thousands of international students from all over the world. There are currently over 10,800 students from 120 countries studying here. In support of this commitment to the internationalisation of education, more than 3,170 international students from 68 countries studied at CET for 15,021 student-weeks before commencing their degree programs.

REVENUE TARGETS

Despite the downstream effects of the global financial crisis and currency fluctuations, we achieved revenue targets of over $7 million and generated a $653,722 dividend for the University.

IMPROVED PATHWAYS TO THE UNIVERSITY

We increased the number of students using our Direct Entry Course (DEC) as a pathway to further study at the University of Sydney. Our development of this discipline-specific course was commended by English Australia for innovations in ELICOS.

ONLINE ENROLMENTS

Our students can now apply online. Take-up of the online service reached 50% during 2010.

IMPROVED GENERAL ENGLISH AND CUSTOMISED PROGRAMS

General English (GE) and Customised Programs were restructured during 2010 to provide a competency-based focus that more closely aligns with the Common European Framework for language testing, and students’ specific needs for later university learning.

4

We are part of the University of Sydney, providing English language university preparatory courses for post-graduate students.

We offer direct entry pathway programs for entry to the University, as well as General English (GE), Cambridge exam preparation, Business and Professional English courses.

We also offer IELTS test preparation courses and customised short and long-term programs.

We are your first choice for excellence in teaching and learning English. Our highly-qualified instructors have extensive experience teaching both internationally and in Australia. Our friendly and caring learning environment will make studying at Sydney a worthwhile experience.

We provide a rich international student experience through integration with the University’s student support

services and facilities, offering support from pre-arrival to graduation. We are located in the heart of the University’s main campus and our classrooms are equipped with state-of-the-art audiovisual technology.

ADMISSIONS

From pre-departure through to course completion and beyond, our admissions team provides information, documentation and certification for our students. Our highly-experienced team ensures our students are given the best course to suit their needs, and are always available to answer queries and give advice. Regular Agent Days give opportunities to meet the team and find out more about our courses, special promotions and other activities.

Late 2010 saw the re-launch of our on-line application system, which makes it even easier to apply and allows admissions staff to assess and produce

offers faster than ever.

PATHWAY PROGRAMS

2010 saw the further consolidation of our two University pathway programs. Direct Entry Courses (DEC) placed 1,172 student seats in 2010, contributing $2,578,400 to revenue. In September, DEC won recognition for its innovative 10 and 15 week programs by receiving a special commendation in the EA/TOEFL awards. In October, curriculum development began to extend the program to 25 weeks. The 25 week program, designed to parallel the University semester, will begin in January 2011. Our fast track IELTS program, Academic English (AE), added a lower level Academic Preparation component in 2010. These pre-intermediate courses are aimed at the mature but novice learner of English who needs to build up their academic language before proceeding to the IELTS component of the AE curriculum.

THE CENTRE FOR ENGLISH TEACHING (CET)

5

GENERAL ENGLISH (GE)

Increased diversification and an enriched student experience was the aim of the 2010 GE program. By the end of the year, students from an additional 12 nationalities had progressed through GE. 461 student seats were placed, generating revenue of $945,050. At the lower levels, the program focussed on offering a supportive and caring environment for students who either had little English or previously had little opportunity to put their English into practice. At the more advanced end, the material diversified from general topics like International Communication and Business to specialised skill areas such as English for Socialising, Networking, Telephoning and Emailing. Activities throughout the program focussed on preparing our students for a world where communication with different Englishes and different levels of English are now a reality and therefore a skill in demand.

SHORT-TERM PATHWAY COURSES

Intensive Academic Writing (IAW), Intensive Academic Speaking (IAS) and Graduate Academic Skills (GAS) placed 184 student seats in 2010, contributing $404,800 to our revenue. The curricula and methodology for these courses are grounded in current linguistic theory and practice, with input from the Linguistics Department at the University. The curriculum is based on ensuring our students can operate successfully in a variety of genres required for university study, and this approach has attracted positive feedback from both current students and alumni this year. Teachers received two training sessions in joint construction methodology from Dr Sally Humphrey, and in turn mentored 25 Linguistics postgraduate students in classroom methodology.

Our 4-week intensive Advanced Skills for Academic Success (ASAS) program offered to government-sponsored students, generated revenue of $198,900 from 102 students placed. The courses were delivered through blended use of classroom activities and online interaction. The use of a discussion board was continued after graduation to provide ongoing contact between students, as well as for alumnus support from teachers. Alumni also had access to face-to-face workshops during the year, while approximately 50 individual tutorials were provided by us. An end-of-year conference brought together approximately 100 ASAS alumni for a networking reunion.

6

2010 HIGHLIGHTS – Held decline in students and revenue to less than 15%

compared to ELICOS industry sector performance of -20.5%. Constraints included the downstream effects of the global financial crisis, currency fluctuations and downturn in inbound international students.

– Significant uptake of the Direct Entry Course as pathway to University, coupled with statistical evidence from research that our direct entry program delivers higher performing students into University faculties.

– Increasing diversity of student cohort by successfully marketing in emerging markets such as Latin America.

– Appointment of a number of additional highly-qualified teachers to accommodate more complex curriculum, maintain quality and enhance research capability.

– Increase in student numbers, revenue and diversity from our English for Specific Purposes (ESP) courses, with classes tailored to specific university discipline needs.

– Increased IELTS test centre business, including the introduction of test preparation short courses.

– A major strategic review to align CET vision and mission with the University strategic direction for 2011 – 2015.

2010 IN REVIEW

STUDENT ENROLMENTS 2009 2010

PATHWAYS

Academic English (AE) 1,778 952

Academic English Masterclass (AEM) 67 -

Advanced Skills for Academic Success (ASAS) 72 68

Direct Entry Course (DEC) (commenced 2010)

- 960

Intensive Academic Speaking (IAS) (commenced 2010)

- 32

Intensive Academic Writing (IAW) 131 99

Intensive Entry Program (IEP) 479 211

Graduate Academic Skills (GAS) 48 54

ENGLISH FOR SPECIFIC PURPOSES (ESP)

General English (GE) 603 459

Customised Programs 214 332

Cambridge Exam Preparation 8 9

REVENUE 2009 2010

PATHWAYS

Academic English (AE) 3,911,600 2,109,800

Academic English Masterclass (AEM) (replaced in 2010 with DEC)

147,400 -

Advanced Skills for Academic Success (ASAS) 140,400 198,900

Direct Entry Course (DEC) (commenced 2010)

- 2,114,200

Intensive Academic Speaking (IAS) (commenced 2010)

- 70,400

Intensive Academic Writing (IAW) 288,200 215,600

Intensive Entry Program (IEP) 1,053,800 464,200

Graduate Academic Skills (GAS) 105,600 118,800

ENGLISH FOR SPECIFIC PURPOSES (ESP)

General English (GE) 1,236,150 945,050

Customised Programs 184,451 719,965

Cambridge Exam Preparation 16,400 18,450

7

Our Community Workshops are part of a university–wide program which aims both to provide continued support for students at key stages of the student life cycle, from first enquiry to alumnus, and to engage further with the local community, providing support programs in areas of expertise.

The workshops have two complementary strands. One series of workshops provides students and community members with the opportunity to maintain and further advance their written and spoken skills. These include Speaking Fun! and Communicating Cross-Culturally in English. The second series provides language support for particular areas of need such as IELTS for PR and Work Entry and English for Winning the Job you Want.

All workshops provide practical task-based learning using a wide array of up-to-date learning tools including drama techniques, problem-solving activities and discussion based exercises. The objective is for a fun, interactive learning environment provided by experienced and caring teachers. Most of the students that attend the workshops are of an advanced level and so it at this level of English that the workshops are aimed.

Semester workshops are run regularly throughout the year. Our longer 8-hour post-university courses are run during the semester breaks. All workshops are held in CET’s spacious up-to-date classrooms on Level 5 of the Wentworth Building at the University of Sydney.

2010 HIGHLIGHTS – 600+ students registered for our first Community workshops offered in September 2010.

– The positive feedback from students who have attended the workshops.

– The professional development opportunities these workshops have provided for CET teachers.

MOST POPULAR WORKSHOPS

Speaking Fun! - a regular weekly workshop with fun activities aimed at developing and maintaining students’ speaking skills through university. In this workshop, students learn: how to project as well as control their voice; techniques for delivering more effective presentations; strategies for entering into discussions and conversations and speaking skills for maintaining interpersonal relationships.

COMMUNITY WORKSHOPS

IELTS for PR and Work Entry – a workshop designed for students or community members wanting to stay in Australia and/or get a placement with an Australian or international company. Students learn: techniques for achieving higher scores in the listening and reading tests; ways to anticipate answers in the comprehension and speaking tests; points for upgrading their writing skills as well as how to identify and work on their weak areas in speaking.

English for Winning the Job You Want – provides university students with the advanced English knowledge and skills to be more successful in their job applications. They learn: how to match their resume to the company as well as the job; develop the English language and skills companies are looking for; where to look for a job and what agencies to join.

8

9

RESEARCH

We engaged in a program of research as part of a wider thrust to inform teaching practices and to enrich the student experience at CET and in the wider university community.

Last year we supported 4 research and development projects by regular casual teachers, and these resulted in valuable feedback and insights about some of our classroom practices. These projects were:

BLENDED LEARNING AND THE CET ASAS PROGRAM BY STEWART LAIRD – This study explored ways to effectively employ computer-

based learning activities as an adjunct to face-to-face teaching in courses at CET.

THE ROLE OF BRAINSTORMING IN IMPROVING STUDENT WRITING PERFORMANCE IN THE EFL CLASSROOM BY BRADLEY CHRISTMAS – This study examined the role of brainstorming techniques

in generating ideas for writing tasks under examination conditions.

HOW CAN PRONUNCIATION BEST BE INTEGRATED INTO EXISTING CURRICULA? BY KEREN STEAD – This study explored ways in which the teaching of

pronunciation could be better integrated into the curriculum. There was a particular focus on providing students with independent study skills involving the use of technologies such as podcasts.

STUDENT PERCEPTIONS OF THE WRITING SKILL TRANSFER FROM GENRE-BASED DIRECT ENTRY PROGRAMS TO UNIVERSITY COURSES BY JOHN GARDINER – This paper investigated student perceptions of the transfer

of skills between a genre-based Direct Entry Course (DEC) at CET to the students’ target university course.

After this highly successful round of research papers, CET is currently embarking on a new round of targeted action research with a view to wider industry involvement. These projects are:

COPING STRATEGIES IN ACADEMIC ENGLISH BY DICK BIRD

– This study will look into methods used by postgraduate students in order to cope with the demands of studying in English at university. It will also examine the ways in which the teaching staff of the university adapt their teaching to the needs of overseas students.

CONCEPT MAPS FOR LEARNING AND ASSESSMENT BY CECILIA GOON – This paper will examine the role of concept mapping in the

classroom.

CULTURE AND COMPETENCE: HANDLING CRITICAL INCIDENTS AND DEALING WITH DIFFERENCE IN THE EAP CLASSROOM – AN ETHNOGRAPHIC STUDY OF INTERNATIONAL STUDENTS AND TRANSFORMATIVE PRACTITIONERS BY MARK GILLESPIE – This study focuses on new ways EAP teachers can better

prepare international students to engage more with the majority Australian culture and generally to enhance their intercultural communication skills.

STUDENT AND TEACHER ATTITUDES TOWARDS EAP GRAMMAR INSTRUCTION AT THE CENTRE FOR ENGLISH TEACHING, UNIVERSITY OF SYDNEY BY JOHN GARDINER – This study explores uses and models of grammar instruction

at CET and how students respond to different teaching techniques. This study has been awarded a place in the English Australia/Cambridge ESOL Action Research Project and will be presented at the English Australia Conference in Adelaide in September 2011.

We are also planning to expand upon this program throughout the coming year, and to engage in collaborative research with other institutions.

10

STAFF DEVELOPMENT

COMMITTEES

ADAMS, Janelle UMF - University Marketing Forum

BIRD, Dick CET Staff Consultative Committee

HOWLETT, Stephen IOC - International Operations Committee

UMF - University Marketing Forum

Middle East Expert Group

LEONTINI, Cristina UMF - University Marketing Forum

PHEASANT, Patrick IOC - International Operations Committee

UMF - University Marketing Forum

UECA - University English Centres Australia

EA (English Australia) NSW Sub-Committee

SHOUKRY, Margo IELTS Administrators Forum

VARUA, George UFC - University Finance Committee

WING-LUN, Carol CET Staff Consultative Committee

PROFESSIONAL AFFILIATIONS

HOWLETT, Stephen ISANA - International Education Association

AHRI - Australian Human Resources Institute

Associate Fellow AIM - Australian Institute of Managment

ATEM - Australian Tertiary Education Management

IEAA - International Education Association Australia

PHEASANT, Patrick MAICD - Member Australian Institute of Company

NEAS - National ELT Accreditation Scheme - Principal

EA (English Australia) Member

CONFERENCES AND WORKSHOPS

ADAMS, Janelle AIEC Australian International Education Conference

Australian Homestay Network Conference

HENDERSON, Mark English Australia Conference

HOWLETT, Stephen AIEC Australian International Education Conference

Australian Homestay Network Conference

LEONTINI, Cristina AIEC Australian International Education Conference

Australian Homestay Network Conference

IEAA - International Education Association Australia

English Australia Conference

LINDECK, Jeremy AIEC Australian International Education Conference

Cambridge English Online Testing Workshop

NEAS ELT Management Conference

MATTINGLY, Paul NEAS ELT Management Conference

PHEASANT, Patrick AIEC Australian International Education Conference

NEAS ELT Management Conference Presenter: Innovative Recruiting Practice at CET

IEAA - International Education Association Australia

CAMTESOL 2011 Presenter: Drama techniques in TESOL

ELT Managment Conference

ROBERTSON, Sandra AIEC Australian International Education Conference

SHOUKRY, Margo IELTS National Conference

IELTS Adminstrators’ Meeting

IELTS Australia Conference

Women in Leadership Conference

VARUA, George University Financial Conference

WING-LUN, Carol English Australia Conference, TESOL Research Colloquium

Doing Experimental Research in a Second-Language

Performance Development for Leaders of Learning and Teaching in Higher Education

Teaching English for Academic Purposes

PROFESSIONAL DEVELOPMENT

ADAMS Janelle Indesign - introduction

Managing change

AWAD, Samia Performance Management & Development

CHAN, Jason Performance Management and Development

Content Management System - Webmaster

PeoplePulse online survey

FileMaker database management system

St John Ambulance First Aid course

DEHNI-STALKER, Yasmin Managing Challenging Client Interactions

Performance Management and Development

Customer Service - Managing Difficult Interactions

Contributing to Teamwork, Minute Taking and Servicing Committees

Customer Services Skills, Cross-cultural Communication

Essential Skills for Administrative Staff

FERNANDEZ, Sunyoung Performance Management & Development

GREENWOOD, Jannette Senior Leadership, Managing People Through Change

HOWLETT, Stephen Doctor of Education (current)

Master of Education (International Education)

OHS Risk Management for Managers and Supervisors

OHS Auditor

LEONTINI, Cristina Diploma of Project Management, Diploma of Marketing

Women in Leadership

LINDECK, Jeremy Senior Leadership, Managing People Through Change

OHS Risk Management for Managers and Supervisors

MATTINGLY Paul Senior Leadership, Managing People Through Change

PHEASANT, Patrick Doctor of Education (current)

Filemaker Database Management System

Senior Leadership, Managing People Through Change

eLearning, LMS

RICH, Samantha Windows in a nutshell, Managing difficult people

Cross-cultural communications, Upskill to learn LMS

ROBERTSON, Sandra Leading Teams Through Change

Certificate IV in Frontline Management

Performance Management & Development Reviewer

Diploma in Management - in progress

SACCO, Maria Making the most of PM&D

Contributing to Teamwork, Customer Service Skills

Minute Taking and Servicing Committees, CMS

Essential Skills for Administrative Staff

SLAMER, Walter OHS Risk Management for Managers and Supervisors

OHS Auditor training

VARUA, George OHS Risk Management for Managers and Supervisors

Financial Management

Performance Management & Development Reviewer

WING-LUN, Carol OHS Risk Management for Managers and Supervisors

Certificate IV in Frontline Management

PM&D for New Reviewers

Copyright Basics

WHITE, Helen Performance Management & Development Reviewer

eLearning

Managing Change

Content Management System - Author

11

FINANCIAL REPORT

2005 2006 2007 2008 2009 2010

Total Revenue 5,733,858 6,148,995 6,502,765 8,694,431 7,924,411 7,386,588

Total Employee Benefits 3,545,080 3,951,172 4,286,946 4,626,100 5,172,627 4,687,503

Total Non Salary Expenses 1,428,720 3,808,644 1,781,875 2,406,290 2,285,274 2,034,667

NET OPERATING MARGIN 778,467 749,179 433,943 1,662,041 466,509 664,418

A series of stringent budgetary controls were introduced in 2010 to help check the effect of an ELICOS industry-wide decline of 20.5% during the year.

Despite this downturn and the downstream effects of the global financial crisis, CET managed to return a positive contribution to the University that was 42% better than 2009 financial results.

The effectiveness of these controls was most evident in the aggressive 54% increase in Customised Programs student enrolments which generated a threefold increase in revenue from that sector of our operations. Also, IELTS test centre business contributed 20% revenue.

0

1,000,000

2,000,000

3,000,000

4,000,000

5,000,000

6,000,000

7,000,000

8,000,000

9,000,000

10,000,000

2005 2006 2007 2008 2009 2010

Total Revenue Total Employee Benefits

Total Non Salary Expenses NET OPERATING MARGIN

12

STAFF

STAFF MEMBER POSITION QUALIFICATION

ADAMS, Janelle Marketing Officer Grad Cert Mrkt

AWAD, Samia Finance Assistant Cert II Act,

BIRD, Richard Teacher MA Appl. Ling., Cert & Dip TEFLA

DEHNI-STALKER, Yasmin Admissions Assitant Cert III IT

BROE, Rosemary Teacher BA (Langs), Grad Dip Ad Ed (TESOL),

BROWN, Gerald Teacher BA, Grad Dip Ed, Dip TESOL, Dip ESL

BRUCE, Daniel Deputy Director MA (Prof. Comms), CELTA, DELTA, IDLTM

CHAN, Jason Administrative Officer BIS, Dip ComSci., CertIV ComSci., CertIV RetMgt

CLARK, Anna Teacher BA Hons, Cert TEFL, Dip Ed

CHRISTMAS, Bradley Teachers BA Soc Hist., CELTA

DEAMER, Nicholas Teacher BA, DipEd, Dip T, C TEFLA

DURHAM, Rebecca Teacher BA Ling., MSc Sph Lang Prc., CTEFLA, TAA Cert IV

DUTCHER, Lydia Teacher BA Eng., CELTA

GARDINER, John Teacher DipTeachPri, GC TESOL, MA TESOL

GERING, James Teacher BA Eng Int Rel., MA Crt Wrt, TESOL

GILLESPIE, Mark Teacher MPhilEd, BA, BEd., Grad Dip TEFL,

GOON, Cecilia Teacher BA, DipEd., MEd ESL.,

GREENWOOD, Jannette Teacher B.Ag. Ec, MA Appl. Ling., Dip Ed MA, Cert TESOL, Dip TEFLA

HEGARTY, Geoff Teacher BA, CELTA DELTA

GRENVILLE-VAUGHAN, Charles Teacher BSc Psych, CELTA, DELTA, Grad Dip Bus Adm Mgt, MSc Trn Dev

HENDERSON, Mark Teacher B Mus.MA Appl. Ling., Cert TESOL

HOLM, Michael Teacher BA, MA, CELTA

HOWLETT, Stephen Head of AdministrationMEd IE, Sydney; BAdultEd(VocEd), UTS; DipTeach(Techn), SCAE; Dip MaritimeStudies, RANC.

KNOWLES, David Teacher MA DipEd, Cert TESOL

LAUDENBACH, Maria Teacher BSW, MA Ling., TESOL, DELTA, CELTA

LEONTINI, Cristina Project Officer - Curstomised Programs BA Ed, Dip TESOL, Dip Prj Mgt, Dip Mkt

LINDECK, Jeremy Education Manager MEdAdmin, BA EngLit, GradDip TEFL, GradDip Adv

LIOE, Yi Tzing Teacher BA, DipEd, MA TESOL, GradDip TESOL

MATTINGLY Paul Education Manager BA, MA App Ling., Cert TESOL

PHEASANT, Patrick DirectorBA, Grad Dip Teach, MEd (TESOL), Grad Cert Occupational Studies, Grad Dip Management, MAICD

PRENTICE, Stephen Teacher BA, CELTA

ROBERTSON, Marcella Teacher BA, MA Appl. Ling., MEd TESOL, CELTA

ROBERTSON, Sandra Admissions Officer Cert IV FrtMgt, CELTA

SHOUKRY, Margo IELTS Administrator BA Science and Education

SKOWRONEK, Asher Teacher BA, MA, MEd Adult Ed, DipLib, Cert TESOL

SLAMER, Walter Teacher BA MA, Cert TEFLA

SOLOMON, Kaye Teacher BEd(TESOL)

STEAD, Keren Teacher BA, MA Appl. Ling., MA Env. Devt., Cert TESOL

VARUA, George Finance Officer B.S.I.E, Grad Dip in Business, Dip Acct,

WAGHORN, Lesley Teacher BA, MA Comm/Ling, CELTA

WATSON, Julie Teacher MEd, DipTeach, GradDipTESOL

WHITE, Helen Admissions Officer Cert BusAdm

WING-LUN, Carol TeacherBA, DipEd., MA App. Ling., TESOL, Grad Cert HEd, CertIV FrtMgt

ZISOPOULOS, George Teacher BA., MA., DipEd (in progress), TESOL

1

CRICOS 00026A

ABN 15 211 513 464

Produced by The Centre for English Teaching, University of Sydney, March 2011. The University reserves the right to make alterations to any information contained within this publication without notice. Information correct at the time of printing March 2011.

Centre for English TeachingLevel 5, Wentworth Building (G01) Corner of City Road and Butlin Avenue Darlington NSW 2006 Australia T +61 2 9036 7900 F +61 2 9036 7910 E cet.info@sydney.edu.auwww.sydney.edu.au/cet

Centre for English Teaching CRICOS provider code: 01019CThe University of Sydney CRICOS provider code: 00026A