MA (TESOL), Grad Dip Business, BSc, CELTA
I was born in Lower Hutt, but was raised in Saudi Arabia, the Netherlands, and Austria. I returned to New Zealand for a brief period to complete my initial tertiary studies, and since then I've lived in Taiwan, returning to New Zealand in 2015. I am currently Head of Programme for pre-degree English Language (EAP) at Lincoln University, in Te Wai Pounamu (the South Island) of Aotearoa (New Zealand). My background is in TESOL and I've worked as a teacher, teacher trainer, and academic manager across a range of sectors.
My primary interests are in the areas of international student experience and TESOL leadership/advocacy. I have a strong desire to ensure, in my current working context, to make the utmost effort to ensure that the academic and social needs of our newest residents are met. In addition, I keenly believe that the role of the TESOL practitioner is becoming increasingly important, requiring a more central role in educational delivery and planning. I am a strong advocate of the appropriate use of technology to enhance learning opportunities.
I affirm that there is a strong need for language policy in Aotearoa to continue the regeneration of te reo Māori, strengthen the position of New Zealand Sign Language, and support the maintenance of minority languages. In conjunction with this, language policy and planning must support the development of English proficiency to ensure the success of all in both education and society.
Finally, as president of TESOLANZ, I will continue the work of past presidents and serve the stakeholders in the TESOL sector.
Christine Hanley began her career in education as a trained primary school teacher. On completion of an undergraduate degree in linguistics and post-graduate study in applied linguistics, she moved into teaching English as an additional language in the tertiary sector. She has taught adult learners from beginner level to pre-university entry level. Other roles she has undertaken include director of a national research project focused on building evaluative capability in schools, coordinator for a consortium of ten high schools, and manager of a government-funded project aimed at building an enterprising culture in three high schools. In the past, Christine chaired the AKTESOL committee while also a member of the TESOLANZ Executive. In 2017, she rejoined the TESOLANZ Executive and was responsible for branch liaison until 2021. She was also convenor of CLESOL 2021 conference. She is currently working as an EAL specialist for a UK-based company.
Dr Marty Pilott
PhD, MA(Hons), DipTchg, DipTESL, DipMgt, CertPubPol
I have been on the TESOLANZ Exec since 1996 as either President or Secretary plus web manager or liaison.
My doctorate investigated the features of pronunciation needed by migrants to integrate into NZ society and find work. Since I was 16 I have been an incorrigible etymologist, phonologist and acquirer of languages, dictionaries and unusual words (I have discovered that I am ambisinistrous, which means equally clumsy with both hands!) After studying languages and linguistics I spent three years OE living in various Asian countries. My first teaching experience was for the British Council in Esfahan, Iran. I have taught secondary English and written and edited English textbooks, but have worked in ESOL since 1990 when I joined WATESOL and have written How to Teach a Language. I have taught at WelTec, was a TEC advisor for two years and managed two Wellington PTEs. I have been on a range of government committees and have run workshops at most CLESOL conferences.
Outside of TESOL I enjoying collecting and restoring old dictionaries, Toastmasters, acting, and driving a Suzuki Boulevard cruiser.
Dr Faezeh Mehrang
I am originally from Iran and came to New Zealand in 2011 to complete a PhD degree in Applied Linguistics at The University of Auckland. My doctoral studies were in the area of Task-based language teaching and focused on the impact of task design and task repetition on English as a second language writing. My TESOL journey began in a language school in Iran when I was 18 years old and since then, I have taught to different age groups in a variety of contexts.
As a Senior English Language Teacher at Professional and Continuing Education, Massey University, I enjoy teaching Academic English and supporting students through their academic journey. My primary interests are teaching academic writing, curriculum and course design, educational technology and e-learning.
I am also passionate about supporting my peers and take every opportunity to share my experience and knowledge with them. I have, therefore, presented in several national and international conferences and have received awards for three of these presentations. I have been an AKTESOL Committee member since 2018 and engage in TESOL community activities and events.
Breda Matthews is a PLD provider and resource writer. Breda is the owner of the English language Resource Centre which provides assessment resources and professional development to teachers and schools. She is currently the facilitator of secondary ESOL Online and team lead for the Learning Village New Zealand. Breda has taught in Years 7 to 13 and in pre-tertiary courses. She has been a member of NZQA project advisory groups and panels developing EAP, ESOL and English language unit standards and has worked as an NZQA moderator for English language unit standards. Breda has developed assessment resources and teaching and learning materials for English Language and EAP standards for both NZQA and the Ministry of Education.
My role as an ESOL teacher is underpinned by my belief in supporting students to be bi-lingually/ multi-lingually agile. Currently I am Head of ESOL at Christchurch Boys High School. Before that, I worked for in various professional learning and development (PLD) Ministry of Education contracts held by the UC College of Education. These included the implementation of the NZ Curriculum, the Secondary Literacy Project and the national contract supporting secondary teachers of English Language Learners. And earlier, I did similar things in Auckland. I have represented TESOLANZ from time to time, including in the discussions about the positioning of English language learning in the NZ Curriculum.
I have been involved with TESOLANZ since arriving in New Zealand in early 2003, serving as one of the co-Chairs for the 2016 CLESOL conference and serving on the TESOLANZ Exec (looking after publications) since 2019.
My main area of interest is language assessment, which has been fuelled by my involvement in a number of well-known international English language examinations and was capped off when I achieved my MA in Language Testing back in 2013. I’m also heavily involved with the delivery of NZCEL programmes New Zealand-wide, and currently serve as the leader for the national NZCEL Providers’ Forum.
My teaching background is in secondary English Language, English, Social Studies and languages. I have been a middle leader, literacy co-ordinator and academic dean.
I am now working as a PLD facilitator for Evaluation Associates based in Tauranga Moana, having previously worked for the Universities of Waikato and Canterbury in similar roles. I have facilitated PLD in secondary schools in English Language and home-school partnerships, literacy, Te Kotahitanga (culturally responsive practice to raise Māori achievement) and NCEA English. My current role includes PLD in assessment for learning and supporting schools in preparation for NCEA literacy changes, as well as effective use of the Curriculum Progress Tools and e-asTTle to inform teaching and learning. I have a particular interest in assessment and am currently an NZQA English Language and English for Academic Purposes moderator and an IELTS examiner.
I am passionate about supporting teachers – English Language specialists and teachers in all NZ Curriculum learning areas - to meet the language, literacy and cultural learning needs of Aotearoa New Zealand’s increasingly diverse student population using an appreciative inquiry approach. Having lived and worked in Fiji and in Vava’u, Tonga, where my first child was born, I feel a special connection to the Pacific Islands and much of my PLD work has included a focus on raising Pasifika engagement and achievement in the regions.
TESOLANZ has a key role in advocating for English language learners and teachers. I have therefore supported TESOL at branch level for many years and am currently on the BOPTESOL committee. I have been the Secondary SIG liaison person in the past and recently worked in a seconded PLD role on the Executive.