The Association of Hong Kong Language Centres (AHKLC) is delighted to extend this invitation to submit proposals for its inaugural Symposium, which will be held virtually on the afternoon of May 27, 2022. The theme selected for this year’s Symposium is “Where We’ve Been & Where We’re Going.” Faculty and staff of AHKLC member programs are welcome to develop proposals for 20-minute presentations that broadly align with this theme. Proposals that address teaching and curricular innovation are especially welcome.

Presenters may choose to address a topic of relevance for any language of instruction forming part of an AHKLC member institution’s course offerings. Proposals should, however, include an English-language abstract of no more than 300 words.

For more details on proposal requirements, or to submit your proposal, please see the proposal submission page linked here or scan the QR code below.

Please note that the deadline for proposal submission is Saturday, April 30, at 12:00pm.

Cordially,

Wesley

Wesley Curtis, PhD

Head, Chan Feng Men-ling Chan Shuk-lin Language Centre

College of Liberal Arts and Social Sciences

City University of Hong Kong

wacurtis@cityu.edu.hk | https://www.cityu.edu.hk/lc

P: 3442 7443| F: 3442 0165

Annual General Meeting 2021

The Annual General Meeting of the Association of Hong Kong Language Centres will be on Thursday 29 July 2021 at 3:30 on Zoom.

The agenda is:

1. Opening remarks

2. Reports by the President, Treasurer and Secretary

3. Election for new Treasurer

4. Discussion of and Voting on any motions - please send motions to the Secretary

5. AOB

For the post of Treasurer, nominations and the names of proposers and seconders shall be delivered to the Executive Officers at least one week in advance. Proposers and seconders must be members of the Executive Committee (see the Members page of the website at https://sites.google.com/view/ahklc/members). The nominee cannot be their own proposer or seconder.

Details of the Zoom meeting:

Topic: AGM of the AHKLC

Time: Jul 29, 2021 03:30 PM Beijing, Shanghai

Join Zoom Meeting

https://polyu.zoom.us/j/93894832848?pwd=Z0RTcStjUEZhZE0vT1hpaFF1SHB2dz09

Meeting ID: 938 9483 2848

Passcode: Sent to members via email

Join by Skype for Business

https://polyu.zoom.us/skype/93894832848

One nomination for Treasurer has been received so far: Dr. Mable Chan of Baptist University's Language Centre

Proposer: Melinda Whong (President)

Seconder: Andy Morrall (Secretary)

Here is her platform:

Mable’s Platform for the Position of Treasurer of the Association of Hong Kong Language Centres:

I would like to be considered for the position of Treasurer of the Association of Hong Kong Language Centres (AHKLC). My experience serving in the Hong Kong Association of Applied Linguistics (HAAL), together with my expertise in university teaching, research and service, make me a qualified candidate for the position.

If elected Treasurer, I will be dedicated to managing the finances of the Association and ensuring accurate financial reports and proper maintenance of financial records. I will work closely with the President and the Secretary to develop short-term and long-term financial goals in addressing the missions of the Association.

I am a Senior Lecturer in the Language Centre at Hong Kong Baptist University (HKBU). Before joining HKBU, I worked in the Department of English of The Hong Kong Polytechnic University for close to 20 years, where I was involved in teaching, research and service requiring leadership and collaboration. As the Secretary of HAAL and having served in the Association for 15 years (since 2006), I have had extensive experience organizing conferences, seminars and social events for members. The experience of developing affiliation with well-established teachers’ networks in Asia and representing HAAL in joining conferences as a featured speaker will also be an asset in helping AHKLC develop similar networks and connections across HK.

I was also invited by the government to join different Councils offering consulting services. I was appointed as a specialist of Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ), and I am a member of the Curriculum Development Council. The experience in reviewing English language programmes (up to degree-level programmes) for accreditation purposes, and examining the English curriculum and related language policies for secondary education in Hong Kong allows me to develop insights which can benefit my work as a key Executive Member of the Association.

The state of Self-Access Learning Centres in Hong Kong

This was a joint event hosted by HASALD (the Hong Kong Association for Self-Access Learning and Development) and the AHKLC on 22 March 20221.

Speakers from five Hong Kong universities - Baptist U, City U, Hong Kong U, Lingnan U, and PolyU – presented and shared the latest news regarding self-access learning at their language centres.

The discussion explored issues such as:  

• How has your SAL centre adapted to the online and hybrid teaching and learning environment? 

• What have been your learning centre’s struggles and wins? 

• What new initiatives have been implemented, or may come in the future?  

Contributing to the depth of these discussions, Dr Andy Morrall of PolyU presented on the first AI service robot, TEMI, to serve at the ELC CILL. Likewise, Dr Ellie Law and her co-investigator John Della Pietra of HKBU further shared about a TDG project proposal aiming to set up a Social Learning Space in the Learning Commons to promote social language learning and cross-cultural exchange.

Presenters: 

• Dr Ellie Law, Senior Lecturer, Language Centre, Hong Kong Baptist University 

• Mr John Della Pietra, Assistant Lecturer, Language Centre, Hong Kong Baptist University 

• Dr Angel Garralda, Senior Lecturer, CEAL, Lingnan University 

• Dr Joe Ching, CILL Coordinator, ELC, The Hong Kong Polytechnic University

• Dr Andy Morrall, Senior Teaching Fellow, ELC, The Hong Kong Polytechnic University 

• Mr Vincent Sheung Kwun, Instructor, ELC, The Hong Kong Polytechnic University

• Mr Sam Cole, Convener, CAES Communication Support Services; Coordinator, CAES Writing Centre, Hong Kong University 

• Dr Hebe Wong, Lecturer, Manager of Self-access Centre, Chan Feng Men-Ling Chan Shuk-Lin Language Centre, City University of Hong Kong

Developing a Personal Approach to Teaching Language for Communication

Thursday 30 May 2019, 4:30-6 pm

by Prof. Bill Littlewood

Venue: CEC801, Ho Sin Hang Campus, Hong Kong Baptist University (Campus Map)

Abstract

Many developments in the field of language teaching have been informed by the belief that there exists a single ‘best method’ which can be implemented in every learning context. As experiences across the world have contradicted this belief, we have moved gradually into a so-called ‘postmethod’ situation. Teachers are now encouraged not to simply implement principles and techniques designed by others but to develop their own approach suited both to the nature of second language learning and to the context where learning takes place (including the personal beliefs and styles of the teachers and learners involved). The principles on which this approach is based should thus be ‘context-free’ in that they are fundamental to the nature of second language learning as a process wherever it takes place but also ‘context-sensitive’ in that they can be adapted to the needs and preferences of individual learners and teachers.

There have been several proposals in the literature for frameworks of principles which can guide second language teaching in our ‘postmethod’ era. This paper will look briefly at two of these frameworks (those of Dörnyei, 2013 and Richards, 2006). It will then propose a higher-level framework for developing a personal approach based on two fundamental requirements of the learning-and-teaching task, namely that activities should:

• be oriented towards the goal of communicative competence (since only in this way can learning proceed in the appropriate direction);

• engage learners as deeply and personally as possible (since only in this way can learning take place at all).

These two dimensions of ‘communicativeness’ and ‘engagement’ will be presented as a matrix. The ‘communicativeness’ continuum represents each learning activity’s orientation towards the communication of messages. A teacher may draw on all parts of this continuum but in the course of learning, the dominant nature of the activities will move further from those which develop the part-skills of communication to those which require a more global communicative competence. The ‘engagement’ dimension is also a continuum. In both communicative and non-communicative learning activities, the teacher always aims to stimulate the highest possible level of engagement. As possible guiding frameworks, we will consider Keller’s (2010) ARCS model of motivational design (Attention; Relevance; Confidence; Satisfaction) and the four strands of engagement discussed by Philp and Duchesne (2016) (Cognitive engagement; Behavioural engagement; Emotional engagement; Social engagement). Working with this matrix, teachers seek optimal ways to implement, in their own context, the two fundamental requirements mentioned above.

Biodata

Bill Littlewood is an Honorary Professor at the Language Centre, Hong Kong Baptist University, teaching mainly on MA courses in language studies. His publications are used widely in teacher education.

17 May 2019 - Friday

The AGM will be held on Friday 17 May from 4:25-4:55 in room CF303 at PolyU and at the same time as the Writing Roundtable ( https://elc.polyu.edu.hk/conference/WR/index.php/WR/WR2019 ). Registration for the Writing Roundtable is not compulsory, but would be welcomed.

The AGM agenda will be:

1. President's report

2. Secretary's report

3. Treasurer's report

4. Election of a new Treasurer

5. Discussion of and Voting on motions

6. Any Other Business

University Language Centres - Self-evaluation, risk analysis and medium-term strategic planning

Wednesday 10 April 2019, 5:00 p.m., Room A607, English Language Centre, Hong Kong Polytechnic University

Abstract

University Language Centres have a rich and diverse history. Through our national and international associations, we have been able to forge close, deep links in the realms of research, teaching methodology, language assessment, the applications of new technologies and staff and student exchange. The past 30 years has been a period of expansion and great success in our sector, linked to rapid globalization and the need to facilitate the transformation of our students into global citizens, free to travel, live and work across the world. Simultaneously, Language Centre Management Teams have been required to produce periodic Strategic, Operational and Financial plans, many of which have required detailed risk registers and self-evaluation documentation.

As we currently find ourselves in a much more challenging environment, where many previous conventions can no longer be taken completely for granted, I will present a current SWOT analysis of our sector, highlighting the implications for medium-term future strategic planning

Professor Ray Satchell

University of Sussex

Bio-data

Professor Ray Satchell FRSA

Ray Satchell, Emeritus Professor, Applied Language Studies at the University of Sussex, has worked in the higher education and language training sectors of various countries, including Finland, Mozambique, Sweden, the Ukraine, and Vietnam. His employers have included British Airways, the British Council, the Swedish International Development Agency (SIDA) and the Universities of Bristol, Helsinki, Stockholm and Tampere. He is the founding and former Chair of the Association of University Language Centres in the UK and Ireland (AULC), and a former Vice-President of CERCLES. He has been the executive board representative for both LSP and EAP on the UK University Council for Modern Languages (UCML), the treasurer of the British Association of Lecturers in English for Academic Purposes (BALEAP) and an advisory board member of the UK Subject Centre for Languages, Linguistics and Area Studies. He has also been the external advisor on Learning, Teaching and Portfolio reviews at the Universities of Aberdeen, Cambridge, Cork, Exeter, Warwick, the LSE and UCD.

Ray was the Director of the University of Sussex Centre for Language Studies from 2010 to 2018. He moved to Sussex from the University of Bristol, where he had worked for over 21 years as the Director of the Language Centre, and an Associate Director of the Centre for East Asian Studies. During his time at Bristol, he was also the instigator and subsequent Head of the University International Foundation Programme.

March 2019

14.30- 15.45 on 11 January 2019, Room AG710, at the Hong Kong Polytechnic University.

The challenges and dilemmas of teaching EAL students across the disciplines in English medium higher education. Is there a role for plurilingual pedagogical approaches?

Dr Steve Marshall

Abstract:

Traditionally, the target learner across the disciplines in Anglophone higher education has been an idealized native speaker of English. However, as a result of market-oriented internationalization models that attract students in their hundreds of thousands to English-medium universities in North America, the UK, Australia, and elsewhere, educators are frequently teaching linguistically and culturally-diverse classes made up of large numbers of students for whom English is an additional language. Equally, in English as a Medium of Instruction (EMI) contexts in countries where English is not the dominant national language, students and their instructors often struggle to adapt. This is where, some argue, plurilingual teaching approaches might play a role. Two of the key tenets of plurilingual pedagogies are that students’ additional languages should be seen as assets for learning, and that spaces should be opened up to promote language awareness, and for students to use different languages as tools for learning. But how realistic is this across the disciplines in multi-faculty universities, where “content” specialists, for example in fields such as Economics, Applied Sciences, and Business, may view their classrooms and their teaching roles as through very different lenses.

I present data from a one-year qualitative study that analyzed the pros and cons of employing plurilingual pedagogy across the disciplines at English-medium institutions in Western Canada, and look for answers to two research questions:

• What challenges do EAL students and their instructors face in linguistically-diverse classes?

• How do instructors respond and adapt their teaching in classes that are characterized by large numbers of students learning through English as an additional language?

A plurilingual team of two investigators and six research assistants, collected the following data:

• 40 hours of classroom observations carried out over a six-month period

• approximately five hours of recordings of students’ interactions while they carried out collaborative tasks

• semi-structured interviews with 23 students and seven instructors

• analysis of students’ writing samples

The data illustrate complex inter-relationships between language, writing, content, course objectives, and teachers’ identities that make the application of plurilingual approaches feasible in some contexts and quite problematic in others.

----------

Steve is an Associate Professor in the Faculty of Education at Simon Fraser University, Vancouver, Canada. He is currently researching academic literacy and plurilingualism across the disciplines in Canadian higher education.

Talk by Prof. GU Xiang Dong at 3:30 p.m. on Friday 14 December 2018 at PolyU, Room AG710

40 Years of the National Matriculation English Test in Mainland China—its Impact and Implications

Abstract

It has been 40 years since the restoration of the National Entrance Examinations for Colleges and Universities (generally referred to as Gaokao for short) in 1977 in Mainland China. In this talk, I shall first give a brief introduction to the social, economic, political, cultural, and educational contexts of Gaokao in the late 1970s. I shall then focus mainly on the reforms of and changes in the National Matriculation English Test (NMET for short) over the last four decades, particularly in terms of its purposes, constructs and major components. I will use my own experience, sitting NMET twice, developing NMET test papers three times, and leading two research projects on NMET validation and impact studies, to illustrate how decisive an impact NMET can have both on individuals and society at large. My story will demonstrate and contextualize the huge changes in English language teaching, learning and assessment in mainland China over the last four decades. This should prove very helpful for people’s understanding of the role and status of high-stakes English examinations in the social, economic, political, cultural and educational transitions of mainland China. Finally, I shall discuss how far we have come with the NMET and suggest what the future may hold for the necessary standards, transparency, accountability and fairness of high-stakes exams in mainland China and beyond, especially with reference to China’s Standards of English Language Ability (CSE), an initiative launched in 2018 under the auspices of the National Education Examinations Authority, People’s Republic of China.

Key words: the National Matriculation English Test (NMET), contexts, test purpose, construct, impact, China’s Standards of English Language Ability (CSE)

Biodata

Dr GU Xiangdong is a full-time Professor, MA and PhD Supervisor, and Director of the Research Center of Language, Cognition & Language Application at Chongqing University, China. She has also worked with Cambridge Assessment English, Cambridge University, UK, as an academic consultant since 2012. Her research interests integrate issues in language teaching, learning, assessment and foreign language educational data mining. She is leading a key research project on language assessment: ‘A Comparative Validation Study of CET, IELTS and TOEFL iBT’, funded by the National Philosophy and Social Science Foundation of China. Professor Gu has published numerous journal articles and books and delivered over 200 keynote speeches, talks, seminars and presentations at universities, conferences, institutions and organisations nationally and internationally over the past five years.

Director

Research Center of Language, Cognition & Language Application

Chongqing University, Chongqing, China, 400044

http://www.langcola.cqu.edu.cn/

Professor

English Department, School of Foreign Languages and Cultures

Chongqing University, Chongqing, China, 401331

http://www.cfl.cqu.edu.cn

Consultant

Cambridge Assessment English

Part of the University of Cambridge

http://www.cambridgeenglish.org/

For car parking arrangements, please contact andrew.morrall@polyu.edu.hk

3^rd Steering Group Meeting Minutes

8 June 2017

Present:

Andrew Morrall (Interim Secretary, PolyU)

Nigel Huckstep (Interim Treasurer, UST)

Marshall Moore (Lingnan)

Stephen Bolton (CityU)

Miranda Legg (HKU)

Patricia Warren (Baptist U)

Apologies:

Bruce Morrison (Interim President, PolyU)

Rita Singh (Baptist U)

Minutes:

1) Secretary’s report:

The Secretary reported that police authorisation for the establishment of the Association had still not been received.

2) Revisions to the constitution:

Regarding the last paragraph of Section 6.2 of the Constitution (“Balloting for EOs shall be of all members of all membership types on the basis of one person, one vote: all staff from language centre institutions, associated institutions, as well as individual associate members, can vote. Online voting is permissible for members who cannot attend the AGM.”) it was argued that since the main thrust of the Association is to represent institutional members, only staff of full institutional members, and not associate institutional or individual members, should be allowed to vote for Executive Officer positions. It was agreed to propose this change at the AGM.

3) Candidature for EO offices:

The principle that Executive Officers should be from different institutions was agreed, with the proviso that if this would result in a EO position being left vacant, a second person from the same institution as an elected candidate could be chosen. It was agreed to propose this at the AGM.

4) How much the treasurer can spend without prior authorization:

It was agreed that the spending limit should be adjusted to HK$2,000. This will be proposed at the AGM.

5) Date and venue for a reconvened AGM:

It was agreed that the venue for the AGM should be the International Conference on ESP, new technologies and digital learning, at The Hong Kong Polytechnic University, Hunghom, Hong Kong, from 7-9 December 2017. After the meeting the Secretary conferred with Interim President, who approved this suggestion. (Post-meeting note: the AGM did not take place at this conference)

6) There being no other business, the meeting concluded.

Minutes of the Second Steering Group Meeting

Association of Hong Kong Language Centres

10:00 am on Thursday 9 March 2017

Present:

Andy Morrall (PolyU) Chair

Miranda Legg (HKU)

Lillian Wong (HKU)

Stephen Bolton (CityU)

Paul Myers (Baptist U)

Pamela Leung (Education U)

Absent with Apologies:

Marshall Moore (Lingnan U)

Overview:

The aim of the meeting was to:

1) receive feedback on stakeholders' views on the proposal to set up the Association,

2) make further plans about when and how to formally start it, and

3) plan how to implement its mission.

Items:

1) Stakeholder views

Ideas:

Nigel Huckstep emailed the idea that “we might beg a little ‘airtime’ to launch the Association formally at the Faces of English 2 conference at HKU 1-3 June. It ought to be possible to have a constitution and officers in place by then and I am sure colleagues from centres in HK and nearby will be in attendance.

Action: Lillian (in charge of the Faces of English 2 conference) and Andy will communicate to make arrangements; e.g. scheduling the first AGM.

Issues:

Continuing Professional Development Hub project (led by Lillian Wong of HKU, with Stephen Bolton of CityU, PolyU, UST and EdU) proposal includes conference and SIGs. Outcomes: website of best practices, innovative projects and resources; system of teacher professional development, communities of practice; collaboration; sharing of materials; edited volume on best practices; an edited volume on innovative teaching and research from the international conference in 2020. 2 symposiums and a conference (in 2018, 2019 and 2020).

The Association could provide sustainability for after the project period, thus strengthening the proposal and ensuring that the long-term deliverables don’t stagnate.

The Association can link up various projects, e.g. this and the ICOSA repository, so that they continue to be used, and prevent re-inventing the wheel.

Action: Lillian will let us know if the project is approved by the UGC.

2) Set up association: Police docs, bank account (What bank? e.g. DBS),

Election of interim chair, secretary, and treasurer. See Police doc for details needed of position holders.

Action: It was decided that filing the application with the Police could be done after the Faces of English conference and the associated meeting of the Association and election of Executive Officers.

3) Implement Mission:

i. Advocate for the interests of the members of the association

Plan – share data e.g. teaching hours, assessments via survey on website –

Discussion - what data should we share / link to?

Suggestions included class size, pedagogical approaches, types of class, duties and number of staff at different ranks, the place of “service” in staff duties, and the place of ELCs in university structure and teaching priorities.

ii. Encourage scholarship

a) Symposia / conferences:

Take part in Faces of English 2.

Find out what other conferences in HK are planned (e.g. by CPD Hub project) and get involved.

The normal arrangement of the Association is to cooperate with and assist institutional members who are organising conferences, rather than run its own conferences. However, if a suitable opportunity arises, the Association could organise its own symposia or conferences.

b) At a centre level: presentations can be publicised on the website, for members who cannot attend, ppts etc could be uploaded.

c) At an individual level:

So staff can see who does what and is an expert in what:

- Have a list of publications by Assoc member staff, searchable and sortable by topic.

- On the website have a list of ongoing projects and their personnel

d) Establish SIGs; e.g. IT and assessment, maybe in coordination with CPDhub project.

It was noted that the budget of the Association is based upon its membership fees, and thus is much smaller than that of the proposed CPD Hub project, which will result in more limited deliverables. If the project is funded, the Association can liaise with it, as detailed in point 1 above, but if not some aspects of the proposal that are in line with the mission of the Association and possible within its budget could be acted upon.

iii. Facilitate international contacts:

a) Inform regional, national and international Associations of our existence

b) Go to their conferences to publicise ourselves

c) Apply for associate membership of them

d) Encourage international associate membership of our Association by publicity; e.g. on website, at conferences

iv. Promote the status of language centres and their staff:

a) publicity via the website

b) inform interested parties (e.g. UGC) of our existence and expertise

c) include details of membership in reports to various bodies

d) provide contact details for enquiries

v. Facilitate cross-centre initiatives; e.g.:

a) benchmarking - publicise results of upcoming benchmarking

exercises e.g. PolyU and a Polish university

b) monitoring international standards – e.g. from newsletters and

other publications of foreign associations

Points iii to v were agreed in the meeting.

4) Constitution; esp. rules for use/approval of funding (needed by police)

The following sections and details of the constitution were agreed:

1. Name – The Association of Hong Kong Language Centres

2. Address – could be of the Association President or the PolyU

3. Mission – as above

4. Membership:

4.1 Institutional Memberships - (eligibility: all Hong Kong tertiary language centres, including those of Associate degree awarding institutions)

4.2 Institutional Associate Memberships (eligibility: overseas language centres such as Macau, overseas organisations such as AULC)

4.3 Individual Associate Memberships (eligibility: members of non-member institutions such as NET teachers, staff of non-member academic institutions)

5. Cessation of Membership – withdrawal in writing or subscription unpaid after 6 months

6. Structure:

6.1 General Assembly

AGM, advance notice by at least 1 month, frequency once per annum, at conference where possible, simple majority voting (except for amendments to constitution)

The possibility of online voting was suggested, so that members who could not attend the conference that contains the AGM can still vote. This will be investigated.

6.2 Executive Officers, term of office (2 years, re-electable, starts at end of AGM),

election procedures: nominations & seconders to EOs in advance (except for first election, for which it will be done by the steering committee, who will set up the first election and its procedures, including guidelines about who can stand for election.)

Balloting – all members of all membership types, 1 person 1 vote, by online vote, if possible

Executive Committee:

Membership (1 from each full member institution, 1 representative of Associate members (if any), and 1 representative for individual members (if any). The Executive Officers (EOs) will represent their institutions, so that institutions will not have 2 representatives. However, if more than 1 EO is from the same institution, they can all participate and vote.

Procedure on early resignation / withdrawal from membership (e.g. no refund of fees, no replacement until voting at next AGM).

Proxy voting will be allowed on written notification to the President.

The meetings of the Executive Committee will be quorate if one-third of members are present (including proxy votes).

AGM agenda:

Election of Officers, Chair Person's report, Secretary's report, Treasurer's report, Special Interest Group reports, Discussion of and voting on motions, Any Other Business

7. Finance

Spending limits – Treasurer alone: up to HK$5,000, above needs all Exec Officers sign-off

Can’t go into debt. Can’t invest funds in accounts that might lose money.

Financial year = 1 September to 31 August

8. Amendment of Articles of the Constitution needs a 2/3 majority vote in the AGM.

9. Dissolution – Money to charity as decided by majority of Exec Officers

10. Standing Orders:

a. The Chair Person may limit any discussion at meetings. Those present shall speak only when recognised by the Chair.

b. The decision of the Chair Person shall be respected as final on ordinary business.

c. The Vice Chair shall deputise for the Chair Person when required.

d. The Secretary shall keep minutes and circulate them to all members and shall maintain an accurate current directory of the entire membership.

e. The Treasurer shall assist the Secretary in maintaining an accurate current directory of members who have paid their subscription.

f. Only the Executive Committee can authorise expenditure.

5) Logo of Association –Bauhenia from HK flag, but with AHKLC replacing the stars

6) Decide on funding for the above

Top-up funding for cross-continent conferences for which a member’s home institution does not pay all may be available, at the discretion of the Executive Officers.

Set membership fees for full, associate and individual, with what members get for each type

· Institutional Memberships - fees HK$10,000 per annum

· Institutional Associate Memberships - fees HK$5,000 per annum

· Individual Associate Memberships - fees HK$100 per annum

7) There being no AOB, the meeting ended at 11:15.

Summary of actions to be taken:

1. Andy Morrall (PolyU) and Lillian Wong (HKU) will liaise about the Faces of English 2 conference

2. Andy Morrall will set up the Association website, investigate online voting, set up a bank account (possibly after the AGM and registration with the police, depending on bank requirements)

3. All steering group members are invited to send details of language centre heads of their associate degree awarding institutions to Andy Morrall, so that membership invitations can be sent out.