Joanne Kanas Memorial Medal

Throughout Maria’s Pre- Enrolment English Program (PEP) she actively embraced the concept of independent learning, completing regular tasks directed at improving on where she felt she needed to. From the outset, Maria requested all the feedback she could get, so she could improve her English skills. Her independent learning included many activities; she regularly participated in ‘Online chat’ discussions through the Social Club, and this helped to make up for the isolation of being outside of her country. Over her PEP her improvement was rapid. She didn't just focus on herself but communicated with all of her class members helping out where she could. Despite communication barriers presented by a hybrid class format, Maria was always first to offer assistance to her peers, helping guide them through the intensive PEP course. All of these attributes make Maria not only an excellent candidate for the Joanne Kanas Memorial medal, but also a very motivated individual with a toolset that will see her excel at whatever challenges she takes on in her promising career and in life.

Jen-Yi viewed experiences and feedback on the PEP program as opportunities to learn and to grow his language skills. He understood the value of analytical research and acknowledgment of others' work and enjoyed the challenge of developing critical thinking and analysis skills. Jen-Yi engaged actively with the lessons at all times, participating in class and group discussions. He collaborated positively with every member of his class and sought to find ways to make connections with others despite differences. He engaged actively with every part of the course and took every opportunity as a learning experience. His attitude and approach to learning was infectious such that any group with Jen-Yi, had an energy that lead to higher level discussions. He was respectful in all his relationships throughout the course and became the stable person that others could lean on when they needed clarification or direction. Jen-Yi brought the level of the class up through his own understanding and assistance with others and has shown his potential as a future leader.

Anar took responsibility for her learning at every stage of the PEP program. She demonstrated high self-motivation and showed good understanding of the program expectations.  She regularly asked questions for clarification and made thoughtful contributions to class and group discussions. Anar showed a willingness to seek understanding and appreciation of cultural and learning differences and made others feel at ease in her presence. She encouraged her classmates to share their thoughts and she negotiated and collaborated in a positive, confident and respectful manner and could keep groups on track during group tasks. Anar focused on learning the academic skills needed for university studies. Her goals of learning to think independently and critically and to learn to research with integrity were achieved, and she demonstrated this with everything she completed while studying on the PEP.

Chitpasong was an excellent role model and leader showing an admirable maturity and dedication for learning within the PEP academic context. She was able to deliver the quality and high-level skills needed to commit to academic studies in the PEP and for future studies at The University of Adelaide. Chitpasong was an excellent contributor and listener in class and helped to support class members effectively in their learning by leading group discussions regularly in the online classroom. Her ability to encourage others has been notable; she has a gift for communicating and working well with others and a strong ability to be able to negotiate and communicate in a professional manner with her teacher. Despite early challenges of arriving in Adelaide during a pandemic, leaving children and family overseas to pursue studies at The University of Adelaide, she demonstrated resilience and the ability to thrive and stay focused on the PEP and her future goal to return to The University of Adelaide for a second degree. Chitpasong’s award is well deserved and she is a welcome addition to the Joanne Kanas Memorial Medal award-winner fraternity.

Yuhan found the PEP course and Academic culture challenging at first but embraced the learning experience with hard work and a sense of humour. She is a highly motivated and questioning student who considered feedback on tasks carefully and asked questions when unsure of things. Yuhan made a big effort to use only English with her colleagues throughout her PEP Program and embraced the challenge and pressures of the PEP. She Is a good reflective learner and was able to identify areas that needed improvement and development and then source suitable materials to achieve this. She was an asset to any group she was involved in and demonstrated that she could balance having fun with being serious and focused; she developed a good rapport with both her peers and her teacher.

Yuhan with PEP Education Program Manager, Beth Hutton and her teacher David.

July 2019

Chuanghong made an enthusiastic start to the PEP program and maintained this consistently throughout, even when there were some challenges in his learning journey. He showed initiative by attending ELC organised activities such as the ELC coffee and chat, cross cultural conversations, the career workshop, plus wider University programs and local community events where he made valuable networks and connections with individuals. He also actively encouraged his class members to join in. This involvement contributed to Chuanghong 's greater awareness of cross cultural understanding and openness to learning and thinking in new ways.

He was proactive with feedback, willing to ask questions which enhanced his progress in his English language learning skills. Although there were some roadblocks at times, he continued to persevere and find solutions to these problems. All of the above helped him to successfully navigate his way through the PEP program which resulted in him winning the prestigious English Language Centre PEP, Joanne Kanas Memorial Medal for July 2019.

January 2019 

Yi-Xian Siow’s development from a shy, reticent member of the class to a confident, strong personality is a credit to the way Yi’s time and progression was self-managed. Yi is tri-lingual, but utilised this great ability appropriately and did not use Mandarin or Malay in class. Yi was open and frank, yet modest about academic successes and resilient and determined on the rare occasions of disappointment.

There was a real effort made to immediately grasp underlying principles from teachers and lecturers, but a ready willingness to help classmates catch up if necessary. Yi was welcoming and friendly in the Cross-Cultural sessions and was always an active, willing participant. Yi’s ‘lead-by-example’ style demonstrated the skills of a natural leader who, by following PEP lessons and requirements, developed logical thinking methods and could clearly articulate arguments in both speech and writing. Yi-Xian Siow is an outstanding candidate for the Jo Kanas award.

As a student, his view of learning is long-term. He consistently sought further complexity in his learning, challenged himself, and, while seeking guidance when genuinely necessary, also aspired to greater autonomy. Van Thuan has shown a remarkable reception to the teaching methods and course material on the PEP, and has adapted to the process in a way that has undoubtedly maximised his improvement over the course of the program.

July 2018 

Duc Tuong made an outstanding contribution to his PEP class and was a role model in development of both academic skills and life skills.

The challenge of working independently was embraced by Duc Tuong and the starting point for this was his high level of self-awareness of the academic areas he needed to develop. Because he always spoke English during the PEP and was proactive in speaking English with local Australians, a big improvement in his speaking level was achieved.

Another skill which Duc Tuong developed during the PEP was the ability to use critical thinking. Rapid improvement was made and he became a key mentor in assisting other classmates to meet the challenges of the Integrated Reading and Writing (IRW)  tasks and other assignments.
He approached the Independent Research Project (IRP) with enthusiasm and with a fresh perspective.

A genuine team player, Duc Tuong enjoyed group work and demonstrated active listening skills and showed a genuine interest in all other students. He was highly motivated to make the most of his opportunity of studying in another country and has already made plans to do an internship after finishing his Master degree. Being involved in the local community and playing  tennis on a regular basis also allowed Duc Tuong to enjoy the experience of studying abroad to the full.

Duc Tuong is a highly motivated student and was generous in helping other class mates succeed which truly exemplifies the PEP qualities in a ‘Joanne Kanas’ medal winner.

February 2018

Overall, Van Thuan’s contributions and engagement have been absolutely invaluable, to himself and for his own drive for improvement, to myself as a teacher, and to his classmates as peer-learners.

It was evident that, to Van Thuan, the value that from this experience on the PEP was not one just for achieving a passing grade and starting at the University; but he consistently and explicitly made it clear through his actions and behaviours, correspondence and communication, relationships and collaboration, apparent self-efficacy and motivation, inquisitiveness and critical thinking, and speaking of English and negotiation, that his goal as a PEP student was to truly develop both as an effective English communicator, and as someone who is genuinely committed to the development of their capacity to fully engage in the academic culture of the University of Adelaide. 

Van Thuan, engaged with all other students in the class in a meaningful way. Consistently, he was both extremely compassionate and constructive in his assistance to other students. Van Thuan’s approach to leading his peers to understanding, demonstrated ineffable tact, empathy and sympathy. His attitude to self-improvement was almost infectious, and his positivity and clear-headedness has been a life-boat in times when the PEP workload has put a strain on the class as a whole. Despite being in a cultural minority, Van Thuan  also through his friendly nature, wholeheartedly integrated into the class and built considerable social capital with his peers.

As a student, his view of learning is long-term. He consistently sought further complexity in his learning, challenged himself, and, while seeking guidance when genuinely necessary, also aspired to greater autonomy. Van Thuan has shown a remarkable reception to the teaching methods and course material on the PEP, and has adapted to the process in a way that has undoubtedly maximised his improvement over the course of the program.

July 2017

When Shao-Sha joined the PEP course, she brought with her a natural ability to focus and attributes of flexibility and determination. These basic elements of Shao-Sha’s character have enabled her to progress steadily and surely. She can concentrate on a teacher’s feedback and immediately ask perceptive and relevant questions; she is prepared to persist in attempts to overcome obstacles until full understanding comes; she is resilient in failure and modest in success.

Shao-Sha’s quiet good humour has consistently been an asset to PEP 7. She supports her class mates in both their academic endeavours and also with practical support when it is needed. In interactions with others Shao-Sha’s obvious self-reliance is infectious and has been helpful in increasing the numbers of PEP 7 students who are able to take on full responsibility for their own learning. As a team member, she is reliable and cooperative; as a leader she is energetic and decisive.

Shao-Sha’s professionalism makes for impressive oral presentations. Adaptation to PEP and university culture came easily to her. For example, she understood the concept of the PEP wedge quickly and took it as her guide from the beginning. Shao-Sha has a perfect attendance record. Her time management and other organisational skills have grown stronger as the course has progressed and now - at the end of the course - she is capable of using it to her own learning advantage by finding windows of opportunity within it, rather than simply being content to serve it.