82 |
English as an International Language in Asia: Implications for language education
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83 |
Language choice as an index of identity: linguistic landscape in Dili, Timor-Leste
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84 |
The effects of geographic location and picture support on children's story retelling performance
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85 |
Timor-Leste: Sustaining and maintaining the national languages in education
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86 |
Mother tongue-based multilingual education: A new direction for Timor-Leste
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87 |
At the intersection of language assessment and academic advising: Communicating results of a large-scale diagnostic academic English writing assessment to student and other stakeholders
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88 |
Exlamatives and exclamatory acts in English and Vietnamese
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To, VT. - : Australia - Asia Research and Education Foundation, 2012
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89 |
Pedagogy, Citizenship and the EU: Practitioners' Perspectives on the Teaching of European Citizenship through Modern Foreign Languages
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90 |
Differing perspectives of non-native speaker students' linguistic experiences on higher degree courses
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91 |
Sampling and analysis of children's spontaneous language. From research to practice
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92 |
Shaping socialist ideology through language education policy for primary schools in the PRC
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95 |
Analyzing Students' Multimodal Texts: The product and the process
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96 |
Intercultural competence through language education in Australian higher education: Mission (im)possible?
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Abstract:
Language learning is now widely conceived as having to meet the 'twin goals' of language proficiency and intercultural competence. This interculturally-aware vision for language learners is particularly evident in Australian university policy statements and their descriptions of graduate attributes. However, for the most part, the inherent structural features of university language programs and the overall organisational philosophy of Australian universities fail to reflect a commitment to this widened educational mission. In this study I analyse these structural and organisational features through examination of three sources: a) government-commissioned reports; b) academic publications and c) news items concerning the critical state of languages education in the Australian higher education sector. I articulate the plethora of challenging, inherent limitations reported in these sources, all of which point to the absence of correlation between espoused goals and actual graduate outcomes. I then use the articulation of these limitations as a platform to question the feasibility of these 'twin goals' as they are currently conceived and realised in practice. ; Arts, Education & Law Group, School of Languages and Linguistics ; Full Text
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Keyword:
Applied Linguistics and Educational Linguistics
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URL: http://hdl.handle.net/10072/53556
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97 |
Timor-Leste: Sustaining and maintaining the national languages in education
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99 |
“Now my hope is clear for building my future”: How two young refugees build social connectedness
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