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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 20 of 20 1 Pseudo-compliance or Convergence? Content teachers work together to learn about language. ... Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 2 Teaching in linguistically and culturally diverse secondary schools ... Gleeson, Margaret; Davison, C. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 3 Pseudo-compliance or Convergence? Content teachers work together to learn about language. ... Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 Abstract: This paper reports a professional learning (PL) project conducted over one year at a senior secondary school in New Zealand. Subject teachers volunteered to work with one another and a facilitator to identify the linguistic demands of their subjects, adapt teaching materials, and to try out teaching approaches congruent with research evidence about teaching emergent bilingual (EB) learners. This paper explores cases of subject-specific partnerships and how participants’ responses to the PL appeared to impact their existing pedagogical content knowledge (PCK). The PL sessions were facilitated through audio-recorded Zoom meetings. A thematic analysis was conducted and the findings were analysed using an adaptation of Davison’s (2006) framework to map how participants engaged with the PL and collaborated with one another on new pedagogies. The study suggests that these teachers accommodated linguistic teaching approaches but their adaptation to language PCK may have remained at a compliant level. ... Keyword: 130313 Teacher Education and Professional Development of Educators; 200401 Applied Linguistics and Educational Linguistics; FOS Educational sciences; FOS Languages and literature URL: https://openaccess.wgtn.ac.nz/articles/journal_contribution/Pseudo-compliance_or_Convergence_Content_teachers_work_together_to_learn_about_language_/16608658/1 https://dx.doi.org/10.25455/wgtn.16608658.v1 BASE Hide details 4 Gleeson, M.E. (2021) Teaching content or teaching language? The dilemma facing subject teachers. ... Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 5 Pseudo-compliance or Convergence? Content teachers work together to learn about language. ... Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 6 Gleeson, M.E. (2021) Teaching content or teaching language? The dilemma facing subject teachers. ... Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 7 Pseudo-compliance or Convergence? Content teachers work together to learn about language. ... Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 8 Teaching in linguistically and culturally diverse secondary schools ... Gleeson, Margaret; Davison, C. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 9 The Changing Landscape of Education (25 September 2020) ... Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 10 The Changing Landscape of Education (25 September 2020) ... Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 11 Questioning in English as a Foreign Language University Classes Phan, Thi Van Anh. - : Victoria University of Wellington, 2020 BASE Show details 12 A complex system of teachers' beliefs and practices in developing learner autonomy in Indonesian junior high school contexts: A mixed-methods study Agustina, Dwi. - : Victoria University of Wellington, 2017 BASE Show details 13 Pieces of the puzzle: Stories from EFL Thai university students' language learning motivation, experiences, and self-identities in their imagined communities Prapunta, Sudatip. - : Victoria University of Wellington, 2017 BASE Show details 14 Negotiating multiple identities in educational contexts: Stories of Tamil Heritage Language Users as Multilingual Malaysians Sithraputhran, Thilegawathy. - : Victoria University of Wellington, 2017 BASE Show details 15 "Gokum showed me how": Four Cree children's perspectives on language and culture maintenance King, Lucy Rose. - : Victoria University of Wellington, 2016 BASE Show details 16 Formative assessment and feedback in the primary classroom: An interplay between teachers' beliefs and practices Perumanathan, Prema Shoba. - : Victoria University of Wellington, 2014 BASE Show details 17 What are the perceptions of stakeholders of an online ESOL programme?: The case of one intermediate school in New Zealand Tate, Annette. - : Victoria University of Wellington, 2014 BASE Show details 18 A phenomenological exploration of how bilingual police recruits join the police community during their initial training Pepper, Kiely Frances. - : Victoria University of Wellington, 2014 BASE Show details 19 Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia Kassing, Rachmania Bachtiar. - : Victoria University of Wellington, 2011 BASE Show details 20 Language learning and life processes Gleeson, Margaret McDonnell. - 1997 BASE Show details

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