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 ...
|
|
|
|
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
|
|
BASE
|
|
Show 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 ...
|
|
|
|
Abstract:
Thirty years ago Australian researchers led the development of language and content integration in schools, advocating systematic teaching of language across the curriculum to meet the needs of English as an additional language (EAL) students. However, despite significant improvements in initial teacher education, targeted professional development and language-specific curriculum and assessment, this paper suggests that secondary teachers have gained only a superficial understanding of the language knowledge necessary to teach EAL students. Drawing on questionnaires, interviews, and observations, this case study of two secondary schools in Sydney reveals the majority of teachers report their perspectives and experiences of good teaching have equipped them with a repertoire of sufficient strategies to meet EAL needs, and they see little difference between teaching EAL and learners with low levels of literacy. This paper concludes a renewed focus on integrating language and content teaching and partnership ...
|
|
Keyword:
FOS Languages and literature; Linguistics
|
|
URL: https://openaccess.wgtn.ac.nz/articles/journal_contribution/Teaching_in_linguistically_and_culturally_diverse_secondary_schools/16608616/1 https://dx.doi.org/10.25455/wgtn.16608616.v1
|
|
BASE
|
|
Hide 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
|
|
|
|
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
|
|
|
|
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
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Negotiating multiple identities in educational contexts: Stories of Tamil Heritage Language Users as Multilingual Malaysians
|
|
|
|
BASE
|
|
Show details
|
|
15 |
"Gokum showed me how": Four Cree children's perspectives on language and culture maintenance
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Formative assessment and feedback in the primary classroom: An interplay between teachers' beliefs and practices
|
|
|
|
BASE
|
|
Show details
|
|
17 |
What are the perceptions of stakeholders of an online ESOL programme?: The case of one intermediate school in New Zealand
|
|
|
|
BASE
|
|
Show details
|
|
18 |
A phenomenological exploration of how bilingual police recruits join the police community during their initial training
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia
|
|
|
|
BASE
|
|
Show details
|
|
|
|