Education Commons^™

Waiting In Line: African Refugee Students In Western Australian Schools, Yvonne Haig, Rhonda Oliver

Research outputs pre 2011

This study has been commissioned by the Westralian Association of Teachers English to Speakers of Other Languages (WATESOL) to determine the perceptions and expectations of those stakeholders involved in the education of African refugee children.

To do this study first a literature review was undertaken in order for the researchers to determine how much information was available and to improve their understanding of the subject matter. It appears that there is a growing body of research in Australia investigating the social, psychological and educational needs of African refugees, particularly those who have faced trauma (Earnest, IIousen, & Gillieatt, 2007; 2004). …

Principles And Practices Of Esl Teachers: A Study Of Adults And Children, Michael P. Breen, Bernard Hird, Marion Milton, Rhonda Oliver, A. Thwaite

Research outputs pre 2011

The study reported here aimed to identify the particular practices and uncover the particular principles of a group of ESL teachers. Some of the teachers were working with adult learners and some were working with young children. The research aimed to answer three main questions:

1. What are the classroom practices of this group of language teachers?

2. What principles do they identify as underlying their work in the classroom?

3. What is the relationship between the principles they held and the practices they adopted?

The study also aimed to find out if there were similarities or differences between teachers …

Profiling Esl Children: How Teachers Interpret And Use National And State Assessment Frameworks: Volume 1: Key Issues & Findings, Michael P. Breen, Caroline Barratt-Pugh, Beverly Derewianka, Helen House, Catherine Hudson, Tom Lumley, Mary Rohl

Research outputs pre 2011

The three volumes which make up this study describe in detail how a number of teachers in different school situations in different parts of Australia undertook the assessment of young children's development of English as a second language. Most of the teachers worked in pre-primary to Year 3 classrooms where the majority of the children were aged between five and eight years. The majority worked in a mainstream context in which the number of children speaking English as a second language (ESL) varied from more than half the class to two or three students. About a third of the teachers …

Profiling Esl Children: How Teachers Interpret And Use National And State Assessment Frameworks: Volume 3: The Eastern States Case Studies, Michael P. Breen, Caroline Barratt-Pugh, Beverly Derewianka, Helen House, Catherine Hudson, Tom Lumley, Mary Rohl

Research outputs pre 2011

No abstract provided.

Profiling Esl Children: How Teachers Interpret And Use National And State Assessment Frameworks: Volume 2: The Western Australia Case Studies, Michael P. Breen, Caroline Barratt-Pugh, Beverly Derewianka, Helen House, Catherine Hudson, Tom Lumley, Mary Rohl

Research outputs pre 2011

No abstract provided.

Where Are The Women? A Report Into Issues Related To Women's Access To Workplace Literacy Programs, Marion Milton

Research outputs pre 2011

This study sought to investigate the provision of workplace literacy courses available for women in female dominated industries, and women's access to and participation in those courses. Further, it was intended to interview women who had dropped out or not accessed available courses.

Prior to discussing the study, it seems appropriate to locate it within the current economic, social and political climate of the Australian workplace, with a particular focus on the increasing demand for literacy skills.

The Communicative Approach To Language Teaching: Some Important Aspects, Roland T. Williams

Australian Journal of Teacher Education

The past decade in the study and teaching of language - foreign Ianguages (FLI. English as a second language (ESLI. and English as a foreign language (EFL) - has seen a shift away from perceiving language as 'code' (a linear sequence of structural elements) to perceiving language as the performance of communicative acts within social contexts. Up to the early 1970s language teaching was seen as a matter of exposing students to sequentially·graded grammatical structures (for example, the pres~nt continuous verb form, I am walking might l;Ie taught before the past form I walked) and invented language forms divorced from …

The Language Of 5 1/2-Year-Old Children From Homes Where Macedonian, Vietnamese And An Aboriginal Tribal Language Are Used As The Language Of The Home, A. L. Mcgregor

Research outputs pre 2011

Throughout the world migration patterns and changing attitudes towards education and other cultures have led over the past three or four decades to a remarkable growth in the learning of second or foreign languages. Within this area the learning of English by speakers of other languages takes up the largest numbers and is to be found in every part of the globe.

Nevertheless to date comparatively little is known of processes and patterns in second language development. Evidence on phonological and semantic development is exceedingly skimpy. Hernandez (in Ervin-Tripp 1970), Malmberg (1945), Wode (1976) and Ervin-Tripp (1974) have examined the …