Shared delivery: Integrating elt in australian vocational education

Black, S; Yasukawa, K

Shared delivery: Integrating elt in australian vocational education

Black, S

Yasukawa, K

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Publication Type:: Journal Article
Citation:: ELT Journal, 2012, 66 (3), pp. 347 - 355
Issue Date:: 2012-07-01

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Field	Value	Language
dc.contributor.author	Black, S https://orcid.org/0000-0002-0825-0384	en_US
dc.contributor.author	Yasukawa, K https://orcid.org/0000-0002-4553-0289	en_US
dc.date.issued	2012-07-01	en_US
dc.identifier.citation	ELT Journal, 2012, 66 (3), pp. 347 - 355	en_US
dc.identifier.issn	0951-0893	en_US
dc.identifier.uri	http://hdl.handle.net/10453/18761
dc.description.abstract	This paper describes how ESOL and vocational teachers in an Australian technical and further education (TAFE) institute work together to prepare students to complete their vocational courses and obtain employment. Students are concurrently enrolled in an ESOL and a vocational course, and the teachers of these courses work closely together, jointly planning their respective courses and taking equal responsibility for the student groups. Drawing on theoretical concepts from 'academic literacies' studies in higher education, we explain how shared delivery can shift the pedagogy from deficit models, which maintain the disciplinary status quo, to social practice models that open the way to challenge established disciplinary pedagogies and practices. This is accomplished largely due to the equal sharing of the 'ownership' of the programme by the two teachers. We propose that such a model better prepares students for a changing world of work. © The Author 2011. Published by Oxford University Press; all rights reserved.	en_US
dc.relation.ispartof	ELT Journal	en_US
dc.relation.isbasedon	10.1093/elt/ccr086	en_US
dc.subject.classification	Languages & Linguistics	en_US
dc.title	Shared delivery: Integrating elt in australian vocational education	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	66	en_US
utslib.for	130213 Vocational Education and Training Curriculum and Pedagogy	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1701 Psychology	en_US
utslib.for	2004 Linguistics	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	66	en_US

Abstract:

This paper describes how ESOL and vocational teachers in an Australian technical and further education (TAFE) institute work together to prepare students to complete their vocational courses and obtain employment. Students are concurrently enrolled in an ESOL and a vocational course, and the teachers of these courses work closely together, jointly planning their respective courses and taking equal responsibility for the student groups. Drawing on theoretical concepts from 'academic literacies' studies in higher education, we explain how shared delivery can shift the pedagogy from deficit models, which maintain the disciplinary status quo, to social practice models that open the way to challenge established disciplinary pedagogies and practices. This is accomplished largely due to the equal sharing of the 'ownership' of the programme by the two teachers. We propose that such a model better prepares students for a changing world of work. © The Author 2011. Published by Oxford University Press; all rights reserved.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/18761