Hope and Challenge in the Australian Curriculum: Implications for ESL students and their teachers

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dc.contributor.author Hammond, J
dc.date.accessioned 2014-04-03T01:25:04Z
dc.date.issued 2012-01
dc.identifier.citation Australian Journal of Language and Literacy, 2012, 35 (1), pp. 223 - 240
dc.identifier.issn 1038-1562
dc.identifier.other C1 en_US
dc.identifier.uri http://hdl.handle.net/10453/23264
dc.description.abstract My purpose in this paper is to address the place of English as a Second Language (EAL) students in The Austrlian Curriculum. Given the signifiicant numbers of EAL students in schools, I argue that overall responsibility for education of EAL students is a mainstream, rather than minority, issue and that it is therefore legitimate to ask to what extent and how AL students are positioned in the Curriculum. I begin the paper by addressing the needs of EAL students and the domains of knowledge required of mainstream teachers who work with such students in their classes. i suggest that these domains, while most obviously including extensive knowledge of language, literacy and language development, also include in-depth curriculum knowledge and knowledge of how to plan and implement programs characterised by high intellectual challenge and high support. I ask to what extent these domains of knowledge are acknowledged in The Australian Curricumn, and what guidance and support are provided for teachers in relation to them. I argue that within the constraints of what is possible in a national curriculum, developments to date offer considerable hope for EAL students and the teachers who work with such students, but they also present some challenges. i conclude by offering some suggestions of how these challenges may be addressed
dc.publisher ALEA Australian Literacy Education Association
dc.title Hope and Challenge in the Australian Curriculum: Implications for ESL students and their teachers
dc.type Journal Article
dc.parent Australian Journal of Language and Literacy
dc.journal.volume 1
dc.journal.volume 35
dc.journal.number 1 en_US
dc.publocation Sydney, Australia en_US
dc.identifier.startpage 223 en_US
dc.identifier.endpage 240 en_US
dc.cauo.name FASS.Faculty of Arts and Social Sciences en_US
dc.conference Verified OK en_US
dc.for 130207 Lote, Esl and Tesol Curriculum and Pedagogy (Excl. Maori)
dc.personcode 940989
dc.percentage 100 en_US
dc.classification.name LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori) en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords en_US
pubs.embargo.period Not known
pubs.organisational-group /University of Technology Sydney
pubs.organisational-group /University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group /University of Technology Sydney/Strength - Research in Learning and Change
utslib.copyright.status Closed Access
utslib.copyright.date 2015-04-15 12:17:09.805752+10


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