Thematische Bibliographien / English language in New South Wales

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte

Auswahl der wissenschaftlichen Literatur zum Thema „English language in New South Wales“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 21. Februar 2023

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Zeitschriftenartikel zum Thema "English language in New South Wales"

1

Smith, Hilary, und Leanne Pryor. „Addressing the hegemony of English through picture books in Gamilaraay“. Waikato Journal of Education 27, Nr. 1 (05.05.2022): 5–20. http://dx.doi.org/10.15663/wje.v26i1.907.

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The reawakening of the Indigenous Gamilaraay language in northern inland New South Wales, Australia involves righting two centuries of prohibition and mistreatment after invasion by English-speaking settlers. Gamilaraay is no longer used as an everyday language in the community, although it has strong emblematic value for the Gamilaraay community. The hegemonic power of English means that it is seen as “normal”, while Gamilaraay use is often confined to ceremonial uses. A burgeoning awareness of the importance of Gamilaraay and other Indigenous languages of New South Wales has been reflected in recent legislative changes, which have in turn resulted in funding support for language materials. This article describes a community development approach in writing bilingual picturebooks in Gamilaraay and English as we progress towards our ultimate aim of normalising the use of Gamilaraay once more.
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Iredale, Robyn, und Christine Fox. „The Impact of Immigration on School Education in New South Wales, Australia“. International Migration Review 31, Nr. 3 (September 1997): 655–69. http://dx.doi.org/10.1177/019791839703100306.

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Australia's immigration policies have had a dramatic effect on school populations, especially in the state of New South Wales which receives about 40 percent of the intake. This article is based on a study that was carried out for the Bureau of Immigration, Multicultural and Population Research and the NSW Ministry of Education. The study revealed that many non-English-speaking background pupils miss out on English as a second language instruction, community languages are allowed to lapse, and aspects of the school environment, such as relations between different groups, are not given the attention that they deserve.
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Williams, Meinir, und Sarah Cooper. „Adult New Speakers of Welsh: Accent, Pronunciation and Language Experience in South Wales“. Languages 6, Nr. 2 (13.05.2021): 86. http://dx.doi.org/10.3390/languages6020086.

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This study examines the experiences of adult new speakers of Welsh in Wales, UK with learning pronunciation in Welsh. Questionnaire data were collected from 115 adult L2 speakers with English as an L1 located in South Wales. We investigated self-reported perceptions of accent and pronunciation as well as exploring which speech sounds were reported to be challenging for the participants. We also asked participants how traditional native speakers responded to them in the community. Perceptions of own accent and pronunciation were not rated highly for the participants. We found that speaker origin affected responses to perceptions of accent and pronunciation, as well as speaker learning level. In terms of speech sounds that are challenging, the results show that vowel length as well as the consonants absent in the L1 (English) were the most common issues reported. A range of responses from traditional native speakers were reported, including speaking more slowly, switching to English, correcting pronunciation or not responding at all. It is suggested that these results indicate that adult new speakers of Welsh face challenges with accent and pronunciation, and we discuss the implications of this for language teaching and for integration into the community.
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Tannous, W., und Kingsley Agho. „Factors Associated with Home Fire Escape Plans in New South Wales: Multinomial Analysis of High-Risk Individuals and New South Wales Population“. International Journal of Environmental Research and Public Health 15, Nr. 11 (25.10.2018): 2353. http://dx.doi.org/10.3390/ijerph15112353.

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The preparation and practice of home-escape plans are important strategies for individuals and families seeking to reduce and/or prevent fire-related injury or death. The aim of this study was to assess the prevalence of and factors associated with, home-escape plans in the state of New South Wales (NSW), Australia. The study used data from two surveys—a 2016 fire safety attitudes and behaviour survey administered to high-risk individuals (n = 296) and a 2013 NSW health survey covering 13,027 adults aged 16 years and above. It applied multinomial logistic regression analyses to these data to identify factors associated with having a written home-fire escape plan, having an unwritten home-fire escape plan and not having any home-fire escape plan. The prevalence of written home-escape plans was only 4.3% (95% CI: 2.5, 7.5) for the high-risk individuals and 7.9% (95% confidence interval [CI]: 7.3, 8.6) for the entire NSW population. The prevalence of unwritten escape plans was 44.6% (95% CI: 38.8, 50.5) for the high-risk individuals and 26.2% (95% CI: 25.1, 27.2) for the NSW population. The prevalence of no-escape plan at all was 51.1% (95% CI: 45.2, 56.9) for the high-risk individuals and 65.9% (95% CI: 64.8, 67.1) for the NSW population. After adjusting for other covariates, the following factors were found to be significantly associated with unwritten-escape plan and no-escape plan prevalence: speaking only the English language at home, practicing home-fire escape plans infrequently, being married, being female and testing smoke alarms less often. Future fire interventions should target people who speak only English at home and people who test their smoke alarms infrequently. These interventions should be accompanied by research aimed at reversing the trend toward use of more flammable materials in homes.
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Fesl, E. „Language Death and Language Maintenance: Action Needed to Save Aboriginal Languages“. Australian Journal of Indigenous Education 13, Nr. 5 (November 1985): 45–50. http://dx.doi.org/10.1017/s0310582200014061.

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Language death can occur naturally, and in different ways, or it can be caused by deliberate policy. This is how deliberate practices and policies brought it about in Australia. •Diverse linguistic groups of Aborigines were forced into small missions or reserves to live together; consequently languages that were numerically stronger squeezed the others out of use.•Anxious to ‘Christianise’ the Aborigines, missionaries enforced harsh penalties on users of Aboriginal languages, even to the point of snatching babies from their mothers and institutionalising them, so they would not hear their parental languages.•Aboriginal religious ceremonies were banned; initiations did not take place, and so liturgical, ceremonial and secret languages were unable to be passed on. As old people died, their languages died with them.•Assimilationist/integrationist policies were enforced which required Aborigines to attend schools where English-only was the medium of instruction.•Finally, denigration of the Aboriginal languages set the seal on their fate in Victoria (within forty years of white settlement, all Gippsland languages had become extinct), most of New South Wales, South Australia and Queensland. Labelling the languages “rubbish”, “heathen jargon”, “primitive jibberish”, and so on, made Aboriginal people reluctant to use their normal means of communication.
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Miller, Steven. „The English-speaking researcher in Italy“. Art Libraries Journal 35, Nr. 2 (2010): 35–39. http://dx.doi.org/10.1017/s0307472200016382.

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Italy is celebrated for its outstanding patrimony in art and architecture. Less known are its equally rich libraries and archives. English researchers are sometimes daunted by the perceived barriers of language, cataloguing and access when they contemplate exploring these collections, scattered throughout the country in state, academic and ecclesiastical institutions. Steven Miller, acting Head Librarian of Sydney’s Art Gallery of New South Wales, shares his experience of using a wide range of Italian libraries and archives over the last ten years.
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Cho Tang, Kwok, Christine Duffield, Xc Chen, Sam Choucair, Reta Creegan, Christine Mak und Geraldine Lesley. „Nursing as a career choice: Perceptions of students speaking Arabic, Serbo-Croatian, Spanish, Turkish or Vietnamese at home“. Australian Health Review 22, Nr. 1 (1999): 107. http://dx.doi.org/10.1071/ah990107.

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Australia is a multicultural society and nowhere is this more evident than in Sydney where 25 percent of the population speaks a language other than English. In one of the largest area health services in New South Wales, the five most frequently spoken languages at home are Arabic, Serbo-Croatian, Spanish, Turkish or Vietnamese, with these language groups comprising 12percent of Sydney's population. Yet nurses speaking one of these five languages comprise less than 1 percent of the nursing workforce. A cost-effective method of addressing the shortage of nurses speaking languages other than English is to recruit students who already speak another language into the profession.This study examined high school students' perceptions of nursing in order to determine appropriate methods of recruiting students speaking one of these languages.Implications for the design of recruitment campaigns are also discussed.
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Goldsmith, Peggy W. „Second language learners in special education“. Volume 3 3 (01.01.1986): 92–107. http://dx.doi.org/10.1075/aralss.3.06gol.

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During 1984, New South Wales Department of Education conducted a survey of ethnic-specific needs of students of non-English speaking backgrounds (NESB) in schools for specific purposes (SSPs), which are special education schools. This paper indicates the results and outcomes of that survey. The percentage of students of NESBs in responding schools was 15.4%. The distribution of languages other than English spoken in homes of NESB students in SSPs is similar to that of the general population. The issues seen to be of greatest importance for schools with NESB pupils were assistance in communicating with non-English parents, and a knowledge of and contact with ethnic welfare/support agencies. A literature search revealed little in the way of studies on language provision for students of NESB in SSPs in the USA, Canada, Britain or in Australia. Assessment for placement in special education has always posed a difficulty in regard to students whose dominant language is not English. A move towards the use of Adaptive Behaviour Scales is a possible change in assessment procedures. where the level of language development will constitute just one factor among a number of others. The commencement of English as a second language programme and a bilingual programme are seen as innovatory in this field of education.
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Manuel, Jackie, und Don Carter. „“I had been given the space to grow”“. English Teaching: Practice & Critique 14, Nr. 2 (07.09.2015): 100–120. http://dx.doi.org/10.1108/etpc-02-2015-0007.

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Purpose – This paper aims to provide a critical interpretative analysis of an innovative model of assessment in subject English in New South Wales, Australia. The purpose of this paper is to explore the theoretical and practical dimensions of assessment in the English Extension 2 course. This course forms part of suite of senior secondary English courses within the Higher School Certificate program that includes high-stakes external examination. Design/methodology/approach – The paper draws on methods of documentary analysis. It sits within the tradition of curriculum research that critiques pre-active curriculum documents as a primary source for interpreting the theoretical and pedagogical principles and assumptions encoded in such documents. A social constructionist approach informs the analysis. Findings – The model of assessment in the New South Wales (NSW) English Extension 2 course provides students with the opportunity to engage in sustained research and the production of a major piece of work. In its emphasis on student creativity, reflective practice, metacognition and independent research, the course exemplifies the ways in which the principle of assessing both process and product as organic is achievable in a context of high-stakes external examinations. Originality/value – In an era of high-stakes, external and standardised testing regimes, this paper challenges the normative definitions of assessment prevalent in secondary schools, particularly at the senior secondary level. The assessment model underpinning the NSW English Extension 2 course offers a robust alternative to the increasingly prescriptive models evident in current education policy and practice. The paper calls for renewed attention to the potential for such a model of authentic assessment to be considered in the assessment programs of other subjects constituting the curriculum.
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Baker, Philip. „Historical Developments in Chinese Pidgin English and the Nature of the Relationships Between the Various Pidgin Englishes of the Pacific Region“. Journal of Pidgin and Creole Languages 2, Nr. 2 (01.01.1987): 163–207. http://dx.doi.org/10.1075/jpcl.2.2.04bak.

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The development of pronouns, copulas, and other key features of Chinese Pidgin English (CPE) is traced from 1743 onwards. Major grammatical and lexical changes in the early 19th century are found to coincide with the period when foreigners were increasingly allowed to reside in Canton instead of merely being tolerated as transient visitors. The resulting continuity of interaction between Chinese and non-Chinese is seen as the catalyst for these developments in CPE. First attestations of 34 key features in CPE are compared with their earliest occurrence (if any) in more than a dozen Pacific varieties of Pidgin English (PPE). It is shown that none of the latter can possibly be a "direct descendant" of CPE. While four features exclusively shared by CPE and PPE indicate a modest degree of CPE influence on PPE, it is suggested that three key features of PPE, found only sporadically and/or tardily in CPE, provide evidence of some hitherto unsuspected influence of PPE on CPE. In the course of the above it is noted that most of the CPE features which also occur in three or more varieties of PPE have their earliest PPE attestation in New South Wales, the only Pacific territory in which there was continuity of interaction (in this case between Aborigines and whites) from the outset, and it is claimed that this social circumstance favors both the expansion and stabilization of a pidgin. Data from early Australian Pidgin English are presented showing that it includes the earliest known attestations of a number of features generally associated with PPE of the islands of the Southwest Pacific. This leads to the claim that New South Wales Pidgin English was a far more important influence on the PPE of those islands than what has often been termed "South Sea Jargon." After reviewing the linguistic implications of the labor trade which took many Pacific islanders to work on plantations in Queensland, Samoa, and elsewhere, it is claimed that the interrelationships between the many varieties of Pidgin English spoken, currently or formerly, in the vast area from China to Hawaii to the Marquesas to Australia and back to China cannot adequately be represented by means of "family tree" type diagrams.
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Dissertationen zum Thema "English language in New South Wales"

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Macken-Horarik, Mary. „Construing the invisible : specialized literacy practices in junior secondary English“. Thesis, The University of Sydney, 1996. http://hdl.handle.net/2123/14978.

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Sawyer, Wayne. „Simply growth? : a study of selected episodes in the history of years 7-10 English in New South Wales from 1970s to the 1990s /“. View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030623.111035/index.html.

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Sawyer, Wayne. „Simply growth? : a study of selected episodes in the history of Years 7-10 English in New South Wales“. Thesis, View thesis, 2002. http://handle.uws.edu.au:8081/1959.7/379.

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Calls for increased attention to subject-specific histories have been somewhat insistent in the last two decades. An important emphasis in these calls has been for attention to the history of the 'preactive curriculum' as represented, for example, in Syllabus documents. English has been a particular case in these arguments- a case which often revolves around defining the subject itself. Others have argued further that subject-specific history is usually centred in detailed local, historical studies of the recent past. In attempting to address these issues, this study sets out to answer the questions: 1/. How was Years 7-10 English defined from the early 1970s to the early 1990s in NSW? 2/. What was the relationship between the concepts 'English' and 'literacy' in NSW in the given period? The study focuses specifically on constructions of English in Syllabus documents, professional journals, textbooks and examinations. The particular methodology used to address the study questions is an in-depth study of two selected years during, viz. 1977 and 1992, accompanied by detailed discussion of contextual aspects of these years.
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Pizarro, Dianne Frances. „Student and teacher identity construction in New South Wales Years 7 - 10 English classrooms“. Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/28853.

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Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2008.
Bibliography: p. 159-177.
This thesis examines student identity construction and teacher identity construction in the context of secondary English Years 7-10 classrooms in a comprehensive high school in Western Sydney, New South Wales, Australia. The research journey chronicles the teaching and learning experiences of a small group of students and teachers at Heartbreak High. The narrative provides insights into the factors responsible for creating teacher identity(s) and the identities of both engaged and disengaged students. -- Previous studies have tended to focus on the construction of disaffected student identities. In contrast, this case study tells the stories of both engaged and disengaged students and of their teachers utilising a unique framework that adapts and combines a range of theoretical perspectives. These include ethnography as a narrative journey (Atkinson, 1990), Fourth Generation Evaluation (Guba & Lincoln, 1990; Lincoln & Guba, 1989), reflexivity (Jordan & Yeomans, 1995), Grounded Theory (Strauss & Corbin, 1990; Sugrue, 1974) and multiple realities (Stake, 1984). -- The classical notion of the student-teacher dynamic is questioned in this inquiry. Students did not present powerless, passive, able-to-be motivated identities; they displayed significant agency in (re) creating 'self(s)' at Heartbreak High based largely on 'desires'. Engaged student identities reflected a teacher's culture and generally exhibited a "desire to know." In contrast, disaffected students exhibited a "desire for ignorance," rejecting the teacher's culture in order to fulfil their desire to belong to peer subculture(s). The capacity for critical reflection and empathy were also key factors in the process of their identity constructions. Disengaged students displayed limited capacity to empathise with, or to critically reflect about, those whom they perceived as "different". In contrast, engaged students exhibited a significant capacity to empathise with others and a desire to critically reflect on their own behaviour, abilities and learning. -- This ethnographic narrative offers an alternate lens with which to view pedagogy from the perspectives that currently dominate educational debate. The findings of this study support a multifaceted model of teacher identity construction that integrates the personal 'self(s)' and the professional 'self(s)' that are underpinned by 'desires'. Current tensions inherent in the composition of teacher identities are portrayed in this thesis and it reveals the teacher self(s) as possessing concepts that are desirous of being efficacious, autonomous and valued but are diminished by disempowerment and fear.
Mode of access: World Wide Web.
266 p. ill
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Sawyer, Wayne, University of Western Sydney, of Arts Education and Social Sciences College und School of Education and Early Childhood Studies. „Simply growth? : a study of selected episodes in the history of Years 7-10 English in New South Wales“. THESIS_CAESS_EEC_Sawyer_W.xml, 2002. http://handle.uws.edu.au:8081/1959.7/379.

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Calls for increased attention to subject-specific histories have been somewhat insistent in the last two decades. An important emphasis in these calls has been for attention to the history of the 'preactive curriculum' as represented, for example, in Syllabus documents. English has been a particular case in these arguments- a case which often revolves around defining the subject itself. Others have argued further that subject-specific history is usually centred in detailed local, historical studies of the recent past. In attempting to address these issues, this study sets out to answer the questions: 1/. How was Years 7-10 English defined from the early 1970s to the early 1990s in NSW? 2/. What was the relationship between the concepts 'English' and 'literacy' in NSW in the given period? The study focuses specifically on constructions of English in Syllabus documents, professional journals, textbooks and examinations. The particular methodology used to address the study questions is an in-depth study of two selected years during, viz. 1977 and 1992, accompanied by detailed discussion of contextual aspects of these years.
Doctor of Philosophy (PhD)
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Golsby-Smith, Sarah. „Conversation in the classroom : investigating the 1999 Stage 6 English syllabus“. Phd thesis, Faculty of Arts, 2007. http://hdl.handle.net/2123/16433.

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Waites, Carol Katherine Education Faculty of Arts &amp Social Sciences UNSW. „The professional life-cycles and professional development of adult teachers of English to speakers of other languages (TESOL)“. Awarded by:University of New South Wales. School of Education, 1999. http://handle.unsw.edu.au/1959.4/17832.

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THE PROFESSIONAL LIFE-CYCLES AND PROFESSIONAL DEVELOPMENT OF ADULT TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL) This thesis focuses on the findings of a research study conducted in Geneva and Sydney to examine the career cycles of TESOLs. It explores many of the issues investigated in Huberman???s study of 160 secondary school teachers in Geneva (1989, 1993). Seventy-three in-depth interviews were conducted with teachers and trainers / administrators in adult TESOL, and professional development issues were examined in greater detail than in the Huberman study. The central purpose of the study was to test the universality of the Huberman model of career phases. TESOLs were found to have far more variations during their career cycles than school teachers, who were in a more stable and predictable situation. The study focused on particular moments in the career cycle, exploring TESOLs??? levels of satisfaction. TESOLs in the present study were found to have similar intrinsic satisfactions and concerns about working conditions as the findings of other TESOL studies. Although the occupation was reportedly becoming increasingly more professional, its unpredictable nature made it stimulating and rewarding. In spite of the instability of the TESOL career, TESOLs appeared to have more positive career experiences overall than many school teachers with more stable career paths. The study also examined professional development issues by comparing the perceptions of TESOLs and their trainers / administrators. They had many divergent opinions as to the professional development requirements of TESOLs. While there was no conclusive evidence that professional development could be linked to stages, TESOLs in a phase of diversification were found to have different professional development requirements from other phases. Personal, professional and environmental factors also affect the professional development requirements of TESOLs at any stage. In summary, it appears that the traditional career phase model is inappropriate when applied to TESOLs, and perhaps for other similarly unstable careers. With the recent changes in people???s professional lives, requiring increasing mobility and adaptability in the changing job market, other career path models to guide counselling, professional development and other staff management programs will need to be explored.
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Troy, Jakelin Fleur. „Melaleuka : a history and description of New South Wales pidgin“. Phd thesis, Australian National University, 1994. http://hdl.handle.net/1885/112648.

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This thesis is about the genesis and development of the first pidgin English in Australia, called here New South Wales Pidgin. It presents a detailed analysis of the history of the language and a diachronic analysis of developments in the grammar and lexicon of the language. 'Melaleuka' refers to the model devised for the purposes of this thesis to explain the hypothesis on which the work is premised—that NSW Pidgin existed in two dialect forms. The time frame addressed is from the late eighteenth century when the language had its inception to the middle of the nineteenth century when it was consolidated. The geographical area of study encompasses the states of New South Wales and Victoria. The area was known as the colony of New South Wales until the middle of the nineteenth century.
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Fujii, Ikuko. „Interlanguage phonology of Japanese speakers of English in South Wales“. Thesis, Cardiff University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308134.

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Lewis, Robert Michael. „Wenglish, the dialect of the South Wales Valleys, as a medium for narrative and performance“. Thesis, University of South Wales, 2010. https://pure.southwales.ac.uk/en/studentthesis/wenglish-the-dialect-of-the-south-wales-valleys-as-a-medium-for-narrative-and-performance(d67bd5e7-9190-4c57-b023-4e1bf3abb491).html.

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This study examines the characteristics of a range of narrative and performance texts featuring Wenglish, the dialect of the South Wales Valleys, in terms of their linguistic and thematic content and their relation to the community. Part One comprises an introduction to Wenglish and an overview of research on English in South Wales and approaches to language in use. In Part Two the results of textual and discourse analysis of twenty-five texts (nine literary and seven formal performance excerpts and nine personal narratives) are presented. In Part Three insights arising from analysis are applied in three pieces of new creative work in dialect. A reference list of texts containing Wenglish is appended. Cultural outputs mirror and express the community which produces them and thus the formal and informal literary output of the South Wales Valleys both reflects and expresses some of the shared characteristics, values, beliefs and preoccupations of those communities. Analysis revealed recurrent thematic clusters (e.g. community, personal identity, world of work, sport) across the range of texts, suggesting the centrality of these themes and a close link between the texts and the community. From analysis of linguistic content, a ‘Wenglish index’ was calculated for each text. The literary texts generally had lower indices than the formal performance texts. The personal narratives, though informal, all had lower indices than the formal performance material, suggesting that in this latter category, dialect features are consciously exaggerated. Discourse analytical methods generated rich interpretive material at the level of individual texts. Insights from analysis proved useful at the initial and editing phases of new creative work. The possible practical application of Wenglish material in community and interpretive projects is also discussed.
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Bücher zum Thema "English language in New South Wales"

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Austin, Peter. A reference dictionary of Gamilaraay, northern New South Wales. Bundoora, Vic: La Trobe University, Dept. of Linguistics, 1992.

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Austin, Peter. A reference dictionary of Gamilaraay, northern New South Wales. Bundoora, Vic., Australia: La Trobe University, Dept. of Linguistics, 1993.

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New South Wales kookaburra handwriting outcomes. Southbank, Vic: Thomson Learning Australia, 2003.

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Troy, Jakelin. Australian aboriginal contact with the English language in New South Wales, 1788 to 1845. Canberra, A.C.T., Australia: Dept. of Linguistics, Research School of Pacific Studies, The Australian National University, 1990.

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Wenglish: The dialect of the South Wales valleys. Tal-y-bont: Y Lolfa, 2008.

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Rees, Iorwerth. A glossary of medieval and post-medieval terms relating to South Wales. Cardiff: [Glamorgan Archive Service], 1988.

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Gowerland and its language: A history of the English speech of the Gower Peninsula, South Wales. Frankfurt am Main: P. Lang, 1994.

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Smit, Ute. A new English for a new South Africa?: Language attitudes, language planning and education. Wien: Braumüller, 1996.

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Harris, Roxy. New ethnicities and language use. Basingstoke [England]: Palgrave Macmillan, 2006.

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Smee, C. J. Born in the English colony of New South Wales, 1811-1820. Dickson, A.C.T: C.J. Smee, 2013.

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Buchteile zum Thema "English language in New South Wales"

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Koch, Harold. „Substrate influences on New South Wales Pidgin“. In Creoles, their Substrates, and Language Typology, 489–512. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/tsl.95.27koc.

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Loughton, Gavin. „Did the Early British Colonists Regard the Indigenous Peoples of New South Wales as Subjects of the Crown Entitled to the Protection of English Law?“ In The Impact of Law's History, 201–37. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90068-7_11.

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Jones, Kathryn N., Carol Tully und Heather Williams. „Patriotism, Pan-Celticism and the Welsh Cultural Paradigm in Travel Writing in French from 1830 to 1900“. In Hidden Texts, Hidden Nation, 67–112. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789621433.003.0003.

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This chapter covers the period when Wales’s Celticness dominated French views. It contrasts travelogues by ‘Celtomaniac’ visitors with those by travellers with other agendas, such as social justice. While industrial locations in south Wales continued to attract French interest, discussion of the Welsh language and culture is now often inseparable from the descriptions of the changing landscape and workforce. A number of these texts describe Eisteddfodau, and discussion of a cluster of travelogues prompted by the visit of a Breton delegation to the Cardiff National Eisteddfod of 1899 considers to what extent these travellers’ idealized expectations of Wales as a role model, in terms of its ability to adapt to modernity while preserving its traditions, are met. Nevertheless, this episode also suggests the extent to which encounters between peripheries remain within and become subsumed by the mediating framework of the relationship with the centre, as Bretons and Welsh negate their reciprocal cultural identities by designating the other as English and French. Both French chapters show Wales going from a little-known quantity to being considered as an intriguing Celtic ‘other’.
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Helsloot, Angela. „Allambie Heights Public School, Sydney, Australia“. In Systematic synthetic phonics: case studies from Sounds-Write practitioners, 11–22. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1355.

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Allambie Heights Public School is located on the Northern Beaches of Sydney, New South Wales, Australia. It is a Kindergarten to Year 6 school for students aged five to twelve years. The school is “committed to the pursuit of high academic achievement in a safe, secure, and caring learning environment. The programs offered are diverse, and challenge and inspire our students. Students, parents and staff work in partnership to create a vibrant learning community. Literacy, numeracy and technology are emphasized within learning programs”. The school motto, ‘Ever Aim High’, “underpins the school’s strong belief that each child needs to be recognized for their own achievements, celebrating success [both at] a school and personal level”. As a Positive Behavior for Learning school, the school values of respect, responsibility, and resilience are key to the success of our school community. We currently have 514 students and 51 staff in our school. Four students identify as Aboriginal and Torres Strait Islander and 14% of students come from a language background other than English. The school is in a high socio-economic area with a Family Occupation and Education Index (FOEI) of 17. The school Index of Community and Socio-Educational Advantage is 1,112.
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Jeon, Jihyeon, und Yoonhee Choe. „ESP in South Korea“. In Towards a New Paradigm for English Language Teaching, 93–105. Routledge, 2019. http://dx.doi.org/10.4324/9780429423963-9.

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Manuel, Jacqueline, und Don Carter. „The status and relevance of the Growth model for a new generation of English teachers in New South Wales, Australia“. In The Future of English Teaching Worldwide, 133–45. Routledge, 2018. http://dx.doi.org/10.4324/9781351024464-11.

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Callahan, Erin. „Why Study Emerging Ethnolects? 21st Century Implications for Variationism and Second Language Acquisition (SLA)“. In Emerging Hispanicized English in the Nuevo New South, 18–51. Routledge, 2018. http://dx.doi.org/10.4324/9781315159515-2.

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Moll, Andrea. „Natural or Unnatural?. Linguistic Deep Level Structures in AbE: A Case Study of New South Wales Aboriginal English“. In Unnatural Narratives - Unnatural Narratology, herausgegeben von Jan Alber und Rüdiger Heinze. Berlin, Boston: DE GRUYTER, 2011. http://dx.doi.org/10.1515/9783110229042.246.

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Kumanda, Nomaroma, Shakespear Chiphambo und Nomxolisi Mtsi. „Teaching of Natural Sciences Concepts to English Second Language Speakers in Primary Schools in South Africa“. In Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.104495.

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There are several challenges in teaching of concepts of Natural Sciences as a subject to isiXhosa speakers in primary schools in South Africa. This chapter explores the challenges of teaching Sciences Natural in English to isiXhosa speakers in the selected primary schools. The Bronfenbrenner’s ecological systems theory was utilised. A qualitative research methodology was employed supported by the case study design. A purposeful sampling technique was utilised to select five different primary schools. Qualitative data were collected through semi-structured interviews and analysed thematically. This study revealed that Natural Sciences teachers use code switching for students to understand the scientific concepts that seem difficult to comprehend in English as a foreign language. Natural Sciences teachers indicated that policy makers do not involve them when planning the curriculum. The study recommends: (i) the curriculum to make a provision for teachers to start their lessons with what students are familiar with, (ii) Natural Sciences teachers to be familiar with the theories of language development for them to link the language with learning and teaching of Natural Sciences concepts through professional development programmes and workshops, and (iii) the Department of Education to ensure that it adopts the mother tongue policy for teaching Natural Sciences.
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Malewaneng Maja, Margaret, und Masilonyana Motseke. „Strategies Used by UNISA Student Teachers in Teaching English First Additional Language“. In Higher Education - New Approaches to Globalization, Digitalization, and Accreditation [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99662.

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The teaching of English to non-English speakers in historically disadvantaged areas of South Africa is a difficult task for student teachers. This study was conducted in the township schools at Ekurhuleni North District, in the Gauteng province of South Africa. The purpose of the study was to determine the extent to which students at the University of South Africa (UNISA) used interactive teaching strategies in the teaching of English as a First Additional Language (EFAL). The study also intended to highlight the support provided by UNISA lecturers to these student teachers. The study was grounded in interpretivism with self-determination theory (SDT) informing it. The study was a qualitative descriptive case study with document analysis, observations and semi-structured interviews utilised to collect data. Purposive sampling assisted in selecting six student teachers, of which three were male and three were female. The student teachers were studying in their 3rd and 4th years of the Bachelor of Education degree (B.Ed.), specialising in English. Data collected were categorised into codes and themes. The findings reveal that student teachers only used pictures, charts and flashcards as interactive teaching strategies in teaching EFAL. It was concluded that student teachers were not well-prepared in the use of interactive teaching strategies in the teaching of EFAL and were not adequately supported by the university. It is recommended that UNISA lecturers should regularly visit student teachers during their teaching practice offering support, motivation and advice.
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Konferenzberichte zum Thema "English language in New South Wales"

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Moyo, Rachel, und Sizakele Ngidi. „PROBLEMS FACED BY ENGLISH SECOND LANGUAGE LEARNERS IN SOUTH AFRICA: TOWARDS A DIGITAL LANGUAGE LEARNING MODEL“. In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0806.

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Mfeka, Hlengiwe, und Tracey Butchart. „USING GAME-BASED LEARNING TO IMPROVE SECOND LANGUAGE ENGLISH SKILLS IN SOUTH AFRICA“. In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2205.

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Shubani, Maletsatsi, und Lydia Mavuru. „ENGLISH SECOND LANGUAGE LEARNERS’ CHALLENGES IN COMPREHENDING PHYSICAL SCIENCES CONCEPTS“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end073.

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"Physical Sciences is a complex subject with many abstract concepts. This complexity is magnified by the learners’ lack of the linguistic capacity to comprehend the concepts and engage actively in the teaching and learning process. Previous studies have alluded to the fact that science is a language on its own, which therefore makes it even more difficult for learners whose home language is different from the medium of learning and teaching. Previous research indicated that learners who are English second language speakers perform poorly in Physical Sciences because the majority of learners particularly from townships and rural areas are only exposed to English in the classroom, and once they get out of the classroom, they start communicating in their home languages. It is against this background that the current study sought to determine challenges English second language speakers face in comprehending Physical Sciences concepts. In a quantitative and qualitative methodology, five grade 12 Physical Sciences teachers and 51 learners in their Physical Sciences classrooms were randomly selected from public schools in Johannesburg. To establish English second language learners’ challenges in comprehending Physical Sciences concepts, a questionnaire was administered to the selected learners. The teachers were interviewed using a structured interview schedule to explore how they assisted English second language learners to overcome language challenges when learning Physical Sciences. Quantitative data was analysed and descriptive statistics were obtained and a regression analysis was done to find the correlation between these learners’ marks in the subject English First Additional Language and their Physical Sciences marks. Qualitative data from teachers’ interviews were analysed using content analysis. Findings from the learner questionnaire showed that 78% of the learners indicated that language plays an important role in them understanding high school Physical Sciences concepts and as such they failed to meaningfully understand the Physical Sciences terminologies and jargon used for each specific topic. They also indicated that they perform badly in Physical Sciences assessments as they struggle to engage in meaningful classroom discussions due to their poor proficiency in English, the medium of instruction. The analysis showed a positive correlation between learners marks in English as a subject and their Physical Sciences marks. Amongst others teachers indicated that they mostly used code switching as a strategy to assist learners understand concepts. The findings have implications on South African education policy makers to consider the use of home languages in teaching and learning."
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Kepe, Mzukisi, und Agnes Manthekeleng Linake. „TEACHING THE ENGLISH FIRST ADDITIONAL LANGUAGE AS A LINGUA FRANCA TO CULTURALLY DIVERSE LEARNERS IN A SOUTH AFRICAN SCHOOL“. In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0106.

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Pila, Oniccah Koketso, und Lydia Mavuru. „NATURAL SCIENCES TEACHERS’ PERCEIVED COGNITIVE ACADEMIC LANGUAGE PROFICIENCY (CALP) NEEDS“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end080.

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"Teachers Cognitive Academic Language Proficiency (CALP) has been found to be important for meaningful teaching and learning of any subject. Over the years research has focused more on English second language learners’ CALP needs and less on the teachers. Because teachers are the cornerstones who drive the process of teaching and learning in the classrooms, their proficiency in the language of teaching and learning are vital. In the South African context, English is regarded as the official language of teaching and learning from grade 4 onwards despite that both teachers and learners come from diverse linguistic backgrounds where English is a second or third language. Underpinned by the socio-cultural theory as the theoretical framework, the paper reports on a study that determined both in-service and pre-service teachers’ perceived CALP needs when teaching Natural Sciences in multicultural township schools. In a qualitative research approach 12 teachers were randomly selected who comprised of six in-service teachers and six final year pre-service teachers enrolled for a Natural Sciences course at a University in South Africa. Each teacher was interviewed once using a semi-structured interview schedule which allowed them to freely express their perceived CALP needs. The data was analysed using a constant comparative method. Findings from the analysis of data showed that teachers experienced many challenges when teaching Natural Sciences using English, a language different from their home languages and those of their learners. They indicated that because science is a unique language on its own they struggle to spell, pronounce, understand and most importantly to explain to the learners using English. The teachers indicated their little to non-exposure to English other than in the classrooms compared to their home languages. Whilst some of the teachers perceived English as an important language due to its universality, they however indicated that code switching to own home language and those of the learners was inevitable when it comes to meaningfully explain some scientific concepts and processes in a way that learners would comprehend. However, others acknowledged the challenges of using code switching in the linguistic diverse classroom environments. Most teachers suggested training workshops intended to develop them with skills to identify appropriate terms and expressions, and explain complex scientific concepts in English. These findings have implications on both pre-service and in-service teacher professional development programmes."
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Forsyth, Helen. „PROCESSABILITY APPROACHES TO RECEPTIVE THIRD LANGUAGE ACQUISITION: IMPLICATIONS FOR MULTILINGUAL CLASSROOMS“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end115.

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Existing research indicates a qualitative difference between Second Language Learning and Third Language Acquisition, and certain psycholinguistic and developmental aspects to multilingual learners merit investigation. The present paper examines stages in receptive learner acquisition of English as a Third Language at Italian-medium primary schools in South Tyrol in Italy employing a picture selection task and implicational scaling analysis. It highlights the role that processing approaches to acquisition proposing constraints on developmental readiness and cross-linguistic influence may play for the emergence of receptive competence in morpho-syntactic structures.
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Seloma, Portia, und Sam Ramaila. „PEDAGOGICAL PRACTICES ADOPTED BY TEACHERS WHEN TEACHING LEARNERS TAKING ENGLISH AS FIRST ADDITIONAL LANGUAGE IN LIFE SCIENCES CLASSROOMS“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end020.

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This study examined pedagogical practices adopted by teachers when teaching learners taking English as First Additional Language in Life Sciences classrooms. The inquiry adopted a generic qualitative design located within the interpretivist paradigm and involved purposively selected Life Sciences teachers and grade 10 learners from South African township schools as participants. Qualitative data was collected through semi-structured interviews and classroom observations. The empirical investigation is underpinned by the Cognitive Academic Language Proficiency (CALP) as the underlying theoretical framework. The study uncovered a myriad of instructional challenges facing Life Sciences teachers and learners associated with the use of English as a medium of instruction while it is taken as a First Additional Language by the learners. In particular, the terminology used in Life Sciences as a key knowledge domain posed fundamental instructional challenges in relation to meaningful development of enhanced learners’ conceptual understanding of scientific phenomena. Theoretical implications for meaningful science teaching and learning are discussed.
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Hass, Atrimecia, und Brigitte Lenong. „ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.

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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.
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Phindane, Pule. „PERCEPTIONS AND PREFERENCES OF ENGLISH STUDENT TEACHERS ON THE ASSESSMENT PRACTICES“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end029.

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Comprehending the role of assessment and the differential effects on developing students’ learning processes is still one of the most explored areas in higher education. The aim of this quantitative study is to investigate English student teachers ’perceptions and preferences on the assessment practices (i.e., formative). The participant were student teachers sampled from the Department of Social Sciences and Language Education, Central University of Technology, Free State, South Africa. The outcomes showed that the assessment practices used by lecturers had an indispensable impact on students’ motivation, preparation for future learning tasks, and evaluation of study progress. The data obtained also revealed that while peer assessment is one of the least preferred assessment methods, presentations, self-assessments and research papers were the top preferences. The study outcome relates to previous research while also providing a better understanding into the link between individual differences in the assessment preferences and the learning strategies used by students throughout the years of specialization which might offer lecturers way forward for improving their educational practices.
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Kodi, Zodwa, und Pule Phindane. „INVESTIGATING CHALLENGES FACED BY INTERMEDIATE PHASE EDUCATORS IN THE TEACHING OF READING IN ENGLISH FAL. A CASE STUDY OF SELECTED PRIMARY SCHOOLS IN NYLSTROOM CIRCUIT“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end127.

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"Reading challenges by learners has been a widely researched topic by a lot of researchers. Poor teaching of reading by educators result in learners not being able to read. English is mostly used as a language of teaching and learning and that has influenced the rational for this research project. The purpose of this study was to investigate challenges faced by the English Intermediate Phase educators. learning cannot be successful without mastering reading as it is a basic tool for learning, it is not only in South Africa whereby English educators are not English speakers, yet learners are expected to master to English. Educators seem not to have good instructional practices as learners struggle to understand in English on its own. The study used a qualitative research approach with case study research design. The researcher used purposive samples, and selected 5 primary schools in which the population comprised of English Departmental Heads, and 3 English educators from each of the selected primary schools. Data was collected through semi-structured interviews, documentations and note-taking. The theory of Rosenblatt, who believes in a relationship between the text and the reader, has been followed on the premise that, what the reader already knows will determine how much he interprets or understands in the text. Thematic approach was used to analyse data. The study found that teachers who are not thoroughly trained are unable to produce good performing learners and that has influenced the whole system of education. Overcrowded classes to practice good reading strategies, no proper reading assessment strategies, and no monitoring and moderation of reading by SMT. The study recommended extensive training of and teachers through in-service-training for lengthier periods, clear guidelines of teach reading, monitoring and moderation. Mostly, educators indicated their desire to be trained in technology as learners prefer it rather than books and chalkboard."
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