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1
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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2
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.
4
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
5
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)
6
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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7
Waites, Carol Katherine Education Faculty of Arts & 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.
8
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.
9
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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10
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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Troy, Jakelin Fleur. „Melaleuka : a history and description of New South Wales pidgin“. Thesis, Australian National University, 1994. http://hdl.handle.net/2123/17240.
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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.
12
Nguyen, Van Bon, University of Western Sydney, of Arts Education and Social Sciences College und School of Languages and Linguistics. „An investigation to improve the effectiveness of Vietnamese language learning in New South Wales primary schools“. THESIS_CAESS_LLI_Nguyen_V.xml, 2002. http://handle.uws.edu.au:8081/1959.7/106.
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This study examines Vietnamese language learning in New South Wales primary schools. Five major influences on Vietnamese language learning were studied: parents' competence in Vietnamese, parents' attitudes to Vietnamese language learning, parental involvement in their children's school, children's attitudes to Vietnamese language learning, and school factors such as teaching strategies and teacher qualities. The survey was conducted by means of questionnaires for children and parents, the Vietnamese language Basic Skills Tests, and interviews with teachers. A series of recommendations is offered to all those involved in teaching the Vietnamese language.Doctor of Philosophy (PhD)
13
Evans, Jonathan. „People, politics and print : a history of the English-language book in industrial South Wales, 1536-1900“. Thesis, Cardiff University, 2010. http://orca.cf.ac.uk/54147/.
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In Wales the histories of book production and industry started following the sixteenth century Acts of Union. In 1586 print production in Wales was a collateral victim of the Star Chamber ban on regional printing. When the printing press finally arrived in Wales in the eighteenth century it was closely associated with the iron trade. The Industrial Revolution started in Wales in 1759 on the underdeveloped northern rim of the South Wales coalfield basin. The iron industry had two phases of development; when the second phase started in the 1780s South Wales was the largest iron producing region in the UK. At this time Edmund Jones wrote
14
Williams, Geoff. „Joint book-reading and literacy pedagogy a socio-semantic examination /“. Phd thesis, Australia : Macquarie University, 1995. http://hdl.handle.net/1959.14/75656.
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"1994".Thesis (PhD)--Macquarie University, School of English and Linguistics, 1995.
Bibliography: leaves 356-373 (pt. 1)
Introduction -- Research in joint book-reading and the discourse of literacy pedagogy -- The study : Part A: Research questions, preliminary analysis and participant selection -- Part B : Data gathering and preparation -- Language, context and semantic variation -- A semantic network for the description of linguistic interaction in joint book-reading -- Reading The three little pigs at home -- Results of the message semantic analysis of the interactive text -- Interpretations -- Joint book-reading in the discourse of literacy pedagogy -- Concluding comments -- Appendices.
The study contributes to the fields of educational linguistics and semantic variation by examining linguistic interaction during joint book-reading between mothers and four-year-old children, and between teachers and Kindergarten classes at the beginning of school. -- Joint book-reading was selected because of its centrality to the metaphor of a partnership between home and school in children's literacy development. The problem for the study was to investigate possible systematic semantic variation in linguistic interaction associated with social class locations of speakers, and relations between any such variants and features of interaction in joint book-reading in Kindergarten. -- A preliminary survey of 427 families in two sociogeographically contrasted sites established that joint book-reading was a common social practice, and gave sufficient indications of variation to justify an intensive socio-semantic study. Two sets of ten mother-child dyads, contrasted for class locations using Bernstein's (1990) theory of class relations, were constructed and recordings of joint book-reading sessions made by mothers. Recordings of interaction in two sets of ten Kindergarten classes in the same socio-geographical areas were made by teachers. -- Vygotsky's theory of semiotic mediation was the general resource used for interpreting children's learning, but it was necessary to resolve problems in the theory in the modelling of contexts for learning, and of mediational means. For this purpose the systemic functional linguistic concept of context of situation, as proposed by Halliday (1978) and expanded by Hasan (in press (a)), was deployed. -- Transcripts of recordings were analysed through a semantic network developed for the study, based on a network proposed by Hasan (1983). -- Semantic variation associated with class locations of families was found across all four metafunctions described within systemic theory, and one variant found to be associated with Kindergarten classroom interaction. The variable semantic features were interpreted as the realization of different principles regulating the individuation of experience, using Bernstein's theories of coding orientation and pedagogic discourse.
Mode of access: World Wide Web.
2 parts (373, 539 p.) ill
15
Bon, Nguyen Van. „An investigation to improve the effectiveness of Vietnamese language learning in New South Wales primary schools /“. View thesis View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030502.140525/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2002."A thesis presented to the University of Western Sydney in fulfilment of the rerquirements for the degree of Doctor of Philosophy" Bibliography : leaves 189-207.
16
Walters, P. S. „English in Africa 2000 : towards a new millennium : inaugural lecture delivered at Rhodes University“. Rhodes University, Grahamstown, 1988. http://hdl.handle.net/10962/d1020747.
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17
Steele, Jeremy Macdonald. „The aboriginal language of Sydney a partial reconstruction of the indigenous language of Sydney based on the notebooks of William Dawes of 1790-91, informed by other records of the Sydney and surrounding languages to c.1905 /“. Master's thesis, Electronic version, 2005. http://hdl.handle.net/1959.14/738.
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Thesis (MA)--Macquarie University (Division of Society, Culture, Media & Philosophy. Warawara - Dept. of Indigenous Studies), 2005.Bibliography: p. 327-333.
Introduction -- Sources and literature -- The notebooks -- Manuscripts and databases -- Neighbouring languages -- Phonology -- Pronouns -- Verbs -- Nouns -- Other word classes -- Retrospect and prospect.
'Wara wara!" - 'go away' - the first indigenous words heard by Europeans at the time of the social upheaval that began in 1788, were part of the language spoken by the inhabitants around the shores of Port Jackson from time immemorial. Traces of this language, funtionally lost in two generations, remain in words such as 'dingo' and 'woomera' that entered the English language, and in placenames such as 'Cammeray' and 'Parramatta'. Various First Fleeters, and others, compiled limited wordlists in the vicinity of the harbour and further afield, and in the early 1900s the surveyor R.H. Mathews documented the remnants of the Dharug language. Only as recently as 1972 were the language notebooks of William Dawes, who was noted by Watkin Tench as having advanced his studies 'beyond the reach of competition', uncovered in a London university library. The jottings made by Dawes, who was learning as he went along, are incomplete and parts defy analysis. Nevertheless much of his work has been confirmed, clarified and corrected by reference to records of the surrounding languages, which have similar grammatical forms and substantial cognate vocabulary, and his verbatim sentences and model verbs have permitted a limited attempt at reconstructing the grammar.
Mode of access: World Wide Web.
xxi, 333 p. ill. (some col.), maps (some col.), ports
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Attard, Karen Patricia. „Lost and found : a literary cultural history of the Blue Mountains /“. View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20040420.110911/index.html.
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Thesis (Ph. D.)--University of Western Sydney, 2003.A thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy at the University of Western Sydney, School of Humanities, 2003. Includes bibliographical references.
19
Balfour, Robert John. „Investigating the integrated teaching of language and literary skills : trialling a new syllabus for non-native speakers of English in South Africa“. Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621833.
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20
Plaisance, Michelle. „Into the figured worlds of first grade teachers| Perceptions and enactments of instructional grouping and differentiation for English Learners in New South classroom contexts“. Thesis, The University of North Carolina at Charlotte, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3625043.
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The seven-month participatory qualitative inquiry (Emerson, Fretz, & Shaw, 2011) explored how a first grade team in a metro Charlotte elementary school perceived and enacted instructional grouping and differentiation for English Learners within a prescribed literacy curriculum. Informed by a Vygotskian theoretical framework for understanding the social construction of teacher identity (Holland, Lachicotte, Skinner, & Cain, 1998), the study examined how institutionalized practices interacted with teachers' lived experiences and professional subjectivities to mediate how they made sense of and potentially improvised their teaching of the English Learners in and outside of mainstream classrooms. Data analysis revealed the complexities of teachers' professional selves as they made sense of their teaching within the structure of "Balanced Literacy." Findings included teachers' recasting of English Learners as "struggling readers;" the ambiguity of ESL within the context of the standardized reading curriculum; and, finally, the conflicting subjectivities of teachers as they negotiated the remediation of English Learners.
21
Wasserman, Gertruida Petronella. „Modality on trek : diachronic changes in written South African English across text and context / G.P. Wasserman“. Thesis, North West University, 2014. http://hdl.handle.net/10394/13042.
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This study describes the diachronic development of modality in South African English (henceforth SAfE) from the early 19th century up to its contemporary state (1820s to 1990s) in the registers of letters, news, fiction/narrative and non-fiction, on the basis of the theoretical framework of socio historical linguistics and the empirical approach of corpus linguistics. Both quantitative and qualitative analyses are conducted for modal and quasi-modal verbs, by means of the newly compiled historical corpus of SAfE and ICE-SA (with the addition of Afrikaans corpora for comparison). The study explores general frequency changes, register-internal changes and macro- and micro semantic changes, with the focus of the main semantic analysis more strongly on the obligation and necessity cluster1. A set of parameters is compiled for analysing the strength of obligation in the modals must and should, and the quasi-modal HAVE to, and is applied in the micro semantic analyses. The findings are compared with the trends for modality in other native English’s, such as American, British and Australian English (cf. e.g. Mair & Leech, 2006; Collins, 2009a; Leech, 2011), in an attempt to present a complete and comprehensive description of SAfE modality, as opposed to the traditional approach of focusing on peculiar features. It is reported that the trends of modality in SAfE correspond to those of other native varieties in some cases, but do not correspond in others. The modals of SAfE for example have declined more and the quasi-modals have increased less over the 20th century than in other native varieties of English. One particular case, in which SAfE is reported to be unique among other varieties, is the quantitative and qualitative trends for must, which has some implications for the manifestation of the democratisation process. Must in SAfE has not declined significantly over the 20th century (as it has in other native varieties) and has become less face threatening, since uses with a median (weaker) degree of force are just as frequent as those with a higher degree of force by the 1990s (unlike in other native varieties, where must has become restricted to high-degree obligative contexts). Based on socio historical, as well as linguistic evidence (on both quantitative and qualitative levels), language contact with Afrikaans is posited as the main influence for the increased use of must in contexts that are not face threatening. Extrapolating from the semantic findings, some new insights are offered regarding the phase in which SAfE finds itself within Schneider’s (2003) model of the evolution of New English’s, and some support is offered for Bekker’s (2012:143) argument that “SAfE is ...the youngest of the colonial varieties of English”, especially in the Southern Hemisphere. Ultimately, this thesis offers a piece in the larger puzzle that is SAfE, both in terms of linguistic (textual) and socio historical (contextual) aspects.PhD (English), North-West University, Vaal Triangle Campus, 2014
22
Alvarez, Sara P. „NUESTROS SONIDOS: A CASE STUDY OF BILINGUAL MUSIC AND PLAY AMONG PRIMARY-SCHOOL AGE HERITAGE LANGUAGE LEARNERS“. UKnowledge, 2014. http://uknowledge.uky.edu/english_etds/7.
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The demographics in the United States continue to show a dramatic increase of immigrant students who speak a language other than English at home (Smitherman; U.S. Census); however, schooling ideologies and practices continue to treat developing bilingualism as a detriment to students entering school rather than a resource (Canagarajah; Heath; Matsuda; Valdés et al; Richardson; Santa Ana; Street). In this case study, conducted in the “Nuevo New South” (Mohl; Rich and Miranda), I observed how bilingual music and play in school-like settings can promote bilingual literacy practices and bridge gaps between traditional schooling practices and communities ways of languaging. Engaging in structured music and play practices creates spaces that can generate moments of felicidad and meta-construction of heritage language users as bilinguals.
23
Mkaza, Linda Olive. „Exploring the potential of digital storytelling in the teaching of academic writing at a higher education institution in the Western Cape“. Thesis, University of The Western Cape, 2019. http://hdl.handle.net/11394/7508.
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Doctor EducationisWriting is an important skill throughout learners’ schooling trajectory because it is through writing that learners need to situate meaning and sense-making across the curriculum. Writing proficiency becomes even more important when learners access tertiary studies. Yet studies suggest that most students struggle with academic writing. Various authors suggest that writing has not been taught appropriately especially in secondary schooling contexts in South Africa and that writing becomes even more daunting for Second Language speakers of English when they reach tertiary education. There is abundant literature on students’ challenges with academic writing and ways to address academic writing challenges but the use of digital storytelling in relation to academic writing development is recent and distinctively underexplored in the literature.
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Jefferson, Miranda. „Film learning as aesthetic experience: Dwelling in the house of possibility“. Thesis, The University of Sydney, 2011. http://hdl.handle.net/2123/8587.
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Abstract Drama is an ancient art form and progressive pedagogy in education. It is the collective act of imagining and seeing ourselves in action, in the moment, towards a destiny. Film is a modern art form and an evolving pedagogy in schools. Narratives in moving pictures are a dramatic form of mediated communication. This research concerns drama teachers’ experiences with screen drama and filmmaking pedagogy. In a rapidly digitised world, mediated forms of communication through technology are a vital source of social connectivity, information and storytelling. Information and Communication Technology (ICT) integration in education is a response to the digital culture but the integration has been likened to the ‘hammer in search of a nail’. ICT in education is demanding the development of pedagogies that connect a deep understanding of technology, curriculum outcomes and teacher professional learning. This research is concerned with exploring and developing best practice in a creative and critical pedagogy for moving pictures as aesthetic learning in schools. Drama teachers as teachers of aesthetic, embodied, collaborative and narrative learning are uniquely placed to respond to and critique the development of an authentic and effective pedagogy for film narrative. The school and curriculum structures and resources to support film learning are also examined through the drama teachers’ experiences. The research is praxis-oriented and uses a montage of interpretive practices in a collective case study to explore in depth six teachers’ experience with film learning. The study’s design involves the facilitation of film learning workshops and explores the participants’ aspirations, expectations and realisations for film learning in their schools. The participants’ experiences highlight the problems, possibilities and opportunities of film learning as aesthetic learning and raise issues about the role of and tensions with arts pedagogy as a learning paradigm in schools and the curriculum. The teachers’ stories reflect an educational culture, leadership and curriculum structure that does not necessarily allow, support or develop on-going professional learning and teacher innovation for authentic student learning.
25
Crickmore, Barbara Lee. „An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s“. Thesis, 2000. http://hdl.handle.net/1959.13/24905.
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This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate
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Crickmore, Barbara Lee. „An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s“. 2000. http://hdl.handle.net/1959.13/24905.
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This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate
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Zhang, Minmin. „A bilingual second language teacher teaching bilingually : a self-study“. Thesis, 2010. http://handle.uws.edu.au:8081/1959.7/458955.
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I was engaged as a Volunteer Teacher-Researcher (VTR) of Mandarin in New South Wales Department of Education and Training (NSW DET) schools as part of a partnership between the NSW DET (Western Sydney Region), Ningbo Municipal Education Bureau (NMEB) and the Centre for Educational Research, the University of Western Sydney (UWS). As a bilingual teacher with no previous educational background teaching Mandarin bilingually in NSW, I was concerned to document and analyse my experiences through a self-study research method and to investigate my professional learning as a beginning second language (L2) teacher. Self-study is a burgeoning area of teacher education and teacher research. My research question is the following: What is it like to be a bilingual teacher teaching a second language (L2) in a first language (L1) environment, but where this L1 is my L2? Sources of data collected for this study included: programming and planning notes, documents from methodology training courses, reflection journals, classroom observations, students’ written feedback and test results, and interviews with teachers. I also drew on memories of my prior learning experiences as a school- and tertiary-level learner of English in Zhejiang Province, China. Content analysis was adopted to analyse the evidence in this study. The theoretical interpretation draws on the work of Loughran (2004 and 2005) and Hamilton (1998) in self-study, as well as comparisons and contrasts with current trends in L2 education and beginning teaching research, such as the work of Watzke (2007), Marland (2007) and Arends (2004). Key categories of analysis, including identity, experiencing a mentoring relationship, language class size, classroom management and impacts of pre-existing knowledge, emerged as significant evidence from the analysis of my data. In general my development trend was consistent with previous research in the literature about beginning teaching. The process of becoming a teacher-researcher through self-study was professional, beneficial and meaningful.
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Weng, Jingjing. „Magic moments : a second language teacher's zone of professional development“. Thesis, 2010. http://handle.uws.edu.au:8081/1959.7/489413.
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This research reports on the experiences of a Volunteer Teacher-researcher (VTR) from Ningbo China, who taught Mandarin in a voluntary capacity in three NSW public schools. The study focuses on her development as a teacher-researcher. The purpose of this investigation is to analyse the process of her constructing, observing and understanding her own multiple Zones of Proximal Development (ZPDs). As a self-study, the research involved recording, analysing and discussing the creation of and journey through multiple ZPDs for a novice L2 teacher. It investigated the use a beginning L2 teacher makes of the guidance and assistance provided by more capable others in constructing ZPDs. In addition, it highlights the value of research for a teacher solving idiosyncratic novel problems. The theoretical concept of the ZPD was first used by Lev Vygotsky, who saw it as a means of describing the process of learning rather than the product of learning (Vygotsky, 1978). Vygotsky died before he could complete formulation of his theory, and more recent interpretations of his concept diverge in varying degrees from his conception (Daniels, 2001; Kell, 2005; Lantolf, 2000; Wertsch, 1985). Essentially, most research has been on learning in the early years, with the novice assumed to be a student and the expert assumed to be the teacher. There are few, if any, research studies on the notion of the ZPD in the development processes of beginning teachers. Using the ZPD as a conceptual tool to analyse evidence of professional learning, this research examines the value of mediational tools in the context of a beginning L2 teacher and the events that lead to learning. The guiding question was: How are physical and psychological tools internalised and mediated by the VTR (Volunteer Teacher-researcher) in resolving multiple idiosyncratic novel problems in the process of learning while also teaching and researching. Data sources included a reflective journal and observation feedback. This self-study of the ZPD identifies a range of interactions and reflective writing as key mediational tools to professional learning. In doing so it, questions the identities of experts and novices, expanding current understandings of Vygotsky‘s original theoretical concept. This study concludes that it is possible for the adult learner, as a beginning teacher-researcher, to construct her own ZPD, arguing that active participation from a mentor, and reflective writing as mediational tools for internalisation, are necessary for an adult learner to construct his/her own ZPD.
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Chen, Zhu. „How does a beginning Chinese foreign language teacher improve teaching Chinese through a communicative approach via reflection? : an action research project“. Thesis, 2013. http://handle.uws.edu.au:8081/1959.7/543595.
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This study is an action research project conducted by a teacher-researcher who is teaching Chinese as a foreign language to students in NSW public schools. It involves two action research cycles in order to investigate how a beginning teacher can improve Communicative Language Teaching (CLT) practice through continuous reflective teaching. The first action research cycle employs the NSW Quality Teaching (QT) pedagogical model as a tool to support reflective teaching. The second action research cycle aims at testing out and further improving the findings of the first action research cycle by drawing on principles of intercultural language teaching (ILT). This study seeks to contribute to current language education research in several areas. Firstly, it generates data about Teaching Chinese as a Foreign Language (TCFL) which is an emerging field. Secondly, it includes theoretical and practical understanding about CLT and ILT as foreign language pedagogies. Thirdly, while using action research as the methodology, the reflexivity of action research was further developed in this study through the integration of reflective teaching cycles into action research cycles. Fourthly, an approach to reflective teaching, namely, ‘tension-focused reflective teaching’ has been developed. Fifthly, tension-focused reflection has also given rise to a method for enhancing foreign language teaching via a communicative approach, which I termed Quality Intercultural Communicative Activities (QICA)—in which QT elements are incorporated into the design of classroom activities for intercultural communicative competence development. Sixthly, QICA also constitutes a mode of implementation of QT in the context of CLT and ILT to improve the quality of foreign language pedagogy. Seventhly, this study evaluates and tries to develop QT as a self-reflection tool for teachers.
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Besold, Jutta. „Language recovery of the New South Wales South Coast Aboriginal languages“. Phd thesis, 2012. http://hdl.handle.net/1885/10133.
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The recent years have witnessed an increase in revisiting language descriptions of the
‘sleeping’ traditional languages of south-east Australia from available historic material.
The languages of south-east New South Wales have thus far been largely neglected
and this thesis fills a gap in the contemporary language work that has and still is being undertaken on traditional New South Wales languages. This research study investigates the traditional Aboriginal languages of the New South Wales South Coast. The languages presented here are Dharrawal, Dharumba, Dhurga and Djirringanj, which were spoken from the southern parts of Sydney and Botany Bay down along the coast, close to the Victorian border. The language material used for the analysis consists entirely of archival material that was collected by various people between ca. 1834 and 1902.
Although previous work on the New South Wales South Coast languages (see
Capell (n.d.) and Eades’ (1976)) offered insight into the structure of the languages, the available archival material has not been exhaustively utilised until now. Part B of this thesis presents the seventeen previously unanalysed texts transcribed by Andrew Mackenzie and Robert Hamilton Mathews during the latter half of the 19th Century.
These texts supply a significant amount of additional morphological and syntactical
information, and insights into narrative and discourse features; as well as mythologies
of the South Coast people.
Throughout the thesis, issues of working from archival material are appropriately
discussed to clarify interpretation of the material and to introduce the reader to the
stages and processes involved in working from historic material.
This work is ultimately produced as a tool for local Aboriginal communities and
community members to assist in current and future language reclamation and revitalisation projects, and to allow for projects to aim for higher language proficiency than has previously been possible.
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Nguyen, Van Bon. „An investigation to improve the effectiveness of Vietnamese language learning in New South Wales primary schools“. Thesis, 2002. http://handle.uws.edu.au:8081/1959.7/106.
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This study examines Vietnamese language learning in New South Wales primary schools. Five major influences on Vietnamese language learning were studied: parents' competence in Vietnamese, parents' attitudes to Vietnamese language learning, parental involvement in their children's school, children's attitudes to Vietnamese language learning, and school factors such as teaching strategies and teacher qualities. The survey was conducted by means of questionnaires for children and parents, the Vietnamese language Basic Skills Tests, and interviews with teachers. A series of recommendations is offered to all those involved in teaching the Vietnamese language.
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Doust, Janet Lyndall. „English migrants to Eastern Australia, 1815-1860“. Phd thesis, 2004. http://hdl.handle.net/1885/109226.
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This thesis examines English immigration to eastern Australia between 1815 and 1860, dealing predominantly with the colonies of New South Wales and Victoria. I focus on the English because of their relative neglect in Australian immigration historiography, despite their being in the majority among the immigrants. I uncover evidence of origins, class, gender, motivation and culture. To provide a rounded picture of these immigrants, I use statistics and contemporary literary sources, principally correspondence, diaries and official and private archives, and compare the English immigrants in eastern Australia with English immigrants to the United States and with Scottish and Irish immigrants to New South Wales and Victoria in the same decades. To analyse the origins, motives and skills of the immigrants, I employ demographic data and case studies and examine separately immigrants with capital and assisted immigrants. Overwhelmingly, for both sets of immigrants, the motive was to seek material success in the colonies, faster than they believed they could at home. For the majority, this overcame scruples about the primitive state of the colonial societies and the taint of convictism. Land was a major attraction for many self-funded immigrants, who began to come into New South Wales in increasing numbers in the 1820s, initially mainly in family groups, but later larger numbers of single men were attracted to seek wealth prior to marriage. Many settled on the land as their primary source of income; others who came to practice in middle class professions were also keen to acquire town and country land for the status and wealth it promised, but lived and worked in urban areas. Chain migration was a common feature among middle class families in all decades. The gold rushes of the 1850s throw into stark relief the gambling element propelling so many people drawn from all but the poorest classes to chase fortunes. In the promotion of the Australian colonies to labouring people through government-assisted passages, the period 1831-1836 was experimental. I analyse the steps taken, the lessons learned and the background, motivations and skills of the English people attracted by this early scheme. Revised recruitment criteria were put into action in 1837 and I examine a profile of the assisted immigrants from a one in sixty sample from that year to 1860. This longitudinal study shows that, despite contemporary and subsequent criticisms of the quality of the assisted immigrants, they fitted the categories demanded by the colonists and predominantly came from regions of England suffering economic decline. To examine the culture and values of the English immigrants, I develop an extended case study of one family over two generations and analyse key themes emerging from the private papers of a cross-section of people. These two perspectives illustrate the contribution English immigrants made to the culture in eastern Australia and show how many of them maintained contact with family in England over a long period, while engaging actively in their new society.
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May, Thorold (Thor). „Language tangle: predicting and facilitating outcomes in language education“. Thesis, 2010. http://hdl.handle.net/1959.13/804346.
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Research Doctorate - Doctor of Philosophy (PhD)This thesis argues that foreign and second language teaching productivity can only reach its proper potential when it is accorded priority, second only to language learner productivity, amongst the many competing productivities which are always asserted by stakeholders in educational institutions. A theoretical foundation for the research is established by examining the historical concept of productivity, and its more recent manifestation as knowledge worker productivity, especially as applied to teachers. The empirical basis of the thesis is sourced from a chronological series of twenty biographical case studies in language teaching venues in Australia, New Zealand, Oceania and East Asia. The biographical case study methodology, although rare in applied linguistics, is justified by reference to its wide and growing application in other fields of qualitative research. The case studies are analysed for common patterns of productivity, as well as teaching productivity inhibition or failure. It was affirmed across all of the case studies without exception that external parties could not control or even reliably predict what individual students might learn, and how well, from instances of instructed language teaching. This was regardless of the power of institutional players, external resources, curriculums or the teacher. Student belief in the immediate value of what was to be learned in a given lesson, and personal confidence in an ability to learn it were the most critical factors. Teaching productivity was found to turn, ultimately, on the teacher's ability to influence the probability of student learning. The teacher could best influence learning probability by enhancing student motivation. The most effective environments for teaching productivity were seen to be those where the teacher was professionally equipped and politically enabled to exercise judgements which maximized opportunities for student language learning productivity. A negotiated pact concerning both curriculum and method often proved effective, especially with mature students, and at times required some deception of institutional authorities. Empirically, the encouragement of reciprocal learning relationships between teacher and students was found to be powerfully enabling for language teaching productivity in the case studies. In many venues a small but effective minority of 'intimate learners' were also able to leverage their language learning productivity by forging more personal relationships with the teacher. The wider cultural paradigm within each of the countries represented in the case studies sanctioned different paths and limitations for both language learners and teachers, and hence was seen to influence teaching productivity in critical ways. It was found that under certain conditions, notably (but not exclusively) those prevailing in many East Asian educational institutions, that certification of foreign language skills had a higher cultural, employment and monetary value than the actual ability to exercise foreign language skills. A negative influence on teacher productivity in many of the case studies was an ignorance about language learning and teaching amongst institutional players. The disregard of language teacher professionalism was fed by a belief that being able to speak a language was all that was necessary to teach it, and reinforced by misinterpreting the meaning of test results. Related to this, an imbalance of power relationships between teachers or students with other institutional interests was consistently found to interfere with teaching and learning productivities. Overall, the model of productivity understood in institutions instanced by the case studies tended to reflect a 19th Century economic paradigm of capital, raw materials (students) and labour (dispensable classroom workers) rather than any more sophisticated grasp of knowledge worker productivity. It was demonstrated in the context of the case studies that productivity, and in particular knowledge worker productivity, is a complex concept whose facets require detailed analysis to arrive at a proper understanding of the role that foreign and second language teachers play in educational institutions.
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Carrington, Daniel. „The misalignment between the curriculum and the classroom : critical thinking and creativity in English study“. Thesis, 2017. http://hdl.handle.net/1959.7/uws:45776.
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Arguably, the most striking impact that neoliberalism has had on the Australian education system over the last 3 decades is the move towards mass standardised testing, and the subsequent creation of ‘league tables’ that pit schools and students against each other in a quasi-market. This research focuses on the impact that these changes have had on the role of critical thinking and creativity in the English classrooms of New South Wales (NSW). The research involves both document analysis and interviews with teachers. A thematic analysis of key syllabus documents from the 1980s to the present and beyond maps key features of the documents at different time periods, and identifies articulations of the purpose, value and measurement of these key features of the English syllabus. Interviews with English teachers serve to investigate the ways in which these shifting articulations of curriculum and assessment have impacted pedagogy. These three categorical framings – curriculum, assessment, and pedagogy- provide a framework for an analysis of how the role of critical thinking and creativity in the English classrooms of NSW has changed. It will also contribute to debates about the value of critical thinking and creativity amongst policy makers and other education professionals.
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Howie, Mark. „The sacred and the profane : writing the secondary English subjects and the delimiting of professional identity“. Thesis, 2014. http://handle.uws.edu.au:8081/1959.7/566059.
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The research I present in this portfolio is broadly concerned with the programming, politics and ethics of secondary English and its teaching in New South Wales, my home state, and Australia in the years 2003 to 2013. It was undertaken in a time of significant curriculum change. These developments took place in a media and political context that was generating a good deal of comment and controversy, including strident criticism from some commentators and politicians of the quality of contemporary English teaching. The research specifically relates to the conditions of being for the secondary English subjects in a time of curriculum change and contestation. Following Green and Beavis (1996), English subjects is used here to signify that, in the field of English studies, subject identity necessarily entails consideration of both the subject that is taught, in its different historical configurations or ‘models’, and the discursive ‘writing’ of the teacher subject that each ‘model’ anticipates. I argue that a notable element of the contestation currently surrounding the teaching subject English in Australia is that it has exceeded various moves to delimit the secondary English curriculum. The English teacher subject has also become a site of contestation upon which the future prospects of English depend. The struggle for the English subjects is about setting the boundaries of possibility for English teachers’ pedagogy and defining their role as agents of a preferred ‘model’ of English. The preface (Chapter 2) and four papers that comprise Chapter 3 of the portfolio accordingly explore how English teachers can reconceptualise their subject and their practice through ‘rewriting’ their professional identity in their classroom programming. It has a conceptual-theoretical basis in the development of what I call ‘a transformative model for programming secondary English’. The act of writing a programme is understood here as (professional) writing in a poststructuralist sense, through which English teachers write themselves into being. The ‘transformative model’ is a recursive curriculum model integrating significant models of English teaching into a coherent, developmental teaching and learning cycle that I have come to recognise as enacting an ethic of hospitality to difference. The four papers presented in Chapter 4 extend on my exploration of the significance and affordances of this ethic to secondary English teachers by recontextualising it within consideration of professional responsibility and advocacy, primarily through the lens of dialogical ethics (Kostogriz and Doecke, 2007 and 2013) and its theoretical underpinnings. The movement from programming to advocacy, I argue, was a necessary extension of the critical-theoretical basis of the ‘transformative model’ given it was developed and disseminated in a time of subject contestation. In such conditions, advocacy is integral to, even indivisible from, the dissemination of the sort of research for praxis I have undertaken (cf. Mullen and Kealy, 2005; Parr, 2010). The research enhances understanding of key aspects of the professional identity work English teachers can undertake in the context of subject renewal through their programming and in publicly representing their work through other forms of advocacy, which is now widely considered to be a defining element of teacher professionalism (e.g. AATE and ALEA, 2002). It demonstrates possibilities for challenge and resistance available to secondary English teachers in “speaking back to standards-based reforms” (Parr, 2010), and contributes in an original way to the “increasingly researched area of English teachers’ professional identities” (Sawyer, 2006b, p.30; cf. Doecke, Homer and Nixon, 2003).
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Liao, Jiadong. „Knowledge in practice : a grounded theory approach to constructing beginning Mandarin teachers' use of the communicative language teaching approach“. Thesis, 2011. http://handle.uws.edu.au:8081/1959.7/500480.
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The Communicative Language Teaching (CLT) approach, promoted by language education programmes, has become the prevailing language teaching methodology across the world. However, the process about the beginning language teacher’s application of CLT is not yet explored in past research. This research aimed to study the use of CLT through the beginning Mandarin teacher’s perspectives.
A grounded theory approach is employed as the research methodology. Data was collected from interviews of eight beginning Mandarin teachers and my reflective journals. The teacher interviewed in the study have been teaching Mandarin in primary schools (stage one to three) and junior high schools (stage four) for one or two years.
Major findings suggest a three-dimension explication for the practice of CLT in Mandarin class. The epistemic dimension indicates the beginning Mandarin teacher’s understanding of CLT; the perceptual dimension reveals the teacher’s concerns of CLT as against their preferences, teaching objectives, and surroundings; and the situational dimension explicates the teacher’s adaption of CLT in their particular teaching situations. The integral, emergent process of the three dimensions demonstrates a procedure in the transmission of the CLT theory into practice, and implies the practice of teacher education programmes, language curriculum, and Mandarin teaching to consider issues in the teacher’s knowledge-practice process.
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Cameron, Jill. „A collective case study: How regular teachers provide inclusive education for severely and profoundly deaf students in regular schools in rural New South Wales“. Thesis, 2005. http://hdl.handle.net/1959.13/24990.
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This thesis reports a collective case study of the school educational experiences of five severely and profoundly deaf students who were enrolled in regular schools in rural areas of New South Wales. The students ranged in age from 6 to 18 years. Three issues were examined: (1) The impact of the philosophy of inclusive education and the question of why students with high degrees of deafness and high support needs were enrolled in regular schools in rural areas; (2) The specific linguistic an educational support needs of deaf students; and (3) The ability of the regular schools and teachers to cater for the educational needs of the deaf students in those settings. The case studies revealed that to considerably varying extents in different situations, the students were afforded inclusive educational opportunities. The extent of inclusiveness of students’ educational experiences was shown to vary according to a number of variables. The variables identified included: the type and quality of communication with the deaf student, teaching style, accessibility of content, particular lesson type, and the type and extent of curriculum adaptations employed. As a result of the analysis of the data from the five cases, a number of generalistions were possible. These generalisations were that (a) students with the ability to access spoken communication auditorily were more easily included than students using manual communication; (b) reduction of linguistic and academic input occurred as a response to student inability to access class programs because of reduced linguistic capabilities, resulting in the deaf students receiving different and reduced information to the hearing students; (c) communication between a deaf student and his or her class teacher needed to be direct for the most successful inclusion to occur; (d) teaching style needed to be interactive or experiential for successful language learning and literacy development to occur; (e) curriculum adaptations needed to involve provision of visual support for lesson material to be highly effective; (f) lessons/subjects easily supported by visual means, such as mathematics or practical subjects, when taught hierarchically, going from the known to unknown in achievable steps, meant teaching style could be either transmission or interactive, for lesson activities to be considered inclusive; (g) students with poor literacy skills were unable to successfully access an intact (i.e., unaltered and complete) high school curriculum; (h) the teaching style of the class teacher impacted on the support model possible for the itinerant teacher; (i) an interactive class teaching style allowed for cooperative teaching between class teacher and itinerant teacher who could then assist the class teacher with both the linguistic and academic needs of the deaf student; (j) a transmission style of teaching resulted in various levels of withdrawal for the deaf student unless the subject matter could be represented visually; (k) when curriculum content or expected outcomes were reduced, the deaf students did not have the same access to information as their hearing counterparts and consequently could not develop concepts or understandings in the same manner; and (l) language and literacy development were most facilitated when interactive teaching opportunities were established proactively for the deaf students rather than through the reduction of content as a response to their failure to successfully engage with the complete curriculum. The conclusions suggest an alternative support proposal for deaf students in rural environments. The model of support proposed involves the targeting of specific preschools and primary schools with the provision of teachers identified to teach collaboratively and interactively. Under the proposed model several students with impaired hearing would be located within the one school with the itinerant teacher position becoming a full-time appointment in that school. Such a model would enable coenrolment, co-teaching, co-programming, creative grouping, and the provision of demonstration opportunities and support for other teachers within the school and district that had deaf students enrolled. Finally, interactive teaching, based on a clearly defined theoretical model of language acquisition, development, and learning, is recommended for students with impaired hearing in such environments. It is argued that the support of linguistic development and academic learning could be facilitated concurrently, thus ensuring that by the time students had reached high school they would possess sufficient literacy skills to access a regular high school program successfully.PhD Doctorate
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Cameron, Jill. „A collective case study: How regular teachers provide inclusive education for severely and profoundly deaf students in regular schools in rural New South Wales“. 2005. http://hdl.handle.net/1959.13/24990.
Der volle Inhalt der QuelleAnnotation:
This thesis reports a collective case study of the school educational experiences of five severely and profoundly deaf students who were enrolled in regular schools in rural areas of New South Wales. The students ranged in age from 6 to 18 years. Three issues were examined: (1) The impact of the philosophy of inclusive education and the question of why students with high degrees of deafness and high support needs were enrolled in regular schools in rural areas; (2) The specific linguistic an educational support needs of deaf students; and (3) The ability of the regular schools and teachers to cater for the educational needs of the deaf students in those settings. The case studies revealed that to considerably varying extents in different situations, the students were afforded inclusive educational opportunities. The extent of inclusiveness of students’ educational experiences was shown to vary according to a number of variables. The variables identified included: the type and quality of communication with the deaf student, teaching style, accessibility of content, particular lesson type, and the type and extent of curriculum adaptations employed. As a result of the analysis of the data from the five cases, a number of generalistions were possible. These generalisations were that (a) students with the ability to access spoken communication auditorily were more easily included than students using manual communication; (b) reduction of linguistic and academic input occurred as a response to student inability to access class programs because of reduced linguistic capabilities, resulting in the deaf students receiving different and reduced information to the hearing students; (c) communication between a deaf student and his or her class teacher needed to be direct for the most successful inclusion to occur; (d) teaching style needed to be interactive or experiential for successful language learning and literacy development to occur; (e) curriculum adaptations needed to involve provision of visual support for lesson material to be highly effective; (f) lessons/subjects easily supported by visual means, such as mathematics or practical subjects, when taught hierarchically, going from the known to unknown in achievable steps, meant teaching style could be either transmission or interactive, for lesson activities to be considered inclusive; (g) students with poor literacy skills were unable to successfully access an intact (i.e., unaltered and complete) high school curriculum; (h) the teaching style of the class teacher impacted on the support model possible for the itinerant teacher; (i) an interactive class teaching style allowed for cooperative teaching between class teacher and itinerant teacher who could then assist the class teacher with both the linguistic and academic needs of the deaf student; (j) a transmission style of teaching resulted in various levels of withdrawal for the deaf student unless the subject matter could be represented visually; (k) when curriculum content or expected outcomes were reduced, the deaf students did not have the same access to information as their hearing counterparts and consequently could not develop concepts or understandings in the same manner; and (l) language and literacy development were most facilitated when interactive teaching opportunities were established proactively for the deaf students rather than through the reduction of content as a response to their failure to successfully engage with the complete curriculum. The conclusions suggest an alternative support proposal for deaf students in rural environments. The model of support proposed involves the targeting of specific preschools and primary schools with the provision of teachers identified to teach collaboratively and interactively. Under the proposed model several students with impaired hearing would be located within the one school with the itinerant teacher position becoming a full-time appointment in that school. Such a model would enable coenrolment, co-teaching, co-programming, creative grouping, and the provision of demonstration opportunities and support for other teachers within the school and district that had deaf students enrolled. Finally, interactive teaching, based on a clearly defined theoretical model of language acquisition, development, and learning, is recommended for students with impaired hearing in such environments. It is argued that the support of linguistic development and academic learning could be facilitated concurrently, thus ensuring that by the time students had reached high school they would possess sufficient literacy skills to access a regular high school program successfully.PhD Doctorate
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Cao, Shan. „A multimodal approach looking at the cultural significance of a festival : a unit of work for young learners of Chinese in a NSW school“. Thesis, 2021. http://hdl.handle.net/1959.7/uws:67137.
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This research explores the potential effects of a multimodal approach on motivating young learners’ Chinese learning in Australian primary schools. The study’s main research question was: How can different modes be combined to motivate Chinese learning within an Australian primary school context? The contributory research question was: How can a teacher-researcher integrate their knowledge as a native speaker with the knowledge of local teachers to design a unit of work for primary school students using a multimodal pedagogy? The teacher-researcher was a bilingual volunteer teacher of the Research-Oriented School-Engaged Teacher Education program. She was provided the opportunity to teach in a local school and implement research for its students. However, due to the COVID-19 pandemic, this study was conducted through online interviews via Zoom meetings with two experienced teachers about a unit of work based on the theme of the Dragon Boat Festival. The research method was a qualitative case study. Research data was mainly collected from the two interviewees’ feedback and the teacher-researcher’s reflective journal. Based on the findings generated from the data, visual-auditory and kinesthetic-visual are the two types of combined modes for Chinese acquisition. These modes are combined to interpret Chinese for students based on the linguistic features of the Chinese language and the characteristics of targeted young learners who are energetic in doing movements and keen on interesting images. Further, this study found two main teaching strategies for novice teachers to motivate students’ language learning under a multimodal approach. One is getting students to realise their responsibility in language learning, and the other is making an effort to find teaching materials related to students’ daily life and the topics they like.
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Zhao, Chen. „A case study of a course designed to apply the performed culture approach to help Australian primary school students become more learned in Chinese language and culture“. Thesis, 2021. http://hdl.handle.net/1959.7/uws:67386.
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Increasing interactions between Australia and China highlight the need for better intercommunication and deeper understanding of the Chinese language in Australia. This demand is reflected in the Chinese K-10 Syllabus in New South Wales through two strands of outcomes, communicating and understanding (NESA, 2017). This case study investigated a course design that applied the performed culture approach to Chinese learning in Australia. The investigation was conducted through interviews with professional experts, who were asked for their opinions on the course designed for Year 5 students. The research questions focussed on how the performed culture approach could be developed for Australian primary students, and whether this approach could enrich students’ learning of Chinese language and culture. Data were collected through qualitative interviews with teachers and academics working in the field of education. The aim of this study was to develop a Year 5 pedagogical Chinese curriculum that can assist practitioners to improve students’ Chinese communicative skills and cultural understanding. Informed by the performed culture approach and consistent with the NSW Chinese syllabus objectives in communicative skills and cultural understanding, this project concluded with a unit of work and series of lesson plans integrating culture with language, designed to encourage Australian primary students’ culturally appropriate language use.
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Dai, Fuwen. „Developing experiential in-class activities to engage students' Chinese learning : an action research study in a Western Sydney school“. Thesis, 2020. http://hdl.handle.net/1959.7/uws:57454.
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Methods of teaching Chinese as a Foreign Language have often incorporated the methods adopted in teaching English as a Second or Foreign Language. (Xing, 2016; Zhou, 2014; Jiao, 2018). One, the Experiential Learning Method is a pedagogy which emphasizes ‘learning by doing’ where students actively participate in their own learning through concrete experiential activities. It has been proposed as a method where students have an opportunity, to construct new knowledge in a learning environment which centres activities around their interests and previous learning (Kolb, 2014). This research has studied the application of the Experiential Learning Method in a Western Sydney public primary school through Action Research to engage Stage 3 students’ in Chinese language learning. As part of the Research Oriented School Engaged Teacher Education (ROSETE) program at Western Sydney University, this research involved twenty students aged 9 to 11 years in eight weeks of Chinese language learning which accounted for eight classroom lessons across two Action Research Cycles.
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Mao, Xijun. „An investigation into appreciative approaches to pedagogy : the perspective of a volunteer teacher researcher in language classrooms in NSW public schools“. Thesis, 2010. http://handle.uws.edu.au:8081/1959.7/489629.
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Through discussions of personal learning and through observations of classroom practice this thesis seeks to document the use of appreciative pedagogy and appreciative approaches to pedagogy in the LOTE (Languages other than English) classroom. The thesis draws on Cooperider and Srivastra‘s (1987) appreciative inquiry, Yballe and O‘Connor‘s (2000) appreciative pedagogy and a broader self-identified category of ‘appreciate approaches‘ to identify and inquire into the efficacy of a range of educational practices that work ‘appreciatively‘. In the process Cooperider and Srivastra‘s 4-D cycle, comprising ‘discovery‘, ‘dream‘, ‘design‘ and ‘destiny‘, is used to make the appreciative approach accessible and as a tool to ‗appreciate‘ the data gathered in the process. The model is also subject to critical evaluation and re-design. It is therefore both subject matter and research method. The thesis draws on data collected through reflective journals, document analysis, classroom observation and most importantly, interviews with selected language teachers in Australia (NSW Met-West region) and China (Zheijang province). My principal research question is: Can Appreciative Inquiry AI be used to inquire into, inform and extend teaching and learning in western Sydney schools? My subsidiary question is: How might this work be relevant to future teaching practices in NSW and China? This project is therefore a pursuit of effective teaching and learning through the lens of appreciation. It is undertaken in an attempt to enrich understanding of individual and collective pedagogical practices in language classrooms in Australia and China through reference to the power of an appreciative perspective and the use of an appreciative approach.
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Shin, Hyunjung. „“Gireogi Gajok”: Transnationalism and Language Learning“. Thesis, 2010. http://hdl.handle.net/1807/19133.
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This dissertation examines effects of globalization on language, identity, and education through the case of four Korean jogi yuhak (early study abroad) students attending Toronto high schools. Resulting from a 2.4-year sociolinguistic ethnography on the language learning experiences of these students, the thesis explores how globalization--and the commodification of language and corporatization of education in the new economy, in particular--has transformed ideas of language, bilingualism, and language learning with respect to the transnational circulation of linguistic and symbolic resources in today‘s world.
This thesis incorporates insights from critical social theories, linguistic anthropology, globalization studies, and sociolinguistics, and aims to propose a "globalization sensitive" Second Language Acquisition (SLA) theory. To better grasp the ways in which language learning is socially and politically embedded in new conditions generated by globalization, this new SLA theory conceives of language as a set of resources and bilingualism as a social construct, and examines language learning as an economic activity, shaped through encounters with the transnational language education industry.
The analysis examines new transnational subjectivities of yuhaksaeng (visa students), which index hybrid identities that are simultaneously global and Korean. In their construction of themselves as "Cools" who are wealthy and cosmopolitan, yuhaksaeng deployed newly-valued varieties of Korean language and culture as resources in the globalized new economy. This practice, however, resulted in limits to their acquisition of forms of English capital valued in the Canadian market. As a Korean middle class strategy for acquiring valuable forms of English capital, jogi yuhak is caught in tension: while the ideology of language as a skill and capital to help an individual‘s social mobility drives the jogi yuhak movement, the essentialist ideology of "authentic" English makes it impossible for Koreans to work it to their advantage.
The thesis argues that in multilingual societies, ethnic/racial/linguistic minorities‘ limited access to the acquisition of linguistic competence is produced by existing inequality, rather than their limited linguistic proficiency contributing to their marginal position. To counter naturalized social inequality seemingly linguistic in nature, language education in globalization should move away from essentialism toward process- and practice-oriented approaches to language, community, and identity.
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Huo, Luhua. „The impact of visual pedagogy on students' learning of Hanyu : a case study of a Western Sydney public school“. Thesis, 2012. http://handle.uws.edu.au:8081/1959.7/523643.
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The learning of Chinese characters is considered to be one of the most challenging problems faced by learners of Chinese as a Foreign Language (CFL). The visual nature of characters is not fully used in CFL classes in Australia. This study aims at contributing to an understanding of the significance of Chinese character learning and exploring the effectiveness of visual pedagogy on non-background Australian students' learning CFL. It is also expected to find out the existing problems in Chinese character teaching. A variety of qualitative and quantitative research methods are adopted in this study. Classroom observations, interviews, documents and students' quiz results are the four main data sources. Nine Stage 2 students from a primary school in Western Sydney Region and two volunteer teacher-researchers were interviewed for their CFL learning and teaching experience. Data collected shows that visual pedagogy in Chinese character teaching can improve students' understanding and retention of Chinese script, and promote their learning interest, creativity and visual literacy. However, its negative influences on students' writing sequence and written form of Chinese characters are also found in this study.