Bibliografías temáticas / Language and languages Study and teaching (Primary) Australia

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Literatura académica sobre el tema "Language and languages Study and teaching (Primary) Australia"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 19 de febrero de 2022

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Artículos de revistas sobre el tema "Language and languages Study and teaching (Primary) Australia"

Fhonna, Rahmi, and Yunisrina Qismullah Yusuf. "Indonesian Language Learning Methods in Australian Elementary Schools." Journal of Language and Education 6, no. 2 (June 30, 2020): 106–19. http://dx.doi.org/10.17323/jle.2020.10080.

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Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from t

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Devina, Devina, and Santiago Varona-Domblas. "LINGUISTIC PROFICIENCY DEVELOPMENT THROUGH SCAFFOLDING: A SPANISH TEACHER’S BELIEFS AND PRACTICES IN AUSTRALIA." SAGA: Journal of English Language Teaching and Applied Linguistics 1, no. 1 (January 3, 2020): 31–44. http://dx.doi.org/10.21460/saga.2020.11.29.

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In determining the implementation and execution of the classroom activities, the teacher’s beliefs plays an important role as one of the fundamental aspects of language teaching. In-depth, the beliefs also influence the learner’s competency and the achievement of learning outcomes. This research aims at observing the beliefs of a Spanish language teacher in a private language school in Australia. Data were gathered through interview and classroom observations. The interview was designed to explore the teacher’s beliefs regarding the language learning approach. Furthermore, the classroom observ

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Torepe, Toni K., and Richard F. Manning. "Cultural Taxation: The Experiences of Māori Teachers in the Waitaha (Canterbury) Province of New Zealand and their Relevance for Similar Australian Research." Australian Journal of Indigenous Education 47, no. 2 (August 23, 2017): 109–19. http://dx.doi.org/10.1017/jie.2017.20.

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This article draws on data from a research study (Torepe, 2011) that investigated the lived experiences of six Māori teachers who recently graduated from the Hōaka Pounamu (Graduate Diploma in Immersion and Bilingual Teaching) course at the University of Canterbury, New Zealand. The primary objective was to gain a deeper understanding of the lived experiences and various challenges confronting this group of experienced Māori language teachers working in English-medium, state-funded schools. This article describes the qualitative research methodology that was underpinned by a Kaupapa Māori narr

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Buxton, Lisa Maree. "Professional development for teachers meeting cross-cultural challenges." Journal for Multicultural Education 35, no. 2 (December 9, 2019): 19–32. http://dx.doi.org/10.1108/jme-06-2019-0050.

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Purpose When providing professional development for teachers, certain factors should be considered and included to ensure it is effective and enhances teacher practice and outcomes for children in their classes. While this is achieved in many curriculum areas, there has been little written about effective professional development for teachers in relation to Aboriginal education in Australia, enhancing teacher confidence in meeting the needs of Aboriginal and Torres Strait Islander children. This paper aims to describe a study concerned with the ongoing development of a professional learning fr

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Stinson, Madonna. "Speaking up about oracy: the contribution of drama pedagogy to enhanced oral communication." English Teaching: Practice & Critique 14, no. 3 (December 7, 2015): 303–13. http://dx.doi.org/10.1108/etpc-07-2015-0055.

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Purpose – The purpose of this paper is to consider the growing interest in oracy and to propose the pedagogy of process drama as an ideal model for the dialogic classroom. Design/methodology/approach – This paper takes the form of an explanatory case study where the author draws on a successful drama/oracy project in a primary school in Brisbane, Australia, to illustrate the connections between Alexander’s five indicators of a dialogic classroom and the process drama in which the students participated. Findings – The application of this process drama as pedagogy for the teaching and learning o

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Poetsch, Susan. "Unrecognised language teaching: Teaching Australian Curriculum content in remote Aboriginal community schools." TESOL in Context 29, no. 1 (December 30, 2020): 37–58. http://dx.doi.org/10.21153/tesol2020vol29no1art1423.

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The case study in this article offers a descriptive account of challenges involved in teaching Australian Curriculum content in the common teaching context in remote communities where an Indigenous language is spoken as the everyday form of communication and students learn English in what is essentially a foreign language setting. An on-theground description of the work of a Primary school teaching team servesto illustrate the language teaching aspect of delivering Australian Curriculum content in areas such as History, Geography and Science. This aspect of the teaching team’s work is underest

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Tran, Ly Thi. "Teaching and Engaging International Students." Journal of International Students 10, no. 3 (August 15, 2020): xii—xvii. http://dx.doi.org/10.32674/jis.v10i3.2005.

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   International student mobility has been increasingly subject to turbulences in politics, culture, economics, natural disasters, and public health. The new decade has witnessed an unprecedented disruption to international student flows and welfare as a consequence of the COVID-19 outbreak. COVID-19 has laid bare how fragile the current transactional higher education model is, in Australia and in other major destination countries like the United States, United Kingdom, Canada and New Zealand. This health crisis hitting international education presents a range of challenges f

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Wildsmith-Cromarty, Rosemary, and Robert J. Balfour. "Language learning and teaching in South African primary schools." Language Teaching 52, no. 3 (July 2019): 296–317. http://dx.doi.org/10.1017/s0261444819000181.

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South Africa's history of segregation and the privileging of English and Afrikaans as the only languages of teaching and learning beyond primary schooling, make the post-apartheid period a complex one, especially in light of the Constitutional commitment to multilingualism in the 11 official languages. Research on literacy and language teaching contextualises the impact of curriculum and language policy initiatives aimed at improving learner performance. We review research concerning the transition from the study of first additional language (FAL) as subject, to the use of FAL as the language

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Gassin, June. "Innovations in university language teaching." Language Teaching and Learning in Australia 9 (January 1, 1992): 19–32. http://dx.doi.org/10.1075/aralss.9.02gas.

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University language teaching in Australia has undergone significant changes over the past few years in spite of considerable constraints. Many institutions have responded positively to the changing needs of their students with new courses, study abroad programs and summer schools. This paper focuses on some recent innovations taking place in language teaching at the University of Melbourne. These relate to both policy and practice and include the establishment of a School of Languages. Taken as a whole these innovations constitute an important step in the development of a coherent university l

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Clyne, Michael, Sue Fernandez, and Felicity Grey. "Languages taken at school and languages spoken in the community – a comparative perspective." Australian Review of Applied Linguistics 27, no. 2 (January 1, 2004): 1–17. http://dx.doi.org/10.1075/aral.27.2.01cly.

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Abstract This paper compares two sets of data from the same year, 2001 – the numbers of students taking languages other than English at primary and secondary level, and census statistics for the home use of languages other than English. The data draws attention to languages that are taught principally in day schools and those taken mainly in after hours programs, and to variation between States and between education systems. While it is acknowledged that the strong presence of a language in the community is not the only reason for offering it in schools, the paper demonstrates that some import

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Tesis sobre el tema "Language and languages Study and teaching (Primary) Australia"

Stone, Helen. "Specialist teachers and curriculum reform in a Western Australian primary school in 2002 : a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals /." Stone, Helen (2006) Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/350/.

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This thesis details research on the first phase of curriculum reform (1999-2004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum

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Debela, Nega Worku. "Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phd2858.pdf.

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au, fino@westnet com, and Helen Stone. "Specialist Teachers and Curriculum Reform in a Western Australian Primary School in 2002 A Comparative Study of Specialist Music, Health and Physical Education, and Languages-Other-Than-English Teaching Professionals." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070427.125141.

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This thesis details research on the first phase of curriculum reform (19992004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum

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Liang, Xiaohua, and 梁小华. "Investigating how activities mediate student peer talk in an English immersion context in the mainland of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45895673.

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Tsai, Tzu-Ru. "Innovative literacy content, methods, and assessment in English-as-a-foreign language primary instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2878.

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The primary goal of this project is to offer Taiwanese teachers diverse innovative literacy instruction and assessments to motivate students' reading processes. Sample curriculum/lesson plans are included.

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Tang, Ka-Man, and 鄧嘉敏. "Integration of tasks into the 'presentation-practice-production' modelof grammar teaching in a primary context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50177072.

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This action research explores ways of adapting Task-based language teaching for teaching grammar to Primary six Hong Kong students while maintaining the structural Presentation-Practice-Production approach. It integrates two kinds of focused tasks into the intervention. They are Consciousness-raising tasks and Practice-based tasks. It investigates learners‘perceptions of those two tasks on English grammar learning by collecting questionnaires and conducting interviews. After the first cycle of the intervention, the researcher analyzed the data, students‘performance and works in order to make

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Shaw, Jennifer Feng. "Patterns of language use in a bilingual classroom at an international primary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50177059.

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The main objective of this study was to investigate patterns of language use in a bilingual dual-taught classroom, and the impact of bilingual dual teaching on language development and language choice in young children (ages 7-8). The study was conducted in an immersion English/Putonghua classroom at an international primary school that adopts the International Baccalaureate Primary Years Program. English and Putonghua are the mediums of instruction although most students in the school come from Cantonese speaking Hong Kong-native families. The school is unique in this way because most stude

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MacDougall, Lisa Kathryn Denham. "Building spelling concepts through word study." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1518.

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Sutton, Candace. "A case study of two teachers' understanding of and attitudes towards bilingualism and multiculturalism in a South African primary school." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/497/.

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Deng, Chunrao, and 邓春娆. "Communicativeness of activities in EFL primary school classrooms in Nanhai Guangdong, China: teachers'interpretations of task-based language teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47232018.

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Task-based language teaching has a high profile within contemporary ELT. There are, however, few empirical studies of how teachers actually implement tasks in Chinese primary school contexts. This study aims to fill this gap by exploring how four teachers in two primary schools in Nanhai, Guangdong implement communicative activities in a top-down national innovation. This study involves three areas of investigation. The first area describes classroom practice. A particular focus is on activity types and the degree of communicativeness of activities. The second area analyzes how the pra

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Libros sobre el tema "Language and languages Study and teaching (Primary) Australia"

Jenkins, Heather J. Learning languages in western Australian primary schools: A needs survey for the teaching of language other than English at the primary level in Western Australia. [Perth?]: Western Australian Multicultural Education Advisory Committee, 1986.

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Susanto, Djoko. Teaching Indonesian language in Australia: A methodological perspective of primary English teaching in Indonesia. Malang, East Java, Indonesia: UIN-Malang Press, 2009.

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John, Pollock, ed. Language and learning: An introduction for teaching. South Melbourne, Australia: Oxford University Press, 1991.

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John, Pollock, and Komesaroff Linda R, eds. Language and learning: An introduction for teaching. 3rd ed. South Melbourne, Vic: Oxford University Press, 2003.

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Teaching foreign languages in the primary school. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Kristina, Tobutt, ed. Modern languages in the primary school. London: SAGE, 2009.

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Exley, Beryl. Exploring with grammar in the primary years: Knowledge about language in the Australian curriculum : English. Norwood, SA: Australian Literacy Educators' Association, 2015.

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Living languages: An integrated approach to teaching foreign languages in primary schools. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Angela, McLachlan, ed. Primary languages in practice: A guide to teaching and learning. Maidenhead, England: Open University Press, 2009.

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Education, Ontario Ministry of. Native languages : a support document for the teaching of native languages: Primary, junior, intermediate, and senior divisons. [Toronto]: The Ministry, 1989.

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Capítulos de libros sobre el tema "Language and languages Study and teaching (Primary) Australia"

Couzens, Vicki, and Christina Eira. "Meeting Point: Parameters for the Study of Revival Languages." In Endangered Languages. British Academy, 2014. http://dx.doi.org/10.5871/bacad/9780197265765.003.0015.

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As language revival and revitalization rapidly become primary modes of community-based work in Aboriginal Australia, the need for a theoretical foundation for the linguistic scenarios that emerge is becoming increasingly evident. Language revival presents a new situation for analysis, as languages are simultaneously researched, learned, and developed in a single overarching and ongoing process. This brings to the fore the need to account for and implement vernacular approaches to language as well as disciplinary ones, as the languages are simply not available for objective academic study outside of community-internal motivations, processes, and analyses. To this end, the authors aim to develop a research methodology and epistemology that can benefit from ways of knowing and learning privileged in Aboriginal communities, as well as those of academic linguistics. The meeting points of these can be explored through collaborative community-based ventures, and in direct response to current developments in language revival itself.

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Simpson, Jane. "Language studies by women in Australia." In Women in the History of Linguistics, 367–400. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198754954.003.0015.

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Few women contributed to documenting Indigenous Australian languages in the nineteenth century. Brief accounts are given of six settler women who did so: Eliza Dunlop (1796–1880), Christina Smith (‘Mrs James Smith’; 1809?–1893), Harriott Barlow (1835–1929), Catherine Stow (‘K. Langloh Parker’; 1856–1940), Mary Martha Everitt (1854–1937), and Daisy May Bates (1859–1951). Their contributions are discussed against the background of forty-four other settler women who contributed to language study, translation, ethnography, or language teaching. Reasons for the relative absence of women in language documentation included family demands, child raising, and lack of education, money, and patrons, as well as alternative causes such as women’s rights. Recording Indigenous languages required metalinguistic analytic skills that were hard to learn in societies that lacked free education. Extra obstacles for publication were remoteness from European centres of research, and absence of colleagues with similar interests.

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