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Artykuły w czasopismach na temat "English language in New South Wales"
Smith, Hilary, i Leanne Pryor. "Addressing the hegemony of English through picture books in Gamilaraay". Waikato Journal of Education 27, nr 1 (5.05.2022): 5–20. http://dx.doi.org/10.15663/wje.v26i1.907.
Pełny tekst źródłaIredale, Robyn, i Christine Fox. "The Impact of Immigration on School Education in New South Wales, Australia". International Migration Review 31, nr 3 (wrzesień 1997): 655–69. http://dx.doi.org/10.1177/019791839703100306.
Pełny tekst źródłaWilliams, Meinir, i Sarah Cooper. "Adult New Speakers of Welsh: Accent, Pronunciation and Language Experience in South Wales". Languages 6, nr 2 (13.05.2021): 86. http://dx.doi.org/10.3390/languages6020086.
Pełny tekst źródłaTannous, W., i Kingsley Agho. "Factors Associated with Home Fire Escape Plans in New South Wales: Multinomial Analysis of High-Risk Individuals and New South Wales Population". International Journal of Environmental Research and Public Health 15, nr 11 (25.10.2018): 2353. http://dx.doi.org/10.3390/ijerph15112353.
Pełny tekst źródłaFesl, E. "Language Death and Language Maintenance: Action Needed to Save Aboriginal Languages". Australian Journal of Indigenous Education 13, nr 5 (listopad 1985): 45–50. http://dx.doi.org/10.1017/s0310582200014061.
Pełny tekst źródłaMiller, Steven. "The English-speaking researcher in Italy". Art Libraries Journal 35, nr 2 (2010): 35–39. http://dx.doi.org/10.1017/s0307472200016382.
Pełny tekst źródłaCho Tang, Kwok, Christine Duffield, Xc Chen, Sam Choucair, Reta Creegan, Christine Mak i Geraldine Lesley. "Nursing as a career choice: Perceptions of students speaking Arabic, Serbo-Croatian, Spanish, Turkish or Vietnamese at home". Australian Health Review 22, nr 1 (1999): 107. http://dx.doi.org/10.1071/ah990107.
Pełny tekst źródłaGoldsmith, Peggy W. "Second language learners in special education". Volume 3 3 (1.01.1986): 92–107. http://dx.doi.org/10.1075/aralss.3.06gol.
Pełny tekst źródłaManuel, Jackie, i Don Carter. "“I had been given the space to grow”". English Teaching: Practice & Critique 14, nr 2 (7.09.2015): 100–120. http://dx.doi.org/10.1108/etpc-02-2015-0007.
Pełny tekst źródłaBaker, Philip. "Historical Developments in Chinese Pidgin English and the Nature of the Relationships Between the Various Pidgin Englishes of the Pacific Region". Journal of Pidgin and Creole Languages 2, nr 2 (1.01.1987): 163–207. http://dx.doi.org/10.1075/jpcl.2.2.04bak.
Pełny tekst źródłaRozprawy doktorskie na temat "English language in New South Wales"
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.
Pełny tekst źródłaSawyer, 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.
Pełny tekst źródłaSawyer, 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.
Pełny tekst źródłaPizarro, 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.
Pełny tekst źródłaBibliography: 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
Sawyer, Wayne, University of Western Sydney, of Arts Education and Social Sciences College i 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.
Pełny tekst źródłaDoctor of Philosophy (PhD)
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.
Pełny tekst źródłaWaites, 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.
Pełny tekst źródłaTroy, Jakelin Fleur. "Melaleuka : a history and description of New South Wales pidgin". Phd thesis, Australian National University, 1994. http://hdl.handle.net/1885/112648.
Pełny tekst źródłaFujii, 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.
Pełny tekst źródłaLewis, 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.
Pełny tekst źródłaKsiążki na temat "English language in New South Wales"
Austin, Peter. A reference dictionary of Gamilaraay, northern New South Wales. Bundoora, Vic: La Trobe University, Dept. of Linguistics, 1992.
Znajdź pełny tekst źródłaAustin, Peter. A reference dictionary of Gamilaraay, northern New South Wales. Bundoora, Vic., Australia: La Trobe University, Dept. of Linguistics, 1993.
Znajdź pełny tekst źródłaWestwood, Stephanie. New South Wales kookaburra handwriting outcomes. Southbank, Vic: Thomson Learning Australia, 2003.
Znajdź pełny tekst źródłaTroy, Jakelin. Australian aboriginal contact with the English language in New South Wales, 1788 to 1845. Canberra, A.C.T., Australia: Dept. of Linguistics, Research School of Pacific Studies, The Australian National University, 1990.
Znajdź pełny tekst źródłaWenglish: The dialect of the South Wales valleys. Tal-y-bont: Y Lolfa, 2008.
Znajdź pełny tekst źródłaRees, Iorwerth. A glossary of medieval and post-medieval terms relating to South Wales. Cardiff: [Glamorgan Archive Service], 1988.
Znajdź pełny tekst źródłaPenhallurick, Robert J. Gowerland and its language: A history of the English speech of the Gower Peninsula, South Wales. Frankfurt am Main: P. Lang, 1994.
Znajdź pełny tekst źródłaSmit, Ute. A new English for a new South Africa?: Language attitudes, language planning and education. Wien: Braumüller, 1996.
Znajdź pełny tekst źródłaHarris, Roxy. New ethnicities and language use. Basingstoke [England]: Palgrave Macmillan, 2006.
Znajdź pełny tekst źródłaSmee, C. J. Born in the English colony of New South Wales, 1811-1820. Dickson, A.C.T: C.J. Smee, 2013.
Znajdź pełny tekst źródłaCzęści książek na temat "English language in New South Wales"
Koch, Harold. "Substrate influences on New South Wales Pidgin". W Creoles, their Substrates, and Language Typology, 489–512. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/tsl.95.27koc.
Pełny tekst źródłaLoughton, Gavin. "Did the Early British Colonists Regard the Indigenous Peoples of New South Wales as Subjects of the Crown Entitled to the Protection of English Law?" W The Impact of Law's History, 201–37. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90068-7_11.
Pełny tekst źródłaJones, Kathryn N., Carol Tully i Heather Williams. "Patriotism, Pan-Celticism and the Welsh Cultural Paradigm in Travel Writing in French from 1830 to 1900". W Hidden Texts, Hidden Nation, 67–112. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789621433.003.0003.
Pełny tekst źródłaHelsloot, Angela. "Allambie Heights Public School, Sydney, Australia". W Systematic synthetic phonics: case studies from Sounds-Write practitioners, 11–22. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1355.
Pełny tekst źródłaJeon, Jihyeon, i Yoonhee Choe. "ESP in South Korea". W Towards a New Paradigm for English Language Teaching, 93–105. Routledge, 2019. http://dx.doi.org/10.4324/9780429423963-9.
Pełny tekst źródłaManuel, Jacqueline, i Don Carter. "The status and relevance of the Growth model for a new generation of English teachers in New South Wales, Australia". W The Future of English Teaching Worldwide, 133–45. Routledge, 2018. http://dx.doi.org/10.4324/9781351024464-11.
Pełny tekst źródłaCallahan, Erin. "Why Study Emerging Ethnolects? 21st Century Implications for Variationism and Second Language Acquisition (SLA)". W Emerging Hispanicized English in the Nuevo New South, 18–51. Routledge, 2018. http://dx.doi.org/10.4324/9781315159515-2.
Pełny tekst źródłaMoll, Andrea. "Natural or Unnatural?. Linguistic Deep Level Structures in AbE: A Case Study of New South Wales Aboriginal English". W Unnatural Narratives - Unnatural Narratology, redaktorzy Jan Alber i Rüdiger Heinze. Berlin, Boston: DE GRUYTER, 2011. http://dx.doi.org/10.1515/9783110229042.246.
Pełny tekst źródłaKumanda, Nomaroma, Shakespear Chiphambo i Nomxolisi Mtsi. "Teaching of Natural Sciences Concepts to English Second Language Speakers in Primary Schools in South Africa". W Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.104495.
Pełny tekst źródłaMalewaneng Maja, Margaret, i Masilonyana Motseke. "Strategies Used by UNISA Student Teachers in Teaching English First Additional Language". W Higher Education - New Approaches to Globalization, Digitalization, and Accreditation [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99662.
Pełny tekst źródłaStreszczenia konferencji na temat "English language in New South Wales"
Moyo, Rachel, i Sizakele Ngidi. "PROBLEMS FACED BY ENGLISH SECOND LANGUAGE LEARNERS IN SOUTH AFRICA: TOWARDS A DIGITAL LANGUAGE LEARNING MODEL". W 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0806.
Pełny tekst źródłaMfeka, Hlengiwe, i Tracey Butchart. "USING GAME-BASED LEARNING TO IMPROVE SECOND LANGUAGE ENGLISH SKILLS IN SOUTH AFRICA". W International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2205.
Pełny tekst źródłaShubani, Maletsatsi, i Lydia Mavuru. "ENGLISH SECOND LANGUAGE LEARNERS’ CHALLENGES IN COMPREHENDING PHYSICAL SCIENCES CONCEPTS". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end073.
Pełny tekst źródłaKepe, Mzukisi, i Agnes Manthekeleng Linake. "TEACHING THE ENGLISH FIRST ADDITIONAL LANGUAGE AS A LINGUA FRANCA TO CULTURALLY DIVERSE LEARNERS IN A SOUTH AFRICAN SCHOOL". W 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0106.
Pełny tekst źródłaPila, Oniccah Koketso, i Lydia Mavuru. "NATURAL SCIENCES TEACHERS’ PERCEIVED COGNITIVE ACADEMIC LANGUAGE PROFICIENCY (CALP) NEEDS". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end080.
Pełny tekst źródłaForsyth, Helen. "PROCESSABILITY APPROACHES TO RECEPTIVE THIRD LANGUAGE ACQUISITION: IMPLICATIONS FOR MULTILINGUAL CLASSROOMS". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end115.
Pełny tekst źródłaSeloma, Portia, i Sam Ramaila. "PEDAGOGICAL PRACTICES ADOPTED BY TEACHERS WHEN TEACHING LEARNERS TAKING ENGLISH AS FIRST ADDITIONAL LANGUAGE IN LIFE SCIENCES CLASSROOMS". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end020.
Pełny tekst źródłaHass, Atrimecia, i Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.
Pełny tekst źródłaPhindane, Pule. "PERCEPTIONS AND PREFERENCES OF ENGLISH STUDENT TEACHERS ON THE ASSESSMENT PRACTICES". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end029.
Pełny tekst źródłaKodi, Zodwa, i Pule Phindane. "INVESTIGATING CHALLENGES FACED BY INTERMEDIATE PHASE EDUCATORS IN THE TEACHING OF READING IN ENGLISH FAL. A CASE STUDY OF SELECTED PRIMARY SCHOOLS IN NYLSTROOM CIRCUIT". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end127.
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