Language Learning In Australia
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| Author | : Angela Scarino |
| Publisher | : |
| Total Pages | : 39 |
| Release | : 1988 |
| Genre | : Children |
| ISBN | : 9780642532671 |
The Australian Language Levels (ALL) Project, begun in 1985 to develop an organizational framework and curriculum guidelines for language instruction in elementary and secondary education, offers a coherent model for curriculum design drawing on recent research on teaching and learning. The first volume in the four-volume series outlines the current context of language teaching and learning in Australia. It contains: an overview of the ALL guidelines; discussion of the values of language learning both for the individual and as a national resource; a summary of the ALL Project; a brief discussion of the need for language curriculum renewal; a description of the school language learning context in Australia, including student characteristics, common program types, the range of languages taught, and conditions promoting school language learning; a review of developments in approaches to language teaching and learning, from classical humanism through reconstructionism and progressivism to the balanced approach of the ALL Project; eight principles to guide the teaching and learning process; discussion of the goals of language learning, including their development, broad categories, and integration in the curriculum; and the framework of progressive, interlocking, and age-related instructional stages proposed by the ALL Project. Contains 79 references. (MSE)
| Author | : Anthony J. Liddicoat |
| Publisher | : Cambridge Scholars Publishing |
| Total Pages | : 265 |
| Release | : 2009-12-14 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 144381816X |
Australia has a reputation for sustained work in language policy and has had over 20 years of experience of language policy development. During these years, language policies have sought to increase and reshape languages education in Australian schools, but have had only limited success in achieving their objectives. This means that Australia’s extensive work in language policy has not yet guaranteed a secure place for languages within education. After a period of comparative neglect of languages and multiculturalism, Australia is now entering a new phase of activity in language policy and it is timely to consider critically what has and has not been achieved to date and the reasons why. The aim of this book is to examine the current state, nature, role and purposes of languages in Australian education as a basis for considering a viable, encompassing language education policy. The book is divided into four specific focus areas for discussion, each of which is based on a core theme in Australian languages education: engaging with diversity; the current state of policy and participation in languages education and languages teacher education; current orientations to languages education, and future possibilities and directions in languages education. Underlying the discussion is the recognition that at this particular juncture in languages education policy in Australia it is necessary to re-examine constructs, research, evidence and practice as the basis for renewal. The book presents a collection of papers dealing with each of the themes and aims to give greater focus to the contemporary debates around languages in education in Australia and more generally.
| Author | : Joseph Lo Bianco |
| Publisher | : |
| Total Pages | : 312 |
| Release | : 1987 |
| Genre | : Foreign Language Study |
| ISBN | : |
Identifies factors provoking shift from implicit language policies such as denigration of Aboriginal languages to the development of an explicit language policy where bilingualism replaces English monolingualism.
| Author | : Katie Dunworth |
| Publisher | : Springer |
| Total Pages | : 237 |
| Release | : 2014-07-24 |
| Genre | : Education |
| ISBN | : 3319061852 |
The studies in this volume investigate how multilingual education involves a critical engagement with questions of identity and culture, and a movement towards new ways of being and belonging. It addresses previously under-explored issues, in particular the integration of theories like ‘thirdness’, and practices of language education and maintenance with relevance to the Asia-Pacific region. The analyses reveal the delicate balance of interests of all stakeholders and offer detailed insights into the reality of multilingual education, with specific examples of Chinese, English, Japanese and Tamil. In a globalised world, effective language education has become increasingly important, and the studies presented here have the potential to inform and advance evidence-based multilingual education through adding important dimensions of theoretical exploration and refreshing empirical resources.
| Author | : Nancy H. Hornberger |
| Publisher | : Springer |
| Total Pages | : 4176 |
| Release | : 2007-11-20 |
| Genre | : Education |
| ISBN | : 9780387328751 |
In this second, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments including two new volumes of research and scholarly content essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of sociogeographic experience in the field. Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage.
| Author | : Applied Linguistics Association of Australia |
| Publisher | : |
| Total Pages | : 214 |
| Release | : 1978 |
| Genre | : Education |
| ISBN | : |
| Author | : Anthony J. Liddicoat |
| Publisher | : John Wiley & Sons |
| Total Pages | : 211 |
| Release | : 2013-02-05 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1118482107 |
This wide-ranging survey of issues in intercultural language teaching and learning covers everything from core concepts to program evaluation, and advocates a fluid, responsive approach to teaching language that reflects its central role in fostering intercultural understanding. Includes coverage of theoretical issues defining language, culture, and communication, as well as practice-driven issues such as classroom interactions, technologies, programs, and language assessment Examines systematically the components of language teaching: language itself, meaning, culture, learning, communicating, and assessments, and puts them in social and cultural context Features numerous examples throughout, drawn from various languages, international contexts, and frameworks Incorporates a decade of in-depth research and detailed documentation from the authors’ collaborative work with practicing teachers Provides a much-needed addition to the sparse literature on intercultural aspects of language education
| Author | : Australia. Department of Education |
| Publisher | : |
| Total Pages | : 36 |
| Release | : 1982 |
| Genre | : Australia |
| ISBN | : |
| Author | : David Nunan |
| Publisher | : Cambridge University Press |
| Total Pages | : 116 |
| Release | : 1992-01-06 |
| Genre | : Foreign Language Study |
| ISBN | : 9780521395953 |
The Australian English Course is a two level course designed for adult and young adult learners who want to learn general English for a range of social and transactional purposes. Level 1 is for post beginners - people who have studied some English before. It has a task-based approach to language learning, with an emphasis on classroom activities which encourage learners to use language effectively. Each unit provides material for four or five hours of classroom work and focuses on a topic which has been selected to engage and motivate users.
| Author | : Ruth Fielding |
| Publisher | : Springer |
| Total Pages | : 243 |
| Release | : 2015-04-25 |
| Genre | : Education |
| ISBN | : 9812874534 |
This book introduces a framework for examining bilingual identity and presents the cases of seven individual children from a study of young students’ bilingual identities in an Australian primary school. The new Bilingual Identity Negotiation Framework brings together three elements that influence bilingual identity development – sociocultural connection, investment and interaction. The cases comprise individual stories about seven young, bilingual students and are complemented by some more general investigations of bilingual identity from a whole class of students at the school. The framework is explained and supported using the students’ stories and offers readers a new concept for examining and thinking about bilingual identity. This book builds upon past and current theories of identity and bilingualism and expands on these to identify three interlinking elements within bilingual identity. The book highlights the need for greater dialogue between different sectors of research and education relating to languages and bilingualism. It adds to the increasing call for collaborative work from the different fields interested in language learning and teaching such as TESOL, bilingualism, and language education. Through the development of the framework and the students’ stories in this study, this book shows how multilingual children in one school in Australia developed their identities in association with their home and school languages. This provides readers with a model for examining bilingual identity in their own contexts, or a theoretical construct to consider in their thinking on bilingualism, language and identity.
