Pub Date : 2016-07-01DOI: 10.21153/tesol2017vol26no1art700700
R. Oliver, Judith Rochecouste, B. Nguyen
A historical perspective of English as a second or additional language (ESL/EAL) in Australia reveals the field as in a constant state of flux, in spite of Australia’s status as a nation of immigrants. This paper provides a contemporary review of the various phases of English language teaching in Australia for both adults and school-aged learners. It does so in the context of earlier pro-British monolingual attitudes, external global forces, ongoing changes in education policy, more recent national assessment regimes and the various global and local developments in the teaching of second languages. Historically the impetus for teaching English as a Second Language came with large-scale post-World War II arrivals from Europe. Language support for child migrants was only introduced some time later and has continued, although decreasing in availability in recent years. From the 1970s, more focussed programs were instigated with the arrival of refugees from war-torn countries. In this paper we describe the constant changes experienced by the providers and the recipients of English language instruction in Australia. Theoretically, the development of ESL instruction in Australia began with an essentially post-colonial perspective whereby the process of assimilation focussed on normalising the difference and/or deficit of non-English speakers and attaining the language skills of normative white middle-class native speakers (Pavlenko, 2003). Despite various investments in multiculturalism, the non-native English speaker in Australia remains the ‘other’, subject to sometimes intermittent and ad hoc funded assistance.
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Pub Date : 2002-04-01DOI: 10.1017/CBO9780511667190.022
J. Richards
This paper reviews current views about the status of grammar learning through task-work and suggests that grammar learning can be addressed at several different stages during task performance. It also examines the issue of the level of language used by learners during fluency work and reviews approaches to addressing problems within a communicative methodology.
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{"title":"The four strands of a language course","authors":"P. Nation","doi":"10.26686/wgtn.12560387","DOIUrl":"https://doi.org/10.26686/wgtn.12560387","url":null,"abstract":"No description supplied","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1996-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124507889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1995-06-01DOI: 10.1017/CBO9780511667190.013
Jane C. Crawford
This article highlights the delicate balance the materials developer needs to achieve between expanding classroom horizons and dominating the interaction which underlies the learning process. Jane Crawford addresses the assumptions about language and learners which she feels should underpin commercial materials if they are to scaffold the learning process.
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Pub Date : 1900-01-01DOI: 10.1017/CBO9780511667190.058
Elizabeth Taylor
Discusses how to do research in your own classroom, and illustrates this with a case study.
讨论如何在你自己的课堂上做研究，并用一个案例来说明这一点。
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Action research helps in professional development however research activities are neglected in schools. Classroom-based action research has the capability of combining theory, practice and research together.
行动研究有助于专业发展，但研究活动在学校被忽视。课堂行动研究具有理论、实践和研究相结合的能力。
{"title":"What's the Use of Research?","authors":"D. Nunan","doi":"10.1093/eltj/44.2.102","DOIUrl":"https://doi.org/10.1093/eltj/44.2.102","url":null,"abstract":"Action research helps in professional development however research activities are neglected in schools. Classroom-based action research has the capability of combining theory, practice and research together.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128943721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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