Peers and pragmatics : listening to ESL students in a mainstream Australian school Redpath, Terri 2011, Peers and pragmatics : listening to ESL students in a mainstream Australian school, Listening education, vol. 3, no. 2, pp. 26-32. Attached Files Name Description MIMEType Size Downloads Title Peers and pragmatics : listening to ESL students in a mainstream Australian school Author(s) Redpath, Terri Journal name Listening education Volume number 3 Issue number 2 Start page 26 End page 32 Total pages 7 Publisher International Listening Association Place of publication Belle Plaine, Minn. Publication date 2011 ISSN 2167-6305 Keyword(s) listening ESL pragmatics sociolinguistics mainstream education Summary This paper discusses a listening initiative aimed at assisting newly arrived ESL adolescents to meet the sociolinguistic challenges they faced in an Australian school. Proponents of a mainstream approach to ESL learning maintain that immersing students into age appropriate classrooms with native speakers provides superior opportunities for ESL students to those of a language school. Listening to native speaking peers is viewed as a way to accelerate sociolinguistic learning. Yet the school where this study took place acknowledged that many of the ESL students were quickly marginalized rather than supported within the school environment, and their academic success was erratic. A listening based initiative was introduced to raise awareness of pragmatics, the knowledge of meaning in context. Observed instances of communication analysed in this paper typify those likely to isolate ESL adolescents in their early years of mainstream secondary school. Furthermore, the positive impact of the outlined peer listening intervention on social inclusion as a precursor of significant language development is demonstrated. This case study has curriculum and welfare implications relevant to schools offering ESL students mainstream education. Language eng Field of Research 130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl Maori) Socio Economic Objective 930103 Learner Development HERDC Research category C1.1 Refereed article in a scholarly journal HERDC collection year 2011 Copyright notice ©2011, International Listening Association Persistent URL http://hdl.handle.net/10536/DRO/DU:30042754 Document type: Journal Article Collection: School of Education   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 01 Mar 2012, 08:46:49 EST Thu, 01 Mar 2012, 08:51:00 EST Mon, 05 Mar 2012, 12:37:30 EST Mon, 05 Mar 2012, 12:40:03 EST Thu, 22 Mar 2012, 08:01:13 EST Wed, 06 Feb 2013, 11:50:36 EST Thu, 07 Feb 2013, 08:33:44 EST Thu, 07 Feb 2013, 11:46:16 EST Thu, 07 Feb 2013, 12:46:45 EST Tue, 16 Apr 2013, 17:09:12 EST Tue, 28 Jan 2014, 13:09:27 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 1444 Abstract Views, 9 File Downloads  -  Detailed Statistics Created: Thu, 01 Mar 2012, 08:46:28 EST by Kylie Koulkoudinas

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.