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The development of knowledge about language in teacher training: what works?

Neilsen, Roderick 2016, The development of knowledge about language in teacher training: what works?. In Mirici, I.H., Erten, I.H., Oz, H. and Vodopija-Krstanovic, I. (ed), Research papers on teaching English as an additional language, Faculty of Humanities and Social Sciences, University of Rijeka, Rijeka, Croatia, pp.137-149.

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Title The development of knowledge about language in teacher training: what works?
Author(s) Neilsen, Roderick
Title of book Research papers on teaching English as an additional language
Editor(s) Mirici, I.H.
Erten, I.H.
Oz, H.
Vodopija-Krstanovic, I.
Publication date 2016
Chapter number 9
Total chapters 1
Start page 137
End page 149
Total pages 13
Publisher Faculty of Humanities and Social Sciences, University of Rijeka
Place of Publication Rijeka, Croatia
Keyword(s) Language awareness
Teacher training
TESOL
Language across the curriculum
Summary Efforts have been made over many years by applied linguists in a number of English-speaking countries to raise awareness of language across the primary and secondary school curriculum, with varying degrees of success (see Denham & Lobeck, 2010). Many of these countries are sites of mass migration from non-English speaking countries, creating linguistic equity issues. In Australia, the new National Curriculum mandates that teachers of all disciplines will be required to provide pedagogy responsive to the language learning needs of English as an Additional Language (EAL) students. However, policy documents do not specify how this goal should be realized, and teachers and researchers are engaged in constant debate about what views of language could inform teacher training (e.g. structural and/or functional). This paper reports on a project which aimed to identify 1) the views of teacher educators on language in the curriculum, and 2) the language-related challenges faced by teachers in training. The current paper focuses on the language awareness of trainee teachers. Ten education students were interviewed about their understandings and experiences of language and language learning. It was found that many students experienced lack of confidence and knowledge about language (KAL), but that awareness of sociocultural elements of language provided them with ways to connect with a broader understanding of language issues. Results were analyzed from the perspective of sociocultural theory and will have implications for teacher training in any educational context where students are learning an additional language in order to integrate into a national schooling system.
ISBN 9789537975272
Language eng
Field of Research 200209 Multicultural, Intercultural and Cross-cultural Studies
Socio Economic Objective 930103 Learner Development
HERDC Research category B2 Book chapter in non-commercially published book
Copyright notice ©2016, Faculty of Humanities and Social Sciences, University of Rijeka
Persistent URL http://hdl.handle.net/10536/DRO/DU:30080992

Document type: Book Chapter
Collection: School of Education
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