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English as an additional language teachers, policy enactments and intercultural understanding

Liyanage, Indika, Walker, Tony and Weinmann, Michiko 2016, English as an additional language teachers, policy enactments and intercultural understanding, TESOL in context, vol. 25, no. 2, pp. 4-19.

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Title English as an additional language teachers, policy enactments and intercultural understanding
Author(s) Liyanage, Indika
Walker, Tony
Weinmann, MichikoORCID iD for Weinmann, Michiko orcid.org/0000-0002-4966-1497
Journal name TESOL in context
Volume number 25
Issue number 2
Start page 4
End page 19
Total pages 16
Publisher Australian Council of TESOL Associations
Place of publication Australia
Publication date 2016-04
ISSN 1030-8385
Summary The literature on policy enactment identifies the pivotal role played by school leaders and classroom teachers in response to attempts to implement reforms of current practices. An intersection of teachers’ personal and professional domains, such as enactment of National Curriculum priorities that identify intercultural understanding as a cross-curricular general capability embedded across learning areas, invests individual teachers’ attitudes and beliefs with additional significance. As local policy actors at the centre of this policy mix, teachers of EAL are presented with opportunities to play important roles in reconceptualising understandings of difference that resist categorisation and promote intercultural understanding. We argue that teachers’ beliefs and their attitudes to classroom linguistic and cultural diversity may be shaped significantly by their interaction with broader policy discourses, and that these are reflected in enactments—as opposed to implementations—of intercultural understanding policy in classrooms.
Language eng
Field of Research 130207 Lote, Esl and Tesol Curriculum and Pedagogy (excl Maori)
1302 Curriculum And Pedagogy
1303 Specialist Studies In Education
2004 Linguistics
Socio Economic Objective 930501 Education and Training Systems Policies and Development
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, ACTA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30085289

Document type: Journal Article
Collections: School of Education
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