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

Version 2 2024-06-04, 04:26
Version 1 2016-08-07, 15:51
journal contribution
posted on 2024-06-04, 04:26 authored by Indika LiyanageIndika Liyanage, A Walker, Michiko WeinmannMichiko Weinmann
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.

History

Journal

TESOL in context

Volume

25

Pagination

4-19

Location

Australia

ISSN

1030-8385

Language

eng

Publication classification

C Journal article, C1 Refereed article in a scholarly journal

Copyright notice

2016, ACTA

Issue

2

Publisher

Australian Council of TESOL Associations