arber-englisheducation-2010.pdf (3.45 MB)
English education for international students in local schools : practices of inclusion and discourses of exclusion
This paper is concerned with the ways secondary teachers in Victoria, Australia, speak about inclusive education for international students. Preliminary analysis of recent research shows teachers understand that English language teaching is crucial and are committed to its good practice. Nevertheless, further analysis suggests teacher approaches to education are contested, support a deficit view of teaching practice, and simplify notions of language and culture to their discrete and systemic characteristics vis-a-vis their embodied and ontological aspects. Even as teachers work to include all of their students, their efforts are mediated by discourses that negotiate the nexus between identity and difference, language and culture, and English language education. Together these discourses work to inscribe international students differently within the community, redefine the education provided to them, and constrain their access to contemporary and globalized life-worlds.
History
Journal
English teaching & learningVolume
34Issue
2Season
Summer : Special issue : ELT in social and cultural contextsPagination
1 - 43Publisher
Taiwan Normal University Center for English TeachingLocation
TaiwanISSN
1023-7267Language
engNotes
Every reasonable effort has been made to ensure that permission has been obtained for items included in Deakin Research Online. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.auPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2010, Taiwan Normal University Center for English TeachingUsage metrics
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