Andrade, A. D.
(2009) Interpretive research aiming at theory building: Adopting and adapting the case study design. The Qualitative Report, 14(1), 42–60.Google Scholar
Arkoudis, S.
(2003) Teaching English as a second language in science classes: Incommensurate epistemologies? Language and Education, 17(3), 161–173. DOI logoGoogle Scholar
(2005) Fusing pedagogic horizons: Language and content teaching in the mainstream. Linguistics and Education, 16(2), 173–187. DOI logoGoogle Scholar
(2006) Negotiating the rough ground between ESL and mainstream teachers. International Journal of Bilingual Education and Bilingualism, 9(4), 415–433. DOI logoGoogle Scholar
Baecher, L., & Bell, A. B.
(2011) A “continuum” model of collaboration in ESL. Academic Exchange Quarterly, 15(1), 56–61.Google Scholar
Bell, A. B., & Baecher, L.
(2012) Points on a continuum: ESL teachers reporting on collaboration. TESOL Journal, 3(3), 488–515. DOI logoGoogle Scholar
Creese, A.
(2010) Content-focused classrooms and learning English: How teachers collaborate. Theory into Practice, 49(2), 99–105. DOI logoGoogle Scholar
Creswell, J. W.
(2009) Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.Google Scholar
Cross, R.
(2011) Troubling literacy: Monolingual assumptions, multilingual contexts, and language teacher expertise. Teachers and Teaching, 17(4), 467–478. DOI logoGoogle Scholar
Davison, C.
(2006) Collaboration between ESL and content teachers: How do we know when we are doing it right? International Journal of Bilingual Education and Bilingualism, 9(4), 454–475. DOI logoGoogle Scholar
Department of Education and Training
(2019) English as an Additional Language (EAL). [URL]
Dobinson, T. J., & Buchori, S.
(2016) Catering for EAL/D students’ language needs in mainstream classes: Early childhood teachers’ perspectives and practices in one Australian setting. Australian Journal of Teacher Education, 41(2), 32–52. DOI logoGoogle Scholar
Duff, P. A.
(2008) Case study research in applied linguistics. Lawrence Erlbaum Associates.Google Scholar
Fernando, P., & Cooper, R.
(2017) Teaching strategies: Supporting EAL students in learning biology terminology. Teaching Science, 63(1), 34–40.Google Scholar
Gardner, S.
(2006) Centre-stage in the instructional register: Partnership talk in primary EAL. International Journal of Bilingual Education and Bilingualism, 9(4), 476–494. DOI logoGoogle Scholar
Hadi-Tabassum, S., & Reardon, E.
(2017) Bridging language and content for English language learners in the science classroom. In L. C. de Oliveira & K. Campbell Wilcox (Eds.), Teaching science to English language learners: Preparing pre-service and in-service teachers (pp. 31–57). Springer International Publishing. DOI logoGoogle Scholar
Hammond, J.
(2014) An Australian perspective on standards-based education, teacher knowledge, and students of English as an additional language. TESOL Quarterly, 48(3), 507–532. DOI logoGoogle Scholar
Honigsfeld, A., & Dove, M.
(2014) Collaboration and co-teaching for English learners: A leader’s guide. Corwin.Google Scholar
(2015) Co-teaching ELLs: Riding a tandem bike. Educational Leadership, 73(4), 56–60.Google Scholar
(2019) Preparing teachers for co-teaching and collaboration. In L. C. D. Oliveira (Ed.), The Handbook of TESOL in K-12 (pp. 405–421). John Wiley & Sons Ltd.. DOI logoGoogle Scholar
Hsieh, H.-F., & Shannon, S. E.
(2005) Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. DOI logoGoogle Scholar
Johnson, K. E.
(2009) Second language teacher education: A sociocultural perspective. Routledge. DOI logoGoogle Scholar
Johnson, K. E., & Golombek, P. R.
(2018) Informing and transforming language teacher education pedagogy. Language Teaching Research, OnlineFirst, 1–12. DOI logoGoogle Scholar
Leont’ev, A. N.
(1981) Problems of the development of the mind. Progress.Google Scholar
Merriam, S. B.
(2009) Qualitative research: A guide to design and implementation. Jossey-Bass.Google Scholar
Miller, J.
(2009) Teaching refugee learners with interrupted education in science: Vocabulary, literacy and pedagogy. International Journal of Science Education, 31(4), 571–592. DOI logoGoogle Scholar
Miller, J., Mitchell, J., & Brown, J.
(2005) African refugees with interrupted schooling in the high school mainstream : Dilemmas for teachers. Prospect, 20(2), 19–33.Google Scholar
Neuman, W. L.
(2011) Social research methods: Qualitative and quantitative approaches. Allyn and Bacon.Google Scholar
Premier, J. A., & Miller, J.
(2010) Preparing pre-service teachers for multicultural classrooms. Australian Journal of Teacher Education, 35(2), 34–48. DOI logoGoogle Scholar
Premier, J. A., & Parr, G.
(2019) Toward an EAL community of practice: A case study of teaching in a multicultural primary school in Melbourne, Australia. Australian Journal of Language and Literacy, 42(1), 58–68.Google Scholar
Stake, R. E.
(1995) The art of case study research. Sage Publications.Google Scholar
Turner, M.
(2015) The collaborative role of EAL teachers in Australian schools from the perspective of EAL teacher education. Australian Journal of Language and Literacy, 38(2), 95–103.Google Scholar
Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E.
(2015) Teacher collaboration: A systematic review. Educational Research Review, 151, 17–40. DOI logoGoogle Scholar
Vygotsky, L. S.
(1978) Mind in society: The development of higher psychological processes. Harvard University Press.Google Scholar
Zeegers, Y., & McKinnon, H.
(2012) “Does a spider have fur”? A teacher’s journey in building the confidence to blend the English language learning of ESL students with inquiry-based science. Teaching Science, 58(4), 7–13.Google Scholar
Cited by

Cited by 1 other publications

Nguyen, Minh Hue & Thi Kim Anh Dang
2020. Exploring teachers’ relational agency in content–language teacher collaboration in secondary science education in Australia . The Australian Educational Researcher DOI logo

This list is based on CrossRef data as of 27 april 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.