The official need for content teachers to teach the language features of their fields has never been greater in Australia than now.
In 2012, the recently formed national curriculum board announced that all teachers are responsible for the
English language development of students whose first language or dialect is not Standard Australian English (SAE). This formal
endorsement is an important juncture regarding the way expertise might be developed, perceived and exchanged between content and
language teachers through collaboration, in order for the goals of English language learners in content areas to be realised. To
that end, we conducted an action research project to explore and extend the reading strategies pedagogy of one English language
teacher who teaches English language learners in a parallel junior high school Geography program. Such pedagogy will be valuable
for all teachers as they seek to contribute to English language development goals as outlined in national curricula.
Adams, M. & Dutro, S. (2005). Open Court reading English learner support guide. Columbus, OH: SRA/McGraw Hill.
Adoniou, M. & Macken-Horarick, M. (2007). Scaffolding literacy meets ESL: Some insights from ACT classrooms. TESOL in Context, 17(1), 5–14.
Alvermann, D., Phelps, S., & Gillis, V. (2010). Content Area Reading and Literacy – Succeeding in today’s diverse classrooms (6th ed.) Boston: Allyn & Bacon/Pearson.
Arkoudis, S. (2006). Negotiating the rough ground between EAL/D and mainstream teachers. International Journal of Bilingual Education and Bilingualism, 9(4), 415–43. .
ACARA. (2012). English as an additional language teacher resource overview and EAL/D learning progression foundation to Year 101. Retrieved August, 29, 2012 from [URL].
Banegas, D. L. (2012). Integrating content and language in English language teaching in secondary education: models, benefits and challenges. Studies in Second Language Learning and Teaching, 2(1), 111–136.
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. New York: Routledge.
Carr, W. & Kemmis, S. (1986). Becoming critical: education, knowledge and action research. Lewes: Falmer.
Chung, J. (2000). Signals and reading comprehension: Theory and practice. System, 281, 247–259. .
Commins, L., Houston, C., & Lambart, M. (1989). English language development across the curriculum (ELDAC). Brisbane Queensland: Department of Education.
Cook, V. (2008). Second language learning and language teaching (4th ed.). London: Hodder Education.
Corson, D. (1990). Language policy across the curriculum. Clevedon: Multilingual Matters.
Corson, D. (1993). Language, minority education and gender. Clevedon: Multilingual Matters.
Coyle, D., Hood, P., & Marsh, M. (2010). Content and language integrated learning. Cambridge: Cambridge University Press.
Creese, A. (2002). The discursive construction of power in teaching partnerships: Language and subject specialists in mainstream schools. TESOL Quarterly, 36(2), 597–616. .
Creese, A. (2005). Is this content-based language teaching?Linguistics and Education, 161, 188–204. .
Davison, C. (2001). Current policies, programs and practices in school ESL. In B. Mohan, C. Leung & C. Davison (Eds.), English as a second language in the mainstream: Teaching, learning and identity (pp. 30–50). Harlow, UK: Pearson Education.
Davison. C. (2006). Collaboration between EAL/D and content teachers: How do we know when we are doing it right?International Journal of Bilingual Education and Bilingualism, 9(4), 454–475. .
Davison, C. & Williams, A. (2001). Integrating language and content: Unresolved issues. In Mohan, B., C. Leung & C. Davison (Eds.), English as a second language in the mainstream: Teaching, learning and identity (pp. 51–70). Harlow, UK: Pearson Education.
De Jong, E. J. & Harper, C. (2005). Preparing mainstream teachers for English language learners: Is being a good teacher good enough?Teacher Education Quarterly, 32(2), 101–124.
Fang, Z. & Schleppegrell, M. J. (2008). Reading in secondary content areas: a language-based pedagogy. Ann Arbor: University of Michigan Press.
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth: Heinemann.
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge: Cambridge University Press.
Halliday, M. A. K. (1994). An introduction to functional grammar (2nd ed.). London: Edward Arnold. .
Hammond, J. (2008). Intellectual challenge and ESL students: Implications of quality teaching initiatives. Australian Journal of Language and Literacy, 31(2), 128–154.
Hammond, J. (2012). Hope and challenge in The Australian Curriculum: Implications for EAL students and their teachers. Australian Journal of Language and Literacy, 35(1), 223–240.
Hammond, J. & Gibbons, P. (2005). Putting scaffolding to work: The contribution of scaffolding in articulating ESL education. Prospect, 20(1), 6–30.
Harklau, L. (1994). ESL versus mainstream classes: Contrasting L2 learning environments. TESOL Quarterly, 28(2), 241–272.
Harper, C., and de Jong, E. (2004). Misconceptions about teaching English language learners. Journal of Adolescent and Adult Literacy, 48(2), 152–162. .
Harris, P., Turbill, J., Fitzsimmons, P., & McKenzie, B. (2006). Reading in the primary school years (2nd ed.). Melbourne, Australia: Thomson Social Science Press.
Hewings, A. & North, S. (2006). Emergent disciplinarity: A comparative of theme in undergraduate essays. In R. Whittaker, R., M. O’Donnell & A. McCabe, (Eds.), Language and literacy: Functional approaches (pp. 266–281). London: Continuum.
Koretz, D. (2008). Measuring up: What educational testing really tells us. Cambridge, MA: Harvard University Press.
Leung, C. (2001). Evaluation of content-language learning in the mainstream classroom. In B. Mohan, C. Leung & C. Davison (Eds.), English as a second language in the mainstream: Teaching, learning and identity (pp. 177–195). Harlow, UK: Pearson Education.
Lucas, T. & Grinberg, J. (2008). Responding to the linguistic reality of mainstream classrooms: Preparing all teachers to teach English language learners. In M. Cochran-Smith, S. Feiman Nemser, J. McIntyre & J. Demmer (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed.) (pp. 606–636). New York: Routledge.
Lyle, S. (2000). Enhancing literacy through geography in upper primary classrooms. International Research in Geographical and Environmental Education, 9(2), 141–156. .
May, S., & Wright, N. (2007). Secondary literacy across the curriculum: Challenges and possibilities. Language and Education, 21(5), 370–376. .
Met, M. (1999). Content-based instruction: Defining terms, making decisions. NFLC Reports.Washington, DC: The National Foreign Language Centre.
Miller, J. (2009). Teaching refugee learners with interrupted education in science: Vocabulary, literacy and pedagogy. International Journal of Science Education, 31(4), 571–592. .
McKay, P., Hudson, C., Newton, M., & Guse, J. (2007). Assessing, monitoring and understanding English as a second language in schools: The NLLIA ESL Bandscales Version 21. Brisbane: Queensland University of Technology and Independent Schools Queensland.
Meyer, B. & Poon, L. (2001). Effects of structure strategy training and signalling on recall of texts. Journal of Educational Psychology, 93, 141–159. .
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. .
Ogle, D. (2010). Comprehension in social studies. In K. Ganske & D. Fisher (Eds.), Comprehension across the curriculum: Perspective and practices K-12 (pp. 160–174). New York: Guildford Press.
Peercy, M. & Martin-Beltran, M. (2011). Envisioning collaboration: Including ESOL students and teachers in the mainstream classroom. International Journal of Inclusive Education, 16(7), 657–673. .
Queensland Studies Authority (QSA). (2007). Queensland curriculum assessment and reporting framework: English essential learnings by end of Year 9: Reading and viewing. Retrieved July29, 2011 from: [URL].
Rushton, K. (2008). Cooperative planning and teaching for ESL students in the mainstream classroom. TESOL in Context, 18(1), 21–28.
Scales, H. (2007). Shark declines threaten shellfish stocks. Retrieved Aug. 4, 2011 from [URL].
Schleppegrell, M, (2004). The Language of schooling. A functional linguistics perspective. Mahwah, NJ: Lawrence Erlbaum.
Schleppegrell, M. & O’Hallaron, C. (2011). Teaching academic language in L2 secondary settings. Annual Review of Applied Linguistics, 311, 3–18. .
Schleicher, A. (2007). Literacy skills in the information age. Paper presented at the 15th European Conference on Reading. Humboldt University, Berlin.
Unsworth, L. (2001) Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Philadelphia: Open University Press.
Urquhart, V., & Frazee, D. (2012). Teaching reading in the content areas – if not me, then who? (3rd ed.). Denver, Colorado: Mid-Continent Research for Education and Learning.
Wyatt-Smith, C. M. & Cumming, J. J. (1999). Examining the literacy demands of the enacted curriculum. Literacy Learning: Secondary Thoughts, 7(2), 19–31.
Xu, S. (2010). Teaching English Learners: Literacy strategies and resources for K-6. Guildford Press: New York.
Cited by (6)
Cited by six other publications
Beekman, Caroline, Barry J. Fraser & Felicity I. McLure
2024. English as Additional Language (EAL) Status as a Determinant of Learning Environment, Attitudes and Achievement. World Studies in Education 24:1 ► pp. 89 ff.
Heidari, Neli, Markus Sebastian Feser, Nina Scholten, Knut Schwippert & Sandra Sprenger
2023. Language in primary and secondary geography education: a systematic literature review of empirical geography education research. International Research in Geographical and Environmental Education 32:3 ► pp. 234 ff.
Veliz, Leonardo & Mauricio Véliz-Campos
2023. Multimodality as a “third space” for English as an additional language or dialect teaching: early career teachers’ use and integration of technology in culturally and linguistically diverse classrooms. Educational Review► pp. 1 ff.
Neilsen, Roderick
2020. Demystifying ‘Grammar’. In Rethinking Languages Education, ► pp. 205 ff.
Dobinson, Toni & Bich Nguyen
2018. Teaching Young EAL/D Learners in Mainstream Contexts. In Teaching Young Second Language Learners, ► pp. 49 ff.
This list is based on CrossRef data as of 9 january 2025. 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.