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.
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(2005) Is this content-based language teaching?Linguistics and Education, 161, 188–204. .
(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.
(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. .
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& Harper, C. (2005) Preparing mainstream teachers for English language learners: Is being a good teacher good enough?Teacher Education Quarterly, 32(2), 101–124.
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(2008) Reading in secondary content areas: a language-based pedagogy. Ann Arbor: University of Michigan Press.
(2002) Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth: Heinemann.
(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. .
(2008) Intellectual challenge and ESL students: Implications of quality teaching initiatives. Australian Journal of Language and Literacy, 31(2), 128–154.
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Hammond, J. & Gibbons, P.
(2005) Putting scaffolding to work: The contribution of scaffolding in articulating ESL education. Prospect, 20(1), 6–30.
(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.
(2008) Measuring up: What educational testing really tells us. Cambridge, MA: Harvard University Press.
(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.
(2000) Enhancing literacy through geography in upper primary classrooms. International Research in Geographical and Environmental Education, 9(2), 141–156. .
May, S., & Wright, N.
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(1999) Content-based instruction: Defining terms, making decisions. NFLC Reports.Washington, DC: The National Foreign Language Centre.
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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. .
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(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].
(2008) Cooperative planning and teaching for ESL students in the mainstream classroom. TESOL in Context, 18(1), 21–28.
2018. Teaching Young EAL/D Learners in Mainstream Contexts. In Teaching Young Second Language Learners, ► pp. 49 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.
2020. Demystifying ‘Grammar’. In Rethinking Languages Education, ► pp. 205 ff.
This list is based on CrossRef data as of 28 november 2023. 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.