Author Faculty (Discipline)


Document Type


Publication Date


Publication Details

This article was originally published as:

Hattingh, S., Kettle, M., & Brownlee, J. (2017). Internationalising a school: Teachers perspectives on pedagogy, curriculum and inclusion. TESOL in Context, 26(1), 45-62.

ISSN: 1030-8385


130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)

Reportable Items



The increase of internationalisation in Australian schools marks this as a significant teaching and learning experience for many teachers, specifically those in the secondary school. This case study of a secondary school investigated the concerns of teachers impacted by the implementation of an internationalisation policy. The study examined the teachers' responses to issues often associated with internationalisation in schools: pedagogy, curriculum and student inclusion. Four key concerns emerged in the data: (i) feelings of being ill-prepared; (ii) questions about curriculum enactment and student participation; (iii) the need for greater intercultural competence; and (iv) a lack of clarity about the relationship between language and literacy. The paper explores the implications of these concerns for teachers' practices and professional development as well as the place of international students in the school community.


Used by permission: Australian Council of TESOL Associations (ACTA) and the authors.

© 2017 ACTA

This article may be accessed from the publisher here.

Staff and Students of Avondale College may access this article via a PRIMO search here.

Included in

Education Commons