Author Faculty (Discipline)

Education

Document Type

Article

Publication Date

6-1-2017

Journal

TESOL in Context

Volume Number

26

Issue Number

1

Page Numbers

45-62

ISSN

1030-8385

Embargo Period

9-21-2017

ANZSRC / FoR Code

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

Reportable Items (HERDC/ERA)

C1

Abstract

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.

Link to publisher version (DOI)

https://search.informit.com.au/documentSummary;dn=003085831264324;res=IELHSS

Peer Review

Before publication

Comments

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

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


Included in

Education Commons

Share

COinS