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Using Teacher-Researcher Collaborations to Respond to the Demands of 'Real-World' EAL/D Learning Contexts across the Curriculum

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Title: Using Teacher-Researcher Collaborations to Respond to the Demands of 'Real-World' EAL/D Learning Contexts across the Curriculum
Language: English
Authors: Carly Steele, Toni Dobinson, Gerard Winkler
Source: TESOL in Context. 2023 32(1):109-129.
Availability: Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
Peer Reviewed: Y
Page Count: 21
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Neoliberalism, Evidence Based Practice, Art Education, Self Concept, Literacy Education, Educational Researchers, Elementary School Teachers, Cooperation, Student Diversity, Classroom Research, Multilingualism, Teaching Methods
Geographic Terms: Australia
ISSN: 1030-8385
2209-0916
Abstract: Despite the increasing levels of cultural and linguistic diversity represented in Australian classrooms, many universities do not adequately prepare teachers to teach English as an additional language or dialect (EAL/D). Moreover, in neoliberal educational regimes, teaching tends to remain steadfastly focused on monolingual conceptions of literacy development, and 'evidence-based' practices tend to reflect this stance. In this paper, we argue that due to the diversity and complexity of EAL/D learner cohorts, and current systemic constraints, teacher-researcher collaborations can be one avenue available to teachers to develop their knowledge and skills whilst simultaneously guiding future research. Drawing on 'identity texts' and arts-based approaches, through this case study, we describe our teacher-researcher collaboration in a super-diverse primary school classroom setting to illustrate the 'messiness' of classroom research, the challenges, and the considerable opportunities to effectively respond to EAL/D learner needs whilst valuing and embracing their diverse linguistic repertoires.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1413280
Database: ERIC
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  Data: Using Teacher-Researcher Collaborations to Respond to the Demands of 'Real-World' EAL/D Learning Contexts across the Curriculum
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  Data: <searchLink fieldCode="SO" term="%22TESOL+in+Context%22"><i>TESOL in Context</i></searchLink>. 2023 32(1):109-129.
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  Data: Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
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  Data: Despite the increasing levels of cultural and linguistic diversity represented in Australian classrooms, many universities do not adequately prepare teachers to teach English as an additional language or dialect (EAL/D). Moreover, in neoliberal educational regimes, teaching tends to remain steadfastly focused on monolingual conceptions of literacy development, and 'evidence-based' practices tend to reflect this stance. In this paper, we argue that due to the diversity and complexity of EAL/D learner cohorts, and current systemic constraints, teacher-researcher collaborations can be one avenue available to teachers to develop their knowledge and skills whilst simultaneously guiding future research. Drawing on 'identity texts' and arts-based approaches, through this case study, we describe our teacher-researcher collaboration in a super-diverse primary school classroom setting to illustrate the 'messiness' of classroom research, the challenges, and the considerable opportunities to effectively respond to EAL/D learner needs whilst valuing and embracing their diverse linguistic repertoires.
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      – Text: English
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        PageCount: 21
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    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Language Variation
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      – SubjectFull: Art Education
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      – SubjectFull: Self Concept
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      – SubjectFull: Literacy Education
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      – SubjectFull: Educational Researchers
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Australia
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      – TitleFull: Using Teacher-Researcher Collaborations to Respond to the Demands of 'Real-World' EAL/D Learning Contexts across the Curriculum
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