Educators' Experiences of Working in Intensive English Language Programs: The Strengths and Challenges of Specialised English Language Classrooms for Students with Migrant and Refugee Backgrounds

Autor/inn/en	Due, Clemence; Riggs, Damien W.; Mandara, Mia
Titel	Educators' Experiences of Working in Intensive English Language Programs: The Strengths and Challenges of Specialised English Language Classrooms for Students with Migrant and Refugee Backgrounds
Quelle	In: Australian Journal of Education, 59 (2015) 2, S.169-181 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944115587365
Schlagwörter	Language Teachers; Teacher Attitudes; Teaching Experience; Student Diversity; English (Second Language); Second Language Learning; Second Language Instruction; Intensive Language Courses; Teaching Methods; Best Practices; Refugees; Immigrants; Foreign Countries; Class Size; Sense of Community; Educational Policy; Equal Education; School Safety; Barriers; Program Administration; Elementary Secondary Education; Mainstreaming; Parent Teacher Cooperation; Australia + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Intensivkurs; Sprachkurs; Teaching method; Lehrmethode; Unterrichtsmethode; Flüchtling; Immigrant; Immigrantin; Immigranten; Ausland; Klassengröße; Politics of education; Bildungspolitik; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Australien
Abstract	In this article, educators' experiences of working in diverse classrooms designed to provide English language education as part of Intensive English Language Programs (IELPs) in South Australia are considered. To this end, responses to qualitative interviews with 14 educators working in three schools are examined using Braun and Clarke's method of qualitative thematic analysis. Results indicate that the model of education provided within IELPs is seen by teachers as the best approach to educating young refugees and migrants in Australia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01