Literaturnachweis - Detailanzeige
Autor/in | Delphine, Tim |
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Titel | Balanda Talk: My Ideological Becoming as an English Literacy Teacher of Culturally and Linguistically Diverse First Nations Australian Students |
Quelle | In: Changing English: Studies in Culture and Education, 30 (2023) 3, S.183-194 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1358-684X |
DOI | 10.1080/1358684X.2022.2151418 |
Schlagwörter | Indigenous Populations; Foreign Countries; Literacy Education; Teacher Attitudes; Language Attitudes; Diaries; English (Second Language); Second Language Learning; Second Language Instruction; Cultural Awareness; Justice; Cultural Differences; Language Teachers; Acceleration (Education); National Competency Tests; Numeracy; Reflective Teaching; Self Concept; Native Language; Language Usage; Languages; Attitude Change; Psychological Patterns; Australia; National Assessment Program Literacy and Numeracy Sinti und Roma; Ausland; Lehrerverhalten; Sprachverhalten; Diary; Tagebuch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Cultural identity; Kulturelle Identität; Gerechtigkeit; Kultureller Unterschied; Language teacher; Sprachunterricht; Acceleration; Beschleunigung; Rechenkompetenz; Selbstkonzept; Sprachgebrauch; Language; Sprache; Attitudinal change; Einstellungsänderung; Australien |
Abstract | Teaching English literacy in First Nations Australian communities is bound up with the policy aim of improving the social and economic outcomes of Aboriginal and Torres Strait Islander peoples and the desire to acknowledge, recognise and respect their unique cultural identities, languages and knowledges. But for English literacy teachers working in these communities, realising these aims is not so straightforward, and they find themselves situated at the nexus of conflicting ideas about education and justice for their students. In this essay, I reveal the ideological work of English and literacy teaching through self-dialogue captured in my research journal over the 2019 school year in a school with a large First Nations Australian student population in the Northern Territory. The essay unfolds chronologically as I narrate selected excerpts from my journal to provide an analytical account of the ideological tensions I experienced in my praxis as an English literacy teacher. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |