Homogenised Narratives "in" and "through" English: Examining the Hidden Curriculum in an Australian Secondary EAL Context

Autor/inn/en	Janfada, Mahtab; Thomas, Chermaine
Titel	Homogenised Narratives "in" and "through" English: Examining the Hidden Curriculum in an Australian Secondary EAL Context
Quelle	In: English in Australia, 55 (2020) 1, S.34-43 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-2147
Schlagwörter	Foreign Countries; Hidden Curriculum; Multilingualism; Secondary School Students; English (Second Language); Second Language Learning; Secondary School Teachers; Ideology; Second Language Instruction; Professional Autonomy; Educational Practices; Teaching Methods; Literacy; Personal Narratives; Teacher Attitudes; Writing Instruction; Futures (of Society); Media Selection; Curriculum Design; Dialogs (Language); Australia + Suchen Sie Ihr Suchwort? Ausland; Heimlicher Lehrplan; Mehrsprachigkeit; Multilingualismus; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ideologie; Fremdsprachenunterricht; Berufsfreiheit; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Alphabetisierung; Schreib- und Lesefähigkeit; Erlebniserzählung; Lehrerverhalten; Schreibunterricht; Future; Society; Zukunft; Medienwahl; Lehrplangestaltung; Dialog; Dialogs; Dialogue; Dialogues; Australien
Abstract	This paper examines the ideological underpinnings of the English as an Additional Language (EAL) curriculum that drive the practice of secondary teachers in Victoria, Australia, and how students' needs and rights are seen and addressed in and through English discourse and hegemony. Bakhtin's (1986) dialogic approach and van Lier's (1996) AAA principles, namely Awareness, Autonomy, Authenticity, in constructing curriculum as interaction inform this work theoretically and methodologically. These frameworks will unfold in the reflective narrative of an experienced EAL secondary teacher as she interrogates issues related to choice of texts, assessment and inclusion/exclusion of EAL students within/from mainstream classrooms, and how literacy is conceptualised in these contexts. Focus is given to the genre of narrative writing, prevalently taught and used in Australian secondary schools, to examine its affordances as well as potential pitfalls for the futures of English in a plurilingual world in terms of diversity and heterogeneity. (As Provided).
Anmerkungen	Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01