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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 11 of 11 1 Facilitating desire through education in protracted urban displacement: a collaborative approach to spontaneous teachers' language teacher identity formation Donehue, Tracey, School of Education, Arts Design & Architecture, UNSW. - : University of New South Wales. School of Education, 2021 BASE Show details 2 Transnational sojourners’ investment in learning English: a multi-case study of partners of international students in Australia Gilanyi, Lisa, Social Sciences, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Social Sciences, 2019 BASE Show details 3 Plurilingualism in teaching and learning : complexities across contexts Ollerhead, Sue (Herausgeber); Choi, Julie (Herausgeber). - London : Routledge, 2018 BLLDB UB Frankfurt Linguistik Show details 4 Investigating the Initiation-Response-Feedback cycle from moves to discourse: A comparative study of Chinese and Australian English language classrooms Li, Jingya, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2018 BASE Show details 5 English Language Teacher Research Engagement and Research Learning: A Cultural Historical Activity Theory Perspective Tran, Thi Lan Anh, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2018 BASE Show details 6 Experiences of teaching and learning in the adult ESL literacy classroom: a multi-site case study ... Ollerhead, Sue. - : UNSW Sydney, 2013 BASE Show details 7 Experiences of teaching and learning in the adult ESL literacy classroom: a multi-site case study Ollerhead, Sue, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2013 Abstract: This multi-site case study research project examines the experiences of teachers and adult ESL literacy learners within Australia’s Language, Literacy and Numeracy Program (LLNP). Drawing on elements of identity theory, positioning theory and culturally relevant pedagogy, it examines how teachers of adult ESL literacy learners position their learners vis-à-vis their teaching practices, and how their learners position themselves in response. The study draws on the concepts of investment (Norton, 2000; Norton Peirce, 1995) and imagined communities (Anderson, 1983; Norton, 2001) to explain how learners react to teachers’ positioning of them. The research findings indicate that teachers conceptualise their roles in markedly different ways, ranging from linguistic facilitators to social links between learners and the broader Australian community. This perception has a distinct effect on the ways in which they position their learners in the classroom. Drawing on in-depth interview and classroom observation data, the study discusses the extent to which learners appear to be invested in the language practices of the classroom, and the extent to which teachers’ practices tap into learners’ imagined communities. The findings suggest that both of these factors play an important role in determining the learners’ levels of engagement and participation in classroom learning activities. Keyword: Adult ESL learners; Learner identity; Teacher identity URL: https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11653/SOURCE01?view=true http://handle.unsw.edu.au/1959.4/52975 BASE Hide details 8 Meaning-focused vs Form-focused L2 Instruction: Implications for Writing Educational Materials for Ollerhead, Sue; Oosthuizen, Johan In: Stellenbosch Papers in Linguistics; Vol 36 (2005) ; 2223-9936 ; 1027-3417 (2011) BASE Show details 9 Teacher agency and policy response in the adult ESL literacy classroom Ollerhead, Sue. - : Teachers of English to Speakers of Other Languages, 2010 BASE Show details 10 Meaning-focused vs form-focused L2 instruction : implications for writing educational materials for South African learners of English Ollerhead, Sue; Oosthuizen, Johan In: Stellenbosch papers in linguistics. - Stellenbosch, South Africa : Dept. (2005) 36, 59-84 BLLDB Show details 11 Meaning-focused vs form-focused L2 instruction : implications for writing educational materials for South African learners of English Ollerhead, Sue; Oosthuizen, Johan In: Stellenbosch Papers in Linguistics, Vol 36, Iss 0, Pp 59-84 (2005) (2005) BASE Show details

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