Home Catalogue search

eng

Refine your search:

Search in the Catalogues and Directories






	Sort by
Simple Search

Hits 1 – 18 of 18

1	Investigating First Year Undergraduate EAL Students' Academic Literacy Experiences.
	Freeman, Keri. - : Griffith University, 2018
	BASE
	Show details

2	The Negotiation of Meaning: Examining Children's Linguistic Repertoires in a Francophone Preschool
	Shoecraft, Kelly Ann. - : Griffith University, 2018
	BASE
	Show details

3	Children from bi/multilingual homes in Queensland secondary schools: an exploratory study of their experiences and learning environments
	Gilmour, Lynette Ann. - : Griffith University, 2017
	Abstract: The face of the average Australian is changing from monolingual English speaker of British heritage to one more multicultural and diverse in heritage and home language as a result of increasing migration to Australia of people from non-English speaking backgrounds (Australian Bureau of Statistics [ABS], 2017a; Queensland Government, 2013). This migration to Australia, and the children of established migrants, brings with it increasing numbers of students in Australian schools for whom English is not their first language (Adoniou, 2013; Hammond, 2014). This places additional pressures on their learning in the English-speaking classroom and may lead to their not developing the appropriate skills, such as reading, that are needed throughout their school life (Haager & Windmueller, 2001). The implications of such constraints, in lesser outcomes and thus limitations on lifelong outcomes, are also well known. According to the Australian Bureau of Statistics (2017a) over 300 languages are now spoken in Australian homes with about 28% of the population speaking another home language besides English. While Australian and Queensland education policies aspire to meet the unique needs of all students, including those from linguistically diverse backgrounds, a first step in achieving this aim must be a clear identification of such children. Many children from previous migrant families as well as new arrivals to Australia come from homes where at least one parent is from a language background other than English and where this other language is one of the languages spoken in their homes. Some of these children move through the different levels of education and receive little, if any, additional Standard Australian English support because their linguistic diversity is unknown. While education systems acknowledge the additional needs of these students, a first step in implementing such strategies is a full appreciation of actual student needs. This exploratory research, undertaken in five Queensland state high schools, firstly sought to identify if there were students in the schools from homes where languages other than English were used. All students classified as having English as an Additional Language/Dialect (EAL/D) were profiled, providing a comparison between those identified and those not identified through the system. Finally, the school organisational and learning experiences of these students were then considered from both student and teacher perspectives, including the identification of possible challenges to the children and also particular strategies and classroom environments seen as conducive to learning. The study accessed survey responses from 2,484 students and 337 high school staff from the five schools included in the study. Additionally, interviews were undertaken with 68 students and 21 staff completed emailed surveys to explore and provide an understanding of the learning environments and experiences of culturally and linguistically diverse students within Queensland junior secondary classes. Results showed that 79.5% of the students were from homes where only English was spoken. Of the remaining 20.5%, 10.5% were classified by their schools as having EAL/D and the remainder of the students were also from bi/multilingual homes. These findings, complemented by additional details obtained from school records and individual interviews, were used to profile the characteristics of students in junior secondary classrooms. This exploratory research provided a rich picture of the cultural and linguistically diverse composition of five Queensland state high schools. While the recognised inclusion of a marked proportion of students identified as EAL/D was found, a further group of students from bi/multilingual homes was also identified. The student groups covered a diverse range of cultural and linguistic backgrounds and student achievement profiles. Examination of these two groups, their backgrounds, and school experiences provides insights into the support that such students might receive and the strategies that support their learning. ; Thesis (PhD Doctorate) ; Doctor of Philosophy (PhD) ; School Educ & Professional St ; Arts, Education and Law ; Full Text
	Keyword: Bilingual; English-speaking classroom; Migrant families; Multilingual; Queensland secondary schools
	URL: http://hdl.handle.net/10072/378150
	BASE
	Hide details

4	A Comparative Study on Learner's Dictionaries
	Yu, Pingfang; Du, Jiali; Zhang, Kelei. - : The Commercial Press, 2016
	BASE
	Show details

5	Machine Learning from Garden Path Sentences: The Application of Computational Linguistics
	Du, J.; Yu, P.; Li, Minglin. - : International Journal of Emerging Technologies in Learning, 2014
	BASE
	Show details

6	Shaping socialist ideology through language education policy for primary schools in the PRC
	Li, Minglin
	In: Current issues in language planning. - Abingdon : Taylor & Francis 12 (2011) 2, 185-204
	BLLDB
	OLC Linguistik
	Show details

7	Shaping socialist ideology through language education policy for primary schools in the PRC
	Li, Minglin. - : Routledge, 2011
	BASE
	Show details

8	Beyond the curriculum: A Chinese example of issues constraining effective English language teaching
	Li, Minglin; Baldauf, Richard. - : Wiley-Blackwell Publishing, 2011
	BASE
	Show details

9	Bernard Spolsky: Language policy [Rezension]
	Li, Minglin; Baldauf, Richard B.
	In: Language in society. - London [u.a.] : Cambridge Univ. Press 37 (2008) 1, 123-126
	BLLDB
	OLC Linguistik
	Show details

10	Language Acquisition Management Inside and Outside the School
	B. Baldauf, Richard; Li, Minglin; Zhao, Shouhui. - : Blackwell, 2008
	BASE
	Show details

11	Review of 'Language Policy' [by Bernard Spolsky]
	Li, Minglin; Richard B. Baldauf, B.. - : Cambridge University Press, 2008
	BASE
	Show details

12	Successes and failures in language planning for European languages in Asian nations
	Baldauf Jr., Richard B.; Yeo-Chua, Siew Kheng Catherine; Graf, Jocelyn. - : European Institute, Sophia University; Japan Esperanto Institute, 2008
	BASE
	Show details

13	Language acquisition management inside and outside the school
	Baldauf Jr., Richard B.; Li, Minglin; Zhao, Shouhui. - : Springer, 2008
	BASE
	Show details

14	Language Education Policy and Management: Language Acquisition Management Inside and Outside the School
	Baldauf, Richard B.; Li, Minglin; Zhao, Shouhui. - : John Wiley and Sons, 2008
	BASE
	Show details

15	Foreign Language Education in Primary Schools in the People's Republic of China
	Li, Minglin
	In: Current issues in language planning. - Abingdon : Taylor & Francis 8 (2007) 2, 148
	OLC Linguistik
	Show details

16	Language planning and compulsory language education in primary schools
	Butler, Yuko Goto; Li, Minglin; Nguyen Thi Mai Hoa. - Clevedon : Multilingual Matters, 2007
	BLLDB
	Show details

17	On the Construction of English Teachers’ Knowledge Base — A Case Study on Curriculum Setup of Teacher Training in Colleges and Universities
	Li, Minglin. - : People's Education Press, 2007
	BASE
	Show details

18	Foreign Language Education in Primary Schools in the People's Republic of China
	Li, Minglin. - : Taylor and Francis, 2007
	BASE
	Show details

© 2013 - 2024 Lin|gu|is|tik | Imprint | Privacy Policy | Datenschutzeinstellungen ändern