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RCT of speechreading training in deaf children (Pimperton et al., 2019) ...
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42 |
RCT of speechreading training in deaf children (Pimperton et al., 2019) ...
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43 |
RCT of speechreading training in deaf children (Pimperton et al., 2019) ...
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44 |
RCT of speechreading training in deaf children (Pimperton et al., 2019) ...
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45 |
Being Connected: Academic, Social, and Linguistic Integration of International Students ...
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46 |
Being Connected: Academic, Social, and Linguistic Integration of International Students ...
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47 |
Vocabulary instruction for emergent bilinguals (Crosson et al., 2019) ...
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48 |
Vocabulary instruction for emergent bilinguals (Crosson et al., 2019) ...
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49 |
E-picture books : the perspectives of New Zealand parents and early childhood teachers on young children’s use of e-picture books as an emergent literacy tool
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E-picture books : the perspectives of New Zealand parents and early childhood teachers on young children’s use of e-picture books as an emergent literacy tool
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51 |
E-picture books : the perspectives of New Zealand parents and early childhood teachers on young children’s use of e-picture books as an emergent literacy tool
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53 |
Examining pre-service teachers' knowledge of teaching multimodal literacies : a validation of a TPACK survey
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54 |
The Future of English Teaching Worldwide: Celebrating 50 Years from the Dartmouth Conference
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(K)now you see it, (k) now you don’t : literary knowledge in the Australian Curriculum : English
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Abstract:
Australia has recently moved from having curricula developed within individual states to national curricula, including in English. This move in Australia has coincided with debate over Michael Young’s call for ‘bringing knowledge back in’. English has historically been epistemologically unstable with an ever-contestable knowledge base, and this is especially true of literary knowledge. The Australian Curriculum: English was nevertheless framed in early consultation papers as focused primarily on knowledge — a focus reflected in the main organizing elements moving from the ‘traditional’ language mode organizers ‘reading’, ‘writing’,’ listening’, ‘speaking’, etc., to the organizers ‘Language’, ‘Literature’ and ‘Literacy’. Here we investigate the specific uses of the words ‘knowledge’ and related terms such as ‘know’ and ‘knowing’ as one kind of analysis of how knowledge plays out in the Curriculum. We show that as the Curriculum itself developed, the constituent elements of the phrase ‘knowledge, understanding and skills’ came to align specifically to the constituent elements of the organizers ‘Language’, ‘Literature’ and ‘Literacy’, to the point where the term ‘knowledge’ came to be attached almost exclusively to ‘Language’, and then mainly in the Years Foundation—Year 6. This ‘Language knowledge’ then became continually positioned as underlying the ‘skills’ of ‘Literacy’, so that Literature is seen to be almost arbitrary to the fundamental imperatives of the Curriculum — a means through which the cultural intentions of the Curriculum might be serviced.
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Keyword:
130204 - English and Literacy Curriculum and Pedagogy (excl. LOTE; curriculum planning; English language; ESL and TESOL); literacy; study and teaching
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URL: http://handle.westernsydney.edu.au:8081/1959.7/uws:48983 https://doi.org/10.1080/00220272.2018.1499807
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56 |
Blowing and blundering in space : English in the Australian curriculum
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57 |
Managing tensions in academic writing for foundation learners
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Crossan, Sue; Jacka, Susie. - : The New Zealand Journal of Teachers' work is supported by AUT University, Auckland, New Zealand., 2017
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58 |
Managing tensions in academic writing for foundation learners
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Crossan, Sue; Jacka, Susie. - : The New Zealand Journal of Teachers' work is supported by AUT University, Auckland, New Zealand., 2017
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59 |
Managing tensions in academic writing for foundation learners
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Crossan, Sue; Jacka, Susie. - : The New Zealand Journal of Teachers' work is supported by AUT University, Auckland, New Zealand., 2017
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60 |
Garth Boomer Address 2017 : low SES contexts and English
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Sawyer, Wayne (R8537). - : Norwood, S.A., Australian Association for the Teaching of English, 2017
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