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Trilingual education in Hong Kong primary schools: a case study
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63 |
Understanding communication between surgeon and patient in outpatient consultations
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Política linguística para as línguas oficiais em Timor-Leste: o português e o Tétum-Praça ; Language policy for official languages in East Timor: Portuguese and Tétum-Praça
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66 |
Finding space for non-dominant languages in education: language policy and medium of instruction in Timor-Leste 2000-2012
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68 |
The Importance of Literacy in the Home Language: The View From Australia
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69 |
Spoken expository discourse of children and adolescents: Retelling versus generation
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70 |
Embedding writing development in the discipline of Law: how far have we come?
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Oxley, L. - : Applied Linguistics Association of New Zealand (ALANZ) and the Applied Linguistics Association of Australia (ALAA), 2013
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Embedding L2 writing skills development in an Accounting course: a collaboration
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Nicknames in Australian secondary schools: Insights into nicknames and adolescent views of self
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Tracking international students’ English proficiency over the first semester of undergraduate study
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English as an International Language in Asia: Implications for Language Education
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Anthony J. Liddicoat and Angela Scarino (eds): Languages in Australian Education: Problems, Prospects and Future Directions
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Strategies for building social connection through English: Challenges for immigrants and implications for teaching English as a second language
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Abstract:
This article draws on ethnographic data from a longitudinal study of newly-arrived immigrants of non English-speaking background in the Australian Adult Migrant English Program to investigate their opportunities for using English and the language learning strategies (LLS) they used to make the most of these opportunities. Analysis of their reports of spoken interactions in and beyond the classroom suggests that many participants had little awareness of the strategies they could use to increase their opportunities to interact with other English speakers. Most participants did not use any LLS and those they did use were largely social in nature and motivation. With a particular focus on social strategies,we consider participants' use of LLS to improve their English. We identify some constraints on their use of social strategies and some ways in which contextual and individual factors interacted for learners at different levels of proficiency. We conclude with some practical implications for LLS instruction in English language programs for new arrivals. The findings suggest that explicit instruction particularly in social talk and interaction could help learners increase their contact with English speakers. Families and communities could also benefit from information to promote understanding of the communication challenges facing newly arrived immigrants of non English-speaking background. ; Arts, Education & Law Group, School of Education and Professional Studies ; No Full Text
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Keyword:
Applied Linguistics and Educational Linguistics
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URL: http://hdl.handle.net/10072/47117
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78 |
English as an Asian lingua franca: the 'lingua franca approach' and implications for language education policy
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Liminality in multitasking: Where talk and task collide in computer collaborations
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Facilitating self-directed learning amongst international students of health sciences: The dual discourse of self-efficacy
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