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NAPLAN implementation: Implications for classroom learning and teaching, with recommendations for improvement
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In: TESOL in Context (2022)
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“We Can’t Become Robots who Reproduce Texts”: Brazilian Students’ Narratives About the Presence of Literature in English Language Classes
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 181-210 (2022) (2022)
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Teachers’ Experiences of Educating EAL Students in Mainstream Primary and Secondary Classrooms
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In: Australian Journal of Teacher Education (2021)
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Critical Pre-service Intersections: Parental Engagement in EAL/D Contexts
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“I hate when she says word choice”: Critical discourse analysis of feedback on English as an Additional Language academic writing using a cognitive (in)justices lens
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Teachers’ perspectives on the identification of, and provisions for, gifted and talented English as an additional language students
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Hands, Lucy Byramji. - : Edith Cowan University, Research Online, Perth, Western Australia, 2019
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In: Theses: Doctorates and Masters (2019)
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The Institutional Context of ‘Linguistic Injustice’: Norwegian Social Scientists and Situated Multilingualism
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In: Publications ; Volume 7 ; Issue 1 (2019)
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Communication access: Is there some common ground between the experiences of people with aphasia and speakers of English as an additional language?
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In: Research outputs 2014 to 2021 (2018)
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Cultivating Literacy Engagement in Multilingual and Multicultural Learning Spaces ...
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Firing the imagination: process drama as pedagogy for 'melting' EAP speaking anxiety and increasing Japanese university students' confidence in speaking
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Understanding how time flies and what it means to be on cloud nine: English as an Additional Language (EAL) learners’ metaphor comprehension
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Countability and confusion: Helping students with English as an additional language to understand the English article system
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In: https://journal.aall.org.au/index.php/jall/article/view/490 (2018)
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Predicting expressive vocabulary change in young children growing up in Ireland
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Teenagers at a Crossroad: Exploring Newcomer Teenagers’ Identity as Learners of Mathematics and English as an Additional Language
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Teaching Learners of English as an Additional Language: Re-Conceptualizing Mainstream Teacher Preparedness in the Growing Linguistic Mosaic of Ontario
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Koalas, Kiwis and Kangaroos: The Challenges of Creating an Online Australian Cultural Dictionary for Learners of English as an Additional Language
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In: Lexikos; Vol. 27 (2017) ; 2224-0039 (2017)
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The Knowledge Base of Teaching in Linguistically Diverse Contexts: Ten Grounded Principles of Multilingual Classroom Pedagogy for EAL ...
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A Critical Examination of Standardised Testing of Minority Language Children
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Abstract:
Master in Education Studies (Intercultural Education) ; In this dissertation I critically examined the performances of children who had English as an additional language (EAL) on standardized tests and compared their performances to the performances of their peers who had English as a first language (Non-EAL). The study compared the performances of the EAL and Non-EAL groups on standardised tests of literacy and numeracy, from 1st to 6th class, in a Dublin primary school. It also compared the performances of the groups on other commonly used standardised tests, the NRIT (Non-Reading Intelligence Test) and the NVRT (non Verbal Reasoning Test). Patterns of statistically significantly lower scores were identified in the performances of the EAL groups on tests that had strong verbal components. The findings from this study question the validity, fairness and careful consideration of using such standardised tests with EAL children.
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Keyword:
English as an additional language (EAL); Literacy; Non Verbal Reasoning Test; Non-Reading Intelligence Test; Numeracy; Research Subject Categories::SOCIAL SCIENCES
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URL: http://hdl.handle.net/2262/91870
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A critical examination of standardized testing of Minority Language Children
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A Critical Examination of Standardised Testing of Minority Language Children
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