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A tale of two cities: What the dickens happened to languages in NSW?
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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The struggle for legitimacy: language provision in two 'residual' comprehensive high schools in Australia
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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Languages discourses in Australian middle-class schools: parent and student perspectives
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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Seeing the bigger picture: investigating tertiary arts educators' views on the Australian arts curriculum
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High functioning autism spectrum disorder: a challenge to secondary school educators and the students with the condition
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The re-framing of practice: writing anecdotes as a tool for critical reflection
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McGill, Michele. - : Australian Association for Research in Education, 2012
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How three Tasmanian teachers use and respond to emotion in the secondary english classroom
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Developing english language learners linguistic efficacy through total physical response storytelling drawing on understanding of the 'flow' phenomenon-
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Abstract:
Education research addressing the issues of inclusion and diversity highlight the important of re-examining pervasive discourses that define the experiences of learners (Ashman & Elkins, 2008). The current educational landscape necessitates the testing of students' language skills, forgetting the organic manner in which language is acquired. High stakes testing regimes often result in pedagogical practices that at times ignore key principles of language acquisition. Total Physical Response Storytelling (TPRS) is a pedagogical method that closely aligns with Krashen's (1987) theory. This paper discusses TPRS in relation to the 'flow' phenomenon, a mental state in which a person is fully immersed in what they are doing, characterised by a feeling of energised focus, dedication, and feelings of success and engagement (Jackson and Csikszentmihalyi, 1999). This paper explores the relationship between these two theories in supporting English Language Learners (ELL) linguistic efficacy. Efficacy beliefs 'are constructed from four principal sources of information: enacted mastery experience that serves as indicators of capability; vicarious experiences that alter efficacy beliefs through transmission of competencies and comparison with attainments of others; verbal persuasive and allied types of social influences that one possesses certain capabilities; and physiological and affective states from which people partly judge their capableness, strength, and vulnerability to dysfunction' (Bandura,1997, p79). In this paper we propose that these three perspectives can serve to revitalize the dialogue around language acquisition and the ethical responsibility of educators to deliver learning experiences that support ELL linguistic efficacy and subsequently their access and success in attaining desired educational outcomes.
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URL: http://eprints.usq.edu.au/23583/1/AARE2012.pdf http:// www.aare-apera2012.com.au http://eprints.usq.edu.au/23583/ http://eprints.usq.edu.au/23583/2/Zavros_Geiblinger_AARE2012_AV.pdf
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Weaving Chinese knowledge into a case study of Australian research-oriented school-engaged teacher education program
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Tracing discourses of health and the body: exploring pre-service primary teachers' constructions of `healthy' bodies
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In: Faculty of Education - Papers (Archive) (2011)
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A balancing act: problematising prescriptions about food and weight in school health texts
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In: Faculty of Education - Papers (Archive) (2007)
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The construction of gendered contects in single sex and coeducational education lessons
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In: Faculty of Education - Papers (Archive) (1997)
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