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Changes to teachers' knowledge base: do they make a difference to students' writing outcomes?
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In: Faculty of Law, Humanities and the Arts - Papers (2020)
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Teaching young second language learners in LOTE contexts
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In: Faculty of Social Sciences - Papers (2018)
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Teaching young second language learners in LOTE contexts
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In: Faculty of Social Sciences - Papers (2018)
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Chinese EFL Teachers’ Cognition about the Effectiveness of Genre Pedagogy: A Case Study
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In: Faculty of Social Sciences - Papers (Archive) (2017)
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"I feel like having a nervous breakdown": Pre-service and in-service teachers' developing beliefs and knowledge about pronunciation instruction
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In: Faculty of Social Sciences - Papers (Archive) (2017)
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Review of selected research in applied linguistics published in Australia (2008-2014)
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Mapping participation in situated language learning
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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Transforming practice: Designing rubrics for cumulative and integrative assessment of disciplinary learning and development of students' language communication
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In: Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers (2016)
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The role of dialogic pedagogy in teaching grammar
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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Review of selected research in applied linguistics published in Australia (2008-2014)
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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Children talking about writing: Investigating metalinguistic understanding
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In: Faculty of Social Sciences - Papers (Archive) (2016)
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Applying linguistics in making professional practice re-visible
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Special Issue: SFL as a Bridge from Theory to Practice in the Analysis of Professional Discourse [Guest Editor]
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Applying linguistics in making professional practice re-visible
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In: Faculty of Social Sciences - Papers (Archive) (2012)
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Teachers' knowledge about language: issues of pedagogy and expertise
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In: Faculty of Education - Papers (Archive) (2012)
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Understanding metalinguistic development in beginning writers
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In: Faculty of Social Sciences - Papers (2012)
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Increasing international and domestic student interaction through group work: A case study from the humanities
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In: Faculty of Social Sciences - Papers (Archive) (2012)
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Abstract:
This article explores the use of group work strategies to increase student interaction and learning. Despite the growing linguistic and cultural diversity in tertiary institutions, there is strong evidence of minimal interaction between 'domestic' and 'international' students in classrooms and in wider university contexts. This study investigates the implementation of teaching and learning strategies in an undergraduate class comprising domestic and international students from Education and Arts. The strategies relate to in-class group work, tutorial groups and assessment design. The findings indicate greater class interaction, higher satisfaction ratings and better learning outcomes as a result of the strategies. The article argues for three key features underpinning the pedagogy: where international students can work from a position of power equality in class, where both groups of students can enact the role of 'experts' and where support in language and learning how to learn is embedded in assessment and outcomes.
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Keyword:
case; domestic; Education; group; humanities; increasing; interaction; international; Social and Behavioral Sciences; student; study; work
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URL: https://ro.uow.edu.au/sspapers/88
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Conceptualising the field of applied linguistics from a Bernsteinian perspective: challenges and opportunities
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In: Faculty of Education - Papers (Archive) (2009)
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C. Coffin, Historical Discourse: The Language of Time, Cause and Evaluation: (London: Continuum, 2006. pp. xiii, 208)
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C. Coffin, Historical discourse: The language of time, cause and evaluation
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In: Faculty of Social Sciences - Papers (2008)
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