Responding to national curriculum goals for English language learners

Publisher： John Benjamins Publishing Company

E-ISSN： 2212-8441|2|1|74-95

ISSN： 2212-8433

Source： Journal of Immersion and Content-Based Language Education, Vol.2, Iss.1, 2014-01, pp. : 74-95

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Abstract

The official need for content teachers to teach the language features of their fields has never been greater in Australia than now. In 2012, the recently formed national curriculum board announced that all teachers are responsible for the English language development of students whose first language or dialect is not Standard Australian English (SAE). This formal endorsement is an important juncture regarding the way expertise might be developed, perceived and exchanged between content and language teachers through collaboration, in order for the goals of English language learners in content areas to be realised. To that end, we conducted an action research project to explore and extend the reading strategies pedagogy of one English language teacher who teaches English language learners in a parallel junior high school Geography program. Such pedagogy will be valuable for all teachers as they seek to contribute to English language development goals as outlined in national curricula.