Implementing a Content and Language Integrated Learning Program in New South Wales Primary Schools: Teachers' Perceptions of the Challenges and Opportunities

Autor/inn/en	Fielding, Ruth; Harbon, Lesley
Titel	Implementing a Content and Language Integrated Learning Program in New South Wales Primary Schools: Teachers' Perceptions of the Challenges and Opportunities
Quelle	In: Babel, 49 (2014) 2, S.17-27 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0005-3503
Schlagwörter	Second Language Learning; Second Language Instruction; Course Content; Program Implementation; Teaching Methods; Foreign Countries; Bilingual Education; Elementary School Students; Chinese; Indonesian; Japanese; Korean; Educational Innovation; Educational Policy; Teacher Attitudes; Bilingual Teachers; Teacher Aides; Teaching Styles; Teacher Collaboration; Models; Language of Instruction; Elementary School Teachers; Questionnaires; Focus Groups; Interviews; English; Australia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Bilingual teaching; Bilingualer Unterricht; China; Chinesen; Japaner; Japanisch; Koreanisch; Instructional innovation; Bildungsinnovation; Politics of education; Bildungspolitik; Lehrerverhalten; Handreichung; Lehrerhilfe; Lehrstil; Unterrichtsstil; Lehrerkooperation; Analogiemodell; Teaching language; Unterrichtssprache; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Interviewing; Interviewtechnik; English language; Englisch; Australien
Abstract	In 2009, the then State Minister for Education in New South Wales, Verity Firth, announced a plan to introduce bilingual education in four primary schools across the state for the National Asian Languages and Studies in School Program (NALSSP) priority languages: Chinese, Indonesian, Japanese and Korean. This paper reports on one aspect of a larger project undertaken by the researchers to examine how the schools, teachers, parents and children in the four schools experienced the implementation of this program and how they viewed the success or otherwise of the program at the end of the first two years of policy implementation. This paper focuses on reporting the perceptions of teachers (the bilingual teachers themselves, the support (classroom and assistant) teachers and senior executive teachers at each school) in relation to the implementation of this innovative and challenging model of languages education in the Australian context. The findings indicate that implementation of such programs is challenging, and that to succeed teachers need support to collaboratively plan, to develop their understandings of bilingual styles of teaching, and that a whole school approach to such a program facilitates smoother implementation. (As Provided).
Anmerkungen	Australian Federation of Modern Language Teachers Associations. Faculty of Education and Social Work, University of Sydney, NSW 2006, Australia. Tel: +61-29351-2022; e-mail: president@afmlta.asn.au; e-mail: editor@afmlta.asn.au; Web site: http://www.afmlta.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01