Is Supporting the Needs of Emergent Bilingual Learners in Mainstream Classes a Cultural or Linguistic Issue? How Do Policy, Curricula, and Secondary Teacher Education Programmes in Australia and New Zealand Compare?

Autor/in	Gleeson, Margaret
Titel	Is Supporting the Needs of Emergent Bilingual Learners in Mainstream Classes a Cultural or Linguistic Issue? How Do Policy, Curricula, and Secondary Teacher Education Programmes in Australia and New Zealand Compare?
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 8, S.2962-2975 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gleeson, Margaret)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1997900
Schlagwörter	Bilingualism; Mainstreaming; English (Second Language); Second Language Learning; Second Language Instruction; Comparative Education; Foreign Countries; Indigenous Populations; Culturally Relevant Education; Teaching Methods; Immigrants; Foreign Students; Language Maintenance; Cultural Differences; Student Needs; Biculturalism; Pacific Islanders; Ethnic Groups; Malayo Polynesian Languages; Educational Policy; National Curriculum; Academic Achievement; Faculty Development; Educational Resources; Elementary Secondary Education; New Zealand; Australia + Suchen Sie Ihr Suchwort? Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Vergleichende Erziehungswissenschaft; Ausland; Sinti und Roma; Teaching method; Lehrmethode; Unterrichtsmethode; Immigrant; Immigrantin; Immigranten; Sprachpflege; Kultureller Unterschied; Bikulturalität; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Politics of education; Bildungspolitik; Schulleistung; Bildungsmittel; Neuseeland; Australien
Abstract	Aotearoa New Zealand and Australia are similar in many ways. Both were colonised by English-speaking British settlers, and English is a national language in each country. In recent years, both countries have become destinations for immigrants speaking languages other than English and international fee-paying students. Both have a chequered history of maintaining the languages of the tangata whenua (people of the land) or aboriginal people. However, their histories and educational systems diverge on educational programmes and practices supporting citizens and newcomers from non-English heritage cultural and linguistic backgrounds. The linguistic and cultural histories of these two countries have shaped educational policies and practices that, in turn, have impacted how teachers are prepared to teach in linguistically and culturally heterogeneous classrooms. This paper reviews approaches found to support emergent bilingual learners, and those that research suggests are culturally sustaining. It then compares educational documents from Australia and NZ against principles drawn from this literature. It asks whether supporting the needs of emergent bilingual learners in mainstream classes in these countries emerges as a cultural or linguistic issue. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01