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?-Reference-Cited by-同舟云学术

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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?

Published:2021-11-15 Issue: Volume: Page:1-14
ISSN:1367-0050
Container-title:International Journal of Bilingual Education and Bilingualism
language:en
Short-container-title:International Journal of Bilingual Education and Bilingualism

Author:

Gleeson Margaret¹^ORCID

Affiliation:

1. Faculty of Education, Victoria University of Wellington, Wellington, New Zealand

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education,Language and Linguistics

Link

https://www.tandfonline.com/doi/pdf/10.1080/13670050.2021.1997900

Reference41 articles.

1. Australian Curriculum Assessment and Reporting Authority. 2014. “English as an Additional Language or Dialect Teacher Resource. Annotated Content Descriptions: Mathematics Foundation to Year 10.” https://acaraweb.blob.core.windows.net/resources/EALD_Learning_Area_Annotations_Maths_Revised_February_2014.pdf

2. Australian Curriculum Assessment and Reporting Authority. 2015. “English as an Additional Language or Dialect Teacher Resource EAL/D Learning Progression: Foundation to Year 10.” https://acaraweb.blob.core.windows.net/resources/EALD_Learning_Progression.pdf

3. Australian Curriculum Assessment and Reporting Authority. n.d. “Australian Curriculum.” http://www.australiancurriculum.edu.au/Home

4. Culturally Sustaining Initial Teacher Education: Developing Student Teacher Confidence and Competence to Teach Indigenous Learners

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