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de Courcy, Michele; Adoniou, Misty; Ngoc, Doan Ba – TESOL in Context, 2014
With the development of the English as an Additional Language or Dialect (EAL/D) Teacher Resource, the educational needs and outcomes of refugee and immigrant children have been placed on the national mainstream teaching agenda. This new national resource sits alongside a plethora of other resources, known as scales and standards, which have been…
Descriptors: English (Second Language), Second Language Learning, Interviews, Surveys
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Coleman, Jackie – TESOL in Context, 2012
This article is derived from a small study conducted within a larger qualitative study into the nature of the responses of mainstream primary teachers in a non-metropolitan area in Australia to the Sudanese refugee English Language Learners (ELLs) in their classes. It reports on findings in relation to teachers' attitudes toward the use of their…
Descriptors: Academic Achievement, Second Language Learning, Monolingualism, Metropolitan Areas
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Wette, Rosemary – TESOL in Context, 2011
This article examines how four teachers of ESOL selected and used instructional materials in courses for adult refugees and new migrants. To date, scholarly literature on this topic has largely comprised advice about the principles of teaching and second language learning on which materials should be based, and on-going debate about the merits and…
Descriptors: Second Language Learning, Instructional Materials, Foreign Countries, Refugees
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Oliver, Rhonda; Haig, Yvonne; Grote, Ellen – TESOL in Context, 2009
Australian schools have a long history of providing education to students from culturally and linguistically diverse background, including new arrivals who are still in the process of acquiring English as an additional language. Nonetheless, the cohort of refugee children and youth coming from Africa's troubled regions in the last few years poses…
Descriptors: Foreign Countries, Refugees, Cultural Pluralism, Cultural Differences