Teaching English as a Second Language in Science Classes: Incommensurate Epistemologies?  

Oleh:

Arkoudis, Sophie

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 17 no. 3 (2003), page 161-173.
Fulltext: Vol. 17, No. 3, p 161-173.pdf (215.49KB)

Isi artikel

The state of Victoria, reflecting a worldwide trend in English-speaking countries, has adopted over the last 15 years a policy of mainstreaming English as a Second Language (ESL). This paper argues that the notion of mainstreaming has not been adequately problematisedby researchin the area. It is often seen by policy makers as ESL teachers working cooperatively with subject specialists in planning curriculum tasks for the ESL learners. Yet many ESL teachersknow that the realityis very different. The author explores the epistemological authority of an ESL teacher when planning curriculum with a science teacher. It is argued that only by exploring and understanding the distinct discourse communities thatESL and scienceteachersbelong to, canwe beginto understand how teachers can negotiate shared understandings. The paper concludes with implications for teacher education.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali