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Teachers' knowledge about language: Issues of pedagogy and expertise.

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  • Additional Information
    • Subject Terms:
    • NAICS/Industry Codes:
      611710 Educational Support Services
      611699 All Other Miscellaneous Schools and Instruction
      923110 Administration of Education Programs
    • Abstract:
      The new Australian Curriculum: English (ACARA, 2012) has considerable implications for teachers' knowledge about language (KAL) and pedagogic practice. To successfully implement the functionally oriented model of grammar proposed by the Curriculum, many teachers will need to expand their expertise in grammar to understand 'the structures and functions of word- and sentence- level grammar and text patterns and the connections between them' (ACARA, 2009. p. 7). They will also need to apply that knowledge to enhance their students' learning outcomes. This paper describes a small-scale research project involving a group of primary and secondary teachers in a targeted professional learning program. The initial findings have implications for theory and practice. In terms of theory, the research provides one of the first studies of the implementation of the new Curriculum. The case study reported underscores the importance of the implementation phase for the Curriculum and of the need for appropriate professional learning programs. The paper argues that such programs must go beyond a 'trainthe- trainer' or 'one size fits all' model. They must be nuanced enough to account for the range of teacher needs in terms of linguistic knowledge and the contexts in which they will enact the Curriculum. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of Australian Journal of Language & Literacy is the property of Australian Literacy Educators' Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
    • Author Affiliations:
      1Senior lecturer on Language Education in the Faculty of Education, University of Wollongong
      2Senior lecturer in TESOL in the Faculty of Education, University of Wollongong
    • ISSN:
      1038-1562
    • Accession Number:
      76282070
  • Citations
    • ABNT:
      JONES, P.; CHEN, H. Teachers’ knowledge about language: Issues of pedagogy and expertise. Australian Journal of Language & Literacy, [s. l.], v. 35, n. 2, p. 147–172, 2012. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=76282070&custid=s8280428. Acesso em: 11 jul. 2020.
    • AMA:
      Jones P, Chen H. Teachers’ knowledge about language: Issues of pedagogy and expertise. Australian Journal of Language & Literacy. 2012;35(2):147-172. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=76282070&custid=s8280428. Accessed July 11, 2020.
    • AMA11:
      Jones P, Chen H. Teachers’ knowledge about language: Issues of pedagogy and expertise. Australian Journal of Language & Literacy. 2012;35(2):147-172. Accessed July 11, 2020. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=76282070&custid=s8280428
    • APA:
      Jones, P., & Chen, H. (2012). Teachers’ knowledge about language: Issues of pedagogy and expertise. Australian Journal of Language & Literacy, 35(2), 147–172.
    • Chicago/Turabian: Author-Date:
      Jones, Pauline, and Honglin Chen. 2012. “Teachers’ Knowledge about Language: Issues of Pedagogy and Expertise.” Australian Journal of Language & Literacy 35 (2): 147–72. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=76282070&custid=s8280428.
    • Harvard:
      Jones, P. and Chen, H. (2012) ‘Teachers’ knowledge about language: Issues of pedagogy and expertise’, Australian Journal of Language & Literacy, 35(2), pp. 147–172. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=76282070&custid=s8280428 (Accessed: 11 July 2020).
    • Harvard: Australian:
      Jones, P & Chen, H 2012, ‘Teachers’ knowledge about language: Issues of pedagogy and expertise’, Australian Journal of Language & Literacy, vol. 35, no. 2, pp. 147–172, viewed 11 July 2020, .
    • MLA:
      Jones, Pauline, and Honglin Chen. “Teachers’ Knowledge about Language: Issues of Pedagogy and Expertise.” Australian Journal of Language & Literacy, vol. 35, no. 2, June 2012, pp. 147–172. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=76282070&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Jones, Pauline, and Honglin Chen. “Teachers’ Knowledge about Language: Issues of Pedagogy and Expertise.” Australian Journal of Language & Literacy 35, no. 2 (June 2012): 147–72. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=76282070&custid=s8280428.
    • Vancouver/ICMJE:
      Jones P, Chen H. Teachers’ knowledge about language: Issues of pedagogy and expertise. Australian Journal of Language & Literacy [Internet]. 2012 Jun [cited 2020 Jul 11];35(2):147–72. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=76282070&custid=s8280428