Faculty of Education - Theses

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End date: 1999 × Start date: 1990 × Type: Masters Coursework thesis × Subject: English language × Subject: Study and teaching × Subject: Victoria ×

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    An administrative review of the Commonwealth English as a Second Language (ESL) Program within the Office of Schools Administration, Ministry of Education, Victoria
    Symonds, David George ( 1990)
    This thesis presents an administrative review of the Commonwealth English as a Second Language (ESL) Program within the Office of Schools Administration, Ministry of Education, Victoria. The approach and framework adopted are similar to those used by Campbell et al. in their review of the Commonwealth ESL Program for the Commonwealth Schools Commission in 1984. There are no prejudgements concerning major issues, but an interest in monitoring events from program establishment at a Commonwealth level to program organisation issues in schools. A number of "Levels of Administrative Reality" are identified through which the following educational agencies are examined - the Department of Employment, Education and Training (DEET), the Office of Schools Adminstration, and schools. The "Levels of Administrative Reality" used are Intentions, Structure, Resource Allocations Mechanisms, and Program Organisation. These are considered broad enough to enable major issues to be raised. Data have been collected over a two year period from a variety of sources including policy documents, questionnaires, memoranda and minutes of meetings. Major issues raised include : (a) the development of a nationwide curriculum framework/syllabus for the teaching of ESL; (b) the location of ESL within the Office of Schools Administration; (c) the location of consultancy support to schools; (d) the level of resourcing; (e) the qualifications of ESL teachers.
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    The selection and role of literary texts in the ESL classroom
    Yeoh, Siew Im ( 1995)
    This study investigated five secondary teachers selection of literary texts and perception of the role literature plays in the ESL language classroom. The teachers were chosen from four schools in the Melbourne metropolitan area and were interviewed individually except for one school where two teachers were interviewed for the research. The interviews were tape recorded and transcribed and formed the main body of data As supplementary data interviews were also conducted with ten students (one 'good student and one weak student chosen by each teacher). The case studies revealed that criteria for text selection were related to considerations for students needs features of the text the teachers preferences in reading practical issues related to the availability of text and examination requirements. The research confirmed the perceptions of writers on this area who have maintained that literature is often used as a context for generating language activities and for imparting knowledge about the target culture The data also found that literature was used to affirm the students own cultural identities.