Faculty of Education - Theses

Permanent URI for this collection

http://hdl.handle.net/11343/162

Filters

2002 2
1 1
Reset filters

Settings
Statistics
Citations
End date: 2002 × Start date: 2002 × Subject: Foreign speakers × Subject: Study and teaching ×

Search Results

Now showing 1 - 2 of 2
  • Item
    Thumbnail Image
    Critical language awareness and academic writing skills in English for overseas post-graduate engineering students
    Stewart, Laurel J ( 2002)
    This research project examines the problems associated with bringing overseas post-graduate students to a satisfactory level of competence in Engineering Academic Writing in English. Having acknowledged that the teaching of more and more English grammar does not resolve the problem completely, this research project explores the possibility that an intervention program, based on a Critical Language Awareness approach, offers a promising alternative. By bringing to the students' conscious level aspects of their writer identity, which include issues of experience, status and power relations, their interests, values and beliefs, their voice(s), practices and ownership of their writing and issues of accommodation or resistance to change, it is shown that there is limited but promising evidence that student writing can be brought to a satisfactory level. However, as cultural norms are embedded deeply, change cannot be brought about readily.
  • Item
    Thumbnail Image
    Influences on TESOL teachers' professional identity within an adult english language teaching context
    Kelly, Marie ( 2002)
    Using qualitative methods, this thesis explores the factors shaping the professional identity of teachers of Teaching English to Speakers of Other Languages (TESOL) through six interviews and two group interviews. It does so because there have been significant changes within education over the last decade: globalisation; restructuring of institutions and employment conditions; performance requirements; diversification of funding and a prevailing sense of uncertainty. This research is set within the context of Australia's largest provider of language services, the Adult Multicultural Education Service (AMES) and explores, through two of its language programs, the Australian Migrant Education Program (AMEP) and English for Intensive Purposes for Overseas Students (ELICOS), the global, local and individual factors that shape teachers' professional identity. The teachers' perceptions are analysed according to Rom Harre's positioning theory. This study found that the context provided by the workplace is a key influence on shaping teachers' identities. This work has identified some of the numerous factors that could contribute positively to the context in which teachers work.