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Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/75687
- Title
- Competing allegiances in ESL migrant curriculum work
- Author(s)
- Melles, Gavin
- Abstract
- The ethnography reported here reports on the findings of a practitioner ethnography conducted in a feminised and casualised workforce over four years (1997-2001) in a New Zealand polytechnic. It examines the competing allegiances of teachers and students in a combined community and workplace English oriented programme, in contexts where intercultural, professional and hegemonic discourses underpin practice on the institutional margins. In all cases, English as a Second Language (ESL) teachers express a desire to retain autonomy to decide the form and nature of curriculum according to workable personal definitions and learner-centredness or needs. However, teacher discourses of learner needs do not always translate directly into the real world of student needs.
- Publication type
- Journal article
- Research centre
- Swinburne University of Technology. Faculty of Design
- Source
- Ethnography and Education, Vol. 5, no. 1 (Mar 2010), pp. 33-47
- Publication year
- 2010
- Keyword(s)
- English as a Second Language; ESL; Higher education; International students
- Publisher
- Routledge
- ISSN
- 1745-7823
- Publisher URL
- http://dx.doi.org/10.1080/17457821003768430
- Copyright
- Copyright © 2010 Taylor and Francis.
- Peer reviewed
