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      Characteristics of quality teaching for students in New Zealand schools whose first language is not English

      Franken, Margaret; McComish, Johanne
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      Franken, M. McComish, J. (2005). Characteristics of quality teaching for students in New Zealand schools whose first language is not English. In LED 2003: 1st International Conference on Language, Education and Diversity, Refereed Conference Proceedings and Keynotes, The University of Waikato, Hamilton, New Zealand, 26-29 November 2003 [CD-ROM]. Hamilton, New Zealand: Wilf Malcolm Institute of Educational Research, The University of Waikato.
      Permanent Research Commons link: https://hdl.handle.net/10289/3228
      Abstract
      The current paper draws on the findings of two recent research

      reports commissioned by the New Zealand Ministry of Education (Alton-Lee,

      2003; Franken & McComish, 2003) in order to generate a synthesised

      statement of characteristics of quality teaching for students for whom English

      is not the first language (referred to from here as NESB students1) in New

      Zealand schools. Alton-Lee (2003, see Ministry of Education website,

      www.minedu.govt.nz) provides a synthesis of research-based evidence

      addressing the nature of quality teaching in schooling for the full range of

      diverse students. In this work, diversity encompasses “many characteristics

      including ethnicity, socio-economic background, home language, gender,

      special needs, disability, and giftedness” (Alton-Lee, 2003, p. v). Because her

      synthesis addresses diversity in the student population, she focusses on what is

      common to diverse students and thus does not specify particular conditions

      that pertain to any one sub-group of diverse students. Franken and

      McComish (2003) on the other hand, is a research report into the English

      language support for NESB (Non English Speaking Background) students in

      New Zealand schools. It includes a literature review of evidence-based

      research into second language teaching and learning, particularly classroom

      based research. It also reports on observations and analysis of practices in

      New Zealand schools, and discusses how these documented practices relate to

      the research findings from the literature.
      Date
      2005
      Type
      Conference Contribution
      Publisher
      Wilf Malcolm Institute of Educational Research, The University of Waikato
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      • Education Papers [1408]
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