Show simple item record  

dc.contributor.authorFranken, Margaret
dc.contributor.authorMcComish, Johanne
dc.coverage.spatialConference held at Hamilton, New Zealanden_NZ
dc.date.accessioned2009-10-01T19:57:11Z
dc.date.available2009-10-01T19:57:11Z
dc.date.issued2005
dc.identifier.citationFranken, 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.en
dc.identifier.isbn0958250405
dc.identifier.urihttps://hdl.handle.net/10289/3228
dc.description.abstractThe 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherWilf Malcolm Institute of Educational Research, The University of Waikatoen
dc.subjectdiverse studentsen
dc.subjectNew Zealand schoolsen
dc.subjectESL teachingen
dc.titleCharacteristics of quality teaching for students in New Zealand schools whose first language is not Englishen
dc.typeConference Contributionen
dc.relation.isPartOfInternational Conference on Language, Education and Diversityen_NZ
pubs.begin-page1en_NZ
pubs.elements-id16144
pubs.end-page20en_NZ
pubs.place-of-publicationHamilton, New Zealanden_NZ


Files in this item

This item appears in the following Collection(s)

Show simple item record