Teachers' perceptions about their work with EAL/D students in a standards-based educational context

• Published in: TESOL in context 2022-06, Vol.31 (1), p.49-72
• Main Authors: Nguyen, Hoa Thi Mai, Rushton, Kathy
• Format: Article
• Language: English
• Subjects: Activity theory; Case studies; Diversity (Student); English (Second language); English as an Additional Language or Dialect (EAL/D); Foreign Countries; Indigenous Populations; Language Teachers; Primary secondary education; Professional development; Public Schools; Second Language Instruction; Second Language Learning; Teacher Attitudes; Teacher Role
• ISSN: 1030-8385; 2209-0916
• DOI: 10.21153/tesol2022vol31no1art1698

Responding to increased cultural and linguistic diversity of students and teachers, Australian educators have recognised the importance of providing a diverse range of opportunities for social learning, multicultural engagement and support for students learning English as an additional language or dialect (EAL/D). However only a few studies examine the experience and work of EAL/D teachers (Cruickshank et al., 2003; Hammond, 2014), especially in reference to the standards framework provided by the Australian Professional Standards for Teachers (APST). In this case study, teachers' perceptions about their roles as teachers of EAL/D students working in public schools in NSW are explored. Data was collected through both focus group and individual interviews across four sites and the lens of activity theory and expansive learning is used to examine the tensions and conflicts they reveal especially in respect to the APST. It is hoped that this study will raise awareness of the professional learning needs of teachers who work with EAL/D students. [Author abstract]