Accessing the linguistic 'Funds of Knowledge' of students in teacher education programmes

Journal article


Coleman, Jacqueline. (2015). Accessing the linguistic 'Funds of Knowledge' of students in teacher education programmes. English in Australia. 50(1), pp. 29 - 37.
AuthorsColeman, Jacqueline
Abstract

This paper outlines a study being undertaken in an Australian university into the experiences of multilingual and bilingual pre-service teachers at that university. By focusing on these students' diverse language abilities in relation to their studies, and to their developing identities as teachers in multilingual Australia, the study seeks to identify the implications of the students' experiences and understandings for improving pedagogical practices in teacher education. An overview of pedagogies promoted in educational policy in Australia, and a brief review of the research that underlies these policies is presented as background to the research.

Year2015
JournalEnglish in Australia
Journal citation50 (1), pp. 29 - 37
PublisherAustralian Association for the Teaching of English Inc.
ISSN0155-2147
Scopus EID2-s2.0-84964958290
Web address (URL)http://search.informit.com.au/documentSummary;dn=248921993454025;res=IELHSS
Page range29 - 37
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationAustralia
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https://acuresearchbank.acu.edu.au/item/8695x/accessing-the-linguistic-funds-of-knowledge-of-students-in-teacher-education-programmes

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