ielts rr volume11 report2
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ielts rr volume11 report2
IELTS2 Learning to play the ‘classroom tennis’ well: IELTS and international students in teacher educationAuthorsWayne Sawyer and Michael SinghCentre ielts rr volume11 report2 for Educational Research, University of Western SydneyGrant awarded Round 13. 2007This study addresses the question of an appropriate IELTS score for graduate entry teacher education courses by investigating the extent to which current IELTS scores into graduate entry teacher education courses are ielts rr volume11 report2considered adequate: by the lecturers of such students, by prospective teacher registration authorities and by the students themselves.ABSTRACTTeacherielts rr volume11 report2
education students whose language backgrotuid is not English (LBOTE) not only need to perform adequately in English for the pin poses of then academiIELTS2 Learning to play the ‘classroom tennis’ well: IELTS and international students in teacher educationAuthorsWayne Sawyer and Michael SinghCentre ielts rr volume11 report2students, the ‘public performance’ of English adds a significant layer of issues to those applying to other cohorts of LBOTE students.This research sets out to address the question of an appropriate IELTS score for graduate entry teacher education courses through investigating the extent to which cu ielts rr volume11 report2rrent IELTS scores into graduate entry teacher education courses are considered adequate by the lecturers of such students, by prospective teacher regielts rr volume11 report2
istration authorities and by the students themselves, and. following this, what an appropriate score might be for entry into such courses. Academics fIELTS2 Learning to play the ‘classroom tennis’ well: IELTS and international students in teacher educationAuthorsWayne Sawyer and Michael SinghCentre ielts rr volume11 report2nge of language skills for teachers were identified. A key issue for these students ill such courses is the potential for language growth in the course itself with a corresponding need to focus on exit abilities as well as entry ability. It is argued therefore on the one hand, that in short graduate ielts rr volume11 report2 entry courses, universities ought to consider setting an entry level corresponding to the requirements of the teacher registration authority. Some inielts rr volume11 report2
terviewees argued, however, that the complex of issues faced by these students - such as familiarisation with Anglophone schooling cultrues - makes paIELTS2 Learning to play the ‘classroom tennis’ well: IELTS and international students in teacher educationAuthorsWayne Sawyer and Michael SinghCentre ielts rr volume11 report2 knowledge brought by LBOTE students. Ultimately. IELTS entry scores are a function of a Faculty's ability to provide language support. The nature of such support and of a richer approach to testing is discussed.IELTS Research Reports Volume 11 73Wayne Sawyer and Michael SinghAUTHOR BIODATAWAYNE SAW ielts rr volume11 report2YERAssociate Prolcssor Wayne Sawyer is Head ol’Research in the School of Education al the University of Western Sydney and a member of the Centre forielts rr volume11 report2
Educational Research. His central research interests are in the areas of effective teaching, English curriculum and educational policy. I le has been IELTS2 Learning to play the ‘classroom tennis’ well: IELTS and international students in teacher educationAuthorsWayne Sawyer and Michael SinghCentre ielts rr volume11 report2f scholarly argiunentation among students who are working in an 1.2 milieu.MICHAEL SINGHProfessor Michael Singh is engaged in researching rhe challenging opportunities presented by changes in the diversity of learners and teachers for making intellectual connections. His research focuses on the pres ielts rr volume11 report2ence of international, migrant and refugee students and or teachers in Australia’s education institutions and rhe significant opportunities this creatielts rr volume11 report2
es for developing programs and pedagogies to improve their education and work life trajectories. He leads a team of researchers, including research stIELTS2 Learning to play the ‘classroom tennis’ well: IELTS and international students in teacher educationAuthorsWayne Sawyer and Michael SinghCentre ielts rr volume11 report2in learning Mandarin.74 www.ielts.orgLearning to p ,IELTS and international students in teacher educationCONTENTS1Introduction..............................................................................772LBOTE students, English language proficiency, testing instruments and teachereducation: A rev ielts rr volume11 report2iew of literature.........................................................782.1International students in English language universities ...............ielts rr volume11 report2
.............792.2Perceptions of IELTS testing........................................................812.3The language sub-skills....................IELTS2 Learning to play the ‘classroom tennis’ well: IELTS and international students in teacher educationAuthorsWayne Sawyer and Michael SinghCentre ielts rr volume11 report2tudents. English language proficiency and teacher education..........852 6International students, teacher education and general support.......................913Research methodology......................................................................923.1Site selection.............................. ielts rr volume11 report2........................................923.2Site studies........................................................................933.3Data analysis...ielts rr volume11 report2
....................................................................934Baseline data..................................................................IELTS2 Learning to play the ‘classroom tennis’ well: IELTS and international students in teacher educationAuthorsWayne Sawyer and Michael SinghCentre ielts rr volume11 report2rse now for some time, what are yourviews on the demands of the course in terms of your English language proficiency?...985.2What interventions have been put into place to support you in terms of Englishlanguage proficiency? Have these been suitable/adequate?............................995.3Where IS ielts rr volume11 report2 the need for support greatest (eg through your study program, throughIELTS2 Learning to play the ‘classroom tennis’ well: IELTS and international students in teacher educationAuthorsWayne Sawyer and Michael SinghCentre IELTS2 Learning to play the ‘classroom tennis’ well: IELTS and international students in teacher educationAuthorsWayne Sawyer and Michael SinghCentreGọi ngay
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