Longtime passing : language teacher educators' concerns in language teacher education
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(Published version)
Date
2012
Authors
Harbon, L.
Fielding, R.
Moloney, R.
Kohler, M.
Dashwood, A.
Gearon, M.
Scrimgeour, A.
Editors
Hajek, J.
Nettelbeck, C.
Woods, A.
Nettelbeck, C.
Woods, A.
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Conference paper
Citation
The next step : introducing the Languages and Cultures Network for Australian universities : selected proceedings of the inaugural LCNAU Colloquium, 2012 / Hajek, J., Nettelbeck, C., Woods, A. (ed./s), pp.75-91
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Inaugrual Languages and Cultures Network for Australian Universities (LCNAU) Colloquium (26 Sep 2011 - 28 Sep 2011 : Melbourne, Australia)
Abstract
As we are reminded by Stracke, Houston, Maclean and Scott (2011), a long time has passed since the first appearance of the many reviews and reports on language teacher education in Australia. The image of language teachers standing at a 'crossroads' as per the 1993 report (Nicholas et al. 1993) is still a valid one, as is the 'pivot of policy' image of language teachers set down in the 1996 report by the Australian Language and Literacy Council (ALLC 1996). This historical narrative over the past 15 years has suggested that the field of language teacher education is fragile and in need of much government attention if the upcoming Australian Curriculum: Languages is to achieve its ambitious goals for student language learning in Australian schools. This contribution represents the work of language teacher educators from four Australian states and is a discussion of the key issues these scholars perceive to be impacting the design and implementation of language teacher education for all Australian contexts.
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With the exception of the Commonwealth Coat of Arms, and where otherwise noted, all material presented in this document is provided under a Creative Commons Attribution 3.0 Australia licence (http://creativecommons.org/licenses/by/3.0/au/)