Mainstreaming EALD Students in High School Classrooms: Investigating Policies, Practices and Participation

This research project examines secondary school English teachers’ pedagogical practices related to teaching English as an Additional Language/Dialect (EAL/D) in the Australian state of Queensland. Recent Queensland Department of Education policies have resulted in large-scale changes in the settings for and provision of academic and social support for students who speak English as a second or additional language in Queensland public schools. The study will be a case study utilising a qualitative design comprising focus group interviews with EAL/D students and focus group as well as semi-structured one on one interviews with teachers. The contribution of this study will provide new understandings of how specialist EAL/D programs position teachers, EAL/D students and English learning in secondary schools. In addition, it will provide pedagogical insights into how mainstream teachers who are not trained in second language pedagogy can incorporate such knowledge, skills and understanding into their practice. The study will also fill a gap in current research by analysing the perspectives given by EAL/D students on how they learn and the strategies they have developed in their endeavours to acquire academic English.

本研究项目聚焦澳大利亚昆士兰州（Queensland）境内，与英语作为附加语言/方言（English as an Additional Language/Dialect，EAL/D）教学相关的中学英语教师教学实践。近期昆士兰州教育部出台的政策，使得昆士兰州公立学校中以英语为第二语言或附加语言的学生所享有的学术与社会支持体系及教学场景发生了大规模变革。本研究采用质性研究设计的个案研究范式，研究方法涵盖针对EAL/D学生的焦点小组访谈，以及针对教师的焦点小组访谈与半结构化一对一访谈。本研究的学术贡献在于，将为学界揭示中学阶段专业化EAL/D项目如何定位教师、EAL/D学生与英语学习三者的关系，从而形成全新认知。此外，本研究还将为未接受第二语言教学专业训练的主流学科教师提供教学法层面的洞见，助力其将第二语言教学相关的知识、技能与认知融入自身教学实践。同时，当前相关研究尚未充分关注EAL/D学生对自身学习方式的看法，以及其在习得学术英语过程中形成的学习策略，本研究将通过分析这些视角填补这一研究空白。