Page 66 - Languages Victoria December 2019

Languages Victoria
Cenoz, J., & Gorter, D. (2013). Towards a plurilingual approach in English language teaching: Softening the boundaries between languages. TESOL Quarterly, 47(3), 591– 599. https://doi.org/10.1002/tesq.121
Clyne, M., Rossi Hunt, C. & Isaakidis, T. (2004). Learning a community language as a third language. International Journal of Multilingualism, 1(1), 33-52. https://doi.org/ 10.1080/14790710408668177
Corcoll, C. (2013). Developing children’s language awareness: switching codes in the language classroom. International Journal of Multilingualism, 10(1), 27-45. https:// doi.org/10.1080/14790718.2011.628023
Cummins, J. (2006). Identity texts: The imaginative construction of self through multiliteracies pedagogy. In O. Garcia, T. Skutnabb-Kangas and M. Toress-Guzman (Eds.), Imagining multilingual schools: languages in education and globalization (pp. 51-68). Clevedon, UK: Multilingual Matters.
D’warte, J. (2014). Linguistic repertoires: teachers and students explore their everyday language worlds. Language Arts, 91(5), 352-362.
García, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. Houndsmills, Basingstoke, Hampshire: Palgrave Macmillan.
Lin, A. (2013). Toward paradigmatic change in TESOL methodologies: building plurilingual pedagogies from the ground up. TESOL Quarterly, 47(3), 521-545.
Mady, C. (2007). The suitability of core French for recently arrived adolescent immigrants to Canada. Canadian Association of Applied Linguistics, 10(2), 177-196. Truckenbrodt, A., & Slaughter, Y. (2016). Working from the Same Page: Languages, Literacy and EAL/D Teacher Collaboration. Literacy Learning: the Middle Years, 24(3), 27-30.
VCAA (Victorian Curriculum and Assessment Authority) (2019). English as an Additional Language Curriculum. Draft for Familiarization, Feedback and Optional Implementation. Retrieved from https://www.vcaa.vic.edu.au/Documents/viccurric/eal/ English%20as%20an%20Additional%20Language%20Curriculum%20–%20Draft.pdf
Wilson, J., & González Davies, M. (2017). Tackling the Plurilingual Student/ Monolingual Classroom Phenomenon. TESOL Quarterly, 51(1), 207-219.
Fig. 1 and 2: https://barefootteflteacher.com/blog/iatefl-2019-day-one-review Fig. 3 and 4 – my own classroom work
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