TESOL in Context

 --- 19/2 Cover page TESOL in Context Volume 19 Number 2 December 2009

Shelley Wong and Rachel Grant argue for a dialogic approach to TESOL. Taking school bullying as an example of the injustice that occurs in our communities, the authors illustrate how the dialogic approach can not  only ‘support the learning of all students from a wide range of ability levels and ages’ but can also take a social justice perspective that  moves us beyond the confines of the school.

Inge Kral focuses on literacy within remote indigenous Australian communities. She presents an interesting perspective, arguing that, contrary to popular opinion and ‘the emphasis of the narrative of failure’, literacy in these remote communities has progressed rapidly in ‘the short history of literacy’ in these areas. 

Anne-Marie Morgan describes the range of ESOL services offered in South Australia against a backdrop of policy and funding guidelines established by national, state and territory governments. Her paper focuses on ESL in the senior secondary years and highlights implications of the national English curriculum for ESL teachers and learners.

The final article in this issue is a tribute that celebrates the life of the late Penny McKay. Few TESOL in Context readers would be unfamiliar with the impact that Penny McKay had on our profession. Karen Dooley and Helen Moore, both of whom had a close professional relationship with Penny McKay, have written a lively and moving account of her life.

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