TESOL in Context
Tesol in Context - Volume 19 Number 1
Gil Pennington considers the ways culture is embedded in stories
and the value of stories for young learners in an English language
centre. The story-telling sessions she describes reflect the ways
in which children develop culturally, cognitively, emotionally, and
linguistically over time through their encounter with stories. The
writer uses key aspects of second language acquisition theory to
develop her argument of engagement and “linguistic action.”
Oliver, Haig, and Grote focus on the needs of refugee students
within the Western Australian education system. Exploring the
perceptions of African refugee background students, their
parents/caregivers, teachers, and others involved in their
education and support, the paper examines the challenges faced by
these students and their teachers, together with related issues
around literacy that affect access to the wider curriculum.
Importantly, the authors set out a number of possible solutions to
the problems identified, based on suggestions from their
participants and literacy professionals.
Finally, Sarah Ahern looks at the roles played by IELTS in Australia at a time when education is our third biggest export and where being a student is a recognised and well-trodden pathway to permanent residency. She provides an interesting historical overview of the test, and then makes the case that IELTS has become both a test of English language abilities and a means of controlling immigration – purposes which, in her view, are incompatible. Ahern offers insights into government policy and analyses an incident in her workplace where a version of the IELTS test is used in ways which impact heavily on both students and teachers.
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