TESOL in Context
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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