Constraining teachers: Adult ESL settlement language training policy and implementation

TESOL Quarterly

Volumn 41, Issue 3, 2007, Pages 634-642

  Haque, Eve ^a   Cray, Ellen ^b  

^a YORK UNIVERSITY   (Canada)

^b CARLETON UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 35448953998     PISSN: 00398322     EISSN: 15457249     Source Type: Journal    
DOI: 10.1002/j.1545-7249.2007.tb00096.x     Document Type: Article

References (9)

1. Cray, E. (1997). Teachers' perceptions of language policy: Teaching LINC. TESL Canada Journal, 15, 22-38.
2. Crookes, G. (1997). What influences what and how second and foreign language teachers teach? The Modern Language Journal, 81, 57-79.
3. Fleming, D. (1998). Autonomy and agency in curriculum decision-making: A study of instructors in a Canadian adult settlement ESL program. TESL Canada Journal, 16, 19-35.
4. Hajer, A., Robinson, J., & Witol, P. (2002). LINC curriculum guidelines: Language instruction for newcomers to Canada. Toronto, Ontario, Canada: Toronto Catholic District School Board.
5. Holmes, T., Kingwell, G., Pettis, J., & Pidlaski, M. (2001). Canadian Language Benchmarks 2000: A guide to implementation. Ottawa, Ontario, Canada: Centre for Canadian Language Benchmarks.
6. Jennings, N. E. (1996). Interpreting policy in real classrooms: Case studies of state reform and teacher practice. New York: Teachers College Press.
7. Pawlikowska-Smith, G. (2000). Canadian Language Benchmarks 2000: English as a second language - for adults. Ottawa, Ontario, Canada: Centre for Canadian Language Benchmarks.
8. Silver, R. E., & Skuja-Steele, R. (2005). Priorities in English language education policy and classroom implementation. Language Policy, 4, 107-128.
9. Stritikus, T. T. (2003). The interrelationship of beliefs, context, and learning: The case of a teacher reacting to language policy. Journal of Language, Identity, and Education, 2, 29-52.