Teacher education through immersion and immersion teacher education: An Australian case

Second Language Teacher Education: International Perspectives

Volumn , Issue , 2004, Pages 281-294

  Erben, Tony ^a  

^a UNIVERSITY OF SOUTH FLORIDA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 65549131143     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410611130     Document Type: Chapter

References (18)

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2. Council of Australian Governments: ( K.Rudd, Chair ). (1994). Asian languages and Australia's economic future: A report prepared for the Council of Australian Governments on a proposed Asian languages/studies strategy for Australian schools. Brisbane: Queensland Government Press.
3. Cummins, J. (1980). The entry and exit fallacy in bilingual education. NABE Journal, 4, 25-60.
4. Eltis, K. (1991). Reshaping pre-service teacher education: Establishing a practicum-driven curriculum. The Journal of Teaching Practice, 11(2), 1-17.
5. Erben, A. (1993). The importance of the practicum in teacher development. What happens in an immersion teacher training program? Australian Association of Language Immersion Teachers, 1(1), 16-30.
6. Erben, T. (1999). Constructing learning in a virtual immersion bath: LOTE teacher education through audiographics. In R. Debski & M. Levy (Eds.), WorldCALL (pp. 229-248). Amsterdam: Kluwer.
7. Erben, T. (2001a). Student-teachers' use of microteaching activity to construct sociolinguistic knowledge within a Japanese immersion initial teacher education program in Australia. Unpublished doctoral dissertation, Lancaster University, Lancaster, England.
8. Erben, T. (2001b). The student-teacher school: Constructing second language competences. In G. Braeuer (Ed.), Pedagogy of language learning (pp. 195-220). Westport, CT: Ablex.
9. Erben, T., & Bartlett, L. (1997). Mediated interaction and the management of learning in an initial teacher education language immersion classroom. In T. Gale, A. Erben, & P. Danaher (Eds.), Diversity, difference & discontinuity: (Re)mapping teacher education for the next decade. Refereed Proceedings of the 27th Annual Conference of the Australian Teacher Education Association (ATEA). Yeppoon, Queensland, Australia: ATEA. Retrieved July 13, 2002 http://atea.cqu.edu.au/content/soc_base/erbart.html
10. Finn Report. (1991). Young people's participation in post-compulsory education & training (Report of the Australian Education Council Review Committee). Canberra: Australian Government Printing Service.
11. Ingram, D. E., and Wylie, E. (1985). Australian second language proficiency ratings (ASLPR). Brisbane, Queensland: National Languages and Literacy Institute of Australia, Language Testing Centre, Griffith University.
12. Johnson, R. K., & Swain, M. (1997). Immersion education: International perspectives. Cambridge, England: Cambridge University Press.
13. Lambert, W. E. (1974).A Canadian experiment in the development of bilingual competence. The Canadian Modern Language Review, 31, 108-116.
14. Leal, B. (1991). Widening our horizons (Report of the review of the teaching of modern languages in higher education). Canberra: Australian Government Printing Service.
15. Majhanovich, S., & Gray, J. (1992). The practicum: An essential component in French immersion teacher education. The Canadian Modern Language Review, 48, 682-696.
16. Mayer Committee. (1992). Employment-related key competencies for postcompulsory education and training. A discussion chapter (Australian Education Council & Ministers for Vocational Education, Employment and Training). Melbourne: Australian Government Printing Service.
17. Wylie, E., & Ingram, D. E. (1995). Australian second language proficiency ratings (ASLPR) version for second language teachers. Brisbane, Queensland: National Languages and Literacy Institute of Australia, Language Testing Centre, Griffith University.
18. Wylie, E., Ingram, D. E., & Grainger, P. (1995). Australian second language proficiency ratings (ASLPR) version for Japanese. Brisbane, Queensland: National Languages and Literacy Institute of Australia, Language Testing Centre, Griffith University.