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An Australian Perspective on Standards‐Based Education, Teacher Knowledge, and Students of English as an Additional Language

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492 cited

Cited by

2014Complex Text and New Common Standards in the United States: Pedagogical Implications for English Learners55 cited
2016Pedagogical language knowledge: preparing Australian pre-service teachers to support English language learners24 cited
2016Talking to learn: dialogic teaching in conversation with educational linguistics19 cited
2016Dialogic space: intersections between dialogic teaching and systemic functional linguistics19 cited
2023Teacher’s awareness of intercultural pragmatics in adult EALD classrooms: an exploratory study in the multicultural context of Australia13 cited
2023Editorial: Teaching EAL/D learners across the curriculum7 cited
2023Comparing pre-service teacher attitudes toward the use of students’ home language(s) in linguistically diverse English as an additional language classrooms in Norway and Cyprus6 cited
2016Ethnolinguistic diversity within Australian schools: call for a participant perspective in teacher learning5 cited
2021Is supporting the needs of emergent bilingual learners in mainstream classes a cultural or linguistic issue? How do policy, curricula, and secondary teacher education programmes in Australia and New Zealand compare?3 cited
2023Implications for Initial Teacher Education (ITE) programs in preparing mainstream teachers for culturally and linguistically diverse classrooms3 cited
2022Multilingualism in EFL Classrooms3 cited