The latest Issue of TESOL in Context is out now and will be posted out to all finacial ATESOL NT members shortly.

So make sure you have renewed your 2014 membership so you don't miss out on the latest TESOL journal.

TESOL in context is23 Front Cover

Current issue: Volume 23 Number 1 and 2 (December 2013)

Advocacy is integral to the work of many TESOL specialists. For several decades, ACTA and the state TESOL associations, along with other professional associations, and individual teachers, researchers and administrators have all engaged with conversations about EAL/D education in public forums. These advocates have drawn attention to implications of policy developments for EAL/D students; they have proffered alternative forms of curriculum, pedagogy and assessment to better account for the particularity of EAL/D learning pathways; and they have argued the necessity of specialist EAL/D teaching. In response to the Australian Language and Literacy Policy of the early 1990s, for example, there was “a frenzy of writing responses… a conference… and attempts to publicise what was going on through the press and television”(Moore, 1995, p. 6). It is in this spirit that this double issue of TESOL in Context has been compiled. The issue has two sections:

Section 1 - Submissions to the 2013 Senate Inquiry on NAPLAN The first section presents substantial excerpts from four submissions to the 2013 Senate Inquiry, The effectiveness of the National Assessment Program – Literacy and Numeracy.
Section 2 - Skutnabb-Kangas keynote from the 2012 ACTA Conference The second section presents the keynote address delivered by Tove Skutnabb-Kangas at the ACTA International Conference 2012, TESOL as a Global Trade – Ethics, Equity and Ecology.

Each section raises questions about a key area of EAL/D advocacy in the school sector in Australia at present: high stakes literacy testing and bilingual education for speakers of indigenous and minority languages.


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