Meeting the needs of English language learners in Aotearoa New Zealand schools

References

• Allwright , D. 2003 . Exploratory practice: Rethinking practitioner research in language teaching . Language Teaching Research , 7 ( 2 ) : 113 – 141 .
   Google Scholar
• Arendt , H. 1972 . Crises of the republic , New York : Harcourt Brace Jovanovich .
   Google Scholar
• Cummins , J. and Swain , M. 1986 . Bilingualism in education: Aspects of theory, research, and practice , London : Longman .
   Google Scholar
• Damasio , A. 2010 . Self comes to mind: Constructing the conscious brain , New York : Pantheon Books .
   Google Scholar
• Edwards , A. and Apostolov , A. 2007 . A cultural-historical interpretation of resilience: The implications for practice . Critical Social Studies , 1 : 70 – 83 .
   Google Scholar
• Engeström , Y. 1993 . “ Teachers as collaborative thinkers: Activity-theoretical study of an innovative teacher team ” . In Teachers' minds and actions: Research on teachers' thinking and practice , Edited by: Carlgren , I. , Hangal , G. and Vaage , S. 43 – 61 . London : The Falmer Press .
   Google Scholar
• Engeström , Y. 2008 . From teams to knots: Activity-theoretical studies of collaboration and learning at work , Cambridge : Cambridge University Press .
   Google Scholar
• Gibbons , P. 1991 . Learning to learn in a second language , Newtown , NS : Primary English Teaching Association .
   Google Scholar
• González , N. , L.C. Moll , and C. Armanti 2005 . Funds of knowledge: Theorizing practices in households, communities and classrooms . Mahwah , NJ : Lawrence Erlbaum .
   Google Scholar
• Hacker , P. and Barkhuizen , G. 2008 . “ Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education ” . In Learner and teacher autonomy: Concepts, realities and responses , Edited by: Lamb , T. and Reinders , H. 161 – 83 . Amsterdam : John Benjamins Publishing Company .
   Google Scholar
• Kubanyiova , M. 2009 . “ Possible selves in language teacher development ” . In Motivation, language identity and the L2 self , Edited by: Dörnyei , Z. and Ushioda , E. 350 – 6 . Bristol : Multilingual Matters .
   Google Scholar
• Kumaravadivelu , B. 2001 . Toward a postmethod pedagogy . TESOL Quarterly , 35 ( 4 ) : 537 – 60 .
   Web of Science ®Google Scholar
• Kumaravadivelu , B. 2006 . TESOL methods: Changing tracks, challenging trends . TESOL Quarterly , 40 ( 1 ) : 59 – 81 .
   Web of Science ®Google Scholar
• Lightbown , P. and Spada , N. 1999 . How languages are learned , 2nd ed , Oxford : Oxford University Press .
   Google Scholar
• May , S. 2011 . The disciplinary constraints of SLA and TESOL: Additive bilingualism and second language acquisition, teaching and learning . Linguistics and Education , 22 : 233 – 247 .
   Google Scholar
• Miller , J. 2004 . “ Identity and language use: The politics of speaking ESL in schools ” . In Negotiation of identities in multilingual contexts , Edited by: Pavlenko , A. and Blackledge , A. 290 – 315 . Clevedon : Multilingual Matters .
   Google Scholar
• Ministry of Education 2007 . The New Zealand curriculum: For English-medium teaching and learning in years 1–13 . Wellington : Ministry of Education .
   Google Scholar
• Ministry of Education 2011 . Teaching English in schools to speakers of other languages: Tuition fees scholarships for teachers . New Zealand Education Gazette . Wellington : Ministry of Education .
   Google Scholar
• Pantazi , E. 2008 . Voices from the Greek Community Schools: Bilingual pedagogy and teachers' theories . Innovation in Language Learning and Teaching , 2 ( 2 ) : 189 – 205 .
   Google Scholar
• Paris , C. 1993 . Teacher agency and curriculum making in classrooms , New York : Teachers College Press .
   Google Scholar
• Pavlenko , A. and Lantolf , J.P. 2000 . “ Second language learning as participation and the (re) construction of selves ” . In Sociocultural theory and second language learning , Edited by: Lantolf , J.P. 155 – 77 . Oxford : Oxford University Press .
   Google Scholar
• Pennycook , A. 2004 . “ Critical moments in a TESOL praxicum ” . In Critical pedagogies and language learning , Edited by: Norton , B. and Toohey , K. 327 – 45 . Cambridge : Cambridge University Press .
   Google Scholar
• Penton , R. 2000 . A whole-school approach to providing for NESB students in secondary schools . Many Voices , 16 : 9 – 11 .
   Google Scholar
• Ritchie , J.S. and Wilson , D.E. 2000 . Teacher narrative as critical inquiry: Rewriting the script , New York : Teachers College .
   Google Scholar
• Sannino , A. 2008 . Experiencing conversations: Bridging the gap between discourse and activity . Journal for the Theory of Social Behaviour , 38 ( 3 ) : 267 – 91 .
   Web of Science ®Google Scholar
• Stake , R.E. 2010 . Qualitative research: Studying how things work , New York : The Guilford Press .
   Google Scholar
• Thiel , T. 1999 . Reflections on critical incidents . Prospect: The Journal of the Adult Migrant Education Programme , 14 ( 1 ) : 44 – 52 .
   Google Scholar
• Timperley , H. , Wilson , A. , Barrar , H. and Fung , I. 2007 . Teacher professional learning and development: Best evidence synthesis iteration , Wellington : Ministry of Education .
   Google Scholar