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Educators' Experiences of Working in Intensive English Language Programs: The Strengths and Challenges of Specialised English Language Classrooms for Students with Migrant and Refugee Backgrounds

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Due, Clemence; Riggs, Damien W.; Mandara, Mia – Australian Journal of Education, 2015

In this article, educators' experiences of working in diverse classrooms designed to provide English language education as part of Intensive English Language Programs (IELPs) in South Australia are considered. To this end, responses to qualitative interviews with 14 educators working in three schools are examined using Braun and Clarke's method of…

Descriptors: Language Teachers, Teacher Attitudes, Teaching Experience, Student Diversity

Phonological Memory and Children's Second Language Grammar Learning

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French, Leif M.; O'Brien, Irena – Applied Psycholinguistics, 2008

This study examined the role of phonological memory in second language (L2) grammar learning in a group of native French-speaking children undergoing a 5-month intensive English program. Phonological memory (as referenced by Arabic [ANWR] and English [ENWR] nonword repetition tasks), L2 vocabulary (receptive and productive vocabulary knowledge),…

Descriptors: Memory, Vocabulary Development, Phonology, Second Language Learning