Search results for: Singh Michael

This article presents an interpretative case study. The case study explores possibilities for teacher education programs to make transnational knowledge connections through WES pre-service teachers. The findings indicate that World English Speakers pre-service teachers are not only structurally disadvantaged by teamwork practices that privilege local knowledge, they are also challenged by teacher educators’ assessment procedures.

The article explores the problem of the education and retention of world English speaking student teachers due to the diversity of multiculturalism in Australia. The study explored issues concerning world English student teachers from minority (Asian Pacific) immigrant background and found that the student teachers experienced a pedagogical gap between their teacher education and being 'Australian teachers,' between the hopes and happening in their teacher education programs; their practicum; the complexities of student behaviour management; the English language difficulties of their teacher educators, and most importantly the marginalisation of their language and thus their knowledge of education.