Improving engagement in learning and transition to mainstream schooling for newly-arrived Sudanese youth in the middle years of schooling. The 'new wave' of Sudanese refugees (48.3% of 2003 intake) with disrupted educational and social/emotional backgrounds is currently challenging Australian schools' expertise and resources. Using frameworks that draw on cultural theory, identity and language, the study will explore the social capital needs (skills and capacities, and resource needs) of Sudanes ....Improving engagement in learning and transition to mainstream schooling for newly-arrived Sudanese youth in the middle years of schooling. The 'new wave' of Sudanese refugees (48.3% of 2003 intake) with disrupted educational and social/emotional backgrounds is currently challenging Australian schools' expertise and resources. Using frameworks that draw on cultural theory, identity and language, the study will explore the social capital needs (skills and capacities, and resource needs) of Sudanese middle-schooling students enabling successful, productive and engaged transition from their on-arrival program into mainstream secondary schooling. The resulting model and web-based materials will provide a framework for educating other groups likely to follow from Africa/elsewhere, and meet the National Priority Goal: strengthening Australia's social fabric.Read moreRead less
Key indicators of development in adolescent writing. The project aims to identify significant indicators of development in the writing of adolescents at various stages of secondary education. There are a number of students who struggle with the demands of secondary schooling because they have not developed control over the more abstract, technical, and metaphorical language required in written assignments and examinations. This study will map the development of those linguistic resources critica ....Key indicators of development in adolescent writing. The project aims to identify significant indicators of development in the writing of adolescents at various stages of secondary education. There are a number of students who struggle with the demands of secondary schooling because they have not developed control over the more abstract, technical, and metaphorical language required in written assignments and examinations. This study will map the development of those linguistic resources critical to success in secondary learning, drawing on and extending Halliday's functional theory of language. An understanding of typical patterns of development will enable teachers to productively intervene in those cases where students' academic progress is impeded.
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