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|Title:||The plurilingual teacher: moving beyond the native/non-native speaker debate||Contributor(s):||Ellis, Elizabeth M (author)||Publication Date:||2012||Handle Link:||https://hdl.handle.net/1959.11/12097||Abstract:||Summary: • Teacher plurilingualism provides the basis for important insights into languages and language learning. • It is erroneous to think that because English is taught through English, other languages are irrelevant. • Inclusion of learners' L1 can only be meaningful if the teacher is also an L2 learner/user.||Publication Type:||Conference Publication||Conference Name:||Australian Council of TESOL Associations (ACTA) International Conference: "TESOL as a Global Trade - Ethics, Equity and Ecology", Cairns, Australia, 3rd - 5th July, 2012||Conference Details:||Australian Council of TESOL Associations (ACTA) International Conference: "TESOL as a Global Trade - Ethics, Equity and Ecology", Cairns, Australia, 3rd - 5th July, 2012||Source of Publication:||ACTA International Conference PowerPoints||Publisher:||Australian Council of TESOL Associations (ACTA)||Place of Publication:||online||Field of Research (FOR):||200401 Applied Linguistics and Educational Linguistics||HERDC Category Description:||E3 Extract of Scholarly Conference Publication||Other Links:||http://www.tesol.org.au/ACTA-Conference/ACTA-International-Conference-2012||Statistics to Oct 2018:||Visitors: 184
|Appears in Collections:||Conference Publication|
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