TY - JOUR
T1 - 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
AU - Due, Clemence
AU - Riggs, Damien
AU - Mandara, Mia
PY - 2015/8/31
Y1 - 2015/8/31
N2 - 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 qualitative thematic analysis. Results indicate that the model of education provided within IELPs is seen by teachers as the best approach to educating young refugees and migrants in Australia.
AB - 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 qualitative thematic analysis. Results indicate that the model of education provided within IELPs is seen by teachers as the best approach to educating young refugees and migrants in Australia.
KW - English (second language)
KW - intensive languagecourses
KW - language teachers
KW - Migrant children
KW - refugees
KW - second language programmes
UR - http://www.scopus.com/inward/record.url?scp=84938226666&partnerID=8YFLogxK
U2 - 10.1177/0004944115587365
DO - 10.1177/0004944115587365
M3 - Article
VL - 59
SP - 169
EP - 181
JO - Australian Journal of Education
JF - Australian Journal of Education
SN - 0004-9441
IS - 2
ER -