Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/98241
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Type: Journal article
Title: 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
Author: Due, C.
Riggs, D.
Mandara, M.
Citation: Australian Journal of Education, 2015; 59(2):169-181
Publisher: SAGE Publications
Issue Date: 2015
ISSN: 0004-9441
2050-5884
Statement of
Responsibility: 
Clemence Due, Damien W Riggs, Mia Mandara
Abstract: 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.
Keywords: Migrant children; refugees; language teachers; English (second language); intensive language courses; second language programmes
Rights: © Australian Council for Educational Research 2015
RMID: 0030032307
DOI: 10.1177/0004944115587365
Grant ID: http://purl.org/au-research/grants/arc/DP110100732
Appears in Collections:Psychology publications

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