Teacher and university educator perspectives on teaching languages in rural settings: A sonata form case study
AbstractThe experience of teaching languages in rural schools may differ markedly from teaching languages in urban contexts, in relation to the size and nature of communities and their interactions, numbers of teachers of languages, in and out of school contact, and in the cultural and language backgrounds of students and their likelihood of opportunities to interact with users of the language being learned. The rewards of teaching languages in rural contexts are explored in this presentation by a classroom languages teacher and a tertiary languages teacher educator and researcher, in a 'sonata form' (two-voiced, dialogic and reflexive) conversation, aimed at providing insights into the importance and significance of languages education for rural Australian students, and the pleasures for teachers of this crucial work when engaged in rural settings.
Manuscripts submitted for publication should not have been published or submitted for publication elsewhere. It is the responsibility of authors to secure release of any copyright materials included in their manuscripts, and to provide written evidence of this to the editors. If accepted and published, papers become the copyright of the Australian and International Journal of Rural Education.
Papers are accepted on the understanding that they are subject to editorial revision. The Editorial Committee cannot guarantee that all contributions will be published nor give definite dates of publication. However, contributors will be advised if their papers are not accepted or if there will be a long publication delay.