Academic literature on the topic 'Girton (School : Adelaide, S.A.)'

This issue of TESOL in Context picks up on themes running through a number of the presentations as well as the keynotes from the Australian Council of TESOL Associations (ACTA) Conference that took place in Adelaide on 3-5 October, 2018.One of these themes was the readiness of teachers, both pre- and in-service, to adopt a positive view of learners of English as an Additional Language (EAL) and make productive use of the understandings, knowledges and skills that they bring to the classroom, specifically those related to the learners’ language(s). All EAL learners, even those entering formal education at a very young age, come with proficiencies in (a) language(s) and/or dialect(s) other than Standard Australian English. In contrast to the expectation, as observed by Cummins et al. (2005), that learners leave their language(s) at the school door along with their social and cultural expertise, much current discussion and research around schools and other learning centres is actively considering ways to leverage these learner attributes for successful learning (e.g. Duarte, 2019).

In 1997, we began a research project that tracked a cohort of approximately 55 students aged between 9 and 12 years over a period of 5 years. The students lived in highly disadvantaged areas in Adelaide. Our aim was to identify the individual, social and environmental factors that contributed to each student’s risk status and resilience and to track how this changed over time. By the end of the project the participants were aged from 13–16 years so we had been able to follow most of them through early adolescence and the often difficult transition from primary to high school. Our insights from the huge body of data thus gathered have been reported at Australian Association for Research in Education conferences from 1997 onwards, and in Australian and international refereed journals. Many longitudinal studies, particularly in the areas of physical health and social adjustment (e.g., the Dunedin Multidisciplinary Health and Development study), have shown the benefits of tracking research participants beyond adolescence. Accordingly, we set about finding some of our former participants (aged now between 17 and 21) to ascertain their present risk and resilience status. In this paper, we draw on the work of Rutter (1999) to show, in two case studies, how negative and positive chain reactions influence people’s lives and how key events, turning points or critical life choices disrupt these chain effects.

This case study critically reflects upon the development of a scholarship of technology enhanced learning (SOTEL) research cluster in clinical sciences higher education. The research cluster has grown from an initial community of practice established in 2015 in the context of Paramedicine education (Cochrane, Cook, Aiello, Harrison, & Aguayo, 2016), to a collaborative transdisciplinary research cluster that now encompasses: the School of Clinical Sciences, Journalism, the Centre for Teaching And Learning, the AppLAB, and international research partners (Cochrane, 2019; Cochrane et al., 2018). The MESH360 research cluster (initially standing for the Multiple Environment Simulation VR Hub, but now covering the growing body of immersive reality enhanced learning projects) focuses upon the common domain of the exploration of immersive reality to enhance higher education to develop student creativity, critical thinking, and problem-solving capabilities. The research cluster is built upon the shared ontology, epistemology, and research methodology of the wider SOTEL research cluster hub (https://sotel.nz/about-the-cluster/). We established an ecology of resources to support the research cluster (Cochrane & Narayan, 2018), and encourage open educational practice via social media, publishing in open access channels, and regular project showcases. Outcomes from the MESH360 research cluster include: innovative curriculum design, journal articles, conference proceedings, 2 Vice Chancellors teaching innovation awards, a Prime Minister’s research scholarship, and award of a variety of internal project funding. The activity of the research cluster is curated in a ResearchGate Project at https://www.researchgate.net/project/MESH360 and on social media via the #MESH360 hashtag. While the activity of the MESH360 has been predominantly within the Faculty of Health and Environmental Sciences, we are seeing wider impact into Schools within the other Faculties at the university, and potential national and international collaborations. The SOTEL model includes the following main elements: An online hub - The SOTEL Research Cluster https://sotel.nz/ An annual Symposium showcasing SOTEL in practice https://sotel.nz The Pacific Journal of Educational Technology (PJTEL) The CMALT cMOOC and the MOSOMELT cMOOC A weekly webinar series Brokering international TEL networks such as the ASCILITE Mobile Learning Special Interest Group A series of TEL workshops and showcases The presentation will outline the above elements of the SOTEL Research Cluster. We believe the MESH360 research cluster model can be applied to a wide variety of higher education domains. References Cochrane, T. (2019). How AUT is Designing Authentic Student Learning Experiences with Immersive Reality. Paper presented at the 2nd New Zealand Digital Campus and Blended Learning Transformation From K6 to Higher education: Immersive AR/VR, blended learning innovations and next generation learning spaces, Stamford Plaza, Auckland, New Zealand. https://tinyurl.com/SOTELprojects Cochrane, T., Cook, S., Aiello, S., Harrison, D., & Aguayo, C. (2016, 28-30 November). Designing Virtual Reality Environments for Paramedic Education: MESH360. Paper presented at the Show Me The Learning. Proceedings ASCILITE 2016 Adelaide, University of South Australia, Adelaide, Australia. Cochrane, T., & Narayan, V. (2018, 25-29 June, 2018). The Scholarship of Technology Enhanced Learning: Reimagining SOTL for the Social Network Age. Paper presented at the EdMedia: World Conference on Educational Media and Technology 2018, Amsterdam, Netherlands. Cochrane, T., Stretton, T., Aiello, S., Britnell, S., Cook, S., & Narayan, V. (2018). Authentic Interprofessional Health Education Scenarios using Mobile VR. Research in Learning Technology, 26, 2130. doi:http://dx.doi.org/10.25304/rlt.v26.2130

04–538 Allford, D. Institute of Education, University of London. d.allford@sta01.joe.ac.uk‘Grasping the nettle’: aspects of grammar in the mother tongue and foreign languages. Language Learning Journal (Rugby, UK), 27 (2003), 24–32.04–539 Álvarez, Inma (The Open U., UK). Consideraciones sobre la contribución de los ordenadores en el aprendizaje de lenguas extranjeras. [The contribution of computers to foreign language learning.] Vida Hispánica (Rugby, UK), 28 (2003), 19–23.04–540 Arkoudis, S. (U. of Melbourne, Australia; Email: sophiaa@unimelb.edu.au). Teaching English as a second language in science classes: incommensurate epistemologies?Language and Education (Clevedon, UK), 17, 3 (2003), 161–173.04–541 Bandin, Francis and Ferrer, Margarita (Manchester Metropolitan U., UK). Estereotípicos. [Stereotypes.] Vida Hispánica. Association for Language Learning (Rugby, UK), 28 (2003), 4–12.04–542 Banno, Eri (Okayama University). A cross-cultural survey of students’ expectations of foreign language teachers. Foreign Language Annals, 36, 3 (2003), 339–346.04–543 Barron, Colin (U. of Hong Kong, Hong Kong; Email: csbarron@hkusua.hku.hk). Problem-solving and EAP: themes and issues in a collaborative teaching venture. English for Specific Purposes (Amsterdam, The Netherlands), 22, 3 (2003), 297–314.04–544 Bartley, Belinda (Lord Williams's School, Thame). Developing learning strategies in writing French at key stage 4. Francophonie (London, UK), 28 (2003), 10–17.04–545 Bax, S. (Canterbury Christ Church University College). The end of CLT: a context approach to language teaching. ELT Journal (Oxford, UK), 57, 3 (2003), 278–287.04–546 Caballero, Rodriguez (Universidad Jaume I, Campus de Borriol, Spain; Email: mcaballe@guest.uji.es). How to talk shop through metaphor: bringing metaphor research to the ESP classroom. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 177–194.04–547 Field, J. (University of Leeds). Promoting perception: lexical segmentation in L2 listening. ELT Journal (Oxford, UK), 57, 4 (2003), 325–334.04–548 Finkbeiner, Matthew and Nicol, Janet (U. of Arizona, AZ, USA; Email: msf@u.Arizona.edu). Semantic category effects in second language word learning. Applied Psycholinguistics (Cambridge, UK), 24, 3 (2003), 369–384.04–549 Frazier, S. (University of California). A corpus analysis of would-clauses without adjacent if-clauses. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 443–466.04–550 Harwood, Nigel (Canterbury Christ Church University College, UK). Taking a lexical approach to teaching: principles and problems. International Journal of Applied Linguistics (Oxford, UK), 12, 2 (2002), 139–155.04–551 Hird, Bernard (Edith Cowan U., Australia; Email: b.hird@ecu.edu.au). What are language teachers trying to do in their lessons?Babel, (Adelaide, Australia) 37, 3 (2003), 24–29.04–552 Ho, Y-K. (Ming Hsin University of Science and Technology, Taiwan). Audiotaped dialogue journals: an alternative form of speaking practice. ELT Journal (Oxford, UK), 57, 3 (2003), 269–277.04–553 Huang, Jingzi (Monmouth University, West Long Branch, NJ, USA). Chinese as a foreign language in Canada: a content-based programme for elementary school. Language, Culture and Curriculum (), 16, 1 (2003), 70–89.04–554 Kennedy, G. (Victoria University of Wellington). Amplifier collocations in the British National Corpus: implications for English language teaching. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 467–487.04–555 Kissau, Scott P. (U. of Windsor, UK & Greater Essex County District School Board; Email: scotkiss@att.canada.ca). The relationship between school environment and effectiveness in French immersion. The Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 1 (2003), 87–104.04–556 Laurent, Maurice (Messery). De la grammaire implicite à la grammaire explicite. [From Implicit Grammar to Explicit Grammar.] Tema, 2 (2003), 40–47.04–557 Lear, Darcy (The Ohio State University, USA). Using technology to cross cultural and linguistic borders in Spanish language classrooms. Hispania (Ann Arbor, USA), 86, 3 (2003), 541–551.04–558 Leeser, Michael J. (University of Illianos at Urbana-Champaign, USA; Email: leeser@uiuc.edu). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8, 1 (2004), 55.04–559 Levis, John M. (Iowa State University, USA) and Grant, Linda. Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12 (2003), 13–19.04–560 Mitchell, R. (Centre for Language in Education, University of Southampton; Email: rfm3@soton.ac.uk) Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective. Language Learning Journal (Rugby, UK), 27 (2003), 15–23.04–561 Moffitt, Gisela (Central Michigan U., USA). Beyond Struwwelpeter: using German picture books for cultural exploration. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36, 1 (2003), 15–27.04–562 Morley, J. and Truscott, S. (University of Manchester; Email: mfwssjcm@man.ac.uk). The integration of research-oriented learning into a Tandem learning programme. Language Learning Journal (Rugby, UK), 27 (2003), 52–58.04–563 Oliver, Rhonda (Edith Cowan U., Australia; Email: rhonda.oliver@cowan.edu.au) and Mackey, Alison. Interactional context and feedback in child ESL classrooms. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 519–533.04–564 Pachler, N. (Institute of Education, University of London; Email: n.pachler@ioe.ac.uk). Foreign language teaching as an evidence-based profession?Language Learning Journal (Rugby, UK), 27 (2003), 4–14.04–565 Portmann-Tselikas, Paul R. (Karl-Franzens Universität Graz, Austria). Grammatikunterricht als Schule der Aufmerksamkeit. Zur Rolle grammatischen Wissens im gesteuerten Spracherwerb. [Grammar teaching as a training of noticing. The role of grammatical knowledge in formal language learning.] Babylonia (Switzerland, www.babylonia), 2 (2003), 9–18.04–566 Purvis, K. (Email: purvis@senet.com.au) and Ranaldo, T. Providing continuity in learning from Primary to Secondary. Babel, 38, 1 (2003), (Adelaide, Australia), 13–18.04–567 Román-Odio, Clara and Hartlaub, Bradley A. (Kenyon College, Ohio, USA). Classroom assessment of Computer-Assisted Language Learning: developing a strategy for college faculty. Hispania (Ann Arbor, USA), 86, 3 (2003), 592–607.04–568 Schleppegrell, Mary J. (University of California, Davis, USA) and Achugar, Mariana. Learning language and learning history: a functional linguistics approach. TESOL Journal, 12, 2 (2003), 21–27.04–569 Schoenbrodt, Lisa, Kerins, Marie and Geseli, Jacqueline (Loyola College in Maryland, Baltimore, USA; Email: lschoenbrodt@loyola.edu) Using narrative language intervention as a tool to increase communicative competence in Spanish-speaking children. Language, Culture and Curriculum (Clevedon, UK), 16, 1 (2003), 48–59.04–570 Shen, Hwei-Jiun (National Taichung Institute of Technology). The role of explicit instruction in ESL/EFL reading. Foreign Language Annals (New York, USA), 36, 3 (2003), 424–433.04–571 Sifakis, N. C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). Applying the adult education framework to ESP curriculum development: an integrative model. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 195–211.04–572 Simpson, R. and Mendis, D. (University of Michigan). A corpus-based study of idioms in academic speech. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 419–441.

I am very pleased to welcome readers to Volume 5(2) of the International Journal for Educational Integrity. Before introducing the current issue, I would like to begin with a couple of announcements. The 4th Asia-Pacific Conference on Educational Integrity: Creating an Inclusive Approach will be held at the University of Wollongong, in New South Wales, Australia, from 28-30 September. The conference is built around a stimulating, discussion-centred format on a range of topics from plagiarism to values in teaching and learning, and the broader educational context. Presentation proposals and registrations are still being accepted. For full details, please go the conference website: http://www.uow.edu.au/conferences/4APCEI_2009/home.html Shortly after 4APCEI, the Center for Academic Integrity will hold its Annual Conference. Creating a culture of integrity: Research and best practices will be held at Washington University in St Louis, Missouri, USA, from 16-18 October. Proposals relating to current trends in academic integrity, data on the success rates of various approaches to academic integrity initiatives, innovative new approaches and models of best practices are invited. For full details, please go the conference website: http://www.academicintegrity.org/conferences/2009_Conference/index.php This edition of the IJEI includes two full papers and four reviews of recently published books on issues relating to educational integrity. Brian Martin opens the journal with an expansive essay which elaborates on the little explored topic of 'academic patronage'. Martin defines academic patronage as the bias and discrimination that occurs through decisions made, processes used, assistance given to individuals and personal interactions in academia. After providing careful descriptions of the various forms of academic patronage, Martin uses the example of honours thesis examining to illustrate some of the tensions inherent in a practice with "considerable potential for patronage". While acknowledging the value of mentoring, such as supporting research students, and providing training, advice, references and job opportunities, Martin makes the case that academic patronage has the potential to undermine the meritocratic foundation of academia. In the second paper of this issue, Malcolm Rees and Lisa Emerson share a revised version of their presentation from the 3rd International Plagiarism Conference at Northumbria University in June 2008. Based on structured interviews with nine staff members at Massey University in New Zealand, Rees and Emerson extend the research on electronic detection of plagiarism by exploring the impact that the text-matching software program, Turnitin, has had on assessment practice. They asked staff if their use of Turnitin in traditional text-based assessments had resulted in alternative assessment approaches to reduce incidences of plagiarism, and to encourage students to work effectively with secondary source material. Although the authors found that seven of the nine staff members surveyed had not changed their assessment practices, two cases of innovative practice were identified and are showcased in the paper. The last 12 months has seen the publication of some truly outstanding books on academic integrity, and the second part of the current issue provides reviews of four of these texts. I was fortunate to be given a sneak preview of Cheating in School: What we know and what we can do (Stephen F. Davis, Patrick F. Drinan and Tricia Bertram Gallant) due to be released in August this year by Wiley-Blackwell. Julianne East from La Trobe University in Melbourne reviews Rebecca Moore Howard’s and Amy Robillard’s Pluralizing plagiarism: Identities, Contexts, Pedagogies, published by Boynton/Cook last year; Ursula McGowan from the University of Adelaide, South Australia, reviews Pedagogy, not policing: Positive approaches to academic integrity at the university (Tyra Twomey, Holly White and Ken Sagendorf), published earlier this year by the Graduate School Press at Syracuse University; and Ruth Walker from the University of Wollongong, New South Wales, reviews Caroline Eisner’s and Martha Vicinus’ edited collection Originality, Imitation and Plagiarism: Teaching Writing in the Digital Age (2008). These books, all published in the U.S., provide diverse perspectives on the multi-faceted topic of academic integrity. What brings them together is the clear commitment from each of the authors to move away from a simplistic and/or punitive focus on student plagiarism to examine the broader educational context. Academic integrity is the commitment to five fundamental values: honesty, trust, fairness, respect and responsibility (Center for Academic Integrity 2009). This view of integrity as a "clustering of values beyond honesty" (Davis, Drinan & Bertram Gallant, 2009, forthcoming, p. 26), involves much more than a commitment from students not to cheat. The Center for Academic Integrity (CAI) makes explicit that academic integrity is multi-dimensional and is enabled by all those in the educational enterprise, from students to parents, instructors and administrators. It is for this reason that the CAI’s counterpart and sponsor of this journal, the Asia Pacific Forum on Educational Integrity (APFEI), prefaces 'integrity' with 'educational' rather than'academic'. From the first conference in 2003, we have attempted to encapsulate the complex aspects and numerous stakeholders of integrity across the various educational sectors, with a clear intention not to limit the topic to universities (Bretag & Green, 2009, under review). It is evident from the books reviewed in this issue that the field of academic/educational integrity is attracting researchers with a sophisticated understanding of the issues that go well beyond student plagiarism, writing practices or even research ethics. Tracey Bretag, Editor IJEI References Bretag, T. & Green, M. (2009, under review). Determining outcomes for academic misconduct: Is it more important to be consistent or fair? Paper submitted for review to the 4th Asia-Pacific Conference on Educational Integrity: Creating an Inclusive Approach, University of Wollongong, 28-30 September 2009. Center for Academic Integrity (2009). Retrieved May 28, 2009 from http://www.academicintegrity.org/index.php Davis, S. F., Drinan, P. F. & Bertram Gallant, T. (2009, forthcoming). Cheating in school: What we know and what we can do. MA, USA: Wiley Blackwell, Malden.

Abstract Organisation(s): The Melbourne School of Population and Global Health, Healthy Cities at the University of Adelaide, The Australian Institute of Machine Learning. Key contact person: Doctor Ankur Singh Focus and outcomes for participants The symposium will focus on four emerging methods which, because of the complexity and pervasiveness of the concepts housing and health, are highly relevant to progressing new knowledge in the field: New methods will be presented in the context of past and current international research in the field. Presentations will be interactive; embedded within each presentation will be discussion points to engage participants and extend discussion. Rationale for the symposium, including for its inclusion in the Congress A good housing system has the potential to play a key role in preventing poor health, and maximising good health. Much of the epidemiological research on which evidence for action rests however, describes generalised associations and correlations rather than intervention-oriented causal pathways or context appropriate predictions. Why? Housing and health are both complex concepts to measure and understand and the stark differences in the composition of people in less stable and unaffordable types of housing compared to the people considered to be well-housed makes it difficult to measure, let alone compare, health outcomes. Recent advances in methods and conceptual thinking have enabled us to do better at identifying underlying causal pathways generating a body of research that has utilised longitudinal data, fixed effects and hybrid regression analyses and marginal structural models to examine pathways between housing affordability and tenure (including social housing) and mental health. There is more to do however, with developments in methods rapidly occurring alongside greater data availability increasing the scope for causally focussed or more accurately predictive research on housing and health. The main theme of the congress is ‘Methodological Innovation in Epidemiology’ and a subtheme is ‘Translation from research to policy and practice’. Our symposium addresses both these themes. It will present the application of causal inference, machine learning, natural experiments and use of multistate simulation models to generate policy-relevant research for transforming housing policies. Presentation program Introduction and overview of the field, Peter Phibbs (Not confirmed) Peter Phibbs is a geographer, planner and social economist who been undertaking housing research for more than 25 years. He is Head of Urban Planning and Policy at the University of Sydney and Director of the Henry Halloran Trust. His recent research has been on the development of the affordable housing sector in Australia, the role of planning in affordable housing delivery, tenancy issues in remote Indigenous communities as well as the use of shared ownership models to improve affordability outcomes Natural experiments for housing and health, Rebecca Bentley Professor Rebecca Bentley is a Principal Research Fellow in Social Epidemiology in the Centre for Health Equity, Melbourne School of Population and Global Health. Over the past ten years, Rebecca has developed a research program exploring the role of housing and residential location in shaping health and wellbeing in Australia. Machine learning for prediction & precision, Emma Baker Emma Baker is Professor of Housing Research and an ARC Future Fellow. Her work examines the impact of housing and location in urban and regional environments, producing academic, as well as policy-relevant research. Dr Baker's recent publications include analyses of the housing implications of economic, social, and spatial change in Australia, work quantifying health effects of housing tenure and affordability, research on the effects of precarious and vulnerable housing. Opportunities and challenges in using multistate lifetable models for housing interventions, Ankur Singh Ankur is a Lecturer (Epidemiology) and a Research Fellow in Social Epidemiology at the Melbourne School of Population and Global Health. In his current role, Ankur applies advanced quantitative as well as evidence synthesis methods such as multilevel modelling, causal mediation techniques, simulation modelling based on multistate lifetables, and systematic and scoping reviews. Within the Centre for Health Equity, Ankur works collaboratively with a team of researchers interested in quantitative research on Social and Spatial Epidemiology. Key focus areas of the research group include housing related health inequalities, intergenerational health inequalities and urban environments and health. Maximising the research power of longitudinal data, Zoe Aitken (Not confirmed) Zoe Aitken is a research fellow at the Gender and Women's Health Unit at the Melbourne School of Population and Global Health. She has been working at the University of Melbourne since 2011 to pursue her interest in social epidemiology and was awarded an NHMRC postdoctoral scholarship in April 2015. She has a particular interest in the analysis of longitudinal studies to answer causal questions about the complex interplay between socio-economic disadvantage and health. Flexible modelling and effective visualisation, Koen Simons Dr Koen Simons obtained a Masters degree in Physics form the University of Gent and a Masters degree in Statistics from the Katholieke Universiteit Leuven, focussing on sparsity and shrinkage estimators. He completed his PhD at the Vrije Universiteit Brussel, Belgium, performing simulation studies of ensemble methods with applications for short-term health effects of air pollution. He is currently providing biostatistical advise for both clinical trials and epidemiological studies at Western Health and RMIT, and applying causal inference models to problems in health equity. Conclusions and final comments Names of facilitator or chair Rebecca Bentley

04–164Aronin, Larissa (U. of Haifa, Israel; Email: Larisa@research.haifa.ac.il) and Ó Laorie, Muiris. Multilingual students' awareness of their language teacher's other languages. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 204–19.04–165Beatty, Ken (City U., Hong Kong; Email: Isken@cityu.edu.hk) and Nunan, David. Computer-mediated collaborative learning. System (Oxford, UK), 32, 2 (2004), 165–83.04–166Berry, Roger (Lingnan U., Hong Kong; Email: rogerb@ln.edu.hk). Awareness of metalanguage. Language Awareness (Clevedon, UK), 13, 1 (2004), 1–16.04–167Chang, Jin-Tae (Woosong University, Korea; Email: jtchang@lion.woosong.ac.kr). Quasi-spoken interactions in CMC: email and chatting content analysis. English Teaching (Anseonggun, South Korea), 58, 3 (2003), 95–122.04–168Chung, Hyun-Sook (International Graduate School of English, South Korea; Email: sook@igse.ac.kr). Does subject knowledge make a significant contribution beyond that of L2 listening ability to L2 listening?English Teaching (Anseonggun, South Korea), 58, 3 (2003), 21–40.04–169Cunico, Sonia (Leicester U., UK). Translation as a purposeful activity in the language classroom. Tuttitalia (Rugby, UK), 29 (2004), 4–12.04–170Dodigovic, Marina (Zayed U., Dubai, UAE; Email: Marina.Dodigovic@zu.ac.ae). Natural language processing (NLP) as an instrument of raising the language awareness of learners of English as a second language. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 187–203.04–171El-Dib, M. A. (Zagazig U., Egypt). Language Learning strategies in Kuwait: links to gender, language level, and culture in a hybrid context. Foreign Language Annals (Alexandria, Virginia, USA), 37, 1 (2004), 85–95.04–172García Mayo, María del Pilar (U. of the Basque Country, Spain; Email: fipgamap@lg.ehu.es). Interaction in advanced EFL pedagogy: a comparison of form-focused activities. International Journal of Educational Research (Abingdon, UK), 37 (2002), 323–41.04–173Ghaith, Ghazi (American U. of Beirut, Lebanon). Effects of the Learning Together model of co-operative learning on English as a Foreign Language reading achievement, academic self-esteem, and feelings of social alienation. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 451–74.04–174Hansen, Jette G. (U. of Arizona, USA; Email: jhansen@u.arizona.edu). Developmental sequences in the acquisition of English L2 syllable codas – a preliminary study. Studies in Second Language Acquisition (New York, USA), 26, 1 (2004), 85–124.04–175Havranek, Gertraud (U. of Klagenfurt, Austria; Email: gertraud.havranek@uni-klu.ac.at). When is corrective feedback most likely to succeed?International Journal of Educational Research (Abingdon, UK), 37 (2002), 255–70.04–176Hegelheimer, Volker (Iowa State U., USA; Email: volkerh@iastate.edu) and Tower, Dustin. Using CALL in the classroom: Analyzing student interactions in an authentic classroom. System (Oxford, UK), 32, 2 (2004), 185–205.04–177Hester, Elizabeth (Wichita State U., USA; Email: hestere@newpaltz.edu) and Hodson, Barbara Williams. The role of phonological representation in decoding skills of young readers. Child Language Teaching and Therapy (London, UK), 20, 2 (2004), 115–33.04–178Kim, Haeyoung (Catholic U. of Korea, South Korea; Email: haeyoungkim@catholic.ac.kr). Effects of free reading on vocabulary competence in the first and second language. English Teaching (Anseonggun South Korea), 58, 4 (2003), 273–92.04–179Klapper, John and Rees, Jonathan (Birmingham U., UK; Email: j.i.rees@bham.ac.uk). Marks, get set, go: an evaluation of entry levels and progress rates on a university foreign language programme. Assessment & Evaluation in Higher Education (London, UK), 29, 1 (2004), 21–39.04–180Kuiken, Folkert (U. of Amsterdam, The Netherlands; Email: f.kuiken@uva.nl) and Vedder, Ineke. The effect of interaction in acquiring the grammar of a second language. International Journal of Educational Research (Abingdon, UK), 37 (2002), 343–58.04–181Letao, S. and Fletcher, J. (U. of Western Australia, Australia). Literacy outcomes for students with speech impairment: long-term follow-up. International Journal of Language and Communication Disorders (Abingdon, UK), 39, 2 (2004), 245–56.04–182Lindberg, Inger (Göteborg U., Sweden; Email: inger.lundberg@svenska.gu.se). Second language awareness: for what and for whom?Language Awareness (Clevedon, UK), 12, 3&4 (2003), 157–71.04–183Lyster, Roy (McGill U., Canada; Email: roy.lyster@mcgill.ca). Negotiation in immersion teacher-student interaction. International Journal of Educational Research (Abingdon, UK), 37 (2002), 237–53.04–184Martino, W. Boys, masculinities and literacy: addressing the issues. Australian Journal of Language and Literacy (Adelaide, Australia), 26, 3 (2003), 9–27.04–185McDonough, Kim (U. of Illinois at Urbana-Champaign, USA; Email: mcdonokr@uiuc.edu). Learner-learner interaction during pair and small group activities in a Thai EFL context. System (Oxford, UK), 32, 2 (2004), 207–24.04–186Meara, P. (U. of Wales Swansea, UK). Modelling vocabulary loss. Applied Linguistics (Oxford, UK), 25, 2 (2004), 137–55.04–187Mori, Reiko (Fukuoka Prefectural U., Japan; Email: mori@fukuoka-pu.ac.jp). Staying-in-English rule revisited. System (Oxford, UK), 32, 2 (2004), 225–36.04–188Roche, Jörg and Scheller, Julija (Ludwig-Maximilians-Universität München, Germany). Zur Effizienz von Grammatikanimationen beim Spracherwerb [The efficiency of grammar animations in the process of learning foreign languages]. Zeitschrift für Interkulturellen Fremdsprachenunterricht, Online Journal, 9, 1 (2004), 15 pp.04–189Saito, H. & Eisenstein Ebsworth, M. (Queens College, City U. of New York, USA). Seeing English language teaching and learning through the eyes of Japanese EFL and ESL students. Foreign Language Annals (New York, USA), 37, 1 (2004), 111–24.04–190Schwarzer, D. (U. of Texas at Austin, USA). Student and teacher strategies for communicating through dialogue journals in Hebrew: a teacher research project. Foreign Language Annals (New York, USA), 37, 1 (2004), 77–84.04–191Simard, D. & Wong, W. (U. du Québec, Montréal). Language awareness and its multiple possibilities for the L2 classroom. Foreign Language Annals (New York, USA), 37, 1 (2004), 96–110.04–192Soh, Yoon-Hee (Pochon CHA University, South Korea; Email: yhsoh@cha.ac.kr). Students' preparation, participation and attitudes toward an oral class presentation. English Teaching (Anseonggun, South Korea), 58, 3 (2003), 69–94.04–193Soler Alcón, Eva (U. Jaume I, Spain; Email: alcon@fil.uji.es). Relationship between teacher-led versus learners' interaction and the development of pragmatics in the EFL classroom. International Journal of Educational Research (Abingdon, UK), 37 (2002), 359–77.04–194Swain, Merrill and Lapkin, Sharon (U. of Toronto, Canada; Email: mswain@oise.utoronto.ca). Talking it through: two French immersion learners' response to reformulation. International Journal of Educational Research (Abingdon, UK), 37 (2002), 285–304.04–195Tulasiewicz, W. & Adams, A. (U. of Cambridge, UK). Literacy, language awareness and the teaching of English. English in Australia (Norwood, Australia), 138 (2003), 81–85.04–196Vilaseca, Rosa Maria (Barcelona U., Spain; Email: rosavilaseca@ub.edu) and Del Rio, María-José. Language acquisition by children with Downs syndrome: a naturalistic approach to assisting language acquisition. 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Introduction Ngarrindjeri futures depend on the survival of the land, waters, and other interconnected living things. The Murray-Darling Basin is recognised nationally and internationally as a system under stress. Ngarrindjeri have long understood the profound and intricate connection of land, water, humans, and non-humans (Trevorrow and Hemming). In an effort to secure environmental sustainability the Ngarrindjeri Regional Authority (NRA) have engaged in political negotiations with the State, primarily with the Department of Environment and Natural Resources (DENR), to transform natural resource management arrangements that engage with an ethics of justice, redistribution, and recognition (Hattam, Rigney and Hemming). In 1987, prior to the formation of the NRA, Camp Coorong: Race Relations and Cultural Education Centre was established by the Ngarrindjeri Lands and Progress Association in partnership with the South Australian Museum and the South Australian Education Department (Hemming) as a place for all citizens to engage with the values of a land ethic of care. The complex includes a cultural museum, accommodation, conference facilities, and workshop facilities for primary, secondary, and tertiary education students; it also serves as a base for research and course development on Indigenous and Ngarrindjeri culture and history (Hattam, Rigney and Hemming). Camp Coorong seeks to share Ngarrindjeri cultural values, knowledges, and histories with students and visitors in order to “improve relations between Aboriginal and non-Aboriginal people with a broader strategy aimed at securing a future for themselves in their own ‘Country’” (Hemming 37). The Centre is adjacent to the Coorong National Park and 200 km South-East of Adelaide. The establishment of Camp Coorong on Ngarrindjeri Ruwe/Ruwar (land/body/spirit) occurred when Ngarrindjeri Elders negotiated with the Department of Education and Children’s Services (DECS) to establish the race relations and cultural education centre. This negotiation was the beginning of many subsequent negotiations between Ngarrindjeri, local, State, and Federal governments about reclaiming ownership, management, and control of Ngarrindjeri lands, waters, and knowledge systems for a healthy Country and by implication healthy people (Hemming, Trevorrow and Rigney). As Elder Tom Trevorrow states: The waters and the seas, the waters of the Kurangh (Coorong), the waters of the rivers and lakes are all spiritual waters…The land and waters is a living body…We the Ngarrindjeri people are a part of its existence…The land and waters must be healthy for the Ngarrindjeri people to be healthy…We say that if Yarluwar-Ruwe dies, the water dies, our Ngartjis die, the Ngarrindjeri will surely die (Ngarrindjeri Nation Yarluwar-Ruwe Plan 13). Ruwe/Ruwar is an important aspect of the public pedagogy practiced at Camp Coorong and by the Ngarrindjeri Regional Authority (NRA). The NRA’s nation building activities arise from negotiated contractual agreements called KNYs: Kungan Ngarrindjeri Yunnan (Listen to Ngarrindjeri people talking). KNYs establish a vital aspect of the NRA’s strategic platform for political negotiations. However, the focus of this paper is concerned with local Indigenous experience of teaching and experience with the education system rather than the broader Ngarrindjeri educational objectives in the area. The specific concerns of this paper are the performance of storytelling and the dialectic relationship between the listener/learner (Tur and Tur). The pedagogy and place of Camp Coorong seeks to engage non-Indigenous people with Indigenous epistemologies through storytelling as a pedagogy of experience and a “pedagogy of discomfort” (Boler and Zembylas). Before detailing the relationship of these with one another, it is necessary to grasp the importance of the interconnectedness of Ruwe/Ruwar articulated in the opening statement of Ngarrindjeri Nations Yarluwar-Ruwe Plan: Caring for Ngarrindjeri Sea, Country and Culture: Our Lands, Our Waters, Our People, All Living Things are connected. We implore people to respect our Ruwe (Country) as it was created in the Kaldowinyeri (the Creation). We long for sparkling, clean waters, healthy land and people and all living things. We long for the Yarluwar-Ruwe (Sea Country) of our ancestors. Our vision is all people Caring, Sharing, Knowing and Respecting the lands, the waters, and all living things. Caring for Country The Lakes and the Coorong are dying as irrigation, over grazing, and pollution have left their toll on the Murray-Darling Basin. Camp Coorong delivers a key message (Hemming, 38) concerning the on-going obligation of Ngarrindjeri’s Ruwe/Ruwar to heal damaged sites both emotionally and environmentally. Couched as a civic responsibility, caring for County augments environmental action. However, there are epistemological distinctions between Natural Resources Management and Ngarrindjeri Ruwe/Ruwar. Ngarrindjeri conceive of the River Murray as one system that cannot be demarcated along state lines. Ngarrrindjeri Elder Uncle Matt Rigney, who recently passed away, argued that the River Murray and the Darling is embodied and that when the river is sick it impacts directly on Ngarrindjeri personhood and wellbeing (Hemming, Trevorrow and Rigney). Therefore, Ngarrindjeri have a responsibility to care for Ngarrindjeri Country and Ngarrindjeri governance systems are informed by cultural and ethical obligations to Ruwe/Ruwar of the lower Murray River, Lakes and Coorong. Transmitting knowledge of Country is imperative as Aunty Ellen Trevorrow states: We have to keep our culture alive. We want access to our special places, our lands and our waters. We need to be able to protect our places, our ngatji [totems], our Old People and restore damaged sites. We want respect for our land and our water and we want to pass down knowledge (cited in Bell, Women and Indigenous Religions 3). Ruwe/Ruwar is an ethic of care where men and women hold distinctive cultural and environmental knowledge and are responsible for passing knowledge to future generations. Knowledge is not codified into a “canon” but is “living knowledge” connected to how to live and how to understand the connection between material, spiritual, human, and non-human realms. Elders at Camp Coorong facilitate understandings of this ontology by sharing stories that evoke questions in children and adults alike. For settler Australians, the first phase of this understanding begins with an engagement with the discomfort of the colonial history of Indigenous dispossession. It also requires learning new modes of “re/inhabition” through a pedagogy informed by “place-consciousness” that centralises Indigenous connection to Country (Gruenewald Both Worlds). Many settler communities embody a dualist western epistemology that is necessarily disrupted when there is acknowledgment from whence one came (Carter 2009). The activities and stories at Camp Coorong provide a positive transformative pedagogy that transforms a possessive white logic (Moreton-Robinson) to one of shared cultural heritage. Ngarrindjeri epistemologies of connection to Country are expressed through a pedagogy of storytelling at Camp Coorong. This often occurs during weaving, making feather flowers, or walking on Ngarrindjeri Country with visitors and students. Enactments such as weaving are not simply occupational or functional. Weaving has deep cultural and metaphorical significance as Aunty Ellen Trevorrow states: There is a whole ritual in weaving. From where we actually start, the centre part of a piece, you’re creating loops to weave into, then you move into the circle. You keep going round and round creating the loops and once the children do those stages they’re talking, actually having a conversation, just like our Old People. It’s sharing time. And that’s where our stories were told (cited in Bell, Ngarrindjeri Wurruwarrin 44). At Camp Coorong learning involves listening to stories while engaging with activities such as weaving or walking on Country. The ecological changes and the history of dispossession are woven into narrative on Country and students see the impact of the desecration of the Coorong, Lower Murray and Lakes and lands. In this way the relatively recent history of colonial race relations and contemporary struggles with government bureaucracies and legislation also comprise the warp and weave of Ngarrindjeri knowledge and connection to Country. Pedagogy of Experience A pedagogy of experience involves telling the story of Indigenous peoples’ sense of “placelessness” within the nation (Watson) as a story of survival and resistance. It is through such pedagogies that Ngarrindjeri Elders at Camp Coorong reconstruct their lives and create agency in the face of settler colonialism. The experiences of growing up in Australia during the assimilation era, fighting against the State on policies that endorsed child theft, being forced to live at fringe camps, experiencing violent racisms, and, for some, living as part of a diaspora in one’s own Country is embedded in the stories of survival, resilience and agency. “Camp Coorong began as an experiment in alternative teaching methods developed largely by George Trevorrow, a local Ngarrindjeri man” (Hemming 38). Classroom malaise was experienced by Ngarrindjeri Elders from Camp Coorong, such as Uncle Tom and Aunty Ellen Trevorrow and the late Uncle George Trevorrow, Aunty Alice Abdulla, and others when interacting or employed in schools as Aboriginal Education Workers (AEWs). It was the invisibility of these Elders’ knowledges inside schools that generated the impetus to establish Camp Coorong as a counter-institution. The spatial dimension of situationality, and its attention to social transformation, connects critical pedagogy to a pedagogy of place at Camp Coorong. Both discourses are concerned with the contextual, geographical conditions that shape people, and the actions people take to shape these conditions (Gruenewald, Both Worlds). Place-based education at Camp Coorong advocates a new localism in order to stimulate community revitalisation and resistance to globalisation and commodity capitalism. It provides the space and opportunity to develop the capacity for inventiveness and adaptation to changing environments and resistance to ecological destruction. Of concern to the growing field of place-based education are how to promote care for people and places (Gruenewald and Smith, xix). For Gruenewald and Smith this requires decolonisation and developing sensitivity to forms of thought that injure and exploit people and places, and re/inhabitation by identifying, conserving, and creating knowledge that nurtures and protects people and places. Engaging in a land ethic of care on Country informs the educational paradigm at Camp Coorong that does not begin in front of bulldozers or under police batons at anti-globalisation rallies, but in the contact zones (Somerville 342) where “a material and metaphysical in-between space for the intersection of multiple and contested stories” (Somerville 342) emerge. Ngarrindjeri knowledge, environmental knowledge, scientific knowledge, colonial histories, and media representations all circulate in the contact zone and are held in productive tension (Carter). Decolonising Pedagogy and Pedagogies of Discomfort The critical and transformative aspects of decolonising pedagogies emerge from storytelling and involve the gift of narrative and the enactment of reciprocity that occurs between the listener and the storyteller. Reciprocity is based on the principles of interconnectedness, balance, and the idea that actions create corresponding action through the gift of story (Stewart-Harawira). Camp Coorong is a place for inter-cultural dialogue through storytelling. Being located on Ngarrindjeri Country the non-Indigenous listener is more able to “hear” and at the same time move along a continuum of a) disbelief and anger about the dispossession of Indigenous peoples; b) emotional confusion about their own sense of belonging in Australia; c) shock at the ways in which liberal western society’s structural privilege is built on Indigenous inequality on the grounds of race and habitus (Bordieu and Passeron); then, d) towards empathy that is framed as race cognisance (Aveling). Stories are not represented through a sanguine vision of the past, but are told of colonisation, dispossession, as well as of hope for the healing of Ngarrinjderi Country. The listener is gifted with stories at Camp Coorong. However, there is an ethical obligation to the gifting that learners may not understand until later and which concern the rights and obligations fundamental to notions of deep connection to Country. It is often in the recount of one’s experience at Camp Coorong, such as in reflective journals or in conversation, that recognition of the importance of history, social justice, and sovereignty are brought to light. In the first phase of learning, non-Indigenous students and teachers may move from uncomfortable silence, to a space where they can hear the stories and thereby become engaged listeners. They may go through a process of grappling with a range of issues and emotions. There is frustration, anger, and blame that knowledge has been omitted from their education, and they routinely ask: “How did we not know this history?” In the second stage learners tend to remain outside of the story until they are hooked by an aspect that draws them into it. They have the choice of engagement and this requires empathy. At this stage learners are grappling with the antithetical feelings of guilt and innocence; these feelings emerge when those advantaged and challenged by their complicity with settler colonialism, racism, and the structural privilege of whiteness start to understand the benefits they gain from Indigenous dispossession and ask “was it my fault?” Thirdly, learners enter a space which may disavow and dismiss the newly encountered knowledge and move back into resistance, silence, and reluctance to hear. However, it is at this point that a choice emerges. The choice to engage in the emotional labour required to acknowledge the gift of the story and thereby unsettle white Australian identity (Bignall; Boler and Zembylas). In this process “inscribed habits of attention,” as described by Boler and Zembylas (127), are challenged. These habits have been enabled by the emotional binaries of “us” and “them”. The colonial legacy of Indigenous dispossession is an emotive subject that disrupts national pride that is built on this binary. At Camp Coorong, discomfort is created during the reiteration of stories and engagement in various activities. Uncertainty and discomfort are necessary parts of restructuring the emotional habitus and reconstructing identity. The primary ethical aim of a pedagogy of discomfort is the creation of contestability. The learner comes to understand the rights and obligations of caring for Country and has to decide how to carry the story. Ngarrindjeri ethics of care inspire the learner to undertake the emotional labour necessary to relocate their understanding of identity. As a zone of cultural contestation, Camp Coorong also enables pedagogies that allow for critical reflection on common educational practices undertaken by educators and students. Conclusion The aim of the camp was to overturn racism and provide employment for Ngarrindjeri on Country (Hemming, 38). Students and teachers from around the state come to Camp Coorong and learn to weave, make feather flowers, and listen to stories about Ngarrindjeri Country whilst walking on Country (Hemming 38). Camp Coorong fosters understanding of Ngarrindjeri Ruwe/Ruwar and at the same time overturns essentialist notions developed by deficit theories that routinely remain embedded in the school curriculum. Camp Coorong’s anti-racist epistemology mobilises an Indigenous pedagogy of storytelling and experience as a decolonising methodology. Learning Ngarrindjeri history, cultural heritage, and land ethic of care deepens students’ understanding of connecting to Country through reflection on situations, histories, and shared spaces of human and non-human actors. Pedagogies of discomfort also inform practice at Camp Coorong and the intersections of theory and practice in this context disrupts identity formations that have been grounded in a white colonial construction of nationhood. Education is a means of social and cultural reproduction, as well as a key site of resistance and vehicle for social change. Although the analysis of domination is a feature of critical pedagogy, what is urgently required is a language of hope and transformation understood from a Ngarrindjeri standpoint; something that is achieved at Camp Coorong. Acknowledgments I would like to acknowledge the process of collaboration that occurred at Camp Coorong with Aunty Ellen Trevorrow, Aunty Alice Abdulla, and Deborah Rankine. The key ideas were established in conversation and the article was revised on subsequent occasions whilst at Camp Coorong with the aforementioned authors. This paper was produced as part of the Australian Research Council Discovery Project, ‘Negotiating a Space in the Nation: The Case of Ngarrindjeri’ (DP1094869). 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