Volume 3, Number 1
May 2004
Editorial
The challenge of teaching English in diverse contexts
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Stephen May
School of Education, University of Waikato, New Zealand
Hilary Janks
University of Witswatersrand, South Africa
pp. 1-6
Narratives
Phases of awareness: Why I became an English teacher
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Dewi Candraningrum Soekirno
Monash University, Australia
Universitas Muhammadiyah Surakarta
pp. 59-70
The challenge of learning disability in the Hong Kong English classroom
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Arthur Firkins
The Department of Linguistics, Macquarie University-Sydney
pp. 71-75
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Topical Articles
Learning to work with language and diversity: An English student teacher's first person account
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Suzanne Burley
London Metropolitan University, UK
pp. 5-16
Dis-lodging literature from English: Challenging linguistic hegemonies
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Terry Locke
University of Waikato, New Zealand
Stephen May
School of Education, University of Waikato, New Zealand
pp. 17-31
New Zealand literacy standards in a global context: The uses and abuses of international literacy surveys
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Warwick Elley
University of Canterbury
pp. 32-45
Preparing our students for the future: Critical literacy in the Seychelles classrooms.
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Margaret Moumou
School of Education, University of Waikato
pp. 46-58
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English Teaching: Practice and Critique is indexed and abstracted by Thomson Reuters in the following: Social Sciences Citation Index, the Arts and Humanities Citation Index, Social Scisearch and Journal Citation Reports/Social Sciences Edition. Indexing is from May, 2007 (Volume 6, Number 1).
