Browse By Person: Alford, Jennifer
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Number of items: 24.
Adie, Lenore E., Mergler, Amanda G., Alford, Jennifer H., Chandra, Vinesh, & Hepple, Erika (2016) Teacher educators’ critical reflection on becoming and belonging to a community of practice. In McDonald, Jacquelin & Cater-Steel, Aileen (Eds.) Communities of Practice : Facilitating Social Learning in Higher Education. Springer. (In Press)
Alford, Jennifer H. (2001) Critical literacy and second language learning in the mainstream classroom: an elusive nexus? In Singh, Parlo & McWilliams, Erica (Eds.) Designing Educational Research: Theories, Methods and Practices. Post Pressed, Flaxton, Qld, pp. 127-139.
Mascadri, Julia, Lunn Brownlee, Jo, Walker, Sue, & Alford, Jennifer H. (2016) Exploring intercultural competence through the lens of self-authorship. Early Years: An International Research Journal. (In Press)
Mu, Guanglun Michael, Jia, Ning, Hu, Yongbin, Hughes, Hilary, Shi, Xiaobo, Zhang, Mu-chu, et al. (2016) Generating benefits and negotiating tensions through an international doctoral forum: A sociological analysis. International Journal of Doctoral Studies, 11, pp. 63-85.
Alford, Jennifer & Jetnikoff, Anita (2016) Orientations to Critical Literacy for English as an Additional Language or Dialect (EAL/D) learners: A case study of four teachers of senior English. Australian Journal of Language and Literacy, 39(2), pp. 111-123.
Tangen, Donna, Henderson, Deborah, Alford, Jennifer, Hepple, Erika, Alwi, Amyzar, Shaari, Zaira Abu Hassan, et al. (2015) Shaping global teacher identity in a short-term mobility programme. Asia-Pacific Journal of Teacher Education, 43(5), pp. 1-16.
Alford, Jennifer H. (2015) Critical Discourse Analysis research methods for the English classroom. English in Australia, 50(3), pp. 15-20.
Flynn, Matt, Carter, Merilyn Gladys, Alford, Jennifer H., Hughes, Hilary E., Fox, Jillian L., & Duke, Jennifer (2015) Crossing international boundaries through doctoral partnerships: Learnings from a Chinese-Australian forum. International Journal of Doctoral Studies, 10, pp. 418-438.
Alford, Jennifer H. (2014) “Well, hang on, they’re actually much better than that!” : disrupting dominant discourses of deficit about English language learners in senior high school English. English Teaching: Practice and Critique, 13(3), pp. 71-88.
Hepple, Erika, Sockhill, Margaret, Tan, Ashley, & Alford, Jennifer (2014) Multiliteracies pedagogy : creating claymations with adolescent, post-beginner English language learners. Journal of Adolescent & Adult Literacy, 58(3), pp. 219-229.
Alford, Jennifer H. & Windeyer, Alice (2014) Responding to national curriculum goals for English language learners : enhancing reading strategies in high school content areas. Journal of Immersion and Content-Based Language Education, 2(1), pp. 74-96.
Alford, Jennifer H. & Jetnikoff, Anita (2011) High-challenge teaching for senior English as an Additional Language (EAL) learners in times of change. English in Australia, 46(1), pp. 11-20.
Alford, Jennifer H. (2005) Critical Literacy in high school preparation language programs:challenges and possibilities. Curriculum Perspectives, 25(3).
Alford, Jennifer H. (2001) Learning language and doing critical literacy at the same time: issues facing NESB students in the mainstream secondary classroom. Journal of Adolescent & Adult Literacy, 45(3), pp. 238-242.
Alford, Jennifer H. (2013) Standing brave in the face of rapid curriculum change : EAL/D teachers speak about critical literacy and its place in senior English teaching. In ALEA/AATE National Conference 2013, July 4-7, 2013, Brisbane, Qld. (Unpublished)
Alford, Jennifer H. & Windeyer, Alice (2013) Teaching reading comprehension across the national curriculum with EAL/D learners : are we brave enough to really take it on? In ALEA/AATE National Conference 2013, 4-7 July 2013, Queensland University of Technology, Brisbane, Australia. (Unpublished)
Alford, Jennifer H. (2009) Teaching English as an additional language in senior high school : critical discourses in critical times. In 2nd Discourse and Cultural Practices Conference, July 2009, University of Technology, Sydney. (Unpublished)
Campbell, Marilyn A., O'Gorman, Lyndal M., Tangen, Donna J., Spooner-Lane, Rebecca S., & Alford, Jennifer H. (2008) Issues in assessing international pre-service teachers during the field experience : a pilot study. In Australian Association for Research in Education (AARE) 2008, 30th November - 4th December, 2008, Brisbane.
Alford, Jennifer H. (2005) Discursive patterns in ESL Policy: competing discourses in the new ‘Education Queensland’ ESL Policy and Guidelines document. In May, S., Franken, M., & Barnard, R. (Eds.) LED2003: Refereed Conference Proceedings of the 1st International Conference on Language, Education and Diversity., November, 2003, Wilf Malcom Institute of Educational Research, University of Waikato, Hamilton, New Zealand.
Tangen, Donna J., Spooner-Lane, Rebecca S., Campbell, Marilyn A., Gorman, Lyndal, & Alford, Jennifer (2008) Bridge to field experience. [Film/Video]
Alford, Jennifer H. & Christiansen, Michelle (2016) Review: "Hammond J., and Miller, J. (2015) Classrooms of possibility: Supporting at-risk EAL students". TESOL in Context, 25(2), pp. 65-67.
Alford, Jennifer H. (2013) Review of 'Responding to CALD learners: cultural diversity in action'. TESOL in Context, 22(2), pp. 51-53.
Alford, Jennifer H. (2010) Review: "Critical Lessons – What our schools should teach". The Australian Educational Researcher, 37(2), pp. 127-129.
Alford, Jennifer Helen (2015) Conceptualisation and enactment of critical literacy for senior high school EAL learners in Queensland, Australia : commitments, constraints and contradictions. PhD thesis, Queensland University of Technology.