student profile: Ms Suzanne Allen


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Thesis work

Thesis title: The Nature, Function and Value of Intercultural Understanding in NSW Pathways to Higher Education

Supervisors: Nigel BAGNALL , Alexandra MCCORMICK

Thesis abstract:

This qualitative study addresses a need for the development of intercultural understanding (IU) in NSW pathway courses to higher education (HE), offered by Registered Training Organizations (RTOs) and universities. The research will investigate the nature, function and value of intercultural understanding (IU) in English language classes that aim to qualify international students for HE. For comparative purposes, the Australian Curriculum, Assessment and Reporting Authority (ACARA) IU curriculum is adopted as a conceptual model. The study will investigate IU in two pathway institutes. These case studies will include interviews with each institute’s administrators, tutors, and students, interviews with administrators of organizations that are representative of tutors and students, in-class and out-of-class observations, and analysis of distributed literatures. An additional dimension to the research will also be provided through an auto-ethnographic perspective. Apart from experience in primary and secondary school teaching, the researcher is practiced in international student teaching. Her thoughts on each significant category of investigation, social, political, and economic, will be foregrounded, and related to the nature, function and value of IU. It is anticipated that this research will locate conceivable methods for students and tutors to penetrate practices that may deepen interculturality and clarify areas where educational policy and pedagogical methodologies may be revised to facilitate IU development. Key Words: pathway, intercultural understanding, cosmopolitanism, international students, higher education.

Selected publications

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Journals

  • Allen, S. (2005). The proposal of a Stage One reading-groups timetable that integrates major comprehension components. Australian Journal of Language and Literacy, 28(2), 138-149.

2005

  • Allen, S. (2005). The proposal of a Stage One reading-groups timetable that integrates major comprehension components. Australian Journal of Language and Literacy, 28(2), 138-149.

Note: This profile is for a student at the University of Sydney. Views presented here are not necessarily those of the University.