Gary Bonar
Datos Biográficos
| ID | 1263497 |
|---|---|
| NOMBRE | Gary Bonar |
| NOMBRES | Gary |
| APELLIDO | Bonar |
| FIRMA | BONAR G |
| AFILIACIONES | Monash University |
| ORCID | 0000-0002-4768-525X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAS | 17 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2019 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Sustainable food systems and planetary health education for nutritionists and dietitians
Purpose The global food system is undermining human and planetary health. Urgent transdisciplinary action is required among food system stakeholders equipped to address complex challenges. This study aims to identify and prioritise curriculum concepts for tertiary education, with the aim of preparing entry-level nutritionists and dietitians to contribute to sustainable food systems and planetary health within their practice. Design/methodology/ap…
Making Interview Multilingualism Visible
This study examines multilingual practices in research interviews, focusing on English lexical insertions in Chinese‐language research interviews with teachers of Chinese in Australian secondary schools, and treating these code‐switches as analytically meaningful rather than incidental. While interviews are widely used in language teacher‐identity research, the multilingual nature of interview interaction is often rendered invisible, as code‐swit…
Two educational models, one language outcome
This study examines how Yi students utilise Chinese (Mandarin and Sichuan dialect), Yi, and English across both formal and informal contexts in two bilingual education models in Liangshan, China. Although policies stipulate the use of Yi language (Model One) or Chinese (Model Two) as the instructional language, comprehensive analyses, including observations, interviews, language maps, and linguistic landscape, reveal a strong convergence in langu…
Supporting students with English as an additional language during emergency remote teaching
Students with English as an additional language (EAL) comprise approximately a third of the government school population in Australia’s second most populous state of Victoria. While the broad impact of the COVID-19 pandemic on teachers and students has been the focus of recent studies, there is a lack of information on how EAL educators adapted to meet the needs of this diverse cohort of students during periods of emergency remote teaching (ERT).…
Productive tensions in language teacher education
In language teacher education, balancing theoretical ideals with classroom realities presents inherent tensions. Achieving the goal of teaching-informed research and research-informed teaching is particularly challenging in the context of teaching diverse languages other than English, where the required socio-cultural knowledge is both extensive and under-researched. Framed by the sustainable ecology of multilingual language education and recogni…
Rural South Sulawesi mothers' emotional capital
Understanding the impact of COVID-19 and the resulting disruptions from the shift to emergency remote learning remains an important concern, particularly for those communities where geographical, economic and social factors exacerbated the challenges. This study explores the experiences of mothers living in a rural area of South Sulawesi, Indonesia, as they encountered new challenges associated with supporting their primary school children’s educ…
Uncovering perspectives on SDG integration for university transformations
Purpose This case study explores different perspectives on integrating the Sustainable Development Goals (SDGs) in universities to achieve university transformations. This study recognises that university actors think differently about the purpose of universities, hold diverse perspectives on the SDGs, and, thus, prefer specific types of SDG integration. Design/methodology/approach Using Q methodology, 29 participants from one university expresse…
Early childhood educators’ viewpoints on linguistic and cultural diversity
Language and linguistic diversity play a key role in disparities in academic achievement. With around 25 % of preschool children in Australia communicating in a language other than English at home, developing a greater understanding of early childhood educators’ viewpoints towards, and engagement with, children's linguistic and cultural resources is vital. This research project asks how educators in early childhood settings view children's lingui…
Ethnic minority language policies and practices in China
In order to distinguish between language-related ideologies, Ruiz (1984 Ruiz, R. 1984. “Orientations in Language Planning.” NABE Journal 8 (2): 15–34. https://doi.org/10.1080/08855072.1984.10668464.[Taylor & Francis Online] , [Google Scholar]) proposed three language orientations, namely ‘language-as-problem’, ‘language-as-right’ and ‘language-as-resource’. Although this typology has been applied to various countries and regions around the globe,…
Teaching for intercultural understanding – to what extent do curriculum documents encourage transformative intercultural experiences
The United Nations Sustainable Development Goal 4 (SDG4) indicates that education for global citizenship and appreciation of cultural diversity should be embedded at all levels of curricula. In this paper, we share findings from an analysis of curriculum documents in Victoria, Australia and Québec, Canada that identified learning related to this goal and explored the potential depth of intercultural understanding (ICU) this may lead to. While we …
Self‐directed use of machine translation among language learners
Rapid improvements in the capabilities of machine translation (MT) raise questions about possible increases in overreliance on MT among lower‐proficiency or novice level language learners. This study investigated how such learners described their use of online MT for independent reading and writing tasks, and whether this included descriptions of second language (L2) avoidance behavior. We also explored learners' reasons for using MT and the perc…
School leadership attitudes towards EAL/D students and their commitment to professional learning for diverse contexts
Due to the increasingly diverse nature of classrooms in Australia, a great deal of attention has been understandably dedicated to the pedagogical approaches, resources and conditions needed to cater for the needs of English as an additional language or dialect (EAL/D) learners in mainstream settings (see Dobinson & Buchori, 2016; Taplin, 2017). However, research has demonstrated that while the practices that take place within the classroom are es…
Professional learning for educators teaching in English-medium-instruction in higher education
Educators’ agency in implementing English-medium-instruction in Chinese higher education
The internationalisation of higher education (HE) worldwide has led to an expansion of courses using English-as-a-medium-of-instruction (EMI) in non-native-English-speaking countries. Research has identified complex challenges facing EMI educators in implementing EMI policies and suggested separately the significant roles educators' agency and perceptions of EMI play on their EMI practice. However, little is known about how individual educators e…
Affective practice architectures of professional learning in international schools
This article focuses on practice architectures of international schools that create affective atmosphere for the professional learning and becoming of international-hire and local-hire teachers. We use the concept of precarious labour to explore relational tensions and their effects on the professional learning of teachers and school leaders. Empirical data are drawn from two case study schools located in two major countries that offer internatio…
The Role of Membership Viewpoints in Shaping Language Teacher Associations
The complexity inherent in the TESOL field can present challenges for Language Teacher Associations (LTAs) in undertaking internal‐facing roles such as professional learning including networking, conferences and publications, as well as external‐facing roles such as advocacy work with stakeholders, and curriculum reform, among other issues (e.g., Elsheikh & Effiong, 2018b; Lamb, 2012; Paran, 2016). LTAs must be cognizant of and responsive to chan…
The relational work of international teachers
In the context of a rapid expansion of 'internationalized' schools around the world, and the subsequent demands for a teaching workforce, teachers are increasingly on the move. It is, however, no longer sufficient to represent international teacher mobility merely as a movement of predominantly English-speaking teachers who can deliver American, British, Canadian or Australian curricula. The increase in schools that offer bilingual and dual curri…
The relational work of international teachers
In the context of a rapid expansion of 'internationalized' schools around the world, and the subsequent demands for a teaching workforce, teachers are increasingly on the move. It is, however, no longer sufficient to represent international teacher mobility merely as a movement of predominantly English-speaking teachers who can deliver American, British, Canadian or Australian curricula. The increase in schools that offer bilingual and dual curri…
Productive tensions in language teacher education
In language teacher education, balancing theoretical ideals with classroom realities presents inherent tensions. Achieving the goal of teaching-informed research and research-informed teaching is particularly challenging in the context of teaching diverse languages other than English, where the required socio-cultural knowledge is both extensive and under-researched. Framed by the sustainable ecology of multilingual language education and recogni…
Ethnic minority language policies and practices in China
In order to distinguish between language-related ideologies, Ruiz (1984 Ruiz, R. 1984. “Orientations in Language Planning.” NABE Journal 8 (2): 15–34. https://doi.org/10.1080/08855072.1984.10668464.[Taylor & Francis Online] , [Google Scholar]) proposed three language orientations, namely ‘language-as-problem’, ‘language-as-right’ and ‘language-as-resource’. Although this typology has been applied to various countries and regions around the globe,…
Educators’ agency in implementing English-medium-instruction in Chinese higher education
The internationalisation of higher education (HE) worldwide has led to an expansion of courses using English-as-a-medium-of-instruction (EMI) in non-native-English-speaking countries. Research has identified complex challenges facing EMI educators in implementing EMI policies and suggested separately the significant roles educators' agency and perceptions of EMI play on their EMI practice. However, little is known about how individual educators e…
The relational work of international teachers
In the context of a rapid expansion of 'internationalized' schools around the world, and the subsequent demands for a teaching workforce, teachers are increasingly on the move. It is, however, no longer sufficient to represent international teacher mobility merely as a movement of predominantly English-speaking teachers who can deliver American, British, Canadian or Australian curricula. The increase in schools that offer bilingual and dual curri…
Affective practice architectures of professional learning in international schools
This article focuses on practice architectures of international schools that create affective atmosphere for the professional learning and becoming of international-hire and local-hire teachers. We use the concept of precarious labour to explore relational tensions and their effects on the professional learning of teachers and school leaders. Empirical data are drawn from two case study schools located in two major countries that offer internatio…
The Role of Membership Viewpoints in Shaping Language Teacher Associations
The complexity inherent in the TESOL field can present challenges for Language Teacher Associations (LTAs) in undertaking internal‐facing roles such as professional learning including networking, conferences and publications, as well as external‐facing roles such as advocacy work with stakeholders, and curriculum reform, among other issues (e.g., Elsheikh & Effiong, 2018b; Lamb, 2012; Paran, 2016). LTAs must be cognizant of and responsive to chan…
School leadership attitudes towards EAL/D students and their commitment to professional learning for diverse contexts
Due to the increasingly diverse nature of classrooms in Australia, a great deal of attention has been understandably dedicated to the pedagogical approaches, resources and conditions needed to cater for the needs of English as an additional language or dialect (EAL/D) learners in mainstream settings (see Dobinson & Buchori, 2016; Taplin, 2017). However, research has demonstrated that while the practices that take place within the classroom are es…
Professional learning for educators teaching in English-medium-instruction in higher education
Educators’ agency in implementing English-medium-instruction in Chinese higher education
The internationalisation of higher education (HE) worldwide has led to an expansion of courses using English-as-a-medium-of-instruction (EMI) in non-native-English-speaking countries. Research has identified complex challenges facing EMI educators in implementing EMI policies and suggested separately the significant roles educators' agency and perceptions of EMI play on their EMI practice. However, little is known about how individual educators e…
Uncovering perspectives on SDG integration for university transformations
Purpose This case study explores different perspectives on integrating the Sustainable Development Goals (SDGs) in universities to achieve university transformations. This study recognises that university actors think differently about the purpose of universities, hold diverse perspectives on the SDGs, and, thus, prefer specific types of SDG integration. Design/methodology/approach Using Q methodology, 29 participants from one university expresse…
Early childhood educators’ viewpoints on linguistic and cultural diversity
Language and linguistic diversity play a key role in disparities in academic achievement. With around 25 % of preschool children in Australia communicating in a language other than English at home, developing a greater understanding of early childhood educators’ viewpoints towards, and engagement with, children's linguistic and cultural resources is vital. This research project asks how educators in early childhood settings view children's lingui…
Ethnic minority language policies and practices in China
In order to distinguish between language-related ideologies, Ruiz (1984 Ruiz, R. 1984. “Orientations in Language Planning.” NABE Journal 8 (2): 15–34. https://doi.org/10.1080/08855072.1984.10668464.[Taylor & Francis Online] , [Google Scholar]) proposed three language orientations, namely ‘language-as-problem’, ‘language-as-right’ and ‘language-as-resource’. Although this typology has been applied to various countries and regions around the globe,…
Teaching for intercultural understanding – to what extent do curriculum documents encourage transformative intercultural experiences
The United Nations Sustainable Development Goal 4 (SDG4) indicates that education for global citizenship and appreciation of cultural diversity should be embedded at all levels of curricula. In this paper, we share findings from an analysis of curriculum documents in Victoria, Australia and Québec, Canada that identified learning related to this goal and explored the potential depth of intercultural understanding (ICU) this may lead to. While we …
Self‐directed use of machine translation among language learners
Rapid improvements in the capabilities of machine translation (MT) raise questions about possible increases in overreliance on MT among lower‐proficiency or novice level language learners. This study investigated how such learners described their use of online MT for independent reading and writing tasks, and whether this included descriptions of second language (L2) avoidance behavior. We also explored learners' reasons for using MT and the perc…
Supporting students with English as an additional language during emergency remote teaching
Students with English as an additional language (EAL) comprise approximately a third of the government school population in Australia’s second most populous state of Victoria. While the broad impact of the COVID-19 pandemic on teachers and students has been the focus of recent studies, there is a lack of information on how EAL educators adapted to meet the needs of this diverse cohort of students during periods of emergency remote teaching (ERT).…
Productive tensions in language teacher education
In language teacher education, balancing theoretical ideals with classroom realities presents inherent tensions. Achieving the goal of teaching-informed research and research-informed teaching is particularly challenging in the context of teaching diverse languages other than English, where the required socio-cultural knowledge is both extensive and under-researched. Framed by the sustainable ecology of multilingual language education and recogni…
Rural South Sulawesi mothers' emotional capital
Understanding the impact of COVID-19 and the resulting disruptions from the shift to emergency remote learning remains an important concern, particularly for those communities where geographical, economic and social factors exacerbated the challenges. This study explores the experiences of mothers living in a rural area of South Sulawesi, Indonesia, as they encountered new challenges associated with supporting their primary school children’s educ…
Sustainable food systems and planetary health education for nutritionists and dietitians
Purpose The global food system is undermining human and planetary health. Urgent transdisciplinary action is required among food system stakeholders equipped to address complex challenges. This study aims to identify and prioritise curriculum concepts for tertiary education, with the aim of preparing entry-level nutritionists and dietitians to contribute to sustainable food systems and planetary health within their practice. Design/methodology/ap…
Making Interview Multilingualism Visible
This study examines multilingual practices in research interviews, focusing on English lexical insertions in Chinese‐language research interviews with teachers of Chinese in Australian secondary schools, and treating these code‐switches as analytically meaningful rather than incidental. While interviews are widely used in language teacher‐identity research, the multilingual nature of interview interaction is often rendered invisible, as code‐swit…
Two educational models, one language outcome
This study examines how Yi students utilise Chinese (Mandarin and Sichuan dialect), Yi, and English across both formal and informal contexts in two bilingual education models in Liangshan, China. Although policies stipulate the use of Yi language (Model One) or Chinese (Model Two) as the instructional language, comprehensive analyses, including observations, interviews, language maps, and linguistic landscape, reveal a strong convergence in langu…
Sociology (12 obras) · Pedagogy (10 obras) · Psychology (10 obras) · Political science (7 obras) · Multilingual Education and Policy (6 obras) · Computer Science (5 obras) · Curriculum (5 obras) · EFL/ESL Teaching and Learning (5 obras) · Mathematics education (5 obras) · Public relations (5 obras)