Sue Ollerhead
Biographic Data
| ID | 3079476 |
|---|---|
| NAME | Sue Ollerhead |
| GIVEN NAMES | Sue |
| FAMILY NAME | Ollerhead |
| SIGNATURE | OLLERHEAD S |
| AFFILIATIONS | Macquarie University |
| ORCID | 0000-0001-9905-0718 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Starting small
In Australian schools, approximately 20% of young children are emergent bilinguals, who are simultaneously developing their home languages while learning through English. While many teachers recognise the benefits of multilingual teaching approaches in culturally and linguistically diverse classrooms, there remains a significant level of uncertainty about how to enact them. These approaches depend heavily on teachers’ ability to leverage young le…
Translanguaging in Australian Classrooms
From Monolingual Norms to Plurilingual Possibilities
Tracing contextual realities in Tesol
Every issue of TESOL in Context reflects the many places in which our field lives: classrooms, communities, policy environments, digital spaces, and the interpersonal worlds of learners and educators. As we worked through the contributions in this volume, we found ourselves repeatedly drawn to the idea of contextual realities, namely, the histories that shape current practice, the polices that structure opportunity, the instructional choices that…
Pedagogical translanguaging as "troublesome knowledge" in teacher education
This paper reports on the shifts in understanding experienced by participants in a postgraduate initial teacher education course designed around pedagogical translanguaging as a core theoretical and pedagogical concept. Throughout the semester-long unit, teacher education students engaged with culturally and linguistically responsive teaching approaches by reflecting upon and shifting their understandings of how plurilingual students’ home langua…
Building a virtual transnational space for initial teacher education with Australian and German students
Despite the global trend of growing diversity in student enrolment, most teacher education programmes remain inward-looking, oriented to national core standards and resist academic calls for internationalisation. While we agree that internationalisation at home is possible under certain circumstances, we put forward the argument that dialogic contact between student teachers in different national contexts has the potential to foster teacher educa…
The role of government's 'Owned Media' in fostering cultural inclusion
This article examines government approaches to public communications at the time of the coronavirus disease 2019 (COVID-19) pandemic, with a focus on how one state government body, namely, the New South Wales (NSW) Department of Education in Australia, has engaged with key stakeholders at a time when home-school communications has been heavily impacted by COVID-19. Through analysis of the Department's 'owned' online communications platforms, such…
ELT lecturers’ experiences of a new research policy
Meaning-focused vs Form-focused L2 Instruction
In a report on the Third International Mathematics and Science Repeat Study (Human Sciences Research Council 2000), conducted in 1998/1999 to measure school learners' proficiency in mathematics and science, it was stated that South African learners achieved the lowest results of the 38 countries that took part. One reason cited for this was that the majority of South African learners were not fluent in English, the language of the test, and thus …
Teacher Agency and Policy Response in the Adult ESL Literacy Classroom
ELT lecturers’ experiences of a new research policy
Teacher Agency and Policy Response in the Adult ESL Literacy Classroom
The role of government's 'Owned Media' in fostering cultural inclusion
This article examines government approaches to public communications at the time of the coronavirus disease 2019 (COVID-19) pandemic, with a focus on how one state government body, namely, the New South Wales (NSW) Department of Education in Australia, has engaged with key stakeholders at a time when home-school communications has been heavily impacted by COVID-19. Through analysis of the Department's 'owned' online communications platforms, such…
Teacher Agency and Policy Response in the Adult ESL Literacy Classroom
Meaning-focused vs Form-focused L2 Instruction
In a report on the Third International Mathematics and Science Repeat Study (Human Sciences Research Council 2000), conducted in 1998/1999 to measure school learners' proficiency in mathematics and science, it was stated that South African learners achieved the lowest results of the 38 countries that took part. One reason cited for this was that the majority of South African learners were not fluent in English, the language of the test, and thus …
ELT lecturers’ experiences of a new research policy
The role of government's 'Owned Media' in fostering cultural inclusion
This article examines government approaches to public communications at the time of the coronavirus disease 2019 (COVID-19) pandemic, with a focus on how one state government body, namely, the New South Wales (NSW) Department of Education in Australia, has engaged with key stakeholders at a time when home-school communications has been heavily impacted by COVID-19. Through analysis of the Department's 'owned' online communications platforms, such…
Building a virtual transnational space for initial teacher education with Australian and German students
Despite the global trend of growing diversity in student enrolment, most teacher education programmes remain inward-looking, oriented to national core standards and resist academic calls for internationalisation. While we agree that internationalisation at home is possible under certain circumstances, we put forward the argument that dialogic contact between student teachers in different national contexts has the potential to foster teacher educa…
Translanguaging in Australian Classrooms
From Monolingual Norms to Plurilingual Possibilities
Tracing contextual realities in Tesol
Every issue of TESOL in Context reflects the many places in which our field lives: classrooms, communities, policy environments, digital spaces, and the interpersonal worlds of learners and educators. As we worked through the contributions in this volume, we found ourselves repeatedly drawn to the idea of contextual realities, namely, the histories that shape current practice, the polices that structure opportunity, the instructional choices that…
Pedagogical translanguaging as "troublesome knowledge" in teacher education
This paper reports on the shifts in understanding experienced by participants in a postgraduate initial teacher education course designed around pedagogical translanguaging as a core theoretical and pedagogical concept. Throughout the semester-long unit, teacher education students engaged with culturally and linguistically responsive teaching approaches by reflecting upon and shifting their understandings of how plurilingual students’ home langua…
Starting small
In Australian schools, approximately 20% of young children are emergent bilinguals, who are simultaneously developing their home languages while learning through English. While many teachers recognise the benefits of multilingual teaching approaches in culturally and linguistically diverse classrooms, there remains a significant level of uncertainty about how to enact them. These approaches depend heavily on teachers’ ability to leverage young le…
Pedagogy (7 works) · Multilingual Education and Policy (6 works) · Sociology (6 works) · Psychology (5 works) · Second Language Learning and Teaching (5 works) · Linguistics (4 works) · Mathematics education (4 works) · EFL/ESL Teaching and Learning (3 works) · Political science (3 works) · Publishing (3 works)