Article published In:
Australian Review of Applied Linguistics
Vol. 12:1 (1989) ► pp.138149
Ainley, J., Batten, M. and Miller, H.
(1984) Staying on at School in Victoria. Hawthorn, Victoria, ACER.Google Scholar
Australasian Conference of Assessing and Certifying Authorities
(1986) A National Framework for Languages at Year 12. Adelaide. Senior Secondary Assessment Board of South Australia (internal document, limited circulation).Google Scholar
Batten, M.
(1984) Postcompulsory Schooling and Alternative Curriculum. Hawthorn, Victoria, ACER.Google Scholar
Bierwisch, M.
(1983) How On-line is language processing? In G.B. Flores d’Arcais and R.J. Jarvella (eds) The Process of Language Understanding. Chichester, John Wiley: 113–168.Google Scholar
Boomer, G.
(1984) Negotiating the Curriculum; A Teacher Student Partnership. Sydney, Ashton-Scholastic.Google Scholar
Breen, M.P.
(1978a) Contemporary paradigms in syllabus design, Part I. Language Teaching 20, 2:81–92. DOI logoGoogle Scholar
(1978b) Contemporary paradigms in syllabus design, Part II. Language Teaching 20, 3:157–74. DOI logoGoogle Scholar
Broadfoot, P.
(1979) Assessment Schools and Society. London, Methuen.Google Scholar
(1987) Introducing Profiling: A Practical Manual. London, Macmillan.Google Scholar
Curriculum Development Centre
(1986) Australian Language Levels Project. Adelaide, Languages and Multicultural Centre (Internal document, limited circulation).Google Scholar
van Dijk, T.
(1981) Discourse studies and education. Australian Review of Applied Linguistics 3, 1:1–27.Google Scholar
Givón, T.
(ed.) (1983) Topic Continuity in Discourse: A Quantitative Cross-language Study. Amsterdam/Philadelphia, John Benjamin. DOI logoGoogle Scholar
(1984) Deductive Versus Pragmatic Processing in Natural Language. In W. Kintsch, J.E. Miller and P.G. Polson (eds) Methods and Tactics in Cognitive Sciences. Hillsdale, N.J., Lawrence Erlbaum: 137–189.Google Scholar
Hueber, T.
(1983) A Longitudinal Analysis of the Acquisition of English. Ann Arbor, Karoma.Google Scholar
Hyltenstam, K.
(1977) Implicational patterns in interlanguage syntax variation. Language Learning 27, 2:383–411. DOI logoGoogle Scholar
Johnston, M.
(198S) Syntactic and Morphological Progressions in Learner English. Canberra, Department of Immigration and Ethnic Affairs.Google Scholar
Krashen, S.D.
(1981) Second Language Acquisition and Second Language Learning. Oxford, Pergamon Press.Google Scholar
Macarthur, J.R.
(1988) Goal-based assessment. In C. Reynolds and A. Wheatley (eds) (forthcoming) Profiles or Profiling? Canberra, Curriculum Development Centre.Google Scholar
Moore, H.
(1987) Process, outcomes and education: a discussion. Australian Review of Applied Linguistics 10, 2:128–162. DOI logoGoogle Scholar
forthcoming) “Process” vs “product” or down with the opposition! Proceedings of 1987 AILA Congress, Sydney.
Nicholas, H.R.
(1980) Learning how to mean in another language. Australian Review of Applied Linguistics 3, 1:139–138. DOI logoGoogle Scholar
(1983a) Some aspects of the relationship between classroom and natural second language development. Department of German, Monash University, (mimeo).Google Scholar
(1983b) The acquisition of language as the acquisition of variation. Department of German, Monash University.Google Scholar
(1985) Constraints on second language learning: What influences what can be taught? School of Education, La Trobe University (mimeo).Google Scholar
Painter, C. and J.R. Martin
(eds) (1986) Writing to Mean: Teaching Genres Across the Curriculum. ALAA Occasional Paper No. 91.Google Scholar
Pienemann, M.
(1983) Learnability and Syllabus Construction. First version of a paper (mimeo).Google Scholar
(1984) The Effect of instruction on learner’s orientation in second language acquisition. The University of Sydney (mimeo).Google Scholar
Rado, M.
(1985) LOTE pedagogy and course design. Paper presented at the Victorian Institute of Secondary Education Languages Other than English Policy and Action Conference, Melbourne (mimeo).
Rado, M. and C. Reynolds
(1988) Language curriculum in a multicultural society, Paper presented at the 16th FIPLV World Congress on Language Teaching ANU, Canberra (mimeo).
Reid, I.
ed. undated The place of genre in learing: Current debates Centre for Studies in Literary Education, Deakin University
Reynolds, C.
(1984) Goal-based assessment: a practical approach. P. Cole (ed.) Curriculum Papers. Victorian Institute of Secondary Education, Victoria: 26–27.Google Scholar
Rothery, J.
(1984) The development of genres – primary to junior secondary school. In language Studies Course Team, Language Studies: Children Writing – Reader. Victoria, Deakin University Press: 67–114.Google Scholar
Senior Secondary Assessment Board of South Australia
(1987) National Languages Framework: General Criteria for Judging Performance.Google Scholar
Slobin, D.I.
(1973) Cognitive prerequisites for the development of grammar. C.A. Ferguson and D.I. Slobin (eds) Studies of Child Language Development. New York, Holt, Rinehart and Winston: 175–208.Google Scholar
(ed.) (1985b) The cross linguistic study of language acquisition. Introduction: Why study acquisition crosslinguistically? Vol. 1: The data Hillsdale, N.J. Lawrence Erlbaum Associates: 3–14.Google Scholar
Suggett, D.S.
(1985) Guidelines for Descriptive Assessment. Victorian Institute of Secondary Education.Google Scholar
Wilkins, D.A.
(1973) The linguistic and situational context of the common core in a unit/credit system. Systems development in adult language learning. Strasbourg, Council of Europe: 137–154.Google Scholar
(1976) Notional syllabuses. London, Oxford University Press.Google Scholar
Withers, G., and G. Cornish
(1984) Assessment in practice: Competitive or Non-competitive. Occasional Paper No. 11, Victorian Institute of Secondary Education.Google Scholar