Volume 11, Issue 1
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
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In the current climate of English as a Second Language (ESL) teaching in Australia, there is an increasing stress on the greater direct participation of teachers in curriculum and materials development, including assessment and evaluation. The paper considers Stenhouse’s notion of Teacher as Researcher and its application in the ESL context. It raises questions for the ongoing re-examination of the role of the ESL teacher.


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  • Article Type: Research Article
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