ABSTRACT

As struggling Australian students may not typically receive additional support beyond the mainstream English classroom, more needs to be understood about the staffing and resourcing challenges that may impede secondary English teachers seeking to support these students. Data from the 2019 Supporting Struggling Secondary Literacy Learners project are explored, presenting views from N = 315 Australian secondary English teachers. Respondents disagreed that they have adequate time and resourcing to meet the needs of these students; public schools were perceived to be particularly poorly resourced. Our analysis found perceived deficiency to be compounded; those with insufficient support staff also appeared to have insufficient resources. While efforts to improve students’ literacy skills often target teacher education, it may be unrealistic to expect improvement in the performance of Australia’s struggling literacy learners without greatly increasing provision of support staff and material resourcing.

摘要

由于苦苦挣扎的澳大利亚学生通常不会得到主流英语课堂以外的额外支持，因此需要更多地了解可能阻碍中学英语教师寻求支持这些学生的人员配备和资源挑战。探索了来自 2019 Supporting Stuggling Secondary Literacy Learners项目的数据，展示了来自N 的观点= 315 名澳大利亚中学英语教师。受访者不同意他们有足够的时间和资源来满足这些学生的需求；人们认为公立学校的资源特别匮乏。我们的分析发现，感知到的不足是复杂的；那些支持人员不足的人似乎也没有足够的资源。虽然提高学生识字技能的努力通常以教师教育为目标，但在不大量增加支持人员和物质资源的情况下，期望提高澳大利亚识字学习者的表现可能是不切实际的。