Publications

Publications

2020

Aronin, L., and Lo Bianco, J., (2020), Dominant Language Constellations:  Concepts and Practical Applications.  In Lo Bianco, J. and Aronin, L., (Eds), Dominant Language Constellations: A Perspective on Present-day Multilingualism. Dordrecht, NL: Springer.

Bower, K., Coyle, D., Cross, R., & Chambers, G. (Eds.). (2020). Curriculum integrated language teaching. London, England: Cambridge University Press. https://www.cambridge.org/core/books/curriculum-integrated-language-teaching/A773B73FD107ECC0E7438665CD5758E9

Bower, K., Cross, R., & Coyle, D. (2020). CLIL in multilingual and English-background contexts. In K. Bower, D. Coyle., R. Cross, & G. Chambers. (Eds.). Curriculum integrated language teaching. London, England: Cambridge University Press.

Choi, J., French, M., & Ollerhead, S. (Eds.) (2020). Special Issue: Translanguaging as a Resource in Teaching and Learning. Australian Journal of Applied Linguistics, 3(1).

Cross, R. (2020). The ‘subject’ of Freeman & Johnson’s reconceived knowledge base of second language teacher education. Language Teaching Research, 24(1), 37–48. https://doi.org/10.1177/1362168818777521

Cross, R., Bower, K., Coyle, D., & Chambers, G. (2020). Curriculum integrated language teaching: Afterword. In K. Bower, D. Coyle., R. Cross, & G. Chambers. (Eds.). Curriculum integrated language teaching. London, England: Cambridge University Press.

Farrell, L., Newman, T., & Corbel, C. (2020). Literacy and the workplace revolution: A social view of literate work practices in Industry 4.0. Discourse: Studies in the Cultural Politics of Education. DOI: 10.1080/01596306.2020.1753016

Flenley, R., McLeod., J., & Cross., R. (2020). Engaging middle years’ learners: An Australian perspective, 1990-2018. In D. Virtue (Ed.). International handbook of middle level education theory, research, and policy (pp. 318–330). London, England: Routledge.

Gearon, M., & Cross, R. (2020). Plurilingualism in the content and language integrated classroom. In K. Bower, D. Coyle., R. Cross, & G. Chambers. (Eds.). Curriculum integrated language teaching. London, England: Cambridge University Press.

Janfada, M. (2020). Becoming Blind: Onto/Epistemological ‘Seeing’ of White Coat Literacy & Pedagogy. Special Issue: Ocular Becoming in Dangerous Times, edited by Jayne White and Elin Ødegaard. Video Journal of Education and Pedagogy, 1(aop), pp. 21-59. https://doi.org/10.1163/23644583-00401017. Open access: https://brill.com/view/journals/vjep/4/2/vjep.4.issue-2.xml

Lo Bianco, J., & Aronin, L. (2020). Dominant Language Constellations: A Perspective on Present-day Multilingualism. Dordrecht, NL: Springer.

Lo Bianco, J. (2020). A Meeting of Concepts and Praxis: Multilingualism, Language Policy and the Dominant Language Constellation. In Lo Bianco, J. and Aronin, L., (2020), Dominant Language Constellations: A Perspective on Present-day Multilingualism. Dordrecht, NL: Springer.

Lo Bianco, J. (2020). Quo Vadis, DLC? In Lo Bianco, J. and Aronin, L., (2020), Dominant Language Constellations: A Perspective on Present-day Multilingualism. Dordrecht, NL: Springer.

Mclean Davies, L., Truman, S. E. & Buzacott, L. (2020). Unsettling the secondary Australian literary canon. Gender & Education.  

Purcell, M. E. (2020). Cosmopolitanism as transnational literacy: Putting Spivak to work. Asia Pacific Journal of Education, 40(1), 61-73.

Truman, S. E., Hackett, A., Pahl, K., McLean Davies, L., & Escott, H. (2020). The Capaciousness of ‘no:’ affective refusals as literacy practice. Reading Research Quarterly.

2019

Choi, J. (2019). Multilingual learners learning about Translanguaging through Translanguaging. [Special Issue] Applied Linguistics Review. doi.org/10.1515/applirev-2018-0117

Cross, R., Mills, C., & Gale, T. (2019). International perspectives on theorizing aspiration: Applying Bourdieu’s tools. In G. Stahl, D. Wallace, C. Burke, & S. Threadgold (Eds.), International Perspectives on Theorizing Aspirations Applying Bourdieu’s Tools (pp. 130-142). London, England: Bloomsbury Publishing.

Janfada, M. (2019). Reweaving the ‘Self’ through a dialogic approach to ESP pedagogy in Iran: Accounts of ontological transformations. In R. Chowdhury. (Ed.). Transformation and Empowerment through Education: Reconstructing Teaching and Learning (pp. 73-94). Abingdon, England: Routledge.

Lo Bianco, J. (2019). Uncompromising talk, linguistic grievance, and language policy: Thailand’s Deep South conflict zone. In M. Kelly, H. Footitt & M. Salama-Carr (Eds.), Handbook on Languages at War (pp295-331). London, UK: Palgrave Macmillan.

Lo Bianco, J., Nicolas, E., and Hannan, S. (2019). Bilingual Education and Second Language Acquisition in Early Childhood Education: Synthesis of Best Evidence from Research and Practice. Melbourne: Victorian Government Department of Education and Training.

Lo Bianco, J. (2019). Talking to the Pollies: Academic Researchers and Public Officials. In C. Roever & G. Wigglesworth, Social Perspectives on Applied Linguistics and Language Testing: Studies in honour of Tim McNamara. (pp 89-106). Berlin: Peter Lang.

Lo Bianco, J. (2019). Language planning and policies for bilingualism. In A. De Houwer & L. Ortega (Eds.), The Cambridge handbook of bilingualism (pp. 152–172). Cambridge, UK: Cambridge University Press.

Lo Bianco, J. (2019). Securing the Promise: Sustaining, Deepening and Extending Language Education for all Victorians. Victoria Department of Education and Training.

Lo Bianco, J. (2019). Pharos: Revitalising Modern Greek Education in Australia. Melbourne: Report to the Modern Greek Teachers’ Association of Victoria.

Mills, C., Gale, T., Parker, S., Smith, C., & Cross, R. (2019). Activist dispositions for social justice in advantaged and disadvantaged contexts of schooling. British Journal of Sociology of Education, 40(5), 614-630. DOI:10.1080/01425692.2019.1582322

Oldfield, J, & Lo Bianco, J. (2019). A long unfinished struggle: Literacy education and Indigenous cultural and language rights. In J. Rennie & H. Harper (Eds.), Literacy education and indigenous Australians: Theory, research and practice (pp 165-184) Berlin, Germany: Springer.

Slaughter, Y., Hajek, J., & Pirovano. E. (2019). Languages Provision in Victorian Government Schools, 2018. Melbourne, Australia: Department of Education and Training.

Slaughter, Y., Lo Bianco, J., Aliani, R., Cross, R., & Hajek, J. (2019). Language programming in rural and regional Victoria: Making space for local viewpoints in policy development. Australian Review of Applied Linguistics, 42(3), 274-300. DOI:10.1075/aral.18030.sla

Slaughter, Y., O’Brien, A., Hajek, J., & Smith, W. (2019). Distance education for languages – the role of technological knowledge. Babel, 54(3), 12-17.

Slaughter, Y., Smith, W. & Hajek, J. (2019). Video-conferencing and the delivery of language programs in regional and rural Australia: a case study of two primary school networks. ReCALL. 31(2), 204-217.

Truman, S. E. (2019). Inhuman literacies and affective refusals: Thinking with Sylvia Wynter and secondary school English. Curriculum Inquiry, 49(1), 110-128.

Truman, S. E. (2019). SF! Haraway’s Situated Feminisms and Speculative Fabulations. Studies in Philosophy and Education, 38(1), 31-42.

2018

  • Barnes, M., & Cross, R. (2018). ‘Quality’ at a cost: The politics of teacher education policy in Australia. Critical Studies in Education. 10.1080/17508487.2018.1558410
  • Cross, R., Mills, C., & Gale, T. (2018). Thinking with Bourdieu about teachers’ pedagogies and their dispositions for social justice: Unthinkingness in aspiration formation. In G. Stahl., D. Wallace., Burke., & Threadgold, S. (Eds.). International perspectives on theorizing aspirations: Applying Bourdieu’s tools. London, UK: Bloomsbury.
  • Cross, R. (2018). An holistic approach for supporting written literacy skills for EAL/D Learners. In R. Henderson (Ed.). Teaching literacies: Pedagogies and diversity (2nd ed.). Oxford, UK: Oxford University Press.
  • Truckenbrodt, A., & CROSS., R. (2018). Getting two for one: Learning another language through CLIL. In R. Oliver & B. Nguyen (Ed.). Teaching young second language learners (pp. 127-144). London, UK. Routledge.
  • Slaughter, Y., Smith, W. & Hajek, J. (2018). Video-conferencing and the delivery of language programs in regional and rural Australia: a case study of two primary school networks. ReCALL. Online first, 1-14 http://dx.doi.org/10.1017/S0958344018000101
  • Hughson, J., Hajek, J., & Slaughter, Y. (2018). Languages Provision in Victorian Government Schools, 2017. Melbourne: Department of Education and Training.
  • Choi, J., Lindau, M., Whitehurst, J., Kulenthran, R., & Liu, K. (2018). The possibilities of plurilingual perspectives in language teacher education. Fine Print, 41(3).
  • Choi, J. (2018). Learning about multilingual language usage: Perspective matters. Vox, 1(2), 7.
  • Choi, J., & Nunan, D. (2018). Language learning and activation in and beyond the classroom. Australian Journal of Applied Linguistics, 1(2), 49-63.
  • Najar, U. & Choi, J. (2018). How do ‘we’ know what ‘they’ need? Learning together through duoethnography. In P. Stanley & G. Vass (Eds.) Autoethnography across cultures (pp. 80-92). Routledge: New York.
  • Choi, J. & Ollerhead, S. (Eds.) (2018). Plurilingualism in Teaching and Learning: Complexities across Contexts. New York: Routledge.
  • Janfada, M. (2018). Reweaving the ‘Self’ through a dialogic approach to ESP pedagogy in  Iran: Accounts of ontological transformations in Chowdhury, R. (Ed.) (2018). Transformation and Empowerment through Education: Reconstructing Teaching and Learning. Abingdon, Oxon: Routledge.
  • Janfada, M., & Beckett, D. (2018). “Leading the self, cultivating wisdom, a neo-Aristotelian perspective on experiential learning”, International Journal of Leadership in Education. Doi: 10.1080/13603124.2018.148153.
  • Buzacott, L.; McLean Davies, Larissa; Martin, Susan K. (2018). Growing the nation: The influence of Dartmouth on the teaching of literature in subject English in Australia. In The Future of English Teaching Worldwide. Ed. Andy Goodwyn. United Kingdom: Routledge.
  • McLean Davies, Larissa & Buzacott, Lucy. (2018). Re-forming the nation: Curriculum, text selection, and Asian literature in subject English in Australia. Literature Education in the Asia-Pacific: Policies, Practices and Perspectives in Global Times. Eds. Chin Eee Loh, Suzanne Choo & Catherine Beavis. Routledge.
  • Macken-Horarik, M., Love, K., Sandiford, C. & Unsworth, L. (2018). Functional Grammatics: Re-conceptualizing knowledge about language and image for school English. Oxon, UK: Routledge.
  • Bacalja, A. (2018). "What critical literacy has to offer the study of video games." Australian Journal of Language and Literacy 3(41): 144-154.
  • Newman, T. (2018). Transforming Lexicon, Transforming Industry: University Lecturers as Language Planners in Timor-Leste. In J. Choi and S. Ollerhead (Eds.), Plurilingualism in Teaching and Learning: Complexities Across Contexts (pp. 185-200). New York: Routledge.
  • Newman, T. (2018). Policy and Practicality in Timorese Higher Education: Lessons from lecturers in development-related disciplines. In J. Crandall & K. Bailey (Eds.), Global perspectives on educational language policies. New York: Routledge.

2017

  • Gale, T., Mills, C., & Cross, R. (2017) Socially inclusive teaching: belief, design, action as pedagogic work. Journal of Teacher Education, 68(3), 345-356.
  • Smith, C., & Cross, R. (2017). Classroom activity systems and practices of care. In J. Lynch, J. Rowlands, T. Gale, & A. Skourdoumbis. (Eds.) Practice theory and education: Diffractive readings in professional practice (pp. 211-228). London: Routledge.
  • Janfada, M. (2017). Enriching Ethical Leadership in Higher Education as Advanced Learning. Journal of Leadership Studies, 11, 57–59. Symposium for "Achieving Ethical Leadership." doi:10.1002/jls.21527.
  • Choi, J. & Najar, U. (2017). Immigrant and refugee women's resourcefulness in English language classrooms: Emerging possibilities through plurilingualism. Literacy and Numeracy Studies: An International Journal in the Education of Training of Adults, 25(1): 20-37.
  • Choi, J. (2017). Creating a Multivocal Self: Autoethnography as Method. New York: Routledge.
  • Choi, J. (2017). A multivocal self: Growing up in Korean, English, Chinese and Japanese (A. Pavlenko, Interviewer). Psychology Today: Life as a Bilingual. Retrieved from https://www.psychologytoday.com/blog/life-bilingual/201702/multivocal-self
  • Thurlow, S., Morton, J., & Choi, J. (2017). You can't be Shakespearean talking about the institutionalisation of sex offenders: Creativity and creative practices of multilingual doctoral writers. Journal of Second Language Writing, https://doi.org/10.1016/j.jslw.2017.11.002
  • McLean Davies, Larissa; Martin, Susan K.; Buzacott, Lucy. (2017). Worldly Reading: Teaching Australian literature in the twenty-first century. English in Australia. 52.3. 21-30.
  • Lo Bianco, J. & Slaughter, Y. (fc 2017). Language policy and education in Australia. In T. McCarty (Ed.). Encyclopedia of Language and Education, Language Policy and Political Issues in Education, v.1. Springer.

2016

  • Cross, R. (2016). Language and content ‘integration’: The affordances of additional languages as a tool within a single curriculum space. Journal of Curriculum Studies, 48(3), 388-408.
  • Gale, T., Cross, R., & Mills, C. (2016). Researching teachers’ social justice dispositions through pedagogic activity. Refereed paper for the American Educational Research Association (AERA) Annual Conference, 8-12 April, Washington DC, USA.
  • Mills, C., Molla, T., Gale, T., Cross, R., Parker, S., & Smith, C. (2016). Metaphor as a methodological tool: Identifying teachers’ social justice dispositions across diverse secondary school settings. British Journal of Sociology of Education, i-first, 1-13.
  • Lo Bianco, J. & Slaughter, Y. (2016). Bilingual Education in Australia. In O. Garcia. & A. Lin. (Eds). Encyclopedia of Language and Education, Bilingual Education, v.5, pp. 1-14. Springer.
  • Lo Bianco, J. & Slaughter, Y. (2016) Recognising diversity: The incipient role of intercultural education in Thailand. In J. Lo Bianco & A. Bal. (Eds). Learning from Difference: Comparative Accounts of Multicultural Education (pp. 191-219). Dordrecht: Springer.
  • Lo Bianco, J. & Slaughter, Y. (2016). The Australian Asia project. In G. Leitner, A. Hashim & HG. Wolf. (Eds). Communicating with Asia: The future of English as a global language. (pp. 296-312). Cambridge: Cambridge University Press.
  • Cross, Russell. "Language and content ‘integration’: the affordances of additional languages as a tool within a single curriculum space." Journal of Curriculum Studies 48.3 (2016): 388-408.
  • Molyneux, Paul, Janet Scull, and Renata Aliani. "Bilingual education in a community language: lessons from a longitudinal study." Language and Education 30.4 (2016): 337-360.
  • Cahill, H., Coffey, J., McLean Davies, L., Kriewaldt, J., Freeman, E., Acquaro, D., ... & Archdall, V. (2016). Learning with and from: positioning school students as advisors in pre-service teacher education. Teacher Development, 20(3), 295-312
  • Keenan-Mount, R., Albrecht, N. J., & Waters, L. (2016). Mindfulness-based approaches for young people with Autism Spectrum Disorder and their caregivers: Do these approaches hold benefits for teachers?. Australian Journal of Teacher Education, 41(6), 5.
  • Macken-Horarik, M., & Sandiford, C. (2016). Diagnosing development: A grammatics for tracking student progress in narrative composition. International Journal of Language Studies, 10(3).
  • Love, K., & Sandiford, C. (2016). Teachers’ and students’ meta-reflections on writing choices: An Australian case study. International Journal of Educational Research, 80, 204-216.
  • Truckenbrodt, A., & Slaughter, Y. (2016). Working from the same page: Languages, literacy and EAL/D teacher collaboration. Literacy Learning: The Middle Years, 24(3).
  • Lo Bianco, J., & Bal, A. (Eds.). (2016). Learning from Difference: Comparative Accounts of Multicultural Education (Vol. 16). Springer.
  • Bal, A., & Lo Bianco, J. (2016). Introduction: Difference: Its Expansion and Consequences. In Learning from Difference: Comparative Accounts of Multicultural Education (pp. 1-13). Springer International Publishing.

2015

  • Cross, R. (2015). Defining content and language integrated learning for Languages education in Australia. Babel, 49(2), 4-15.
  • Turner, M., & Cross, R. (Eds.). (2015). Language(s) across the curriculum in Australian schools. Language & Education, i-first (Special issue).
  • Turner, M., & Cross, R. (2015). Making space for multilingualism in Australian schooling. Language & Education, i-first, 1-9.
  • Frawley, Emily, and Larissa McLean Davies. "Assessing the field: Students and teachers of writing in high-stakes literacy testing in Australia." English Teaching: Practice & Critique 14.2 (2015): 83-99.
  • Wielgosz, Meg, and Paul Molyneux. "“You Get to Be Yourself”: Visual Arts Programs, Identity Construction and Learners of English as an Additional Language." Journal of Language, Identity & Education 14.4 (2015): 275-289.
  • Eadie, P., Morgan, A., Ukoumunne, O. C., Ttofari Eecen, K., Wake, M., & Reilly, S. (2015). Speech sound disorder at 4 years: prevalence, comorbidities, and predictors in a community cohort of children. Developmental Medicine & Child Neurology, 57(6), 578-584.
  • Macken-Horarik, M., Sandiford, C., Love, K., & Unsworth, L. (2015). New ways of working ‘with grammar in mind’in School English: Insights from systemic functional grammatics. Linguistics and Education, 31, 145-158.
  • Swain, N. R., Eadie, P. A., Prior, M. R., & Reilly, S. (2015). Assessing early communication skills at 12 months: a retrospective study of Autism Spectrum Disorder. International Journal of Language & Communication Disorders, 50(4), 488-498.

2014

  • Cross, R. (2014). Current approaches to Languages education: Best evidence synthesis. Melbourne, VIC: Catholic Education Commission of Victoria. (44 pp.)
  • Lu, W., & Cross, R. (2014). Making sense of mixed messages: Literacy within the Australian Curriculum. Literacy Learning, 22(2), 41-50.
  • Buzacott, Lucy. (2014). The Black Mother as Murderess: William Faulkner’s Requiem for a Nun and Toni Morrison’s Beloved. In Living Language, Living Memory - Essays on the Works of Toni Morrison. Ed. Kerstin W Shands & Giulia Grillo Mikrut. Södertörn University.
  • Davies, Larissa McLean, et al. "Addressing the 'essences': Making English teachers." English in Australia 48.3 (2014): 72.
  • Cross, Russell. "Defining content and language integrated learning for languages education in Australia." Babel 49.2 (2014): 4.
  • Farrell, Lesley. "What research has been/is being undertaken in adult literacy and numeracy and by whom and why: internationally and locally?." Literacy and Numeracy Studies 22.1 (2014): 59-68.
  • Gerrard, Jessica, and Lesley Farrell. "Remaking the professional teacher: Authority and curriculum reform." Journal of Curriculum Studies 46.5 (2014): 634-655.
  • Molyneux, Paul, and Debra Tyler. "Place-based education and pre-service teachers: a case study from India." International Journal of Inclusive Education 18.9 (2014): 877-887.
  • Veness, C., Prior, M., Eadie, P., Bavin, E., & Reilly, S. (2014). Predicting autism diagnosis by 7 years of age using parent report of infant social communication skills. Journal of paediatrics and child health, 50(9), 693-700.
  • Zambrana, I. M., Pons, F., Eadie, P., & Ystrom, E. (2014). Trajectories of language delay from age 3 to 5: persistence, recovery and late onset. International Journal of Language & Communication Disorders, 49(3), 304-316.
  • Love, K., Sandiford, C., Macken-Horarik, M., & Unsworth, L. (2014). From 'bored witless' to'rhetorical nous': Teacher orientation to knowledge about language and strengthening student persuasive writing. English in Australia, 49(3), 43.
  • Lo Bianco, J. (2014). Domesticating the Foreign: Globalization's Effects on the Place/s of Languages. The Modern Language Journal, 98(1), 312-325.
  • Lo Bianco, J. (2014). A cerebration of language diversity, language policy, and politics in education.Review of Research in Education, 38(1), 312-331.
  • Lo Bianco, J. (2014). Asia and Anglosphere: Public symbolism and language policy in Australia. In Dynamic Ecologies (pp. 59-73). Springer Netherlands.

2013

  • Cross, R., & O’Loughlin, K. (2013). Continuous assessment frameworks within university English Pathway Programs: Realising formative assessment within high-stakes contexts. Studies in Higher Education, 38(4), 584-594.
  • Cross, R. (2013). Research and evaluation of the Content and Language Integrated Learning (CLIL) approach to teaching and learning languages in Victorian schools. Melbourne, VIC: Victorian Department of Education & Early Childhood Development. (125 pp.)
  • McLean Davies, Larissa, et al. "Masterly preparation: embedding clinical practice in a graduate pre-service teacher education programme." Journal of Education for Teaching 39.1 (2013): 93-106.
  • Davies, Larissa McLean, Brenton Doecke, and Philip Mead. "Reading the local and global: Teaching literature in secondary schools in Australia." Changing English 20.3 (2013): 224-240.
  • Cross, Russell. "Research and evaluation of the content and language integrated learning (CLIL) approach to teaching and learning languages in Victorian schools." (2013).