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.