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.