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 Ƙdegaard. Video Journal of Education and Pedagogy1(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.