Theoretical in orientation, the focus of this article is study language teachers and teaching builds on a body research that has become increasingly influential since mid-1990s. S. Borg's (2006) recent review field identifies number pathways with promise for new areas research, but it also highlights conceptual challenges continue to exist terms moving forward. This aims engage these themes concerns by considering potential Vygotskian (Vygotsky, 1978, 1987) sociocultural theory as basis...

Like other western nations such as the United States and Kingdom, Australia’s record of education outcomes for marginalized groups is troubling, whether comparisons are made within nation or with OECD nations. Although recent Australian Governments have sought to overhaul funding schools universities, on their own, more resources educational institutions not enough redress problems disadvantage achieve social justice. Also required a focus pedagogic work (PW) teachers and, by implication,...

Abstract Modern education is often characterized by a tension between learning and creativity (Connery et al. in Vygotsky creativity: A cultural-historical approach to play, meaning making, the arts, 2010). “The Arts”—if attended at all—is positioned as distinct element of broader curriculum, separate from teaching within other curricular domains. Yet, despite being largely neglected contemporary social constructivist literature, Vygotsky’s sociocultural theory mind (Vygotsky Mind society,...

'Language across the curriculum' has been pivotal in establishing a knowledge base on role of language for accessing opportunities afforded by curriculum. Yet, ubiquity within all facets human activity – not least more abstract domains thinking and relating with others can easily obscure its perceptibility as an object research relative to other priorities; especially when curriculum focus is directed towards content-oriented areas, such mathematics or humanities. This paper uses ecological...

Current theories of bilingualism argue that the language practices bilinguals are drawn from a single linguistic repertoire, and enabling access to full breadth students’ can be vital resource for further development. This challenges commonplace within English as an Additional Language (EAL) education in Australia, where curriculum, pedagogy, assessment predicated on monolingual (English-only) structures. Even though many teachers identify with need draw repertoires, lack pedagogical...

Amid this global landscape for education and policy, paper focuses on the subject of teacher quality through lens reform one particular Australian policy initiative: The Literacy Numeracy Test Initial Teacher Education (LANTITE). Introduced by federal government in 2016 as a gate-keeping mechanism students entering education, we apply four-dimensional framework to analyse LANTITE's role measure aimed at improving its impact shaping understandings 'teacher quality' 'quality education'...

Abstract In this paper, we discuss the place of plurilingualism in Language and Literacy Education. The article problematises English-only, monolingual-centric assumptions upon which much Australia’s current literacy education policy discourse has been based, to instead advance pluriliteracies as an alternate, more generative lens through view learners, learning, capabilities. paper begins with tensions inherent how “imagines” learners Australian schools, problem imposing notions when...

Abstract The dual focused approach of Content and language Integrated Learning (CLIL) has been adopted across a range linguistic geographical regions adding to the complexity variety CLIL. presence CLIL different educational communities provides an important opportunity develop as sustainable education if situated knowledge can be harnessed. comparative study reported here places three cases side-by-side illustrate how informed discussion generated settings. particular focus this is teacher...

Mounting criticism suggests that the recent introduction of a ‘gatekeeping’ test to improve quality teachers in Australia—the Literacy and Numeracy Test for Initial Teacher Education (LANTITE)—has had limited success achieving its aim. Shaped by discourse inputs on how teacher might be achieved (‘quality in, out’), LANTITE was address apparent decline Australian reforming candidates were being admitted into initial education courses. This paper presents quantitative analysis 2,013 scores,...

This article focuses on reframing the ‘who’ of second language teacher education (SLTE), building framework laid out by Freeman and Johnson (FJ) in 1998 with particular attention to their notion teacher-as-learner. The first half this is conceptual, outlining one way I have found helpful for engaging since encountering some twenty years ago. half, being more substantive focus, risks misinterpretation without broader perspective: propositional ‘who’s’ that lack relevance own, not least see...

This article advances current conceptions of teacher activism through an exploration the social justice dispositions teachers in advantaged and disadvantaged contexts schooling. We interrogate practices a government school, with high proportion refugee students from low socio-economic backgrounds, high-fees, multi-campus independent Systemic Catholic school to illustrate how Bourdieu’s notion (which are constitutive habitus) Fraser’s distinction between affirmative transformative together...

Since the early 1990s, language policy and planning (LPP) has undergone significant theoretical shifts in how it understands policy, concurrent with corresponding understandings of language, particularly use, more broadly. This paper draws on recent developments within linguistics that understand from perspective Vygotskian sociocultural theory, role other artefacts mediation human activity social practice. The purpose this discussion is to consider potential theory as basis for a broader...

The current educational context in many English speaking countries is one where literacy understood to be essentially monolingual orientation; that is, an understanding of around a single common language, with the emphasis on identifying universal, normative ‘standards’ and ‘benchmarks’, such as National Assessment Program-Literacy Numeracy Australia, Primary Strategy United Kingdom, No Child Left Behind States. This paper aims problematise assumptions by examining how teachers, themselves,...

In this article we introduce the special issue: Language(s) across curriculum in Australian schools. The issue includes a focus on English as an additional language mainstream classes, Indigenous education, heritage languages and foreign languages, give background to these different – though frequently overlapping contexts. By considering context, seek demonstrate timeliness importance both of experiences students, teachers, parents members community bilingual multilingual initiatives....

Abstract With a focus on educational provision the area of English as second language (ESL), this paper takes stock developments in last 10 years since inception Australian Literacy for All policy 1998. A review issue is timely, not least because recent window opportunity afforded by first change government at federal level more than decade. More political imperative, though, consideration what contemporary research now reveals about nature development itself, and implications raises...

Universities have become increasingly reliant upon English Pathway Programs (EPPs) to expand enrolments of international students who otherwise fail satisfy standard entry requirements, as determined by standardized tests language proficiency such IELTS and TOEFL. EPPs provide foundation programs for mainstream university courses, with particular attention the skills required academic study. This article contributes work on alternative assessment within higher education focusing use...

This article investigates the social justice dispositions of teachers and principals in secondary schools as inferred from their metaphoric expressions. Drawing on a Bourdieuian account disposition, our focus is use metaphor methodological tool to identify reveal these otherwise latent forces within data. Our analysis shows evidence redistributive, recognitive activist conceptions justice. We argue that three may be insufficient meaningfully address persisting inequalities school system...

Abstract Despite decades of often ambitious policies in Australia, languages education is still characterized by intermittent commitment to the teaching languages, with inequitable access particularly entrenched rural and regional contexts. While research has focused on practical material constraints impacting policy implementation, little investigated role discursive terrain shaping expectations limitations around what seems achievable schools, particularly, from school principal...