Andrew Scrimgeour

Teaching Strengths

Multilingual education
Literacy development
Inquiry based learning

Mr Andrew Scrimgeour

UniSA Education Futures

Teaching Enterprise

Available For Media Comment.

Adjunct Research Fellow. Formerly lecturer in Language Education and Asia Literacy in the Education Futures unit at the University of South Australia, course coordinator for the Master of Teaching, Languages Education specialisation.  Recently involved in a federally funded national project to review program provision and student participation in languages learning in Australian schools as part of a project to develop a national strategy and plan for Language Education in Australian schools. Has alsao undertaken projects for Department for Education SA to develop a quality assurance framework for the Chinese bilingual program in a local state school. 
Research interests focus on aspects of languages teaching and learning in schools, including curriculum design, textbook design, learner engagement, and assessment practices. My primary focus is on Chinese language teaching and learning, particularly on issues in teaching and learning Chinese characters.

Currently involved as a Lead Researcher in a federally funded national project being undertaken by the AFMLTA to develop a National Strategy and Plan for Language Education in Australian schools.

Currently working with teachers of Chinese in the bilingual program at Plympton International College to develop an F-10 Chinese curriculum based on the Language & Literacy orientation of the Australian Curriculum: English. This activity is part of the Quality Assurance Framework for the Chinese Bilingual Program being undertaken with Assoc Prof. Kathleen Heugh, UniSA. 

Member of the Australia-China relations and Higher Education research network at Deakin University which seeks to address the challenges for the Australia-China bilateral education relationship emerging from the current climate. The initial study of the network will focus on Capturing tertiary and schools-based educators’ experiences of the impact of current tensions in the Australia-China relationship. 


Year Citation
2021 Scrimgeour, A. (2021). Book Review: Sara Ganassin (2020). Language, culture and identity in two Chinese community schools. More than one way of being Chinese?. Babel, 55(1&2), 42-45.
2020 Scrimgeour, A., & Morgan, A. M. (2020). Contributing to the professional learning for languages educators: AFMLTA 22nd international languages conference, Hobart, July 7-9 2019. Babel, 55(1/2), 31-37.
2019 Scrimgeour, A., Morgan, A. M., Cruikshank, K., & Hajek, J. (2019). Refocusing on community languages. Babel, 53(3), 5-15.
2018 Morgan, A. M., & Scrimgeour, A. (2018). Progress on embedding an intercultural orientation to teaching languages and cultures: an update from Australia. New Zealand Language Teacher, 44, 31-49.
2017 Wang, S., Scrimgeour, A., & Morgan, A. M. (2017). Exploring the use of Zhuyin in early primary Chinese literacy development. Babel, 52(1), 6-18.
2017 Morgan, A. M., Spada, N., Orton, J., Tedesco, L., East, M., Scrimgeour, A., & Hajek, J. (2017). 21 key ideas for languages learning in the 21st century. Babel, 52(2/3), 7-14.
2017 Scrimgeour, A., & Morgan, A. M. (2017). Professional learning for languages educators: relating contemporary professional learning foci to teachers' evaluations of the 21st AFMLTA international languages conference 2017. Babel, 52(2/3), 46-52.
2016 Scrimgeour, A. (2016). Between lexicography and intercultural mediation: linguistic and cultural challenges in developing the first Chinese-English dictionary. Perspectives: studies in translatology, 24(3), 444-457.
DOI
2015 Absalom, M., Morgan, A. M., & Scrimgeour, A. (2015). By the profession for the profession: a comparative review of AFMLTA national languages conferences. Babel, 50(2/3), 44-53.
2014 Morgan, A. M., Absalom, M., & Scrimgeour, A. (2014). Addressing language teacher professional learning needs: an Evaluation of the AFMLTA National Conference, Canberra 2013. Babel, 49(2), 36-47.
2014 Scrimgeour, A. (2014). Responding to the diversity of Chinese Language Learners in Australian Schools. Babel, 49(3), 26-37.
2013 Scrimgeour, A., Foster, M., & Mao, W. (2013). Dealing with distinctiveness: development of Chinese in the Australian curriculum: languages. Babel, 48(2-3), 20-29.
2012 Scrimgeour, A. (2012). Understanding the nature of performance: the influence of learner background on school-age learner achievement in Chinese. Australian review of applied linguistics, 35(3), 312-338.
DOI
2011 Scrimgeour, A. J. (2011). Reflections on Chinese language teaching in Australian schools, with recommendations for future resource development. Confucius Institute, 14(3), 30-37.
2010 Scrimgeour, A. J. (2010). The changing context of Chinese second language teaching in Australia. Education quarterly Australia, Summer, 34-36.
2009 Toyoda, E., & Scrimgeour, A. (2009). Common and script-specific awareness in relation to word recognition in English and Chinese. Language awareness, 18(1), 61-73.
DOI
2008 Liddicoat, A. J., Scrimgeour, A., & Chen, T. (2008). Intertextuality in Chinese high school students' essay writing. Language and Education, 22(6), 380-392.
DOI WoS1
2008 Liddicoat, A. J., Scrimgeour, A. J., & Chen, T. (2008). Intertextuality in Chinese high school students' essay writing. Language and Education, 22(6), 308-392.
DOI Scopus1
2005 Scrimgeour, A. J. (2005). Cracking the code. EQ Australia.

  • Chinese Bilingual Quality Assurance Framework Extension 1, SA Dept of Education & Children's Services, 27/06/2023 - 30/06/2024

  • Delivery of Languages Professional Learning Program (LPLP): Key Idea 3 &4, SA Dept for Education and Children's Services, 16/04/2019 - 16/04/2020

Connect With Me

External Profiles

Other Links