Angela Scarino

APrf Angela Scarino

School of Society and Culture

College of Education, Behavioural and Social Sciences

Eligible to supervise Masters and PhD - email supervisor to discuss availability.

Available For Media Comment.

Angela Scarino is an Associate Professor in Applied Linguistics in Justice and Society at the University of South Australia and is the Director of the Research Centre for Languages and Cultures. Follow the links below to find out more about the RCLC and its current projects. Angela Scarino is Associate Professor in Applied Linguistics and Director of the Research Centre for Languages and Cultures, University of South Australia. Her research expertise is in languages education in linguistically and culturally diverse societies, second language learning, second language curriculum design, learning-oriented assessment, intercultural language learning and second language teacher education. She has been a Chief Investigator on a number of research grants, for example, Assessing the intercultural and language learning (ARC Linkage 2006-2009) and Student Achievement in Asian Languages Education (DEEWR, 2009-2011). She has a record of work in diverse contexts including Hong Kong, Singapore, Malaysia, France and New Zealand. Her most recent books include: Intercultural Language Teaching and Learning (with AJ Liddicoat, Wiley-Blackwell, 2013), Languages in Australian Education: Problems, Prospects and Future Directions, co-edited with AJ Liddicoat, (Cambridge Scholars) and Dynamic Ecologies: A Relational Perspective on Languages Education in the Asia Pacific Region, co-edited with N Murray (Springer 2014). She is the author of the Shape Paper for Languages in the recently developed Australian Curriculum and the related curriculum Design Paper for Languages. She is currently the Chair of the Multicultural Education Committee, an advisory committee on languages and multicultural education to the Minister for Education in South Australia.

intercultural language learning, second language teacher education,learning-oriented assessment in languages education,language and culture in education

Year Citation
2025 Scarino, A., & Kohler, M. (2025). Reconsidering languages learning: the interface of ideology, policy, and curricular and pedagogical practice. Modern Language Journal, 9(2), 472-478.
DOI Scopus2 WoS1
2022 Scarino, A. (2022). Language teacher education in diversity-a consideration of the mediating role of languages and cultures in student learning. Language and Education, 36(2), 152-169.
DOI Scopus8 WoS6
2021 Scarino, A., & Kohler, M. (2021). Conceptualising language learning and use and its assessment in global contexts. Recherches en didactique des langues et des cultures, 18(1), 1-4.
DOI
2019 Heugh, K., Stroud, C., & Scarino, A. (2019). Spaces of exception: southern multilingualisms as resource and risk. Current issues in language planning, 20(1), 1-20.
DOI Scopus13 WoS7
2019 Scarino, A. (2019). The Australian Curriculum and its conceptual bases: a critical analysis. Curriculum perspectives, 39(1), 59-65.
DOI Scopus15
2019 O'Neill, F., Crichton, J., & Scarino, A. (2019). Developing intercultural learning capabilities: a case study in higher education. Australian review of applied linguistics, 42(2), 125-145.
DOI Scopus6 WoS5
2017 Scarino, A. (2017). Developing assessment literacy of teachers of languages: a conceptual and interpretive challenge. Papers in language testing and assessment, 6(1), 18-40.
WoS13
2017 Liddicoat, A. J., Scarino, A., & Kohler, M. (2017). The impact of school structures and cultures on change in teaching and learning: the case of languages. Curriculum perspectives, 38(1), 3-13.
DOI Scopus18
2016 Scarino, A., & Liddicoat, A. J. (2016). Reconceptualising learning in transdisciplinary languages education. L2 journal, 8(4), 20-35.
DOI
2016 Leung, C., & Scarino, A. (2016). Reconceptualizing the nature of goals and outcomes in language/s education. The Modern Language Journal, 100(S1), 81-95.
DOI Scopus88 WoS56
2016 Liddicoat, A. J., Curnow, T. J., & Scarino, A. (2016). The trajectory of a language policy: the first language maintenance and development program in South Australia. Australian review of applied linguistics, 39(1), 31-46.
DOI Scopus4 WoS3
2016 Scarino, A. (2016). Reconceptualising translation as intercultural mediation: a renewed place in language learning. Perspectives, 24(3), 470-485.
DOI Scopus15 WoS12
2014 Liddicoat, A. J., Heugh, K., Curnow, T. J., & Scarino, A. (2014). Educational responses to multilingualism: an introduction. International Journal of Multilingualism, 11(3), 269-272.
DOI Scopus15 WoS12
2014 Scarino, A. (2014). Learning as reciprocal, interpretive meaning-making : a view from collaborative research into the professional learning of teachers of languages. Modern language journal, 98(1), 386-401.
DOI Scopus68 WoS58
2014 Scarino, A. (2014). Situating the challenges in current languages education policy in Australia - unlearning monolingualism. International Journal of Multilingualism, 11(3), 289-306.
DOI Scopus92 WoS70
2013 Scarino, A. (2013). Language assessment literacy as self-awareness: understanding the role of interpretation in assessment and in teacher learning. Language testing, 30(3), 309-327.
DOI Scopus202 WoS158
2013 Scarino, A. (2013). From concepts to design in developing languages in the Australian Curriculum. Babel, 48(2-3), 4-13.
2012 Scarino, A., & Elder, C. (2012). PREFACE. AUSTRALIAN REVIEW OF APPLIED LINGUISTICS, 35(3), 225-230.
DOI WoS1
2012 Scarino, A. (2012). A rationale for acknowledging the diversity of learner achievements in learning particular languages in school education in Australia. Australian review of applied linguistics, 35(3), 231-250.
DOI Scopus10 WoS7
2012 Scarino, A., & Elder, C. (2012). Preface: Describing school achievement in Asian languages for diverse learner groups. Australian review of applied linguistics, 35(3), 225-230.
2010 Scarino, A. (2010). Assessing intercultural capability in learning languages : a renewed understanding of language, culture, learning, and the nature of assessment. Modern language journal, 94(2), 324-329.
DOI Scopus57 WoS42
2009 Scarino, A. (2009). Reflecting on the use of the professional standards for accomplished teaching of languages and cultures. Babel, 44(1), 4-8.
2009 Scarino, A. (2009). Assessing intercultural capability in learning languages : some issues and considerations. Language teaching, 42(1), 67-80.
DOI Scopus47 WoS32
2008 Scarino, A. (2008). Assessment in Intercultural Language Learning. Babel, 43(1), 20-22.
2008 Scarino, A. (2008). Community and culture in intercultural language learning. Australian review of applied linguistics, 31(1), 05.1-05.14.
DOI Scopus9 WoS2
2008 Scarino, A. (2008). The role of assessment in policy-making for languages education in Australian schools: A struggle for legitimacy and diversity. Current Issues in Language Planning, 9(3), 344-362.
DOI Scopus11 WoS7
2008 Scarino, A., & Crichton, J. A. (2008). Why the intercultural matters to language teaching and learning: An orientation to the ILTLP program. Babel, 43(1), 4-6.
2008 Scarino, A. (2008). The role of assessment in policy-making for languages education in Australian schools : a struggle for legitimacy and diversity. Current issues in language planning, 9(3), 344-362.
DOI
2008 Scarino, A. (2008). Reconceptualising learning programs for intercultural language learning. Babel, 43(1), 7-9.
2007 Scarino, A. (2007). Words, slogans and meanings and the role of teachers in languages education. Babel;.
2007 Crichton, J. A., & Scarino, A. (2007). How are we to understand the "intercultural dimension"? : an examination of internationalization in the context of higher education in Australia. Australian review of applied linguistics, 30(1), 21 pages.
DOI WoS21
2007 Scarino, A., Crichton, J. A., & Woods, M. (2007). The role of language and culture in open learning in international collaborative programmes. Open learning: the journal of open and distance learning, 22(3), 219-233.
DOI Scopus4 WoS5
2005 Scarino, A. (2005). Going beyond criteria for judging performance. Babel.
2005 Mercurio, A., & Scarino, A. (2005). Heritage languages at upper secondary level in South Australia : a struggle for legitimacy. International Journal of Bilingual Education and Bilingualism, 8(2-3), 145-159.
DOI Scopus23
2004 Scarino, A., & Papademetre, L. (2004). Developing professional 'standards' for teachers of languages and cultures: who prescribes and who ascribes in the profession?. Australian Language and Literacy Matters.
2003 Scarino, A. (2003). Transition and continuity in learning languages in the school setting: an issue of context, culture, and communication. Babel.
2001 Scarino, A. (2001). The concept of standards. Babel.
2001 Scarino, A. (2001). Complexities in describing and using standards in languages and education in the school setting: whose conceptions and values are at work?. Australian review of applied linguistics.
2000 Scarino, A. (2000). The Neglected Goals of Language Learning. Babel.
1997 Scarino, A. (1997). Beyond ALL: Emphasising the Cognitive Dimension of Language Learning. Babel.

Year Citation
2024 Scarino, A., & Kohler, M. (2024). Chinese language education in Australia: attending to the lifeworlds of learners. In J. L. Bianco, E. K. Y. Loh, & M. -K. Shum (Eds.), Source details - Title: Supporting the Learning of Chinese as a Second Language: Implications for Language Education Policy (pp. 379-395). Switzerland: Springer.
DOI
2023 Liddicoat, A. J., & Scarino, A. (2023). Developing a multilingual perspective in language assessment: Multilinguality and interculturality. In S. Melo-Pfeifer, & C. Ollivier (Eds.), Assessment of Plurilingual Competence and Plurilingual Learners in Educational Settings Educative Issues and Empirical Approaches (pp. 131-144). ROUTLEDGE.
DOI Scopus3 WoS2
2023 Scarino, A., & Kohler, M. (2023). Reimagining 'language', 'community' and 'identity' in community language learning. In K. Cruickshank, J. L. Bianco, & M. Wahlin (Eds.), Source details - Title: Community and Heritage Languages Schools Transforming Education: Research, Challenges, and Teaching Practices (pp. 46-61). US: Routledge.
DOI Scopus1
2022 Scarino, A., & Kohler, M. (2022). Assessing intercultural capability: insights from processes of eliciting and judging student learning. In T. McConachy, I. Golubeva, & M. Wagner (Eds.), Source details - Title: Intercultural Learning in Language Education and Beyond: Evolving Concepts, Perspectives and Practices (pp. 188-206). UK: Multilingual Matters.
DOI Scopus5
2021 Scarino, A. (2021). Italian language and culture in the Australian Curriculum. In A. Rubino, A. R. Tamponi, & J. Hajek (Eds.), Source details - Title: L’italiano in Australia: prospettive e tendenze nell’insegnamento della lingua e cultura. Italy: Franco Cesati.
2020 Liddicoat, A., & Scarino, A. (2020). Assessing intercultural language learning. In J. Jackson (Ed.), Source details - Title: The Routledge handbook of language and intercultural communication (2nd ed. ed., pp. 395-409). UK: Routledge.
DOI
2020 Scarino, A. (2020). Mediation in the assessment of language learning within an interlingual and intercultural orientation: the role of reciprocal interpretation. In M. E. Poehner, & O. Inbar-Lourie (Eds.), Source details - Title: Toward a Reconceptualization of Second Language Classroom Assessment (Vol. 41, pp. 43-60). Switzerland: Springer.
DOI Scopus10
2019 Scarino, A. (2019). Teacher judgment of student writing performance in second language learning. In C. Roever, & G. Wigglesworth (Eds.), Source details - Title: Social perspectives on language testing: papers in honour of Tim McNamara (pp. 143-155). Germany: Peter Lang.
DOI
2018 Kohler, M., & Scarino, A. (2018). Attending to diversities through curriculum design: the case of languages in the Australian curriculum. In A. Reid, & D. Price (Eds.), Source details - Title: The Australian curriculum: promises, problems and possibilities (pp. 115-125). Australia: Australian Curriculum Studies Association.
2018 Scarino, A. (2018). The Australian Curriculum and its conceptual bases: a critical analysis. In A. Reid, & D. Price (Eds.), Source details - Title: The Australian curriculum: promises, problems and possibilities (pp. 19-29). Australia: Australian Curriculum Studies Association.
2018 Scarino, A. (2018). Assessing the diverse linguistic and cultural repertoires of students of diverse languages. In S. Coffey, & U. Wingate (Eds.), Source details - Title: New directions for research in foreign language education (pp. 167-182). US: Routledge.
DOI
2018 Scarino, A. (2018). Teaching and Learning Chinese in Schools Case Studies in Quality Language Education FOREWORD. In TEACHING AND LEARNING CHINESE IN SCHOOLS: CASE STUDIES IN QUALITY LANGUAGE EDUCATION (pp. V-VII). PALGRAVE.
2017 Scarino, A. (2017). A reconsideration of the distinctive role of heritage languages in languages education in Australia. In I. Trifonas, & A. Themistoklis (Eds.), Source details - Title: Handbook of research and practice in heritage language education (pp. 1-14). Netherlands: Springer.
DOI
2016 Scarino, A. (2016). Culture and language assessment. In E. Shohamy, I. Or, & S. May (Eds.), Source details - Title: Language testing and assessment (3 ed., pp. 1-17). US: Springer International Publishing.
DOI
2014 Scarino, A. (2014). Recognising the diversity of learner achievements in learning Asian languages in school education settings. In N. Murray, & A. Scarino (Eds.), Source details - Title: Dynamic ecologies: a relational perspective on languages education in the Asia-Pacific Region (Vol. 9, pp. 137-150). Netherlands: Springer.
DOI Scopus1
2014 Murray, N., & Scarino, A. (2014). Introduction: a relational view of language learning. In N. Murray, & A. Scarino (Eds.), Source details - Title: Dynamic ecologies: a relational perspective on languages education in the Asia-Pacific Region (Vol. 9, pp. 3-13). Netherlands: Springer.
DOI Scopus4
2014 Scarino, A. (2014). The place of heritage languages in languages education in Australia: a conceptual challenge. In P. P. Trifonas, & T. Aravossitas (Eds.), Source details - Title: Rethinking heritage language education: the Cambridge Education Research series (pp. 66-88). UK: Cambridge University Press.
2011 Scarino, A. (2011). Absence as deficit in assessing intercultural capability. In C. Candlin, & J. Crichton (Eds.), Source details - Title: Discourses of deficit (pp. 256-272). United Kingdom: Palgrave Macmillan.
DOI
2010 Liddicoat, A. J., & Scarino, A. (2010). Languages in Australian education: an introduction. In A. Liddicoat (Ed.), Source details - Title: Languages in Australian education: problems, prospects and future directions (pp. 1-10). UK: Cambridge Scholars Publishing.
2010 Scarino, A. (2010). Language and languages and the curriculum. In A. J. Liddicoat (Ed.), Source details - Title: Languages in Australian education : problems, prospects and future directions (pp. 157-177). UK: Cambridge Scholars.
2010 Scarino, A., & Liddicoat, A. J. (2010). Discussion: reconsidering multilingualism in a monolingual policy world: future possibilities and directions in languages education. In A. Liddicoat (Ed.), Source details - Title: Languages in Australian education: problems, prospects and future directions (pp. 245-254). UK: Cambridge Scholars Publishing.
2010 Liddicoat, A. J., & Scarino, A. (2010). Eliciting the intercultural in foreign language education at school. In A. Paran (Ed.), Source details - Title: Testing the untestable in language education (pp. 52-73). United States: Multilingual Matters.
Scopus36 WoS17
2009 Crichton, J. A., & Scarino, A. (2009). Developing the intercultural dimension of internationalisation. In H. Chen, & K. Cruickshank (Eds.), Source details - Title: Making a difference: challenges for applied linguistics (pp. 65-82). UK: Cambridge Scholars Publishing.
2005 Scarino, A. (2005). Introspection and retrospection as windows on teacher knowledge, values, and ethical dispositions. In D. J. Tedick (Ed.), Source details - Title: Second language teacher education : international perspectives (pp. 33-52). Mahwah, N.J.: Lawrence Erlbaum Associates.
DOI Scopus11 WoS11
2004 Mercurio, A., & Scarino, A. (2004). 'E ... Partimmo': Narratives of the Sangiorgesi in South Australia, 1927-2003. In Source details - Title: Memories and Identities (pp. 143-165). Adelaide: Australian Humanities Press.
2001 Scarino, A., & Papademetre, L. (2001). Ideologies, languages, policies : Australia's ambivalent relationship with learning to communicate in 'other' languages. In Source details - Title: Australian policy activism in language and literacy (pp. 305-323). Melbourne: Language Australia.
2001 Reid, A. D., & Scarino, A. (2001). SACSA: The Rationale. In Source details - Title: SACSA Framework (pp. 9-21). South Australia: DETE.
2001 Reid, A. D., & Scarino, A. (2001). SACSA Framework: The Vision and the Context. In Source details - Title: SACSA Framework (pp. 5-8). South Australia: DETE.
2001 Reid, A. D., & Scarino, A. (2001). Using the SACSA Framework. In Source details - Title: SACSA Framework (pp. 23-38). South Australia: DETE.

Year Citation
2023 Scarino, A., Kohler, M., & Loechel, K. (2023). Being multilingual: the experiences of young people learning community languages. Australia: University of South Australia.
DOI
2022 Scarino, A., & Kohler, M. (2022). Development of a conceptual statement addressing the nature of intercultural understanding. Australia: SA Department for Education.
2022 Scarino, A., Kohler, M., & Loechel, K. (2022). Internationalising schools leading global schools: case studies project. Australia: University of South Australia.
DOI
2021 Scarino, A. (2021). Report on elements of the development of the language development core component of the International Baccalaureate career-related programme. Australia: University of South Australia.
DOI
2021 Scarino, A., Kohler, M., & Loechel, K. (2021). Curriculum design framework for community language programs. Australia: Community Language Schools.
2021 Kohler, M., Mercurio, A., & Scarino, A. (2021). Strengthening secondary pathways in Community Language Programs in South Australia. Australia: Community Language Schools SA.
2020 Scarino, A., Loechel, K., Li, X., & Purvis, K. (2020). Chinese Bilingual Curriculum Services Project. Australia: University of South Australia.
DOI
2020 Scarino, A., & Kohler, M. (2020). Catholic education, archdiocese of Canberra and Goulburn: languages education review. Australia: University of South Australia.
DOI
2020 Scarino, A., & Kohler, M. (2020). Innovative languages programs. Australia: Research Centre for Languages and Cultures University of South Australia.
2020 Farina, M., Scarino, A., & Tudini, E. (2020). Being and becoming an Italian: the perspective of young people - a pilot study. Australia: Com.It.Es South Australia Committee for Italians Abroad (SACOMITES).
2019 Loechel, K., Kohler, M., Scarino, A., & Bradshaw, S. (2019). The provision of languages in primary schools in South Australia. Australia: Government of South Australia.
2019 Scarino, A., & Kohler, M. (2019). Languages professional learning program key ideas 1 and 2. Australia: University of South Australia.
DOI
2018 Scarino, A., Kohler, M., & Loechel, K. (2018). Review of ethnic schools programs of South Australia. Australia: Ethnic Schools Association of South Australia.
2017 Scarino, A., O'Neill, F., & Crichton, J. (2017). Communicating safety and care in the context of linguistic and cultural diversity in aged care: an intercultural approach to training. Australia: University of South Australia.
2017 Scarino, A., Heugh, K., Loechel, K., Li, X., Purvis, K., & Jin, L. (2017). Chinese bilingual curriculum services. Final Report to the Department for Education and Child Development.. Australia: University of South Australia.
2016 Scarino, A., Kohler, M., & Benedetti, A. (2016). Investigating pedagogies for language-and-culture learning. Australia: University of South Australia.
2016 Scarino, A., Liddicoat, A., & Kohler, M. (2016). Maximising intensivity and continuity in language learning: developing, implementing and evaluating models of provision. Australia: UniSA.
2016 O'Neill, F., Scarino, A., Crichton, J., Heugh, K., & Li, X. (2016). Developing English language and intercultural learning capabilities: Case study 2: the intercultural learning project. Australia: University of South Australia.
2016 Li, X., Heugh, K., O'Neill, F., Song, Y., Scarino, A., & Crichton, J. (2016). Developing English language and intercultural learning capabilities: Case study 1: the English language project. Australia: University of South Australia.
2015 Scarino, A., Liddicoat, A. J., & O'Neill, F. (2015). Engaging with diversity: A case study of the intercultural experiences of Muslim and non-Muslim students in an Australian school. Australia: International Centre for Muslim and Non-Muslim Understanding, University of South Australia.
2014 Scarino, A. (2014). Australian Curriculum : languages foundation to year 10 curriculum : curriculum design. Australia: ACARA- Australian Curriculum, Assessment and Reporting Authority.
2014 Scarino, A., Crichton, J. A., & Liddicoat, A. J. (2014). The value of international education: statement and vignettes: Corporate body:South Australia. Australia: Department for Education and Child Development.
2014 Scarino, A., O'Keeffe, V., Crichton, J. A., O'Neill, F., & Dollard, M. (2014). Communicating work health and safety in the context of cultural and linguistic diversity in aged care. Australia: SafeWork SA.
2014 Scarino, A. (2014). Proficiency descriptors for mother tongue languages (MTL): a framework for teaching, learning and assessment of MTL in Singapore. Singapore: Ministry of Education.
2013 Scarino, A., Curnow, T. J., Heugh, K. A., & Liddicoat, A. J. (2013). Review of the first language maintenance and development program: report to the Department for Education and Child Development. Australia: South Australian Department for Education and Child Development.
2012 Scarino, A., Crichton, J., & Liddicoat, A. J. (2012). The value of international education: report. Australia: Department for Education and Child Development.
2012 Scarino, A., Liddicoat, A. J., & Crichton, J. A. (2012). The value of international education: perceptions of local and international students and the school community. Australia: DECS - Department of Education and Children's Services.
2012 Scarino, A., Scrimgeour, A., & Kohler, M. (2012). Languages teaching and learning: change in context: research report prepared for the Association of Independent Schools of South Australia. Australia: University of South Australia.
2012 Scarino, A. (2012). Report on: the development and validation of the Mother Tongue Languages (MTL) proficiency descriptors. Singapore: Ministry of Education.
2011 Scarino, A., Elder, C., Iwashita, N., Kim, S. H. O., Kohler, M., & Scrimgeour, A. (2011). Student achievement in Asian languages education. Australia: Department of Education, Employment and Workplace Relations.
2011 Scarino, A. (2011). The shape of the Australian curriculum: languages. Australia: Australian Curriculum, Assessment and Reporting Authority.
2009 Scarino, A., & Liddicoat, A. J. (2009). Teaching and learning languages: a guide. Australia: Curriculum Corporation.
2007 Liddicoat, A. J., Scarino, A., Curnow, T. J., Kohler, M., Scrimgeour, A. J., & Morgan, A. M. (2007). An investigation of the state and nature of languages in Australian schools: prepared by the Research Centre for Languages and Cultures Education, University of South Australia. Australia: Commonwealth Government of Australia.
2006 Crichton, J. A., Scarino, A., Papademetre, L., Barker, S., Lushington, K., & Woods, M. (2006). Assessing and evaluating intercultural teaching and learning - a focus on sites of incultural interaction: report to teaching and learning. Australia: University of South Australia.
2006 Scarino, A. (2006). Moving forward with the SACSA strategy - An independent analysis: Report to the South Australian Department of Education and Children's Services. South Australia: South Australian Department of Education and Children's Services.
2005 Scarino, A., Crichton, J. A., & Papademetre, L. (2005). A framework for quality assurance in the development delivery of offshore programs in languages other than English: Report to the AVCC. Australia: Australian Vice Chancellors Committee.
2005 Liddicoat, A. J., Tognini, R., Fischmann, V., Harbon, L., Kohler, M., McLaughlin, M., . . . Dellit, J. (2005). Final report on the development of standards for teachers of Indonesian project: Report to the Australian Government Department of Education, Science and Training. Australia: Australian Government Department of Education, Science and Training.
2005 Scarino, A. (2005). Learning languages in the New Zealand curriculum: Report to the New Zealand Ministry of Education. New Zealand: New Zealand Ministry of Education.
2004 Crichton, J. A., Paige, R., Papademetre, L., & Scarino, A. (2004). Integrated resources for intercultural teaching and learning in the context of internationalisation in higher education: Report to Teaching and Learning. Australia: School of International Studies at the University of South Australia.
2004 Hill, K., Iwashita, N., McNamara, T., Scarino, A., & Scrimgeour, A. J. (2004). A report on assessing and reporting student outcomes in Asian languages (Japanese and Indonesian): Australian Government Department of Education, Science and Training. Australia: Australian Government Department of Education, Science and Training.
2003 Liddicoat, A. J., Papademetre, L., Scarino, A., & Kohler, M. (2003). Report on intercultural language learning, Report to the Australian Government Department of Education Science and Training. Australia: Australian Government Department of Education Science and Training.
2003 Scarino, A., Papademetre, L., & Dellit, J. (2003). Report on standards in teaching languages and cultures (Report to the Curriculum Policy Directorate of the South Australian Department of Education, Training and Employment). Adelaide, South Australia: South Australian Department of Education, Training and Employment.

  • Being multilingual: the experiences of young people learning community languages, The Ethnic Schools Assoc. of SA Inc., 01/11/2021 - 15/05/2023

  • Internationalising Schools - Action Research/Case Study Services, SA Dept of Education & Children's Services, 14/12/2020 - 28/02/2022

  • Innovative Language Program Grants, SA Dept for Education and Children's Services, 13/05/2019 - 12/05/2021

  • Language Education Review, Catholic Education Office Canberra & Goulburn, 03/02/2020 - 30/04/2021

  • Ethnic and Community Language Schools (ECLS) Program Strengthening Secondary Pathways, The Ethnic Schools Assoc. of SA Inc., 16/09/2019 - 31/12/2020

  • Languages Professional Learning Program Key Ideas 1 & 2, SA Dept for Education and Children's Services, 05/05/2019 - 31/10/2020

  • Development of a Curriculum and Assessment Design Framework and a Professional Learning Initiative for the Ethnic Schools Program, The Ethnic Schools Assoc. of SA Inc., 01/06/2019 - 30/10/2020

  • Chinese Bilingual School, SA Dept for Education and Children's Services, 01/08/2016 - 30/06/2020

Courses I teach

  • LANG 3039 Language Policy and Ideology (2024)

Date Role Research Topic Program Degree Type Student Load Student Name
2020 Principal Supervisor Multilingual students understandings of the uses of their multiple languages in their learning at tertiary level - Doctorate Part Time Ms Lauren Jade Williams
2020 Principal Supervisor Multilingual students understandings of the uses of their multiple languages in their learning at tertiary level Doctor of Philosophy Doctorate Part Time Ms Lauren Jade Williams
2019 Principal Supervisor The linguistic accomplisment of rapport in eLearning - Doctorate Part Time Mr Callum Banbury
2019 Principal Supervisor The linguistic accomplisment of rapport in eLearning Doctor of Philosophy Doctorate Part Time Mr Callum Banbury
2018 Principal Supervisor The monolingual speaker: a creative approach examining the 'linguistic self' of English-speaking monolinguals in twenty-first century Australia. Doctor of Philosophy Doctorate Part Time Ms Lyndal Elizabeth Hordacre Kobayashi
2018 Principal Supervisor Experiences, perceptions and practice of multiculturalism: four classroom-based studies Doctor of Philosophy Doctorate Part Time Ms Karen Sharma
2018 Principal Supervisor Experiences, perceptions and practice of multiculturalism: four classroom-based studies Doctor of Philosophy Doctorate Part Time Ms Karen Sharma
2013 Principal Supervisor Experiencing inclusivity from the perspective of disability: a narrative study Doctor of Philosophy Doctorate Part Time Miss Chantel Bongiovanni
2013 Principal Supervisor Experiencing inclusivity from the perspective of disability: a narrative study Doctor of Philosophy Doctorate Part Time Miss Chantel Bongiovanni

Date Role Research Topic Program Degree Type Student Load Student Name
2023 - 2025 Principal Supervisor Building the Barngarla lexicon Master of Research (Aboriginal, Australian Studies) Master Part Time Ingrid Kerrigan
2020 - 2024 Principal Supervisor Bridging the possible: an investigation of English language teaching and learning within an intercultural orientation in Indonesian higher education Doctor of Philosophy Doctorate Full Time Mr Billy Setiawan
2017 - 2023 Principal Supervisor Expanding multilingual and intercultural knowledge as expertise: young people arriving in Australia as refugees navigating education-to-employment trajectories Doctor of Philosophy Doctorate Part Time Ms Dashielle Allain
2016 - 2025 Principal Supervisor The experience of novice teachers in teaching English for specialised disciplines in Islamic universities in Indonesia Doctor of Philosophy Doctorate Part Time Ms Arnis Silvia
2014 - 2020 Co-Supervisor Towards effective Chinese-English bilingual teaching and learning conditions in Australia Doctor of Philosophy Doctorate Part Time Ms Xuan Li
2013 - 2018 Principal Supervisor The construction and transmission of ethnic identity among Italian-Australians of Calabrian ancestry across three generations Doctor of Philosophy Doctorate Full Time Simone Marino
2013 - 2020 Principal Supervisor Assessment of intercultural understanding in languages learning: the case of Spanish ab initio in the International Baccalaureate Doctor of Philosophy Doctorate Part Time Ms Carmen de Miguel
2012 - 2016 Principal Supervisor Performing Commedia dell'Arte in a contemporary Australian context with reference to Antonio Fava's method: a continuous translation Doctor of Philosophy Doctorate Full Time Miss Corinna Di Niro
2011 - 2016 Principal Supervisor A study of interaction in English language learning classrooms in China: students' and teachers' experiences Doctor of Philosophy Doctorate Full Time Miss Yingna Wang
2010 - 2018 Principal Supervisor Slot the client in: a study of assessor mediation of oral language assessment interviews in the language, literacy and numeracy program Doctor of Philosophy Doctorate Part Time Dr Jen Zhao
2009 - 2013 Principal Supervisor Spaces of literary wor(l)ds and reality: interpretation and reception of Aboriginal literature Doctor of Philosophy Doctorate Part Time Ms Teresa Podemska-Abt
2008 - 2013 Principal Supervisor "I am here now and I want to be part of here": a study of international students' experience of learning and teaching in higher education Doctor of Philosophy Doctorate Full Time Dr Nishani Singh
2008 - 2013 Principal Supervisor English language assessment in the context of policy innovation: a case study of how teachers interpret and manage assessment practices Doctor of Philosophy Doctorate Part Time Mr Rajenthiran Sellan
2007 - 2013 Co-Supervisor Second language writing as a bilingual event: how Chinese-speaking students use both Chinese and English in writing in English Doctor of Philosophy Doctorate Part Time Ms Yusheng Huang
2007 - 2013 Co-Supervisor The development of perspectives on language and culture in a Japanese EFL classroom Doctor of Philosophy Doctorate Part Time Mr Troy McConachy
2006 - 2014 Co-Supervisor Sociocultural investigation of students' use of English in the Japanese language classroom during collaborative group work Doctor of Philosophy Doctorate Part Time Ms Kumiko Katayama
2004 - 2010 Co-Supervisor Moving between knowing and being: a case study of language teachers' mediation of the intercultural in practice Doctor of Philosophy Doctorate Full Time Ms Michelle Kohler
2003 - 2022 Principal Supervisor The relationship between teachers' conceptions of culture and its enactment in classroom learning of Japanese language Doctor of Philosophy Doctorate Part Time Miss Yukiko Saito

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