2014 Other Publications
Grave, I, 2015 ‘A Very Normal Man’, translation of Vincenzo Cerami’s Un borghese piccolo piccolo, Wakefield Press, Adelaide.
Heugh, K 2015, ‘South Africa - three periods of bilingual or multilingual education’, in Mehisto, P and Genesee, F (eds), Building Bilingual Education Systems: Forces, Mechanisms and Counterweights. The Cambridge Education Research Series, Cambridge University Press, ISBN: 9781107450486.
Hogarth, C 2015, 'David Mandessi Diop', Dictionary of African Biography, Oxford University Press.
2014 Book Chapters
Crichton, J & Murray, N, 2014, ‘Plurilithic and ecological perspectives on English: Some conceptual and practical implications’, in N Murray & A Scarino (eds), Dynamic ecologies of languages education in the Asia-Pacific region, New York/Heidelberg: Springer, pp. 31-48.
Heugh, K, 2014, ‘Margins, diversity and achievement: System-wide data and implementation of multilingual education in Ethiopia’, in Gorter, D, Zenotz, Z & Cenoz, J (eds), Bridging the local and the global, Educational Linguistics, Volume 18, Dordrecht: Springer, pp. 45-63.
Heugh, K, 2014, 'Shades, Voice and Mobility: Remote Communities Resist and Reclaim Linguistic and Educational Practices in Ethiopia', in Prinsloo, M & Stroud, C (eds) Educating for Language and Literacy Diversity. Mobile Selves, pp.116-134, Houndsmills, Basingstoke: Palgrave Macmillan.
Heugh, K, 2014, 'Multilingualism, ‘the African lingua franca’ and ‘the new linguistic dispensation’', in McIlwraith, H (ed), Language rich Africa. Policy dialogue, The Cape Town Language and Development Conference: Looking beyond 2015, pp. 80-87, London: British Council.
Sentumbwe, G and Heugh, K, 2014, 'Local languages and primary education in Northern Uganda: Post-conflict community and local partnerships', in McIlwraith, H (ed) Language rich Africa, Policy dialogue, The Cape Town Language and Development Conference: Looking beyond 2015, pp. 132-135, London: British Council.
Kohler, M, 2014, 'The teaching and learning of Indonesian in Australia: Issues and prospects', in Dynamic Ecologies: A Relational Perspective on Languages Education in the Asia-Pacific Region, Murray, N & Scarino, A. (eds) Springer (Multilingual Education series), Ch. 11, pp. 169-182.
Liddicoat, AJ and Heugh, K 2014 ‘Educational equity for linguistically marginalised students’ in Martha Bigelow & Johanna Ennser-Kananen (eds) The Routledge Handbook of Educational Linguistics, Routledge, New York & London, pp. 79-91.
Liddicoat, AJ, 2014, ‘Tensions in the linguistic space’, in Murray, N and Scarino, A (eds), Dynamic ecologies of languages education in the Asia-Pacific region: Developments, issues and challenges Dordrecht: Springer, pp. 217-228.
Murray, N & Scarino, A, 2014, ‘Introduction: A relational view of language learning’, in N Murray & A Scarino (eds), Dynamic ecologies: A relational perspective on languages education in the Asia-Pacific Region, Dordrecht: Springer, pp. 3-13.
Scarino, A 2014, 'Recognising the diversity of learner achievements in learning Asian languages in school education settings', Dynamic ecologies. A relational perspective on languages education in the Asia Pacific region, N Murray & A Scarino, (eds), Dordrecht, pp 137-150.
Scarino, A 2014, 'The place of heritage languages in languages education in Australia: A conceptual challenge' in Trifonas P. & Themistoklis, A. (Eds). Rethinking Heritage Language Education, Cambridge, Cambridge University Press, pp. 66-88.
Scarino, A. 2014, ‘The development of the Australian Curriculum and implications for Japanese language education’, in CK Thomson (ed), National Symposium on Japanese language Education, 2012, Creating the Future, Sydney, The Japan Foundation, pp. 15-29.
Scrimgeour, A 2014, ‘Dealing with ‘Chinese fever’ - The challenge of Chinese teaching in the Australian classroom’, in N Murray & A Scarino (eds) Dynamic ecologies, A relational perspective on languages education in the Asia Pacific region, Dordrecht, pp. 137-150.
2014 Refereed Journal Articles
Chiro, G 2014, ‘Cultural and linguistic diversity in Australia: Navigating between the Scylla of nationhood and the Charybdis of globalisation’, Special Issue: Educational Responses to Multilingualism, International Journal of Multilingualism. DOI:10.1080/14790718.2014.921179.
Diallo, I, 2014, ‘Emirati students encounter Western teachers: Tensions and identity resistance’, Learning and Teaching in Higher Education: Gulf Perspectives, Vol. 11, No 2: 1-14.
Diallo, I, 2014, ‘English in education policy shift in Senegal: From traditional pedagogies to Communicative Language Teaching’, International Journal of the Pedagogies of Learning, Vol. 9, No. 2, pp. 142-151.
Diallo, I & Liddicoat, AJ, 2014, ‘Planning language teaching: An argument for the place of pedagogy in language policy and planning’, International Journal of Pedagogies and Learning, Vol. 9, No. 2, pp. 110-117.
Heugh, K, 2015, 'Epistemologies in multilingual education: Translanguaging and genre – companions in conversation with policy and practice', Special Issue, Language and Education, DOI:10.1080/09500782.2014.994529
Heugh, K, 2014, 'Shades, Voice and Mobility: Afar pastoralist and Rift Valley communities (re)interpreting literacy and linguistic practices', Multilingual Margins, 1.1: 16—39.
Heugh, K, 2014, ‘Turbulence and dilemma: Implications of diversity and multilingualism in Australian education', Special Issue: Educational Responses to Multilingualism, International Journal of Multilingualism. DOI:10.1080/14790718.2014.921180
Heugh, K, 2014, 'Margins, Diversity and Achievement: System-Wide Data and Implementation of Multilingual Education in Ethiopia', in Gorter, D, Zenotz, Z & Cenoz, J (eds), Bridging the Local and the Global, Educational Linguistics, Volume 18, pp. 45-63, Dordrecht: Springer.
Hogarth, C, 2014, 'What Will the New Generation Generate? Gendering Accumulation in Fatou Diome’s Celles qui attendent', Studies in Twentieth and Twenty-first Century Literatures, 38:2, Article 5. http://newprairiepress.org/cgi/viewcontent.cgi?article=1090&context=sttcl
Krawczyk, VJ, Hamilton-Bruce, MA, Koblar, SA, & Crichton, J, 2014, 'Group organization and communities of practice in translational research', SAGE Open, Vol. 4, Journal article no. 4. http://sgo.sagepub.com/content/4/4/2158244014562380.
Liddicoat, AJ, 2014, ‘Pragmatics and intercultural mediation in intercultural language learning’, Intercultural Pragmatics, Vol. 15, No. 2, pp. 259-277.
Liddicoat, AJ & Curnow, TJ, 2014, ‘Students' home languages and the struggle for space in the curriculum’, International Journal of Multilingualism, Vol. 11, No. 3, pp. 273-288.
Liddicoat, AJ, Heugh, K, Curnow TJ, & Scarino, A, 2014, ‘Educational responses to multilingualism: an introduction’, Special Issue: Educational Responses to Multilingualism, International Journal of Multilingualism. DOI:10.1080/14790718.2014.921174.
Liddicoat, AJ & Taylor-Leech, K, 2014, ‘Micro language planning for multilingual education: Agency in local contexts’, Current Issues in Language Planning, Vol. 15, No. 3, pp. 237-244.
Marino, S & Chiro, G, 2014 ‘Family alliances and “comparatico” among a group of Calabrian-Australian families living in Adelaide’, South Australia Journal of Anthropological Research, Vol. 70, pp. 107-130.
Morgan, AM, Absalom, M, Scrimgeour, A, 2014 ‘Addressing language teacher professional learning needs’, Babel, Vol. 49, No. 2, pp. 37-47.
Scarino, A, 2014, 'Learning as reciprocal, Interpretive meaning-making: A view from collaborative research into the professional learning of teachers of languages', The Modern Language Journal, Wiley-Blackwell, Vol. 98, Issue No. 1, pp. 386-401.
Scarino, A, 2014, ‘Situating the challenges in current languages education policy in Australia – unlearning monolingualism’, Special Issue: Educational Responses to Multilingualism, International Journal of Multilingualism. DOI:10.1080/14790718.2014.921176.
Taylor-Leech, K & Liddicoat, AJ, 2014, Macro-language planning for multilingual education: Focus on programmes and provision, Current Issues in Language Planning, Vol. 15, no. 4, pp. 353-366.
Tudini, V, 2014, ‘Extending prior posts in dyadic online text chat’, Discourse Processes, DOI: 10.1080/0163853X.2014.969138; http://www.tandfonline.com/eprint/SfIiIWk2Ht7GfFnGPfu7/full.
Ullrich, S, Buckley, J, Crichton, J & Esterman, A, 2014, ‘An exploratory study of the mealtime experience of older people with dysphagia’, Journal of Aging Research and Clinical Practice, Vol. 3, No. 4, pp. 229-236.
Heugh, K, 2014, “Multilingualism, ‘the African lingua franca’ and ‘the new linguistic dispensation’”, in H McIlwraith, (ed), Language rich Africa. Policy Dialogue, The Cape Town Language and Development Conference: Looking Beyond 2014, pp. 80-87, London, British Council.
2014 Edited Works
Heugh, K, Liddicoat, AJ, Curnow, TJ & Scarino, A 2014 (eds) International Journal of Multilingualism, Vol. 11, No. 3, Special issue on Educational Responses to Multilingualism.
Murray, N & Scarino, A, 2014, (eds.) Dynamic ecologies. A relational perspective on languages in the Asia-Pacific region. Dordrecht, Springer.
Diallo, I & Liddicoat A.J. 2014 (eds) International Journal of Pedagogies and Learning, Vol. 9, No. 2, Special issue on Language Planning and Pedagogy
2014 Other Publications
Curnow, TJ, Kohler, M, Liddicoat, AJ, & Loechel, K, 2014, ‘Review of Languages Retention from the Middle Years to the Senior Years of Schooling’ (Report to the South Australian Department for Education and Child Development).
Curnow, TJ, & Travis, C, 2014, ‘El es enfático del español colombiano’ [Translation by Diego Arias Cortés of Curnow & Travis (2004), ‘The emphatic es construction of Colombian Spanish’]. Lenguas en contacto y bilingüismo, 5.
Heugh, K and Mulumba, BM 2014, ‘Implementing Local Languages Medium Education in the Early Primary Curriculum of Ugandan Schools: A Literacy and Adult Basic Education (LABE) intervention in six districts in North and North West Uganda’, Kampala: LABE.
Scarino, A, 2014, ‘Proficiency descriptors for mother tongue languages (MTL), A framework for teaching, learning and assessment of MTL in Singapore’, Report to the Ministry of Education, Singapore.
Scarino, A, 2014, ‘Report on the Fellowship Programme with the English Language Institute of Singapore’, Report to the English Language Institute of Singapore (ELIS).
Scarino, A, 2014, Report to the English Language Institute of Singapore (ELIS).
Scarino, A, 2014, Australian Curriculum: Languages Foundation to Year 10 Curriculum Design prepared for the Australian Curriculum, Assessment and Reporting Authority (ACARA). This paper elaborates on the Australian Curriculum – Languages, Shape Paper that Associate Professor Angela Scarino was commissioned to write in 2011.
Scarino, A, O’Keeffe, V, Crichton, J, O’Neil, F & Dollard, M, 2014, ‘Report on the Communicating work health and safety in the context of cultural and linguistic diversity in aged care’, Report for SafeWork SA.
Scarino, A, Liddicoat, AJ & Crichton, J, 2014, ‘The value of international education (Stage 2) Report to the International Education Services’, Department for Education and Child Development.
Scarino, A & Kohler, M, 2014, ‘Pedagogies for language and culture learning’ commissioned and funded by the Department for Education and Child Development.
Scarino, A, Kohler, M & Benedetti, A, 2014, ‘Investigating pedagogies for language-and-culture learning’, Report to the South Australian Department for Education and Child Development.
Tudini, V, 2014, ‘Conversation Analysis of Computer-Mediated Interactions’, C Chapelle (ed.) The Encyclopedia of Applied Linguistics, Hoboken, NJ, Wiley-Blackwell.
Dervin, F. & Liddicoat, A.J. (Eds.) (2013). Linguistics for intercultural education. Amsterdam: John Benjamins.
The issue of intercultural learning has been tackled, amongst others, in the fields of education, language education and applied linguistics. In spite of the extensive literature on the subject, there is still much which needs to be done to address the ways in which linguistics itself can contribute to ifntercultural education. The eight chapters by internationally-renowned scholars highlight different ways of using it both in the classroom and in researching intercultural education. The following approaches are covered: Critical Discourse Analysis, Énonciation, Conversation Analysis and Pragmatics. The introduction to the volume also offers a useful and comprehensive survey of the debates around the polysemic notion of the 'intercultural'. The book will appeal to an international readership of students, scholars and professionals across a wide range of disciplines.
Liddicoat, A.J. (2013). Language-in-education policies: The discursive construction of intercultural relations. Bristol: Multilingual Matters.
This book examines the ideological underpinnings of language-in-education policies that explicitly focus on adding a new language to the learners' existing repertoire. It examines policies for foreign languages, immigrant languages, indigenous languages and external language spread. Each of these contexts provides for different possible relationships between the language learner and the target language group and shows how in different polities different understandings influence how policy is designed. The book develops a theoretical account of language policies as discursive constructions of ideological positions and explicates how ideologies are developed through an examination of case studies from a range of countries.
Liddicoat, A.J. & Scarino, A. (2013). Intercultural language teaching and learning. Oxford: Wiley-Blackwell.
This wide-ranging survey of issues in intercultural language teaching and learning covers everything from core concepts to program evaluation, and advocates a fluid, responsive approach to teaching language that reflects its central role in fostering intercultural understanding.
Candlin, C. N. & Crichton, J. (Eds.) (2013). Discourses of trust. Basingstoke: Palgrave Macmillan.
Trust is foundational to people’s lives in contemporary societies, a fact sharply highlighted by recent practices associated with the financial markets, international security, and science and technology. Beyond these domains, Trust is central to, for example, marketing and public relations, health and welfare services, educational policy and practice, legal processes, and political and religious institutions. 'Discourses of Trust' presents invited chapters from leading practitioners and researchers exploring how Trust and misTrust are discursively constructed across key social and professional domains. The thesis of this volume is that Trust-related and Trust-bearing issues are central to our understanding of how the conduct of professional practices impacts on human relationships in social life.
2013 Book Chapters
Candlin, C N & Crichton, J, 2013, 'Putting our trust in the learner', in J Arnold & T Murphey, T (Eds), Meaningful action: Earl Stevick’s influence on language teaching, pp. 79-94, Cambridge: Cambridge University Press.
Candlin, C N & Crichton, J, 2013, 'From ontology to methodology: Exploring the discursive landscape of trust', in CN Candlin & J Crichton (Eds), Discourses of Trust, pp.1-18, Basingstoke: Palgrave Macmillan.
Crichton, J, 2013, ‘Will there be flowers shoved at me?’: A study in organisational trust, moral order and professional integrity, in C N Candlin & J Crichton, (Eds), Discourses of Trust, pp.119-132, Basingstoke: Palgrave Macmillan.
Dervin, F and Liddicoat, AJ, 2013, 'Linguistics for intercultural education: Introduction', in F Dervin and AJ Liddicoat (Eds.) Linguistics and Intercultural Education in Foreign Language Teaching and Learning, pp.1-17, Amsterdam: John Benjamins.
Heugh, K, 2013, 'Afrika ’da Okur-yazarlik ve Çiftdilli/Çokdilli Eğitim: Toplumsal Hafiza ve Uzmanlik', in, Skutnabb-Kangas, Tove, Phillipson, Robert, Mohanty, Ajit K. & Panda, Minati (eds), Çokdilli Eğitim Yoluyla Toplumsal Adalet, Tu rk.e Yayına Hazırlayanlar F. Gök & M. Şerif Derince, 162-186. Ankara: Eğitim Sen Yayınları.
Heugh, K, 2013, 'Literacy and language/s in school education in South Africa', in V Reddy, A Juan and T Meyiwa (Eds) Towards a 20 year review: Basic and Post School Education, pp.18-33, Pretoria: Human Sciences Research Council.
Heugh, K, 2013, 'Language contact and languaging' in Bock, Z & Mheta, G (eds) Language, society and communication - an introduction. Pretoria: Van Schaik, 337-362, ISBN: 9780627030185.
Heugh, K, 2013, 'Multilingual Education in Africa', The Encyclopedia of Applied Linguistics.
Heugh, K, 2013, 'Navigating contested space, time and position: ethnographic research in bilingual and trilingual education systems of Ethiopia', in JA Shoba and F Chimbutane (Eds.) Bilingual education and language policy in the global south, New York and London: Routledge.
Heugh, K, 2013, 'Slipping between policy and management: (De)centralised responses to linguistic diversity in Ethiopia and South Africa', in D Singleton, J Fishman, L Aronin & M O'Laoire (Eds), Current multilingualism: A new linguistic dispensation, Berlin: Mouton de Gruyter.
Heugh, K, 2013, 'Multilingual Education in Africa', The Encyclopedia of Applied Linguistics, Published Online: 5 Nov 2012, DOI: 10.1002/9781405198431.wbeal0782
Heugh, K, 2013, 'The South African experience in language policy and planning', in PW Akumbu & BA Chiatoh (Eds), Language Policy in Africa: Perspectives for Cameroon, pp.108-128, Kansas City: Miraclaire Academic Publishers.
Hogarth, C 2013 'Afro-Italian Literature: From Productive Collaborations to Individual Affirmations' was published in Eve Rosenhaft and Robbie Aitken’s edited collection, Africa in Europe: Studies in Transnational Practice in the Long Twentieth Century published by Liverpool University Press (UK).
Hogarth, C, 2013, 'Ken Bugul’s story and herstory: Games of Gender and Genre in Mes hommes à moi' in K. Reeds & A. Rocca (eds), "Women Taking Risks in Contemporary Autobiographical Narratives" Cambridge Scholars Publishing, Newcastle, pp.45-58
Hogarth, C, 2013, 'The Francophone African Intellectual Past and Present' in C Hogarth & N Edwards (Eds), The Contemporary Francophone African Intellectual, pp. 4-29, Newcastle: Cambridge Scholars.
Hogarth, C, 2013, 'Entre deux generations d’intellectuels africains: Souleymane Bachir Diagne', in C Hogarth & N Edwards (Eds), The Contemporary Francophone African Intellectual, pp. 187-203, Newcastle: Cambridge Scholars.
Hogarth, C, 2013, 'Afro-Italian Literature: From Productive Collaborations to Individual Affirmations', in E Rosenhaft & R. Aitken (Eds), Africa in Europe: Studies in Transnational Practice in the Long Twentieth Century. Liverpool: Liverpool University Press.
Liddicoat, AJ, 2013, 'Language planning in religious observance', in CA Chapelle (Ed), The Encyclopedia of Applied Linguistics. New York: Wiley-Blackwell.
2013 Refereed Journal Articles
Dagnino A, 2013, ‘Global Mobility, Transcultural Literature, and Multiple Modes of Modernity.’ Transcultural Studies,* 2 (December): pp. 45-73.
Dagnino A, 2013, ‘Transcultural Writers, World Literature and Multicultural Australia in the Global Age.’ Transpostcross. * Thematic Issue, ‘World Literature, Translation and New Media,’ 1 (December).
Fryer, C, Mackintosh, K, Stanley, M & Crichton, J, 2013, ‘I understand all the major things’: How older people with limited English proficiency decide their need for a professional interpreter during healthcare after stroke', Ethnicity and Health, pp. 1-16. doi: 10.1080/13557858.2013.828830.
Heugh, K, 2013, 'Mobility, migration and sustainability: re-figuring languages in diversity', International Journal of the Sociology of Language', Vol. 2013, Issue 222, pp. 5–32, ISSN (Online) 1613-3668, ISSN (Print) 0165-2516, DOI: 10.1515/ijsl-2013-0030, July 2013.
Heugh, K, 2013, 'Literacy and language/s in school education in South Africa', in Vijay Reddy, Andrea Juan and Thenjiwe Meyiwa (eds) Towards a 20 year review: Basic and Post School Education, pp. 18-33, Pretoria: Human Sciences Research Council.
Heugh, K, 2013, 'Multilingual Education Policy in South Africa: Constrained by theoretical and historical disconnections', Annual Review of Applied Linguistics, 33, pp. 215-337. [Invited. Most prestigious journal in Applied Linguistics. Only the most eminent scholars in the field are invited to contribute to this journal.]
Heugh, K, 2013, 'Multilingual Education and Literacy: Research from sub-Saharan Africa', Language and Language Teaching, 2(1), pp. 5-9.
Heugh, K, 2013, 'Where ‘whole language’ literacy and ‘communicative’ language teaching fail', HSRC Review, 11.1.
Kohler, M. 2013,’ Indonesian in the Australian Curriculum: developing language specific curricula’, in Babel, 48 (2/3) , pp. 30-37.
Marino, S & Chiro, G, 2013, 'Tradition and identity: an ethnographic case study of seven Calabrian families living in Adelaide', South Australia Studi emigrazione, No. 190.
Marino, S & Chiro, G, 2013, 'Family alliances and “comparatico” among a group of Calabrian-Australian families living in Adelaide', South Australia, Journal of Anthropological Research: University of New Mexico.
Matthews MM, Heugh, K, Prinsloo, CH, & Winnaar, L 2013, 'Equitable language practices in large-scale assessment: Possibilities and limitations in South Africa', Southern African Linguistics and Applied Language Studies, 31:2, 251-269.
Prinsloo, C and Heugh, K, 2013, 'The role of language and literacy in preparing South African learners for educational success: Lessons learnt from a classroom study in Limpopo Province', HSRC Policy Brief.
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.
Scarino, A, 2013, 'From concepts to design in developing languages in the Australian Curriculum' Babel, Acer Press, Vol 48, Issue 2-4, pp. 4-13.
Tudini, V, 2013, 'Form-focused social repertoires in an online language learning partnership', Journal of Pragmatics, Volume 50, no. 1, pp. 187-202.
Yoshida, R 2013 ‘Conflict between learners’ beliefs and actions: speaking in the classroom’, Language Awareness. DOI: 10.1080/09658416.2012.758129.
Yoshida, R 2013 'Learners' self-concept and use of the target language in foreign language classroom, System, 41(4), pp. 935-951.
2012 Book Chapters
Heugh, K, 2012, 'Multilingual Education in Africa, in CA Chapelle (Ed), The Encyclopedia of Applied Linguistics, New York: Wiley-Blackwell.
Heugh, K, Benson, C & Bogale, B, 2012, 'Multilingual Education in Ethiopian Primary Schools', in T Skutnabb-Kangas & K Heugh (Eds), Multilingual Education and Sustainable Diversity Work: From Periphery to Center. New York: Routledge.
Heugh, K & Benson, C, Gebre, MAY & Bogale, B, 2012, 'Implications for Multilingual Education: Student Achievement in Different Models of Education in Ethopia', in T Skutnabb-Kangas & K Heugh (Eds), Multilingual Education and Sustainable Diversity Work: From Periphery to Center. New York: Routledge.
Liddicoat, AJ & Kohler, M, 2012, 'Teaching Asian languages from an intercultural perspective: Building bridges for and with students of Indonesian', in X Song & K Cadman (Eds), Bridging Transcultural Divides: Asian Languages and Cultures in Global Higher Education, Adelaide: University of Adelaide Press.
Liddicoat, AJ & Tudini, V, 2012, 'Expert-novice orientations: Native speaker power and the didactic voice in online intercultural interaction', in F Sharifian & M Jamarani (Eds), Intercultural Communication in the New Era, New York: Routledge.
Skutnabb-Kangas, T & Heugh, K, 2012, 'Introduction: Reclaiming Sustainable Linguistic Diversity and Multilingual Education', in T Skutnabb-Kangas & K Heugh (Eds), Multilingual Education and Sustainable Diversity Work: From Periphery to Center, New York: Routledge.
Skutnabb-Kangas, T & Heugh, K, 2012, 'Peripheries' Take Centre Stage: Reinterpreted, in T Skutnabb-Kangas & K Heugh (Eds), Multilingual Education and Sustainable Diversity Work: From Periphery to Center, New York: Routledge.
Travis, CE & Curnow, TJ, 2012, 'Locational adverbs in Colombian Spanish conversation', in RJ File-Muriel & R Orozco (Eds), Linguistic studies in Colombian varieties of Spanish, Madrid: Iberoamericana.
2012 Refereed Journal Articles
Dagnino, A, 2012, 'Transcultural Writers and Transcultural Literature in the Age of Global Modernity', Transnational Literature Journal, 4(2). http://fhrc.flinders.edu.au/transnational/
Dagnino, A, 2012, 'Transculturalism and Transcultural Literature in the 21st Century', Transcultural Studies: A Series in Interdisciplinary Research, 8, pp. 1-14.
Diallo, I, 2012, 'The interface between Islamic and western pedagogies and epistemologies: Features and divergences', International Journal of Pedagogies and Learning, 7(3), pp. 175-179.
Diallo, I, 2012, 'Intercultural teaching in the Arab Gulf region: Making a case for pedagogy that takes into account the epistemic context and the scholastic traditions of Muslim students', International Journal of Pedagogies and Learning, 7(3), pp. 211-217.
Diallo, I, 2012, 'Every little tree has its own bit of shade': Qur'an-based literacy of the Peul Fuuta community, International Journal of Pedagogies and Learning, 7(3), pp. 227-238.
Diallo, I, 2012, 'Qur'anic and Ajami literacies in pre-colonial West Africa', Current Issues in Language Planning, 13(2), pp. 91-104.
Klinger, C & Murray, N, 2012, 'Tensions in higher education: widening participation, student diversity and the challenge of academic language/literacy', Journal of Widening Participation and Lifelong Learning, 14(1), pp. 27-44.
Kohler, M 2012, 'How does time on task affect the achievement of early and late starters of Indonesian in schools?', Australian Review of Applied Linguistics, 35(3), pp. 271-289.
Liddicoat, AJ, 2012, 'Language planning and religion', Current Issues in Language Planning, 13(1), pp. 73-75.
Murray, N & Klinger, C, 2012, 'Dimensions of conflict: Reflections on the higher education experience from an access education perspective', International Journal of Lifelong Education, 31(2), pp. 117-133.
Podemska-Abt, T, 2012, 'Świat i rzeczywistość literatury aborygeńskie' [World and reality of Aboriginal literature]. Tygiel Kulturalny, nr 7-12. http://www.tygielkultury.eu/aktual/d01.htm.
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), pp. 231-250.
Scarino, A & Elder, C, 2012, 'Preface: Describing school achievement in Asian languages for diverse learner groups', Australian Review of Applied Linguistics, 35(3), pp. 225-230.
Scrimgeour A, 2012, 'Understanding the nature of performance: The influence of learner background on learner achievement in Chinese', Australian Review of Applied Linguistics, 35(3), pp. 312-338.
2012 Commissioned Reports
Scarino, A, Crichton, J, Heugh, K & Liddicoat, AJ, 2012, Mentoring and Reflecting: Languages Educators and Professional Standards (MoRe LEAPS) (Report prepared for the Australian Federation of Modern Language Teachers' Associations). Adelaide: RCLC.
Scarino, A, Crichton, J, & Liddicoat, AJ, 2012, The value of international education: perceptions of local and international students and the school community (Report prepared for the South Australian Department for Education and Childhood Development). Adelaide: RCLC.
Scarino, A, Scrimgeour, A & Kohler, M, 2012, Languages Teaching and Learning: Change in Context (Report prepared for the Association of Independent Schools South Australia). Adelaide: RCLC.
Candlin, C. N. & Crichton, J. (Eds.) (2011). Discourses of deficit. Basingstoke: Palgrave Macmillan.
Discourses of Deficit presents original contributions from key practitioners and researchers exploring how people routinely and at particular sites are discursively constructed as deficient. How people are evaluated in interactions materially affects their life chances and can serve as a warrant for interventions in their personal lives. The book argues that taking a multiple perspective on research offers a means whereby the role played by 'deficit' can be illuminated and explained across a wide range of professional and organizational domains.
2011 Book Chapters
Candlin, CN & Crichton, J, 2011, 'Emergent themes and research challenges: Reconceptualising LSP', in M Peterson & J Engberg (Eds), Current trends in LSP research: Aims and Methods, pp. 277-316, Bern: Peter Lang.
Cenoz, J, Gorter, D & Heugh, K, 2011, 'Linguistic Diversity', in S Knotter, R De Lobel, L Tsipouri & V Stenius (Eds), Diversity Research and Policy: A Multidisciplinary Exploration (pp. 83-98). Amsterdam: Pallas Publications.
Chiro, G, 2011, 'From Multiculturalism to Social Inclusion: The Resilience of Australian National Values since Federation', in M Lobo & F Mansouri (Eds), Migration, Citizenship and Intercultural Relations: Looking through the lens of social inclusion, London: Ashgate.
Crichton, J & Candlin, CN, 2011, 'Introduction', in CN Candlin & J Crichton (Eds), Discourses of Deficit, pp. 1-22, Basingstoke: Palgrave Macmillan.
Hourani, RB, Diallo, I & Said, A, 2011, 'Teaching in the Arabian Gulf: Arguments for the deconstruction of the current educational model', in C Gitsaki (Ed), Teaching and Learning in the Arab World, pp. 335-355, Bern: Peter Lang.
Heugh, K, 2011, 'Theory and Practice - Language education models in Africa: Research, design, decision-making and outcomes', in A Ouane & C Glanz (Eds), Optimising Learning, Education and Publishing in Africa: The Language Factor, pp. 105-157, Hamburg: UIL/ADEA.
Heugh, K, 2011, 'Cost implications of the provision of mother-tongue and strong bilingual models of education in Africa', in A Ouane & C Glanz (Eds), Optimising Learning, Education and Publishing in Africa: The Language Factor, pp. 255-289, Hamburg: UIL/ADEA.
Koch, T & Crichton, J, 2011, 'Narrative, identity and care: Joint problematization in a study of people living with dementia', in CN Candlin & J Crichton (Eds), Discourses of Deficit, pp. 101-118, Basingstoke: Palgrave Macmillan.
Liddicoat, AJ, 2011, 'Language Teaching and Learning from an Intercultural Perspective', in E Hinkel (Ed), Handbook of Research in Second Language Teaching and Learning, pp. 837-855, New York: Routledge.
Liddicoat, AJ, 2011, 'English in the Era of Globalisation: Implications for Research Methodologies For English Language Arts', in D Lapp & D Fisher (Eds), Handbook of Research on Teaching the English Language Arts (pp. 410-414). New York: Routledge.
Liddicoat, AJ, 2011, 'Language-in-education policies as discourses of the intercultural', in A Lavanchy, F Dervin & A Gajardo (Eds), The politics of interculturality, pp. 199-218, Newcastle upon Tyne: Cambridge Scholars.
Liddicoat, AJ, 2011, 'Enacting participation: hybrid modalities in online video conversation', in C Develotte, R Kern & MN Lamy (Eds), Decrire la conversation en ligne, pp. 51-69, Lyon: ENS Editions.
Murray, N & Klinger, C, 2011, 'Access, aspiration and attainment: Foundation Studies at the University of SA', in L Thomas & M Tight (Eds), Institutional transformation to engage a diverse student body. pp. 137-146, Bingley, UK: Emerald.
Scarino, A, 2011, Absence as Deficit in Assessing Intercultural Capability. In C. N. Candlin & J. Crichton (Eds.), Discourses of Deficit (pp. 256-275). Basingstoke: Palgrave Macmillan.
Scrimgeour, A, 2011, 'Issues and Approaches to Literacy Development in Chinese Second Language Classrooms', in L Tsung & K Cruickshank (Eds), Teaching and Learning Chinese in Global Contexts, pp. 197-212, London: Continuum.
Stroud, C & Heugh, K, 2011, 'Language in Education', in R Mesthrie (Ed), Cambridge handbook of sociolinguistics, pp. 413-429, Cambridge: Cambridge University Press.
2011 Refereed Journal Articles
Diallo, I, 2011, 'Oh, Lord, Give [me] knowledge that is meaningful!', Overview of knowledge literacy education in the Peul Fuuta community through Qur'anic education, International Journal of Pedagogies and Learning, 6(2), pp. 140-151.
Diallo, I, 2011, 'Les défis linguistiques et géopolitiques du français en Afrique au sud du Sahara', Australian Journal of French Studies, 38(1), pp. 34-46.
Diallo, I, 2011, 'Les vicissitudes du français en Afrique au Sud du Sahara', Canadian Journal of African Studies, 45(2), pp. 209-239.
Diallo, I, 2011, 'To understand lessons, think through your own languages. An analysis of narratives in support of the introduction of indigenous languages in the education system in Senegal', Language Matters, 42(2), pp. 207-230.
Fryer, C, Mackintosh, S, Stanley, M & Crichton, J, 2011, 'Qualitative studies using in-depth interviews with older people from multiple language groups: methodological systematic review', Journal of Advanced Nursing, 68(1), pp. 22-35.
Galletley, C & Crichton, J, 2011, 'Accomplishments of the thought disordered person: A case study in psychiatrist-patient interaction', Journal of Medical Hypotheses, 77, pp. 90-94.
Heugh, K, 2011, 'Discourses from without, discourses from within: Women, feminism and voice in Africa', Current Issues in Language Planning, 12(1), pp. 89-104.
Khan, S & Diallo, I, 2011, 'Le reveil du dragon: la conceptualisation des implications strategiques et linguistico-cultuelles de l'ascension de la Chine', Le Monde Chinois, 25(printtemps), pp. 95-103.
Liddicoat, AJ,2011, 'Feminist Language Planning', Current Issues in Language Planning, 12, pp. 1-7.
Morgan, A, Kohler, M & Harbon, L 2011, ‘Developing intercultural language learning textbooks: Methodological trends, engaging with the intercultural construct, and personal reflections on the process’, IARTEM e-journal, 4 (1), pp. 20-51.
Murray, N & Klinger, C, 2011, 'Transitioning from enabling education into higher education: A case study of the benefits and challenges presented to and by mature students with life experience', ERGO, 2(2), pp. 19-26.
Murray, N, 2011, 'University post-enrolment English language assessment: A consideration of the issues', ERGO, 2(1), 27-33.
O'Neill, F, 2011, 'From language classroom to clinical context: The role of language and culture in communication for nurses using English as a Second Language. A thematic analysis'. International Journal of Nursing Studies, 48(9), pp. 1120-1128.
Crichton, J. (2010). The Discourse of Commercialization: A Multi-Perspective Analysis. Hampshire: Palgrave Macmillan. (9-7802-3057-9118)
An examination of how the commercialization of professional practice is implicated in its organizational discourses. Drawing on a study of ELT colleges, the book explores how teaching practices are permeated and challenged by a "discourse of commercialization" through which market priorities become normative in teachers' professional lives.
Diallo, I. (2010). Politics of National Languages in Postcolonial Senegal. New York: Cambria Press. (9-7816-0497-7240)
This book is a comprehensive study on the current language policies and practices in Senegal. It illuminates the tension that has arisen from the enduring colonial legacies and their influences in postcolonial language policies in Senegal. It also highlights the need for vigorous policy change to recognize the Senegalese languages, especially in education, and how the preservation of these languages is critical to identity and culture issues. The book shows that it is important for the Senegalese people to retain their original local languages and how French and English are not simply the only languages needed for Senegal's success in the globalized economy. In addition to a detailed history with supporting facts and figures, this study also links socioeconomic, cultural, and political events in its analysis of the unstoppable rise of Wolof, which is posing a significant threat to the already-fragile local linguistic ecology.
Tudini, V. (2010). Online Second Language Acquisition: Conversation Analysis of Online Chat. London: Continuum. (9-7808-2644-2406)
A book-length exploration of the role of online chat in supporting the teaching and learning of foreign languages is well overdue. Tudini's new book takes a Conversation Analysis approach, which is new to online Second Language Acquisition. It provides observable, previously undocumented insights into how native speakers and learners pursue the learning of foreign language and culture during online text chat. It looks at dyadic chat between native speakers and learners, with examples drawn from a corpus featuring 133 learners and 584 native speakers of Italian. This unique book contributes to our understanding of how conversation in a foreign language unfolds between native speakers and learners in an online social environment, rather than in the classroom.