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Privatisation and commercialisation in education encompass a range of interrelated practices, including the outsourcing of educational services as well as increased reliance on commercially produced resources for the delivery of learning and assessment. An increase in these practices has accompanied the shift from centralised systemic management of schools and specific programs like English as an Additional Language/ Dialect (EAL/D), to school autonomy whereby principals control budget expenditure decisions, ostensibly in response to the needs of their school population. The intersection between school autonomy, commercialisation and delivery of the specialised service of EAL/D is the focus of this paper. This paper presents the findings of a survey with EAL/D teachers in Australia, in relation to the extent to which they are experiencing commercialisation and the impact this is having on the delivery of a longstanding service designed to ensure equity of outcomes for English language learners. The data suggests that the use of commercial products in schools may not be aligned with appropriate educational practices which target language learning needs. There is a strong need for further research in the uptake and use of commercial products for specialist language support. This will elucidate the extent to which EAL/D as a specialisation is being impacted by the use of commercial products both in the appropriacy of the products and in the deprofessionalisation of specialist EAL/D teachers.

This paper draws on my experiences as a doctoral student undertaking a project to examine the professional adaptation of Asian immigrant teachers in Australia. Using a reflexive narrative approach, I examine how my position influenced my access to participants, the understanding of their contexts, and the nature of my relationship and interaction with the participants. The paper discusses the tensions that resulted from my insider-outsider positions and how they shaped my qualitative study's research process and outcomes. I conclude with recommendations for researchers to carefully consider the possible influence of their positionality in any research setting and its implications for informing future research.

Migrant families often invite grandparents to move to Australia when babies are born. In order to provide support to their families, many of these grandparents have to retire from their own professional careers and migrate to Australia to start new lives. Some speak English as an additional language, with or without formal education, prior to arriving in Australia. Once in Australia, these senior migrants can only access limited government-funded English learning, and they are frequently left to capitalize on informal learning. This paper discusses a case study of two Chinese-heritage senior migrants and the role English plays in their lives, and grandparenting in Australia. We argue that having the English capability for everyday activity within the family is key to their overall well-being, and that drawing directly on their past experiences and learning strengths can enhance their quality of life.

Children's writing development is a matter of concern for Australian and other education systems. Factors related to the nature of writing as a literate skill, school writing pedagogy, and diminishing role of writing in a screen-dominant environment may account for this educational concern. What happens in a child's writing when immigrant parents assign them writing tasks at home taking into account their writing concerns compounded by their family linguacultural backgrounds in an English-only environment? This paper presents developmental corpus analyses involving data taken from a 1.5-year family writing intervention program for a primary school immigrant child, using multidimensional analysis to determine the latent linguistic traits characteristic of the child's writing development over time. The findings illustrate a range of linguistic features comprising four main dimensions representative of the child's writing development, together with a focus on the emergence of his written self. Although the findings provide data-driven developmental insights into the child's writing life, the parental intervention itself presented ethical dilemmas.

Many schools in Victoria, Australia, are multicultural, with students coming from a variety of cultures and backgrounds. Content area teachers often educate EAL students in their classrooms, even though they may not have specialised EAL teaching qualifications. This paper presents the experiences of primary and secondary teachers working in multicultural schools in Victoria. It explores the way in which teachers meet the needs of EAL students in their classrooms, and the support that is available to assist them to do so. This paper reports that teaching practice, school leadership, professional learning, and identity, influence the way in which teachers educate EAL students. However, this paper reveals that teachers require more support to assist them with educating EAL students. The most beneficial forms of support are professional learning, collaboration between staff, and understanding different cultures. This paper also argues that experienced teachers require relevant ongoing professional learning throughout their careers.

This paper forwards the notion that languages are an important resource for sustainable development for modern societies. Informed by theories from both sociolinguistics and language economics on the value of language skills, it is suggested that language(s) have different kinds of value in multilingual societies. Sociolinguists often emphasize the value languages have to their speakers and highlight the importance of social justice and equality between languages. Language economists argue that proficiencies in languages other than the dominant language are a form of human capital that can have a range of direct or indirect benefits. In language economics this is captured by the concepts of non-market and market value. Based on the example of the situation of languages in Australia, this paper argues that migration-induced multilingualism deserves more substantial support from both perspectives. Employing a theory-generating approach, this paper argues that multilingualism forms an important addition to Australia's human capital. For sustainable development, both on economic and social levels, it appears necessary to maintain and support languages in order to enable the country to cater for present and future linguistic needs. These linguistic needs include job market demands, but extend to other aspects of social participation and cohesion.

Skilled migration to Australia depends on a good command of English. Where skilled migrants lack English -- like the participants in this study -- yet fulfil the vocational-skill employment requirement, they are granted temporary visas and provisionally employed but expected to improve their English on the job. They are assumed by mainstream society to practise with English-speaking colleagues; however, their conveyor-belt-like tasks make it impossible for them to engage in talk at work. While fulfilling their work contract, they need to improve their English proficiency to meet permanent residency requirements. Drawing on data from an ethnographic study with Filipino skilled migrants, this paper uses 'social acceleration' (Rosa [2013]. "Social Acceleration: A New Theory of Modernity." Columbia University Press.) as a lens to examine the processes this group experiences in their employment in Australia. These processes are varied and complex, referred to in this paper as macro- and micro-accelerants that contribute to both acceleration of social change and of their pace of life. This paper contributes to a nuanced understanding of the 'driving forces of acceleration' Filipino skilled migrants face particularly in the way they navigate their English language learning against the pressures of a monolingual mindset and of 'social acceleration'. (195)

To date, older adults have received little attention in the newly emerging technological narratives of transnational religion. This is surprising, given the strong association of later life with spiritual and religious engagement, but it likely reflects the ongoing assumption that older adults are technophobic or technologically incompetent. Drawing on ethnographic interviews with older Sinhalese Buddhist migrants from Sri Lanka, living in Melbourne, this paper explores the digital articulations of transnational religion that arise from older migrants' uses of digital media. We focus on how engagements with digital media enable older Sinhalese to respond to an urgent need to accumulate merit in later life, facilitating their temporal strategies for ageing as migrants. We argue that these digital articulations transform both the religious imaginary and the religious practices that validate and legitimize a life well‐lived. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to explore bilingual educators' perceptions of their strategies to maintain their cultural and religious identities within a multicultural society. This multiple case studies of three institutions employed semi-structured interviews and documents. The research question guides this study: What are strategies that have been utilized within the institutions, to further the aims of multicultural education? The data in this study was analyzed thematically via NVivo Qualitative data analysis. The finding of this study showed that the institutions were committed to providing a public education alongside a multicultural education -- respect for other religions, ethnicities, and cultures. These institutions have a strong commitment to their spiritual purpose and maintenance of their respective religious and cultural identities. The findings of this study have implications for the understanding of similar programs and the ways to preserve cultural and religious identities within educational contexts. Most studies of multicultural education have been conducted in public institutions resulting in little information on how ethnic institutions promote cultural and religious identities within their institutions and communities. This research contributes to the body of literature that examines the promotion of cultural and religious identities in ethnic institutions.

Research exploring the influences of cultural experiences, future imaginations and aspirations on the formation of pedagogy among immigrant Early Childhood (EC) educators remains scarce. This collaborative autoethnography (CAE) is about the first author's pedagogical journey. Educated and trained in India as an EC educator, the stories shared in this paper offer insights into how the first author navigated and negotiated her understandings of pedagogies from padhana, a more traditional Indian focused pedagogy to 'Western' play-based pedagogy. Using photo-elicitation techniques from visual images as data and Appadurai's theoretical framework on cultural global flows, the changes and continuities of conceptions of pedagogy influenced by cultural experiences, future imaginations and aspirations are explored. The iterative process supported by CAE helped redefine understandings about pedagogies, teacher identity and EC education.

Asian migrant students are typically considered as educational paragons in the West. They have been shown to surpass other students in standard indicators of educational success. However, viewing this success with a purely ethnic framework is inadequate and essentialising. It conflates the experiences of various groups into a homogenised 'Asian' category and ignores the crucial role played by other properties and processes, such as social class and engagement with hierarchical education systems. This paper incorporates these multiple dimensions to provide a fuller account of 'Asian' success. Using large scale longitudinal survey data from Australia, we demonstrate the internal differences in the educational outcomes of Asian groups, and outline the stratifying role played by parental cultural capital. Most importantly, we show how unequal engagement with schools and the curriculum produces unequal outcomes. This intersectional approach enables a more theoretically integrated understanding of the factors that produce educational inequality in diverse societies.

The identity of first-generation immigrant groups is a highly complex construct, evolving and changing in response to a host of social, psychological, and contextual factors. This paper explores how first-generation Chinese immigrants from mainland China position and negotiate themself in relation to the perceived sociocultural groups they affiliate with. Drawing on Bucholtz and Hall's (2005) sociocultural linguistic approach to identity and interaction, we address the issues of language use and identity through examining the emergent and spontaneous use of indexical references of self in the interviews with first-generation Australian Chinese immigrants. The findings reveal that the immigrants' senses of self are fluid and dynamic, influenced by their desire of ethnic continuity and personal affectional ties. This points to the usefulness of the discursive approach of indexicality for studying identity.

This paper uses a transnational lens to discuss findings from a longitudinal study of the home literacy practices of linguistically diverse immigrant families. The paper draws on the experiences of three families to show how literacy events and practices index and mediate immigrants' identities as they settle into the host community. Observations, interviews, and family members' own documentation of their home literacies revealed the richness and complexity of the families' linguistic repertoires. Using Levitt and Schiller's distinction between ways of being and ways of belonging, the paper focuses on the role of everyday literacies in the families' lives and on how critical events at home and abroad shaped family members' identities as they navigated their new lives. The paper offers insights into the role of multilingual literacies in the settlement process and draws attention to the significance of literacy practices in shaping immigrants' transnationalism.

This paper reviews current literature and research relevant to the Culturally and Linguistically Diverse (CALD) Early Childhood Education (ECE) workforce in Australia, including data from the Australian Bureau of Statistics (ABS). Australia is a highly multicultural society, with one out of every three people born overseas. Anecdotally, the Australian early childhood sector is reported to have a highly multicultural workforce. Yet there is a noticeable lack of data and research concerning cultural diversity in the Australian ECE workforce. This paper reports on the data from the ABS-Census of Population and Housing (ABS-Census), the small body of literature on the CALD ECE workforce and literature pertaining to CALD in other Australian workforces to argue that more data and research is needed. Developing a richer understanding of the status, experience and contributions of CALD educators would enable the sector to recognise and support the potential benefits of such a workforce for children and families and social cohesion in Australia.

There is a consensus that the crises children encounter during the transition period might impact negatively on children's learning and development. However, from cultural-historical perspective, qualitative leap in development can hardly be achieved without crises. This paper, drawing upon cultural-historical theory as the framework and by using 'role adjustment' as the unit of analysis, discusses what the crisis means for children's learning and development. Through a case study of two second generation Chinese Australian children's role adjustment in school transition, this paper finds that the crises provide both potentials and dangers depending on how the crises are managed within the child's social situation of development. It argues against the advocates for making children's transition seamless, as it is important to utilize the developmental potentials of crises instead of eliminating them. It also enriches the cultural-historical studies by exploring not only the developmental aspect but also the dark side of the crises.

There are some studies indicating that parents make a significant contribution to children's conceptual learning through play, whereas very few studies have been done to identify parents' pedagogical positioning in children's imaginative play for supporting their learning and development. This paper is seeking how Indian-Australian immigrant parents involve themselves and support the development of abstract concepts by taking on their children's perspectives in imaginative play. Vygotsky's cultural-historical theory was used to analyse the data to answer the research question. The data have been collected through video, audio and semi-structured interviews from four Indian-Australian immigrant families. Approximately 17 hours of data were collected from four focus children's families. The finding of this study show how to extend the play that the parent and child develop from an individual perspective by moving between inside and outside of the imaginative play. However, the study also reveals that the play participants might miss the opportunity to understand each other's perspectives by only being outside of the play. The paper suggests that future research should concentrate on studying the pedagogical positioning of the adult, which is an important dimension for understanding adults' involvement in children's imaginative play for supporting learning and development.

This paper explores the language planning strategies employed by Australian transnational families of Arabic-speaking backgrounds to develop their children's bilingualism in English and Arabic. The paper concludes that the families' transnationalism and strong links with their countries of origin played a significant role in their language planning decisions. The study revealed that the mothers consciously developed their children's bilingualism by means of both planned and spontaneous language management strategies. Semi-structured interviews and a focus group discussion revealed that the mothers used five main strategies, which comprised using the minority language at home, language mixing, reading stories, taking advantage of television shows and travelling to their hometowns. This paper discusses the validity and success of each strategy by comparing them with research findings on other transnational and migrant families around the world.

Many Pacific Islanders living in Australia have a high regard for education and have high expectations of the capacity of the school system to provide the learning experiences needed for their children to achieve successful education outcomes. However, there are some challenges to achieving this goal; socio-cultural, financial and physical factors such as limited in-home supports for study time, space or schedules have consistently been reported as common barriers to providing a supportive learning environment within the homes of young Pacific Islander (PI) learners. This paper examines notions of relationships and relationality as experienced by a group of PI learners specifically from Polynesia and Melanesia, as they lived and studied in a region of Melbourne from 2012 to 2015. It follows these learners' experiences as they navigate and negotiate the different spaces, structures and systems found within their home and school environments. In particular, it looks at ways that PI learners engage and interact with various players within these two important spaces and how these relationships affect school achievements and outcomes. The paper argues that complex relationship customs and relationality patterns can lead to both positive and negative impacts on learning for some PI learners.

This specially themed ""Getting of Wisdom," Learning in Later Life" Edition of the "Australian Journal of Adult Learning" ("AJAL") is not so much concerned with the issue of ageing itself, but more about quality of life regardless of age. It is about taking, but also giving back as best as possible at any age. This special issue is a result of the one week "The Getting of Wisdom Exchange", a collaboration between around 100 adult education practitioners and researchers from ten countries from Australia, New Zealand, Asia and Europe. In this issue, papers are presented from Sweden, Ireland, Aotearoa/New Zealand, Australia, Slovenia, Poland, Germany, Portugal and the United Kingdom. Papers cover different topics and open questions about various issues in older people's learning.

A historical perspective of English as a second or additional language (ESL/EAL) in Australia reveals the field as in a constant state of flux, in spite of Australia's status as a nation of immigrants. This paper provides a contemporary review of the various phases of English language teaching in Australia for both adults and school-aged learners. It does so in the context of earlier pro-British monolingual attitudes, external global forces, ongoing changes in education policy, more recent national assessment regimes and the various global and local developments in the teaching of second languages. Historically the impetus for teaching English as a Second Language came with large-scale post-World War II arrivals from Europe. Language support for child migrants was only introduced some time later and has continued, although decreasing in availability in recent years. From the 1970s, more focussed programs were instigated with the arrival of refugees from war-torn countries. In this paper we describe the constant changes experienced by the providers and the recipients of English language instruction in Australia. Theoretically, the development of ESL instruction in Australia began with an essentially post-colonial perspective whereby the process of assimilation focussed on normalising the difference and/or deficit of non-English speakers and attaining the language skills of normative white middle-class native speakers (Pavlenko, 2003). Despite various investments in multiculturalism, the non-native English speaker in Australia remains the 'other', subject to sometimes intermittent and ad hoc funded assistance.

This paper is based on findings from the first phase of a longitudinal project examining how a group of students from diverse backgrounds succeed in higher education. The concept of perspective transformation is used to explore students' stories about factors that influenced them on their journey to university, including socio-economic background, family difficulties, gender, the effect of being first in family to enter higher education, migration, location and experiences of schooling. The paper argues that, for some participants, the decision to enrol was not primarily the effect of perspective transformation, but rather the result of other aspects of their lives. Finally, we comment on the value of narrative inquiry for revealing participants' experiences and, potentially, for supporting the process of transformation. (Contains 2 tables.)

This paper critically examines the ways ageing migrants perceive and experience a sense of belonging in a mediascape during the pandemic. It underscores how 15 elderly people from Culturally and Linguistically Diverse (CALD) backgrounds in Victoria, Australia stayed connected among their networks in and beyond Australia by accessing and consuming COVID-19 information via traditional and digital channels. By analysing the data based on conducting remote interviews in 2020 and 2021, the findings highlight the paradoxical nature of mediated belonging. On the one hand, ageing migrants forged connections at a distance with their familial and social networks by circulating and consuming COVID-19 information. This practice provided ageing migrants an assurance of their safety and their networks. On the other hand, differentiation and racialisation stirred frustrating, polarising and exclusionary-mediated environments. In this case, they deployed connective strategies to negotiate connections and belonging. In sum, this paper reveals the possibilities and politics of mediated belonging fuelled by intersecting structural and technological divides. [ABSTRACT FROM AUTHOR]

This paper concerns the pedagogical work affect does in an Australian Year 11 literature classroom. Thinking with Ahmed's framing of affect from the viewpoint of cultural politics, I consider how affect aligns some bodies within particular social groups and situates some outside. Three key moments of affective charge are drawn from observations: students' written responses, group discussions, and interviews. Analysing these moments from the perspective of Ahmed's affective economy foregrounds the value of detecting students' orientations towards or away from the classroom space, discourses, and practices. It indicates the potential for constructing the classroom as an inclusive and relational space allowing room for the different knowledges implicit in students' experiences. It shows that students often find themselves interpellated by conflicting discourses that emphasise how they read themselves and their texts. Allowing opportunities to name, share, and process these conflicts can expand the efficacy of reading practices.

Students from a Chinese background demonstrate outstanding performance in international mathematics assessments. Besides cultural characteristics, innate mathematics ability is often referred to as the reason for their performance. This paper aims to debunk this assumption of innate ability and provide an alternate perspective to the discussion by examining Chinese immigrant parents' views towards mathematics. Data used in this paper were collected from an empirical, qualitative study that explored cultural identity and mathematics learning of Chinese families in Sydney. It was found that Chinese parents in this paper viewed mathematics as a skill that, with appropriate support and practice, could be improved. As well, they were confident in helping their children with mathematics homework themselves. These views and attitude underpinned the resources that they provided for their children in mathematics learning and had positive impacts on the children's attitudes towards mathematics, which had significant ramifications to their mathematics performance. Consequently, parents and teachers are encouraged to reflect on their attitudes towards mathematics as the first step to break the cycle of mathematics anxiety.

Using the Longitudinal Surveys of Australian Youth (LSAY) data, this paper aimed to examine if, and to what extent, demographic factors predict students' participation in science over the age of 16 (post-16). While all the students participating in this study are attending Australian schools, the comprehensiveness of these datasets, together with inclusion of studies from around the world provides a useful reference point for an international audience. Over 7000 students are included in the analysis of this paper. Characteristics of focus in this paper include groups who have been identified as being underrepresented in past studies including Indigenous students, those from lower-socio-economic status (SES) backgrounds, sex differences and immigrants. Among the factors tested, Indigenous status was the strongest negative predictor of post-16 science participation. SES was also a relatively strong predictor of post-16 science participation. Compared to students categorised with an Australian-ancestry, first-generation and foreign-background students were more likely to participate in post-16 science. The findings of this study contribute to existing research on debates about equity and trends in science participation.

Recent rapid increase in the number of Australians of Asian backgrounds has significantly altered the demographic mosaic in schools. This has major ramifications for Australian classrooms with regards to the transnational exchanges now ubiquitous. In response, this paper proposes a view of cosmopolitanism as "transnational literacy" as enunciated by Spivak. It draws on a pedagogical intervention that explored the emerging spaces of the Australian classroom as they negotiate their complex relationship with Asia. This intervention sought to elicit responses from 20 students, predominantly from Asian backgrounds, in an all-girls selective secondary school. Interviews were conducted with 10 of these students; group discussions were audio-recorded; and written responses were gathered before and after the course. Several key themes emerged from their responses. First, students reported difficulty negotiating norms of Australian-ness. Second, they identified nation-centric narratives as key sources of feelings of exclusion. Finally, many reported changes in their epistemic constructions of themselves and of others after contesting these norms. As a result of thinking with Spivak, this paper suggests a view of cosmopolitanism that highlights the importance of our learning to become implied readers of culturally different texts in ways that generate ethical sensibilities towards spaces of intercultural exchange.

Children's transition to school has been widely investigated, but most studies do not clearly define its starting point. By drawing on the cultural-historical concept of the social situation of development, and selecting 'role adjustment' as the unit of analysis, this paper seeks to clearly define the starting point of children's transition to school. Through a case study of two second-generation Chinese Australian children's role adjustment, this paper finds that it is the qualitative change in children's social situation of development that signifies the starting point of the dramatic adjustment of their role(s). In particular, the starting point of children's first dramatic role adjustment marks the starting point of their transition to school, and the starting points of children's following dramatic role adjustments mark the turning points of their transition to school.

Results of international achievement surveys such as the Programme in International Student Assessment have consistently reported an achievement gap between immigrant and non-immigrant student populations around the world. This paper unpacks this persistent achievement gap by examining key characteristics that influence the performance of first- and second-generation immigrant students as well as the policies and practices that are associated with enhanced educational outcomes. A multi-layered framework is proposed to help policymakers juxtapose key characteristics of their immigrant students' achievement against individual, family, school, community, and host society characteristics and policies. The discussion also underscores the importance of connecting this multi-layered framework with other important sectors within governments such as those responsible for the economy, health, social protection, and immigration. This paper also examines limitations with current large-scale data sets and the implications for research and policy analysis.

This paper was written in response to a growing need to address the perceptions and experiences of immigrant teachers. Based on a critical intercultural theoretical perspective, which moves beyond typical "culture shock" and "adaptation" models of understanding and explaining immigrants' experiences, this paper makes use of the concepts of teacher beliefs, ideologies and imaginaries (Holliday, 2010) in considering how Finland-based Chinese immigrant teachers perceive the position of being teachers of Chinese in Finland and Australia. An analysis of data from group discussions during a teacher training workshop indicates that these teachers constructed a "utopia" (Australia) and "dystopia" (Finland) of Chinese language teaching, and reveals that multiple factors have influenced these immigrant teachers' perceptions and experiences. Findings provide information for teacher educators and stakeholders to better understand and support immigrant teachers from various linguistic and cultural backgrounds.

This article draws upon the cross-continental experiences of teacher educators in Australia, Germany, and the United States to contextualize and connect localized experiences in each country in the education and training of teachers as glocal phenomena. Through a glocal lens, the paper suggests that the dynamics working against the successful education and training of teachers are multifaceted, locally significant, and globally consistent. Two relevant areas are considered, resonating in both the local contexts of the authors and in their global reach, connectivity, and consistency: 1) internal university resistance and fighting over funding, status, and role and 2) over-reliance on market economies that depend on cheap labor fueled by nationalism, neoliberalism, and xenophobia. The authors address issues related to enrollment, reduction, and accreditation within university-based teacher education and training programs as particular areas of common complexity before yielding to discussion of the effects of those concerns situated within neoliberalism and neo-nationalism. The glocalized analysis and critical approach taken by the authors serve as foils to combat the negative scenario that encapsulates the education and training of teachers. Finally, questions are framed to help readers join in the broader discussion in their particular contexts, extending the capacity for democratic dialogue.

The influential role of parents has long been acknowledged as a key contributor to children's bilingual development. Parents' home-based informal efforts to foster children's bilingual abilities are described as family language policies (FLPs). The important connection between bilingualism and FLP has been established, but to date there are few studies concerning Korean immigrant families in Australia, highlighting their unique cultural values. According to traditional Korean cultural values, mothers play a central role as An-hae (the sun inside) to facilitate their children's language development (Kim, 2006). This study aimed to create a clearer picture of Korean mothers' beliefs about bilingualism and their FLPs. The participants were six Korean mothers with their children attending a community language program in Sydney. There are two data sets for this study: a six-weeks' FLP daily log of each family and a focus group interview. A thematic analysis of these data revealed the richness and specificity of FLPs for bilingual development. This paper concludes with implications for a future research agenda.

Translingual identity, as a part of the trans-paradigm, refers to linguistic, sociocultural, ethno-racial, and religious practices, which are negotiable, fluid, and in motion, transcending mainstream boundaries. This paper expands the translingual literature from the perspective of sociolinguistic disparities of culturally and linguistically diverse Eastern-European immigrant women in Australia, as they become victims of the perpetual foreigner stereotype in their host communities. Using the linguistic ethnography methods, such as open ethnographic observation and semi-structured interview, the study reveals that due to biographical accent, name, and the country of origin, as aspects of translingual identity -- "Australian-by-passport," those women become the victim of the perpetual foreigner stereotypes, such as 'perceived as different' and 'Russian bride,' which led to their feelings of inferiority and social inequality. By expanding the scope of the translingual identity and how it is perceived in Australia, this study provides a necessary contribution to the translingual literature, while simultaneously advocating for the quality of life and justice for translingual immigrants in their new home.

There has been increasing attention on mainstream teacher beliefs on English as an Additional Language (EAL) students in their classrooms, particularly in regards to how these beliefs impact on teacher expectations and actions. With many teachers holding deficit beliefs towards EAL students, many have argued that professional development is one way to counter these beliefs. However, with a push for the regional settlement of migrants in Australia, there is limited understanding of mainstream teachers' beliefs about EAL students in regional contexts. Drawing on Bourdieu's concepts of habitus and field, this study investigates the beliefs of teachers and principals in two regional secondary schools in Victoria, Australia. The findings suggest that while many teachers hold common misconceptions regarding EAL students, their views regarding the inclusion of these students are generally positive and both the teachers and principals are open to additional training and support. However, the prevailing issue regarding supporting EAL students is time and/or timing--a commodity that both teachers and students do not have. This paper argues that EAL support in a regional context needs to be further interrogated, identifying a variety of approaches, such as professional development for mainstream teachers, additional EAL specialist support, and after-school programs, to better meet the needs of EAL students in regional areas.

This paper explores the function of bilingual advertising by analyzing a case study of bilingual advertising in the Chinatown of Melbourne, Australia. The use of bilingual advertising in an immigrant setting differentiates itself from those in Asian settings where English is not used by dominant proportion of speakers in the society, and this phenomenon has its significance from a sociolinguistic perspective. In this paper, I will adopt the concept of "linguistic landscape" to discuss in detail the general functions of bilingual advertising. By integrating the theories into my case study, I aim to demonstrate how the Chinese and English versions of bilingual advertisements in Melbourne's Chinatown differ in literal meaning, and to explain why they are designed this way.

Transition to school is a critical period in child development and has raised great concern among contemporary studies. However, most studies focus on vertical transition and only a few investigate vertical and horizontal transitions as a whole. To bridge the gap, this paper explores how an immigrant Chinese child makes the horizontal transition between dominant institutions within a bicultural-context and the vertical transition from preschool to the primary school period as a whole unity, and how the child learns and develops throughout this trajectory. The data (46 hours) being analysed are selected from observations and interviews. Drawing upon the cultural-historical theory, this paper argues that: (1) transition process is not linear, (2) every child has his/her unique transition trajectory and mapping the trajectory is a way to identify the child's challenges and needs, and (3) culture is not a separate factor, but rather is embedded in the social situation of development in which the child is situated.

Vygotsky (in: Rieber, Carton (eds) The collected works of L.S. Vygotsky, vol 1, Pleneum Press, Newyork, pp 167-241, Retrieved from http://images.lib.monash.edu.au/edf5411/04118997.pdf, 1987) stated that academic or scientific concepts require a level of conscious awareness on the part of the child within everyday situations. Academic concepts can be any kind of concept, such as science concepts, mathematics concepts, language concepts and so on. Vygotsky theorised how these academic concepts could be developed by school aged children, but he said less about the prior to school period. Scientific concepts do not instantly develop in their final form but rather follow a process of conceptual development guided through adult--child interaction. It is understood that not any kind of social interactions can be considered developmental, but rather it is interaction which is purposeful and which is viewed as useful for a child's development. Any kind of conceptual development requires the interaction with the ideal form as presented through adult interaction in social contexts. In any stage of development, ideal forms need to be present in the real context. Ideal in the sense that it acts as a model for that which should be achieved at the end of the developmental period; and in contrast, the real form represents the beginning point of child development (Vygotsky, in: Veer, Valsiner (eds) The Vygotsky reader, Blackwell Publishers, Oxford, pp 338-350, 1994). Many studies have documented the interactions between adults and children for developing scientific concepts in formal settings but little is understood about what happens in family homes for the prior to school age period. We do not know how scientific concepts develop during infants-toddlers everyday life at home. What kinds of social interactions in everyday family life support infants and toddlers to develop early forms of science concepts? This paper presents the findings of a study of infant and toddler learning of science at home. A total of around 30 h of video data were collected from three Bangladeshi families in Australia and Singapore. Three children aged from 10 to 36 months were filmed over 1 year in their everyday context. Informed by cultural-historical theory, the findings indicate that a form of conscious collaboration between parents and infants-toddlers is the key for developing "small science" concepts from rudimentary to final form. Small science has been defined as simple scientific narration of the everyday moments that infants and toddlers experience at home with their families. It was found that it was the families who filled the gap in understanding, through actively supporting the development of their infant-toddler's higher mental function. Here the relations between infant-toddler real forms of development were carefully considered by the parents in relation to the ideal form that they created through collective dialogue of small science moments in the environment. If infants-toddlers learn these small concepts in their everyday settings, it is probable that they could link these early forms of understandings to learning abstract concepts later in school. This study contributes to understanding the nature of social interaction patterns for developing small science concepts in the everyday context of family life. This paper also provides pedagogical suggestions for early childhood science education.

The diversity of teachers is half that of the student population in Australia. Despite government policies to support internationally trained teachers (ITTs), there remain major structural and institutional barriers working against access to the profession: an information gap, the lack of professional advice, the absence of programmes to help teachers gain accreditation and the lack of mentoring or support programmes. This paper focuses on ITTs undertaking volunteer teaching in community languages schools; these are community-run organisations where over 100,000 children across Australia learn their home language. These sites were selected as they represent a key pathway into further study and employment for ITTs. Findings are drawn from online survey (n=954) and interviews (n=62) exploring professional strengths, needs and experiences. The key finding is the exclusion and 'problematisation' of ITTs, rather than recognition of the social, educational and economic benefits represented by this group. The article explores recent government-funded provision of pathways to teacher accreditation and the extent to which these address the barriers identified. There is a discussion of how such a model may be embedded in mainstream teacher education pathways.

This paper employs the new materialist methodology of diffraction to probe the entanglements of matter and discourse that comprise the assemblage of Pilipinx becoming, or the ways by which people are racialized as Pilipinx. By methodologically diffracting Pilipinx becoming through the public pedagogy of punk rock, this research complicates standard stories of Pilipinx identity to provoke more generative encounters with the Pilipinx diaspora in Oceania. As new materialist theory holds that social life is produced by aggregations of related events, it rejects the notion that ontological becoming is dictated by immutable systemic or structural realities. This application of new materialist ontology contributes to understandings of relationality by demonstrating how Pilipinx identity emerges out of processes of relational becoming comprised of co-constitutive discourses, movements, and materialities of human and nonhuman origin. This approach troubles conceptions of Pilipinx becoming which propose that Pilipinx bodies are racialized through the imposition of colonial mentalities and broadens these theorizations by approaching Pilipinx becoming as a relational process in which coloniality plays a part. This relational conceptualization of Pilipinx becoming is informed by how punk rock, when framed as a form of education, complicates dominant understandings of the contexts, conditions, and capacities of Pilipinx bodies. In so doing, it demonstrates how public pedagogies and alternative approaches to education transform affect economies which produce the material conditions of gendered and racialized oppression.

Discussion of ethical considerations in Australian TESOL began 25 years ago, with arguments about the need for TESOL professionals to be aware of the potentially harmful consequences of their work, the loss of first language proficiency, and even the loss of languages themselves (Williams, 1992, 1995). The intervening quarter of a century has seen sweeping changes to the context in which TESOL professionals work and developments in our professional knowledge about the processes and consequences of TESOL professional practice (Canagarajah, 1999; Phillipson, 1992, 2013). In this paper developments in the sociocultural context of TESOL, the general education context and the TESOL professional context are explored. This article revises the arguments about ethical directions in TESOL presented a quarter century ago to take account of these changes. Guiding principles for individuals and professional bodies are identified. It is argued that our role is to sensitively help our learners to explore the potential consequences of the learning of English, and for professional bodies to take an active role in advocacy given the impact of globalization processes, more centralized curriculum and assessment frameworks, and the relatively reduced capacity of individual teachers to influence the institutions that employ them.

The paper will explore the challenges students from selected South East Asian countries (Vietnam, Thailand and Indonesia) face while studying English in Australia before entering into Australian University courses. These students must contend not only with different styles of teaching and learning, but also with the challenge of adapting to a new culture. The study was conducted at one of the largest language institutions in Melbourne (affiliated with a major University), and the results collected draw on the English learning experiences of nine students (three Vietnamese, three Thai and three Indonesian) and two language teachers. Semi-structured interviews were adopted as the primary data collection method, and this allowed the major problems that these students experience while studying English for University entry to be identified. The findings of this paper include reasons why Vietnamese, Thai and Indonesian students find it difficult to study in Australia, and possible solutions for overcoming these difficulties and improving the English proficiency of students from these countries.

This paper presents findings from research conducted in two primary schools in South Australia with New Arrivals Programs (NAPs). The paper considers findings derived from a content analysis of photo elicitation data and a thematic analysis of focus group data in order to elaborate some of the ways in which the uses of, and assumptions about, space and place within the schools negatively impact upon students in NAPs. Specifically, the findings suggest that students in NAPs photographed a less diverse range of school spaces than did students not in NAPs, and that in focus groups students not in NAPs were explicit in stating that they saw school spaces as territory to be claimed. Importantly, the findings suggest that students in NAPs wished that they could roam more freely within school spaces, were they able to do so. The paper concludes with suggestions that may assist schools with NAPs to ensure that school spaces better meet the needs of all students.

Parents' beliefs, values and associated everyday practices can play an influential role in their children's educational environment. This paper reports on a subsection of data from a larger qualitative study on how immigrant parents' cultural beliefs, values and everyday practices contributed to shaping their young children's early engagement in science learning. Parents in the study were asked to reflect upon their past familial experiences before migrating to Australia. Drawing on Vygotsky's (1978) sociocultural theory, the parental role is considered as being the 'more knowledgeable other' in the child's everyday home environment, whereby interactions with children are rooted in parents' beliefs, sociocultural values and future aspirations for their children's science career pursuits. By conducting semi-structured interviews with 11 immigrant parents, this study maps the conditions and science engagement opportunities that inspire children to study science in the future. The results focus on how everyday interactions and activities that parents indulge in with their children at an early age through to primary schooling are foregrounded in parents' own cultural beliefs and values. Parental aspirations for their children to study science at school consciously or unconsciously develop children's science aptitude. This study contributes to the theoretical knowledge and calls for parent--school collaboration practices in early childhood science education to understand the familial sociocultural practices of immigrant children.

By adopting a tripartite FLP framework, this study aims to explore the agentive role of Polish-speaking fathers in heritage language maintenance. At the outset, it should be noted that as the theme of paternal agency has not been given much prominence in research, this paper delves into how Polish fathers of heteronormative families endeavour to maintain the minority language. More significantly, with the perspective of a new father-child relationship characterised by acknowledged paternity, presence and active involvement in a child's life, the present article gives voice to fathers who want to engage in everyday language practices that seem to transgress the codes of hegemonic masculinity. Thus, the analysis of transcripts from semi-structured interviews disclose the informants' ample opportunities for childcare, and most importantly, their struggle for children's bilingual development. Fathers, as the primary agents, can have profound influence on their offspring's beliefs, values, attitudes and behavioural patterns concerning the heritage language. The investigation underlines the fact that the gender of the minority-language speaking parent is less important in bilingual childrearing than the actual access to resources, time, and motivation. The study suggests that paternal agency exerts a significant influence on children's linguistic orientation.

In the years either side of Federation in 1901, Australia's Irish Catholics balanced two often contradictory impulses: their determination to retain their cultural and religious links with Ireland in the face of an often unsympathetic Protestant majority, and the desire to become 'good' Australians in order to make 'a go' of their lives in the new land. This paper explores how this process played out at St Joseph's Nudgee College, a Christian Brothers' day and boarding school in Brisbane, the capital of the Australian state of Queensland, and how sport played a central role in satisfying both imperatives. This discussion will be framed by the intersection of the social/political/economic context of Queensland during the period 1891-1914. It will focus on the educational context in which the Irish Christian Brothers operated as they struggled to make the College a bastion of Irish Catholicism and a vehicle for the socio-economic advancement of their community.

This study is located in a lesser-known educational context and investigates aspects of migration, religion and multilingualism. Focusing on the discourse of second-generation adolescent migrants in a Tamil Hindu temple school in urban Australia, I discuss how flexible language practices manifest in this migrant faith setting. I argue that the use of the heritage language is not always at the forefront, despite a monolingual Tamil language policy, because religious transmission is given priority over language transmission. At the same time, there are certain motivations that influence the use of Tamil: to index the close relationship between language and religious culture and to index one's membership of the ethnoreligious community. This paper draws on ethnographic data to provide both a macro and micro view of these motivations -- what drives adolescents to use their heritage language, how it is deployed from their linguistic repertoires, and how it contrasts with the use of the students' dominant language, English. The analysis takes a whole of conversation approach to understanding the relationship between religion and heritage language use for second-generation migrant students.

Aotearoa New Zealand and Australia are similar in many ways. Both were colonised by English-speaking British settlers, and English is a national language in each country. In recent years, both countries have become destinations for immigrants speaking languages other than English and international fee-paying students. Both have a chequered history of maintaining the languages of the tangata whenua (people of the land) or aboriginal people. However, their histories and educational systems diverge on educational programmes and practices supporting citizens and newcomers from non-English heritage cultural and linguistic backgrounds. The linguistic and cultural histories of these two countries have shaped educational policies and practices that, in turn, have impacted how teachers are prepared to teach in linguistically and culturally heterogeneous classrooms. This paper reviews approaches found to support emergent bilingual learners, and those that research suggests are culturally sustaining. It then compares educational documents from Australia and NZ against principles drawn from this literature. It asks whether supporting the needs of emergent bilingual learners in mainstream classes in these countries emerges as a cultural or linguistic issue.

The proposition that international students are not only sojourners but future immigrants has become well established in public policy. While education and immigration policy have become more intertwined, they continue to be analysed as separate spheres of influence. This paper compares Australia, Canada, and Germany, which between them host nearly 20% of all globally mobile students and where a nexus between international student and immigration policy has emerged. Using critical discourse analysis, a comparative case study design and based on a systematic literature review of over 300 studies published from 1990 to 2018, the findings revealed three ostensibly paradoxical discourses, which are discussed using the new term 'discursive pairings'. First, international students are selected for success but remain vulnerable to policy shifts that may exclude them and cause them to 'fail'. Second, international students are retained to fill economic shortages, but face difficulties being accepted on the labour market. Third, international students help build national reputation yet have been known to be exploited and subject to discrimination. The contradictions that emerge in the discourses bring into question the 'ideal immigrant' framing of international students, demonstrating that their role, acceptance, and ability to integrate into host countries is far from assured.

Cultural diversity is evident throughout schools in Victoria, Australia. Many students are new arrivals from war-torn countries including Sudan, Afghanistan and Iraq. To what extent do teacher training courses in Victoria prepare pre-service teachers to cater for the needs of culturally and linguistically diverse (CALD) students? This paper reports findings from a qualitative study on pre-service preparation for teaching CALD students in mainstream secondary schools. It investigated ways in which CALD student needs are addressed in secondary teaching courses in Victoria. Data included course outlines, questionnaires completed by forty-one final year pre-service teachers, and interviews with four final year pre-service teachers. Findings revealed that the majority of pre-service secondary teachers feel that their teacher education courses lack a focus on cultural and linguistic diversity in schools. Course content analysis supports this. Courses need to be updated to address the needs of teachers of CALD students, and consequently of the students themselves. This paper provides practical ways to begin this process.

In their paper, "How has school productivity changed in Australia?" social economists Andrew Leigh and Chris Ryan (2008) attempt to show that Australian (government) schools and their teachers' productivity has declined by some 73 per cent between 1964 and 2003 compared to an overall increase of 64 per cent across the Australian economy. In response I contend that Leigh and Ryan use an inappropriate statistical device to "decompose" student demographics to arrive at conclusions that contradict the original positive assessment of student standards by independent authorities (Rothman, 2007). Their work, which for many years seemed to be the foundation stone for Howard government education policy has by their own admission (A. Leigh & C. Ryan, personal communication, February 14, 2008), never been put to the test of peer review prior to publication. This paper critically analyses and contests their research by placing their claims within a social policy context that has subtly changed from one where teachers can make a difference to teachers are the difference. (Contains 6 endnotes.)

Children's gardening programs have enjoyed increasing popularity in recent years. An Australian environmental education non-profit organization implemented a program, entitled Multicultural Schools Gardens, in disadvantaged (low-income) schools that used food gardening as a focus for implementing a culturally-focused environmental education program. While the program included the well documented educational, social, and health benefits of growing food, gardening and cooking were also utilized as leverage in learning about culture, language (English as a Second Language), and environment. Alongside the program's implementation, a combined methods research approach was applied to gauge children's learning experiences as program participants. Part of this process involved children researching their own practice, accompanied by researcher interviews and observations with students and teachers. This paper presents an inquiry into practice involving one site, revealing how a culturally diverse school with a high proportion of migrant and refugee families created an engaging garden space. This space led to a strong sense of belonging among students who were formerly dislodged from their birthplaces, together with providing opportunities for learning English language and forming connections to the local environment. The paper provides food for thought with respect to the potential for children's gardening to transcend language and cultural differences. (Contains 2 figures and 1 note.)