References

Reference List for HLinS Website:

Australian Bureau of Statistics (ABS) (2018). Australian demographic statistics, December 2017.

Australian Bureau of Statistics (ABS) (2014). Educational outcomes, experimental estimates, Queensland 2011.

Australian Curriculum, Assessment and Reporting Authority (ACARA) (2014). Meeting the needs of students for whom English is an additional language or dialect. https://www.australiancurriculum.edu.au/resources/student-diversity/meeting-the-needs-of-students-for-whom-english-is-an-additional-language-or-dialect/

Axelrod, Y., & Cole, M. W. (2018). ‘The pumpkins are coming…vienen las calabazas…that sounds funny’: Translanguaging practices of young emergent bilinguals. Journal of Early Childhood Literacy, 18(1), 129-153.

Bialystok, E. (2011). Reshaping the mind: The benefits of bilingualism. Canadian Journal of Experimental Psychology, 65(4), 229-235.

Cook, V.J. (2014) What is a bilingual? In V.J. Cook & D. Singleton, D. (2014).(Eds.). Key Topics in Second Language Acquisition. (pp. 2-16). Bristol: Multilingual Matters.

Creagh, S., Kettle, M., Alford, J., Comber, B., & Shield, P., (2019). How long does it take to achieve academically in a second language?: Comparing the trajectories of EAL students and first language peers in Queensland schools. Australian Journal of Language and Literacy, 42(3), 145-155.

de Jong, E (2018). Expanding EAL expertise: Taking a multilingual stance. TESOL in Context, 28(1), 5-20.

French, M. (2019). Multilingual Pedagogies in Practice. TESOL in Context, 28(1), 21-44.

García, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Calson.

Grosjean, F. (1998, 2004). Studying bilinguals: Methodological and conceptual issues. Bilingualism: Language and Cognition, 1, 131-149. And in T. K. Bhatia & W. C. Ritchie (Eds.). The Handbook of Bilingualism (pp. 32-63). Oxford, England: Blackwell Publishing.

Hugo, G., Khoo S-E., & McDonald P. (2006). Attracting skilled migrants to regional areas: What does it take? People and place, 14(3), 26-36.

Kettle, M. (2021). Building school-migrant family connections in culturally- and linguistically-diversifying rural communities: A participatory study from Australia. In S. White & J. Downey (Eds.). Rural Education across the world: Models of innovative practice and impact. (pp. 107-128). Springer.

Kettle, M. (2018). Connecting digital participation and informal language education: Home tutors and migrants in a rural community. In M. Dezuanni, M. Foth, K. Mallan, & H. Hughes (Eds.), Digital participation through social living labs – valuing local knowledge, enhancing engagement. (pp.173-190). Chandos.

Moor, S.C.K., Massoud, L.A., & Duggan, J. (2018). Language and instruction: Research-based lesson planning and delivery for English learner students. In C.T. Adger, Ce. Snow & D. Christian (Eds.). What teachers need to know about language (2nd ed.) (pp. 75-84). Multilingual Matters.

Ollerhead, S., Crealy, I., & Kirk, R. (2020). “Writing like a health scientist”: A translingual approach to teaching text structure in a diverse Australian classroom. Australian Journal of Applied Linguistics, 3(1), 77-90.

Rowe, L. (2018). Say It in Your Language: Supporting Translanguaging in Multilingual Classes. Reading Teacher, 72(4), 31-38.

Slaughter, Y., & Cross, R. (2020). Challenging the monolingual mindset: Understanding plurilingual pedagogies in English as an Additional Language (EAL) classrooms. Language Teaching Research, 25(1), 39-60.

The Design-Based Research Collective (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.