Faculty of Education - Research Publications

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Author: Cross, Russell × End date: 2019 ×

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    Language programming in rural and regional Victoria: Making space for local viewpoints in policy development
    Slaughter, Y ; Lo Bianco, J ; Aliani, R ; Cross, R ; Hajek, J (John Benjamins Publishing, 2019-12-10)
    Despite decades of often ambitious policies in Australia, languages education is still characterized by intermittent commitment to the teaching of languages, with inequitable access particularly entrenched in rural and regional contexts. While research has focused on the practical and material constraints impacting on policy implementation, little research has investigated the role of the discursive terrain in shaping expectations and limitations around what seems achievable in schools, particularly, from the school principal perspective. Beginning with an overview of policy interventions and an analysis of contemporary challenges, we use Q methodology to identify and analyze viewpoints at work in similarly-positioned rural and regional schools. In doing so, we seek to determine what seems possible or impossible across settings; the role of principals in enabling and constraining pathways for the provision of school language programs, and the need for macro-level language policy to be informed by constraints specific to rural and regional contexts.
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    Defining content and language integrated learning for languages education in Australia
    CROSS, R (Afmlta, 2015)
    While there is much that Australia has done well with respect to languages education, many problems still persist in terms of mainstream provision of quality languages programs, attaining real outcomes and gains in language learning, and in relation to retention of students studying languages through to the senior years of school.The success of new approaches focused on integrating language with the mainstream curriculum across schools in Europe suggests new possibilities for dealing with the challenges of languages in the Australian schooling context. This paper considers key aspects of the Content and Language Integrated Learning (CLIL) approach as developed in Europe over the past two decades to help clarify and establish a shared professional conversation for advancing the approach amongst teachers of languages in Australia interested in its possibilities. The paper includes core ideas underpinning the CLIL framework, an awareness of its benefits as well as challenges, and guidance about 'first steps' on implementing CLIL based on trials in the Victorian context, together with how effectiveness of such a program might be determined.
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    Best Evidence Synthesis: Current approaches to Languages education (Gesture, Inquiry learning, and CLIL)
    CROSS, RG ; Cross, R (Catholic Education Commission, Victoria, 2014-01-01)
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    Nebulous goobledegook: The politics of (re)learning how and what to teach
    Gale, ; CROSS, R ; Berry, A ; Clemans, A ; Kostogriz, A (Sense Publishers, 2007)
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    The confluence of doing, thinking, and knowing: Classroom practice as the crucible of foreign language teacher identity
    CROSS, R ; Gearon, M ; Berry, A ; Clemans, A ; Kostogriz, A (Sense Publishers, 2007)