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Introduction
Angela Scarino is an Associate Professor in Applied Linguistics and the Director of the Research Centre for Languages and Cultures.
Her research expertise is in languages education in linguistically and culturally diverse societies, second language learning and curriculum design, learning-oriented assessment, intercultural language learning and second language teacher education.
She is Chair of the Multicultural Education Committee, which advises the Minister for Education in South Australia.
Current institution
Additional affiliations
January 2004 - present
Publications
Publications (259)
Given the history of the presence of Chinese in the landscape in Australia it is now one of the languages that presents the greatest variation in learner background in languages education. This diversity of backgrounds is generally understood as a structural and pedagogical challenge (Orton JM. Chin Educ Soc 49:369–375. https://doi.org/10.1080/1061...
Even though developing multilingualism and intercultural capabilities would seem to be at the heart of language learning, in assessment there has been an overall devaluing the linguistic dimension of communication and intercultural relationships. Recently proposals have begun to be made for a multilingual perspective on assessment but the idea of w...
The increasing diversity of learners and teachers of languages (of both English as an Additional Language or Dialect [EAL/D] and Languages) coincides with major efforts to reconceptualise the nature of additional language learning towards multilingual and intercultural orientations. In this paper I first describe the policy context of EAL/D in Aust...
The small scale pilot study ‘Being and becoming an Italian: the perspective of young people’ analyses the perceptions of young people aged 9-18 on the Italian language and culture in South Australia. Globalisation, migration as well as mobilities have had an impact on the way in which the Italian language and culture is perceived in South Australia...
Over the past two decades, consideration of the nature and role of culture in foreign language learning has gained renewed prominence in the educational work of teachers. The expanded understanding of language learning to include an interlingual and intercultural orientation to language teaching and learning has presented major challenges for asses...
This paper reports on a semester-long study that explored the experience of a group of local and international students from multiple disciplines, and their teachers, in a core Intercultural Communication undergraduate course of 550 students in which there is an orientation to learning, teaching and assessment that seeks to develop students’ interc...
A core consideration of any curriculum development undertaking must include an examination of how it is that learning and knowing are conceptualised. In this paper I interrogate the conceptual bases of the Australian Curriculum, specifically by discussing how learners and their life worlds, the enterprise of learning itself, knowledge and knowing a...
In this paper we draw attention to people who journey from one temporal and spatial setting towards another in the ‘South’, who aspire to a reconfigured sense of belonging, prosperity and wellbeing, and their multilinguality and multilingualisms. Through three vignettes of journeys we illustrate how in changing of place that linguistic diversities...
The provisioning of community languages in Australian education has had a long and successful history when judged in the context of the number of specific languages being offered and assessed at senior secondary level in the formal examinations that provide the basis for entrance to tertiary education. However, although this provisioning is a direc...
This paper reports on a project of structural and curriculum change in the Languages learning area in three Australian schools that implemented new models of Languages provision over a 3-year period and seeks to examine the ways that school cultures influence processes of change. The project adopted a qualitative collective case study approach that...
Comprehensive school curricula for Arabic, that have been uniquely developed for Muslim learners of Arabic that do not belong to Arabic-speaking backgrounds, are yet to be developed (Emerick, 2002). In this regard, there are various questions associated with the development of such curricula that remain unresolved. Should Modern Standard Arabic (MS...
This first entry on culture and language assessment is written at a time of much reconsideration of the major constructs in language/s learning and language assessment. This is in response at least partly to the increasingly complex reality of multilinguality and multiculturality in our contemporary world. Culture is one of these constructs and is...
The communication of care and safety in aged care has become complex because of a significant growth in linguistic and cultural diversity, due to both an ageing migrant population and the presence of migrant nurses and care workers in this sector. Compounding this complexity is that aged care workers must manage residents with complex health profil...
The teaching and learning of (foreign) languages in the context of globalisation is at a juncture in Australian education where fundamental changes in the field present distinctive challenges for teachers. These changes necessitate a reconceptualisation of the constructs and alter the very nature of assessment: the conceptualisation of what it is t...
This paper examines the development of the First Language Maintenance and Development (FLMD) program in South Australia. This program is the main language policy activity that specifically focuses on language maintenance in government primary schools and has existed since 1986. During this time, the program has evolved largely as the result of ad h...
This first entry on culture and language assessment is written at a time of much reconsideration of the major constructs in language/s learning and language assessment. This is in response at least partly to the increasingly complex reality of multilinguality and multiculturality in our contemporary world. Culture is one of these constructs and is...
Global mobility has dramatically changed the demographic profile of universities in predominantly English-speaking countries. Many international students choose study abroad opportunities in countries such as Australia where there are also many local students with diverse linguistic backgrounds. However, the plurality of languages, cultures and kno...
Students in higher education in English-speaking countries increasingly come from backgrounds where English is not their primary language. The resulting linguistic and cultural diversity among all students signals an ‘academic revolution’ (Altbach, Reisberg, & Rumbley, 2009, p. 48). The challenge to traditional pedagogies is twofold: how to teach d...
Transformations associated with the increasing speed, scale, and complexity of mobilities, together with the information technology revolution, have changed the demography of most countries of the world and brought about accompanying social, cultural, and economic shifts (Heugh, 2013). This complex diversity has changed the very nature of communica...
for presentation at ALAA2016 conference.
for presentation at ALAA2016 conference.
The provisioning of community languages in Australian education has had a long and successful history when judged in the context of the number of specific languages being offered and assessed at senior secondary level in the formal examinations that provide the basis for entrance to tertiary education. However, although this provisioning is a direc...
Since the 1970s translation has been discredited in languages teaching and learning. Nevertheless, it can be seen as a natural phenomenon in many domains of contemporary, globalised life. Furthermore, learners themselves have not ceased to use translation as a strategy in the process of language learning. They necessarily use their primary language...
In situating the challenges in languages education policy in Australia in current times, I give an account of policy and curriculum development for the learning of languages in school education. In so doing, I highlight (1) the integral relationship between languages education, literacy and multiculturalism policies; (2) the meaning and consequence...
EDITORIAL
Linguistic and cultural diversity is a feature of most, if not all, modern societies, whether it results from historical processes of state formation, from the aggregation of colonial possessions and their subsequent independence or from human mobility. Diversity therefore shapes the context in which education occurs and the processes thr...
With globalization and advances in communication technologies, the movement of people and their ideas and knowledge has increased in ways and at a pace that are unprecedented. This movement changes the very nature of multilingualism and of language, culture, and language learning. Languages education, in this context, needs to build on the diversit...
This introductory chapter, intended to both frame and provide a brief overview of those that follow, takes as its point of departure the realisation that in a world of globalization, where ‘super diversity’, multiculturalism and multilingualism increasingly characterize communities, and where language contact and cross-cultural interactions have be...
In the context of globalisation and super-diversity we are seeing in education an increasing mobility of students, global flows of knowledge and the internationalization of teaching and learning. This phenomenon influences learning in general and language learning in particular. In languages education there is an increasing diversity of learners wi...
BLURB: This volume provides a fascinating glimpse into the complex language ecologies of Southeast Asia. Adopting a relational perspective, it considers their significance for the region, its peoples, the policy and practice of language teaching, learning and assessment and the fate of local languages. It gives particular prominence to the relation...
This introductory chapter, intended to both frame and provide a brief overview of those that follow, takes as its point of departure the realisation that in a world of globalization, where 'super diversity', multiculturalism and multilingualism increasingly characterize communities, and where language contact and cross-cultural interactions have be...
Executive summary
The project brought together a focus on communication in contexts of linguistic and cultural diversity and on work health and safety (WHS) in aged care organisations. For the aged care sector, this combination raises a complexity of issues that are conceptual as well as practical. To address this complexity the report provides a...
In this paper I set the context and provide a rationale for a shift in languages education in Australia. I discuss the major features of the Australian curriculum for languages and draw implications for the learning and teaching of Japanese in Australian schools, K–12; and for understanding and describing learner achievements. The discussion will d...
Introduction
Over the last twenty years the internationalisation of education has involved the movement of students across languages and cultures on an unprecedented scale. There is an extensive literature that focuses on international education as, for example, a source of revenue (OECD, 2004) and an emerging literature that identifies the parti...
The increasing influence of sociocultural theories of learning on assessment practices in second language education necessitates an expansion of the knowledge base that teacher-assessors need to develop (what teachers need to know) and related changes in the processes of language teacher education (how they learn and develop it). Teacher assessors...
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.
- Includes coverage of theoretical issues defining language, culture...
This chapter examines the roles and uses of technologies such as information technologies and social technologies, in intercultural language teaching and learning. It shows that technologies, whether used for information or social purposes, have the capacity to contribute to intercultural learning for language students. The chapter also argues that...
Developing curricula for languages in the context of the Australian Curriculunn is a complex undertaking that needs to address a number of demands. These include: the nature of languageand-culture learning for contemporary times within an increasingly diverse linguistic and cultural world; the goals of mainstream education and the 'given' curriculu...
INTRODUCTION
Over the last twenty years the internationalisation of education has involved the movement of students across languages and cultures on an unprecedented scale. There is an extensive literature that focuses on international education as, for example, a source of revenue (OECD, 2004) and an emerging literature that identifies the particu...
The First Language Maintenance and Development (FLMD) program has been in place in the Department for Education and Child Development (DECD) since 1985 as an initiative which was part of the implementation of two language policy reports: Voices for the future (Languages Policy Working Party, 1983) and Education for a cultural democracy (Taskforce t...
Over the last twenty years the internationalisation of education has involved the movement of students across languages and cultures on an unprecedented scale. There is an extensive literature that focuses on international education as, for example, a source of revenue (OECD, 2004) and an emerging literature that identifies the particular challenge...
In the Australian context of language education over the past three decades there has been an ongoing critical discussion about the development and use of frameworks that describestudent achievements in language learning. This is part of the wider educational context of standards-referenced assessment for the purposes of accountability (Brindley, 1...
In school languages education in Australia at present there is an increasing diversity of languages and learners learning particular languages that results from a greater global movement of students. This diversity builds on a long-established profile of diversity that reflects the migration history of Australia. It stands in sharp contrast to the...
The purpose of the project was to examine teaching and learning practice in ways that are sensitive to the specific needs and nature of the school and program context and to develop ways to enhance (1) experiences and (2) the quality of the program and students' learning. There were different aims for different participants in the project. From the...
In an increasingly interconnected world, all students in higher education, both those from overseas and local, need to learn and to understand how to use their discipline knowledge in practising their disciplines/professions in increasingly linguistically and culturally diverse contexts. The issue is particularly pressing for overseas students beca...
SUMMARY
Introduction
The Student Achievement in Asian Languages Education (SAALE) Project responds to a critical need in Asian languages education in Australia for baseline data on student achievement. It addresses the question of what it is that students actually achieve as a result of learning particular Asian languages (Chinese, Indonesian, J...
INTRODUCTION
1. The Australian Curriculum: Languages will be designed to enable all students to engage in learning a language in addition to English.
2. The Shape of the Australian Curriculum: Languages has been designed to guide the development of languages curriculum by ACARA. It is anticipated that the Shape of the Australian Curriculum: Lang...
