Robyn Moloney

This book presents the principles of quality teaching in Chinese, as exemplified in case studies of primary and secondary school classrooms. Drawing on data from five Australian schools, the authors identify the key practices necessary to produce a quality learning experience for students. The book offers a thorough grounding in the issues involved in teaching different age groups, and many practical strategies, including a comprehensive overview of digital technologies for teaching and learning Chinese. It will provide a valuable resource for students and scholars of applied linguistics, in addition to supporting teacher training and professional development.

This book takes an original and impactful approach to intercultural communication by examining lived experiences across diverse global workplaces. It offers an engaging, personal approach that moves beyond traditional academic abstractions toward dynamic relational understanding. Through thirty compelling interviews with individuals from Asia, Europe, Australia and Papua New Guinea, including First Nations participants, readers encounter intercultural communication across varied professional contexts: business management, law, architecture, mining, education, healthcare, journalism, community work and creative arts. This diversity makes the book applicable across multiple academic disciplines without requiring context adaptation. Using reflexive ethnography, the work analyzes key concepts while examining assumptions, beliefs, power structures, and language and social inequities that shape intercultural communication. Each chapter features creative exercises and “thinkboxes” where readers can critically reflect on content and construct personal narratives of their own intercultural experiences. Written in accessible, jargon-free language, this book engages with contemporary scholarship while empowering educators, students and all those interested in intercultural communication across workplace and community contexts. It is suitable for use as a textbook in intercultural communication education courses.

This book takes an original and impactful approach to intercultural communication by examining lived experiences across diverse global workplaces. It offers an engaging, personal approach that moves beyond traditional academic abstractions toward dynamic relational understanding. Through thirty compelling interviews with individuals from Asia, Europe, Australia and Papua New Guinea, including First Nations participants, readers encounter intercultural communication across varied professional contexts: business management, law, architecture, mining, education, healthcare, journalism, community work and creative arts. This diversity makes the book applicable across multiple academic disciplines without requiring context adaptation. Using reflexive ethnography, the work analyzes key concepts while examining assumptions, beliefs, power structures, and language and social inequities that shape intercultural communication. Each chapter features creative exercises and “thinkboxes” where readers can critically reflect on content and construct personal narratives of their own intercultural experiences. Written in accessible, jargon-free language, this book engages with contemporary scholarship while empowering educators, students and all those interested in intercultural communication across workplace and community contexts. It is suitable for use as a textbook in intercultural communication education courses.

Teaching for Linguistic Diversity in Schools: Student Wellbeing and Achievement explores the linguistic landscape of Australia, including English, Indigenous languages, community languages and school-taught modern languages, to help teachers recognise the extent of children's language knowledge and to reflect on its implications for the classroom. The book explores the significant links between languages, wellbeing and academic achievement in students and offers readers practical suggestions for how to utilise linguistic diversity as an educational resource. The authors' conversational writing style engages both pre-service and practising teachers, helping them understand concepts they may not have previously encountered, while the case studies and stories from practising educators, students and parents bridge the gap between theory and practice. Each chapter includes reflection questions, creative activities and discussion questions to scaffold learning. The integrated online resources contain links to useful websites, further readings and videos to encourage independent exploration.

This book provides a comprehensive study of professional learning courses in intercultural settings, exploring how this impacts teachers and brings about change in classrooms, culture across schools as a whole, and children’s lives.The authors argue that teachers and schools must raise the stakes globally in an intercultural practice grounded in educational equity and anti-racism. Identifying the attributes that make a difference in teacher intercultural learning and change through analysis of both quantitative and qualitative data, the study throws up marked tensions and contradictions between the desire to explore both an abstract personal concept and achieve practical outcomes in schools. As case studies of two primary schools dig deep into teachers’ lives, the book proposes a model of personal teacher interculturality which is constructed from the inside out. The potential of neglected spaces in schools for intercultural identity is also highlighted by images of new practice.This book is a supportive resource for schools or educational institutions, in any global context, that are seeking a fresh approach to intercultural education and holistic change.

This book provides a comprehensive study of professional learning courses in intercultural settings, exploring how this impacts teachers and brings about change in classrooms, culture across schools as a whole, and children’s lives.The authors argue that teachers and schools must raise the stakes globally in an intercultural practice grounded in educational equity and anti-racism. Identifying the attributes that make a difference in teacher intercultural learning and change through analysis of both quantitative and qualitative data, the study throws up marked tensions and contradictions between the desire to explore both an abstract personal concept and achieve practical outcomes in schools. As case studies of two primary schools dig deep into teachers’ lives, the book proposes a model of personal teacher interculturality which is constructed from the inside out. The potential of neglected spaces in schools for intercultural identity is also highlighted by images of new practice.This book is a supportive resource for schools or educational institutions, in any global context, that are seeking a fresh approach to intercultural education and holistic change.