The University of Queensland

Languages and social cohesion: a transdisciplinary literature review

Meier, Gabriela and Smala, Simone (2022). Languages and social cohesion: a transdisciplinary literature review. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781003120384

Educational psychology

O'Donnell, Angela M., Dobozy, Eva, Bartlett, Brendan, Nagel, Michael C., Smala, Simone, Wormald, Catherine, Yates, Gregory, Spooner-Lane, Rebecca, Youssef-Shalala, Amina, Reeve, Johnmarshall and Smith, Jeffrey K. (2019). Educational psychology. Milton, Queensland: Wiley.

Situated emergence of CLIL

Smala, Simone (2022). Situated emergence of CLIL. Global CLIL. (pp. 52-73) New York: Routledge. doi: 10.4324/9781003147374-4

Diversity and transnationalism: the 'merged curriculum' approach In bilingual programmes In Australia

Smala, Simone (2020). Diversity and transnationalism: the 'merged curriculum' approach In bilingual programmes In Australia. Curriculum integrated language teaching - CLIL in practice. (pp. 93-106) edited by Kim Bower, Do Coyle, Russell Cross and Gary N. Chambers. Cambridge, United Kingdom: Cambridge University Press. doi: 10.1017/9781108687867.007

Digital tool use and self-regulated strategies in a bilingual online learning environment

Freihofner, Ulla, Campbell, Chris and Smala, Simone (2018). Digital tool use and self-regulated strategies in a bilingual online learning environment. Digital technologies: sustainable innovations for improving teaching and learning. (pp. 131-146) edited by Demetrios Sampson, Dirk Ifenthaler, J. Michael Spector and Pedro Isaias. Cham, Switzerland: Springer. doi: 10.1007/978-3-319-73417-0_8

Facilitation of self-regulation in a CLIL on-line learning environment in science

Campbell, Chris, Freihofner, Ulla, Smala, Simone and Wright, Tony (2017). Facilitation of self-regulation in a CLIL on-line learning environment in science. A journey through the content and language integrated learning landscape: problems and prospects. (pp. 140-149) edited by Carmel Mary Coonan, Luciano Favaro and Marcella Menegale. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Varianten des Content and Language Integrated Learning in German (CLILiG) in Australien

Smala, Simone (2015). Varianten des Content and Language Integrated Learning in German (CLILiG) in Australien. Sprache und fach: Integriertes lernen in der zielsprache Deutsch. (pp. 101-109) edited by Kim Haataja and Rainer E. Wicke. Munich, Germany: Hueber.

Privacy and identity management in social media: driving factors for identity hiding

Smala, Simone and Al-Shehri, Saleh (2013). Privacy and identity management in social media: driving factors for identity hiding. Research perspectives and best practices in educational technology integration. (pp. 304-320) edited by Jared Keengwe. Hershey, PA, United States: Information Science Reference. doi: 10.4018/978-1-4666-2988-2.ch016

Teaching in CLIL programs: Queensland teachers' stories of bilingual education

McKendry, Jen, Freihofner, Ulla and Smala, Simone (2013). Teaching in CLIL programs: Queensland teachers' stories of bilingual education. Language teachers' narratives of practice. (pp. 56-65) edited by Lesley Harbon and Robyn Moloney. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Using LessonLAMS for technology enhanced scaffolding in high school language teaching

Campbell, Chris, Smala, Simone and Lim, Jung-Sook (Sue) (2013). Using LessonLAMS for technology enhanced scaffolding in high school language teaching. Learning Design. (pp. 115-124) edited by Chris Alexander, James Dalziel, Jaroslaw Krajka and Eva Dobozy. Nicosia, Cyprus: University of Nicosia Press.

CLIL Down Under: External support structures to overcome the 'tyranny of distance'

Smala, Simone (2012). CLIL Down Under: External support structures to overcome the 'tyranny of distance'. Quality interfaces: Examining evidence and exploring solutions in CLIL. (pp. 212-224) edited by David Marsh and Oliver Meyer. Eichstaett, Germany: Eichstaett Academic Press.

Communal divisions in Northern Ireland: Addressing visual symbols and signs

Smala, S. (2001). Communal divisions in Northern Ireland: Addressing visual symbols and signs. Creating New Dialogues: Policy, Pedagogy and Reform. (pp. 120-126) edited by R. Capeness, A. Kolatsis and A. Woods. Flaxton, Qld: Post Pressed.

Confronting essentialism with essentialism: The Belfast Workers' Educational Association's anti-sectarian strategy

Smala, S. (2000). Confronting essentialism with essentialism: The Belfast Workers' Educational Association's anti-sectarian strategy. Difference and Dispersion: Educational Research in a Postmodern Context. (pp. 133-139) edited by C. Kapitzke, W-L. Cheung and Y. Yu. Flaxton, Queensland: Post Pressed.

Artificial Intelligence and machine learning - how can it support language teaching?

Smala, Simone (2022). Artificial Intelligence and machine learning - how can it support language teaching?. The MLTAQ Journal, 174, 7-11.

Second language teachers’ perceptions of their pedagogical practices, collaborations, and relationships with other teachers through professional development

Smala, Simone, Gillies, Robyn, McLay, Katherine and Ngyuen, Huong (2021). Second language teachers’ perceptions of their pedagogical practices, collaborations, and relationships with other teachers through professional development. Australian Journal of Teacher Education, 46 (9), 39-54. doi: 10.14221/ajte.2021v46n9.3

Metacognitive awareness in language learning strategies and strategy instruction in CLIL settings

Ruiz de Zarobe, Yolanda and Smala, Simone (2020). Metacognitive awareness in language learning strategies and strategy instruction in CLIL settings. Journal for the Psychology of Language Learning , 2 (2), 20-35.

CLIL in Queensland: the evolution of immersion

Smala, Simone (2016). CLIL in Queensland: the evolution of immersion. Babel, 50 (2/3), 20-27.

Sole fighter mentality: stakeholder agency in CLIL programmes in Queensland

Smala, Simone (2014). Sole fighter mentality: stakeholder agency in CLIL programmes in Queensland. Language Learning Journal, 42 (2), 195-208. doi: 10.1080/09571736.2014.889510

Aligning pedagogy and technology: a case study using clickers in a first-year university education course

Monk, Sue, Campbell, Chris and Smala, Simone (2013). Aligning pedagogy and technology: a case study using clickers in a first-year university education course. International Journal of Pedagogies and Learning, 3 (8), 229-241. doi: 10.5172/ijpl.2013.8.3.229

Content and Language Integrated Learning (CLIL) pedagogies in Queensland

Smala, Simone (2013). Content and Language Integrated Learning (CLIL) pedagogies in Queensland. International Journal of Pedagogies and Learning, 8 (3), 194-205. doi: 10.5172/ijpl.2013.8.3.194

Languages, cultural capital and school choice: distinction and second-language immersion programmes

Smala, Simone, Paz, Jesus Bergas and Lingard, Bob (2013). Languages, cultural capital and school choice: distinction and second-language immersion programmes. British Journal of Sociology of Education, 34 (3), 373-391. doi: 10.1080/01425692.2012.722278

Review of Immaculada Fortanet-Gómez. CLIL in Higher Education. Towards a Multilingual Language Policy

Smala, Simone (2013). Review of Immaculada Fortanet-Gómez. CLIL in Higher Education. Towards a Multilingual Language Policy. Language Value, 5 (1), 156-160. doi: 10.6035/languagev.2013.5.9

The governmentality of reconciliation: Adult education as a community relations technique in Northern Ireland

Smala, Simone (2012). The governmentality of reconciliation: Adult education as a community relations technique in Northern Ireland. Discourse, 33 (2), 283-297. doi: 10.1080/01596306.2012.666081

A research design in technology-enhanced scaffolding in language teaching: What lessonLAMS can offer at the interface of educational and language learning research

Campbell, Chris, Smala, Simone and Lim, Jung-Sook (Sue) (2012). A research design in technology-enhanced scaffolding in language teaching: What lessonLAMS can offer at the interface of educational and language learning research. Teaching English with Technology (TEwT), 12 (2), 121-131.

CLIL programmes in Australia: multilingual schooling contexts

Smala, Simone (2012). CLIL programmes in Australia: multilingual schooling contexts. The European Journal of Applied Linguistics and TEFL, 1 (1), 115-127.

Content and language integrated learning

Smala, Simone (2011). Content and language integrated learning. Languages Victoria, 15 (2), 32-35.

A lived curriculum in two languages

Smala, Simone and Sutherland, Kate (2011). A lived curriculum in two languages. Curriculum Perspectives, 31 (3), 11-22.

New literacies in a globalised world

Smala, S. (2009). New literacies in a globalised world. Literacy Learning: The Middle Years, 17 (3), 45-50.

Deutsche immersions - programme in Australien

Smala, S (2009). Deutsche immersions - programme in Australien. Fremdsprache Deutsch (Heft 40), 45-48.

Review of Realizing the College Dream with Autism or Asperger Syndrome: A parent’s guide to student success

Smala, Simone (2008). Review of Realizing the College Dream with Autism or Asperger Syndrome: A parent’s guide to student success. International Journal of Disability, Development and Education, 55 (4), 347-348. doi: 10.1080/10349120802496633

Review of The First R: How Children Learn Race and Racism Debra Van Ausdale and Joe R. Feagin, , Rowman and Littlefield Publishers, Lanham, Maryland, 2001, 231 pages, ISBN 0 8476 8862 3

Smala, Simone (2004). Review of The First R: How Children Learn Race and Racism Debra Van Ausdale and Joe R. Feagin, , Rowman and Littlefield Publishers, Lanham, Maryland, 2001, 231 pages, ISBN 0 8476 8862 3. The Australian Educational Researcher, 31 (1), 115-116. doi: 10.1007/bf03216808

Globalised symbols of war and peace

Smala, Simone (2003). Globalised symbols of war and peace. Social Alternatives, 22 (2), 37-42.

Learning about the 'other': Intercultural learning and refugees

Smala, S. (2002). Learning about the 'other': Intercultural learning and refugees. Social Alternatives, 21 (4), 17-20.

Bilingual education in majority English speaking countries: case studies in Australia and Canada

Roy, Sylvie, Smala, Simone and Dooley, Karen (2017). Bilingual education in majority English speaking countries: case studies in Australia and Canada. 11th International Conference on Technology, Education and Development (INTED), Valencia, Spain, 6-8 March 2017. Valencia, Spain: IATED. doi: 10.21125/inted.2017.0353

Year 9 student voices negotiating digital tools and self-regulated learning strategies in a bilingual managed learning environment

Freihofner, U., Smala, S. and Campbell, C. (2016). Year 9 student voices negotiating digital tools and self-regulated learning strategies in a bilingual managed learning environment. 13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016),, Mannheim, Germany, 28-30 October 2016. IADIS Press.

Involving faculty digital reluctants in a blended learning approach – Facebook, Blackboard and clickers

Smala, Simone, Campbell, Chris and Monk, Sue (2013). Involving faculty digital reluctants in a blended learning approach – Facebook, Blackboard and clickers. Society for Information Technology and Teacher Education International Conference (SITE) 2013, New Orleans, United States, 25 March 2013. Chesapeake, VA, United States: Association for the Advancement of Computing in Education (AACE).

Using Facebook to engage students with social justice concepts in teacher education

Smala, Simone (2012). Using Facebook to engage students with social justice concepts in teacher education. SITE 2012: Society for Information and Technology Teacher Education 23rd International Conference, Austin, TX, United States, 5 - 9 March 2012. Chesapeake, VA, United States: Association for the Advancement of Computing in Education (AACE).

Contexts and agents – CLIL in Queensland

Smala, Simone (2011). Contexts and agents – CLIL in Queensland. 3rd International Conference on Language, Education and Diversity (LED 2011), Auckland, New Zealand, 22-25 November 2011. Auckland, New Zealand: The University of Auckland.

Technology enhanced scaffolding in language teaching: Using LessonLAMS for Korean as a foreign language

Lim, Jung-Sook (Sue), Campbell, Chris and Smala, Simone (2011). Technology enhanced scaffolding in language teaching: Using LessonLAMS for Korean as a foreign language. 6th International LAMS and Learning Design Conference, Sydney, Australia, 8-9 December 2011. Sydney, Australia: LAMS Foundation.

Introducing: Content and Language Integrated learning (CLIL)

Smala, Simone (2009). Introducing: Content and Language Integrated learning (CLIL). 2009 ACSA National Biennial Conference Curriculum: A national conversation, Canberra, 2-4 October 2009. Canberra, Australia: Australian Curriculum Studies Association.

Confronting essentialism with essentialism: An anti-sectarian strategy in Northern Ireland

Smala, S. (2001). Confronting essentialism with essentialism: An anti-sectarian strategy in Northern Ireland. What We Know and How We Know It, Seattle, 10-14 April, 2001. Washington, DC: American Educational Research Association.

Confronting essentialism with essentialism: The Belfast Workers' Educational Association's anti-sectarian strategy

Smala, S. (1999). Confronting essentialism with essentialism: The Belfast Workers' Educational Association's anti-sectarian strategy. Australian Association for Research in Education Conference, Melbourne, 27 Nov - 2 Dec 1999. Coldstream, Vic.: AARE.

Creating empathy: Ideas for cultural literacy

Smala, S. (1999). Creating empathy: Ideas for cultural literacy. Global Citizenship, Adelaide, 6-9 July 1999. Adelaide: Aust. Federation of Modern Language Teachers' Association.

Anti-Sectarian Adult Education in Northern Ireland

Smala, Simone (2007). Anti-Sectarian Adult Education in Northern Ireland. PhD Thesis, School of Education, The University of Queensland.