The University of Queensland

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. In Demetrios Sampson, Dirk Ifenthaler, J. Michael Spector and Pedro Isaias (Ed.), Digital technologies: sustainable innovations for improving teaching and learning (pp. 131-146) 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. In Carmel Mary Coonan, Luciano Favaro and Marcella Menegale (Ed.), A journey through the content and language integrated learning landscape: problems and prospects (pp. 140-149) 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. In Kim Haataja and Rainer E. Wicke (Ed.), Sprache und fach: Integriertes lernen in der zielsprache Deutsch (pp. 101-109) 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. In Jared Keengwe (Ed.), Research perspectives and best practices in educational technology integration (pp. 304-320) 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. In Lesley Harbon and Robyn Moloney (Ed.), Language teachers' narratives of practice (pp. 56-65) 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. In Chris Alexander, James Dalziel, Jaroslaw Krajka and Eva Dobozy (Ed.), Learning Design (pp. 115-124) 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'. In David Marsh and Oliver Meyer (Ed.), Quality interfaces: Examining evidence and exploring solutions in CLIL (pp. 212-224) 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. In R. Capeness, A. Kolatsis and A. Woods (Ed.), Creating New Dialogues: Policy, Pedagogy and Reform (pp. 120-126) 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. In C. Kapitzke, W-L. Cheung and Y. Yu (Ed.), Difference and Dispersion: Educational Research in a Postmodern Context (pp. 133-139) Flaxton, Queensland: Post Pressed.

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

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.

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. In: L. Gómez Chova, A.L. López Martinez and I.Candel Torres, 11th International Conference on Technology, Education and Development (INTED), Valencia, Spain, (853-857). 6-8 March 2017. 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. In: 13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016),, Mannheim, Germany, (235-244). 28-30 October 2016.

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. In: Ron McBride and Michael Searson, Proceedings of Society for Information Technology & Teacher Education International Conference 2013. Society for Information Technology and Teacher Education International Conference (SITE) 2013, New Orleans, United States, (1419-1427). 25 March 2013.

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. In: Paul Resta, Proceedings of Society for Information Technology and Teacher Education International Conference 2012. SITE 2012: Society for Information and Technology Teacher Education 23rd International Conference, Austin, TX, United States, (916-920). 5 - 9 March 2012.

Contexts and agents – CLIL in Queensland

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

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. In: Refereed Papers. 6th International LAMS and Learning Design Conference, Sydney, Australia, (128-134). 8-9 December 2011.

Introducing: Content and Language Integrated learning (CLIL)

Smala, Simone (2009). Introducing: Content and Language Integrated learning (CLIL). In: Proceedings of the 2009 ACSA National Biennial Conference Curriculum: A national conversation. 2009 ACSA National Biennial Conference Curriculum: A national conversation, Canberra, (). 2-4 October 2009.

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. In: What We Know and How We Know It. What We Know and How We Know It, Seattle, (). 10-14 April, 2001.

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. In: Global Issues and Local Effects: The Challenge for Educational Research. Australian Association for Research in Education Conference, Melbourne, (). 27 Nov - 2 Dec 1999.

Creating empathy: Ideas for cultural literacy

Smala, S. (1999). Creating empathy: Ideas for cultural literacy. In: Global Citizenship: Languages and Literacies. Global Citizenship, Adelaide, (). 6-9 July 1999.

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.