Adoniou, M., & Macken-Horarik, M. (2007). Scaffolding Literacy meets ESL: Some insights from ACT classrooms. TESOL in Context, 17(1). http://search.informit.com.au/fullText;dn=760703405144643;res=IELHSS
Alford, J. H. (2011). High-challenge teaching for senior English as an Additional Language (EAL) learners in times of change. English in Australia, 46(1), 11–20. https://eprints.qut.edu.au/41035/
Angelo, Denise, & Angelo, D. (2012). Sad stories: A preliminary study of NAPLAN practice texts analysing students’ second language linguistic resources and the effects of these on their written narratives. In M. Ponsonnet, L. Dao & M. Bowler (Ed.), Proceedings of the 42nd Australian Linguistic Society Conference – 2011, Australian National University, Canberra ACT, 2-4 December (pp. 27–57). https://digitalcollections.anu.edu.au/handle/1885/9313
Coelho, E. (n.d.). Making space for community languages. In Language and Learning in Multilingual Classrooms: A Practical Approach (pp. 194–225).
Comber, B. (1997). Literacy, poverty and schooling : working against deficit equations. English in Australia, 119(119–20), 22–34. https://search.informit.com.au/fullText;res=AEIPT;dn=82564
Comber, B., & Kamler, B. (2004). Getting out of deficit : pedagogies of reconnection. Teaching Education, 15(3), 293–310. https://doi.org/10.1080/1047621042000257225
Cummins, J. (n.d.). Chapter 2 : Language Interactions in the Classroom: From Coercive to Collaborative Relations of Power [Electronic resource]. In Language, power, and pedagogy: bilingual children in the crossfire: Vol. Bilingual education and bilingualism (pp. 31–52). Multilingual Matters. https://ebookcentral.proquest.com/lib/qut/reader.action?ppg=39&docID=977766&tm=1530584226174
Delpit, L. D. (1988). The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children. Harvard Educational Review, 58(3), 280–298. https://www.proquest.com/docview/212264098/fulltextPDF/C4A793B559D944A2PQ/4?accountid=13380
Diana, E. (1995). PEN 093 — Aboriginal English. http://www.petaa.edu.au/imis_prod/w/Teaching_Resources/PPs/PEN_93.aspx
Dobinson, T., & Buchori, S. (n.d.). Catering for EAL/D Students’ Language Needs in Mainstream Classes: Early Childhood Teachers’ Perspectives and Practices in One Australian Setting. http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2918&context=ajte
Dong, Yu Ren. (2007). Integrating Language and Content: How Three Biology Teachers Work with Non-English Speaking Students. In Bilingual education: an introductory reader: Vol. Bilingual education and bilingualism (pp. 257–271). Multilingual Matters.
D’warte, J. (2014). Exploring linguistic repertoires: Multiple language use and multimodal literacy activity in five classrooms. Australian Journal of Language and Literacy, 37(1), 21–30. https://search.informit.com.au/documentSummary;dn=136999421296152;res=IELAPA
Eades, D. (2013). Chapter 4. They don’t speak an Aboriginal language, or do they? [Electronic resource]. In Aboriginal Ways of Using English (pp. 56–75). Aboriginal Studies Press. https://ebookcentral.proquest.com/lib/qut/reader.action?docID=1486354&ppg=67
Edwards-Groves, C., Anstey, M., Bull, G., & Primary English Teaching Association (Australia). (2014). Orchestrating dialogic pedagogies: Talk practices for learning-focused teaching. In Classroom talk: understanding dialogue, pedagogy and practice (pp. 79–106). Primary English Teaching Association Australia (PETAA).
Ernst-Slavit, G., & Mulhern, M. (n.d.). Bilingual books: Promoting literacy and biliteracy in the second-language and mainstream classroom.
Fang, Z. (2006). Language Demands ofScience Reading in Middle School.pdf. College of Education, 8(5), 491–520. https://www.tandfonline.com/doi/citedby/10.1080/09500690500339092?scroll=top&needAccess=true
Fang, Z., & Schleppegrell, M. (2008). Technicality and reasoning in Science: Beyond Vocabulary. In Reading in secondary content areas: a language-based pedagogy. University of Michigan Press.
Fletcher, J. (2014). A review of "effective” reading literacy practices for young adolescent 11 to 13 year old students. Educational Review, 66(3), 293–310. https://doi.org/10.1080/00131911.2013.772126
Francis, W., & Marta, C.-J. (2004). Biased Instructional Materials. In Meeting the needs of multiethnic and multiracial children in schools (pp. 188–194). Ringgold Inc.
Gibbons, P. (2002). Learning Language, Learning Through Language, and Learning About Language : Developing an Integrated Curriculum. In Scaffolding language, scaffolding learning: teaching second language learners in the mainstream classroom (pp. 118–139). Heinemann.
Gibbons, P. (2009). Literacy in the Curriculum: Challenges for EL Learners. In English learners, academic literacy, and thinking: learning in the challenge zone (pp. 43–57). Heinemann.
Gutierrez, K. D., Morales, P. Z., & Martinez, D. C. (2009). Re-mediating Literacy: Culture, Difference, and Learning for Students From Nondominant Communities. Review of Research in Education, 33(1), 212–245. https://doi.org/10.3102/0091732X08328267
Hammond, J. (2012). Hope and challenge in the Australian curriculum: Implications for EAL students and their teachers. Australian Journal of Language and Literacy, 35(2), 223–240. http://search.informit.com.au/fullText;dn=191902;res=AEIPT
Hammond, J., & Gibbons, P. (2001). What is Scaffolding? In Scaffolding: teaching and learning in language and literacy education (pp. 1–14). PETA.
Hammond, J., & Gibbons, P. (2005). Putting scaffolding to work : the contribution of scaffolding in articulating ESL education. Prospect, 20(1), 6–30. https://search.informit.com.au/fullText;res=AEIPT;dn=143258
Harper, C., & de Jong, E. (2004). Misconceptions about teaching English-language learners. Journal of Adolescent & Adult Literacy, 48(2), 152–162. https://www.proquest.com/docview/216915027/fulltextPDF/41BCCE0365AA4093PQ/8?accountid=13380
Haynes, Judie & Zacarian, Debbie. (2010). Lesson Planning to Ensure Optimal Learning Engagement of ELLs [Electronic resource]. In Teaching English Language Learners Across the Content Areas (pp. 21–33). ASCD. https://qut.eblib.com.au/patron/Read.aspx?p=513968&pg=34
Hertzberg, M., & Freeman, J. (2012). Pedagogial conditions for learning a language. In Teaching English language learners in mainstream classes (pp. 29–47). Primary English Teaching Association Australia.
Horner, B. (2014). Writing in the Disciplines/Writing Across the Curriculum. In C. Leung & B. V. Street (Eds.), The Routledge companion to English studies. Routledge. https://qut.eblib.com/patron/Read.aspx?p=1683269&pg=879
Horwitz, E. K. (2008). What Should I Know About Teaching Academic English in Content Classes? In Becoming a language teacher: a practical guide to second language learning and teaching (pp. 157–179). Pearson/Allyn and Bacon.
Jones-Diaz, C. (2014). Languages and literacies in childhood bilingualism: building on cultural and linguistic capital in early childhood education. In L. Arthur, J. Ashton, & B. Beecher (Eds.), Diverse literacies in early childhood: a social justice approach (pp. 106–125). ACER Press. https://ebookcentral.proquest.com/lib/qut/detail.action?docID=4662329
Keddie, A. (2011). Chapter 5: ‘Valuing’ Minority Student Culture: Interrogating Constructions of Difference. In Educating for Diversity and Social Justice: Vol. Routledge Research in Education (pp. 77–96). Taylor and Francis. https://www.taylorfrancis.com/books/9781136465451/chapters/10.4324/9780203127889-9
Kris D. Gutierrez & Marjorie Faulstich Orellana. (2006). The ‘Problem’ of English Learners: Constructing Genres of Difference. Research in the Teaching of English, 40(4), 502–507. https://www.proquest.com/docview/215345143/fulltext/482A60F9E5AC4ECEPQ/7?accountid=13380
LCB004 - Screen readers veresions. (n.d.).
Lee, S., Geoff, M., & Sue, C. (1999). PEN 120 — Language tracks: Aboriginal English and the classroom. http://www.petaa.edu.au/imis_prod/w/Teaching_Resources/PPs/PEN_120.aspx
Mcleod, SharynneVerdon, SarahTheobald, Maryanne. (n.d.). Becoming Bilingual: Children’s Insights About Making Friends in Bilingual Settings. International Journal of Early Childhood, 47, 385–402. https://www.proquest.com/docview/1716206099/fulltextPDF/ADF1B70B33474956PQ/3?accountid=13380
Michele, de C., Karen, D., Robert, J., Jenny, M., & Kathy, R. (n.d.). PETAA PAPER 183 — Teaching EAL/D learners in Australian classrooms. http://www.petaa.edu.au/imis_prod/w/Teaching_Resources/PPs/PETAA_PAPER_183.aspx
Miller, J., Keary, A., & Windle, J. (2012). Assessing the reading and writing of EAL/D students: Issues and implications. In ACTA 2012 : TESOL as a global trade – ethics, equity and ecology : Proceedings of the ACTA 2012 conference : TESOL in Context Special Edition S3, ACTA, Sydney, NSW. http://docplayer.net/15634842-Assessing-the-reading-and-writing-of-eal-d-students-issues-and-implications-by-jennifer-miller-anne-keary-and-joel-windle.html
Miller, J., Windle, J. A., & Yazdanpanah, L. K. (2014). Planning lessons for refugee-background students: Challenges and strategies. International Journal of Pedagogies and Learning, 9(1), 38–48. https://search.informit.com.au/fullText;dn=892119214040304;res=IELHSS
Miller, Jennifer & McCallum, Miranda. (2015). Intensive Language Scaffolding Across the Curriculum: An EAL Literacy Model. In Classrooms of possibility: supporting at-risk EAL students (pp. 77–93). Primary English Teaching Association Australia (PETAA).
Mudiyanselage, K. D. (2014). Encouraging empathy through picture books about migration. In K. Mallan (Ed.), Picture books and beyond (pp. 75–91). Primary English Teaching Association Australia (PETAA).
O’Neill, S., & Gish, A. (2008). Acquiring an additional language. In Teaching English as a second language (p. Chapter 3--). Oxford University Press.
Orellana, M. F., & Gutierrez, K. D. (2006). At last: What’s the problem? Constructing different genres for the study of English learners. Research in the Teaching of English, 41(1), 118–123. https://www.jstor.org/stable/40171719
Pauline Gibbons. (2008). ‘I was taught good and I learned a lot’ Intellectual practices and ESL learners in the middle years. Australian Journal of Language and Literacy, 31(2), 155–173. http://search.informit.com.au/fullText;dn=168275;res=AEIPT
Perkins, M. (2013). Student teachers’ perceptions of reading and the teaching of reading: The implications for teacher education. European Journal of Teacher Education, 36(3), 293–306. https://doi.org/10.1080/02619768.2013.763790
Pilinis, D., Forwood, C., McCormack, S., & James, S. K. (2011). World Heritage in Australia. Pearson. http://www.pearsonplaces.com.au/portals/0/pdfs/heinlibrary/blm_worldheritageinaus.pdf
Poza, L. E. (2018). The language of ciencia; translanguaging and learning in a bilingual science classroom. International Journal of Bilingual Education and Bilingualism, 21(1), 1–19. https://doi.org/10.1080/13670050.2015.1125849
Rhonda, O., & Jenefer, P. (2014). Oral Interaction in the Primary Classroom Context : Research and Implications for Pedagogy. In Focus on oral interaction: Vol. Oxford key Concepts for the Language Classroom Series (pp. 59–90). Oxford University Press.
Richardson, J. S., Morgan, R. F., & Fleener, C. E. (2012). Reading to learn in the content areas (8th ed). Wadsworth Cengage Learning.
Schleppegrell, M. J. (2004). Functional Grammar in School Subjects. In The language of schooling: a functional linguistics perspective (pp. 113–145). Lawrence Erlbaum Associates. https://ebookcentral.proquest.com/lib/qut/detail.action?docID=356306
Sellwood, Juanita., & Angelo, D. (2013). Everywhere and nowhere: Invisibility of Aboriginal and Torres Strait Islander contact languages in education and Indigenous language contexts. Australian Review of Applied Linguistics, 36(3). http://search.informit.com.au.ezp01.library.qut.edu.au/fullText;dn=765202786209714;res=IELHSS
Shay, M. (2016). Re-imagining Indigenous education through flexi-schooling. In D. Bland (Ed.), Imagination for inclusion: diverse contexts of educational practice (Vol. 158). Routledge. https://ebookcentral.proquest.com/lib/qut/detail.action?docID=4406298
Tourism NT. (2012). Uluru-Kata Tjuta National Park visitor profile and satisfaction survey: Report period 2011. In In-depth research. http://www.tourismnt.com.au/~/media/files/corporate/research/uluru-kata-tjuta-national-park-visitor-profile_northern-territory_australia.ashx
Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. International Journal of Bilingual Education and Bilingualism, 9(2), 159–180. https://doi.org/10.1080/13670050608668639
Wendy Hanlen. (2010). Aboriginal students: Cultural insights for teaching literacy. http://learningportfolio2011.pbworks.com/w/file/fetch/47404827/aboriginal%20students-literacy.pdf
Yvonne, H., Patricia, K., & Glenys, C. (2005). PEN 150 —Teaching students who speak Aboriginal English. http://www.petaa.edu.au/imis_prod/w/Teaching_Resources/PPs/PEN_150.aspx