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2024 Book Chapter Pathways to teaching global languages: challenges, opportunities, and implications for Asian language teachers in Australian schoolsFillmore, Naomi, Disbray, Samantha, Haugh, Michael, Chang, Wei-Lin Melody, Crump, Des and Hashimoto, Kayoko (2024). Pathways to teaching global languages: challenges, opportunities, and implications for Asian language teachers in Australian schools. Rethinking the Asian language learning paradigm in Australia. (pp. 17-44) edited by Kayoko Hashimoto. Cham, Switzerland: Palgrave Macmillan. doi: 10.1007/978-3-031-74149-4_2 |
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2023 Book Chapter University-school partnershipsHashimoto, Kayoko and Disbray, Samantha (2023). University-school partnerships. Language policy. (pp. 3-17) edited by Zia Tajeddin and Carol Griffiths. Cham, Switzerland: Springer. doi: 10.1007/978-3-031-38754-8_1 |
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2023 Book Chapter Indigenous children’s language practices in AustraliaWigglesworth, Gillian and Disbray, Samantha (2023). Indigenous children’s language practices in Australia. The Oxford Guide to Australian Languages. (pp. 720-727) edited by Claire Bowern. Oxford, United Kingdom: Oxford University Press. doi: 10.1093/oso/9780198824978.003.0062 |
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2019 Book Chapter Indigenous children’s language practices in AustraliaDisbray, Samantha and Wigglesworth, Gillian (2019). Indigenous children’s language practices in Australia. The Palgrave Handbook of Minority Languages and Communities. (pp. 357-381) edited by Gabrielle Hogan-Brun and Bernadette O’Rourke. London, United Kingdom: Palgrave Macmillan. doi: 10.1057/978-1-137-54066-9_14 |
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2018 Book Chapter Curriculum as knowledge system: the Warlpiri theme cycleDisbray, Samantha and Martin, Barbara (2018). Curriculum as knowledge system: the Warlpiri theme cycle. Language practices of indigenous children and youth: the transition from home to school. (pp. 23-48) edited by Gillian Wigglesworth, Jane Simpson and Jill Vaughan. London, United Kingdom: Palgrave Macmillan. doi: 10.1057/978-1-137-60120-9_2 |
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2017 Book Chapter Consolidation, power through leadership and pedagogy, and the rise of accountability, 1980–1998Disbray, Samantha and Devlin, Brian (2017). Consolidation, power through leadership and pedagogy, and the rise of accountability, 1980–1998. History of bilingual education in the northern territory: people, programs and policies. (pp. 101-112) edited by Brian Clive Devlin, Samantha Disbray and Nancy Regine Friedman Devlin. Singapore: Springer . doi: 10.1007/978-981-10-2078-0_9 |
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2017 Book Chapter Policy and practice nowDisbray, Samantha (2017). Policy and practice now. History of bilingual education in the Northern Territory: people, programs and policies. (pp. 237-246) edited by Brian Clive Devlin, Samantha Disbray and Nancy Regine Friedman Devlin. Singapore: Springer Singapore. doi: 10.1007/978-981-10-2078-0_19 |
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2017 Book Chapter ‘Red dirt’ schools and pathways into higher educationGuenther, John, Disbray, Samantha, Benveniste, Tessa and Osborne, Sam (2017). ‘Red dirt’ schools and pathways into higher education. Indigenous pathways, transitions and participation in higher education: from policy to practice. (pp. 251-270) edited by Jack Frawley, Steve Larkin and James A. Smith. Singapore: Springer . doi: 10.1007/978-981-10-4062-7_15 |
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2017 Book Chapter A thematic history of bilingual education in the Northern TerritoryDevlin, Brian, Disbray, Samantha and Devlin, Nancy (2017). A thematic history of bilingual education in the Northern Territory. History of bilingual education in the Northern Territory: people, programs and policies. (pp. 1-10) edited by Brian Clive Devlin, Samantha Disbray and Nancy Regine Friedman Devlin. Singapore: Springer Singapore. doi: 10.1007/978-981-10-2078-0_1 |
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2014 Book Chapter Evaluating the Bilingual Education Program in Warlpiri schoolsDisbray, Samantha (2014). Evaluating the Bilingual Education Program in Warlpiri schools. Studies in Language Companion Series. (pp. 25-46) Amsterdam, Netherlands: John Benjamins Publishing Company. doi: 10.1075/slcs.147.03dis |
