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2022 Book Chapter Situated emergence of CLIL: New discourses of bilingual education in Australian government schoolsSmala, Simone (2022). Situated emergence of CLIL: New discourses of bilingual education in Australian government schools. Global CLIL. (pp. 52-73) edited by Eva Codó. New York, NY United States: Routledge. doi: 10.4324/9781003147374-4 |
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2020 Book Chapter Diversity and transnationalism: the 'merged curriculum' approach In bilingual programmes In AustraliaSmala, 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 |
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2018 Book Chapter Digital tool use and self-regulated strategies in a bilingual online learning environmentFreihofner, 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 |
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2017 Book Chapter Facilitation of self-regulation in a CLIL on-line learning environment in scienceCampbell, 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. |
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2015 Book Chapter Varianten des Content and Language Integrated Learning in German (CLILiG) in AustralienSmala, 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. |
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2013 Book Chapter Using LessonLAMS for technology enhanced scaffolding in high school language teachingCampbell, 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. |
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2013 Book Chapter Teaching in CLIL programs: Queensland teachers' stories of bilingual educationMcKendry, 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. |
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2013 Book Chapter Privacy and identity management in social media: driving factors for identity hidingSmala, 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 |
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2012 Book Chapter 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. |
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2001 Book Chapter Communal divisions in Northern Ireland: Addressing visual symbols and signsSmala, 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. |
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2000 Book Chapter Confronting essentialism with essentialism: The Belfast Workers' Educational Association's anti-sectarian strategySmala, 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. |
