Overview
Background
Teacher Education
Dr. Simone Smala is a lecturer in teacher education, curriculum and pedagogy. Drawing from a background as a middle years and secondary teacher, Simone now focuses her research on Content and Language Integrated Learning (CLIL) in bilingual, immersion and TESOL settings, and the use of social media, such as Facebook and Edmodo, in education. Simone's research is based in socio-cultural learning theories, educational policy and blended learning.She publishes in both English and German and has extensive research connections in Europe and the USA.
Availability
- Dr Simone Smala is:
- Available for supervision
Fields of research
Qualifications
- Bachelor of Education, Universität Bielefeld
- Masters (Coursework) of Education, Rheinish-Westphalian Technical University
- Doctor of Philosophy, The University of Queensland
Research interests
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Content and Language Integrated Learning (CLIL), Second Language Learning
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Teacher's work, Teacher wellbeing, Teacher collaboration and professional development
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German Language Teaching, German Immersion Programs
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AI for Teachers and Teaching
Works
Search Professor Simone Smala’s works on UQ eSpace
2022
Book Chapter
Situated emergence of CLIL: New discourses of bilingual education in Australian government schools
Smala, 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
2022
Journal Article
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.
2022
Book
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
2021
Journal Article
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
2020
Journal Article
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.
2020
Book Chapter
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
2019
Book
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.
2018
Book Chapter
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
2017
Book Chapter
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.
2017
Conference Publication
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
2016
Journal Article
CLIL in Queensland: the evolution of immersion
Smala, Simone (2016). CLIL in Queensland: the evolution of immersion. Babel, 50 (2/3), 20-27.
2016
Conference Publication
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.
2015
Book Chapter
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.
2014
Journal Article
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
2013
Journal Article
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
2013
Journal Article
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
2013
Journal Article
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
2013
Book Chapter
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.
2013
Conference Publication
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).
2013
Journal Article
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
Funding
Past funding
Supervision
Availability
- Dr Simone Smala is:
- Available for supervision
Before you email them, read our advice on how to contact a supervisor.
Supervision history
Current supervision
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Doctor Philosophy
Exploring Language Learning Strategies and Learners¿ Identities Using WhatsApp Chats to Enhance the Learning of Arabic Grammar in Cooperative Learning Settings Online
Principal Advisor
Other advisors: Professor Robyn Gillies
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Doctor Philosophy
WeChat-mediated Chinese EFL learners L2 identity construction during Covid-19 pandemic.
Principal Advisor
Other advisors: Dr Kate McLay
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Doctor Philosophy
An investigation of the impact of crisis-prompted online learning for refugee-background students
Principal Advisor
Other advisors: Dr Kate McLay
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Doctor Philosophy
Promoting Learners Autonomy through feedback provision
Associate Advisor
Other advisors: Dr Stephanie Macmahon
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Doctor Philosophy
Islamic values and English language education: An ethnographic study of an Indonesian Pesantren.
Associate Advisor
Other advisors: Associate Professor Obaid Hamid
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Doctor Philosophy
Teaching in the higher education sector in the Generative AI era: Instructional design in the implementation of Generative AI tools
Associate Advisor
Other advisors: Associate Professor Peter Crosthwaite
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Doctor Philosophy
Exploring the needs of English language proficiency in Bangladesh tourism industry: A qualitative study
Associate Advisor
Other advisors: Associate Professor Obaid Hamid
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Doctor Philosophy
Literature in English Teaching in Indonesia; The Implementation and Practice in Schools, English Literature, and English Education Study Programs and Its Role in Job Opportunities
Associate Advisor
Other advisors: Dr Kate McLay
Completed supervision
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2021
Doctor Philosophy
Sense-making and learning in the 21st century: Science student voices on learning through a second language
Principal Advisor
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2020
Doctor Philosophy
Informal EFL Learning in Saudi Arabia and the Role of the Internet: An Ecological Perspective
Principal Advisor
Other advisors: Emeritus Professor Peter Renshaw
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2019
Doctor Philosophy
Primary EFL Teachers' Self-Directed Learning in China: Readiness, Process, and Context
Principal Advisor
Other advisors: Professor Katie Makar
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2018
Doctor Philosophy
Picking Up a Second Language from Television: an autoethnographic L2 simulation of L1 French learning
Principal Advisor
Other advisors: Emeritus Professor Bob Lingard
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2016
Doctor Philosophy
Second Language Reading Comprehension Strategies in Brunei Darussalam's Primary Schools
Associate Advisor
Other advisors: Dr Karen Moni
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2012
Doctor Philosophy
Contextual language learning: The educational potential of mobile technologies and social media
Associate Advisor
Media
Enquiries
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