Dr Simone Smala
Dr

Simone Smala

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Phone: 
+61 7 336 56377

Background

Teacher Education

Dr. Simone Smala is a senior lecturer in teacher education, educational psychology and multilingualism in education. 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 emerging world of Generative AI in K-12 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

Curriculum and pedagogy Curriculum and pedagogy theory and development Education English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) LOTE, ESL and TESOL curriculum and pedagogy Language studies Language, Communication and Culture

Qualifications

  • Bachelor of Education, Universität Bielefeld
  • Masters (Coursework) of Education, Rheinish-Westphalian Technical University
  • Doctor of Philosophy, The University of Queensland

Research interests

  • Content and Language Integrated Learning (CLIL), Second Language Learning

  • Teacher's work, Teacher wellbeing, Teacher collaboration and professional development

  • German Language Teaching, German Immersion Programs

  • AI for Teachers and Teaching

Search Professor Simone Smala’s works on UQ eSpace

44 works between 1999 and 2022
All (44) Journal Article (20) Book Chapter (11) Conference Publication (10) Book (2) Other Outputs (1)

21 - 40 of 44 works

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.

Teaching in CLIL programs: Queensland teachers' stories of bilingual education

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).

Involving faculty digital reluctants in a blended learning approach – Facebook, Blackboard and clickers

2012

Journal Article

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

The governmentality of reconciliation: Adult education as a community relations technique in Northern Ireland

2012

Conference Publication

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. SITE 2012: Society for Information and Technology Teacher Education 23rd International Conference, Austin, TX, United States, 5 - 9 March 2012. Chesapeake, VA, United States: Association for the Advancement of Computing in Education (AACE).

Using Facebook to engage students with social justice concepts in teacher education

2012

Journal Article

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.

A research design in technology-enhanced scaffolding in language teaching: What lessonLAMS can offer at the interface of educational and language learning research

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.

CLIL Down Under: External support structures to overcome the 'tyranny of distance'

2012

Journal Article

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.

CLIL programmes in Australia: multilingual schooling contexts

2011

Journal Article

Content and language integrated learning

Smala, Simone (2011). Content and language integrated learning. Languages Victoria, 15 (2), 32-35.

Content and language integrated learning

2011

Journal Article

A lived curriculum in two languages

Smala, Simone and Sutherland, Kate (2011). A lived curriculum in two languages. Curriculum Perspectives, 31 (3), 11-22.

A lived curriculum in two languages

2011

Conference Publication

Contexts and agents – CLIL in Queensland

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

Contexts and agents – CLIL in Queensland

2011

Conference Publication

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. 6th International LAMS and Learning Design Conference, Sydney, Australia, 8-9 December 2011. Sydney, Australia: LAMS Foundation.

Technology enhanced scaffolding in language teaching: Using LessonLAMS for Korean as a foreign language

2009

Journal Article

New literacies in a globalised world

Smala, S. (2009). New literacies in a globalised world. Literacy Learning: The Middle Years, 17 (3), 45-50.

New literacies in a globalised world

2009

Journal Article

Deutsche immersions - programme in Australien

Smala, S (2009). Deutsche immersions - programme in Australien. Fremdsprache Deutsch (Heft 40), 45-48.

Deutsche immersions - programme in Australien

2009

Conference Publication

Introducing: Content and Language Integrated learning (CLIL)

Smala, Simone (2009). Introducing: Content and Language Integrated learning (CLIL). 2009 ACSA National Biennial Conference Curriculum: A national conversation, Canberra, 2-4 October 2009. Canberra, Australia: Australian Curriculum Studies Association.

Introducing: Content and Language Integrated learning (CLIL)

2008

Journal Article

Review of Realizing the College Dream with Autism or Asperger Syndrome: A parent’s guide to student success

Smala, Simone (2008). Review of Realizing the College Dream with Autism or Asperger Syndrome: A parent’s guide to student success. International Journal of Disability, Development and Education, 55 (4), 347-348. doi: 10.1080/10349120802496633

Review of Realizing the College Dream with Autism or Asperger Syndrome: A parent’s guide to student success

2007

Other Outputs

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. doi: 10.14264/178621

Anti-sectarian adult education in Northern Ireland

2004

Journal Article

Review of The First R: How Children Learn Race and Racism Debra Van Ausdale and Joe R. Feagin, , Rowman and Littlefield Publishers, Lanham, Maryland, 2001, 231 pages, ISBN 0 8476 8862 3

Smala, Simone (2004). Review of The First R: How Children Learn Race and Racism Debra Van Ausdale and Joe R. Feagin, , Rowman and Littlefield Publishers, Lanham, Maryland, 2001, 231 pages, ISBN 0 8476 8862 3. The Australian Educational Researcher, 31 (1), 115-116. doi: 10.1007/bf03216808

Review of The First R: How Children Learn Race and Racism Debra Van Ausdale and Joe R. Feagin, , Rowman and Littlefield Publishers, Lanham, Maryland, 2001, 231 pages, ISBN 0 8476 8862 3

2003

Journal Article

Globalised symbols of war and peace

Smala, Simone (2003). Globalised symbols of war and peace. Social Alternatives, 22 (2), 37-42.

Globalised symbols of war and peace

2002

Journal Article

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.

Learning about the 'other': Intercultural learning and refugees

2001

Conference Publication

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. What We Know and How We Know It, Seattle, 10-14 April, 2001. Washington, DC: American Educational Research Association.

Confronting essentialism with essentialism: An anti-sectarian strategy in Northern Ireland

Past funding

  • 2023
    Towards a generative AI prompt taxonomy for F-10 education in Queensland
    Queensland Academy for Science, Mathematics and Technology
    Open grant
  • 2009 - 2010
    Second language immersion education in Queensland - an overview study of contextual and pedagogical variables in ten immersion programs
    UQ New Staff Research Start-Up Fund
    Open grant

Availability

Dr Simone Smala is:
Available for supervision

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Supervision history

Current supervision

  • 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

  • Doctor Philosophy

    An investigation of the impact of crisis-prompted online learning for refugee-background students

    Principal Advisor

    Other advisors: Dr Kate McLay

  • Doctor Philosophy

    WeChat-mediated Chinese EFL learners L2 identity construction during Covid-19 pandemic.

    Principal Advisor

    Other advisors: Dr Kate McLay

  • Doctor Philosophy

    Saudi TESOL teacher identity

    Associate Advisor

    Other advisors: Dr Barbara Hanna

  • 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

  • Doctor Philosophy

    Promoting Learners Autonomy through feedback provision

    Associate Advisor

    Other advisors: Dr Stephanie Macmahon

  • 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

  • Doctor Philosophy

    Islamic values and English language education: An ethnographic study of an Indonesian Pesantren.

    Associate Advisor

    Other advisors: Associate Professor Obaid Hamid

Completed supervision

Enquiries

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