This book addresses how language is conceptualised in Australian schooling to deliver a better understanding of how multilingualism can be incorporated into everyday teaching and learning, practice, and policy. By integrating different educational domains – namely, subject English, teaching English to speakers of other languages (TESOL), Languages as a subject area, and the learning of languages across the curriculum – the text (re-)frames language(s) learning for all students, including first-generation immigrants, international students, students born in Australia to immigrant parents, Indigenous students, and students with no exposure to other languages at home. It is distinctive in that it brings together scholars from across the L1 and L2 fields. Presenting a novel framework that addresses the positioning of both language and opportunity across different domains at school, this book offers a multilingual vision for all teachers. The Australian setting depicted serves as a rich example for similar contexts worldwide. This is an invaluable resource for students and academics in disciplines related to language(s) and education, as well as teacher educators, school leaders, and practitioners.
