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Globalisation in higher education has brought linguistically diverse students and staff to Australian campuses. Universities have a range of language policies/practices around diversity, however, these often reflect national language planning policies in their strong monolingual tendency, with almost exclusive use of English dominant in most areas. This study was based on the premise that linguistic racism is present on Australian university campuses, because while some students experience linguistic invisibility others experience linguistic privilege. Specifically, the study examined the micro-ecology of one Australian university campus in order to explore (1) the extent and nature of linguistic racism present on the campus and (2) how discussions about linguistic racism can inform overall language policies in Australian higher education. Qualitative data were collected from in-depth interviews with students and staff and were contextualised by the examination of university policy documents, staff development materials and the university's visible signage. Findings suggested a mismatch between current academic thinking on the importance of translingualism in education and the relative invisibility and lack of privilege given to languages other than English on campus.

Social network sites are being widely used by teachers, and this phenomenon has been studied extensively. Yet the knowledge base supporting policy and practitioner decisions around the implementation and facilitation of these sites remains underdeveloped. This paper suggests that one reason for this lies in a mismatch between the methods that are being used in studies of teachers in social network sites and the claims that are being made. It looks towards stronger claims within this domain of research by presenting an integrative review of empirical studies (N = 96) which investigate teachers in social network sites, with a focus upon the methods that they employ. An integrative review is conducted to find studies that look at early childhood, primary, and secondary teachers' use of Facebook, Twitter, and other social network sites. The paper analyses the sample sizes, data sources, and forms of analysis that are used in these studies and discusses their suitability to the claims that are being made. It characterises the methods used in the included studies and makes five methodological recommendations regarding: (1) data about groups to be included when reporting studies and consistency of terminology; (2) frameworks for analysis; (3) re-use of research instruments and coding schemes; (4) approaches to sampling to avoid self-selection and bias; and (5) framing of claims to be more precise in nature. It suggests steps that might be taken to move towards stronger claims within this domain through convergent validity.

Translanguaging literature has broadly discussed translanguaging as fostering expressive and creative interactions within classroom contexts. Often overlooked, however, are the responses of students who are encouraged to translanguage in spaces they previously deemed to be reserved for the dominant language only. Using Linguistic Ethno‐graphy, we investigate the interactions of eight Chinese university students in two classroom settings at an Australian university. We examine how explicit or implicit English only norms at this university, combined with students' beliefs about English use, affect translanguaging practices and how English as an additional language (LX) users incorporate various resources, including spatial repertoires, peer support, and silence, to varying degrees of success within two different classrooms. The pedagogical implications of this examination point toward academics needing to embrace and legitimize translanguaging practices, not only at classroom level, but at course, university and policy level. Teachers in pre‐tertiary English language courses also need to incorporate such practices into their classrooms if EAL/D students are to be convinced of the legitimacy of translanguaging in the university classroom. [ABSTRACT FROM AUTHOR]

The internationalisation of higher education has contributed to the increasing number of English medium instruction (EMI) implementation in a variety of global teaching contexts, including in Indonesia. One approach used to practice EMI is content and language integrated learning (CLIL). This responsive practice, however, is not without challenges. One main issue is that teachers have limited English language skills to practice EMI. The study reported here investigates lecturers' perceptions of EMI practice in a university in Indonesia. Qualitative research methods, specifically incorporating five focus groups and five individual interviews were used to collect the data. Interview transcripts were then analysed thematically. Findings indicate that the teachers lack a clear understanding of EMI practice in a number of key areas including the selection of learning materials for and ways to conduct students' learning assessment in EMI classrooms. Pedagogical implications include how to approach code-switching and how to incorporate ICT into EMI learning materials. Recommendations for strategies to support future EMI implementation are also outlined. [ABSTRACT FROM AUTHOR]

In 2015 RMIT University commenced a two-year building redevelopment project which included completely refurbishing the main library. Approximately 180,000 books were temporarily moved to off-site storage and this posed the challenge of how to manage a working collection so that there would be minimal impact on the university's students and staff still requiring 'just in time' access. In preparation, the library implemented a two-year project to enable it to continue to provide high-level services for the duration of the construction work. This paper considers if logistics processes could be applied to mitigate any access issues caused by off-site storage of library resources. [ABSTRACT FROM AUTHOR]

In this article, we centre critical collaborative autoethnography (CCAE) as an embedded part of a longitudinal Critical Participatory Action Research study that focused on co-designing a community-driven engagement framework in one Local Government Area (LGA) in Western Australia. The study included new migrant communities, LGA staff, not-for-profit staff, and one university research team. We use CCAE to examine instances that perpetuated systems of power by fracturing belonging, agency, and ethical co-design, even though actors within these systems held inclusive intentions. By examining these instances as tensions in our project, we show how CCAE became a way for us (the researchers) to better understand what is required to engage in the proactive work of bringing people together, brokering understandings of power, and disrupting patterns that perpetuated institutional and community bordering. We argue that successful co-design with new migrant communities relies on continuous and reflective co-learning across stakeholder groups. [ABSTRACT FROM AUTHOR]