Dr Simone Smala
Senior Lecturer
School of Education
+61 7 336 56377
Research Interests: Educational Psychology; CLIL and TESOL; Teacher Efficacy and Well-Being
Researcher biography
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.
Publications
Books
Meier, Gabriela and Smala, Simone (2022). Languages and social cohesion: a transdisciplinary literature review. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781003120384
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.
Book Chapters
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
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
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
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.
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.
Campbell, 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.
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.
Smala, 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
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.
Smala, 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.
Smala, 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.
Journal Articles
Smala, Simone (2022). Artificial Intelligence and machine learning - how can it support language
teaching?. The MLTAQ Journal, 174, 7-11.
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
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.
Smala, Simone (2020). Diversity and Transnationalism The 'Merged Curriculum' Approach in Bilingual Programmes in Australia. Curriculum Integrated Language Teaching: Clil in Practice, 93-106.
Smala, Simone (2016). CLIL in Queensland: the evolution of immersion. Babel, 50 (2/3), 20-27.
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
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
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
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
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
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
Smala, Simone (2012). CLIL programmes in Australia: multilingual schooling contexts. The European Journal of Applied Linguistics and TEFL, 1 (1), 115-127.
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.
Smala, Simone (2011). Content and language integrated learning. Languages Victoria, 15 (2), 32-35.
Smala, Simone and Sutherland, Kate (2011). A lived curriculum in two languages. Curriculum Perspectives, 31 (3), 11-22.
Smala, S. (2009). New literacies in a globalised world. Literacy Learning: The Middle Years, 17 (3), 45-50.
Smala, S (2009). Deutsche immersions - programme in Australien. Fremdsprache Deutsch (Heft 40), 45-48.
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
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
Smala, Simone (2003). Globalised symbols of war and peace. Social Alternatives, 22 (2), 37-42.
Smala, S. (2002). Learning about the 'other': Intercultural learning and refugees. Social Alternatives, 21 (4), 17-20.
Conference Papers
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
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.
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).
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).
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.
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.
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.
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.
Smala, S. (1999). Confronting essentialism with essentialism: The Belfast Workers' Educational Association's anti-sectarian strategy. Australian Association for Research in Education Conference, Melbourne, 27 Nov - 2 Dec 1999. Coldstream, Vic.: AARE.
Smala, S. (1999). Creating empathy: Ideas for cultural literacy. Global Citizenship, Adelaide, 6-9 July 1999. Adelaide: Aust. Federation of Modern Language Teachers' Association.
Generic Document
Smala, Simone (2013). Some emerging principles for mobile-assisted language learning: discussion. The International Research Foundation.
Thesis
Smala, Simone (2007). Anti-sectarian adult education in Northern Ireland. PhD Thesis, School of Education, The University of Queensland. doi: 10.14264/178621