In this chapter we visit the classrooms of four different teachers of English from around the world. These include a primary school teacher in rural India, a tertiary EMI teacher in Kenya, a secondary teacher in Bangladesh and a private sector teacher of adults in Ukraine. We learn about who they teach and why, and the role and status of English and other languages in their current pedagogy. For each of these teachers we then explore the influences on what happens in their classroom. We notice the translanguaging that is already happening in all of these classrooms, often unnoticed and unsanctioned, before we go on to explore the potential opportunities for translanguaging for the four teachers and the many constraints that may make it difficult, at times, for them to use multilingual approaches. We then identify the key factors that determine the nature of translanguaging classrooms in English language teaching. These include factors relating to the learners, the teacher and the context in which learning happens. Readers are encouraged to reflect on how the twelve factors identified influence translanguaging opportunities.

This chapter presents twenty translanguaging activities to exemplify some of the many ways that we can use translanguaging in our classrooms. We have included activities across the educational spectrum, from primary to secondary, tertiary and adult stages, and at low, medium and high levels of English language proficiency. Activities are loosely categorised in four groups: thinking activities (including translanguaging think-pair-share, shared language buddies, translingual task planning and home language spaces), visual and spatial activities (including bilingual posters, linguistic landscapes, translanguaging picture description and conversations around us), people activities (including languages we know, our stories, multilingual peer mediation and reading to family and caregivers) and texts activities (including translingual jigsaws, translingual shared reading, translingual text summary, group story reading, translingual PQRST, translingual text annotation, song subtitling and translingual story writing). Each activity is justified, introduced and the procedure is explained with notes regarding adaptation, alternatives and materials and resources required (if any).

Chapter 16 examines what it means to be a primary mathematics teacher in a professional context. It considers the attributes of effective mathematics educators, the requirements for professional accreditation, and the value of professional learning and engagement with mathematics education networks. You will also reflect on your preparation for the LANTITE and how to continue developing your identity as a confident and capable mathematics educator.

Chapter 12 extends students’ understanding of Statistics and introduces foundational concepts in Probability for Years 3 to 6. You will explore how to support students in collecting, organising, and interpreting data, identifying patterns, and predicting outcomes using simple probability language. The chapter also highlights strategies for integrating digital tools, adapting tasks to meet diverse learning needs, and making cross-curricular connections to enhance relevance and engagement.

Chapter 11 introduces students’ early engagement with Statistics in the Foundation to Year 2 level. It focuses on key concepts such as posing questions, collecting data, and interpreting simple visual representations. You will explore essential language, sample activities, and assessment strategies, along with common misunderstandings to look for when supporting young learners in developing foundational data skills.

Chapter 10 builds on earlier learning and explores how students extend their understanding of Measurement and Space in the middle and upper primary years (Years 3 to 6). It focuses on the development of key concepts such as units of measure, angles, transformations, and geometric properties. You will investigate strategies for using precise mathematical language, addressing common misconceptions, and applying spatial and measurement thinking to solve purposeful, real-world problems.

Chapter 8 builds on early understandings and examines how students deepen their conceptual grasp of Number and Algebra in the middle and upper primary years (Years 3 to 6). It clarifies key language and concepts and highlights common misconceptions to support diagnostic teaching. You will explore engaging classroom activities and assessment opportunities to consolidate mathematical reasoning and promote accurate, flexible thinking.

A popular belief in democracy as the core value of the Constitution has contributed to several innovations that circumvent the Framers’ constraints on democracy. Primary elections for selecting candidates including for the president have empowered the political parties and their core constituencies. The Supreme Court’s one-person-one-vote mandate for all state legislative elections has disempowered local communities, gerrymandering has become the norm for the creation of representative districts, and the 17th Amendment has diminished the influence of states as distinct political entities. Direct democracy in the form of referenda and initiative has compromised the filtering benefits of representation.

Learning to Teach in a New Era is a foundational text with scope for use throughout an entire initial teacher education (ITE) degree program. The book equips preservice teachers with introductory understanding and skills in the areas of professional knowledge, professional practice and professional engagement. Aligned with the Australian Professional Standards for Teachers (APST) and the Australian Curriculum, it contributes to the preparation of those in early childhood, primary and secondary preservice education to meet the Graduate Standards.

Young children are developing and learning within an increasingly complex world where competing ideas are being contested and enacted in ways that impact on their daily experiences. The ethical nature of many of the decisions and beliefs that children encounter in their lives often requires complex reasoning and decision-making in which many children may not be supported. The development of ethically reasonable citizens within a society concerned for the emotional wellbeing of its members needs to begin early in life. Parents and families are primary socialisers for young children’s moral and ethical development; however, early learning centres and schools have a responsibility for providing children with opportunities for social emotional learning intended to foster ethical reasoning and empathic concern for others. This chapter introduces educators to some of the key aspects of dialogic pedagogies (namely, an empathic pedagogy that incorporates community of inquiry approaches) and sets out an argument for their use within the HASS learning area to support children’s ethical understanding. The ways in which ethical understanding are described in early years and primary curricula are explored, and suggestions provided for activities that can foster learners’ ethical understanding.

Through HASS, children critically consider the moral challenges of our time and make informed and ethical decisions. The rationale to the HASS F–6 (v.9.0) curriculum asserts that HASS empowers students ‘to value their belonging and contribution to their community and beyond’. By engaging with key topics, children can impact their surroundings and effect change. Children explore historical and geographical concepts of significance, continuity and change, and place and space before they even reach school. Upon entering school, further intradisciplinary and interdisciplinary concepts are developed and refined. Thus, early in young people’s lives, teachers aim to introduce children to the study of humanities, which helps us to understand who we are, our identity and human interaction. This chapter explores the nature of HASS learning and pedagogy in the early childhood and primary years; considers the policy basis for teaching social science knowledge and skills; and outlines how play-based and inquiry-based pedagogical approaches can be used to teach HASS; and the value of learning propositional knowledge in the humanities and the significance of maintaining the integrity of discipline-based ways of ‘knowing’ and ‘doing’ to deliver a deeper understanding of HASS topics and concepts.

Wherever we are in society, we are surrounded by the Arts. This text has been designed by artists, and the words you read are just visual artworks representing the oral storytelling foundation of all societies. Its layout was designed by artists, using multiple media forms. You are reading it in an environment where the soundscape will hopefully allow you to concentrate. Your body is probably positioned to minimise discomfort and maximise efficiency, while communicating your current state of thought to all those around you (whether consciously or not). Surrounding you may be posters, objects, noises, people interacting with facial expressions, probably some communicating via Facebook, Instagram or other social media using increasingly advanced technologies. The Arts power our lives, yet too often we power down children as they enter formal education (preschool and upwards), stifle their natural forms of communication and interaction, and slowly destroy their ability to be creative and to think diversely.

Irish is the first official language of the Republic of Ireland. However, it is spoken by just 1.4 per cent of the population on a daily basis outside of the educational system (Central Statistics Office 2023). Irish is taught as a compulsory subject to students in three educational contexts: English-medium, Irish-medium, and Gaeltacht (Irish heartland areas) schools. The education system was given a key role in the revival of Irish when the Irish Free State was established in 1922 and the policy enjoyed some initial success. We argue that the policy was too narrowly focussed and had unrealistic expectations given the amount of instructional time and lack of exposure to Irish outside the school. We critically analyse key studies on the teaching and learning of Irish conducted in primary schools. A common theme that emerges from the studies is the success of immersion approaches to Irish and the disappointing outcomes where Irish is taught as a subject. If the education system in Ireland is to reach its potential in terms of Irish language achievement, then it needs to be transformed by increasing the intensity of exposure to Irish to take full advantage of an early start to language learning.

Chapter 7 acknowledges that, despite the best planning for positive engagement, students will still exhibit disengaged and disruptive behaviours. It examines the research to discuss which behaviours are the most common and the most difficult to manage in a classroom environment. It makes the distinction between frequent disengaged behaviour and rare ‘challenging’ behaviour discussed in Chapters 9 and 10.

Building on previous chapters, this chapter also discusses the best ways to prevent disengaged behaviours through implementing consistent classroom routines, structures and expectations, including the explicit teaching of expected behaviour. Ongoing strategies such as social-emotional learning to build strong relationships, low-key techniques to remind and redirect behaviours, class meetings to support student voice and engaging lessons are explored.