Publications: Most recent 10 years

Nicole Brookes
Mercurius Goldstein
Theodora Lafkas

Nicky has recently branched out into publishing to complement her extensive classroom experience over the past 15 years.

Lafkas, T., Brookes, N. & Armstrong, A. (2012). ‘Refugees and new arrivals: Shining a light in the shadows’. In Australian Council of TESOL Associations (ACTA) International Conference. Cairns, Australia. 2-5 July.

Lafkas, T. & Brookes, N. (2011). Everyday numeracy in Australia. Sydney: APELS Publications.

Mercurius' publication record ranges across his academic speciality in TESOL methodology, and also wider interests concerning the role and status of languages education in Australia.

Goldstein, M. (2015). Is it worth it?: Why (and why not) to seek 'Highly Accomplished' accreditation, reflections on experience. Conference presentation. Sydney: NSW Japanese Language Teachers' Conference 2015, 29-30 May.

Goldstein, M. (2014). Our connected classroom: International videoconferencing in a rural classroom. Accents 3(2). Sydney: Modern Language Teachers' Association of NSW.

Goldstein, M. (2013). If you can team-teach, you can videoconference: A practice-informed view from a rural languages classroom. Conference presentation. AEF National Conference 2013. Melbourne: Asia Education Foundation, 12-14 August.

Goldstein, M. (2013). “They bombed us”—Teaching Japanese in country New South Wales: Privilege and parochialism. Ch. 4 in L.Harbon & R.Moloney (Eds.), Language teachers' narratives of practice. Newcastle upon Tyne: Cambridge Scholars Publishing.

Goldstein, M. (2012). Teach me to teach English in English: Navigating “top-down” implementation of target language as the medium of instruction for Korean-speaking TESOL teachers. Thesis presentation. KOTESOL 2012 conference, 20-21 October 2012: Sookmyung Women's University, Seoul, Republic of Korea.

Goldstein, M. (2012). Breakaway: Small-town students visit Japan. Film documentary. MLTA NSW Annual Conference, 9 March 2012: Sydney. NSW Japanese teachers' conference, 15-16 June 2012: Sydney.

Goldstein, M. (2011). Teach me to teach English in English. Poster presentation. Language Education and Diversity Conference, 23-25 November 2011: The University of Auckland, NZ.

Goldstein, M. (2009) Recommended measures to achieve equity for students from backgrounds of socio-economic disadvantage: Discussion paper for Senior Executive Group. Social Inclusion Unit: The University of Sydney.

Harbon, L. & Goldstein, M. (2008). A summary of outcomes from government-endorsed language strategies in selected Anglophone countries (England, Scotland, USA) from 1999-2008. Languages Strategic Advisory Committee of the Australian Federation of Modern Language Teacher Associations. Sydney, September, 2008.

Ewing, R., Hughes, J. & Goldstein, M. (2008). Case-based Learning and Inquiry in Pre-Service Teacher Education: guiding learners on their individual and collective pathway to knowledge. The University of Sydney. Refereed paper presented at Australian Teacher Education Association Conference, Teacher Educators at Work: What works and where is the evidence? 8-11th July 2008, Sunshine Coast Australia.

Goldstein, M. (2008). To sing with one voice, first remove the gag. In Chris Bonnor, 2020 School Educationn Summit: The Public Good and the Education of Children (pp. 159–161). State Library of NSW, Sydney, 28 June, 2008.

Goldstein, M. & Hughes, J. (2007). Y this generation is ready to teach our children. News Archive, The University of Sydney.

Dora's recent publication record reflects intense focus on the sociocultural priorities and methodological challenges for TESOL education in Australia.

Lafkas, T. (2012). Everyday interactive tasks. Sydney: APELS Publications.

Lafkas, T., Brookes, N. & Armstrong, A. (2012). ‘Refugees and new arrivals: Shining a light in the shadows’. In Australian Council of TESOL Associations (ACTA) International Conference. Cairns, Australia. 2-5 July.

Lafkas, T. & Brookes, N. (2011). Everyday numeracy in Australia. Sydney: APELS Publications.

Lafkas, T. (2010-2012). Intensive TESOL training for Korean secondary school English teachers. The University of Sydney: Research Institute for Asia and the Pacific. International Leaders Program.

Lafkas, T. (2009). Teaching the multilingual classroom. The University of Sydney: COMPASS program.

Lafkas, T. (2009). Strategies for teaching socio-culturally diverse classrooms. The University of Sydney: Professional development unit.

Lafkas, T. (2006-2009). TESOL curriculum I, II, III. 3x Units of study.The University of Sydney: Faculty of Education and Social Work.

Lafkas, T. (2008). Teaching English internationally. Unit of study. The University of Sydney: Faculty of Education and Social Work.

Lafkas, T. (2008). Teaching in multilingual classrooms. Unit of study. The University of Sydney: Faculty of Education and Social Work.

Lafkas, T. (2007). English language: Examining learners' problems. The University of Wollongong: Online course.

Lafkas, T. (2007). Teaching speaking and listening to second language learners. The University of Wollongong: Online course.

Lafkas, T. (2006). Primary TESOL. Unit of study. The University of Sydney: Faculty of Education and Social Work.

Lafkas, T. (2006). Technology in language teaching: Unit of study for Master of Indigenous Language Education (MILE). The University of Sydney: Faculty of Education and Social Work.

Lafkas, T. (2005). Methodology in language teaching: Unit of study for Master of Indigenous Language Education (MILE). The University of Sydney: Faculty of Education and Social Work.

Lafkas, T. (2004). Language curriculum management: Unit of study for Master of Indigenous Language Education (MILE). The University of Sydney: Faculty of Education and Social Work.

Lafkas, T. (2002). Language proficiency option for overseas trained teachers. The University of Sydney: Faculty of Education and Social Work.