Professional Development Programs
How Language Works: Success in Literacy and Learning.
Teaching ESL Students in Mainstream Classrooms: Language in Learning across the Curriculum.
Teaching Young Children in English in Multilingual Contexts.
Literacy for Learning.
Polias J (2016) Apprenticing Students into Science: Doing, Talking, and Writing Scientifically. Melbourne: Lexis Education.
Available on amazon.com, where you can also view a preview of the inside pages.
Polias J and Forey G (2016) “Teaching through English: maximal input in meaning making”. In DR Miller and P Bayley (eds) Hybridity in Systemic Functional Linguistics: Grammar, Text and Discursive Context. Sheffield, UK: Equinox.
Forey G and Polias J (forthcoming) “Multi-Semiotic Resources Providing Maximal Input in Teaching Science through English”. In A Llinares and T Morton (eds) Applied Linguistics Perspectives on CLIL. Amsterdam: Benjamins.
Polias J (2011) “English language teachers and subject teachers collaborating: recent changes in pedagogical practices in Hong Kong”. Viden om laesning September 2011. Denmark: Nationellt Videncenter for Laesning.
Dare B (2010) “Learning about language: the role of metalanguage” In C Coffin (ed.) “Systemic Functional Linguistics”. Special edition of the National Association for Language Development in the Curriculum (NALDIC) Quarterly, Autumn 8(1), United Kingdom.
Polias J (2010) “Pedagogical resonance: improving teaching and learning” In C Coffin (ed.) “Systemic Functional Linguistics”. Special edition of the National Association for Language Development in the Curriculum (NALDIC) Quarterly, Autumn 8(1), United Kingdom.
Hedeboe B and Polias J (2008) Genrebyran: En Sprakpedagogisk Funktionell Grammatik i Kontext. Stockholm: Hallgren & Fallgren.
Polias J and Dare B (2006) “Towards a Pedagogical Grammar”. In R Whittaker, M O’Donnell and A McCabe (eds) Language and Literacy: Functional Approaches. London: Continuum.
Polias J (2006) “Assessing Learning: A Language-based Approach.” In M Olofsson Symposium 2006. Stockholm: Nationellt Centrum for SFI, HLS.
Dare B and Polias J (2001) “Learning about Language: Scaffolding in ESL classrooms”. In Hammond J (ed.) Scaffolding: Teaching and learning in language and literacy education. Newtown NSW: PETA.
Contributions to post-graduate coursework
Modules have been developed by Lexis Education for the Open University’s (UK) Masters course, English Grammar in Context.
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The staff of Lexis Education have been involved in varying ways in the development of the following publications.
Polias J (2003) ESL Scope and Scales. South Australia: Department of Education and Children’s Services.
Click on these links to download the Early Years’ Band version of the ESL Scope and Scales; the Primary Years’ Band version; the Middle Years’ Band version; and the Senior Years’ Band version of the ESL Scope and Scales. This resource is a monitoring (assessment) tool which describes in comprehensive detail the development of language and learning not only for students learning English but for those who have English as their primary language.