Many educators in Australian schools are becoming aware of the need to address the imbalance in the content of humanities or integrated studies curriculum in relation to indigenous perspectives within primary and secondary schools. Over the past few years, attempts have been made by various state and national educational bodies to create…

This paper describes the need to reconceptualise teaching and learning programs for intercultural language learning. The shift is from concepts such as "content" and its "coverage" (intended to address "learner needs and interests") to developing programs focused on meaning making in interaction and on learners as…

Feedback provided by ILTLP Project team members to participants in Phase 1 is analysed to provide insights into the process of developing programs. The questions provide a starting point for considering current programming practices in developing units of work and long- term programs to support intercultural language learning.

The significance of questioning in intercultural language learning was highlighted during Phase 1 of the project as project team members worked with teachers preparing units of work and long-term programs. This paper explores the types of questions asked by team members to elicit teachers' thinking regarding students' learning and teachers' roles…